94 65% ABSTRACT RATIONALE AND DESIGN FOR AN INTERDISCIPLINARY HUMANITIES COURSE AT THE COMMUNITY COLLEGE by Richard H. Lockwood The purpose of this study has been to examine the Interdisciplinary Humanities Course within the cxxmnunity colleges of Michigan and to consider what measureusxnight be taken to strengthen its position within the cuiniiculunn In the Fall of 1966, a majority of community col- lege spokesmen eXpressed the opinion that the course: in Question should, ideally, be represented in all tWCPfiyear Programs at this collegiate level. Nevertheless, iiz‘was found that less than 5 percent of the Michigan community cxfllege pOpulation was currently enrolled in such.e: course, and that only 5 of 22 colleges then in operation land devel- (Kmd a substantive Interdisciplinary Humanities Ccnqrse. This disparity gave rise to the critical Cruestion, name1y: ‘What factors contribute to the relative VVeakness l Richard H. Lockwood Ci a course which appears to be held in such high official regard? The Design of the Study The study is comprised of two primary elements. The first. largely descriptive and analytical. represents an overw- \dew'of situational factors and involves the following units: 1. a discussion of intellective and non-intellective characteristics of the community college student population; 2. a review of existing humanities coursework in the community colleges of Michigan; 3. an examination of course distribution in time liberal. arts and general education fields and a renziew of Michigan community college curriculum pattmarns affect:- ing the develOpment of elective coursework; 4. a discussion of the findings of two questicnnnaires. one addressed to community college administxrative armi faculty spokesmen in order to ascertain thexir opinirni regarding the Optimum objectives. form and content of a community college humanities course. and the other directed to faculty in selected Michigan.cxnnmunity colleges as a means of gauging their reaction to cer— tain innovative concepts and to a hypothrn:ical in- structional mode. The second element of the study representrs an attenqn; to design an instructional process for the Humaniqties Courser. one which would take into account the situational. factors Richard H. Lockwood alluded to above, and would provide for the needs of a heter— ogeneous student population. Conclusions It appears evident that community college administra— tors and faculty in the state of Michigan are genuinely con— cerned with the problem of developing a viable Interdisciplin— ary Humanities Course. The present study seems to support the conclusion that, within the community colleges of Michigan, a well—established, widely—subscribed Humanities Course is a curricular fortuity, reflecting the efforts of one or more enthusiastic, well-trained instructors who, in relative isolation, have been successful in relating the course to the interests and abilities of students at this collegiate level. It appears unlikely that the course Will prosper in the community colleges of the state until a more adequate footing is developed. It is concluded that the community college Humanities Course, if it is to mature, must (1) allow and provide for wide differences in student background, abilities and goals, (2) de_ rive from objectives which are clear, realisticand, wherever Possible, stated in behavioral terms, and (3) make use of a f1111 range of verbal and non—verbal communication techniques. 3 RATIONALE AND DESIGN FOR AN INTERDISCIPLINARY HUMANITIES COURSE AT THE COMMUNITY COLLEGE BY 3 "' Richard H: Lockwood A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOC TOR OF PH ILOSOPHY College of Education 1967 ACKNOWLEDGMENTS The writer has been sustained. in the long journey. by the recollection of students who found in The Humanities. often to their surprise. a source of joy. I am deeply indebted to Dr. Richard Calhoun of Yale University. the late Heinrich Jalowetz of Black Mountain College. Dr. Hubert Armstrong of Claremont Graduate School. and Dr. Paul Dressel of Michigan State University for their inspiration and counsel. Thanks are also due Dr. Ted Ward. Chairman. and to the other members of the doctoral guidance committee. I am also grateful to the Bureau of Research and Educational Planning of the Michigan State Department of Education for its assistance in preparing the dissertation. Special thanks are due my parents and parents-in—law who provided encouragement and support. to my late wife. Anna. and to my three children for their understanding. ii TABLE OF CONTENTS Page ACKNOWLEDGMENTS . . . . . . . . . . . . . . . . . . . ii LIST OF TABLES. . . . . . . . . . . . . . . . . . . . vi LIST OF APPENDICES. . . . . . . . . . . . . . . . . . viii Chapter I. INTRODUCTION . . . . . . . . . . . . . . . . 1 Statement of the Problem . . . . . . . . . 1 Importance of the Study. . . . . . . . . . 8 Design of the Study. . . . . . . . . . . . 16 II. SURVEY OF THE LITERATURE . . . . . . . . . . 22 III. THE COMMUNITY COLLEGE STUDENT. . . . . . . . 33 Intellective and Non-Intellective Characteristics of the Population. . . . 33 Survey of Incoming Freshmen: Macomb County Community College . . . . . . . . 61 Inventory of Predisposing Experience Relative to the Humanities Course. . . . 65 IV. HUMANITIES COURSEWORK IN REPRESENTATIVE MICHIGAN COLLEGE SETTINGS. . . . . . . . . 72 Michigan Community College Catalogue Descriptions of Coursework in the Humanities . . . . . . . . . . . . . . . 75 iii Table of Contents—-continued Chapter The Interdisciplinary Humanities Course At Three Collegiate Levels . . . . . . . Macomb County Community College. . Ferris State College . . . . . . . Michigan State University. V. MICHIGAN COMMUNITY COLLEGE COURSE DISTRIBUTION AND THE INFLUENCE OF EXISTING CURRICULUM PATTERNS UPON THE DEVELOPMENT OF ELECTIVE COURSEWORK . . . . . . . . . Course Distribution in the Non-Science. Liberal Arts. and General Education Fields . . . . . . . . . . . . . The Transfer. Non-Transfer Dichotomy in the Community College and its Bearing Upon the Development of Elective Coursework . . . . . . . . . . . . Representative Curricula and Provision For Elective Coursework. . . . . . Methods of Accomodating the Heterogeneous Student Population. with Implications for the Humanities Course. . . . . . VI. THE INTERDISCIPLINARY HUMANITIES COURSE: A SURVEY OF THE OPINION OF MICHIGAN COMMUNITY COLLEGE TEACHERS AND ADMINISTRATORS. . . Response to the Questionnaire. . . . Summary and Discussion of Response . . VII. ATTITUDE OF SELECTED TEACHERS IN THE COMMUN- ITY COLLEGES OF MICHIGAN TOWARD INSTRUC- TIONAL INNOVATION AND TOWARD A HYPOTHETICAL INSTRUCTIONAL MODE . . . . . . . . . . Developing the Instrument. . . . . . . iv Page 96 96 103 109 118 118 127 140 158 165 166 178 185 189 Table of Contents--continued Chapter Response to the Questionnaire. . . . . . Analysis of the General Response VIII. LEARNING PROBLEMS IN THE HUMANITIES. . . . The Structure of Learning Problems in the Field. . . . . . . . . . . . . . . . The WOOdS Hole Conference: Implications for the Humanities IX. FOUNDATIONS FOR AN INTERDISCIPLINARY HUMANITIES COURSE AT THE COMMUNITY COLLEGE Articulation of Purposes and Objectives. Review of Situational Factors. . . . . Formulation of a Representative Learning Episode. . . . . . . . . . . . . . . . Development of a Prototypic Instructional Process for the Humanities . . . . . APPENDIX. . . . . . . REFERENCES CITED. . . . . . . . Page 196 207 214 214 226 241 242 255 269 273 290 356 Table LIST OF TABLES Page AMERICAN COLLEGE TESTING SCORE DEVIATIONS BY COLLEGE TYPE . . . . . . . . . . . . . . . . 38 ACADEMIC POTENTIALS OF JUNIOR COLLEGE AND FOUR-YEAR COLLEGE SAMPLES. . . . . . . . . . 39 DECILE DISTRIBUTION OF A.C.E. TEST SCORES. ORANGE COAST COLLEGE TERMINAL AND TRANSFER STUDENTS. FALL SEMESTER. 1955. . . . . . . . 44 COMPOSITE TOTAL OF CLASS SECTIONS AVAILABLE AT REGISTRATION. 1966. IN 19 MICHIGAN COMMUNITY COLLEGES REPRESENTED BY MAJOR SUBJECT AREA AND BY COURSE TYPE. . . . . . . 120 FREQUENCY DISTRIBUTION OF MICHIGAN COMMUNITY COLLEGE NON-SCIENCE. LIBERAL ARTS. AND GENERAL EDUCATION COURSEWORK AT FALL TERM REGISTRATION. 1966 . . . . . . . . . . . . . . 122 PERCENTAGE OF TOTAL DAYTIME COURSE SECTIONS DEVOTED TO NON-SCIENCE. LIBERAL ARTS. AND GENERAL EDUCATION COURSEWORK IN 19 COMMUNITY COLLEGES OF MICHIGAN . . . . . . . . . . . . . 123 DISPOSITION OF STUDENTS IN THE COMMUNITY COLLEGES OF MICHIGAN BY MAJOR CURRICULUM TYPE AT FALL REGISTRATION. 1965. . . . . . . . 130 GENERAL RESPONSE TO PROTOTYPIC INSTRUCTIONAL PROCESS BY NUMBER AND SEX OF RESPONDENT. . . . 208 TABULATION OF RESPONSE MODE BY NUMBER. PERCENTAGE. AND NATURE OF RESPONSE WITHIN THREE AGE CATEGORIES . . . . . . . . . . . . . 209 vi List of Tables——continued Table Page 10. GENERAL RESPONSE BY INDIVIDUALS RECEIVING THEIR HIGHEST DEGREE IN UNIVERSITIES CITED . . 211 11. LENGTH AND LEVEL OF TEACHING EXPERIENCE BY NATURE OF RESPONSE TO INS TRUCTIONAL PROPOSAL . 2 1 1 vii Appendix A. LIST OF APPENDICES Page REPRESENTATIVE COMMUNITY COLLEGE COURSEWORK IN THE HUMANITIES . . . . . . . . . . . . . 290 MICHIGAN COMMUNITY COLLEGE COURSE DISTRIBU- TION STUDY. . . . . . . . . . . . . . . . . 330 QUESTIONNAIRE--THE HUMANITIES SURVEY COURSE AT THE COMMUNITY COLLEGE: A Record of the Opinion of Selected Instructors and Admin- istrators in the Community Colleges of Michigan. . . . . . . . . . . . . . . . . . 340 QUESTIONNAIRE TO MEASURE THE ATTITUDE OF SELECTED TEACHERS IN THE COMMUNITY COLLEGES OF MICHIGAN TOWARD INSTRUCTIONAL INNOVATION AND TOWARD A HYPOTHETICAL INSTRUCTIONAL MODE. .. . . . .. . . . .. . . . . .. . 348 viii RATIONALE AND DESIGN FOR AN INTERDISCIPLINARY HUMANITIES COURSE AT THE COMMUNITY COLLEGE CHAPTER I INTRODUCTION Statement of the Problem The community college. in catalogue statements and in official pronouncements. has claimed. as one of its strengths. an interest in developing substantive general education coursework. Leland Medsker. examining the com— munity college movement in 1960. concluded that this is. largely. an unfulfilled claim. "Only a few colleges." he reported. "have developed special integrated courses as a means of helping students obtain a comprehensive background in interdisciplinary fields. Most colleges have relied on conventional academic courses to meet the needs of general education. This method in itself is not necessarily to be criticized. However. since [many] of its students do not $30 beyond the two years of college. providing some breadth 1 of background for them. under the limitation of the two year period. is particularly important in the community college." (106:26) The response to a recent questionnaire. reviewed in Chapter VI and entered as Appendix C. would indicate that community college administrators and teachers in the state of Michigan are genuinely concerned with the problem of de- veloping an introductory humanities course appropriate to the abilities. interests. and academic goals of the transfer ggg_the non-transfer student. The implementation of this concern awaits the devel- opment of common understandings and procedures. It is to this problem that the present study is addressed. When a college course. at any point in time. appears to be well established. it is likely that its vitality may be attributed to factors of this kind. acting singly or in concert: 1. The course may be required by the institution or by state law; 2. The course may serve as a prescribed unit in one or more of the college curricula; 3. The course may be in the hands of an unusually effec— tive instructor; 4. The course may exhibit an inner design-strength. and be capable of sustaining its own weight even when deprived of subsidy. The object of this study is a certain general educa- tion survey course in the context of the community college. The course is entitled. variously. The Humanities. An Intro— duction to the Humanities. or The Humanities Survey. It is characterized by extreme diversity and has taken different forms not only in different institutions. but in different classrooms within the same institution. The problem to which this study is directed is best expressed in question form: 1. What are the conditions under which the Humanities Course is most likely to achieve coherence and via- bility within the community college? 2. How can the course be made to seem "useful" to students in the Open-door college. and "appropriate" to individuals with widely differing attitudes. interests. and academic goals? The Humanities appears as an entry in the catalogues of 8 of the 22 Michigan community colleges which were in Operation in September. 1965. A recent course—distribution study. reviewed in Chap- ter V. disclosed that in the Fall of 1966. ten community col- leges were. in fact. offering a combined total of 88 class sections of a course bearing the word "humanities" in the title or sub-title. Of this total. 22 represented History of ‘Western Civilization sections taught with a consistently strong humanities emphasis. It must be noted that 4 of the 10 in— stitutions provided 73 of the 88 section total. indicating that the course was not uniformly well established or dis- tributed within the community colleges of Michigan. The catalogue descriptions are varied in the extreme. attesting to the complexities of the course and giving the impression that there is no clear agreement regarding its objectives or its content. Two constants are noted: the course is represented. in each case. as being (1) panoramic in nature and (2) concerned with the interrelationship of concepts drawn from allied disciplines. It appears that all might subscribe to the general statement that "humani- ties is the study of man as revealed in his cultural achieve- ments." The most expansive of the catalogue statements is found in the Alpena Community College 1966-67 bulletin. The two-semester Humanities sequence is represented as being "concerned primarily with artistic. emotional. and intellec- tual values in the history of European and Asiatic culture as reflected in the visual arts. in literature. in music. in religion. and philosophy. The major objective of the course is to develop in the student an appreciation for and £3 layman's understanding of the ways through which man has expressed his inner feelings about the world in which he lives." The Humanities may serve as a capstone course or as an introductory survey depending upon the previous training and experience of the student and upon the nature of his academic prOgram. The evidence suggests that for a majority of community college students. the terrain of the course will be relatively unfamiliar and it will serve as a self- contained curricular unit. rather than as a required element within a course sequence. The purpose of this study. then. has been to examine the course in its state-wide setting and in selected commun- ity colleges elsewhere. to develop a supportive rationale and to formulate a set of Operational principles and guide- lines derived from an analysis of the community college population. of curriculum patterns and Of learning problems indigenous to the humanities. The process is one Of articulation and alignment. and of formulating an instructional mode which. it is hoped. will bear promise Of rendering the course maximally adaptive to a variety of programs and curricula within the given setting. A substantial body of descriptive and adjuratory literature has developed around the concept general educa- tigg. It has come to represent that portion Of the curricu- lum which is concerned. primarily. with the develOpment of insight and awareness for its own sake. apart from its “use- fulness" or "marketability." It seeks to provide the basis for intelligent living regardless of one's specialized com- petencies or life goals. It is common for descriptive statements to conclude with the Observation that general education has. for a var- iety of reasons. and in spite Of the educator's awareness of its worth. failed to mature. in effect losing ground to Specialized and pre—professional coursework at the college level. A number of responsible observers have concluded that "in the majority of two-year colleges. relatively little had been done to meet the objectives of general education." (106:26) This dilemma is not likely to be resolved by indi- viduals working in isolation. It is a part of the larger problem to which R. W. Tawney refers in saying that "civil- ization is no longer the business of an elite alone. but a Common enterprise which is the concern of all." As higher education becomes absorbed into the mass culture it will. in time. be the atypical student who does not accept the op- tion of college-level training. The most enthusiastic partisan of a Humanities course will recognize that the nature of the Offering is such that it will not and. perhaps. should not be a part of every student program at the community college level. Whether or not students would. as individuals. benefit from a suitably designed Humanities course. it remains unrealistic to ex- pect that those engaged in short—course vocational programs will be able to devote six semester hours. or even three. to the Humanities. The assumption is here made that if the course were imaginatively conceived. effectively organized. sensitive to the interests and goals of the majority of students. and pre- cise as to its Objectives. it would commend itself to admin- istrators and to a greater number of community college stud- ents. and would seem appropriate for inclusion in a wider variety of vocational and transfer programs. Importance of the Study_ There have been a number of recent statements which testify to the dearth Of developmental research in matters concerning the community college. Of 137 projects initiated under Title VII of the National Defense Education Act in the period 1958 to 1964. none were addressed to the community college as an institution. or to problems which are unique to it. Various factors may account for this lack of intro- spection: l. the primacy of instruction over to research; 2. the relative informality Of administrative structure and of departmental organization; 3. a basic uncertainty as to the role of the community college within the framework Of higher education; and 4. the tendency. in a period of rampant growth. to make short rather than long-range plans. There is evidence to suggest that as the community colleges develOp in size and influence. they will find it expedient to devote more of their energies to course and curriculum study. and to an examination Of institutional form and function. The present study represents an effort to strengthen a particular survey course which has develOped rather dram- atically in other parts of the country but which has matured quite unevenly within the community colleges of Michigan. In all but four of the Michigan institutions. the Humanities Course seems to be dead centered. If this is true. a rela- tively small force. properly applied. may exert a consider- able influence upon its development in the period of growth just ahead. This research study rests upon the assumption that there is a valid place for a well-conceived interdisciplin- ary Humanities Course among the general education offerings at the community college. The need for research in the humanities.--It is apparent that. in the period following World War II. faced by threats to its security and to its authority among na- tions. our country invested most heavily in the development of enriched and accelerated coursework in what it perceived to be ”critical" areas. Russian advances in space technol- Ogy provided a cause celebre which was countered by the National Defense Education Act of 1958 and the establish- nment Of the National Science Foundation in 1959. 10 The federal government moved out from its traditional area of vocational education into the business Of curriculum- making in academic fields on a scale never before attempted. The federal influence was felt particularly in the fields of science. mathematics. and foreign languages. stimulating the development of what have become. in effect. nation-wide programs. More recently. attention has been directed to guid- ance. teaching technology. special programs for children from deprived backgrounds. to research and development in higher education and. in a limited way. to English. social studies. and the humanities. There has been a series of high-level statements deploring what many perceive to be a serious imbalance. Jerome Bruner has warned that "principal accolades may. if we are not careful. go to those proficient in techno- logical and scientific fields. with a consequent devalua— tion of excellence in other areas. We will have to devote as much energy to improving curricula and teaching in the humanities and social sciences as is now being devoted to science and mathematics." (18:79) In somewhat different terms. Ralph Tyler speaks of "integrative needs" as Opposed to social. vocational. or 11 physical needs. “the need to relate oneself to something larger and beyond one's self. that is. the need for a philOSOphy Of life. This is less a matter of indoctrina- tion. of selling one set Of values or another. but rather of supplying certain knowledge. attitudes. skills and the like. the development of which will help [the student] to meet these needs more effectively." (143:5) T. R. McConnell. speaking to the same general point. says that "all whose formal education extends beyond high school need some contact with the world of ideas. the life Of the Spirit. the world of beauty and the need for civic intelligence." adding that "the difference among citizens in a democracy should take the form Of gradations between the informed and the unenlightened. the cultured and the uncultured. the vocationally educated and the liberally educated." (103:54) Bruner remarks that "it is an accident of historical development that. over the last ten years. the sciences and scientific training have been favored or emphasized. There has simply been more Opportunity to examine progress in these fields. since it is in these fields that most of the experimental curricula have been constructed. Re- doubled efforts are essential in the social studies. 12 in the humanities and in language instruction." (18:10) The Humanities in the community college.--The un- even development of the Humanities Course within the com- munity colleges Of Michigan may be attributed. in part. to the lack of any systematic effort to clarify its Objec- tives or to delineate the various roles which it might play within the existing curricula. B. Lamar Johnson argues for the development of "im- aginative proposals which are directly relevant to the unique characteristics of the two year college [in order to] maintain and improve the quality Of instruction during a period of sharply expanding enrollments." (94:144) As of September. 1966. less than 5 per cent of Michigan community college students were enrolled in the Humanities Course. It is evident that the course is geared primarily to the abilities and interests of the transfer student. If. in time. the course were to be restructured and established as a favored elective or as a required unit of a core curriculum so as to involve a majority of two-year vocational Egg transfer students. very substan- tial modifications would be required. While many community college students are as able academically as underclassmen in the typical 4-year 13 institution. they constitute a smaller proportion of the total group. In develOping coursework. it must be recog- nized that the community college does attract and accept students not ordinarily admitted in large numbers to the senior college. One of the purposes of the present study is to ex- plore the possibility of developing a more flexible instruc- tional design. one which would permit the Humanities Course to serve as a bridge rather than as a barrier between stud- ents with varying aptitudes and goals. With respect to the humanities as a subject field. one of two attitudes may be taken. First. it may be held that humanistic studies are. by nature. scholarly and eso- teric. and hence Of value only to those students who arrive at college with a background of related experience and able to read and write at a scholarly level. Second. it may be asserted that the concerns and issues which underlie the humanities can be presented in some intellectually honest form to the great majority of college students. regardless of their previous experience or their degree of aptitude for scholarly work. The Humanities and instructional technology.-- Certain elements Of the humanities. notably art. 14 architecture. music and drama. call to mind the importance of making full use of media capabilities. what Bruner calls "devices for vicarious experience.“ It is apparent that many college teachers have. for various reasons. resisted the use of non-verbal communica— tion techniques. A Humanities Course. by its very nature. suggests an approach which will involve the full range Of human and technological teaching resources. W. K. Begg provides an instructional model which may prove highly serviceable to the humanities instructor. "Suppose we place the teacher at the center Of the process and assume from the beginning that he will serve as the master of ceremonies or the producer rather than the main actor. Now. suppose he can be equipped with the ability to use effectively the techniques and devices that are available and that his function is to focus these. along with his own talents. on a given learning situation. Graphically. the design would appear something as follows. We would place the teacher in position as a sort of cen- tral sun which controls certain satellite processes." (7:9) Haskell Block. writing in 1954. concluded that "the rapid growth Of general courses in the Humanities is without 15 doubt one of the most important developments in American higher education." (159:468) There is no specific reference in Block's study to the community college. and the evidence does not suggest that his remarks are germane to this sector of higher edu- cation. Quite the opposite appears to be true. Effective and well established coursework in the Humanities would seem to be the exception rather than the rule within the community colleges Of Michigan. Design of the Study Lawrence Haskew. in a discussion of educational innovation. lists what he perceives to be the three strat- egies most frequently employed. "One traditional method has been to get as many people as possible to use rational judgement . . . to agree upon (a) what is desirable and (b) what will be most likely to bring about the desirable. Another traditional answer is to produce hypotheses of what might be better and to test these hypotheses in some context of evaluative control. A third approach is to in- vestigate the record and then . . . to form deductions which may become the basis of planned and directed prog- ress." (177:337) The present study involves two primary units. the first of which. comprising Chapters II-VII is largely des- criptive and analytical. conforming to the first of the approaches outlined by Haskew. It undertakes. through an examination of relevant factors within the community col- lege setting. to establish an adequate knowledge base for the constructional elements which follow. 16 17 The second unit. Chapters VIII and IX. is develOp- mental. and represents the formulation Of an experimental design for an introductory humanities course based. in large part. upon an analysis of the relationship between learning problems in the humanities and certain contextual factors which characterize the community college. Elements: Unit One The first unit. identified as descriptive and ana- lytical. involves the following elements: 1,. a review of literature pertaining to intellective and non-intellective characteristics Of the commun- ity college population; 2. a brief overview of recent developments which effect the relative position of the community college with- in the total framework of higher education. develop- ments which point to the need for intensive course and curriculum study within this expanding sector; 3. a survey of catalogue descriptions of existing humanities coursework in the community colleges Of Michigan; 4. a compilation of representative community college course summaries. outlines. and syllabi as a means of assessing the present sc0pe and intent of the humanities course in various collegiate settings; 5. an analysis of in-state transfer and vocational cur— riculum patterns which affect the development of elective coursework. generally. and Of the humani— ties course in particular; 18 6. an accounting of the distribution of non-science. liberal arts and general education coursework in the community colleges of Michigan as Of September. 1966; 7. a compendium of administrative and faculty judg— ment in two matters affecting the develOpment of an interdisciplinary humanities course: (a) a compilation of the Opinion of selected community college administrators and depart- ment heads with regard to Optimal Objectives of such a course. to the form and content deemed most likely to achieve these Objec- tives under the given conditions. and to the major Obstacles which one might expect to encounter. The data collecting instrument is identified as Questionnaire 1 and appears in Appendix C. (b) an evaluation of the response by approximately 250 instructors in nine of the Michigan com- munity colleges to a series of questions de- signed tO assess present attitudes toward the concept innovativeness as it might affect the design of coursework in non-science. liberal arts and general education fields. This instrument is identified as Question- naire 2 and appears in Appendix D. The first unit. taken as a whole. represents an overview of situational factors which bear upon the devel- Opment of an introductory humanities course within the community college. An attempt has been made to highlight those elements which would binder and those which would 19 assist individuals acting in the capacity of a ”change agent." Richard Carlson identifies this individual as "a professional who has as his major function the advo- cacy and introduction of innovations into practice." (20:4) One finds within the literature many statements to the effect that the community college has not realis- tically faced. much less resolved. the curricular com- plications of the ”open-door policy." Ralph Tyler points out that "course Objectives are not automatic- ally identified by collecting information about . . students." (143:10) It must be assumed. however. that this collection process constitutes an important first step. The purpose of the first unit has been to supply certain "hard“ information which may serve as a footing upon which the framework Of a community cOllege humanities course may be constructed. Elements: Unit Two The second unit is concerned with the formulation and implementation Of a course design. and relies most heavily upon the techniques of analysis and deduction. 20 The assumption is made that a single course- conception. in a field as variegated and as diffuse as the humanities. would not. when fully fleshed out. be serviceable within a wide range of institutions. The em- phasis. therefore. is upon the delineation Of principles. guidelines. and objectives. and the development of a pro— totype instructional model informed by (1) a review Of relevant curricular and student characteristics. and (2) an analysis of learning problems indigenous to the human- ities. The primary elements are as follows: 1. an examination Of the structure of learning prob- lems in the humanities. with particular emphasis upon certain factors central to the task Of adapt— ing the humanities course to the given student population; 2. the formulation of primary and secondary Objec- tives. the derivation of basic guidelines and operative principles; 3. the design of a prototypic instructional process. representing the activities of a week. as an exer- cise in translating these guidelines and Objectives into practice. Summary This study represents an attempt to define a mul- tidimensional problem in a particular collegiate setting. and to offer a working solution. one which. by design. 21 lends itself to institutional modification. It is. essen- tially. a feasibility study centering around a particular general education Offering which. along with certain other elective coursework. stands in need of revitalization if it is to maintain its present position within the curric— ulum. General education for the transfer student is dic— tated by the receiving college. but the general education for the non-transfer student has. for the most part. appeared to be a casual adaptation Of the traditional liberal arts offering. New approaches have been developed for the study Of physics. biology. and mathematics. but the need remains for curriculum development and for a new approach to the teaching of history. psychology. sociology. and the humanities. The purpose of this study will have been fulfilled if. in addition to making some contribution of its own. it stimulates further efforts to develOp substantive hu— manities coursework appropriate to the abilities. interests. and academic goals of the community college student. CHAPTER II SURVEY OF THE LITERATURE The two major components of the present study have been as follows: First: a brief overview of the concept general educa— .