Self Study of Oglethorpe University for the Southern Association of Colleges and Schools, Atlanta, Georgia

2 OJ Q'V-

ffi Self Study

Oglethorpe ^Unii)ersit^

Qor X)lie Southern Cnssociation

of Co 'I leges ana Schools

Crltlanta, yeorgia

1973

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ffifc

J -k r lry*i 18221

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TABLE OF CONTENTS

Introduction i

I Purpose 1

II Organization and Administration .... 14

III Educational Program 67

IV Financial Resources Ill

V Faculty 131

VI Library 165

VII Student Development Services 179

VIII Physical Plant 210

IX Special Activities 248

X Graduate Program 258

XII Planning for the Future:

Summary and Recapitulations 289

Appendices 304

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INTRODUCTION

INTRODUCTION

I . History of Oglethorpe University

A group of Georgia Presbyterians, influenced by
the example of Princeton University, secured a charter
in 18 35 for the operation of a church-supported uni-
versity in the academic pattern of the nineteenth
century. The actual operation of Oglethorpe University
commenced three years later at Midway, a small community
near Milledgeville , at that time the capitol of the
state .

Under the leadership of Samuel K. Talmadge, its
second president who served for most of the first three
decades of its existence, the university steadily grew
in stature and influence. President Talmadge gathered
about him a faculty of unusual ability, at least two of
whom would achieve real distinction: James Woodrow, an
uncle of Woodrow Wilson and the first teacher in Georgia
to hold the Doctor of Philosophy degree, and Joseph
LeConte , destined to world fame for his work in the field
of geology.

Oglethorpe alumni went forth in those years to play
roles of importance in various fields. One of the best
known graduates was Sidney Lanier, a distinguished poet,
who remarked shortly before his death that the greatest
intellectual impulse of his life had come to him during

(ii)

his college days at Oglethorpe.

The life and service of the school was cut short
in the 1860 's by the Civil War. Attempts were made to
revive the institution, first at Midway and then by re-
location in Atlanta. The ravages of war, together with
the dislocations of Reconstruction, posed obstacles too
great to overcome, and in 1872 Oglethorpe closed its
doors for a second, and seemingly final, time.

Three decades later, due largely to the determined
energy and vision of Dr. Thornwell Jacobs, the school
was revived, chartered in 1913, and moved to its present
location on the northern edge of metropolitan Atlanta.
The cornerstone of the first building on the Atlanta
campus was laid in 1915 in a ceremony witnessed by mem-
bers of the classes of 1860 and 1861; thus, symbolically
linking the old with the new.

From then until his resignation in 1944, President
Jacobs became and remained the guiding spirit of the
Oglethorpe endeavor. He developed a number of ideas and
enterprises which brought national, and even international,
recognition to the school. Notable among these were the
establishment of a campus radio station as early as 1931,
and the completion in 1940 of the Crypt of Civilization
to preserve for posterity a cross-section of twentieth
century life.

The initial affiliation with the Presbyterian

(iii)

Church continued until the early 1920 's. Ideological
differences related primarily to the teaching of the
theory of evolution caused the church to discontinue its
support. Oglethorpe has, since that time, operated as
a wholly private and non-sectarian institution of higher
learning .

A new era opened in the history of Oglethorpe in
1944 when Dr. Philip Weltner assumed the presidency and,
with a group of faculty associates, initiated a new and
exciting approach to undergraduate education called "The
Oglethorpe Idea." The new departure was founded on the
conviction that education should encompass the twin aims
of making a life and making a living, and that toward
these ends a program of studies should be developed
which made sense from first to last and which meaningfully
hangs together.

Four presidents have served Oglethorpe University
since the retirement of Dr. Weltner in 1957. They have
been :

Donald C. Agnew 1957 - 1964 (January)
George Seward 1964 (Acting February - September)
Paul R. Beall 1964 (October) - 1967
Paul K. Vonk 1967 -
These presidents were either involved during the last
self-study and evaluation by the Southern Association of
Colleges and Schools in 1963, or have led the institution

(iv)

since the time of that evaluation.

With the support of the Board of Trustees, Presi-
dent Paul Vonk provided new thrusts and emphases with
his inauguration in 1967. These emphases were primarily
three in nature; he sought to lead the university to
Survival, Stability, and Status. A great deal of suc-
cess is evident as one compares the condition of the
institution of today with those existing in 1967. Five
new dormitories and a new student union building were
opened in the spring of 1968. Traer Hall, a new women's
dormitory, was completed in 1969. Goslin Hall, a new
science building, was provided for use during the fall
of 1971. Since 1971, all previously existing buildings
were renovated and now provide facilities for ad-
ministrative offices, faculty offices, library, and
classrooms .

Campus improvements have been accomplished while,
at the same time, endowment has increased from $400,000
in 1967 to more than $4,000,000 in 1973. Other changes,
such as have occurred in curricula, type of student body,
and scope of operation are clearly dealt with in this
self -study report. Suggestions for improvement, as con-
tained in this report, should be read in the context of
recognition of the significant changes of the past six
years and of a continued desire to make of Oglethorpe
"a small university, superlatively good."

(v)

II . Organization of the Self-Study

The Oglethorpe self-study began in September, 1971
when President Paul Vonk , Dean Malcolm Amerson, and Dr.
David Thomas attended the Southern Association of Col-
leges and Schools seminar at the Atlanta Airport. Dr.
Thomas accepted the directorship assignment and pro-
ceeded with the selection of chairmen for Standards One
through Ten. One chairman assumed responsibility for
writing chapters on two standards, Special Activities
and the Graduate program.

Overall preparation and committee organization were
completed during the academic year, 1971-1972. During
this time, the nine chairmen and the Director constituted
a Steering Committee for preliminary work.

In the fall of 1972, committees were reorganized
largely due to changes in faculty and staff personnel.
Also, a permanent Steering Committee was formed to as-
sume responsibility for completing the Self-Study re-
port. All Steering Committee members had no other
involvement in the project. From this point on, committee
chairmen constituted the Self-Study Committee. With
formation of the committee on Projections, organization
of the project was completed in the spring of 1973.

The Steering Committee, as finally organized, met
in formal session for the first time on November 14 ,
1972. The committee consisted of the following persons:

(vi)

Lavon Talley, Faculty, Chairman

Roy Goslin, Faculty

Fitzhugh Legerton, Trustee

Julie Rummel , Staff

Franklin Burke, Alumni

Howard Axelberg, Trustee

George Goodwin, Trustee

Thomas Camp, Trustee

Medora Wallace, Alumni

Anne Cheek, Alumni

David Thomas , Faculty (ex officio )

The membership of the committee was selected with
the purpose of providing a nucleus of faculty with the
remainder representing the varied interests of the
university: alumni, trustees, and staff. One of the
alumni representatives was a 1972 graduate and, it was
believed, could give student input to the committee's
efforts .

The members of the Steering Committee were aware
that much organizational work on the self-study had
already been done; they nevertheless took seriously the
charge that the final self-study report was their
responsibility. The committee gave its approval to the
organizational framework previously determined, and
began the serious task of working with self-study com-
mittees .

The work of the Steering Committee was primarily
conducted as follows:

A. Preliminary drafts of committee reports were
presented to the Steering Committee by the chairmen
of the various committees , who were usually

(vii)

accompanied by one or more members of their group.

B. These reports were critically reviewed in
terms of the standards and the manual provided ' by
the Southern Association.

C. Committees then revised their reports ac-
cording to suggestions and questions raised by the
Steering Committee.

D. All completed reports came before a joint
session of the Steering Committee and faculty for
final approval.

E. Reports were then given to the editor for
final review before final typing.

The office of the Southern Association was called
for consultive assistance on numerous occasions. Ex-
ceptional help was given by Dr. Grover Andrews of that
office during a visit to the campus in May of 1973.

Dr. James T. Rogers, President of Brenau College,
gave invaluable assistance when he came as a consultant,
during April of 197 3. In meetings with the Steering Com-
mittee and with self-study committee chairmen, Dr.
Rogers made suggestions and was able to answer many
questions of importance to the completion of the study.

Students were provided with opportunities to par-
ticipate in the self-study as members of self-study
committees. Faculty members, staff, and trustees were
represented on self-study committees and on the Steering

(viii)

Committee. Trustees were further involved by way of
reports from President Vonk and through preliminary re-
ports given both in person and in writing by committee
chairmen, and from the Director of the self-study.

The Steering Committee accepts final responsi-
bility for the self-study report. It was, however, a
joint effort of the university community, and it re-
ceived general consensus approval from that community.

(ix)

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(x)

Make-up of the
Self-Study Committees

Purpose

Thomas Chandler, Chairman, Faculty

Robert Fusillo, Faculty

Douglass Alexander, Administration

John Knott, Resource Consultant, Faculty /Administration

James Ward , Student

Robert Willard, Faculty

Organization and Administration

Philip Palmer, Chairman, Faculty

Shawn Boles , Faculty

Hilda Nix, Staff

Candy Crain, Staff

Joseph Koontz , Faculty

Jim Clarke, Student

Douglass Alexander, Resource Consultant, Administration

Educational Program

Leo Bilancio, Chairman, Faculty

Barbara Clark, Faculty

David Mosher, Faculty

David Knight, Faculty

Shawn Boles , Faculty

Candy Crain, Staff

Sheri Rawls , Student

Lavon Talley, Resource Consultant, Faculty

Financial Resources

James Miles, Chairman, Faculty

Linda Bowen, Faculty

David Knight, Faculty

Robert Willard, Faculty

Carl Volk, Resource Consultant, Administration

John Knott, Resource Consultant, Faculty/Administration

Howard Axelberg , Resource Consultant, Trustee

Frank Burke, Resource Consultant, Alumni

(xi)

Faculty

Ken Nishimura, Chairman, Faculty-
William Strozier, Faculty
Barbara Clark, Faculty
Cle Hall, Staff
Jim Golson, Faculty
Kay MacKenzie, Administration
Candy Crain, Staff
Joann Salesky, Student

Library

J. B. Key, Chairman, Faculty

Thomas Key , Faculty

John Knott, Faculty/Administration

Robert Fusillo, Faculty

Cheryl Lovelace, Student

David Mosher, Faculty

Thomas Chandler, Resource Consultant, Faculty

Student Development Services

Martha Vardeman , Chairman, Faculty

Thomas Key, Faculty

William Harrison, Faculty

William Strozier, Faculty

James Bohart, Faculty

Kay MacKenzie, Resource Consultant, Administration

Charles Sullivan, Resource Consultant, Administration

Bette Breckenridge , Consultant, Administration

Linda Cline, Student

Loretta Smith, Student

David Ghiotto , Student

Physical Plant

Elgin MacConnell, Chairman, Administration

William Harrison, Faculty

Jim Golson, Faculty

Carl Volk, Resource Consultant, Administration

James Bohart, Faculty

Etta Lou Hanken, Staff

(xii)

Graduate, Research and Special Activities

George Wheeler, Chairman, Faculty
Frank Thompson, Faculty-
David Knight, Faculty

Lavon Talley, Resource Consultant, Faculty
John Knott, Resource Consultant, Faculty /Administration

Planning for the Future

Douglass Alexander, Chairman, Administration

J. B. Key, Faculty

Ken Nishimura, Faculty

Esther Perry, Staff

Gilbert Campbell, Trustee

Charles Sullivan, Administration

G. Malcolm Amerson, Faculty /Administration

John Spencer, Trustee

Chapter I

PURPOSE

PURPOSE

I. The Statement

Oglethorpe University has had no official state-
ment of purpose, although a prefatory section entitled
"The Oglethorpe Idea" has been accepted as a summary of
the college's purposes. It has been printed in each
catalog since 1958, and appears under the heading
"Purpose" in the latest Bulletin . It reads as follows:

The Oglethorpe idea is to forge the
strongest link between the "academic" and
"practical," between "human understanding"
and "know-how," between "culture" and "pro-
ficiency," between past and present. We
are persuaded that there is ultimately no
contradiction between the concepts repre-
sented in each of these usually divorced
pairs .

There can be no basic disagreement
among educators and laymen about the common
elements of the student's real needs and
interests. He is to learn as much as pos-
sible about principles, forces, and laws
influencing or governing Nature, including
human nature and human associations; to
learn to take account of these not only for
their own sake but for growth, guidance and
direction for himself and others; to express
his deepest individuality in the work or
calling most appropriate to his talents; and
to discover his proper place, role and
function in the complex relationships of
modern living.

Living should not be an escape from work.
Education should therefore encompass the
twin aims of making a life and making a
living. But inescapably he is part and
parcel of society. He fulfills himself by
the measure in which he contributes to the
happiness and progress of his fellows. Edu-
cation, as an institution of society, has a
social obligation. It cannot neglect either
the individual or the community without

(2)

damage to both. The social order at its best
is best for the individual; the individual
at his best is best for society. The busi-
ness of education is to strive for this
optimum.

What difference should an education make?
There are people, deficient in formal
schooling, who are happy and useful. They
understand and get along well with their
neighbors. They are an influence for good in
their community and earn a living by honest
effort. Any truly educated man displays the
same traits. The difference is in degree
rather than kind.

Whereas it is usual for people to under-
stand their fellows , how much wider should
be the sympathies of the educated man! His
contacts go beyond the living and embrace
the seers of all the ages, who as his com-
panions should inform his mind and enlarge
his vision.

Never before have people been so alive to
the necessity of mastering rather than being
mastered by the economic and scientific
forces at work in our world. Creative brains
and individual initiative, tempered by a
strong sense of social responsibility, are
the only sources of payrolls compatible with
a free society, an improving living standard,
and a better way of life. Where else can we
look for this creative urge other than to
adequate education of qualified talentl

We make no claim that formal education
inevitably bestows these benefits. We in-
sist that it can. If that be true, how may
the mark be reached? We shall always have to
remind ourselves as teachers that education
is a difficult art. The pitfalls we would
shun are hard to escape. Of all people, the
teacher must remain the most teachable. The
quest for wisdom is never-ending. We, too,
must continually grow in order to stimulate
growth in those who come to us to learn. We
shall also have to remind ourselves that
subjects are merely the means; the objects of
instruction are the persons taught. We must
be forever mindful that education, in order
to be true to itself, must be a progressive
experience for the learner, in which interest
gives rise to inquiry, inquiry is pursued to
mastery, and mastery at one point occasions

(3)

new interests in others. The cycle is never
closed, but is a spiral which always returns
upon itself as some higher level of insight.
Growth in everything which is human must re-
main the dominant objective for the individual
and for society.

We therefore stand for a program of studies
which makes sense from first to last, which
hangs together, and which promotes this de-
sired result. Not only in professional
training but also in the education of the
human personality, the materials of instruction
must have a beginning, point in a definite di-
rection, and prepare for all that ensues. We
necessarily make provision for and give scope
to diversified talents in preparation for varied
careers. But this much we all have in common:
each man has to live with himself and all have
to live with their fellows. Living in com-
munity, with human understanding, involves arts
in which we are all equally concerned.

II . Historical Background

Although "The Oglethorpe Idea" has never been of-
ficially adopted by the college, there is a decided
continuity in the contents of statements made by officials
and in publications over the years. Certain statements
appear early and late in the college's history.

Oglethorpe University was founded in 18 35 by a
group of Presbyterians as a church college of liberal
arts. It was granted a charter the same year by the
General Assembly of Georgia, and opened in 18 38. The
students received no instruction in Presbyterian dogma,
but the religious atmosphere and Christian influence were
very deep. The religious fervor of early Oglethorpe
is reflected in its graduates. Nearly one hundred out

(4)

of three hundred and seventeen who graduated at the
Midway college became ministers. However, religion and
the study of the classics did not rule out strong em-
phasis on the sciences. Dr. Joseph Le Conte , who became
one of America's noted geologists, was on the faculty.
Dr. James Woodrow, as professor of science, succeeded
him. Dr. Woodrow was the first teacher in Georgia's
history to hold a Ph. D. degree. While Dr. Woodrow was
at Oglethorpe, Darwin's Origin of Species was published,
and despite controversy and difficulties, he accepted
Darwin's thesis and taught evolution at the college. To
him there was no conflict between science and religion.
Despite the high Christian ideals, the strict religious
discipline inflicted upon the students and the in-
struction in the classics, there was from the beginning,
as represented in Dr. Woodrow, "Modern academic thought
at its best. Liberal and tolerant, what he as a teacher
most desired was to develop in young men a sense of re-
sponsibility for their own opinions and a capacity to
form them intelligently." (Starke, Sidney Lanier , p.
32-33.) The same basic idea was reflected over one
hundred years later by then President Philip Weltner
when, in 1944, he published in a bulletin:

The teacher's first task is teaching .. .The
staff is to be judged by how well they in-
spire students with love for truth. Our main
aim is to make men, to develop doers and
thinkers. The laboratories of great

(5)

corporations, research foundations, and
technical institutes can better promote the
extension of knowledge. Our business is the
expansion of personality. (Weltner, "Our
Philosophy", from the Oglethorpe Book .)

In an effort to revive the Oglethorpe tradition,
Dr. Thornwell Jacobs, whose grandfather taught at old
Oglethorpe before the Civil War forced its closing, re-
founded the school at its present site in 1913. Dr.
Jacobs was also a Presbyterian minister whose vision and
scope stretched beyond the bounds of the church. His
success in teaching evolution did not withstand the
criticism as had been the case with Dr. Woodrow, and had
a great part in the break with the Presbyterian Church,
after which Oglethorpe University attained its full
independent status.

The continuity of purpose was evident at the laying

of the cornerstone of the "new" Oglethorpe in 1915, when

these words were spoken by Dr. J. I. Vance:

Oglethorpe starts with a dowry of freedom.
Its face is toward the morning .. .While it is
blessed by tradition, it is not hampered by
tradition. Its policies are not to be
cramped in the grip of a dead hand. It will
adapt its courses of instruction to meet the
needs of the living present and train men to
face and master the actual problems of life
as they exist today.

. . .What is to be the mission of the new
Oglethorpe?

...It will nourish our ideals. It will teach
us that there is something bigger and better
to live for than commercial success. It will
introduce humanity into industrialism, inter-
nationalism into citizenship, and fraternity
into all social relations...

(6)

It will train our sons for service. It
will give to youth the conception that life's
horizon is not to be bounded by selfish in-
terests, and that success is to be measured,
not by what one gets out of life, but by what
he puts into it. It will teach our young men
that true citizenship is not provincial, but
cosmopolitan. . ( Oglethorpe University Bulletin ,
July, 1916.)

Dr. Jacobs, also in the 1916 Bulletin , stated:

" . . .we intend to build a great University rather than a

big one... To that end we are determined that the key

word of Oglethorpe shall be quality and that quality

shall be expressed in her every sphere and form." And

as recently as a 1971 Bulletin there appears this quite

similar statement:

Oglethorpe's goal is to remain "a small
university, superlatively good." This credo
is in keeping with the University's deter-
mination to give all possible individual
attention to every student.

Dr. Philip Weltner became President of the insti-
tution in 1944 after the resignation of Dr. Jacobs, who
had led the college for twenty-seven years, the longest
tenure of any president in Oglethorpe's history. Dr.
Weltner upheld the tradition of a small institution
when he began the 1945 Oglethorpe Bulletin with the
statement, "Oglethorpe is a small college and prefers to
remain small . " In the next fourteen pages he then set
forth his philosophy, which later developed into "The
Oglethorpe Idea." It appears with minor revisions in the
1973-74 catalog of the college as quoted above. "The

(7)

Oglethorpe Idea" expressed the aims and purposes of the
institution, which basically retain the traditional con-
cepts since its founding in 1935: a small liberal arts
college devoted to serving and developing the individual
student through an effort to fuse the cultural and
practical. In 1938 the "practical" was principally the
preparation of ministers; today, it has broadened to
five degrees, as well as preparation for careers in edu-
cation, business and other areas.

Oglethorpe University today, under the leadership
of Dr. Paul Vonk, might easily be described in Dr.
Vance's words from the address at the 1915 dedication:

While it is blessed by tradition, it is not
hampered by tradition. Its policies are not
to be cramped in the grip of a dead hand. It
will adapt its courses of instruction to meet
the needs of the living present and train men
to face and master the actual problems of life
as they exist today.

Ill . Evaluation and Implementation

The essence of the Purpose, as fusing the aca-
demic and the practical, can be distilled into five aims
which stimulate and encourage each student:

A. To pursue an expression of his indi-
viduality through creativity, progressive
experience and a continuing quest for
learning;

B. To strive for a worthwhile contribution
to society by discovering his own po-
tentials and learning how to live
responsibly with others;

(8)

C. To develop an awareness and fuller under-
standing of the physical environment;

D. To enlarge his vision through the ap-
preciation of the influences and rewards
of his cultural legacy;

E. To prepare to earn a living.

A poll of students, faculty, Board of Trustees,
and alumni concerning the Purpose was taken in the fall
of 1972. Ninety-one per cent of the respondents claimed
familiarity with the statement; 93% were in sympathy with
it, wholly or partly; 79% felt that the college lives up
to its "Idea," completely to moderately; 46% noted that
certain elements in the "Idea" are probably difficult to
obtain; and 40% suggested that changes might be made.
The Board of Trustees of the college endorses "The
Oglethorpe Idea." Its members feel that, although some
elements may be difficult to attain, its tenets are a
desirable goal for a small college. The majority of the
faculty endorses the "Idea" and believes that the col-
lege considerably lives up to its ideals. Virtually all
persons questioned were familiar with the catalog state-
ment, with the exception of a very few students. Less
than 4% disliked the "Idea." (See Appendix 1.)

Although there have been minor changes in "The
Oglethorpe Idea," Dr. Weltner's statement remains the
present focus of the college. Dr. Weltner himself was,
in fact, closely consulted in recent changes in the
core curriculum.

(9)

Modifications have been made in labeling di-
visions and courses. The five major divisions, which
were begun in order to implement the written purpose and
its twin aims of understanding life and effectively
functioning in society, still exist. In the present
catalog they are called:

Division I Humanities

Division II Social Studies

Division III Science

Division IV Education and Behavioral Sciences

Division V Business and Economics

A Graduate Division was added in 1971.

A core program of required courses for all four-
year Oglethorpe students cuts across the divisions to aid
"in a program of studies which makes sense from first to
last, which hangs together, and which promotes the de-
sired result." The idea underlying the core is that a
person will be happier and will contribute more to society
if he has an understanding of himself in relation to his
society. The revised core curriculum, begun in 1971,
was constructed to reflect "The Oglethorpe Idea." It
stresses man's heritage of knowledge (e.g. Religious
Thought, Introduction to Philosophy, Shakespeare and the
Elizabethan Theatre, Nineteenth Century Literature,
Psychology as a Social Science, Ethics and Social Issues,
Art Appreciation and Music Appreciation) ; his insti-
tutions (e.g. Western Civilization I and II, the Modern
World, United States Economic History, Governance of

(10)

the United States, Constitutional Law, Social Problems,
and Communism and the Cold War) ; and the physical world
(e.g. Elementary Math I and II, Physical Science and
Biological Science) . There are twenty-one Majors
Programs which "make provision for and give scope to di-
versified talents in preparation for varied careers."
Further, practical education is provided by internships
in the political structures of the city of Atlanta and
the state of Georgia.

Student participation on college committees al-
lows education by experience in confronting human nature
and dealing with human associations. Such experience
will teach students the techniques of contributing to
society. Similar experience is gained in the faculty-
advised student organizations (e.g. student government,
intramurals , honor societies, etc.).

Looking toward the needs of the surrounding com-
munity and a growing metropolis, the Department of
Continuing Education was formed as a community service
to provide courses in addition to those offered for a
degree. Its activities include conferences as well as
supervision of the evening division. A variety of
courses not normally available in college curriculum
originally were offered through Continuing Education
but are now under the control and supervision of
Windsor Institute. Some of the courses offered through

(11)

Windsor Institute are real estate sales, painting, be-
havior modification, abortion, ecology, and workshops on
learning disabilities. The evening program, which
enables students to concentrate in any of the school's
divisions, was also designed as a community service.
The most recent addition to serve community needs is the
Masters Program in Elementary Education.

Oglethorpe fulfills a local need by being the
only four-year private, independent, non-sectarian col-
lege in the area. The small size is attractive to many
students who do not wish to attend the large surrounding
universities. Its somewhat unique role in the foregoing
respects does not isolate the college from its neigh-
bors. Oglethorpe University is a participating member
in the cooperative group of colleges and universities
in this region known as the University Center in Georgia,
which includes eight local institutions and the Uni-
versity of Georgia in Athens. It is also a member of
the Georgia Foundation for Independent Colleges.

During the past five years intensive strides have
been made to strengthen the financial status of the
college, in conjunction with a campus-wide renovation
and building program necessary to provide facilities for
a college of up to one thousand students. Within the
last seven years six dormitories have been built, as
well as a student center and a science building.

(12)

All other buildings have been renovated, including the
four-story Lowry building which is now devoted com-
pletely to the library.

IV. Projections

All the changes referred to in the preceding

section, within the framework of the stated purpose,

were necessary to build toward the desired goals of

service, stability and quality. Dr. Vonk , in the

December 11, 1972 edition of the Southern Recorder

(Official University Newspaper) , had a column entitled

"Excellence, a Necessity," in which he stated:

Oglethorpe is committed to excellence

excellence in faculty,

excellence in instruction,

excellence in students,

excellence in facilities,

excellence in programs

(both curricular and

extra curricular) ,
excellence in administration.

But the commitment is not enough.
EXCELLENCE MUST BE ACHIEVED.

For such a commitment of excellence to be
realized in the midst of our fast changing world, in-
cluding the academic communities, there will be a need
to seek out and evaluate new programs, methods, and
ideas. There are virtually no restrictions that would
hamper any progressive measures - the Charter of the

(13)

University gives authority to the Board of Trustees to
amend it. (The Chapter on organization and admini-
stration in this report discusses the Charter.)

Although all persons questioned about the
Purpose are generally in sympathy with the "Idea" and
thought that the college lives up to it to a consi-
derable or moderate degree, a large number agreed
that some changes should be made. Suggested changes
include a more practical approach, a more realistic
approach, relevance, explicitness , extension of
humaneness, brevity of statement. It is significant
that less than 4% disliked the "Idea." Most comments
indicate that perhaps a study should be made for the
purpose of forming a more brief and explicit statement,
which would retain the basic principles of "the
Oglethorpe Idea." Within the present functions and
facilities of the college, "the Oglethorpe Idea" repre-
sents a worthy goal in the long traditional heritage
of Oglethorpe University as a small college.

Chapter II:

ORGANIZATION AND ADMINISTRATION

ORGANIZATION

AND

ADMINISTRATION

Introduction

In the past five years significant changes have
taken place in the organization and administration of
Oglethorpe University. The most important has been in
the area of fiscal policy. Under the new financial
policy the operational expenses of the institution have
generally been met from internally generated income.
Generally, outside income has been used for capital im-
provement and for increasing the endowment. This fiscal
policy has necessitated reductions in the number of staff
and in operating expenses , as well as making a more ef-
fective use of all college personnel. The financial
planning that has taken place in the past five years has
included such things as budget allocations to pay for
earlier financial commitments that had not been funded,
expenditures for improvement of the physical plant, and
allocation of resources more equitably among the several
functions of the college.

The Self-Study Committee on Organization and Ad-
ministration finds that there has been no clear
delineation of the responsibilities of particular staff
members, and, to a lesser degree, of some faculty
members. This situation no doubt obtains in part

(15)

because the college is a relatively small one and many
of the functions in such a small community are handled
informally, with a natural shifting of responsibilities
from one person to another at various times. However,
the failure to delineate responsibilities is also in
part due to financial stresses under which the insti-
tution has lived. It has been, and presumably will
continue to be, necessary for staff and faculty members
to assume responsibilities not traditionally related to
a specific title or function. The Self-Study Committee
on Organization and Administration does note that the
position descriptions drawn up by key staff members and
by Division Chairmen seem to indicate that the personnel
of the college know essentially what their duties are.
These position descriptions are on file among the back-
up materials for the Self -Study.

With the overlapping nature of administrative
responsibilities among some of the faculty and staff,
there is question as to whether in these cases authority
is commensurate with responsibility. The committee feels
that the administration should make a stronger effort
to spell out as precisely as possible the nature of each
position, its authority, general responsibilities, and
specific duties. However, the recent administrative re-
organization referred to below should significantly
correct deficiencies in this regard.

(16)

The report of the Self-Study Oglethorpe University
made in 1963 states (p. 40) in part, "The University
requires more forceful and decisive leadership...," In
the intervening years since that report there has been a
clearly discernible trend from decentralized to cen-
tralized organization and administration with strong
executive leadership. The organization and administration
described below is as of April, 1973.

Sources

The Charter, By-laws and Statutes of Oglethorpe
University are reproduced in the Faculty Handbook . The
minutes of the Board of Trustees are on file in the Of-
fice of the President and are available for review.
Minutes of faculty meetings are kept by the Registrar as
faculty secretary. Faculty committees retain their own
minutes and these are available through the respective
chairmen. The Self -Study Office has various records that
serve as back-up materials for the entire self-study.

The Faculty Handbook issued February, 1972, con-
tains a brief history of the institution and defines such
things as its organization and policies, stated meetings,
individual responsibilities of both faculty and staff, fringe
benefits, college facilities, and college administration
procedures. The handbook is basically consistent with
the recommendation made in 1963 by the committee dealing

(17)

with organization and administration in the Self-Study
Report of that year.

Policy and procedural changes in the areas mentioned
above are communicated to faculty and staff through pro-
cedure sheets, memoranda, and at faculty meetings. The
Self-Study Committee on Organization and Administration
recommends that a permanent faculty committee be named to
update the handbook periodically or that an ad hoc com-
mittee be named from time to time for that purpose. A
revised and current handbook would be especially helpful
for new faculty.

I. Title

The legal name of the institution is Oglethorpe
University and it was incorporated under this title by
order of the Superior Court of Fulton County, May 8, 1913.

The Fifth Year Report 1968, referring to a recom-
mendation made during the academic year 1964-65, states:

...It was felt that the size, purpose, and ob-
jectives of the institution did not exemplify
those of a university; therefore, it was
recommended by the administration to the
trustees, faculty and students of Oglethorpe
that the name be changed to Oglethorpe
College (p.III-8) .

Consequently the name was changed to Oglethorpe

College October, 1965. However, the Southern Association

has subsequently given prior approval to the new graduate

program in Elementary Education. Because of this

(18)

graduate program and because of the long history of
Oglethorpe University (since 1835) , the term University
was reinstated as the title of the institution December,
1970.

II . Organization of the Corporation of Oglethorpe
University

The organization and responsibilities of the
governing board are clearly stated in the Charter and By-
laws of the University. The University is under the
complete direction and control of the Board of Trustees.
Because Oglethorpe University is a private, unaffiliated
institution, there are no outside agencies which may
initiate, review, or reverse the actions of the govern-
ing board.

A. Structure

The Board of Trustees consists of not less than
eleven or more than thirty-five members, including
the President of the college as trustee ex officio .
The 1973-74 Oglethorpe University Bulletin (pp. 106-107)
lists twenty-seven members. The Board of Trustees
presently represents a wide range of professions and
interests, including banking, manufacturing, real
estate, insurance, medicine, engineering, distri-
bution and sales, law, and clergy. Trustees are
elected by the Board of Trustees for a term of three

(19)

TABLE 1: Organization of the Corporation of Oglethorpe University

(April, 1973)

President of the
Univer s ity

Vice-President
of the
Univer s ity

ex officio--

Chairman :
Board of
Trustees

Vice-Chairman
of the Board
of Trustees

Secretary

of the
University

Treasurer

of the
University

(Corporation Charter as Amended, February 12, 1962)
*********************************

TABLE 2 : Organization of the Board of Trustees of Oglethorpe
Univers ity

W

W

n w

pi h

< h en

O O D

Chairman o

f th

e

Board

Execut iv
Chair
Vice-
Stand

of f ic

President of

the Univers ity

e Committee of Board
man of Board
Chairman of Board
ing Committee Chairmen

Commi 1 1 ee on
Finance*

Committee on
Curriculum
and Library

Committee
on Public
Relations :

Alumni ,
Students ,

Committee

on Build-
ings and
Grounds

Committee
on Person-
nel , Faculty
and Admini-
stration

Commi

ini ty

*Formerly (1) Committee on Endowment and Investment, and
(2) Committee on Finance, Budget and Control.

(By-laws of Oglethorpe University)

NOTE: Executive Committee also includes Secretary and

Treasurer of University who may also be committee
chairmen .

(20)

years and serve until their successors are elected.
Vacancies are filled by the remaining trustees for
any unexpired terms. There is no specific representa-
tion required from any one field or profession.
Members are usually selected among those who have a
definite interest in Oglethorpe University and who
can assist financially. (See Article VI, revised
Charter of the University.)

B. Officers of the College

The general officers of the college are the
President, Vice-President, Secretary, and Treasurer.
1. President : The President supervises and
directs the business affairs of the college ac-
cording to the policies of the Board of Trustees
and within current budgetary limitations. He is
responsible for approving courses of study, select-
ing instructors, recommending faculty appointments,
maintaining discipline, and encouraging sound
learning. He executes all notes, contracts and
other similar instruments in the name and on behalf
of the corporation. He furnishes information re-
quested by the Chairman of the Board of Trustees or
the Chairman of any Standing Committee. In brief,
the President administers the college and is re-
sponsible for all operations both academic and

(21)

non-academic. As member ex officio of the Board
of Trustees, the President acts for the Board in
the interim between meetings . The current
president is Dr. Paul Kenneth Vonk.

2. Vice-President (presently vacant) : The
Vice-President performs all the duties of the
President during the absence or disability of the
President. The committee on Organization and Ad-
ministration recommends that the position of Vice-
President remain on the organization chart at least
until the recent reorganization discussed below can
be adequately assessed. (See Table 3.)

3. Secretary : The Secretary of the college
is also the Secretary of the Board of Trustees.
He has custody of the corporate seal of the Uni-
versity and affixes it to any instrument requiring
it, and when so doing the seal is attested by his
signature. The current secretary is Mr. C. Edward
Hansell .

4. Treasurer : The treasurer has custody of the
funds of the college and its securities and deposits
all monies and other valuable effects in the name
and to the credit of the college in such depositories
as are designated by the Board of Trustees. He
keeps records of fiscal affairs of the college and

(22)

performs such duties as are prescribed by the Board
of Trustees. The current treasurer is Mr. Howard
G. Axelberg.

C . Executive Committee

The Executive Committee of the Board of Trustees
is composed of the Chairmen of each Standing Committee
and the Chairman and Vice-Chairman of the Board of
Trustees. The Committee exercises all the powers and
duties of the Board of Trustees between meetings of
the Board. The Committee serves as a committee on
appeals, to hear and determine appeals arising under
the statutes of the college.

1. Chairman : The Chairman presides over
meetings of the Board of Trustees and exercises
general supervision over affairs of the college.
He appoints the chairman and members of Standing
Committees and serves as an ex officio member of
each committee. The current chairman is Mr. John
Spencer.

2 . Vice-Chairman : The Vice-chairman serves
as chairman in the event of the absence or dis-
ability of the Chairman. The current vice-
chairman is Mr. Arthur Howell.

D. Standing Committees: Duties and Responsibilities
The Standing Committees consist of not less than

three nor more than five trustees. Each committee

(23)

keeps executive committee minutes of its official
actions, and reports to the Executive Committee
between board meetings or to the Board of Trustees
at its regular meetings. The Endowment and Invest-
ment Committee and the Finance, Budget and Control
Committee have been combined to constitute the
Finance Committee as indicated below. Presently the
Standing Committees of the Board of Trustees are these:

1. Finance Committee : The Finance Committee
exercises control over the endowment and other funds
of the institution, the sale, exchange, and pur-
chases of securities and other property. The
President and Vice-President of the University are
authorized as agents of the college to handle
property, stocks, and other securities according to
the terms established by the Finance Committee or
officers of the college.

2. Curriculum and Library Committee : This com-
mittee keeps informed as to the educational program
of the college, and counsels with the faculty on
the development of the educational program. It also
supervises the operation of the library.

3. Building and Grounds Committee : This com-
mittee supervises the physical properties of the
college and recommends to the Endowment and Invest-
ment Committee the sale of any surplus real estate.

(24)

4 . Public Relations: Alumni, Students, and
Community : This committee concerns itself with the
undergraduate life on the campus of the college and
serves as sponsor and promoter of the alumni as-
sociation. It is responsible for the public
relations of the college and for the role of the
college in community affairs.

5 . Personnel, Faculty, and Administration
Committee : This committee supervises and counsels
with the President of the college and oversees the
employment of faculty and administrative personnel.

The following committees were added:

6. Athletic Committee : This committee is
responsible for all inter-collegiate and intramural
sports activities.

7. Committee on Trustees : The committee is
charged with recruiting and screening potential
board members.

8. Development Committee : This committee is
responsible for long range planning to meet the
needs of the college.

Mr. Charles Towers served as Chairman of the Board
from February, 1969, to March, 1973. Just prior to his
resignation from the position of Chairman, he was inter-
viewed by Dr. Shawn Boles, a member of the Self-Study
Committee on Organization and Administration. Mr. Towers

(25)

was asked to give his assessment of the functioning of
the Board in general and the committee system in parti-
cular. The following is a summary of his comments (a
more complete record of the interview is on file in the
Self-Study Office) .

Mr. Towers stated that in his opinion the most im-
portant step taken by the Board of Trustees during the
past five years was the decision to operate the college
on a balanced budget. He pointed out that in past years
the Board had often been willing to operate on a deficit
financing basis. In the past five years, however, the
Board established clear and definite monetary policies
that would insure that the college could maintain itself
as a viable small liberal arts school. In pursuance of
these policies, a further decision was made to stabilize
the size of the enrollment at a maximum of one thousand
full-time undergraduate students.

Mr. Towers suggested that the committees of the
Board had not functioned effectively during the past five
years, although he mentioned the Athletic and the Finance
Committees as possible exceptions in this regard. He in-
dicated that, by and large, committee functions had been
assumed by the Executive Committee working with the
President of the college. Mr. Towers reported that
several steps have been taken to strengthen the committee
system. For example, several committee chairmen were

(26)

replaced and a Committee on Trustees was established to
screen and recruit potential board members. It was under-
stood that committee chairmen would be selected only from
trustees living in the Atlanta area, in order that they
could maintain a close relationship with the Oglethorpe
community. And, he said, in effect, that steps were
being taken to increase the powers of the various
committees.

The present chairman of the Board, John C. Spencer,
said in a letter to the Self-Study Committee on Organi-
zation and Administration, dated July 17, 1973:

The Board of Trustees is being directed
towards being more aware of the University's
total operation , but not to go beyond the
policy making responsibilities specifically
given to the Board. Copies of the Board's re-
port are mailed to each trustee one week prior
to the meeting of the board. Committee meet-
ings are held immediately prior to the Board
meetings and detailed reports are submitted
and discussed at the regular meetings. Com-
munications and rapport among all areas of the
college community are being improved through
committee meetings , informal gatherings , the
N.E.T.M.A. publication, and the employment of
a public relations agency, etc.

Mr. Spencer also noted that the President's Council

has been effective as an advisory group, both to the

Board and to the administration. He observed that "many

areas of the University's life are being coordinated

into a viable community." And, he said, "There seems to

be a positive attitude and good morale, both of which

are contagious to the point of creating an environment

(27)

wherein the ten-year plan will become a reality. " (The
"Ten-Year Plan" is discussed in the chapter Planning for
the Future: Summary and Recapitulations.)

Only the President of the college regularly re-
ports to the Board. This occurs at regular scheduled
meetings. The faculty has direct access to the Board
during the annual Board meeting held on the Oglethorpe
campus during the Fall Semester of each academic year to
which all faculty are invited.

The faculty has indirect access to the Board in the
following ways: (a) faculty members and trustees serve
together on college committees, thus providing an oppor-
tunity for exchange of ideas and philosophies; and (b)
several of the faculty have personal contact with members
of the Board on a one-to-one basis.

E. Self-Study and the Board of Trustees

Since the inception of this self -study, members
of the Board of Trustees involved on the Steering Com-
mittee have been kept informed as to its nature, scope,
and progress. On one occasion the Self-Study Director
gave an informal presentation to the Steering Committee
on "the meaning of the Self-Study to the Institution."
At a subsequent meeting of the full Board of Trustees
each chairman discussed his section of the self-study
and each presentation was followed by a brief dis-
cussion. Board members were actively involved on two

00

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(29)

coinmittees--the Steering Committee and the Committee
on Projections. The college administration included
progress reports of the self-study in its Annual
Report (February 16, 1973).

