2 OJ Q'V- ffi Self Study Oglethorpe ^Unii)ersit^ Qor X)lie Southern Cnssociation of Co 'I leges ana Schools Crltlanta, yeorgia 1973 'i v- ffifc J -k r lry*i 18221 'I IJ-i 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 Digitized by the Internet Archive in 2011 with funding from Lyrasis Members and Sloan Foundation http://www.archive.org/details/selfstudyofoglet1973ogle 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) TT cr I a) fl (1) e H M u M ft H CD (d d) m a: X P o M U w m 5 Q) Cn 0) dl C 01 >i -P H P M -P -P P (15 H H a i < | H g o U) O rH V < o rH /> td sh qj | MH 0) C H ~x M-l G QJ QJ c H -p 0) -P -p g O H fi (1) f-j H rH g ifl a) 1 co u u "A >! Ti d 3 Sh QJ P O -P CO -p C I o H mh a) O rH sh ft 0) -H ft CO Q < 1 >irQ * U 3 (0 CO QJ C P t7> Q) H CO C -P EJJfl H -P H Sh QJ M-H -H O -P CI) H P *. -P C QJ id H N -p >1 C a) rH QJ aj m H qj C -p < ft co -p O -P H * rH 5-4 E I? QJ O j=; QJ > ft -H QJ 0) V > Q OS 1 QJ QJ P -P en H >i QJ e p -h 0) grl C P MH o 3 1 CO M-l u u 3 3 (0 nj iH 5-1 P Cnft < Eh CO c rH 5-1 a> ti QJ QJ -P -P CO O QJ SCrH QJ QJ 2 CO 1 I I q -H txi QJ ft >i CO 5-1 0) (0 QJ C X! -P -H t) -P g 5-1 rl H Ifl rH a) g Q) CO !-l Q) u ft tm 1 3 CO -P Ti CO QJ P Tl 5-1 CO 5-1 QJ () H O P -P > ft-P H QJ Q) H Tl ft ft g w I ^ QJ C QJ 1 . 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CJ QJ CT> O 5h C -H Cn-H H -P C -P -P id H C QJ 5h !h W Q) -P Q) g CO Q) Q) -H -P C rH C CO H (Ti H g c g T) til H Ti C X ft <; (d ft m vo ^o r- oo nlm IN |m 2 co O 0) H QJ Eh C -P , CO O P HH <; -p -h c -h <: ft rH a TS MH QJ C Eh 3 -h Sh MH Ti E O hlOgfl Hi 3 3 Eh <; (C Ti o -p -P rH ^ ft < ft co co o /N o +J p Sh O ft QJ QJ ft QJ P >i-P Ti -H p e CO o i u MH rH CT QJ C CO -H H CO Id -H g > c c H H 5-1 -p QJ (0 QJ Sh -P CO -P CO CO QJ >i CO -P QJ -P -H C C P rH C QJ H CO 3 -rH Ti 3 U g 3 T) Sh (0 Ti -P 0) \eh ft <; co/ > rH o > o c Eh H CO 5h w O H P ft H o T) u W (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 o W u a H O iH -H XI 4J 3 tfl 4-1 C (1) CD ed B a o > CD H (1) Q C O a -h D <4-i tH 14-1 < O (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 (62) 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 (64) (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 (66) 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 (70) 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 (72) 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 u rH nO 00 m O d 0) O ON 00 H O CM o tH CN m o r- u ^H 1 0) H Pi ON r~ CN iH CO r~- o d . > H .H ON CO ON " H CN * O O m rH ON o r^ a in o >* m m NO ND r~ iH 3 co CM H c/3 aj W pq P-. H CURRENT FUND CASH DISBURSEMENTS - FLOWCHART CHECK REQUEST Sent back to j (/r Iginator. L (out of sys- ! tern) I START IT /Approved <^ by Cost ^vCen. Dir'.' YES 1 purchase] ORDER REQUEST To Vendor PURCHASE % ORDER (5-part) File s HTiJ M at c b / / inv. with / . PO & rec/ rep. 2)Pre/- are Dis. SHteet. INVOICE File V Reconcili- jl ation Cards J rSumriiafy punch Irecon. cards| a-J& Run listing 1 of vendor cks. Ij jjck^ reg. ) ey punch 'vendor Dist. \ Cards & re- - produce into;' vendor pint/ .carp.Swi , Print Vendor Checks Vendor Dist.f "] Cards i : "Veii.'Pmt. Cards r "Temp. J File File V L Vendor Nairi^ & Address Cards. v3teTSL~EKSCrdir d s L Match cks. invoice sets. ''* -m N/ Vendor cks. invoice sets , Dean of Admi & President approval andj s ignature. i Pull: Vendor, j Dlst. Cds. -Ck., i Recon. Cds. - L Vend. Pmt.Cds^T friom files for I [_c or r e c t ion. ) Mailed to Vendor. DAILY CASH! REPORT 1 , GL / sFile.' 