Cottrell Report: Public Higher Education in the City of New York
Item
REPORT OF THE
MASTER PLAN STUDY
PUBLIC
HIGHER EDUCATION
IN THE
CITY OF NEW YORK
Donatp P, Cortrett, Ph.D.—Director
Dean, Cottecez or Epucation, Ono Srars Untversrry
Cotumsus, Onto
Aprian Ronpiteau, Ph.D.—Research and Executive Associate
Dean or Lmerat Arts, Pacs Cottecs
New Yor Crry, New Yorr
Leo S. Schumer, M.A.—Research Assistant
CuapMAn, EvANs AND DELEHANTY:
Architectural Consultants
ee
PON AT Re SO! Do wh ok Oe NN
The Master Plan Study was an investigation of the minimum capital plant needs of New
York City for public higher education through the next two decades. The Study was
conducted for the Board of Higher Education of the City of New York. It was based upon an
intensive examination of the present municipal College plants and programs, and upon present
and anticipated needs as revealed by research into vocational, enrolment and population
trends.
The approach to the interpretation of the facts of need of the City in this respect was in
general conformity with that of the Board of Higher Education whose Chairman declared in
his 1946 annual report, “In short, the City has to face the problem of the extent to which it
will accept and financially support its legal mandate to provide higher education for an
appreciable fraction of its eager young people,—a mandate which under the law we are all
bound to acknowledge more fully than at present.’ The essential facts of need are to be found
in the pages of the present Report. These facts clearly indicate to the authors a profound
challenge to the City to find ways of providing facilities for the higher education of all who
can profit by it and who by virtue of such education can return a ten-fold contribution of
service to the community.
For the convenience of the reader, the major recommendations of the Study are summarized
in Chapter I. The gist of each chapter or section is set in bold face type at the beginning.
More complete discussion and analysis follow in regular type.
This Study would not have been possible without the cooperation of many city, state,
and federal agencies. We should be remiss did we not refer especially to the information
and suggestions given by the four Municipal Colleges, the Board of Higher Education, the
City Planning Commission, the Board of Education, the United States Office of Education,
the New York State Department of Education, and the State University of New York. No
one of these agencies nor any other is, however, accountable for the recommendations made
in this Report.
We wish in particular to express our appreciation of the work and devotion of our
architectural consultants, the firm of Chapman, Evans and Delehanty.
Donatp P. Corrrett
ApriAn RonpiteAu
January, 1950.
PAGE THREE
TABLE OF CQON TEN TS
PAGE
Jered yctions o4:soscccodvdecds aud nurevebejewievadee heres eye rses sah bss vise Ag LEA EARS aes aeEity 3
Chapter I—A Program for the Development of Facilities for Public Higher Education in New York City... 7
General Recommendations. ......... 0. 0ccuee eee cece eeer eee e epee reer teense: 7
Related Recommendations and Considerations... 2.0.2.2... 60. c eee e ee n een nena ees 8
Recommended Capital Projects Listed in Priority Groups... ...,.,+-..0++02seeeeeeeeeeees
Chapter Il—Factors Determining the Need for Higher Education in New York City
Population Trends in Relation to Enrolments in the City Colleges and in the Five Boroughs... 12
The Character of the Life of New York City... 0.00... ccc p eee ee eee beeen ebenes 16
Chapter I1I—An Analysis of the needs for Specific Types of Higher Education in New York City......... 18
Fwy Vesr College: Work. ee cin vee eee oz euice cin ce piee esas sie be erabivebewesaeer tis
Four-Year Undergraduate Work
Girauate Shades <5 35-1056 5605 325-03 is SESS EE GT GOATS ad Sade Szday epee teens
Pilale Welioatiat so foto po roars circles a utloget a aa b ck Li wae AD bp Rio's Wakes ee Oeaa ee khetee
Chapter IV—Educational Program and Board Policy in Relation to Capital Planning........-.-......6... 27
The Educational Program of the City Colleges Today... .. 2... .0+ 2s ce eee e cee e ener nens 27
The Policy of the Board of Higher Education in Planning for Improvements of the Educational
Program’ and Facilities’ 6.550 ciie.c cat escan bee sssececanaiw ene ieawedeveaweecetereses 30
Appendix 1—Purpose, Inception and Method of the Study
Appendix 2—Adequacy of Present Plants, ... 0.2... cc ccee ence eee reece etter bene eben eee eenes
Appendix 3—Distribution of Students in the Municipal Colleges by Division, Sex and Borough of Residence,
Spring, IG): i cowete ch ekan se Sas
Appendix 4—Transportation-Time Study
Appendix 5—Method of Estimating Approximate 1950 Population for New York City...........+----5. 43
Appendix 6—Vocational Trends in Relation to Higher Education. .......0 000s ece este eee e eee serene 44
Appendix 7—Evaluative Criteria for Type, Location and Priority of Capital Improvements............... 45
Appendix 8—Projects in Order of Priority, Classified by Present Centers and New Centers Recommended.. 46
Appendix 9—Notes on Degrees, Certificates and Other Programs Available at the Municipal Colleges,
Beptenbicd, 1945; «wise oc gve ac ee vse es oe da olan a nliliwiewale «ale dsr blelecaltenaie 48
PAGE FIVE
CHAPTER il
A Program for the
Development of Facilities for
Public Higher Education in New York City
The needs of New York City for public higher education are far in excess
of present plant facilities and programs. It is urgent to establish additional
facilities to help close the gap between needs and currently inadequate plants.
This Chapter presents the recommendations for capital plant and program
expansion along with correlative suggestions for meeting New York City’s
higher educational needs.
‘Two important facts should be kept in mind when interpreting the recom-
mendations below: (1) The steps listed are the minimum necessary to meet
the needs of the youth and adults of New York City for higher education.
There is no implication that the expense involved will in all cases be entirely
met from the tax funds of the City of New York. (2) Although the recom-
mendations for the most part are concerned with additional facilities and
program, it is considered to be just as important to maintain plants more
adequately for present students as to accommodate new students; nor does
emphasis on unfilled functions, such as two-year college work and new five-
year programs, lessen in any way the importance of extending to more students
the opportunity to take undergraduate work.
GENERAL RECOMMENDATIONS
2. There should be established at a. new
site in Brooklyn a two-year co-educational
community college for a maximum of
The following general recommendations
are made:
1. There should be established in the
present Hunter Bronx plant a two-year
co-educational community college for a
maximum of 3,000 students, the present
Hunter College Bronx program being
discontinued and the students being per-
mitted to attend Hunter College at Park
Avenue, City College at 137th Street, or
the other City Colleges.
PAGE SEVEN
3,000 students.
. There should be established at a new
site in Queens a two-year co-educational
technical institute of the type of the
New York State Institute of Applied
Arts and Sciences for a maximum of
3,000 students. It is suggested: that
consideration be given to special emphasis
al SA
= ae
s
upon the fields of aviation, communica-
tions and automotive technology.
4. There should be established at a new
site in Queens a two-year co-educational
community college for a maximum of
3,000 students.
5. There should be established in Rich-
mond a two-year co-educational com-
munity college for a maximum of 1,000
students.
6. The facilities of the present Hunter
College Park Avenue plant should be
increased to accommodate an additional
enrolment of approximately 500 stu-
dents. To facilitate this recommenda-
tion, the offices of The Board of Higher
Education and its agencies should be
moved (see Recommendation Number 11
below) and the use of Public School
Number 76 should be considered.