Ill . Administrative Organization

A. General Internal Organization Structure and
Analysis

Beginning in early April, 1973, the admini-
strative staff was reorganized into three major areas
of responsibility: Dean of Administration, Dean of the
College, and Dean of Students. Tables IV, V, and VI
show the structural arrangements and illustrate the
hierarchy of authority and the responsibilities in each
functional area. While it is too early to assess the
effectiveness of the reorganization there is reason to
believe that the new arrangements will provide a more
equitable division of talent and labor. For example,
the position of Dean of Students (illustrated in Table
II) will significantly relieve the Dean of the College,
who in the recent past has been unduly burdened with
many of the duties now assigned to the Dean of Students.
Also, the newly created position of Dean of Admini-
stration was established in order to provide for
clearer lines of responsibility and better coordination
of administrative functions.

(30)

B. Tables , Position Descriptions and Analysis
The organization tables require explanation.
Each administrative position is discussed with com-
ments where pertinent. Some administrative positions
that are adequately dealt with in other chapters of
this study are not discussed here except in cases in
which additional commentary seems appropriate. The
administration positions are dealt with in the order
in which they are illustrated in the Tables I through
VI.

1. Dean of Administration : Under the general
direction of the President, the Dean of Administra-
tion is responsible for the operation of the
business office, data processing, continuing edu-
cation, the physical plant, and auxiliary enterprises,
He is directly responsible to the President. The
present Dean of Administration is Dr. John Knott,
a. Business Office : Necessary services
for maintaining student accounts, purchasing,
payment of bills, and accounting for college
and governmental funds , are provided by the
business office. The Print shop handles the
printing of forms , letters , flyers , and programs ,
and in addition, lays out many larger jobs such
as the campus newsletter, which are printed off
campus. Data processing maintains the school's

(31)

accounting system, billing services, grade
files, class roles, and address labels on
punched cards .

b. Continuing Education : Facilities of
the college are rented to outside agencies
when they are not in use. Most frequently
rented are conference rooms, the auditorium,
and the gymnasium. The college sponsors (and
co-sponsors) conferences of public interest.
Examples of past conferences are ones on
abortion, drug abuse, ecology and pornography.
Each summer, basketball camp for children ages
eight to eighteen is sponsored by the office
of continuing education. The evening di-
vision is promoted and administered through
continuing education, which serves as liason
between evening students and the administrative
offices, these latter normally being closed
during the evening. Academic affairs of the
evening division are directed by the Dean of
the College. The summer school is also pro-
moted and administered by this office. The
Dean of the College is also responsible for
the academic aspects of this program.

c. Physical Plant : Maintenance provides
the necessary services for repair and minor

(32)

improvement of campus facilities and grounds.
The foreman reports to the Dean of Administra-
tion concerning maintenance, custodial service,
and security. The security force is respon-
sible for the safety of campus residents and
the integrity of campus facilities.

d. Auxiliary Enterprises : The bookstore
primarily serves the campus community. Text-
books, paperbacks, and sundries are available.
The manager reports to the Dean of Admini-
stration. The college owns houses which it
maintains and rents to faculty, staff, and some
members of the community at large.
The college's relationship with the Windsor Institute
is one rental arrangement which should be singled out be-
cause of its continuing character. In June of 1972, the
non-credit education program was discontinued since such
activity was not in keeping with Oglethorpe's purpose as
an undergraduate liberal arts college. Because such a
program was desired by the community, an independent non-
profit corporation, Windsor Institute, was begun. All
non-credit courses on the campus of Oglethorpe are now
sponsored by Windsor Institute.

Windsor is an educational organization independent
of Oglethorpe. All of Windsor's advertising is done
under its own name. The name "Oglethorpe" appears only

(33)

TABLE 4

April, 1973

DEAN OF ADMINISTRATION

Continuing
Education

Business
Office

Data
Processing

Physical
Plant

| Controller |

Evening'
College

Printing
Office

Auxiliary
Enterprises

Faculty
Housing

[ Bookstore

| Maintenance - ]

| Custodian )

| Security

Rental of
Facilities

Summer*
School

| Conferences""]

: Reports to the Dean of the College

(34)

in the address. The overwhelming majority of Windsor's
instructors are from off-campus. (In 1972-73, only two
of Oglethorpe's full-time faculty members and one part-
time faculty member offered courses for Windsor.) The
unpaid Board of Directors for Windsor is composed of
members of the administration and Board of Trustees of
Oglethorpe. In an effort to maintain the separate
character of Windsor and Oglethorpe, the names and po-
sitions of Windsor's Board of Directors are not used in
the promotion of Windsor. In the rental agreement between
Oglethorpe and Windsor, Oglethorpe contracts to provide
classroom space unused by Oglethorpe's academic program.
In addition the services of the office of Continuing
Education provide for promotion and registration. Ogle-
thorpe retains the right to alter or abolish the rental
agreement with Windsor with ninety days written notice.
In return for the use of Oglethorpe's facilities and
services , Windsor pays Oglethorpe an annual fee of
$10,000.00. The amount of this fee is subject to annual
confirmation.

2. Dean of the College : The Dean of the
College, with general direction from the President,
has responsibility for Academic Affairs. The areas
of responsibility under this heading include the
faculty, library, Registrar's Office, Financial
Aid and Placement, and students. The present Dean

(35)

of the College is Dr. G. Malcolm Amerson. A brief
discussion of each area follows:

a. Faculty : The Dean of the College, with
assistance from Division Chairmen, recommends
candidates for teaching positions. Final
authorization is given by the President. Con-
tract renewals, promotions, and granting of
tenure are formulated in this same manner. The
Dean of the College presides over the faculty
meetings and faculty council meetings to con-
duct the routine business of the faculty.

The general needs of the faculty such as as-
signment of office space, procurement of supplies,
clerical assistance, classroom assignments, etc.
are handled by the Dean of the College with as-
sistance from the Division Chairmen. Division
Chairmen also assist in the planning of the
courses offered during the academic year.

Routine matters not listed above are 1)
maintaining faculty files, 2) conducting annual
faculty workshop, 3) faculty evaluation, 4)
faculty counseling, 5) evaluation of academic
standards, 6) evaluation of instructional
methods, 7) coordination of efforts of each
academic division, 8) attending professional
and civic meetings to represent the college

(36)

and 9) preparation and administration of the
instructional budget.

Regular reports are submitted to the
President on the academic status of the college.
One annual report is submitted to the Board of
Trustees .

b. Library ; The Dean of the College has
general supervision over the Library. The Di-
rector of the Library and the Librarian report
directly to him and keep him informed of pro-
gress, needs and general developments.

c. Registrar : The Dean of the College is
the official Registrar, but the work in this de-
partment is handled by two Associate Registrars.
The special areas handled by the Dean are 1)
supervises the Associate Registrars, 2) pub-
lishes probation lists, 3) publishes Dean's List,
4) acts on academic dismissals, 5) rules in un-
usual cases of transfer credits, 6) verifies
honors at commencement, 7) verifies graduation
requirements, 8) publishes examination schedule,
9) publishes classroom assignments, 10) pub-
lishes course schedules, and 11) acts on re-
activation of student files.

There is some question as to whether the Dean of
the College should, in fact, be the Registrar. The Self-

(37)

Study Committee on Organization and Administration feels
that at least for the immediate future this somewhat un-
orthodox practice should be continued for the following
reasons: 1) because Oglethorpe University is a small in-
stitution with a limited enrollment this arrangement
represents an economically efficient use of administrative
talent, 2) the present arrangement eliminates much dupli-
cation of effort in that a great many problems relating
to the interpretation and application of registration
policies would have to be approved by the Dean of the Col-
lege even if there were a separate Registrar, and 3) the
Committee believes that the students have been served
better under the present arrangement than when there was
an official registrar other than the Dean.

d. Financial Aid and Placement : The
business of this office is conducted by the
Director of Financial Aid and Placement. The
Dean serves as general supervisor and advisor.
The only area that personally involves the
Dean of the College is the establishment of
levels of institutional scholarships awarded in
the form of Oglethorpe Merit Scholarships.
Freshmen merit scholarships are awarded by the
Admission Office.

e. Students: Each student at Oglethorpe
is assigned a faculty advisor when he enters

(38)

TABLE 5

(April, 1973)

DEAN OF THE COLLEGE

| Faculty [

Faculty
meetings

Faculty
Counc 11

Divis ion
Chairmen

Standing
Committees

Ad Hoc
Committees

| Library [

Director

of
Libraries

Librarian |

| Cataloguer

Library
Assistants

Associate
Regis trar

Ass is tant
Registrar

Regis trar
Emeritus

Academic Divisions

Student Aid

and

Placement

HUMANITIES SOCIAL STUDIES SCIENCE

EDUCATION

BUSINESS

GRADUATE

English
Foreign

Language
Literature
Mus ic

Philo sophy
Religion

History
Political

Studies
Pr e-law
Urban Studies

Biology Teacher Accounting

Chemistry Education Business

Math. Psychology Economics

Physics Sociology

Elementary
Education

(39)

Oglethorpe, but occasionally students feel the
need to discuss their academic work with the
Dean of the College. They also seek counseling
on career and graduate school opportunities .
The Dean is sometimes called on to arbitrate
in disputes that arise between students and
faculty or staff members.

General duties and responsibilities not
covered in the categories above include communi-
cating with parents, alumni, and prospective students,
and representing the college in the community. The
functions of the Associate Registrar and the Di-
rector of Financial Aid and Placement are elaborated
upon below.

3. Office of the Registrar : The duties of the
Office of the Registrar are as follow: (a) to
maintain and file all official academic and ad-
missions records, (b) to review ultimately all in-
dividual records to certify the fulfillment of
degree requirements, (c) to record and report mid-
term grades (no mid-term reports are sent during the
summer) , (d) to mail official transcripts upon re-
quest of students, (e) to confirm attendance and
academic standing of all male students to the
Selective Service Board as required, (f) to certify
attendance of veterans, war orphans, and students

(40)

under vocational rehabilitation as requested by the
student, (g) evaluation of work completed at other
institutions, and (h) generally, matters per-
taining to the registration of students. The
present Associate Registrars are Mrs. Rudene T.
Young and Mrs. Carrie Lee Hall.

4. Financial Aid and Placement : The Director
of Financial Aid and Placement administers scholar-
ships and federally funded financial aid programs
for needy students , and approves bank education
loan applications. Also, the Director answers in-
quiries for students seeking financial assistance,
and processes financial aid applications. The ad-
ministration of government programs is the most
demanding part of the Director's duties because of
constantly changing guide-lines. The Director
makes applications to the Federal government for
the funding of each of these programs , and when
notified of the total amount granted to each pro-
gram distributes the funds to qualified applicants.
Eligibility for these programs is determined by the
Director according to established criteria. Also,
the following specific tasks are among the duties
of the Director: (a) counseling with students and
often with their parents about financial aid, (b)
notifying students of financial aid awards and the

(41)

conditions of the awards , and the distribution of
funds, (c) checking periodically on eligibility
during the academic year, (d) administering the
Work-Study Program, including approval of time
sheets and the payroll statement, (e) reporting to
the Federal government the keeping of relevant
records, (f) dispersing funds from private donors
to eligible students, (g) processing education
loans from banks , (h) providing information to
Wachovia Services which handles the repayment of
certain government loans, (i) supplying informa-
tion on request to the collection agencies
handling delinquent accounts, and (j) processing
of teacher cancellation notices, graduate study
deferments, and military cancellation notices.

The Director of Placement provides a service
to the students and to the community. The job in-
volves being alert to and in contact with pro-
spective employers of graduating seniors. This in
turn includes such specific tasks as follow: (a)
handling requests from local businesses for part-
time employees and publicizing "part-time" work
opportunities on the bulletin board, (b) inviting
company representatives to interview graduating
seniors on campus for possible full-time employment
after graduation, (c) scheduling on-campus

(42)

interviews with prospective employers, (d) publi-
cizing on-campus interviews through the campus
newsletter and posters, (e) counseling students
regarding interviews, (f) keeping placement files
on all graduating seniors desiring this service,
(g) mailing copies of placement files to prospect-
ive employers upon request, and (h) displaying
employment information (booklets, brochures,
posters, etc.) in the Financial Aid and Placement
Office and on appropriate bulletin boards. The
present Director of Financial Aid and Placement
is Mrs. Charlene Barnette.

IV. Administrative Organization of Faculty
A. Division Chairmen (Faculty Council )

Division Chairmen are usually elected from among
the tenured faculty by members of their respective
divisions during the fall term. However, some divi-
sions, as a matter of tradition, merely rotate the
position of chairman among the tenured faculty from
year to year. The usual term of office is one year
unless re-elected. The duties of the chairmen are as
follow: (a) attend Faculty Council meetings, (b)
inform members of the division about matters discussed
at these meetings, (c) control the division budgets,
(d) plan course offerings by semester or from year to

(43)

year, (e) interview and evaluate prospective faculty,
and (f) provide secretarial assistance for the
division.

Division chairmen, along with the Dean of the
College, meet collectively as the Faculty Council.
The Dean of the College presides, and when he is ab-
sent, the Division Chairman with the greatest
seniority presides. Any faculty member may attend
meetings in a non-voting capacity. The council
usually meets bi-monthly, with approximately seventy-
five per cent attendance. The usual agenda involves
such items as the following: (a) decisions on student
petitions, (b) dealing with inter-divisional matters,

(c) advice to the administration as to the qualifi-
cations of applicants for faculty positions, and (d)
discussion of budgets, grievances, and future plans.

A Self-Study questionnaire directed to the
division chairmen asked them to determine the relative
importance of their duties as listed in the Faculty
Handbook . The findings in order of importance were
these: (a) to act on student petitions, (b) to repre-
sent the faculty generally, (c) to exercise discretion
in interpreting ordinances in hardship cases , and

(d) to solicit suggestions and information, initiate
ideas , studies , recommendations and anything else for
the good of the college. The survey also revealed

(44)

that two functions are not being carried out at all:

(a) to assist the President in emergency cases, and

(b) to advise the Board of Trustees with respect to
honorary degrees .

After receiving the results of the question-
naire to the division chairmen and reviewing the two
functions listed in the Faculty Handbook which are not
presently being carried out, the Self-Study Committee
on Organization and Administration makes the following
observations and suggestions: (a) The Council felt
that it should assist the President in emergency
cases. An examination of the handling of recent
emergencies (for example, a series of fires and a
severe ice storm during the 1972-73 year) indicates
that the President sought assistance from what he con-
sidered to be the most appropriate sources at the
moment. Perhaps he should be free to do so in the
future, since he is ultimately responsible for admini-
strative matters. However, the Faculty Council should
be available to give assistance to the President when
requested to do so. (b) The chairmen expressed no
view as to whether the Council should advise the Board
of Trustees with respect to honorary degrees. It was
the view of the Self-Study Committee on Organization
that candidates for honorary degrees should be selected
by the administration and confirmed by the faculty.

(45)

It was felt that the administration would make the
best assessment of candidates on the basis of the pur-
poses of the honorary degree: to honor an individual
who warrants such recognition, but also who is in a
position to assist the institution financially or in
terms of prestige. (c) The Council agreed that each
chairman should assert more influence regarding indi-
vidual faculty concern for student life and welfare.
It was the interpretation of the Self-Study Committee
on Organization and Administration that this proposal
be related to the faculty role regarding student re-
tention. A rather recent report by an ad hoc com-
mittee of four dealt with this question, and suggested
means for a more effective advisory system. It also
recommended consideration of the concept of a "pro-
fessional-client relationship" rather than that of the
traditional "teacher-student relationship." (d) The
Council recommended that the council be given a "clear
definition and expectation of performance." This
would seem essential to the effective functioning of
the Council. Apparently the responsibility for this
matter is in the hands of the Dean of the College
and/or the President. (e) The Council recommended
clarifications as to "whether the Faculty Council is
the Dean's Council or the President's Council."

(46)

A listing of the functions of the Faculty Council in
the Faculty Handbook (pp. 111-12 and 13) seem to
suggest both.

The survey indicates that the Faculty Council
is responsible for the establishment of course of-
ferings. Its responsibility is at present exercised
in conjunction with the faculty curriculum committee,
the Dean of the College, and the President. This over-
lapping of responsibility sometimes causes confusion.
However the President does have ultimate responsibility
to "formulate the courses of study" (By-laws of
Oglethorpe University, Article X, Section 3).

The Self-Study Committee recommends that the
individual chairmen, with the assistance of the
division membership, plan course offerings at least
two years in advance. This procedure would greatly
assist the Dean in making arrangements for overall of-
ferings and in developing a more balanced program.

The Council as it presently functions, provides
an effective means for maintaining and upgrading
academic standards , and serves as a vehicle for con-
tinuing communications between the administration and
faculty, and as a coordinating agency for the five
divisions. It has an important function and should be
retained with all its present duties and responsi-
bilities .

(47)

B. Faculty Committees

Faculty members are appointed to committees by
the President and/or the Dean of the College. In.
recent years faculty have been polled to determine
their preference for committee assignments, and com-
mittees are named, as nearly as is practical, on the
basis of expressed preferences. Usually each full-
time faculty member will have at least one committee
assignment. The Standing Committees of the faculty
are as follow:

1. Admissions Committee : This committee is
composed of the Director of Admissions, the
Registrar, and an unspecified number of other
members. (See section on Admissions, below.)

2. Athletic Committee : This committee assists
in the general supervision of the athletic program
of the college at both the inter-collegiate and
intramural levels. The Director of Athletics serves
as member of the committee ex officio . This com-
mittee has been relatively active since the curtail-
ment of athletic scholarships. In previous years
the committee was generally inactive as the di-
rectors of athletics made most of the basic
decisions .

3. Convocations Committee : This committee has
the responsibility for planning and executing all

(48)

formal ceremonies of the college. The Dean of the
College serves as an ex officio member and plays a
very active role in this committee, especially with
respect to graduation programs. This committee has
the responsibility to maintain the ceremonial tra-
ditions of the institution where practical and to
promote attendance and participation for these
occasions .

4. Curriculum Committee : This committee pro-
poses changes in the curriculum and presents them
for the general consideration of the faculty. Any
proposal change is referred to this committee.
Most changes in curriculum initiate in the depart-
ments. Occasionally changes are initiated by the
administration, particularly in the Office of the
Dean of the College. Recently, major curriculum
changes were instituted by the administration to
broaden the core program. These changes were cal-
culated to coincide with the purpose of the
institution as stated in the first chapter of this
report. Presently, each division is limited to a
number of offerings consistent with available re-
sources. However, there is already some evidence
that as the financial state of the institution be-
comes more favorable, a greater variety of courses
will be offered.

(49)

5. Fine Arts Committee : This committee assists
in the selection of personnel in the art and music
fields and advises as to course offerings in these
areas. The committee also organizes programs in
fine arts.

The Self-Study Committee feels that since Ogle-
thorpe is a liberal arts college more emphasis should
be placed on the fine arts. Long range plans do
include better facilities for fine arts, and the
present desire on the part of students and the en-
thusiasm of certain key faculty make the prospects
for the fine arts encouraging. However, one major
weakness reported by the Fine Arts Committee is the
lack of a specific budget. The Self-Study Com-
mittee therefore recommends that a set budget be
established for extra-curricular fine arts activi-
ties in order that financial commitments such as
honorariums, travel expenses for visiting artists,
etc., can be made definite. Also, a specific bud-
get would be conducive to advanced planning of the
programs .

6. Fringe Benefits Committee : This committee
recommends to the administration changes in or ad-
ditions to fringe benefits available to faculty and
and administrative staff members (insurance,
retirement program, etc.).

(50)

This committee has a most difficult task--that
is, to recommend a program acceptable to a majority
of the faculty and staff. This involves research,
sessions with insurance agents , questionnaires to
faculty and staff, discussion sessions with the ad-
ministration, etc. The needs of individual faculty
vary so greatly in terms of financial circumstances
(number of dependents, age, etc.) that even the best
of plans receives some criticism. The Dean of the
College in his ex officio capacity plays a role of
leadership in this committee, since he is in the
best position to understand overall faculty needs
and institutional means.

7. Library Committee : This committee, ac-
cording to the Faculty Handbook , assists in the
general supervision of the library and in negoti-
ations leading to the appointment of library
personnel. However, in practice, this committee
acts only in an advisory capacity. The Self-Study
Committee recommends that the Faculty Handbook be
changed accordingly. The committee includes repre-
sentatives from each division, with the major
responsibility of allocating the available funds
among the divisions.

8. Scholarship and Loan Committee : This com-
mittee has responsibility for the selection of those

(51)

students who are to receive available monies in the
form of scholarships, loans, work aid, etc. The
Director of Financial Aid and Placement is Chairman.
This committee has been rather inactive because the
determinations are for the most part a matter of
eligibility in terms of criteria established by the
President working with the Dean of the College.

9. Teacher Education Committee : This committee
approves the certification of Oglethorpe students
according to the criteria established by the State
Department of Education. The head of the department
is chairman of this committee.
C. Ad Hoc Committees

The statutes provide that the President may ap-
point ad hoc committees as he sees fit. Many of these
committees function informally, looking at a particular
matter and reporting findings to the administration,
faculty, or (in most cases) both. Some ad hoc commit-
tees are called on for in-depth studies of situations,
and are asked to make definite recommendations for
consideration. The Dean of the College also occasion-
ally appoints ad_ hoc committees. Often these are
appointed in response to needs or questions raised at
monthly faculty meetings .

The faculty recently expressed a desire to be
more involved in policy making functions, and in

(52)

response to this desire, several ad hoc committees
were established (by the President). Unfortunately,
the function of some of these committees has not al-
ways been made clear. As a result, sometimes the work
of an ad hoc committee has tended to overlap the
responsibilities of a particular standing committee.
The Organization and Administration Committee of the
Self-Study feels that the appointment of ad hoc com-
mittees should be confined to special situations that
are clearly outside the realm of any one of the
standing committees. Listed below are several such
committees recently appointed:

1. Ad Hoc Committee on Governance : The ad hoc
committee on Governance was named by the President
to examine the whole area of institutional govern-
ance, to recommend additions or changes. This
Governance Committee has recommended that a proposal
be made to include faculty and student representa-
tion on the Board of Trustees. It was also recom-
mended that a means be devised for faculty
participation in the future selections of a President
of the college.

2. Ad Hoc Committee on Instruction : This com-
mittee was established by the President for the
purpose of finding ways to improve instruction. To
date it has met only once and dealt with alleged

(53)

cheating, listened to student testimony, discussed
means for improving the examination process, and
reported to the Dean of the College.

3 . Ad Hoc Committee on Faculty Concerns for
Student Retention : The purpose of this committee
was to study the faculty role relating to retention
of students. Recognizing that it is usually Ogle-
thorpe's better students who transfer, the committee
felt it especially important to retain these stu-
dents. The committee recommended better and more
consistent service to the students-for example, a
more equitable division of advisees among the
faculty, greater availability of advisors--
especially more consistent and more liberal office
hours, and, in general, the development of a
"student-client" relationship.

V. Director of Libraries

The position of Director of Libraries was established
in the summer of 1972 to coincide with the completion of
the renovation of the new library building. He reports
directly to the Dean of the College. It was his responsi-
bility to assist in the move to the new building in time
for the opening of the fall session. His major responsi-
bility is the supervision and control of the library
budget. In this capacity he approves purchase orders and

(54)

the handling of money between the business office and the
library. The present Director of Libraries is Mr. Elgin
MacConnell.

VI. Dean of Students

The Dean of Students is responsible for the areas
of student life and student services. She reports di-
rectly to, and receives recommendations and guidance from
the President. Working directly under the Dean is an
Assistant to the Dean who handles many of the detailed
administrative responsibilities. He also serves as the
Resident Director of the men's dormitory complex.

Student Affairs includes the areas of Health ser-
vices, student activities, student housing, athletics,
student records, counseling and guidance, and student
discipline. The present Dean of Students is Mrs. Kay
MacKenzie. A discussion of each area follows:
A. Health Services

Health services are the responsibility of a
registered nurse who handles all minor problems of ill
health. A medical doctor is retained by the college
and visits two days a week. He is on emergency call
at all times. The nurse maintains medical records and
handles the student medical insurance program. All
problems that require his attention are directed to
the Dean of Students.

(55)

B. Student Activities

The Director of student activities serves as
Director of Housing, and is responsible to the Dean
of Students. She reviews, makes recommendations, and
is responsible for the budgets of all officialy recog-
nized student government groups. The organizations
directly responsible to her are the student associa-
tion and its executive committee, Yamacraw, Stormy
Petrel, Photo Committee, Drama Club, Radio Station,
and Social Committee. Two organizations are directly
responsible to the Dean of Students. These are the
Inter-Fraternity Council and the Panhellenic Council.
The Dean of Students also serves as official ad-
visor to these organizations.

C. Student Housing

Student housing is the responsibility of the
Director of Housing. Her duties include the assign-
ment of rooms, reports of maintenance needs, distri-
bution and collection of keys, and evaluation or
return of damage deposits. Requests for roommate
changes or for single rooms are handled by the Director
of Housing. Under the Director of Housing are two
resident directors, one woman and one man (the man
noted above, is also the Assistant to the Dean of
Students) . They refer equipment and maintenace prob-
lems directly to the Housing Director. Matters of

(56)

TABLE 6

April, 1973

DEAN OF STUDENTS

Student
Housing

Student
Activities

Student
Government

Resident

Director

FEMALE

DORM

Resident

Director

MALE

DORM

Student
Records

Assistant to the
Dean of Students

Health
Services

[ Athletics |

Athletic
Director

| Coaches |

Intramural
Sports

Inter-coll ,
Sports

Counseling

and

Guidance

Student
Discipline

NOTE: The offices of student activities and student
housing have the same director.

(57)

counseling and discipline are reported directly to the
Dean of Students. Each resident director is responsi-
ble for the organization and the advising of dormitory
councils and the supervision of proctors.

D. Athletics

An athletic director is in charge of all
athletic operations. He is responsible for employment
of coaches, management of the field house, supervision
of work-study students , supervision of intramural
sports and management of the budget. In practice, the
coaches are recommended by the Athletic Committee and
the Dean of Students.

E. Student Records

Student records are kept in the Dean of Students'
office. Included in the records are notations of
special problems, disciplinary actions, student acti-
vities, etc. All records except those which are es-
sential for placement (which are then kept in the
Registrar's Office) are removed from the Office of the
Dean of Students when a student leaves school.

F. Counseling and Guidance

The Dean of Students is responsible for personal
counseling. The Assistant to the Dean shares in some
of the counseling responsibilities. Also, clergy are
available by appointment for additional counseling.
All students on academic probation are interviewed and

(58)

encouraged in their studies, or referred to the study-
skills program (see Chapter III) . The Office of Dean
of Students makes periodic checks on grades and 'mid-
term reports .

G. Student Discipline

The Dean of Students is responsible for all
student discipline. The Housing Directors may recom-
mend to the Dean of Students that a student who
violates the room contract be required to move off
campus. Other cases of discipline are handled di-
rectly by the Dean of Students. Minor matters are
noted on the student's record, and discipline is en-
forced by one of the resident directors. Matters
involving dismissal from school are heard by a special
committee consisting of faculty and administrators
appointed by the Dean of the College.

The college is in the process of formulating a
judicial council consisting of representation from the
administration, faculty, and the student body. This
council will handle all serious matters of discipline.
H. Other Duties

Several other duties are assumed by the Dean
of Students: 1) assisting in the employment of certain
personnel relating to the Dean of Students ' responsi-
bilities, 2) planning, implementation, and analysis
of new study orientation, 3) registration of students

(59)

housing, and sororities and fraternities, are dealt with
in Chapter VII, Student Development Services, of this
study. Other student organizations currently active on
the campus are:

A. Xingu Chapter of Sigma Tau Delta

This organization is an honor society for
English majors who have a 3.1 cumulative average.
The local chapter has in the past been responsible
for the publication of the campus literary maga-
zine. An English professor is advisor.

B. The LeConte Society

The LeConte Society, organized on campus in
1920, is an honor society for science majors or for
those who have shown genuine interest in the progress
of science and who are at least sophomores with a
3.1 average in their science courses. A full pro-
fessor in science serves as advisor.

C . Duchess Club

The Duchess Club is a campus honorary society
for women students and lists as its purposes, "to
uphold the high standards of Oglethorpe and to en-
courage academic achievement and leadership." The
club gives an annual award to an outstanding female
freshman. Its advisor is a professor of history.

D. Thalian Society

The Thalian Society was established on the old

(60)

Oglethorpe campus in 18 37 with the sole purpose of
pursuing the study of philosophy through discussion
and the presentation of papers. Recently the society
has supplemented its programs with special speakers.
It meets monthly. The present membership of forty
members is fairly evenly distributed between students
and alumni. Membership is acquired by the recom-
mendation of two active members. Revenues from dues
are used for campus-related projects.

E . Alpha Psi Omega

This is a chapter of a national drama fra-
ternity, with its membership established on the basis
of standing with the college dramatic groups. Eight
charter members were installed in March, 1973.

F. Alpha Chi

Alpha Chi is a national honor society and
service organization. Members are chosen from the
upper ten per cent of the junior and senior classes
who are recommended by faculty members. The criteria
for membership are scholarship, leadership and
character.

VIII. Development

The Director of Development, in the absence of a
Vice-President, reports directly to the President. His
major responsibility is fund-raising, which includes

(61)

(I.D. pictures, meal tickets, car stickers), 4)
mailing summer brochures and letters to new students
and parents, 5) serving as ex officio member of
university-wide student affairs committee, 6) pub-
lishing the student handbook, 7) representing the
college in several professional organizations, 8)
communicating with parents, 9) examining class ab-
sences. Further information will be found in the
Student Affairs section of Chapter VII, Student
Development Services.

The most serious weakness in the area of stu-
dent affairs is in counseling and guidance. The
college needs professional personnel for such pur-
poses. Testing services, such as aptitude and employ-
ment potential testing, should be made available to
students. It is hoped that some part-time people will
be available for this purpose in the 1973-74 academic
year. Proposals are presently being developed for a
stronger system of counseling. Another weakness is
in the lack of adequate student records. An attempt
is being made to improve record keeping in this area.
Hopefully, the placement office and the Office of Dean
of Students will coordinate efforts to develop a more
efficient record keeping system.

VII . Student Organization

The organization and administration of student

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communication with foundations, corporations, alumni,
parents, and friends. Fund raising activities at Ogle-
thorpe include writing and editing of proposals, the
maintenance of alumni and other gift records, mail soli-
citations, publication of the quarterly alumni magazine
(the Oglethorpe Magazine ) , and the promotion and co-
ordination of Alumni Day. The Director of Development
attends weekly staff meetings , handles media releases ,
and answers press inquiries.

The Director of Development is also responsible for
printed matter relating to public relations, development,
and admissions information. He serves as the University's
public relations officer and in this capacity works in
conjunction with an outside public relations firm.

The Self-Study Committee feels that one of the
weakest areas of development is alumni relations. While
the committee has no specific recommendations, it believes
that better relationships with former students would yield
more personal interest and involvement as well as
financial support.

Finally, it should be noted that the total annual
giving increased from approximately $233,000 in 1968 to
approximately $750,000 in 1972. The Director played a
significant role in this accomplishment. The present
Director of Development is Mr. G. Douglass Alexander.

(63)

IX. Admissions

The Director of Admissions reports, in the absence
of a Vice-President, to the President of the college.'
He is responsible for coordinating the activities of ad-
missions personnel, including travel assignments, etc.
He serves as chairman of the Admissions Committee and is
a member of the Oglethorpe Merit Scholarship Committee.
The Director is empowered to act on the admission of all
students in accordance with the criteria stated in the
Faculty Handbook (p. VII-5) . He is responsible for the
counseling of high school students through the transi-
tional phase between high school and college. His concern
as Director of Admissions, in conjunction with the Ad-
missions Committee, is to provide an adequate enrollment
for the efficient operation of the college, and to pro-
vide the best qualified students possible.

The Associate Director of Admissions assists in
handling correspondence to prospective students, their
parents, and counselors; in visiting and corresponding
with guidance personnel in high schools; and in providing
Oglethorpe literature for counseling purposes. Also the
Associate Director gives individual attention to each
student inquiry, with follow-up literature and visits, and
he schedules visits of prospective students to the
Oglethorpe campus.

The Admissions Office Manager processes applications

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(graduate and undergraduate) , compiles weekly admissions
reports , operates the postage meter for the entire col-
lege , handles bulk mailings (bulletins, brochures),, and
does general office work including the supervision of
part-time employees.

Because of the college's dependence on enrollment,
and the national trend toward a decrease in enrollments
particularly among private institutions, the Self-Study
Committee on Organization and Administration feels that
admissions is a critical area of concern. With the ex-
panded merit scholarship program, instituted in 1971,
along with plans for further expansion (as outlined by
the Trustees and the President of the college) , the
prospects for attracting more and better qualified stu-
dents are encouraging. The present Director of Admissions
is Mr. Charles P. Sullivan.

X. Non-Academic Personnel

The college has had a rather high turnover of non-
academic personnel--perhaps too high. At the same time,
the institution's present favorable financial condition
must be largely attributed to the fact that Oglethorpe
has for the past five years operated on a minimum budget
for administrative staff. Savings realized under this
policy have been transferred to academic functions
(specifically to faculty and to academic facilities) and
to other student concerns.

(65)

XI . Budgeting

In the past years budgeting has suffered from some-
what haphazard dispersion of funds. Allotments were at
best inequitable--that is, some areas of the operation
received more than adequate funds at the expense of other
areas .

Presently, and for the past five years, budgets
have been more equitably allocated. Except for certain
specialized areas, budgets are calculated on the basis
of need as relates to the overall institutional purpose.
Beyond certain fixed expenses (contract salaries,
specific equipment, etc.), budgets are generally in line
with a division's service to students. Also, size of
classes, number of advanced courses, number of graduate
courses, if any, are considered.

XIII. Over-All Assessment of the Oglethorpe Administration
and Organization

It is difficult to evaluate the over-all admini-
stration and organization of Oglethorpe University
because of the many changes that have taken place in the
past five years. Changes in personnel and the shifting
of responsibilities from one department to another has
caused a lack of continuity and some degree of confusion.

Yet a pattern seems to have emerged during the last
five years. That is, administrative staff positions and
personnel have been periodically assessed on the basis

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of contributions to the institution. Changes either in
personnel or positions have been made accordingly.

In brief, the key to the administrative operation
of the institution during this period has been flexi-
bility. Often the reason or reasons for a particular
change were not immediately apparent. This caused some
uneasiness among both staff and faculty. Yet, an assess-
ment of the total operation seems to indicate a clear
relationship in most cases to productivity; and for the
most part as that relates to finance. The major weak-
nesses of the college, in evidence in the 1963 Self-
Study and in the Fifth Year Report (1968) related to
financial difficulties. The administrative operation
since 1968 has clearly been geared to the resolution of
financial problems. The successes of the administrative
operation particularly regarding the physical plant and
the financial condition of the institution are evident.

As the organization charts show, the structure is
such that each employee or staff member is directly
responsible to one other person in the administrative
hierarchy. Thus, the lines of authority and responsi-
bility should be more clear than in the recent past.
However, it is the opinion of the committee on Organiza-
tion and Administration that flexibility will remain an
important factor in the internal operation of the insti-
tution for some years to come.

Chapter ill:

EDUCATIONAL PROGRAM

EDUCATIONAL PROGRAM

I . Correlation of Programs and Objectives

The objectives to which Oglethorpe University is

committed are those found in "The Oglethorpe Idea;" the

dual aims of fusing the academic and the practical and

preparing the students for "making a life and making a

living." The scope and variety of educational programs

are generally in keeping with these objectives. Such a

lofty goal may be difficult to obtain for every student,

but Oglethorpe University provides the opportunity

through its offerings. The institution has six major

divisions :

Division I Humanities

Division II Social Studies

Division III Science

Division IV Education and Behavioral Science

Division V Business and Economics

Division VI Graduate

A core program required of all four-year Oglethorpe stu-
dents (appearing on p. 39 of the 1973-74 Bulletin ) con-
sists of twenty courses distributed as follows:

Religion and Philosophy 3 courses

Literature 2 courses

History 2 courses

Political Studies 4 courses

Mathematics 2 courses

Science 2 courses

Psychology 1 course

Art 1 course

Music 1 course

Economics 1 course

Sociology 1 course

(68)

Students can choose from twenty-one major programs to

complete degree requirements. Majors programs are

offered in the following areas:

Biology General Studies Business Administration

Chemistry Accounting History

Physics Political Studies Pre-Law

Economics Education-Elementary Education-Secondary

Mathematics Pre-Medicine Medical Technology

Pre-Nursing Sociology Metro-Life Studies

English Philosophy Psychology

The Core program is varied enough to provide a well-
rounded background for "making a life and making a living"
with some possible exceptions. The Core deviates from
traditional requirements in that students are no longer
required to take courses in composition and foreign
languages. The students are required to take a larger
number of political science and philosophy courses under
this Core than under most traditional programs. Doubtless
the theory underlying the present Core is that this new
distribution of courses better enables students to "make
a life and make a living" in contemporary society than
do traditional requirements .

The Education Committee of the Oglethorpe Self-
Study believes, however, that the objectives of the col-
lege could be better met if the college required courses
in English composition. The Standards of the College
Delegate Assembly (December, 1971) states: "One com-
ponent of total credit requirement for a degree shall be
courses designed to develop skill in oral and written

(69)

communication." Oglethorpe University has no such re-
quired courses. At present there are no plans to remedy
this discrepancy.

The faculty of Oglethorpe University was polled in
the spring of 1973 to determine whether in their opinion
the (1) admission policies, (2) methods of instruction,
and (3) academic standards are designed to enable the in-
stitution to achieve its purpose. The response was as
follows :

Twenty-five per cent answered affirmatively; that
is, that the admission policies are designed to enable the
institution to achieve its purpose. Six per cent answered
negatively, twenty-five per cent stated that the ad-
mission policies enable the institution to achieve its
objectives to some degree but not adequately, and forty-
four per cent stated that they did not know enough about
the admission policies to reply.

Eighteen per cent stated that the methods of in-
struction enable the institution to achieve its purpose.
Eighteen per cent answered, "No," fifty per cent answered,
"Somewhat," and thirteen per cent stated that they did not
know. The most frequent reason given for inadequacy in
methods of instruction was too large a number of students
per class.

Forty-four per cent expressed the opinion that
the academic standards are designed to enable the

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institution to achieve its purpose. Eighteen per cent
answered negatively; thirty-two per cent was uncertain;
and six per cent responded "Somewhat." Below is a sum-
mary of the faculty poll:

1. Are Admission policies designed to enable
the institution to achieve its purpose?

Yes

25%

No

6%

Somewhat

25%

Don ' t know

44%

2. Do the methods of instruction enable the
institution to achieve its purpose?

Yes

18%

No

18%

Somewhat

50%

Don ' t know

13%

3. Are the academic standards designed to enable

the institution to achieve its purpose?

Yes 44%

No 18%

Somewhat 6%

Don't know 32%

II . Admissions

The admissions policy has been established by the
Admissions Committee and is clearly stated in the college
Bulletin . The committee also has the authority to change
the policy if needed. The Admissions Committee consists
of the Director of Admissions, the Registrar, and faculty
members selected by the President. All admissions matters
are handled at this level and there is no policy or

(71)

procedure for coordinating admissions among the various
units of the college.

Analysis of the prospective student's potential for
success in college is conducted through a weighing of
both subjective and objective data. This is the under-
lying principle on which the admissions policy is based
and it has proven to be effective in admitting students
who can benefit from the program. Emphasis is on past
achievement and the personal interview. Currently re-
quired is a score of 850 on the Scholastic Aptitude Test
along with average high school grades. Those not meeting
requirements are admitted on summer probation. Require-
ments for early admission are a score of 1100 on the
Scholastic Aptitude Test, completion of all high school
work except English, and permission of the high school
guidance counselor. Projections for the future include
attempts to obtain more information directly from high
school personnel, and the requirement of higher scores
and grade averages.

Guidance for the student comes directly from a
faculty advisor who has access to all scores and records
in the student's permanent file. If a student of in-
ferior ability is admitted, individual help is available
in the learning skills laboratory.

Ill . Enrollment

The present enrollment figures and those projected

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by the Board of Trustees do not indicate any significant
change. Oglethorpe plans to gradually increase the full-
time enrollment to one thousand students within the next
five years. The following charts show the actual enroll-
ment statistics from 1968 to 1973 (Figure 1) and those
projected for the next ten year period (Figure 2) . Ogle-
thorpe University feels that this projection represents
a realistic goal and a size conducive to its academic
atmosphere.

