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41.
.11
\*All.e
V
.011.
SocialScience
RequirementsFor Bachelor's
Degrees
4
Stud) of Anthropology,Economics, History, PoliticalScience, and Sociology inGeneral Graduation° Requirements
by JENNINGS B. SANDERSSpec for Social Sciences
BULLETIN MIL NO. S
a
U. S. DEPOSITORY COPY
DO NOT DISCAR
U. S. DWARTMENT OF HEALTH,EDUCATION, AND WELFAREArthur $. Flemming, seer,Mos of EductionLamina) G. Derthick, Commissioner-
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1.
Foreword
PRESENT STUDY is allhase of a larger investi-gation of higher education curriculums being planned by
the Higher EdUcation Programs Branch, Division of HigherEducation. This investigation will seek a b4ter under-standing than we have had heretofore of the content of differ-ent undergraduate, programs and will try to find out thepart played in these programs by the humanities, the naturalsciences, and the social sciences, irrespective of subjects inwhich students may be majoring.
The survey just completed Provides the first data ever as-sembled on a large scale of social science requirements forbachelor's degrees. It shows the extent to which institu-tions of higher education have sudh /requirements and theextent to which anthropology, economics, history, politicalscience, and sociology each may *be taken by the student insatisfacti,on of them. It then proceeds to a study in depthof the courses most frequently taken by students fcir thispurpose. The data thus assembled can be used by adminis-trators, department heads, and professors for reappraisingthe role of the social sciences in general curricular' require-ments, and for re-examining those courses shown to be theonly ones to which a majority of students are likely ever tobe exposed.
To the extent that the social wiences have 00111ethillg ofvalue to offer in the general and citizenship education of ool-lege students.--i'nd their valtpx for these purposes is almostuniversally conceded---the study now, presented is of muchsignifiamm.
LLOYD E. Butucit,Assistant Commissioner for Higher Eduoation.4'.
J. BRUXBAUGINI
Consultant, Higher Education Programs Brandt,. Division of Higher Education.
1
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Acknowledgments
Thkfi
N THE CONTENT of the questionnaire used in thisstudy, helpful advice, was given' by Boyd Shafer, Exec-
utive Secretary of the American Historical Association, andby 'R. M. Kirkpatrick, E7Lecutive Director of the AmericanPolitical Science Amociaiion. The questionnaire in ita pre-linitnary form was.filled out by Whiter 1 `11. lAres,man, Department of Govenunent, Indiana University; byWesley M. Ge'vehr, chairman, Department of History, Uni-vemity of Maryland; and by James H. Peeling, head, De-partment of Sociology, Butler University.
Acknowledgment of assistance with the project is also dueto several Intimbers of the Office of Education staff, especiallyto Ralph C. M. Flyni., formerly Director of the Higher Edu-cation Programs Branch and now Assistant Commissioner,
ative Services Branch, who advised on the study fromits beginning. Wells Harrington and Bionson Price of theDivision of Statistics and Research Services helped with thedrafting of the questionnaire and designing the institutionalsample. Aiiistance by Granditi L King ,this ShirleyRadcliffe, of the Higher Education Programs Branch, is alsoacknowledge&
I.
a
chair-
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1
Contents01.
ad-- 40
Pas.FOREWORD.. . 11 to III
ACKNOWLEDGMENTS.. II ** *** al tv
CHAPTEft t. INTRODUCTION ...... * * * * * 1
CHAPTER 2. ANTHROPOLOG y...The Anthropology cows* which students most frequently take
towwd satisfying a bachelor-degree social science require-mitmThe Anthropology come most. taken: Scope, em.
Ada', and went chan .. e.s eThe Anthropology come mod Frequently taken: Features
regarded by respondents as unusually successful...,lite Anthropology course most frequently taken: Features
regarded by respond, as weaknesses. .
Anthropology in integrated social 'ciente and general ecru-dation comes .. ,,.
4
CHAPTER 3. ECONOMICS,...The Economics course which students most frequeptly take
toward sat*ing a bachelor-degree social science require-ment .440. ea
The Economia course mod frequently taken: Scope, ernAa-:is, changesand maw ... ..
.
10
10
1 1
The Economia course most frecp,ntly taken: Features re-yarded by respondents' as unusually succestfull . . 1 3
The Economia course most fremontly taken: Features re-gardiid by resoranchnts m wsakneuss 15
Economks in Integrated social science and general educationCOMM
GIA.PTER 4. HISTORY . . .
1 7
The-History course which students mod frsquently take towardsatishiing a bachelorodegres social science requirement. 18
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CHAPTER 4.
moo
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COUrseS
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The F--ta
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g
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The Sociology course takot: Scope,and recant chtinqw.. y&Y, yo#a****.0#aV sa 'ago sow ¶ A. a a
most frequentlyrespondent, succed I
roast
res emu' -01
n integrated socid geneful
're
9 4 *. e a: 4 4' 4 a & Z . 6
take_
* # I # IF 2 2
CoUfgraZ E
Appendix A. Covering
Append p= TAttlar
-5
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at*
I
A
41
4
55
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1 tithat,
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V V
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entA connection witizents cover Wi
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ontow cam or
ltwerInirl is included m the chaptfav that folio
ropolo, economist, historian, politicalcentist, and sociologLst, each may find in a single cznn narrative
the status own subject in ciftl ienc mutr*Anmth for bathevot&i to ah of0.,m been
SOCIAL SCIENCE REQUIREMENTS FOR
ot the final repo wasfl figures or check mar in
on the qufftionnaim forms.The the
requirements forMa' nercnt came la ---- _
bachelor's
0
upon data deriyea" and "no"
occupy i place inf te 319-
5 social science departmental chairmen, institutionsbachelor's derrei sociI science toward, ofwhich work ins their departments mig NI taken. akklindicates the important part played by certain survey or introductory-courses in meeting these requirements. Sincethat the majority of students would take no other ocurat% in particu-lar scienex after completing for credit Ihe Icourssu tales Ur/ itto niektt a graduation requirement, the significance deurw3 ina student's total program is apparent, Thus, most students will
no other than willtake no history other than world history or American history, it '4in these courses, in that mustcommunicate to of value they cv7eve subjectshold for education and
Because first or introductory in each of the twillsciences are the ones maet likely to be taken by students, it is forttmatothat these courses are accord.t4 the staffing recognition re-
Indeed, if anyone has hr.; the notion that,by social science an unpleasant routine
to to instructors and he willbe y this study. most irrespective ofsize or type, these courses are taught predominantly by t, sn-97date, and full Further, in most institutions, students a-1these courses are in clmeol or goctions of not more than 25-50
space has titiutlyconur as to scope, emphasis, strengths, ofsocisJ in
Tkof institutions and
Of institutions ndiag to 144 ofnoires, 147, or 49.5 percent, indica in the socialscience. courses repoill---7] upon, they integrated socialgeneral education count& A the occupik4 in the
thus.
of hislor's chapter the 5 subjects in-dev
q_11,
2 DEGREES
siderable part txt.*14
social adegree& From
from 1 or more of thehad
intelligent
in theseas
assistants,
been allotted inand
a range
297 . 5
a
!111
1114
1111
1111
1111
11O
1411
11g
a_E
alaw
devoted
1
s
1
A
readingaa
3
SOCIAL SCIENCE REQUIREMENTS FOR DEGREES 3
dudiki in the survey. Tables 2,11 data which manyquantitative comparisons made:. Comparisons ofand we,stkme&& mported in the courses can be made by an1it wL4--w in tapter to the subject&
4
Ya*
=v
6r
the each
.
=- =- --
F' 1:F:I:;ti ii-u: FA:*f : OTIS hai
!reported to tnc t Office of idicz'on the c,onfrjrrir: of
Ugr% UI I'Wtv=r. un. Ji Ut UISUtULKiUS nave
suchcclirtMTh:I=1 - Thusevtkrv viir m WHW (NUt C'T
Ji =J - -- ----- - - =------Ifl-ULJdUOfl. reporting the01 1,321 o Umc 01 ruu=
- -
56-
dertI
aTht1XIJIOEV!tiolL -ç:rtx1 ne exierring ot in (Jr
these tf; iflStjt)jtiOflS 4 %Vffl 1flC=1lldU III t±flf& liii th
pnxnt urvey aid' 33 of the 185 po ci the anthro-pc1cv
questionnaire came from he riup that airIed d1egreis; in I9536In addition to institutions that have detxini!erñnz flPLjTiflj
of anthropology are many that offer one or more cours: in the sub-jec Tn ciur are usually offered rr departments of sociology
,=- b- t
,L departments and- -I L -= =- I!J1 ?TXJ1JI(JV
-z_=---- -=---=J
tfl Anthrw3Ioqy ccure W}'d Students Most Freqjer*tiy ThheToward StIsfy-k' ' So Sdenc. Reri
i'flW1flLT r=tiirn :ir riieci fitrn 1,5 ot J;e ;;Ii
in the survey. :)f th2 18L the m*jOrity (11)8) indicat&J tJiM their
irtfititntions eiti*r 1w! no depWnent of inthropo!ogy or that they
I These acts r*wfl tram Offie ff Education trnir Nó 247 28t 2M !!!. 8'L4O 41& 46L n4 - Whntn I1_ C., 1948-47. Al' b th tttie wtjftnthe dte4 Thus. the wt recent one is ntiUe4. Rr Dwelt* Oönfved b Higher Ed*4onaA IfttUtNUOi 1955Ls : KrminI W V lln Anthropology i &marines UnIy ' H4r
Ho*P 7 : Jm IRL
-ea_ } different
anthropology.g, 4(1)00
.
319 institutionsg.
..1@r4stree
Institutions
wage
a Hama-MPlei-160.
y
rnent
ars
=w-
3 As_ As_ A E 3 A
1-V_ t-7,
1 OA
ft_
: tw
= widely.all
Naw-A
for
=
rnin3 3 3 31 -*
tif_j_3&==15.11' 3/A 3 f: 3 3 "
IA AN , N_ A
=
science requirement-
# -#7=4 ; irq= I-a- __==I in-
science
I
ions.
I I t3,5"
engineering,1 ns-%
I a a-A -atxV
ft rE
w _
1I t
3-AA3L.3 I EA NA A aN
Na I =-4-1-./W -7Vaw- a a
-a
a-f= (7f T--a a_
Romeo! =
1-*ii T I r
A3
a- -t-tr4_.
Iwt I tw
two-thirds_=
of E - NE I I i If aftrw_
bachelor's
_
w -- -a- a -= w- --t t a a-a a t= =a a
r
all
all
T
-7
3 4UM
=A=
- 4 3 A
-941_v-K tit-tt
E3-Ea -a a I-I
3 At W4-14-11ilaE33 A NN AV, ak exc=
===_
!
all -=3 at 3
WE53APE3t " _
w I
=
7_ _in . __
Itt
_14araa_
a
commerce,
1-1
andand
LT=
3- 3a a -a-3- ==a- Et _-k I irt Wa a a
Cultural
-1W_41
wwwww
a _Tv-. AAA N
vs
alaigeneral anthropology
A3a
N7 *BE IS
=4_
physical
--==4NI V
el-
3
A
= A
-A A ---=_=7",
A .3 3 -3-=-t at 11 t Maki a it=1
Aphysical w waaawP n
an elective in a socialPa rattier than a ng!-subt
bL
4 v-a-I a=a---
= _it
w'eitner
tp
audents act
or an elective subjmt tow
requireda I-4;4mAnt in
reportinganthropologyjng a
r-degree social wienr* requirement (table 7)-.ze soar= averragg 3.4 serne0er hours of c,
denth and averages 117 (table 4onhili*m ifi unumm11 because
number of large institutions the ample,
and
IC
rt
r
SOCIAL FOR BACHELOR'S
had no cienee ruirem&it bachelor's degrees toward thefulfillment of which anthropology might count 0
In remaining 77 institutions, the extent to which anthropologymay taken by students to a sociala-raduation Leai of 72gtitutions (.table 1) have for bachelor's degrites a gbcial, re-uimmen, iich anithropolcv may count. However, there,
is 3-tdch rt uirvutffiz. for all A. B. degrees in over threl-foartlis, andfor all L. Se _gree in slightly 164-ks than one-half of reporting intti-,,u The obtains in about
s in and conimerly and in education;one-third of institutions for indin over bachelor*: degrees in ag-
(table 2)_in a few instancim the did not apply to
of a given type, responwils indicatka that, itto thev% Thus, the requirement !night apply
to all A. B. dr except thwe in art or foreign t. tJB. S. degrees except those in nursing or to
degrees language artsscienw In and
on hand, responses indicating that the requirementnot apply to degrees
unKccimapani- I by any list ofRavondents were requffited to indicate any fmiehelor's olet
not 4pecifically cove by the questionnaire, having a social. science-r41.4:juirestent toward which antkropol might count moi suchdegrees mentioned by 12 respondents were thoe8 in fortry, homeeconomics, pharmacy, and
anthropology is the anthropology course m frequentlytakan by students a social
art thenicet u-tuently taken. .;:ess of title, in over
four-fi 91.8 of institutions the course itgroupthrorx)1 and, four-i of ipstitutionn, it is a rwo--
orramatiN4 pre_isite for either all or sate. other tostukatz in thesubject 3). la over two-thirds of -66 institutions,
more than 1 percent of takeas a
_or all laclI.*
*d
;it 11
10 to 500 The veroge enroll-kick of disproportionate
it
5
ward w
i
required &Leh-
from
the
Emphasis
-rietie,47
ist equal
course
emphasis on thc-4_
nation of "-u
more historicalprim five anthrojJotraditional anthrociplm- another reportstill another rcportd introduction of more field work. One reepco-dent indicated that the course is constantly revised for backing.ffeetivenew and smaller, that whi. le the course hasformal change new text materials have bert adoptedmembers emploved
sonma SCIENCE REQUIRMENTS FOR BACHELOR S DEGREES
More students (nearly 40 percent) take the course in the sophomorethan in any other year (table 6). In nearly two-thirds of institu-tions, the course is taught in grctups of not more than 24---50 students(table 5) ; and in about 85 percint of institutions, instruction in thecourse is predominantly by stafroembers of the 3 usual professorialranks (table 10 ). In over th,r4-fourths of institutions, the basicpattern of the cour is deternineti by the individual course in-structors or by a departmental cAsnmittt* (table In. In mom thannine-tenths of institutions, gO percent or more of studenta enrollotiin the course complete it for credit (table 8) ; and it was estimated-by respondents that, for N1-100 percent of thwe studenta, this wouldbe the final course in antliropoloku (table 9)
The Anthropology Courseand Recent Changes
As notell, the anthrt-)polcgy course mcvs4 fiwuent1y taken bystudents to satisfy or help syisfy a social sci rim requirement forbachelor's degrees is cultural anthropologur, and the wicond and thinimast frequently taken are general anthropology and physical an-thropology. Whether the course was cultural or general, M.43 percentof the 63 responts as to content indicatedlif emphasis on culturalanthropology. Other responws reported fi at- s phasis on physimlanthropology, on primitive on anthropological methods andtheir application to emphuis on the various sub-divisions of anthropology, and so on.
While only 3 ri&spondents definitely reporte4 that the hadundergone no change in scope or emphasis in reettnt years, the largenumber of repondents who gave no answer to this question maysuggest that changes in thwie rtEtspects have been the exception ratherthan the rule. Of thco3e reporting some change, 3 reported more
2 reported a change from cultural to a combi-and physical anthropology; and 1 each reported
emphasis, omission of prehigory, and emphasis onOne department reported a reduction of
conteat and more emphasis (N3 general prin-more emphasis on evolution and race; and
undergone Ix)awl tow 'tar
C-
*1==Izg ANT
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,
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muchto this
w-47 _ions: anti thtpxe, mat_prigt
rdt
reported wim=.emes IneindM lack of ?Toper teAchingaids, Rich as Jima material.% maps, and library rreaux-c-, An
rwpcni&m.s, called attention to lack of field data for theIn c where a &quarter wmtim i offered in im
o TheRec
itenVe2 U411 --rts
Most uentii Taken: resPpoinisdArits as Unusually
fx) to on of the ckpuratI a wide range: "historical mn.wi
e"; "individual eac_h student 'expert ina single sa-ziety"; "development of view of
Faintly-inn" ; tm by the of ethnographic mono-than textbooks or brief sketches of different culturve,
scientific data )ue respondent felt that an.
succe%ful feature of course oftot u, "applied to of
our culture Another rvpimited in thisproblems' avoidancia discipline approach."
on human evolution and on race and of man's place jflreported as strong feature for
it was repork-N3 that "the discussion of raligittO ppm] to most From one
the "It is the sole university course which deals withT0 of the world." From .a mall institutioncams report that t-st..relm on cultures outsideEuro atilt American " as rong featureof -=-4eurim.
by 5 rwpondents as an successful feature ofth was u.% of and demonstration
By 4 (ahem field study as unusuallysufvtul feature o' the wars&
weakness
Token:
to any oufrequently re rtatt
tiutt
off w5 I Mon mums.
of thewas the attern to do tut
7 mupondarits ho reportwi effectto 3 osanent, er-hours; an 8th offer .
itot ioof elLt: or
ofW;-4f .1.itgal (1)(4)rerw: "No =._11.4
Lotery
(3)
Winn&
SOCIAL 7
CourseBy
asof
4-raphslate.st "
a
theRegaIrded
teaching aids.
The Anthropologyby
weakneresmost
in Each
The
was tiv3 lack One
Other
additional 8college
40'
1111
3P19
711r
MIII
TIM
MIll
nM71
114M
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0111
1111
1111
1111
1111
1111
111.
111.