7. The present City College 137th Street
plant should be expanded to include
a suitable adjacent site for buildings
required to accommodate more ade-
quately the present program and to
provide for anticipated expansion up to
13,000 full-time students over the period
of the next 15 -years.
8. The present City College 23rd Street
plant should be expanded on the adjacent
property or at some other suitable site
for the purpose of accommodating more
adequately the present program and to
provide for a minimum enrolment of
5,000 full-time students.
9. The present Brooklyn College plant should
be expanded to provide more adequately
for present enrolment and to accom-
modate a minimum of 12,000 students.
10. The present Queens College plant should
be expanded to accommodate more ade-
quately the present students and to
provide for a minimum enrolment of
5,000 fulltime students.
11, Building space should be made available
apart from existing College plants for the
Board of Higher Education and all of its
agencies for administrative, accounting .
and architectural service, together with
the central administration for Teacher
Education and any other central admin-
istrative services that may be developed
in the future.
TABLE 1
Present and Anticipated Near Future Mini-
mum Full-Time Enrolments of
Municipal Colleges
Capacity with
Present ‘Anticipated
College Enrolment eeaasion tt Next
Ten Years
City, 137th Street... 6,754 13,000
City, 23rd Street.... 3,721 5,000.
Hunter, Bronx Center BiGEA IP) etc wate
Hunter, Park Avenue 4,454 5,000
Brooklyn........... 7,727 12,000
Queens... 0c. cise es 2,985 5,000
Total csieccad 27,258 40,000
RELATED RECOMMENDATIONS
AND CONSIDERATIONS
I, It will be noted that it is assumed that
all of the present seven College centers will
continue on their present bases except for the
Hunter College Bronx plant which is recom-
mended for use as a two-year community
college.
II. It is recommended and assumed
throughout the present Report, that the
City College Day Session Liberal Arts and
Science. work will be opened to women
students.
III. It is recommended that the two-year
community colleges not be on the same sites
nor under the same collegiate administration
PAGE EIGHT
as the present municipal Colleges. It is also
to be noted that if two-year community
colleges should be established under the
provisions of the present State law, it cannot
be assumed that their overall administration
will be an exclusive or even a major function
of the Board of Higher Education.
IV. It is recommended that the work in
adult education be expanded, and that
present and future plants be utilized more
fully for this purpose.
V. It is recommended that consideration
be given to establishing five-year degree
programs in the following fields: Social Wel-
fare Administration, Public Administration,
Labor-Management Relations, limited aspects
of Clinical Psychology, Nursing Education,
and Library Work. Possibly 1,000 addi-
tional students would initially be included
in the total enrolment of the municipal Col-
leges by virtue of all of these programs.
VI. It is anticipated that the overall
increase in full-time enrolment of the present
four Colleges, if the recommendations out-
lined above were implemented, would be
about 12,500 students (or approximately
50% of the 1949 full-time enrolment).
RECOMMENDED CAPITAL PROJECTS LISTED IN PRIORITY GROUPS
(Norz: The order of listing within the priority groups is alphabetical and does not indicate relative urgency.)
GROUP A—OF IMMEDIATE URGENCY
Project Estimated Cost
Brooklyn College—College Center
and Arts Building with Land-
scapingand Equipment. Convert
tennis courts into play field... .$ 3,275,000
City College, 137th Street—Re-
conditioning of Main Building,
including Equipment.. os
City College, 137th Sereet~-Cor-
rections to Distribution System,
Including Power Plant; also
ground improvements..........
City College, 137th Street-—New
Liberal Arts Building, including
cafeteria, to replace existing
classrooms of Army Hall, Finley
Hall, South Hall and Townsend
Barris: Hall 5.525 scene eees aw
Queens College—New Gymnasium
and ground eee in-
chading sports area. ;
Richmond, sig vaxttioasatilee
College—Entire plant...........
50,000
900,000
3,225,000
3,920,992
2,700,000
Total of Group A.......... $13,170,000
PAGE NINE
GROUP B—OF URGENCY SECOND
ONLY TO GROUP A
Project Estimated Cost
Board of Higher Education and
other central administrative
offices, including Committee on
Coordination of Teacher Edu-
cation, Architectural Unit, Bu-
reauof Analysis, and Accounting
Unit—a single separate head-
quarters apart from any present
municipal College center........ $ 50,000
Brooklyn College—Library Exten-
sions with Landscape and Equip-
1,925,000
Brooklyn, Two-Year Community
College—Entire plant...........
City College, 137th Street—Alter-
ations and Extensions to Town-
send Harris Hall, South Hall,
Chemistry Building, Technology
Building, Compton Hall, and the
Main Building..................
City College, 137th Street—New
Library Building............... 2,075,000
7,275,000
1,575,000
Hunter College, Park Avenue—
Removal of Board of Higher
Education offices and conversion
of area for College use.......... 10,000
Queens College—New Library.... 1,620,000
Queens, Technical Institute —
entire plant..........2.....00-. 7,700,000
Total of Group B........... $22,230,000
GROUP C—IMPORTANT PROJECTS
WHICH SHOULD ONLY BE DEFERRED
IF NECESSARY TO PERMIT GROUPS
A AND B TO BE INITIATED
Project Estimated Cost
Bronx, Two-Year Community
College (Present Hunter Bronx
Center)—Administration Build-
TAG Ss aera letieseteaasscene $ 270,000
Bronx, Two-Year Community
College—Alterations to Exist-
ing Buildings and ground im-
provements.,....-....;+200ee0 375,000
Bronx, Two-Year Community
College—Library Building. ...-. 750,000
Brooklyn College—Stadium, in-
cluding Field House and improve-
ments to Athletic Field and
Off-Street Parking............5 775,000
City College, 23rd Street—New
BUUGIAg ie wie ve ees oreo ne 2,750,000
City College, 23rd Street—Alter-
ations to existing building...... 200,000
City College, 137th Street—New
Gymnasium.........6.. 2.65.00 3,300,000
(Old gymnasium to be used by
women students.)
Queens College—New Academic
and Science Building............ 1,960,000
Queens, Two-Year Community
College—Entire Plant.....,..... 7,275,000
Total of Group C,,........ $.17,655,000
GROUP D—IMPORTANT PROJECTS OF
AN URGENCY SOMEWHAT BELOW
GROUP C
Project Estimated Cost
Brooklyn College — Academic
Building to provide additional
classrooms and sociaf rooms and
alterations to Boylan Hall to
provide increased cafeteria facili-
TICK ons ae sdesas casa tiersett $ 1,600,000
City College, 137th Street—Stu-
Bent Cenket cee rccnsats vensgiec 1,625,000
City College, 137th Street—Ex-
tension of existing Library for
engineering.................. *. 1,625,000
Queens College—Auditorium and
Art Denteg opines sieges s/sieisia gles 2,450,000
Total for Group D......... $ 7,300,000
GROUP E—PROJECTS WHICH SHOULD
BE INITIATED SUBSEQUENTLY TO
GROUPS A THROUGH D
Project Estimated Cost
Bronx, Two-Year Community
College—College Center and Art
Building.”........0.-2.cc00eeees $ 510,000
Brooklyn College—Science Build-
ing to provide laboratories and
classrooms..............00-e0005 1,325,000
Brooklyn College — Gymnasium
Extension.,..........000.e0000 1,950,000
City College, 137th Street—Exten-
sion of Liberal Arts Building
FAoMttEs 5 555 aoe hb Sakis Pease 2,825,000
Hunter College, Park Avenue—
Improved Ventilation in Assem-
bly Hall and Cafeteria....... 75,000
Queens College — Administration
BotidGige: i250 ciccevinaheiies 450,000
Queens College— Power Plant
Addition... 63.05. .c pc cca caenened 80,000
Total of Group-E........... $ 7,215,000
Grand Total of All Groups....... $67,570,000
BUILDING EXPANSION PLAN
GITY GOLLEGE - UPTOWN
PAGE ELEVEN
‘nas
Factors Determining
The Need for Higher Education
in New York City
Substantially expanded facilities are needed in general undergraduate
education at the junior and senior college levels, as well as in a number of
special fields, including technical, sub-professional, and graduate education.