Figure 1

1968-69

1969-70

1970-71

1971-72

1972-73

845

932

877

846

725

Figure 2

73-74

74-75

75-76

76-77

77-78

78-79

79-80

80-81

81-82

82-83

850

900

950

1000

1000

1000

1000

1000

1000

1000

The present enrollment statistics reveal that the
number of students is being maintained adequately. However,
reasons for students dropping out of school are being
studied. By beginning a program to discover reasons that
students withdraw from the college, it is hoped that the
causes can be found and evaluated, and that appropriate
changes can be made to alleviate students' problems.

(73)

Success of the recruitment program is judged pri-
marily on the number and ability of the entering class.
Other factors indicative of success are test scores,
number of inquiries, geographical distribution, and sur-
veys of the entering class. Data on student performance
are kept on file in the Office of the Registrar. Materials
sent to prospective students by the Admissions Office are
constantly updated and evaluated.

In the spring of 1972, a student survey was admini-
stered to determine desirable and undesirable aspects of
the college, as well as the major influences attracting
students to Oglethorpe. Respondents to this survey gave
favorable recognition to admissions representatives and
admissions literature. In evaluating the success of the
recruitment program it seems essential that students
continue to participate in the evaluation of the overall
process. The Self-Study Committee on Educational Programs
recommends that a student survey assessing the effective-
ness of the recruitment program be administered during
orientation each fall.

Oglethorpe has no well defined policy concerning
the admission of foreign students. Foreign students ap-
plying for admission must complete the same requirements
as all others. In most instances, they are requested to
submit test scores from the TOEFL (Test of English as a
Foreign Language) a standardized form administered

(74)

several times each year and reported through the Edu-
cational Testing Service. The TOEFL scores enable the
college to ascertain their proficiency in the English
language.

However, Oglethorpe, in recent years, has waived
the requirement of TOEFL scores in some cases when
recommended by Dr. Ken Nishimura, Professor of Philo-
sophy and advisor to foreign students. He counsels these
students in various areas relative to their academic as
well as their social responsibilities.

According to available data, a diversified group
of students representing more than twenty-five countries
has been admitted to the college during the past five
years. Results from this program have thus far been ex-
cellent as evidenced by the academic success that most
of these students have achieved: an average cumulative
grade of 2.8.

The Educational Programs Committee recommends that
a clearly articulated policy concerning the admission
of foreign students be established. The policy should
include English language proficiency requirements, as
well as clearly identified procedures for every level of
activity, from admission to completion. Ideally, foreign
students should be required to take an introductory course
in English; however, this recommendation is contingent
upon the individual ability of students. An institutional

(75)

policy would not only provide definite criteria for
students and faculty to follow, but would greatly facili-
tate the work of the foreign student advisor.

There is evidence of compromise in the recruitment
of students in order to maintain adequate enrollments.
The statistics from admissions verify that fewer appli-
cants are rejected now than previously (although it is
true that the average SAT scores have increased re-
cently) . Fewer people are dismissed for academic reasons
now than in previous years, thus increasing the number of
students retained on roll.

Each year, the administration charts the distri-
bution of students by professor and division. The number
of students taught is one factor considered when budgets
are allocated for hiring clerical help and faculty
members. When new faculty positions are established, they
are placed in divisions that have a large student-teacher
ratio .

IV. Curriculum

During the last five years, significant though not
drastic changes have been made in the curriculum. In the
fall of 1969, Dr. Philip Weltner, a former president of
the college, was employed as a consultant to review the
curriculum and made recommendations for change. His
review included consultation with several members of the

(76)

Board of Trustees and particularly with Mr. George
Goodwin, Chairman of the Trustee Curriculum-Library
Committee. Faculty members were interviewed. Those
whose courses would probably be affected were given
greater opportunity to express their feelings. One ob-
jective during this period was to assure that the basic
curriculum was in accord with the stated purposes of the
institution. A second objective was to reduce the cur-
riculum to make it more feasible in terms of institu-
tional resources.

The purpose of the institution is contrasted in
the opening chapter in terms of "academic-practical,"
"human understanding," and "know-how," and "culture and
proficiency." Faculty and administration opinion indi-
cates that areas of human understanding, cultural and
academic, are adequately provided for in the current cur-
riculum. There is support of the idea that the areas of
"know-how," "proficiency," and "practical" are not fully
developed in the present curriculum. These terms imply
instruction in the application of skills to particular
tasks .

If the latter of the corollary aims of making a
life and making a living is considered, there are only a
few majors which prepare students for specific job roles
and/or in which practical experiences are included in the
course sequence. The majors of Social Work, Political

(77)

and Metro-Life Studies, Elementary Education, Secondary
Education, and Accounting provide training for a specific
job role and/or include "on the job" internships. Stu-
dents in sociology and political and metro-life studies
may apply for placement in the Georgia Intern Program.
This is a state-wide, year round student internship pro-
gram which places qualified students in short-term agency-
defined projects of professional nature in state govern-
ment, local government, and regional area planning and
development commissions. In the years 1972-73, sixteen
students were accepted into this program. The accounting
major, which was recently instituted, will include a
semester long internship with a local accounting firm.

The college curriculum is monitored by a committee.
A recent change in the by-laws of the college describes
the function of this committee:

The President will appoint a Curriculum
Committee of the faculty and administrative
officials which shall have responsibility
for curriculum control and administration ac-
cordingly to the charter and by-laws of the
University and other policies as may be
established by the trustees and within the
framework of the financial resources and
the budget of the University.

In addition, the Curriculum Committee has the role of
monitoring curriculum offerings and changes in keeping
with the purpose of the institution. Curriculum changes
may be suggested by faculty, administration, and stu-
dents. It is the role of the Committee to evaluate the

(78)

suggested course revisions/additions. The Committee
presents recommendations to the faculty for approval.
Ultimately, course revisions are kept in the context of
not only the purpose of the institution, but also fiscal
and physical resources.

The major fields of study are outlined in another
section of this report. In a faculty-administration poll
opinions were expressed as to the advisability of ex-
panding or contracting any of these majors. Four majors-
business administration, social work, sociology and
psychology-were cited as needing expansion. Four were
cited as questionable for continuance: chemistry, English,
mathematics and physics. Other majors were not mentioned
in terms of expansion and contraction.

Proliferation of courses has been controlled by
attempting to limit the number of courses offerings in
each subject area to ten. When a new course is added in
an area, usually one has to be dropped.

The determination of the number of credit hours
required in each major is a function of the respective
divisions. The reguirements range from ten to fifteen
courses. Education majors fdllow requirements based on
state certification criteria.

Freshmen who fail to compile a 1.8 average, sopho-
mores who fail to compile a 2.0 average, and juniors and
seniors who fail to maintain a 2.2 average are placed on

(79)

academic probation for the following term. If during
that term they do not substantially improve their
scholastic average, they are subject to dismissal The
usual procedure is to allow the student to attend summer
school to improve his scholastic average. This policy
is administered by the Dean of the College. A student
who is dismissed may reapply for admission after two
semesters. At a terminal interview the student is en-
couraged to attend a community college as a transient
student. His performance at the community college aids
in determining whether he should be re-admitted.

There are no non-credit courses offered at this
time by the college. Facilities are leased to the Windsor
Institute by the college so that such courses may be
offered. It is the feeling of the President that non-
credit courses have no place in the college "if we are to
maintain the present structure and purpose of the
institution. "

V. Instruction

This section will deal with the quality of in-
struction at Oglethorpe University. Institutional
policies and practices as they pertain to teaching ef-
fectiveness will be examined, evaluated, and analyzed in
terms of their relationship to class size, teaching loads,
length of class periods, faculty and facilities.

(80)

The bulk of the data forming the substance of this
report was derived from the following sources:

A. Student Appraisal of Teaching

Over four hundred students, or nearly half the
student body, participated in this evaluation of the
instructional quality at Oglethorpe University. The
nature of this evaluation and its results are treated
in greater detail below.

B . Faculty Questionnaire on Instruction
Twenty-seven members of the Oglethorpe faculty

(each of the twenty-five full time instructors, plus
the Dean of the College and a former professor who are
both teaching part-time) were asked to answer various
questions concerning instruction and to submit speci-
fic recommendations for the improvement of teaching.
This questionnaire and the results are included in
Appendix 2 .

C. Student Questionnaire Relating to Instruction
In this poll eighty-two carefully selected stu-
dents representing each of the various major academic
disciplines at Oglethorpe University completed a
questionnaire relating to various aspects of instruc-
tion. They also were requested to make suggestions
for improving university instruction. The results of
this questionnaire (hereinafter cited as SQ-1) are in
Appendix 3 .

(81)

1. Quality of Instruction - General : Ogle-
thorpe University officially professes a commitment
to high standards of teaching. Its institutional
statement of purpose lists "Excellence of in-
struction" as one of its declared goals, while the
Faculty Handbook emphasizes that the primary responsi-
bility of a faculty member is to maintain a high
quality of instruction. In the selection, reap-
pointment, and particularly in the granting of
tenure to its faculty, greatest premium is placed
by the college upon the teaching qualities of the
individual under consideration. The Faculty Hand -
book states categorically that tenure will be
"extended only to those who have demonstrated. . .
outstanding qualities of teaching and service."

Consistent with its aim of providing quality in-
struction, Oglethorpe University has in recent years
taken a series of significant measures in support
of that policy. The construction of a new science
building, the expansion of classroom and library
facilities, the continued effort to up-grade the
faculty, and the increasing budget allocations for
the educational program all attest to the insti-
tution's genuine concern for first-rate instruction.

In spite of the college's professed objectives
and apparent effort to encourage good teaching there

(82)

remains, nonetheless, a fundamental deficiency-
relative to the educational program which notably
stands out. Not since the last Self-Study, which
took place in 1962-63, has Oglethorpe University
made any formal, systematic attempt to evaluate the
instruction of its faculty. In an effort to re-
dress partially this deficiency the Educational
Committee of the Self-Study prepared a question-
naire in which students were asked to evaluate
the teaching of their instructors. More than four
hundred students responded to the questionnaire
shown in Figure 3 (Student Appraisal of Teaching) .
On the average a typical respondent filled out
questionnaires on six instructors, hence the total
number of replies for the entire faculty is in ex-
cess of 2400 for each item. The students replied
anonymously, scoring their instructors on a scale
from to 10 (lowest to highest) on each item.

The data were analyzed by computer and a copy
of the print out is shown in Figure 4 . On this
figure can be seen the specific frequency of re-
sponse for the individual items of the questionnaire
along with calculated averages. A summary plot
showing the average score (median and mean) for each
item is presented in Figure 5 . The overall results
were very favorable , with many of the median

(83)

Figure 3

Student Appraisal of Teaching
Teacher Course or Courses

The Educational Program Committee of the Oglethorpe Self-
Study is currently evaluating the quality of instruction
at our institution. You can help us in effecting this
goal by giving you thoughtful response to the questions
below. Your assistance is appreciated. Please fill in a
questionnaire for each instructor who has taught you at
Oglethorpe during the current academic year of 1972-73.
Please do not sign your name.

Directions :

Rate your teacher on each item, giving the highest scores
for unusually effective performances. Place in the blank
space before each statement the number that most nearly
expresses your view.

Highest Average Lowest

10 987654321

1. Are the major objectives of the professor's course (or

courses clearly defined?

2. How do you rate agreement between course objective and

lesson assignments?

3. How well are class presentations planned and organized?

4. Is the material presented with clarity?

5. How would you judge the professor's mastery of the

course content?

6. Is class time well used?

7. Does the professor encourage critical thinking and

analysis?

8. Does the professor seem to be working for the students

rather than against them?

9. Is the professor innovative? Does he occasionally try

different methods in presenting his material?

10. Does the professor encourage relevant student involve-
ment in class?

(84)

11. Are examinations and quizzes clearly related to as-
signed and class material?

12. Is the professor fair in his grading?

13. Does the professor effectively control cheating in
his courses?

14. Does the professor maintain a high standard of student
performance?

15. Has the professor contributed significantly to your
education?

16. How would you rate the professor's over-all quality
of instruction?

(85)

Figure 4

OGLETHORPE UNIVERSITY
STUDENT APPRAISAL OF TEACHING

ENTIRE FACULTY

Item* Frequency Distribution-

HIGHEST AVERAGE LOWEST TOTAL * AVERAGE* STD .

10 9876543210 REPLY MED MEAN DEV.

1 734 407 416 267 160 213 85 60 44 30 38 2454 8.0 7.69 2.41

2 645 431 447 293 160 205 92 60 38 36 36 2443 8.0 7.61 2.38

3 673 394 437 274 153 181 103 83 65 42 41 2446 8.0 7.50 2.54

4 577 368 412 302 179 217 118 102 69 46 61 2451 8.0 7.19 2.64

5 1300 405 306 148 87 93 34 25 22 12 18 2450 10.0 8.73 1.95

6 725 427 399 277 135 170 97 57 62 56 43 2448 8.0 7.61 2.56

7 662 329 409 288 180 224 110 71 68 35 68 2444 8.0 7.32 2.63

8 845 380 376 217 118 219 73 58 35 43 74 2438 9.0 7.70 2.63

9 460 246 348 284 159 311 168 98106 94 166 2440 7.0 6.30 3.06

10 672 359 363 291 165 243 107 83 48 57 58 2446 8.0 7.33 2.64

11 910 409 376 208 106 156 71 50 51 38 54 2429 9.0 7.92 2.53

12 954 417 357 195 93 162 74 51 35 39 64 2441 9.0 7.96 2.56

13 794 426 360 204 146 202 61 50 49 25 73 2390 9.0 7.73 2.58

14 533 373 420 333 195 290 110 66 38 30 46 2434 8.0 7.29 2.41

15 670 296 366 282 154 226 91 73 81 65 147 2451 8.0 6.99 3.01

16 627 450 413 283 184 202 99 63 42 41 47 2451 8.0 7.52 2.47

(86)

Figure 5

AVERAGE RATINGS, ENTIRE FACULTY

From

Student Appraisal of Teaching

Legend
Median
.Mean

10

a

o

3 9

8

7
6

1 5

5 4

3

2

5 1

O

1-3

i

#1

#2

#3

#4

#5

#6

#7

#8

#9

#10

#11

#12

#13

#14

#15

#16

*See sample questionnaire (Figure 3) for description of each
item.

(87)

averages falling in the "highest" range. The item
with the best average is #5 (indicating (see Figure
3) that the student body views the faculty as being
very competent in their particular disciplines.
Considering both the median and the mean together,
the next most highly rated items are #11 and #12.
These involve the relevancy of tests and the fair-
ness of grading respectively. The lowest area is
on item #9 which concerns instructional innovation.
This is a relative low however, the mean falling
within the "average" range in the numerical scale.
The data were analyzed for each individual in-
structor in the same manner as shown for the entire
faculty in Figure 4 and individuals on the teaching
staff received their own confidential analysis. A
further analysis was made of Divisional perform-
ance, the results of which were forwarded to the
Dean of the College.

The Educational Committee is cognizant of the fact
that this student appraisal of teaching effectiveness is
not definitive and indeed that its very validity may be
open to question. Nevertheless, if used with circumspection
the results of this appraisal should prove of value in
alerting the faculty (both collectively and individually)
to areas of weakness in the instructional process which
may be in need of examination and/or possible correction.

(88)

2. Innovation and Experimentation : As mentioned
previously, the Oglethorpe faculty collectively was
rated lowest in the category of teaching innovation
and experimentation. Partly in response to that
assessment a Commission on Innovation was recently
established for the purpose of stimulating, en-
couraging, and implementing innovation in the
academic program. The recommendations of this body
will be presented to the faculty at the initiation
of the 1973-74 school year.

A real, and perhaps neglected, potential for
instructional experimentation and improvement of
teaching methods lies in the utilization of audio-
visual aids and other special teaching devices. The
survey taken of the faculty relating to instruction
seems to indicate that this is a field which has
not been sufficiently appreciated or explored. Ac-
cording to the findings of that poll a substantial
proportion of the Oglethorpe faculty (59 per cent,
or sixteen of twenty-seven members) acknowledged
using various aids such as films, records, tapes,
slides, opaque projectors and programmed material
and concluded that these have generally enhanced
the effectiveness of their instruction. On the
other hand there is the remaining 41 per cent
(eleven of twenty-seven) which testifies that

(89)

during the past academic year they have made no
use of any special teaching devices. (See Ap-
pendix 2 . )

In view of the above, the Educational Committee
suggests that the faculty should be encouraged to be
more experimental in their teaching methods , and
especially to explore more fully the possibilities of
using special teaching devices in the presentation of
their classes.

3 . Honors Programs and Independent Studies :
Currently at Oglethorpe University there are no in-
dependent studies or honors programs for specially
qualified students. Neither are there any special
provisions made in the educational program for
dealing with intellectually gifted students. At
the present time there does not appear to be any
expressed need for instituting such programs.
However, with the projected expansion of the scholar-
ship program planned for the near future it would

be prudent for the college to begin considering the
development of such programs to attract and retain
specially gifted students.

4 . Instruction and Class Size : In the spring
semester of 1973, one hundred and twenty-nine
different classes were taught, ranging in size from
two to seventy-eight students. Of the total number

(90)

of classes given, ninety (70 per cent) were com-
prised of students totaling eleven to fifty in
number. Twenty classes (15 per cent) had ten or
less students, while nineteen classes (15 per cent)
included more than fifty students. The average
size class during the semester was 29.8.

During the last several years there have been
three discernible trends in respect to class size.
There has been a steady, though uneven, reduction
of average class size, a more equitable distri-
bution of class size among the various academic
divisions, and the elimination of large lecture
sections. (See Appendix 3.)

In the academic years of 1965-66 and 1966-67,
Oglethorpe University experimented with the tech-
nique of presenting its survey courses (Western
Civilization, Sociology, Political Studies,
Psychology, Philosophy, etc.) in large lecture
sections which were then divided into smaller groups
for post-lecture discussions. These lecture sections
were generally given in the auditorium and included
as many as two hundred students. In response to
the negative reaction by students and faculty to
that experiment, expressed in formal and informal
surveys, the present administration abandoned the
program of the large lecture sections and moved

(91)

steadily toward the reduction of the average class
size. In the most recent semester the largest
class had seventy-eight students, in contrast to
classes which exceeded two hundred in number in the
academic years of 1965-66 and 1966-67. The average
class size has been reduced correspondingly from
36.1 students in the spring semester of 1969 to
29.8 students in the spring semester of 1973. The
present policy of Oglethorpe University is one of
gradually reducing the average class size and ulti-
mately moving toward a situation in which no class
has more than fifty students.

As far as can be ascertained there have been no
recent studies made by the college concerning spe-
cifically the relationship of class size and ef-
fectiveness of instruction. Most recently, however,
the Educational Committee of the Self -Study, under-
took two surveys in which Oglethorpe faculty and a
select group of students were asked respectively to
express their opinion on this issue. (See Ap-
pendices 2 and 3.)

When asked what was considered the maximum
class size for effective teaching of their subject,
8 6 per cent of the faculty (twenty- four of twenty-
eight members) indicated fifty students or less.
The remaining members of the faculty set the

(92)

maximum limit at somewhere between fifty and
seventy-five students.

To a similar question asked of students, re-
garding maximum class size and effective in-
struction in courses relating to their major fields,
the largest class size cited by any respondent was
fifty students. Of the total number of eighty- two
students, seventy-nine respondents (95 per cent)
believed that in order to assure effective in-
struction no class should exceed forty students,
while 90 per cent of the respondents set the maxi-
mum class size at thirty students.

In a second query, faculty and students were
asked to judge what they considered to be the
"ideal" class size for optimum teaching and learning
effectiveness. Of eighty students giving their
opinions two listed the ideal class size as some-
where between forty-one and 50 students , while all
others indicated a number ranging between five and
thirty. A little over half of all the responding
students (forty-one of eighty) believed that the
ideal class size should be within the range of
eleven to twenty students , nineteen respondents
(24 per cent) placed the number somewhere between
one and ten, and eighteen respondents (22 per cent)
registered their ideal number as between twenty-one

(93)

to thirty students.

The faculty response to the question of "ideal"

class size as related to optimum instruction' was

more varied and complex than that of the students.

Nearly two- thirds of the faculty (seventeen of

twenty-seven) replied without any qualification.

Of these the distribution was as follows:

Number of Range in Number of
Respondents Students of Ideal
Class Size

1 5-10
7 11-20
5 21-30

2 31-40
2 41-50

A little over a third of the faculty (ten of
twenty-seven members) varied their answers re-
garding "ideal" class size according to the nature
of the class taught. Four members, for example,
distinguished between upper level and lower level
courses, and generally favored smaller classes for
the upper level courses. Other members of the
faculty made a distinction in their replies between
seminar and non-seminar courses, and lecture and
laboratory courses. Courses which were specifi-
cally singled out by various instructors as needing
to be taught in small classes of fewer than twenty

(94)

students were: Accounting, Composition, upper
level Chemistry, Languages, Science laboratories
and seminars. When taking into consideration all
faculty responses (qualified and un-qualif ied) ,
regarding "ideal" class size, the conclusion is
that the preponderance of the faculty believes that
the ideal lies somewhere between eleven and thirty
students .

5. Instruction and Teaching Loads : Teaching
loads are commonly expressed in terms of the number
of course preparations of a teacher, the number of
his classroom contact hours, and the total number
of students taught. The policy of Oglethorpe Uni-
versity concerning faculty teaching loads confines
itself only to the areas of course preparations
and to classroom contact hours. This policy is
stated as follows in the Faculty Handbook of
February, 1972:

The maximum teaching load for a full-
time faculty member is twelve classroom
hours , generally requiring not more
than three different preparations. Two
contact hours of laboratory instruction
are generally regarded as the equivalent
of one hour of normal classroom in-
struction.

As expressed in the results of a faculty question-
naire regarding instruction (Appendix 2 ) , an
overwhelming majority (87 per cent) of the faculty

(95)

found the policy reasonable and appropriate for
the maintenance of good teaching standards.

In practice, Oglethorpe University adheres to
its stated policy regarding teaching loads. In
the spring semester of 197 3 three incidents were
noted in which faculty members had four prepara-
tions. Two of the instructors, however, pointed
out that this situation was not a regular occur-
ence and was due to extraordinary circumstances.
The third faculty member who stated that he nor-
mally had a four-course preparation attributed this
to the fact that he was the only member in his
department.

As of the present Oglethorpe University has no
clearly defined policy regarding student teaching
loads as measured in terms of the total number of
students taught by a faculty member. In the spring
semester of 197 3 the total student load of the full-
time members of the faculty ranged from forty-three
to three hundred. The greatest proportion of the
faculty (eighteen of twenty-five) had total student
loads of fifty to one hundred and fifty. Four
members of the faculty had one hundred and fifty-
one to three hundred students enrolled in their
classes, while four teachers had less than an ag-
gregate of fifty students. The average total

(96)

student load for each instructor during that
semester was one hundred and eighteen.

In the poll taken of faculty members (Ap-
pendix 2 ) they were asked to comment on their stu-
dent loads relative to maintaining good standards
of instruction. Fourteen of twenty-five replied
that their student loads were not excessive for
maintaining good academic standards. Eleven, on
the other hand, believed that their effectiveness
as teachers was being compromised because of ex-
cessive student loads. Four of this latter
eleven had loads of more than two hundred students ,
six had student loads ranging from one hundred to
one hundred and fifty students and one had a load
of sixty students.

From the above description and analysis of teaching
loads, three important points seem worthy of observation.
In the first place there are some student loads which are
considered by the faculty to be too large for effective
teaching. Secondly, there appears to be an inequitable
distribution of student loads among faculty members
(ranging, for example, from forty-three to three hundred
students) , and finally there is an absence of any college
policy regarding maximum student loads for individual
instructors .

(97)

In respect to the first point we have already
mentioned the efforts of the college to increase the num-
ber of its faculty. This in turn should reduce the
faculty-student ratio and hopefully reduce some of the
large student loads now existing for some faculty mem-
bers. In regard to the second and third points, it is
recommended that the college carefully consider measures
to effect a more equitable distribution of student loads
among various instructors, and that it re-define its
policy of teaching loads so as to include the element of
total student loads along with the number of course
preparations and classroom hours.

6 . Instruction and length of class period :
With rare exceptions instruction at Oglethorpe Uni-
versity is given in classes of fifty minutes dura-
tion, meeting three times a week (Monday, Wednesday,
Friday) or in classes of seventy-five minute periods
meeting twice a week, on Tuesday and Thursday. The
total number of classes is about evenly divided
between the two different time periods. When asked
which of these two class times was more conducive
to effective learning, over two- thirds of the stu-
dents polled (fifty-seven of eighty- two) replied in
favor of the fifty-minute class. A majority of the
faculty too, preferred the fifty-minute class
period, which was considered more suitable for the

(98)

effective teaching of their courses. Nineteen of
the twenty-seven faculty members stated a pre-
ference without qualification. Eleven of these
said that the fifty-minute period was better for
instruction, six held that the seventy-five minute
class was more suitable, and two others declared
that their courses could be treated equally well
in either time period.

Eight members of the faculty gave a mixed re-
sponse, taking the position that the ideal time
length for a class depended upon the nature of the
courses. Five of these eight respondents made a
distinction between freshman or lower-level courses
and upper-level courses, asserting that the former
could be better taught in the fifty-minute session,
whereas the seventy- five minute time span was more
appropriate for the upper-level courses. Most of
these students and faculty who held the fifty-minute
class period to be more appropriate for effective
learning and instruction gave as their reason that
the student's attention span and level of concentra-
tion was greater in the shorter time period.
In view of the results of these polls the Education
Committee recommends that the Oglethorpe administration
should adopt the fifty-minute period as the standard class
length and should schedule the seventy-five minute class

(99)

period only for those courses which can clearly be handled
more effectively within the longer time span.

7. Instruction and Facilities ; According to
the last institutional self-study, conducted in 1962-
63, it was generally acknowledged that there was a
serious need for a new library, a new science build-
ing, and additional classroom space. Also noted in
that study was the inadequacy of library holdings
and of instructional materials required to support
the teaching function of the college.

Since the last self-study, Oglethorpe has moved
dramatically to meet some of these needs. In the
fall of 1971 a new science building was added. One
year later a new library was made ready for use and,
as a result of the remodeling of Phoebe Hearst Hall
in the same year, twenty-three new classrooms were
made available. In the last decade library materials
were also substantially augmented, with the total
holdings (bound volumes and microforms) increasing
from 27,215 in 1961 to 71,633 at present.

Notwithstanding this impressive program in pro-
viding additional facilities, library holdings, and
teaching materials , there is nonetheless a prevail-
ing belief among faculty and students that certain
inadequacies still exist pertaining to facilities and
instructionally-related materials. When asked

(100)

whether instructional facilities of the college
(classrooms, library, laboratories and instruction-
al aids) were adequate for supporting effective in-
struction, 82 per cent (twenty-three of twenty-
eight respondents) of the faculty, and 63 per cent
(fifty-two of eighty-two respondents) of the stu-
dents replied in the negative. The greatest number
of those (faculty and students) responding nega-
tively justified their replies by citing the insuf-
ficiency of library materials (seven faculty and
forty- two students) . Some respondents indicated
that there was a lack of basic teaching materials
such as chalk, lecterns, and various audio-visual
aids, while others complained about improper class-
room controls of lighting, sound, and temperature.
In both the faculty and student polls desires were
expressed that the language laboratory be restored.
A comprehensive listing of the answers to the question
relating to the condition of Oglethorpe facilities may
be found in Appendices 2 and 3.

In the opinion of the Education Committee of the Self-
Study, careful consideration should be given to the alleged
inadequacies mentioned in these polls, and if deemed valid
the college should move rapidly toward correcting them.

8. Instruction and Faculty ; Of the various ele-
ments which go into the make-up of quality instruction

(101)

the single most important ingredient is a well-trained
and competent faculty. The measures taken by the
present administration to assure the procurement of
highly qualified teachers and the efforts made to ef-
fect a continued up-grading of the faculty in general
is recounted in detail in Chapter V of the Self-Study
Report. Based on the conviction that a good faculty
is a requisite for good instruction, the Educational
Committee would like to underscore its endorsement of
these measures and express its hopes that these will
be continued in the future.

The vital link existing between faculty compe-
tence and the excellence of instruction is also recog-
nized by the faculty. It is significant to note that
in the questionnaire (Appendix 2) in which faculty
were asked to make recommendations for improving in-
struction, one of the most frequently offered sug-
gestions was that the college should take special care
in its recruiting program so as to assure the se-
lection of the best qualified faculty.

9. Instruction - Conclusion : In this section of
the Self-Study Report the Educational Committee has
examined various aspects of the instructional operation
of Oglethorpe University and made a number of concrete
suggestions regarding the same.

In conclusion, the committee would like to repeat

(102)

and re-emphasize a point already made above. It is
extremely important, and indeed imperative, that an
institution which professes a dedication to instruc-
tional excellence should develop some systematic and
continuous means for measuring the quality of its
teaching.

Accordingly, the committee recommends that high prior-
ity should be given the establishment of an ad hoc com-
mittee for the purpose of devising methods of evaluating
its instruction.

IV. Institutional Effectiveness
A. Academic Climate

There are several factors that have at least face
validity in indicating that an intellectual climate is
being created at Oglethorpe: (1) honor societies, (2)
extra-curricular activities, (3) leisure activities.

1. Honor societies : Oglethorpe has several honor
societies currently active on campus. These include
Alpha Chi, Alpha Psi Omega, Boar's Head, Duchess Club,
Sigma Tau Delta, Sigma Zeta, Thalian Society and Phi
Alpha Theta. All of these societies are designed to
recognize and facilitate superior academic achievement
on the part of the students.

2. Extra-curricular activities : Perhaps the
strongest extra-curricular activity, in terms of

(103)

enhancing the academic program, is the travel seminar
program. Under this program students travel with
full-time members of the faculty to either Europe or
the Far East. Intensive pre-planning assures that
the travel experience directly relates to the students '
academic experiences in History, English, Literature,
and Philosophy. In addition to the travel seminar pro-
gram Oglethorpe has an internship program that allows
selected students in Sociology, Social Work, Politi-
cal Studies, and Psychology programs to receive aca-
demic credit for working with state Social Service
Agencies .

3. Leisure activities : Although not as clearly
linked to the academic program as are the internship
and travel seminar programs , there are several other
aspects of campus life that appear to provide an intel-
lectual atmosphere. These include the Drama Club, the
Oglethorpe Art Gallery, the Oratorio Society, and the
newly instituted Festival of American Art Forms. The
Festival deserves special recognition for its attempt
to present a large variety of cultural activities
(plays, art exhibits, films, dance, poetry readings,
and music) to the Oglethorpe community.
B . Comparison of Oglethorpe Students to other Students

The assessment of institutional effectiveness at
Oglethorpe University during the years 1962-72 is an

(104)

extremely difficult undertaking. Due to the almost com-
plete change in faculty and administration during the
late 1960 's there is little (if any) continuity in the
academic records that are vital to such an evaluation.
This is particularly true with respect to Graduate Re-
cord Examination (GRE) scores - the most important single
indicator used to compare Oglethorpe students to the
general college population. There appears to be no com-
plete set of GRE scores across the ten year period 1962-
72. Rather, such information appears to have been used
in compiling sporadic reports to the administration and
then discarded.

A few such reports have survived, and may give an
idea of the patterns at certain times, at least. One
such report (available in the office of the Dean of the
College) was prepared for 1963-67, by Dr. Mohammed Kian,
Professor of Psychology, in 1968. By its own admission,
it does not contain all of the GRE scores (Aptitude and
Advanced) for the years covered. With respect to the
aptitude scores available, both the verbal and quantita-
tive average scores for Oglethorpe students were below
the national norms. On the advanced tests, which are
generally conceded to indicate content mastery within a
specific academic area, the average score for Oglethorpe
students was higher than the national average for the fol-
lowing majors: Biology, Education, History, Psychology,

(105)

and Sociology. The advanced score was lower than
the comparable national average for Business,
Chemistry, Economics, Government, Literature and
Physics majors. (N.B. The number of scores contri-
buting to the averages varies a great deal across
majors. This variability coupled with the fact that
there is no indication as to in what year the ad-
vanced scores were collected should lead one to be
extremely cautious in interpreting the resultant
comparisons between Oglethorpe students and the
general college population.)

Another report (available in the office of the
Dean of the College) is a summary of scores for one
hundred and twenty-one students who took the examina-
tion during the 1968-69 academic year. No author is
given, nor is there any information that the data re-
flects all of the scores actually generated on all
testing dates. The average scores for Oglethorpe stu-
dents on both the verbal and quantitative sections of
the aptitude test were below the national average.
The average scores obtained on the advanced tests by
Oglethorpe students were below the comparable national
for all disciplines. (Again, many of the advanced
averages are based upon a limited number of scores and
should not be treated as strong indicators of insti-
tutional effectiveness. Moreover, the results of the

(106)

Oglethorpe scores may have been adversely affected by
the fact that all Oglethorpe seniors were required
to take the examinations.

A third report (available in the office of the
Dean of the College) was prepared by Dr. Joel Dubow,
Professor of Psychology, in 1971. The report is a
comparison of students taking the GRE in December
1969 with those who took the examination in December
1970. Across the two testing dates not only were the
verbal and quantitative scores for Oglethorpe stu-
dents lower than the national averages , but they also
declined against an absolute standard. Without ex-
ception, the average advanced score for Oglethorpe
students in the two years combined was lower than the
national average for each major.

It is the considered opinion of the Educational
Committee that the results of the GRE ' s taken by the
graduates of a college or university provide a valuable
instrument for measuring the final product of that insti-
tution. The lack of a complete record of the results
scored by Oglethorpe graduates on the Graduate Record
Examination during the last ten years renders difficult
any effort to evaluate the effectiveness of Oglethorpe
University. In order to redress that deficiency the
Educational Committee strongly urges that the Oglethorpe
administration charge some specific department or

(107)

individual of the administration with the task of
maintaining a complete GRE file.

C. Secondary Indicators of Oglethorpe Students '
Performance

For the decade 1962-72 no complete formal re-
cords are available to indicate the number of students
continuing their education in graduate schools, what
their performance has been, how many have received
fellowships and scholarships or any of the other
factors which might reflect the quality of the edu-
cational program at Oglethorpe. Informal assessment
based on interviews with divisional chairmen and
senior faculty members of Oglethorpe indicates that
approximately 25 per cent of the Oglethorpe graduates
continue in graduate or professional school.

D. Recommendations for future evaluations

The Educational Committee makes the following
recommendations relative to any future assessment of
institutional effectiveness:

1. The college should take special care to
keep complete and accurate academic records. As
Oglethorpe has moved from serving a student body
of less than five hundred to one of approximately
one thousand, the informal procedures of record-
keeping have not kept pace with the increased amount
of information that must be stored. A formal

(108)

procedure should be implemented to ensure that
records, adequate to meet the needs of the college,
are kept.

2. Oglethorpe University should seriously in-
vestigate the possibility of using a program developed
by an outside, independent source for the purpose of
assessing the strengths and weaknesses of the college.
An example of such a program is the Institutional Re-
search Program for Higher Education (IRPHE) which is
marketed by Educational Testing Service of Princeton,
New Jersey.

VII . Projections

The responsibility for educational planning at
Oglethorpe University is shared jointly by the Board of
Trustees, the administration and the faculty. The Board
of Trustees has the ultimate jurisdiction over matters
pertaining to the educational program. The President,
who is accountable to the Trustees, is responsible for
the successful development and operation of the edu-
cational enterprise. The President formulates courses
of study, encourages sound learning, and submits proposals
to the faculty for improving the educational program. He
also chooses the members of the Curriculum Committee and
may establish any other committee or committees to assist
him in the development of the academic program. The

(109)

Curriculum Committee, comprised of members of the
faculty and administrative officials, is charged with
the task of controlling and administering the curriculum
and curriculum-related matters.

In the foreseeable future, Oglethorpe University
does not anticipate any significant changes in the aca-
demic program. Its policy will most likely be character-
ized by stabilization and consolidation of recent changes
rather than by new or extensive modification of the
current program. The curriculum, for example, which has
recently experienced a trend toward the reduction of
courses and majors, will be stabilized rather than ex-
panded or contracted. Except for the addition of courses
relating to the Accounting major, the over-all curriculum
should see little change in the addition or deletion of
majors, courses or degrees which are offered.

In 1971-72, Oglethorpe University introduced a
newly revised core curriculum which thus far has proven
generally satisfactory. Next year, however, the program
is scheduled for a thorough review by the Curriculum
Committee and doubtless will be subject to some revision
and refinement.

The area of the educational program which will
probably witness an appreciable degree of change in the
immediate future is that of instruction. The Oglethorpe
administration is strongly encouraging the faculty to

(110)

improve the quality of its instruction and through the
establishment of the Commission on Innovation has pro-
vided an instrument which should serve as an effective
means of promoting new instructional techniques and
experimental ventures, especially as they pertain to the
use of mechanical, electronic and other special teaching
devices .

Chapter IV:

FINANCIAL RESOURCES

FINANCIAL RESOURCES

I . Organization and Administration

The evaluation of the financial resources of Ogle-
thorpe University is based on a three year period,
beginning September 1, 1969 and ending August 31, 1972.
Statements were not available for the 1967-68 and 1968-
69 periods.

The business and financial functions are centralized
under the Dean of Administration who is appointed by and
is directly responsible to the President. Responsible to
the Dean of Administration is the office manager. The
office manager has specific responsibility for the organi-
zation and operation of the business office. The
functions of this office are consistent with the areas of
administration outlined in the American Council of Edu-
cation's College and University Administration , revised
edition, 1968.

The primary functions of the business office are
student billing, accounts payable, purchasing, data pro-
cessing, payroll reports, administration of federal funds,
and preparation and control of budgets. There is a clear
understanding that the basic purpose of the business
office is to serve the institution and to assist in the
furtherance of the educational program.

(112)

II . Preparation and Administration of the Budget

The President, as the chief administrative officer
of the college has overall responsibility for the budget;
however, the budget making procedure encompasses all de-
partments of the college and ends with the Board of
Trustees. The major cost center directors are the Dean
of the College, Dean of Administration, Director of Ad-
missions, Director of Development, and Dean of Students.
Each cost center director prepares his budget request
covering both needs for salaries and for expenses. These
are then presented to the President who makes recom-
mendations for the final budget, based on anticipated
revenues, to the Board of Trustees who in turn give final
approval. The budget as adopted represents the anti-
cipated needs of the educational and institutional
functions of the college. The President utilizes the
recommendations of the Dean of Administration and the Dean
of the College as primary sources of determination of
final budgetary allocations. The division heads parti-
cipate in projecting and documenting needs. The Board
of Trustees serves primarily in the matters of broad
policy in budget preparation.

III. Budget Control

When approved, the budget becomes the guideline for
income and expenditures for the next fiscal year, ending

(113)

August 31. Budget control is vested in the business of-
fice and the President. The Dean of Administration
checks requisitions and purchase orders against approved
figures to make sure that they can be afforded. Periodic
statements showing the budget status are prepared for
the President and the governing board on a monthly basis.
At present, there is no formal systematic communication
down to the division heads to report divisional budget
status.

The business office prepares periodic financial
reports for the President and the governing board. These
statements are generally issued at the close of the
fiscal year. In recent years, an annual audit has been
made by a firm of certified public accountants at the
end of the fiscal year. This audit is in line with the
principles of institutional accounting as given in
College and University Business Administration , published
by the American Council on Education.

Table 1 shows the assets of Oglethorpe University
during the period of this study. At the end of 1961-62
(the last self-study) the total assets of the college
were $2,947,444. Present assets are $11,133,777. This
represents an increase of 278 per cent during the ten
year period. The proportion of increase in each of five
categories is indicated in Table 1 . Current funds , and
scholarship and loan funds have remained relatively

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(115)

stable. Plant assets and building funds show slight in-
creases. Endowment shows the strongest increase and
reflects the improved stability of the college.

IV. Current Funds Expenditures

In judging the adequacy of financial operations,
basic educational and general expenditures were used.
These expenditures included general administration and
general expense, instruction and departmental research,
libraries, and operation and maintenance of the physical
plant. In computing the expenditure per student, the
total basic educational and general expenditure was
divided by the number of equivalent full-time students
at the close of registration of the fall term.

