D O C U M E N T R ES U M E

ED 032 839 HE 001 129-By-Cof felt, John J.; And Others

Coals for Oklahoma Higher Education. Self -Study of Higher Education in Oklahoma; Report 8.Oklahoma State Regents for Higher Education. Oklahoma City.Pub Date Sep 66Note-60p.EDRS Price MF -$0.50 HC -$3.10Descriptors-Educational Objectives, *Guidelines, *Higher Education. *Institutional Role. *Objectives, *PlanningIdentifiers -*Oklahoma

This report contains the findings, conclusions and recommendations thatemerged from a study of -Functions and Goals of Oklahoma Higher Education.' Manyindividuals and groups were involved in the process which culminated in this report,including a 600-member citizens' group, a special 140-member citizens' advisorycommittee, several hundred college faculty members, selected students from Oklahomacolleges and universities, presidents of an Oklahoma colleges, and alumni from thevarious institutions. Chapter 1 presents the report's scope, procedures, limitationsand organization. Chapter 2 gives an historical account of the creation of Oklahoma'scolleges and universities and provides a summary description of their originalfunctions. Chapter 3 discusses current and suggests some future functions of theinstitutions. Chapter 4 sets forth the goals toward which the colleges and universitiesshould work in the next 10-20 years. Chapter 5 summarizes the conclusions andpresents recommendations. Appendices contain tabulated responses to aquestionnaire asking: who should go to college; what kinds of post-high school'opportunities should the state provide; who should bear the costs; what should theinstitutions do to support industrial development. help solve social problems, andpromote cultural development in Oklahoma. (JS)

OKLAHOMA STATE REGENTS

FOR HIGHER EDUCATION

William T. Payne

Chairman, Oklahoma City

Donald S. Kennedy

Vice-Chairman, Oklahoma City

Clyde A. Wheeler, Jr.

Secretary, Tulsa

Harry P. Conroy

Assistant Secretary, Duncan

R. L. Crowder, Jr.

Tonkawa

ADMINISTRATIVE STAFF

E. T. Dunlap

Chancellor

Tom G. Sexton

Administrative Assistant

Dan S. Hobbs

Educational Programs Officer

.-,Ip,..'VYI'a*

Mrs. Jewell Ditmars

Muskogee

Exall English

Lawton

G. Ellis Gable

Tulsa

John J. Vater, Jr.

Enid

John J. Coffelt

Vice-Chancellor for Research and Planning

John E. Cleek

Facilities Officer

Edward J. Coyle

Budget and Finance Officer

GOALS FOR

OKLAHOMA HIGHER EDUCATION

SELF-STUDY OF HIGHER EDUCATION

IN OKLAHOMA REPORT 8

U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE

OFFICE OF EDUCATION

THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THEPERSON OR ORGANIZI4TION ORIGINATING IT. POINTS OF VIEW OR OPINIONSSTATED DO NOT NECESSARILY

REPRESENT OFFICIAL OFFICE OF EDUCATIONPOSITION OR POLICY.

Prepared by

John J. Coffelt

Dan S. Hobbs

A. J. Brumbaugh, Consultant

Oklahoma State Regents For Higher Education

State Capitol, Oklahoma City

September, 1966

Foreword

The long-range goals that individuals and social organizations sct for themselves arc all-important,since they not only give meaning and a sense of direction to the personal or corporate enterprise, butthey also serve as a yardstick to measure its relative success or failure. Where there is no goal, therecan be no adherence to principle, no consistent behavior, no means of discriminating between thebetter and the best. It is axiomatic that an individual who embarks upon a journey without a pre-determined destination will not know when he has arrived. In like manner, organizations and socialinstitutions without generally recognized and accepted goals will be unable to measure either theirprogress or ultimate effectiveness.

This report on Goals for Oklahoma Higher Education contains the findings, conclusions, and therecommendations that have emerged from the study of Problem Area # 1, "Functions and Goals ofOklahoma Higher Education", of the State Regents' Self-Study of Higher Education in Oklahoma.It sets forth the goals toward which colleges and uni-versitics in the state should strive within the nextten to twenty years, and suggests functions that institutions should perform as the State System seeksto achieve these goals.

Many individuals and groups were involved in the process which culminated in this document,including a 600-member citizens' group, a special 140-member Citizens' Advisory Committee on Goalsfor Higher Education, several hundred faculty members in higher education, selected students fromOklahoma colleges and universities, the presidents of all Oklahoma colleges, both public and private,and alumni from the various institutions.

Particular recognition is due the ten members of the Problem Area Advisors' Committee, whocounseled and assisted the research staff in the organization of the study, in the assessment of thedata obtained through the various research instruments, and the structuring of the preliminary find-ings. The names of these individuals, along with their institutional affiliations and titles, appear inthe front of this report. It should be emphasized that while the Committee was unanimous in itsendorsement of the goals contained in Chapter Four, the same unanimity did not prevail with respectto all of the recommendations contained in Chapter Five. In some instances, the Committee didnot concur with the recommendations as finally approved by the State Regents.

In this same connection, the Primary Advisors' Committee, made up of presidents from theeighteen state-supported colleges and four private institutions, unanimously recommended the adop-tion of the higher education goals as presented in this report, but passed on to the State Regentswithout action some of the recommendations which appear in Chapter Five.

Special recognition and thanks are clue Dr. A. J. Brumbaugh, Consultant to the Southern RegionalEducation Board, who served as Special Consultant to the research staff in the study of this problemarea. In addition to his involvement as Special Consultant, Dr. Brumbaugh was also responsible forthe preliminary drafts of Chapter Three, "Functions of Oklahoma Colleges and Universities," andChapter Four, "Higher Education Goals in Oklahoma." Acknowledgement and thanks are also duethe Southern Regional Education Board, who made Dr. Brumbaugh's services available.

Appreciation is also expressed to Dr. Herbert Hengst, University of Oklahoma, for his designof the survey instrument used to solicit opinions of educators and citizens on the goals of OklahomaHigher Education, and for his summary of the data which appears in this report as Appendix C.

E. T. DunlapChancellor

iii

iv

Previous Publications of

THE SELF-STUDY OF HIGHER EDUCATION IN OKLAHOMA

Report 1, Organization and Plan for the Self-Study of Higher Education in Oklahoma, byJohn J. Coffelt, January, 1962.

Report 2, Selecting, Retaining and Utilizing Higher Education Faculties in Oklahoma, by JohnJ. Coffelt, December, 1962.

Report 3, Oklahoma Higher Education Enrollments and Projections, by Dan S. Hobbs andJohn J. Coffelt, February, 1963.

Report 4, Financing Current Operating Costs of Higher Education in Oklahoma, by CharlesR. Walker and John J. Coffelt, March, 1963.

Report 5, Physical Facilities for Higher Education in Oklahoma, by Charles R. Walker andJohn J. Coffelt, December, 1964.

Report 6, Medical Education in Oklahoma, by John J. Coffelt, June, 1965.

Report 7, Higher Education Opportunities and Needs in Oklahoma, by Dan S. Hobbs, Septem-ber, 1965.

PROBLEM AREA ADVISORY COMMITTEE NO. 1

on

Functions and Goals for Oklahoma Higher Education

Dr. Thurman White, ChairmanDean, Extension DivisionUniversity of OklahomaNorman, Oklahoma

*Dr. Robert Mac Vicar, Vice-ChairmanVice-PresidentOklahoma State UniversityStillwater, Oklahoma

Dr. Bruce G. CarterPresidentNortheastern Oklahoma A&M CollegeMiami, Oklahoma

Dr. Leonard P. ElielProfessor of MedicineOklahoma Medical CenterOklahoma City, Oklahoma

Dr. H. E. GarrisonPresidentNortheastern State CollegeTahlequah, Oklahoma

Dr. James G. HarlowDean, College of Education

University of OklahomaNorman, Oklahoma

Dr. Warren L. HipsherAssistant to the President

University of TulsaTulsa, Oklahoma

Dr. Richard MurrayAcademic Dean

Murray State Agricultural CollegeTishomingo, Oklahoma

Dr. Lela O'TooleDean, College of Home Economics

Oklahoma State UniversityStillwater, Oklahoma

Dr. C. F. SpencerPresident

East Central State CollegeAda, Oklahoma

* Resigned prior to the completion of the study to become Vice -President for Academic Affairs at Southern IllinoisUniversity.

PRIMARY ADVISORY COMMITTEE

Bruce G. Carter, Chairman, PresidentNortheastern Oklahoma A&M College, Miami

C. F. Spencer, Vice-Chairman, PresidentEast Central State College, Ada

J. N. Baker, PresidentEastern Oklahoma A&M College, Wilburton

Richard Burch, PresidentCameron State Agricultural College, Lawton

Roy Cantrell, PresidentBethany Nazarene College, Bethany

George L. Cross, PresidentUniversity of Oklahoma, Norman

H. E. Garrison, PresidentNortheastern State College, Tahlequah

Garland Godfrey, PresidentCentral State College, Edmond

-William H. Hale, PresidentLangston University, Langston

M Harris, PresidentSouthwestern State College, Weatherford

A. R. Harrison, Vice-President, Business AffairsEl Reno Junior College, El Reno

Ben G. Henneke, PresidentUniversity of Tulsa, Tulsa

Robert B. Kamm, PresidentOklahoma State University, Stillwater

J. W. Martin, PresidentNorthwestern State College, Alva

Freeman McKee, PresidentMurray State Agricultural College, Tishomingo

Marvin McKee, PresidentPanhandle A&M College, Goodwell

John F. Olson, PresidentOklahoma City University, Oklahoma City

Melvin Self, PresidentConnors State Agricultural College, Warner

A. E. Shearer, PresidentSoutheastern State College, Durant

H. B. Smith, Jr., Acting PresidentOklahoma College of Liberal Arts, Chickasha

John F. Smoller, PresidentOklahoma Military Academy, Claremore

Edwin Vineyard, PresidentNorthern Oklahoma College, Tonkawa

ADVISORY STEERING COMMITTEE

Bruce G. Carter, Chairman, PresidentNortheastern Oklahoma A&M College, Miami

C. F. Spencer, Vice-Chairman, PresidentEast Central State College, Ada

George L. Cross, PresidentUniversity of Oklahoma, Norman

Ben G. Henneke, PresidentUniversity of Tulsa, Tulsa

J. W. Martin, PresidentNorthwestern State College, Alva

Freeman McKee, PresidentMurray State Agricultural College, Tishomingo

GENERAL CONSULTANT

Dr. Norman Burns, SecretaryNorth Central Association

Chicago, Illinois

vi

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TABLE OF CONTENTS

Page

Foreword

Chapter I: INTRODUCTION 1

Scope of the Report 2

Procedures 2

Limitations 2

Organization of the Report 3

Chapter II: A SUMMARY OF THE CREATION AND ESTABLISHMENT OF

OKLAHOMA COLLEGES AND UNIVERSITIES 3

The State Colleges and Universities 4

University of Oklahoma 5

Oklahoma State University 5

The Six State Colleges 6

Langston University 7

Northern Oklahoma College 8

Oklahoma College of Liberal Arts 8

Oklahoma Military Academy 8

Colleges 8

9

9

10

10

11

11

11

11

12

12

12

12

The Church-Related Junior Colleges 12

Murray, Connors, and Cameron State Agricultural

Panhandle A&M College

Eastern Oklahoma A&M College

Northeastern Oklahoma A&M College

The Municipal Junior Colleges

The Private Colleges and Universities

The University of Tulsa

Oklahoma City University

Phillips University

Bethany Nazarene College

Oklahoma Baptist University

Oklahoma Christian College

Oral Roberts University

vii

kly

TABLE OF CONTENTS Continued

Page

Chapter III: FUNCTIONS OF OKLAHOMA COLLEGES AND UNIVERSITIES 13

State Regents' Responsibility 13

Sources of Data 14

Instructional Functions and Activities 14

Functions Relating to Levels of Education 14

Functions Relating to Kinds of Education 15

Education Culminating in the Bachelor's or First Professional Degree 17

Graduate Education Culminating in the Master's Degree 18

Graduate Education Culminating in the Doctor's Degree 18

Special Kinds of Education 18

Organized Research and Training Programs 19

Religious Vocations and Atmosphere 19

Non-Instructional Services and Activities 19

Non-Instructional Campus Activities 20

College-Community Relationships 20

Chapter IV: HIGHER EDUCATION GOALS IN OKLAHOMA 22

Oklahoma Goals 22

Goals Related to Invidival Needs 23

Goals Related to Social Needs 24

Goals Related to the Nature of Higher Education 25

Goals Related to Effectiveness and Support 27

Chapter V: RECOMMENDATIONS 27

Basic Functions of Two-Year Colleges 28

Basic Functions of Senior Colleges 28

Basic Functions of Universities 28

Recommendations 29

APPENDIXES

viii

Appendix A

Appendix B

Appendix C

Chapter I

IntroductionColleges and universities, like other social insti-

tutions, do not spring ex nihilo, but come intobeing at a particular time and place in response toa specific set of societal needs. As societal needschange, institutions must also change; else, theyfossilize and become stumbling blocks in the pathof social evolution. Whenever old and encrustedinstitutions fail to respond to current needs, theyare usually bypassed in favor of new and morestreamlined institutions. It is therefore vital thatestablished colleges and universities attune them-selves to the current order, rather than continue toserve the needs of a society long since departed.

During the years between the founding of Okla-homa's network of higher education institutions andthe present time, a number of societal changeshave significantly affected the functions of thevarious colleges within the state. Whereas Oklahomawas predominantly rural, heavily dependent uponagriculture, and economically depressed only a gen-eration ago, these conditions no longer prevail. Infact, the opposite is now true.

Perhaps the most important change which hasoccurred since World War II has been the rural-to-urban migration of the state's population. Cur-rently, one-half of Oklahoma's citizens are concen-trated in a 25-mile-wide corridor running diagonallyfrom northeast to southwest, an area containingthe state's three largest cities Tulsa, OklahomaCity, and Lawton which together turn out about50 per cent of the state's high school graduates.Over the past decade and a half, these three urbancenters have grown by more than 25,000 peopleeach year, whereas the remainder of the state hascontinued to lose population each year.

Demographic changes of this magnitude havecreated no small degree of social turmoil withinthe state. The people who have moved from thefarms and the small towns to the cities have hadto adjust to a new way of life, including new jobs,new neighborhoods, new moral and social standards,

and new political realities. Also, the rural areaswhich have been decimated by the departure oftheir former residents have had to make adjustmentson a similar scale.

Not only have the people moving into the centralcities exerted tremendous pressures on local schoolsystems, hospitals, housing facilities, police depart-ments, transportation systenr,, and the like, they havealso caused a tidal wave of students to descend uponthose institutions of higher learning located near theurban centers. With few exceptions other collegeslocated in areas of declining population, while con-tinuing to grow, have grown at a relatively slowerpace.

Not only has the population shift had an effecton the size and crowdedness of institutions, but theresultant change in the state's economy from agri-cultural to industrial has also created the need formodifying the basic tasks of colleges and universities.The more progressive institutions have already madesignificant adjustments in their curricula to shiftfrom a rural economy and outlook to an orientationmore compatible with an urban and industrial so-ciety. Unfortunately, not all institutions have as yetbeen able to make this transition. Much additionalmodification will be necessary if the challenges ofthe present clay arc to be met.

The foregoing arc only a few of the influenceswhich have created the need for a re-examination ofthe functions and the goals of Oklahoma collegesand universities. No mention has been made ofsuch things as the future impact of technologyon higher education, nor the impact of new govern-ment programs such as Upward Bound, the NationalTeacher Corps, the Arts and Humanities Founda-tion, Medicare, and the like. With the burden ofthese and similar programs added to those for whichhigher education is already responsible, institutionsand state systems alike will need to re-examine theirpresent purposes and functions to make sure thatthe limited resources available to higher educationare being utilized properly in the light of presentproblems and needs.

It will be the purpose of this report to suggestthe goals of Oklahoma higher education for thenext decade; to review the historic functions ofOklahoma colleges and universities, both public andprivate; to examine the present functions and pur-poses of institutions in the light of current condi-tions; and to make recommendations with regardto the achievement of Oklahoma's goals for higher

1.5frat41.1"...'"rrillanifirOOM:em

1

education through efficient and effective assign-ment of functions and allocation of societal re-sources.

Scope of the Report

This rcport contains the findings, conclusions,and recommendations that have emerged from thestudy of Problem Area 1, "Functions and Goals ofOklahoma Higher Education," of the State Regents'Self-Study of Higher Education in Oklahoma. Itsets forth goals for which colleges and universitiesin the state should strive within the next ten totwenty years, and suggcsts the specific functionsthat institutions should perform as the State Systemseeks to achieve these goals.

The. report encompasses both the eighteen statecolleges and universities and the sixteen municipaland private colleges and universities in Oklahoma.A list of the participating institutions and institu-tional abbreviations used in this report is includedas Appendix A.

Procedures

The general procedures being followed in con-ducting the Oklahoma Self-Study of Higher Edu-cation are reported in detail in the State Regents'publication, Organization and PlanReport 1.1

These procedures have been followed carefullythroughout the completion of this report. Databasic to this particular report were obtained andanalyzed in the following manner.

In May of 1964, a ten-member advisory committeewas appointed to counsel with the Research Staffregarding the breadth and scope of research needed,procedures to be followed, data to be obtained, andpreliminary findings. At its first meeting, planswere formulated for sponsoring a state-wide edu-cational television (ETV) conference for the pur-pose of obtaining the ideas and opinions of peopleabout future goals for Oklahoma higher education.

On June 6, more than 600 citizens met in fiveregional conferences located throughout the state.These conference centers were linked by tele-lecture(long-distance telephone lines) and by open circuit,live television via the Oklahoma Television Authori-ty's channels 13 in Oklahoma City and 11 inTulsa. From this day-long conference came the

I Self-Study of Higher Education in Oklahoma, OklahomaState Regents for Higher Education, Oklahoma City, Okla-homa, January, 1962.

2

opinions of several hundred citizens regarding thegoals of Oklahoma higher education.

In July, a special Citizens' Advisory Committeeon Goals for Higher Education in Oklahoma wasappointed, which included 140 leading citizens,most of whom had participated in the June 6 ETVconference. A summary of the June 6 conferencewas mailed all members of this advisory committee,and on September 25 they met in a day-long confer-ence at Norman, Oklahoma to present their ideasregarding future higher education goals for the state.

In November of 1964, an opinionnaire wasdeveloped for the purpose of obtaining the opinionsof college faculties, college students, and recentlygraduated alumni of Oklahoma institutions aboutappropriate functions and goals for Oklahoma highereducation. A copy of the opinionnaire and theresponses of these groups are included as AppendixB.

In February of 1965, an opinionnaire was mailedto the president of each institution of higher learningin Oklahoma for the purpose of obtaining his opin-ions regarding (1) the basic functions of individualinstitutions, (2) functions that should be added,and (3) functions that should be modified ordiscontinued. Presidents were also asked to indicatethose instructional programs that should be addedto the curriculum by 1975, and those that theyanticipated would be needed sometime after 1975.A summary of their responses is included as Ap-pendix C.

During March of 1965, a preliminary report onfunctions and goals was prepared and reviewed bythe Advisory Steering Committee and the PrimaryAdvisory Committee. The revised rcport was con-sidered by the State Regents on September 19, 1966,and adopted. Thus, the recommendations containedherein reflect the considered judgments of a greatnumber of individuals engaged in higher education,both in Oklahoma and at the national level. Theimplications for the future of Oklahoma highereducation that are pointed out in this report thusare a synthesis of many opinions and ideas ratherthan the judgment of any single individual.