The following three factors bear out this need:
(1) The long-term tendency of enrolments and population to outrun the
higher education facilities available in the City as a whole and in the various
Boroughs.
(2) Occupational shifts involving the expansion of certain fields, the rise of
new industries, and the relative decline of other industries and occupations.
(3) The increasing demands made in the great national and regional center
of New York City for both high vocational competence and broad general
background and skill in human relationships.
POPULATION TRENDS IN RELATION TO ENROLMENTS IN
THE CITY COLLEGES AND IN THE FIVE BOROUGHS
Certain population trends are crit-
ical in determining the need for edu-
cation in New York City. There has
been a continuous increase in overall
population. Also, during certain
periods, the 18 to 21 year age group
constitutes an unusually high propor-
tion. of the total population. This
increase in proportion follows an
unusually high birth rate some two
decades previously, and obviously en-
larges the potential body of college
students. Most important of all, 2 steady increase in the percentage of
potential students who are ready, able and willing to take advantage of edu-
cational opportunity has been a vital factor in expanding enrolments. The
trends in distribution of population among the five Boroughs are important
in determining advantageous locations for new facilities.
PAGE TWELVE
The total population of New York City is
expected to continue to grow during the next
twenty years, although at a slower rate than
in recent years. For the City as a whole, an
increase of about five percent is expected
during these two coming decades. Con-
siderable variation in the rate of increase
among the Boroughs is also expected to con-
tinue. According to the Consolidated Edison
Company's estimates, this will probably
vary from nearly a 25% increase in the
population of Richmond at one extreme toa
very slight net decrease in Manhattan at
the other.
Shifts occur within boroughs due to
housing developments, extension of trans
portation facilities, and other special neigh-
borhood factors. Though these shifts have
caused grave problems for the public schools,
they are obviously not so important in
determining the location of higher educa-
tional facilities used by the relatively mature
students.
The great fluctuation in the number of
births annually is a complicating factor in
long-range planning. A few years ago, the
number of births in New York City was in
the neighborhood of 100,000 annually. In
recent years, the range has been from about
150,000 to almost 175,000 births annually.
These wide variations have tended to pro-
duce corresponding peaks and valleys as
these age groups moved through the school
system from the first grade to high school
graduation. The effect on higher education
has been obscured toa considerable extent by
the long-term increase in the percentage of
youth attending school beyond the twelfth
grade. Nevertheless, a low birth rate in the
late 1930's will inevitably cause a reduction
of enrolment in the middle 1950's. Like-
wise, present high birth rates .will bring a
high point of enrolment in the late 1960's.
PAGE THIRTEEN
Post-war birth rates in New York City
continued to hold close to their peaks
through 1949 in spite of the sharp drop
predicted. Nearly one million and a quarter
births occurred between 1946 and 1949. If
this unexpected trend should continue, all
school and college enrolment forecasts would
have to be revised upward.
Enrolments may be expected temporarily
to decrease somewhat from post-war peaks.
Nevertheless, we may expect more students
in attendance than in peak pre-war years.
It has seemed to the staff of the Study
unreasonable to base long-term planning on
either a temporary valley or a temporary
peak. Rather, a conservative average need
has been taken into consideration.
Post-high school education is being
accepted as a “‘must”’ by a constantly increas-
ing proportion of students. This is an
extension of the trend which has caused
a phenomenal increase in high school attend-
ance and graduation. A variety of factors
has caused the demand for further schooling:
the shift in occupations described in the next
section of this Chapter; the increasing com-
plexity of our culture which requires more
“know how” and maturity for the individual
as a person, as a citizen, and as a worker; the
competitive factor which makes higher edu-
cation, formerly a luxury, become a necessity
as more and more people take advanced work;
and the imitative factor which causes rela-
tives and friends of students to take advanced
work too,
The steadily climbing enrolment trends of
the Municipal Colleges do not reveal the
full extent of the need for higher education
in New York City. A recent study of
enrolment trends in the City College refers
to this fact: “In the past, the size of incoming
classes of the Day Session has been deter-
mined largely by the personnel and space
facilities of the College. Personnel and
space limitations are in turn caused by
operating and capital budget limitations.”’*
Some indication of how these factors limit
enrolment may be judged from the fall,
1949, entering class in the day session of the
City College. Approximately 4,300 sought
admittance. About 1,800 were refused ad-
mittance to the day session, of whom about
one-third are estimated by the Registrar to
have entered the evening session. Doubt-
lessly, some of the remainder were financially
able to enter other colleges. It is a reason-
able assumption, however, that the entering
class might have been from twenty to forty
percent larger if the limitations of personnel
and facilities had not excluded many com-
petent students. This does not take into
*An Analysis of Factors Affecting Trends in iehrolinencs in the
City College of New YorkR—William I. Pearson and Charles F
Reid, 1947.
account the very much larger number of
competent students who might be candidates
for admission were they not discouraged by
the well-publicized high academic marks or
high entrance test marks necessary for
admission,
The facts reviewed above therefore cor-
roborate in large measure the need for
increased facilities as envisioned by the four
City College presidents in their 1947 Report,
The Scope of Higher Education in New York
City, Dr. Ordway Tead in his 1946-1948
Report of the Chairman of the Board of
Higher Education also pointed out the dis-
parity between needs and resources: “Our
knowledge ‘of population trends, of pro
fessional needs, of increasing public pressures
for higher education, and of the land and
building requirements thus implied, stands
in sharp contrast to the resources upon
which we are now able to draw.”
' | TABLE 2
; j TOTAL POPULATION TRENDS, FOR NEW YORK CITY, ITS BOROUGHS, NEW YORK
| r STATE, UP-STATE NEW YORK AND THE NATION, 1890-1940
| Man- Rich- New York | New York | Up-State
" Year | hattan*| Bronx* mond* | Queens*| City State New York | National
FRO ich.al Pattotite chanbdolibesl dete e tinh ko anid s ahi beste korean GOO Tabs ore 55 aire xe 62,947,714
1900..... 1,850 201 67 153 3,437,000 7,268,894 3,831,894 | 75,994,575
' 1910..... 2,332 431 86 284 4,767,000 9,113,614 4,346,614 | 91,972,266
7 | 1920..... 2,284 732 117 469 5,620,000 | 10,385,227 4,765,227 | 105,710,620
1930..,.. 1,867 1,265 158 1,079 6,930,000 | 12,588,066 5,658,066 | 122,775,046
4 1940..... 1,890 1,395 174 1,298 7,455,000 | 13,479,142 6,024,142 | 131,669,275
i
* (000).