4111
1111
1111
OM
---gwfa=
j
u'fiTiflTi
r
u aflrmnLdept. meat
AneituAi
department of hi4A).dent may rgiitmr for th warn in any onepology, geogra
8 SOCIAL SCIENCE REQUIREMENT3 FOR BACHELOR'S EGRAES
dividual psychohagy, StY1ia1 pycho1ogy, and oomparstive cukures, areported wu was insuffiClem integration, Two respondexitscalled attention to .,.udent, qualities that affected the coum adversely.One noted the "lack o! 'e.agmund in social wie.no in Kike6t enteringstudents"; and smother, the "difficulty (-) motivating studexits to en-gage in objeotive, systematic ula.lysis of cultural phenomena." Inone institution where the anthropology eoum7, is taught in EL,ver-,1
complaint was 8-x-e4-1 at the "lack of -A3 nsistem_ amongstaff, and the fact- the sw,nons "terid not. k prIiI
one ¬her." Frvini a St k3 umvemity came the re tdiatthere is L_Ametiniel ,00 much biologic-Al determinlm of cul=
Dam" And from another State university came a rept. ztionin-the advisability uf attempting an anthropo St
the mme °cum&
rseiin tntexl
1 !-1
d¶ii Scleace or nero1 Education
Of the rt dep&rimezits porting that J:ithrop()1ogy might I.toward meeting an insiitutional social scieacie requirement
for bachelor's degrt, 32 indicated that their institutions have.toral education or integrated ciaI K.ience progrAm in which thedepartinvat of anthropology may or may not participate. In 6 ofthe-- institutions, 811 WAidents take the course to satisfy nomreajor
eustion requIrements. In an additional institution, all arts andscience students must take the course. In 6 other inAi',utior_s, from 50to 90 percent of the students, and in 9, from 2. to 40 percent, take suchcourse to satisfy nonmajor requirements_ The naintg 10 111Sti-
tutions did not supply an answer to this (petition.In 18 of 94 departments (64.3 percent) supplying information one guij the genera] education integral wcial sciene* col-11w
administered by a ac.:ence division. In only institution(3.4 percent) ;,s it ailKiNiigt41 low the .-anthropology department.
e remaining institutions (39.1 percent) the coursein a variety of ways: ip 1 each, by a of eotiamewi*I,
weioi , and anthropoltA economics and social , depart-ment; the f. studies division; the ey.11ege; an inter&
sociology and anthro)-$1 university sellege;and social seism**. hi 1 institution, thor
of 8 de4....steciol
ira at that in 7 institutions, mtuvik:pology offer no of the content ofiti ewe" co mums. One of
A ' _,=1 -ucatian or
kow-
reg stthe inAructional
in t
Anthropology
.4441LIVI1t
a gen-
a
is st)cial I
Intered
; the
committee; ; and thettu-
Responses ofstaffs part general
theee departments,
1
A
iIu
===
A _A -A
I
a
REQUIREMENTS
t
A
_
} 1
71A AAA A A A =
r=__ =
E _-
Im4*59-- an,
Ft /
-
*.c
department
f-
I
SCIENCE FOR BACTIXTFOR'S DKONZWAI
m-ex, previpro?-ram. Oftheby anthro )01ogy
2-5 pereiant of the theinstitutions supplying to
iied that the perrtintage of inAruction contributM11- to such from L 1,tn
t to 20 percent ; and an.1=ontribution ramgmg from troi)orted that therv:i wa8 fui1time anthrt 1
ment. and
C.( III 1-'-Se
instr!irt ionit
Onea combined depart-
ricrac itjj ti or
7
n tpv r-4 tt-lbt
j
:k1I 1RflC
thequetion, 7
1
25 to prcent rtv-
'n
Chapter 3
ECCMOMICS
it TOTAL of 449 institutions of higher education conferred bache-AL bor's degrees in economics in 1955-'66.1 How manj of the 882additional degreeagranting institutions g offered 1 or more courses inthe subject, but without conferrink degrees, is- unknown, but the'number probably was s a;lantial.1 Of the 449 institutions that con-ferred bachelor's d *.. in economics in 1956-56, 220 ware includedin the sample of 319 institutions employed in the present survey,
Of these 319 institutions, responses to the economics questionnairewere received from 209,187 of which indicated that they have a bache-lor-degree social science requirement toward which emnomics maycount and 22 that they do not have such a requirement (table 1).
The Economics Course Which Students Most Frsquont ty TakeToward Satisfying a Bachelor-Degree Social ScienceRequirement
In slightly more than one-half of 183 reporting institutions, allcandidates for bachelor's degrees are required to take some work inthe social sciences, and economics may be taken toward meeting thisrequirement. In approximately two-thirds of institutions reportingon the appropriate items, the requirement obtains for au A. B. degrees
a Kerned Defre4 Conferred b Higher adicatlosal ;agitations, Imam. witabigta,,U. I. Government Printing Oilles, 1957, p. 14. (U. 8, Daputasmit at Smith, 111#asaties.and Wo/faro, Once of 'Education, Circular No. 499.)Tills number results from subtracting 449 from 1,321, the amber et diapeovantlaiinstitutions shown In columns 1I4Y Ii Lineation Director/ 111114-1111111, Part 14 IngbseMutation (Washington, U. B. Government Printing Mak 19166), &OD am general subject ot agleam undergraduate swamies, sae: thmisevidasto Me-nooks in Higher Mutational Institutions (U. I. Oats ot Situastion, Menhir IN. WM,Washington, 1951 ; and The Teaching of Undergraduate Weak; Assorioni Imam*Review, Vol. XL, No. ik Part 2 Supplement. December
10
A
4
4.
.*
p
19.01
'
SOCIAL SCLINCII jummumazin FOR BAINIZIAOWs Dimon 11and for all bachelor's degree in agricaltrs education, and efigineer-ing. To bachelor's degrees in business and a:mm=8, on the ctinrhand, the requirement applies in neirly all of the 106 institutions(96.2 percent) reporting &gremlin this area (table 2).
Son* institutions noted that the social science requirement appliedto Bonn but not all bachelor's degrees in tin foregoing 'categories;thus, it might apply to all A. B. degrees except those in English orlibrary science, or to all B. S. &grew except thosi in biology, forestv,and pharmacy. Furtinr, 66 institutions reported bachelor's degreis,not specifically covered by the questionnaire, to which the ',quire-ment applied; these included degrees in such subjects as fine arta,journalism, and nursing.
In nearly ninekenths of reporting institutions, the economics coursemost frequently taken by students toward satisfying a social seism,requirement is time introductory course, sometimes called principlesof economic& Although in over two-thirds of inititutiotus, thiscourse is a required or recommended prerequisite for all other eco-mimics courses, it is for students ganrally an elective in a grpuprequirement rather than an absolute single-subject requirement(*table 8). Even so, revmukilts in one-half of 158 institutions esti-mated that 50400 percent of students meet tin social science require-ment by taking economics (table 7) .
The introductory course is usually taken in the sophomore year,carries an average of 4.7 semester hours of credit, and enrolls anaverage of 846 students (tabk4). The average doubtless is unusuallyhigh because of the divroportionate number of large institutionsincluded in the sample. Tin wrollment range is *in 18 to 1,800students. In more than twp-thirds of institutions, 90 percent or moreof the students who enroll in tin umbrae, complete it for credit (table8) ; and for 50-100 percent of time students, this likely will be theonly economics course they will elver take (table 9).
In a majority of insautions, the course is taught in groups of notmore than 2640 students (table 5), and by staff members of theusual professarial ranks (table 10). In most inetituthme, the basicpattern of tin course is thtermined either by the individual courseinstructms, the thipartamat se a whole, or a departmental oommitteeV).
The Economics CoumM.st Frown* Taken: Scope, Emphasis,aind Item* Changes
As ahead,' noted, the economics course most frequently taken in cm-.neo4m with a social Dolmas requirement for bachelor's degrees ki anintroductory course, not infrequently called "Principles."
P'
8
(table
I.
'
.
12 SOCIAL SCIENCE REQUIREMENTS Mg BACHELOR'S DRAWS
In response to the 'widest,. "Please defitribe briefly the content orother emphasis of the course?' a wide variety of inswers was meived.Many respondents indicated sintply that the course was on "Economicprinciples and problems"; others. noted that the emphasis was' onmacroeconomics or aggregative economics; and still others replied thatthe first semester or half of the course was devoted to microeconomicsand the second to microeconomics. .. A land-grant college noted thatthe course centered about 2 issues : "national income and operationof the pricing mechanism" At a large State university, the courseis devoted to "theory and its applicipon to policy." At anotherState university, the course colisists of 'basic ecortomic concepts; na-tional income accounting ; employment theory ; money and banking;theory of the firm; international trade; corporate economiccurrent problems and policies." At snot** landagrant institutionthe course is devoted to "Price theory ; income theory ; public policy."At still another land-grant college, the course makes an "Attempt tointerest students in problems as opposed to theory."
At one university, the course's emphasis was desCribed as an"appli I of a systematic structure of analysis to problems andpolicies." At another, the course emphasizes "The structure andfunctioning of a free-enterprise economy." ---
That ,the course is concerned to a large extent with current prob-lems and applied economics seems evident not only from responsesalready cited but also from many others. At one large private uni-versity, for instance, the course is devoted to "Developing analyticalprinciples in both micro and macroeconomics, tools of analysis, andacquaintanzealiip with outstanding theories and theorists, currentproblem and private and public remedial actions to these problems."Another private university describes the course as one consisting of"Theory oriented around problems of depression, cooperation, conflict,problomn-solving.". At still another, the course is an "Introductoryanalysis of the American economy."
While-many of the descriptive statements suggeft that the course isdesigned to aid the student as a citizen as well as a student of eco-nomic,s, some are more explicit than others. For example, one Stateoollege response reads : "Economics for Citizenship income distribu-tion, business and government, economic systems." From anotherState college came the statement : "This is the general course in Prin-ciples of Economics and the emphasii is placed on social awarenessof the moet significant economic principles, iiroblems, fallacies, socialobligations in an interdependent society." A private university gavethe brief revonse: "Development 6f responsible citizenship." Atanother private uhiversity, the course is "A general survey of halli adozen problems of public policy most pressing for the citizen : e. g.,can -poverty be abolished, Which system works best : capitalism,communism, socialism!"
.1
*,
syaon.-
' te
.
.
SOCIAL SCIENCE REQUIREMENTS FOR BACHELOR'S DEGREES 13
On the otioCighand, a few institutions made it clear that the coursewas not designed as an exercise in applied economics or with problemsolving primarily in mind. At a liberal arta colh:: in the Mid-west, the course "emphasizes principles rather than practical or de-tailed material"; and at a similar college in New England, the replyas to content or emphasis, was: "Dwriptivelittle analysis."
IASti than half of the respondents _indicated whether the course hadbeen altered in any significant way in recant years. Of the 85 insti-tutions supplying an answer to this part of the quwtionilaire, 17 re-ported no change in rope or emphasis whatsoever in recent years, and6 others reported no "significant," or "major: or "appreciable"change. From a State University in New England .came the response;"not [altered] in recent yars. They all changed due to Keynes inthe late thirties." A psivate libertil arts coliage in the Midwestreplied that the course ?rad "not [been] &helloed significantly in 10ymugs."
In 62 of the 85 infAitutions supplying answers to the question, how-erer, some form.of change in recent years was reported. In 21 insti-tutions, the change has been from microeconomics to a macro,aggregative, national income emphasia An additional institutionreported that 2 of the course's 12 seictions were experimenting withthis approach. This change in emphasis was reported as having beenmade during the period 1946-1955.
An opposite changemore emphasis on microeconomics during thepast 7-8 years----was reported by an Eastern women's college; andincreased emphasis on theory since 19M was reported by a large Stateuniversity and by a small liberal arts college, both in the East. Fourinstitutions noted that they had changed the coarse's emphasis fromprice theory to problems. In a few instances, respondents indicatedthat the course was kept up to date, or at least as much so as the text-books they used. One noted that a particular author's texts had beenused "for the past, 5 years."About one-fourth of the respondents gave answers eo varied as tomake classification impracticable: some noted a change from a1.-semester to a 2-semester course, or vice versa; some noted a changein the grade level of the course; while still others noted changes af-fecting only a segment of the mum.
The Summits Course Most Frequently Taken: FeaturesRegarded by Respondents as Unusually Successful
Then; was no agreement among respmdents as to any one or twofeatures of the course that might be called unusually successful. Thefeature most frequently mentioned in this amnection ( times),
Mi l
icill
impo
wsi
wilh
oilk
oiN
law
lak1
01.0
t
14 SOCIAL SCIENCE YY,R AT3W;
ii alaiMated to -
i-= quality .
J1= -= = - =- -- - .O-' V&JL
_i with the of One!tjfl Lrt==4I =
8=== ,
Oi= -=:- -- -= = -=-- -- _% --. and experi-Li c tf' Lf&L U Wt1J= LL iL'U
p=L,&d taihr:- not inexperienced gradu&t studeri And 'TIi- -=- - -- -I -_ -=_ = = -- __i_ - = __ - = - - -= --
JL:ck1rr1ptr4!JICy Ui :iAt tIIO&i act LaL =U3L 15iriarily by thc- of if&on&i ra:' was warded by a &rre East-en private u::ver=!v ft; the cirss: jjcfuI feature worthy c;4
'=
r-- :W:
IMFx=Jrt:rIZ= nii: a afl collee n !iii? Far 3T came- reportwfl:ch dOU!Ji LTV rpJ eitnze1 the bIwaI kxeiient stadeitsand tdieri=-in iti1 c1aivt ef 3f"
Opportunities tür CIa; iizion wer regained Ir: vraI itLzii=rimq as all unuua11y suee&fu1 fat'jr of h- cour "An o-ppor
tunity for small our of tii1enzs to it wjr:J ifliç; flinr
members of the fa:uF:y: wils reported Iv a large pri%:&tE universityin the Midw:t A related Ij-3-fl from a iare I:t*-rJ arts coIIege
the "Small =-
cIaIn Miw- ra eX1reflcfxI nr rinasqwampum for the eierri1 s:mknt
Six inctjtutjon rirardd d:e u in the cour- of films. crrh& anddiartk or othe:r &UdFTiVISda: uF1J R & UflUSU&!1 tAf'1 f&tlLre, while in this iñ1 3 MJI'LI field tripa
A number of individual indicated tIit ible oTBxceAUnc In tfle cour LhJr iinnan coum on urn AmericanEconomy," a S-t hiti i th rt&;
been a tr&nendou z:i& In a 1arg fts institution of the FarWest showing the 'Relation of" that. States aute wtr ghorgeprcth1e t çyjç Principles" w the course's unusually succtt
ful fetnr At other rJatjn the cour to prtical pmbIern was nentionel A Mdwtni private; university reported: "Every time uiysi i reiatM to policy pribn&" Ar: a
municipal university in th s=rne art Tne orientation a very hinit'd list of c;r*eiaIlv imromnt cummt (yet 1ong=1iting; public
policy (motions," md tile featur U-at should be. iL1-.!_y suc4T9fuL
e institutions fAIr:. their ctr- ir especially fj1 in
acquainting th dt with the subject of economic& A Midwesternliberal arts oo11cge noted th*r their cun "Highly effct in
providing th udent with pip&iv or point of view o whatnorni is a1Kmt : the problni. the prx and th hin c,ftrI" At Iarg private university, the most guccfuI feature ofthe course was "eznphasi on the rnatry of fundamental npts"
Preparation for further study of ee*nomi w gqj itreport from a large private university "We believe that w aring afliJyRiR V17 interesting, ftttractJg bt ctudent to au appreelation of 'profona1 mrnk,' and providing a real i fiurthe work in ith& Ecoznie or Busin AdmiII1&tiL?'
-
RZQUIRED4MMn DEGREES
el Als ethermatters connee course. State univtr-
"We
'
a
on
ahem,rsvoram
reported large Midwest,
institutions,
rs as
_
sa,444;;,;
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el iosa-
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1
also,
a
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Regarded
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= 1 1 = #---#.----,-- t # -..._.:=-#1 1 ,I . . a g -a a, a 1 A i 14 -.E.- _.#_sr 4 _ --E-___
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the MIMI
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much is attemustmmt to theother read nk
I Owlg 1V w
varyingia l
Ia_
al -
Fr-) q
v 11111Ver81;.,
.compa 1,t) much material andpot mough depth
ould sprit on developing ana-till% on institutional materia andudeath' previous Y, Jill an
or
cx broad forcoil
briefLi
versi came the corninent t overage mayo .141 don ;" and from aa Eastern liberal
a 3-seane3ter hour °aurae, the mmment: "Tooto develop r5jtiCe of analy" A large Mid-
t_stern State university reported that "One semester is not enoughtime for a good otaurse in principles of economics."
Comments to inadequate adjustment of the course to the Om-timt, were numerous. "The sedions on price theory and distributionthem " wrote a Midwestern State university "leave the students
SOCIAL REQUIREMENTS FOR BA .1 7A LIR' B 15
range of tinpo * ._
that he might as %mono' Ato the the a. clarAll ....
ietd that the (*AMMO only introduction tonAlw also destroying many
had by the stutiatts.." feature reported lyn Mid wt_rn State was words:
And anaz_=s thasin "Oa th 41 rincip1.4,
g- w foe ure tyd unusually
frve felt the course wasButxlee3ful. stated flatly was "None";
any anal fourthrz--1,Lne1 Jut: course had any
tric5 Most Frequently T
:Iii rel the for a description of outstanAreakeegwA., the court* was 91 mph were zeived.Six of no outstanding weak-
; 8 and reported 'no comment." While theremaining 81 replies varied, 71 of or fit into oftr categories of reported . ) too inthe time 'Mates]. (31) (b) there is lack of
students (24) ; (c) textime Asti;
As to the effort do the time the course,respondents Ilidstitiarn,
"Thea tyls of
01.1314k.