Table 2 charts annual expenditures per equivalent
full-time student. The total expenditure for the 1971-72
fiscal year for basic educational and general expenses
was $1,329,395 or 117.4 per cent of the standard for
bachelor level institutions. During the 1969-70 school
term the actual expenditures amounted to $1,185,118 or
102.5 per cent of the standard. The expenditure of
$1,329,395 for 1971-72 represents 110.5 per cent of the
standard for master's level institutions.

(116)

Table 2

ANNUAL EXPENDITURES PER EQUIVALENT FULL TIME STUDENT

Number of Educ. & Gen. Educ. & Gen. Exp\ per % of
Year Students Exp. (Actual ) Exp . (Std. ) Student Standard

1969-70 1,041 $1,185,118 $1,156,000 $1,139 102.5%

1970-71 1,050 $1,151,257 $1,165,000 $1,096 98.8%

1971-72 1,017 $1,329,395 $1,132,000 $1,307 117.4%

REF : Computations based on information from audit reports.

In relation to the total budget, expenditures have
remained fairly stable during the 1969 to 1972 years
(Table 3) . A further breakdown indicates several favor-
able trends for this same period (Table 5) . The percent-
age of expenditures for general administration and
operation and maintenance is decreasing. The percentage
of expenditures for library and student services is in-
creasing, and the percentage of expenditures for in-
struction is stable.

Table 3
PERCENTAGE OF EXPENDITURES IN MAJOR CATEGORIES (BEFORE TRANSFERS )
Category 1969-70

Educational and General 73.0

Student Aid 2.3

Auxiliary Enterprises 19.2

Capital Improvements 5 . 5

TOTAL 100.0%

1970-

-71

75,

,8

2,

,8

21,

,4

--

100.

,0%

1971-

-72

76,

,0

4,

,2

19,

,8

--

100,

,0%

REF

Computations based on information from audit reports

(117)

These percentages were figured before transfer of
monies to other funds. For example in 1970-71, $581,530
was transferred to the plant fund. If percentages, are
figured after the transfer of funds the percentages for
each category would decrease as indicated in Table 4.

Table 4

PERCENTAGE OF EXPENDITURES

IN MAJOR

CATEGORIES

(AFTER TRANSFERS)

Category

1969-70

1970-71

1971-72

Education and General

55.6

44. 7

45.3

Student Aid

1.7

1.7

2.5

Auxiliary Enterprises

14.6

12.5

11.9

Capital Improvements

11.6

22.6

21.3

Endowment

16.5

18.2

16.4

Student Loan

. 3

. 3

Other

2.3

TOTAL

100.0%

100.0%

100.0%

REF : Computations based on information from audit reports.

Table 5 shows the full-time equivalent enrollment
for each academic year with expenditures of current funds
by function. /Amounts are rounded to the nearest dollar and
are expressed as a percentage of the total expenditure.
There appears to be some consistency in the percentage
distribution of expenditures by various categories , and
a proper balance between the academic and non-academic
functions of the budget.

According to the President of the college, it is
anticipated that there will be an increase in the amount
of money available for academic expenses. As income

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(119)

increases, operating costs other than those of the aca-
demic program will remain constant (or slowly rising) ,
making more money available for the academic program.
The investment in teaching resources should increase in
the years immediately ahead.

Oglethorpe University has no debt aside from the
dormitories and the university center (which debt is to
be covered from dormitory rentals. The major renovation
of classroom and office facilities has been completed.

Table 6 charts the salary averages of the faculty

and chief administrative officers for the past five years.

Fringe benefits (retirement, FICA, etc.) are included in

the salary figures.

Table 6

SALARY AVERAGES OF FACULTY AND CHIEF ADMINISTRATIVE OFFICERS

ALL
CHIEF INSTRUC-

ADMIN. ASSOCIATE ASSISTANT TIONAL

YEAR OFFICERS PROFESSOR PROFESSOR PROFESSOR INSTRUCTOR STAFF

1968-69 $16,998 $13,600* $11,900* $ 9,560* $ 7,680* N.A.

1969-70 $16,358 $14,350* $14,240* $10,090* $ 8,100* N.A.

1970-71 $13,971 $13,806 $13,374 $12,083 $ 8,751 $12,343

1971-72 $15,771 $14,833 $14,363 $12,180 $ 9,223 $13,187

1972-73 $16,660 $15,942 $14,055 $12,556 $10,154 $13,310

* A.A.U.P Bulletin, June 1969-70, Oglethorpe's listing.

REF : Faculty Committee Report and Business Office.

(120)

Table 7 charts the number of employees for admini-
stration, teaching staff, maintenance, clerical, and
other for the 1972-73 fiscal year. Complete figures
were not available for other years.

Table 7
EMPLOYEES OF THE COLLEGE, 1972-73

Administration 5

Maintenance and Custodial 25

Faculty: Full-time 29

Part-time 11

Clerical and other admin. 14

REF: Business Office.

V. Current Funds Income

The receipt, disbursement, and custody of current
funds is as follows: Monies received from tuition or
from endowment income go into the reserve fund. Monies
not needed at once are invested in short term paper.
Monies are transferred from the reserve fund to the
operating account as needed for the budgeted allocations
Monies are disbursed from the operating account on the
basis of approved payrolls or approved vendor invoices
for which there must be a purchase order, and a re-
ceiving report indicating that the goods have been re-
ceived. The custody of the funds is in approved
depositories. Any complete transfer or disbursement of
funds requires two signatures of authorized officers of
the college. Because of the small staff of the business

(121)

office, an effective system of separation of the re-
ceipting and disbursing functions has not been employed;
however, all persons with access to college funds are
bonded for this purpose.

Income is derived from student fees, endowment,
gifts, and grants, auxiliary enterprises, and other
sources . There has been an increase in income during
the past ten years. Income for 1961-62 was $430,733.
In 1971-72 it was $2,933,041, an increase of 581 per cent.
The last three years of this period are presented in
Table 8. This table shows the amount of income, and the
percentage that each category contributes to the total
income. Favorable trends are indicated in the source of
revenues (indicated by percentages in Table 8) ; there is
a smaller percentage of income from student fees, endow-
ment income is increasing, and the percentage of income
from gifts and grants is increasing.

There appears to be an inverse relationship between
the cost of tuition and fees and Oglethorpe's student
enrollment; i. e., as costs increase, fewer students
matriculate each fall. Obviously, a variety of factors
affect student enrollment; but based on the demand
analysis in Figure 1, an additional increase in tuition
will quite likely be followed by an additional decrease
in enrollment.

(122)

Figure 1
DEMAND ANALYSIS OF STUDENT TUITION & FEES AND COLLEGE ENROLLMENT

2900 $

Tuition and Fees

Year

1. 1967-68

2. 1968-69**

3. 1969-70

4. 1970-71

5. 1971-72

6. 1972-73

Enrollment *
1,214

1,041

1,050

1,017

898

Tuition & Fees
$2,205

$2,422
$2,511
$2,722
$2,822

*Full-time equivalent student enrollment.
**1968-69 data not available for fall term.

REFERENCE: Bulletin and Reports from Registrar

(123)

Table 9 on the following page charts the current
funds surplus for the past five years. During the year
ended August 31, 1970, the college established a funded
self -insurance reserve in the endowment fund. Contri-
butions for the insurance reserve are transferred from
the current fund. The excess of revenues over expendi-
tures is transferred out of the current fund to re-
plenish endowment principal which had been used previously
for repayment of bank loans and current operations.

At the present time there do not appear to be any
major sources of new income. It would be a reasonable
estimate that in the future student fees will provide a
smaller proportion of the cost of operating the college.
A factor which could contribute to the stability of
current funds income, as well as to its growth, is the
recent establishment of a more dynamic development program.

VI . Capital Funds and Expenditures

Final decisions regarding capital fund investments
are made by the Board of Trustees. Requests may be
initiated by faculty committees or members of the staff.
The only indebtedness at present is on the dormitories
and the university center. Amortization of this debt is
from income derived through rental of dormitory faci-
lities. As reported in Chapter VIII (Physical Plant) ,
extensive renovation of Lupton , Hearst, Faith and Lowry

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(126)

Halls was completed, and Goslin Hall was built, during
1971-72. It is significant that there is no outstanding
debt from these capital improvements. The major invest-
ment in physical plant currently under consideration is a
Fine Arts building. The projected cost for this facility
is $2,000,000.

VII . Management of Endowment Funds

The final responsibility for the management of the
endowment fund corpus rests with the Finance Committee of
the Board of Trustees. The immediate responsibility for
the investment of the funds is with the investment
counselors, Montag and Caldwell, and with the investment
management departments of the Trust Company of Georgia,
Fulton National Bank, and C & S Bank. The income from en-
dowment is used for scholarships. The goal is a return
of five per cent. The prevailing attitude of the Finance
Committee of the Board of Trustees is one of giving more
active management to the endowment funds. Considering the
business expertise of this committee, it seems feasible
to project future growth in this area.

VIII. Management of Restricted, Agency, and Annuity Funds
The management of restricted, agency, and annuity

funds is incorporated into the regular accounting system.
The audit procedures for these funds are the same as for
other institutional funds. At the present time payments

(127)

to annuitants are handled through TIAA and CREF with the
exception of the prior service benefits which were estab-
lished for those who were employed at Oglethorpe before
the present arrangement with TIAA and CREF. Certain indi-
viduals are paid directly by the college according to the
agreement made at the time the prior service benefits pro-
gram was established. Funds are budgeted each year for
this purpose. Policies governing these funds are estab-
lished by the Board of Trustees.

Special programs supported by outside agencies and re-
quiring institutional contributions are classified in the
accounting system as current restricted fund accounts. These
include National Defense Student Loans, Economic Opportunity
Grants , and Cooperative Work Study Programs . Separate check-
ing and general ledger accounts are kept for these programs.

IX, Auxiliary Enterprises

Auxiliary enterprises consist of housing, food, the
college center, and athletics. The Dean of Administration
has responsibility for the financial management of these
operations. Any net income from auxiliary enterprises, ex-
cept food service, goes back into the operation which gen-
erated it, or the cost of the service to the students is
reduced. It is impossible to chart net income from auxiliary
enterprises: income from these operations has been accounted
for in an inconsistent manner.

(128)

X. Operation and Maintenance of the Physical Plant
Oglethorpe University presently employs twenty-five

maintenance and custodial persons. During the academic
year 1972-73, the college employed a superintendent of
buildings and grounds. He has the responsibility for co-
ordinating all maintenance of the buildings and grounds
and other physical facilities on campus. He reports
directly to the Dean of Administration. Presently the
Dean of Administration has responsibility for purchasing
and inventory control and central storerooms. There is
some question about whether new equipment acquisitions
are properly capitalized. For example, machinery and
automobiles are expensed instead of capitalized.

XI. Additional Findings and Recommendations

The financial base of the college has shown consi-
derable improvement during the past five years. With
some knowledge of Oglethorpe's past, it is justifiable to
evidence pride in the financial progress made since mid-
1967. There has been a move from deficit financing and
encumbered endowment to current surpluses of operating
funds, a balanced budget, and a continually increasing
and substantially larger endowment. An analysis of
assets reflects an increased stability - expenditures for
education and general expense exceed the minimum per-
centages for both bachelor and master level institutions

(129)

and the institution is debt free with the exception of
the University Center and the dormitories. The general
financial picture is healthy, especially when compared
to the preceding five year period.

It is recognized that during the past five years
there has been a deficiency in the accounting procedures
employed as well as other functions of the business office.
This has been a factor in the multitude of problems and
complaints from within and without the college. Informa-
tion was not readily available to facilitate the pre-
paration of this report. Pertinent questions could not
be answered because of a lack of appropriate records and
the limited expertise of business office personnel. Some
improvements have been made in business office operations;
others are planned, and are gradually being implemented.
The following recommendations are made:

A. It is recommended that more rigid criteria be
used in the employment of business office personnel.

B. It is recommended that a manual of duties in-
cluding lines of authority, responsibility and
procedures for operation of the business office be
prepared.

C. It is recommended that an auditing firm with
expertise in the area of private college business
be employed on a continuous basis.

(130)

D. It is recommended that a complete general ledger
system be developed.

E. It is recommended that a systematic procedure
be developed to provide division chairmen with timely
and appropriate information to plan adequately the
expenditure of funds budgeted to them.

F. It is recommended that an inventory of equipment
be initiated and maintained.

Chapter V:

FACULTY

FACULTY

Introduction

The present administration of Oglethorpe University-
is on record as wishing to establish a "small university,
superlatively good." The faculty must be the focal point
in creating an ideal educational institution. The admini-
stration has attempted to improve the faculty through
careful selection when filling vacancies.

Fall semester, 1972, Oglethorpe University had
forty-three faculty members : four professors , ten as-
sociate professors, thirteen assistant professors, three
instructors, ten lecturers, two professors emeritus, and
one with no rank. The qualifications of the thirty full-
time faculty members are analyzed in this chapter (ex-
cepting the President who is nonetheless included in the
total of forty-three) . A credentials file on each faculty
member is maintained by the Dean of the College and is
kept in his office.

I . Recruitment and Selection

The recruitment of new faculty is initiated by the
Dean of the College and the respective division chairmen.
Members of the faculty are asked to recommend potential
candidates. Several other avenues of recruitment are
used on occasion, such as placing notices in journals, or
notifying other institutions and requesting information

(132)

on available and interested parties. Interviews are ar-
ranged and conducted by the Faculty Council, which is
composed of the Dean of the College and all division
chairmen. Selection is made by the Dean and division
chairmen, with final approval resting with the President
of the college.

There is no policy regarding the latest time within
an academic year when a faculty member from another insti-
tution is offered employment. When a vacancy occurs,
steps to fill the vacancy are begun immediately. Faculty
appointments are made by the President and must be con-
firmed by the Board of Trustees. The precise terms and
conditions of each employment are communicated in writing,
and each member receives a copy of the Faculty Handbook
in which faculty responsibilities are defined.

Each new faculty member is expected to arrange a
conference with the President or the Dean of the College
upon arrival, to pursue any questions or problems. New
faculty then consult with their division chairmen con-
cerning their teaching assignments. One day each fall
during the college workshop held for all faculty, there
is a special orientation program for all new faculty.

During 1972-73, approximately thirty per cent of
the total teaching faculty served on a part-time basis.
Part-time faculty are used mostly in the Business and
Behavioral Science divisions and usually are utilized to

(133)

teach some area in which no specialization exists in our
full-time faculty. The recruitment of part-time faculty-
is considerably less formal than that of full-time faculty
and employment is arranged on a course to course basis
during the academic year.

Students are now asking for a voice in the selection
of faculty members. Their participation will be imple-
mented by having several students interview prospective
faculty members along with the Faculty Council. This is
the only change expected in the near future.

II . Faculty Organization

The faculty of Oglethorpe consists of the President
of the college, the Deans, the Librarians, the Registrar,
and all professors, associate professors, assistant pro-
fessors, instructors, and visiting lecturers, whether full
or part-time.

Divisions at Oglethorpe are organized on a less
formal basis than at many institutions. There are five
undergraduate divisions and a graduate division:
Humanities (including English, foreign language, litera-
ture, music, philosophy, and religion); Social Studies
(including history, political science, and pre-law) ;
Science (including biology, chemistry, mathematics, and
physics) ; Education and Behavioral Sciences (including
teacher education, psychology, and sociology); Business

(134)

Economics (including accounting, business administration,
economics) ; and the Graduate Division (elementary
education) . Division Chairmen are selected annually by
their respective divisions during the fall term on a day
fixed by the President, usually during the fall workshop.
Traditionally, they are selected from tenured members.

Each division operated under a budget approved by
the administration and under the control of the division
chairman and the Dean of the College. No commitments may
be made for any division expense without prior approval
of the Dean and the division chairman, and any bills or
vouchers submitted to the Business Office must have their
written approval. Appeals for additional funds for a
division may be made to the administration at any time.

The ranks of appointment to the faculty at Ogle-
thorpe are these: professor, associate professor,
assistant professor, and instructor. An appointment to
the faculty not designated by one of the normal ranks
carries the title of lecturer. Appointments to the
teaching faculty are of two kinds, limited and permanent
with tenure. A limited appointment is made on a year to
year basis, and is terminated at the close of the period
specified in writing to the appointee at the time the
appointment is made. The decision on non-renewal of a
limited appointment is not subject to appeal, nor is the
college obliged to defend its basis of judgement

(135)

in any individual case. Oglethorpe subscribes to the
Statement of Standards for Notice of Non-reappointment
in the AAUP Bulletin of April 10, 1964. (This statement
is quoted in the Faculty Handbook of February, 1972
(pp. III-3, III-4). Non-reappointment of tenured faculty
members is discussed in this chapter.

There is no detailed policy on promotion in rank.
The President and the Dean of the College formulate
recommendations and present them to the Board of Trustees,
which must approve all promotions.

The faculty holds regular meetings on the second
Tuesday of each month at 4:15 P. M. Special meetings are
called whenever there is necessary business. Members of
the faculty are expected to attend all faculty meetings
unless excused by the President or the Dean of the
College. The Dean presides at all meetings of the
faculty, and the registrar acts as secretary, keeping the
minutes of the meeting. Any faculty member may have
access to the minutes upon request to the registrar. The
presence at any meeting of more than half the number of
voting members of the faculty constitutes a quorum for the
transaction of business at that meeting. The rules of
parliamentary procedure as found in Robert's Rules of
Order govern the meetings. Questions before the faculty
may be decided by voice, show of hands, or by written
ballot. All discussions are confidential. Public

(136)

announcements of decisions made at these meetings are
made only by the President or the Dean of the College.

The Faculty Council meets on a regular schedule
twice each month and is composed of division chairmen,
the Dean of the College, and the registrar, who acts as
secretary. The Dean of the College presides. In his ab-
sence, the division chairman having the greatest senior-
ity inherits the chair. Any faculty member may attend
the meetings in a non-voting capacity. The functions of
the Faculty Council include acting on student petitions ,
interpreting Ordinances in hardship cases, considering
nomination of instructors, representing the faculty, ad-
vising the President on matters of administration, and
other duties as listed in the Faculty Handbook (p. 111-13)

The Self-Study Committee on Faculty recommends that
minutes of all faculty meetings be recorded and kept on
file in the Dean's Office. This recommendation includes
meetings both of the full faculty and private meetings
of the tenured faculty. Since minutes of the meetings
of tenured faculty were not available to this committee,
it has not been able to give accurate reconstruction of
business transacted at those meetings.

Ill . Academic Preparation

The Oglethorpe faculty, as of fall semester, 1972,
has the following qualifications: of the thirteen

(137)

tenured faculty, seven hold the doctoral degree (54 per
cent) and six hold the master's degree (46 per cent).
Three of the faculty members who hold the master ' s degree
have done at least two additional years of graduate study.
Of the seventeen non-tenured faculty members , eleven hold
the doctoral degree (65 per cent), five hold the master's
degree (27 per cent) , and one holds no degree (6 per
cent) . One of the non-tenured faculty members who holds
the master's degree has done at least two years of ad-
ditional graduate study. Of the total thirty full-time
faculty members, eighteen hold the doctoral degree (60
per cent) , eleven hold the master's degree (37 per cent) ,
and one holds no degree (3 per cent).

The faculty has an average of 4.9 years teaching
experience prior to employment at Oglethorpe. This figure
is somewhat distorted by the forty-six years of prior
experience of one faculty member. If his prior experience
is not calculated in the total , the faculty has an
average of 2.3 years of teaching experience prior to em-
ployment at Oglethorpe.

The average age of tenured faculty members is
forty-six, the oldest being fifty -five and the youngest
thirty- three . The average age of non-tenured members is
forty-one, the oldest being seventy-seven (and another
seventy-five) and the youngest twenty-five. The average
age of a part-time teacher is forty-seven, the oldest

(138)

being seventy-two and the youngest twenty-three. (The
age of one part time faculty member was not available.)
Length of service at Oglethorpe ranges from the twenty-
five years of an emeritus professor who teaches part-
time to six faculty members who are in their first year.

Figure 1 - AGES

Under 25 2

26-35 10

36-45 10

46-55 14

56-65 2

Over 65 4

A. Earned Degrees

The following table shows the earned degrees of
Oglethorpe University's faculty by divisions.

Figure 2

HUMANITIES POL.SC. SCIENCE ED., PSY.
AND AND

HISTORY S0CI0L0CY

BUSINESS OTHER TOTAL

FTT

2

2

2

1

7

Ph.D.

FNT

2

1

4

3

2

12

PT

1

1

2

FTT

2

1

1

2

6

M. A.

FNT

2

1

3

PT

1

4

4

9

FTT

B.A.

FNT

1

1

PT

2

1

3

LEGEND :

FTT

FNT

PT

Full-time tenured
Full-time non-tenured
Part-time

(139)

Forty-three per cent of the faculty have been in
service six or more years, and 57 per cent have five
or less years of service. The following figure shows
length of service for full-time faculty members:

Figure 3
LENGTH OF SERVICE AT OGLETHORPE

Tenured Non-Tenured

YEARS: __0 6

1 4

2 3_

4 3

5 1

6-10 5 1

11-15 3

Over 15 2 1

During the 1972 fall semester twenty-five faculty
members are teaching full time loads. (Ten of these,
or 40 per cent, are tenured.) Four full time faculty
members are teaching an extra course for additional
compensation. Figure 4 presents the number of hours
taught by part-time faculty.

Figure 4

HOURS TAUGHT BY PART-TIME FACULTY

Hours Faculty

Three 5

Six 2

Eight 1

Nine 2

Twelve 2

Thirteen 1

(140)

Figure 5 presents a summary of all faculty by
divisions :

Figure 5

DISTRIBUTION OF FACULTY BY DIVISIONS

HUMANITIES POL. SC. SCIENCE ED., PSY. BUSINESS
AND AND

HISTORY SOCIOLOGY

FTT

2(29%)

4(80%)

1(20%)

2(40%)

1(33%)

FNT

5(71%)

1(20%)

4(80%)

3(60%)

2(67%)

PT

1*

2

5

5

FTE

1

1

2

LEGEND: FTT: Full-time tenured

FNT: Full-time non-tenured

PT : Part-time

FTE: Full-time faculty teaching an extra course

^Percentages are not given for part-time employees because
only three of them teach a full twelve-hour load; therefore
their numbers would not accurately reflect their pro-
portionate effect on the instructional program.

B. Weaknesses and Recommendations

1. Employment of minority groups: Of the
forty-three faculty members employed, only one be-
longs to a minority race: he is tenured. Nine -
faculty members are women (21 per cent) ; but only
four of these teach full time (13 per cent) , and
only one is tenured (2 per cent) . (All per-
centages are of total faculty.) The following
table presents these figures.

(141)

Figure 6
COMPARISON OF MAJORITY AND MINORITY GROUPS IN FACULTY

Caucasian Men

Caucasian Women

Minority Races
(One man only)

FTT

11 (26%)

1 (2%)

1 (2%)

FNT

14 (33%)

3 (7%)

PT

8 (19%)

5 (12%)

TOTALS 33 (78%) 9 (21%) 1 (2%)

The President has recently appointed a committee to
draw up an Affirmative Action Program, and its
operation is in the organizational stages. The
Self-Study Committee on Faculty concludes that ef-
forts should be made to add to minority group
representation on the faculty.

2. The Committee believes that the college
makes excessive use of part-time teachers, es-
pecially in Divisions IV (Education, Sociology, and
Psychology) and V (Business) . Some "part-time"
instructors are teaching full-time loads. Three
are teaching twelve or more hours and two more are
teaching eight or more hours. The Committee recom-
mends employment of a larger number of full-time
faculty members in the overall faculty and
especially in Divisions IV and V.

3. The Committee concludes that a more equal
distribution of the number of tenured faculty
members among divisions would strengthen the col-
lege. Divisions III and V are faced with potential

(142)

instability because each division has only one
tenured faculty member, and both are nearing re-
tirement. Division II with four tenured members'
could carry unequal weight. Figure 7 shows the
distribution of tenured faculty members by
divisions :

Figure 7
DISTRIBUTION OF TENURED FACULTY MEMBERS BY DIVISION
DIVISION NUMBER OF TENURED MEMBERS

I

2

II

4

III

1

IV

2

V

1

(The total of thirteen tenured members includes the
librarian, the Director of Libraries, and the Dean
of the College who are not included in the above
summary. )

4. Inasmuch as Oglethorpe has no firm policy
regarding the following work areas , an unequal
distribution of labor has resulted in (a) numbers
of students taught, (b) number of advisees, (c)
committee assignments, and (d) sponsorship of
student activities. The committee recommends that
policies be adopted that would equalize these
factors .

5. The Self-Study Committee on Faculty sees
as a weakness the amount of turn-over in faculty

(143)

members. Only 43 per cent of the faculty has been
at Oglethorpe over five years; only 14 per cent has
been here over ten years (See Figure 4). There has
been an average of about 40 per cent turn-over in
full-time non- tenured faculty each fall 1971, 1972,
and 1973, not counting two losses due to death.
The committee sees this percentage of change as
contributing to instability, and recommends that a
policy of retention that would promote greater con-
tinuity be adopted.

IV. Growth and Development

The college encourages faculty members to undertake
work and study leading to advanced degrees. Each faculty
member's salary is based in part on his highest earned
degree. Continuing scholarly growth is important. The
college cooperates with faculty efforts to secure research
grants from outside agencies. A small research grant is
made available to faculty from time to time directly by
the college.

The faculty is engaged in research only to a moderate
degree. The administration does not see this as a weak-
ness inasmuch as it sees the college's purpose as primarily
that of a teaching institution. The college is usually
agreeable to faculty members becoming involved in off
campus research as long as they continue effectively to

(144)

carry out their full faculty responsibilities. A question-
naire distributed to all full and part time faculty re-
vealed that, of the thirty-five faculty members re-
turning the questionnaire, thirty-four were members of at
least one professional organization, twenty-nine had re-
cently attended professional meetings, twenty had research
either already published or to be submitted for publi-
cation, and fifteen were presently or recently involved
in research on teaching methods or curriculum innovation.
Some of the faculty participate in professional acti-
vities less during their employment at Oglethorpe than
they did previously.

The following rules are in effect, beginning with
the fall semester of 1971-72, regarding the use of col-
lege funds for attending professional meetings: no funds
will be available greater than the budgeted travel funds
for a particular division; the college will provide one-
way coach fare to a professional meeting; when the
faculty member is an officer of the organization or ap-
pears on the program, the college will pay his fare both
to and from the meeting.

All faculty members attend a pre-school workshop
each fall. At that time, the general aims of the college
are stated, the grading system and classroom attendance
policies are discussed, new faculty members are wel-
comed and attend a special orientation session,

(145)

registration procedures are discussed, committee as-
signments are made, initial division meetings are held,
and each faculty member has a chance to ask questions on
any aspect of his duties and responsibilities.

College policies make it possible for faculty
members to have some time free from all college duties
each year. Summer session teaching is not required but
is offered as a source of extra compensation. Many faculty
members choose to teach during one summer session, and
take the other as time for travel, scholarly reading, or
writing. Even the faculty member who takes every op-
portunity to teach during the year has approximately six
weeks free time, including holidays and between-session
breaks .

The college considers requests for leaves of ab-
sence without compensation for the purpose of promoting
professional growth. For example, a faculty member used
a one year leave during 1968-1969 to lecture in his
specialty at the University of Bristol, England. Even
though he was a staff member at Bristol, and received no
compensation from Oglethorpe during this time, this year
counted as a normal year of experience in all questions
of future salary and rank at Oglethorpe. As the fi-
nancial position of the college continues to improve,
sabbatical leaves should become possible. In 1973 the
Board of Trustees approved the principle of sabbatical

(146)

leave for faculty and administrative staff. The proce-
dures for implementation for sabbaticals will be
established at a future date.

V. Financial Security

Oglethorpe faculty salaries are shown in Table 1
in comparison with AAUP sampled private independent col-
leges, from 1968 to 1973. Several items are not included
in the figures, such as supplements for heavy class
loads, additional classes, etc. During the past five
years the following trends are noted:

Average Professor 3.4% average raise per year

Average Assoc. Prof. 3.6% average raise per year

Average Asst. Prof. 6.2% average raise per year

Average Instructor 6.4% average raise per year

Average for all 4.6% average raise per year

The college has been consistent in improving the
salaries of those in the lower ranks. Because the rank
of professor has been held by members who did not have the
terminal degree, salary increases in this rank have not
generally kept pace with other ranks, as shown above.
In general, women are paid on an equal scale with men.
Those cases which involve a differential are being
equalized. There are no written policies on salary in-
creases. The decision for salary increments is made by
the President and the Dean of the College. The 5.5 per
cent maximum in effect during Economic Phase II of Federal
regulations was used as the guideline for salary increases
during 1972-1973.

(147)

Table 1
COMPARATIVE FACULTY SCALE/ COMPENSATION DATA
1968-1969

RANKS

OGLETHORPE K)GLETHORPE
UNIVERSITY UNIVERSITY*
SCALE COMPENSATION

PRIVATE 1 SOUTH

INDEPENDENT

AAUP

AVERAGE

COMP. SCALE

PROFESSOR

Max .

Mean N.A.

Min.

$13,600

$17,225

$16,598

+ C

ASSOCIATE
PROFESSOR

Max .

Mean N.A.

Min.

$11,900

$13,331

$12,823

+ B

ASSISTANT
PROFESSOR

Max .

Mean N.A.

Min .

$ 9,560

$10,823

$10,371

+ B

INSTRUCTOR

Max .

Mean N.A.

Min .

$ 7,680

$ 8,670

$ 8,240

B

1969-1970

PROFESSOR

Max .
Mean
Min.

N.A.

$14,350

$18,254

$16,060

C

ASSOCIATE
PROFESSOR

Max .
Mean
Min.

N.A.

$14,240

$13,910

$12,820

+A

ASSISTANT
PROFESSOR

Max .
Mean
Min.

N.A.

$10,090

$11,368

$10,680

B

INSTRUCTOR

Max .
Mean
Min.

N.A.

$ 8,100

$ 9,296

$ 8,640

B

1970-1971

PROFESSOR

Max .

Mean
Min.

$13,600
12,300
11,000

$13,806

$17,800

$14,590

4

ASSOCIATE
PROFESSOR

Max .
Mean
Min .

$14,400
12,112
11,200

$13,374

$13,740

$11,780

2

ASSISTANT
PROFESSOR

Max .
Mean
Min.

$12,000
11,050
10,000

$12,083

$11,520

$10,120

1

INSTRUCTOR

Max .
Mean
Min.

$10,500
8,033
6,500

$ 8,751

$ 9,700

$ 8,440

4

(148)

1971-1972

PROFESSOR

Max .
Mean

Min .

$14,600
13,300
12,000

$14,833

$19,210

$15,200

4

ASSOCIATE
PROFESSOR

Max .
Mean
Min.

$15,400
13,450
11,500

$14,363

$14,690

$12,370

2

ASSISTANT
PROFESSOR

Max .
Mean
Min .

$12,500
11,851
11,000

$12,180

$12,180

$10,340

1

INSTRUCTOR

Max .
Mean
Min .

$ 8,650
8,650
8,650

$ 9,223

$10,320

$ 8,720

4

1972-1973

PROFESSOR

Max .
Mean
Min

$18,000
14,610
11,550

$15,942

$21,670

**
$17,920

5***

ASSOCIATE
PROFESSOR

Max .
Mean
Min .

$15,270
12,266
10,710

$14,055

$16,960

$14,530

5

ASSISTANT
PROFESSOR

Max.
Mean
Min .

$12,500

11,283

9,000

$12,556

$13,950

$12,060

4

INSTRUCTOR

Max .
Mean
Min .

$10,000
9,500
9,000

$10,154

$11,240

$ 9,680

4

*From AAUP Bulletins, June 1969 and June 1970.

**Salary Averages

Compensation not included

***In should be noted that a comparison of the University's average
compensation with that of the 1970-1972 AAUP sampled private
schools and Southern private four year institutions indicates
that the college provides an adequate and in some categories
better than average compensation. Again, the professor rank is
the one which falls below national averages while the lower
ranks compare very favorably. In 1972-73 Oglethorpe University
changed to a graduate degree institution. This change in status
accounts for the drop on the AAUP rating scale.

****Total compensation for Callaway Chair.

(149)

There are differences in salaries among the various
divisions of the college. Such discrepancies exist
because people in certain disciplines can demand more if
competition for their services exists between the edu-
cational institution and industry. In one division The
Callaway Foundation endows a chair, providing a higher
than average salary for that position.

The following data describe the fringe benefits of
the college. The dates indicate the year the benefits
were stated. Some dates were not available.

A. Social Security : All employees are required to
participate in the Federal Social Security Program.

B. Faculty Housing : When available, rental fees
are minimal .

C. Group Insurance Plan (1958) : Policy with Con-
necticut General Life Insurance Company.

D. Retirement Annuity Plan TIAA (1961) : Partici-
pation is optional to faculty members under thirty
years of age. The college contributes 7 per cent with
the employee contributing 5 per cent.

E. College Retirement Equities Fund : Full-time
faculty and staff are eligible and expected to parti-
cipate in the college's retirement program.

F. Extension of Insurance Benefits (1965) : In-
cludes Group Life Insurance, accidental loss of life,
limb or sight, extensive medical care program with

(150)

major medical. The college pays part of the premium
for each faculty and staff member covered.

G. Unemployment Compensation : College pays 1 per
cent of employee's salary.

H. New Policy with United of Omaha (1969) : Same
coverage .

I. Condominium (1971) : The college owns a con-
dominium in Sarasota, Florida, which is available for
faculty use at any time the college is not in session.

J. Tuition Reduction : Dependent children and
spouses of full time faculty and administrative staff
members may attend classes at Oglethorpe University
free of charge. There is no reduction in room and
board to faculty dependents living on campus. ( Faculty
Handbook p. V-7.)

K. Recreational Facilities : Faculty members and
staff have all college facilities at their disposal
such as the swimming pool , tennis courts , and
gymnasium.

L. Revised Policy with United of Omaha (197 3) :
Added disability coverage

VI . Teaching Loads and Other Duties

The normal teaching load at Oglethorpe is twelve
semester hours and is the same throughout the college.
Exceptions are made on the basis of needs of the

(151)

institution. In the calculation of teaching loads the
figures are based upon the number of credit hours taught.
The number of contact hours is the same as the number of
credit hours taught, except that two contact hours of
laboratory instruction are generally regarded as the
equivalent of one hour of normal classroom instruction.
No significance is given to the type and level of in-
struction, and only rarely to the number of students
taught. In some years, salary supplements have been
awarded to those professors teaching extremely large num-
bers of students. The normal number of preparations is
three. When the number of credit hours exceeds the
normal twelve-hour load, additional compensation is
awarded at the rate of $750 per three-hour course. The
institution plans no changes in teaching loads in the
future. The present teaching load is presented in the
following chart:

Figure 8

HOURS TAUGHT BY FULL TIME FACULTY

Three 1

Eleven 2

Twelve 17

Thirteen 1

Fifteen 3

Sixteen 1

(152)

Figure 9
PREPARATIONS FOR FULL TIME FACULTY

Preparations Faculty
One 2

Two 5

Three 14

Four 4

In the evaluation of faculty loads no consideration
is given to committee assignments and to the directing of
extra-curricular activities. At the present time there
is no thesis supervision or direction of independent
study. Several faculty members hold non-teaching po-
sitions, i.e., the Dean of the College, the Librarian, the
Director of Libraries, and the Dean of Students. Only
one faculty member has a reduced teaching load in consi-
deration of other duties. The policy of Oglethorpe Uni-
versity governing outside employment of faculty members
is stated in the Faculty Handbook as follows:

No outside employment may be undertaken
without the specific approval of the President.

Classes for extra compensation may be of-
fered by faculty members only if they carry the
maximum load and are not working on the outside.
No more than one evening class may be offered by
any professor per semester. (PP III-6, III-7).

VII . Professional Security

The Faculty Handbook includes this statement con-
cerning promotions:

Promotions usually originate with the di-
vision. The President and the Dean of the

(153)

College formulate the recommendations and pass
them along to the Board of Trustees who must
approve all promotions. Promotions to Pro-
fessor are generally restricted to those faculty
members holding the doctorate and with some'
publications or other merits, (p. III-6.)

No promotions were made from 1967-72. Four as-
sociate professors were promoted to full professor in
1973. So far as the committee can determine the given
procedure was followed. With so few examples to assess
it is difficult to evaluate the policies and procedures.

Tenure at Oglethorpe means that the appointment of
a faculty member is one which will not be terminated by
the college except for adequate cause or upon retirement
or pension of the appointee. Adequate cause includes
academic disservice, physical or mental disability,
personal conduct detrimental to college morale or in
flagrant conflict with the purpose of teaching and
scholarship, and bonafide financial exigency of the
college. ( Faculty Handbook pp. III-4, III-5.)

The policy governing tenure is stated in the 1972

Faculty Handbook (pp. III-4 , III-5) .

A member of the faculty shall be considered
for appointment with tenure after a period of
four years of full-time service in academic in-
struction. After this probationary period and
beginning with the fifth year if a teacher above
the rank of instructor is extended a contract of
employment his appointment will be with tenure.
In exceptional cases tenure may be granted after
18 months of continuous service and prior to the
expiration of the fourth year by the President,
upon the advice of the teacher's division

(154)

chairman. The granting of tenure is not auto-
matic, and is extended only to those who have
demonstrated during the probationary period
outstanding qualities of teaching and service.

Prior to 1972 two problems can be identified re-
lated to the granting of tenure. The policy was not well
defined and published, and there also were inconsistencies
in the procedures followed in making decisions on the
granting of tenure.

In an effort to formalize suggestions for establish-
ing a consistent and understandable procedure for granting
tenure an advisory committee was appointed by the Aca-
demic Dean in January, 1972. This Committee reported
to the faculty on July 18, 1972, as follows:

The Advisory Committee conducted its work in
two stages. In the first phase the Committee
made a study of the then existing tenure policies
and submitted to the Administration a set of pre-
liminary recommendations intended to correct
certain apparent deficiencies. The Committee sug-
gested that (1) tenure regulations should be
clearly stated in writing to the faculty, (2) each
faculty member should be given written notice when
he achieves tenure under the institution's policies,
(3) the policies and procedures for the termination
of appointments should be stated in writing and
should be in accord with commonly accepted prac-
tices, (4) the institution should adopt and record
a statement of the principles of academic freedom
to which it subscribes. The Committee also
recommended that a Faculty Handbook be published
which would include the officially stated tenure
policies of the University.

Upon each of the above recommendations the
University Administration acted favorably and with
dispatch. The Faculty Handbook Committee was re-
activated and in collaboration with the Admini-
stration developed a definitive tenure policy. This

(155)

policy was subsequently incorporated into the
Faculty Handbook which was printed and made
available to members of the Faculty in February.

A statement issued by the President during the 1972-73

school year established procedures for consideration for

tenure. These remain in effect as of September 17, 1973.

The statement reads as follows :

QUALIFICATIONS FOR CONSIDERATION FOR TENURE

The following qualifications must be met before
faculty members can be considered for tenure:

1. The faculty member must stand in the upper
50% of all faculty and in the upper 50%

of non-tenured faculty in the latest
available Oglethorpe evaluation scale.

2. The faculty member must have the approval
of over 50% of the tenured faculty (this
means a majority of the tenured faculty,
not of the tenured faculty present voting) ,

3. The faculty member must be approved by the
President of the University.

OGLETHORPE RANKING SCALE

All faculty members will be ranked twice a year
according to the following procedure: The ranking
will consist of a merging of the six following
scales on the basis of the averaging of the po-
sition of the faculty member in each of the six
scales and then rank ordering the faculty member
as a result.

1. All faculty members will be ranked by
twenty students, one from the senior, one
from the junior, one from the sophomore,
one from the freshman class. These stu-
dents will be selected on the basis of
their academic rank in their class.

2. All faculty members will be ranked by the
Dean of the College on the basis of their
academic effectiveness and excellence.

3. All faculty members will be ranked by the
faculty member who stood No. 1 in the

(156)

previous ranking except that no faculty
member will do the ranking more than once
out of three times, in which case it will
go to the next highest member.

4. All faculty members will be ranked by the
President of the University.

5. All faculty members will be ranked by the
student service personnel, including a
representative of the Registrar's Office
and the Dean of Students' Office. The
ranking here will be based on the effective-
ness of the faculty member as a student
advisor and counselor.

6. All faculty members will be ranked on the
basis of service to the community. This
includes both the university community as
well as the local community apart from the
university. (This will be done by the
President, Development Director, Dean of
Students, and Dean of the College.)