1. Invoice. 2. Receiving Report. 3. Purchase Order. (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. 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CO fe En CQ < CO I .ill U < ~ u: L0 ct H * M > >< o pj z J u i* 00 3 < o < CO O P-. M CJ c >H J H H J kJ rt " < u < H < o o ci H O M M M H 1-5 w CO !3 3 ,-J U u oo H z a Q < o O o t-t K w g W ,J p-l CO CO X Pm o (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 O ^ n3 SB * & ill > > z u a, o s -J O H s w Q Z l\VH'J>MI\HI8 CU o C III = E i_ X tr c y yi b c a O C 1/5 _C t: ~o ,7 "O 8 r c w E E _ >h<40tlilhi CT\ ~ rj f, Tt it, sc i^ x 4> W5 CJ c c u u F T5 t/1 o w a JJ - - > a 2 = -' n fi ^- vi \C r^ x X p u C rt. 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 (224) 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. (225) 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 (226) 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 (227) 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 (228) 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 (229) 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. (230) 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 (231) 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 (232) 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 (233) 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 (234) 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. (235) 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 (237) 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. (238) 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 (239) 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 (240) 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 (241) 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) (242) 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 (243) 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. (244) 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 (245) 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. (246) 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 (247) 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, (249) 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 CM rH H rH m o o o H o . 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Ou > > - ON ON o co- o rH r^ rH B B o r-t M0 rH m rH CO- CM M0 cfl O a o CNI CO CN M3 o O I s - o O r^ o o o O I o 00 co O CNI a\ o o o lO o CNI r- B-S o H o o o r-~ o - ON ON r^ o CV LO O O rH o M0 M0 rH M3 c/y CM M0 O z o 00 T-i in o 00 o d OT o o o r-^ o O o CO O 60 CO H o o o I o CO O O -H d < o o in ~3" o g co B-S o 00 00 O r^. > CM > CO vH pj r. r^ LO mo -3 m co r-^ M0 rH o a. &o o CO m ON 00 o co- O o> CO rH o ai a 00 H rH o co rH c- m O cfl 43 o d> r-. ~tf o o o o O o r^ o o rH o J o O CO o I o O rH o *> m rH Z < r3 > r- o g CO m co r-~ m in H w r~ g iH w > 4J cd d u c u rH 01 ca CO CO 3 CO CO TO d d >H p. ex o a rH c x) rH d 3 H o u h ca H H S -H rH O C CO o 4J Z H a) d j-t c/2 M-l 43 in 43 -, to >n u u CD X- u >. o H ^H H CJ >i u d PL) 0) 0) H rH B u cd -u u CO U CO (50 O CO u M-l w cd 4-1 4-1 3 U 4-1 < -H o >H !-) I rH S W rH CU t-H d -H CU rH CO cfl iH cd H Ij CO 0) u cu rH O TO rJ O rH O o 3 rl 3 rH CM 3 d d ca c nj ca S o 3 > IH CJ H H CJ 0) XI 3 d 3 CO ca H 3 w Pn W w p^ fe M tL, PQ < CA) SS co m fe Pi PH P3 a (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.