_
and pprincip1.-:- and ::etm
lin.i. lies t. galA ithprivateE
be $ hours blzok.
rts that offersU
Theto
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in
a
at
by
pceseEs,
1
1
;
(3) and (d) too
A said
analysis. There isbe
lytical
as
=
macroeconomics
r:
nom
collegeAuca
pr
uninteresting textbooks." A Southernthe course's '(ir-eatt weakness stems from
Ile fourth most numerous complaint was . A .-.
ern State universi reported t _ip.%-es oftenstuden tuna
for effective classsaid that while course "Camsam too large for most effective discussion. .
II
While many ingtitutions, a noted, complained _J_
attempted too much, a few others objected to its limited cor to the kind_ of topics ---owri-4. At , A
for instance, felt that courseciiiipge
_
, !ut le
to the econom consumption fornot
no other cours in f_J-i-inonzim" A Mid _en_ liberal aI7-8 _
also voted the wane "Failure to cover consumption" nd observedthat it placed "too much emphasis on foreign trails, too little m-phasis on public finanm"
Among other outstanding weaknetwa reportc_A were insufficimwritten or outside work by students lack of coordination betweenlecture and quiz wetiona, uneven quality of instruction, administrativeand personnel policies, and want of analysis related to problems.
16 SOCIAL SCIENCE REQUIREMErTS FOR BACHELOR'S DEGREES
cold.'" "Freshmen find too akstract," an Easternliberal arts college noted: "apparently the students would prefermore institutional or policy questions such a.5 appear in newspaperheadlines." And from a liberal arts college in the South came the
c}ort "Inclined to be too dry (so the students say)." At a WesternStale university, there was reported to b "Lack of vital intereston the part of students" and "inadequate interest and lack of supportby the rest of the University." A Southern State university suppliedthe brief comment that the course is "Not interesting to students."
From a Midwestern State university came the complaint that fvo-majors and nonmajoIs were enrolled in the same course;
and from a Pacific Coast State college and an Eastern liberal artsmile statements suggesting difficulty in adapting a grerterti
ciours Wile needs of all students.Unsatisfactory text or reading materials ranked rd
highest, among outstanding weakne&-w of the course. A large col-lege in the East reported a "back of simple analytical material inconjunction with simple explanation of current business practicesfor teaching market mechanism." A private university in the Eastfound the "Text's subject matter too abstract and price system ma-terial often divorced from practice." There gas an "Absence otemphasis on economic history!' Another private university in theEast put the textbook complaint succinctly "Exewsivelv bulky and
State university found thatpoor textual material.":Large
run as high ss 40whereas "2 5 is A Midwestern private university
noted that "Class size averages 45-50 students, which is too largediscussion." A Midwestern municipal university
it was not a weakness of the itself,
the course
a liberal artsit was the "did pay enough
[the] student who will take
.r
.
-tic a t1 01-1 0_0
;SOCIAL SCIENCE REQUIREMENTS FOR BA rilir Cr LOR' S DEGREES 17
While as indicated above, 6 respondents rted that the courseno outstanding weaknem, only I, gave it a qualified satisfactory rat-ing An economics chairman in a Midwegzern private university re-
t
r ki that he regarded the course as "generally satisfactory in sup-g ntroduc.tory material for most students."
Coursesra Sot u_ Science or bevies& Education
Of the 18 institutions giving some kind of positive response to theEconomics que6tionnaim 62 reported general education or integrated
i al science courses in addition to mum% in economics. Only 3institutions had their bachelor's degree social science requirement inthe form of general educatiop course.
The percent of students in 54 institutions who take them courses tesatisfy nonmajor graduation requirements, ranges. from 0 to 100, themedian being 22 In 10 institutions, all students the coursefor this purpotv,.
For administrative purposes, these courses are usually assigned toa social &them* division in 40 of the 68 institutions, or 63.5- percent.In 8 institutions, or 12.7 percent., the course is miniAered by theeconoIn18 department. In the remaining 15, or 23.8 percent, it is ad-ministered by & variety of groups, including the college of educationfaculty, the history department, the general education (or studie6).division or de rtment,- the political Belem* anti sociology depart-ments, and a special core cour division. 2'
In 18 of 46 institutions, the economics staff offers no part of theinstruction in integrated ocia1 cienm or generalIn the remaining 2A. institutions, however, the economists contribute
,rcent ot the instruction in thet. courser,. The median is 27.6percent.
Economics in
take
2400
(-our-N*6 prnother
Of 319 instatuof thftale indicated tihatS ,ne Lrstitut=ionscience nquirrnent toward which history mi
_vided information inadequate for the surve
TheTowaRequirement
For all theirL
Strittd Degrees Cö1Lfld by Mabel' Mutations] Institutions, ISFMA,U. 8. *avert Printing Clem 1057, p. 14. (U. S. Department of Health, EFIneutp.,and Welfare, Mike c Memnon, Circular No. 499)
I Of. Jennings EL &salami. Jildtergraduate History eurrk-ulum Le Teachers entipms,"'Undergraduate History Currkniusn in the 94 Laud-Orant Colima!, and State Univer-sitlea," and "The History Curriculum la 110 Privately Controlled Liberal Artie CollegesA Summary," I. 114yher Idflo, Oct. 1, 1949. p. 111-114; Nov. 15. 1949. p. 0740; EndMay 1, 1950, p. 201-2044 reweetirely.
*This number rewultz from the imbtraetIon of TV tram 1,a31, the numbftP of 4wrwInman& institutions shown in minions II-1Y 'Medina) Directsry 1214-47, Past
Washington, U. 5. Govarnnidnt Printing 011ft, 1N44
-t7
HIM
7ELOR S DEGREES in history were waiermi_ in 156by 177 institutions of higher sUtiOL1 ry
taught in nearly all ukivereiti however,° one or icorein the subject were offered that year
654 -1-1;--tAnting institutions.'in the survey, 224 ma wane received; 13
had no bgcheior-deottan=:-, and t prst-1). The remain-
ing 209 reported such a requirement. Of these iI1 positive responses,179 were from institutions tht confe bachelor's degrees in historyin 1955-44.
al;11-., of the
GsN
Satisfyingg'Which
° e°1011 =1,
bachelor's tr more than tx:.o-thircis of MO re-parting institutions have a amid science toward w
Washington.
eti? lkBlewIL 8.
18
a
-333 3
Mr- aI a Ms
B Because iswileges and
by
social
Course Students Most Frequently Takea Social Science
Education,
4-1
fulfillment may
E-F
m.nent int
_ n
11_1
g
is
ti
=
coa
L=Ra.
4-1-6 4=4v_ig AL 4,_A-L
§
a IrrC
Alfg
frequently
V*1 ..-=m
requirement is'en is world hi
et)i
ne
towarii
_me
11
In nearlyscience r1uIrement
elective subject (tablerting institutio
uit for allco- a requi.14,017 cOttlw tabu
Ern-oilmenu H"
tons!
CAJfltft
average e
tions, the GVUTS 18
e 6) , and in nearly thrfi&tuden
f iniprof-orial rami (table 10pattern of the course is determined either by the individual course
rs or by a departmaital committee (table 11)It was estimated by respondants in taievim-Witiii- of institutions
_hat 90 percent or more of students enrolled in the court% complete
Inn'tf -the sample
With large en=
In18 taught
rby staff ern-t--rs_ of the 8 usual
and In more than two-,_hi. the basic
for credit (table 8), and that, for 50-100 t of these students,..his would be the only muse they would take in the subjeot (table 9)
47941ffi
SOCIAL SCIENCE REQUIREMENTS FOR DEGREES 19
history courses is take& More ofreporting institutions have such a thei A. 1.degrees, and more than threet-fourths for all B. S. degrees. The re,-quiremmt also lluite common for bachelor's de la the 4 pm-ftmional areAs :cove by the questionnaire: in agriculture, in more
three-tifths of 43 reporting institutions; in business a com-rnerm in nine-tenths of 129 :reporting institutions; in education, innearly all 146 repirtng institutions (95..2. percent) KAU in en-*-nneertng, in two-thirds of 88 rspoortmg institutions (table
A few that while the uire.ment did notapply to all bachelor's degrees in the above rt.:4 it did apply togome A large number (71) reported that eat pplisalto der:.vr:.- not ifirtialy by the question-
Among thew were bachelor's in such il-ads keconomics, music nursing, and pharmacy.
ry cour.s taken nitrating .
bachelor-o1 social science American history, alaith second asst or civiliiation. .116-garil of title, the most taken course is a inslightly ie than one-half ot 183 reporting inAitutiona, and is amelective in uirement in two-thirds (tole 3).one-half of isitutiowitudeats moist the swilliy history either as t rtnu. or as eak
). slightly more dap oons-third of 184 thecurse is or recommended other
-linlents
in the course from 2(J to 8 in-ve of 46S-3a figure unusually high .use
of iisproportionato numberThe course carries an oi L hours
(tab! 4).Li rly two-thirds
the A' year (in groups of not Neosii ti
usuallyit
2540 ts (tl 5) .
the course istt;
it
of ;
2).
the
as
a
takingIn
8).and
a
ammeter
taken
rn
mos
umm
olim
omis
otiv
iiliim
iliuw
iwau
4M,1
1111
1141
1111
1111
1111
111U
1114
1111
1$11
1111
1411
1111
1M11
1411
111M
4111
4110
01IN
INN
IIIIW
ItS01
1111
1411
1MA
IIIM
Pul
owou
golo
olou
illsi
omm
omi
and
eric
cat.
sturvI
American
--111
a
i
v
andtypst
_
civilization,ernor
theypolitical
history,
s
rId mamaedizevat %nit
4'44
- _4' A 44M_A = A
an
and
r- ,
t7-ws*--t
_ from
in
t IA Ca willA A AV_
another
A
14 AI
a A A
.11 mainly
!
pe-kall ci
chum
and PA
course sindicated thatpreciable changethat them hadindicated thatcmpio
04 themphasis.
I" ancated scopecivilizationfrom 1W)tuirti to the preent
laSp&
t ap-had been made in
beencourse
eua PA le M__P"Orl
can to Europmn historyearly times to the prsw_21
vrvey course; from Eu.present; from "straight history"pean history to Western World history,tory; and from Western civilization toing United States hian
enlarge
e4-1 with the ittxxk)
ci
eachfroti Europe sinm 1815 to Eurofrom a history course to a grylia
Pt
uri on NV__.ern
from a eour on Euroim
science600 to Europe from early times to
Western civilization; from Euroeneluding United Statea üs
Western civilization includ-
20 SOCIAL .SCIENCE iEQUIRENTS FO BACEVAMUS DEGREES
Th ii Course MostRecent nges
Emphasis,
The questionnaire r-Nue.st for a dewription of the content or otheremphasis in the history course of frequency, elicited 162
Ipors Of thet.712, 53 indicatM that the embraced generalAmerican or civilization, and additional 7 indioatedsimilar but extending only from 1763 the Revolution.Still another 7 institutions have a combinationhistory cours. In I institution, the elmir of number-I frequencyis either or Euwpesn it
or civilization. Statements as to emphasisin thwie, that include as much coverage o.f etco-
nomic, social, as permit.. Oilyresponses indicated that the cow-% itmerican history)
In 49, institutions, the course of number-I frequency 'is '-Arwtiernand in 23, General European, Mod-
Dire.. and Modern Euro history account10, a, and i rmxztively. and ex-
pansien ancient and history, raid history, each wits
reported in 1 institution as the course of number-1 freciu..7cDepartment hoards were requested to indicate the apy Inilto date
o any meent chnj that might have been made in thescope or Of the 79 responses to this request,
no change, or at 1%.:'1.1 no significant orthe course; and 2 of theft 4 I 1-1 1441
no change in 5
emphasis and scope
57 departments reporting sone recent change in arvpe or17 indicated an of the court's subjezt-matter
8 a .14uction. The majority of departments thatenlargement reported i change from sto a course on (7) , orto the present to one covering the period friars ancient
(3). One reported change from Ameri-
t;from
to 1:
to ;)-
a
C
2'2
a
a
1
previo;q
in their rW'='_. *
-SEF the
yearlytatted
1
eAtilain
anti
at ehati
civilization)
courwthriv
roM
t u
1
.,rope emphasis
Foto..
wpp1ied dataon features of tJ course regarded as unusually SUanswers concerned with the teaching of the course. Of these 50, 18mentioned the advantages of small claws, attention by instructors toindividual students,. the problemapprftch in instruction, and fm--quent written work. Such features as the requirement of special re-ports, outside and matte readings and employment of multiple texts
noted by 14, and Ix% in the course of strong and experienceders was mentioned by 11 others. Regarded by 8 respondents as
we
1
1
SOCIAL SliNCE REQUIREMENTS FOR RAMMOW S DEGREES 21
In 1 9, I. department u:wi.uctNd the subject-matter scope of itzcoum from civilization coverage to coverage of European and United*atm history only. In 1956.1 department Moved forward the start-Lrig point of their Western civilization course from early civilization
Greece,e istory o and 1 chang&i min a cure on civilizationo a courw on x3n,emporary affairs.
Of the 15 departments that reported chang. of tku jeict-mattertA indicated more stre on K-onomic, &xia.I, and cultural
Two de -rtments reported more emphasis,,,kan previously on Asia civilization another
incrtm.z.%d emphasis on the modern period in such a course; andstill another, more emphasis on economic history and on Russia.Two departments noted I emphasis on the colonial period in theirUnited States history ooin-*-z.s.
remaining 242 reeponwis there were no large groupings:_portie4J honors work or special work for superior students, 2 indi-
cated or periodic reviews of the court" 2 indimtedhad made mu to what they wert; and 4that the amount of time allotted the course had been
*imeatz --4c to 3 2 to 1, I stmcnek,er 2.tions reported thAt their Western becamegaireriest, 1947-155) and 1 nottod that their Eurc ** Statimhistory course was introduced in 144,t. Other indiestimichanges such as Its enlargement of text materials, u of movies,emphasis On problem-apprmeh, --more reliance on readings than ontertybastei suitution of small ch for 1
ile it is an impreotive fact tnat 22 of 79 respondents, or 27.8t, indicated no meont ehangek ir Lhe f!our'F or
had 6, it is nevertheless true that most of the remaining 72.2percent tzat the course is not static but is undergoing constantreexamination and
Th Cows* MostRespondents as Unusually
T
sful
ore than one-half (N of 84) of the respondents whogave
.
mpha-sis, t3
history than
been
a re-
responses
beenguggast
History Frequently Regardedby
1141
1x,0
111.
mam
moc
io
-s-
cAJufltryas
eq_chn
IA the primary enipnft!vrsi v in tneemployed for tiinaructor tcJnoteti that "allferial rank"our band discussioncoile in t
ten
ouservel
uniformity
Suct"Tive Lein of readingsand reports was regarded 1w several iraztitutifeature,. IA oneSouth 615 "disetiftion on _uts-ule cularlywas noted_ A woman's llege in the East portftl comstant use oflibrary (open shelf) no It-ur or text uN of sourc-__ usuallytmabrid I[1tknJ, independent projects and papers." And froma smaller college for women in the East came the reply that "audenthreport on a reading list three times eath semester"; also thatread selections from between N and 30 important nthe warm of the year besides a textbook of about 800
22 SOCIAL ScIENcE REQUIR k NTS roR BACITELOWS DEGREES
an unusually guoctfuI feature of the coum) f audiovisAmaterials, and by 2 others the intordisciplinar% approach in instruetion. For 2 res-pondents, the use of litvrarv and art materials in the
and the latter's correlation with a w rld IiterarN survey, wercthought especially worthy of mentign
More frNuently mentionod than any ot featuiT of theWAS the advantagr resulting from small classes . "The disvussiobons,' re[)otTh a lar,tze private university in the Midwst introductk,ssthdents to problems through the gtudy and analygis of historical docu-ments." And one of the oldcvst of the private univemities in the Ea.sreported the "use of original source material along with a brief textftTl unusuallv succiful feature of the counie. Clixrse contact witteacher and student and feeling of freeaom to interrupt and speak upand come to office to talk with faculty," was regardeti at one of the
largest private universities as the appropriate feliture treport. A woman's college in the South likewise indicated that "classdiscussions of sigmficant trends and movement including currentevents as seen in the light of the patit" were regarded as the best featureof the course.
Illustrative of the importance attadieki to good in the°our% was the comment of a departmental chairman in a large Stateuniversity in the East "Our emphasis [is] upon good teaching. This
in selecting instnictors." From a State um=West came the report that "no graduate smistants" were
couL_.qe---That "our staff is fully competent" and "eachhis own way." One State university in the West
sections" of the course are "taught by those of pro-A large private university in the East that
people lecture" and that "our Ph.D. candidates. man the pi=sections under supervision by lecturers." A State
Southwest, formerly a teachers college, likewise strestwithe of the teachers tn the course and okierved further thateach instructor was "independent""no as to reading,tests, etc."
in the handling of the always difficultas the courcm's hes%
small co*Aucational liberal arts college in the Upperreading, great books,"
"theyworks in-
pages." A
F'SV
3
_
uid
A 1I
)roac
maintenanceWet-)
went1
nt
urid
t
civilization
s _I
4_
A 4
civilization0
Li _anA-sa,a
-
I I T
4
theLk)
theI- 1A A
a_ _
r_ A_ _
A=
conductingI -= _
t4.1 contribution
Aa
=
a atA 4_4
C
connection,
=
_
A
v 7-nintellectual
rilne*ptORS-
in a X
went, ofa new,.
thought"
0
ere rg&rti
hr
I
particular
VI
eoun.44 lfl
a to
medieval heducation "cremes an
orid he 1ivt in and
the]eatAir-_;
university and a privat-I Pacifilarge Eaurn private _4_Jile&_
'toki Sta=t_ history parallels derelorit is felt that students gain "a better
ror men, -1.1rAM In
er parts of the woof IJnited States
=
down 0MOTIS p
wlmew naDfl
imilar conunderstanding
keE114 M Pnw
1-Zat-lan course'sutheni ci-311w for women.