Limitations

The self-study technique conmmonly used byinstitutions of higher learning in their efforts toupgrade institutional quality and effectiveness makesuse of seven basic questions, the answers to which

provide a basis for drawing conclusions and formu-lating judgments. The first question to be answeredrelates to the educational tasks, or "goals" of theinstitution. With these goals formulated, otherquestions then focus upon such matters as organiza-tional structure, students, faculty, and resource re-quirements for the accomplishment of these goals.

In the Oklahoma Self-Study of Higher Education,this design was modified so that the goals wouldemerge from information gathered about Oklahomahigher education rather than let the goals shape thegathering and interpretation of data. The decisionto shape the goals for Oklahoma higher educationlate in the study imposes a limitation of sorts inthat it tempers 0-te framing of the goals in terms ofexisting problems avid conditions. Ideally, the state-ment of goals should flow from philosophical com-mitments rather than the exigencies of the time.However, the review and evaluation of the Self-Studyreports to be made by, a non-Oklahoma panel ofconsultants and the subsequent development of along-range master plan should counterbalance thislimitation.

Organization of the ReportThis document is comprised of five chapters, or-

ganized as follows: Chapter I introduces the reportand sets forth its scope, procedures, limitations andpattern of organization.

Chapter II gives an historical account of the cre-ation of Oklahoma's colleges and universities, andprovides a summary description of their originalfunctions. Chapter III is devoted to a discussion ofthe current functions of institutions in Oklahomahigher education, and raises some issues with respectto future functions which these institutions shouldserve.

Chapter IV sets forth the goals of Oklahomahigher education, as arrived at by various groupsof Oklahoma citizens, higher education faculty andstudents, college administrators, higher educationconsultants from outside Oklahoma, and others whoparticipated in this study.

Chapter V summarizes the conclusions and pre-sents the recommendations which evolved from thisstudy on the Functions and Goals of OklahomaHigher Education, Report 8 of the State Regents'Self-Study.

Chapter II

A Summary of the Creationand Establishment of OklahomaColleges and Universities

It is extremely difficult to comprehend the presentsystem of higher education in Oklahoma withoutsome prior knowledge of territorial and state history.What is now the State of Oklahoma was originallycomprised not of one territory, but of two: Okla-homa Territory occupied what is now the centraland western portions of the state, with the IndianTerritory lying to the east.

Indian Territory was the home of the FiveCivilized Tribes, who by 1860 had evolved a culturewhich was in many respects superior to that inthe surrounding frontier states, a culture whichincluded a rather comprehensive system of educa-tion. Each of the Indian nations made early pro-vision for public education, including some highereducation. In -1846, the Cherokees created twoseminaries for advanced students, one for men andone for women. By 1848, the Choctaws had nineboarding schools supported by tribal funds. Also,the Choctaws took advantage of that clause in theirRemoval Treaty providing that 40 youths shouldbe educated annually at schools in the East. TheCreeks subsidized mission schools within their na-tion and had public schools as well. Because ofthe interest of the tribal governments in educa-tion, it is probable that the Indian youth of theFive Civilized Tribes had better educational facili-ties than did the children of the whites in thefrontier states of the West.

In all, before statehood, there were 45 Indianschools established in the two territories, the majorityof which were located in Indian Territory.' It is

thus not surprising that one of the initial acts ofthe First Territorial Legislature in Oklahoma Terri-

I Edwin C. NIcReynolds, Alice Marriott, and EstelleFaulconer, Oklahoma: The Past and the Present, The Uni-versity of Oklahoma Press, 1961, p. 208.

3

tory was to provide a system of education for thecitizens in central and western Oklahoma equalto that which had already been achieved by thetribal governments in the Indian Territory.

By the time that Oklahoma and the Indian Ter-ritories merged in 1907 to form the State ofOklahoma, Oklahoma Territory was operating astate university, a land-grant college, three normalcolleges, a Negro land-grant agricultural and normalschool, and a university preparatory school. It wasnot until 1908 that old Indian Territory receivedits first state institution of higher learning.

After statehood, the first few legislatures at-tempted to balance those institutions already operat-ing in Oklahoma Territory with an equal networkof state institutions in the Indian Territory. Howwell they succeeded is indicated by the fact thatby 1919, a total of 20 institutions had been created,10 of which were located in Oklahoma, and 10 inIndian Territory. Thus, Oklahoma's present systemof higher education is actually a synthesis of twoparallel systems. This helps to account for someof the duplication of institutions and effort whichhas plagued Oklahoma higher education in thepast. Conversely, it also helps to account for thefact that Oklahoma is now among the leadingstates in the nation in the provision of highereducation opportunity for its citizens.

The following tabulation illustrates the divisionof institutions between the twin territories.2

2 Oklahoma State Regents for Higher Education, A System ofHigher Education for Oklahoma, 1942, p. 72.

Oklahoma Territory

1. University of Oklahoma at Norman (1890)2. Oklahoma A&M College at Stillwater

(1890)Three normal schools:

3. Central at Edmond (1890)4. Northwestern at Alva (1897)5. Southwestern at Weatherford (1901)

Three agricultural schools:6. Helena (1908)7. Lawton (1908)8. Goodwell (1908)9. University preparatory school at Tonkawa

(1901)10. Colored A. and M. University at Langston

(1897)

4

XV,27.1,7*

It will be noted that two secondary agriculturalschools one in Oklahoma Territory at Helena,and one in Indian Territory at Broken Arrowwere discontinued not long after their creation in1908, reducing the number of state-supported insti-tutions to the present figure of 18.

The remainder of this chapter will be devotedto an account of the establishment of the variouscolleges and universities in Oklahoma. Also, theoriginal functions of these institutions will be ex-amined in order to trace their evolution from thetime of creation to the present.

The State Colleges and UniversitiesThe first land opening in the Oklahoma Territory

took place on April 22, 1889, which resulted in thesettling of the area now occupied by six centralOklahoma counties: Logan, Oklahoma, Cleveland,Canadian, Kingfisher and Payne. On May 2, 1890,President Grover Cleveland signed the Organic Actsetting up the territorial government. It was onlya few months later that the initial territorial legis-lature created three institutions of higher learninga state university to be located at Norman, an agri-cultural and mcchnical college at Stillwater; and anormal college at Edmond.

In creating three separate institutions instead ofcombining the functions of all three into one com-prehensive state university as in the neighboringstates of Arkansas and Missouri the foundingfathers set a precedent which said in effect thathigher education in Oklahoma should be decentral-ized, rather than concentrated in one or a few geo-

Indian Territory1. Oklahoma School of Mines and Metallurgy

at Wilburton (1908)2. Industrial Institute and College for Girls

at Chickasha (1908)Three normal schools:

3. East Central at Ada (1909)4.. Southeastern at Durant (1909)5. Northeastern at Tahlequah (1909)

Three agricultural schools:6. Broken Arrow (1908)7. Tishomingo (1908)8. Warner (1908)9. University preparatory school at Claremore

(1909)10. Miami School of Mines at Miami (1919)

graphic locations. Subsequent legislatures not onlyadopted this precedent as desirable, but even man-aged to improve upon it considerably, with the resultthat Oklahoma's citizens had access to universalhigher education before universal secondary educa-tion became a reality.

University of OklahomaIn creating the Uni-versity of Oklahoma at Norman in 1890, the firstTerritorial Assembly sought to structure an insti-tution whose purposes would be both cultural andpractical, with perhaps an emphasis on the former,yet not excluding the latter. Unlike the normalcollege established at Edmond in the same year, thestate university was to be a multi-purpose institutionwhose "object" was as follows:

To provide means of acquiring a thoroughknowledge of the various branches of learningconnected with scientific, industrial and pro-fessional pursuits, in the theory and art of teach-ing, and also in instruction in the fundamentallaws of the United States and of this territory

3

In short, the University of Oklahoma was assignedthe tasks of producing "scientific, industrial andprofessional" personnel, school teachers, and goodcitizens.

A lengthy section in the Act creating the insti-tution outlined in some detail the organization ofthe institution and the courses of study which wereto be offered. There was to be a college or depart-ment of arts, a college or department of letters, anormal department, and "such professional or othercolleges or departments as now are or may fromtime to time be added thereto or connected there-with."

In connection with the establishment of pro-fessional schools or departments, the Board ofRegents for the University was to be responsible,except that no new professional schools or depart-ments could be established until the legislature had

3 This citation and those to follow in this chapter were takenfrom the following sources: The History of Legal Controlsof Public Higher Education in Oklahoma, by E. T. Dunlap,unpublished doctoral dissertation, Oklahoma Agriculturaland Mechanical College, 1956; A Reconnaissance of HigherEducation in Oklahoma, Part I, by John Oliver and HenryG. Bennett, Oklahoma State Coordinating Board for HigherEducation, 1939; and A System of Higher Education forOklahoma, Oklahoma State Regents for Higher Education,1942.

first made an appropriation for their operation. Thisin effect left to the legislature the controlling powerover the creation of new functions and programs.

Subsequent legislatures enlarged upon theoriginal design of the university by adding additionalfunctions, among them being the Geological Survey,which agency exists to study the geological forma-tions of the state with special reference to its mineraldeposits, water resources and other mineral resources.The Geological Survey also prepares and publishesbulletins, reports, maps and other materials of ageological and scientific nature.

A medical department and a hospital were addedto the university in 1917, located in Oklahoma City.Today, the Medical Center is a vast complex consist-ing of 18 major buildings housing educational pro-grams and health services of many kinds. In addi-tion to those schools and departments already inoperation, new schools in dental education andpublic health have recently been proposed, and areexpected to be added within the next two years.

In 1935, the State Legislature gave to the Uni-versity of Oklahoma certain responsibilities withregard to explorations and excavations in the fieldsof anthropology and paleontology, including the rightto claim one-half of the fossil remains and otherartifacts uncovered by excavation or explorationwithin the state.

Other departments, programs, and services addedin recent years include the College of ContinuingEducation and the Research Institute, both locatedon the main campus at Norman, and the BiologicalStation at Willis, Oklahoma.

Today the University of Oklahoma has largelybecome what the first territorial legislature envi-sioned in 1890 a multi-purpose institution offeringmore than 120 programs at the bachelor's level,nearly 100 programs at the master's degree level,and more than 40 doctoral programs, as well asaccredited programs in 17 professional schools anddepartments.

Oklahoma State University During the samelegislative session which saw the creation of theUniversity of Oklahoma, the Agricultural and Me-chanical College of the Territory of Oklahoma wasestablished in Payne County at Stillwater. Thatinstitution, later called Oklahoma A&M College,was established under the terms of the MorrillAct of 1862, which gave to each consenting state

5

J',

some 30,000 acres of land for each of its representa-tives in Congress, the proceeds to be applied to theendowment and maintenance of an agricultural andmechanical college. Institutions chartered underthis act thus became known as "Land-Grant" col-leges.

The original purposes of the Land-Grant collegesin Oklahoma as well as elsewhere were practical,

as opposed to classical or cultural. The Morrill Actstates that the leading object of such institutions:

. . . shall be, without excluding other scientificand classical studies, and including military tac-tics, to teach such branches of learning as arerelated to agriculture and the mechanic arts, insuch manner as the legislature of the States mayrespectively prescribe, in order to .promote theliberal and practical education of the industrialclasses in the several pursuits and professions inlife.

It is obvious from the language of the act thatsuch institutions were designed to be "people'scolleges" rather than traditional in their orientation.However, the particular design of the institution atStillwater was not to be limited to the practical,but was to embrace scientific, cultural, and theoreti-cal subjects as well.

The full course of study was to include at leastfour Years and was to provide instruction in:

. . . the English language and literature, mathe-matics, civil engineering, agricultural chemistry,animal and vegetable anatomy and physiology,the veterinary art, entomology, geology, and suchother natural sciences as may be prescribed;political, rural and household economy, horti-culture, moral philosophy, history, bookkeepingand especially the application of science and themechanical ,.arts to practical agriculture in thefield.

Through the years, the purposes of the Land-Grant institution at Stillwater have broadened as itsenrollment has grown and as societal needs havechanged. Much of this broadening has come aboutbecause of Federal legislation such as the HatchAct of 1887, which provided for the establishmentof the Agricultural Experiment Station. The Smith-Hughes Act of 1917 gave considerable impetus tothe function of vocational education; and the Smith-Lever Act set up cooperative agricultural extensionwork between the university and the United States

6

Department of Agriculture. Subsequent Federallegislation has continued to broaden these programsand to establish new programs more in keepingwith an urban and industrial society.

Today, Oklahoma State University is a multi-purpose institution whose programs and purposcclosely parallel those of the University of Oklahoma.The institution now offers more than 90 bachelor'sdegree programs, plus some 65 master's level pro-grams and more than 40 doctoral programs. In ad-dition, Oklahoma State University provides instruc-tion in eight accredited professional programs, in-cluding veterinary medicine, which school was estab-lished in 1947.

Apart from the main campus at Stillwater, theinstitution maintains branches at Okmulgee andOklahoma City. The purpose of the School ofTechnical Training at Okmulgee is to train thatcategory of workers in the labor spectrum lyingbetween the "semi-skilled crafts and the engineeringtechnicians." The Okmulgee branch, which doesnot confer an academic degree, offers programs inmore than 30 vocational and technical fields ofstudy. The Oklahoma City branch offers approxi-mately ten associate-degree programs whose purposeis to prepare students to become engineering tech-nicians.

The Six State CollegesThe six institutionswhich are now referred to as State Colleges wereoriginally structured as normal schools, created forthe express purpose of furnishing teachers for thecommon schools of the territory and the state. Thefirst of these colleges was established in 1890 atEdmond by the territorial legislature. The functionof the institution was set forth in the establishingact as follows:

The Normal School for the Territory of Okla-homa is hereby located and established at orwithin one mile of the village of Edmond, inthe County of Oklahoma in said Territory, theexclusive purposes of which shall be the instruc-tion of -both male and female persons in theart of teaching and in all the various branchesthat pertain to a good common school educa-tion, also to give instruction in the theory andpractice of teaching, in the fundamental laws ofthe United States, and in which regards therights and duties of citizens.

Following the opening of the Cheyenne-Arapaholands in 1892 and the Cherokee Outlet in 1893,additional normal schools were created. Northwest-

ern Normal School was established at Alva in 1897,and Southwestern Normal School was established atWeatherford in 1901. The functions of these insti-tutions were to be "the same as the normal schoolof the Territory of Oklahoma, located at the villageof Edmond, in said Territory."

After Oklahoma and Indian Territories com-bined to form the State of Oklahoma in 1907, threenormal schools were established in eastern Okla-homa to parallel those already in operation in thewestern part of the state. These institutions wereSoutheastern at Durant, Northeastern at Tahlequah,and East Central at Ada, all established in 1909.These new institutions were to have the samefunctions as those normal schools already in opera-tion in Oklahoma.

The years since 1909 have seen a gradual evolu-tion in the functions of the State Colleges. Interritorial clays, an indiVidual could be certified toteach in the public schools after attending one ofthe normal schools for 22 weeks; today, the under-graduate course of study is four years in length, anda fifth year program has been added to accommodatethose who want to obtain the Master of Teachingdegree.

Whereas the original function of the teachers'colleges had been to offer instruction in pedagogyonly, a legislative act in 1939 broadened their pur-poses to allow these institutions to "offer coursesin the various educational branches without beingrestricted to the purpose of educating persons inthe arts of teaching." In 1941, the names of fiveof these institutions were changed to accord withthe broadened set of purposes allocated by thelegislature. These five institutions became CentralState College at Edmond, Northwestern State Col-lege at Alva, East Central State College at Ada,Northeastern State College at Tahlequah, and South-eastern State College at Durant.

The name of the normal school at Weatherfordwas changed in 1939 to The Southwestern State Col-lege of Diversified Occupations. The act changingthe function of this institution provided that theprimary purpose of the college would be ". . . totrain and qualify its students for some trade oroccupation, including that of teaching school, thesubjects of instruction to be determined by theState Board of Education." However, this changewas of short duration. In 1941, the name of theinstitution was changed to Southwestern Instituteof Technology. During this two-year period, the col-lege added a School of Pharmacy, degree work in

the arts and sciences, and trade schools to its origi-nal function as a teacher training institution. In1949, the Oklahoma State Legislature once againchanged the name of the institution, this time toSouthwestern State College.

Although the six state colleges are moving froma single-purpose orientation toward a more broadenedset of functions, their chief activity is still the pro-duction of teachers for the public schools of thestate and the nation. In 1965, for example, thesesix institutions processed about 1,900 of the 3,500applications for teachers' certificates granted in thestate during that year. The number of teachers pro-duced by these six colleges was about 53 per centof the production for the total state. That percentageis particularly significant, since they enrolled lessthan 33 per cent of the students attending Oklahomafour -near colleges and universities in that same ycar.

Langston UniversityThe institution whichis now known as Langston University was establishedby the Territorial Legislature in 1897, as a combina-tion university and normal school for the Negrorace. The original purposes of the institution weredefined as follows:

The Colored Agricultural and Normal Universityof the Territory of Oklahoma is hereby locatedand established at or within a convenient distancefrom Langston in Logan County, OklahomaTerritory; the exclusive purpose of which shallbe the instruction of both male and femalecolored persons in the art of teaching variousbranches which pertain to a common schooleducation and in such higher education as maybe deemed advisable, and the fundamental lawsof the United States in the rights and duties ofcitizens and in the agricultural, mechanical andindustrial arts.

In 1941, the Oklahoma Legislature officiallychanged the name of the Colored Agricultural andNormal University to Langston University. In 1948,prior to full racial integration in The Oklahoma StateSystem of Higher Education, the Langston Univer-sity School of Law was created by resolution of theOklahoma State Regents for Higher Education, inorder to provide legal education within the statefor qualified Negro applicants. Although a facultywas hired and one or two students were enrolled,the new school of law never became operational. Bythat time, the University of Oklahoma School ofLaw had begun to accept qualified applicants ofall races and the Langston University School ofLaw was abolished.

7

While its functions have not been officiallymodified to any great extent from those with whichit was invested originally, Langston University is

currently making its greatest contributions in thefields of teacher education and the basic liberal arts.As these two fields have increased in importance,the functions of agriculture and the mechanical artshave diminished accordingly. Along with all otherstate-supported colleges and universities, LangstonUniversity is now open to qualified students of allraces.

Northern Oklahoma CollegeIn 1901, theinstitution which was later to become NorthernOklahoma College was established as UniversityPreparatory School for the Territory of Oklahomato be located at Tonkawa. The purpose of theschool was to provide secondary instruction for thestudents of Oklahoma which would prepare themfor a university course of study.

In 1919, the purposes of the preparatory schoolwere changed to emphasize training in vocationalsubjects, particularly in the field of business educa-tion. In accordance with that purpose, the schoolwas to be known as the Oklahoma State BusinessAcademy. The college department was establishedin 1920, and the institution subsequently movedfrom secondary to college status. By act of theState Legislature in 1941, its name was changed toNorthern Oklahoma Junior College. In 1965, theOklahoma Legislature again changed its name, thistime to Northern Oklahoma College. No substan-tial changes have been made in the purposes ofthe institution since 1941.

Oklahoma College of Liberal Arts TheOklahoma Industrial Institute and College for Girlswas established in 1908 to "give instruction in indus-trial arts, the English language and the variousbranches of mathematical, physical, natural and eco-nomic sciences, with special reference to their appli-cation in the industries of life." Apparently theintention of the First Oklahoma Legislature wasto createrat Chickasha a female equivalent to theAgricultural and Mechanical College at Stillwater.

For the first few years of its existence, the insti-tution operated at both the secondary and collegiatelevels, but in 1926 the secondary department wasdiscontinued. In 1916, its name was changed toOklahoma College for Women, and both the nameand the institution's functions remained relativelyunchanged until 1965.