£ign and a survey of the community college setting with particular attention to those factors which have tended to stimulate and those which have tended to inhibit the development of interdisciplinary. elective coursework within the community colleges of the state. Second: an analysis of the nature and dynamics Of learning problems in the humanities within the framework of the comprehensive community college. the derivation of guidelines and objectives. and the formulation of an ex— perimental design for an introductory humanities course consonant with the perceived abilities. interests. and goals of the community college student. The literature reviewed. the correspondence and personal contact involved in the course Of this study. has 22 23 reinforced the impression that a given course may prove to be excellent in one setting and quite ineffective in an- other. In this regard. Dewey remarked that “it is no re- flection upon the nutritive value Of beefsteak that we do not feed it to infants." The writer has encountered many references to "ecological factors" which tend to shape an educative experience in the same way that climatic condi- tions encourage the develOpment of certain plant and animal forms at the expense of others. Further. the literature seems to support the con— tention that instructional procedures and practices. per- ceived as ecolOgical conditioners within the classroom. have been little affected by the bulk of theoretical re- search and literature. It is generally conceded. however. that the adoption rate Of new ideas. a matter investigated in detail by Miles. Mort and Carlson. will. to an increas- ing degree. be enhanced through the influence of emergent research and dissemination centers and by the development of new teaching materials. facilities. and technological processes. A substantial body of literature has developed around the concept: general education. The authors most frequently consulted in this area were John Dewey. Paul 24 Dressel. Earl McGrath. B. Lamar Johnson. Lewis Mayhew. and T. R. McConnell. General education has been described as liberal education with its matter and method shifted from its orig- inal aristocratic intent to the service Of democracy. in the hope of extending to all men the benefits Of an educa— tion that liberates. General education is said to be more concerned with the learner than with the content as such. which may be organized with less regard to traditional fields and disciplines. Its goals are individual develOp— ment. and its emphasis upon behavior and social awareness as well as upon intellectual development as an outcome of learning. A review Of the literature leads to the impression that a small group of individuals served as "prophets" of general studies in the 1940's and 50's. and that they were. for the most part. met with apathy and abuse. If their basic argument was that intensive study in any subject field should be preceded by a broad overview of that field. the countering attitude seemed to be that surveys. however well-meaning. tended to be discursive. superficial. and beneath the dignity of a scholar. 25 More recently. there appears in the literature an Optimistic tone. suggesting that "what was once perceived as a vice is now being redefined as a virtue." and holding forth the hope that a rapprochement may. in time. be reached between the antagonistic positions. Factors of this kind may be responsible: l. Steeply increasing enrollments with the result that change. where it does not come about by choice. may come about by necessity: The emergency of the community college. with large numbers of students whose post-secondary training will Often be limited to a period not exceeding two years; The “knowledge explosion“ which seems to call for a reassessment Of the rank and priority of ideas within a course and of courses within a curriculum; The tendency for academic communities to become less insular and more responsive to the pressures which are being brought to bear upon them; A resurgent interest in develOping innovative habits of mind and of encouraging students to examine value systems in the h0pe of forming their own hierarchy of values in a world which is shift- ing from the older transcendentalism towards a more worldly interpretation of life; The emphasis. within contemporary learning theory. upon the ”structure" of knowledge rather than upon the mastery of facts and techniques. upon what Bruner refers to as "supporting habits and skills that make possible the active use of materials one has come to understand . . . providing a general picture in terms of which the relations between things encountered earlier and later are made as clear as possible." (18:12) 26 7. An awareness that "job specifications" are no longer as neatly drawn as once they were. that a majority of college students will make two or more major occupational shifts in their first decade out of college. that some students are being readied for jobs that will soon be rendered Obsolete while others are preparing for occupations. the require- ments of which are not yet known. The literature points to many unsolved problems. Louis Safer remarks that at first glance the possibilities for updating or improving general education courses in the fine arts and humanities seem rather limited. The national and professional climate in which general education has to struggle and compete is not too encouraging. Not only is the whole Of education besieged by pressing problems. but within each family of colleges there are fierce struggles for status and gain. many times at the expense of other members of the family. There can be no doubt that the decade ahead will make or break certain aspects of university and col- lege structure. be it privately or publicly en- dowed. (201:136) It is generally conceded that the problems faced in the develOpment of general education coursework are so varied. that no single format or procedure will be found useful unless provision is made for considerable institu- tional modification. There are. however. certain common problems which Jack Johnson describes in this way: Few graduate schools make any effort to train individuals competent to teach broad. general courses. On the contrary. graduate specialization is Often more concerned with the microcosm than with the macrocosm. 27 Therefore. the lack Of trained instructors has been. is. and will be a serious difficulty in developing programs in general education. Colleges and universities have failed to create a climate in which general education courses can be develOped. In some instances. a dean or a president has been favorably dis- posed to such programs. but it should be clear that unless the entire administrative phalanx. including department chairmen. believes that such offerings are significant and basic to the education of college students. these pro- grams will be failures. Many general education courses . . . are Offered without firm commitment on the part of students. They sit in such courses without understanding why they are there or for what purpose the program is offered. This is an area that might be explored and may be one that offers a key to the success or failure in any updating Of general education courses. Most general education courses are required. But how Often are requirements explained to students? How often are requirements related to the background and experience of the indi- vidual student? (182:141) Johnson Offers a set Of prOposals which he labels “pro— cedural“: Offerings in general education have Often been thought of as freshman-sophomore programs. Instead. general education should be interwoven [throughout] the student's college career. Such liberal education cannot be arrived at by defin- ition. but by the actual test of performance in the classroom. A liberal [general] course is one liberally taught. This is a prOposal that might be considered for all courses. Those persons who design general education courses should ask to be freed from the artifi- cial structure of American higher education. It does not follow that the best lectures can be given in fifty minutes. that a program should 28 be limited tO a certain number of semesters. and that textbooks necessarily follow the paths of knowledge. If general education courses are experimental in their approach to subject matter. they might also be experimental in their approach to structure. Because general education courses are often alien to a student's background and contrary to his vocational aspirations. an orientation pro- gram would seem appropriate. In many cases. students are placed in required general educa- tion programs without any understanding as to why they are there. And sometimes. an instructor without any previous experience or background in general education is assigned to teach the course. General education courses should have their own administrative shield. Presidents. deans. departmental chairmen should protect those who teach these courses from the sniping Of colleagues. Administrators should insist. if they Offer gen- eral education courses at all. that these courses are important and that they have complete admin- istrative support. In addition. administrators should see to it that the students and instructors in general education programs are not treated as second-class citizens. Instructors who teach courses in this area should be given their own rewards. They should be treated as equals along with their specialized colleagues with regard to promotion. salary. and tenure. In no instance should it be assumed that these instructors are “experts" in all field of the social sciences or humanities. for example. Instead. they should be individuals who can dem- onstrate how the whole man approaches a whole problem. (182:143) The present study has. as its focus of interest. the Introductory Humanities Course. general education be- ing the type of which this course is a token. It is in- teresting to note that the resistance to general studies. 29 centers upon its implementation rather than upon its essen- tial worth as an educative concept. Dressel found that. even in situations where one might expect the greatest re- sistance to the idea of general studies. it was widely agreed that the college student should be provided with at least a basic knowledge of those concepts. attitudes. and responsibilities desired of all members Of a free society. (42:137) ~ The second body Of literature examined in the course of developing Unit I of this study was that which describes various aspects of the community college set- .Eigg. The principal sources of information have been (1) broad studies of the nationwide movement undertaken by Thornton. Medsker. Koos. Blocker and associates. Clark. Diekhoff. Fields and Reynolds. (2) college catalogues. institutional self—studies. federal and state agency re- ports. and (3) academic profiles developed by Seashore and various testing services. In addition. information has been gained from personal correspondence and inter- views over a three-year period. and from two question- naires reported upon in Chapters VI and VII. 30 Unit II of the present study represents (a) an analysis of learning problems in the field of the Humani- ties. and (b) the formulation of an experimental humani- ties course design and process which will. hopefully. be appropriate to the community college situation. The problem was approached. at the outset. by examining the following bodies of literature to the ex- tent that time allowed: 1. current Opinion and research findings in the area Of learning theory; 2. materials relating to curriculum design and to the establishment Of educational objectives; 3. research in the field of instructional technology and descriptions Of existing and emergent facili- ties; 4. current texts and commentaries which approach the Humanities not in its more esoteric. aristocratic form. but in its capacity as a general education correlate of the biological sciences. history. and the social sciences. An overview of these areas was gained by examining the appropriate entries in the Encyclopedia of Educational Research. the Handbook of Research on Teaching and similar publications. The literature itself was found to be so extensive that it was necessary to read selectively. focus- ing upon those books. reports. periodicals. and journals 31 which Offered material most clearly relevant to the pres- ent study. Within the first category. that of learning theory. the following authors were reviewed with Special care: Jerome Bruner. Robert Gagné. RObert Travers. and John Dewey. In curriculum development and the establishment of educational objectives. the authors consulted most frequently were Ralph Tyler. Bloom and Krathwohl. Paul Dressel. and Robert Mager. In the area of teaching technology. material by James Brown. B. F. Skinner. James Thornton. Wilbur Schram. James Finn. B. Lamar Johnson. and Matthew Miles was found particularly useful. Within the field Of the Humanities. the principal sources were Arnold Graeffe. Norman Foerster. Lawrence Frank. Herbert Read. and Ordway Tead. It was. by turns. disconcerting and reassuring to find so little reference in the literature to the Humani- ties Course at the community college level. James Thorn- ton has remarked that: a course in the humanities . . . may be approved after considerable study. and included in the [community] college catalogue. Yet it 32 may fail entirely in its intended effect on students because teachers are unavailable or poorly trained or uninterested in it. because adequate classrooms or instructional supplies are not made available. because guidance workers fail to call it to the attention of students. or even because it is scheduled at an unattractive or conflicting time. (140:169) It seems evident that. within the community col- leges Of Michigan. a well-established Humanities Course is a curricular fortuity. reflecting the presence of an enthusiastic and well-trained instructor who has been successful in relating the course to the interests and abilities of his students. It is not likely that the course will prosper throughout the community colleges of the state until a more adequate footing has been de- veloped. CHAPTER III THE COMMUNITY COLLEGE STUDENT Intellective and Non-Intellective Characteristics of the Population Just as diversity is the uncontested fact of our culture. SO heterogeneity is the constant which character- izes our student populations. This has not always been SO. ”Our college students are different today from their predecessors. They also differ more from each other than did their predecessors; the range of difference is increased by the broadened base from which college students are drawn.” (154:42) Le Play. French mining engineer and sociologist of the mid-19th century. spoke of “populations ebranlées“ --uprooted peoples. those who have overthrown the old a1- legiances and not yet discovered new ones. The resulting sense of estrangement. he pointed out. occurs “whenever a society [finds it difficult] to respond elastically and productively to inner change.” 33 34 An examination of certain characteristics Of the community college population may reveal the extent to which Le Play's comment seems applicable to that large segment of our population. age 18-21. which formerly would have given no thought to formal training beyond the second- ary level. Our investigation will be limited to a review of what is known regarding certain intellective and non- intellective characteristics, and to the perceptions and expectations Of the college-age group. Special note will be made of those criteria which might serve effectively as predictors of interest and success in a general human- ities course. James Reynolds has stated that. "although there is a dearth of authoritative information about [community] college students. there is unfortunately no dearth of folklore and myth.“ One "myth” held by many faculty members in four- year colleges and universities and. it might be added. in community colleges as well. is that "the junior college student [is] inferior. by nature. to students in the four year colleges and universities. This view.“ he says. "persists in spite of the fact that countless studies 35 over almost a half-century have destroyed any foundation for it." (119:45) Evidence will be presented later which suggests that there is §9m§_substance to this “myth.“ i.e.,that community college students. taken as a group. are some- what “inferior” where traditional measures Of academic potential serve as criteria. There is evidence to sup- port the observation that this ”gap" is becoming progres— sively narrower where meaningful and ”honest“ comparisons are made. It is Obvious that no purpose is served by sweeping generalizations or unsupported indictments. The second “myth“ cited by Reynolds maintains that ”the only justification for the [community] college is the provision of vocational education. "On this basis.“ he says. "two-year colleges are considered to go beyond their depth when they offer academic programs dto students] for whom further academic education is a waste of time." (119:46) This ultra—conservative. neo—aristocratic view is no longer widely held. but where it appears. its slo- gan might be: Education for all is education for none. 36 Measures Of Academic Ability Hoyt and Munday. in analyzing American College Testing data derived from a comparison Of 85 community colleges with 205 four-year institutions. sought to answer the question: How do the academic potentials of junior college freshmen compare with those of freshmen attending four-year colleges? It was found that their average 1964 ACT scores differed "by about one—half a standard devia- tion. while their high school test scores were about one- third grade point apart.“ It was emphasized that “the differences gmggg junior colleges in academic potential were so great that the least able students in one junior college would be well above average in another.” (83:1) Although mean ability scores for these 85 junior colleges were found to be somewhat more homogeneous than for the 205 four-year colleges. there was substantial variation among them. The highest ACT-Composite mean obtained by any junior college was 23.3; the lowest was 8.3. Seven junior colleges averaged above 21. while five averaged below 15. When one considers that the standard deviation of the Composite score for college-bound students nation- ally is approximately 5. it is Obvious. Hoyt and Munday Observed. "that there was little overlap in the academic 37 talents Of students enrolled in junior colleges at the ex- treme of this distribution." Similarly. Medsker points out that only 10 per cent of entering students in certain junior colleges transferred. whereas in others. as many as 67 per cent pursued further study. (106:91) Two generalizations are made. First. ”the ACT mean scores were somewhat more homogeneous among junior colleges than among four-year institutions. Second. the typical variability within two-year colleges was somewhat greater than the typical variability within four-year colleges; that is. the typical junior college contends with a somewhat greater range of academic talent than does the typical four-year institution.“ Table 1 gives mean and. standard deviations of American College Testing test scores and high school grades for the junior college and four-year college samples. "Similarly." it was pointed out. “the average aca— demic potential at several junior colleges was well above the average in typical four-year institutions." (83:1) It must be emphasized that the sample. though quite large. was restricted to those junior colleges and four-year institutions participating in the American Col- lege Testing Research Service and lacked comparison with 38 TABLE 1 AMERICAN COLLEGE TESTING SCORE DEVIATIONS BY COLLEGE TYPE Standard Standard Deviation Deviation Test Scores Among Colleges Within Colleges Junior 4—Year Junior 4-year College College College College ACT English 1.78 2.03 4.92 4.42 ACT Math 1.99 2.89 5.90 5.54 ACT Social Studies 1.97 2.40 5.61 5.22 ACT Natural Science 2.13 2.51 5.74 5.40 ACT Composite 1.91 2.33 4.53 4.17 (83:6) random samples from the national pOpulation. Caution must be taken. therefore. in generalizing these results to all colleges. 0n the basis of this sample it was determined that "students within individual junior college had more diverse academic talents than was typical of students in four-year institutions.“ The following table records the diversity of ACT (American College Testing) scores within and between the two college types. It is natural that the community college. adhering as it does to an "Open door" admissions policy. should attract a student body somewhat lower in academic aptitude 39 TABLE 2 ACADEMIC POTENTIALS OF JUNIOR COLLEGE AND FOUR-YEAR COLLEGE SAMPLES 85 Junior 205 Four-Year Collegesl Colleges2 Mean S.D. Mean S.D. ACT English 17.6 5.2 19.8 4.9 ACT Math 17.4 6.2 20.0 6.2 ACT Social Studies 18.2 5.9 20.7 5.7 ACT Natural Science 18.5 6.1 20.8 6.0 ACT Composite 18.0 4.9 20.5 4.8 H.S. English 2.39 .90 2.75 .86 H.S. Math 2.15 l 00 2.45 .98 H.S Social Studies 2.49 .91 2.85 .88 H.S Natural Science 2.25 .93 2.54 .92 H.S Average of Four Grades 2.32 .73 2.65 .71 1Total number of students = 24.549. 2Total number of students = 101.634. 3All differences Significant beyond .01 level. (83:7) and potential than that of the typical four-year college. Various studies indicated that the average community col- lege freshman would rank at about the 30th percentile of the four—year college group. This difference reflects the fact that community colleges. while attempting to maintain the importance of intellectual development as a prime Objective. Often pur- sue a broad-ranging program involving the development of 40 vocational Skills and competencies. In many instances. the standard measures Of academic potential do not. taken alone. serve as reliable predictors of success. While diversity among junior colleges was considerable. diversity within these colleges was even more noteworthy. This study provided empirical support to the commonly held belief that junior colleges must deal with the entire range of academic talent--from the most gifted to the student of borderline intelligence. TO provide academic prOgrams which are appropri- ately stimulating to students of all academic levels is an immense challenge. Especially important is the need to provide effective guidance to junior college students and to Offer various levels Of instruction in common subject matter areas such as English and mathe— matics. (83:15) A relatively recent study by Seashore was also addressed to the question: How do junior college fresh- men compare with senior college freshmen? It is in gen- eral agreement with other studies of the same problem and the conclusions are quoted at this point. It is not surprising to find that junior college freshmen generally are not as able in the areas measured by College Qualification Tests (CQT) as the four-year or senior college freshmen. The following statements seem rea- sonable: The median score for junior college fresh- men is near the 25th percentile for senior college freshmen. About 24 per cent of junior college men and 20 per cent of junior college women are above the respective medians for freshmen in four~year colleges. ' 41 There is a considerable overlap Of scores. These distributions tell us that there are many junior college students whose scores would be considered superior in senior colleges. and many low-scoring senior college freshmen who would also rate low in junior colleges. The difference in favor of the four-year student is Slightly greater for women than for men. (203:75) The terminal-transfer distinction has been a dif— ficult one to contend with. As previously noted. approx- imately two-thirds of the junior college entrants. upon admission. elect a transfer program. Generally speaking. no more than one—third do. in fact. transfer. Seashore. in comparing junior college students in transfer programs with those in terminal programs. observes that: AS would be expected. the scores on a scho— lastic ability test such as the COT are gener- ally higher for the transfer group than for the terminal group . . . a large proportion of junior college transfer aSpirants is at least as able as the upper three—fourths of senior college freshmen. The terminal students are clearly less [academically] able than the scholastic- ally oriented groups in both junior and senior colleges. Since separate norms are available for terminal and transfer students. each junior college applicant can be evaluated in terms of these two major sub-groupings. Such evaluations are particularly valuable if admissions Officers have a chance to counsel candidates prior to entry into college. In fact. advisors may well consider the separate transfer and terminal norms more useful than the composite norms for all junior college freshmen.(203:78) 42 Medsker. utilizing data based on the A.C.E. test. provides the following chart which indicates the nature of the distribution of Scores in the two types of colleges. (106:37) Figure l.--Junior College vs. Senior College: Comparison Of 1952 A.C.E. raw scores. All colleges ex- 30" cluding junior colleges. 25” ------ Junior colleges. /’-‘ 20)— I \ v u . c: [\4 o 8 15‘» a H d m m ‘1‘ 10+~ g u 5- 4 H “1 0+] T fi 28 43 58 73 88 103 118 113 148 163 178 ACE Scores Data based on study of 200 institutions by the Center for the Study of Higher Education. 43 It must be noted that both type Of institutions have their complement of high and low scoring students. The overlap is sufficiently extensive that no valid con- clusion may be drawn regarding the academic aptitude of an individual student simply by noting the type Of insti- tution in which he is enrolled. Evidence Of the terminal~transfer bi-modality of the junior college population is clearly shown in a study conducted by Thornton in 1955. He compared the decile scores on the A.C.E. test of 455 terminal students and 597 transfer students at Orange Coast College. Raw scores were first expressed as percentile scores. corresponding to the published norms for freshmen in four—year liberal arts colleges. and were then tabulated in deciles. Know- ing that. in the norm group of liberal arts college fresh- men. 10 per cent of all scores fell within each decile. a convenient basis for comparison is provided--libera1 arts college freshmen on one hand and junior college transfeg students on the other. It will be noted that nearly half Of the terminal students scored in the bottom two deciles of the norm group. 0f the transfer students. more than half (322. or 54 per cent) are clustered about the median of the liberal arts distribution. with considerably less than 10 per cent. however. 44 falling within the 9th and 10th decile and. it is interesting to note. less than 10 per cent in the lowest decile of the distribution. TABLE 3 DECILE DISTRIBUTION OF A.C.E. TEST SCORES. ORANGE COAST COLLEGE TERMINAL AND TRANSFER STUDENTS. FALL SEMESTER. 1955 =u== —= Number Of Number of Terminal Transfer Total Per Cent Per Cent Per Cent Decile Students Students Students Terminal Transfer Total 10 7 24 31 1.7 4.0 2.9 9 10 43 53 2.2 7.2 5.0 8 16 51 67 3.5 8.5 6.4 7 20 78 98 4.4 13.1 9.3 6 29 59 88 6.4 9.9 8.4 5 41 69 110 9.0 11.6 10.5 4 51 65 116 11.2 10.9 11.0 3 61 71 132 13.4 11.9 12.6 2 104 83 187 22.9 13.9 17.8 1 116 54 170 25.3 9.0 16.1 455 597 1052 100.0 100.0 100.0 (140:150) Thornton Observes that “although average test scores of junior college freshmen are lower than average scores Of liberal arts college freshmen. the range Of scores in both kinds Of colleges in equivalent; recommend- ations for further study and predictions Of later academic success must be made for individual students. not for 45 categories Of students. "It is Obvious.” he remarks. "that the various kinds of colleges in the American sys- tem of diversity are not Operated for exclusively differ- ent kinds of students." (140:151) A number of studies have demonstrated that where the performance of community college transfer students was compared to that of "native“ students. no Significant difference was Observed by the end of the senior year. Medsker's national survey of the record of junior college transfers in 16 institutions in 9 states indicated that the transfer students did somewhat less well than the native students in the first term after transfer but that. in most institutions. by the end Of the senior year. they closely approached and. in a few instances. did slightly better than the native students. In terms of retention rate. however. their record was markedly lower. (106:116) In 1965. James Piety made “a comparative study of entrance examination scores Of (1) 30.702 entrants of a large metrOpolitan junior college district. (2) 2.327 en- trants of Northern Illinois University. and national norms.“ The purpose of this study was to examine American College Test (ACT) and College Ability Test (CAT) entrance 46 scores of junior college students in the metrOpolitan area Of DeKalb. Illinois. (29:52) The City Junior Colleges were used as a source of data. inasmuch as they had used standardized national tests for many years to indicate the capacity of students for successful performance. The ratings achieved by these entrants was then compared with national college norms. In addition. the City Junior College entrants were compared with Northern Illinois University entrants for 1962. Northern Illinois University is a co—educational. State supported institution with a 1965 Fall enrollment of 11.916 fulltime degree—program students. Approximately 82 per cent of applicants were accepted in 1965. nearly 100 per cent coming from the Midwest. In recent years. the University has undergone a considerable expansion and broadening of its program. In 1962. however. only the B.S.Ed. degree was Offered. The University identified itself as a liberal arts institution. conferring 829 de- grees. 49 per cent in education. 21 per cent in business and commerce. 9 per cent in social sciences and 5 per cent in English. In 1962. its only accredited program was in the field of teacher education. 47 The procedural methods of the study and a summary of significant findings are included for the insight which they provide regarding the comparative academic strength of community college matriculants. Procedural Methods of the Study 1. Related literature published in profes- sional periodicals. reports. and related papers secured from the Department of Examinations of the City Junior College. between the years 1940— 1963. were examined to determine the extent to which studies had been done in this field. 2. The 1955 Edition of the College Ability Test. Form 1A. was administered. from September 1956 through March 1963. to 30.702 entering students in the City Junior College System. 3. The City Junior Colleges administered the College Ability Test. Form 1A. in the fall Of 1962 to 4.448 entrants. 4. National norms for the College Ability Test. and the American College Test. which was used at Northern Illinois University. were se— cured from the Department of Examinations of the City Junior College. 5. A conversion table. to compare the Col- lege Ability Test. and the American College Test. with national CAT norms was developed. 6. The Department of Research. at Northern Illinois University. supplied scores for 2.327 student entrants for the fall Of 1962. The 1960 Edition of the American College Test was adminis- tered. prior to the beginning of the school term. in the fall of 1962. 7. The data was analyzed and compared by constructing tables that indicated the medians (50th percentile), Q3 (75th percentile). and Q (25th percentile). and conclusions were drawn from the findings Of the investigation. 48 Summary of Significant Findings The following findings Of the study were based upon an analysis of information obtained in the process Of conducting the study: 1. The composite for the 30.702 community college entrants were compared with national college norms on the College Ability Test. It indicated that the entrants ranged from the zero percentile to the ninety-ninth percentile. The total range for the 2.327 entrants to Northern Illinois University. for the fall of 1962. ranged from the 6th percentile to the ninety- ninth percentile. 2. The third quartile composite for the 30.702 community college entrants. from 1956-1963. ranked at the 50th percentile Of national College Ability Test norms. The third quartile for the 2.327 Northern Illinois University entrants for 1962 ranked at the 93rd percentile of the na- tional College Ability Test norms. 3. The median composite score for the 30.702 community college entrants. compiled from 1956-1963. ranked at the 33rd percentile of the national Col- lege Ability Test norms. The median for Dr. Meds- ker's 1952 California study of 6.199 community college entrants ranked at the 33rd percentile. The median for the 2.327 Northern Illinois Uni- versity entrants. for the fall of 1962. ranked at the 83rd percentile of the national College Ability Test norms. 4. The first quartile composite for the 30.702 community college entrants. from 1956—1963. ranked at the 10th percentile of the national Col- lege Ability Test norms. The first quartile for Dr. Medsker's 1952 California study Of 6.199 com- munity college entrants ranked at the 20th per- centile of the national College Ability Test norms. The first quartile for the 2.327 Northern Illinois entrants. for the fall Of 1962. ranked at the 33rd percentile Of the national College Ability Test norms. 5. There were twenty-five percent of the 30.702 community college entrants examined. or 7.677. that ranked above the median on the 49 national College Ability Test norms. There were seventy-five percent Of the 30.702 entrants. or 23.025 that ranked below the median for the na- tional College Ability Test norms. There were sixty-seven percent of the entrants at Northern Illinois University. or 1.563 entrants. out Of a total of 2.327 tested. that ranked above the national College Ability Test norms median. There were 764 entrants at Northern Illinois University. out of a total of 2.327 tested. or 33 percent of the entrants. ranked below the median. 6. There were 5.82 percent of the 30.702 community college entrants. or 1.789 that were above the third quartile. Northern Illinois University had 53 percent of the 2.327 entrants for the fall of 1962. or 1.239 entrants that were above the third quartile. on the national College Ability Test norms. 7. The Study found that community college entrants tended to rank below the national norms for four-year colleges. but many of the entrants were superior in ability to students in senior colleges. The metropolitan community college entrants ranked at the same median as the Cali- fornia community college entrants tested by Dr. Medsker. Both ranked at the 33rd percentile Of national College Ability Test norms. 8. The community college entrants tended to rank below Northern Illinois University entrants. A few of the community college entrants would be considered superior in senior colleges. 