PAGE FOURTEEN
NaWLAI FOV
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BUILDING EXPANSION PLAN
FOR
BROOKLYN COLLEGE
ae,
000 ENROLMENT
sere summa [7] ne he ae mesert
sew somes ZA
THE CHARACTER OF THE LIFE OF NEW YORK CITY
Every thoughtful citizen recognizes the fact that a more complex world
requires more and better education. Social and economic change is occurring
at an accelerated tempo. Improved means of transportation and communication
increase contacts among far-flung peoples. The job or profession of today
requires many abilities in human relations as well as technical skills. Con-
flict between world powers and ideologies takes place on Main Street as well
as on the international scene. Men and women must be able to do more than
just earn a living. They must carry their share of the responsibility for our
democratic leadership at home and abroad.
All of these factors apply with special
force to New York City. It is the largest
city in the nation. In many areas, such as
finance and the administration of industry, it
is a regional and national nerve center, Its
citizens are subject to special strains and
stresses due to its size, noise, congestion and
fast pace which reaches its daily peak during
the “rush-hours.” There is also pressure of
competition with great numbers of able and
ambitious persons who have moved to New
York to avail themselves of its opportunities.
In planning for education in New York
City, therefore, certain special circumstances
must be borne in mind. One evident
example is the need for understanding and
tolerance of those of different backgrounds.
This kind of generosity and sympathy, so
desirable everywhere, is an absolute neces-
sity in New York. In this great meiting-pot,
whole cities of men of every race, religion, and
national origin live and work side by side.
It is a sociological axiom that tensions and
antagonisms are likely to be greatest where
there are large groups with divergent back-
grounds living close together. The right
kind of education teaches young men and
women to understand and appreciate people
of other faiths, nationalities and color of skin,
Furthermore, through courses in the sciences
and the social sciences, it teaches them
objectivity and insight into their own
prejudices. In combatting prejudice, knowl-
edge 1s indeed power.
In New York City, the problem of
assimilation and Americanization is unique.
Though their parents and grandparents came
from the four corners of the earth, the
children must became Americans in loyalty,
language and outlook. Credit for success
obtained is in very large part due to our
schools and colieges.
Education is likewise an important means
of equalizing opportunity in New York City
where the language and customs of the home
are so often foreign. Although the fland-
tides of European immigration have ebbed,
great foreign neighborhoods still pereist in
PAGE SIXTEEN
New York. Furthermore, the large influx
of Porto Ricans has introduced a new
variant of an old problem.
Even though educators, social scientists
and the general public favor more education
for our youth, sometimes there is a fear lest
too many people be educated for the better
jobs, Unquestionably there must always
be “drawers of water and hewers of wood.”
Will increased higher education mean that
there will not be enough persons willing to
do the more humble work in the world?
This concern is unwarranted for the
following reasons. First, the long-term trend
is strongly toward more jobs which require
considerable education, and strongly away
from jobs which require little education.
For example, the Bureau of the Census
reports that, in confirmation of the same
trend in farm labor, the number of non-farm
laborers decreased over a million from 1910
to 1948 while total employment was rising
about twenty-three million. On the other
hand, as our economy develops, old pro-
fessional, technical and service occupations
expand and new ones develop. That is,
although it is possible to have a particular
field over-crowded, service, technical and
professional occupations as a whole are not
likely to become overcrowded with com-
petent persons in the forseeable future.
Secondly, higher education will train
many to work better and live more richly
no matter what their jobs may be. It isa
mistake to assume that all who take some
form of higher education should expect a
professional or highly technical position.
This is an Old World, leisure-class tradition.
It has no real basis in our American demo-
PAGE SEVENTEEN
cratic way of life. As a matter of fact, it
has been pointed out that too great a
difference in the educational background of
different economic and occupational groups
is undesirable because they no longer “speak
the same language.” Communication breaks
down for lack of a common background, and
what the sociologist calls social disintegration
occurs.
Certainly the leadership for the eco-
nomically poor neighborhood is not likely
to come from the well-to-do who do not live
there. It must come from within that
neighborhood. Here higher education has a
critical role to play. It is interesting to
observe that so-called “problem neighbor-
hoods”—those which have a high proportion
of crime, juvenile delinquency, truancy and
other undesirable characteristics—are much
below the average of the City in percentage
of population who have had some post-high
school education. Apparently, a high pro-
portion of neighborhood leadership comes
from those who have had some post-
secondary education.
In sum, the vocational, physical and
psychological factors that exist in New York
City require an uncommonly high level of
average education to havea healthy, forward-
moving industrial, community and neighbor-
hood life. Certainly, American employers
are demanding more and more education on
the average from prospective employees.
This fact may be substantiated by reference
to Appendix 6 which gives estimates for
1950 and 1960 of the number of annual
replacements and new entrants into various
New York City occupations, according to
the amount of higher education required.
CHAPTER ®
An Analysis of the Needs
for Specific Types of Higher Education
in New York City
Even on the most conservative basis of estimating, it is evident that there
is a large unmet need in all of the major types of higher education in the City
of New York.
Inasmuch as capital expenditures are irrevocable long-term investments,
this Study has offered minimum estimates of need with the thought that it
might prove necessary to revise them upward in the light of future
developments.
It must also be borne in mind that the various estimates assume that the
needs for other types of higher education will be met simultaneously. This
assumption is not at present in accord with the facts, notably in the case of the
insufficiency of community college and technical institute education. Further-
more, the current displacement of college age youth by over-age veterans has
been ignored since it is regarded as a temporary factor.
For all of the above reasons, and because of certain local factors in estimates
of unaccommodated students, the figures in this Study are likely to be con-
siderably lower in proportion to the population than those of national, state,
or other city studies. This obviously reflects the highly conservative basis
of the estimates in this Study rather than disagreement with the estimates of
other studies.
TWO-YEAR COLLEGE WORK
Education at the level of the thirteenth
and fourteenth grades has developed out of
the recognition of a number of needs not met
by the four-year college. In general, there
are two types of these unmet needs, First,
there is sub-professional and technical work
which requires preparation beyond the high
school but of a more specialized and less
academic type than the four-year curriculum
usually provides, Secondly, there are young
men and women who need more oppor-
‘tunity to mature in~ personal and civic
relationships, but who are unable or unwill-
ing to devote four full years to post-high
school education. For them, a two-year
general education program may be highly
desirable.
It cannot be too strongly emphasized that
educational leaders do not believe these
needs can be met by taking the first two years
of a regular four-year program. The reason
is simple. The first two years of a four-year
PAGE EIGHTEEN
program usually have only one major purpose,
namely, to prepare for the second two years
of more advanced work. Consequently, the
student who takes only two years of the
traditional college program has not in any
real sense completed a full unit of either
general or vocational education. The two-
year programs, on the other hand, are
desigried to be complete units of higher
tay
wa St
The almost complete absence of this type
of education in the great New York metrop-
olis is a noteworthy fact. Some have tried
to explain it in part on the theory that New
York’s evening school work is a kind of
counterpart of the highly developed com-
munity college programs in other states.