8

At that time, the Oklahoma State Regents forHigher Education, acting under constitutional au-thority to prescribe functions and courses of study,changed the functions of the institution "wherebyboth men and women students would be admittedto pursue four years of study in the liberal artsculminating with the bachelor's degree." Followingthis action on the part of the State Regents, theLegislature changed the name of the institution tothe Oklahoma College of Liberal Arts.

As spelled out in the State Regents' resolutionwhich changed the institutional function from awoman's college to its present status, the new collegewill be experimental in nature, will operate on a year-round basis, and will enroll a selective group of stu-dents whose aspirations and abilities fit them for anintellectually rigorous and accelerated course ofstudy.

Oklahoma Military AcademyAn act of theState Legislature in 1909 created the Eastern Univer-sity Preparatory School and located it at Claremore.This school was established to parallel the prepara-tory school which had been established in OklahomaTerritory at Tonkawa during territorial days. Theobject of the ,school was "to educate boys and girlsup to and as necessary for admission to the freshmanclass in the State University or other institutions ofhigher education."

In 1919, the State Legislature changed the nameof the institution from Eastern University Prepara-tory School to Oklahoma Military Academy. Therevised purposes of the institution were to includeboth vocational and military training. The vocationaleducation was to be confined to the vocations ofauto mechanics and building trades, and was tobe below college grade. Students entering the in-stitution were required to pursue courses in bothvocational education and military training. Thepurposes of the institution remain today substantiallywhat they were in 1919, except that the vocationaltraining curriculum has been de-emphasized in favorof the military science program.

Murray, Connors, and Cameron State Agri-cultural CollegesAn act passed by the First Okla-homa Legislature in 1908 provided for the estab-lishment in each Supreme Court judicial districtin Oklahoma of:

. . . a district agricultural school of secondarygrade for instruction in agriculture and me-chanics and allied branches, and domestic sci-

=-7

ences, and economics, with courses of instruc-tion leading to the .agricultural and mechanicalcollege and the State Normal schools.

As a result of this legislation, six secondaryagricultural schools were created. Two of thesesix schools at Broken Arrow and at Helenawere closed in 1919, and the one located at Goodwelllater became a four-year institution. The threeremaining schools created under this act subse-quently became Murray State Agricultural College,Connors State Agricultural College, and CameronState Agricultural College, at Tishomingo, \Varner,and Lawton, respectively.

A series of legislative acts between 1924 and1927 changed the purposes of the schools at Tisho-mingo, \Varner, and Lawton from secondary schoolsto schools offering the first two years of a collegiateprogram. No significant changes in the functionsof these colleges have been made since that time,although the agricultural and mechanical arts pro-grams have declined vis a vis their university-parallelprograms.

Panhandle A&M CollegeIn 1909, a secondaryDistrict Agricultural School was established in thePanhandle Agricultural District at Goodwell. Thisschool was one of six district agricultural schoolsdesigned for the purpose of preparing high schoolstudents for entrance into the Agricultural andMechanical College and the State Normal schools.The institution at Goodwell was designated thePanhandle Agricultural Institute.

In 1921, the function of Panhandle AgriculturalInstitute was changed to allow the institution toteach two years of college work in agricultural andmechanical arts, home economics education, andother auxiliary subjects, in addition to its secondarysubjects. Along with its change in function, thename of the institution was changed to PanhandleAgricultural and Mechanical College.

Following its elevation from secondary to juniorcollege status by the Oklahoma Legislature in 1921,Panhandle A&M College became a four-year insti-tution throtigh action of the State Board of Agricul-ture, which authorized the institution to add thejunior year of college in 1925, and the senior yearin 1926. Panhandle A&M thus has the uniquedistinction of being the only public two-year collegein the history of Oklahoma higher education tobecome a four-year institution.

Although it has retained its original function

as an agricultural school, Panhandle A&M todayserves a much broader set of purposes than at thetime of its creation. Because of its isolated geo-graphic location, the institution also serves as anarea junior college, as a liberal arts college, and as ateacher education institution. The great majorityof its current graduates major in either a liberal artssubject or in teacher education, with graduates inagriculture being in a very small minority.

Eastern Oklahoma A&M CollegeIn 1908,a School of Mines and Metallurgy was created andlocated at \Vilburton, as a four-year institution hay-ing as its purposes to:

Teach such branches in mining and metallurgyas will give a thorough technical knowledge ofmines and mining, and of subjects pertainingthereto, including physics and mining engineer-ing, mathematics, chemistry, geology, mineralogy,metallurgy, and subject of shop work and draw-ing, the technical knowledge and properties ofmine gases, assaying, surveying, drafting of mapsand plans, and such other subjects pertaining tomining engineering as may add to the safetyand economical operation of mines within thisstate.

In 1919, after having been closed since 1917(along with nine other state institutions), the in-stitution at Wilburton was re-opened, but this timewith an additional function that of providing voca-tional education below college grade in vocationsrelating to mining industries.

In 1927, the statute fixing the purposes of theSchool of Mines and Metallurgy was repealed, andit was provided that the school would henceforthbe known as the Eastern Oklahoma College. Theinstitution was directed to emphasize vocationaleducation below college grade in vocations relatingto trades and industries, although it still retainedits degree-granting authority.

Another legislative act passed the same yearprovided that persons who had been granted degreesprior to 1927 by the School of Mines and Metallurgycould be granted degrees by the Univerity of Okla-homa upon presentation of proper theses in lieuof the degrees granted by the School of Mines andMetallurgy.

In 1939, the name of the Eastern OklahomaCollege was changed to the Eastern Oklahoma Agri-cultural and Mechanical College, and it was pro-

9

vided that the institution would be one of the two-year agricultural and mechanical colleges of thestate.

Northeastern Oklahoma A&M CollegeTheMiami School of Mines was established by theOklahoma Legislature in 1919 as a "school wherethe science of mining shall be taught; and thecourses of studs' to be prescribed for students of theschool shall, at all times, be selected with the view ofthe future development of the mining industries ofthe State of Oklahoma, and such school shall beessentially a vocational school for the preparation ofthose wishing to engage in the various phases of themining business in the State of Oklahoma."

In 1924, the name of the institution was changedto Northeastern Oklahoma Junior College, and itspurposes were re-fashioned. The curriculum was tobe designed to serve those students not expecting tocontinue beyond junior college work, and was tobe limited to those subjects suitable for the firsttwo years above high school graduation "except thatfield courses in mining and geological engineeringfor advanced students in the college of engineeringof the University of Oklahoma may be maintained."An act of the Oklahoma Legislature in 1943 changedthe name of the institution from NortheasternOklahoma Junior College to Northeastern OklahomaAgricultural and Mechanical College. The institu-tion thus became one of the five "A&M" junior col-leges, located at Warner, Tishomingo, Lawton, Wil-burton, and at Miami.

The Municipal Junior CollegesIn addition to its 18 state-supported colleges and

universities, Oklahoma also maintains five municipaljunior colleges as a part of its public system of highereducation. These junior colleges, located at Altus,El Reno, Poteau, Sayre, and Seminole, are underthe control of local school boards, and are supportedin part by ad valorem taxes collected at the locallevel, and in part by tuition collected from students.Although these colleges are eligible to receive Fed-eral matching funds in support of selected technicalprograms and for academic building needs, they donot at present share in state-appropriated funds.

The five municipal colleges now in existence areall that remain of 19 such colleges operating inOklahoma in 1940. At that time, _approximately1,600 students were enrolled in these institutions,which was one third of all students attending Okla-homa junior colleges in that year. Today, the fivemunicipal colleges still in operation enroll fewer

10

than 1,200 students, which amounts to only aboutone-tenth of the junior college enrollment in thestate.

The decline of the municipal junior colleges asviable institutions can be attributed in some measureto the rural-to-urban population movement, but pri-marily their demise must be laid to the constrictingnature of the legislative provisions which governtheir operations. Until 1939, the municipal juniorcolleges were operated without express legislativesanction. In that year a "Junior College Bill" waspassed, which authorized local school districts touse their buildings and other resources to provideeducation for students beyond the twelfth grade,and also authorized a tuition charge to be madeof students for such education.

Although the legislation passed in 1939 gaveschool districts permission to establish and operatejunior colleges, the Act did not make it possiblefor a local district to levy taxes over and abovewhat had already been authorized for grades onethrough twelve. This meant that any local tax fundsused for support of a municipal junior college hadto be diverted from the budget for the elementaryand secondary schools in the district.

Since few school districts in Oklahoma arewealthy enough to provide an optimum programfor their students in grades one through twelve, andat the same time operate a quality junior college,no additional municipal junior colleges have beenestablished since 1939, and 14 such institutionswhich existed in that year have been discontinued.Only five currently remain.

The functions of the municipal colleges closelyparallel those of the state-supported junior colleges.Both of these groups are chiefly concerned withthose students who will be transferring to seniorcolleges and universities, and as a consequence theyoffer relatively little in the way of vocational andtechnical training.

It should be pointed out that considerable pro-gress has been made by those municipal collegesstill in existence. Three of the five have moved outof the high school buildings in which they werehoused originally, and are now occupying their ownfacilities. Also, there is a trend toward the develop-ment of a separate faculty to teach in the college,whereas formerly the same teachers taught bothhigh school and college students, using the sameclassrooms and the same laboratories for both groups.This is no longer the rule, but the exception.

Although the progress which the municipal col-leges have made in the past few years is impressive,none of them has as yet been able to gain accredi-tation from the North Central Association of Col-leges and Secondary Schools, the accrediting agencyfor the region of the nation in which Oklahoma isincluded. By contrast, all of the state-supported col-leges are fully accredited by the North CentralAssociation.

Without a major change in their status, it is

extremely doubtful whether the municipal collegescan ever achieve regional accreditation. Since theyreceive no state appropriations, they must rely ontuition collected from students and from Federalfunds for any major increase in revenue. Even amajor windfall of Federal funds would not be ofany lasting benefit, since these funds would requirea considerable outlay of matching funds at theinstitutional level.

Perhaps the only lasting solution to the problemfacing the municipal colleges would be to effecta change in the constitutional and statutory pro-visions under which they operate. One way to ef-fect such a change would be to create a separatejunior college taxing district, separate from thecurrent school district, which would operate on adifferent revenue base. Another way might be toincorporate the present municipal colleges into theState System. Still a third way would be to developa financing program whereby the student, the localdistrict, and the state would share equitably in fi-nancing the current operating and capital needsbudgets of these colleges. If such measures wereadopted, appropriate criteria would need to be de-veloped to guarantee that all such institutions wouldmeet minimum standards.

The Private Colleges and Universities

Oklahoma currently has a total of eleven privateand church-related colleges and universities to com-plement its 18 state-supported and five locally sup-ported institutions of higher learning. Both theoldest and the youngest institution operating inOklahoma belong to the private and church-relatedsector. Nearly all these colleges were establishedby religious denominations, and the majority of themstill maintain close ties with their founding organi-zations.

Of the eleven private colleges within the state,seven are degree granting, senior institutions, whilefour are classified as two-year institutions. Of the

seven senior institutions, four confer the 'bachelor'sdegree, two confer both the bachelor's and master'sdegrees, and one institution, The University of Tulsa,confers the doctor's degree in addition to the othertwo types.

The University of TulsaHenry Kendall Col-lege, forerunner of The University of Tulsa, wasfounded at Muskogee, Indian Territory, in 1894,by the Presbyterian Board of Home Missions. Thecollege was moved to Tulsa in 1907. In 1920, theinstitution's name was changed from Henry KendallCollege to The University of Tulsa. The institutionwas under the control of the Presbyterian synoduntil 1928 when a self-perpetuating Board of Trusteesmade up of men from the community assumedinstitutional control. The University of Tulsa con-tinues, however, an affiliation with the UnitedPresbyterian Church, U.S.A.

The University of Tulsa is a multi-purpose insti-tution conferring bachelor's degrees in more than70 different subject fields. In addition, it confersthe Master of Arts and Master of Education degreesin approximately 40 fields, and grants both theDoctor of Education and the Doctor of Philosophydegrees. The university also provides instructionin six accredited professional programs, includingbusiness, chemistry, engineering, law, music, andteacher education.

Oklahoma City UniversityOklahoma CityUniversity was established as Epworth University bythe Methodist Episcopal Church and the MethodistEpiscopal Church, South, in cooperation with theChamber of Commerce of Oklahoma City. Thefirst classes began in 1904. In 1924, the name waschanged to Oklahoma City University. The insti-tution is owned and controlled by its board of trus-tees on behalf of the Methodist Church.

Oklahoma City University is primarily a liberalarts college offering instruction in approximately 40different fields at the baccalaureate level. The insti-tution maintains a consultative relationship withthe Massachusetts Institute of Technology in acooperative arrangement designed to raise its aca-demic standards. Along with its bachelor's degreeprograms, Oklahoma City University also confers theMaster of Arts in Teaching and the Master ofBusiness Administration degrees, and accreditedprofessional programs are maintained in music andlaw.

Phillips UniversityThe institution which isnow Phillips University was founded at Enid in

1i

oV

1906 as Oklahoma Christian University. The in-stitution maintains a close relationship with Chris-tion churches (Disciples of Christ) in the states ofArkansas, Colorado, Kansas, Oklahoma and Wyo-ming.

Phillips is made up of two undergraduate col-leges, a seminary and a division of graduate studies.At the baccalaureate level, degrees are granted insome 40 subject matter areas, while at the master'slevel the institution confers the Master of ReligiousEducation and Master of Education degrees. Inaddition, one professional degree, the Bachelor ofDivinity degree, is conferred.

Bethany Nazarene CollegeBethany Naza-rene Cdllege is a college serving the West CentralEducational Zone of the Church of the Nazarene.This territory includes the states of Nebraska, Kan-sas, western Missouri, Oklahoma, Arkansas, Texas,and Louisiana. Bethany Nazarene developed throughthe merging of several educational institutions fromseveral surrounding states. The institution was mov-ed to its present location in 1920 and was thenknown as Bethany-Peniel College. In 1955, theBoard of Trustees changed the name of the insti-tution to Bethany Nazarene College.

The institution offers instruction at the bachelor'slevel in basic liberal arts programs, teacher education,and religious education. In addition, a fifth-year pro-gram in ministerial training is provided for the prepa-ration of ministers for the Church of the Nazarene.In the spring of 1966, the institution was accreditedby the North Central Association of Colleges andSecondary Schools to offer master's level work inteacher education.

Oklahoma Baptist UniversityIn 1911, Okla-homa Baptist University officially opened its doorsat Shawnee, Oklahoma, having been established bythe State Baptist Convention. The institution iscurrently supported and under the control of theBaptist General Convention of Oklahoma.

Basically a liberal arts institution, OklahomaBaptist University confers baccalaureate degrees in25 different fields, including the professional areasof music and nursing.

Oklahoma Christian CollegeOklahomaChristian College was founded as a two-year institu-tion at Bartlesville in 1950, as Central ChristianCollege.

12

In 1956, Central Christian College was movedto Oklahoma City, and in 1959 the school changedits name to Oklahoma Christian College. Thechange from a junior college to a senior collegebegan in September, 1960, and the first bachelor'sdegrees were granted in June of 1962.

Oklahoma Christian College offers the Bachelorof Arts and Bachelor of Science degrees in approxi-mately 15 subject matter areas, including those ofteacher education and Bible.

The institution maintains a relationship withChurches of Christ in Oklahoma and several nearbystates.

Oral Roberts UniversityOral Roberts Uni-versity, Oklahoma's newest four-year institution, wasopened in 1965 at Tulsa, Oklahoma. While thecollege is not related to any particular religiousdenomination, its purposes are those of a church-related nature.

Eventually, Oral Roberts University plans tooffer Bachelor of Arts and Bachelor of Science de-grees in most liberal arts subjects, along with gradu-ate degrees in a separately organized Graduate Schoolof Theology. Several professional programs are con-templated at the bachelor's level including teachereducation.

The Church-Related Junior CollegesOf thefour private junior colleges operating in Oklahoma,all are closely church-related in their character andpurposes. These institutions are Bacone College,located at Bacone; Central Pilgrim College, Bartles-ville; Saint Gregory's, Shawnee; and SouthwesternCollege, Oklahoma City.

Bacone College is the oldest college in Okla-homa, having been established in 1880 with thename Baptist Indian University. The institutionis still supported in large part by the AmericanBaptist constituency, which elects a majority of heBoard of Trustees for the college.

Bacone is a junior college of liberal arts, with aSubstantial percentage of its student body beingAmerican Indian youth. The institution offers bothuniversity parallel and terminal courses of study,among its programs being an associate degree pro-gram in nursing to prepare students to become Reg-istered Nurses.

Central Pilgrim College, Bartlesville, was es-tablished as a result of a merger of two colleges

3

Western Pilgrim College, El Monte, California,and Central Pilgrim, Bartlesville, Oklahoma. Theinstitution was established in 1960, under the aus-pices of the Pilgrim Holiness Church.

Central Pilgrim offers a two-year liberal artsprogram of a university-parallel nature. In addition,there is a separately organized Bible College whichis designed for the purpose of training ministers andChristian workers for the sponsoring denomination.

St. Gregory's College at Shawnee is a privateCatholic co-educational institution conducted bythe Benedictine Fathers of Saint Gregory's Abbey.The college offers a .two -year program of arts andsciences leading to most academic degrees. Establish-ed in 1915 by the Benedictine Fathers, Saint Greg-ory's only recently changed its function by terminat-ing its secondary school program and by opening itsdoors to admit both men and women students.Prior to 1965, the college operated as an institutionfor men only.

Southwestern College of Oklahoma City operatesunder the auspices of the Pentecostal HolinessChurch. The institution conducted its first classesin October of 1946. In addition to its two-yearjunior college program, Southwestern College alsooperates a separately organized school of theologyto prepare Christian workers and ministers for itsdenomination.

Chapter IIIFunctions of Oklahoma Colleges

and Universities

Concern about institutional functions and theneed for differentiation of function among institu-tions in a state system of higher education has beengaining increasing attention since the Californiarestudy of higher education in the early 1950's. Inthe last decade, higher education studies have beenmade in at least half of the states. Most of thesestudies recognize the importance of and need forthe allocation of specific functions to specific insti-tutions in order to minimize unnecessary duplication

:Th. r, FM; C7,

of effort. The need for clarifying each institution'sbasic functions and achieving differentiation of func-tion among institutions in a state system has beenbrought into focus by the rapidly increasing enroll-ments of the last decade, and the sharp increase infinancial resources required to underwrite risinghigher education costs.

Although most state higher education studiesrecognize the importance of differentiation of func-tions among institutions, few such studies have at-tempted to clarify the meaning of the term. TheCalifornia Master Plan described it only vaguely asa "division of labor" among institutions.' The Flori-da Board of Regents used the term "role and scope"rather than functions and programs, and enumeratedthe curricula each state institution should provide.2While this delineation of program is helpful in de-scribing existing functions of Florida institutions, itdoes not provide appropriate guidelines for futurepolicy decisions regarding new programs. Withouta clear delineation of the functions, or role, of eachinstitution in a state system, it is difficult for a policyboard to ascertain if a requested new program isor is not consistent with the institution's assignedrole.

State Regents' Responsibility

Article XIII-A of the Constitution of the Stateof Oklahoma establishes The Oklahoma State Sys-tem of Higher Education, provides that the StateRegents shall be the "coordinating board of con-trol" for all institutions in the State System, andsets forth the specific responsibilities of the StateRegents. Among those responsibilities enumeratedin Paragraph 2 of Article XIII-A pertinent to thestudy of institutional functions and goals are thefollowing:

(1) it shall prescribe standards of higher edu-cation applicable to each institution.

(2) it shall determine the functions and coursesof study in each of the institutions to con-form to the standards prescribed.

The context in which the term "function" oc-curs in this statement suggests that it refers to theoperations or activities in which colleges and uni-

1 Coons, Arthur G. and others, A Master Plan for HigherEducation in California, 1960-1975, California State Depart-ment of Education, Sacramento, 1960, pp. 34-44.