50 A Review of Certain Non-Intellective Characteristics It is generally agreed that the community col- lege will assume an increasingly important role in the years ahead. ”It has several purposes. each of which merits reSpect. acceptance and support.“ (140:146) In establishing curricula and planning coursework apprOpri- ate to this sector of higher education. it is critically important that educators are responsive to the aptitudes. interests. and goals of the students for whom this exper- ience is provided. There follows. at this point. a review of what is known regarding certain non—intellective characteris- tics Of community college students perceived in the aggre- gate. focusing upon those qualities which have particular relevance to the present study. Knowledge about students in the two-year college is quite sparse. except in relation to their academic abilities and achievements before and after transfer to four—year colleges. There are many studies of the test scores. average grades. and academic success or failure of Stud- ents. but this information does not provide a picture of the Student as a person. Fortunately. this deficiency has been recognized by some 51 students Of the junior college. There are now a number of studies under way in universities and two-year colleges which promise factual and comprehensive information about students and their attitudes. aspirations. values and reac- tions to experience in the freshman and sopho- more years. (106:84) Sex Distribution In the fall of 1965. a total of 1.176.852 students were enrolled in 2-year institutions throughout the coun— try. 735.361 men and 441.491 women at the proportion of 6 to 4. This closely approximates the 6.4 to 3.6 ratio of men to women in 4—year institutions. fall 1965. (149:17) Age Distribution In 1935. Lide found that 87 per cent of the stud- ents in Wright Division Of Chicago Junior College were under twenty years Of age. (183:476) In the intervening years. there has been a general increase in the proportion of Older students. indicative of the progressive diversification Of community college function. Medsker's study in 1958 Of age distribution in 10 junior colleges enrolling 13.300 day students. found 43 per cent to be 19 years of age or younger. 10 per cent to be 20-22 and 47 per cent to be over 23. (106:43) o..: I ~o b! «v a. 5.. .4 . v‘ .- ‘A '\ 52 Coalinga College reported that 10 per cent of the students in its 1958 fall enrollment were over 30 years of age. and an additional 17 per cent were between 21 and 29. (213:13) In 1963. on the basis of head count. as Opposed to full-time equated student count. individuals "not of college age“ made up approximately 50 per cent of the to- tal number of two-year college students in this country. (149:18) As with other qualities. age distribution will also vary considerably between colleges. reflecting the scope and direction of its prOgram. Marital Status "Although no national statistics are available. it is probably true that approximately one quarter of all the students in two-year colleges are married." (10:108) Medsker found that. in six community colleges reporting. 23 per cent of the students were married. (106:45) Orange Coast College reported. in 1955. that 19.8 of its students were married and 2.1 per cent divorced. 53 Educational and Socioeconomic Bagkggound “Proportionately more two—year college students come from lower socioeconomic backgrounds than do their counterparts in four—year colleges and universities." (10:114) For many students. then. this institution pro— vides at least the promise Of intellectual. social. and economic advancement. For students from relatively de- prived backgrounds. there is the implication of "escaping from one's heritage.“ There is considerable variation between institu- tions with regard to the academic "college readiness” Of its students. Nevertheless. it is obvious that fewer com— munity college students are preparnd. by their previous conditioning. to accept higher education as an inner- directed. highulevel value. As a group. they tend to be doubly jeOpardized. possessing somewhat lower academic ability as measured by standardized tests and. in general. lower personal motivation. The high community college attrition rate suggests that many students. lacking the ability to gauge their talents correctly. elect a program of study which is. for them. unrealistic. Obversely. many community colleges fail to provide high-quality vocational programs which. 54 in conjunction with general studies of an apprOpriate level of difficulty. will equip the average student with ‘those skills and insights which he will need if he is to :find his place within a complex society. Family Background It has been demonstrated that there is a high cor- Jcrelation between (1) the father's occupation and (2) the SSMOH or daughter's success in college. (154:21) The abilities and attitudes which students bring to the college campus have their genesis in pre- vious experiences and. if the college is to per- form its educational functions effectively. it must understand these experiences. (10:111) Burton Clark undertook a comparison of the occu- I;raations of the fathers of students at Stanford University. tllfile University of California at Berkeley. San Jose State C=<:>llege and San Jose Junior College. (23:69) It was dis- <2<:>vered that 87 per cent of the Stanford University stud- efits were from upper-white-collar families. 7 per cent from lower-white-collar families. 6 per cent from upper- 133LL1e-czollar families. and none from lower-blue-collar f"artiilies. The University of California drew 69 per cent (>15 its students from the upper-white-collar group and <3r1£1_y 6 per cent from the lowest socioeconomic group. At 55 San Jose State College. 55 per cent were from white-collar families and 45 per cent from the blue—collar stratum. :San Jose Junior College had 38 per cent from the white- <:ollar group and 62 per cent from families lower on the ssocioeconomic scale. Two Michigan studies substantiate these findings. ZIZn an examination of 100 full-time male students at Henry IF‘ord Community College it was found that 11 per cent of tzjhe student's fathers were in the professional. technical. éaqnd managerial occupations. 9 per cent were in clerical £3.1md sales work. and 67 per cent were classed as skilled. Esteemiskilled or unskilled. (27:313) Of 150 students graduating from Flint Community ~ZT141nior College. in 1961. sixty per cent of the parents ‘Aresare classified as skilled. semiskilled or unskilled. and C>Iilly 25 per cent had. themselves. finished high school. More important. many of the students who attend public community colleges do not enjoy the advantage of previous conditioning which encourages perception of education as a high- level value. This means that the two-year college has the additional problem and reSpons- ibility of develOping this value. which serves as the foundation for successful academic achievement. (10:112) 56 Varying_Perceptions of Post- Secondary Education A study by Olsen of occupational choice made clear that students did not recognize the difference between liking an activity and actually performing it. nor the distinction between interest in an occu- pation and the ability to perform the duties it requires. Students had little or no knowledge of the requirements of the occupation they had chosen: 28 per cent had made their choice on the basis of the rewards attributed to the occu- pation. (192:396) As might be expected. students. faculty members and administrators view the college experience in differ- ent ways. The student's reason for wishing to achieve academic success may be quite different than the reasons espoused by the faculty. Rice's study showed that faculty members ranked the more abstract and intellectual college aims higher than did either the students or administrators. Administrators rated all aims of the college highly. but con- sidered the practical aims to be the most essen- tial. Students. on the other hand. tended to rate the more abstract aims as least essential. but considered the practical aims to be most essential. They tended to reject interference by the institution with their value systems. (197:165-72) They are also interested in peer-group rela- tionships. the development of self-realization and understanding. and the fulfillment of needs growing out of problems of personal development. group acceptance and occupational competence. 57 This does not mean that students are essentially anti-intellectual; it simply means that student behavior encompasses a larger environment than that usually defined by the traditional academ— ician. One of the primary responsibilities of the college is to provide intellectual experi- ences which stimulate the complete development of the individual. both in terms of his immedi— ate personal preoccupations and in terms of a deeper and more significant understanding of the milieu within which he lives. Students tend to come from socioeconomic groups whose values are not congruent with those of middle- and upper-middle-class faculty members. administrators. and board members. This condition has both positive and negative effects upon the relationships between students and faculty in the teaching—learning situation. The expectations of students about the requirements of collegiate study are all too often unrealistic. and their lack of conventional middle-class attitudes makes their adjustment to college more difficult. The attitudes of faculty members. trained in univer- sity graduate programs and holding middle-class mores and attitudes. induce expectations of stud- ents which are also unrealistic and tend to stim— ulate a higher rate of student attrition. A positive aspect of this divergence is that the questioning of attitudes and preconceptions by the faculty forces the students to find more realistic and logical bases for their beliefs. Thus. the conflict of attitudes and expectations between students and faculty can and does serve a beneficial function in the total educational experience. The primary problem faced by the comprehensive community college is the challenging of students to grow to the limits of their abilities. At the same time. the college must avoid developing edu- cational policies which will exclude students. discourage them from attempting college work. or ruthlessly eliminate those who cannot immediately meet the traditional patterns of baccalaureate programs. There is a fine balance between lower- ing the quality of education and encouraging 58 students with low levels of motivation and pre- vious academic achievement to attempt post—high school studies suited to their dispositions and talents. The problem of the public two—year college is to strike this balance. (10:130-31) It is a truism that two individuals provided with the same "input" may. in fact. be having entirely differ- ent "experiences." The more heterogeneous the student group. the less likely that any two students will bring to the stimulus situation the same prediSposing purpose. Lack of evidence on student characteristics has been one of the major problems in the develOpment of educational programs realistically geared to student needs. The dearth of objective evidence concerning the multitude of social. intellectual and psycho- logical factors which impinge upon the student in his relationships with the college and his total environment may be traced to two factors: (1) Lack of interest by educators in the in- dividual students except as "academic man." (2) The extreme complexity of develOping and applying research methods to basic but elusive sociological and psycholog- ical problems. (lO:lO6) Psychologists are becoming increasingly aware that intelligence is not a unitary trait; rather. in any individual. "intelligence" is the result of a unique combination of aptitudes. Not all these combinations are predominantly either nu- merical or verbal; there are other significant and identifiable aptitudes which contribute to success in many activities. even though their contribution to traditional university learning may be comparatively slight. (185:489—95) 59 The end of World War II marked the beginning of an intensified effort to engage large numbers of academically "atypical” students in a meaningful and productive educat- ive experience. As the student pOpulation became progres- sively more heterogeneous. the validity of time-honored assumptions and classification systems have. to an increas— ing degree. been questioned. The relatively simple quan- tification which derives from the measure of linguistic and numerical skills is no longer felt to be all—sufficient. The community college has entered a period of pre- cipitous growth. In 1957 the United States Office of Edu- cation listed 490 two-year institutions. public and private. By 1966. the number was in excess of 800. Degree-credit opening fall enrollment rose from 325.804 in 1954 to 845.244 in 1965. To this must be added 331.608 students in non—degree-credit programs for a com- bined student total of 1.176.852. (147:34) If the American Association of Junior College pro- jections for 1971 are realized. there will be an FTE (full— time-equivalent) enrollement of approximately 1.7 million students in more than 1.000 public and private two—year COlleges. ‘Within this total. it is anticipated that ap— Proximately 1.2 million will be enrolled in degree—credit 60 programs and .5 million in the occupational. non-degree- credit programs. These projections attest to the enormity of the task ahead-—that of providing an apprOpriate and. there— fore. profitable collegiate experience for a vast. and heterogeneous student pOpulation. .\ § I ~- on . u v.‘ Survey of Incoming Freshmen: Macomb County Community College Community colleges and four-year institutions have many problems in common. Attention is directed to a par- ticular problem which is intensified at the community col- lege as a result of its "open—door" admissions policy. In the case of the four-year institution. a major "screen- ing" process is carried out prior to the admission of an entering class. The college is able. in effect. to design its curriculum and to construct its coursework for a stud- ent group which is. from year to year. relatively homogen- eous with respect to abilities. interests. academic goals. age. and experience. In contrast. the community college accepts. and attempts to provide an apprOpriate educative experience for. a highly diverse student population. In order to assess the extent of this diversity. it is customary for community colleges. in cooperation vdth area high schools. to examine the graduating senior Cflasses from which a substantial majority of the college Impulation will be drawn. 6l 62 Macomb County Community College of Warren. Michigan. had a Fall. 1965. headcount enrollment of 8907. Each spring the college has surveyed the high school population of the county as one step in the process of develOping and evalu- ating curriculum. In addition to the assessment of academ- ic performance. the survey has focused upon aspects of the student's perceptions of how the college could assist him in meeting his own educational objectives. The findings have served as a base for program planning and develOpment. The college in question. though larger than average. may fairly be thought of as "representative" in terms of curriculum. Warren. 15 miles north of metrOpolitan Detroit. had a 1960 population of approximately 90.000. The pOpula- tion of Macomb County at that time was approximately 410.000. The area from which the college draws is primarily suburban. with industrial and rural elements represented. The Community College Survey conducted in the spring of 1966 elicited an 82.5 per cent response for a total of 6.981 students in 22 public and 8 parochial high schools throughout the county. It was found that 51 per cent of county high school seniors planned to attend college in the fall. A break— down by academic performance in high school indicated that. 63 of the students with "excellent" records. mostly A's. 82 per cent planned to attend some college. Of the students with "better than average" records. mostly B's. 68 per cent planned to attend. Only 42 per cent of students with "aver- age" records. mostly C's. and only 18 per cent of students with "below average“ records. mostly D's. expressed their intention of going on to college. The following percentages of students were found to be enrolled. as high school seniors. in college prepar- atory prOgrams: 85 per cent of those with "excellent" records. 63 per cent of those with "above average" records. 42 per cent of those with “average" records. 8 per cent of those with "below average” records. Of the non-college-preparatory program students who indicated their interest in academic work beyond high school. 66 per cent signified that Macomb County would be the college of their choice. The findings which are included here in summary form are particularly relevant to the present study: 1. Only 1 of 9 students with "excellent" high school records planned to attend Macomb County Community College. as compared with 1 of 3 students with records ”average or below." .\»\ 64 2. Seniors in college preparatory programs at the school were prOportionately less interested in attending Macomb County Community College than students in other programs of study. Neverthe- less. because of the large numbers of students in college preparatory programs and their 80 per cent rate of interest in college training. 5 of every 10 entering Freshmen at Macomb County would. it was concluded. come from a college preparatory program. compared with 2 students from a commercial-business program. 2 from a general program and 1 from a vocational-technical program. The data from which the above elements are derived seems to be in essential agreement with data provided by Hoyt and Munday. by Medsker. Seashore and others in their nation-wide analyses of community college populations. Summary In the comprehensive community college. provision must be made for an unusually wide range of interest and ability. If an Interdisciplinary Humanities Course is to take root. it must be designed in such a way as to appear relevant and. in the best sense of the word. useful. to substantial numbers of students within this educative con- text. Inventory of Predisposing Experience Relative to the Humanities Course The mathematics instructor is not likely to permit a student to attempt calculus before he is firmly grounded in algebra and in plane and solid analytic geometry. The ordering of experience in the Humanities is by no means as clear. nor is there any ”approved" learning sequence. Nevertheless. it is unrealistic to assume that students with few predisposing experiences in "arts and ideas” can easily shed their existing biases and come to accept the worth of unfamiliar concepts. however worthy the instructor may declare them to be. The Herbartian principle--apperception--stressed the importance of beginning instruction at the point where the student's experience had placed him and of develOping interest by taking advantage. whenever possible. of the "hospitality” of old ideas toward similar new ones. The Interest-Experience Inventory was used as a means of discovering the nature and range of ideas which were already a part of the student's experience. 65 66 Tyler distinguishes between "learning experience" and "content," and refers to the former as "the interac- tion between the learner and the external conditions in the enviroment to which he can react. . . . The essen- tial means of education are the experiences provided, not the things to which the student is exposed." Two students in the same classroom may, as he points out, be having "two different learning experiences." (143:41) The following represents a tabulation of the re- sponse of 1866 community college students who, in the period 1958 to 1965, were members of a Humanities 101 or 102 section taught by the present writer. The Inventory was one of several orientation instru— ments given to each student as a means of (1) assessing his previous experience and (2) acquainting him with the objec— tives of the course. Unless otherwise indicated, the in- serted figures represent percentage of total response to the given item. 67 The Inventory To Members of the Humanities Course: It is customary and convenient to think of human knowledge as bound up in broad categories of this kind: The Social Sciences: sociology. psychology. political science. human geography. etc. The Natural and Physical Sciences: biology. chemistry. physics. geology. etc. Mathematics: algebra. calculus. statistics. etc. The Humanities: the arts. history. literature. music. philoSOphy. etc. These major fields of inquiry might be thought of as a series of interconnected rooms in an infinitely large mansion. The furnishings in these rooms are constantly be- ing changed and the doors between them are gradually being enlarged. In some instances. sections of a wall are re— moved so that parts of various rooms seem to overlap. Generally. an individual feels “at home” in one or two of these rooms. and something of a "stranger" in the others. If you feel "at home" in the social science room for example. it is because somewhere. along the line. you have had experiences which have stimulated your interest and which predispose you to move in that direction. The Humanities "room“ is to be our special concern this term. The Humanities have been described as ”the study of Man through his cultural achievements. mainly in the fields of literature. the arts. history. music and philm osophy. They acquaint us with the thoughts. creations. and actions of those who have preceded us and draw attention to the creative forces of our own times. The course may be compared to an exploration of familiar and unfamiliar territory. It is important for your instructors to know what interests and experiences 68 you. as an individual. bring to this exploration. Where you have been will help to determine where we will go. Hence the importance of this Interest-Experience Inventory. a rough gauge of your present understanding of what goes on in this vast Humanities "room." No single individual. even in a lifetime of activ— ity and study. can hOpe to become familiar with everything in this room. But. in the time allowed. we can understand its most important elements and examine. in detail. a few of its characteristic features. The inventory calls for you to answer certain ques- tions--anonymously and truthfully. Some of these questions can be answered very precisely. and others only in a very general way. 1. The last town that I lived in (or the town nearest to where I lived) had approximately the following number of people. Ml less than 2.0001 12221 20.000 to 50.000 M 2.000 to 5.000 1123/2). 50.000 to 500.000 ilifil 5.000 to 20.000 ilgfiL more than 500.000 2. The high school from which I graduated was rated as: 41% an A school (19%) a C school §23%) a B school {17%) a D school 3. My high school record would place me in: g 7%} the upper 10 percent §32%2 the upper 50 percent $30%2 the upper 25 percent §31%1 the lower 50 percent In each case. figure represents percentage of students so responding. 69 During my senior year I worked. outside of school. approximately the following number of hours each week. (23%) none (31%) 10 to 20 (17%) 5 to 10 (29%) more than 20 My present plans are: ( 9%L to complete a one—year vocational program. (27%) to complete a two—year non-degree (certificate program. (51%) to complete a one- or two-year program and trans- fer to a four-year college or university. (13%) uncertain at this point. My family would probably be considered: (14%) lower class (13%)_upper middle class (37%) lower middle class ( 7%) upper class (29%) middle class My father’s (1) present occupation (tabulation below) (2) number of years of schooling (10.4 ave.) Tabulation: in percentage within each category cited: ( 9%) upper—white collar (39%) upper-blue-collar (21%) lower-white-collar (3T%L lower—blue-collar The amount of traveling which I have done: (57%) very little (29%)moderate amount (14%) great deal An estimate of the farthest distance that I have been from home: (312 average) (in miles). 10. 11. 70 I've been in the following states and/or countries: (37 states and 14 foreign countries listed) I've read approximately (2.6) (number) books during the past year. not counting those required in school. In the same period I've bought approximately (3.1)(num- ber of books. hard cover and/or paperback) books other than those required by the school. I would estimate that we have approximately (18.2) books in our home. I read the following magazines fairly regularly: (Note: 27 different magazines 1isted-—l.8 average per corres- pondent.) During my last year at home. I watched television pro- grams approximately (13.7) (number of) hours per week. I prefer to watch the following types of programs: (2) news prOgrams (6) interviews ((1) adventure stories (4) situation comedy ((9) quiz shows (5) musical variety (1) documentaries (8) westerns (3L sports (Note: inserted numbers represent the rank order of pro- gram types preferred.) I'm familiar with NET (National Educational Television) programs: (41%) yes (59%) no. ob. 12. 13. 71 During the last two years. I have attended or taken part in the types of activity checked below: (other than those connected with school activities). ‘(_2%L stage play (_Z%L art gallery (21%) musical concert (12%) musical comedy (ll%)_pub1ic lecture (1.5%) Opera (2%) ballet (10%) museum (3;%L folk music program Finally. identify each of the following individuals. if you can. as being (1) a writer (2) an artist (3) a musician ‘(4) a philoSOpher or (5) a scientist. (Note: inserted number indicates percentage of cor- rect reSponse.) (19%) Picasso (12%) Toynbee (16%) Conant ( 9%) Martin Buber (14%) Warhol (22%) Oppenheimer (31%) Bernstein (21%) Camus (18%) Stravinsky CHAPTER IV HUMANITIES COURSEWORK IN REPRESENTATIVE MICHIGAN COLLEGE SETTINGS A community college, in formulating its own instruc- tional-field guidelines, and in defining a particular course within a field, is certain to be influence by parallel coursework in (1) other community colleges, both in-state and elsewhere, and in (2) the colleges and universities to whoch the greatest number of its transfer students tend to move . In the unit which follows, and in Appendix A, des— criptive material of the following kind is introduced: 1. Summary course descriptions taken from the Michigan community college catalogues: Humanities courses and other coursework closely allied; Selected summaries, outlines and syllabi which more fully describe Humanities courses in repre- sentative college settings; Exerpts from Humanities: A Syllabus, prepared by the Department of Humanities, University College, Michigan State University. 72 73 The immediate purpose, in examining these statements. is (1) to draw attention to existing Humanities coursework in community colleges, both in—state and elsewhere, and (2) to note the influence of the Michigan State University Humanities sequence upon certain of the in—state community college courses. The assumption is made that these statements fairly represent the courses in question. Instances may, of course, be found in which a particular offering has undergone sub- stantial revision or modification while the catalogue state~ ment has remained unchanged. Nevertheless, for the purposes of this unit, we will depend entirely upon these summary statements of intent. Within the larger framework of this study, there has been a need to establish a "field" or "ground" upon which the present investigation might rest. The problem at hand is to develop a rationale and a design for the Interdisciplinary Humanities Course at the community college. The critical phrase, in this instance, is "at the community college.” A Humanities course, however vital or carefully planned or in- ternally consistent, will be an ineffective course, at the level indicated, if it fails to take into account the inter- ests, abilities and goals of large numbers of community college Students. 74 We need then, at the outset, to know what is presently meant by "an Interdisciplinary Humanities Course at the Com- munity college." The primary sources of information have been (1) catalogue course descriptions and supplementary materials in the form of summaries, outlines and syllabi, and (2) the Humanities Questionnaire (Chapter VI and Appendix C) in which Michigan community college administrators and department heads were asked to respond to an extended series of statements re— garding the objectives, the form and the content of a commun— ity college Humanities course. Michigan Community College Catalogue Descriptions of Coursework in the Humanities A recent survey, reported in Chapter VI, revealed that, as of September, 1965, 15 of the Michigan community colleges were "offering or planning to introduce a Humanities Course." The registration lists for Fall Term, 1966, dis— closed that 8 of the colleges were, in fact, offering a course which embodied the term Humanities in the title or sub-title. The material which follows has been taken directly from the 1965-66 Michigan community college catalogues. It is true that "the outcomes of . . . education are determined by programs and methods used, rather than by formal state— ments of objectives.” (76:29) Nevertheless, there is value in examining catalogue listings which are, in the final analysis, directed to the student. Each represents a concise overview of the ideologi- cal terrain of a course. 75 76 [ALPENA COMMUNITY COLLEGE] Humanities 205 (first semester) and 206 (second semester)— (3 credits each semester). This course is concerned primarily with artistic, emotional and intellectual values in the history of European and A51atic culture as reflected in the visual arts, in literature, in music, in re— ligion and in philosophy. The major objective of the course is to develOp in the student an appreciation for and a layman's understanding of the ways through which man has expressed his inner feelings about the world in which he lives. [GRAND RAPIDS JUNIOR COLLEGE] Humanities 27l—Roots of Western Tradition, (3 credits). Pre- requisite: SOphomore standing. Man's intellectual, esthetic and ethical achieve- ments drawn from the fields of history, philoso— phy, religion, literature and the arts. Greek glory, Roman grandeur, and the Christian church are viewed as the roots of Western tradition. Humanities 272—Medieval Culture and the Dawn of Modern Times. (3 credits). Prerequisite: SOphomore standing or permission of instructors. Medieval culture, the Renaissance and the Refor- mation are viewed through an examination of the accomplishments of these specific eras. 77 [JACKSON COMMUNITY COLLEGE] History 131-A survey of Western Civilizatign_t9 1555: (4 credits). With History 132, the baSic history course, serving also as an introduction to the Humanities. A study of the roots of Western culture and its de— velopment through the Middle Ages. Emphasis is placed upon social, philosophical, scientific, artis— tic and religious evolution, as well as upon the political setting. --—————._---.—_—..__-‘ _.-———- the Present. (4 credits). Prerequisite: History 131. A continuation of History 131, emphasizing the de- velopment of new political areas, of economic and social theories, the evolution and eXpansion of modern states, and efforts to control international tensions. [LAKE MICHIGAN COLLEGE] Humanities 201: (3 credits). A study of man's philoSOphy as seen through his esthetic expression in the arts and literature. The course will probe man's theories and values during the classical Greek era, through Roman development, and through the Hebrew-Christian tradition. Humanities 202: (3 credits). Man's basic thoughts will be considered as they extend from Medieval times through the present. 78 [LANSING COMMUNITY COLLEGE] Humanities 201-Western Civilization I (Humanities): (4 credits). The first of a series of three courses designed for the study of the cultural foundations of Western man. Traces the political, economic, legal, relig— ious, philOSOphic and artistic patterns of the Mesopotamian, Egyptian, Hellenic and Roman civili- zations. Surveys the Christian foundations, Byzan- tine and Saracenic influences, and early feudal culture of medieval Europe. Humanities 202-Western Civilization II (Humanities): (3 credits). Prerequisite: History 201 or approval of department. A continuation of History 201, dealing with the history of EurOpe from the late medieval period. through the Renaissance and Reformation and the Napoleonic era. Concerned primarily with the de- velOpment of ideas and ideals, the commercial and intellectual revolutions of early modern times, the effects of absolutism upon modern man, and the beginnings of modern forces in economics, philo— sophy, literature and art. Humanities 203—Western Civilization III (Humanities): (3 credits). Prerequisite: History 202 or approval of department. A continuation of History 202, dealing specifi— cally with modern and contemporary developments in the civilization of Western man; the effects of democracy, nationalism and industrialism upon his culture; the World Wars, and the contempor— ary culture in relation to science, philOSOphy, literature, art and music. 79 [MACOMB COUNTY COMMUNITY COLLEGE] Humanities 150: (3 credits). Experience in relating and tracing parallels and distinctions among works of art which embody Man's feeling and thought. Emphasis is placed upon the questions Man has pondered regarding his relation to the universe. Humanities 160: (3 credits). PrerequiSite: Humanities 150. Continuation of Humanities 150, emphasizing re- current themes and attitudes revealed in the arts. [NORTHWESTERN MICHIGAN COLLEGE] Humanities 111,112,113—History of Western Civilization: (3 credits per term). Study of the development and significance of civ- ilizations from pre-historic man through modern times. Main emphasis on the growth of Western civilization. A record of history as needed for insight into the cultural pattern of each age. Humanities 217,218—Contemporary Civilization: (2 credits per term). Prerequisite: one course in World European, or Ameri— can history. An introduction to the principal currents and dilemmas of contemporary civilization. Emphasis more on cultural than political history from World War I to the present. 