This is not a very satisfactory explanation
for three reasons. First, because community
colleges and technical institutes are designed
for fulltime students. Secondly, because a
city with over eight million population may
well be expected to have a very extensive
adult education program without drawing
on a youth population who need full-time
PAGE NINETEEN
schooling. Thirdly, because a large propor-
tion of the evening college students are
matriculated in the regular four-year cur-
riculum, the purposes of which are very
different from those of the two-year cur-
riculum. ;
There ia a vast unmet need at the two-year
level in New York City, The only publicly
supported college at this level is the New
York State Institute of Applied Arts and
Sciences in Brooklyn, with a capacity limited
by law to 2,250 students, about 1,750 of
whom are currently from New York City.
The private junior colleges accommodate an
inconsequential nymber of students.
The figures in Table 3 indicate the esti-
mated number of students who would attend
two-year colleges if facilities were available.
(Small deductions—about five per cent—
may be made from these figures to allow for
those now accommodated.) They are based
on the assumption that New York students
are as capable and as interested in education
as those in California. In California, the
number attending community colleges is
slightly over eighteen per cent of the number
of eighteen and nineteen year old youth in
the State, and this percentage has been used
in estimating for New York City.
The Study'’s recommendations for com-
munity colleges and technical post-high
school facilities are very conservative in
comparison with the indicated needs. This
conservative, minimum approach affords an
‘oppartunity for revision of estimates in the
light of experience, and should not be con-
sidered as necessarily an ultimate goal.
+ yO Kabobs amma
ray
ANO-ALNUAL JOVG
agevise
erecears GOMMURITY
EMTAANCE ewlaance
SUGGESTED PLAN FOR A GOMMUNITY GOLLEGE
@ scant: Sn cae FOR 3090 ZNASLLAEAT
FOUR-YEAR UNDERGRADUATE WORK
An examination of Table 3 shows that, at the present time, there are
approximately twelve thousand additional youth who would attend the
Municipal Colleges for four years, if facilities were available. During the
1960's this number might be expected to increase to somewhere between
twenty and forty thousand.
It is indispensable to bear in mind two
facts in interpreting this table. First, the
influence of over-age veterans has not been
taken into account since it is a temporary,
and at the present time, a rapidly diminishing
phenomenan. In other words, if the num-
ber of veterans who are beyond the usual
college age were calculated, it would be
evident that they are displacing several
thousand students annually in addition to
the number of unaccommodated students
shown in Table 3 for the decade of the
1950's.
Secondly, Table 3 shows the number of
four-year students who would need to be
accommodated if two-year college facilities
were available to meet the needs as indicated,
But potential two-year college students are
virtually unaccommodated at the present
time in New York City. It is evident,
therefore, that a considerable but inde-
terminable number of potential two-year
college students are likewise displacing bona
fide four-year students. That is, those
interested in only one or two years of
tuition-free collegiate education are to some
extent compelled to enter the four-year
course even though it is quite unsuited to
their needs.
There is some question as to how profit-
able it, is to speculate as to the long-term
distribution of enrolments among the various
undergraduate colleges and fields of speciali-
zation. Enrolments in such fields as the
traditional professions and engineering, busi-
ness administration and the like are, in the
long run, primarily subject to vocational
supply and demand factors. On the other
hand, not only occupational factors, but
circumstances of student psychology seem
to be involved in swings back and forth
between the liberal arts degree and other
degrees. Similar forces seem to cause swings
of the pendulum of student interest from the
humanities to the sciences and vice versa.
Variations in enrolments among the vari-
ous special fields can hardly be predicted with
confidence far ahead, and program and staff
adjustments can readily be made as voca-
tional and student demand warrants.
Whatever may be the variation in demand
among particular curricula, there is no doubt
that there is a large number of potential
four-year students.
PAGE TWENTY-TWO
TABLE 3
ESTIMATED NUMBER OF STUDENTS UNACCOMMODATED BY THE MUNICIPAL
COLLEGES AND BY TWO-YEAR COLLEGES, IN NEW YORK CITY,
BY BOROUGH AND BY YEAR, 1950-1970
(This table disregards veterans over normal college age, since that group appears to be of rapidly decreasing numerical importance. The
columns for 4-year colleges contain estimates based upon the assumption that students not desiring or not com)
tent to complete 4-year
courses are cared for in other institutions, such as 2-year colleges, adult education programs, etc. The columns for 2-year colleges contain
estimates based upon the assumption that students competent and desirous to attend 2-year colleges do not instead enroll in 4-year colleges, for
the lack of 2-year college facilities, as some atudents do at present, only to withdraw or be dismissed after two years or less of residence.)
MANHATTAN Bronx Brooxtyn Queens Ricxmonp Torat
4 Year 2 Year | 4 Year 2 Year | 4 Year 2 Year | 4 Year 2 Year | 4 Year 2 Year | 4 Year 2 Year*
7441 48 7046] 3719 -13932 | 2755 6650 | 897 996] 11989 36065
7191| —417 6835 2770 13487 | 2357 6485 | 837 972! 9577 34970
6755|—1317 6444 1055 12691 | 1587 6146| 721 920} 5155 32956
6508 |—1818 6232} —39 12249| 1102 5975 | 648 844| 2341 31808
6524 | —2167 6271) —747 12300] 798 6042| 602 904) 532 32401
6429 | —2439 6202|—1301 12141| 564 6007 | 567 898|—878 31677
6518 | —2319 6313 |—1086 12332} 703 6145 | 587 918 |—276 32226
6755 | —2082 6567} —645 12802) 957 6424| 625 960} 927 33508
6991 | —1688 6822 100 13271 | 1365 6707 | 686 1002] 2934 34793
7371 |—1020 7220 1376 14017 | 2044 7134| 787 1065| 6347 36807
1960...... 3500 8187| —674 8050 2020 15597 | 2413 7993 | 841 1193] 8100 41020
1961...... 3856 8823 | —327 8690 2691 16834 | 2786 8668 | 904 1303| 9910 44318
8510 1038 8396 5333 16262 | 4165 8413 | 1120 1207 | 16941 42788
8308 1579 8211 6377 15899 | 4740 8264 | 1217 1259| 19753 41941
9300 2276 9208 7724 17826 | 5475 9309 | 1340 1429 | 23373 47072
10685 3635 10597} 10353 20512 | 6880 10761 | 1567 1663 | 30405 54218
10802 4914 10732] 12826 20769 | 8215 10947 | 1786 1703 | 37033 54953
9986 5568 9938) 14087 19228 | 8033 10181 | 1910 1594 | 40453 50927
9280 4896 9251] 12780 17896 | 8308 9520 | 1827 1501 | 37039 47448
8649 3369 8638 9820 16705 | 6806 8928 | 1601 1416 | 29206 44336
8021 1999 8025 7165 15517 | 5453 8331 | 1396 1330 | 22175 41224
*From the Grand Total of the number of students unaccommodated by the Two-Year Colleges, deduct 2000, each year, since that is
the approximate number of New York City students accommodated by the Institute of Applied Arts and Sciences.
PAGE TWENTY-THREE
BPTI Tree aa Ctnaetnad a bach tepid: wieoesaeeoti pea eeatienaaiiainal
GRADUATE STUDY
One of the major occupational characteristics of the American scene is the
increased need for personnel in various professional and service fields, who have
had certain graduate training. There is, of course, an unusually heavy concen-
tration of such need in any large city.