2 Board of Regents, Role and Scope Studies, 1962-64, StateUniversity System of Florida, Publication No. 101, 1965.

13

versifies arc authorized to engage. The phrase"course of study" obviously refers to the educationalprogram or the content of education provided inan institution for the purpose of fulfilling its desig-nated functions. There is also a clear implicationin the phrases "standards of higher education appli-cable to each institution" and "functions and coursesof study in each institution" that standards, functionsand courses of study need not be, in fact shouldnot be uniform among the colleges. Diversity offunctions and programs is an important element ofstrength in the State's system of higher education.

The functions of higher education must be con-sistent with the goals that are established withinthe state. The omission of functions which arcessential to the achievement of goals, as well as theperformance of functions that bear no relationshipto goals, should be viewed with concern.

Sources of Data

A question of major importance as it relates tohigher education in Oklahoma is the extent to whichthe functions of each institution are well defined anddearly delimited. Answers to this question weresought from two main sources: the presidents of theinstitutions and an analysis of programs offered bythe institutions. As a first step in defining and de-limiting functions, the staff of the State Regents,with the assistance of an Advisory Committee, form-ulated a statement of 29 functions that are or mightbe performed by Oklahoma institutions of highereducation. These statements were incorporated intoa questionnaire that was sent to the president ofeach institution, public and private, for the purposeof ascertaining what he considers to be the actualfunctions of his institution and what he thinks theyshould or should not be.

The summary of these statements serves severalpurposes. It is a means of determining roughly theoverlap and differentiation of functions among theinstitutions; the omission of functions; and theimplications of identified functions for programdevelopment in each institution. Moreover, sincefunctions and goals arc closely interrelated, thestatement of goals in the succeeding section suggestsfunctions to be performed. An analysis of functionsthat are being performed may reveal an inconsistencybetween these functions and the proposed goals.

A second source of information directly related tothe functions of institutions is the staff report, Fac-ulty Teaching Loads and Student-Credit-Hour Costs,

14

Oklahoma State System of Higher Education 1964-6>Academic Year. This study presents comprehensivedata regarding the scope and levels of programs of-fered in both the public and the private colleges anduniversities. These data make it possible to identifythe functions that are necessary to carry out theseprogram offerings and also to note any omissions ofprograms that seem necessary to carry out the func-tions that are appropriate to a particular institution.In other words, it is possible to determine extentof agreement between institutional functions andinstitutional programs.

There are several limitations inherent in thisprocedure. First, it is difficult to keep in mindconstantly the meaning of functions. The morefunctions and programs are confused, the less pre-cise will be the identification of the functions assuch. Second, the statements of functions may notalways be dear, or they may have a different meaningfor those completing the questionnaire from themeaning they had for those who formulated it.Third, it would have been desirable to secure re-sponses also from other administrators and fromfaculty members. This would have provided evi-dence of the extent to which there is a generalunderstanding of the functions of an institutionand agreement regarding the appropriateness of thesefunctions. Fourth, conferences with key persons ineach institution might have helped to clarify am-biguities and misinterpretations.

A complete statistical summary of the question-naire returns is presented as Appendix C. Thefollowing conclusions and summaries are drawn fromthe two sources of data already noted.

Instructional Functions and Activities

Functions Relating to Levels of Education

Generally, the four levels of education that shouldbe provided in a well-ordered system of higher edu-cation arc: the lower undergraduate level or division,usually comprising the first two years beyond thehigh school; a second level, leading to a bachelor'sor first professional degree; a third level, leading toa master's degree or its equivalent; and a fourth level,leading to the doctorate or its equivalent.

The institutions of higher education in Okla-homa, considered only from the standpoint of levelsof education offered, conform roughly to this pat-tern. The distribution of all higher institutions, pub-

lic and private, according to the highest level of theirrespective educational programs is shown in TableI. There arc seven public two-year colleges, fivemunicipal junior colleges and four private juniorcolleges that provide education only at the lowerlevel.

Table 1: Levels of Education offered byOklahoma Institutions of Higher Learning, 1965

InstitutionAssociate Bachelor's Master's

Degree Degree DegreeDoctor'sDegree

State:OUOSUCSCECSCNESCNWSCSESCSWSCOCLAPAMCLUCameronConnorsEasternMurrayNEOAMCNOCOMA

Private :TulsaBethanyOBUOCCOCUPhillipsBaconeSt. Gregory'sCentral PilgrimSouthwestern

Municipal:AltusEl RenoPoteauSayreSeminole

X XXXXXXX

X XXX

XXXXXa

XX

X

a Seminole does not confer Associate Degrees. The institutiondoes, however, offer a certificate of completion at the endof two years.

Seventeen institutions, 11 public and six private,provide education up to the level of the bachelor'sor the first professional degree. There are no inde-pendent professional schools offering programs cul-minating in the first professional degree.

The two state universities, six state colleges andfour private institutions provide educational pro-grams leading to the master's degree; some limittheir offerings at this level to the Master of Teaching.

The two state universities and one private uni-versity include within the scope of their functionsprograms leading to the doctorate. Regarded onlywith reference to the allocation of functions byeducational levels, this distribution appears to besatisfactory.

Functions Related to Kinds of Education

Other considerations besides the level of educa-tional functions determine the adequacy of highereducation to serve the needs of the state. One ofthese is the kinds of education offered the natureof the education programs. The questionnaire onfunctions completed by the presidents relating toinstitutional responsibilities for various kinds of edu-cation was not interpreted alike by all of the presi-dents. The information derived from this sourceis therefore of somewhat limited value in assessingthe functions of the institutions in terms of theireducational programs. The data contained in thestudy, Higher Education Opportunities and Needsin Oklahoma, and in other reports arising out of theSelf-Study of Higher Education in Oklahoma havebeen more helpful than the questionnaire. The fol-lowing observations and conclusions are drawn fromthe findings derived from these several sources.

Education at the lower college division normallyincludes academic courses designed to:

(1) provide basic general education that is ter-minal;

(2) provide for transfer credit to institutions of-fering advanced programs;

(3) provide technical-vocational education, usual-ly terminal; and

(4) provide remedial instruction.

The first of these, to provide basic general edu-cation, is an acknowledged responsibility of all insti-tutions public and private, junior and senior.

15

OT.

An examination of the number and type of coursesoffered at the freshman-sophomore level, the totalsemester hours taught in each subject field, thestudent-credit-hours produced and the number offull-time-equivalent faculty teaching in each subjectindicates that, generally, the scope of offerings ineach institution is adequate to serve this function.

Judged by requirements announced in their cata-logs, the concept of general education that prevailsin most of the Oklahoma colleges, two-year anddegree-granting, is not well defined. Generally, theserequirements are expressed in terms of a combinationof elective courses in each of the subject matter areas

English, humanities, the natural sciences and thesocial sciences. There is apparently no commonlyaccepted core of general education. Further studybeyond what is possible within the compass of thisreport would be necessary and desirable for the pur-pose of determining the extent to which there isagreement among the institutions on desired out-comes of general education, the means by which theachievement of these outcomes is judged and theextent to which they are in fact achieved. At thispoint, all that can be said is that the function ofproviding basic general education is recognized as aresponsibility of all the higher institutions of thestate.

A second function, commonly assigned to juniorcolleges, is to provide technical-vocational education.In Oklahoma this is reported by the presidents to bean accepted function of all of the municipal andpublic junior colleges except Oklahoma MilitaryAcademy. The administrators of two of the fourprivate junior colleges, however, do not considerthis to be an appropriate function of their insti-tutions. A striking fact about the Oklahoma situa-tion is that -:_he degree-granting institutions offermore instruction in technical-vocational courses andproduce a larger number of student-credit-hours inthis field than do the junior colleges. Many of thecourses given under the auspices of Oklahoma StateUniversity are taught in branches at Okmulgee andOklahoma City, which in a sense are quasi two-yeartechnical institutes. In some of the state colleges,courses in industrial education some closely re-lated to technical-vocational courses are offeredin programs designed to prepare teachers in industrialeducation. No information is available as to howfar these programs have been expanded beyond theneeds for teacher education or the extent to whichthey serve the function of terminal technical-voca-tional education.

The offerings in technical-vocational courses in

16

the two-year colleges differ greatly both as to numberand as to fields. Viewing them as a group, an analy-sis of their programs shows that only about five percent of all the courses they offer are in the technical-vocational area. In further confirmation of thisimbalance, an analysis of student credit hours pro-duced likewise shows that more than 95 per centwere in academic subjects. It was found further thatalmost one-third of all the classes enrolling fewerthan 10 students each were in the technical-voca-tional field. It would appear from these data thatthe public two-year colleges are not, in the usualmeaning of the term, comprehensive community col-leges. These institutions should immediately ex-amine their technical-vocational programs in rela-tion to community needs and they should studythe abilities of their students with a view todetermining whether, with the aid of a good testingand counseling program, more students should beenrolled in technical-vocational courses.

It should also be noted that there is an apparentinconsistency between the functions implied by thenames of some of the public junior colleges and thefunctions implied by their programs. Five of theseven two-year colleges are designated "agriculturaland mechanical;" yet a large percentage of theirstudent credit hours, as has just been observed, arein academic college parallel programs. Moreover,the title "agricultural and mechanical" suggests thattheir programs are designed primarily for men. Thepractical effect of this implication may be reflectedin the ratio of 75 per cent men to 25 per centwomen in their enrollment. Taking into accountcurrent trends in agriculture in Oklahoma, it wouldseem that these two-year colleges may have out-grown their primary function of providing agricul-tural and mechanical education and that their namesshould be changed to conform to the new andbroader functions now being served by them.

As in many other states, the situation in Okla-homa relating to the provision of adequate programsin technical-vocational education, is complicated bythe movement to establish a system of area technical-vocational schools independently of the junior col-leges. It has been concluded in a number of otherstates confronted with the same issue that, generally,to incorporate technical-vocational education intoa comprehensive community college program is pref-erable to the development of separate and competingprograms.

A question may also be raised as to the extentto which the degree-granting institutions should con-tinue to serve the function of providing terminal

technical-vocational education for students not can-didates for the bachelor's degree, and the extent towhich this function should gradually be transferredto the junior colleges. To raise this question doesnot imply that this is always an inappropriate func-tion of the degree-granting institutions. It doessuggest, however, that this particular function in adegree-granting institution must have an adequatejustification, such as a close relationship to degreeprograms or the non-availability of such educationalopportunities in other nearby institutions.

There is a diversity of practice in Oklahoma col-leges and universities and of opinion among theirpresidents regarding remedial instruction. A largemajority of the presidents of public institutions saythis is or should be a function of their respectiveinstitutions. A similar weight of opinion and practicein favor of remedial instruction is found among thepresidents of the private institutions.

The function of providing remedial instructionmust be related realistically to the state's highereducation goals. If one of these goals is to conserveand develop the latent talents of all youth for whomit is responsible, appropriate provisions must bemade to enable students to repair deficiencies aswell as to capitalize on strengths. Each institutionmust either adopt an admissions policy that willkeep the number of students requiring remedialinstruction at a minimum or it must accept theprovision of remedial instruction as one of itsfunctions. The achievement of the goal just notedwill require that all of the junior colleges and someof those granting the bachelor's degree providesome forms of remedial instruction.

The function of conferring the degree, Associatcin Arts or Associate in Science, is performed by allbut one of the junior colleges public and private

but there is a division of opinion and diversity ofpractice reported by the presidents of the seniorinstitutions. It should be noted that OklahomaState University conferred associate degrees in 1965-66; also that the Oklahoma College of Liberal Artsconfers a certificate upon the completion of atwo -year program in business education which issimilar to but not identical with the associate de-gree. The President of Oklahoma State Universityreported, however, that this should not be one ofthe functions of his institution. Conversely, threepresidents of statc colleges and the president of oneprivate senior college said this was not one of theirfunctions now but that it should be.

Education Culminating in the Bachelor's orFirst Professional Degree

Eleven state and six private institutions are re-sponsible for providing liberal arts programs leadingto the bachelor's degree. These liberal arts programsembody the usual disciplines, but with varying de-grees of emphasis. There will of necessity be a con-siderable amount of duplication in the programs.This need not be a matter of concern so long asthe number of courses offered in any discipline ordepartment is kept within the minimal limits neces-sary to serve the purposes of the institution. A largenumber of classes in any department or field ofknowledge in which enrollments are small and costsper student-credit-hour are high, however, calls forjustification or correction.

It is important that, as social needs change andnew functions emerge, the programs of the insti-tutions be revised to keep them in step with chang-ing demands. But as new courses emerge those thatare outmoded must be discontinued, otherwise therewill result an undesirable proliferation of courses.By way of specific reference, it may be pointed outthat in 1964-65 in several of the state colleges thenumber of courses enrolling fewer than 10 studentsin relation to those enrolling 10 or more appeared tobe unusually high. In one institution, there were 126classes enrolling fewer than 10 and 275 enrolling10 or more. This is approximately 31 per cent. Inothers, the corresponding numbers were 110 and286 (28 per cent), 93 and 286 (25 per cent), 124and 484 (20 per cent). Without exception, thecost per student-credit-hour of instruction at theupper undergraduate level, where most of theseclasses were found, was unusually high. There maybe instances where subjects baying small class en-rollments or high instructional costs may be neededto provide a rounded liberal arts program, but thejustification for such offerings must be clearly es-tablished.

In the State System, the function of providingprofessional or occupational programs leading to thebachelor's or first professional degree (as distin-guished from terminal technical-vocational and in-dustrial courses) is quite clearly allocated to sped-ficd institutions. For example, engineering is con-centrated in two statc universities. Agriculture isallocated to Oklahoma State University, Panhandleand Langston; medicine to the University of Okla-homa; veterinary medicine to Oklahoma State Uni-versity; law and social work to the University ofOklahoma; and hotel and restaurant managementto Oklahoma State University.

17

,7

While the functions in the fields just notedappear to be quite definitely allocated, the respon-sibility for other kinds of professional educationis widely distributed. Both state universities providea broad range of programs in the areas of businessand commerce and every state college provides aprogram in areas such as accounting, secretarial stud-ies, business administation or general business andcommerce.

Graduate Education Culminating in theMaster's Degree

The function of providing a broad range ofgraduate offerings leading to the master's degree isconcentrated in the two state universities and fourprivate institutions the University of Tulsa, andOklahoma City University, Phillips University, andBethany Nazarene College: Limited offerings arealso available at some of the state colleges. Six ofthe state senior colleges have programs culminatingin the Master of Teaching and the president of onestate college that does not now offer such a programis of the opinion that his college should inaugurateone.

Some of the state colleges undoubtedly will seekto expand their programs at the level of the master'sdegree. This development should be carefully di-rected. The state colleges should move into ex-panded programs of graduate instruction only whenthere is a clearly acknowledged societal need andonly when they can demonstrate adequate strengthin their undergraduate programs.

Graduate Education Culminating in theDoctor's Degree

The two state universities assume major respon-sibility for this function. Limited offerings in afew fields are found also at the University of Tulsa.There has been an impressive increase in the num-ber of doctor's degrees granted by the state uni-versities of Oklahoma in the past five years. Thedistribution of the degrees granted by subject matterfields indicates a heavy concentration in the sci-ences, mathematics and education. The numbergranted in social sciences, excluding education, and inthe humanities is relatively small. The total rangeof subject in which programs leading to the doc-torate are offered appears to be more limited thanis the range in a number of other states in theSouthern region. However, this may really be anelement of strength rather than weakness. Thecurrent pattern appears to conform to the concept

18

of maintaining peaks of strength instead of offeringa doctorate in a broad range of fields with the ac-companying hazard of lowering the level of quality.

Special Kinds of Education

As a matter of convenience, two unrelated func-tions are grouped in this section, namely, educationdesigned for only one sex, and adult education. Thestatement, "to provide education designed especiallyfor women . . . especially for men" is subject to var-ious interpretations. An institution that offers aprogram in home economics might properly interpretthis as education designed especially for women.Similarly, some phases of agriculture or engineeringmight be construed to be designed especially formen. These variations in interpretations are reflectedin the replies of the presidents. A large majority,however, do not regard the provision of educationdesigned especially for women or for men to bean appropriate function of their institutions.

Only one institution, Oklahoma Military Acade-my, reports that in conformity with a strict inter-pretation of its purposes, programs are designed toserve only men.3

The question may well be raised whether, underthe pressures of increased enrollments in Oklahomahigher institutions, there is a real need or even aplace for any separate institution for men or forwomen. Many of the courses designed for men areequally appropriate for women and conversely, manyof the courses designed for women are also approp-riate for men. What may really be involved inconsidering the status of this special function is aquestion of admissions policies rather than thefunctional question of providing a special kind ofeducation. This is an issue that calls for furtherstudy.

It is the unanimous opinion of the presidentsthat to provide adult education opportunities "oncampus" is an appropriate function for their re-spective institutions, but there is no comprehensiveinformation available that indicates the extent towhich the institutions in Oklahoma are actuallyproviding adult education. If evening programs maybe taken as an index, it would appear that significantofferings in the junior colleges are provided only atCameron and NEOAMC. All of the degree-granting

3 Women are admitted to evening programs, and at leasttwo women have been graduated by OMA. However, nowomen are admitted to the resident collegiate program.

institutions, public and private, include on-campusadult education as a function. To provide suchopportunities "off campus" is also considered anappropriate function for most of the state colleges,but not for the private junior colleges or the munici-pal colleges. Three presidents of private senior in-stitutions say this is and should be a function oftheir respective institutions, but here again thereis no available information by which, to judge theextent to which this function is actually being per-formed.

The question of the nature of adult educationopportunities on and off campus, to whom they areor should be available, and how they may be mosteffectively interrelated calls for further study.

Organized Research and Training Programs

These are functions which, in some respects, comeunder the general topic of instructional services andactivities but they might equally well come under thenon-instructional category. As a matter of conven-ience they are presented here because at the gradu-ate level research and instruction are closely inter-woven.

In every institution faculty members should beencouraged to conduct some research related to theirown disciplinary interests. However, fundamentalresearch supported by institutional funds normallyhas been the primary responsibility of the universi-ties. In Oklahoma, the presidents of the two stateuniversities report this is an accepted function. Withone exception the state college presidents say thatit is or should be a function of their colleges. Thepresidents of state junior colleges are equally dividedas to whether their institutions should conduct or-ganized research supported by institutional funds.Four of the five presidents of private senior insti-tutions likewise consider the conduct of organizedresearch supported by institutional funds to be anappropriate function of their institutions.

There is almost complete agreement among thepresidents of the state universities and colleges thatto conduct research and training programs supportedby federal or private agencies is a function of theirrespective institutions. In fact, only one senior col-lege president says that it is not and should not be.Likewise, the presidents of the private senior in-stitutions say this is now, or should be, one of theirfunctions. Three junior college presidents includeresearch supported by other than institutional fundsas an appropriate function of their respective insti-

tutions. It is difficult to evaluate these responseswithout knowing more specifically the concept ofresearch and planning each respondent had in mind.It is possible that the replies indicate an interest onthe part of institutions in participating in the rapidlyexpanding federally-supported activities in highereducation.

If past experience can be taken as a guide, it maybe anticipated that contracts for research will goprimarily to institutions which have distinguishedresearch scholars on their staff and have, or are willingto develop, adequate research facilities. But thereare also emerging many different type of trainingprograms that have certain elements of research andevaluation in them. It is altogether possible thatsome of the state colleges may have personnel andfacilities that will enable them to participate effec-tively in certain of these training programs. If thisis what the presidents of the state colleges have inmind, they should not be discouraged from investi-gating possibilities. But it is necessary, both in theuniversities and the colleges, to take account of theimpact of contracts for research and training pro-grams, whether federally subsidized or supported byprivate agencies, on the ongoing activities of theinstitutions.