80 [PORT HURON JUNIOR COLLEGE] Humanities (Fine Arts) 101, lOZ—History of Western Art: (3 credits each term). A synthesis of the arts and literature, with repre— sentative works of art in general and of music and literature in particular. It conSists of analyses of typical paintings, sculpture, architecture, and collateral readings in world literature. Visiting an art museum is part of the course. Humanities (Fine Arts) 102, 103—History of Eastern Art: (3 credits each term). A synthesis of the arts, religious philosophy, and literature of ancient Egypt and the ancient Near East and India. Consists of analyses of painting, sculpture and architecture, and collateral read— ings in world literature. Other Coursework Closely Allied to the Humanities Included here are catalogue descriptions of certain other courses which stress, to one degree or another, concepts germane to the Humanities. For example, a History of Western Civilization course would be included if primary emphasis were upon cultural and artistic trends, but not if political, social and economic developments were central to the course. Simi- larly, a History of Art would be included if it stressed the 81 interrelationship of style and culture, but not if it appeared to be concerned primarily with a discussion of elements and with formal analysis of style. [ALPENA COMMUNITY COLLEGE] English 104-Great Books: (3 credits). Art An intensive study of some of the major literary, philosophical and historical works of ancient Greece and Rome. Enrollment is limited to 15 students. Emphasis is placed upon the Socratic method of discussion. 29l-Art of the Western World I: (3 credits). Art Survey of significant architecture, sculpture and painting from Prehistoric era into the Renaissance. Artists, outstanding personalities and historical background. 292—Art of the Western World II: (3 credits). Survey of significant architecture, sculpture and painting from the early Renaissance through present-day art. Artists, outstanding person- alities and historical background. History 101—Development of Western Civilization: (4 credits). Evolution of Civilization in EurOpe and its spread throughout the world from ancient through medieval times to 1715. History 102-Development of Western Civilization: (4 credits). Prerequisites: History 101. 82 Development of civilization in the Western World from 1715 to the present. Emphasizes political, religious, cultural and economic factors which contributed to contemporary world civilization. Lays foundation for understanding of contempor- ary problems. [BAY DE NOC COMMUNITY COLLEGE] Fine Arts 103-Art Appreciation: (2 credits). Enjoyment and understanding of the plastic arts through study of historic and contemporary ex— pression in the field of painting, sculpture, and architecture. [DELTA COLLEGE] Art 15l—Art History and Appreciation: (3 credits). A survey of Western Art from prehistoric times through the 16th Century. Deals with outstand- ing masterpieces and representative artists of the Egyptian, Greek, Roman, Romanesque, Gothic and Renaissance periods. The emphaSis is on architecture and sculpture. Art 152-Art Historyyand Appreciation: (3 credits). Prerequisite: none. A continuation of Art 151. A survey of the History of Western Art from the Rennaissance through Baroque, Neo—Classicism, Romanticism, Impressionism.Expressionism and the various modern schools. The emphasis is upon the painting of those periods. 83 History lll—A survey of Early Western Civilization: (4 credits). Prerequisites: none. Political, social, economic and cultural history of EurOpe from prehistoric times to the seven- teenth century. History 112—A survey of Later Western CiVilization: (4 credits). 'Prerequisites: none. Political, social, economic and cultural history of Europe from the 17th century to the present. [FLINT COMMUNITY JUNIOR COLLEGE] History lSl—History of EurOpe: Prehistory to 1715: (4 credits). Western Civilization from the dawn of culture through the age of Louis XIV, designed to pro- vide students with a greater understanding of our cultural heritage. History 152-History of Europe: 1715 to Present: (4 credits). Prerequisite: History 151. The growth of modern European institutions, with particular emphasis upon the problems of evolving nationalism and the efforts to achieve international accord. Art lll—Art Survey: (3 credits). History of world art. Art of the Orient, and Western art from the beginnings to Byzantine. This course may fulfill part of the Humanities requirements for some colleges and universities. 84 [GOGEBIC COMMUNITY COLLEGE] History 101-History of Civilization: (4 credits). This course begins with prehistoric man and considers the ancient civilization of the near East. Greece. Rome. India. China and Japan. The develOpments of the dominant civilizations of the world along political. economic. reli- gious and cultural lines are carried through the Middle Ages. the Renaissance. and Reforma— tion. Open to freshmen. History lOZ—History of Civilization: (4 credits). Art A continuation of History 101 and covers the period of modern and recent history in the dom- inant cultures of the world. Additional empha- sis is given the scientific and cultural ideas and institutions. Open to freshmen. [GRAND RAPIDS JUNIOR COLLEGE] 105—Art History and Appreciation. (3 credits). The place and function of art in society; art forms in relation to the continuity of history. History 113-EurOpean History: (4 credits). Political and cultural history of Europe from 1453 to 1815; emphasis on the develOpment of strong nations. History ll4-European History (4 credits). Political and cultural history of EurOpe from 1815 to the present; emphasis on the develOp- ment of strong nations and an analysis of an integrated world. 85 Music 108-Introduction to Music Literature: (2 credits). Survey of musical style from the 16th century to the present: the political. social and econ- omic factors in the artistic products of out- standing composers: collateral listening. per— formance attendance. reports and readings. [HENRY FORD COMMUNITY COLLEGE] Art 30—Art Apprec1ation. (2 credits). A cultural course Open to all students inter- ested in develOping a broader understanding of the visual arts. Music 55.1-History of Music: (2 credits). This course traces the development of music from the time of the Greeks to 1700. Emphasis is given to the develOpment of styles. composi- tional forms. instruments. notation and perform- ance practices as well as to the sociocultural influences on muSic. Music 55.2-History of Music: (2 credits). A continuation of Music 55.1 and presents the history of music from 1700 to the present time. History 31-An Introduction to the History_of EurOpean and Oriental Civilizations from Ancient Times to 1650: (4 credits). Cultural and institutional develOpment of the early Orient and Classical and Medieval Europe will be stressed. History 32-A Continuation of History 31: (4 credits). A study of the cultural develOpments and growth of institutions from 1650 to the present. Em- phasis upon the expansion of EurOpean ciVilization. 86 A foundation for the understanding of contemp- orary world problems. History 53-The DevelOpment of American Culture: (3 credits). The development of American Culture from 1607 to the present. One half of the class time is spent in lectures and class discussion from the text. the other half in planned visits to Gree- field Village and the Henry Ford Museum to gain an understanding of our cultural past. English 68-Masterpieces of Literature. (3 credits). Art An elective course including such works as Homer's Iliad and Odyssey. Virgil's Aeneid. Latin poetry. one or more parts of Dante's Divine Comedy. Chaucer's Troilus and Cgessida. Cervantes' Don Quixote. Japanese haiku. Tolstoy’s War and Peace or Resurrection. The listing in- dicates the kind of material the course will cover. Classroom procedure will include both lectures and class discussion on reading assign— ments of complete works. The main emphasis of the course will be on a non—specialized attempt to perceive the eternal values of man in the masterpieces selected. Occasional tests and papers on the reading will be assigned. [HIGHLAND PARK COLLEGE) 101-Art History: (2 credits). Prerequisite: none. An art appreciation survey course consisting of illustrated lectures and discussion periods. The course traces the development of painting. sculpture. architecture and the crafts from Pre— historic times. through Primitive. Old Meterran- ean and Ancient Civilization to the end of the Roman Empire. 87 Art 102-Art History: (2 credits). Prerequisite: none. An art appreciation survey course consisting of illustrated lectures and discussion periods. The course traces the development of painting. sculpture. architecture and crafts . . . from the Far Eastern. Early Christian. Byzantine. Medieval. Renaissance and Modern Movements in Western Civ11ization. Social Studies 211-European History to 1715: (4 credits). Prerequisites: none. A survey of the important events and develOpments in the story of man from pre-historic times to 1715. The contributions of the anCIent ciVIli- zations are studied and attention 18 given to the development of the principal religions. The major develOpments of the Middle Ages. the Ren- aissance. the Reformation. and the period of the Divine Right monarchies. Social Studies 212-EurOpean History. 1215 to Present: (4 credits). Social SCience 211 is recommended but not required. The history of Eurcpe from 1715 to the present . . . to develop an understanding of political and economic evolution. and an appreciation of the influence of cultural and philosophic factors. as background for understanding modern Europe. [JACKSON COMMUNITY COLLEGE] Art lll-Understanding the Arts: (3 credits). Open to all students to develop an understanding and enjoyment of the arts. Art 88 Includes some theories of esthetics followed by a survey of the history of painting. sculp- ture and architecture with special attention to prehistoric. primitive. ancient and medieval art. llZ-Understanding the Arts: (3 credits). Prerequisite: Art 111. Continuation of . . . Art 111 with Special attention to Renaissance through contemporary art trends. Music l35-Music Literature: (3 credits). Art An introduction to musical terminolOgy. history. and the simpler musical forms. This course is designed to acquaint the layman with good music and stresses the importance of listening construc- tively. Correlated lectures include history of musical material. instrumentation of the modern symphony orchestra. and the relationship of music to the other arts; required outside listening and reading. term papers and classroom discussions. [KELLOGG COMMUNITY COLLEGE] 211-Art Appreciation: (3 credits). Painting. sculpture and architecture from the time of the Greeks to the present. Individual works of art are examined with regard to both their formal qualities and the manner in which they exemplify the shifting patterns of Western culture. Speech lZl-Introduction to the Theatre: (3 credits). Survey course in theatre history. stressing the contributions of playwrights. actors and social trends of all periods as contributing factors to the contemporary theatre. 89 History 101—Western Civilization to 1715: (4 credits). The cultural and institutional patterns of Euro— pean society as develOped from the Ancient World to the early 18th century. History lOZ-Western Civilization since 1715: (4 credits). Art European political development. national cultures. and the interaction of Europe and the New World from 1715 to the present. [LAKE MICHIGAN COLLEGE] 201-History of Art: (2 credits). Art A survey of Art from the paintings of prehistoric man through the major civilizations of the past to the most outstanding art forms of modern times. [MACOMB COUNTY COMMUNITY COLLEGE] 29l-Art of the Western World: (3 credits). Art Survey of significant architecture. sculpture and painting from Prehistoric era into the Ren- aissance. Artists, outstanding personalities and historical background. 292—Art of the Western World II: (3 credits). Art Survey of significant architecture. sculpture and painting from the early Renaissance through present-day art. 295—Structure of Modern Art: (3 credits). Roots. development and aesthetics of modern art based upon a survey of present-day movements in 90 architecture. sculpture. painting and graphics . . . as a key to self-understanding and under- standing of the world of art. History 101-Development of Western Civilization: (4 credits). Evolution of civilization in EurOpe and its spread throughout the world from ancient through medieval times to 1715. History 102—Development of Western Civilization: (4 credits). Prerequisite: History 101. DevelOpment of Civilization in the Western World from 1715 to present. Emphasizes political. re- ligious. cultural and economic factors which have contributed to contemporary world civilization. Lays foundation for understanding of contemporary problems. History 201-Survey of Asian Civilization: (4 credits). Art Introductory study of civilization and peeple of Asia. including territorial areas extending from Near East to Japan. permitting students to study series of foreign cultures and become acquainted with backgrounds of major problems of East-West relations. [MONROE COUNTY COMMUNITY COLLEGE] 264-Art Appreciation: (3 credits). Fundamental principles governing art in its var- ious forms. art in the home. textiles. pottery. industrial and civic art. architecture. sculpture. painting. Slide lectures and Class discussions. designed to meet the need of general students in understanding and in appreciating the fine and applied arts. 91 Art 266-History of Contemporary Art: (3 credits). Origins and develOpments of art forms from the 19th century to the present. A survey of the major expressions and personalities of 20th century painting. sculpture and architecture. This course may fulfill part of the Humanities requirements for some colleges and universities. History 151 I: (4 credits). An introduction to the History of EurOpean and Oriental Civilization from Ancient Times to 1650. Emphasis upon cultural and institutional develop- ment of the early Orient and Medieval EurOpe. History 152 II: (4 credits). A continuation of History I. Emphasis upon study of the cultural and institutional develOp- ment from 1615 to present time. A survey of the expansion of European civilization as a founda- tion for the understanding of contemporary world problems. History 156-Development of American Culture: (3 credits). A study of the develOpment of American culture from 1607 to the present. A portion of the Class time will be spent on field trips to points of historical interest and significance. [MUSKEGON COUNTY COMMUNITY COLLEGE] Art 202—Art History: (3 credits). Painting. sculpture. and architecture in the Western World from the prehistoric era through medieval times. Special emphasis on Greek. Roman. Christian and Renaissance art. 92 Art 203-Art History: (3 credits). A survey of the fine arts in the Western World from the Renaissance to the present. Emphasis on the Impressionists and the other movements of the 19th century. History 101-Western Civilization to 1500: (4 credits). Ancient. Medieval. and Renaissance contributions . . emphasizing the legacy of ancient cultures and civilizations to the West. Equal attention paid to political. social. economic. religious and intellectual develOpments. History 102—Western Civilization. 1500 to Present: (4 credits). Art Modern Western Civilization . . . emphasizing the develOpments which have shaped the civili- zation of the 20th century in the West: govern— ment. economics. society. religion. philosophy. ethics. science and the arts. [NORTH CENTRAL MICHIGAN COLLEGE] lOS-Introduction to Art: (3 credits). Painting. sculpture and architecture from Greece to the present. Intended to provide acquaintance with . . . an aesthetic attitude toward the arts of the past and of contemporary life. Art forms are examined both for their individual qualities and the manner in which they exemplify changes in Western culture patterns. 93 [NORTHWESTERN MICHIGAN COLLEGE] Humanities 142. 143. l44—History of Art: (3 credits each term). Art Study of the development of sculpture. archi— tecture and painting from prehistoric to modern times. Intended to provide acquaintance with the art forms typical of the classical. medieval. Renaissance and modern periods and to interpret those forms as records of the spiritual and so- cial evolution of mankind. Course presentation by lectures. demonstrations. slides and films. [OAKLAND COMMUNITY COLLEGE] 156-Art Appreciation: (3 credits). The student will demonstrate an understanding of the nature of aesthetics in general and art in particular by viewing and analyzing films. by studying and by identifying works of selected artists during certain historical periods. Visits to various galleries and exhibits will be con- ducted following which an elusive paper will be required. Students will prepare creative works at least twice during the session. [PORT HURON JUNIOR COLLEGE] Great Books 101: (3 credits). A comprehensive study is made of representative works from the following classics: Homer's Illiad. Greek tragedy. Plato and Socrates. Vir- gil's Aeneid. and Dante's Divine Comedy. Social 94 and artistic backgrounds and modern critcism are included. Great Books 102: (3 credits). Prerequisite: none. Comprehensive studies of the following authors: Cervantes. Moliere. Racine. Rousseau. Goethe and Pushkin. Attention is also given to 19th century EurOpean novelists: Balzac. Flaubert. Dostoevsky and Tolstoy. French symbolist poets and the modern school conclude the course. PhilOSOphy 101: (3 credits). Art Art Organized with a “problem" approach to show how. through the ages. philOSOphy has helped man to deal with such recurring problems as . . . free- dom. justice. good and evil. beauty. the nature of the universe and man's place in it. What these problems are and how philosophers from Plato to the existentialists have thought about them. [SCHOOLCRAFT COLLEGE] llS-Art History and Appreciation: (3 credits). Development of Western Art from prehistoric times to the Renaissance. with emphasis on architecture and sculpture. 116-Art History and Appreciation: (3 credits). Pre- requisite: Art 115. Development of Western Art from the Renaissance to the Present. with emphasis on painting. History l35-Western Civilization: (4 credits). Western Civilization from its ancient beginnings through the Reformation: political. economic. 95 social and cultural aspects with emphasis on the causes of the rise and fall of civiliza- tions and their contributions to modern society. History l36-Western Civilization: (4 credits). Prerequi- site: none. Continuation of History 135. Western Civiliza— tion from the Reformation to the Present: po— litical. social and cultural aspects with empha- sis on colonial. national and democratic move- ments and their influences upon current affairs. The Interdisciplinary Humanities Course at Three Collegiate Levels Humanities 150—160: Macomb County Community College Students enrolled in the Division of Basic Educa- tion at Macomb County Community College are offered a two- semester sequence in each of the following subject fields: Communications. Humanities. Natural Science. and Social Science. Humanities 150 (3 semester hours) provides "exper- ience in relating and tracing parallels and distinctions among works of art which embody Man's feeling and thought. with emphasis placed upon the questions Man has pondered regarding his relation to the universe.“ Humanities 160 (3 semester hours) is “a continua— tion of Humanities 150. emphasizing recurrent themes and attitudes revealed in the arts.“ Music and Art in the Western World by Milo Ward and Edmund Cykler is currently used as a text. supple- mented by readings in a handbook of primary source mater- ials compiled by the instructors. The weekly schedule 96 97 involves one large—group lecture and two small-group ses— sions which are given to the discussion of specific works of art in the light of information and of analytical prin- ciples introduced in the lecture. Extensive use is made of visual and recorded materials. Field trips are provided and creative projects encouraged. in the form of "music. poetry. sculpture. painting and architectural models.” The general and specific objectives of the Humani— ties sequence at Macomb County Community College have been outlined as follows: I. Objectives A. General 1. To develop the ability to: a. See relationships and identify similari- ties among concepts. b. Discover that competing and even incom- patible claims to truth may be defensible. c. Know one's self and understand the values by which one lives. 2. To develOp open and inquiring minds. B. Specific 1. To develop the ability to a. Grasp the essential forms in the arts. b. Particularize general knowledge. II. 98 2. To stimulate interest in the actual experience of the fine arts. 3. To become acquainted with some of the best works in the fields of literature. music. and the visual arts. Approach or Methods Employed A. Weekly lectures to explain the basic concepts to be considered and give an overview of the tOpic. Weekly discussion used to analyze particular. representative works of art. Field trips and a movie series to supplement class- room materials and provide exposure to primary sources. One analytical or creative paper to encourage orig- inal and independent thinking. Text readings will provide background knowledge for discussion periods. Extensive use of slides and actual recordings to provide specific examples of concepts being dis- cussed. Schedules and tickets for cultural events will be made more accessible to students for the purpose of encouraging their participation. Student-faculty conferences will be encouraged so that topics of individual interest may be pursued. Attendance at one individually chosen cultural event will be required. The auxiliary reading for Humanities 105. Spring Term 1966. was selected from the following material embod- ied in the handbook. 99 Liberal Arts Breed Broader Intellects--Sydney Harris This is College--Denton Beal An Approach to Art--Nancy Hartung How We Listen--Aaron Copland The Creation--James Weldon Johnson Protagoras Myth--Plato Metamorphoses (Book I)—-Ovid Hymn of Creation--from the Rg Veda Origin of Species--Charles Darwin The Unicorn in the Garden-—James Thurber from The Divine Comedy--Canto V-—Dante Juno and Her Rival--Greek MytholOgy The True God—-XenOphanes Many Paths to the One God--Sri Ramakrishna How Many Gods? The Vision of God--Nicholas of Cusa He Would Have to be Invented--Voltaire A Cautious Deist--Benjamin Franklin Sinners in the Hands of an Angry God--Jonathon Edwards God and the Modern World-~Wm. Hocking Is God Dead? Phaedrus Myth--Plato Man's Nature is Good--Mencius The Superior and the Inferior Man--Confucius The Soul of Man-~Marsilio Ficino Two Soliloquies-—Shake8peare Man--George Herbert from An Essay on Man-—Alexander Pope Free Will and Predestination—-John Calvin The Perfectibility of Man--Marquis de Condorcet Two Poems-—Wi11iam Wordsworth Man-—A. C. Swinburne Invictus--W. E. Henley The Man With the Hoe--Edwin Markham The Hollow Men--T. S. Eliot American Rhapsody (4)-—Kenneth Fearing Miniver Cheevy and Richard Cory--E. A. Robinson Original Sin——Robinson Jeffers Pity this busy monster. manunkind-—e. e. cummings Phaedo Myth--Plato The Happy Man—-Aristot1e 100 To Fear Death is Folly--Lucretius The End of Man--St. Thomas Aquinas Death. Be Not Proud-—John Donne Go Down Death--James Weldon Johnson Prospice—-Robert Browning To An Athlete Dying Young—-A. E. Housman Do Not Go Gentle into That Good Night-—Dy1an Thomas The End of the World--Archiba1d Macleish Death in the Nuclear Age--Hans Morgenthau In the l6-week Spring Term. 1966. Humanities 150 comprised the following six units: I The Tools of the Humanities II How It All Began: The Literature of Creation III As Man Sees God IV The House of the Lord V The Nature of the Beast: Views of Man VI Where Do We Go From Here? Units IV and V above covering a six-week period. were outlined in this way: (L represents Lecture and D. Discussion.) “Unit IV--The House of the Lord“ Week 9--L. Greek and Roman Architecture D. Slides Week 10--L. Early Christian. Romanesque and Gothic archi— tecture D. Early develOpments in music (Gregorian chant. discant. motet. madrigal) 101 Week ll--L. Renaissance through modern architecture D. Identification and clarification of early musical forms Week 12--L. Slides and review of basic elements of archi— tectural and musical develOpment “Unit V~~The Nature of the Beast: Views of Man“ Week 13--L. View of Man from the Greek to the Gothic period D. Literature on the nature of man Week 14—-L. View Cf Man from the Renaissance through the Modern Era D. Literature of the nature of man The student is eXpected to prepare "an analysis of a work of art.“ normally a painting found in one of the Detroit galleries. This involves a brief biographical sketch of the artist and a systematic analysis of the work selected. using formal and esthetic criteria introduced by the course. In addition. the student provides a synopsis of a book or a series of articles. "identifying the major points made by the author and explaining what they mean or how they relate to. or conflict with. other ideas or class ma— terial." It is further Specified that the book or article Chosen "must apply to an individual. topic. phiIOSOphical idea or period dealt with in the course." 102 Further. students are required to attend at least one museum showing and to supply a written evaluation of the experience. They are also expected to attend at least one extra—curricular event in the nature of a play. a con— cert. a significant film or a lecture. and to listen to and evaluate certain radio and/or television programs dur- ing the term. Evaluation is based upon three l-hour tests and a final examination (40 per cent). participation in and evi- dence of preparation for the discussion meetings (25 per cent). term project (25 per cent) and reports on individ- ual initiative assignments (10 per cent). An Honors Seminar is provided for students who have done superior work in Humanities 150 and Communica- tions 150. Special assistance is given to this group in the preparation of a research paper. and periodic meetings are scheduled to deal with items of this kind: Selecting a TOpic Organizing Your Research Outlining a Paper Explaining. Supporting and Clarifying Ideas The Ethical Responsibilities of the Researcher Preparing the Final Outline The First Draft Oral Presentation of the Paper Completing the Second Draft The Final Paper 103 Humanities 101-102: Ferris State College Ferris State College in Big Rapids. Michigan. offers a two—semester Humanities sequence which the 1965- 66 catalOgue describes as follows: Humanities 101. PERSONAL. AND CULTURAL APPRE- CIATION 1. Three quarter hours. A course designed to help students to greater appreciation and understanding of themselves and of their culture as a result of systematic study of the great ideas of each period of western civ- ilization and the influence on the artistic. dra- matic. literary. and musical expressions of these periods. (3+0) Humanities 102. PERSONAL AND CULTURAL APPRE- CIATION 2. Three quarter hours. A continuation of Humanities 101. (3+0) Five to seven instructors are involved in the pre- sentation of this course sequence. The same texts. noted below. are used by all instructors but considerable freedom of choice is observed in matters of selection,of timing and of emphasis. The following description and condensed outline has been provided by the head of department: Student Enrollment The enrollment in Humanities 101 and 102 comes in large part from the freshman and SOph- omore Classes at Ferris. with over seventy-five percent of the students first year freshmen. All college-level curricula are represented—- pharmacy. commerce. teacher-education. as well 104 as the two-year technology curricula such as highway technology. commercial art. industrial chemistry. and environmental sanitation. Ferris is technologically oriented and most of its students are skill- and technique-oriented rather than leaning in the direction of ideas and philosophical speculation. Thus. although the students read a great deal of material which tends to be abstract and speculative. they respond most readily to an approach which emphasizes the practical application of ideas and issues to problems they face and immediately recognize. Textbooks The textbooks are a book of readings and selections by John Louis Beatty and Oliver Johnson called Heritage of Western Civilization. Vols. I and II (paper bound) and William Flem- ing's Arts and Ideas. Both books contain demand— ing material with Arts and Ideas particularly difficult reading. It is expected that. when our new independent study center opens. we will take this opportunity to re—examine the teaching materials available with a view to changing one or both books. One of the serious problems in teaching an integrated humanities course is the scarcity of textbook materials. particularly those which can be used in courses enrolling students most of whom are only three months or so out of high school. Course Organization For the purposes of general convenience. the course is organized chronologically from the an- cient Greeks to the early twentieth century. No emphasis is given to dates or the evolution and develOpment of the ideas and forces that have shaped the history of western culture. Those matters are left to professional historians or specialists in literature. science. philoSOphy and the arts. Within the chronological arrange- ment. however. it is hoped that the instructor will emphasize the relevance of the selections 105 studied to the problem faced by men in the twen— tieth century. The guiding principle is to seek out the various strands and threads that. woven together in the past. form the pattern of how western man thinks and on what grounds he forms his value judgments. In a course such as this. the ideal instruc- tor will be a man of broad learning in philosophy. literature. music and the visual arts. and he must have great synthesizing ability. In addition he is constantly called upon to point out the value of the past in understanding the present in order more effectively to shape the future. At the same time. he must make sharply clear how ideas "embalmed" in the pages of a textbook are really not dead at all but can be made to work for stud— ents as they try to solve the difficult problems of modern life. Thus. for instance. the ancient Greeks found their answers to these problems. and students should be shown that the outlook of these peOple can still be of value today. Socrates is studied as representing the place of the intellec- tual in a world finding it difficult to accept the man who marches to the sound of his own drum. And in both quarters of the course. the individual and what is to be done about him comes up over again as one of the recurrent themes from Sophocles to John Stuart Mill. Again. in the study of the ways of the arts. it is hOped that the relevance of music. art. architecture. and drama to the ”full life" will be brought out. Students should be shown that "classicism" and “romanticism" are not just historical periods in the arts but are ways of living and looking at life. [Humanities 101] Unit I. The Good Life: The Answer of the Ancient Greeks. A. The Conflict between Goods: Sophocles. Antigone 106 B. The Role of the Philosopher in Society: Plato. Apology. Crito. Phaedo. The Allegory of the Cave C. The Individual and Society: Aristotle. Selections from The Nicomachean Ethics and The Politics D. Selections from Arts and Ideas which deal with Greek sculpture. architecture. and drama. Empha- sis is on how these art forms are related to the ancient Greek ideals of balance. harmony. power structured by rational form. etc. Unit II. The Idea of Empire: Imperial Rome. A. Plutarch's Life of Caesar in Heritage of Western Civilization B. The Power of Organization Arts and Ideas C. The Utility of Utilitarianism Unit III. The Christian Principle and the Medieval Outlook. A. Faith and Pain: Selections from The Book of Job B. Faith and Reason: Selections from St. Thomas Aquinas. Summa Contra Gentiles C. Faith and Economics: Selections from St. Thomas Aquinas. Summa Theologica D. Faith and Art: The Gothic Cathedral (in Arts and Ideas) E. Faith and Feudalism [Humanities 102] Unit IV. The Renaissance Revolt' A. The Changing View of Human Nature: Pico della Mirandola. On the Dignity of Man B. C. D. E. Unit V. A. B. C. D. E. Unit VI. A. B. C. D. E. 107 Realism in Politics: Machiavelli. The Prince The Reformation and the Protestant View of Life: Martin Luther. Open Letter to the Christian Nobility The Art of the Renaissance: Leonardo da Vinci and Michalangelo (Passages in Arts and Ideas and attend— ance at showing of motion picture The Titan). Arts and Ideas on El Greco. Velasquez. Rubens. and Rembrandt The Beginnings of the Modern Outlook Empiricism: Francis Bacon. Selections from Novum Organum The New Rationalism: Rene Descartes. Selections from Discourse on Method. The Authoritarian Reaction: Thomas Hobbes. Selec- tion from Leviathan The Democratic Spirit: John Locke. Selections from Civil Government and Essay ConcerninqAHuman Understanding The Classical Spirit: The Music of Haydn and Mozart The Revolutionary Temperament The Revolution in Economics: Adam Smith. Selec- tions from Weath of Nations The Philosophy of Revolution: Rousseau. Selections from Social Contract The Romantic Outlook in Literature: Goethe. ”Pro— metheus" and Wordsworth. "Tintern Abbey“ The Conservative Reaction: Edmund Burke. Selec- tions from Reflections on the Revolution in France. Titanism in Music: The Music of Ludwig von Beethoven 108 Unit VII. The Humanitarian Spirit A. The Problem of the Population Explosion: -Malthus. Selections from Essay on the Principle of Populgr tion Individualism Again: J. S. Mill. Selections from On piberty The Beginnings of the Modern View of Human Nature: Darwin. Selections from Origin of Species and De- scent of Man. The Beginning of the Modern WOrld-View: Impres- sionism. Expressionism. ”Modernism." Gaugin. Van Gogh. Stravinski Unit VIII. The Contemporary World A. D. On the Nature of Man Again: Freud. Selections. from An Outline of Psychoanalysis The Radical Revolution: Lenin. Selections from What Is To Be Done and §tate and Revolution The Problems of Abundance and Scarcity: Selections from speeches by Hoover and Franklin Roosevelt in 1930's The Reactionary Revolution: Passages from Mein Kampf and Mussolini's The Doctrine of Fascism. The Scientific Outlook: Whitehead. Selections from Science and the Modern World The Condition of the Humanities in the Technologi- cal Society (Arts and Ideas. approPriate pages of Chapter xx) 109 Humanities 241-242-243: Michigan State University ”In 1944. under the leadership of President John A. Hannah and in consultation with Dr. Floyd Reeves of the University of Chicago. Michigan State College. as it was then known. undertook a major reconstruction of its program to provide a foundation of general education for all of its students. The consequent “reorganization of the curriculum . . was designed to make sure that all of its students might share in a core of learnings devoted to these out- comes: 1. to be able to write and Speak clearly. concisely and effectively. and to be able to understand. appreciate and evaluate critically the written and spoken word; 2. to know something of the biological and physical sciences. . . . particularly in reSpect to their impacts on everyday living and thinking: 3. to have an interest in. and a knowledge of. per- sonal. family. social and civil affairs; 4. to be acquainted with the facts of history. par- ticularly the history of selected periods most significant in relation to the world of today. and 5. to have an appreciation of the cultures. past and present. expressed in literature. music and art." (38:2) 110 ' At the present time all entering students. regard— less of major. take four year-long University College courses which constitute approximately one half of their work in the Freshman and Sophomore years. The courses are (1) American Thought and Language (9 credits). (2) Natural Science (12 credits). (3) Social Science (12 credits). and (4) Humanities (12 credits). the first two being taken in the freshman year. and the last two in the SOphomore or junior year. General education is identified as "that body of knowledge. [those] skills and awareness which all liber- ally educated persons need. quite apart from work in spe- cialized disciplines." The aim is to develOp: 1) Language skills. 