NOTE: In each case the faculty members will be
ranked from one on downward, with one
representing the most effective or the
most excellent faculty member.

One benefit resulting from tenure is the separate
meetings which tenured faculty members have with the Dean
and the President. The tenured faculty members also vote
on all faculty being considered for tenure. Tradition-
ally only tenured members have served as division chairmen,
making them, therefore, the only faculty members eligible
to serve on the Faculty Council.

The procedure for dismissing faculty having tenure
and faculty whose contract term is not complete is handled
the same way. All cases are considered by a Trustee-
Faculty Committee consisting of 1) three elected by the

(157)

faculty, 2) three appointed by the Chairman of the
Executive Committee of the Board of Trustees, 3) the
President ( Faculty Handbook , p. III-6) . In all cases where
the facts are in dispute the teacher involved has the op-
portunity to be heard by the joint committee in his own
defense. The accused teacher will be informed before the
hearing, in writing, of the charges against him. He will
be permitted to have with him an advisor of his own
choosing who may act as counsel. A full stenographic
record of the hearing will be made available to the
parties concerned. In cases involving professional in-
competence , the teacher involved may introduce the
testimony of other scholars in the same and related fields.
The final decision in all cases rests with the Board of
Trustees .

In the past five years one non-tenured faculty
member has been dismissed--for personal conduct in
flagrant conflict with the purposes of teaching and
scholarship. His dismissal followed the procedure as out-
lined above. No tenured faculty member has been dismissed.
There were fourteen non-reappointments in 1967-72, and
three in 1972-73.

The Self-Study Committee on Faculty recommends
that the college subscribe to the AAUP 1972 Recommended
Institutional Regulations on Academic Freedom and Tenure
and amend its policies and procedures if necessary to

(158)

bring them into compliance with this statement.

The following statement on academic freedom has
been adopted ( Faculty Handbook , pp. III-l, III-2) :

Each faculty member has individual freedom of
inquiry and expression in research, in publi-
cation, and in the teaching of his subjects and
courses. Academic freedom and responsibility are
here defined as the liberty and obligation to
study, to investigate, and to discuss facts and
ideas concerning all branches and fields of
learning. No limitations on such freedom shall
be imposed other than those required by generally
accepted standards of responsible scholarship and
research.

When a faculty member speaks , writes , or acts
as a citizen, he shall be free from institutional
censorship or discipline, and he should undertake
to avoid any implication that he is an institu-
tional spokesman.

No individual shall be excluded from initial
appointments to academic rank, from continuation
of appointments, or from academic tenure, nor
shall any individual have his appointment termi-
nated before the end of his stated term or have
his academic tenure terminated because of his
views or associations.

The policies and procedures of academic freedom
are published and are clearly understood by the faculty
and the Board of Trustees. The faculty finds the
policies to be satisfactory and there have not been any
problems dealing with academic freedom in recent years.

When faculty members are hired the college requires
letters of recommendation from scholars who have the
knowledge and ability to comment on the responsibility
that accompanies academic freedom, and prospective
faculty member's adherence to that responsibility. Matters
of academic freedom are discussed during the faculty

(159)

workshops, and the Faculty Council, when interviewing
prospective faculty members , asks questions pertaining to
this subject. The statement on Academic Freedom is one
which should be clearly understood by all faculty who
gain employment at Oglethorpe University.

VIII. Faculty Evaluation

Until quite recently there has been no systematic
evaluation of faculty. During the course of each aca-
demic year, the Dean of the College checks constantly
with division chairmen concerning the performance and
progress of non-tenured faculty members. If a faculty
member is performing poorly, the member is not issued a
contract for the following year. Teaching effectiveness,
earned degrees, student service, the direction of stu-
dent curriculum, professionalism, community service, and
participation in school activities are the primary
criteria used in the ranking of faculty members. These
criteria were developed by the President and the Dean
of the College after reviewing the ranking procedures of
several other colleges and universities.

During the 1972-73 year the President initiated
the ranking system for tenure (explained in detail above)
on a type of evaluation including the above criteria. in
spite of explanations and opportunities for the faculty
to criticize or suggest changes in the ranking system,

(160)

there is some evidence of lack of understanding and dis-
satisfaction with it. While the administration acknow-
ledges that ranking of faculty members is, at best, a '
difficult job, it still believes that faculty ranking is
important in determining the overall effectiveness of
faculty members. As has been noted, in striving to re-
tain excellent faculty members , the administration con-
siders for tenure only those faculty members ranking in
the top 50 per cent of both the non-tenured faculty and
the entire faculty, and faculty, students, and staff mem-
bers all participate in the ranking as well as the
President and the Dean of the College. Additional stu-
dent evaluation is encouraged by individual professors
and the administration by means of oral and "form" in-
quiries. These results are compiled and taken into con-
sideration whenever possible.

IX. Working Conditions

In general, working conditions of faculty members
at Oglethorpe are very satisfactory. The renovation of
Phoebe Hearst Hall into all new classrooms and offices,
and the completion of Goslin Hall which houses the entire
science department, have been important improvements. A
few faculty members believe that some changes still need
to be made. Most faculty members have suitable office
facilities and space for work and conferences, except for

(161)

lack of secretarial work space. The science division
lacks sufficient class space in some instances. They be-
ieve that either larger laboratories or more and smaller
classes should be provided. There is also a need for
more equipment in science, which would bring about more
effective teaching. It has been suggested that one or
two rooms be made suitable for audio-visual use so that
equipment need not be constantly moved and set up.

Some part-time faculty members feel that the group
insurance plan should be made available to them as well
as the full-time faculty. Recent revisions in the pro-
gram failed to achieve this.

Faculty members, on the whole, desire individual
reserved parking spaces on campus. This policy had been
tried in the past and was not satisfactory to the stu-
dents. The President has stated that the wishes and well
being of the students are first and foremost in this
regard .

Faculty members teaching freshman and core courses
would like to see a more evenly distributed teaching load,
This problem would be alleviated by the addition of more
faculty, and by an increased number of classes offered
in these areas.

The administration is aware of these needs and
problems and is trying to correct them. Because of this
effort, the morale of the faculty reflects satisfaction

(162)

with the equipment and working conditions provided by
the institution.

X. Projections

The Self-Study Committee on Faculty makes the fol-
lowing projections and recommendations:

The committee recommends the addition of two
faculty members each year for the coming ten years until
the number of fifty full time faculty members is reached.
The result would be a substantial change in the present
student-faculty ratio of from 24 to 1 to 15-17 to 1 by
1982-83. At the same time, the committee recommends re-
duction of the number of our part-time faculty and re-
placement of them by full-time faculty members. This
change should increase the availability of faculty to
students in such areas as advising and counseling, as
well as in sponsorship and involvement in various campus
organizations.

Additional employment and retention of minority
groups are recommended. The committee believes, as indi-
cated in this chapter, that the representation of the
minority groups in the faculty is very weak at the present
time. To improve in this area, we recommend that the
newly appointed Affirmative Action Committee become a
viable force in the operation of the college.

The committee believes that in the operation of

(163)

the college the divisions should have a more equal dis-
tribution of tenured faculty members. Divisions III and
V are in need of additional tenured faculty to create
additional stability. This committee also recommends
that the number of tenured faculty be increased as the
college increases its teaching staff in the coming years.

Inasmuch as the college has no firm policy re-
garding the following work areas an unequal distribution
of labor has resulted: numbers of students taught,
number of advisees, committee assignments, and sponsor-
ship of student activities. The committee recommends
that policies be adopted that would result in an equali-
zation of these factors. Moreover, a consistent policy
on promotion needs to be adopted and published in more
detailed form than the present guidelines. This com-
mittee believes that such a statement will give direction
to the faculty in its effort to attain professional
growth .

This committee also urges the administration to
implement its suggestion that faculty salaries be raised
at least 5 per cent a year as a whole above the annual
rise of living costs. The administration also projects
a gradual increase in its share of TIAA and CREF contri-
butions from the present 7 per cent to 15 per cent by the
year 1982-83.

(164)

At the present time, Oglethorpe's endowment is ap-
proximately four million dollars. The trustees and
administration hope to increase the endowment to 2 6.4 '
million dollars in the next ten years. One major benefit
of increased endowment will be expanded scholarship funds.
At present, 320 scholarship recipients share $110,000 per
year. According to projections, in ten years 894 re-
cipients will receive $1,345,000. In view of the in-
creased support which Oglethorpe has been receiving, the
administration has just cause to be optimistic and to
assume that the financial needs of the future can be met
adequately. If enrollment develops as now anticipated,
and if the Office of Development continues its success ,
there should be no reason why the financial status of
Oglethorpe will not improve steadily, and meet the pro-
jected goals of excellence in faculty and instruction.

In our effort to realize the motto, "a small
university, superlatively good," greater faculty parti-
cipation in all areas will be expected in the years to
come. This committee also recommends increased parti-
cipation of the Faculty Council in the policy making of
the college, in order to promote faculty participation
in institutional government.

Chapter VI

LIBRARY

LIBRARY

General Statement
The committee has examined the operations of the
library and has sought, with the aid of questionnaires
submitted to both faculty and students , to determine
strengths and weaknesses. We have talked with the
staff of the library and consulted reports from the of-
fices of the president and business affairs.

I . Administration

The professional staff includes the full-time
librarian and a retired librarian who works part-time.
In the summer of 1972 a Director of Libraries was
appointed.

Head librarian since 1971, Thomas W. Chandler, Jr.,
is a tenured member of the faculty, holding the rank of
associate professor. He earned the Bachelor of Arts and
Master of Librarianship degrees from Emory University;
from 1951 until 1961 he served as assistant librarian
and head of acquisitions at Georgia State College. Mrs.
Dorothy Richardson, who holds the Bachelor of Arts degree
from the University of Tennessee and the Bachelor's degree
in Library Science from the University of Illinois, re-
tired in 1972 and now works eight hours a week.

The position, Director of Libraries, was established
by President Vonk in the summer of 1972. Elgin MacConnell,

(166)

who holds the rank of assistant professor of education,
was appointed to the post. Coming to Oglethorpe in
1958, MacConnell has taught in the Department of Edu-
cation and has held a number of administrative positions,
including Dean of Students. He earned the Bachelor of
Arts degree from Allegheny Collenge and the Master of
Arts degree from New York University. His principal
responsibility is to supervise and control the library
budget. In this capacity he approves purchase orders
and the handling of money between the business office and
the library. His functions include the following:

A. To supervise the maintenance of the overall
library facility, including equipment.

B. To work with the librarian in interviewing
and hiring of personnel.

C. To work in conjunction with the librarian,
with the faculty library committee, and the
"Friends of the Library" organization.

D. To co-ordinate the annual book drive.

E. To co-ordinate internal and external re-
lations, including the plans and implementa-
tion of "gifts to the library" program.

The non-professional staff consists of two people
who aid at the circulation desk and a retired member who
works part-time in cataloging and typing. Three students
under the work study program assist in shelving books and
staffing the circulation desk.

The Dean of the College appoints a library com-
mittee each year to include at least one member from each

(167)

of the six divisions of the college. The Director of
Libraries is a member and the librarian is an ex officio
member; they attend all meetings. The committee acts as
advisor to the staff, aids in the annual allocation of
book budgets to the divisions and acts as liaison between
the library and faculty.

More than ninety per cent of the students who
responded to the questionnaire, and most of the faculty,
found the services of the staff adequate for their needs.
This opinion reflects upon the competence and efficiency
of the staff, who, however, believe thay they are unable
to render the service they should.

II . The Collection

At the end of the academic year 1971, the librarian
prepared a ten-year report on the progress and develop-
ment of the library. The holdings shown in the report
for the fall of 1961 was 26,615 volumes and about * 600
reels of microfilm. The total holdings in April 1973, as
listed below, shows that the collection has almost tripled
since 1961:

Bound volumes 42,333

Bound periodicals 6,300

Volumes in microfilm collection 21,000

(14,743 microfiche)

Periodicals on microfilm (reels) 2 , 000

Total 71,633

Additional microfiche units in
the ERIC document collection 20,377

(168)

A number of factors contributed to the considerable
growth of the collection: each year the library's bud-
get has shown a steady increase; library renovation and
expansion has stimulated interest in the collections;
the number of gifts has increased from 360 in 1962 to
2,788 in 1972--the Friends of Oglethorpe have encouraged
gifts to the library during the past three years; taking
advantage of grants from public and private sources , the
library has used these funds to supplement the regular
budget for the collection. The most important of these
grants are:

A. United States Government Title II funds
from 1966-1970 $28,000.

B. PCMI Microfiche collection $5,000 in 1971.

C. Britannica Microbook Collection $20,000 in

1972.

D. Graduate Education Fund $5,000 in 1970-71.

E. Kellogg Foundation Grant to purchase work

dealing with the environment $5,000 from 1

1972-1974.

F. Sears, Roebuck Foundation Grant for children's
education $1,900- in 1970.

During the spring of 1972 the library's acquisitions bud-
get was increased by a special appropriation of $25,000.

A comparison of broad subject categories of the
collection is shown in Figure 1, entitled "Bound Volumes.'
The figure indicates that the strengths of the collection
are in history, language and literature, education, and

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(170)

the social sciences. In response to questionnaires, both
students and faculty have indicated that the collection
needs greater depth in most areas.

The Britannica Microbook Collection and the PCMI
Microfiche Collection are not included in Figure 1.
Figure 2 presents the relationship between microform
and bound volumes. The Britannica Collection consists
of about 15,000 volumes on all aspects of America and
2,500 volumes on English literature. The PCMI Collection
of 3,500 volumes includes reference and source materials
in all major subject fields. These two collections on
microfiche contribute many valuable works which would
otherwise be unobtainable or prohibitively costly in
their original form.

The library subscribes to almost 200 periodicals,
approximately 60 per cent of which are specialized
journals, and the remainder of general interest. The
library staff has recently asked each division to review
publications in its field to aid in ascertaining the need
for continuing some titles or adding more useful ones.
The committee believes that, with the anticipated con-
siderable increase in the library budget, new sub-
scriptions should be ordered. Although many periodicals
have been added, both on microfilm and bound volumes,
during the past several years, the size of the periodical
collection is still inadequate for extensive use with

(171)
Figure 2
MICROFORM AND BOUND VOLUMES

Microform
Reels

Other
Microfiche

Volumes on
Microform

Bound
Volumes

10

20

30 40
Thousands

50

60

2,000

21,000

20,000

48,000

(172)

the library's periodical indexes. Additional funds will
also provide for the improvement of this inadequacy.

There are approximately 2,000 volumes in the
special collections , which were largely formed from books
already in the library. They were reorganized by the two
librarians during the process of revising the card cata-
log during 1961-1965. Some additions have been made
through gifts and other contributions outside the regular
budget. The principal special collections are James
Edward Oglethorpe, Georgia history, Sidney Lanier, Walt
Whitman, and other rare or unusual books. At one period
special collections had a separate fund from gifts and
other contributions , but recently there has been no plan
for adding materials to these collections.

The committee recommends that special collections
be funded perhaps as was done previously when a separate
fund was created from contributions.

Faculty members request materials they wish to be
acquired, on printed cards supplied by the library, which
then orders and processes the books. The following pro-
cedures are maintained:

1. Orders are typed on multiple-order slips.

2. A purchase order requisition is typed and
sent, along with the copy of the order
slip, to the business office.

3. The business office approves a purchase
order and returnes it to the library.

(173)

4. Orders are mailed from the library.

5. Materials are received and checked against
invoices, accessioned, and sent to cata-
loging department. Invoices are returned
to business office for payment.

6. Library of Congress cards are ordered, and
books are cataloged when cards arrive.

7. After cataloging, the professors are sent
copies of order slips for books they re-
quested, indicating material is ready to
circulate .

Ill . Services

Since the library was moved into Lowry Hall in the
summer of 1972 utilization of the building has increased
considerably. The policy of maintaining open stacks for
students, faculty, and staff encourages their use; the
reference room and carrels in the stacks provide ample
room for study and research.

The library is open for eighty and one-half hours

a week during the regular school year, according to the

following schedule:

Monday - Thursday 8 A.M. - 11:00 P.M.

Friday 8 A.M. - 4:30 P.M.

Saturday 1 P.M. - 5:00 P.M.

Sunday 2 P.M. - 10:00 P.M.

During holiday and vacation periods the building is open

only during the day. In weeks when final examinations

are given, the library extends its opening hours.

The student questionnaire indicated that 50 per

cent of the student body would like the opening hours

(174)

extended. In 1970, however, when the library remained
open longer, there were never more than three students
who came after eleven in the evening on any given day.

As a member of the University Center of Georgia,
Oglethorpe participates in the inter-library program,
which allows students and faculty to obtain books from
other institutions. The librarian issues cards to stu-
dents permitting them to borrow works from sister
institutions .

The staff of the library maintains the Department
of Education's special curriculum collection. It is
housed in the building on the top floor, but not in-
cluded in the library's collection. Used primarily by
students in education, the works have their own
classification.

IV. Facilities

The library was moved into an extensively renovated
Lowry Hall in the summer of 1972. The first floor con-
tains administrative offices, the card catalog, the circu-
lation desk, and a reading room for reference and periodi-
cals. Book shelves and carrels are located in the
basement and on the second floor; the latter also houses
rare books and special collections. An art gallery, and
the special collection of the Department of Education are
located on the third floor, which contains ample space

(175)

for future expansion. With desks and chairs to ac-
comodate almost two hundred persons, the library has ample
facilities to meet the needs of students and faculty.

V. Budget

The budget, determined by the administration, in-
cludes salaries, supplies, capital expenditures, Library
of Congress cards, books, microforms, and periodical
subscriptions. After determining fixed expenditures, the
librarian assigns an allocation for book purchases. The
librarian receives approximately half the allocation,
while the remainder is divided among the divisions. For
the past five years approximately $1,200 has been assigned
to each division. Since 1969 the library budget has
represented from 6 to 7 per cent of the general edu-
cation expenditure. (See Figures 3 and 4, which deal
with library expenditures.)

VI . Projections

The Library Committee concludes that the present
building is adequate to meet present and foreseeable
future needs of the college. The library needs, however,
to increase its staff, adding at least two more to aid
in reference and circulation, and cataloging. Three
additional microfilm readers are to be purchased. The
administration plans to increase the budget of the

(176)

Figure 3

LIBRARY
EXPENDITURES

60

50

40

30

20

10

1968-69 1969-70 1970-71 1971-72 1972-73

YEARS

(177)

Figure 4
LIBRARY EXPENDITURES AS:

1) A Percentage of General Education Expenditures

10%

5%

1968-69 1969-70 1970-71 1971-72 1972-73

2) A Percentage of Total Expenditures

10%

1968-69 1969-70 1970-71 1971-72 1972-73

(178)

library to $100,000 for the academic year 1973-74, and
to increase that amount by $25,000 each subsequent year
in the coming decade. In addition to increasing book
and periodical collections , the library plans to en-
large its holdings of microfilm materials and phonograph
records .

Chapter VII:

STUDENT DEVELOPMENT SERVICES

STUDENT DEVELOPMENT
SERVICES

The Southern Association's change in the title of
Standard Seven from Student Personnel to Student Develop-
ment Services reflects a tendency apparent at Oglethorpe.
Interested in providing services which give immediate
help to students, the importance is also realized of pro-
viding the opportunity for experiences that will enable
students to develop into mature and responsible young
adults. Thus, Oglethorpe's aim is not only to educate
the mind and increase the academic knowledge of its
students, but also to foster varied activities both on
the campus and in the community, and to provide ser-
vices to meet present and future needs. We believe that
through the Student Development Services, each student
will learn better how to live with himself and with his
fellow man in the community - an important part of "The
Oglethorpe Idea." The clearest and fullest statement
of development services is found in the 1973-74 "0" Book ,
(pp. 20-25) . Statements of personal conduct expected of
students are found in the Oglethorpe Bulletin (p. 25) ,
and in the "0" Book , (p. 33) .

Since Oglethorpe's Fifth Year Report to the
Southern Association was made in 1968, the enrollment
has remained relatively high; the peak year coming in

(180)

1970-71, with a slight decline in the past two years, as

evidenced by the following figures for 1970-1973:

Year Full-time Equivalent Students

1970-71 1014

1971-72 932

1972-73 859

These figures have a close relationship to the entire
area of student development services , both in regard to
organization and to staffing.

Significant improvements have been made in the area
of student services since the 1963 Self-Study Report and
the 1968 Five-Year Report. Of particular importance have
been the increased and improved facilities, the addi-
tional staff personnel, and the reorganization in admini-
stration of these services. Although the reorganization
is relatively recent, it should provide the foundation
for more efficiency and more effectiveness in our stu-
dent services than ever before.

I . Administration

The responsibility for the administration of stu-
dent services at Oglethorpe has always been, and con-
tinues to be, divided among persons in several positions.
From 1968 to 1972 many of these services were handled
through the office of Dean of Students whose staff also
included a Dean of Women and, at times, a Dean of Men.
The Dean of Men was part-time in this capacity, also

(181)

serving as a basketball coach. This latter arrangement
was not entirely satisfactory as the coach was away from
the campus often.

Due to some shifting of staff and responsibilities,
Oglethorpe operated during the fall semester of 1972-73
under a different plan. Most of the Student Development
Services fell under the Dean of Academic Affairs who had
on his staff an Associate Dean of Student Affairs who
also served as Dean of Women, and an Assistant to the
Dean for Student Life, who was available for counseling
and the disciplining of resident men students.

In the spring of 1973, as part of a general re-
organization of administrative staff, the Associate Dean
of Student Affairs was appointed Dean of Students and as-
sumed responsibility for most of the Student Development
Services. (See Table 6, Chapter II.) She is responsi-
ble to the President. The Dean of Students, Kay MacKenzie,
has a master's degree in Student Personnel Administration
in Higher Education from Florida State University. She
had previous experience in Student Personnel work before
coming to Oglethorpe as Dean of Women in the fall of
1971. She has on her staff a Resident Director of Traer
Hall (residence hall for freshmen and sophomore women) ,
and a woman student as proctor in Goodman Hall (resi-
dence hall for junior and senior women) . As Dean of
Women, she also serves as advisor to the Women's Dormitory

(182)

Councils and to the Panhellenic Council.

Student services which come under the administra-
tion of the Dean of Students are: non-academic
counseling and guidance, extra-class activities, stu-
dent government, student discipline, student records
(including housing), health services, and athletics.
Two other student services come under the supervision of
the recently appointed Dean of Administration - housing
and food services. The Director of Housing, Elgin
MacConnell, is responsible for the administration and
maintenance of housing, and the manager of the cafeteria,
Rick Jones, handles the food services. Financial aid
for students and academic counseling are under the super-
vision of the Academic Dean. Each of these services will
be discussed in some detail in the remainder of this
chapter.

The Self-Study Committee on Student Development
Services concludes that the reorganization in administra-
tion will prove very helpful in the area of student
development services. In the area of administration, it
is recommended that :

A. Full time secretarial help for the Dean of
Students be provided. Due to the confidential nature
of the files, this should not be a student.

B. An experienced Dean of Men with at least a
master's degree in counseling is needed.

(183)

C. Resident supervision in each of the resident
halls, for men as well as women, be provided. De-
finite plans have been made for student proctors in
each of the men's dormitories. This will be imple-
mented in the fall of 197 3.

D. Periodic institutional evaluation of the
student development services and their administration
be undertaken.

E. As soon as feasible and as the women resident
enrollment increases, a qualified Dean of Women be
hired to relieve the Dean of Students of this role.

II . Counseling and Guidance

Several types of student counseling and guidance
services are available. These can be divided into the
following categories: (A) orientation, (B) academic and
vocational, (C) religious and pastoral, and (D) personal
and professional.

A. Orientation

The first few days that a student spends at
college have an important bearing on his initial ad-
justment to college life. The orientation program
attempts to introduce new students , both freshmen and
transfers, to Oglethorpe, give them necessary guid-
ance, and provide activities and opportunities for
experiences that will acquaint them with other

(184)

students, faculty, and members of the administration.
These activities range from a welcoming station at
the airport with free transportation to the campus ,
to a formal reception given for students and their
parents at the President's home.

It is realized that parents who accompany
students to Oglethorpe are also interested in learning
about the college. They are given an opportunity to
meet the administration and faculty and ask questions,
tour the campus, attend short demonstration lectures
to see classroom situations from a student's point of
view, and to attend the President's reception.
Realizing, however, that the student cannot adjust to
college life as long as parents are present, parents
are encouraged to leave following the first day of
orientation.

In addition, as part of the orientation pro-
gram, students take placement tests, meet in dormitory
groups, meet with Student Association officers in
order that student activities, organizations, and
government may be explained to them, meet with their
faculty advisors, and register for classes. A variety
of social and recreational activities are also pro-
vided. The orientation program is being evaluated and
reconstructed to heighten the awareness of the student
to the intellectual environment of the school.

(185)

B. Academic and Vocational Advising

Each Oglethorpe student is assigned a faculty-
advisor when he enters school. When the student de-
clares a major, he is assigned an advisor from that
department. This enables the student to receive both
academic and vocational guidance from his advisor.
Every fall the advisor is sent a copy of each ad-
visee's college record with space provided for
recording the student's class schedule and grades
for the succeeding semester.

An ad hoc committee of the faculty appointed
to study the student- faculty relationship on the
campus recently made recommendations concerning a re-
vamping of the advisory system so that the number of
advisees would be approximately forty. This com-
mittee further suggested that an advisor should
maintain a file on his advisees and check on their
progress at mid-term and at the conclusion of each
semester.

Another service available for the improvement
of a student's academic achievement is the Learning
Center. It offers students opportunity to increase
reading comprehension and speed, build vocabulary,
improve study skills, and it also provides opportunity
for the review of course content with cassettes.

Vocational guidance is provided by the faculty

(186)

advisor, and is also available from the counseling
service in conjunction with the Placement Office.
Educational and occupational testing are available to
interested students, including the Graduate Record
Examination for seniors who contemplate graduate
school.

C. Religious and Pastoral Counseling
Oglethorpe has a college chaplain, Dr. Ken

Nishimura, who is available for appointment for
personal conferences. The Chaplain is also a full-
time faculty member. During 1972-73, additional
chaplains were available on the campus on a part-time
basis. In all there were five chaplains - one Jewish,
one Catholic, and three Protestants. Some counseling
is done by clergymen from local churches with which
the students have contact.

D. Personal and Professional Counseling
Personal counseling is available from our new

counseling service, under the direction of Mr. Bruce
L. Abrams , who has been added to our staff for the
fall, 1973, semester. Working along with the Dean of
Students, he will be responsible for personal as well
as vocational counseling, involving the use of per-
sonality and vocational interest tests, as needed.
Mr. Abrams received his Master's Degree in
Counseling and Student Development from Hunter College

(187)

of City University of New York. Students may make
use of the Counseling Service on their own accord,
or on recommendation of their advisor.

Those students who may require extensive thera-
peutic treatment may be referred to professional
psychiatric and/or psychological services in the sur-
rounding community by either the Dean of Students or
their Faculty Advisors. The Dean of Students, the
counseling service, and the system of faculty ad-
visors operate in conjunction with each other to
serve the needs of the students.

In the areas of guidance and counseling the

Self-Study Committee on Student Development Services

recommends that:

1. The report of the ad hoc committee,
mentioned above, be implemented so that each
faculty member has a reasonable number of
advisees .

2. The faculty advising be more carefully
planned for freshmen and transfer students, and
that registration for fall semester not be
handled for freshmen until after they take the
placement tests during orientation.

3. There be an extension of services in the
area of vocational guidance and placement.

(188)

III . Extra-Class Activities

Extra-class activities are an important part of the
educational experiences of students at all colleges.
Varied activities are available.

Inter-collegiate sports : A Faculty Athletic Com-
mittee serves in an advisory capacity to the Dean of
Students in regard to athletic policies. The chairman
of this committee is the liaison official with the
National Collegiate Athletic Association in Kansas City,
and with the district office in Athens. The Director
of Athletics is responsible for administering the inter-
collegiate sports program and is directly responsible to
the Dean of Students. The dominant sport is men's
basketball (winter) , with men's soccer (fall) , men's
tennis (spring), and men's baseball (spring) also being
played. In 1972-73, a men's cross country team (winter)
and men's golf team (spring) were added.

Inter-collegiate sports for women are extremely
limited. There was an active basketball team in 1971-72.
In 1969-70, a woman was the third player on the men's
tennis team. Should sufficient interest develop, more
women's teams can be arranged. Women students have
served for many years as cheerleaders for the inter-
collegiate men's teams. A field house-gymnasium, an
athletic field, and tennis courts are available for use in
both inter-collegiate and intramural sports.

(189)

Since the fall of 1972, there has been a change of
policy in relation to athletic scholarships. No new
athletic scholarships have or will be given after 1972-73,
In both financial aid and academic studies, athletes are
treated the same as other students.

Prior to the 1972-73 school year, there was a very
active Booster Club made up of former athletes , other
alumni, and friends of the athletic program at Ogle-
thorpe. Attempts are being made to reactivate this
organization. There have been severe difficulties in
maintaining a stable athletic program. There have been
five athletic directors in the last five years. A new
director, William J. Stewart, has been employed recently.
Hopefully, he will provide the continuity and stability
that is needed.

Intramural sports : Not all students have the
ability, time, or interest to participate in inter-
collegiate sports, but many students, both men and women,
can and do participate in intramural sports. At present
these sports are financed by student fees through the
Business Office, rather than through the Student Associ-
ation as was true in the past. They are sponsored,
however, by the Intramural Committee, which is selected
by the Student Association. The Athletic Director works
with this committee to avoid scheduling problems in use
of the facilities, and to give guidance and direction.

(190)

Intramural sports include men's softball, flag football,
and basketball, and women's softball and basketball. Any
fraternity, sorority, club, or independent group of stu- .
dents can form a team and enter it in an intramural
sport. A faculty team also takes part in some of the
intramural sports .

It is recommended by this committee that the
Athletic Director assume more responsibility for guidance
and direction of the intramural sports program.

University Center Council : A variety of acti-
vities are developed and sponsored by the University
Center Council under the direction of the Director of the
University Center. These are financed by the school,
and include concerts , Sunday night movies , speakers ,
coffee house, dances, first aid classes, etc. A very suc-
cessful carnival was held in the quadrangle during
orientation in the fall of 1972. There is a swimming
pool adjacent to the University Center available in late
spring and summer. Indoor sports are also sponsored and
directed by the University Center Council, including
table tennis, chess, and pool.

Clubs : Included in the many campus clubs are those
of academic, honorary, sports, and religious interest.
Each official club has a faculty sponsor, can apply for
financial aid through the Student Association, and is
regulated loosely by the joint faculty-student committee

(191)

on student organizations. A listing and description of
each of the official campus organizations is included in
the "0" Book (pp. 16-18) , and in Chapter II.

Sororities and Fraternities : Social sororities
and fraternities were reinstituted at Oglethorpe in 1967.
Membership is, of course, voluntary and subject to regu-
lations stipulated by the individual groups , their
national organizations , and the University Inter-
Fraternity Council or Panhellenic Council. Two sororities-
Chi Omega and Kappa Delta; and five f raternities--Alpha
Epsilon Pi, Kappa Alpha, Chi Phi, Sigma Alpha Epsilon and
Sigma Alpha Mu--have Oglethorpe chapters. These organi-
zations sponsor many activities and engage in service
projects on the campus and in the community. Collectively
they participate very actively in the orientation program
each fall and sponsor Greek Week each spring. Both the
Inter-Fraternity Council and the Panhellenic Council have
advisors from either the faculty or administration.

It is recommended by this committee that the
college's policy toward fraternities and sororities be
put in writing and made known to all fraternities, soror-
ities, the Inter-Fraternity Council, and the Panhellenic
Council .

Special Activities : Special activities are held
on the campus during the year. Some of these are spon-
sored by the cafeteria director and take the form of

(192)

campus-wide picnics. A campus-wide Christmas Festival,
including dinner, was held in December of 1972, sponsored
by the music department. The Dean of Women sponsors a
Winter Holiday Party for dormitory women during final
examinations. Evening forums are also held in the women's
dormitories. Outdoor campus-wide ice cream socials are
held in spring, summer, and early fall. Special acti-
vities related to personal development of students, such
as the Women's Day, and the Arts Festival held in the
spring , are important events .

Official Student Publications : Student publi-
cations at Oglethorpe have traditionally included the
following: The Stormy Petrel , a weekly student newspaper;
the Yamacraw, the yearbook; and the Prospect , a literary
magazine. These are under the supervision of the Stu-
dent Association. Because of many difficulties and
changes in staff during 1972-73, The Stormy Petrel was not
published, but plans are for it to return in 1973-74.
Other official campus publications which serve as com-
munication channels between students, faculty, and
administration are The Southern Recorder , the official
campus newspaper; the "0" Book , the student handbook; and
the Student Directory .

Student Radio Station : Station WJTL is located on
the lower level of the University Center. Begun by stu-
dent initiation in 1971-72, it is run by students, and

(193)

financed through Student Association-allocated monies.
It goes over telephone wires into all dormitories and is
particularly helpful in keeping resident students. in-
formed about campus activities.

It is recommended by this committee that a clearly
written statement about student publications , and the
direction and control of their operations be published;
a campus calendar be widely distributed; and the following
recommendation of the Student Affairs Committee be
acted upon:

A Student Activities Committee be appointed
to plan campus wide activities. This should be
a committee composed of students , faculty and
administration. It is suggested that at least
four students be on the committee-a representative
from the Executive Board of the Student Associa-
tion, a representative from the Fraternity
Council, a representative from Panhellenic, and
a representative from students at large.

At least one faculty member should come from
the Faculty Council, and the Director of Student
Activities should represent the administration.
The Director of Student Activities should keep a
centralized calendar of all activities open and
available to students for participation. All
university activities must be cleared through the
calendar by students, faculty, and administration.
This committee would have the responsibility for
planning ways of publicizing the calendar.

IV. Student Participation in Institutional Government

Part of "The Oglethorpe Idea" is that students
should develop not only academically, but also as responsi-
ble citizens. Through the Oglethorpe Student Association,
students have an opportunity to exercise self-government

(194)

in a democratic way as they guide student life and acti-
vities. They select an advisor to work with them, in
keeping with the college policy that all official organi-
zations have a faculty or administration member as an
advisor. In the fall of 1972, a new Constitution was
proposed, voted upon, and accepted by the student body.

All full-time students are considered members of
the Oglethorpe Student Association. The five elected
of f icers--President , Vice-President, Secretary, Treasurer,
and Parliamentarian--compose the Executive Committee of
the Oglethorpe Student Association. The legislative
body is the Student Senate, composed of at least forty
representatives of the various "interest groups" on
campus, according to a formula outlined in the Constitu-
tion. The four class presidents comprise the Judicial
Council .

The Student Government has powers in two main areas:
social life and student publications. The general feeling
of the student body is that the effectiveness of the
Student Association has increased during the past year,
and thus support for the organization has grown. In both
Student Association bi-monthly meetings and a number of
college-wide committee meetings, major areas of concern
have been raised. Three of these are students' rights p
communications, and activities.

During the last five years, there has been an

(195)

increase in student participation in institutional
government. For several years there have been student
representatives on all of the academic or so-called
"Faculty Committees," except those that deal with per-
sonal information about students. Because of some
oversight this policy was not effected during 1972-73.
During the 1971-72 school year, the President of the
college appointed several university-wide committees
composed of representatives from the student body,
faculty, administration and Board of Trustees. During
1972-73, there were three such committees--student
affairs, academic affairs, and buildings and grounds.
The student affairs committee has been quite active
during the year, meeting monthly, and has made several
recommendations to the President.

It is recommended by the Self-Study Committee on
Student Development Services that the policy of placing
students on Faculty Committees be continued, and that
student representatives be named at the same time that
faculty representatives are announced.

V. Student Discipline

Discipline of students is of two types academic
and non-academic. Academic discipline is handled by
individual faculty members, with students having the
right to appeal the decision of the faculty member to

(196)

the Dean of the College. Up until 1969, there was an
Honor System in force at Oglethorpe with an honor code,
honor committee, and honor court. During the late
sixties, the effectiveness of the honor system dwindled
and consequently it was used less and less. Although
the Honor System is mentioned in the Bulletin , it is
not now in operation. When a case is appealed to the
Academic Dean by either student or faculty members in-
volved, a special committee is appointed to hear the
case.

Non-academic discipline has been handled pri-
marily by the Dean of Students and his/her staff. One
of the duties of the Dean of Students is to review,
evaluate, implement and enforce college regulations.
Rules are listed on page 33 in the 1972-73 "0" Book .
The women's dormitory council has also been active in
matters of discipline of a minor nature involving viola-
tions of dormitory rules. A men's dormitory council is
now in the formative stage. The authority to mete out
non-academic discipline does lie with the Dean of
Students; however, due process is observed in all cases
where students' rights are involved.

Up until the reorganization of the administration
in the spring of 1973, students could appeal any de-
cision about non-academic discipline by the Dean of
Women, Dean of Men, or Associate Dean for Student Affairs,

(197)

to the Dean of the College, who could either support or
reverse the decision, or appoint a committee, comprised
of both faculty and student representatives , to review
the appeal. A new approach to non-academic discipline
has recently been formulated, based on a recommendation
to the President by the University-wide Committee on
Student Affairs pertaining to discipline that a Judicial
Council be formed. Students will have important
responsibility on this council.

VI . Student Records

A. Admissions Records

The following information is collected from
prospective students by the Office of Admissions prior
to entrance into Oglethorpe University: an admission
application; either SAT, ACT, or Florida Twelfth
Grade Test scores; official transcript forwarded by
high school or college (transfer students with at
least one year of college credit need not submit a
high school transcript); a statement of health; a
reference form signed by a guidance counselor, teacher,
or dean (if a college transfer) ; and comments from an
interviewing officer if a pre-registration conference
occurred. This information is kept on file in the
Office of Admissions until a tuition deposit is re-
ceived for the applicant, at which time the record

(198)

folder is transferred to the Office of the Registrar.
The application information is kept for five years
and then destroyed if the applicant fails to enter
Oglethorpe during this time.

There have been two changes made within the
last four years concerning admission records. One
such change has been the simplification of the state-
ment of health, from a detailed report to a signed
statement made by a licensed physician as to the ap-
plicant's physical and mental health. The other
change is that an autobiography is no longer required
by the applicant.

The admissions records are used for decisions
about acceptance, and also for guidance purposes by
the admissions officers and faculty advisors. The
final decision as to the acceptance of a student is
made by the Director of Admissions. In cases where
acceptance is in question, the Admissions Committee,
which is composed of members of the faculty, reviews
the applicant's admission records and makes the
decision.

B. On-campus Testing

There have been several changes over the past
ten years in the testing of new students. The MMPI
was discontinued and replaced by the ACT, which also
was abandoned because of expenses. The only placement

(199)

test used in September, 1972-73, was one devised and
scored by two faculty members, which tested analytical
reasoning and math ability. Reading tests and tu-
toring sessions in study skills are available for
students who have needs in these areas.

C. Other Records

There are no records made of a student's parti-
cipation in extra-curricular activities, with the
exception of noting the selection of the Dean's List
and Who's Who in American Colleges and Universities on
the student's permanent record in the Registrar's
Office. The Financial Aid Office files the following
information: a Parent's Confidential Statement,
financial aid applications, bank loan applications,
billing records for the repayment of loans, grant and
placement files, and records for promissory notes. In
addition, a student's resume and teacher recommenda-
tions are kept, if the student so wishes, for reference
by future employers .

D. Academic Records

Academic records are prepared and maintained
by data processing, and are kept in the permanent
folder in the Office of the Registrar, along with the
admission application, test scores, references,
transcripts, and the statement of health. These
records are stored in metal filing cabinets which are

(200)

locked. Copies of all permanent records of Oglethorpe
graduates are kept on microfilm in a safety deposit
box at a local bank. Academic records are available
to interested faculty and administrative personnel for
the purpose of guidance and counseling. Under the
assistance of the registrar, a student, too, may check
his academic record. Two recent changes have proved
to be convenient and timesaving : the change to data
processing, and the use- of Social Security numbers
for filing purposes.

It is recommended that: (1) Records be kept on
extra-curricular activities, leadership positions held,
honors, etc. After graduation these records should be
kept in the placement files. (2) Resumes and teacher
recommendations for seniors, now optional, be required
and that this become a part of the requirement for
graduation, and become a part of the placement file.
(3) Duplicate files of all current student records be de-
veloped immediately to insure protection from loss or fire,

VII . Student Financial Aid

The financial aid program at Oglethorpe is adminis-
tered by the Director of Financial Aid and Placement
Services. The faculty participates in the program to the
extent that faculty members sit on the Scholarship and
Loan Committee. In general, financial aid is based on

(201)

need, whereas scholarships are usually granted on merit
or academic achievement.