Religious Vocations and Atmosphere

Two statements included in the questionnaireare tangentially related to instructional activities.They are "to prepare people for the ministry andchurch-related vocations" and to "provide educationin a Christian atmosphere." To prepare people forthe ministry is not generally regarded to be a functionof the public universities and colleges or junior col-leges. This is accepted, however, as a function ofprivate senior and junior colleges. There is almostunanimous agreement among the presidents thatboth the state and private institutions should pro-vide a Christian atmosphere. One president takesexception to this function, however, because "itwould be difficult to assert this as a function ofthis institution without offending someone; thereare enrolled students of many different religiousfaiths." He would state this function in broaderterms such as trying consciously to serve a "Judeo-Christian culture."

Non-Instructional Services and Activities

Numerous and diverse activities of a non-instruc-tional nature that contribute directly or indirectly tothe achievement of the goals of higher education are

19

Nen,t ,,

performed by many colleges and universities inOklahoma. A complete inventory of these servicesand the activities involved would, in itself, constitutea small volume. Only a sampling of a few of themore significant functions in this area was, therefore,included in the questionnaire. Some of these relateto activities in the institution, others to activitiescentering in community relationships.

Non-Instructional Campus Activities

"To provide special services relating to students'health and welfare" broadly construed may includenot only medical examinations, medical and infirm-ary services and psychiatric consultation, but alsofood services, inspection and approval of off-campusrooms and living facilities and recreational facilities.The presidents of the public senior and juniorcolleges, except one in a junior college, and thepresidents of the private senior and junior colleges,with one exception, said this is an appropriate ac-tivity of their respective institutions.

In the case of a local junior college that is notresidential, health services as well as other types ofstudent welfare activities may quite properly bemuch more limited than they would be in a resi-dential college junior or senior. It is an acceptedprinciple in most colleges and universities throughoutthe nation that a student's physical and emotionalwell-being are so intimately related to his academicachievement that they must be recognized as im-portant elements of an institution's total program.This point of view, with the two exceptions noted,is accepted by the presidents of Oklahoma collegesand universities of all types.

"To provide special counseling, guidance andother services" is another facet of an institution'sconcern for the "whole man." There is completeagreement among all of the presidents concerningthis activity. Here again, the nature and scope ofactivities involved will vary with the type of institu-tion and the level of education reached by the stu-dent. Though they will differ in nature, counselingservices provided for graduate students are no lessimportant than they are for undergraduates. It is

also important that undergraduate counseling ser-vices, particularly at the freshman level, be closelyarticulated with guidance services in the high schools.

The importance of an effective undergraduatecounseling program is emphasized by the fact thata large percentage of students change their educa-tional objectives and their fields of specialization

20

between admission and graduation. There shouldbe no question that to provide special counseling andother student personnel services is an essential func-tion of all Oklahoma colleges and universities. Theevaluation of the effectiveness of these services, witha view to their improvement, should be a part ofeach institution's continuing self-appraisal.

Another function within an institution is toprovide faculty and students a "forum for the openand free discussion and critical evaluation of con-troversial social, economic and political issues." Thisis especially important in the light of many nationaland international issues that call for intelligent con-sideration. Only four of 31 presidents of Oklahomauniversities and colleges responding to this questionsay this is not or should not be a function of theirrespective institutions. The almost complete unani-mity of responses indicates a general acceptance ofthe principle that colleges and universities shouldprovide a forum for the open and free discussionof controversial issues for both faculty and students.

College-Community Relationships

The statements in the questionnaire concerningfunctions involving community relationships pertainto (1) providing recreational services, health ser-vices, cultural activities and entertainment not other-wise provided for the general public; (2) providingfree consultation services regarding social, economicand political problems to either public and non-profitor private enterprise.

Concerning the provision of recreational servicesfor the public, seven of the 11 presidents of the stateuniversities and senior colleges say this is not andshould not be a function of their institutions. Thepresidents of the state junior colleges on the otherhand, with two exceptions, say this is and shouldbe one of their functions. Quite to the contrary, allthe presidents of municipal junior colleges, exceptone, do not consider this an appropriate function.Four of the five presidents of private degree-grantingcolleges and all presidents of the private junior col-leges disavow this as a function. It is difficult todraw any general conclusions from these diverseresponses.

An institution may have recreational facilitiesa golf course, a swimming pool, an athletic field,

a track or a picnic ground and park that couldbe open to the public under conditions that wouldnot interfere with its normal activities. In such cir-cumstances the provision of recreational facilities

not otherwise available to a community might be avaluable service. In another institution, however,there could well be circumstances that would makethe provision of such recreational facilities quite in-advisable. Because of the variety of extenuating cir-cumstances, it is impossible to state a general prin-ciple governing this function.

"To provide health services to the general publicwhich are not otherwise available" is a more special-ized function. Only three presidents of the stateuniversities and senior colleges, two of those inpublic junior colleges and one in a private degree-granting institutioa, say this is or should be an in-stitutional function. While generally, this may notbe regarded an appropriate function for a college oruniversity, there may be exceptions where an insti-tution operates a hospital whose capacity exceedsinstitutional demands, where a medical school op-erates a clinic that can serve community needs, orwhere special services affecting sanitation may beof mutual benefit.

"To provide various kinds of entertainment forthe public which are not otherwise provided" is afunction regarding which there is a wide divergenceof practice and opinion. Of the 11 state universityand senior college presidents, eight say it is not orshould not be one of their functions. There is similardivision of practice and opinion among the presi-dents of the other institutions junior and senior,public and private.

The interpretation of these responses hinges onthe interpretation of "entertainment." If athleticevents to which admission is charged are consideredpublic entertainment, this function is widespread."Entertainment" may also be interpreted to includesuch activities as drama, music events or motionpictures. It would seem to be an appropriate func-tion of a college or university to make these availableto the public insofar as this can be done withoutrestricting their accessibility to students and faculty.Such a provision might be justified as a means ofraising the cultural level in a community and ofpromoting good public relations and good will.

"To provide cultural activities for the generalpublic which are not otherwise available" is closelyrelated to the function of providing entertainment.Twenty-two of 26 responding presidents of thecolleges and universities junior and senior, publicand private say this is or should be a functionof their institutions. On the other hand, three of

five municipal college presidents reported this not tobe an appropriate function.

The first responsibility of a college administrationand faculty is to the students. Insofar as an insti-tution can project its cultural influences into thecommunity through lectures, art exhibits, musicalsand other activities without detracting from its firstresponsibilities, this is a proper function. Enrichingthe cultural life of the community is also a meansof enriching the environment in which the facultyand students live. This would seem to be an especial-ly important function in a junior college communitywhere the majority of students live at home, as thecommunity cultural life assumes added importance.

Another function involving community relation-ships pertains to "providing free consultation ser-vices regarding social, economic and political prob-lems" either to public or to private organizations.Regarding consultation services to public or non-profit organizations, 13 of the 18 presidents of statejunior and senior colleges and universities say thisis or should be a function of their institutions. Six ofthe eight presidents of private institutions, juniorand senior, express the same views. On the otherhand, four presidents of municipal junior collegessay this is not and should not be a function of theircolleges.

Concerning consultation to private agencies theweight of practice and opinion shifts slightly toward"is not and should not be a function" in both thestate and private colleges and universities. The presi-dents of the junior colleges public, municipal andprivate express practically the same views concern-ing consultation to private organizations as thoseconcerning consultation to public organizations. Be-cause of their public support the state colleges anduniversities probably feel more strongly constrainedto provide consultation services to public and non-profit organizations. Several presidents noted, how-ever, that this function must be "within limits." Itmay be added that the extent to which consulta-tion services of the type under consideration areprovided must be governed by a number of factorssuch as the existence of a bureau of business oreconomic research; the nature of the consultationsought; and the effect of such consultation on theongoing instructional and research activities of theinstitution.

21

17-717.77.7,

Chapter IV

Higher Education Goals in

Oklahoma

Goals are to education what a flight plan is toa pilot. They describe the course that educationshould take and they define the ends to be achieved.To be meaningful, a statement of goals for highereducation must keep in focus regional and nationalneeds, as well as needs and conditions peculiar tothe state. The foundation of our nation's strengthis the education of its citizens. But the educationof citizens is the responsibility of the several states;it follows, therefore, that the strength of the nationis determined by the combined educational strengthof its component states.

This interrelationship has long been recognized.Almost two decades ago the President's Commissionon Higher Education said, "In a real sense thefuture of our civilization depends on the directioneducation takes. Not just the distant future, but inthe days immediately ahead . . . The scientific knowl-edge and technical skills that have made atomic andbacterial warfare possible are the products of educa-tion and research and higher education must shareproportionately in the task of forging social andpolitical defenses against obliteration . . . The mea-sures higher education takes will have to match inboldness and vision the magnitude of the problem.""In the light of this situation," the Commissioncontinues, "higher education has to attempt to se-lect from among the principal goals for higher edu-cation those which should come first in our time.They are to bring to all the people of the nation:education for a fuller realization of democracy inevery phase of living, education directly and explicitlyfor international understanding and cooperation, edu-cation for the application of creative imagination andtrained intelligence to the solution of social problemsand to the administration of public affairs."

After almost two decades since the Commissionhighlighted these goals, their achievement has be-come imperative. How imperative is indicated by

22

current emphases on strengthening the moral fabricof our society, expanding and equalizing economicand educational opportunity, improving the condi-tions of health and well-being of our people and ofall peoples, and of developing qualities of citizenshipcommensurate with new and changing responsi-bilities.

Insofar as regional goals for higher educationfocus attention on special needs and conditions,these must also be given consideration. The reportof the Commission of Goals for Higher Education inthe South states forcefully those goals that reinforcenational goals. The five goals formulated by theCommission are:

To provide every individual with opportunityfor maximum development of his abilities;

To produce citizens responsive to the social,economic and political needs of their time;

To achieve excellence in teaching, scholarshipand research;

To accelerate the economic progress of theSouthern region through education and re-search;

To guide the region in solving social problemscreated by population changes, racial differ-ences, urbanization and technological growth.

While these statements of national and regionalgoals must be taken into account, goals for highereducation in Oklahoma must be indigenous to thestate and must express the critical forward-lookingand imaginative thinking of its educators, legislators,and citizens. With a view to arriving at a consensuson goals of higher education in Oklahoma, expres-sions of opinion and points of view have been se-cured from faculty members, student leaders, alumniand leading citizens.

Oklahoma Goals

The following statements present in condensedform goals for higher education in Oklahoma, whichin the opinion of the research staff, the ProblemArea Advisory Committee and the consultants, re-flect quite accurately the consensus of legislators,educators and other citizens. The statements areclassified into four broad categories those thatrelate to individual needs, those that relate to societalneeds, those that relate to the nature of higher edu-cation and those that relate to effectiveness andsupport.

,

Goals Related to Individual Needs

GOAL 1: Appropriate opportunities for edu-cation beyond the high school shouldbe available to all who seek and canprofit therefrom.

The implications of this statement are far-reach-ing. "Appropriate opportunities" must take intoaccount the fact that not all candidates for post-high school education have the interests or aptitudesrequired to pursue the usual academic program.Opportunities must include, therefore, various formsof non-academic technical-vocational education. Butit must also be recognized that every individual whopursues education beyond the high school must as-sume the responsibility of a citizen and thereforemust be given opportunity to develop the requisiteunderstandings and competencies to perform as acitizen.

"Education beyond the high school" is appli-cable to all individuals who are competent to profitby further education, whether they qualify on thebasis of formal education through high school oron the basis of demonstrated competencies acquiredby experience and self-directed education.

"Should be available to all" must be construed tomean that barriers of distance, finance, race, sex ornationality shall not deprive the eligible individualof opportunities to pursue his education. Moreover,these opportuities should not be limited to residentsof Oklahoma. Some provisions must be made forout-of-state students both because there is a dangerof student bodies becoming provincial and becauseavenues should be kept open for Oklahoma studentsto attend institutions outside of the state. It isespecially important that the flow of students amongthe higher institutions of the states be encouraged.

The opinionnaire study conducted as a part ofthe research on functions and goals clearly shows thatfaculty, students, alumni and citizens are in substan-tial agreement that all qualified students should havean opportunity to continue their education beyondthe high school. Generally, they favor an "opendoor" admissions policy in all public junior collegesbut not in public four-year colleges. A substantialmajority believe that qualified students who lackadequate financial resources should be identified andgiven appropriate financial aid. There is also generalagreement among them that out-of-state studentsshould pay higher tuition and/or fees than those paidby Oklahomans. The percentages of these groups

Wk"

who believe that non-resident graduate studentsshould pay extra fees was consistently lower thanthe percentages of each group who would increasethe charges for all out-of-state students.

The point must be made here, even though it willbe stressed later, that the fulfillment of this goaldoes not require every institution in the state tooperate under "open door" admissions policy. Itmeans, rather, that the policies and programs of allinstitutions public and private must be coordi-nated so that appropriate opportunities for all andspecial opportunities for some may be available.

GOAL 2: Those responsible for education be-yond the high school in Oklahomashould attempt to identify, conserveand develop the talents of all worthyyouth.

This means that testing and counseling servicesmust be provided both at the high school and thepost-high school level to enable students to appraisetheir competencies and limitations and to select aninstitution whose purposes and programs are com-patible with their abilities and interests. The fullachievement of this goal also requires the provisionof supplemental aids designed to repair deficienciesin the individual's preparation. Not all high schoolgraduates have an equally good command of Eng-lish, foreign language, mathematics or other basicsubjects. The common practice of requiring all stu-dents to begin their academic work at the same edu-cational level and to proceed at a uniform paceimposes an unnecessary hardship on students whohave remediable educational handicaps and maydelay unduly the progress of superior students. Thisprocedure is inconsistent with the goal of identify-ing, conserving and developing the talents of allpost-high school youth. Flexibility is an essentialcharacteristic of an educational program designed toserve the needs of students whose competencies arenot all alike.

GOAL 3: Higher education in Oklahomashould provide opportunities foradults to keep abreast of new de-velopments in the arts and sciencesand the professions.

The boundaries of knowledge are expanding atan accelerated pace. As a consequence, the knowl-edge persons gain in college will be out-of-date longbefore they reach retirement. It might be hopedthat a college education would enable individuals

23

MU. erf

to keep up with expanding knowledge by generalreading and independent study. Generally speaking,however, experience indicates that college graduatesdo not or cannot keep up with new knowledge,either because they lack time or they lack motiva-tion or because the new knowledge is not availablein a usable form. To provide continuing educationfor adults must, therefore, be one of the goals ofhigher education. On this issue there is strongagreement among all of the groups consulted.

GOAL 4: Higher education, in concert withemerging institutions in Oklahoma,should provide both training andretraining opportunities in vocation-al-technical education.

This goal is closely related to the preceding one,yet it is distinct in its application. Automation re-lentlessly displaces human skills. While efficiencymay thereby be improved, the morale of displacedhumanity and economic distress resulting from un-employment must be matters of great social concern.Higher education provides one means of aiding dis-placed persons to find new avenues of self-realization,either vocational or avocational. While this mustbe a goal of higher education in Oklahoma, it neednot be, in fact, should not be a goal of every in-stitution.

A majority of the persons who were consultedagreed that an emerging function of Oklahoma high-er education should be the training and re-trainingof the industrial labor force for employment in atechnological society.

Goals Related to Social Needs

GOAL 5: Higher education should contributeto the economic growth of the state.

It is a well-established fact that the higher theeducational level of a people state, regional ornational the higher will be its economic status.All four groups of persons consulted believe stronglythat Oklahoma colleges and universities should beaggressive in developing vigorous relationships withthe state's business and industrial community. Pro-grams of graduate study and programs of researchshould be consciously planned and developed bothto serve the needs of business and industry and toattract new business and industry to the state.Moreover, new knowledge derived from researchshould be transmitted to business and industry.

24

Industry has discovered that location near acenter of high-level brain power is as important aslocation near markets, raw materials, transportationor skilled and semi-skilled labor forces. A strongsystem of higher educational institutions, particularlyinstitutions with strong graduate programs, can makea great contribution to the state's economic devel-opment.

GOAL 6: Higher education should contributeto the social and moral well-beingof the state and of the nation.

Great national concern is expressed these daysabout major social problems, among them, poverty,crime, disease, delinquency and unemployment.Oklahoma is faced with these problems.

Despite the urgency of these problems, thereis little agreement among the four groups faculty,students, alumni and other citizens on the contri-butions that higher education can or should maketo their solution. A slight majority of all the groups,students being the highest, agree that institutionsof higher education should be agents of social change;but there is less agreement concerning the specificsocial problems with which they should be con-cerned. They seemed to agree that problems ofurbanization are properly the concern of highereducation, but there is no corresponding agree-ment about problems of unemployment. Faculty,students and alumni agreed by a small majoritythat the higher education institutions should as-sume leadership in the solution of problems of racerelations. The members of the Citizens' AdvisoryCommittee did not concur in this point of view.

Despite the uncertainty of these groups, it canbe said with considerable assurance that higher edu-cation should continuously study the underlyingcauses of social problems, as well as possible waysof alleviating them. In the years ahead, researchin these areas should be greatly intensified and in-stitutions should assume greater leadership for suchresearch: In addition to furnishing expert opinionsand data on social problems, individuals in highereducation can also provide leadership for other citi-zens of the state.

GOAL 7: Higher education should promotethe cultural development of Okla-homa.

There was strong agreement among the refer-ence groups faculty, students, alumni, citizens

that each institution of higher education should bea cultural center. While there was less unanimityas to the kinds of cultural activities the institutionsshould maintain and promote, a significant majorityexpressed the belief that each institution shouldstrive to develop an outstanding program in oneof the arts and should promote an interest in thearts through museums and exhibits, through co-operation with public schools in the developmentof cultural programs and through publications ofmeritorious literary works by the universities.

These reactions and suggestions reinforce theimportant responsibility of each college and universi-ty to become a cultural center in which liberal edu-cation is given emphasis in the undergraduate cur-riculum and from which radiate through many-channels cultural influences that enrich the livesof all people in the state and the region.

Goals Related to the Nature of HigherEducation

GOAL 8: There should be a systematic divi-sion of responsibility among Okla-homa institutions of higher learn-ing.

There was general agreement among the referencegroups and others who were consulted that generaleducation should form the core of the curriculumin all colleges and universities of the state, but thatthe content of general education need not be thesame for all students. Both the emphasis on thecultural benefits to be derived and the demands ofcompetent citizenship support this conclusion. Inaddition to general education, advanced educationundergraduate and graduate in the liberal arts andeducation preparing for the professions, as well asprograms for adults, must be available in designatedinstitutions.

The horizontal dispersion of educational func-tions and programs is essential if a state system isto achieve both quantity and quality. In his recentbook, A Genera/ Pattern for American Public HigherEducation, T. R. McConnell stresses theimportanceof concerted planning and coordination in meetingthe diverse needs of students and society. In hiswords,

We as a people have the resources to finance areasonably adequate program of higher education;but no state can afford the luxury of unnecessaryduplication of educational opportunities, such

as offering specialized, professional, or graduatecurricula in more institutions than required tomeet generously the demonstrated needs of thestate or region and to make an appropriate con-tribution to the nation's supply of highly educat-ed manpower. Neither can many states affordthe luxury of turning all their public collegesinto universities offering doctoral degrees inmany fields, shouldering vast outlays for person-nel and equipment. Even in wealthier states,the alternative to sensible allocation of respon-sibilities and the safeguarding of high quality iseducational enfeeblement. One need not lookfar to see what happens to higher institutionswhen the support is thinly spread. The absence ofquality is conspicuous.'