2) Knowledge of our cultural heritage. 3) Understanding of the principles at work in the natural and social sciences. 4) .Recognition of humane values and the dignity and responsibilities of the individual. 5) Familiarity with man's creative achievements. 6) Moral awareness. It is natural that the Michigan State University Humanities course should have exerted an influence upon Parallel coursework developing. under quite different lll conditions. in the community colleges of the state. There has been little direct imitation. and notable differences in procedure and in subject matter emphasis may be seen. Community college classes tend to meet three times a week for three credits per term. as opposed to four. in each instance. at the University. Community college classes are relatively small. discussion is encouraged. and evaluation is by means of rather frequent tests. both objective and subjective. At the University. classes are relatively large. discussion is. of necessity. restricted. and evaluation is by means of extensive. but infrequent. objective departmental examinations. The University course descriptions for Humanities 241. 242. and 243 seem to indicate that major emphasis is given to history. philosophy. and religion. with somewhat less emphasis upon literature and the fine arts. The Humanities sequence is described as follows in the 1965-66 catalogue: Humanities 241 (4 credits) A field of study in relation to general educa- tion. classical background of Western man as seen in Greek pattern of community life. reli- gion. philosophy. literature. and art; Roman contributions as seen in the imperial idea. in concepts of the good life. in architecture and engineering. and in development of law; Christian 112 roots of Western civilization as seen in its spiritual foundations. the basic teachings of Jesus Christ. and growth of the early Church. Humanities 242 (4 credits) Medieval man in Western EurOpe: economic life on manor and in towns; political ideas and prac- tices in feudal times. influences from Islam and the East: creation of a Christian synthesis in spirit. thought. education. literature. art. and music; emergence of modern man and modern forces in Western civilization; transition to a dynamic capitalist economy; the development of nation state; humanism as expressed in literature. art. and music; the Protestant Reformation. Humanities 242 (4 credits) ing Intellectual foundations of the modern world; revolution in science; thought. literature. and art of the Enlightenment. Locke and origins of democratic political theory. the liberal revolu- tions. romanticism and idealism in philosophy and the arts. impact of the machine. advance of science. nationalism and imperialism; attacks on liberalism from Right and Left; break-up of liberal order; effect of World Wars; rise of collectivism; contemporary Spirit in literature and art; contemporary views of the world and man. A detailed syllabus is provided. with the follow- aS an Introduction: Humanities is the study of Man as a unique. cre- ative being. It comprehends. therefore. his most diStinguished and most enduring achievements -—intellectua1. Spiritual. aesthetic. and ethical --together with his social and political heritage. The sources for this study of man are drawn pri- marily from the fields of history. philosophy. religion. literature. and the arts. It is the purpose of the Humanities course at Michigan State University to enlarge and to eh.‘ 113 enrich the student's understanding of his his- torical heritage, to deepen his intellectual maturity, to enhance his sensitivity to humane values in all fields of man's thought and en— deavor, to elevate his ethical outlook, and to make him intelligently aware of his own worth and dignity, his obligations and responsibili- ties, as an individual human being. These aims can be realized by imperfectly in one course and in the case of any one student. The Humanities Department hOpes, however, to achieve all of them in some degree by leading students through an examination and discussion of those eXperienceS and ideas which from the great age of Greece to the present time have shaped the nature of Western man. The basic course outline of the Humanities sequence is as follows: Humanities 241: The Making of Modern Man ROOTS OF THE WESTERN TRADITION *I The Greek Glory **461 B. C.-338 B. C. II The Roman Grandeur 27 B. C.-180 A. D. III The Christian Faith Humanities 242: The Making of Modern Man MEDIEVAL CULTURE AND THE DAWN OF MODERN TIMES IV The Medieval Unity 1100-1400 V The Emergence of Modern Man: the Renaissance 1400-1600 VI The Emergence of Modern Man: the Reformation 1517-1650 Humanities 243: The Making of Modern Man THE MODERN WORLD VII The Establishment of the Modern Cosmology and the Liberal Order 1650-1850 114 VIII The New World of Liberalism: Materialism and Nationalism 1850-1918 IX Contemporary Man and His World 1918-1960 *Roman numerals refer to corresponding subject sections of the Syllabus **Years Shown indicate “time focus“ for each section Texts used in 1966 include: Brinton. Christopher and Wolff. A History of Civiliza— ' tion. Vol. I (1960) G. H. Knowles and R. K. Snyder. Readings in Western Civilization (1960) E. H. Gombrich. The Story of Art (1960) Additional works in paperback as assigned. Excerpts from the extended course syllabus are in- cluded here. From 4 to 7 sub—headings are found under each of the 9 major headings listed above. Representative sub- headings are inserted at this point. Humanities 241 I. The Greek Glory [Sub-heading A of seven sub-headings. Unit 1.] A. The city-state: the basic unit of Hellenic civilization (Brinton. 49-55A. 56B-69B. 84A- 86A) [3 lectures] l. The legacy of Aegean civilization 2. The geographical setting 3. The evolution of the city-states a. Sparta: militaristic oligarchy b. Fifth century Athens: democratic community 115 (l) origins of government (2) the instruments and limitations of Athenian democracy (3) the Persian Wars (490—479 B.C.) and the Athenian Empire (4) the Peloponnesian War (431-404 B.C.) The ideal of the city-state: a comprehensive social. political. and religious unit (Thu- cydides. The Peloponnesian War: Knoles. 31- 35) The funeral rites and Pericles' eulogy The appeal to patriotism and power The duties and privileges of citizens The contrasts between Athens and Sparta QJOU‘DJ Humanities 242 IV. The Medieval Unity [Sub-heading C of seven sub-headings. Unit IV.] C. Medieval religion: the Church [2 lectures] 1. The Christian sacramental system (Council of Florence. The Decree for the Armenians: Knoles. 272—275) The devotional life of the Church a. Liturgy and official prayer: Mass and Divine Office b. Devotional cults c. Veneration of the saints: relics. pilgrim- ages. shrines The development of the regular clergy (Brinton. 156A-158B. 307A-310B) a. Monasticism: the example of the rule of St. Benedict (l) the principal obligations: poverty. chastity. obedience. (2) the monastic pattern of living: com— munity of prayer and work b. The friars: religious orders of the towns (1) St. Francis and the ideal of evangeli- cal poverty (2) preachers to the poor 116 Strengthening of the papal monarchy a. Reform of the papacy in the Eleventh Cen- tury: Cluniac movement b. The College of Cardinals and the papal legates c. Ecclesiastical control and discipline: excommunication. interdict. inquisition Humanities 243 IX. Contemporarnyan and His World [Sub-heading C and D of 5 sub-headings. Unit IX.] C. D. A psycholoqist looks at man: Freud. Civilization and Its Discontents (Knoles. 841-845. 851-855A) 1. 2. The motivation of human life: pursuit of happiness Obstacles to the achievement of happiness a. The physical constitution of man b. External forces of nature c. Human relations Some methods of escaping frustration and finding pleasure Inherent conflict between the individual and civilization a. Society's demands upon the individual's love and energy b. Repression of the individual's aggressive instincts c. The advantages and discontents of civilized life A biologist looks at man: Julian Huxley. “The Biologist Looks at Man" (Knoles. 860- 869) l. [1 lecture] The use of the "scientific method" and the rejection of philosophical absolutes Extension of the scope of science: from inorganic matter to human nature The monistic evolutionary interpretation of the universe Evolutionary progress of man a. Man the highest product of evolution b. The development of ideals and values 117 Man the agent of his fate A psycholOgical explanation of absolute values: the “unconscious” and "repression" Ethical relativism: individual and social adaptation .1 . q~ — .\ CHAPTER V MICHIGAN COMMUNITY COLLEGE COURSE DISTRIBUTION AND THE INFLUENCE OF EXISTING CURRICULUM PATTERNS UPON THE DEVELOPMENT OF ELECTIVE COURSEWORK Course Distribution in the Non—Science. Liberal Arts. and General Education Fields A study was made of the Fall. 1966. registration course lists of the 19 Michigan community colleges which. as of that date. had been in operation for at least a full year. These lists provided an accurate record of course- work offered. as Opposed to coursework listed in the col- lege catalogues. and of the number of duplicate sections. A tabulation was subsequently made of all pggf science. liberal arts coursework in order to ascertain the relative emphasis being given. at that time. to the Humani- ties Course and to other courses closely allied to it. 118 119 Non-science. liberal arts. and general education course listings were singled out for special study in order that the following questions might be answered: 1. Of the total number of course sections offered by the 19 community colleges in their day program. what percentage was given to coursework in the fol- lowing categories. perceived in the aggregated: (a) Communication. Languages. and Literature. (b) History and Political Sciences. (c) The Humanities. and (d) The Social Sciences? What percentage of its total program did each of the colleges devote to non-science. liberal arts. and general education coursework? Which courses within the general field of the Human- ities were most heavily represented? What relative emphasis was given. as of September. 1966. to the Interdisciplinary Humanities Course. and to courses closely related to it? With regard to the first question. it was found that. in September of 1966. within the composite subject area Cited: the 19 community colleges were offering a total of 3094 class sections in their day program. The number of daytime sections in all academic areas other than the four cited was found to be 7179. This information is recorded in Table 4. 120 TABLE 4 COMPOSITE TOTAL OF CLASS SECTIONS AVAILABLE AT REGISTRATION. 1966. IN 19 MICHIGAN COMMUNITY COLLEGES REPRESENTED. BY MAJOR SUBJECT AREA. AND BY COURSE TYPE Communication. Languages and Literature ............... 1477 Communication 1099 Languages 210 Literature 168 History and Political Science ......................... 542 History 274 Political Science 268 The Humanities ........................................ 447 Interdisciplinary Course 82 Great Books 4 Introduction to Theater ll The Arts 241 Music 73 Philosophy 36 The Social Sciences ................................... 628 AnthrOpology 10 Introduction to Education 1 Geography 102 Psychology 240 Sociology 185 Social Science 90 Expressed in percentages. the following relation- ship was found. 1. Coursework in (1) Communications. Languages and Literature. (2) History and Political Science. (3) The Humanities. and (4) The Social Sciences com- prised 43.1 per cent of the total daytime course sections offered. 121 2. All other daytime coursework accounted. then. for 56.9 per cent of the course section total. Table 5 records the individual course titles which appeared with greatest frequency. and the total number of class sections offered within each title at Fall Registra- tion. 1966. by the 19 community colleges studied. The sub- ject fields included within this reckoning were: (1) His- tory and Political Science. (2) The Humanities. and (3) The Social Sciences. The second question relates to the balance of course offerings within each of the colleges represented. It was found that one college. of 19 in the study. devoted 51 per cent of its efforts to coursework in the non-science. liberal arts. and general education area whereas another college devoted 28 per cent. These exemplars represented the extremes of the distribution which is recorded in Table 6. Question three relates to the emphasis being given to coursework in the Humanities area as of September. 1966. The study revealed a substantial interest in the Humanities. with 447 sections offered in this general field. for an av- erage of 23.5 sections per college. The Arts. with 241 sec- tions. the Interdisciplinary Humanities Course with 82. and 122 TABLE 5 FREQUENCY DISTRIBUTION OF MICHIGAN COMMUNITY COLLEGE NON-SCIENCE. LIBERAL ARTS. AND GENERAL EDUCATION COURSEWORK AT FALL TERM REGISTRATION. 1966 . Section Course Title Total American Governmenta. . . . . . . . . . . . . . 191 Introduction to Psychology. . . . . . . . . . . 138 Principles of Sociology . . . . . . . . . . . . 131 History of Western Civilization . . . . . . . . 106 . . b PrinCiples of Geography . . . . . . . . . . . . 102 United States History . . . . . . . . . . . . . 82 Interdisciplinary HumanitiesC . . . . . . . . . 82 Introduction to Social Science. . . . . . . . . 7O EurOpean History. . . . . . . . . . . . . . . . 54 Introduction to Political Science . . . . . . . 53 Social Problems . . . . . . . . . . . . . . . . 50 American Literature . . . . . . . . . . . . . . 40 Introduction to Literature. . . . . . . . . . . 40 Art Appreciation. . . . . . . . . . . . . . . . 30 Introduction to Philosophy. . . . . . . . . . . 24 Prose and Poetry. . . . . . . . . . . . . . . . 22 Art History . . . . . . . . . . . . . . . . . . 19 English Literature. . . . . . . . . . . . . . . 19 Music Appreciation. . . . . . . . . . . . . . . l9 a . . . . Government or Political SCience required by state law. bIncludes: Principles. World. Physical. Regional. Economic and Human Geography. C . . . Includes: 22 sections listed as History of Western CiVili- zation. but taught with a strong Humanities emphasis. 123 TABLE 6 PERCENTAGE OF TOTAL DAYTIME COURSE SECTIONS DEVOTED TO NON‘SCIENCE. LIBERAL ARTS. AND GENERAL EDUCATION COURSEWORK IN 19 COMMUNITY COLLEGES OF MICHIGAN Alpena Community College ..................... 39 Bay de Noc Community College ................. 49 Delta College ................................ 37 Flint Community Junior College ............... 4O Gogebic Community College .................... 45 Grand Rapids Junior College .................. 40 Henry Ford Community College ................. 28 Highland Park College ........................ 51 Jackson Community College .................... 49 Kellogg Community College .................... 48 Lake Michigan College ........................ 4O Lansing Community College .................... 50 Macomb County Community College .............. 44 Muskegon County Community College ............ 40 North Central Michigan College ............... 40 Northwestern Michigan College ................ 44 Oakland Community College .................... 29 Port Huron Community College ................. 50 Schoolcraft College .......................... 4O Music with 73. accounted for 396 of the 447 section total. Somewhat less emphasis was given to PhilOSOphy. Introduc- tion to the Theater and to The Great Books. Question four inquires into the relative emphasis given to the Interdisciplinary Humanities Course. It was found that. as of September. 1966. the course was well 124 established in four of the Michigan community colleges which offered a composite total of 73 class sections. The coursexmninominally represented at four other institutions which. taken tOgether. provided 9 sections for a state-wide total of 82. The course is viewed as a general education elec- tive. apprOpriate to a majority of the two-year transfer programs and to certain of the occupational and technical curricula. Implicit in the present study is the assumption that the Humanities course. if designed with the abilities. interests. and goals of the community college student clearly in mind. VMMLUi merit a position of increasing importance among general education and liberal arts electives. This assumption would seem to be borne out by the reSponse to a recent questionnaire in which college spokes- men indicated that 15 of 17 Michigan community colleges surveyed in 1965 were "offering or making plans to intro- duce“ an Interdisciplinary Humanities Course. Furthermore. 11 of 17 respondents assented to the statement that ”the Humanities Course Should be an integral part of all student programs at the community college. in the same sense that Communication Skills and Political Science are." 4- . 125 Summary It was found. through an examination of the Fall. 1966. registration course lists. that 7179 day-prOgram course sections were offered by the 19 community colleges of Michigan. Within this total. 3094 Sections were given to coursework in the broad field comprising (1) Communica- tion. Languages and Literature. (2) History and Political Science. (3) The Humanities. and (4) The Social Sciences. Within the Humanities area itself. a total of 447 course sections were provided. of which 82 sections repre— sented the Interdisciplinary Humanities Course with which this study is immediately concerned. Further investiga— tion revealed that 73 of the 82 sections were provided by 4 of the 19 colleges. with the remaining 9 sections dis- tributed among 4 other institutions. A recent survey. reported elsewhere in this study. provides evidence to support the view that community col- lege administrators and department heads are genuinely in- terested in furthering the development of this particular course offering. It is surmised that the uneven showing of the Interdisciplinary Humanities Course may be attrib- uted to widespread uncertainty with reSpect to course ob— jectives. and to lack of agreement as to the form. content. 126 and procedure most likely to prove effective within the context of the community college. It is to this uncertainty that the present study has been addressed. The Transfer. Non-Transfer Dichotomy in the Community College and its Bearing Upon the DevelOpment of Elective Coursework The importance of the community college within the framework of higher education is no longer questioned. Its purposes have been clearly established and its functions described as follows: 1. To offer the first two years of transfer or pre— professional education . . . to each student elig- ible for admission and to prepare this student with a sound background within his chosen field of study commensurate with the first two years of education at any four-year college or university. To provide technical or vocational training programs which offer terminal certification in order to en- hance a student's employment Opportunities. and to provide refresher or retraining courses in order to facilitate a student‘s adjustment and employment within a changing labor force. To provide adequate general education for transfer. technical and vocational students in an attempt to prepare them more effectively for the responsibili- ties they share as citizens of a free society along with the personal and cultural enrichment which makes for creative participation in life's activi- ties. To provide guidance services to students of all backgrounds and abilities in order to assist them in choosing appropriate courses of study which will 127 128 allow them to make a notable contribution and to find their place in an ever-changing society. 5. To provide community educational services to its citizens and to play a leadership role in offering adult education courses. resource personnel. Speak- ers. meetings rooms and facilities. educational guidance and cultural offerings in the community. These may be identified. then. as (l) the transfer and college preparatory function. (2) the occupational and vocational function. (3) the general education function. (4) the guidance and counseling function. (5) the adult and continuing education function. and (6) the community service and leadership function. Each of the Michigan community colleges. in its official statement of objectives. appears to accept these functions as its own. The community college serves two fairly distinct college-age pOpulations: first. the declared transfer- student and second. the declared technical-vocational stud- ent. There is. of course. considerable subsequent attrition and reclassification. Nevertheless. at the initial regis- tration. the great majority of students are assigned to one of these two tracks. The present study envisions an Interdisciplinary Humanities Course which will be maximally adaptive to the 129 wide range of interests. aptitudes and abilities which char- acterize students within and between these two populations. For this reason. it has seemed important to examine (l) the nature of this distribution in the community colleges of Michigan and (2) the relative emphasis now being given to general-education coursework in transfer and in technical- vocational curricula. Various regional and nation-wide studies have shown that the ratio between the election of (1) transfer and of (2) technical-vocational prOgramS has. for a number of years. remained fairly constant at approximately 2:1. Table 7. representing the Michigan community college distribution in the Fall of 1965. indicates that the instate ratio was nearly 4:1 in favor of transfer programs. GOgebic Community College and Henry Ford Community College represented the extremes of the range. with ratios of approximately 33:1 and 1:1. reSpec— tively. The U. S. Office of Education listing of the initial assignment of students at Fall registration. 1965. in the 19 Michigan community colleges then operative. indicated that 27.4 per cent of students were enrolled in vocational. and -72.6 per cent in transfer programs. The following table represents a detailing of this relationship by college. 130 4.5m cams mamoa ommee mmmao mamemw em mmm soma omvm mmmaaoo ummuoaoonom ma mam oHHN mmom mmmaaoo muflanssoo consm uuom 04 cows oovm oooe mmmaaoo aunasaeou mamaxmo ma mma mmoa wows mmmaaoo cameras: cumummsruuoz m 04 owe oom mmmaaoo ammunuHs Hmuucmo runoz mm mmm vomm Noam wmwaaoo wuflcsEEoo mucsou comwxmoz on «was mmah Roam mmmafloo sunasssoo sucsoo bacon: ma mew comm mowm mmmaaoo suscSSSOU mcnmcmq 8 «NH mama meow mmmaaoo :mmnnonz mxmq mm moon mama Hmmm mmmaaoo suflcssaoo mmoaamx AH Nae mmmm oamm mmmaaoo wuflcsseoo acmxomh ma oam oemm ommm mmmaaoo Suncsssoo sums unwanmnm Hm omom meme memo mmmaaoo Specsesoo whom mucwm NH mos Hasm «has mmmaaoo Aegean mcnmmm guano m OH mom hem mmmaaoo Suncsseoo oflnmmoo em mmmm ommm memo mmmaaoo mousse Suflcsesou “sham mm was ommm «mam mmmaaou muamo 0H om Nvg Nov mmmaaoo wuHGSEEOU 002 mp ham 0H he mvo man mmmaaoo xuflcsEEoo mammaa V 9 w OxY 04 OQ¢ Q0 \YGxQ 0).. \(IV 0.9& J.O $.0va 0.. he? 09 Sky 6 AW 0..0 O O.aw.0 .9 b. O .3 .v Q 90. 0. ’0 SAN S \IAW \/ S ‘0. \Y S0 .. )0 \O O o. O my e 9.0 o o 9.&v :( mwAv .(ae «was hp 4..9 d0 &9 %w am 3y 9 a a is mum. a mx.b. . O O O Q? 9 MT \ 9 s I 6 N, 0 (Ii “1‘ moma .ZOHB<&BMHOM¢ AdH|~r4kahlk‘M ulmrordhanik>m Second Semester Detail and Assembly Drawing Introduction to Body Drafting Physics I Technical Report Writing Calculations Introd. to Data Processing Descriptive Geometry I & II Body Fixture Detailing Body Detail I Hydraulic Fundamentals Characteristics of Metal Fourth Semester 2 Political Science II 2 Perspective Projection 1 Process Engineering Industrial Economics Industrial Organizations Basic Drawing Basic Design Project \JHrAbonJRJHraronJR)H l—J ole vatorororo Educational Development 143 and Cultural Program The uncommitted high school evidence shows that many entering students are to any special field. For this group. post- training is. in a very real sense. exploratory. Macomb County Community Colleges provide an Educational and Cultural DevelOpment Program within its Division of Basic Education. The first year ECD curriculum is as follows: First Semester Social Science I (4 credits) Analysis of basic concepts of the nature of man. community. society. culture. problems of personal and social adjustment; transformation of the United States from a rural society to a predominantly urban mass society. Natural Science I (4 credits) Introduces basic principles of physical and biolOgical sciences to aid students in under— standing the origin of the earth. the beginning Of life. its perpetuation on earth and the effects of heredity and evolution on society. Communications I (4 credits) American English as a tool of communication. Designed to equip students to analyze meaning in reading. writing and speaking and to develop critical perspectives applicable to their language skills. Four hours a week: three in composition. one in Speech. 144 Humanities I (3 credits) Experience in relating and tracing parallels and distinctions among works of art which embody Man's feeling and thought. Emphasis is placed upon the questions Man has pondered regarding his relation to the universe. Orientation I (1 credit) Introduces students to college requirements and aids him in assessing his abilities and mak- ing educational and vocational plans based upon objective facts. Study methods for college courses are taught. Second Semester Social Science II (4 credits) Continuation of Social Science I. Major problems in our economic and political life and international relations. Natural Science II (4 credits) Continuation of Natural Science I: analysis of the characteristics of living forms and their relationships to their environment; present-day problems confronting mankind with regard to di- sease. public health and conservation; man's desire to explore the outer-most limits of his universe; and his prospects for success in the future. Communications II (4 credits) Continuation of Communications I with empha- sis upon the personal and sociological implica— tions of the responsible use and interpretation of language. 145 Humanities II (3 credits) Continuation of Humanities I. emphasizing recurrent themes and attitudes revealed in the arts. Orientation II (1 credit) Opportunities for students to explore first- hand an individual occupational choice. Prin- ciples of mental hygiene and establishment of ethical values. In moving from the two-year Industrial Technology Curriculum to the Educational and Cultural DevelOpment Pro- gram. described in some detail above. one moves from a course of study whiCh is focused upon a carefully prescribed set of skills. to one which offers a general introduction to four broad subject areas. The ECD prOgram serves as a staging area for certain students and as a testing ground for others. It provides the uncommitted student and the student of marginal capabilities with those experiences and insights which will make for intelligent choice. Uncertainty of purpose is by no means limited to the community college student. Of 525 National Merit Scholarship students in a recent study. 40 per cent made a major change in program and an additional 15 per cent made a minor one. The prevalence of change in educa— tional and vocational choice Shows clearly the need for organizational flexibility in higher education. (103:175) 146 The evidence presented above suggests that little or no provision is made for electives in the one- and two- year occupational programs. This is particularly true where a student is reasonably certain of his occupational goals and elects that sequence of courses which will lead to competence as a Medical Secretary. for example. a Com- mercial Illustrator. or a Technician in Tool Fixture and Die Design. Transfer Curricula The Associate Degree represents the highest academic award issued by the community college. It is offered to the student who has accumulated a requisite number of aca- demic credits over a two-year period and maintained a pre- scribed grade point average. There is. in addition. the state requirement that each student take an introductory Political Science course: National. State and Local Gov- ernment. American Citizenship or the equivalent. The Asso— ciate Degree prOgram has one or more of the following ob- jectives: 1. transfer to a four-year college at the junior level. 2. preparation for entering an occupation. 147 3. the extension of the student's general educational and cultural understanding. Ordinarily. those students who elect a transfer cur- riculum will follow a flexible course of study. selecting a prescribed number of credit hours from each of four major subject areas. For example. the degree requirements for a student not planning a concentration in science might in— volve the following coursework: Group I Communications—-Minimum of 8 semester hours. including English Composition I and II or the equivalent Group II Science. Math--8 semester hours Group III Social Science--8 semester hours Group IV Humanities--8 semester hours. including at least 3 hours of literature. A typical pre-professional program might appear as follows: First Year Hrs Second Year Hrs English Composition 6 Literature 6 Modern Language 10 Modern Language 8 Science or Mathematics 8 Political Science 4 Speech 3 Social Science Electives 7 Psychology _4 HUMANITIES ELECTIVES 4 31 Physical Education _2 1 Students wishing to prepare for transfer to a four— year college or professional school requiring concentration in science might elect the following to satisfy degree re- quirements: 148 Group I Communications-—Minimum of 8 semester hours including English Composition I and II or the equivalent Group II Science--Minimum of 20 semester hours in science and mathematics. including a one—year sequence of a laboratory science Group III Social Science-~6 semester hours Group IV Humanities--6 semester hours A typical science-oriented transfer prOgram might conform to this pattern: First Year Hrs Second Year Hrs English Composition 6 HUMANITIES 6 Geometry and Calculus 8 Math or Science 8 Science 1 8 Political Science 4 Modern Language 10 Social Science Elective 4 Physical Education ._1 Modern Language 8 33 Physical Education _2 32 The extent of work in Modern Language will be de- termined by the requirements of the senior college. In certain cases no language is required. The Associate Degree program for students in (1) Pre-Business Administration and (2) Pre-Business Teaching might appear as follows: Group I Communications--minimum of 6 semester hours Group II Science. Math--Minimum of 3 semester hours Group III Social Science-~Minimum of 6 semester hours Business Minimum of 20 semester hours. Group 149 A typical course sequence for the student in Pre- Business Administration might include: First Semester Hrs English Composition 3 Introduction to Business 3 Principles of Economics I 3 Algebra and Trigonometry 4 Fundamentals of Speaking ._3 16 Third Semester Hrs Principles of Accounting I English Literature Business Law I Science *‘I wbwwp The two-year career program in Business is. cases I allowance for general education courses. single—minded to the point of making virtually no curriculum might appear as follows: First Semester Hrs Principles of Accounting I 4 Communications 3-4 Introduction to Business 3 Principles of Economics I 3 Intermediate Algebra .