A few r-eponsi (5) a-implication,
ifl
Altai histoAtte*,
UT
univers
successful featurt
e fact that the course was goodFor
rpori1: t ic anA State university :n the
p feel WA do give
apprcachfield of conetwitration
Still other institutions
aisx emouSou
pretty fair understandingand social history of the Western World."_rfttion of student intend in the historicalthe attraction of students to history as a
re regarded as outstanding features of the
phasized the course's valuable edwa-titxml byprodwta, such as inculcation of good study habits, training
SOCIAL SCIENCE FOR BACMRI4 DE-GRXR43
university in the dwp South reported an experiment withpapers "to with prof&-asor in office" and "some miuctionof lectures "
Other problem of included ay,* of a de=source hook, of a spwial worksho- and
the of anThe of r_pill.n.wm to question
the udL it was noted in givingstudent some of the peoples of the world and their
culturt%, made for tolerance perspective. For in-in a Midwestern State teachers college offering a
from times, "The that Westerna debt earlier was regarded sr
a valuable taught by the courvw have this re-quirement," continued the response, "'steictukla frmhnaanzttudestscome to us With Almost no gt-udy of ancient anti,A similar course State college ofunderstanding on the part of the student of the
to improiw
its problems."The "development of [a] sense :esitarn
affording Cie student an "excellent chance to develop-'-----Vets4ern as strong of tits
cour in Eastern CeoastLiberal arts college, rwpectivtly. At
where thements inperspective history. A ata tarp Eastern for women "pronsvotes ofthe development of U. S. Litz Atlantic World." "The breaking
the extreme of ;twiny students" wasreported as thein a
history, and, by that this was in-State
honest inWx rewpondz; thatof the political, economic,At 8 other imatitutions, the
to plsoil Mit
scum(4)
23
bep&haps
the
and
Civilization," andtrate
a
most
a Upper
a
24 SOCIAL SCIENCE REQUIREMENTS FOR BACITILOWS MGM=
in note-taking and organizing Material, and intellectual discipline.Wrote a respondent from an Eastern State university : "One of 'hard-est' courses on campus." "Good 'tscipline' in basic knowledge andskills and stamina."
Of the remaining 16 institutions that made some kind of response tothe question of unusually successful features-ofthe course, 2 notedthat it was especially useful for science students and for other non-specialists in history. Only 1 institution reported that all featuresof the course were unusually successful, and only 2 gave the answer"None"; the other 11 responses were so varied as not to be classifiable.These included such features as emphasis on the Far East, or emphasison the American national period.
The History Course Most Frequently Taken: Features Regardedby Respond as Wecimesses
In response to the invitation to indicate any outstanding weaknessesthe course might have, 104 statements were made by 96 institution&Of the 104, 44 related to lack of time to accomplish the purpoees ofthe course. "Too little time for such a big subject.,." was the responsefrom a Midwestern land- college. Wile greatest weakness,"came the response from a woman's college in the East, "is the enor-mous scope of the course. It is hard to correct this because it seemsessential that students have some familiarity with great epochs andnames, if they are to be considered educated persona" "Time toobriel-3 hours weeklyto assign extensive reading," wrote a Westernliberal arts college, "though ,about WO books are consulted by studentsduring the 2 semesters." "I have never been convinced," replied adepartmental chairman in a Southern State university, "that it wouldnot be better to cover a shorter period well." And at a private uni-versity in the West, the course is "rushed and somewhat frustratingto both staff and students."
Complaints that the course was allotted too little time were notlimited to institutions offering a 1-quarter, or 1-semester course:the complaint came, for illustration, from institutions offering a1-quarter, a 2-quarter, a 6-9emester hour, and an 8-semester hourcourse.
I second group of responses (16) related to difficulties growingout of lack of physical facilities and course materials. In 1 institu-tion, a syllabus was needed ; in 8, maps, audiovisual equipment, andillustrative materials were needed; in 5, the textbooks were liedas inadequate ; and in 7, there wu trouble arising from lack of dupli-
I Night Institutions nportel I weaknesses oath. Four ammo* could sot be doodadfor th report
SOCIAL SCIENCE REQUIREMENTS FOR BACHELOR'S DEGRITS 25
cate copies of outside reading books, and from insufficient or desultorylibrary work.
A weakness of the course reported by 13 respondents was the largesize of classes or sections. Classes "averaging 80" were regarded astoo large at a Western State university ; and At a Southern technicalcollege, "classes of 40 to 45" were "too large for small group methodof teaching."
Several of an additional 13 responses having to do primarily withthe student and the course, related also to the class-size problem. Forinstance, 2 complained that not enough attention could be given to theindividual, even to the outstanding student; 1 complained of a lackof effective discussion ; and 1 noted the problem of giving the studenta firm grip on the pertinent facts embraced by the course. Othersnoted the poor quality of students or their lack of interim in or prep-aration for the course. "Many poorly prepared students results indiscrimination akainst better students," wrote a Southern State uni-versity. And from a Midwestern private university came the thaw-vittim that "some 20 percent" a the students "show weak interestbecause course is obligatory." From 2 institutions was registered theobjectim that many students took only one part of the course; andfrom another that they lacked the classical training required by thecourse.
Difficulties in determining such matters u the scope, depth, andchronological divisions of the courle were reported by- 12 institutions.There were 2 reports that the course gave insufficient attention toAsia; 8 that it was necessarily superficial ; and 3 that it was difficultto present enough historical data to clarify the ideas presented. Therewas one complaint for each of several items: that a combined Eurti-
-United States history course gave too little auentim to theUnited States; that the time allotment to the chronological periods ofthe course was defective; that the course overlapped good secondaryschool courses; and that there was a problim of chronological treat-ment vs. select periods and problem.
In the report of weaknesses in the course, the teacher was notspared. "Teaching of repeated sections," wrote a Midwestern privateuniversity, "makes teachers dull." And from a private university inthe West came the response : "Course here very well regarded, but wemust for budgetary reasons rely on Ph.D. candidates and beginninginstructors." Attention was also called by respondents to insufficientteaching personnel, to lack of broadly educated personnel, to thetendency of teachers to "ride their specialty," and to the difficulty ofcoordinating the lectures with work of quiz sections.
In only 5 instances, did responses indicate that the course had noimaistanding weaknessei. Reported 1 of these, a large private uni-versiq in the East : "We think ita fine course."
26 SOCIAL SCIENCE REQUIREMENTS FOR BACHELOR'S DEGRK/t4
History In Integrated Sockil Science or General EducationCourses
Of the 66 institutions that reported offering a general education orintegrated social scienc* mum, 53 supplied estimatai of the per-oentage of students who take these courses in satisfaction of non-major graduation requirements. In 13 of the N3 institutions, thecourses are tabu for this purp(*is by 106 percent of the students; in8, by 9O-95 percent; in 7, by 50-88 peTrent in 9, from 2k-1-415 percent ;
and in 16, from 1-12 percent. Thus, in over one-half of the institu-tims reporting pertinent data on the item, 50-100 percent studtake these coursee in corm -ection with no- major graduatilon require-manta.
In response to the request for an indication of the pita) of the-course in the curriculum, n, or 57.8 percent, of 64 institutions
iA reported that the course was in the Social Science Division ; 8, or 121)percent, reported that it was in the Department of History or ofiliEd.ory and Political Science; and 19, or 29.7, reported that thecourse had a place in the curriculum different from the foregoing. Inabout a third of the latter, the Nurse is under the Department of Gen-eral Education or General Studies: Remaining responses identifiedthe administration of the course in a variety of ways: Integrateddepartment, liberal arts social science committee, department of
#humanities, departments concerned, social science departments otherthan history, and so on.
In more than one-half of the institutions (2,5 of 47) that reportedthe approximate percentage of instruction provided in these court,by the History staff. the latter supplies little or none of the instruc-tion : none at all in 21 institutions, and only from 5 to 15 percent. in 4others. In 7 institutions, however, the History staff supplies 100 per-cent of the instruction, and in 7 others, from 50 to 80 percent.. In 8institutions, from 20 to 40 percent of the instruction is supplied by theHistory staff. From one medium-sized State university in which theHistory staff offers 8-10 percent of the instruction in the course, camethe comment: "This course is experimental and in the opinion of theHistory Depart[men]t highly dubious in value."
91
Chapter 5
POLITICAL SCIENCE
DG THE YEAR 19 882 institutions of er educa-Lion conferred bachelor's or first profemional degroes in govern-
ment or political science.' This number does not, of °owes, indicatethe extekt of political science offerings, since many institutions offer1 or more courses in the subject without having a\department or offer-ing a major.'
Of a sample of 819 institutions, 186 responded that they had a socialscience requirement, for bacheior's degree. and that political sciencecounted toward the requirement (table 1). Among the 186, therewere 188, institutions that conferred dames in political science in1955-X
The Poittlad Science Course Which Students Most FrequentlyTake Toward Satisfying a Bochefor-Oegree Sodal ScienceRequhwnint
or
Among the 1 institutions that have a bachelor-degree socialence requiremeet toward which political science may count., slightlymore than one-half have the require/mit for all bachelor's degrees
I Alarmed Degrees Confined by Meat adacaticaal Institut:1m 11015-414. Washington.U. & °overnight Printing Ofico, 1257, p. 14. (U. B. Doartmeat of Health, Education,and Welfare, (Mee of adulation. Creak, No. 4.6)I &warding political ame in colleges, us: Goals tor Political lickace: Report pt theOnamitbse tor the Advaacommt of Tstg, American Political Science Association(William abase Amebae% lac, New Yoit 1NI ) . Contemporary Political Seisms: ASurvey at Methods, Itmosardi and Machias (UNARM Publication, No. 246, UMW%Paris, Prance, MO), cooking dioeunalow ot Political meioses In various countries, Wilk"-ing the United States. Soo aloe, W. P. Tockw. Political Science °twins in LiberalArts Whim. TM awes: &soap, 1111: 255-258, October 1947.
fri
Il
ll : i;
. _
.
.
sci-
411.
4114,1'
,
dn
AL Sfc, CIREM
or
111 ek.aea
t--9
-OirrefAS
TIM
ano neal,
-R
one-half
n covorekt
more g
1 ti
-
Lit
grsFor exam-IW
all A.ture 11Q
Cotr
4R dernw.
husbandry
Wik' trainingin education excvcation; and to allnautical or meta;ported that they
Afically co-such areas as music,
or
-enng xc
foroover,
Respondentsscience courserequirements Iall other polltiecompetitor bei
Regard]taken for dinearly thirdment in near
s_itt=4_1 that AmeneALan
arts edu-c- m aero
-ions rcv-
no,inc
Aamiacy.lent 1, the political
ently takan toward meeti g's degree--that for this purpose
ur by iLtuton to
social scienceit exceeds
to 1, its nearestgov,rRment.litical ienc and/ o
purriocsf institutions,
Menscience come most
oriM,and an
uenLya srthc requirement in
ye ID a gyoup requimt jM a reqnir: or recommended
prerequisite for all other political science (*arms in slightly morethan one-half of mporting institutions (table 8). In nearly threefifths of institutions, it was _._tiniatefiii that W100 permnt of studentswould meet the suia1 ienc requirement by taking political scions.(table 7) ; in More than three-fourths, that 90 or znore,f stu-dents enrolled in the course would complete it for andin more than four-fifths, that for 54-95 pergola of thr students tinswould be the only course in the subject they would take (table 9).The course has an enrollment of 809----a flop unusually high be-cause of the disproportionate number of large institutions in thesample (table 4). It carries an a ri-ge of 3.8 semester hours of,xedit (table 4).
28 FOR BACHELOR'S
conferred loy them. Four-fifths of in institutions have the require-ment all A. B. it,4-?-1, of i= nstitutionshave it for all 1. S. (table 2).For degrees the 4 professional areas by the
questionnaire, he ii1 scien requirement varies- widely. Whereasthe uiretnent. among iour-filths of reportinginstitutions for all brachelor's degrees business wmmerceit appli to all &it, in in laga an three-fifths of reporting and in engineer' in 1 than one-half (table 2).
In instances where the requirement does not apply to all bachelor Etof given ty or in a gives area, respondents indicatedthat it did apply to some of th degrees. it mayapply to B. degrees except those in tine arts; to I1 B. S. degreesin except those in dairy or ;all bachelor's degrees imt business and commerce except those inn ucation; to 11
those in physical education or industrialB. S. deA-: in
engineering. 64had the uirettent some bachelor's
by the questionnaire; th innursing ucation,
indimost
acience embilt 8
of title, the politicaljust, is
one-half of flew
e: ) ;
and and
a
business
degreesdegrees
credit(
4
94E
,ICIAL SC I Eli CE RE
nineteiiehjnatinot more
tutiofEoriai milks
LaI
lft BACHELOR'S DEGRE
u the course is usually takenand in nearly twothirda, taught in groups-
215-50 students (tabi 4). In nearly three-fourths
Pattf-ris4Mt
_
mum,t4ble
Science CosiSI anti Recent
onepLiasislarp
many
taught, and in fleaeither
staff members of the 3 usual_an
ence course o_mat is placed on kmenc
lc re.
course's
t or
ionai government.ons, to be sure, the course i on American national
government rather than on American Government Federal State,and local.
But in the latter course, which is the political science courm most-uently taken in connection with bachelor-degme social science
ire1ments, the national governmental emphasis is also pronouncedsome extent it is found in wurses on comparative government
and on introduction to political science and governmentSince these courses carry an average of only 3.8 semester hours
of credit, and many of them carry only 3 semester hours, it is under-standable why, in the competition for attention, the national govern-ment should win out over State and local government: It is under-standable because of the large role the national government for longhas played in our country and the especially powerful role it hasplayeil during the past quarter-century.
Thus, a land-grant college in the litridw(md, notes that "the course,being limited to one quarter, concentrates on American Nat[iona]1Gov[ernmen]t.." An institution of similar type in the upper Southreports that the mums' "is the customary American gov[ernmen]t(kours&----chi y Federal goverment" And a similar institution inXew England indicates that the mum* places greater emphasis onFederal than on State and local government& At a State universitym the West, the course fs on the national government, "plus someState and local government in second quarter."
Where the course places large emphasis on State and local govern-ment, this emphasis may be dictated by State law. Ten institutionsrepresenting the North, South, and Vir;:. and all except one publiclysupported, each reports swim emphasis on the government of theState in which the institution is located.
. 29In of in the
yeAr (bAle 1) ; isofof the ivy
10)basic is individual instructorsor by de ointau (table 11)
mi Frequently Tthgn: ..
If y thing stands out in the 168 u toof the political nursierL4 frequency, it is
theha
and to
is
11
Political h1/4pst
Champs
responses
emphasis
;
f
MIn
IMP
IISIII
IMIN
NO
win
nll'
Sre
rnir
30 SOCIAL SCIENCE
And, as notedto satisfy or heconsiderable Amerversity in New England,
-OR'S DEORE
courses t are takena ial science raNuiremen a contain
Government content Thus, at a private mi_the courtAl is one-third American govern-
ment and wo-thirds comparative governmen and theorygovernment. At _Ndwestem private universi the mu_rizizAmsideration tt Dri_ncipit of political 9cience an app.aca-ton to the Amerc% ." And Rt a Midwestern Sta
ty, the emphasis .8 tinnelpke leafillustrated primarilyTerritorial university,Government., comparative"greatest stress" a
bv rñreme to American experienm At ahere the course is a combination of American
ernment, political ixhavior and siD onn the American scene."
To the request for statements of significant change mcent vin the course's ,Ewl--Jpe or emphasis, there were it responses. Of et*.20, or 26.0 percent, indicated that there had keen no changes or noneof significance. One respondent noted : "Not materially [chin about 10 years. Two respondents indica dates of ehscope or emphasis (1952, 1957) but did not dCri& the change1 felt he was too new to the course to answer the queAion
Among the 54 institutions that reporte4 recent changes in thecourse's scope or emphasis no one change was reported by as manyas a third of the respondents. The matt frequently noted ,hange(10), although the phra%ology describing it was by no means uni-form, was greater emphasis than previously on functional aspects ofgovernment Thus, a State university in New England reported a"minimum of description and maximum of functional [data] directlyrelated to pressing major problems facing society." And a privatecollege in New England noted that in their course on American Gov-erment and politics they "now use practical politicians in same largelecture sessions." A private university in the Upper South describedthe change as "more promo and less structure." And a private uni-versity in the Southwest reported that their American Governmentcourse had changed from a "so-called" general education approach toa strong functional c)overage,"
While 8 institutions indicated that their courws were now placingmore emphasis on the Federal Government than previously, 4 othersreported greater emphasis on the government of the State in whichthe institution was located. In 2 of the latter institutions, the changein emphasis was required by State law.