Certain types of programs should be allocated tospecified institutions. It is both unfeasible anduneconomical for all institutions to undertake tocover the whole broad spectrum of educational needs.A state plan is called for that will, on the one hand,provide all essential types of post-high school edu-cation; and on the other hand, avoid unnecessaryand expensive duplication in programs among theinstitutions. A system of advisory councils mightbe helpful to the State Regents in developing sucha plan.

There may be areas of educational need forwhich most satisfactory provision can be madethrough cooperative arrangement with the institu-tions in other states. Full consideration should begiven to such possibilities.

GOAL 9: Higher education in Oklahomashould constantly strive to achievethe highest possible levels of ex-cellence.

Much is said and written about the need for pro-tecting and improving quality in higher education.One of the most effective and succinct statementson this issue was made by the Commission on Goalsfor Higher Education in the South in the followingwords:

A major threat to excellence in higher educationtoday is the tendency to attempt too much withtoo little. Colleges are built and opened withoutadequate resources for their support. Two -year

1 T. R. McConnell, A General Pattern For American PublicHigher Education, McGraw-Hill Book Company, Inc., NewYork, 1962, p. 142.

25

institutions, instead of perfecting their programs,concentrate on trying to expand to four -yearinstitutions. Four -year colleges begin offering themaster's degree before their undergraduate workmeets minimum standards. Universities expandtheir doctoral offerings into new fields withoutdiscrimination or adequate preparation. And allinstitutions suffer from the temptation to offertoo many courses in too many fields.

The money directly expended on thin and medi-ocre courses is but a small fraction of the costsinvolved. A fearful price is exacted of the studentwho leaves the institution ill-equipped for theheavy responsibilities which he will face.

What is needed is a policy of self-restraint.Faculties and administrators must be willing toeliminate unjustifiably small classes. State legis-latures should demand and make possible higherquality as well as fuller opportunity. Chambersof commerce must put educational wisdom aheadof civic pride, perhaps striving for the best two-year college in the state instead of a mediocrefour-year college. Religious denominations shouldconcentrate their resources on a few strong in-stitutions, making them colleges of quality, rath-er than spreading funds over a great number ofweaker institutions.

GOAL 10: Graduate instruction and researchof high quality should be providedand adequately supported.

Graduate instruction and research are costly andmust be carefully planned and directed. In responseto the growing demand for programs beyond thebachelor's degree by public school teachers and ad-ministrators, some colleges public and privatewill be justified in offering additional master's degreeprograms. Programs at this level should be under-taken only when it has been demonstrated that suchneeds exist and that such programs can be addedwithout jeopardizing other necessary programs.

26

The need for college teachers, especially for teach-ers in junior colleges, is becoming more and morecritical. There is a growing conviction among edu-cators that graduate programs designed to produceresearch scholars do not necessarily serve equallysatisfactorily to prepare college teachers. Some au-thorities suggest, therefore, that graduate programsbe designed especially for the preparation of collegeteachers. Such a program should be no less rigorousin its demands for sound scholarship than is the

research program culminating in the doctorate, butthe emphasis in the program and competencies tobe achieved should be focused on producing aneffective teacher-scholar rather than a researchscholar.

Good research, like high quality instruction, isan essential element of graduate education. It is ameans of attracting outstanding scholars to the staffand outstanding students to the program. It is aneffective means of promoting social and economicdevelopment, and it may be directed to servingthe national interest.

Doctoral programs including instruction and orig-inal research should be limited to universities thatcan conduct them on a high plane of quality. Auniversity should usually undertake to develop "peaksof excellence" in a limited number of fields ratherthan to spread its resources over a wide area. Pro-grams based on this principle of selective specializa-tion in the universities should be coordinated so asto keep at a minimum costly and unnecessary dupli-cation and to provide for cooperative inter-institu-tional programs in fields in which personnel andfacilities are complementary.

Having stressed the importance of graduate in-struction and research and the necessity of avoidingunnecessary and costly duplication, it must be em-phasized that when all of the justifiable economiesare exercised, education at this level is still costly.The institutions should not be compelled to carrythis phase of their programs at the expense of otherequally important activities; therefore, the stateshould provide adequate support for graduate educa-tion and research.

GOAL 11: Higher education in Oklahomashould be sensitive to and recep-tive to new concepts, developmentsand procedures.

Higher education as a profession, like other pro-fessions, is subject to improvement through researchand experimentation. From this research and experi-mentation conducted by the institutions themselves,or by other institutions, emerge new theories oflearning, new procedures for teaching and directinglearning, and new methods of revising and organizingcurricula. Automation produces obsolescence in high-er education just as it does in other professions. In-stitutional research relating to all of the factors thataffect its quality and efficiency is basic to the mainte-nance of excellence.

7,,,,,,,F1/47,,,,TS,7,5,-rxr

Goals Related to Effectiveness and Support

GOAL 12: Educational institutions in Okla-homa should strive to achieve ahigh level of efficiency and effec-tiveness.

In the interest of giving maximal educational re-turns for each dollar spent, higher education insti-tutions in Oklahoma must employ rigorous criteriaof self-appraisal. They must give consideration to thefull use of their facilities on a year-round basis; theymust achieve full utilization of instructional spaceby coordinating size of classes with the seating ca-pacity of classrooms and by scheduling classes at theless popular hours. They must make full use oftechnological aids in teaching so that the ratio ofstudents per faculty member may be increased with-out impairing quality of instruction and they mustcorrect over-expansion of course offerings.

GOAL 13: The state should provide the fullestpossible support for higher educa-tion.

Financing higher education adequately consti-tutes a special problem in Oklahoma. Despite thefact that the percent of general income of the stategiven to the support of higher education was aboveboth the national and regional average in 1965-66,the average salaries paid faculty members in publicuniversities were approximately $1,200 below thenational average; in the state four-year colleges thedifference was about $1,200 and in the two-year col-leges it was about $1,800. This means that in orderto hold its own in inter-institutional competitionfor faculty and graduate students, Oklahoma mustexert an extraordinary financial effort. It means also,as already suggested, that the institutions must en-deavor to operate at a maximum level of efficiency.

But members of the faculty should not find itnecessary to seek research contracts or to find othersources of supplementary income in order to main-tain a satisfactory level of income. The greater theextent to which faculty members disperse theirenergies under economic pressure the greater is thejeopardy to the quality of higher education.

, ,

Chapter V

Recommendations

Basic to the development of a long-range masterplan for. Oklahoma higher education is the carefuldelineation of the goals to be accomplished and, inline with these goals, the delineation of the majorfunctions of each institution or group of similarinstitutions in the State System. Educational pro-grams and activities should then be undertaken ateach institution which are compatible with theirdesignated functions and those which are not com-patible should be eliminated.

It is important that the straying of institutionsfrom their assigned functions be prevented. Cur-ricular expansion is a natural phenomenon foundin every viable institution, however, and channelinginstitutional ambitions into directions compatiblewith state-wide goals and needs, without at the sametime stifling ambition and creativity, requires imagi-native coordinating leadership-'.,--

The great difficulty in preventing needless dupli-cation of functions and programs within the StateSystem is in resisting institutional pressures to ex-pand supportive general education courses into full-blown degree programs. In addition to those basiccourses that develop specialized skills and knowl-edges, each institution appropriately provides sup-portive courses such as music, art, literature and thelike designed to familiarize the student with themore cultural areas of knowledge and of life. De-partmental faculty will argue that students shouldbe admitted for major work in these supportive pro-grams since it can be done with little or no additionalresources, a position which at first glance seemslogical. However, the expansion of supportive de-partments, first in the number of such courses of-fered and then in the size of the faculty, will ulti-mately divert the institution from its assigned func-tions and lead to competition for additional studentswith those institutions having similar degree pro-grams.

It is equally important that the division of func-tional responsibility among institutions, once estab-

27

lishcd, not become too rigidly fixed. New problems,new needs, are constantly emerging. Institutionsmust be encouraged to remain sensitive to these so-cietal needs and to make changes to meet them.These changes should be based on careful researchand study, however, and made in the context of com-prehensive, system-wide planning.

Oklahoma is more fortunate than most states inthat since the establishment of the State System in1941, concerted effort has been made to developdifferentiation of functions among basic types ofstate institutions. Substantial understanding hasalready been achieved regarding the division ofeducational responsibility. There are a few areaswhere unnecessary duplication of effort currentlydoes ezcist, however, and a task remaining to be ac-complished is its elimination.'

Following is the division of functional respon-sibilities among the three types of higher educationinstitutions in The Oklahoma State System of High-er Education as they currently exist:

Basic Functions of Two-Year Co

1. Shared responsibility withuniversities for remedialdents whose high schooqualified them for coll

Shared responsibilityuniversities for thework leading to a

3. Shared responeducation.

4. Primary reseducationhigh sch

leges

senior colleges andeducation for stu-

1 preparation has notege-level work.

with senior colleges andfirst two years of college

baccalaureate degree.

ibility for on-campus adult

ponsibility for vocational-technicalrequiring two years or less of post-

ool education.

5. Primary responsibility for undergraduate gen-eral education leading to an associate degree.

Basic Fun

1.

ctions of Senior Colleges

Shared responsibility with senior two-year col-leges and universities for remedial education

1

28

See Report 7 of the Self-Study, Higher Education Oppor-tunities and Needs in Oklahoma, Oklahoma State Regentsfor Higher Education, Oklahoma City, September 1965,pp. 62-66.

for students whose high school preparationhas not qualified them for college-level work.

Shared responsibility with two-year collegesand universities for the first two years ofcollege work leading to a baccalaureate degree.

3. Shared responsibility with two-year collegesand with Oklahoma State University for vo-cational-technical education in areas com-patible with baccalaureate degree programs.

4. Shared responsibility with state universitiesfor upper-division work leading to the bac-calaureate degree in the liberal arts and sci-ences.

5. Shared responsibility with two-year collegesand universities for on-campus adult educa-tion.

6. Shared responsibility with state universitiesfor off-campus adult education compatiblewith programs offered on the main campus.

7. Primary responsibility for baccalaureate de-gree programs in Teacher Education.

8. Exclusive responsibility for graduate educa-tion leading to the Master of Teaching degree.

Basic Functions of Universities

1. Shared responsibility with two-year and seniorcolleges for remedial education for studentswhose high school preparation has not quali-fied them for college-level work.

2. Shared responsibility with two-year collegesand senior colleges for the first two years ofcollege work leading to a baccalaureate degree.

3. Shared responsibility with senior colleges forupper-division work leading to the baccalau-reate degree in the liberal arts and sciences.

4. Shared responsibility for on-campus adulteducation and primary responsibility for offcampus adult education compatible withprograms offered on the main campus.

5. Primary responsibility for professional pro-grams requiring four years of college work,and exclusive responsibility for professionalprograms requiring five or more years of col-lege work (with the exception of Pharmacy).

-A.

6. Primary responsibility for organized research.

7. Primary responsibility for correspondencestudy.

8. Exclusive responsibility for graduate educationleading to the master's degree (except Masterof Teaching) and to a second professionaldegree.

9. Exclusive responsibility for doctoral programs.

10. Exclusive responsibility for post-doctoral edu-cation.

Recommendations

The following recommendations are directed to-ward the further achievement and strengthening ofdifferentiation of functions among institutions inThe Oklahoma State System of Higher Education.Although leadership for initiating most of theserecommendations must be provided by the Okla-homa State Regents for Higher Education, theirsuccessful accomplishment will require the coopera-tion of institutional governing boards, administra-tions and faculties. Their successful implementationwill in most instances require increased levels of fi-nancial support, the achievement of which requiresthe cooperation and leadership of the Legislature,the Governor, and the people of Oklahoma. Onlywith the cooperative leadership and efforts of allindividuals and groups interested in and responsiblefor higher education in the state can the successfulaccomplishment of the ultimate objective be reached,the provision of appropriate post-high school educa-tional opportunities with the best possible utiliza-tion of resources.

1. It is recommended that the goals forOklahoma higher education presented inthis report be adopted and that the StateSystem's total effort be directed towardtheir achievement.

Goals provide a guide for educational planning.They provide a sense of direction and purpose forthose individuals and groups interested in andresponsible for providing higher education oppor-tunities. They provide a frame of reference forpolicy decisions about institutional functions andactivities, about the allocation of resources, abouteducational standards, and about operational ac-tivities.

A state system of higher education withoutgoals is like a ship without a rudder or a teacherwithout an educational philosophy. In the absenceof goals, suggestions advanced to meet the State'seducational problems may serve to accentuate prob-lems and factional differences rather than movetoward their solution.

The State System should adopt the goals setforth in this report, and should develop a long-range master plan designed for their achievement.Policy decisions by the State Regents, operationaldecisions by the governing boards, and administra-tive and faculty planning should be compatible withthese goals.

2. It is recommended that the State Re-gents, in cooperation with each institu-tion, clarify and formally adopt a writtenpolicy statement with regard to eachinstitution's functions.

Article XIII-A of the Constitution of the Stateof Oklahoma provides that all institutions of highereducation supported wholly or in part by directlegislative appropriations shall be integral parts ofThe Oklahoma State System of Higher Education.Section Two of this Article further provides that theOklahoma State Regents for Higher Education, asthe coordinating board of control of the StateSystem, shall ". . . determine the functions andcourses of study of each institution to conform tothe standards prescribed; . . ."

Vitalizing legislation passed by the 1941 Okla-homa Legislature to implement Article XIII-A of theConstitution provided that each institution's func-tions and courses of study would remain as theywere "until changed with the approval or by theorder of the Regents." 2 In the 24 years since theadoption of Article XIII-A by the people of Okla-homa, numerous changes of institutional programshave been authorized that have directly or indirectlymodified institutional functions. However, there ispresently no single document or source to whichone can turn to identify the authorized functionsof any institution or constituent agency in the StateSystem. The only way to ascertain the legal func-tions of any college is to begin with the programsoffered by that institution in 1941, and trace theactions of the State Regents as recorded in theirofficial minutes and supportive records during the

2 Title 70, Oklahoma Statutes 1961, Paragraph 1979.

29

intervening 24 years. Even this is a hazardous exer-cise, for the minutes are not uniformly complete ordefinite as to the actions taken.

The inability of the State Regents' office toidentify the current legal functions of an institu-tion or other constituent agency of the State Systemis a serious shortcoming for it is difficult to ascer-tain if the State Regents, in considering institutionalproposals, arc being asked to add to, modify, elimi-nate or re-confer programs and functions that al-ready exist. The development of such a policydocument, which should receive the early attentionof the State Regents, should give consideration tothe following ten recommendations relating to in-stitutional functions.

3. It is recommended that the vocational-technical function of the two-year col-leges be broadened and strengthened inorder to help produce the increasingnumber of technically trained workersrequired by Oklahoma industry in thedecade ahead.

Over the next decade, the number of technicallytrained workers required to meet manpower needsof Oklahoma industry is projected to be 50 to 60per cent greater than the number presently employed.The need for skilled workers is projected to exceedthe need for technical workers by a considerablemargin.3 The growing reluctance of industry to trainits own technicians and the gradual breakdown inthe "apprenticeship" method of producing skilledtradesmen is forcing these programs into the main-stream of the higher education system.

The two-year institution is uniquely structuredto serve the function of providing post-high schooltechnical-vocational education for students who arenot candidates for the baccalaureate degree. It isgenerally accepted that such programs should beincorporated as part of a comprehensive curriculumof the two-year college, and that they be tied inwith an "open door" admission policy.

Instructional salary cost studies clearly indicatethat terminal-type courses, particularly those whichare technical in nature, are more expensive to teachthan academic courses. It is not realistic to expectexisting institutions to assume increasing responsi-bility for filling this vocational-technical program

30

3 Ibid., p. 67.

gap if they must superimpose the cost on already-overburdened budgets.

4. It is recommended that the functionsof organized research and graduate in-struction leading to the doctorate remainthe primary responsibility of the twostate universities, and that the level ofsupport for these two important func-tions be raised substantially.

The essence of state-wide planning and coordi-nation is to choose wisely from alternative goalsand to allocate scarce resources for their accomplish-ment. If there were no shortage of resources, therewould be no need to be concerned about differen-tiation of institutional functions and programs. Eachinstitution could be permitted to develop full-blownprograms for whatever students chose to enroll, withlittle or no regard for cost or efficiency of operation.Unfortunately, such is not the case. Not only areresources for the support of higher education in-sufficient, but they are becoming more scarce witheach passing year. As college enrollments rise, itbecomes increasingly important to allocate functionsand programs among institutions in order to providethe widest possible opportunity for the greatest num-ber of individuals with the most efficient possibleuse of limited resources.

University education is expensive education. Todocument this fact one need only study the annualfinancial reports of colleges and universities in theState System. In 1964-65, the two state universitiesin Oklahoma enrolled 48.5 per cent of the studentsattending state institutions, yet they expended 63.6per cent of funds available for the support of edu-cational and general budgets. If the expenditures ofconstituent agencies of the universities are included,universities accounted for 70.2 per cent of the totaleducational and general expenditures.

The higher cost of the university-type institutionis due chiefly to the cost of the graduate instructionfunction, the research function, and the extensionfunction. Except for a few of the more populousstates, most state legislatures have found it desirableto limit the number of state universities to only oneor two.

Oklahoma, with two state universities, has foundit exceedingly difficult to fund both institutions atdesired levels. In spite of concerted efforts in recentyears to raise the level of support of these institu-tions, they lag far behind comparable universities

in the region and in the nation. The recent reportof the American Council on Education rating thequality of graduate programs is further evidence ofOklahoma's need to increase the support of graduateeducation programs. Of the 30 graduate programsthat were rated, neither university in the statereceived a quality rating above "adequate plus." 4

Only by raising the level of state support forresearch and graduate education can Oklahomauniversities. strengthen and expand these importantfunctions. The State Regents' procedures for de-veloping operating budget requests for institutionsin the State System should be modified and im-proved so as to recognize the need for adequatestate support.

5. It is recommended that the functionsof Central State College be broadened toinclude the provision of baccalaureatedegree programs for new and emergingprofessions as such needs develop. Itis further recommended that the grad-uate curriculum at this institution bebroadened to include the Master of Artsand Master of Science degrees.

There are a number of occupations that willlikely be seeking professional status during the corn-ing decade, including those of computer technology,criminology, police science, penology, and the like.As the members of such occupations move to im-prove the status of their members, they exert pres-sure upon higher education to offer special coursesand to establish accredited degree programs. Byrequiring graduation from an accredited baccalaureatedegree program, not only can the emerging profes-sions achieve a measure of selectivity in terms of theacademic attributes of their members, 1)z-Li. they canalso indoctrinate the membership in the principles,theories, and points of view of those already in pro-fessional practice.

Not all of these occupations necessarily will seek,or can justify, the establishment of baccalaureatedegree programs. For those that do have legitimateneeds, however, higher education will need to pro-vide appropriate collegiate programs. Central StateCollege, as an emerging institution in a rapidlygrowing metropolitan area, is uniquely situated todevelop programs for these emerging professions.

4 Allan M. Cartter, An Assessment of Quality in GraduateEducation, American Council on Education, Washington,D. C., 1966.

Also, the institution should expand its graduate pro-gram to include Master of Arts and Master of Sciencedegrees in fields of high student demand in order tomeet the particular needs of the geographic areait serves.

6. It is recommended that the OklahomaCollege of Liberal Arts continue to de-velop as an experimental college witha select curriculum for students of spe-cial promise who wish to accelerate theircollege learning experience.

In July of 1965, the State Regents approvedResolution No. 384 changing the functions andstandards of admission at the Oklahoma College forWomen whereby both men and women studentswould be admitted to pursue four years of study inthe liberal arts culminating with the bachelor's de-gree. The faculty, administration, and governingboard were directed to plan an appropriate liberalarts curriculum. Concurrent with this action, thename of the institution became the Oklahoma Col-lege of Liberal Arts.

On June 17, 1966, the Board of Regents forOCLA presented a prepared statement and pre-liminary plan for accomplishing its new mission.This plan should be further refined and financialsupport obtained for its implementation.