__3 16—17 Second Semester Hrs General Psychology 4 Physical Education 2 English Composition 3 Political Science 4 Principles of Economicslfgi 16 Fourth Semester Hrs Principles of Acctg. II 4 English Literature 3 Business Law II 4 Science _4 15 in many The Accounting Second Semester Hrs Principles of Acctg. II 4 Communications 3-4 ELECTIVE 3 Fundamentals of Speaking 3 Business Data Processing _3 16-17 150 Third Semester Hrs Fourth Semester Hrs Intermediate Accounting 3 Intermediate Accounting 3 Cost Accounting 3 ELECTIVE or Business Law I 4 Internship Seminar 3 Unit Record Processing 3 Business Law II 4 ELECTIVE or Political Science 4 Internship Seminar _3_ Physical Education '_2 l6 l6 Attention is drawn to these curricular patterns to illustrate the fact that. official statements of purpose notwithstanding. a certain number of community college stud- ents complete their two-year program having had no meaning— ful introduction to "the world of ideas. the life of the Spirit." Testimonials for General Studies Quite obviously. there is no simple solution to this complex problem. It has been referred to. elsewhere. as that of ensuring that the differences among citizens in a democracy should take the form of gradations instead of Sharp distinctions between the uninformed and the enlightened. the uncultured and the cul- tured. the vocationally educated and the lib- erally educated. (103:54) Jersild remarks that. the history of education . . . is. in part. a history of man's efforts to evade or to face anxiety. The philOSOphy of education. if it 151 really cuts into the meaning of things is. in large measure. an endeavor to face anxiety. especially the anxiety of meaningless and emp- tiness. (90:26) Tyler speaks of "integrative needs." as Opposed to occupational. physical or social needs. "the need to relate oneself to something larger and beyond one's self. that is. the need for a philOSOphy of life." (143:5) Reginald Smith. addressing the Union of Educational Institutions in 1952. said: The community will inevitably be made up to an increasing percentage of technologists and tech- nicians. Their philOSOphy. their sense of ob- ligation will inform and determine their useful- ness as Specialists. not to mention their per- sonal happiness and their place in the community. It is of the greatest importance that this vital section of the nation . . . should receive. as an integral part of their earlier schooling. something of the tradition which the older lib- eral education afforded. (157:137) Tyrone Guthrie. theater director. comments that far more peOple have more leisure than they have ever possessed before. And the development of the human race is going to depend more and more not on what people do in their so-called working hours. but in their so—called play hours. If you've had many hours of deadening work that has made no demands on your personality at all. on your physical or intellectual or emotional pro- cesses. then these begin to atrophy. and the people who do the dullest work are the people who Spend their leisure most dully. This is. I think. an absolutely major social and educa- tional problem of the next fifty years. And it's a problem to which the arts are one of the 152 obvious and logical solutions. And of these arts. the theater is one. I think. if on that ground alone. we should start thinking very seriously if we should re-assess the position which we give to the theater in our social hierarchy. (175:18) President Emeritus of Columbia University. Hollis Caswell. in his discussion of "great challenges for educa— tion." expresses the Opinion that: 1. special attention must be given the balanc- ing and interrelating of liberal and profes- sional studies; 2. education must be increasingly concerned with belief and behavior. and with influenc- ing them; 3. education must seek to encourage the atti- tude of life-long enquiry. and 4. the individual and his develOpment must be the constant focus Of attention. (32:29) Problems Besetting General Studies It has been charged that the community college is less concerned that it might. or should be with the matter of self-evaluation. The perennial problem here being con— sidered may be framed in the following questions: 1. What evidence is there to support the contention that the community college is contributing to rather than helping to alleviate the communication gulf between students in the transfer and in the vocational-technical curricula? 153 2. If this contention is well—founded. (a) what factors are responsible. and (b) what measures can be taken to deal with the underlying problem? The curriculum prototypes cited earlier would seem to support the view that. in the case of the community col— lege student who does not go beyond one or two years of post—high school training. little effort is made to intro— duce him to the world of ideas which exists apart from his field of Specialized training. In numerical terms. this group represents nearly 75 per cent of community college matriculants. From the many statements supportive of the position that each student's horizons should. somehow. be extended beyond the boundaries of his own Special field. we may con— clude that the present situation is deplored by a majority of educators. generally. and by community college teachers and administrators in particular. Assuming that this intellectual compartimentaliza- tion is viewed as a defect. what factors are commonly cited as reSponsible? One set of factors relates to the community college student himself. Studies have shown that a substantial rmmber of students at this level are vocationally minded UDthe extent that general education courses may be looked 154 upon as an intrusion. in effect delaying their occupational readiness. In addition. large numbers of students. partic- ularly those with reading and communication deficiencies. feel estranged from liberal arts and general education coursework which appears to threaten them at their point of weakness. A second set of factors relates to the community college faculty. many of whom. through training and habit of mind. have come to think of themselves as specialists rather than as generalists or interdisciplinarians. More- over. the influence Of the university is such that. unless great care is exercised. the community college will give highest priority to the development of specialized courses which serve as the core of a transfer program. This tends to discourage the working out of interdisciplinary courses which seem. from a transfer point of view. to be unsafe. Norman Harris of the University of Michigan Center for the Study of Higher Education Speaks to this point in saying that we must cease thinking of the community college as a prep school for the university and start to organize and administer these institutions for the benefit of all youth. not just for the 25 per cent which will be able to go on to a four-year college or university. . ... The 155 greatest change of all may well have to occur in the attitude of the faculty members them— selves. (175:7) It must be added that the community college instruc— 5or. like all others. finds security in standing upon the firm ground of a teaching specialty. The modern university professor and. to a somewhat lesser degree the community college teacher. is disinclined. in the company of students. to explore beyond the boundaries of his teaching field. He n;y accept. in principal. the idea that general education courses require this crossing of boundaries into less fa— miliar terrain. He may glsg accept the idea that well— aajceived general education courses are as appropriate to the needs of community college students. by and large. as more specialized coursework. He will. nevertheless. hesi- tgtn to translate this awareness into his teaching practice until interdisciplinary coursework has acquired a viability gnd a dignity of its own. In this regard. Haskell Block has argued for the provision of "interdepartmental training in our graduate schools as well as through the length and arealth of our undergraduate institutions.“ (159:474) The conflict between “general" and "specialized" Lmudies is. of course. an ancient one. Aristotle. in Book VII of The Politics. noted that 156 confusing questions arise out of the education that actually prevails. and it is not at all clear whether the pupils Should follow pursUits that are practically useful or morally edifying. or engage in higher accomplishments. All these views have won the support of some judges. In the mid-18th century. Benjamin Franklin remarked that. it would be well if [students] could be taught everything that is useful and everything that is ornamental: but art is long and time is short. It is therefore proposed that they learn those things that are likely to be most useful and most ornamental. In 1960. Arnold Toynbeevmote that. in our still archaic industrial society. leisure continues to be thought of. by all but a priv- ileged minority. in its negative aspect of “un- employment" in gainful labor; and for the indus- trial worker. the prospect of unemployment is at present a nightmare because it carries with it a loss of income and. worse still. a loss of self-respect. . . . The Greeks had a truer vision in seeing in leisure the greatest of all human goods. and they used leisure for worthy human ends--as is witnessed by the fact that the Greek word for leisure has provided most of the modern Western languages with their word for “school." In our world. the dawning age of automation is soon going to provide ample leisure for all industrial workers without loss of income or self-reSpect or social esteem. If leisure is to be.understood and enjoyed. it is incumbent upon educators to provide experiences of a kind which will enlarge the students' range of interest. sharpen his aesthetic sensitivities and. hopefully. set in motion L— 157 a lifelong interest in those issues and ideas which are bound up within the humanities. Methods of Accomodating the Heterogeneous Student Population. With Implications for the Humanities Course It is difficult to imagine a student group more heterogeneous. intellectually. than the community college Freshman class. Swarthmore College. the most highly se- lective undergraduate institution in the United States. indicated in 1965 that 90 per cent of all entering Fresh- men earned scores of 600 or better in the two SAT ratings. Economic and geographical diversity was sought. but so Similar were the entering students in academic potential that 84 per cent Of freshmen had graduated in the top fifth of their high school class. with a large majority coming from highly rated secondary schools. The community college adheres. generally. to an "Open-door" admission policy. In addition to its basic core of academic offerings. it attempts to develop a variety of curricula which answer to the special inter- ests and needs of the entering student. 158 159 An examination Of community college catalogues would seem to indicate that the small institution, being unable to prOVide coursework which will adequately meet the needs of a heterogeneous student population, becomes, in effect, a transfer institution. In the Fall of 1965. Gogebic Community College indicated that no more than 10 OfitsiTT7students were enrolled in vocational and occu— pational programs. The remainder were classified as “working toward a bachelor's or higher degree." Henry Ford Community College, on the other hand, indicated that 51 per cent of its 10,000 students were in programs of a technical or vocational nature as of September, 1965. Within these Michigan community colleges which are in a position to Offer a comprehensive program in both the transfer and the vocational areas, what measures have been taken to provide for students with widely di- vergent interests and abilities? Provision for Accomodating A Heterogeneous Population First, many community colleges require an ad- mission counseling interview during the summer preceding 160 the first year of study. This allows for initial testing, for a leisurely and thorough assessment of a student's in— terests and abilities, and for the selection of a suitable program of study, i.e. one which is felt to be vocationally appropriate and within the limits of the student's ability. Careful pre-testing and counseling is seen as one means of reducing the abnormally high attrition rate which has char— acterized the community college Freshman year. Second, students with special deficiencies, par- ticularly in English and Mathematics, are generally re- quired to take refresher and remedial coursework which does not fulfill graduation requirements and is non-trans- ferable. The 1965-66 Flint Community College catalogue lists the following courses of this type. English 090: Essentials of English A linguistically oriented course in English grammar designed to give the student control over the structures of English. Assignment to this course is based on language deficiency as deter- mined by entrance tests, high school records and a diagnostic theme. English 093: Essentials of English Frequent practice in expressing ideas in short themes which are based upon selected readings of expository prose. Placement in English 093 nor- mally follows successful completion of English 161 090 and is based upon the instructor's recom- mendation. Mathematics 091: General Mathematics Includes topics on counting, elementary theory Of numbers, fundamental Operations, frac- tions, measurement, and equations. DeSigned to meet the needs of students who are not ready to pursue academic work in the college parallel courses and who need the baSic concepts of math- ematics. The above courses tend to serve in one of two ways. If they are successfully completed, the student will have removed a deficiency and may, if he so deSires, pro— ceed to an accredited program of college level studies. If he is unable to meet the demands of remedial coursework, it will serve to indicate that his academic goals should be re- examined. Third, the community college intends, as a part of its philosophy, to serve all members of a community who can profit from education beyond the secondary level. Students with poor high school records and below average test scores who would normally be excluded from regular college programs, are given an Opportunity to follow a program of study in- volving remedial coursework, along with pre-college Social Science and Physical Science, as described on the follow- ing page. 162 Social Science 091: An Introduction to Social Sgiencg A study Of selected topics and related back- ground material in the social sc1ences in order to provide students With a better understanding Of contemporary ciVilization in the United States. PhySical Science 090. Introduction to PhySical Scienge Fundamental concepts of science including units on the solar system, the earth of yester- day and today, baSic concepts of phySics, (mea- surement, mechanics, heat, light, sound, elec- tricity and flying}, and baSic chemistry (struc— ture of matter, chemical industries and chemis- try Of health). Designed to meet the needs of students who are not ready to pursue academic work in the college parallel courses and who need the ba51c concepts of science. Three hours of lecture, discuSSion and demonstration. Fourth, in certain vocational programs, special courses of a general nature are provided, stressing the kinds Of learnings which are felt to be particularly rele- vent to students in technical fields. The f0110Wlng courses, drawn from the Macomb County Community College 1966-67 cata- logues, are representative. Tech 605: Technical English English composition: functional grammer, me- chanics and spelling. DevelOps skill in eXposi— tory writing. Tech 802: Industrial English Work in research, organization, outlining, prOper methods of discussion, oral reports, short 163 Speeches and other means of demonstrating per- sonal effectiveness in communication. - I. Tech 645: Psychology Motivation and learning ability as related to interpersonal relations on the job; employee selection, intelligence and aptitude tests, su- pervision, industrial conflict and job satis- faction. Personal and group dynamics. Appli- cation of prinCiples of mental hygiene to ad- justment problems as a worker and as a member Of society- Fifth, there are several instances of community college courses in which prOViSion is made for variable credit. In effect, the instructor makes a contract with each student at an early meeting of the class at which time the student declares his intention of working for 3, 4, or 5 credits. Supplementary reading, independent study pro— jects and special research problems are assigned to the student who elects additional credit. These five procedures represent various means by 'which provision 18 made, within a single institution, to accomodate students With widely divergent interests and aabilities. In addition, it must be noted that, within the cxmnprehensive community college, the various one and two- ywaar curricula are, themselves, designed to accomodate a wdxie range of aptitudes and skills. Given the total pro— grtnn, it becomes the responsibility of administration and 164 counseling staff to effect a suitable matching of student and curriculum. This has proven to be no simple matter. The procedures described above represent instruc- In the concluding chapter of the present study an alternate process is described, one which proceeds from the premise that, in spite of marked differences in ability, interest, and predisposing experience, students have, nontheless, a great deal in common. It is proposed that a central core of experiences in the Humanities might be provided for all students. transfer and nontransfer alike, with an overlay of cortical and additive elements to allow for varying levels of student involvement, to the end that the well- prepared student might be challenged and that the less competent student, academically, would not seem predestined to fail. CHAPTER VI THE INTERDISCIPLINARY HUMANITIES COURSE: A SURVEY OF THE OPINION OF MICHIGAN COMMUNITY COLLEGE TEACHERS AND ADMINISTRATORS In January, 1966, an instrument was devised for the purpose of assessing the attitude of a group of knowl— edgeable community college administrators and instructors toward the Humanities Course. Twenty-two community colleges were, at that time, either fully Operative or planning to Open the following September. As noted earlier, it was established that 7 of the 22 colleges were currently offering the course, under somewhat differing titles, and that 8 other colleges were "making plans for its introduction." In a subsequent course-distribution study made in November, 1966, and described in Chapter V, it was found that a total of 8 institutions were, in fact, offering 82 individual sections of a humanities survey course. Though 165 166 identifiable as such, there was found to be considerable divergence of opinion among institutions with regard to the optimal form and content of the course. Included among the 88 individual humanities sections were 22 class sections bearing the catalogue title: The History of Western CiVilization but having, in practice, a strong humanities emphasis. It must also be noted that 73 of the 82 sections were found in 4 of the 10 colleges reporting, the remaining 9 sections being distributed among the other 4 institutions. The indeterminate nature of the Humanities course offering led to the belief that some value would derive from an exchange of views between those responsible for its supervision and development. Initially, it was necessary to establish contact with a single indiVidual on each campus, who, by virtue of eXperience or special training and interest, would be best qualified to respond to the questionnaire. Of 18 persons contacted in February, 1966, all but one indicated an interest in responding to the instrument which has been entered as Appendix C. Among the respon— dents were 2 college presidents, 3 academic deans, 5 167 department heads and 7 teachers with Special interest and competence in the field. The following questions served as a guide in devel- Oping the questionnaire; 1. What should be the puppgsg of a community college Humanities Course? 2. In what way might one hOpe for the student to be ”different” for haVing taken the course? 3. What are the majgp_p§gblem§ encountered in attempt— ing to develOp a course apprOpriate to the per— ceived interests, abilities and academic goals of community college students? 4. For what segment of segments Of the student popu- latign should the course be deSigned? The purpose of the questionnaire, then, was to determine the extent of agreement among a select group of informed teachers and administrators Within the community colleges of Michigan. This concensus might, then, serve as a valuable reference in a field of study Within which. perhaps more than any other, expertise is difficult to es— tablish. The questionnaire is entitled THE INTERDISCIPLINARY HUMANITIES COURSE AT THE COMMUNITY COLLEGE. A record of the Opinion of Selected Instructors and Administrators in the Community Colleges of Michigan. A summarization of the res- ponse to the five units of the questionnaire follows. Response to the Questionnaire Response to Unit I Unit I of the questionnaire represented a listing of a1- ternate purposes: 25 phrase-items which the correspondent was asked to evaluate on a 4-point scale. ranging from "relatively unimportant in this cgppgxp" to "extremely important." A majority of correspondents held the following emphases to be important. (The first number. in each of the following brackets. represents those who considered it rather important. the second number. those who considered it expgemely important.) An Interdisciplinary Humanities Course should: -be organized around the study of recurrent concepts and hu- man problems. moving quite freely across centuries of time. (6/7) -examine the relationship of the arts. broadly conceived. to the ethical systems and social philOSOphies out of which they develop. (6/8) -acquaint the student with works which represent the "highest achievement" in drama. literature. music and the visual arts. (8/7) ~illustrate time way in which the creative personality trans— cends the limits of his Own era and relates to the universal aspects of human experience. (7/6) -help the student to enjoy and understand the arts as they affect his daily life. (4/10) -stress the development of "critical judgement." helping the student to recognize the criteria by means of which effec— tive evaluation is made possible. (7/8) -demonstrate the interrelationship of the arts; the way in which knowledge of one contributes to an understanding of another. (4/11} 168 by SC 169 —stress the idea that the Humanities Survey can function as the beginning of a life—long interest. (3/13) -even in a three-term sequence. make some reference to the "arts and ideas" of the non—Western world. (4/8) -enhance the student's sensitivity to humane values. (4/11) -by introducing the student to widely divergent points of view. encourage him to structure the intellectual accumula— tion of his own life and attempt to develcp a coherent philOSOphy of his own. (5/11) The following were held to be "relatively unimportant” a majority Of correspondents: (In parenthesis. the number responding.) The Humanities Survey should: -stress historic detail as an important end in itself. (16) -provide a relatively fixed body of information. in general the same. i.e. not dependant on the Special interests and training of the individual instructor. (l4) -follow the Great Books format. "reading and talking about important literature of the Western tradition.“ (14) -give the student. whenever possible. an opportunity to par- ticipate actively in one or more of the arts. (11) —address itself primarily to the intellectually superior student. (11) -stress cognitive goals primarily. the acquiring of informa- tion per ss. (15} Considerable divergence of Opinion was noted in the response to the following statements: (The first number gen- erally fgg; the second. generally ggginsp.) 170 The Humanities Survey Course should: —follow the traditional historic chronology, from point X {perhaps Hellenic Greece} to the present. (8/9} -deal, at the outset, With contemporary issues and con— cerns, then ”move backwards into history.” (8/9) -stimulate an interest in "intellectual activity for its own sake,” apart from immediate utility. {10/7) —stress affective goals primarily, the acts or responding and of valuing. (9/8} _give primary emphasis to the arts of listening, seeing and reading analytically. t"9/8) teenage; i9-!uia_ll Unit II of the questionnaire related to the problem of defining the course, of establishing Objectives, of se- lecting texts and supplementary materials. ApprOXimately two-thirds of the correspondents were of the opinion that “it would contribute substantially to the strengthening of the Humanities Course if a clear and comprehenSive statement of objectives could be developed." It was agreed that this should represent a "general state- ment, non-speCific as to form, content and course mechanics, a listing of goals in the affective domain” rather than "a content outline, or a detailed listing of the major headings and sub-headings of the course.” 171 By the same majority, it was felt that there is not available, at this time, any statement of objectives which would.meet with wide acceptance, To the question whether it is possible to devise such a statement, 12 or 17 replied No or Uncertain. A substantial majority were of the belief that inter- disc1plinary survey courses are Cirrently held in higher re- gard by college teachers and administrators than they were, for example, ten years ago. The following texts were listed in response to the question; ”If the course is now being offered on your cam- pus, what text, or texts, are you using?” Correspondents were asked, if they Wished, to indicate an opinion as to the ”appropriateness of each text for use at the community college level." (1) excellent {2) adequate (3} inadequate. Brinton, C., ChristOpher, J. and Wolff, R.; A History pf_§iyili§atipn, 2nd ed., 2 vols., Prentice-Hall, New York, 1962. §2i COpland, Aaron; What to Listen for in MuSic, revised ed., McGraw-Hill, New York, 1957. =1} Dudley, Louise and Faricy, Austin: The Humanities, Ap: plied Aesthetics, McGraw-Hill, New York, 1960. (l) Easton, 8.: The Western Heritage, revised ed., Holt Rinehart and Winston, New York, 1966. i2) Fremantle, A.: The Age of geliefy_lhe Medieval Ehilg- gophgrs, Mentor Books, New York, 1955. 172 Gardner, Helen; Art Through the Ages, 4th ed., Har— court Brace, New York, 1959. \2) Herndon, S. et al. feds.): The Humanistic Tradrtion, Holt Rinehart and Winston, New York, 1964. (2) Santillana, G.: The Age of Adventure, The Renaissance Philosophers, Mentor Books, New York, 1956. Stace, W. T.; Beligion and the Modern Mind, Lippincott, Philadelphia, 1952. Taylor, Joshua: Learning t2_rggk. The UniverSity of Chicago Press, 1961. Thompson, Karl F. (gen. ed.): CTassrgs of Western Thoughr, Harcourt, Brace & World, New York, 1964. (l) Cited by 3 correSpondents. Three volumes: Nulle: S. H. ied-I: IE?-§QE£§32“WQELQ Thompson, K. F. (ed.): MiddTe_Ages, Renaissance and Befgrmstiee Hirschfeld, C. (ed.) The Modern Wper nxlltank. T. and Taylor, R.; Cryilization, Pa§r_agd Presgnr, 3rd. ed., 2 vols., Scott Foresman, New York, 1955. (2) Wold, M. and Cykler, E.: An Introduction to Art and Music in the Western_Wngd, 2nd ed., W. C. Brown Company, Dubuque, 1960. \l) Cited by 2 correspondents. The follQWing titles were supplied in answer to the question: ”If you were to change, what text (or texts} might you select?” Cross, N. and Lindau, L., The Search for Personal Free- dom, 2 volumes, W. C. Brown Company, Dubuque, 1950. Fleming, W., Arts and Ideas, rev. ed., Holt, Rinehart and Winston, New York, 1963. McNeill ,IN.: The Rise of the Wesr, The UniverSity of Chicago Press, 1963. 173 Thompson, Karl F. (ed.), ClaSSlCS of Western Thought, 3 paperback volumes, Harcourt, Brace & World, New York, 1964. A collection of paperbacks (cited by 3 correspondents). A series of questions relating to the use of audio- visual materials yielded the following information: 1. Audio-Visual materials were adjudged, by all corre— spondents but two, to be "extremely useful" in con- nection With the Humanities Course. The following type of material was listed as "cur- rently used” by the number of correspondents indi- cated: slides (7) recordings, music (5) recordings, poetry and literature {2) overhead projector (2) filmstrips (4) prints (3) videosonic, prOjector and recorder {1} charts and maps {2) museum Visit and community architectural survey (1) films {2) All correspondents but two indicated that they “would be inclined to make greater use of the new instructional media, if material of an appropriate quality and level of difficulty were available." Response to Unit III Unit III of the questionnaire dealt With "Special problems relating to the course." Adjudged severe by a ma- jority of correspondents were the following; 174 —the lack of apprOpriate texts -the difficulty of determining who should teach the course -the wide range of academic ability among community college students —the degree to which success in the course should be made to depend on "a high level of reading proficiency" —accomodating to the SpeCial needs of (l) the transfer and \2) the non—transfer student —deViSing effective measures for evaluating student progress The following were considered moderately severe: -the lack of audio-visual and self-study materials suitable for use in this area and at this instructional level ~the problem of articulation with parallel courses at the college or university —the difficulty of finding ways to “relate the human— ities“ to the pre—college eXperience of the student —the lack of suitable primary source material -lack of agreement With respect to cognitive and affec- tive goals The following seemed to present no major problem: -availability of funds for renting or purchasing audio- visual materials —agreement With regard to course content —determining whether or not prerequisites (aptitude or course) should be Specified —the problem of enlisting student interest in the course 175 Response to Unit IV Unit IV dealt with fgrm and mechanics. The corre- spondent was asked to express an opinion as to the “rela- tive weight" which should be given to each of a number of instructional procedures. It was the concensus of Opinion that maXimal weight should be given to the following. —reading from primary source material -reading from a text or commentary -the use of guest lecturers, whenever feasible -audio-Visual material as a primary instructional device -the use of class-related experiences: field trips, concerts, exhibits, etc. —alternation of lecture and guided discussion, in the same period -aSSigned reading in current periodicals and journals —evaluation by means of a few major tests -reliance on subjective tests primarily It was felt that Te§§_wegghr, relatively, should be given to the following, listed in order of decreaSing im— portance: -the formal lecture -discuSSion—tutorial and formal lecture, in alternate class periods. 9 176 -provision for ”honors projects” for students with speCial interest and competence —the attempt to involve the student in the act of manipulating media, of "creating” —providing a content outline at the beginning of each class meeting -team teaching as a primary instructional procedure -verbal reports by specially prepared students, as in— dividuals or in panels -evaluation by means of frequent tests and quizzes Response to Unit V Unit V related to the question: "For whom should the Interdisc1plinary Humanities Course be designed?“ Four- teen of the seventeen correspondents felt that the course should “be open to all students, Without speCial qualifica— tions or prerequiSites.“ The minority held that it should be open only to those Freshmen Whose transcripts indicate an average or better than average high school record, or Whose scores on aptitude tests fall above a prescribed level. Eleven of seventeen assented to the statement that ”the Humanities Course should be an integral part of all student programs at the community college, in the same sense that Communications Skills and Political SCience are." 177 The minority held that it should be offered as a general education elective, not required in either the transfer or in the non—transfer curriculum. Four indica— ted that it should be limited, as far as possible, to those students wno have demonstrated average facility, or better, in reading and writing skills. Two were of the belief that it should be required, but only of the prospective transfer student. The folloWing statement was accepted by eight cor— respondents and rejected by nine; ”The course should be taught in such a way that g9 distinction is made between the transfer and the non-transfer student.” Five of those dis- senting accepted the Option that a gimmgg_ggre be presented to both groups, with supplementary work being provided for the transfer student. The idea was universally rejected, however, that transfer and non—transfer students should be dealt with in separate sections. Summary and Discussion of Response The present investigation has focused upon two aspects of a complex problem. First: What conceptual image does this group of inform- ants have of the Tnterdisciplinary Humaniries Course? What do they conceive to be its purpose? Second: To the extent that agreement can be reached in outlining the purpose of this course. what is the prevailing opinion with regard to that rgrm and gggregr most likely to achieve these pur- poses in the community college setting? The responses provided by this group of 17 teachers and administrators would seem to support the following gen— eralizations relative to the first question: The Humanities Course should involve the study of pro— found. recurrent human problems and values. largely through an examination of man's cultural achievements. the record of his search for truth and beauty as revealed in his art. literature. music. and philOSOphy. Two distinct processes were recoqnized: fl) knowing. becoming informed through disciplined thought on connected ma— terial. and (2) valuing. developing a sympathetic response which. hOpefully. will promote a life-long interest in the processes here begun. The Humanities Course. as viewed by these respondents. would seem to imply a procedure or a direction rather than a 178 179 prescribed itinerary. It was held that a vital experience might result from a variety of forms and methods. as long as student capabilities. interests and needs were kept in mind. The response to items relevant to question two re- flected the opinion that a course is viable only to the extent that its objectives can be made meaningful to the students for whom it is designed. If a course is. in fact“ to enlist stud— ent interest and to provide an avenue of growth. it must take into accornt the student's previous experience. his present concerns and capabilities as well as his personal and academic goals. It is apparent that agreement could readily be reached in the matter of establishing broad course objectives. To What extent did these respondents agree in matters of content and form. elements which are likely to reflect (l) the special training and interests of the instructor. as well as (2) the academic climate and the self-image of a particular institution? It was generally agreed that the Humanities Course should call for extensive reading from primary source material. texts and commentaries. current periodicals and journals. The diSparity of texts "now in use or being considered for adOption" gives rise to questions such as these: Should one of the disciplines serve as a "ground" to which the others will be related? If so. should this role be performed by art. by literature. by 180 philosophy or, perhaps, by history? If this option were accepted, a majority of correspondents would seem to favor the arts, broadly conceived, and a somewhat smaller group would favor literature. Does the lack of agreement in the chOice Of instruc— tional materials reflect (a) the absence Of any coherent patteniof training for instructors in this academic field or (bl the dearth of materials pro— duced with the community college student specifi— cally in mind? With respect to classroom procedure, the Opinion was widely held that the ”formal lecture” should be given some— what less emphasis than it now is. The favored alternatives were, in this order: (1) guided discussion, {2) audio— Visual materials and :3) class—related experiences, 1. e. field trips, exhibits, concerts, etc. It seemed evident, however, that this sentiment had not, to any large degree, been translated into practice. The "formal lecture" has continued to reign supreme, except in a few instances. Nevertheless, a Substantial majority were Of the opinion that audio—visual materials could be ”extremely useful" in connection With this course, if they were "Of an appropriate quality and level of diffi- culty.