In 2 institutions where the course had been on American Govern-ment, a change had been made to American and comparative gov-ernment. One private university in the Southeast reported a 1-yearcourse consisting of American Government the first semester andcomparative government the Bacon& A private university in the But
nd
REQUIREMENTS FOR
certain other political sciencesatisfy
ofsiva
to theiruniver-
upon " f science
isi
tik
a
*%
NICE REQUIREMENTS F R BAK9LORS DEGREES 31
devot on4hird ot the aRLthirds w comparative governm
American thernnkent and two-and theory. And in I comparative
ernment court: the oountries studied had increased from 3 to 6.private coil in the South the change had been from an equallynted American43omparative Government wurse to one devoting
first mmeeter t American and comparative government, and theationa. relations. At a Midwestern pnvate um-
oeen made !Mill emphasis on the Uni StatimIn world affairs tift equal emphasis on domestic and foreign policy
second
isu And at a private university in the East a change had beenmade trom a cours on Federal, State, and local government witha constitutional law approach to one on comparative government, po-litical theory, bøsic politica institutions and prcw_miwti, and adminis-trative law.
vernment cour fr.om a eianstitutional emphasis to political behavior was reported by an Easternmunicipal college, whereas in a similar course in a Southern publicinstitution, "the citizenship approach" had recently come to be em-phasize& And at a private university in the East, the wage givesmore emphasis to civil rights and 1e3s to national defense and gov-
ernment and the economy." A public institution in tle South re-porteti that, beginning in 1956, their course placed "increamd emphasisupon constitutional rights and national supremacy "
A number of institutions reported changes in course scope or em-phasis which did not lend themselves to classification : more theoryand loft structure; more principles and less structure; more on thenature of political science; and more attention to introduction togovernment in the American Government course. One institutionnoted that its course on modern government had just been introduced;another that its course on introduction to government was introducedn 1953,54; and another that it had changed its course from Ameri-
Amen(
an Government to introduction to political science. One institutionnoted that the course became a requirement for all degrees in 1952;and still another that the course was to be integrated with socialscience. Three institutions reported that the couri was annuallyor constantly revised.
Respondents provided no conclusive evidence of either a credit-hour contraction or expansion of the course: 2 noted an increase incredit 'vaunt, and 4 a decrease.
Five respondents noted recent changes in the teaching or mechanicsof the course; one stressed outside readings and term papers; onethat a "discussion hour" was introduced several years ago; one thatreading emphasis had changed from the textbook to pamphlets, gov-ernmait documents, and paper-bound books; another that emphasiswas being placed on case studies; and still another that the lecture-
fSOCIAL
to
At
theto
versity c
A change in the
a
a had
limoM
PIlf
rMIII
IINA
Itim
umi.l
unm
ertin
i.04.
11rw
lIr
prey* nalment
SOCIAL
d bei*n.
CE 11Q KW-NIS FOR BACHELOR DEGREM
The Po Kcal Science worseRego
,t k-m1F.nhit
out any one feature fmay be classifiand field wor(4) citizenship.
raTeg
Unusually
the rrt.features
notk*,the h-teac
&Aviv-am
e couremphasize 4 featur. which
of (I) pract applicationsre*--iiings and discumion, and
On the item of practicality, one State Umver8lty In tnereported that emts contact Ifttder of party of their choic*community, offering to help during weeks at home, repoto instructor. They also write to congreannan of home district con-cerning some public issue then before Congress, or which they thinkshould be considemd." This respondent nowt that the instructorhas to inspect letter before it is sent." "A study of how government
actually functions at the gram roots level through actual cases," wasthe feature reported by a public institution in the South. "Themechanics and ahAractions of iovernment are mylimizea exeeptwhere these apply to the actual application of government to peopleand their problems." In similar vein, a woman's coil in the Eastdirects attention to "personal observation and report on some agencyor problem of gov[enamen]t." AiAnd a similar inotitution inSouth reports such student practices as observation of the FederalDistrict Court, [and] Naturalization Proceedings," "helping studentswith absentee, hallo, d " t*ervation of local governmnt inititu-tions."
At a Midwestern private college, an effort is made "to have eachstudent make a study of his congressional district to observe thedynamics of the population, econmnic shifts, and interest groups tounderstand the interaction of such forces upon elections, policies, andinternational imam." And at a private university in the East, aneffort is made to relate courses to Etudent organizations on thecampus.
On the side of instruction there were also numerous aommEnits."Each instructor," wrote a State university in the West, "is givena free hand to use what methods he wishes." "Insistence on goodteaching" was one of the unusually successful features of the courseat a large private con* in the East; and from a similar institutionin the same region came the comment that dm course is "taught only
me
32
methods and a of govern-introdUCed.
res
Although rcz majority of lkisa7,.. who ve their opinionsas to the unusually successful of .111 not single
they didunder
(2) ing, (3)
itiwP4W,
ist
the
,_
Most Taken:by Respondents as Successful
good
1?ack
gMagth SCIENCE REQUIRENTS FOR
rn_1ciUSi
in the EastAlso prom
SUCTAMIld we
rable tismchfeature mwrte41
BAMMIA1R*8, DEGREES 33
ence" T=J of senior men
Lea arm- of thefor mading and
large private university
Southern public institution, for nthnce. thetIflk students to faxe and discuss fundamental
ution in
ed u udiscussion. At a
succeeds inAt a simila-
there is "widespread u of government casesfor application of princip A private university in the South
ported "encouragrinent of outside reading through circulation ofprinted book reviews," and also the use of slides. "Students say theyvatue most the opportunity for discussion," wrcAe a private oollege in
South. "Faculty feels the course is an introduction to reflectiveing and discussion of public (petitions and an opportunity to
about inaitutionat relationships and theory." Apublic oollege m the East felt the course's most successful feature was"stimulation of discussion through small sections (20-M)." At two
universities im the East, attention was called to the use in thecourse of newspapers--at one, the_ use of a Sunday edition, and at the
.er, the use of tJir large dailies.While promotion of good citizenship was implied in many of the
responses, some were more explicit than others. A State universitym the West reported thai the course "gives [a] basic understandingof democracy." One Southern public institution noted the course's"presentation of material relating to civil rights"; and another calledattention to the course's "production of more purpose-minded studentswho are better informed and more determined to become active participants in the solution of prob[lemjs that may confront them asitizens and future voters . ." :And a private institution in the
East reported the course s emph "on ethical principles underlyinga good political order."
A private university in the East reported that the "course as a wholehas proven successful"; and substantially the same evaluation was
the Midwest. A State co in the, Midwest said of the course:
given the course at 2 universities, one in the East, the other in
"About Slaws ago the State enacted a statute requiring all personsto pass a test on the U. S. Constitution, the Constitution of the Stateof . . and the proper display of the flag before obtaining a cer-tificate to teach. This course satisfies that requirement."
Became 5 different persms were tiaching it, ma respondent felthe could 1, the course's most successful feature ; and 8respondents t that the course had no such feature.
by with1-
was the by
among *burn 1Yarrangements
"course
the W,
thethii
something_
tate
.
ai I.e
.1,
.
etermine
a
get-issues."
teach
./1
1111
1111
11.
1i n
iuti7
1 II
I'L
1111
1111
15 1
1 n
ENCE REQUT
Science 1-0
Res
Respondents worewift.knewi% asthe course to have A tto the effectt&nt _r "outstanding"had not yet hail
Amongto cour im LionsFW7,1441-.-'ecl were mad
mg to do with 1j shortag of ume, (9 ) large size
MIWE
t
_ as WerArmsftts
an opportunity11
tosucc
cour nAd no weatm-
ininmtxrieiic th
features
the oours
ctt
Ter various
lewdem
-a
AV
f cIa or w1.47-
49
tions, (3) unsamotivation and
The Iargt group ofant for the cours In o
opleal content, (4) differences in studenand (5) unsafts &dory _
plaints (21) ntereii on th_form or another the txniment was
e
too much was attempteti in too little time. Examinationcredit-hours allotted the come m thew particular institutionscates that they approximate the average for all responding instions, or 3.8 semester hours. One of the Territorial unjversitie mayhave spoken for the group what it reported that "for most studentswe are attempting the impetibie---to introduce them to the study ofgov[ernmen]t in the period of one short rn[LerJ and at the Runetime to equip them adequately for their role as citizens. Since the'impossible' takes a little more time to accomplish, we haveshall con inue to expenment with course content, teaching techniques,and motivation factors."
The second largrtvit group (14) of coraments as to *ix.
e-zies re-lated to section and clam size_ An Eastern private uthvexsityported that the class was loo Iarg and vaxied in its makeup." AState university in the Weft aim far too large"; andan Eastern liberal arts collage with last** of MAO olxierved thatthese were "too large for adequate discussion." And a State techni-cal college in the South noted that "classes of 40-45 are too large forgroup methods." An FAtstern private university wrote that thecourse had "no outltanding weakness," although classes were "toolarge for discussion sessions."
An equal number of respondents (14) exprm3ed dimatisfaction withthe course's content; however, there was considerable variation inviews as to this. For instance, 2 respondents felt the course was toogeneral, and 2 felt that it was too detailed ; 1 felt that it devoted toomuch time to the Federal Government and too little to State andlocal.; and 2 wondered if it might not be better to replace the kmerican Governmmt course with one on general political science. Onerespondent observed that the course's "level of abstraction is perhaps
and
34 SOCIAL
UPS* Frequently
R DEG
g
indicate any out&--.6.11eU es any, they
o i m*. received, ofthe the or least noOne institution reported that it
enough to it.the institutions, clisimen
as (.1 t) o
_
allot-that
of !,4,e
indi
rs
reported,
The Political Most Taken:Regarded by Respondents
responses 8
impor-weaknesses.
72
them
been,
EN,E
are required.
RE VIREMENIS FOR
.rture anuld
m9 in studentnur51:-_1
of
ACMW DEOR
For"stimulus"
fun
evar-vtion ;=n,
udenksui
accomplisht the
rn
Four
wereone res
er ref: ruu
ould
5
a
irfattention
students."n fo
nmi Government,introduction
men!, one viewand anotherthe amoun
A ntO
VNIthurelian
his ciltis ar onon a fewwas
TO
r-A
Ai theworn
they
ths end.Or_a a
e=4)
aof
"many textte:_x in tIr library rk w
atnialsto vernment course.
text available"; and thevresen e_x't and noted
As for can Governtoo oi on[edr;
15* too to allowwoula e to see
e&4-es ere a.L. stet Two private uni-complained the "mechanical testing" and the
on objective examinations owing to large numbers." ASohern private untversity reported that the course had "insufficientvial aids" and that there was "insufficient time for field activities";and a Midw&atern private miler reported that students in the boursehad "-not enough opportunity for participation in political life." A
univerty in the complained at the imperfect continuityeem the work of the first and second semesters, and a Midwestern
irate university noted the difficill in their course of integratingpolitical science with e.c-nomia3 and sociology.
Midwern State university reported thaL entirelyqfiefiFA with [a] straight lecture ovum"; and a large privatm college
e East felt tttat too much latitude was allowed the mstructorsin the course. The wmetimes-rnaligned use of graduate students asinstructors was put in a different light by a State university in theSoutheast "Weakn of course, it kas," wrote this respondentof the course, "but I do not know of one which I would call 'outstand-hlg.' The inevitable rotation or turnover in instructional personelwhere gradruate] stud[ent] instructors are used may be a weakness,but I feel sure this is more than offset by the freshness as compared
=1. *s = P -
SOCIAL 35
so hiAt! while 5 others ware of the opinion tt their courses placedtoo mucth stoutv on not enough oni idiaa. Another be-,lievei atilt filo more
problem of backgroundis probably most -relilt in so 4211y ifoou instance, Southern rrato universityreported the ne.kell of take theeoufx "to co pally because it is It was noted thatapproximately filtit are. required to A State-college Like Coast reportai "low levelwarm due to inadequate tjs,u s.al knit Mid-.
private university calisi 'q,çtral attractivea to moat college in the
East prefer separateinstitutions, 2 of them offering Tv introduction to government
cow-cm, and 2 offering felt that tartussatisfacto- As tio t,
said there was "-xo `tableCI
VT1,
that "there are in the field."that are
was that' field "tati to loof time we
devoted IL"of other vg
m the East t
State West
it was "not
in
beThe
thesea
on
Afreshmen."
A
Iflth
ssth
Idth
fflN
mtr
imom
meg
omm
oom
mtr
omen
umm
oser
root
eal
t11.
141:
;uni
alt
qf
36 SOE
wIuitea&
X7=E RE-QUIREMEN- MR A(flELOft8
t&idertcy " FeneIementar v
=
toward which po meal wiensupplifti data oncandidates, 24 reqand 5 require itno One,
Of 58 of t=he
r
r
ijL
e °puma O.
1 .
r--
utits the
science division byunder other arrank----raw.ntsof interdisciplinary=logy depariphilosophy deeducation committee apfor academic Mimi's, an
In 12 of 42 respondingpart of the instruction in those33174 pmwmt ; and in 4, fromprovides all the in. r-twt_ion
of fro)90
itimi le-me* le
trO Deromfres
.rtmenr include the department
oioQv andntly, the directed And
education dethe prident the Tim p *dait
wienc* prov'd nomovi firm 5 to
= MALT
institution,
thethe mann too
Science kn hitegI
^
nnal to 'go stale'uently."
rffl1§,
DEGREES
u an to
In 6: itutions, geners.1 education integrated stlei&Iowarsar: off ; 59 of these' also na eia1
may fount. 1;f 47item, 17 require all . a or-dnrt.:
it 1 percent tofrom I percent, One institution it of
itstitutions, the course is -_, 4,4
. ,7 11, ,
*
in 29, -ilein U.
:Audits, the 1 :N college,wanta acting
.
the
so tors.
told
in 7, and
loy
efki
C., the
It
.litiJwows; in itt, it
44 t 60 percent. In 1 itin
0-
_
1111=lk.
if called
Political Social GeneralEducation
thethan 1
the 9060
The
general the general
tit.vm tonumber,ward w
of the
rt_s-
a I-Ache
ai
frrd -r-gsof rourg*, niwny iriai
tit whicii offer one or
une Which Students Most Frequently TakeToward Satisfying a BothelorDegre. Social SciRequirenton.
--a=r1y one-halfSV1P
twitsrequirement toward theught be taken, indicat
ppliod to all bachelor's degrees conferred by thtm Nearly seven-imths of repprting institutions have the requirem_exit for all their
B deyrcii and slightly over one-half have it for all their Be
Among institutions reporting degree dt in the 4 professionalareas covereti by the questionnaire, the soci scions* requirementapplie-il to all bachelor's degrees in engineering tn slightly less than
eior-which
-ru1r*,rne4nt
Darned Dirwees Conferred by Blgbrr Must-tonal insti dons 1955. Washtngton.C., ti Government Printing O. 1957 . P. 14-' am H. limnftly amid Ruby I L Kennedy. Sociology la Anterkitn Colleges. AffkatiositRello1eg4oel Rvew, vet. 7 p 11111-4175 Bans L Zetterberg (sater). goeUk-47 in theUnited Btte of kmerlat A Trend Report UNDS('O, Parts, Fra_nee. 1968)
87
-4
11
ROM the 319 in the science survey, 215 re-the sociology questionnaire were received (taiga 1).
Of this 1R5 reported social science require.-ment fulfillment sociology might count. The 185 repr.-sent 8a..1 perosnt bn 1 iistitaitions that&weal, in aociotcx 1g56. There are,tutions slo not of a, major in kkacioimore ma m a in the 81 e400
Sociology
'4)
of the 185 that reportedii fulfillment ofcomes in sociology that this
A. S.0:7
D. 8:
Chapter 6
SOCIOLOGY
F
inthat
The
adegree
I
XIII
IMIII
IIYM
IIIM
nam
mau
outIV
EM
INC
M11
1112
211
ovex
CXM SCIENCE
tow-o-
rectourthsutions vk
givenB.
ja.x.w.NTs
tk) all b&CiteJO
A__WF:tir-V1 it mightexcept
R BACHELOR'S
m Ftgr,oulturvIfv,'4 tid (-AA in
EciRL-Es
t
ll CI;
c
_ ifltS11
d rt zn education ex-vandedui_
medal scienceof exceptions
exceptC-
r indtforwere
it*---4 in
tht**---1 m agriculturalegrri
s _with
mong irLM
egi-t-vs In engineering,,xtezsiv
applied to virtually none, a
To the querv whcaliy covered by thewhich sociologybachelor s dettre renohir, and occupational
In nearly nine-tenthsology is the coursetoward meking sicwia4
But whether the cmur: is
eru=t7.k_
might coun
to
max
was for :t*c elorssocial ienc rek-quimmeii
wero --w't1v0 rpon :744ifl iturualtini medical
-requirement
=
==-4A
WA%
tan-ring
e IrLStlt
elite mc=S frequentlyreq th Min&Its
ntroductory st)-ciol
trig:
a required or recommended prvxcluisite for all or int-LA
in the subject in nearly fourfifths of institutions (table 3)dents generally, itfifths of re p 0rti
tirsv in but little more
requirement in tJ-
half of reporting institutions,social ience reluiranent fo(table
In 150 of 174 institutions, respondentsmore of students enrolled in di(table 8) ; and in nearly Bev fen tenths ofestimated that, for 50 lcg_)in sociology would also be
In nearly 5-5 permit of
(X)
is ve
1447
tillb)017
degrermuses
ForIan two--a grouut one-
SC)Cmlof Ande
ez-t mat&°aural would comp
ingstudgnt-Erct of th
last table 9nstitutions, the
year arid in about 30 Fermat in the freshman year(table 6) ; it averages 3.5 semester hours of credit; and enrolls anaverage of 202 students, with a range of from 7 to 937 (table 4)This average enmilment is unusually high became of the disproportionate number of large institutions in the samyle.
In nearly 71 percent of 182 reporting institutions, the MUM iS
taught exclusively in groups of not more than 2540 students (table
is wildly taken in
38
one-third; to all bachelor's degrees in a little over two-fifths ; all bachelor's degrees in slight!,
and in education in nearly(table 2).