7. It is recommended that the functions ofCameron State Agricultural College beexpanded upward to include baccalaur-eate degree programs in the liberal artsand the sciences, with students to beadmitted to the junior year in 1968,and to the senior year in 1969. It is fur-ther recommended that the institutionbe operated as a community senior col-lege, that it continue to provide voca-tional-technical programs of less thanbaccalaureate degree length, and that itsname be changed to more nearly reflectits expanded functions.

In 1964, the population of Comanche Countywas estimated by the Bureau of Business Researchof the University of Oklahoma to be 105,663. Onlytwo counties in the state Oklahoma and Tulsaexceed Comanche County in total population. Asthe third largest of the state's 77 counties, ComancheCounty has the potential college-age population tosupport a senior college. In the Fall of 1965, therewere 2,381 students enrolled at Cameron State Agri-

31

cultural College of which 1,448 were freshmen,749 were sophomores, and 184 were special students.In the State System, the retention rate from thesophomore to junior class is 80 per cent, and fromthe junior to the senior class it exceeds 98 per cent.Assuming the same retention rates as presently ex-perienced by other institutions in the State System,there currently exists a potential four-year collegeenrollment of 3,550 at Cameron. This does notinclude some 1,045 students from Comanche Countywho now matriculate at other institutions in thestate, many of whom would likely attend CameronState Agricultural College were it a senior institu-tion.

Of the 1,045 Comanche County students whomatriculated at an out-of-county college, nearly 60per cent attended four state institutions the Uni-versity of Oklahoma, Oklahoma State University,Central State College, and -Southwestern State Col-lege. The physical plant survey made by the StateRegents in the Fall of 1965, revealed these to bethe four most crowded campuses in the State Sys-tem. By expanding the program at Cameron toinclude the junior and senior years, some enrollmentpressures would be alleviated at these campuses.

Enrollments in the State System are projected torise from 69,264 in 1965, to at least 96,000 by 1970;and at least 120,000 by 1975. In order to accomodatethese enrollments, it will be necessary to expand phy-sical facilities in the State System beyond the amountpresently planned and programmed for construction.Cameron State Agricultural College now has landholdings sufficient to accommodate a senior collegecampus. By expanding the program to include thejunior and senior years of college not only will en-rollment pressures at other senior colleges be re-lieved, but senior college opportunities will becomegeographically convenient to a much larger segrrientof the state's expanding population. In addition,the state will provide more adequately for the post-high school education needs of the personnel sta-tioned at Ft. Sill, a major military installation atLawton and an important economic asset to Okla-homa.

Appropriate lead time will be needed to plana senior college curriculum, employ faculty, andphase in the program smoothly. It is recommendedthat the State Regents expand the curriculum toinclude the junior class beginning with the 1968 Fallterm, and the senior class with the 1969 Fall term.By 1970, it is estimated that Cameron's total en-rollment would approach 5,500. By 1975, this in-

32

stitution should be the fourth or fifth largest insti-tution in Oklahoma.

8. It is recommended that Langston Uni-versity continue to be developed as aninstitution of higher learning primarilyconcerned with meeting the needs ofOklahoma's economically and culturallydisadvantaged youth who have both thepotential and desire to obtain a collegeeducation.

A careful weighing of the data accumulated inthe Self-Study of Higher Education in Oklahomaleads to the conclusion that Langston Universityshould continue to be developed and strengthened.Considering Oklahoma's dramatically mountinghigher education enrollments and the resulting pressfor expanded educational opportunities, the statewill need every existing institution, even additionalones, to accommodate the young people who seekand deserve the advantages of higher education. Itwould be economically unwise to close any existingstate institution of higher learning while at the sametime seeking to establish new ones elsewhere.

Data from the Self-Study reveal that many ofthe students attending Langston University comefrom social backgrounds which have failed to pro-vide all of the rich experiences normally assumedto be possessed by college-bound youth. Even so,graduates of this institution have moved into theworld of work and now compete well with graduatesof other institutions of higher education. For ex-ample, a recent study made by the National ResearchCouncil of the National Academy of Sciences showsthat some 29 graduates of this institution have goneon to complete doctoral programs in recent years.As shown in the recent McGrath Study, the needfor institutions of higher education which seek toprovide a college education for less favored youthwill be present for many years to come.'

By dedicating itself primarily to taking eco-nomically and culturally disadvantaged youth whohave both the potential and interest in obtaininga college education, and by developing their latentabilities to the fullest, this institution can continueto make a significant contribution to Oklahomahigher education. Four years of such college ex-perience will lift these youth to higher levels of

5 Earl J. McGrath, The Predominately Negro Colleges andUniversities in Transition, Teachers College, Columbia Uni-versity, 1965, 204 pp.

achievement and enable them to build lives per-sonally satisfying and socially productive.

9. It is recommended that Oklahoma Mili-tary Academy continue to provide a mili-tary science program so long as thepresent military emergency exists andthat as soon as the current crisis easeswith regard to the procurement of com-missioned officers, the need for thisfunction be reexamined.

The administration of OMA has been advisedthat because of the current shortage of commissionedpersonnel in the armed services, graduates are eligi-ble for a commission immediately upon completionof the associate degree, which includes two yearshigh school and two years of college R.O.T.C. train-ing. Previously, OMA graduates were not eligiblefor a commission until they had completed a bac-calaureate degree.

Recently, four junior colleges NEOAMC,Eastern, Murray, and Connors discontinued theirR.O.T.C. programs. Other institutions in Oklahomathat currently have an R.O.T.C. program are thetwo state universities, Panhandle, and Cameron.In all instances, these students are not eligible fora commission in the armed services until theycomplete the baccalaureate degree.

Although OMA has offered a four-year highschool program since its establishment in 1919, thereis sonic question as to the appropriateness of thisfunction for an institution of higher education.However, to discontinue the high school would beto destroy the military science program. At thetime of the reexamination of the need for continu-ing the military science program at OMA, a reviewshould also be made of the need for the State Sys-tem to continue to provide high school programs.

10. It is recommended that SoutheasternState College and Panhandle A&M Col-lege be authorized to operate as com-munity senior colleges, offering both ter-minal and baccalaureate degree pro-grams.

Because of the geographic location of these twosenior colleges and the type of clientele they serve,these institutions should provide post-high schoolvocational-technical programs as well as those leadingto the baccalaureate degree. Admission to theseinstitutions should remain essentially as presently

';',,,1,7.-F-W72.73.,

defined. The areas in which these institutions arelocated are not now adequately served by existingcommunity junior colleges, and the expansion oftheir functions to include terminal curricula willbroaden post-high school opportunities in Oklahoma.

11. It is recommended that the State Re-gents' admission policies for The Okla-homa State System of Higher Educationbe revised so as to be compatible withthe preceding recommendations in thisreport, and that they become effectiveas of the beginning of the 1967-68 aca-demic year.

When the present admission policies were adopt-ed by the State Regents in January 1963, it wasrecognized that these policies should be reviewedat the conclusion of the Self-Study of OklahomaHigher Education and further improved in keepingwith findings and recommendations. With the com-pletion of this report on functions and goals ofOklahoma higher education, the State Regentsshould, with the assistance and cooperation of insti-tutions in the State System, revise admission policystatements to make them compatible with therecommendations in this report.

Admission to state junior colleges in Oklahomashould remain open to all graduates of accreditedhigh schools who have participated in the ACTprogram; admission to Langston University and tothose institutions designated as "community seniorcolleges" should remain essentially as presently de-fined for public senior colleges; admission to othersenior colleges should be raised to the upper two-thirds of the high school graduating class; the twostate universities should be raised to the upper one-half of the high school graduating class. Admissionpolicies should continue to be based on three ormore criteria.

12. It is recommended that legislation beenacted for prescribing criteria for theestablishment of municipal junior col-leges, and that state support be providedthose municipal junior colleges that meetthe criteria.

Because of constitutional limitations on theamount of ad valorem tax that local school districtsmay impose and the need to use such funds to sup-port the elementary and secondary school program,school districts that have established municipal jun-ior colleges have not been able to obtain adequate

33

34

funding for the junior college program. Partiallybecause of inadequate funding, municipal juniorcolleges in Oklahoma presently are not viable institu-tions.

Report 4 of the Self-Study of Oklahoma HigherEducation contained a recommendation that munici-pal junior colleges in Oklahoma either be adequatelyfinanced or phased out of existence. Legislationshould be adopted which provides criteria for theestablishment and operation of municipal juniorcolleges, and additional state funds should be re-quested to help underwrite the cost of those munici-pal junior colleges that meet the criteria.

State Institutions

OU

OSU

LIST OF INSTITUTIONAL ABBREVIATIONS ANDPARTICIPATING INSTITUTIONS

- -University of Oklahoma, Norman- -Oklahoma State University, Stillwater

CSC --Central State College, EdmondECSC --East Central State College, AdaNESC --Northeastern State College, TahlequahNWSC --Northwestern State College, AlvaSESC --Southeastern State College, DurantSWSC --Southwestern State College, WeatherfordOCLA --Oklahoma College of Liberal Arts, ChickashaPAMC --Panhandle A. & M. College, GoodwellLU --Langston University, Langston

Cameron --Cameron State Agricultural College, LawtonConnors --Connors State Agricultural College, WarnerEastern --Eastern Oklahoma A. & M. College, WilburtonMurray --Murray State Agricultural College, TishomingoNEOANC --Northeastern Oklahoma A. & M. College, MiamiNOC --Northern Oklahoma College, TonkawaOMA --Oklahoma Military Academy, Claremore

Private Institutions

Universities

4-Year Colleges

2-Year Colleges

Tulsa --University of Tulsa, Tulsa University

Bethany --Bethany Nazarene College, BethanyOBU --Oklahoma Baptist University, ShawneeOCC --Oklahoma Christian College, Oklahoma CityOCU --Oklahoma City University, Oklahoma City

4-Year Colleges

ORU --Oral Roberts University, TulsaPhillips --Phillips University, Enid

Bacone --Bacone College, BaconeCen. Pil. --Central Pilgrim College, BartlesvilleSt. Greg. --St. Gregory's College, Shawnee

2-Year Colleges

Southwestern --Southwestern College, Oklahoma City

Municipal Institutions

Altus --Altus Junior College, AltusEl Reno --El Reno Junior College, El RenoPoteau --Poteau Community College, PoteauSayre --Sayre Junior. College, Sayre

Seminole --Seminole Junior College, Seminole

2-Year Colleges

S$/96I37

.,W,V=73774.7,P;s7,

4-tvt(Atilk 3THE OKLAHOMA STATE REGENTS FOR HIGHER EDUCATION

INSTITUTION CODE NO.

State Capitol, Oklahoma City

A Survey of Opinion on

GOALS FOR HIGHER EDUCATION

FACULTY FORM

PART I

Instructions: Please check the box which precedes the appropriate response to each of the following items.

1. Do you hold a full-time appointment on the faculty of your institution?

/ I Yes

I 2 I No

2. Please indicate your academic rank.

1 I Professor

I 2 I Associate Professor

I 3 I Assistant Professor

pri Instructor

5 I Other (Specify

3. Please report your total years of college teaching experience.

En 0 through 4 years

I 2 I 5 through 9 years

1 3 110 through 14 years

I 4 I 15 through 19 years

15 I 20 years or more

4-5. Please indicate your primary teaching field.

01 I Agriculture 09 1 Language Arts

102 1 Biological Science 1101 Law

03 f Business r 71 1 Vocational-Technical

joij Education 1121 Physical and Earth Science

05 I Fine Arts and Humanities 173 1 Public Health

06 I Foreign and Classical Language rin Social Science

I 07 1 Home Economics 1711 Veterinary Medicine VS/ Si /4 0 41

108 I Engineering rfil Other (Specify

Z. 7'1' 1,71f!"117177M.I.

GOALS FOR HIGHER EDUCATION

PART II

Instructions: After reading each statement carefully, please check the number in the box in the left-hand margin which best represents your reaction to the statement. Upon completion ofthe questionnaire, please use the enclosed addressed envelope to mail it directly to theoffice of the State Regents. Thank you.

Response Key: 1 = I strongly agree or accept the statement.2 = I tend to agree or accept the statement.3 = I neither agree nor disagree, or I have no opinion.4 = I tend to disagree or reject the statement.5 = I strongly disagree or reject the statement.

U [2_ a Li. [5]

r4

a L2_ 175-1 LI

1 2 17

77

3

141

151

151

-3-

II]

171 141 7

SECTION I WHO SHOULD GO TO COLLEGE?

6. An "open door" (non-limited) admission policy should operate in all public juniorcolleges.

7. An "open door" (non-limited) admission policy should operate in all public four-year colleges.

8. An "open door" (non-limited) admission policy should operate in all public universities.9. College opportunities should be limited to high school graduates who demonstrate

above average work in the academic subjects.

10. Admission to a college should be based primarily upon the recommendation of thehigh school.

11. Students who come from out-of-state should pay higher tuition and/or fees thanstudents who come from Oklahoma.

12. Non-resident graduate students should be required to pay extra fees.13. No high school graduate should be denied the opportunity to go to college even

though his family can't afford to send him.14. All qualified students who are without adequate financial resources should be actively

sought out and furnished with appropriate resources.

Additional Coniments:

SECTION II WHAT KINDS OF POST-HIGH SCHOOL EDUCATIONALOPPORTUNITIES SHOULD BE PROVIDED IN OKLAHOMA?

DJ E 1 ?I RI 15. Liberal Arts or "general education" should form the core of the curriculum of allinstitutions of higher education.

[2] Ei 3 Li. 151 16. An important part of a "general education" program is provided by the informalopportunities to learn from the fellow students (i.e. dormitory bull-sessions, adjustingto student organizations, activities, etc.).

17. Each professor should be concerned with "general education" regardless of his special-ity.

18. A central purpose of the college curricula is to prepare the student for successfulcitizenship.

19. All students do not require the same experiences in a general education program.20. Students interested in developing specific vocational skills do not need a program

in general education beyond the high school.21. It is good for the student to live away from home when attending college.

Additional Comments:

P1

4 1751

4

7 131 -41 r17 Fl F.15

fzl 17?1 1:31 DI 11

42

L E

L

L

121

L

i131

j

4

SECTION III WHAT KINDS OF POST -HIGH SCHOOL EDUCATIONALOPPORTUNITIES SHOULD BE PROVIDED IN OKLAHOMA?

I 22. Post-high school education should be limited to education commonly called "academic"and that which serves as preparation for the professions.

23. Collegiate-level programs should include trade and technical education.

1 E 24. Collegiate-level programs should include the liberal arts.

1

4

[71

IT

1 3 1 4

1/1 E L 1-41

[2J i

1-21 r3-1 F-41 f fl

25. Collegiate-level programs should include preparation for the professions.26. Collegiate-level programs should include graduate education.27. Collegiate-level programs should include adult or continuing education.

28. Each institution, public or private, should offer a complete range of programs.29. A state plan for higher education should eliminate unnecessary program duplication

among Oklahoma institutions of higher education.30. A state plan for higher education should plan specifically for cooperatively conducted

programs among the various institutions of higher education.31. Long-range planning for higher education in Oklahoma must consider the resources

and contributions of both public and private colleges and universities.

32. Collegiate-level programs of less than four years duration should be available.33. Each institution should make provision for a large per cent of its student body to

live on-campus.34. Non-degree programs should provide voca'ional and technical education of a specific

nature.35. Non-degree programs should be conducted in specialized collegiate-level institutions

such as community colleges.

Additional Comments:

L1 131 1 12J 13J 1-41 1_51

111 3J Ffl rsn

zI !2J a 1 4 1 151

LT 121

1.11 2_ LJ

i`2i Lei lii L5J

U

;2i [11

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I 41

I 41

1 5 1

SECTION IV WHO SHOULD BEAR THE COST OF HIGHER EDUCATION?

36. Society in general is the primary beneficiary of higher education.37. The individual student is the primary beneficiary of higher education.38. A college education should be provided from the public treasury for every individual

who qualifies for admission.39. Oklahoma should provide higher education opportunities with the lowest possible

cost to the student.40. As the costs of higher education rise, student charges should also rise proportionately.41. Educational expenditures of public funds should be considered as a public investment

in the human resources of society.42. Students from outside Oklahoma attending state institutions should pay higher tuition

and/or fee rates than do residents of Oklahoma.43. Student fees should be assessed in proportion to the varying costs of education at the

different levels of instruction (that is, the lower division, upper division, and graduatedivision).

44. A state program of financial support for private colleges should be developed.45. A state program of financial support for municipal colleges should be developed.

Additional Comments:

43

2E [31 E

vvr

SECTION V WHAT SHOULD HIGHER EDUCATION DO TO SUPPORTINDUSTRIAL DEVELOPMENT IN OKLAHOMA?

46. Specific graduate and research-oriented programs should be developed for the purposeof attracting industry.

EPIWEM 47. Institutions of higher education should consciously seek to serve the needs of the

12 1

business and industrial segments of society.

[31 [II [3] 48. Universities should expand their "public service" activities (such as community-resource studies. market research, speakers' bureaus, etc.).

49. Colleges should expand their "public service" activities.50. Institutions of higher education must accept greater responsibility for transmitting

new knowledge to business and industry.1._5j 51. An emerging function of higher education should be the training and re-training

of the industrial labor force for employment in a technological society.52. The availability of higher education is less important in attracting new industry

to the state than other economic factors (such as communications, labor force, taxstructure, etc.).

Additional Comments:

E 151

1

L

FA

4

L LT_ E L5_

[1 I

SECTION VI WHAT SHOULD HIGHER EDUCATION DO TO ASSIST IN THESOLUTION OF SOCIAL PROBLEMS?

53. Involvement in the solution of day-to-day social problems inhibits the discharge ofthe primary function of institutions of higher education.

54. Institutions of higher education should assume leadership for the solution of problemsinherent in the urbanization of Oklahoma.

55. Institutions of higher education should assume leadership for the solution of theunemployment problem.

56. Institutions of higher education should assume leadership for the solution of problemsof race relations.

57. Institutions of higher education should be agents of social change.

Additional Comments:

T

gi

Fri El

T

44

Lei J EiT1

ISJ

(3:1

1-5-

EIT

"5-

SECTION VII WHAT SHOULD HIGHER EDUCATION DO TO PROMOTECULTURAL DEVELOPMENT IN OKLAHOMA?

58. Each institution of higher education ought to be a cultural center.59. There is an anti-intellectual climate in Oklahoma.

60. Specific institutions in the state should develop outstanding programs in one of thefine arts.

61. Each state university should include a poet-in-residence, an artist-in-residence, and acomposer -i n- residence.

62. Art museums should be developed and maintained on college campuses in Oklahoma.63. Colleges and universities should work with public schools in the development of

cultural programs.

64. University-related publishing act; ities should expand publication of literary works.65. Art colonies, writers' workshops. and music camps should be conducted on each

campus each year.

Additional Comments:

SUMMARY OF OPINIONNAIRE RESPONSES

Item

Faculty Responses

SECTION I:

Who should go to college?

SECTION II:

Should all college students

receive a general education?

SECTION III:

What kinds of post-high school

educational opportunities should

be provided in Oklahoma?

6.

7.

8. 9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

26.

27.

28.

29.

30.

31.

32.

33.

34.

35.