“ It is recognized that the above conclusions reflected the Opinion of a relatively small sample Of teachers and 181 administrators, a total of seventeen. The alternative would have been to select a broader sample made up, to a large degree, Of individuals with little or no direct experience with the course in question. It was believed that a more valid assessment of the Michigan community college situation With respect to a particular course would derive from the judgment of a more limited sample of interested and experi— enced persons. That this choice should present itself, is a reflec- tion of the fact that interdisciplinary general education and liberal arts courses have not been strongly emphasized Within the community college curriculum. The literature pOints to the following reasons for this deficiency: l. The transient nature of the community college population and the uncertainty of many students with regard to apprOpriate academic goals: 2. The Circumscribed nature Of all one-year and of many two—year technical-vocational programs, with little or no provision being made for general education electives; 3. Severe academic defiCiencies on the part Of many students, serving as a limitation upon the type of coursework in which they can be meaningfully involved; 182 4. The pragmatic mind-set which tends to endow with importance only those courses which appear to be demonstrably “useful” or clearly applicable to a prescribed course of study; 5. Uncertainty as to the transfer value Of experimental and interdisciplinary courses, resulting in a tendency to “play it safe;" 6. The lack of teacher training programs deSigned to supply general educationists and interdiscipli- narians and the reluctance on the part of college teachers to renounce the safety of academic speciali- zation. Leland Medsker speaks to these points in saying that. one Of the major unfulfilled claims of the junior college is its commitment to general education. The information gathered in the process Of a study re- vealed that in the majority of two—year colleges, relatively little had been done to meet the objec- tives of general education. For example, only a few colleges had develOped speCial integrated courses as a means of helping students Obtain a com- prehensive background in interdisc1plinary fields. Most colleges [have] relied on conventional aca— demic courses to meet the needs of general educa- tion. This method in itself is not necessarily to be criticized. The shortcoming lay, however, in the fact that in many colleges neither the faculty nor the administration appeared to be concerned whether or how the conventional courses were meet- ing the Objectives Of general education. Further- more, in many colleges which claimed to rely on conventional courses as a means Of achieving a general education, there was no assurance that students would necessarily experience a broadened education. Frequently certain limited statuatory requirements plus one or two locally required subjects were all that was specified for graduation. 183 Beyond that, the student was eXpected to satisfy the requirements for his major and to elect other subjects to complete the two years work. Only a few colleges attempted to effect a sampling of electives to introduce the student to the various disciplines. Presumably, the junior college is no more responsible for fulfilling the objectives of gen- eral education than any other type of college. However, since most of its students do not go beyond the two years of college, prOViding some breadth of background for them, under the limita- tions of the two-year period, is particularly important in the junior college. (106:26) James Thornton, in a study of practices in general education, examined the catalogues of thirty public junior colleges representing, in l958, one-twelfth Of the public junior college membership of the American Association of Junior Colleges. Enrollments ranged from approximately 100 to 10,000 full—time students, and colleges from every region Of the Association were included in the sample. He reported that, of the thirty colleges sampled, only one college was found to have a broad distributional re- quirement, With ten units required in each of the fields of humanities, social sciences, natu- ral sciences and mathematics, and vocations and professions. Other colleges made much more Specialized requirements of courses designed tO prepare their students for 'the reSponsibilities which they share in common.‘ Nevertheless, the evidence indicates that only a minority Of the public junior colleges have attempted to make certain that their students receive a comprehen- sive general education. (140:200) 184 A Similar conclusion was reached by James Reynolds who, in 1945, found evidence which led him to doubt that junior colleges had well—defined policies governing their provision for the general education needs of students. He concluded ”that the area of general education in most public junior colleges had received little or no attention." (195:32) The Educational PoliCies Commission of the National Education Assoc1ation in a recent statement called for uni- versalization of post high school education, much as high school education is generally universalized now The asser- tion is made that, in the kind Of world in which we live, fourteen years of formal schooling is not a "luxury but a necessity." If this policy were to become an eventuality, there would be a need, beyond that which now exists, for devel- Oping a variety of general education courses apprOpriate to the interests and abilities of a large, heterogeneous stu- dent population. A rich diversity of coursework in the humanities and soc1al sciences would need to be provided, courses which would be meaningful to students of Widely dif- fering backgrounds and With substantially different goals. CHAPTER VII ATTITUDE OF SELECTED TEACHERS IN THE COMMVNITY CCLLEGES OF MICHIGAN TOWARD INSTRUCTIONAL INNOVATION AND TOWARD A HYPOTHETICAL INSTRUCTIONAL MODE Matthew Miles refers to "a latent disequilibrium which makes innovations actually welcome.” 108:41) The literature provides many statements in support of the con- tention that "we are at the take-off stage for a technolog- ical revolution that promises to engulf education. I use the word 'prcmises' deliberately.” says James Finn. "instead of the . . . fear-word ‘threatens.' For it is only by this promise of the applications of technolOgy to education that I feel we have a chance to make the necessary educational contributions to the solution of our difficult and eanper- ating . . . problems." (50:64; In November. 1966. an instrument was develOped as a means of surveying the attitude of Michigan community 185 186 college instructors in certain non-science. liberal arts. and general education fields toward (1) a hypothetical in- structional process and (2) concepts embodied in quotations from literature dealing with educational innovation. On the baSlS of an earlier study. reported in Chap— ter VI. it seems evident that administrators responsible for the develOpment Of a Humanities Course in the community colleges of Michigan have. for the most part. been aware of the value Of employing a variety of instructional modes as a means of reinforcing and complimenting the lecture. Our interest. at this point. is directed to the attitudes of cepts and procedures. Modern teaching calls for integrated and highly organized use of instructional resources. but the present situation is characterized. and complicated by the persistence of traditional patterns of instructional organization and prac- tice and the encroachment of new ideas and new technology. For this reason. our use of educa- tional media. for example. is still uncertain and experimental. and administrative provisions for their management are tenuous. varied. and changing. to say the least. (l6:vi) The present instrument/entered as Appendix D. was chesigned to test the validity of the statement. often made. that the community college. subject to conflicting pressures from.the society which it serves and from the senior 187 institutions with which segments of its program must articu- late. has chosen to conform rather than to experiment. On the strength of a nationwide survey conducted in 1964. B. Lamar Johnson concluded that, the general picture is one of significantly less experimentation than would be expected. or certainly hOped for. in an institution which is Often referred to as "the most dynamic unit of American education.‘ (92:13) The traditional educational devices of speech. books and chalkboard grg being supplemented. But the pro- cess of supplementation may also change the manner in Which decisions are made in the educational process. It is gen- erally recognized that effective instruction Will involve more than a mere regrouping Of forces and facilities. the piecemeal adding Of new "aids" to instruction. Brown and Norberg call for "a more inclusive form of management of instructional resources than we have known in the past." (16:Vii) It is commonly observed that the humanities and the social sciences have been less affected by the ”educational revolution" of our times than have science. mathematics. and foreign language study. It is in these fields that most of the experimental curricula have been constructed. For this reason. and as previously noted. the questionnaire 188 was directed to instructors in the non—science. liberal arts. and general education fields. Developigg the Instrument The Population As of September. 1965. there were 19 fully operative community colleges in the state Of Michigan. It was from this population that the sample was selected. Oakland Community College. though founded in 1964. was initially excluded. The Oakland curriculum is recog— nized throughout the nation as being highly innovative. It was felt that the Instructional Innovations Questionnaire. sent out under the auspices of the Bureau of Research and Educational Planning of the Michigan State Department of Education. might appear intrusive at this early stage in the development of an experimental curriculum. The names and founding dates of the eighteen colleges from which the sample was finally drawn are listed below: Alpena '52 Kellogg '55 Bay de Noc '63 Lake Michigan '46 Delta ‘58 Lansing '57 Flint ’23 Macomb County ~54 GOgebic ’32 Muskegon County '26 Grand Rapids '14 North Central Michigan ’58 Henry Ford 38 Northwestern Michigan '51 Highland Park '18 Port Huron ’23 Jackson '28 Schoolcraft '61 189 190 Selection of the Sample An initial contact was made with the president or academic dean of each Of these institutions. Sixteen of eighteen indicated their interest in the study and their Willingness to cooperate. It was determined that a representative sample of Michigan community colleges would need to reflect various institutional characteristics which set them apart. namely (1) size of student body. (2) length of Operation. (3) location or setting of the college. and {4) relative em- phasis given to transfer and to technical-vocational pro- grams. The following institutional sub-categories were established: 1. Size of Student Body as of September. 1965 a. Very large: head-count in excess of 6.000 b. Large: head—count between 3.000 and 6.000 c. Medium: head-count between 1.500 and 3.000 d. Small: head—count less than 1.500. 2. Length of Operation a. Established prior to 1945 b. Established since l945 191 3. College Setting a. Metropolitan (in excess Of 500.000 population) b. Large Town (between 100.000 and 500.000 popula— tion) c. Small Town (less than 100.000 population). 4. Balance of Curricular Offerings as of September. 1965 a. Less than 10 per cent technical-vocational b. From 10-18 per cent technical-vocational c. More than 18 per cent technical-vocational From the 18 institutions in the population. the fol- lowing 9 were chosen tO comprise the sample: Two very large institutions: Flint Community College (6378 head-count) 2) Established prior to 1945 3) Large town setting 4) More than 18 per cent technical-vocational Macomb County Community College (8907 head-count) 2) Established since 1945 3) Metropolitan area setting 4) More than 18 per cent technical-vocational Two large institutions: Grand Rapids Junior College (4174 head-count) 2) Established prior to 1945 3) Large town setting 4) From 10-18 per cent technical-vocational 192 Lansing Community College (3409 head—count) 2) Established since 1945 3) Large town setting 4) More than 18 per cent technical-vocational Three medium-sized institutions: Jackson Community College (2710 head-count) 2) Established prior to 1945 3) Small town setting 4) From 10—18 per cent technical—vocational Lake Michigan College (2046 head-count) 2) Established since 1945 3) Small town setting 4) Less than 10 per cent technical—vocational Port Huron Community College (2628 head-count) 2) Established prior to 1945 3) Small town setting 4) From 10-18 per cent technical-vocational Two small institutions: Alpena Community College (719 head-count) 2) Established since 1945 3) Small town setting 4) From 10-18 per cent technical-vocational Gogebic Community College (377 head—count) 2) Established prior to 1945 3) Small town setting 4) Less than 10 per cent technical—vocational 193 In point Of Size, the sample is thus comprised of two very large, two large, three medium—sized and two small insti— tutions. Five of the nine institutions were formed prior to 1945. The oldest of the institutions in the sample was formed in 1914, and the newest in 1957. With respect tO the college settings, two institutions were located in a metrOpolitan area, two others in or near a large town, and the remaining five in relatively small towns. With regard to the balance between curricula which are primarily transfer—oriented, and those which are technical- vocational in nature. 1. in each of three colleges in the sample, technical- vocational coursework comprised 19 per cent Of total offerings and, in another, 37 per cent; 2. the remaining colleges Offered 12, 11, 10, 6 and 3 per cent, respectively: 3. the mean percentage among all colleges in the sample was 15.1 per cent technical—vocational. Nature of the Instrgmegr Having examined the 1965-66 catalogues of the nine institutions in the sample. it was estimated that approxi- mately 350 instructors would be teaching within the broad 194 category: non-science. liberal arts. and general education. A local contact person was established on each campus to cir— culate and collect the questionnaires. The following note was signed by the contact person and attached to the instru- ment: This questionnaire is sponsored by the Bureau of Research and Educational Planning of the Michi— gan State Department of Education in COOperation with the Learning Systems Institute at Michigan State University. It is being directed to several hundred in- structors in nine of the Michigan Community Col- leges and will prOVide information regarding the attitude which we hold. as individuals and as members of a group. toward innovative processes which are being 'tried out“ both in Michigan and throughout the country. Will you please respond to it prcmptly and return it to my office? Incidentally. there is provision on page seven for you to request a copy of the final report. A total of 271 instructcrs completed and returned the questionnaire. or 80.2 per cent of instructors esti— mated to fall within the population. Essential information was missing from 13 of the 271 questionnaires. These 13 were excluded. leaving a total of 258 usable replies. Elements of the Questionnaire The complete document. entered as Appendix D. is comprised of the following units: l. 195 A hypothetical instructional procedure. with pro— vision for two response modes. general and detailed; A series of quotations drawn from the literature which deals with educational innovation. asking the respondent to indicate his reaction to the ideas contained; A check—list of instructional devices and procedures with provision for indicating which. if any. had been utilized by the respondent during the 1965-66 academic years and A request for bioqraphical and professional infor— mation. Response to the Questionnaire Response to Unit 1: The Hypothetical Instructional Procedure A prototypic weekly schedule was described, to in— volve (1) a one—hour lecture early in the week, class size unlimited, (2) a mid-week lecture—laboratory, approximately two hours in length, class Size unlimited——essentia11y a ”teaching forum” employing a wide range of media capabili— ties and (3) a small—group, end—of-the-week discussion period, limited to 10-12 students. General ReSpggge In the general response to this format, the respon- dents were asked to indicate whether they were (1) generally favorable to the plan, (2) generally unfavorable, (3) uncer— tain or uggegidgd, The instrument was deSigned to measure the attitude or mind—set of community college personnel toward instructional innovation, generally, rather than toward Specific procedures or techniques. For this reason 196 197 it was determined that the important distinction, in this instance, was between those generally favorable and unde— cided, on the one hand, and those unfavorable on the other. The reSponse modes 1 plus 3 zgenerally favorable and undeCided) is here expressed as a percentage of total re- Sponse, 1 plus 2 plus 3 (generally favorable, generally un- favorable and undecided.) Given this construction, 81 per cent of respondents indicated that they were generally favorable gr undeCided, and 19 per cent Signified that they were generally unfavorable. Detailed Response Two prov1SionS were made for a detailed response to Unit 1, the prototypic instructional format. First: brackets were inserted after each of the informational bits or elements incorporated into this unit of the questionnaire. Respondents were instructed to place ari {X} in the bracket following any element, the effective- ruess of which they Wished to question. A total of 29 ibrackets were inserted. The average number of checked lxrackets, per respondent, was 3.2, which suggests that the 198 instructional format was deemed generally acceptable by a majority of respondents. Second: respondents were asked to indicate (1) agree- ment (2) disagreement or {3) uncertainty With respect to a series of statements regarding the instructional process identified as Unit I. Eighteen statements were supplied: ten, generally supportive of the process and the remaining eight, generally non-supportive. Assuming a consistent point of view, the reSpondent who tended to agree with the first set of statements would tend to disagree With the second. Included at this point are 4 of the 18 statements: two which are representative of the supportive set, and two of the non-supportive. I believe that the instructional process being con- sidered would: la. tend to result in closer contact between student and instructor (supportive) lb. tend to stimulate the development of alternate com- munication techniques to complement the lecture (supportive) 2a. tend to depersonalize the instructional process (non- supportive) 2b. tend to be more acceptable to the administration than to the faculty (non-supportive) 199 A tabulation of the response to the two sets of state- ments revealed that 77 per cent of respondents were found to be in general agreement with the 10 supportive statements, and that 57 per cent eXpressed disagreement with the 8 statements Which were non—supportive. AS noted preViouSly, a consistent reSponse would tend to be in agreement with the ten supportive statements and in_disagrecmcnt with the eight which were non-supportive. The reverse would also form a consistent response. In conSidering the detailed response mode, it is hypothesized that indiViduals who are undecided or ungegtain Wlth reSpect to a certain statement are in the process of “weighing evidence." Assuming that the statements do, in fact, represent valid pOints of controversy, it may further be assumed that professional educators either (1) have an Opinion or (2) are presently engaged in forming one. Our interest, at this point, iS less in the detailed nature of the response than in the general direction of its flow. The underlying question has been: "to what extent are instructors in the community colleges of Michigan inter- ested in and receptive to the concept innovativeness as it may apply to educative processes within the community college?" 200 The important distinction for the purposes of this study would seem to be the distribution and range of unquali- fied agreement gr disagreement with the problems posed by the questionnaire. To recapitulate, in the detailed responses to Part I of the questionnaire, 77 per cent of instructors within the sample were in agreement with the supportive statements, and 57 per cent were in disagreement with the non-supportive. The Shape of this response would suggest that this portion of the instrument was internally consistent and that the findings are, to this extent, reliable. Resrxanse to Unit 2: Quotations from the Literature Within this unit, instructors were asked to indicate \Mhether they (1) tended to agree, (2) tended to disagree or (3) were uncertain with respect to the validity of ideas endmodied in direct quotations from current literature deal- ing Mdth educational innovation. The following statement is representative: College teachers have placed an undue reliance upon the lecture method and have been slow to develop other useful communication techniques. (17:42) 201 While the items were identified as quotations, the name of the author was, in each case, omitted in order that each idea might be considered on its own merits. In percentage of total response to the eight state- ments, 55 per cent of respondents expressed agreement, 22 expressed disagreement, and 23 per cent, uncertainty. Where agreement and disagreement responses are con- sidered separately, apart from uncertainty, a total of 72 per cent of respondents were found to be in essential agree- ment with the statements, at least five of which appear to be rather controversial. Response to Unit 3: An Inventory of Instructional Procedures Unit 3 was designed to provide an answer to the fol- low1ng questions: 1. To what extent had the community college instructors in the sample made use of complementary teaching tools, for example, tape and disc recordings, multi— image projection, the film-clip, microfilm, slide sets, and the student responder device; 2. To what extent had they found an opportunity to utilize experimental teaching procedures, i. e. other than those involved in the traditional lecture- discuss—test format? 202 The unit was presented in the form of a 24-item inventory. The first twelve items represent teaching tools or media capabilities, some of which are generally available and widely used, others of which may be found in relatively few institutions. Closed circuit television, the student responder device and backlighted, multi—image projection are representative of the latter. The remaining twelve items represent teaching procedures which do not involve the use of instructional hardware. The following items are representative: con- tent pre-test or inventory at the beginning of a term, maintenance of a reading or study log, the programming of certain elements of a course, etc. No attempt has been made to deal with the Unit 3 findings statistically. Our interest here, as elsewhere, has been in a general assessment of interest and attitude for the insight which it would provide in helping to for- mulate viable objectives and guidelines for the Interdis- ciplinary Humanities Course. The Unit 3 heading was as follows: "Please indicate which, if any, of the following devices and procedures were used in connection with your classes during the 1965-66 adacemic year. Mark l_in the appropriate Space if used occasionally, and 2.if used routinely or frequently." 203 The response was tabulated in this manner. A three point scale was established, the number 1 being assigned to instructors who had made SQB§1§§£§§12.US€ of the devices and procedures listed. The number 2 was assigned to those who had made moderate use of these capabilities, and the number 3 to those individuals who had made 11£El§m9£_99 use of them. On the 3-point scale, with 1 indicating EQQEEQEESElE use, it was determined that a utilization index of 1.8 would fairly represent the 258 instructors in the sample. It is surmised, on the basis of this ev1dence, that com— munity colleges instructors in the non-SCience, liberal arts and general education fields make moderate use of the deVices and procedures listed. L1_r_ii_t_~__£1.__:__§_ieqrsehisel and ProfeSSional Daee Fourteen items of information were called for at this point: (1) name, (2) community college where employed, (3) title, (4) age category—-whether 20-35, 35—50 or over 50, (5) highest degree held, (6) college or univerSity where degree was granted, (7) major and minor fields, {8) subsequent graduate work, at what institution and in what 204 fields, t9) work experience other than teaching, (10) years in college teaching, (11) years in secondary teaching, (12} other colleges in which respondent had taught, (13) courses taught in 1965-66, and {14) other courses taught previously. A tabulation of the 258 replies revealed that: --70 per cent of respondents were male and 30 per cent female; --89 per cent held the Masters as their highest de- gree, 4 per cent the Bachelors and 7 per cent the Ph. D. or some other; --36 per cent were 20-35 years of age, 41 per cent were 35-50 and 23 per cent were over 50; --the highest degree had been earned in 55 different colleges and univerSitieS, with Michigan State University, the University of Michigan and Wayne State University accounting for 51 per cent of the total; --18 different teaching fields were represented in the pOpulation, With a mean of 10 per institution; --the average number of years in college teaching was 5.2, with an institutional low of 2.7 and a high of 7.2: --the average number of years in teaching "at the secondary level or other" was 5.0, with an in— stitutional low of 2.0 and a high of 9.1; --thus, the average number of years in teaching at all levels was 10.2, with 4.7 years as the institutional low and 15.8 years as the insti— tutional high, 205 Marginal Comments The respondents were invited to make marginal comments regarding any feature of the instructional scheme, and 42 per cent availed themselves of this opportunity. The comments were, for the most part, constructive and well—considered, the kind which professionals might be ex— pected to make. There were a certain number of responses, estimated at 2—3 per cent, which were distinctly hostile, and several indiVidual comments which would need to be cen- sored. The identity of the investigator had not been dis- closed. The respondents' only clues were that he was, in~ some way connected with the Bureau of Research and Educa- tional Planning of the Michigan State Department of Educa— tion and that the questionnaire was under the management of the Michigan State University Learning Systems Institute. It is surmised that the hostile responses were triggered by a latent distrust of "educational theory" and "theorists" and by a distaste for questionnaires, generally. Provision was made for the respondents to request a COpy of the final report, and 82 per cent so requested. 'This would seem to indicate that a majority of teachers 206 in the sample were, to one degree or another, profession— ally interested in the topic at hand: Innovation. Perceived Usefulness By Subject Field Immediately following the instructional procedure element of the questionnaire, a list was made of various subject fields, and the respondent was asked to identify those fields in which the given procedure would, in their estimation, be serviceable. The fields listed were as follows: social science, humanities, history, psychology, "appreciation" courses, political science, communication Skills, and "other." The mean response, per instructor, was found to be 3 subject fields of those cited above. In addition, the respondent was asked to indicate if the procedure outlined would be useful in his own teaching field. A total of 84 reSpondentS, or 30 per cent, so indicated. Analysis of the General Response Attention is directed to the general response. Item la. of the questionnaire. the point at which each individual was asked to indicate whether he was (1) gen- erally favorable to the instructional plan. (2) generally unfavorable. or (3) uncertain or undecided. The following variables were isolated in an attempt to determine the possible influence of each upon the re- Sponse mode. The attributeSSelected for study were (1) eeg of reSpondent. (2) ege of respondent. (3) years of £2222? inq experience at each of two levels. i.e. college. and sec— ondary or other. (4) college where highest degree was earned. (5) tendency to make marginal comments in reSpond- ing to the questionnaire. Response by Sex.--Of 258 respondents. 185 were men and 73 were women. at a ratio of 2.5 to 1. In the table following. the general response pattern is recorded by (1) total number and (2) sex of respondents. It may be noted that. among those generally unfavor— able to the instructional format. the ratio of men to women 207 208 TABLE 8 GENERAL RESPONSE TO PROTOTYPIC INSTRUCTIONAL PROCESS BY NUMBER AND BY SEX OF RESPONDENTS Response Mode ngal Men Women Ratio 1. Generally Favorable 151 107 44 2.4 to 1 2. Generally Unfavorable 51 40 11 3.6 to l 3. Uncertain or Undecided 56 41 15 2.7 to 1 stood at 3:6 to l. in contrast with the 2.5 to 1 ratio of men to women in the pOpulation. This would seem to indi- cate that a higher percentage of men. among those in the pOpulation are. to one degree or another. opposed to the type of instructional experimentation raised by the ques- tionnaire. If those selecting response modes 1 plus 3. taken together. are expressed as a function of the total response. modes 1 plus 2 plus 3. the ratio is found to be approximately 4 to 1. This seems to imply that in the population as a whole. for each individual who was generally opposed to the procedure outlined. there were 4 who were either generally favorable or who. for one reason or another. were uncertain or undecided. 209 Response by Aqe.--In the total pOpulation. 36 per cent of respondents were found to be 20-35 years of age. 41 per cent to be 35-50 and 23 per cent to be over 50. The table below provides a comparison between total—response- ratio and the response mode within each of the above age categories. TABLE 9 TABULATION OF RESPONSE MODE BY NUMBER. PERCENTAGE AND NATURE OF RESPONSE WITHIN THREE AGE CATEGORIES 1 Number and Number and Per cent So Re- Response Modes Per cent So Sponding By Age Categories ReSponding (N-258) (20-35) (35—50) (Over 50) N% N%N%;N% I T 1. Generally favorable 151 59 65 43 59 39 27 18 2. Generally unfavorable 51 19 23 45 18 35 10 20 3. Uncertain or undecided 56 22 19 34 23 41 14 25 Attention is drawn to the fact that 36 per cent of the respondents were 20-35 years of age. whereas 43 per cent (3f those favoring the proposal were found to be in this age category. Conversely. 23 per cent of the population were 210 over 50. but of those favoring the proposal. only 18 per cent were within this age group. Thus. an inverse relation- ship iS noted between age and the tendency. within the con- text of this study. to regard innovativeness with favor. Highest Degree Held.—-Four per cent of instructors in the pOpulation held the Bachelors as their highest degree. The Masters was held by 89 per cent. and the Ph.D. or other post-Masters degree was held by 7 per cent. It is interest— ing to note that. of the latter group. numbering 14 individ— uals. two expressed themselves as generally unfavorable to the process in question. nine were generally favorable and the remaining 3. uncertain or undecided. University Granting Highest Degree.