Nine sources of scholarships and financial aid to
students are administered by the college.

A. Federal Programs

Three federally funded programs and the
federally funded bank loans program are available to
students who qualify. They include the Educational
Opportunity Grant (EOG) , National Defense Student
Loan (NDSL) , and the College Work-Study Programs.
Students are evaluated according to standard federal
guidelines to determine their eligibility for these
programs .

B. Scholarships

Scholarships in the areas of Social Work, and
in graduate work in Elementary Education are available
to applicants who meet the qualifications which are
established by the respective departments. These
scholarships are designed to encourage the entrance
of students into these fields.

Oglethorpe Merit Scholarships are given on the
basis of overall academic achievement and are deter-
mined on the basis of grade point average and citizen-
ship. The size and number of these awards has grown
steadily since their inception in 1970.

(202)

C. Grants

Outright grants are made in two cases: (1) to
any student from the Atlanta area: Atlanta Assistance
Grant. This grant is available from college funds.
This will not be available after the 1972-73 year
because of the increase in the amounts available under
Oglethorpe Merit Scholarships. (2) Equalization
grants are available to any student who is a bona fide
resident of Georgia: Georgia Tuition Grant of $400.00,
This was available in 1972-73 for freshmen and sopho-
mores and will include juniors in 1973-74.

D. Guaranteed Loans

These loans, with moderate interest rates, are
available through participating lending institutions
(usually a student's home town bank). To receive such
a loan, the student must be certified through the
Financial Aid Office. Oglethorpe University also re-
fers parents who are interested in a monthly payment
plan to commercial lenders specializing in so-called
Tuition Payment Plans.

The sources as well as the growth of all
sources of funds is shown on the accompanying chart:
Student Aid Expenditures (Figure 1) . The amount of
funds loaned under the National Defense Student Loan
and under the College Work Study Program increased
each year from 1968 to 1972, while the peak year for

(203)

Figure 1

STUDENT AID EXPENDITURES
(1967-1972)

SOURCE

1967-
1968

1968-
1969

1969-
1970

1970-
1971

1971-
1972

Scholarships & Grants

49,779

75,670

75,670

N.A.

14,200
14,200
49,870

85,707

76,184
9,523

11,668
1,531

98,906

24,860

213,636

93,215

112,780
112,780

N.A.

14,891

14,891

127,671

98,850

87,867

10,983

16,394

3,979

119,223
37,456

92,603

From Unrestricted Funds
& Grants

Endowment Income

Total Unrestricted Funds

From Restricted Funds &
Grants

Federal Grants

Total Restricted Funds

TOTAL SCHOLARSHIPS & GRANTS

National Defense Student

49,779

93,215

92,603

N.A.*

N.A.
13,020

740
9,840

13,020

10,580

49,779

106,235

103,923

N. A.

59,940

103,827

Loan Funds

Funds Loaned

Receipts From :
U.S. Government
Oglethorpe Funds
Principal Payments
Interest on Loans

TOTAL N.D.S.L. RECEIPTS
College Work-Study Program
TOTAL STUDENT AID

N. A.
N.A.
N. A.
N.A.

54,390
5,550

16,348
7,034

77,786
8,643

20,738
3,865

N.A.

83,322

111,032

N.A.

25,934

52,584

N.A.

215,491

284,350

267,443

*N.A.-Not Available

(204)

scholarships and grants was 1970-71, with some de-
crease in 1973. It is anticipated that more funds
for merit scholarships , and more initial Education
Opportunity Grant funds will be needed.

Financial aid to athletes is now awarded on
the same basis as that given to other students.
During the 1972-73 school year there were nine stu-
dents playing basketball who received financial aid
or scholarships, only two of which were holdovers
from the previous years when scholarships were
awarded on the basis of athletic ability. Two other
students, who play tennis, hold athletic scholarships.
Otherwise, there are no such scholarships. This is
in keeping with the new college policy that all
scholarships must be awarded on the basis of academic
merit and the leadership qualities of the applicant.
The financial aid officer during 1972-73 was part-
time. It is recommended that as soon as possible, a full-
time financial aid officer should again be hired, prefer-
ably a person trained in financial aid and vocational
placement. More guidance could then be given students in
both of these matters.

VIII. Student Housing

During the fall semester, 1972, there were 202
male students housed in five residence halls, and 198

(205)

female students housed in two residence halls. Students
may elect to live off campus-this is a relatively recent
change in policy and is in keeping with the general trend
nationwide and also in keeping with the change in Georgia
law in 1972 which sets legal age at eighteen. Three
fraternity groups occupy houses off-campus. No pro-
vision is made for housing married students on campus,
but there are many apartments available near the college.

As noted above, the keeping of housing records,
and the supervision of resident directors of dormitories
are the responsibility of the Dean of Students, although
the physical aspects of housing fall under a newly ap-
pointed Dean of Administration. His staff includes a
Housing Director who is responsible for the maintenance
of the seven dormitories. A Resident Director of Men's
Housing was appointed during the 1972-73 school year.
Responsible students are named to give some direct super-
vision of dormitory life. Dormitory councils, chosen by
the students themselves, have varied in effectiveness.

In the residence halls the heat, lighting systems,
and fire control apparatus are regularly checked. Six
of the seven dormitories have been constructed within the
last seven years. During the spring semester of 1972,
one serious fire destroyed a large portion of one of the
men's dormitories in spite of the new fire-fighting ap-
paratus which had been installed in the fall of 1971.

(206)

Repairs were made and the dormitory was ready for oc-
cupancy during the fall of 1972. Needless to say, even
more fire precautions are being taken.

The results of a 1972 student questionnaire indi-
cated that dormitory life rated as one of the least
desirable aspects of life at Oglethorpe (see Appendix
6). Realizing this, renewed efforts have been made
during 1972-73 to make changes, and more favorable atti-
tudes and behavior patterns are emerging among the
students themselves.

It is recommended that greater priority be given
to the organization and implementation of maintenance in
the dormitories; the quality of housing be upgraded as
repairs and replacements are made; surveys of attitudes
about dormitory living and suggestions for changes be
made on a regular basis.

IX. Health Services

All resident students are required to subscribe to
the Student Health and Insurance Plan provided by the
college. An additional program of major medical benefits
is optional.

The college maintains a campus infirmary, with three
beds, staffed by a full-time registered nurse. It oper-
ates on a regular schedule, and provides basic first aid
service and limited medical assistance for students

(207)

covered by the insurance plan. The facilities were en-
larged and moved to new quarters during the summer of
1972, and now include a reception room, examining ' room,
bath, and kitchen facilities.

A physician visits the infirmary twice a week and
is on call to make general diagnosis and prescribe
treatment. In the event additional or major medical at-
tention is required, the patient is referred to area
medical specialists and hospitals (Piedmont and Northside) ,
with which the health service maintains a working re-
lationship. All health records are kept in the office
of the nurse in charge. These records are considered
private and are accessible only to appropriate medical
personnel .

If it is determined that a student's physical or
emotional health is detrimental to his academic studies,
group-living situations, or other relationships in the
college or in the community, he is required to withdraw
by the Dean of Students. Readmission is contingent upon
acceptable verification that the student is ready to
return. The final decision rests with the Dean of
Students .

It is recommended that a program of health edu-
cation be initiated as an integral part of the health
services. This should be coordinated by the Dean of
Students .

(208)

X. Evaluation and Planning

The administrative staff and faculty engage con-
tinually in the evaluation of student services, both
academic and non-academic, in a variety of ways. The
Dean of Students and her staff interview boarding stu-
dents regularly to discover their favorable and unfavor-
able impressions about food, dormitories, professors,
requirements, and other aspects of college life. They
also consult with day students each year to see if they
will return, and if not, why not.

The Director of the Evening School and Continuing
Education, in informal situations, seeks to determine
what credit and non-credit evening courses are needed,
and to determine the student's complaints as well as their
reasons for coming to night school at Oglethorpe. Indi-
vidual professors often ask their classes or the majors
in their field what summer courses are wanted.

Formal surveys and questionnaires are used to get
information for evaluation purposes. An example of this
is a questionnaire issued by the Office of the Academic
Dean in 1972 to determine what attracted students to
Oglethorpe University, and the likes and dislikes of the
students regarding different aspects of the college.
The questionnaire was administered during a heavily popu-
lated class period, resulting in responses from 270
students-approximately one-fourth of the student body.

(209)

A summary of the results is attached (see Appendix 6) .
It has already been influential in prompting review and
evaluation of several aspects of college life. For
instance, Rules, and Dormitory Life were found to be the
two areas considered by students as most undesirable.

It is recommended that informal means of evaluating
student services be continued; formal surveys and
questionnaires be conducted on a regular basis. One
specific time recommended is when students apply for a
transfer. Completing the questionnaire should be manda-
tory before the transcript is sent.

Chapter VIII:

PHYSICAL PLANT

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PHYSICAL PLANT

Introduction

The college, located some twelve miles northeast
of the center of Atlanta, is situated on approximately
160 acres of rolling woodland. The undeveloped parts of
the college land appear to be entirely adequate to meet
the needs of any possible projected expansion in the
future.

The campus proper is situated on 57.7 acres of land
facing Peachtree Road and bounded by Lanier Drive,
Woodrow Way, and Hermance Drive. This portion of college
property is enclosed by a fence erected in 1971. A road,
Luther Drive, was paved on college land at the time,
giving access to all buildings. There are fourteen per-
manent buildings on the campus. This does not include
college-owned houses, outside the fenced campus, in which
some faculty, staff, administration and students live.

The following estimated value of buildings and
physical facilities of Oglethorpe University has been de-
termined by the administration in consultation with Mr.
Green, the college's insurance agent. There was a con-
scious effort in developing this estimated value to
remain on the conservative side.

(211)

OGLETHORPE UNIVERSITY
VALUE OF BUILDINGS AND PHYSICAL FACILITIES
July, 1973

1..

Land

2.

Hearst

3.

Lupton

4.

Goslin Hall

5.

Faith Hall

6.

Lowry

7.

Traer Hall

8.

Goodman Hall

9.

University Center

10.

MEN'S DORMS:

Alumni

Jacobs

Weltner

Oglethorpe

Trustees

11.

Field House

12.

Stadium

13.

Equipment

$ 1,600,000

2,100,000

2,100,000

500,000

350,000

2,100,000

500,000

150,000

1,000,000

200,000
200,000
200,000
200,000
200,000
300,000
200,000
900,000
$12,900,000

(212)

II . Survey of Buildings
A. Lupton Hal l

Originally built in 1920, completely renovated
in 1972, this four story building is constructed of
reinforced concrete with outside walls of stone. The
roof is of slate, tar and gravel. Original inside
walls are of hollow tile and plaster, with the reno-
vated walls of studding and sheet-roc]. All floors
are carpeted.

The building was designed so th. t it could be
used in three sections. The first three floors of
the front section house the administrative offices
and switchboard. The center section, entered by a
central outside door, houses classrocr. en the second
floor and offices on the third floor. This section
is not presently being used, The last section of the
building is a 347 seat auditorium. This is used for
small gatherings, but it will not hole, "he entire
student body. Directly under the auditorium is a
large lecture hall, converted from what was once a
gymnasium.

1. Recent Renovations : In 196P . the old
library, then located on the first floor and base-
ment levels, was renovated, expanded and air-
conditioned. An elevator was added between the
lower and first floor. This was greatly needed at

(213)

the time and was done v. T ith plans for eventually-
making the area into a major part of the admini-
strative offices.

In 1972, the entire building was further reno-
vated at a cost of $255,000, including all
plumbing, electrical wiring, and central forced air
heating and air-conditioning units. The new re-
cessed fluorescent light fixtures provide excellent
illumination for all areas. The original bell
carillon in the tower was dismantled in 1971 for
safety reasons. The ten old bells were re-fitted
and re-hung on a new scaffolding with the addition
of twenty-five new bells. The number was later
further increased by seven to a total of forty-two
bells, which chime the quarter hours and auto-
matically play two short concerts a day. A key-
board was also provided for music for special
occasions .

2. Fire and Safety Hazard Protection : The
building is of fire resistant construction. It is
protected by a manually operated fire alarm system
and hand fire extinguishers. All classroom doors
have been recessed for safety reasons.

3. General Condition : Excellent.
B. Phoebe Hearst Hall

Built in 1915 and completely renovated in 1972,

(214)

this four story building is constructed of reinforced
concrete with or- side walls of stone and a roof of
slate, tar and grav 1. Like Lupton , the original in-
side walls are of hollow tile and plaster with the
new walls of studding and sheet-rock. All floors,
with the exception of the entrance area, known as the
Great Hall, have ' een carpeted. That area was
changed little i] ^r^.cr to retain its beauty. The
three lower floe 1 "" house classrooms for general and
special use. In idditicn, the bottom floor includes
four faculty off: :es and the Crypt of Civilization.
Future plans call [or one of the present offices to
become a museum in conjunction with the Crypt.

The first floor additionally contains the
Alumni office, the Continuing Education office, a
lounge for eveni- - students, and the Great Hall. The
third floor hous- I ic ilty offices, a faculty lounge
and meeting room, and the Self-Study office.

1. Recent Perorations : Prior to the 1972 re-
novation, the uilding had included a women's
residence hall and -in infirnary on the second and
third f loorc , classrooms on the first floor, and
the cafeteria and a game room on the lower floor.
In 1972 the building was completely renovated at a
cost of $380,000. P_ s with Lupton Hall, all new
plumbing, elec* r Lee L wiring, and central forced-air

(215)

heating and air-conditioning were added. Walls
between rooms were changed to make proper space
for classrooms, and a central hallway was added to
the lower floor. In this building also, recessed
fluorescent lighting fixtures give excellent il-
lumination to all areas.

2. Fire and Safety Hazard Protection : The
building is of fire resistant construction. It is
protected by a manually operated alarm system and
fire extinguishers. A second enclosed fire exit
stairwell from all four floors going to an outside
exit was added to the building during the recent
renovation. In this building, also, all classroom
doors were recessed for safety reasons.

3. General Condition : Excellent.
C. Goslin Hall

Constructed in 1971, this three floor science
center is built of pre-stressed concrete and cement
block. The outside is veneered with rock to harmonize
with the older buildings on the main quadrangle.
Built on a sloping section of the campus, the lower
floor has one side of the central hall used for aca-
demic and equipment rooms , while the other side is
unfinished storage area. The building might actually
be termed two and one half floors. An elevator goes
to all three floors. The building is heated and

(216)

air-conditioned by a central forced air system. The
flat roof is tar and gravel over concrete.

The building houses various sized lecture and
demonstration rooms; biology, chemistry, physics, ar>-i
psychology labs ; individual labs for advanced stu-
dents ; special store-room preparation rooms for the
labs; and faculty offices. One lecture room on the
second floor can be entered from the outside without
opening the entire building.

Hallways have tile floors; lecture rooms and
offices are carpeted, while the lab floors remain c
crete. Ceilings in the lecture rooms and office
areas are acoustic tile with recessed fluorescent
lights. Ceilings in the lab areas are exposed con-
crete which has been painted, with ha jing fluoresce] i
lights. The lighting in all areas of the building i.-
excellent.

1. Recent Renovation : Due to the recent re-
novation of Goslin Hall there has been no need
for renovation.

2. Fire and Safety Hazard Protection : The
building is of fire resistant construction. It is
protected by a manually operated fire alarm system
and hand extinguishers. All labs and work rooms
where burners are provided have CO- hand extinguish-
ers. All classroom doors opening into the hail ar^

(217)

recessed. All sewage lines coming from lab, demon-
stration, or preparation areas are of pyrex glass
construction.

3. General Condition : Excellent.
D. Faith Hall

Built in 1941 and completely renovated in 1972,
this two-level single story building of stone and
concrete construction has a wood rafter and decking
flat roof, covered with tar and gravel.

The lower level houses the maintenance facility
which is divided into three sections. The first
section has the office of the supervisor of mainten-
ance, key and lock-repair room, and storage for
custodial supplies. The second section houses the
wood-working and carpentry shop, and storage. This
area is entered from the outside by a wide garage-
type sliding door for easy handling of large objects.
The third section houses the plumbing work area and
storage, plus a paint and flammable material storage
area. The entire area is heated by ceiling-hung gas
forced-air space-heaters. The maintenance super-
visor's office is cooled by a window air-conditioner.
Each of these sections opens upon a paved compound
surrounded by a gray brick wall, for security and
aesthetic reasons. The far end of the compound has
a gas pump, with underground storage tank, used for

(218)

the maintenance vehicles. The maintenance area of
the building is separated fri m the upper section by
a cement block wall giving t Dth fire and sound proof
protection.

One half of the uppe: section of Faith Hall
houses an art studio-class:.oom, an art lecture room,
and a large art store rooir which also serves as a
faculty office. The hallway is used much of the time
to display student work.

The other half of the upper section houses the
campus infirmary. This has a waiting room, nurse's
office, situ. 11 kitchen, a minor lab facility, a suite
of semi-private bedrooms with connecting bath, two
examination rooms with a connecting tub room for
patients who must soak as part of their treatment.
One or both of the examining rooms could be made into
minor surgery rooms if this is ever needed. An extra
wide outside door and ramp leading to the parking
area is provided to facilitate the use of wheelchairs
or stretchers if leeded. All areas of this upper
section of the b\ ilding are carpeted, with the ex-
ception of the a:tt studio, art store room, and bath-
rooms, which are elastic and ceramic tiled. Recessed
fluorescent lights give excellent illumination.

1. Recent Renovation : Before the 1972 reno-
vations, which cost $117,000, the building had

(219)

housed the maintenance department, an art studio,
and some advanced science labs not used for several
years. The roof was in very poor condition. Much
building material lay outside the lower side of
the building. The building was quite cold in
winter and hot in summer. Its real usefulness to
the college had been somewhat marginal for some
years. Forced air heat and air-conditioning is now
used in this upper section. The building was com-
pletely re-wired and new plumbing installed.

3. Fire and Safety Hazard Protection : Except
for the wood rafters and roof decking, the building
is fire resistant. It is protected by a manual
fire alarm system and hand fire extinguishers.
Paint and flammable materials are stored in a con-
crete room. Cement-block fire walls separate all
three sections of the building.

3. General Condition : Excellent.
E. Lowry Hall Library

Built in 1926 and completely renovated for a
library in 1972, the four story building is constructed
of reinforced concrete with outside walls of stone.
There is a tower over the center section of the build-
ing. The roof is of slate, tar, and gravel. The
inside walls below the tower are of plaster covered
stone, the other walls are of cement block, studding

(220)

and sheet rock, and glass.

The first floor houses a reference-reading room,
the check-out desk and reserve book section, the
catalog files, a cataloging room, and offices for the
Director of Libraries and the librarian. The end of
the building has a walled outdoor reading patio. The
lower floor houses the stacks, a storage room for
periodicals and books headed for the bindery, the
boiler room, and an equipment storage room. The se-
cond floor has stacks , four small group conference
rooms, a browsing room, a section for micro-form
readers, and a special collections room. The third
floor now holds the Education Curriculum Collection,
an archives room, and the art gallery, as well as
space for future expansion of the stacks. An ele-
vator goes to all four floors. The tower rooms have
not been refinished at this time. Each of the first
three floors have individual study carrels along the
side walls. The upper three floors are carpeted,
except for the cataloging room, which has plastic
tile. The entire building has recessed fluroescent
lighting providing excellent illumination. The
building is heated and air-conditioned by central
forced air systems.

1. Recent Renovations ; Before the 1972 reno-
vation, the building housed offices, classrooms,

(221)

and labs for biology, physics, and mathematics on
the lower two floors. The upper two floors had
dormitory rooms used at various times for men and
for women. During the renovation the inside of the
building was gutted to the outside walls and
bearing walls for the tower. The entire inside was
reconstructed, the elevator shaft and reading patio
were added, a fire exit was made at the end of the
lower floor, and the new heating and air condition-
ing systems added.

2. Fire and Safety Hazard Protection : The
building is of fire resistant construction and is
protected by a manual fire alarm system and hand
fire extinguishers.

3. General Condition : Excellent.
F. Traer Hall

Built in 1969, this three story women's resi-
dence hall is constructed of pre-stressed concrete
and cement block. The outside of the first two floors
is veneered with rock, but the third floor is veneered
with wood and asphalt shingles in order for the
building to harmonize with the older buildings on the
main quadrangle. The roof is of tar and gravel over
the concrete. The building forms a square, sur-
rounding a central open courtyard. The second and
third floors have a balcony walk-way which goes

(222)

around the entire courtyard. All rooms enter off
this center courtyard. The building can house
168 women .

The women's quarters are divided into two-
room suites with a connecting bath. Each suite ac-
comodates four students. The walls between the rooms
in a suite are constructed of metal studding and
sheet-rock. The walls between suites are stressed
concrete. Each suite has its individual heating and
air conditioning system controlled by a thermostat.

Each room has two double door closets, built-in
chest of drawers, movable beds and desks. All rooms
are carpeted. The overall plan is very much like a
motel .

The first floor has two housemother suites, a
laundry and vending machine room, and a storage room.
The entrance lounge on the first floor has a similar
television and study lounge above on the second and
third floor. The courtyard has three sets of stairs
to the upper balconies.

Each corner of the courtyard has a door going
to the outside. During night hours these doors are
on an alarm system which sounds if they are opened.
All admission and exit is through the first floor
lounge during these hours.

1. Recent Renovation: Due to the recent

(223)

construction of the building, little renovation
has been required. The only major problem was
caused by the settling of the building, creating a .
number of leaks in the roof. After several
patching attempts , the entire roof was replaced in
the summer of 1971.

2. Fire and Safety Hazard Protection : Due to
the fire-proof type construction, the building,
although housing students, is protected only by a
manually operated fire alarm system and hand fire
extinguishers. During an ice storm, rock salt must
quickly be placed on the balconies and stairs.

3. General Condition : Excellent.
G. Goodman Hall

Built in 1956 and renovated in 1970, this upper
class women's residence hall is constructed of cement
block with a stone veneer exterior. Interior halls
are of cement block. Room dividers and roof framework
are of wood. The roof is asbestos shingles.

There are twenty-seven rooms along two hallways
running from the central hall. All rooms and hallways
are carpeted. A common bathroom serves each hall.
Each room has built-in desks, drawer space, and a
small closet. The beds are movable. There is a
center fluorescent light and one over each desk. An
additional metal clothes closet is provided for those

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women who desire one.

The central hallway comes off a lounge area
with a fireplace and a glass end going out onto a
small brick patio. There is a laundry room and a
store room also going off the center hall. The
building has central forced air heating and air
conditioning .

1. Recent Renovations : Major renovations were
made in the summer of 1970 when the building was
being transformed from a men's to a women's resi-
dence hall. That renovation included a new roof,

a new central heating and air conditioning system,
high vent windows replacing the large Anderson
sliding windows, the hallways were carpeted, doors
between the lounge area and hallway were installed,
separate shower stalls were installed, an enclosed
bath tub was installed in the bathroom, and all in-
side walls were painted. The following summer,
1971, the built-in beds were removed and the room
floors were carpeted, some wood walls between the
rooms were paneled to aid the soundproofing.

2. Fire and Safety Hazard Protection : The
building is protected by an automatic and/or manual
fire alarm system, and hand operated fire ex-
tinguishers .

3. General Condition: Excellent.

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H. University Center

Built in 1968, this two story building is con-
structed of brick and glass exterior, with reinforced
concrete floors. Original interior walls are pri-
marily cement block. Roof beams and decking are of
wood. The roof is asphalt shingles. The heating and
cooling is provided by a forced air system in con-
junction with a heated or chilled water system. This
has not always worked to the college's satisfaction.

The lower floor houses the bookstore, student
post office, snack bar with a central open air court-
yard, game room, campus radio station, yearbook office,
student association office, a dark-room, and one fra-
ternity and three sorority rooms.

The upper floor houses a lounge-study room, a
large conference room, a television viewing area, the
college cafeteria and kitchen, a private dining room,
the Director's office, inter-fraternity and panhel-
lenic offices, and a small conference room. Each
floor is on ground level at opposite sides of the
building. This made it possible to provide outside
entrances at both the front and rear of the building.

1. Recent Renovations ; Since its con-
struction, the kitchen floor has been replaced
with a ceramic tile floor, a student post office
was provided, a room built for a barber shop has

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been converted to the radio station, the counter
area in the snack bar has been re-designed, a
circular stairwell was removed to make room ' for the
bookstore, new light fixtures were placed in the
upper floor hall to provide better illumination,
and the entire upper floor has been carpeted with
the exception of the large dining room which was
already carpeted.

2. Fire and Safety Hazard Protection ; The
building is protected by a manual fire alarm system
and hand fire extinguishers. The kitchen and snack
bar areas have CO2 type extinguishers.

3. General Condition : Very good.

MEN'S RESIDENCE HALLS QUADRANGLE

I. Oglethorpe Hall

J. Jacobs Hall

K. Weltner Hall

L. Alumni Hall

M. Trustees Hall

These five buildings are being considered to-
gether as they were all built at the same time, in
close proximity to each other, and on the same floor
plan. Some few differences will be noted.

These five brick buildings built in 1968 are
three story, wood-frame, brick veneer structures.
The first floor is on a concrete slab. The inside
walls are of wood studding and sheet- rock. The

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hallways have had plywood paneling installed over the
sheet-rock. The roof is wood frame and decking
covered by asphalt shingles.

The rooms on the first two floors and the center
of the third floor are divided into three room suites.
The center room is a study room with four built-in
steel and formica desks. The study rooms are flanked
on either side by a bedroom, housing two men. These
rooms have two sliding door steel closets and two,
three-drawer, steel and formica chests. There is one
steel-frame double-deck bed with innerspring mattress
in each bedroom. On the three corners of the third
floor are two-room suites with a study room and bed-
room for two men. The furnishings in these rooms are
similar to the other rooms. The fourth corner of the
floor contains a bath and shower room for the floor.
The bath and shower rooms for the first two floors
are in the center of a wide hall easily accessible
from all six suites. Space for lounge areas was pro-
vided on the first and second floor wide halls, but
the furniture was removed after the first year
because of the noise factor. Each dorm can house up
to sixty- five men.

On the first floor, separated by an entrance
hall, is a residence hall lounge and a house-mother
or proctor suite. The suite has a bedroom, study or

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living room, and private bath. Each of the separated
areas have french doors rather than regular windows.
Each of the five residence halls has a laundry
on the first floor; each has two store rooms, a
custodian's room, and a typing room on the second
floor. The typing rooms have been used as single
rooms for men after it was found they were not being
used for their original purpose. An electric and
mechanical room is off the entrance hall on the first
floor.

The five buildings are heated and cooled by a
hot and chilled water system pumped to individual
fan-equipped registers in each room. The boiler and
chilling unit are housed in a one-third basement room
under one end of Alumni Hall.

All hallways, two stairways, and the entrance
hall in each building are carpeted. There are
fluorescent fixtures in the hallways of Oglethorpe
Hall and incandescent fixtures in the other four
buildings. Each room has an incandescent ceiling
fixture; the men furnish their own study lamps for
the desks.

1. Recent Renovations : Weltner Hall, in the
summer of 1972, was completely renovated because of
a fire in the late spring of that year. This
destroyed one-third of the building and severely

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damaged the rest, with the exception of the lounge
wing. The renovation, or restoration, was com-
pleted at a cost of $90,000 for building and equip-
ment, and was covered by insurance.

Other renovation to all five buildings since
being constructed, other than regular heavy-
maintenance required by most residence halls of
this type construction, includes tiling of all
shower rooms; paneling of the walls of all hallways,
stairways and lounges; carpeting all hallways and
entrance halls; installing a second back-up
automatic fire alarm system in each building; and
placing fluorescent fixtures in the hallways of
Oglethorpe Hall to experiment with this type of
lighting.

2. Fire and Safety Hazard Protection : Each
building is protected by one automatic and/or
manual fire alarm system and a second back-up auto-
matic fire alarm system. Each suite in all five
buildings has a hand operated powder and C0 2 type
hand fire extinguisher hung on the wall in the study
room. This equipment is checked throughout the area
regularly.

When the fence was built around the campus, two
fire plugs were installed by the men's residence
hall area.

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3. General Condition ;

Oglethorpe Hall - Good

Jacobs Hall - Fair

Weltner Hall - Very Good

Alumni Hall - Fair

Trustees Hall - Good
N. Field House

Built in 1960, this large one story gymnasium
is constructed of cement block, redwood siding, and
glass walls. It has a reinforced concrete floor over
which a wood floor has been laid. The roof beams are
of laminated wood with wood decking. This is covered
by asphalt shingles.

The playing floor is flanked on both sides by
roll-out bleachers seating 3,000 people. At the front
end of the floor are a coach's office, a training room,
equipment room, and two dressing rooms. Above this
area at the front entrance are two refreshment booths
and restrooms . Around the other three sides of the
floor above the bleachers is a walkway which overhangs
the lower outside walls.

The gymnasium area is heated by rafter-hung
space heaters. The office/dressing room area is
heated by a hot water radiator system powered by a
gas furnace. The coach's office is cooled by an in-
dividual room air conditioner, while the other rooms

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are forced-air ventilated. Windows by the front and
back entrances as well as along the side walkways can
be opened for ventilation of the gymnasium area.
There are also some sliding type windows at the ridge
of the roof, which would help ventilation greatly in
hot weather, but they have not operated for several
years .

The field house is used for inter-collegiate
basketball, intramural and recreational sports, and
large campus gatherings such as concerts and commence-
ment exercises.

1. Recent Renovations : This building has
never been completely renovated and has not needed
it in the same way the other older buildings have.
Such a time is rapidly approaching, however. The
playing floor has been sanded and refinished each
year. A hot water heater for the showers and
whirlpool bath was replaced in 1972. Exit door
hardware was repaired or replaced in 1971, but
needs work again. A number of windows need re-
placement. The painted windows over the front
exit, which shade the floor from winter mid-day
sun, need re-painting.

2. Fire and Safety Hazard Protection : The
building is protected by a manual fire alarm
system and a fire hose system. All outside door

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hardware should be repaired again so that no door
will have to be locked by a chain and padlock, which
may violate fire regulations.

3. General Condition: Good.

0. Future Projections

One additional new building is being projected
for the near future, a Fine Arts Center. As now pro-
jected, this building will house an auditorium large
enough to seat the entire student body, expected to
level at one thousand full time students. This would
provide a much larger and much better equipped stage
than is available at present.

Included in the projected building are larger
and better equipped art studios, art lecture rooms, and
a larger art gallery. This would leave part of Faith
Hall for further stack expansion when needed. It would
also make the present art gallery space available for
the curriculum library of the Education graduate and
under-graduate programs. The fine reception of the
present art gallery by students and the community makes
it desirable to expand its capabilities. Music class-
rooms, practice rooms, and listening rooms will also
be a part of this projected building. At present
there is one music room available for all such acti-
vities, which presses its use and security of equip-
ment. The final projected facility in this Fine Arts

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Center will be a small non-denominational chapel.
The cost for this facility is estimated to be two
million dollars.

Major repairs are to be made to the men's
residence halls to bring them up to a "very good"
condition before the fall semester of 1973.

Committee Recommendations

The committee feels that the projected Fine Arts
Center would be a great asset to the college facilities
and program. We recommend continued study and planning
be carried forward toward its construction at the
earliest feasible date. We urge that careful study of
the exact location of this building be made so that the
overall appearance and design of the campus, as well as
the function of the center, be enhanced by that lo-
cation.

The committee recommends that some better form of
supervision be developed in the residence areas, parti-
cularly the men's residence halls, so that the damage
done to those buildings be reduced.

The committee recommends that continued efforts be
made to improve the heating and cooling system of the
University Center. This has been a continuing problem
which should be corrected even if replacement is the only
solution. Regulations of the systems in Goslin Hall and

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Phoebe Hearst Hall have given some trouble and we should
continue to press the building contractor until these
are satisfactory.

The committee recommends that storage space for
instructional materials and equipment be provided in the
classrooms in Phoebe Hearst Hall.

III. Other Facilities

A. Parking Facilities

Parking spaces on campus are regulated by the
college. Through a cooperative program between the
college, the DeKalb County Fire Department, and the
DeKalb County highway engineers , "No Parking by Order
of the Fire Marshall" signs have been placed along
Luther Drive in order to keep fire lanes open. This
allows the fire department or police from the county,
as well as the college, to ticket or tow away any
cars parked along the road.

Numbered parking permits are required for
parking on the campus. These permits, and car
registration, are handled through the Dean of Students'
office for students, faculty, and staff. There are
no reserved parking spaces or areas on the campus.
On the following page is a survey of the parking
facilities available at the present time.

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Parking Facilities Available at the Present Time

Area

Lupton Hall

Phoebe Hearst Hall-
Goodman Hall

Goslin Hall

Faith Hall

Lowry Hall

Traer Hall

University Center

Men's Residence
(lower level)

Men's Residence
(upper level)

Field House

Number of
Spaces

45

58
80
24
30
63
49

39

80
99

Field House Road (Used during sports

events only)

Lighting
at night

Good

Fair

Excellent

Excellent

Good

Excellent

Good

None

Excellent

Good

Excellent

TOTAL
SPACES AVAILABLE

567

The total space available is barely adequate
for peak traffic hours. Part of the problem is that
all students and faculty want to park at the parti-
cular building where their class or activity is being
held. This includes dormitory students who want to
drive to class, particularly during rainy weather.
It would be impossible to provide space for every
car at every building.

(236)

The major parking problem has been caused this
year by the change of most of the classes from Lupton
Hall to the renovated Phoebe Hearst Hall. There is
not enough space available at this lot to take care
of the Goodman Hall residence and even just the day
students. Additional parking here would provide ade-
quate parking for the entire campus for several years.

Committee Recommendations for Parking

Although a parking lot between Phoebe Hearst Hall
and Luther Drive will harm the beauty of the front part
of the campus, such a lot is needed. We can see no better
solution, and recommend this be done as soon as possible.

Lights and an improved loading dock area in the
men's residence hall lower lot have been projected for
several years. We recommend this be given high priority.

The committee agrees with the present policy of no
reserved parking spaces or areas. It should be on a
first come-first serve basis, and everyone at times will
have to park and walk a short way. The committee recom-
mends the policy be continued, but that all parking
regulations be strictly enforced continuously and
consistently.

It is recommended that additional speed-breaks be
installed by Goslin Hall, Faith Hall, before the en-
trance to the Phoebe Hearst-Goodman lot, between Traer

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Hall lot and the University Center lot, and just before
the men's residence lower lot. These should be lower and
wider than the present breakers.

Although there is no major problem, it is recom-
mended that the present lining-off of parking spaces be
evaluated to see if a more economical and convenient
pattern might be developed.

The parking area by Faith Hall should be completed
as soon as possible.

B. Activity and Recreational Areas

1. Inside Areas : The University Center is the
major area for non-athletic activities. This in-
cludes meeting rooms, student activities offices,
the campus radio station, a game room and a snack
bar. All of these areas are adequate for present
and future needs with the exception of the game
room and snack bar. The game room is adequate in
size, but continuous supervision of the room and
equipment has been hard to provide. Without con-
tinuous supervision, the misuse of equipment has
been excessive to the point of having to close the
room. The snack bar is adequate both in size and
equipment, but has had difficulty staying open
evenings and paying its own costs.

The Lupton Hall auditorium seats 347 people and
has a medium size stage and minimal stage lighting.

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It is used by the Players, the Oglethorpe Chorale,
and other relatively small groups. It is adequate
for such activities.

The field house contains facilities primarily
for basketball, but is used at times for other
activities such as volleyball or concerts. Some
problem is found in scheduling the use of the
building for inter-collegiate sports practice and
intramural or recreational sports use. The largest
problem has been to make the facility available for
"non-organized" recreation.

Each men's residence hall has a lounge. These
have been seldom-used. All furniture has been re-
moved and placed in other areas of the college.
The lounges in the women's residence halls are used
and are adequate for the students' needs.

2. Outside Areas ; There is an outdoor swimming
pool adjacent to the University Center which is open
to students, faculty, staff, and their families from
late spring until early fall. The pool is not large
but is adequate for recreational use. Although
there is a water heater built into the water fil-
tration system, it has not been used. For year
around use, the pool would have to be enclosed with
a permanent building or a plastic bubble and con-
necting dressing rooms. This committee does not

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feel that the potential use would justify the ex-
penditure at this time.

Anderson Field is used for inter-collegiate
soccer, baseball, and, to some degree, cross-
country track. It is used extensively for various
fall and spring intramural sports. Again,
scheduling is the key to maximum utility. The
field does not have the desired drainage to be in
the best condition part of the time. The stadium
needs extensive repairs if it is to be used by
large crowds.

The college has six outdoor tennis courts.
Three are beside the field house and three are next
to Goodman Hall. The first three are used by the
tennis team as well as for general recreation.
Those by Goodman have been used primarily for re-
creation. The Goodman courts are badly in need of
resurfacing and new nets. The six courts are ade-
quate for student and faculty use now, but it is a
problem to keep outsiders from taking over. Addi-
tional use could be made if one or both sets of
courts were lighted for night play. Here is another
area where cost and advantage must be studied
carefully.
C. Future Projections

An all-weather hard surface recreation area has

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been planned between the University Center parking lot
and Oglethorpe Hall. This area will include a basket-
ball court, facilities for volleyball and/or bad-
minton. This will be close to the men's residence
hall and the University Center, and will probably be
lighted for evening play. It should relieve the
scheduling and supervision problems of the field house.

There are projections for fixing the drainage
on Anderson Field, and for adding a quarter-mile track,
At the same time or soon afterward, Hermance Stadium
will be put in good repair. We may well have to close
the stadium if such a move is not made in the near
future.

There has been discussion about adding a weight-
lifting room and perhaps a sauna bath under the over-
hang on the tennis court side of the field house, but
more study is necessary.

An indoor swimming pool has been discussed, but
here, too, much study will be needed before action
is taken.

Committee Recommendations
The Goodman tennis courts should be repaired as
soon as possible. The outdoor, all-weather recreation
area mentioned above should be added as soon as possible.
This would, it seems, provide the greatest potential for
increased activity at the least cost. The repair of the

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drainage and addition of a quarter mile track should be
done as soon as it is economically feasible. Lights on
the field house tennis courts should be added.

IV. Inventory of Equipment

There is no standardized or required campus-wide
perpetual inventory of equipment kept by the college.
Various departments or divisions of the college keep their
own inventory of equipment purchased through their budget
allocations. The present Dean of Administration plans to
instigate a college-wide inventory of equipment. Al-
though this is a large task to set up, it will allow for
much better control and evaluation of college holdings.
The inventory can best be kept on data processing cards.
This committee recommends that the inventory be de-
veloped at the earliest possible date. All equipment
owned by the college should be included.

V. Summary of Insurance Coverage

The college has two basic insurance policies covered
by Continental National Group, carried through Cheves
Green Enterprises of Atlanta as our agent.

A. Liability Insurance

1 . College-owned vehicle coverage :

$100,000 Bodily injury each person
$300,000 Bodily injury each accident
$5,000 Medical payments each person
$50,000 Property damage each accident
(No deductible)

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2 . College General Liability

$1,000,000 coverage with no deductible
(includes $100,000 coverage due to
employee dishonesty)

B. College Property Insurance

Coverage for three years for a total of

$4,630,000 with a $25,000 deductible clause. This is

a commercial blanket SMP (Special Multi-Peril)

coverage. Coverage per building:

Lupton Hall $ 600,000

Phoebe Hearst 600,000

Lowry Hall 400,000

Traer Hall 400,000

Goslin Hall 400,000

Goodman Hall 150,000

Faith Hall 100,000

Field House 225,000
University Center 1,000,000

Alumni Hall 200,000

Jacobs Hall 200,000

Weltner Hall 200,000

Oglethorpe Hall 200,000

Trustees Hall 200,000

It is the feeling of this committee that this

is adequate coverage. The buildings which provide the

greatest cause for concern are covered up to their

estimated value. The other buildings have lesser

coverage, and are of such construction that there is

much less risk.