In addition to poseible expansion of the
general Master’s Degree work in the liberal
arts and science fields, there are several other
special graduate fields in which there seems
to bé a-clear need for new or additional!
educational offerings. These are Public Ad-
ministration, Social Work, Lahor-Manage-
ment Relations, Clinical Psychology, Nursing
Education and Library Service.
With the possible exception of Clinical
Psychology, large new capital facilities would
not be required for these programs, They
would, to be sure, compete for available space
with other offerings,
In this connection, there are two impor-
tant qualifications to bear in mind: (1) Such
competition would obtain only insofar as the
students were additional graduate students
and not simply diverted from other graduate
work. (2) The time during which the
programs are offered is important, inasmuch
as the utilization of the College centers
varies during the day, afternoon and evening
sessions.
It has not proved possible to secure
reliable estimates of the number of students
who would be likely to take advantage of
facilities in the fields of graduate work
herein discussed. However, it would seem
improbable that if all of these fields were
developed simultaneously more than 1,000
additional students would be enrolled
initially.
PAGE TWENTY-FOUR
eee
Mand
, ADULT EDUCATION
The need for adult education is almost unlimited. The possible ofter-
ings in this field are determined by the resources and facilities which may
be made available. According to the Handbook of Adult Education in the
United States, ‘Estimates based on national, State and local surveys indicate
that up to 40 million adults are interested in continuing their education
in. some form.”
On a prorated basis, there would be some two and a half
million New York City adultstwho could be reached with the appropriate
type of organized education.
One would not expect the colleges or any
other single type of community agency to
bear the full responsibility for adult educa-
tion. For example, among the special groups
very active in certain aspects of adult
education have been the League of Women
Voters, the American Association-of Uni-
versity Women, the American Library
Association, privately and publicly spon-
sored forum organizations and the Agri-
cultural Extension Service of the U. 5.
Department of Agriculture. The public
schools of the country, in particular, have
conducted a variety of adult education
activities, sometimes independently and
sometimes in conjunction with colleges and
other agencies.
The City Colleges offer an extensive
program of adult educatian. On the other
hand, it is evident that the need far exceeds
facilities made available especially at Queens
College and on the Hunter College Bronx
campus. It would require careful study to
determine to what extent this is caused by
general fiscal stringency and to what extent
by the relatively subordinate place of adult
education in the total program of the
Colleges.
At present the adult education program is
primarily in the Evening Sessions which gen-
erally conduct programs parallel to those of
*Adule Education Activities of the Public Schoolx—Report of a
Survey 1947-48, Homer Kempfer; Federal Security Agency Office
of Education Pamphlet No. 107.
PAGE TWENTY-FIVE
the Day Sessions as well as other work for
students interested in degrees and diplomas.
A report of a Board of Higher Education
committee has recommended that the adult
education program be handled on a different
administrative basis than the other work
Whether this is
of the Evening Sessions.
done or not, it is clear that careful con-
sideration should be given to ways and
means of initiating and expanding work in
adult education to meet some portion of the
still large needs in this area.
Ie would seem as unwise not to utilize
buildings fully during the evening for adult
education as it would be to have unused
space in the daytime, so long as there are
willing and able students to be accom-
modated. The value and importance to the
City is such that available capital facilities
should be used for this purpose even if
additional operating costs are entailed,
ude nee ee dee 1 tonto antucee
aminyeuss eoe't
ysai102 snaane
KOs
N¥1d MOIGNYSNS ONIGTING
PAGE TWENTY-SIX
wun Ghneae
Educational Program
and Board Policy in Relation to
Capital Planning
THE EDUCATIONAL PROGRAM OF THE CITY COLLEGES TODAY
Certain of the higher educational needs can be met by expanding the present
offerings of the Municipal Colleges. Other needs should be accommodated
outside of the existing City College centers.
There is considerable variation in the offerings of the various Colleges.
Some of this diversity is appropriate, and is derived from overall planning,
presumably in terms of the total New York City situation. On the other
hand, some of the differences in degrees and programs appear to be caused by
other factors.
The educational program of the City
Colleges is exceedingly complex as indicated
in Chart I. This chart is based on an
analysis of current catalogs supplemented by
other materials and by interviews. It will
be noted that, in addition to a variety of
Bachelors and Master's Degrees, there are a
number of special diplomas and certificates
and certain non-credit adult education
courses,
In interpreting the chart which is some-
what over-simplified for readability, reference
should be made to the notes in Appendix 9.
In general, it may be said that there is a
considerable range of opportunity for col-
legiate training available to the student who
is able to meet the strict competitive require-
ments. On the other hand, if the courses
offered are compared with the needs as
outlined in the preceding Chapter, certain
large gaps are discernable both in the types
of offerings and in the numbers of students
accommodated,
PAGE TWENTY-SEVEN
These unmet higher educational needs are
of two kinds. First, there are those which
should not be primarily the responsibility of
the existing Colleges.‘ In this category is
two-year college work of both the general
and technical types.
Secondly, there are those needs which
should be met by an expansion of existing
facilities or by the inauguration of new
programs. Such, for example, are the expan-
sion of undergraduate and adult education
facilities and the introduction of the five-year
programs recommended in Chapter III.
Two general observations may be made
about the relation of the present educational
program to those additions and expansions
recommended in the preceding Chapter.
In the first place, a faculty versatile enough
to teach the courses now offered, could with
the help of certain new specialists, teach
most of the additional courses.
In the second place, there is considerable
variation in the degrees and courses offered
by the different centers. Some of this seems
to be due to careful long-term planning in
terms of student and community needs on
the one hand, and in terms of suitable
facilities on the other. There is, for example,
the specialization of City College in Tech-
nology and Business Administration, and of
Hunter College in Nursing Education. The
reason for other differences is not so clear.
Why, for example, is there such a wide
difference among the various Colleges in the
courses and degrees offered in the liberal arts
field both at the undergraduate and graduate
levels? Or why are there so many names
employed to describe identical or similar
degrees and diplomas?
PAGE TWENTY-EIGHT
CHART I
DEGREES, CERTIFICATES AND*OTHER PROGRAMS AVAILABLE AT THE
MUNICIPAL COLLEGES — SEPTEMBER, 1949
HUNTER BROOKLYN
Eveninc] Day |Eveninc| Day
Day |Evenmnc| Day
I. Bacuetors
Liberal Arts (Arts)—B.A.......... x se cw i} far ft) ay oT Gee) ae Toute:
Liberal Arts (Science)—B.S........ x eS Mets awcdseeccanel i . eer Ut Ge seta
Liberal Arts (Social Science)—B.5.S. x SK Win cand We denedhedesiesclescaneslace Dasaaaek aah
Business—B.B.A.....--.....-5.- x x
Engineering—B.C.E., B.M.E., B.E.E.
B.C.E. (Civil, Mech., Elect.,Chem.) x
Education—B.A. (Regular Liberal | ats ps, | Also BS.