—-Respondents had received their highest degrees in 55 different institutions. Of 258 individuals in the population. 142 (55 percent) had earned this degree at the University of Michigan. Michigan State University. or at Wayne State University. Their geg~ eral response. as to a total group and by institutions. is recorded in table 10. Length and Level of Teaching Experience.--AS noted. the instructors in the population had averaged 5.2 years of college-level teaching and 5.0 years of teaching at some alternate level. 211 TABLE 10 GENERAL RESPONSE BY INDIVIDUALS RECEIVING THEIR HIGHEST DEGREE IN UNIVERSITIES CITED Institutions N Percent Percent Percent Favorable Unfavorable' Undecided Michigan State University 40 63 17 20 University of Michigan 64 61 14 25 Wayne State University 38 55 21 24 Total Population 258 59 19 22 Table 11 records the length and level of teaching experience of groups of instructors differentiated by their general reSponse to the question here being considered. TABLE 11 LENGTH AND LEVEL OF TEACHING EXPERIENCE BY NATURE OF RESPONSE TO INSTRUCTIONAL PROPOSAL Years: Years: Years; Response Mode N College Secondary Total Teaching and Other Teaching 1. Generally favorable 151 4.8 5.3 10.1 2. Generally unfavorable 51 6.2 4.9 11.1 The above data suggests that innovativeness as a concept appears in a somewhat less favorable light to those instructors who have taught primarily. or for greater lengths of time. at the college as Opposed to the secondary level. This would seem to confirm Brown and Norberg's observation that the college instructor has often seemed the least willing of all educators to make ”stand— ardized" presentations of course materials through "systems." interinstitutional television networks. large—group instruction. programmed instruction. or team teaching. (16:130) The same observers conclude that the two greatest faults of college teaching appear to be: (1) an undue reliance upon the lecture method. and (2) failure to use an adequate and varied repertoire of communication techniques. (16:302) The present study seems to suggest that. on the contrary. a clear majority of those responding to the Instructional Innovations Questionnaire recognized the potential useful- ness of innovative processes and procedures in extending the benefits of higher education to the general population. There is evidence to suggest that a certain number of reSpondents would even accept John Gardner's statement that "the advances [in sciences and technology] will soon 213 make [the present world] seem like a delightfully Simple. old-fashioned. even primitive place." (59:14) Summary This record of the Opinion of selected Michigan com- munity college instructors in the non-science. general edu- cation. and liberal arts fields. seems to support the con~ tention that teachers at this level are. for the most part. interested in innovativeness as a concept. and aware of the need to adjust their own teaching procedures so as to take advantage of emergent instructional capabilities. There are signs to suggest that community college teachers are. by and large. willing to focus upon innova— tion and instructional technology as independent concepts. apart from whatever personal experience they may have had with faulty "hardware" and with inapprOpriate or poorly conceived instructional materials. CHAPTER VIII LEARNING PROBLEMS IN THE HUMANITIES The Structure of Learnieg Problems in the Fiele Introduction aeg Clarification of Terms To this point, the study has been concerned pri— marily With situational factors which have influenced the development of an Interdisciplinary Humanities Course Within the community colleges of Michigan. Attention has been di— rected to student characteristics, to existing coursework and curriculum patterns, and to various attitudes of com— munity college teachers and administrators. Chapters III through VII represent an attempt to provide an adequate footing for the concluding chapters in which the focus of attention is upon the Humanities Course itself. The task, in Chapters VIII and IV of the study, has been (1) to examine the nature of learning problems in the humanities, (2) to formulate objectives appropriate to the perceived interests and abilities of the community college 214 population, (3) to review certain situational factors. and (4) to outline a prototypic instructional process for the Humanities Course in the prescribed setting. It is necessary, at the outset, to clarify the meaning and interrelationship of terms. Learning problems within a subject field may be likened to the Special chal- lenges imposed by the tOpographical configurations of a region. Within this construct, we would say that the Matterhorn presents a different set of ”problems” than the Sahara. Different equipment is called for, different sets of muscles and a different frame of mind. Similarly, the learning problems encountered in microbiology or in lin— guistics are different in degree and in kind from those encountered in a humanities survey course. Thus, in any discussion of learning problems in the humanities, an attempt must be made to identify the strategies and learn- ing processes which serve as stylistic determinants of the subject field. The term objectives brings to mind the various ways in which the instructor might hOpe for the student to be different in insight and disposition, for having taken the course. Ralph Tyler stresses the importance of establish— ing a few important goals, ones which are capable of being achieved, and of developing a statement of anticipated changes in the student's intellectual equipment and pat- terns of behavior, from which one may "infer the kinds of activities which the instructor might carry on in an effort to attain the {desired} objectives." (143:28) The concept, course guidelines, is anticipated in Tyler's statement regarding objectives. It implies a strat- egy or set of operative principles for the ordering of experiences in such a way that the desired Skills, habits. and attitudes all; be achieved. Of Special importance is the selection and sequencing of ideas so as to provide an ideational framework within which new ideas can be meaning— fully introduced. At the Woods Hole Conference it was proposed that "the teaching and learning of structure, rather than Simply the mastery of facts and techniques, is at the center of the classic problem of transfer . . .supporting habits and Skills that make possible the active use of the materials one has come to understand." (18:12) LeegninggProblems_ln the Humanities In the interests of directness and brevity, the fol— lowing procedure Will be used. A number of premises will 217 be stated, each to be followed by its justification or defense. The emphasis, at this point, is upon the human- ities as a subject field or discipline, considered apagt from any particular collegiate setting. Premise l The Humanities are concerned with non~cumulative rather than cumulative knowledge. In the field of science. the new builds directly upon, and supercedes the gig. New- ton's reckoning of the earth's radius, once proven wrong, became a matter of historic interest but was no longer of any immediate value. In the Humanities, however, the old and the new co—exist. The sketches in the Altamira Caves are neither more nor less worthy of attention than the frescos of Masaccio or the drippings of Jackson Pollock. Plato's Allegory of the Cave is as alive with meaning to— day as it was in 400 B. C. and no less contemporary than Camus. Arnold Graeffe, in speaking of "ideological dis- tance," remarks that, in terms of departmental thinking, the distance from Shakespeare to Newton is enormous, and the "walk across the hall" is a trip into a different universe. In the Humanities, on the contrary, this distance is as short as the bridge that con— nects the two parts of a simile. (63:121) 218 The task of the instructor will be to provide a set of vicarious experiences, direct sensory confrontations whenever possible, so that ideas and objects, encountered alone and in provocative juxtaposition and sequence, will draw the student into an active engagement with the wide- ranging concerns of the Humanities. Eremise 2 The Humanities Course is, by nature, discursive“ To list the subject fields represented--literature, the visual arts, muSic, history and philosophy——is to realize that a sense of completion or of arrival is beyond the realm of possibility even in a lifetime of study. Hence, the selection and organization of experiences, from an un— limited number of possibilities, would seem to be the in~ structor's most difficult and important responSibility. Graeffe notes that, there is a tendency to include things which are excellent in themselves, but will in all proba— bility remain permanently closed to our students. Ideas that attract teachers primarily because of their classroom fitness, or on account of the learned questions they have raised, often occupy a minor position [sometimes a detested one] among that portion of the public which is not given to scholarship. Such items merit little considera— tion in a course in the Humanities. They may in- clude some of our most cherished classics. (63:36) 219 Subject matter specialists are apt to denigrate a course which is, of necessity, relatively formless, with no clear beginning, middle or end. There is security in the act of compartmentalizing knowledge, even though this may run counter to the way the average person thinks and feels. The Humanities Survey may be likened to a mosaic in which the tesserae represent the discrete experiences and insights offered by the course. The challenge is to pro— vide the student with a sufficient number of these cogni- tive and affective bits so that, when put in plath an image Of suCh force and clarity will emerge that the student will be constrained to complete the mosaic, or at least portions of it, on his own. The emphasis will be upon the mastery of conceptual tools and of developing an interest in using them. Premise 3 The Humanities seem interrogative by nature. There is the implication that broad, open-ended questions for-- which there is no certain answer are, in the long run, more fruitful than neat, manageable questions which are easily resolved. 220 Clifton Fadiman has remarked that "Humanities are not the truth, but a record of the search for truth . . . a record of man's ideas and feeling [with regard to] matters that never go out of style." The intellectually dependent student who has come to rely upon dénouement and closure, may find it difficult to accept a discipline in which the questions raised can only be answered, with any finality, by a fool or a demogogue. Questions of this kind appear: Is man a purposive creature or simply a bio-chemical accident? What is the nature of beauty: Are there canons of beauty, or is beauty simply in the eye of the beholder? What is the nature of Deity? Is what we call God something other than the extension of man's hopes and fearS? Is man, by nature, creative or are the creative per— sonalities among us essentially different from other men? What is the nature of power and authority? Wherein should it reside? Under what conditions should man resist authority? Is there a difference between happiness and joy? The nature or style of a discipline is, perhaps, most clearly revealed by the type of question which it inspires. (maestions appropriate to the Humanities seem to call for 'tentative, rather than definitive answers. .h_~ 221 Premise 4 The question of yalues arises, and the problem of distinguishing between the cognitive and affective dimen— sions of a Humanities course. The less background experience which a student brings to the course, the more he will tend to rely upon highly subjective judgments in the evaluation of subject matter which can neither be measured nor counted. The instructor will need to distinguish between the expository and the hypothetical mode, and encourage the student to distrust his first impression, i.e. to defer judgment until he has carefully examined a new idea or arti— fact against the backdrop of its own time. Aesthetic biases tend to be deeply entrenched. If the instructor is to free the student from a superficial mode of eXperiencing “arts and ideas,“ he must be able to demonstrate the importance of withholding final judgment while one develOps skills in observing, analyzing and classifying that which is alien—to one's own experience. "Teaching the humanities aims at more than knowledge and understanding. Unless the subject develops new tastes, his preoccupation with the subject matter of the humanities will have remained superficial. The educational value of 222 the arts lies in the cultural force they have exerted since the beginning of civilization. Such force does not consist [entirely] in being well informed. It affects man as a whole, and specifically his attitudes and tastes." (63:127) If the distinction between knowing and valuing is made clear, there is little danger of mistaking factual knowledge for the objectives of the course. The philOSOph— ical appreciation of values is not dependent on mastery of detail. However, as Jerome Bruner has pointed out, we run the danger of producing "self-confident fools" if, in our concern with the develOpment of heuristic and intuitive powers, we fail to stress the importance of grounding our impressions in factual knowledge. Ordway Tead has remarked that ”college education is that which remains when we have forgotten what we have learned.” (139:30) The distinction here is between intrin~ sic and transcendent purposes, those which are inherent in the material or in direct eXperience, and those which re— sult in an altered disposition of the sort called value, interest or attitude. Egmise 5 may I] O F. on e unde and From a learning point of view, the Humanities Course be likened to a series of voyages which are begun but completed. If the eXperience has been a significant for the student, it is supposed that he will, in time, rtake various of tlm3;ymirneys on his own. Dewey distinguishes between “the educative experience” "J;15t’ 6 (Ever itui;:2." Ile i:iezrti.fi‘ 2: w“ L-lL-J 5.4:...» 343 General Considerations o h E c» L...) l_.J Q l. 2. Do you believe that it is possible to devise a single definition of the Humanities Survey Course which would be generally acceptable to a majority of community college instructors or administrators? Is there now available any such definition or statement of purpose, one which you believe would meet with wide acceptance? If YES, will you indicate its source or, if your own, please .tt‘Cho Source 3. Do you believe that the Sugyey Course is held in higher re- 0. 6. gard, generally, by college teachers and administrators than it was, for example, to: years ago? Would it, in your opinion, contribute substantially to the strengthening of the Humanities Survey Course if a clear and comprehensive statement of objectives could be developed? If YES, what form do you believe such a statement should take. (Check one or, if you feel no such distinction can be made, check both.) u__l a general statement of objectives, nonspecific as to the form, content and mechanics of the course, a list- ing of goals in the affective domain, various ways in which we would hope for the student to be "different" for having taken the course. L__J a content outline highlighting the cognitive dimension, a fairly detailed listing of the major headings and sub-headings of the course. Other If the course is now being offered on your campus, what text (or texts) are you using? Kindly indicate your opinion as to their appropriateness at the community college level. (1) excellent (2) adequate (3) inadequate Part II: 344 (continued) 7. 9. 10. OPTIONAL: If you were to change, what text (or texts) might you select? Have you found audio-visual materials to be useful in con- nection with the Humanities Survey Course? Extremely Somewhat Not at all If you are using these materials, would you indicate which you have found to be particularly effective? (Please specify the type of materials and list representative titles.) Would you be inclined to use the new instructional media to a greater degree if it were available, of an appropriate quality and level of difficulty? (short film-clip, slide sets and filmstrips, television, programmed units or other auto—instructional devices). Yes Probably Nb We would welcome any special materials that have been developed by instructors on your campus: course outlines, statements of objectives, orientation sheets, reading lists, representative test copies, instructions for reports or projects.) 345 -5- §pecia1 Eggplggg,Rela§i§g £2,533 Course Part III: 3 o .-c ...... .0 “.0 O :0 ON a “El. J__ __l _1 ml la L..kl l l_J 2. l L l I l 3. l J 1 1__! 4. L__1_l LJ 5a L L— l _LJ 6. l I lion, 1 7- J— L 1 _J 80 l_ _L L I__l 9a 1 4‘ i 1 1 10. 1 J J I 11a 1.— L 4 I I 12a 1— I 4‘4 J 13. g] i— l J 1‘0 L .L n L_J 15. L i i 1__J 16. l L L. _l_l 170 l— I I A I 180 l Please indicate, along the scale at the left, your feeling as to the relative difficulty of each problem. Determining who should be assigned to teach the course. Lack of agreement as to the relative weight to be given to the formal lecture as a teaching device? Scheduling problems if the decision were made to supplement the lecture with tutorial and lab sessions. Inability to find appropriate texts. Lack of suitable primary source material. Lack of audio-visual and self-study materials suitable for use at this level of instruction. ldmdted budget for renting or buying these materials. Lack of agreement with respect to course content. Lack of agreement with respect to objectives: and affective goals. cognitive Lack of agreement among administrators as to the proper ‘ggggggig_to be given to general education courses. Uncertainty as to whether preraguisites (aptitude or course) should be specified. Problem of articulation with parallel courses at the college or university (in the case of transfer students). Tho wide range of academic ability among community college .tmt. a The degree to which performance in the Humanities Survey Course should dapand upon a reasonably high level of reading proficiency. Problem.of anliating student interest in the course. Difficulty of finding ways to relate "the humanities" to pro-college experience of the students. Accommodating to the special needs of (l) the transfer and (2) the non-transfer student. Difficulty in decennining how we should teat or evaluate student progress. 346 Form and Mechanics ... 3 What relative weight should be given to each of the following? Part IV: 0" § 6 N El 1 I lj 1- L 1 1 1" 2. 1 L i l J 30 |__1 I I I as L_kI I L J So I 1 L 1____] 6e I I 1 4A] 7e I L I l I 8s [__L i _L J 9e L_1_. 1 1 10. L‘L I I I lle . 1 1 . . 12. L,11 1 1 11 13. L J I I I 14. 1 1 1 L_J 15. 1 I__J _1_I 1‘s L4. L I I 17e n I L l I 180 Reading from primary source material. Reading from a text or commentary. The formal lecture. Alternation of lecture and guided discussion in the same period. Discussion-tutorial and formal lecture, in alternation. Assigned reading in current periodicals and journals. as. of the guest lecturer, whenever feasible. Team teaching as a primary instructional procedure. use of audio-visual materials as a primary instructional device. The use of class-related experiences: field trips, con- certs, exhibits on campus and in the area, etc. The attempt, whenever possible, to involve the student in the act of manipulating media, "creating." Providing a content outline at the beginning of each class meeting. verbal reports by specially-prepared students, as individu- als or in panels. Provision for "honors projects" for students with special interests and competence. Evaluation by'means of frequent tests and quizzes. Evaluation by means of a few major tests. Reliance on objective tests primarily. Reliance on subjective tests primarily. 347 Part V: Studggt Population YES IO ' yes no yes no YES NO yes no yes no YES NO yes no yes no . yes no YES NO yes no yes no Correspondent: The Hgggnities Survey Course should 2;; (underline yes or gg at the left) 1.1 2.1 3.1 4.1 open to all students, without special qualifications or prerequisites if .119, please consider the following alternatives: 1.2 Open only to those Freshmen whose transcripts indicate an average (or better) high school record 1.3 Open only to those Freshmen whose scores on aptitude tests fall above a prescribed level intended, primarily for Sophomores (or the equivalent) 2.2 limited to students who have completed Communication Skills (English 101-102) or the equivalent 2.3 limited to students who have completed World History (History of Western Civilization) or the equivalent ideally, an integral part of 211 student programs at the community college, in the same sense that Communication Skills and Political Science are (i.e. required) 3.2 required only of the student planning to transfer 3.3 taught as a general education elective, not required in either the transfer or in the non-transfer curriculum 3.4 limited, as far as possible, to those students who have demonstrated average (or better than average) facility in reading and writing skills taught in such a‘way that gg,distinction is made between the transfer and the non-transfer student unmaseesmmmw owin: ‘.2 offered to the transfer and to the non-transfer student in sepgrate 2°¢§l°££ 6.3 organised in such a way that the two groups share a common core, with supplementary work provided for the transfer student College: murmurs: APPENDIX D QUESTIONNAIRE TO MEASURE THE ATTITUDE OF SELECTED TEACHERS IN THE COMMUNITY COLLEGES OF MICHIGAN TOWARD INSTRUCTIONAL INNOVATION AND TOWARD A HYPOTHETICAL INSTRUCTIONAL MODE. Sponsored by the Bureau of Research and Educational Planning of the State Department of Education in cooPeration with the Learning Systems Institute at Michigan State University. STATE OF MICHIGAN DEPARTMENT OF EDUCATION 4.5”? STATE BOARD OF EDUCATION the Lansing, Michigan 48902 EDW'N 1-- NOVA“ O-D- President M.\Rll \ N iF-‘IN KPLLY ‘5‘... Vice President P171 [in ()PT‘E\\'ALL 1 . TRA P011 E) ' Secretary Superintendent of Public Instruction CARMEN L. DELLIQUADIU November 3, 1966 Twmmu 1.1 “(H (i. \l|(-I NSII l\' lll|().\l \S ]. BBLNNAN ('IIAIHI'S‘ 15.. MURIUN _I.\.\II.S I‘. ()'NI;II. (10V. (iICORUE ROMNEY Ex ()flicio Dear Colleague: The community college represents undoubtedly, the fixfimst.growing segment of higher education. Of 181 new collegiate institutions formed between 1961 and 1965, nationwide, all but 7A were of this classification, and the signs point to an even greater period of growth ahead. Michigan is in the forefront of this growth. It is likely that in the years just ahead we will see a good deal of bold experimentation in curriculum de- sign and instructional method. There are two purposes to be served by this questionnaire which is addressed to community college instructors in the field of liberal arts and general education. First: we would like to know what the prevailing attitude is toward certain innovative practices and toward statements dealing with in- strucuional innovation. Second: we wish to determine the extent to which these practices have actually been incorporated into the activities of the classroom. Part I: Evaluation 2:.é2 Instructional Process The process outlined on page 2 is designed for use in connection with com- munity college courses 2: this kind: An Introduction to the Humanities Man and Society (Introductory Sociology) General Psychology Communication Skills (Composition) History of Western Civilization National, State and Local Government Art and Music Appreciation The Theater Arts Cultural Geography Social and Intellectual History These courses have normally involved three or four meetings a week under a single instructor, assigned readings, a series of lectures to classes of 25-50 students and a process of evaluation. 3A9 350 - 2 - We are interested in your evaluation of this instructional plan. (At the outset, please overlook the inner brackets.) Th3 weekly schedule would involve: A ONE-HOUR LECTURE EARLY IN THE WEEK ( ), CLASS SIZE UNLIMITED ( ). The instructor would use this session to present factual information ( ), to introduce and discuss concepts ( ), to comment upon assigned readings ( ), to raise issues ( ), to engage in "the backward and forward look" ()- A.MID-WEEK LECTURE-LABORATORY, APPROXIMATELY TWO HOURS IN LENGTH ( ), CLASS SIZE UNLIMITED ( ). This would, ideally, be conducted in a specially designed "teaching forum" with a wide range of media capabili- ties ( ): closed and Open circuit television ( ), multi-image projection on a backlighted screen ( ), a student responder system ( ) and high fidelity audio facilities ( ). A variety of auditory and visual ex- periences would be introduced by the instructor: films ( ), tapes ( ), slide sets ( ), multi-media units ( ), displays and exhibits ( ), re- citals and concerts ( ), panels ( ) etc. A DISCUSSION PERIOD ( ) LIMITED TO 10 OR 12 STUDENTS ( ), led by the instructor and one or more student assistants ( ). An agenda would be prepared for each of these end-of-the-week sessions ( ), the purpose of which would be to review and discuss current reading ( ), to relate historic and theoretical issues to contemporary problems ( ), to discuss questions raised by the lecture and the lecture-lab ( ), and to provide for the exchange of ideas developing out of individual and group study projects ( ). AGREE I.b DISAGREE 351 - 3 - General Response (Please check one of the following.) Generally favorable to this plan Generally unfavorable No opinion or Uncertain Detailed Response (Please check to signify agreement, disagree- UNCERTAIN ment or uncertainty.) I BELIEVE THAT THE INSTRUCTIONAL PROCESS DESCRIBED ON PAGE 2 WOULD . . . . be effective in dealing with general education courses at the community college. IF AGREE, indicate in which of the following areas you believe it would be partic- ularly effective: social science humanities history psychology "appreciation" courses political science communication skills other (specify) tend to stimulate the development of alternate communi- cation techniques to complement the lecture. tend to result in closer contact between student and instructor. . provide an incentive for preparing the lecture sessions with special care. help to ensure a measure of content uniformity between parallel sections of a given course. allow each instructor to devote primary attention to those aspects of teaching which seem, for him, the most effective: lecturing, leading discussion, supervising the lecture-laboratory, producting supplementary teach- ing materials. allow for students with special interest and ability in a subject field to assume leadership responsibilities. (continued p. h) 352 -u- DISAGREE UNCERTAIN AGREE h. tend to stimulate the development and wider use of the expanded library - the learning resource center. i. tend to encourage the development of independent study projects and techniques. J. stimulate the on-campus production of supplementary teaching materials and the use, in the carrel and the lecture-laboratory, of materials produced elsewhere. k. tend to result in the creation of a hierarchy among teachers. l. have certain advantages, but probably more disadvantages. m. seem likely 32 ES ado ted at the community college, but not within the next 3) (5) (10 or more) years. n. introduce insurmountable scheduling difficulties. o. tend to dg-personalize the instructional process. p. tend to be more acceptable to the administration than to the faculty. q. tend to be more acceptable to the faculty than to the administration. "I probably be rejected by both the faculty and the admini- stration. At this point would you scan the proposal 22 page g once again and place an (X) in the bracket following any element, the effectiveness of which you would question. we would value any additional comments, pro or con, which you would care to make in the space below: TEND TO AGREE TEND TO DISAGREE UNCERTAIN 353 Part II: The quotations below are drawn from the literature which deals with educational innovafiir. We are interested in your reaction to the ideas expressed. (Please mark E in the opinion scale at the left.) It has been estimated that nearly a thir; of the typical teacher‘s time is used for clerical or sde~1rofessional tasks, another third in work that might be done as well with various automated devices, and only a third in the professional work for which he was trained - in planning his ltGChlhg and work- ing directly with students. Instructional technology, properly consul ed and applied, can assist or amplify the efforts of professional workers and re- duce the drain of mechanical and repetitive tasks. Despite significant developments thus far, it appears that ed- ucation is trailing far behind other sectors of the Society in the use of appropriate technology. It would seem that there is less experimentation in the com- munity college than might be expected in an institution which is often referred to as "the most dynamic unit of American higher education." College teachers have placed an undue reliance upon the lecture method and have been slow to develop other useful communication techniques. Where we now have 10 per cent of the students spending a small fraction of their time in the library, tomorruw's college may find 100 per cent of the students spending at least to per cent of their time in the library or its related facilities. Of crucial importance will be the activity that takes place within the study carrel. We tend to think of our educational processes as well-developed and quite reliable, needing only expansion, therefore not sub- Ject to excitingly important changes. I feel that even the forward thinkers of the educational ranks will be astonished at the magnitude of the transformation about to take place in education processes. Historically, the college teacher has been a purveyor of knowledge. With libraries, laboratories and a wide variety of instructional aids readily at hand, he is becoming a senior partner in searching out resources for the solution of prob- lems. In his new role, he serves not so much as a dispenser of information, but rather as a designer and manager of the students' learning. 354 -6- Part III: Please indicate which, if any, of the following devices and pro- cedures were used in your classes during the 1965-66 academic year. (Mark 1 if used occasionally and g if used frequently. Mark (x) in the appropriate brackets.) Tape Recordings: produced locally ( ) or commercially ( ). Disc Recordings. 16 m.m. Film: backlighted screen ( ) or frontlighted ( ). 8 m.m. Film-Clip: silent ( ) or sound ( ). Television: open circuit ( ) or closed circuit ( ). Filmstrip: produced locally ( ) or commercially ( ). 35 m.m. Slides: produced locally ( ) or corrmlercially( ). Simultaneous Multi-Image Projection. Student Responder Device. Microfilm or Microprint. Taped lecture: for use in class ( ) or in study carrel ( ). Synchronization: tapes with slides ( ) or filmstrips ( ). Paperbacks: as text ( ) or as collateral reading ( ). Independent study units or projects. Advance announcemrnt or discussion of television programs. Programmed unit or units. Substantial portion of the course programmed. Alternation: lecture and seminar or discussion group. Team teaching. Field trip. Maintenance of a reading or study log. Guest lecturer or discussion leader. Content pre-test or inventory at beginning of term. Attitude or interest inventory ( ) beginning of term ( ) end of term. 355 - 7 - Professional Information: _bhu Name: Mrs. College Miss Title: 3 Age: ___(20-35) __ufl35-50) ___KOver) Highest Degree Held: from: (college or university) Major Field: Minor Fields: Subsequent Graduate Work (if any) at: in the field of: Work Experience Other Than Teaching: Years in College Teaching 3 Secondary 3 Other Previously Taught at the Following Colleges: Courses: Currently Taught: Formerly Taught: Thank you very much for your cooperation. If you would like to receive a summary of response, please so indicate here ....[:] KINDLY RETURN THE COMPLETED QUESTIONNAIRE AT YOUR EARLIEST CONVENIENCE TO THE INDIVIDUAL WHO IS SERVING AS A CONTACT ON YOUR CAMPUS. Very Sincerely, 2; A Md. fMR—WL Richard H. Lockwood Bureau of Research and Educational Planning State Department of Edication REFERENCES C ITED Books, Documents, and Reports American Association of Junior Colleges. A Biblio- graphy of Doctoral Dissertations Relating to the Junior and Community College (1918— 1963L. Washington, D. C., 1965. American Educational Research Association. Review of Educational Research. Instructional Materials: Educational Media and Technology. Vol. 32, No. 2, April, 1962. Anderson, Kenneth E. (Ed.). The Coming Crisis in the Selection of Students For College. Washington, D. C.: American Educational Research Association, 1960. Association for Supervision and Curriculum Develop- ment. New Curriculum Developments. Wash— ington, D. C., ASCD, 1954. Baskin, Samuel (Ed.) Higher Education: Some Newer Developments. New York: McGraw—Hill Book Company, 1965. Beesley, Patricia. The Revival of the Humanities in American Education. N. Y.: Columbia University Press, 1940. Begg, W. K. from an Address to the National Education Association, Washington D. C.: March 28, 1962. Bell, Daniel. The Reforming of General Education. New York: Columbia University Press, 1966. 356 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 357 Bestor, Arthor. Education in an Age of Science. New York: Basic Books, 1959. Blocker, Clyde E., Plummer, Robert H. and Rich— ardson, Richard C. Jr. The Two—Year Col— lege: A Social Synthesis. Englewood Cliffs, N. J.: Prentice-Hall, Inc., 1965. Bloom, Benjamin S. Taxonomy of Educational Objec- tives: Cognitive Domain. New York: McKay Company, Inc., 1956. Bogue, Jesse (Ed.) American Junior Colleges, Fourth Edition. Washington, D. C.: The American Council on Education, 1956. Brickell, Henry M. Organizing New York State for Educational Change. Albany, N. Y.: State Education Department, 1961. Brown, Calvin S. Music and Literature: A Compari- son of the Arts. University of Georgia Press, 1948. Brown, Hugh S. and Mayhew, Lewis, B. American Higher Education. 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