In the requirement did not apply to all bachelor's0`,41---t-eksz. in a apply to some. Thus, it mightapply to all A. degrees t.hcit in music or home eoanomicB;to all R S. degmes ewept in tuioiov, mathematicA, or applied,to all B. S. innit4.7:11g or plant patholou; to all in businemclOtillinarOS general or
to all thaw ineducation. not
iI R S. however, the Iia) as that the,
Azhftiv degree*.
there deginces not aptkciti-a toward
there 85 Amongwere thooP2
therapy.of introductory
that take in flatscience for leor's
or some it is
.tutions, wheir,-- it zn inmarl, (table 3). Actually, in
percent nest thebachelor's clb.t.,.-t,-T.,: by taking
7)..the, 90 percent or
it for 7.1' Iitinstitutions it .was
this first sewnthe
coursethe sophomore
degrees engi-
otherstu-
_
1
aria
r
course tiv-htesoriaI :
U t 1 ti
-n
UA
Taken:
-t
_
variation tritmatf-41 merrh t
and emphasis-)ok
ph
emon .
eral cher ide
ers went into greater
a
riU
as
ifltrGdilctIonprinc p
TWpOrL indicatinguniversity
1 t
.p-nt Iltot%ti
course or nO
contents
pot
rti
A
ther1 darAi
Unless otherwise ric4ed. theantrii
univemity canwith
r4=-1
porl_SeLien
roth an Eastern private tini-akis on Arnerh-An inAitut ions_
anthropologyemphasis"; whereas a Stati university on t _ Coast reportedthat their emphasis was "on basic know1e4igeen problerm5." AM idwmtern privatt univem rted "emphasis on theory and---arch" In a somewhat similar vein an Eastern private univeritv
3E
eore.lti-A1 introduction and application of concepts."casebook emphasis was reported by a Nfiti*estprn State un vex-
epartmentally-con, rue f-Ai casebook was 11-*-41 to supple-melit the teat, and by an Eastern private universit, In the latterinstitution, the eours of number4 frequency is on social problems.In the introductory mum° at a Midwestern private university, theemphasis is on mamporary widely and social ience behavior";nd at a private liberal arts mllegv in the same region, emphasis inLe course is on th American "middle dam in terms of functioning."The main purpc of the institution was reflected in a report from
an Eastern technical institute that emphasis in the introductorycourse included the "impact of technology on society." Likewise, ata State teachers college in the same region, emphasis in the course isdirected toward values for later teaching purposes.
In several institutions the course emphasizes American society or isexclusively devoted to that mbject, In an Eastern State universitywhere the course of number-1 frequency is on the Sociology of Ameri-can Life, the approach is "by means of the well accepted sociological
SOCIAL SCIENCE REQUIREMENTS FOX FIACITETAIR'S 39fe: 7141tIri
) . ktn three-four-ail; of institutions, the isvbitionniman bv staff members of Lle 3(table 10). In two-Jiirds of 17t3 reporting thetmsic pattern w-T.' the court* is determine43 either bv the individual
instructor or by a dep&rtment&1 committee (table 11).
t cours9 Most toetrai;Recen seri
E
As noted, in nearly of institutions, iritrodlictor-v i)c_ioi-ory is the sociology court;ix frciuv_ittly taken by qudentgsatis yirg a hfflathelor--degme social :-,-;-ienc-re re-!.-zporkii as to or other in show
inAitution. indi-of the that
scope with the of adetail.
disx71 that follows to do with theF m New England State the that LIe
coume was general on wientitie ap-proach, problems, andversify came aA State reported a "strong social
reportedA
sity, where a
;
A
In I. 1_
y
The Scope,
a
a
40 SOCIAL SCIENCE REQUIREMENTS roR BACHELOR'S DEGRIIIS
concepts--(1escriptive and analytical." Two rivate institutions in
the East offered a similar course but stmsed contemporary Americanlife or American society since 1900. In the introductory course, anAnierican life emphasis was reported by a Southwestern State college,and by each of two State teachers colleges located in the East andMidwest, rpectively.1Some institutions reported a course on Social Problems as the
course of number-1 frequency. Thus, a Western State universitynoted that emphasis in 1. course of this type was on "analysis ofmajor social and personality problems based on social disorganiza-tion approach."
The emphasis becomes more personal and direct in courses on oourt-
ship and mastage or marriage and family. TI* emphuis in such a
'course at a Southern land-grant college is "functional preparation formarriage." And at a Southern private college, the "course is con-
cerned with the practical human problem of growing up in a family,courting and getting married," and with "making a sucCessful mar-
riage and building and iarninistering a home."Other emphasis in the introductory course included societies around
the world, and contrasts of rural and urban society. In, one institu-
t4oi the course of number-1 frequency is on Western ant Easterncultures.
If the scopeso emphasis Qf the course of number-1 frequency hadbeen altered in any significant way in recent years, respondents were
requested to indicate the approximate date and the nature of thechange. Wo this request, there were 48 responses, 19, or 39.6 percent,of which indicated that there had been no iecent change of signifi-cance; some specified that no change had been made xluring the past4-5 or 10 years. Of the remtaining 29 institutions, 14 indicatedchanges in the course's scope or emphasis, motit of them during theperiod 1952-57. Among the changes were: more emphasis thanpreviously on the cross-cultural approach; change from biologicalemphasis to emphasis on sociological concepts; change from recitationprocedures in the course to analysis and discussion; change from theproblem approach to analysis; the adoption of an easier text; andmore emphasis on urban society. Two additional institutioris notedthat changes had bew made in 1958 and 1954, but did not indicatewhat these changes had been.
Among the remaining 18 !Pawnees were statements that the coursewas constantly being &Milled or that revisions were currently beingstudied, that more emphuis was being placed on principles and legeOn social problems; and that mors attention was being given tooriginal work.
t.
SOCIAL SCIENCE REQUIREMENTS FOR BACHELOR'S DEGREES 41
The Sociology Course Most Frequently Taken: FeaturesRego by Respondents as Unusually Successful
Respondents were invited to describe briefly any features of the-course which they felt were unusually sucet-ful. While responsesto this request, were in no instance identical, the majority of them,68 of 91, or 74.7 percent, fitted into certain large groupings. Thesegroupings are (a) teaching sociology as a scientific discipline; (b)the course's ptactical applications; (c) effective teachiAg in thecourse; (d) good clam or panel discussions; (e) use of field trips andaudiovisual aids; (f) successful. reading arrangements; and (g)gadent interest. The remaining 23 responses, or 25.3 percent, were
sutioeptible to a single claNification. They are discussed in thelast wagraph of this section.
With reference to sociology as a ocientific discipline, a responsefrom a 'New England State university notes that the emphasis in theintroductory course "on the scientific approoch to social behavior,"is an unusually successful feattire. In similar vein, a land-grantoollege in the Wee, reports that "emphasis on objectivity in dealingwith social factors" is "for many students ..# completely new andquite an awakening."
A Midwestern State university notes the use in the introductorywars° of "cases, based on interpersonal and conftnunity problems."The caseliethod approach was alto reported by 4 other institutions.A Midwestern private university finds unusually suctkessful in theintroductory course "special project: in comparative cultures andtheir value systems." Another Mi western private university re-ports as a successful feature, :4 sulating student's comprehensionof changes going on in oar society, his relatio ip to his fellowmen,"and "an undentanding of cultural differen and deemphasizingracial and ethnic differences."
The application of sociological principles to life experiences waslikewise regarded by a sizable group of respondinTi-as an unusually
, successful feature of the course. Thus an Eastern private universityregards "teaciling understandable concepts that students can retainand use throughout life," as such a feature; and a private university'in the Mountain States plaiies a similar estimate upon "analysis ofhuman behavior which will help studitints to adjust to society." ASouthgn woman's oollege notes that "concepts are related to studenteveryday livin experience." The "discussion of home town culture,social claw system, etc.," was regarded as a successful feature of thecourse by an Eastern coeducational college.
For many respo*ndants,. the unusually subcessfull. features of thecourse consisted of good tpachiig and effective use of course materials.Fft instance, a Sow I ',Stat.' university reported : "weare happy to
4kiN,
`*inot,
42 SOCIAL SCIENCE REQUIREMENTS FOR BACEEELOR'S DEGREES
have broken the lecture-quiz =star system to put all instruction inthe hands of Ph. D. level faculty." Suggestive of a similar situationwas the report of a Western rivals university that, "according tostudent evaluations, the 4 lectures each week are the most, successfulpartin contrast to textbook or section meetings." An pastern co-educational college reports the "broad knowledge of instructor"; anda private university in the South notes that the course is "taught al:together" by assistant, associate, and full professors.
Arrangements foi readings -were regarded by several respondentsas very successful features of the course. In this connection, a Mid-western State university notes that the course uses "no standardtext," but relies "entirely upon monographs and readings." Awoman's college in the East employs a series of studies in sociology"and complete monographs in place of textbook."
Visual aids and field trips also were reported as successful featuresof the course. A large Eastern State university reported : "We findthe closed circuit TV very helpful." A Southern private universityreported, without elaboration, "field trips, visual aids." A privatecollege in the West also reported "field trips as well as use of outsidespeakers and movies."
Class discussion and good student interest also were st Alarge Eastern university reported "use of discussion sNtions" andadded that attention is given to research"how sociology is built"Another private university in the East reported "discussions of groupsof less than 20 students." Still a third private institution in the samearea not only emphasizes discussion in small groups but also that termpapers are required, in some cases involving collection of primary data.
As for student motivation, perhaps something approximating thef4 ideal is reported by a Midwestern private university : "students ape
very interested in the course. This basic course attracts many stu-dents to major in it." And a private college in the same area notesthat the course "is attractive enought to enroll 75' percent of fresh-man class in any year and is not required course." A Southern Stateuniversity mentions the "readiness of students to respond to assignedreadings and recitations."
As already noted, responses such as the ones considered up to thispoint constituted about three-fourths of the total. Remaining re-sponses reported the success of the course in dealing with courtship,engagement, and marriage, and in emphasizing recent social trends;they also made observations On the success of the course in relatingthe abstract to the concrete, integrating disciplines, chaneng groupattitudes, and so on. One respondent noted that "lectures are entirelyindependent of text as most texts are *ritten by urban authors lackingbackground and appreciation for rural life, in my opinion." On theother hand, a respondent in a Southern land-grant college noted that
1
I
SOCIAL SCIENCE REQUIREMENTS FOR BACHELOR'S DEGREES 43the course is the only one "in which students in the school of agricul-ture are exposed to the human side of agriculture."
Two institutions found no unusually successful features in the courseto report, and one noted that -there was "no way of judging" itsfeatures.
The Sociology Course Most Frequently Taken: Features Regardedby Respondents as Weaknesses
Questionnaire recipients were requested to describe any outstandingweaknesses the course of number-1 frequency might have. This re-quest elicited 100 responses from 90 institutions. In 10 instances re-sponses related to more than one weakness.
Of the 100 responses, 79 had to do with the following complaints :(a) classes or sections are too large; (b) textbooks are unsatisfactory ;(c) teachers are inadequate or fail to coordinate their work ; (d) stu-dents are inexperienced, unprepared, or badly motivated ; (e) timeallotted the course is insufficient ; (f) too many student grade-levelsare represented in the same course ; (g) physical and teaching facilitiesfor the course are lacking or are unsuitable ; and (h) the course is toogeneral.
The weakness that was- mentioned most frequently-19 times--was that classes or sections are too large. This particular complaintcame principally from institutions of large enrollments.
The second most frequently reported -.mentioned 14timeswas that textbooks were unsatisfactory. An Eastern Stateuniversity reported that "no suitable .text has been available" for itsAmerican Liff5 course ; and a Midwestern State university commented,upon the "necessity of depending upon textbooks which are usuallyweak, often over-written, and seldom of much intrinsic merit." AMidwestern liberal arts college alluded to the difficulty ofekeeping thecourse "on an introductory level" and "avoiding the tendency to useresearch projects which have no meaning for beginners. The trendin texts seems to be the -reporting of projects which makes the teachingmore difficult." A Western liberal arts college response contained thediscouraging note that "only poor texts are available." A ',indentat an Eastern State teachers college was of opinion the "course wouldbe more thought provoking if textbooks were eliminated and selectedbooks and readings substituted."
As previously noted in this study, the sociology course of number-1frequency is taught predominantly by assistant, associate, and fullprofessors, and good teaching in the course wasjeported by severalrespondents." Nevertheless, there were some sharpcriticisms leveled atthe way the course was taught in certain institutions. For instance,
,
1
OP°
44'
44. tiocIAL SCIENCE REQUIREMENTS FOR BACHELOR'S MRS=
a Midwestern State university reported the "problem of coordinatingwritten materials, lectures, and discussion sections headed by graduateassistants."
Moreover, the problem of professorial specialization caused concernto some respondents. A private university in the East noted thatthe course "needs standardizing within department to prevent in-dividual instructors teaching specialized versions." A SouthernState university commented that the "biggest problem is to get staffto think of basic instruction as prime bread and butter function."The ."danger is," this institution continued, "that instructors willconsider it as a load filler around specialty courses." It was ob-served, too, by a Midwestern land-grant college that there was "toomuch emphasis on 'proving' sociology is a science by some instructors,at expense of teaching concepts for sociology per se."
Some reported weaknesses of the course related to the studentsenrolled in it A Westerh land-grant college noted that a 1-quartercourse and sections of more than 60 students "result in their viewingit as something to be gotten through and then forgotten." And aSouthern private university reported that students it the course "willnot read unless threatened with exam." A Southern private collegecommented on the difficulty of relating the course content "to theundergraduate's experience., which is usually narrow," and on thedanger that the course "may degenerate into a series of social gen-eralizations, divorced from concrete supporting data." A privateuniversity in the East noted that "the students do not have an ade-quate command of minimum sociological concepts."
In some institutions, the enrollment in the course of students ofdifferent levels of preparation has created a problem. Thus, in thecourse offered at an Eastern State university, there is a "mixing [of]freshmen and upperclassmen from 5 different schools." At a Mid-western State university, the course sections are "too heterogeneousin terms of student background." At an Eastern private university,"the difficulty of generalizing for students not planning to major infield, and of being inclusive enough for those doing advanc[ed]work," was pointed out as a weakness in the course.
As poted in this study, the sociology course of number4 frequencyaverages 8.5 semester tkours. Eight repondents specifically reportedthe lack of time as a weakness of the course, and additional respond-ents implied so much. As observed in the preceding 4 chapters, thiscomplaint was also reported by chairmen of anthropology, ceramics,history, and political science departments.
In view of the foregoing discussion it is perhaps not surprisingthat 6 respondents complained that the course was too general, andthat an additional respondent lamented that it was too largely a text-book course. A Southwestern Stag university reported that the
SOCIAL SCUM'S REQUIREMENTS FOR BACHELOR' 13 =GRIM 45course not only "lacks unity" but also "penetration." A privateuniversity in the Midwest offering a course on social problem?, familyrelationships, and personal and social perspectives, finds it "too vagueand ill-definedwatered-down versions of standard sociologyofferings."
There were complaints, too, that library and physical facilities leftmuch to be desired, and that visual aids were lacking. A MidwesternState university, while reporting favorably on other features of thecourse, noted the "difficulty in getting rooms suitable for case discus-sion" and that for the "past 9 years" teaching has been "in a 'tem-porary' army barracks." A private university in the Midwest re-ported "insufficient use of visual aids"; and a Southern State uni-versity noted the lack of "laboratory facilities." Four institutionsnoted the difficulty of offering field trips.
There were nonrecurring reports of course weaknesses, such asfailure to use available visual aids; the lecture method of teaching;uneven readings; too much emphasis on theory ; and insufficient stresson sociological principles. Of the total 100 responses, however, 6indicated that the course had no wealm and 2 additional re-sponses emphasized the satisfactory character of the course as nowoffered. Read one of the latter (from a Midwestern private college) :"We don't claim to have arrived at our optimum, but we do feel thatwe have an excellent text, alert students, and [a] stimulating teachingsituation."
Sociology in Integrated Social Science or General EducationCourses
Integrated spcial science or general education courses were reportedby 78 institutions. Of 68 of these institutions, 2 indicated that nobachelor-degree candidates took the courses to satisfy a nomnajorrequirement for graduation ; 27 estimated that from 1 to 40 percentof such candidates took the courses for this purpose; and 29 estimatedthat from 50 to 100 percent did so. In the latter group of estimatesthere were 16 of 100 percent.
For curricular administrative purposes, the courses are in thesocial science division in 82 institutions, in the sociology departmentin 9, and in other departments, divisions, or committees in 29.Among these, were departments, divisions, or committees for generaleducation or general studies (5), social science departments (3), in-terdisciplinary studies or interdepartmental committee or depart-ment (8), and others such as the basic college, history department,political oakum department, and goon.
,
;-=,:
;
1111
11hi
lmw
ill11
1114
1110
1111
111M
Ilium
ui
46 SOCIAL SCIENCE REQUIREMENTS FOR BACHELOR% DEGREES
Of 52 responses, 14 indicated that no instruction in the courseswas supplied by the sociology staff, and 25 that 140 percent and 13that 54400 pereRnt was so supplied. Of the latter group., therewere 5 responses indicating a 100 percent instructional contributionby the sociology staff.
a
COVER LETT AND QUESTIONNAIRE EMP OYED
With the following cover letters and qutIonn&jres sent to chair-en of economies, history, polltkai seiebee, and sociology digartments wereidentical with the anthropology questionalre reproduced on pagea 4D-45.4.Wherever the word "anthropology" appeared, the words "economicA" "his-science," or "sociology" were substituted.In item II, the following wording was used in questtonziaires other thanone for anthrapology
4 .Introductory b.Economic theory c. Money, banking, andd.Agricultural evonmnies; e.Labor economics; f.Industrypcoinic g.Other (please spKify).a. American history ; b.World history or civilization ; e.Ancientory ci.Medleval history ; e.Modern European history; f.Englishhistory; g.Latin# Anwrican history; h.Asiatic history ; I.Other (pleasesPeeifY).Reiene49 s.Introductim to Political Science and/or Governmentb.American Government ; C.Comparative Government; d.InternatiolutiLaw e.Internatimal Relations; f.Political PartleA and Public Opinion ;g.-----Coenstitutimal Law ; theory; LPublic Administrationi.----Otbar (please IVeeify).
logy a.---Introductory b.-141storte41 or theoretical; c.--Social psychol-ogy (1Rural Sociology Urban sociology; g.- Criminology; h. Otherelme sweify).