VI . Maintenance

The Dean of Administration has direct responsibility
for the services of maintenance, custodians-housekeepers,
and security. The following chart shows the organization

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and specific areas under the Dean of Administration

Head
Carpenter

Custodian
Phoebe Hearst

Director of
Maintenance

Head
Electrician

V

- {Security]

| Carpenter | | Groundskeeper"

Head Custodian
(Lupton Hall)

Custodian
Univ. Center

3 Custod.
Men ' s Dorm

House-
keeper
Lowry-
Library ,
Faith

House-
keeper
Goodman

Traer

The Director of Maintenance assigns specific duties
and responsibilities to each person in his or her area.
At present, there are five persons in maintenance, in-
cluding the Director of Maintenance, nine persons in
custodial and housekeeping services , and one person in
security. When in-servcce training is needed, it it the
direct responsibility of the head custodian.

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Cost Studies
The following cost studies chart of maintenance
indicates a comparison of Oglethorpe and similar
institutions .

Total Amount for Maintenance :

Oglethorpe

$121,568

Mercer

115,000

Agnes Scott

450,000

Oxford Junior College

120,000

Shorter College

128,550

Percentage of Total Budget

Oglethorpe

6%

$1

,927,

,470

Mercer

20%

575,

r 000

Agnes Scott

17%

2

,700,

r 000

Oxford Junior College

16%

750,

r 000

Shorter College

9%

1

,368,

,000

Percentage of Salaries in Total Maintenance

? 80,

Oglethorpe

66%

,005

Mercer

31%

36,

r 000

Agnes Scott

40%

184,

,000

Oxford Junior College

75%

90,

,000

Shorter College

33%

42,

,000

Percentage of Supplies and

Materials

in Total Maintenance:

Oglethorpe 34% $ 41,563

Mercer 69% 79,000

Agnes Scott 60% 266,000

Oxford Junior College 25% 30,000

Shorter College 67% 86,550

Oglethorpe contracts on a bid system for supplies
and materials to insure efficiency of operation.

An informal survey of the faculty, administration,
and students in relationship to the adequacy of the
maintenance program showed an attitude generally positive

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in nature. One of the problems is the different expecta-
tions and understanding of the maintenance function within
the institution. Some people see maintenance only as
picking up trash, fixing holes, cleaning, etc., while
others see this function as a very valuable part of the
services of the institution which can help in setting and
maintaining a very positive and healthy atmosphere, i. e.
a positive working relationship between the maintenance
staff and faculty, administration, and students.

The other major area of concern in relationship to
the total maintenance function has been communication. It
has not always been easy to communicate directly with the
Director of Maintenance because he is away from his tele-
phone doing his job. A number of possibilities are being
discussed to make communication more effective and efficient,
Committee Recommendations

The committee recommends that the college employ an
additional full-time groundskeeper , employ two additional
full-time custodians assigned to the men's residence halls,
employ an additional full-time custodian for Goslin Hall,
increase security to three full-time persons, have the
Director of Maintenance become a full-time supervisor of
the functions , have a walkie-talkie system between the
Director of Maintenance and the Dean of Administration
for more efficiency in communication, and have a daily
billing system for damage in the residence halls.

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VII . Plant Development

The major responsibility for plant development is
centered in the office of the Director of Development.
He heads up and coordinates all planning for major con-
struction, renovation and new equipment for the college.
He brings together all parties involved in a particular
project, i.e., the President, the business manager,
faculty and/or staff, outside consultants or architects,
and, at times, groups of students where such planning
directly affects their activities.

There do not appear to be any restrictions on the
instructional programs because of a lack of physical faci-
lities. The only areas of concern, as suggested above, are
in parking, outdoor recreational spaces, large group meet-
ing facilites, and art/music room facilities. Although
these areas do not restrict instruction, they involve prob-
lems, or are in need of enhancement. They are under serious
study by the Director of Development and others. It is
expected that there will soon be positive action leading
to additional parking spaces, additional outdoor recreation
areas, and the projected Fine Arts Center.

Since the last self-study report the campus physical
facilities have undergone major additions and renovation.
Under the direction of the previous President and Di-
rector of Development, the five-building men's dormitory
complex and the University Center were built. These

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projects involved the architects (Sheets and Bradfield,
Inc.) and federal government representatives with little
other administration or staff participation.

Under the present President two new buildings have
been added, Traer Hall and Goslin Hall; the remaining
buildings have had major renovations, and the men's dor-
mitories and University Center have been greatly improved,
During the planning stages of Traer and Goslin Hall, all
administration, faculty, and staff who were affected by
the facility were involved in the planning. Suggestions
as to needs were turned in by them, and the architect,
Henry M. Whitehead, Jr., made preliminary drawings which
were then reviewed by those involved and additional sug-
gestions or changes were made. The same approach was
taken in the development of plans for the renovation of
the other buildings, but perhaps less input was possible
due to the restrictions of working with existing basic
structures .

There is a master plan for the campus kept by the
Director of Development. He is also custodian of the
topographical map and the blueprints of all present and
proposed buildings. During the last several years Henry
M. Whitehead, Jr., architect, has been the major outside
consultant in campus plan development. Others have also
been used where their special talents or areas of
specialization could be useful .

Chapter IX:

SPECIAL ACTIVITIES

SPECIAL ACTIVITIES

I. The Center for School Services

This Center was set up in the spring of 1969 fol-
lowing discussions between President Vonk and Professor
George Wheeler. Professor Wheeler initiated the concept
of the Center, based on his conviction that Oglethorpe
should have a clearly defined and publicly visible ad-
ministrative unit which would help to make it clear that
the college is available to provide educational services
to other schools, in particular pre-college schools.

The administrative structure of the Center is not
formalized and its only continuing staff member has been
the Director, Professor Wheeler, who is responsible to
the college administration. Communication with the
President and/or the Dean of the College with regard to
programs of the Center is largely oral , except that
written approval of one or the other is required on pro-
posals for National Science Foundation Grants. Programs
conducted by the Center have fallen into two categories:

(1) NSF Grants for the training of in-service elementary
and secondary teachers in new science curricula and,

(2) workshops for elementary teachers of the Atlanta
School System in the new science curricula.

Money for operation of the Center has come entirely
from the NSF Grants or from the Atlanta School System,

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the total amount being $14 5,000. For three NSF Grants
(in 1969, 1970 and 1971) the amount was approximately
$130,000 with about half of this amount going for parti-
cipant support and the other half for operating costs.
In the case of three successive summer workshops for the
Atlanta School System the funding was far more modest
totaling around $15,000 from 1969-71.

Academic standards have been equivalent to those of
regular Oglethorpe courses. Participants in the pro-
grams of the Center were offered undergraduate credit as
an option, and about 80 per cent of them requested and
received such credit.

In addition to Professor Wheeler, staff members
needed for NSF programs and Atlanta workshops were re-
cruited from qualified college or high school teachers
and administrators. For example, the Superintendent of
Science programs for the Fairfax County, Virginia,
school system was Assistant Director of one of the NSF
programs. For another NSF program the Science Depart-
ment Chairman at West Georgia College, and one of his
faculty members, were instructors.

The library has not been needed for the parti-
cular programs in new science curricula offered by the
Center (such as Introductory Physical Science, at the
high school level, and Science - A Process Approach , at
the elementary level) . These are self contained curricula

(250)

with little reason to use outside reference material.

No other Oglethorpe facilities were involved ex-
cept in the summer of 1971. At that time, before. the
new science building was completed, no laboratory room
of adequate size was available, and so a portion of the
basement of Lupton Hall was partitioned off for use of
the Summer Institute. Poor acoustics in this area made
it marginally acceptable.

The Director has become moderately well known in
parts of the state, and in scattered places throughout
the nation, for conducting science programs for ele-
mentary and high school teachers. Presumably this is
good for the image of Oglethorpe. On the other hand, a
center of this sort ought to have an Assistant Director
or at least a Director who has released time. There is
too much organizational work for one person who is also
teaching full time.

The impact on the teachers served seems to be con-
siderable. About 90 per cent of them have reacted very
strongly in favor of the new science curricula which
they have learned. Professor Wheeler has visited
hundreds of classrooms in some thirteen counties of
Georgia where "alumni" of the Center's programs are
teaching, and most of these teachers are enthusiastically
applying what they learned.

Because of personal and family obligations of the

(251)

Director, activities of the Center are at a stand-still.
It is not possible to predict at this moment whether or
when activities may be resumed.

In 1969-70, the National Science Foundation's
Cooperation College School Sciences programs were con-
ducted in six counties in northeast Georgia. There was
a six week summer workshop in Clarkesville , Georgia, fol-
lowed by an academic-year program consisting of eight
monthly (Saturday) meetings in Clarkesville and weekly
visits to the classrooms of the teachers by the Director
or one of the three instructors of the summer program.
There were fifty-three participants from the six
counties, most being high school teachers, a few were
elementary teachers, and five were school principals.
Subjects offered were physical science, life science, and
earth science.

In 1970-71, the National Foundation's C.C.S.S.
program was conducted in Clayton and Gwinnett counties
in Georgia. A six week summer workshop was held in
Snellville, Georgia, followed by an academic year pro-
gram. Details of this academic year program and subjects
offered were the same as for the 1969-70 program. The
number of participants was forty-six, with about the
same distribution of teachers and principals as above.

In 1971-72, the National Science Foundation Summer
Institute for high school teachers was conducted in a

(252)

five-week program on the Oglethorpe campus. The subject
matter was a newly developed science curriculum known as
Physical Science II. There were thirty- three teachers,
thirteen of whom were from Georgia, nineteen from twelve
different states, and one from Canada.

II . Travel Seminars

A. Far Eastern Summer Session

Dr. Ken Nishimura, Professor of Philosophy,
originated the idea of the Far Eastern travel
seminar three years ago. The lack of Far Eastern
studies in the Oglethorpe curriculum acted as the
main impetus behind the idea. To date it is the
only part of the Oglethorpe curriculum dealing with
Far Eastern studies.

Students taking the Far Eastern seminar courses
for credit pay the regular summer tuition, plus the
travel expenses, which usually approximate $1,500.
Non-credit students pay only the travel expenses.

The seminar is designed primarily for Oglethorpe
students, but some other students have been included.
The seminar is offered only in the summer, and is of
twenty to twenty-five days duration. There are four
on-campus seminars before the departure for the Far
East. Students are required to keep a journal and a
bibliography. The seminar carries three semester

(253)

hours credit, and six semester hours may be acquired
if a research project is completed.

The seminar has served as a precedent (based on
student feedback) to develop the same type of pro-
gram in other areas. Such a program was conducted
in Western European culture the summer of 1973.

Students report that the travel seminar is a
very enriching experience, with knowledge attained
that could be acquired in no other way. This type of
offering parallels practices of other institutions of
higher learning.

B. European Summer Session

The European Summer Session was approved by the
Curriculum Committee in the fall of 1972 for imple-
mentation in the Summer School in 1973. Professors
Leo Bilancio and Barbara R. Clark initiated the idea
for the program, based on their previous study of
experiences in Europe , and on their conviction that
Oglethorpe University should provide for its stu-
dents the special advantages of first-hand cultural
studies .

Students enrolled in the European Summer Session
for credit paid the regular summer school tuition;
in addition, they paid their own travel expenses of
approximately $1,100. Those participants who did not
enroll for credit paid only their travel expenses.

(254)

The administrative structure of the program is
not formalized and its only continuing staff member
is the director, Dr. Clark, who is responsible to
the college administration. Communication with the
Dean of the College with regard to the program is
primarily oral.

Money for the operation of the European Summer
Session comes entirely from tuition fees paid by
participating students. In addition, students pay
their own travel expenses; the program is therefore
entirely self supporting. The 1973 program generated
approximately $2,200 in tuition fees.

Academic standards are rigidly maintained
throughout the program. Requirements include orienta-
tion seminars , attendance at approximately eighty
hours of lectures by on-the-site specialists and at
other cultural events while traveling through Europe,
assigned readings, and the production of an inde-
pendent study project. This project develops in de-
tail some area of interest deriving from the experi-
ence of the travel seminar through reading and
presentation. All activities are supervised by Dr.
Clark.

Activities were carefully selected to supple-
ment and reinforce classroom experiences. For
example, the Core Curriculum requires a Shakespeare

(255)

course; students in the European Summer Session
traveled to Stratford-on-Avon , visited Shakespeare's
home and its museum, and saw the Royal Shakespeare
Company's production of As You Like It . In addition,
the students attended the Shakespeare play (modern
adaption) Two Gentlemen of Verona in London.

The program carries six hours credit (two
courses) for both undergraduate and graduate stu-
dents. Reading requirements and the independent
study project are more extensive for graduate students

The Oglethorpe library well served the parti-
cipants in this program. The holdings in the
development of European culture in the areas of
history, literature, art, philosophy, politics, and
economics are sufficient to support this program.
Under the direction of Dr. Clark all participants
were able to develop adequate bibliographies for their
independent study projects.

The European Summer Session has not required
extensive use of Student Personnel Services; however,
its limited needs have been well met. The program
has used University Center meeting rooms, the cafe-
teria, and some dormitory space. The Registrar's
Office handled the registration for academic credit,
and the Business Office handled tuition receipts.
These services and facilities have been adequate.

(256)

The first of Oglethorpe University's European
Summer Sessions was conducted in the summer of 197 3
with twenty-two participants , and is now being
evaluated. Many of the participants have indicated
that the program provided significant learning ex-
periences through first-hand observations that could
not be acquired otherwise. The papers produced by
students in this seminar reflect newly kindled aware-
ness in many areas and enthusiasms tempered by
serious and careful concern for the subject matter
treated in the independent study project.

Ill . Department of Continuing Education

The functions of the Department of Continuing
Education are as follows:

A. Production of revenue through rental of Ogle-
thorpe physical facilities and services to outside
groups .

B. Liaison between evening class students and other
administrative offices of the school when the latter
are closed. The Department operates a student lounge
with free refreshments nightly for evening school
students. The department's office, next to lounge,

is open nightly to help students with their questions
or problems .

C. Sponsoring of public conferences.

(257)

The staff consists of a part-time director, Dr.
John B. Knott, and a full time assistant. The director
is responsible to and reports to President Vonk.

The Department of Continuing Education is financi-
ally self-supporting, revenue being derived entirely
from rental of facilities and services. This revenue
covers expenditures for each of the three functions of
the department. Revenue over the last two years, for
example, has averaged about $30,000.

In view of the fact that the Department of Con-
tinuing Education does not itself offer any courses , the
term academic standards is not applicable except in a
case where an outside group proposes to rent Oglethorpe
facilities for a program clearly at the college level.
In this case the group is not accepted unless it meets
Oglethorpe academic standards.

In all other cases any group applying is expected
to be reorganized in its own field.

Chapter X:

GRADUATE PROGRAM

GRADUATE PROGRAM

Overview

Oglethorpe University received initial approval
from the Southern Association of Colleges and Schools in
June of 1970 to begin with the summer of 1971 a program
leading to the master's degree in elementary education.
This report presents an evaluation of the program from
its beginning to the present date.

I. History, Purpose, and Administrative Organization
A. History

Oglethorpe University has provided teachers for
the schools of Georgia and surrounding states since
its first graduating class in 1841. The college lists
among its known alumni of over five thousand some
eighteen hundred persons in the service of education.
Dr. M. D. Collins, former State Superintendent of the
Atlanta City Schools; Dr. Paul D. West, recently re-
tired Superintendent of the Fulton County Schools;
Dr. Ira Jarrell, former Superintendent of the Atlanta
City Schools; and Dr. James H. Hinson, Jr., current
Superintendent of the DeKalb County Schools are among
her distinguished education graduates.

Prior to World War II, Oglethorpe University
provided graduate education at the master's degree
level for many Atlanta area and Georgia in-service

(259)

teachers . The faculties of the Atlanta and neighbor-
ing school systems still reflect the programs of those
years before 1940 and still reflect credit upon Ogle-
thorpe as an institution of higher learning. Small
enrollments and other difficulties during those war
years caused the program leading to the master's
degree to be terminated. In 1960 the college had
grown in strength, and plans for reinst.i tuting the
graduate program were initiated.

Oglethorpe University moved from an enrollment
of four hundred in 1964 to twelve hundred and seventy
in 1969-70 and has stabilized at approximately eight
hundred students. There were commensurate gains in
the number of teacher education majors in the under-
graduate fields of science, mathematics, social studies,
and English at the secondary level, and in the field
of elementary education. All of the institution's
education programs received full approval from the
Georgia State Department of Education in 1970 fol-
lowing a self study and evaluation by a committee
organized by the State Department. Such approval gave
further evidence of strength upon which a graduate
program might be built.

It was stated in the Oglethorpe University
Five Year Plan of Development (1968) : "Oglethorpe
cannot be all things to all people." Elaborations

(260)

on the statement indicated that the college wished to
make certain curriculum offerings and to move toward
excellence in those specific areas. Teacher edu-
cation was listed as one of those services which fill
a "need of the public and many entering students." As
a result of decisions based upon the statement listed
above, the Oglethorpe University Board of Trustees
committed the institution to an emphasis upon teacher
education and to the reestablishment of a master's
degree in education at the earliest possible date.
At the outset of President Paul K. Vonk ' s administra-
tion in 1967, the Board of Trustees adopted a course
of action which committed the institution to build,
emphasize, and strengthen the education curriculum.

Early in 1968, therefore, with the approval of
the President and Board of Trustees, the chairman of
the education division began preliminary planning
toward the reestablishment of graduate education.
Initial planning included discussion with the full
faculty collectively and with many faculty members in-
dividually. While the faculty was never asked to give
formal approval of the move to graduate education,
support and cooperation have at all times been evi-
dent to a generous degree.

Initial planning was followed by the establish-
ment of an Interim Graduate Council, and by notifi-

(261)

cation to the Southern Association of Colleges and
Schools in October of 1969 of the institution's in-
tention to return to the realm of graduate education.

The decision to proceed was followed by a one-
day visit for consultation by Dean John M. Martin of
West Georgia College. Dr. Martin had been involved
in his own college's move to graduate education and
gave helpful advice regarding Oglethorpe's anticipated
move.

An advisory committee was sent to the college
campus by the Southern Association in April of 1970.
This visit was followed by a meeting with the as-
sociation's College Committee by President Vonk , and
subsequently by initial approval of the proposed pro-
gram in elementary education.

Following the recommendation of the advisory
committee, further consultative help was obtained.
Dr. Harry Miller, Director of Elementary Education at
Memphis State University, visited the Oglethorpe
campus. He was especially helpful in the area of
curriculum.

B. Purpose

One of the reasons for developing the program
was the evident demand in metropolitan Atlanta for ad-
ditional opportunities for graduate study at the
master's degree level on the part of many teachers

(262)

who live in the northern third of Georgia. This need
was exemplified by requests from Oglethorpe's ele-
mentary education graduates and from other teadhers in
Atlanta area schools , from superintendents of edu-
cation in these same school systems , and from many
other teachers in North Georgia who live beyond the
immediate area.

The demand for the master's degree in Georgia
was heightened by recent actions of the DeKalb County
Board of Education and by the Georgia State Board of
Education; i.e., the requirement of the DeKalb board
(1968) that permanent employment of teachers be
conditional in the future upon the attainment of the
master's degree; and the requirement of the State
Board of Education that professional certification in
Georgia be based upon the minimum of a master's degree,
beginning with the school year 1974-75.

A further assurance of interest and demand on
the part of teachers was shown in the replies to a
survey in December of 1970 of approximately one-third
of the elementary schools within a twenty-mile radius
of Oglethorpe University. Replies were received
through January of 1971 from one hundred and forty-
six elementary in-service teachers. One hundred and
four of those indicated a definite intention of ap-
plying to enter the graduate program at Oglethorpe in

(263)

June of 1971, with the other forty- two indicating a
possible interest at that time or in the future. Col-
lege officials were convinced of the need for the'
proposed program.

The results from the survey, and the interest
of the college in teacher education, provided a basis
for the establishment of the Masters of Arts in ele-
mentary education. Every effort has been made to
assure continued strong emphasis on undergraduate
teacher education as the graduate program developed.
The addition of faculty and of instructional materials
and library resources has been accomplished without in
any way weakening support for the undergraduate
program.

Finally, how does the graduate program in ele-
mentary education relate to the formal purposes of
the college? "The Oglethorpe Idea," as printed in
each year's Oglethorpe University Bulletin since 1958,
has been accepted as a summary of the college's pur-
pose. As stated by the Purpose Committee in Chapter I
of the report of this Oglethorpe self-study:

The essence of the Purpose, as fusing the
academic and the practical, can be distilled
into five aims which stimulate and encourage
each student:

A. To pursue an expression of his indi-
viduality through creativity, pro-
gressive experience, and a continuing
quest for learning.

B. To strive for a worthwhile contribution

(264)

to society by discovering his own po-
tentials and learning how to live
responsibly with others.

C. To develop an awareness and fuller under-
standing of the physical environment.

D. To enlarge his vision through the appre-
ciation of the influences and rewards of
his cultural legacy.

E. To prepare to earn a living.

There seems to be no conflict between the
establishment of graduate study in elementary edu-
cation and the aims of Oglethorpe University. There
are no plans to develop additional graduate programs
at this time.

C. Administrative Organization

The Graduate Division is organized as one of
the six academic divisions of Oglethorpe University.
It was created in 1970 upon receipt from the Southern
Association of Colleges and Schools of initial approv-
al for Oglethorpe to offer courses leading to the
master's degree. Under this authorization, the
Graduate Division offers the Master of Arts in ele-
mentary education.

Graduate work is administered by the Graduate
Division, which is governed by the Graduate Council
under the policies of the college. The Graduate Coun-
cil is the policy-making body chosen from the faculty
and administration, under the leadership of the
chairman of the Graduate Division.

Membership of the Graduate Council during the

(265)

organizational period included:

Lavon Talley, Chairman, Graduate Division

Malcolm Amerson, Academic Dean

Leo Bilancio, Professor of History

J. B. Key, Professor of History

David Knight, Callaway Professor of Education

Frank Thompson, Assistant Professor of

Education
Martha Vardeman, Associate Professor of

Sociology

The members of the council initially were ap-
pointed by the Dean of the College because of their
interest and involvement with preliminary planning
and because of the competences and experience they
could lend to the committee. Doctors Key, Knight, and
Thompson had previously taught in graduate programs
and offered invaluable experience to the council. The
organization of the graduate program has been ef-
fective, in the view of the Graduate Council. Poli-
cies for determining membership on both the Graduate
Council and Graduate Faculty were formalized according
to recommendations of the 1973 evaluation committee.
These policies are presented in Appendix 7, "Policy
on Membership on Graduate Council and Graduate Faculty. "
II. Faculty

Persons responsible for teaching in the graduate
program are designated by the Graduate Council. Each one
having responsibilities with the graduate program--with
the exception of Adjunct Faculty also has responsibi-
lities with the undergraduate program. There is no

(266)

separately organized graduate faculty. The following
persons have served as graduate faculty since the be-
ginning of the program:
Graduate Faculty

DAVID W. KNIGHT, Ph. D., Callaway Professor of Education
Responsibility: Reading, Language Arts, Psychology

of Learning, Introduction to Research
Member, Graduate Council

T. LAVON TALLEY, Ed. D., Associate Professor of Education
Responsibility: Foundations of Education
Chairman, Graduate Council

FRANK E. THOMPSON, Ed. D., Assistant Professor of Education
Responsibility: Mathematics, Science, Education Media,

Innovations in Curriculum
Member, Graduate Council

Temporary Graduate Faculty

JAMES A. BOHART, M.M. , Assistant Professor Music
Responsibility: Music for Today's Schools

IDALEE VONK, M. Ed. , Assistant Professor of Education

Responsibility: Children's Literature, Social Studies
in the Elementary School , Art for
Today's Schools (Responsibility for
Graduate Program ended August, 1973)

GEORGE F. WHEELER, M.S., Professor of Science

Responsibility: Principles of Science (Science, A
Process Approach)

Adjunct Faculty

C. CURTIS DIXON, Ed. D., Principal, Northside High School

Atlanta City Schools
Responsibility: Introduction to Research, 1972

RUEL MORRISON, Ed. D., Director of In-Service Programs

Atlanta City Schools
Responsibility: Psychology of Learning, 1971, 1972

Former Graduate Faculty

JOEL S. DUBOW, Ph. D., Assistant Professor Psychology

Responsibility: Introduction to Research in Education,
1971

(267)

MILDRED HOLLOWAY, Ed. D. , Assistant Professor of Education
Responsibility: Reading, Language Arts, and Social
Studies, 1971-72

Faculty members having responsibility in the gradu-
ate program are competent in specific areas of instruction
and also have broad training and experience which enable
them to teach corollary courses. The Graduate Council
considers the flexibility of the faculty members involved
to be a major strength for the program.

Oglethorpe University prides itself on being pri-
marily a teaching institution. In the selection of
faculty for the graduate program, primary consideration
was given to persons who were capable teachers in both the
college and the elementary school classroom. Research on
the part of faculty members is not discouraged, but the
major purpose of this graduate program is the improvement
of the teaching competency of elementary school teachers.
Therefore, faculty members are conscious of the need to
work in the public school with the graduate student so
that the student has the opportunity to put theory into
practice. Selection of faculty on the basis outlined
above has facilitated efforts of faculty to work in con-
junction with the public schools.

One faculty member, Dr. Frank Thompson, recently
received a personal grant in the amount of $3,750 from
the Battlefield Foundation. Funds will be received over

(268)

the next five years with a strong possibility that the
grant will be funded beyond 1977. Funds will be used pri-
marily to purchase multi-media materials designed to de-
velop teaching competence. Some curriculum materials in
elementary science and mathematics will also be purchased.

III. Students

A. Admissions

Upon recommendation of the chairman of the
Graduate Division and after approval from the Graduate
Council, a person holding a bachelor's degree from an
accredited college or university may be admitted to
the graduate program. The applicant must, in addition
to general requirements prescribed, submit transcripts
of all previous work completed, satisfactory scores
on the Graduate Record Examination (aptitude test) ,
two recommendations from previous colleges attended
and/or employers, and, when deemed necessary, take
validating examinations on preparatory work. Students
not previously prepared for teaching at the ele-
mentary level must meet requirements for first pro-
fessional certification before completing requirements
for the master's degree.

B. Types of Admissions

Students may be admitted to the Graduate Divi-
sion under any one of the following classifications:

(269)

1. Regular : A student who has a cumulative
grade point average of at least 2.8 on a 4.0 scale,
satisfactory scores on the GRE and the recom-
mendation of the chairman of the Graduate Division,
and who has completed all prerequisites required
for admission, may be admitted as a regular
graduate student.

2. Provisional ; A person failing to meet one
or more of the standards required for admission as
a regular student or a qualified senior may be ad-
mitted under conditions specified at the time of
admission by the chairman of the Graduate Council
and approved by the Graduate Council. The pro-
visionally admitted student may apply to the chair-
man of the Graduate Division for reclassification
when the conditions have been met. Graduate
courses completed by the provisional student may

be counted toward a degree after the student has
been reclassified as a regular student.

A senior within six semester hours of com-
pleting requirements for the bachelor's degree may
be permitted to enroll in courses for graduate
credit provided that: (a) he has the permission
of the head of the education department and the
chairman of the Graduate Division, (b) he is
otherwise qualified for admission to graduate study

(270)

except for the degree, and (c) his total load in a
semester would not exceed fifteen semester hours.
Under no circumstances may a course be used 'for
both graduate and undergraduate credit.

3. Transient : A student in good standing in
another recognized graduate school who wishes to
enroll in the Graduate Division of Oglethorpe Uni-
versity and who plans to return thereafter to the
former institution may be admitted as a transient
graduate student. In lieu of full transcripts and
regular applications he must submit a transient
student application form completed by his graduate
dean listing specific courses to be taken for
credit. His registration terminates as soon as he
has completed the work authorized by the institu-
tion from which he is seeking a degree. If he
later elects to seek a degree from Oglethorpe Uni-
versity, he must make formal application for ad-
mission and may petition to have credit earned as
a transient student applied toward the degree at
Oglethorpe.

4. Unclassified : A degree holder who is not
a prospective candidate for a degree at Oglethorpe
University, such as a person seeking to meet certi-
fication requirements or local school requirements ,
may be admitted without presenting test scores or

(271)

recommendations. Credit earned by a student in
this category may be counted toward the degree only
with consent of the Graduate Council.

C. Admission to Candidacy

Admission to the Graduate Division does not im-
ply ultimate acceptance as a candidate for an advanced
degree. Application for admission to candidacy for
the Master of Arts in elementary education must be
filed with the chairman of the Graduate Division after
the student has completed twelve hours of graduate
study at Oglethorpe. Admission to candidacy is given
or refused following careful review of work completed
by the candidate to date. Notice of action taken on
the application is given in writing to the student
and to his advisor.

D. Comprehensive Final Examination

A comprehensive written final examination is
required of all candidates for the master's degree at
or about the time all other degree requirements have
been met. The following regulations govern the ad-
ministration of the comprehensive examination: (1)
the student must be registered when he takes the
examination. (2) The examination is developed and
administered by such members of the Graduate Faculty
as may be appointed by the Graduate Council. (3)
The examination may cover all work prescribed by the

(272)

by the student's program, including transferred work.
(See Appendix 8, "Comprehensive Final Examination,"
for policy statement on final examination.)

As recommended by the graduate program evalu-
ation committee, the Graduate Council is considering
alternatives to the written final examination. Alter-
natives will not apply to graduates through 1974,
however.

E. Data on Students Currently Enrolled in Program

Information on February 1, 1973 indicated that

sixty-two students had been admitted to the graduate

program as of that date. Of those sixty-two, all but

seven had done some work toward the master's degree.

A summary of semester hours completed at that time

shows the following:

0* 9 semester hours .... 38 persons

10-18 semester hours .... 17 persons

19-27 semester hours .... 5 persons

28-36 semester hours .... 2 persons

The latter two had each completed thirty- four

semester hours credit, and they completed requirements

and graduated on May 27, 1973. The five in the group

above graduated on August 17, 1973. These seven

persons completed the master's degree program in a

two year period. Others, as is evident from the above

summary, are working toward completion of the program

at a more leisurely pace. As of May, 1972, all

(273)

persons who had been admitted to the program indi-
cated plans to continue , even though some have taken
no course work through January, 197 3. Two persons
have dropped from the program because of a move from
the Atlanta area. As far as is known, no one else
has dropped from the program, although it would
certainly be unrealistic to assume that all admitted
persons will continue until completion.

Students who are admitted provisionally must
meet all requirements for regular admission before
being examined for admission to candidacy. Require-
ments for regular admission are a cumulative grade
point average of 2.8 (4.0 scale) and a score on the
aptitude test of the Graduate Record Examination of at
least 800. Students may be admitted provisionally to
the program if they meet all other requirements but
fail to meet one of the two specific requirements
listed above. The student who is admitted provision-
ally moves automatically to regular status when he
completes nine semester hours work with grades of B
or better. Some students meeting the 2.8 grade point
average are admitted provisionally before they take
the Graduate Record Examination, but they are not
permitted to be examined for admission to candidacy
until records are complete. Records are now complete
on fifty-two students, as of February 1, 1973.

(274)

Figure 1 shows the distribution of the under-
graduate grade point averages. Eight students were
admitted with grade point averages of less than 2.5.
These students scored 800 or higher on the Graduate
Record Examination - Aptitude Test. Thirty-nine
students had grade point averages of 2.8 or higher
and seven had grade point averages which exceeded 3.7.

Figure 2 shows the distribution of the scores
of the Aptitude Test of the Graduate Record Examina-
tion. Fifteen scores are less than 800 and ten
scores are greater than 1000. Thirty-seven scores
are between 800 and 999.

The evaluation committee, in May, 1973,
recommended that admission standards be in line with
member institutions of the Atlanta Area Teacher
Education Service. Further investigation has shown
basic agreement with requirements of those institu-
tions, therefore no changes of admission standards
for the Oglethorpe graduate program are currently
under consideration.

F. Recruitment of New Students

Recruitment has been limited to word of mouth
and the sending of information on the offerings of the
new program of graduate studies to elementary schools
in the five-county metropolitan Atlanta area. The
college has been very careful to inform all applicants

(275)

Figure 1
Undergraduate Grade Point Averages

20-

15-

en
-P

a

r O

w 10J

5-

0--

2.2-Z.4 2.5-2.7 2.8-3.0 3". 1-3. 3 3.4-3.6 3 . 7-4 .
Grade Point Average

(276)

Figure 2
Graduate Record Examination-Aptitude Test Scores

304-

25-

20-

w
-p
C
<D
TJ

W 15

a)

10.-

5-

0-

400-599 600-799 800-999 1000-1199 1200-1399 1400-1600

Test Scores

(277)

of the non-accredited status of the new program. At
the beginning, students would not have been eligible
for Georgia certification at the master's level until
the program was accredited. However, the State
Department of Education changed its regulations in
August of 1972, whereby those who complete studies
prior to accreditation are certified by evaluation.
Recruitment efforts have been subsequently increased
with some effort being made to recruit students
beyond the metropolitan area.

It was the assumption from the beginning that
most of the graduate students who would attend Ogle-
thorpe for graduate study would be in-service teachers,
This has been largely true. Although it was possible
for a student to register for full time study during
the past academic year, the pattern continued whereby
students registered for no more than six hours ' work
in a semester.

G. Financial Assistance

The cost of graduate study at Oglethorpe Uni-
versity was set at $50 per semester hour from the
beginning of the current program. An anonymous donor
has provided scholarship help in the amount of $20 per
semester hour beginning with fall semester of 1971.
In-service grants are also available for summer study
toward the master's degree from the Georgia State

(278)

Department of Education. The financial aid office of
the college administers federal work-study programs
for which graduate students may be eligible. With the
scholarship help which is available, there is no
serious problem with financial assistance to graduate
students. The college provides an extensive scholar-
ship program with endowment funds at the under-
graduate level and, should current funds for graduate
scholarships be curtailed, it should be possible for
some institutional funds to be channeled into graduate
scholarships .

IV. Instructional Program
A. Requirements

The program leading to the Master of Arts degree
in elementary education is the only graduate program
now offered by Oglethorpe University. The program re-
quires completion of a minimum of thirty-six semester
hours of course credit beyond the bachelor's degree.
The following minimum requirements must be included
in the credit earned:

Foundations of Education - 9 semester hours

Elementary Teaching Field courses - 15 semester
hours to include 12 semester hours re-
quired plus 3 semester hours from elective
courses

Arts and Sciences and/or Elementary Teaching

Field - 12 hours electives

(279)

B. Residence

At least twenty-one semester hours of graduate
work must be completed on the Oglethorpe University
campus. A maximum of six semester hours of graduate
credit may be transferred from another accredited
institution subject to the following conditions:
(1) transfer credit will not be considered prior to
admission to candidacy; (2) work already applied
toward another degree cannot be accepted; (3) work
must have been completed within the six year period
allowed for the completion of degree requirements;

(4) work must have been applicable toward a graduate
degree at the institution where the credit was earned;

(5) work offered for transfer must have approval of
the Graduate Council; and (6) acceptance of transfer
credit does not reduce the residence requirement.

A maximum of nine semester hours credit, upon
approval , may be taken in course work sponsored by the
Atlanta Area Teacher Education Service (AATES) , a con-
sortium of colleges offering graduate work, and of
public school systems in the Atlanta area. Oglethorpe
University is not now a member of AATES but will seek
membership as soon as final graduate accreditation is
received. Membership in AATES will provide addi-
tional course selection flexibility for graduate
students. Under no circumstances may credit earned

(280)

through correspondence work be applied toward satis-
faction of degree requirements .

The program in elementary education requires
neither a foreign language nor a thesis. The way has
been left open should a student request a thesis op-
tion but a thesis is not seen as a necessary element
for the improvement of teaching in the elementary
school--the primary purpose of the present graduate
program. A thesis option is under consideration as
one alternative to the final written examination.

The current program allows for a maximum of
nine semester hours of credit which may be earned in
Arts and Sciences courses ordinarily open to under-
graduates. Such work is usually in courses in which
the elementary major does not have a strong background,
so, in a real sense, the graduate student in such a
course must do extra work in order to keep up. The
course instructor may, at his discretion, impose
additional requirements on the graduate student,
however. Unless a student has to take additional work
to meet certification requirements beyond that re-
quired for the master's degree, all other course re-
quirements will likely be fulfilled through completion
of credits offered exclusively for graduate students.
The course, Diagnosis and Remediation of Reading
Problems, is the second course in a sequence; none of

(281)

the other graduate courses is sequential but most are
built upon an assumed undergraduate base. Students
who might take one or more of these courses without
having had the undergraduate base would certainly
have to do additional preparation in order to perform
adequately. Some flexibility of requirements must
still be permitted because of differences in experi-
ence and training in the various course areas. Con-
siderable effort is made in mathematics, science,
reading and social studies to tie course work into
practice in the teacher's elementary school classroom.
Professors in these areas seek opportunities to visit,
observe, and assist the teacher-student in his at-
tempts to weld theory to practice.

Graduate course offerings and course descrip-
tions are found on Pages 101-102 of the Oglethorpe
University Bulletin , 1973-74.

Because of limited course offerings in the Arts
and Sciences, particularly during summer sessions, the
members of the Graduate Council agreed to drop the
initial requirement of nine hours in Arts and Sciences
courses and to change all graduate courses to three
semester hours' credit. Efforts will be continued to
add courses in child development; the student may
still elect a maximum of nine hours in Arts and
Sciences courses.

(282)

V. Off-Campus Graduate Instruction

This section of the self-study manual is not ap-
plicable to the current graduate program at Oglethorpe
University.

VI . Library

A. Facilities

The library was moved into newly remodeled
Lowry Hall during the summer of 1972. The facility
is excellent in terms of both size and comfort, and
should be adequate for the foreseeable future unless
there is a significant rise in enrollment. The first
floor contains administrative offices, card catalog,
circulation, and reading room for reference and
periodicals. Book shelves and study carrels are
located in the basement and second floor; the third
floor houses an art gallery, study rooms, and a
curriculum collection for the education department,
and can be used for expansion of stacks in the future.
Rare books and the special collections are housed on
the second floor. There are ample desks, chairs, and
study carrels to accommodate the student body.

B. Staff

The professional staff of the library includes
one full-time librarian and one retired librarian who
works part-time. An additional person, who holds the

(283)

rank of Assistant Professor of Education, heads the
administration of the library as Director of Li-
braries. The non-professional staff includes two
people who aid at the circulation desk, one person
who assists half-time in cataloging and general
typing, and three students who are on the work-study
program.

C. Services

Oglethorpe University maintains open stacks
for use of students, faculty and staff. The library
is open for eighty and one-half hours each week, ac-
cording to the following schedule:

Monday - Thursday 8 A.M. - 11 P.M.

Friday 8 A.M. - 4:30 P.M.

Saturday 1 P.M. - 5 P.M.

Sunday 2 P.M. - 10 P.M.

The hours shown above should be sufficient for easy

access on the part of all students and are conveniently

set for graduate students who are taking classes at

night, which is the case with most of them during the

academic year.

D. Collection of Books and Materials

The library collection, now numbering almost
70,000 volumes, has increased from 39,904 volumes in
1969. The education collection, including in the main
books which are applicable for use in the master's
program in elementary education, has grown at a rate

(284)

as good as or better than the total collection. In
addition to regular departmental allotments of approxi-
mately $1,000 per year, education has received special
allotments in excess of $27,000 since 1968. An amount
of $2,000 of the above was a grant from the Sears,
Roebuck Foundation which was used to add greatly to
the collection of juvenile books for courses in read-
ing and children's literature. Beginning with the
1972 calendar year, the microfiche collection from the
Educational Research Information Center (ERIC) has
been received each month, and will be a continuing ac-
quisition which should be especially useful in graduate
study. There are up-to-date and useful volumes of
materials in sufficient quantity and quality to sustain
the current graduate program.

The library subscribes to approximately two
hundred periodicals. Twenty-four of these are in edu-
cation and are applicable to the graduate program.

As a member of the University Center in Georgia,
Oglethorpe participates in the inter-library program,
which allows students and faculty to obtain books from
the libraries of Georgia State University, the Uni-
versity of Georgia, Emory University, Atlanta Univer-
sity, and other institutions in the Atlanta area. This
enables students to obtain specialized materials when
they are not available from the Oglethorpe library #

(285)

Expectations are that the library budget and
the education department budget will continue to be
increased so that additional acquisitions will pro-
ceed at a rate equal to or better than recent years.
The library budget was increased by $25,000 for
1972-73, and is projected to increase by $25,000 each
subsequent year for the next decade. This should
enable the library to continue to increase book col-
lections and to move into the area of non-traditional
instructional materials.