Arts work under Teacher Educa- | and B.S.S.| and B.S.S.
tion Program)......-..-++4-0+- x x
Specialized Education Degrees:
B.S. in Physical Education.......[sceeese|eee eee efeee eee
B.S, in Nursing Education ‘
BS.'in Heath EdpcathOac.cviesd [Fons ccsfeaisiesfradetecbidascd! FY PE feksvacule copes
B.S. in Education.........-0005 RM) SE a esS sap waw'ns tts es Lens] od erica is teisivicnl sipa-e ws-F
BS.
BS.
*
in Music Education.........]....00-Je.eeees
in Home Ec. (See Home Ec.
below)
Home Ec.—B.5. in Home Ec. "
(Clothing, Nutrition & Education) |.......|.......
Music—Bachelor of Music........]...-.--[-...0--
Il. Masters:
Liberal Arts—M.A. (Arts, Sciences, only’
and Social Sciences). .......-..0.[ecee0ee x
Education:
MSS. in Education ..,.....0-2s0e¢)eceenss rs
M.A. in Education. ............ x x
Business—M.B.A...... cc cece dee eee es x
Ill. Pre-Decree:
Pre-Engineering: 0.006 ceaaevias longa ced x
IV. Dirtomas anp Certificates:
‘Pusociate WALES. o's 7s clas vce on bred agabfavicsag sl aeehoa.s|s oem ce.
Diploma in Accountancy..........]..--+55 KH ty | Wevd.e Seals wens
Diplomas in other Business Fields,..].......)...000eJeceeues/eeeeuae
Diploma in General Studies........)....--[eeeseeedec eee ec[eee eres
Intensive Business Training Center)
ERORR cs. bee ne bean cd eines ll etches ET aridavales cece s slices es ]sance eal sages o)e-die pele
Certificates in Engineering
(Civil, Mech., Elect., Chem.).....].....-.
Pre-Engineering Certificate.........]....--.
Certificate in Clinical Psychology
Vi. (ABUED ERWoATON. ciaciagasfeascweagy Bo Weserens]) EL Tesoseas|] SL Poacdiacd
PAGE TWENTY-NINE
THE POLICY OF THE BOARD OF HIGHER EDUCATION IN PLANNING
FOR IMPROVEMENTS IN THE EDUCATIONAL PROGRAM
AND FACILITIES
Continuous long-range planning is essential to intelligent policy about
New York City’s educational facilities and programs, This fact has been
recognized for many years by the Board of Higher Education as well as
by others who have studied the situation. Unfortunately, in carrying
out this purpose, surveys have been spasmodic, and committees temporary
and part-time in their efforts. This particular problem should be seen in its
proper perspective as one of a series with which the Board of Higher Education
has dealt successfully over the years.
Because of its size, its fiscal circumstances,
and its special history in higher education,
New York City has problems which are
unique as well as those which it shares
with the nation and the State. A great
variety of changing factors must be taken
into account. Hence, research into prob-
lems faced by the Board must be up-to-date
and liaison must be continuous to enlist
the full support of interested City, State and
Federal agencies. In particular, the Board
of Higher Education has recognized the
cteation of the new State University as 2
momentous event in the history of the
education of New York City youth. Impor-
tant research and liaison activities are neces-
sary to carry forward a realistic program of
constant improvement in the higher educa-
tion facilities offered to the people of New
York City. Consideration should be given
to the appointment of a full-time staf officer
with these research and liaison functions.
The Board of Higher Education faces
extraordinarily difficult and complex prob-
lems in planning for the nation’s largest
municipality. Higher education is only one
of the many urgent demands upon the over-
taxed fiscal resources of the City: In com-
mon with other agencies of higher education,
the Board must estimate the effect of such
factors as local occupatiomal, population and
enrolment trends and shifts. In addition
the amount and type of demand for higher
education upon the City of New York is
profoundly influenced by the programs and
policies of many other institutions, and
especially by those of private colleges and
universities within the Metropolitan area.
Also important are the policies and practices
of the local schools with regard to graduation
and the encouragement of further schooling.
The policies of the State Department of
Education and of the State University are
most significant in their local implications.
There is a clear-cut need for continuous
coordination and liaison with the various
agencies mentioned above as well as with
others if the City is to plan intelligently, and
if it is to receive its proper share of funds
and other resources made available, directly
PAGE THIRTY
Oe ee a
or indirectly, by the Federal Government
and by the State of New York.
Such continuous planning would take into
account not only local factors on the various
campuses and within the municipal system
of higher education as a whole, but also the
total situation within the City and the State.
It would naturally strengthen the Board's
position, therefore, when making capital and
other requests of the appropriate city agencies
and officials. Otherwise, requests for funds
are likely to be discounted or ignored as
“piecemeal” or “special interest.” This is
especially true in New York City because
of the fact that the four Municipal Colleges
historically have developed largely unrelated
to one another, It is also true because of
the increasing importance of central admin-
istrative agencies for special programs, such
as the Committee on Coordination of Teacher
Education.
Fully a decade ago the Board of Higher
Education recognized this need in so far as
the internal problems of the Colleges were
concerned. The biennial report of the
Chairman of the Board for 1938-1940 de-
clares: ‘““As we look into the future, there
are still an important group of administrative
problems for which the Board must in the
first instance assume initial responsibility,
although any intelligent solving of them
requires the closest collaboration with the
administrative officers and the faculty groups.
PAGE THIRTY-ONE
Realization of the existence of these prob-
lems resulted in the passing of a resolution
calling for a Committee on Long Term
Planning.”
Of great significance in this connection
are any decisions the new State University
may make about increasing facilities available
to City residents. Formerly, the City’s
program of higher education in large measure
developed independently of the State of New
York. But Dr. Ordway Tead clearly points
out a milestone in the history of local educa-
tion. His report to the Board of Higher
Education is emphatic in its recognition of a
changed situation: “I repeat that the year
1948 is destined to mark a turning point in
the career of our city colleges. And the
basic reason for this is that in varying ways
the city colleges of the future will have to
become in this locality the core of a splen-
didly conceived and generously developed
New York State University system.”
This research and liaison function is
indispensable, for the Board of Higher
Education needs to know all the facts and
trends in making its decisions. Yet it is
evident that this function has not been, and
apparently could not be, discharged under
the prevailing circumstances. At an early
date, the Board of Higher Education might
well give consideration to the addition to its
staff of a full-time specialist to fulfill these
responsibilities.
no i pean Wi biiea W Spay
APPENDIX 1
PURPOSE, INCEPTION AND METHOD OF THE STUDY
The purpose of the Study has been to indicate
plant facilities required to meet New York -City’s
higher educational needs, The urgency of such a
study was apparent from the manifest inadequacies
in the existing College plants, as well as from the
changing pattern of occupations, the mounting enrol-
ments, and the special local problems of population
shifts within the City. The method of the Study
has provided for field trips and interviews with
specialists and other informed persons and for the
review of available studies and other pertinent
written materials. It was also necessary to conduct
certain original studies.
This Study was conducted to formulate an overall
plan for the additional facilities required to meet the
higher educational needs in New York City at present
and during the next fifteen to twenty years, The
importance of such a study was clearly supported
by four principal factors. First, successive genera-
tions of students and-teachers have been aware of the
greatly over-crowded conditions and the increasing
obsolescence of certain of the facilities of the Colleges.
Secondly, the number of students interested in higher
education has steadily been mounting, both because
of population increase and because of the relatively
greater percentage of the population interested in
post-secondary education. Thirdly, large shifts in
the relative concentration of population among the
five boroughs raises the question of equitable dis-
tribution of accessible facilities.