47
11.7..
exceptions
1.
tory," "political2.
the
Hoku,.4 ; ;finance;;
History.;
PoUflc;
hPolIti;
a
Appendix A
i
1111
1111
1111
1111
1111
1111
111E
NW
MIti
iiim
mirt
igur
n
Tot
chains= tftent rtr
t-t F_
_164 t
f.--Eva
The extent to whic education in the social sciences,humanities, and the natural sciences, irrespective of major,into college and university programs for baccalaureate degrees isone of the unknown factors which prevent a at1sfactcy understamthof the 4-year college degree
th*enters
Far this reason we are inaugurating the first in a series ofstudios of bachelor's degree requirements. This initial study willinclude departments of anthropology and other social sciences, and wsbelieve it will accomplish the following purposes: (1) indicate theamounts and kinds of social science instruction that bachelor'sdegre camdidates are receiving; (2) show the extent to which non-graduating students may have received instruction in the socialimosa; (3) improve current knowledge of the place that social
ciences occupy in the college curriculum, and (4) suPply informationas to the emphasis in required social science ()curies and as to whatoollep ocial science teachers regard as the strengths and weaknessesof these courses.
A copy of the findings resulting from the studly will be suppliedall respondents. We believe the findings will also be useful tocollege social scientists gaara14, to college administrators andto learned societies concerned with the social sciences.
'we trust that you may be able to complete these forme andreturn them to us by January 9, 1957. A postagealree envelope isenclosed for this purpose. The duplicate set of foime is far yamir
files.
Please be assuredbe much appreciated.
Inc lemmas
48
ooperation in this
S 3SW-ft'e
Jennings B. Sandersialiet for Liberal Arta and
Graduate Education (Social Seleness
DEPARTMENT CW
HEALTH, EDUCATION. AND- WELFAREEDUCATION
NG T Z. D.. C.
n
that your project tU
111 yours,
s
,
5 DZPART OFEDUCATION, A1 EiILRI
Office of Iduoetionwashimgton 25 N.C-4,
SURVIT OF SOCIAL SCISICK'ACH4LOR S DLAREM. ANDACLIVIXM.:
.nts
Li
infar.Ico
Bureau 5105615al elm 7
IT IS MELIVED THAT PIM INSTITUTIONS CW BUM memo" HAIMA SOCIAL SCIENCE MORDENT ?CR BACERICR I 5 DUMB macs A SMUT?MAT SATISFY, IN WHOM Ca IN PART, BY TAKING OM CR NIME AlITHROPOLOMULTES 9311TVER WI =mum' HAS SUM REQUIREMENT ratAwl: icts DECRUS MASI MICK WERE ( ) RETURN MIS ramTO US
case of institutions comprised of one or sore brancheslocated on different campuses in different communities,gpeetionnaire is intended to apply tray to the branch to Whichs addressd,. Respecting the subject of this inquiry, otheroranches asy have different requirements and situations; disregardthen im in, ease.
If institution is a liberal arts or other e not a
tention to request infarmatim that is manlyavailable in college and university catalogs. If ainy questionin this form I. answered fully in your institution's currentcatalog, and the answer therein I. up-to-date, please write theletter ,,PC40 in the space provided for an answer to that %motionsand then proceed to the next question.
49
'Ot
,*
Up
7- -..37e'
o
MEMO_
I
on."110
TiffID
thesr eantiev
it
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1110
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-"""WMMIIMINIEEMBEIONNMINF
Le. Piers. state whe requirement is
10 Tor all bachelorrs degrees? Tee *00 If answeris *Yes,* ignore questions
For all grees? Issi No. answer is -W0
lease List 1.
9W-44
green for Ala the requirement dom
all. degrees?please list R-q.not fripirt
Tom; * If answer is w-Vo
as*s ur-Ma
&ay other bachelor'sanswer is 'Tea,'
. to which the requirement
Yes) Ne-
groes othai-Man A.B.2-
The Please etat ttMr thu requireatast is minw
1 For all bachelor grows? Yes; _No. If answeris *Tim e ignore Questions
all A.B. degrees? Yes; No. If
list L.B led--to villa the requirement does
Fur all B.S. degrees (other than those mentioned below inQuestions rho it-08)? Tea; No. If answer is "Nosopleas* indicate B05074agreesG' which the requirementdose not apply:
ooU
this
A":3-
2. A.B. IfRot
st
). B.S.the dose
It. Forplease list
ad IJIMI
If institution
. aI
A - on
a soo 111 . Axemot 's Tv= one ar mars 3r ---e_
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3.
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requirement
dersomisoerimmonsimmmalmrournmosimiim=immlumplapimwrlbsp
onsommamium, vommiminimplagesmolorramouremomploirolommimmil
degrees? If
*moista of several de wascols or
amour
-MD
B.S. greee in theorof Agriculture Yes; If answer
* please indicatinigreesrequirement dose not apply
answer is and Commerce?ittse list degrees
-4%ste net a
all Bis
wNotft plea,eS tat app_yt
de grrire
-
J Pm. B.S.artintrw. it *Teemach the rtql
No. Ifadditi6Ra degrees to
erration or precise knomladas please rankanthropology course' (both those that are specificallyrequird and those that are optional in a group require-ment) in tabs order of frequency that they are .taken bystudent" to meet bachelors degree requirements, usingfor greatest frewency and 2,3 for other gradationsa frequencyl
Physical anthropology
Cui(pleat* elveity)
Tor all t6;*slit r0razIU tat-
warft.agekagg=agyi
rer all B.S. degrees i uft school, orcollege Ne, 44' 14-"4 Z* Noekoserequirement
For S. ; in thecollege Idtlaeoticts? 17*.
1i; to
r
-4 ti 1444 tarNo. If 711_:riir
the requirstsnmt
FLOC All B.S.Toe;
VORWA010G&S list Aegvoa7odoes apply:
other degrees? Yes;pleaset,
_-
-
I
s1
111 °
o Other
51
4.department, obool,
iswhich
5.department,
ofIf
whia-the
eillIMMINEnnw
6.
of
Ala
--- --...MINIIImomumminiumminnimmew
degrees in Engineering/No.answer is
wharthenot
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anly
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IL ?rot rota*
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the CeUrMint the
a# Estimatedrtke zulr-p_m
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t e
=
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elective4
-4 T
history
#
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17 rv Cin_ Tr= a-a
recomm*Dded cir-er*
courses:
I I ra MWI rrae_ - -
t IVO
Stt*1nt yeAr
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Enrollment
1
which t-fr-#9..n
memmloilinc
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cows's kr*
#111.=.1#IL
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E-W
ear
S "sophomore;#
current
&
41 Etat Ma & L. .1._
Course enrollees
in
groups
N. a
are_ _
T=--2,
-Aps for general lec.Akres
itses And discussion;
arrangements
r -Oa -AS Ty
(please Lescrib*
to VIA sezA,,..t=*: as wl
percentage of ,:113,-.nts who meet theby taking corurs %
b. Status of c-otz
1. how (chola one
nIt, s req
only):
please pare ihty
3. Is a group requirement. Yes;
I. to other
(*') I required
ail Yes; Wo.
(b) Is a prerequisite forhistory courses:
T 0 8 i No.
C. in taken (check
2. 3. junior;
d. in quarter (cri
52
1. large soot ii smaller
for
2. exclusively in 1 groups (not 25-50);
3. Under other
you
MIIMMINIF
I Te
s emester:
S.
m6 Wbo is responsible for determining ths bsic pattern
of the maim?
sow
1. DApartmant ad; 3. our& instructor;
2. Depextment41 cmalttes; 4. Other (pltase
rv. If your institutibn offers a General Education or intagr
social science course, other than the course -JTered
Fart III aPove please supply the following information
a
a,
Approximate parceuta of bachelor-de-
who take the course to satisfy noolmmai
requirements %J
candidatesua ti on
b. Thp place of the course ill curricular g2,&tint vtrett nt
I. Social/ Seisms division;
1. Anthropology depertmentj
), Cther (please specify):
N.
c. If the course is not offprod by the anthropologydepartment, please indicate the ai,44raxir-iat paroentass
of instruction in the courts suppli4d by the aniebs100- '
sclogy staffs % *
64
or
4.
S.
ko
f'711*")11
11111111111
4.
br
PS-16-450
1111001111111111Miliftermormair=40111MMUllm015111.1mIMMIPINIMININIONI01MINW41_NorawsismsolialweriarsiosapIlimm
k.
.44mogiffignosissonnalallimMEINNIBI01.MigalowillailariaftlIboisnaummarala
Append*x B. TabuTak4. 1 .---41?uetionitaIr* responies
ymbOIA no mown:se ;
twirl-1(v riNuirment toward which work Inirksututn had, no such 1-1441uirrunon
1
-n
ALABAMA:
Alabama Polytechnic Institute.Tuskeg-oe InstituteUniversity of Alabama
ALASKA:
UniversityALUMNA:
Arizona State College_Grand Canyon CollegeUniversity of Aria(ma_
AktAmaks.University of ArkAsw
Claremont Men s CoFresno State CollegeIA Verne CollegeLong Beach State CollegeLos Angeles State CollegePomona CollegeSacramento State CollegeSan Diego State CollegeSan Francisco State CollegeRan Jose State CollegeStanford UniversityUniversity d CaliforniaUniversity of San Francisoo
^
Matefrom sample institutions
or; ham hoc 0-4-k-Tre socialthe department mAy oount
-x)r-ise
3
ruin epArtment 44(
norn-Ic
3
-Oht- SOCA-
tory 1cAl ogleSewn(
4
X
X
12.411-
X
11.111111.
X XXX X
X X
X XX XX X
X
X X
XX XX XX.X X
X XX XX INT
-
1
iss.sysismai
65
x
).
" "X,"
114..-
0-14
die
,I ,
iiAn E")-- His- 1 i
thro-,
1
iPoloKY--..-4.-,,...-..........-r.....-6..--4. --,-..-.....-................ ........---.-....w . ......6,-......-.-...- - - , -- ..... ..- .......1 v-.-.. ......-...4 -
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of Alaska__ _es. X
_ _ X_ _ _
4 4. 4. In X
CAurostsiA:
----- _ X
-,- mg.
nrw.w.Negor
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-
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I
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XN XX
41111.
aw.
&
X
.x
a
56 SOCIAL SCIEiTCE REQUIREMENTS FOR BACHELOR'S MIMS
Institution
Response from-department of
An-thro-
PologY
Eco-nom-ics
His-tory
Soef-foal ology
Science
1 3
CALIIPORNIAContinuedUniversity of Santa Car ah 4NI Gm .11 I I alb
University of Southern Califprnia.COLORADO :
Admit; State CollegeColorado State College of Education__Colorado State University.... .....Univrsity of ColoradoUniversity of Denver....
CONNECTICUT:Annhurst College,
.11illyer ... .. 111.100,St. Mary's Seminary... ft OW ..... 11.
Yile Universitym ........... 01. gm OW WO MI MI al
University of Bridgeport_ _
University of Connecticut mio
DELAWARE:University of Delaware
Mantle+ or COLUMBIA:The American UniversityCatholic University of America_Georgetown _
George Washington University__Howard University_.....Trinity College
FLORIDA.:Florida A and MFlorida Southern Col1ee ....... _ _Florida State UniversityUniversity of ........University of Miami.. .M1o4M 00 44 Mb 414
Iihit0 4
Berry CollegeEmory.Untversity Im dab
Fort Valley State CollegeMorris B elb 414 414 414
'University o \Georgia___ 4444114M44=
Wesleyan CollegeHAWAII:
University of Ha1i____ .... _ . CND
band:University of Idaho
hatatiols:Bridley University
.0artphage Calm
X
X
X
X
X
X
411
Emml
X
14IMIM
X
X
XX
X
.1
Monmr1111
Polite.
4
44.
4
116
a
MI AIM .
..
.....4. 4446 op 4m, do64m
University .
Howard.... d OM M. Mb or
University_ _ _______
.. . - . w ip 4=., Ow%
... Mb
Florida_ -
.. NED IM I MD mo
../ie.
Mb ND- IMP . 41.
....... .. .
College_,,_ e
.
B.....
-46
AM:
. 4. 4.4 do .. .
do.do-do -a . am do Imo do im-o so do am 4ED GIE la
XXX
4
44
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um......
=1 ,M Oa dab
M.
________
lam
p.
,
XM
4144
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4Z>
4
SOCIAL SCIENCE kEQUIREMENTS FOR BMELOR'B MOMS 57
Institution
4
Response from department ofAn-
thro-pology
Eco-nom-ia
His-tory
Soci-ical ology
Science
1 3 41
Imilli:usContinuedChicago Teachers CollegeDe Paul UniversityIllinois State Normal UniversityKnox CollegeLoyola UniversityNorth Central CollegeNorthern Illinois UniversityNorthwestern UniversityPestaloszi Froebel Teachers College-. _
Roosevelt UniversityShurtleff CollegeSouthern Illinois UniversityUniversity of ChicagoUnivemity of IllinoisWheaton College
INDIANA:Ball State Teachers CollegeButler UniversityDe Pauw UniversityEvansville CollegeHuntington CollegeIndiana State TeachersIndiana UniversityPurdue UniversityBaint Mary's CollegeUniversity of Notre DameValparaiso University
IOWA:Coe CollegeDrake UniversityIowa State CollegeIowa State Teachers CollegeParsons CollegeState University of Iowa
KANSAS:Baker University.Kansas State collegeMount St. z 1)8 ladies CollegeVniversity of KansasUniversity of Wichita
KINTUCIT:Asbury CollegeTransylvinia CollegeUniversity of KentuckyUniversity of Louisville
NX
'23C
X
X
X
X.11
.I=11,
wmomIll
X
X1111.10
WININI
G11111,
=m110
.10.
o
Poit
INV NO *V OP O. t L11.. al.
........... ...
...... . IM ,
...........
.10 allo AO al.
......._ _ _
.. .. ... .. . 4M1 all. al .... O.; . ..
IMO . S .....
......
.......,_
........ _ _
a
.......
..............a a a ...
almimSh
011
X
*
.1
X
XaasipieliMb
=Monaa
emom
X
3
NIMM/
A
X
MIMINO
61.=111
ml.
mamma
MMMIIIN0
ma.MNIIN
.11111.11011.
X
shmig
mema..0
efamme
XM80
41moMMIM
allara
XOmmming
taIMINIMO
allim1.11111.
X
moIN1.
X
X
41
XMIE11.0
ftm
m.
X
XX
X
58 SOCIAL SCIENCE REQUISZIONTS FOR BACIIIILOWI MIMS
Institution
Respowe from department of
An-thro-polar/
Eco- His- Polit- Sod-nom- tory foal ologyice
a
1 3 4
Centenary College of _
Grambling CollegeLouisiana Polytechnic Institute_ IN OM 'ND .111
Louisiana State University_ .......Loyola UniversitySouthern University 4.
Southwestern Louisiana InstituteTulane University
MAnal:Aroostock State Teachers College_Bates CollegeUniversity of Maine
MARYLAND:Hood CollegeJohns Hopkins UniversityUniversity of MarylandWestern Maryland College
MASSACHUSZTTR:Boston CollegeBoston UniversityClark UniversityCollege of the Holy CrossHarvard ..........Massachusetts Institute of Technology_
. State Teachers College, WorcesterMerrimack CollegeNortheastern UniversitySmith CollegeState Teachers College at Boston____Stonehill CollegeTufts UniversityUniversity of MassachusettsWellesley College
MICHIGAN:Calvin CollegeCentral Michigan College of Education_Mercy CollegeEastern Michigan CollegeMichigan State University_______ -University of DetroitUniversity of MichiganWayne State UniversityWestern Michigan University
amONE
X x NX X XX X X
N NX XX XXxx
X X X X
x-
X XxxxxxxxxxxXXX X X
Science11
LOUISIANA :'Louisiana,
11,.
.4. 4. 44 44, :
_
oio -_ ____
- ...db. . . . I l
University
Mb Mb A. O. 41/ MN, 4M.
MD WO .M 40. OW OM I M 00
_ _ IMP 411
A. ./. tO
. __________
t111.
WIMO
X
.mm
=imm,
X
,=111
3
_
X XN X X X XN X X
X X ..... Xa aX X X
..1111Mmimm Illw
. N =MM., 4MMEIM
X N XX
N X _ NNN Xa X
_ N_ _ X X Xa X X X ....._ X X Xa N N X X
41111 0=1111.111
4.1M 110
N NN XN Xa XX
41.11101.11.11111b.
Xaggyom
SOCIAL SCIENCE REQUIREMENTS TOR BACHELOR'S DEGREES 59
Institution
1
Response from department of
MINNIMOTA:College of St. CatherineMinnesota State Teddiere CollegeSt. John's UniversitySt. Olaf CollegeUniversity of Minnesota
MisstuIPPI:Mississippi State CollegeMississippi Southern CollegeTougaloo Southern Christian College_University of MississippiWilliam Carey Cane
Missouri:Northeast Missouri State Teachers
CollegeRockhurst College8t. Louis UniversityUniversity of Kansas CityUniversity of Missouri _____Washington University
MONTANA:
Montana State College___._ ow 4E.