VII. Financial Resource s

There are sufficient financial resources to support
the graduate program to which Oglethorpe University is
committed. These resources include:

A. The assignment of the Callaway chair to edu-
cation. The establishment of the chair enabled the
institution to seek and employ an outstanding person
with experience in the area of reading and language
arts, an area which is crucial to a graduate program
in elementary education.

B. The assignment of more than $27,000 for ad-
ditions to library resources in education since 1968;
surely an indication of financial support. Five
thousand dollars of this was allotted specifically to
the graduate division for library purchases in 1972.

(286)

In addition to adding considerably to the book col-
lection, this allotment enabled the devision to begin
to collect the ERIC materials with January of 1972.
Foundation support is being sought at this time for
the purchase of the complete ERIC collection from
1966 through 1971. The amount needed is approxi-
mately $5,000.

C. The employment of adjunct professors to teach
needed courses when competence was not present among
full-time faculty members. Presently, all areas of
course content can be adequately covered by regular
faculty, but Oglethorpe University is in a favored
position for finding, when needed, adjunct faculty in
the Atlanta area.

D. A generous allotment of $5,000 for purchases
of materials and supplies for the graduate division
for 1972-73. Funds are being used to provide materials
for teaching, with the areas of reading, mathematics,
and science receiving major emphasis to date.

E. The remodeling of all existing buildings begun
in 1967 has now been completed. Specific classrooms
were assigned for use only by the teacher education
program.

F. Since 1968 the endowment of the college has
increased from less than $500,000 to more than
$4,000,000.

(287)

VIII. Projections

No new graduate programs or new degrees are pro-
jected for the next five years. Efforts will be made' to
make the present program an outstanding one; this will in-
clude continued efforts to tie theory to practice and to
move toward a competency based program.

An advisory committee composed of elementary school
teachers, principals, and supervisors will be organized to
assist the graduate council as it seeks to measure the
quality of the master's program and to suggest changes
which may be desirable.

It is envisioned that the classrooms assigned to
the Department of Education will contain a variety of
teaching aids and curriculum materials. These would sup-
plement the curriculum materials collection in the
library.

Upon receipt of accreditation by the Southern
Association of Colleges and Schools, approved program
status by the Georgia State Department of Education will
be sought. After the attainment of each of these, con-
sideration will be given to the feasibility of obtaining
accreditation for both the undergraduate and graduate
programs from the National Council for Accrediting Teacher
Education.

Current plans are to hold the enrollment in the
graduate program to approximately one hundred and twenty-

(288)

five students. This total should enable the institution
to add one additional specialist to the teaching faculty,
probably in media and/or learning theory.

Chapter XII:

PLANNING FOR THE FUTURE:
SUMMARY AND RECAPITULATIONS

PLANNING FOR THE FUTURE:
SUMMARY AND RECAPITULATIONS

Introduction

Planning for the development of Oglethorpe Uni-
versity has, during the previous six years, been a
primary function of the President in conjunction with the
Board of Trustees. The accomplishments of the past six
years are, in most respects, in direct relationship to
the recommendations of the 196 3 Self-Study Report of
Oglethorpe University . Recommendations concerning the
development of the physical plant have been carried out
quite extensively. Faculty compensation has been im-
proved, and more reasonable control of the financial
affairs of the institution through operating with a
balanced budget has become a reality.

Much of the recent planning for the future of Ogle-
thorpe University has been grounded in the recent policy
of the Board of Trustees that Oglethorpe will be an in-
stitution of not more than one thousand full-time
students. As a result of this policy, a parameter has
been established for educational programs, curriculum,
faculty, plant size, and all the other factors involved
in planning for the future.

In the future, planning will involve more members
of the Oglethorpe community than previously more

(290)

faculty involvement, more trustee involvement, along with
continued administrative decisions. The work of the pro-
jections committee has been comprehensive, giving a
sense of direction to the institution in cooperation and
consultation with faculty, staff and trustees. These
proposals will be presented to the Board of Trustees and
to the full faculty in general session for their ap-
proval, comment, and/or recommendations.

Projections

I . Purpose

The purpose of Oglethorpe University will not
change to any great extent in the next ten years . It is
the feeling of many of those involved in planning the
future of Oglethorpe that the purpose statement ("The
Oglethorpe Idea") should be shorter in length and more
practical and realistic in approach. Any changes in the
academic program of the institution will be limited to
those areas in which the curriculum involved can be used
to better prepare graduates for "making a life and
making a living." New courses and programs should con-
stantly be researched and evaluated so that the college
can better achieve its goal of excellence.

II . Organization and Administration
Recommendations and projections for the organi-
zation and administration of Oglethorpe consist of

(291)

bringing the titles and responsibilities of the admini-
strative officials of the college in agreement with the
by-laws and charter of the institution. The offices of
Vice-President, Dean of the College, and Dean of
Administration should be clearly defined consistent with
the by-laws, or the by-laws should be changed to ac-
curately reflect the present organizational structure.

In accordance with the suggestion of President
Vonk, the Board of Trustees should organize a mechanism
for the selection of a new president so that Oglethorpe
can make a smooth transition into a new administration
when necessary.

III. Educational Programs

There are no new major or degree programs antici-
pated for implementation at this time. However, innova-
tion in classroom teaching techniques and creation of
more relevant courses are needed and projected so that
the college can live up to "The Oglethorpe Idea" and meet
the challenges of providing a viable liberal arts edu-
cation for its students. The purpose of any changes in
major or degree programs should be to improve the quality
of education, meet the needs of the community, and to
sustain an adequate and quality enrollment. The President,
in conjunction with the curriculum committee, should work
to implement more innovative academic programs . There

(292)

should be a joint administrative-faculty committee
(Commission on Innovation) formed in order to make sug-
gestions for new programs , for evaluation by the
President and the faculty.

Based on recommendations of this Self-Study, the
Curriculum Committee should examine the status of all
majors and courses, particularly those majors which have
sustained small enrollment: Chemistry, English,
Mathematics, and Physics.

IV. Financial Resources

During the course of this study, information was
not readily available to facilitate the preparation of
this report. Pertinent questions could not be answered
by existing business office personnel. It is recommended
that a careful study be made of the qualifications of
business office personnel.

During the course of this study, there has been
considerable turn-over in business office personnel. To
facilitate a smooth and continuous operation it is
recommended that a manual of duties including lines of
authority, responsibility, and procedures for operation
of the business office be prepared.

During the course of this study, daily operations
of the business office have not been systematic and
organized. This is a factor in a multitude of problems

(293)

and complaints from without and within the college. It
is recommended that persons with appropriate expertise
be employed and given the responsibility to carry out
the necessary procedures to remedy the deficiencies in
daily operations .

During the course of this study, auditing firms
have been changed frequently. As a result, in some years
business operations were unaudited, statements were un-
available, and audited statements include inconsistencies
in classifications. It is recommended that an auditing
firm with expertise in the area of private college
business be employed on a continuous basis.

During the course of this study, a complete general
ledger system was not in operation. Several fragmentary
and discordant sets of punch-cards existed for various
functions . There has been some improvement in this
system but most of it remains fragmentary and discordant.
It is recommended that persons with appropriate expertise
be employed to develop an adequate system.

During the course of this study, there has not
been adequate reporting of the current status of the bud-
geted accounts to the division chairmen. It is recom-
mended that a systematic procedure be developed to
provide these chairmen with appropriate information to
plan adequately for the expenditure of funds budgeted to
them, and to be informed in due season when there are

(294)

changes made in the budget during the fiscal year.

During the course of this study, there has not been
an inventory of equipment. This should be initiated and
maintained.

During the course of this study, there has been an
inadequate plant fund and depreciation schedule. It is
recommended that this be developed and maintained.

V. Faculty

The projections for the faculty consist of in-
creasing the total number of faculty members in order to
achieve a more favorable student- teacher ratio. One
additional full-time member will be added for the 1973-74
academic year. The result of adding additional faculty
will improve the student-faculty ratio from its present
29.8 to 1 to approximately 15 to 1 by 1982. (See Table 1,
Ten Year Projection.)

Faculty salaries have increased in recent years,
and projections call for a 5 per cent increase in the
faculty salary base for each year in the next ten years.
It is also proposed that a systematic faculty and teaching
evaluation be conducted on a regular basis.

VI . Library

Projections for the library show that the present
building, Lowry Hall, is more than adequate to meet the
present and future needs of Oglethorpe. However, the

(295)

library needs to increase its staff by adding two more
employees: one in reference, and one in circulation and
cataloging.

Projections show that the budget for acquisitions
for the library will increase by $25,000 each year in the
next ten years, whereby the percentage of institutional
funds allocated to the library will be increased to ap-
proximately 8 per cent of the total budget. The library
will continue to place emphasis on the acquisition of
microfilm, microfiche, and phonograph records as it
increases its book and periodical collections.

VII . Student Development Services

The major projections and recommendations in the
area of student development services are listed below:

A. A resident counselor be employed for the men's
dormitory area.

B. A full-time Financial Aid Officer be employed.

C. Adequate secretarial help for the Dean of
Students' office be provided.

D. A system be developed for the keeping of com-
prehensive non-academic student records.

E. Personal counseling for students be improved.

F. A Dean of Men be employed.

G. A system for more equitable faculty advising
be developed.

(296)

VIII. Physical Plant

The major projection for the future development of
the physical plant is a fine arts center which will in-
clude facilities for the art and music departments, a
one thousand seat auditorium, a small chapel, and an art
gallery.

Improvements in the athletic facilities, including
the refurbishing of Hermance Stadium and additions to the
field house, will be undertaken when financial resources
are available. Additional student recreational facilities,
such as outdoor basketball and volleyball courts should
also be installed. The tennis courts adjacent to Goodman
Hall need to be resurfaced in order to be usable. Addi-
tional parking facilities are needed near Hearst Hall,
which is now the main classroom building.

IX. Special Activities

The Center for School Services, now inactive, was
established to provide instruction for science teachers
in elementary and secondary schools. Any need that exists
for this type of program can now be satisfied by the
graduate program in Elementary Education.

Two travel seminars are currently offered during
the summer school session. The most serious problem that
confronts these and similar programs is the fluctuation
of the value of the United States currency abroad. The

(297)

The Far Eastern seminar was cancelled during the summer
of 1973 due to the devaluation of the dollar in Japan
and other countries on the agenda of their tour. It can
be projected that the travel seminars will be continued
and current trends favor the success of these programs.
Sound promotion methods will be necessary to insure
continued success. There appears to be a good possibility
of enlarging the program of travel seminars to include
each of the six divisions in the college. This expansion
will be under the direction of the faculty curriculum
committee.

X. Graduate Program

The graduate program in Elementary Education is
described under Standard Nine. Five projections were
listed in this chapter and will be listed and discussed
in the same order as presented there.

No new graduate programs are projected for the next
five years. This projection appears to be consistent
with plans expressed by the governing board of the col-
lege. The financial status of the institution affirms
this projection as most graduate programs are extremely
costly.

An advisory committee composed of elementary school
teachers, principals and supervisors will be organized to
assist the Graduate Council as it seeks to measure the

(298)

the quality of the master's program and to suggest changes
which may be desirable. This projection has been amended
slightly since it was proposed to include graduate stu-
dents. This will be developed during the 1973-74 academic
year. This action should prove to be very valuable and
a good source of ideas to strengthen the program.

It is envisioned that the classrooms assigned to
the Education Division will contain a variety of teaching
aids and curriculum materials. It is expected that this
goal will be obtained in a gradual manner. The Graduate
Division has been granted a generous budget each year
for this purpose and it will be increased as the graduate
program grows .

Upon receipt of accreditation by the Southern
Association of Colleges and Schools, approved program
status by the Georgia Department of Education will be
sought. The program will be presented for approval at
the Southern Association annual meeting in December, 1973.
The standards of the Georgia Department of Education are
similar to those that are proposed by the Southern As-
sociation. Submission for approval by the Georgia Depart-
ment of Education is expected to be taken during the
next year.

Current plans are to hold the enrollment in the
graduate program to approximately one hundred and twenty-
five students. This number is compatible with the

(299)

philosophy of being a small and personalized institution.
This number would also allow further expansion of the
graduate faculty to include a specialist in the area of
early childhood training. It is expected that this en-
rollment will be reached within two years. More than
sixty students are currently enrolled in the graduate
program. A promotional campaign has been planned after
final approval has been obtained. Surveys conducted
before the program was initiated indicate that one
hundred and twenty-five is a reasonable projection of
enrollment.

The responsibility of attaining the goals described
in these projections rests with the Director of Graduate
Studies and the Graduate Council.

Analysis of Projections and Identification of Problems

The implementation of the preceding projections
will depend upon two factors - the financial resources
available to the institution, and the ability of the
faculty, trustees and administration to work cohesively
in making these projections a reality.

The Ten Year Projection (Table 1) sets out a
realistic timetable for the implementation of many of the
projections. This table, conceived by the President and
approved by the Board of Trustees , gives evidence that
they are committed to the achievement of the goals.

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(301)

The projections should be attainable in the next
ten years. There are two keys to obtaining the financial
resources and thus the fulfillment of most of these pro-
jections: (1) the enrollment of the institution must
increase to one thousand full-time students and thus
provide the necessary tuition income so that the programs
that are envisioned programs can be carried out. Be-
cause of the decline in first-time enrollments in
colleges and universities throughout the United States,
and private institutions in general, this goal of one
thousand full-time students will be difficult to attain.
(2) The other key is in the area of fund-raising. Ogle-
thorpe must be successful in acquiring outside funds to
increase the endowment and thus the amount of scholarship
aid awarded, and in raising the necessary funds for im-
provements in the physical plant, such as the fine arts
center and the athletic facilities.

In the area of new programs, the President, curri-
culum committee, and the entire faculty must explore,
evaluate and implement innovative programs and teaching
techniques in order to achieve the projected goals. In
this respect, the college should be organized so that
the achievement of what might be termed non-financial
oriented goals (innovative teaching techniques, new
course curriculum, more input in planning by the faculty
and trustees, development of faculty evaluation, a more

(302)

equitable advising system, etc.) will come about through
the concerted effort of the entire Oglethorpe community.

Future Organization for Long Range Planning
In order for Oglethorpe University to have ef-
fective long range planning, a Committee of Long Range
Planning should be established by the President, and
charged with the responsibility of developing definitive
plans in all areas that affect the future of the college,
This committee should consist of the Chairman of the
Board of Trustees, the President, Dean of the College,
Director of Development, two faculty members, and
another member of the Board of Trustees - perhaps the
chairman of the Development Committee of the Board.
The model on the following page indicates the
process by which input for long range planning should
take place. This committee should meet and report on a
regular basis.

Adminis-
tration

>^

Non-Academic
Matters

Devel .
Comm. of

Bd. of
Trustees

President
Ch. of Bd,
2 Faculty

Board

of
Trustees

President

T

T
i

T

i

1

Committee

on

Long

Range

Planning

Commission

on
Innovation

Academic
Matters

Curriculum
Committee

Faculty

k

Devel. Dir.

Dean

1 Trustee

ORGANIZATION FOR LONG RANGE PLANNING

(304)

APPENDIX 1

Purpose Committee Questionnaire
Oglethorpe University Self-Study

Please identify your position within the college structure:
Board Faculty Staff Student

If student, give your class standing

Student Organization?

1. Are you familiar with the catalog statement "the Oglethorpe
Idea"? Yes No

2. Were you influenced in coming to Oglethorpe or in joining
the Oglethorpe organization by the statement? Yes No

3. Are you in sympathy with it?

Wholly Partly Not at all

4. Do you feel that Oglethorpe lives up to its "Idea"?

Completely Considerably Moderately

Very little Not at all

5. Are any elements especially difficult to aim for or attain?
Yes No

6. If so, why?

Generally impractical Philosophically repugnant

Out of date Other

7. Would you make any changes?
Yes No

(If yes, deletions, revision, or additions may be indicated on
the attached copy of the "Oglethorpe Idea.")

FURTHER COMMENTS, IF DESIRED:

(305)

APPENDIX 2

Faculty Questionnaire
Educational Program-Instruction

NOTE: There were 27 returns for this questionnaire

Have you this year, made use of any special teaching de-
vices such as closed-circuit television, language labora-
tories, recorded lectures, and programmed learning material?
If the answer is yes, please evaluate their effectiveness.

Yes - 16 No - 11

inef f ec t ive

Overhead projector

Films

Recorded lectures

Records and tapes

Slides

Programmed material 2 3 1*

Simulated material

Computer

*The use of the programmed material was ineffective in
one case due to the extensive size of the class.

2. If you are not now using any special teaching devices,

will you be considering any for future use? If not, why not?

Yes - 15 No - 7

REASONS FOR NO :

a. They are not available.

b. They are too costly.

Have you been encouraged by the Administration or by your
division chairman to consider the possible use of special
teaching aids ?

Yes - 11 No - 17

Very

effective

effective

2

3

1

1

3

4

1

2

1

2

3

1

1

1

(306)

What are the sizes of the classes which you are currently
teaching ?

Total # of Students
in each class :

1-10
15

11-20
28

21-35
34

36-50

51-80
16

What do you consider to be the maximum class size for
effective teaching of your subject? Explain.

// Students // Responses
10-20 12

Comments

Teacher is able to give
adequate attention to the
students .

Students are able to par-
ticipate .

Labs should be small.
Debate and composition
classes should be small.

21-25

26-30

10

31-40

Over 50

11

a. Small enough for lecture
and discussion .

b. Enough students to create
interesting discussions.

c. Students are less inhibited
in a class of this size.

a. In science and math, class
interaction is necessary for
understanding subject matter.

b. Proctored exams are impossi-
ble to give in a 'class that
is any larger .

c. Enables presentation of
various material to diverse
levels of proficiency.

d. Allows closer teacher-student
relationship .

a. Teachers are able to know
faces and names of students,
which is important for learning.

b. Discussion in literature classes
is important .

a. Discussion is not as important
in lecture classes, especially
freshman survey courses.

(307)

6. What in your judgment is the "ideal" class size for
effectively teaching your subject?

# of Students: 1-10 11-20 21-30 31-40 60-75
14 11 7 2

NOTE: The optimum number of students in a class varies
with the subject matter and the level of the stu-
dents, i.e. freshmen or upper classmen .

7. What is the total number of students which you are now
teaching ?

// of Students: 25-50 51-100 101-150 151-200 300
6 4 14 2 2

Comment on your student load relative to maintaining
quality of instruction.

good

# of Students

Comments

43-50

51-100

a. Load is not excessive.

b. I am satisfied with my present load,

c. My load is very small; therefore I
can give a great deal of individual
attention to students.

d. Student load is too low. It is
difficult to parcel out assignments
and to stimulate discussion in ad-
vanced courses. Small classes cause
people to lose inspiration.

a. Too light.

b. My present load is adequate for a
good quality of instruction.

c. Present load is too high to allow
for individual attention.

d. The class load is unreasonable when
combined with my administrative
duties and 60 advisees.

101-150

I am able to maintain the standards
I desire with my present load.
I am able to give time to the stu-
dents for individual help.
The greater the number of students,
the lower the quality of learning.
Too large; cannot devote enough time
to term papers or to consultation.

(308)

151-200

e. Outside classroom activities
such as committee membership
make it difficult for a faculty
member to attend and accomplish
all that is required.

a. Having 70 students in a classroom
definitely diminishes the quality
of instruction.

b. Labs and counseling are burdens.

300

Too large .

What in your opinion is the maximum student load which a
teacher in your discipline can handle without compromising
academic standards?

// of Students

1-25 26-50 51-75 76-100 101-125
1 3 2 11 2

126-150 151-175 201-225

10. The normal teaching load for Oglethorpe faculty is twelve
classroom hours with a maximum of three different prepara-
tions. Express your opinion regarding this load as it re-
lates to your teaching effectiveness.

ne-no complaints

eds to be defined; I have four preparations,
alistically, it could be increased to fifteen class-
on hours and three preparations.

ree different preparations do not allow for maximum
aching effectiveness.

finite cut-off at three preparations.

rvey course-I would not mind having four preparations
pends on what and how you are teaching.

administrative duties of the faculty are increased,
e teaching load should decrease.

ne hours with three preparations would be an improve-
nt .
ch too high .

13

Fi

5

Ne

1

Re

ro

1

Th

te

1

De

1

Su

1

De

1

As

th

1

Ni

me

1

Mu

11. Please offer your opinion on teaching in the fifty-minute
class period and the seventy-five minute class period. In
which of these can you present your subject matter more
effectively? Explain.

(309)

50 miniute period preferred by 19 :

Attention span is better

Shorter period is better for freshmen

Three sessions per week are better than two

75 minute preferred by 15 :

Very good for upper level courses.
Provides time for better topic development.
Longer periods are best for labs.

Two faculty members had no preference

12. Are the instructional facilities of the university (class-
rooms, library, laboratories, instructional aids, etc.)
adequate for supporting effective instruction? If not,
please offer specific comments.

Yes - 5

No

23

REASONS FOR NO

Library
Tempera
Lectern
Ins true
Vent ila
Labs in
No s t or
Classro
boards .
Need mo
Hears t
the com
Need a
Calcula
Psychol
s tandar
A room
Closed
View g r
Listeni
More re

inadequate in research material, periodicals, etc
ture control needed in classrooms,
s and chalk needed in classrooms,
tional aids and projection equipment needed,
t ion is noisy .

adequate; microscopes are needed,
age available for audio-visual equipment,
oms should have projection screens and bulletin

re th
shoul
put er
langu
tor r
ogy 1
ds.
that
stack
aphs
ng la
cords

an one terminal to connect computer.

d be open on weekends so students can use

age lab .

oom for science students.

ab could spend $5,000 before meeting minimum

can be darkened to show movies,
s in the library,
to present mathematical data,
b for mus ic .
and tapes .

(310)

13. Who in your judgment should assume the responsibility

for initiating and maintaining a continuous study of the
quality of instruction?

Academic Dean: 10

Academic Dean and Faculty: 4

Administration and Faculty: 3

An individual who specializes in teaching effectiveness:

Curriculum Committee and Faculty: 1

Division Chairmen: 1

Faculty : 4

Faculty and Students: 1

14. What elements of the university community shoudd be involved
in the continuous study of teaching effectiveness?

Academic Dean and Faculty: 1

Administration, Faculty, Students: 12

Individual who specializes in teaching effectiveness: 1

One person from each division and the Dean: 1

President, Dean, Faculty, Trustees, Students, Alumni: 4

Students only : 1

Students and Dean: 1

Students and Faculty: 5

15. What specific recommendations do you have for improving
the quality of instruction at Oglethorpe?

11: Reduce student-te
6: Faculty seminars

teaching effectiv
5: Very careful recr

members who will
3: Curriculum needs

more basic compos
3: A standing commit

effectiveness sho
2: Increase quality
2: Improve maintenan
2: Provide funds for
2: Increase level of
1: More coordination
1: A fundamental pro

of teaching staff
1: Get away from str

teaching aids
1: Have at least two

ma j or of f ered
1: Enforce the three
1: Administration sh

for quality of te

acher ratio

for interchange of ideas regarding

eness

uiting effort to get the beat faculty

develop effective instructional methods

to be changed in the area of English;

ition and reading skills

tee on the evaluation of teaching

uld maintain a continuous study

of students

ce in classrooms

more instructional materials

expectancy

between various disciplines
blem lies in the continoas turnover

and administration
aight lecture and make use of

full-time faculty members for every

course limit
ould institute some faculty award
aching in order to provide incentive

(311)

1: Get out of traditional educational model and employ

European independent study
1: Young Ph.D. who would build up the language department
1: Equalize committee and advisee responsibility
1: School should secure Hewlett-Packard (2,000 F computer

with 32 ports). % administration purposes; ^ used by

divis ions

(312)

APPENDIX 3

Student Questionnaire
Educational Program - Instruction

NOTE: There were 82 returns for this questionnaire from students
representing the fields of Business Administration, Educa-
tion, English, General Studies, History, Philosophy,
Psychology, Political Science, Science, and Sociology.

1. What special teaching devices have been used in your classes
this year?

a. Experimental equipment: 3
(psychology students only)

b. Films: 11

c . Map s : 4

d. Opaque projector: 20

e. Operant chamber: 1
(psych, student only)

f . Overhead projector: 1

g . Pic tures : 2

h. Recorded lectures: 19
i. Recordings: 12
j. Records: 8
k. Slides: 29

1. 3-D Molecular orbital set: 1
(chemistry student)

2. Evaluate the effectiveness of these devices.

Device Ef f ec t ive Inef f ec t ive

a. Experimental equipment 3

b. Films 10 1

c . Maps 4

d. Opaque projector 13 7

e. Operant chamber 1

f. Overhead projector 1

g . Pictures 2

h. Recorded lectures 18 1

i. Recordings 12

j . Records 6 2

k. Slides 21 8

1. 3-D Molecular Orbital set 1

(313)

REASONS FOR EFFECTIVENESS : The devices are outstanding;
The academic community should use more of them; aids
enhance a class; aids are effective if not used in excess

REASONS FOR INEFFECTIVENESS

No blinds or curtains so

slides can be shown. Teacher sometimes blocks opaque pro-
jector.

3. What are the sizes of the classes in which you are currently
enrolled ?

// students/class: 0-10 11-20 21-30 31-40

29 43 48 52

41-50 51-60 61-70 71+

25

11

4. What do you consider to be the maximum class size for effec-
tive instruction in courses relating to your major field?

# of students: 1-10 11-20 21-30 31-40 41-50

38

32

NOTE: The science majors feel that the labs should have
fewer than 20 students.

In your judgment, what is the "ideal" class size for optimum
teaching and learning effectiveness?

// of students: 1-10 11-20 21-30 31-40 41-50

19

41

18

6. Please offer your opinion on the fifty-minute class period

and the seventy-five minute class period. Which of these

is more conducive to learning of course material in your
maj or field?

50 minute period preferred by 57 students :
a. attention span is better.

75 minute period preferred by 25 students :

a. One can accomplish more.

b. It's better for labs.

c. In longer periods, one can explore material in depth
and have lengthy discussions.

(314)

Are instructional facilities of the university (classrooms,
library, laboratories, instructional aids, etc.) adequate
for supporting effective instruction? If not, please offer
speciiic comments.

Yes - 30

No - 52

REASONS FOR NO

42
21

Library limited, especially in periodicals, microfilm

machines & research material.

Classrooms and labs need improvement, i.e. maps,

lecterns, chalk, temperauure control, window shades,

acoustics .

Revise library hours; students need a quiet place to

s tudy at night .

Classrooms should not be crowded.

Need for more audio visual equipment ; language lab

should be utilized.

Contributions to art department, especially screen

and blinds .

8. What elements of the university community should be involved
in the continuous study of teaching effectiveness?

Administration and faculty: 2

Administration, faculty and students: 1

All elements of the community: 21

Dean : 1

Dean and faculty: 1

Faculty only : 1

Faculty and students: 16

Honor students: 1

President and Dean: 1 '

Professors and social activities committee: 1

Students only : 4

Students, administration and outside observers: 1

Students, faculty and trustees: 1

No opinion

26

9.

What specific recommendations do you have for improving the
quality of instruction at Oglethorpe?

17
13
12
10
7
6

Increase faculty

Smaller classes

Better selection of courses, esp. at advanced level

Make use of teaching devices

Stop the turnover of teachers

Closer communication between students and teachers

(315)

6: Improve library

5: More evaluation of teachers & teacher effectiveness

4: Increase academic requirements of incoming students

4 : Improve labs

4: More departments

3: Remove boring and deficient teachers

3: Professors should provide outside information, especially

on their lectures

3: Guest speakers

2: Incentive for study projects

2: More discussion in classes

2: More tenured faculty

2: Eliminate tenure

2: Stricter academic performance

2: Variety in teaching methods

1: Freshman English

1: Use social security number instead of names for grading

1: Student-teacher seminars

1: Teachers should stick to the subject

1: Schedule field trips

1: Hire black professors

1: Change to the quarter system

1: Promote critical thinking

1: Standards should increase between the freshman and

senior years

1 : Mus ical lab

(316)

APPENDIX 4

1968

-69

1969

-70

1970

-71

1971

-72

1972-

73

Fall

Spring

Fall

Spring

Fall

Spring

Fall

Spring .

7 all Spring

TOTAL
CREDIT HOURS

L4719

13539

15583

14294

14861

13785

14619

13027

13198

12061

CREDIT HOURS
HUMANITIES

3635

3201

3717

3828

3687

3619

3450

3042

3761

3060

CREDIT HOURS
SOC. STUDIES

2847

3300

3165

2814

2631

2541

2628

2466

2055

1842

CREDIT HOURS
SCIENCE

2368

1902

2686

2219

2915

2334

3000

2542

2579

2526

CREDIT HOURS
BUSINESS ADMIN.

2670

2631

2771

2187

2544

2178

2544

2136

2250

2313

CREDIT HOURS
EDU-SOC-PSY

3199

2505

3244

3246

3084

3113

2997

2841

2553

2320

TOTAL CLASSES

126

125

130

123

133

132

124

125

127

135

TOTAL CLASSES
HUMANITIES

38

39

36

32

39

38

31

30

33

35

TOTAL CLASSES
SOC. STUDIES

22

23

24

22

23

21

22

24

21

20

TOTAL CLASSES
SCIENCE

24

22

23

24

21

25

20

22

22

23

TOTAL CLASSES
BUSINESS ADMIN.

17

17

20

20

22

22

22

21

21

24

TOTAL CLASSES
EDU-SOC-PSY

25

24

27

25

28

26

29

28

30

33

AVERAGE
CLASS SIZE

38.9

36.1

40

38.7

37.2

34.8

41.1

35.7

34.6

29.8

HUMANITIES

31.9

30

41.3

39.9

31.5

31.8

37.1

33.8

38.0

29.1

SOC. STUDIES

43.1

48

44

42.6

38.1

40.3

39.8

34.3

32.6

30.7

SCIENCE

32.9

28.8

38.9

30.9

46.3

31.1

50

38.5

39.1

31.3

BUSINESS ADMIN.

52.4

52

46.2

36.5

38.5

33

38.5

33.9

35.7

32.1

EDU-SOC-PSY

42.7

32

40

43.3

36.7

39.9

34.4

33.8

28.4

23.4

(317)

APPENDIX 5

Results of Library Questionnaire

Class Standing:

Freshmen: 106
Sophomore: 7 2
Junior: 78

Senior: 56
Other: 8
Total: 320

Major in Division :

Freshmen

Sophomore

Junior

Senior

Other

TOTAL

II

III

IV

22

16

23

16

16

13

12

11

19

12

9

17

19

14

15

12

12

10

15

5

1

3

4

57

60

63

68

49

HOURS :

The library is open 80 hours each week,
extended or decreased?

Should the hours be

Freshmen

Sophomore

Junior

Senior

Other

TOTAL

:tended

Decreased

No

Change

52%

0%

48%

49%

0%

51%

51%

0%

49%

54%

0%

46%

25%
51%

0%
0%

75%
49%

If you feel an increase is needed, would an extended opening
of only a study room be satisfactory for your needs?

Yes

No

Freshmen

Sophomore

Junior

Senior

Other

TOTAL

64%
43%
63%

57%
77%
58%

36%
57%
37%
43%
23%
42%

(319)

COLLECTION:

Is the library collection adequate for your academic needs?

Yes No

Freshmen 57% 43%

Sophomore 53% 47%

Junior 33% 67%

Senior 25% 75%

Other 2_5% 75%

TOTAL 43% 57%

If not adequate, what are the weaknesses?

Books

Freshmen 51%

Sophomore 58%

Junior 60%

Senior 60%

Other 49%

TOTAL 61%

Which subject areas of the library do you consider strongest?
Which areas are weakest?

Refer to Questionnaires

Which library materials do you use most?

Books P

odicals

Others

35%

14%

26%

7%

37%

3%

30%

10%

38%

13%

30%

9%

Freshmen

62%

Sophomore

68%

Junior

54%

Senior

64%

Other

50%

TOTAL

61%

odicals

Newspapers

Others

23%

9%

6%

20%

9%

3%

38%

3%

5%

28%

4%

6%

50%
28%

0%
6%

0%
5%

How useful do you find microfilm, microfiche and microbooks?

Very Useful Somewhat Useful Not at All

Freshmen 29% 44% 27%

Sophomore 23% 46% 21%

Junior 26% 49% 25%

Senior 18% 63% 19%

Other 29% 57% 14%

TOTAL 26% 50% 24%

(320)

Which do you prefer?

Printed Forms Microforms

Freshmen 67% 33%

Sophomore 7 6% 24%

Junior 82% 18%

Senior 89% 11%

Other 71% 29%

TOTAL 77% 23%

6. What specific additions would you recommend for the library
holdings?

Refer to Questionnaires

USE OF THE LIBRARY :

7. How often do you use the Oglethorpe library?
Daily Two times a week Weekends Occasionally Not at All

Freshmen

10%

39%

4%

45%

2%

Sophomore

14%

32%

7%

47%

0%

Junior

8%

44%

18%

29%

1%

Senior

16%

38%

5%

39%

2%

Other
TOTAL

0%
12%

38%
38%

0%
8%

62%

41%

0%
1%

Plesse check whether your primary use of the library is for:

Studying with Research with Browsing and

personal books library materials recreation read-
ing
Freshmen 47% 47% 6%

Sophomore 51% 44% 5%

Junior 49% 44% 7%

Senior 34% 59% 7%

Other 13% 87_% 0%

TOTAL 45% 49% . 6%

ionally

Never

56%

37%

60%

9%

74%

7%

53%

5%

62%

0%

54%

16%

(321)

9. Do you find it necessary to use other academic libraries for
your assignments?

Frequently Occasionally

Freshmen 7%

Sophomore 31%

Junior 19%

Senior 42%

Other 38%

TOTAL 30%

10. What could be done to encourage your use of the library
facilities more?

Refer to Questionnaires

11. What facilities would you like to see added to the library?

Refer to Questionnaires

STAFF ;

12. Do you think the staff is adequate for rendering proper
service for you library needs?

TOTAL: Yes 91%

No 9%

COMMENTS :

Refer to Questionnaires

(322)

APPENDIX 6

Results of
Student Rating of Selected Factors About Oglethorpe

Male: 144

Female: 126

Dormitory: 164

Commuting: 106

Northeast U.S. :

: 87

Freshmen :

147

Florida :

41

Sophomore :

54

Georgia :

115

Junior :

33

Other:

28

Senior :

27

(1) Most Desirable Aspect of Oglethorpe* (Based on 1-10 scale)

Freshmen Sophomore Junior Senior Total

Location

1,

,50

1,

.70

2,

.62

1,

.26

1

,77

Campus

3.

,45

3,

.64

3,

.14

3.

.00

3,

,30

Faculty

3.

,30

3,

.56

3,

,25

3,

.50

3,

,40

Curriculum

3.

,29

4,

,84

4,

,62

4,

.81

4,

.37

Social Life

4.

,87

5,

.40

5.

,32

6.

.70

5,

.58

Dormitory Life

5.

,34

6,

.20

5.

,28

6,

,14

5,

.74

(*Low numbers denote the most desirable aspects)

(2) Most Undesirable Aspect of Oglethorpe*

Rules

2,

,46

2,

,56

2,

.95

2.

,95

2

.73

Dormitory

3,

,92

3,

,08

4,

.66

3,

,08

3,

,68

Administration

3.

,94

4,

,07

4,

,36

3,

.78

4,

,03

Social Life

4.

,60

4.

,05

4,

,60

3.

.45

4,

,17

Bookstore

5.

,36

5,

,70

3,

,77

5,

.52

4,

,67

Curriculum

5,

,13

4,

.36

4,

.86

4,

.65

4,

,75

Faculty

6,

,07

5,

,85

6,

.31

6,

,87

6,

,27

Campus

6,

,79

7,

,29

6,

,68

7.

,00

6.

,94

Location

8,

,32

8,

,46

6,

.90

8,

,50

8.

.04

(*High numbers denote the most desirable aspects)

(3) Influences to Come to Oglethorpe*

Location

1,

,58

2,

.16

2,

.38

1,

.71

1,

.95

Reputation

3,

.05

3,

.80

4.

.13

4,

.15

3,

.53

Admissions Lit.

3.

.72

3,

.88

4,

.60

4,

.40

4,

.15

Admissions Rep.

3,

,40

4.

,16

5,

.10

5,

,22

4,

,47

Curriculum

4,

,22

4.

,55

4.

.80

5,

.11

4,

,69

Basketball Prog.

6,

.00

6,

.04

6,

,60

6.

,47

6,

.27

Tuition & Fees

6,

.13

6.

.33

7,

,35

7,

.73

6,

.88

(*Low numbers denote the most desirable aspects)

(323)

Appendix 7

POLICY ON MEMBERSHIP ON GRADUATE COUNCIL

AND GRADUATE FACULTY

Graduate Council Membership

The graduate council shall include the following
members: Director of Graduate Studies, Dean of the
College, Callaway Professor of Education, and two
faculty members with terminal degrees to be elected from
the faculty at large. The two at-large members would
represent two academic divisions not represented by the
three members specifically listed above.

The two at-large members will be selected by the
faculty for one year terms.
Graduate Faculty Membership

Membership on the graduate faculty shall be granted
those faculty members meeting the following qualifi-
cations :

1. A terminal degree with specialization in an
area appropriate to the master's degree being
offered in elementary education.

2. Experience in the public schools working with
pupils at the elementary school level and/or
with the supervision of teachers in the
elementary school.

3. Full faculty status at Oglethorpe University.

(324)

Other faculty members may be designated as
temporary graduate faculty provided they have
at least the master's degree and meet other
requirements as stated above.

Persons meeting all requirements for appoint-
ment to the graduate faculty except that of
full-time employment by the college may be
designated as adjunct graduate faculty to
teach a specific course needed in the
graduate program.
Approval by the Graduate Council.

(325)

Appendix 8

COMPREHENSIVE FINAL EXAMINATION

Masters Degree in
Elementary Education
Oglethorpe University

Rationale

Inherent in the guiding philosophy is the
assumption that graduate study includes more than
the passing of prescribed courses and the meeting
of minimum requirements. Any student who re-
ceives a graduate degree must possess a broad
knowledge of the literature of his field of study,
be capable of sustained study, exhibit the power
of independent thinking and possess reasonable
knowledge of the techniques of research.*

The above statement implies the ability to apply
and/or demonstrate an integrated use of knowledge gained
in the completion of both the ordinary and exceptional
tasks of the elementary school teacher. The written com-
prehensive examination serves the purpose of providing
an opportunity for the graduate student to demonstrate
an integrated use of this knowledge in the cognitive area
of performance.
Procedure

1. Comprehensive examinations will be scheduled
three times a year; in April for students
expecting to graduate in June, in July for
students expecting to graduate in August, and
in December for students expecting to complete
requirements for June graduation in January.

2. Examinations will consist of approximately
three hours of essay questions.

3. Questions will reflect four basic areas:

(326)

a. One question from Foundations - Historical,
Philosophical and/or Psychological Founda-
tions. Two questions will be asked; the
student will be required to answer one of
the two questions.

b. One question from each of three curricula
areas which are primarily dealt with in
elementary education. Two questions will
be asked from each of three subject
groupings; the student will be required to
answer one question from each of the three
groupings (total of three questions) . The
groupings will be as follow:

Science and Mathematics

Reading

Social Studies

The student will be expected to answer each
question in a time period of thirty to forty-
five minutes, with a time limit of three hours
for the entire examination. The total time
limit will be strictly enforced.

Questions will be drawn from a pool of questions
developed by the graduate faculty in education.

Students will provide and use their choice of
the following :

a. Pen, pencil or typewriter

b. 8" x 11" legal pad, large size blue
examination book, or typewriter paper.'

Graduate faculty will grade the examinations,
with some participation on the part of faculty
outside of the Education Department, parti-
cularly if there is some question as to the
quality of an examination.

Immediate response (approximately two weeks)
will be given to students. Scoring of excellent ,
adequate , or inadequate will be given for each
question with reasons ("specific comments) about
why the rating was given. In addition to noti-
fication of pass-fail, therefore, the student
will be given feedback as to strengths and
weaknesses .

A score of adequate or better must be obtained

(327)

on at least three of the four questions
responded to in order to pass the examination.
Even though the student received adequate or
better, a score of fail could be given if, in
the judgement of the reading committee ,' the
student made no attempt to answer the fourth
question, or in the event the attempt was
totally inadequate .

10. Should a candidate fail the comprehensive

examination, he has one additional opportunity
to pass at the time of a later regularly
scheduled examination. It is then left to the
judgement of the Graduate Council whether or
nor the candidate would need to repeat the
entire examination.

Oglethorpe University Bulletin , 1973-74, p. 94.