No

Response

Strongly

Agree

Tend to

Agree

Neither

Agree nor

Disagree

Tend to

Disagree

Strongly

Disagree

12

597

645

82

321

165

14

210

358

82

672

486

13

148

231

63

588

779

43

239

501

88

611

340

27

56

332

183

726

498

5837

617

101

149

113

19

440

464

166

379

354

43

687

513

155

267

157

22

606

623

151

271

149

17

628

643

88

298

148

12

319

853

233

290

115

14

773

708

80

159

88

15

826

702

103

118

58

17

672

843

93

140

57

21

108

274

103

714

602

19

469

750

431

119

34

42

101

196

97

658

728

30

465

669

136

327

195

81217

553

24

12

8

13

1228

524

30

17

10

41

1095

450

106

95

35

32

850

670

167

73

30

29

158

215

137

609

674

47

609

584

166

253

163

19

695

769

195

111

33

12

1003

652

91

39

25

19

791

697

148

105

62

19

538

767

290

156

52

27

633

832

208

88

34

26

350

717

436

214

79

Os

Summary of Opinionnaire Responses (Continued)

Item

Faculty Responses (Continued)

SECTION IV:

Who should bear the cost of higher

education?

SECTION V:

What should higher education do to

support industrial development in

Oklahoma?

SECTION VI:

What should higher education do

to assist in the solution of

social problems?

SECTION VII:

What should higher education do

to promote cultural development

in Oklahoma?

36.

37.

38.

39.

40.

41.

42.

43.

44.

45.

46.

47.

48.

49.

50.

51.

52.

53.

54.

55.

56.

57.

58.

59.

60.

61.

62.

63.

64.

65.

No

Response

Strongly

Agree

Tend to

Agree

Neither

Agree nor

Disagree

Tend to

Disagree

Strongly

Disagree

36

948

557

97

155

29

55

361

525

146

552

183

29

219

295

147

604

528

17

675

730

95

221

84

16

392

936

138

255

85

19

1046

653

59

32

13

12

773

704

91

142

100

11

284

579

275

415

258

14

98

164

240

503

803

20

175

479

334

402

412

21

481

742

225

233

120

19

539

873

161

156

74

20

422

849

281

189

61

28

515

832

258

151

38

28

515

832

258

151

38

29

318

731

280

332

132

33

144

411

326

542

366

39

128

426

323

627

279

36

328

743

332

312

71

37

187

495

412

493

198

31

316

634

295

365

181

52

351

660

342

278

139

91071

605

56

57

24

19

282

465

277

547

232

23

583

708

241

194

73

19

291

454

542

326

190

12

466

790

306

182

66

20

705

875

145

60

17

15

507

720

398

146

36

31

362

627

404

268

130

Summary of Opinionnaire Responses (Continued)

Student Responses

SECTION I:

Who should go to college?

SECTION II:

Should all college students

receive a general education?

SECTION III:

What kinds of post-high school

educational opportunities should

be provided in Oklahoma?

Item

6.

7.

8. 9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

26.

27.

28.

29.

30.

31.

32.

33.

34.

35.

No

Response

Strongly

Agree

Tend to

Agree

Neither

Agree nor

Disagree

Tend to

Disagree

Strongly

Disagree

77

104

15

108

23

--

23

66

15

146

77

222

52

17

134

100

929

75

10

139

65

37

71

18

143

85

--

99

125

29

44

30

338

75

62

91

58

3168

95

20

31

10

1136

118

17

38

17

176

153

27

61

9

173

120

16

11

7

93

121

33

58

22

1165

119

24

16

2

112

169

20

25

1

215

36

20

153

101

1212

74

32

71

313

56

33

140

82

282

162

33

36

12

185

135

51

1

--

202

118

41

2

1184

107

19

15

1

1151

149

21

41

2108

75

27

94

21

766

85

73

65

31

2105

143

48

21

8

143

161

17

24

4113

156

26

24

4

1169

123

22

93

--

92

174

52

72

51

150

75

47

4

co

Summary of Opinionnaire Responses (Continued)

Item

Student Responses (Continued)

SECTION IV:

Who should bear the cost of higher

education?

SECTION V:

What should higher education do to

support industrial development

in

Oklahoma?

SECTION VI:

What should higher education do

to assist in the solution of

social problems?

SECTION VII:

What should higher education do

to promote cultural development

in Oklahoma?

36.

37.

38.

39.

40.

41.

42.

43.

44.

45.

46.

47.

48.

49.

50.

51.

52.

53.

54.

55.

56.

57.

58.

59.

60.

61.

62.

63.

64.

65.

No

Response

Strongly

Agree

Tend to

'Agree

Neither

Agree nor

Disagree

Tend to

Disagree

Strongly

Disagree

1128

126

14

49

9

285

126

20

77

17

522

41

32

136

91

--

140

149

11

26

1

337

155

42

73

17

--

143

154

16

11

3

--

89

145

29

42

22

--

33

124

62

81

27

135

64

40

105

82

244

139

61

63

18

392

147

49

34

2

274

171

32

44

4

166

172

65

18

5

169

152

74

26

5

275

180

47

21

2

448

159

51

53

12

316

109

49

89

61

215

90

66

117

37

128

141

70

76

11

119

117

64

111

15

148

128

41

82

27

157

152

55

49

13

1111

1111

1111

143

154

15

13

2

250

91

44

94

46

295

150

38

40

2

1111

111=

1,43

94

107

63

20

1111

1111

1111

81

136

68

33

9

1111

1111

1111

113

184

20

91

190

162

57

15

2

384

145

54

38

3

Summary of Opinionnaire Responses

(Continued)

Item

Alumni Responses

SECTION I:

Who should go to college?

SECTION II:

Should all college students

receive a general education?

SECTION III:

What kinds of post-high school

educational opportunities should

be provided in Oklahoma?

6. 7.

8. 9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

26.

27.

28.

29.

30.

31.

32.

33.

34.

35.

No

Response

Strongly

Agree

Tend to

Agree

Neither

Agree nor

Disagree

Tend to

Disagree

Strongly

Disagree

1.154

197

20

125

44

253

106

22

216

142

346

82

23

202

185

661

132

21

199

122

233

113

46

206

141

228

170

29

66

48

4106

121

61

144

105

5227

178

25

74

32

3187

173

34

111

33

5156

235

30

83

32

4165

247

50

59

16

3150

229

30

94

35

6214

242

22

46

11

3198

283

31

20

6

422

81

20

237

177

2245

196

73

24

1

10

22

89

36

214

170

2139

266

41

65

28

1279

242

14

41

1331

195

93

2

2302

183

34

17

3

2269

220

29

16

5

4133

117

48

169

70

3137

188

82

99

32

3180

257

63

28

10

5253

260

10

94

4174

255

66

31

7

2209

226

66

31

7

3182

285

49

20

2

4112

229

132

52

12

O

Summary of Opinionnaire Responses

(Continued)

Item

Alumni Responses (Continued)

SECTION IV:

Who should bear the cost of higher

education?

SECTION V:

What should higher education do to

support industrial development

in

Oklahoma?

SECTION VI:

What should higher education do

to assist in the solution

of

social problems?

SECTION VII:

What should higher education do

to promote cultural development

in Oklahoma?

36.

37.

38.

39.

40.

41.

42.

43.

44.

45.

46.

47.

48.

49.

50.

51.

52.

53.

54.

55.

56.

57.

58.

59.

60.

61.

62.

63.

64.

65.

No

Response

Strongly

Agree

Tend to

Agree

Neither

Agree nor

Disa ree

Tend to

Disagree

Strongly

Disagree

4234

203

31

56

13

5128

175

38

158

37

631

56

30

221

197

4206

235

23

61

12

4.82

308

54

80

13

6205

269

41

13

7

2202

202

31

69

35

577

198

86

120

55

340

68

79

169

182

362

198

102

113

63

6156

259

79

32

9

5146

306

37

43

4

5111

274

100

44

7

898

262

105

58

10

9135

277

81

34

5

9102

255

85

79

11

10

32

141

95

167

96

931

142

107

201

51

657

241

94

118

25

449

176

87

177

48

575

194

71

137

59

982

235

84

89

42

4254

218

31

33

1

460

127

82

203

65

6144

255

81

47

8

472

146

169

113

37

5113

247

100

64

12

4189

283

46

16

3

5132

257

120

25

2

3123

242

98

62

13

Summary of Opinionnaire Responses (Continued)

Item

Leading Citizens Responses

SECTION I:

Who should go to college?

SECTION II:

Should all college students

receive a general education?

SECTION III:

What kinds of post-high school

educational opportunities should

be provided in Oklahoma?

6. 7.

8. 9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

26.

27.

28.

29.

30.

31.

32.

33.

34.

35.

No

Response

Strongly

Agree

Tend to

Agree

Neither

Agree nor

Disagree

Tend to

Disagree

Strongly

Disagree

232

30

111

13

313

17

329

24

39

15

329

30

315

27

222

20

47

18

10

25

25

__

62

21

23

1

--

37

28

711

6

136

23

815

6

332

24

420

6

136

38

27

5

118

40

14

13

3

144

27

411

2

--

49

33

34

--

130

42

87

1

110

12

337

26

118

42

17

10

1

57

93

34

31

325

37

515

4

249

35

12

--

351

30

13

1

245

27

78

346

33

24

1

26

12

833

28

438

23

610

8

252

30

31

1

262

22

12

339

37

71

2

224

34

14

12

3

338

39

63

--

320

46

15

41

Summary of Opinionnaire Responses (Continued)

Leading Citizens Responses (Continued)

SECTION IV:

Who should bear the cost of higher

education?

SECTION V:

What should higher education do to

support industrial development in

Oklahoma?

SECTION VI:

What should higher education do

to assist in the solution of

social problems?

SECTION VII:

What should higher education do

to promote cultural development

in Oklahoma?

Item

36.

37.

38.

39.

40.

41.

42.

43.

44.

45.

46.

47.

48.

49.

50.

51.

52.

53.

54.

55.

56.

57.

58.

59.

60.

61.

62.

63.

64.

65.

No

Response

Strongly

Agree

Tend to

Agree

Neither

Agree nor

Disagree

Tend to

Disagree

Strongly

Disagree

842

28

46

1

10

22

26

422

5

46

10

531

33

337

38

36

2

229

44

56

34

37

40

42

2

155

28

32

--

329

37

10

73

45

10

10

29

31

315

27

14

15

15

241

35

46

1

140

42

41

1

125

41

713

2

122

38

13

13

2

335

40

38

--

219

38

11

15

42

19

38

11

15

4

310

28

12

26

10

114

35

12

18

92

618

14

34

15

17

25

12

26

18

111

21

12

30

14

243

35

34

2--

713

830

31

_~

30

44

69

--

15

21

29

23

10

--

533

28

15

81

29

49

72

1

114

33

23

13

52

11

29

21

19

7

OPINIONS OF PRESIDENTS ON FUNCTIONSOF THEIR INSTITUTIONS

Functions and Typesof Institutions'

Presidents' ResponsesIs and Should Be Is But Should Not Is Not But Should Is Not and Shoulda Function of Be a Function of Be a Function of Not Be a Functionthis Institution this Institution this Institution of this Institution

Remedial InstructionState Sr. Instits. 4 2 0 5State Jr. Instits. 3 1 1 2Pvt. Sr. Instits. 2 2 0 1Pvt. Jr. Instits. 2 1 0 0Mun. Jr. Colleges 2 1 2 0

Basic General Ed.State Sr. Instits. 11 0 0 0State Jr. Instits. 7 0 0 0Pvt. Sr. Instits. 5 0 0 0Pvt. Jr. Instits. 3 0 0 0Mun. Jr. Colleges 5 0 0 0

Voc.-Tech. Ed. BelowBachelor's Level

State Sr. Instits. 4 0 3 4State Jr. Instits. 6 0 0 1Pvt. Sr. Instits. 0 0 0 4-1**Pvt. Jr. Instits. 1 0 0 2Mun. Jr. Colleges 4 0 1 0

Ed. for AssociateDegree

State Sr. Instits. 2 1 3 5State Jr. Instits. 7 0 0 0Pvt. Sr. Instits. 1 0 0 4Pvt. Jr. Instits. 3 0 0 0Mun. Jr. Colleges 5 0 0 0

Ed. for Bachelor'sDegree

State Sr. Instits. 31 0 0 0State Jr. Instits. . 0 0 4Pvt. Sr. Instits. 5 0 0 0Pvt. Jr. Instits. 1 0 0 2Mun. Jr. Colleges 1 0 0 4

Ed. for Bach. or 1stProf. Degree

State Sr. Instits. 10 0 1 0State Jr. Instits. 3 0 0 4Pvt. Sr. Instits. 5 0 0 0Pvt. Jr. Instits. 0 0 0 3Mun. Jr. Colleges 1 0 0 4

*Complete statements of the functions given here in abbreviated form appear in thepreceding questionnaire form.

rStret 55**A minus number, (e.g., -1), means there was no reply by that number of institutions/

to this question.

Functions and Typesof Institutions

Grad. Ed. for M.A.T.State Sr. Instits.State Jr. Instits.Pvt. Sr. Instits.Pvt. Jr. Instits.Mun. Jr. Colleges

Grad. Ed. for Master's&/or other 2nd Prof.

DegreeState Sr. Instits.State Jr. Instits.Pvt. Sr. Instits.Pvt. Jr. Instits.Mun. Jr. Colleges

Grad. Ed. for Doctor'sDegree

State Sr. Instits.State Jr. Instits.Pvt. Sr. Instits.Pvt. Jr. Instits.Mun. Jr. Colleges

Organized Researchfrom Instit. FundsState Sr. Instits.State Jr. Instits.Pvt. Sr. Instits.Pvt. Jr. Instits.Mun. Jr. Colleges

Research or TrainingFinanced by Fed. or

Pvt. AgenciesState Sr. Instits.State Jr. Instits.Pvt. Sr. Instits.Pvt. Jr. Instits.Mun. Jr. Colleges

On-Campus Adult Ed.State Sr. Instits.State Jr. Instits.Pvt. Sr. Instits.Pvt. Jr. Instits.Mun. Jr. Colleges

Off-Campus Adult Ed.State Sr. Instits.State Jr. Instits.Pvt. Sr. Instits.Pvt. Jr. Instits.Mun. Jr. Colleges

56

Presidents' ResponsesIs and Should Bea Function ofthis Institution

Is But Should NotBe a Function ofthis Institution

Is Not But ShouldBe a Function ofthis Institution

Is Not and ShouldNot Be a Functionof this Institution

7 0 1 2-11 0 0 6

2 0 0 3

0 0 0 3

0 0 0 5

3 0 6 1-11 0 0 6

2 0 0 3

0 0 0 3

0 0 0 5

2 0 1 81 0 0 61 0 1 30 0 0 3

0 0 0 5

4 0 6

2 0 1 44 0 0 1

1 0 0 2

0 0 0 5

8 0 2 1

1 0 2 44 0 1 00 0 20 0 2 3

8 0 3 06 0 1 05 0 0 03 0 0 05 0 0 0

8 0 1 20 0 5 23 0 0 20 0 3 01 0 3 1

Functions and Typesof Institutions

Presidents' ResponsesIs and Should Be

a Function ofthis Institution

Is But Should NotBe a Function ofthis Institution

Is Not But ShouldHe a Function ofthis Institution

Is

Notof

NotBe

this

and Shoulda FunctionInstitution

Recreational Servicesfor General PublicState Sr. Instits.State Jr. Instits.Pvt. Sr. Instits.Pvt. Jr. Instits.Mun. Jr. Colleges

3

1

0

0

0

0

0

0

0

3

2

0

0

1

Health Services forGeneral Public

State Sr. Instits. 1 0 2State Jr. Instits. 1 0 1

Pvt. Sr. Instits. 1 0 0Pvt. Jr. Instits. 0 0 0Mun. Jr. Colleges 0 0 1

Entertainment forGeneral PublicState Sr. Instits. 2 1 4State Jr. Instits. 2 0 2Pvt. Sr. Instits. 3 0 1

Pvt. Jr. Instits. 0 0 1

Mun. Jr. Colleges 0 0 1

Cultural Activitiesfor General PublicState Sr. Instits. 7 0 2State Jr. Instits. 5 0 1

Pvt. Sr. Instits. 4 0 0Pvt. Jr. Instits. 1 0 2Mun. Jr. Colleges 0 0 2

Services Relating toStudent Health

State Sr. Instits. 9 0 2State Jr. Instits. 5 0 1

Pvt. Sr. Instits. 4 0 0Pvt. Jr. Instits. 3 0 0Mun. Jr. Colleges 2 0 3

Counseling & GuidanceState Sr. Instits. 11 0 0State Jr. Instits. 7 0 0Pvt. Sr. Instits. 5 0 0Pvt. Jr. Instits. 3 0 0Mun. Jr. Colleges 3 0 2

To Provide FacultyWith a Forum forOpen Discussion

7 1 2State Sr. Instits.State Jr. Instits. 5 0 2

Pvt. Sr. Instits. 4 1 0Pvt. Jr. Instits. 2 0 1

Mun. Jr. Colleges 0 0 3

7

2

4

3

4

8

5

4

3

4

4

3

1

2

4

2

1

1

0

3

0

1

1

0

0

0

0

0

0

0

Cf

Presidents' ResponsesIs and Should Be

Functions and Types a Function ofof Institutions this Institution

Is But Should NotBe a Function ofthis Institution

Is Not But Should Is NotBe a Function of Not Bethis Institution of this

and Shoulda FunctionInstitution

To Provide StudentsWith a Forum forOpen Discussion

State Sr. Instits. 6 1 3 1State Jr. Instits. 5 0 1 0-1Pvt. Sr. Instits. 5 0 0 0Pvt. Jr. Instits. 3 0 0 0Mun. Jr. Colleges 0 0 4 1

Free Consultation Ser-vices to Pub. & Non-

profit AgenciesState Sr. Instits. 4 0 4 3State Jr. Instits. 3 0 2 2Pvt. Sr. Instits. 2 0 1 2Pvt. Jr. Instits. 1 0 2 0Mun. Jr. Colleges 0 0 1 4

Free Consultation Ser-vices to Pvt. EnterpriseState Sr. Instits. 2 0 2 6-1State Jr. Instits. 3 0 2 2Pvt. Sr. Instits. 2 0 0 3Pvt. Jr. Instits. 0 0 2 1Mun. Jr. Colleges 0 0 1 4

Military TrainingState Sr. Instits. 3 0 3 5State Jr. Instits. 5 0 1 1Pvt. Sr. Instits. 1 0 0 4Pvt. Jr. Instits. 0 0 0 3Mun. Jr. Colleges 0 0 1 4

Ed. Designed:Especiallyfor Women

State Sr. Instits. 5 0 2 4State Jr. Instits. 1 0 0 6Pvt. Sr. Instits. 1 0 0 4Pvt. Jr. Instits. 0 0 1 2Mun. Jr. Colleges 0 0 0 5

Ed. Designed Especiallyfor Men

State Sr. Instits. 5 0 1 5State Jr. Instits. 2 0 0 5Pvt. Sr. Instits. 1 0 0 4Pvt. Jr. Instits. 1 0 0 2Mun. Jr. Colleges 0 0 0 5

58

Presidents' ResponsesIs and Should Be Is But Should Not Is Not But Should Is Not and Should

Functions and Types a Function of Be a Function of Be a Function of Not Be a Functionof Institutions this Institution this Institution this Institution of this Institution

Prepare for Ministry& Church-related

VocationsState Sr. Instits. 1 0 1

State Jr. Instits. 1 0 0

Pvt. Sr. Instits. 5 0 0

Pvt. Jr. Instits. 3 0 0

Mun. Jr. Colleges 1 0 0

Provide Ed. in a Chris-tion Atmosphere

State Sr. Instits. 8 0 0

State Jr. Instits. 5 0 0

Pvt. Sr. Instits. 5 0 0

Pvt. Jr. Instits. 3 0 0

Mun. Jr. Colleges 3 0 0

Flight TrainingState Sr. Instits. 0 0 1

State Jr. Instits.Pvt. Sr. Instits.Pvt. Jr. Instits.Mun. Jr. Colleges

Six-yr. DegreeState Sr. Instits. 0 0 1

9

6

0

0

4

1-2

2

0

0

2

0