Montana 8tate UniversityNsimaszha:
The Creighton UniversityDoane CollegeMunicipal University of OmahaNebraska State Teachers College, Peru_University of Nebraska
NivADA: University of NevadaNsw Ettursmaa:
Dartmouth CollegeSt. Awelm's CollegeUniversity of New Hampshire
Naw JIMMY:FairWgit Dickinson UniversityNew Jersey State Teachers College,
TrentonPulsar College ot Physical Educationand Hygiene..Princeton UniversityRutgers, the State UniversityBeton Ha University ..... .....Rt. Peter's .....
.11*
An-thro-
pology
Eco-nom-
ics
3
X
His-tory
PolItical
Science
IMIMINMaM
Almm
X
4111
111.111
Soci-ology
41
.r=0i
X
X
_
..........
.....
..... : esw pa. pe ep a. op Np
. ______
er .... ar ie
MP ,=, mu.
_
.. _ _ ...... IND MD
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.... .... .. , di AV Mb
.. ......-
OP 41111 IP alP OP PM OP el OP
40 al 410 42".
4
jillOoPme
.111MINNID
MIMEO
emMeNP
ON1.0111111.
3
X X XN X N
X X XX X X
X X X XX X XXXX X
X X XX
X X NX XX X XX X X
X X -X X X
X X XX X
X XX X
X X X
X X X
xx x XX NX X
MsWIMM
60 SOCIAL SCIENCE REQUIREMENTS FOR BACHELOR'S DEGREES
Institution
Response from department of
An- Eco-thro- nom-
pology ics
His-tory
Polit-ical
Science
Soci-ology
1 2 3 4
NEW Mexico:New Mexico College of Agriculture and
Mechanical ArtsUniversity of New Mexico
NEW YORK:Adelphi CollegeBrooklyn CollegeCathedral College of the Immaculate
ConceptionThe City College of New York City.._ _
Columbia College, Columbia University..Cornell UniversityFinch CollegeFordham College, Fordham University..Hofstra CollegeHunter CollegeKeuka CollegeLong Island University
4Manhattan College _
Nazareth College of Rochester_New York UniversityQueens College of the City of New York_St. Bonaventure UniversitySt. John's Unk*ersityState University of New York, Buffalo_ _
State University of New York, Geneseo_Syracuse UniversityUniversity of BuffaloUniversity of RochesterUnion UniversityVassar College
NOWT!' CAROLINA:Duke UniversityElon CollegeNorth Carolina State CollegeQueens CollegeUniversity of North CarolinaWestern Carolina CollegeWomen's College of the University of
North CarolinaNORM DAKOTA:
North Dakota Agricultural College_University of North Dakota
Omo:Bowling Green State University
5
X XxxxxxN N X XX X
N X XX X X XN X N X XN X XX X X X
X X XN X X NN
X X XX
N N XN X X X X
X X XN X XXN X X XXXN X X X
XX X X
X XX X N
X
r
_ _ _ _ _ _ _
___________ _ GM S MD 4111. 40
_ _ _ .. a dm. ______
_._ _ _ _
mow r
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_____________ -
_ _ _ _
_
MP a.. M. . ...II. AM dm 41. mob.
ow. ..11. Mb 4M MD OM
IN O., goo. 4.
MO 'OW OP MO
v X111
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011011
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11111Minip
1111111.
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_
_
X XX
X
X
X
X
X
X
XZ
XX
XX
XX
XX
SOCIAL 'SCIENCE REQUIREMENTS FOR RAM:MOWS DEGRIBICS 61
Institution
1
Response from department ofAn-
thro-pology
Eco-nom-
ics
OsioContinuedCentral State CollegeCollege of Mount St. Joseph-on-the--
Ohio -
Fenn College_ _____________Hiram College XJohn Carroll UniversityKent State UniversityMiami UniversityOberlin CollegeThe Ohio State University XOhio UniversityUniversity of AkronUniversity of CincinnatiUniversity of DaytonUniversity of ToledoWestern Reserve University XWittenberg College XXavier UniversityYoUngtown University
Okahoma:Northeastern State CollegeOklahoma State UniversityOklahoma City UniversityUniversity of Oklahoma XUniversity of Tulsa
Oregon:Linfield CollegeOregon State CollegePortland State CollegeUniversity of Oregon X
Puerto Rico:University of Puerto Rico __
Pennsylvania: 1.
Albright CohkgeChestnut Hill CollegeDrexel Institute of Technology____Duquesne UniversityGeneva College.- ___________ -La Salle CollegeLebanon Valley CollegeLehigh University____________ -Lincoln University XNational Agricultural CollegePennsylvania State University... .1 MN N
His- Polite Soci-tory ical ology
Mena%
3 4
X
41
X XX X X
X X XX X X
X NX X
x x x
X X XX XX X XN X X
fu-
op44+411,44, 44 my mw.mm 44 m0,40 4p ... 4.Am
_ a a .. .....a _ a
..... _ ........__ MP 44 46 eft pp 4. op 44
.....em 4. OP Mb ...... 4110 OP
... ..40 44 AO pp .44 414, Imp 411, op AN.
... .. ...........
.....
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4111. 41D on mm 44 OP
ap 4n. Ne OP 4110 OM Mb
.........OD 41b =b is
X
X.444,04=4
2
X
X XX X XN N
X XX
X X XX XX N XX N N
62 socIAL SCIENCE REQUIRE a _NTS FOR PIACI:MOWS MIMS
Institution
Response from department of
An-thro-
Eco-nom-
ies
His-tory
Polit-leal
Science
1
PIN NS YLV ANIAContinuedSaint Joseph"' CollegeState Teachers College (Cheyney)State Teachers Co liege (Clarion)State Teachers College (Shippensburg).Temple UniversityThiel CollegeUniversity of PennsylvaniaUniversity of PittsburghVillanova UniversityWilson College
RHODA! ISLA ND:
Brown UniversityCatholic Teachers College of Providence_University of Rhode hland
SOUTH CAROLINA:Clemson Agricultural ColigeFurman University vt.
University of South CarolinaSOUTH Didwitt:
Huron CollegeUniversity of South DakotaSouth Dakota State College
TIINNESSIR:Austin Peay State CollegeCumberlan UniversityEast Te s s State CollegeLe Moyn ollegeMemphis State UniversityScarritt College for Christian Workers_ _
Tennessee Agricultural and IndustrialState University
University of ChattanoogaUniversity of TennesseeVanderbilt University
Baylor UniversityHoward Payne CollegeLamar State College of Technology____North Texas StatePrairie View A and M CollegeSt. Mary's University of San Antonio..Southern Metliodist UniversityTexas A and M CollegeTexas Christian University
X
X
Soci-ology
4
4111011111
el
PINEY
_______ law
a
P e
IP ......
_____
.
- _
__
vm .._ MI 41041M MD. Ob. 41. Mb IIIMP . . 41.1 -OM, 4M.
IP AND - - P'.
TIMMY
Im ow -..gb . . ip
lip a) 411 as am
asi
X
X
XXf
mmo
xi
!
S.
11
_ _ _
College.....".
X
X
X
XthalliamPO
61111111111
Imola
SOCIAL MEM mumnaarre FOR BAeR11411.8 MOMS 68
Institution
1
TixAeContinue4Texas College of Arts and Industries_ _
Texas Southern UniversityTexas Technological CollegeUniversity of HoustonUniversity of TexasWiley College____________
UTAH:
Brigham Young UniversityCollege of St. Mary-of-the-Wasatch.Utah State UniversityUniversity of Utah
V it RMO NT:
State Teachers College, Castieton__. _
St. Michael's CollegeUniversity of Vermont__ lorm Im OP. V OD
VIRGINIA:
College of William and MaryMary Baldwin CollegeUniversity of RichmondUniversity of VirginiaVirginia Polytechnic InstituteVirginia State CollegeVirginia Union University - -
WASHINGTON:Pacific Lutheran CollegeSeattle UniversityState College of WashingtonUniversity of Washington
WEST VIRGINIA:Bethany CollegeConcord CollegeMarshall Collegewest Virginia University
WISCONSIN:Carroll CollegeMarquette UniversityNorthland CollegeUniversity of WisconsinUnivorsity of Wisconsin, Milwaukee._ _
Wisconsin State College, Oshkosh_WYOMING:
University of W4taning
A
Response from department ofPin-hro-)1(4y
2
Eoo-nom-
ice
His-tory
4
Polit-ical
8cience-
5
Sod-ology
43
XXX x X
X XX X
NN
X X Xx
N X Xx X x
NN X XN NX X
X XX XX
N X NNXX
X
X
N X XX X
X X XXX X 411-
N XX X X
X XX X X 'EXX X XX X X X
, .
X x
10-
learmo..mosvromeall=MITII=r
_
"NW .1L Mt m. el,
.... _, 4 ......_
M. 4.1.
.. .. AM. I MP
.. ..0 M., ND OD Do _____
......
. _ wow 4. Mb 411. MI.
. ____
MP a Ip .1. r VW .1* Al" Aw OD MD AN.
_ _
AD. O.
airommr
VI10
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IMIMMib
4111P
_
4 ay
..
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411111.
Tab
li 2.
--E
xton
t to
whi
ch a
nthr
opol
ogy,
*con
mic
s,hi
stor
y, p
oliti
cal
scie
nce,
and
soci
olog
ym
ayco
untt
owar
d fu
lfill
mis
tof
soci
al :c
horu
sre
quire
men
tsfo
rba
chel
or's
&gr
im.
...
Deg
ree
Ant
hrop
olog
yE
cono
mic
sH
isto
ryPo
litic
al S
cien
ceSo
ciol
ogy
Tot
alre
spon
d-en
tA
Perc
ent
requ
ir-
ing
Tot
alre
spon
d-,
ents
Perc
ent
req
uir-
ing
Tot
alre
spon
den
ts
Perc
ent
requ
ir-
ing
Tot
alre
spon
den
ts
Perc
ent
requ
ir-
ing
Tot
alre
spon
den
ta
Perc
ent
requ
ir-
ing
13
34
16
78
10 1
11
All
bach
elor
'sde
gree
s72
45.
818
351
. 420
068
.5
186
52..
218
548
.1
All
A. B
. cke
gree
s65
76.
915
365
. 418
191
.2
150
80.
017
569
.7
All
B. S
rdeg
rees
5549
.1
140
54 3
160
78.
112
343
.8
140
52.
1
All
13..8
. deg
rees
in a
gric
ultu
re21
42.
941
68. 3
4362
.8
485&
341
43.
4
All
bach
elor
'sde
gree
s in
bus
ines
san
doo
mm
eroe
4761
.7
106
96. g
,,,1
2990
.7
115
83I
510
867
.6
All
bach
elor
's d
egre
esin
edu
catio
n__
_48
68.
711
364
. 414
695
.2
121
81.
812
774
.0
All
B. 8
. deg
rees
inen
gine
erin
g36
333
8267
. 183
66.
384
46.
473
31.
5
MP
00
. ..
4111
..1
1041
11.
MD
I 4
I
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1
1
1
7
SOCIAL SCIENCE REQUIREMENTS FOR BACEMLOWEl MIMS 65Table 3.--lequired, lective, and prerequisite status of course
Subject
Percent of Institutions in whichcourse is:
Percent of Institutions in whichcourse Is a required or room-mended prerequisite
An elect,vein it group
req umeat
A nthropologY1 .
Eomomlos .....
istory
scteme
Sociology
.11111--......Mm
to
34 2
4&
Si 4
?I 4
3
81. 3
52. 3
40. 2
411
M. 5
Neitherrequired
tor elective,or onlypartly
For allother
courses tnsubject
Far mastother
courses Insubject
For neithermost nor all
othermuses Insubject, ortor somestudents
only
47 6
ea 4
37. 6
64. 4
47. 6
32. 8
2it 7
2& 8
It 5
34. 3
7
10. 7
I. 9
It 7
21. 1
1
Table 4.--Enroliment and 'semester hours' credit In Soda! Sdence coursesmost frequently taken to meet bachelor-degree requirements
Subject
1
Anthropology
Economics
1listory
l'olitkial science
Number.of institu-
Sociology.
70
Enrollment
A venire Range
N um berInstitu-time
a
_
.e.rolit . ..... _ .
. .....
1/011"4.10.1.11,
tiow
a.. 4, s ..... , 411.
160
1664167
144
of
3
117
346
476
io-soo es
18-1, SOO
309
302
2W-2.110
11-1, 788
)70
Semester hours' credit
A verso Range
1 4
7
3-6
4.-7
186 & 3
le2 R. 8
7-937 161 3. 6
2-12
3-18
2-8
1-8
1
---
Required
7
0
6
4
a
66 SOCIAL SCIZNCI REQUIRIMMTS ?OR BACHILOICS MINIM
Table 5.----Size of Classes or Sections, by subled
Sub)ed
Anthropology.11=1,,1M1T
toomxclos
Illst(ry
Pont keel edam*
Sociology _
Tablej6.--Grode level at which coursels usually taken
flub)ect
7
AnthropokgY Ion
Romornics
H Mont la 6 ioeo
Polltkal science
Sociology ---------t_
179 20. 6 7. 3 Imo
Table 7.-4stimated percent of students in institutions who meet bache-lor-degree social science requirement by taking the course
flub)ectNumber ot
Inman-Men
Novae, of students who tails owns
0-19 110--49 6G-7 110-11:*
1 9 9 II 1
Anthropology ea ( 12 a 2
Komomics 169 24 NI 29 SO
History' 179 12 SO 42 II
Political science 1112 a a so N
Sociology , 190 a a a2
v
lIIt el imittlestgegec In which courts Is taught
Number of Large leo- ItsoluelvetyInstitutions turf end La groups Other
mall quis- of *X over groups/ IWO
groups
1111.
1111101.
11. b
177 11.1
263 27. 0
It 3
1 I I . 6
xammearaal...11MM
Tots
1
64. 6 I& 9
71 0 10_ 2
67, 3 I& 7
6& 2 l& 1...-0 -70, 9 17. 6
'MVP
- IN +*k..-+FONI
....... ......
-
.
discussion
1
,44111144!
1 79
4
100 0
100 0.111.11M11.11,
100 0.161,
100 0
NttUltier
Ultimo
1
Percent of Institntkes In which oonres Is taken
Fresh-manyear
Sopbo.Mereyear
Junioryear
Senioryew Other Total
3 4
74
196
199
1 73
21 4 Se 2
1& 9
64.
7t 9
XI. 1
3& 2
4 t 0
6
1 6
1 0 & 6
4& 0 &
et 7 & 7
1. 2
1. 7
& 7
-4
84.4.
100 0
100 0444,,
SOCIAL EICIZNOI RIMITIRIIIKNIS Poi BACIIIIIWW8 Milan 67
Table 8.-4stintated percent of students In cows* who complete ft forcredit
A uthropokti
%Smog
Ittowniks
Total=abetof lima.Mimi
Number at Institutions atInmsttni eampletiosal course by-
10 perms* 110-00or mare percent
-.2
11 War!
rout kval science
Acid a1047
t tM.11111-1111+-MIN
tr/I10
1 77
1711
11111116
174
70-79percent
...=1111111
0)-01, Othermount
7t1...0
3
4
4
0
4
Table 9.--4stirnated percent of students In course who will take no othercourse In subjed
A nthrop ology-Fmomn ice
Totalnumber
ci(reVoodente
ANIMM11101,.
Number al rewondents wbo estimated coursewould be anal
1-0 per-cent at
studentshi course
Ko-HIO per.cent at
studentsIn course=1.1=41)=11/,
H *tory
114
ISO
4
57
}'olitk.i science 167
170
48
No Nu-dents In Othercourse
67
116
126
142
118
......------ . _
I The lowest tetlinate wee 10 parent
4,
CI.
PP
a
s../0111 MINI MIM
_ ..... . .. ...... . ..4.4.-.......-_.
-11,.:Cesele -
0....11-y.
--2;ac
-.11 ,
4
4
is
Outlaw'lop---
. 7111/
Sociology
- ...... a1111111
I
23
40
=10
68 SOCIAL SCIENCE REQUIREMENTS FOR BACHZLOR'S MARKIN
Table 10.--itank of staff teaching Social Wont* courses most frequentlytaken by students to meet bachelorm.dgnie requirements
Sub**Total num-
ber alreetxxxkata
Patent martini
Instruction
byprofessorsessocialie
andassistantprolamin
inetniotionpredomi-neatly byInstructors
andgrad witsaisMants
Instrwation.about
eqperonnel
indiostad°alumni 3
saki 4
1 netnxitionunder other
manta
Total
1
A n thropology
Loonornios.... .
11 litor7 -
P °Ili tritons
Sociology .
t-
18S
208
179
182
1
IA 3
81 7
79 3
5 3
It 1
1 0
1 4
& 8
. 4
1-4 e
11 0
13 4
it 9
1 7
6 4
t 3 4
1 9
&
,100 0
lat
ft 0
1 tAi 0
011 0
Table 11.--INtsponsibility tor determining basic pattern of courts
Sub)ect
4A nthropology
Enrol= Vs . . .........
History-
P alit ical aciewe
Sociology
Taalnum ber
respondents
1
76
123
322
174
176
percent rty
Depart-meat head
f ('-oureethetrwtar
.......-
Depart-mental
conunittee
Otherarrange-molts
Tmal
3 6 3 3 7
..
)1 2 57 9 19 7 9 2 100 0__ _
71 7 31 1 Xi 5 18. 7,.
100 0
10 9 21 2 361 6 21 3 100 0
1& 4 $& 1 n 4 . 24 1 103 0
17. 6 Mk 9 k" 4 17. 1 100 0
'e
Ahom.
preload-
71 9
.111110.
- i I
S.
3
0
_.
%
.
..
a
;
4.
_
2
--- _ ___. _ ____ - __-___. ___
.
____ ._ _________ _