Most important of all, a notable alteration in the
pattern of occupations has created a need for much
more training at the sub-professional, technical,
graduate and professional levels. It was imperative
to answer the following questions: What new pro-
grams of study should be inaugurated? What old
ones expanded? What additional plant facilities
are needed? Should they be expansions of existing
centers or new plants? Where should proposed
pew plants be located?
The Director of the Study has understood that its
authorization by the Board of Higher Education
followed a specific recommendation from the City
Planning Commission. The approved practice of the
City of New York in transmitting all departmental
requests for capital expenditures to the City Planning
Commission made this recommendation especially
significant, inasmuch as it emphasized the cooperative
relationship of-the two agencies in building a City
program of higher education.
The general method of the Study was to analyze
pertinent basic data about vocational, population, and
enrolment trends; to study the present offerings of the
Colleges in the light of present and future needs; and
to compare present and contemplated facilities with
those needed. To be as realistic and practical as
possible, many interviews and discussions were held
with specialists in various areas and the judgment of
officers of the Board of Higher Education and of the
Colleges was solicited. Also, field trips were made
to the seven present Municipal College centers as well
as to sites and site areas under consideration,
PAGE THIRTY-TWO
APPENDIX 2
ADEQUACY OF PRESENT PLANTS
This appendix contains data and interpretative
comments relating to the evaluation of capacity of
the four City Colleges, and an explanation of the
method of calculating the capacity of each College.
Table 4 shows the utilization of present classrooms
and laboratories and the calculated present plant
capacity of each College center. Table 4 was
developed from data submitted by each of the Colleges
in accordance with the procedure outlined below.
Explanation of each column of Table 4 is as
follows:
Column No, 1—This indicates the number of class
- rooms in each College.
Column No, 2—This indicates the actual average
weekly use in hours of each.classroom and was
determined from cards submitted by each College
showing hourly use of classrooms. The total
weekly hours of use in each College was divided
by the number of classrooms to obtain the average.
Column No. 3—This indicates the hourly use which
is considered as reasonable to expect in the regular
Day Session. It is based upon 65% of the total
hours available weekly which was taken as 43.
Sixty-five percent (65%) is accepted by most
administrators throughout the country as a reason-
. able average percentage of hours of occupancy of
classrooms in the Day Session of a college.
Column No. 4—Indicates the actual average section
size of classrooms obtained by dividing total student
station use per week by total class hours per week
used, All data were obtained from cards furnished
by each College.
Column No. 5—Indicates average optimum classroom
seating of each College. This was determined
by laying out optimum seating for different class-
room sizes. The number of square feet allowed
each student varied from 21.5 square feet for smaller
rooms to 16 square feet for larger rooms. It was
not used in the formula.
Column No. 6—Indicates the weekly hours per
student use of classrooms, This was obtained
from the individual College data by dividing total
student station use in hours per week by number
of students.
PAGE THIRTY-THREE
Column No, 7—Indicates capacity based upon formula
as follows (Where C.R. equals classroom);
No. C.R. x wkly use of C.R. in hrs, x avg, section size
Capacity =
mee weekly hours per student
For example, in case of Hunter, Park Avenue:
80x 28 x 23.5
———- = 4538
11.6
CLASSROOMS
In all cases the weekly classroom use in hours
(column 3) of each College was used as 28. It is to
be noted that, with the exception of Hunter Bronx,
this figure is approached and there seems no reason
why it could not be met. The average section size
(column 4) as now maintained by all Colleges, except
City College, 23rd Street, was used in the formula,
since evaluation was predicated upon no change in
present administration of curricula. In the case of
City College, 23rd Street, the section size was lowered
to 24 because of the low optimum average classroom
size of that center. Again, the average actual
classroom weekly hours per student (column 6) except
for City College, 137th Street, as obtained from each
College, was used. In the case of City, College, 137th
Street, a weighted average of 14.9 was used because
of differences in use by Liberal Arts and Engineering
students,
It should be noted that the average optimum
classroom size of all but City College, 23rd Street, is
larger than the average section size in use. Excepting
for City College, 23rd Street, there are more large
classroom sizes than needed for the section sizes
actually enroled. In general, there is considerable
misfit between the size of rooms and the size of
sections which does not permit full utilization of plant
potential capacity. Granted that this is difficult to
control because of curricular changes and other
variables, nonetheless it demonstrates clearly the need
for more flexibility and changeability of classroom
sizes.
A review of the different College units indicates
that changing of classroom sizes to decrease the
misfit is not recommended due to the physical con-
ditions of the different buildings, such as lighting,
heating and fenestration. The Board of Higher
Education should, in its future buildings, require
that space be designed to allow for the maximum
of flexibility in room size changes, Its spaces should not
be governed by standardization of bays, if the results
lead toa similarity in classroom sizes, thereby resulting
in misfit between section sizes and classroom sizes.
LABORATORIES
Explanation of this part of the table is similar to
that for classrooms, and .the formula used in deter-
mining capacity is also similar. In the case of City
College, 137th Street, since use is made by both
Engineering and Liberal Arts students who make
different use of laboratories (as well as classrooms), a
* weighted average of 4 weekly hours per student was
established and used.
In the case of possible use of laboratories in hours
per week, a figure of 20 was used as a reasonable
expectation. In the case of City College, this is met,
and Hunter College, Park Avenue, approaches this
assumed reasonable usage. The average section size
as now used in each College as well as weekly student
use in hours as‘now used was also included, so no
change in curricula was assumed,
TABLE 4
DATA USED IN EVALUATION OF CAPACITY OF PLANTS °
3. 4, 5. 6. 7.
Possible | Average | Average | Wkly. Hrs.
I, Crass Rooms. Wkly. C.R,| Section | Opt. C.R, |Per Student] Capacity
College use in Hrs. Size Seating
City, 137th Street ..... 28 23.5 38.1 *13,1 6,315
City, 23rd Street ...... 28 **26.7 26 15.9. 3,296
Hunter, Bronx ......... 28 21.8 27 13.3 2,432
Hunter, Park Avenue ... 28 23.5 34.5 11.6 4,538
Brooklyn. ...........- 28 25.6 34.8 12.4 7,746
Queens... 0. eee eee 28 21.8 36 15.2 3,052
Totals and Avgs..... (28) (23.7) (13.6) 27-379
Note: * Since Liberal Arts and Engineering students use classrooms, weighted average of 14.9 was used in determining Capacity.
** Since Average Section Size is in excess of Average Optimum Seating, 24 was taken in determining Capacity,
II. LasoraTortes
2. 3. 4. > 6.
Actual | Possible | Average | Average |Wkly. Hrs.
Class Rms. |Wkly.Class |Wkly, C.R.| Section | Opt. C.R. |Per Student} Capacity
7.
College Rm. use | use in Hrs. Size Seating
in Hours ; -
City, 137th Street ...... 20.4 20 20 20 *2.8 4,800
City, 23rd Street ...... 2 20 22 26 1.6 3,570
Hunter, Bronx ......... 14 20 19.4 26 4.5 2,328
Hunter, Park Avenue... 18.8 20 19 ' 26 3.7 4,724
Prdaklyp 5. i556 téice 15.5 20 17.9 %4 2.3 ‘9,800
Queens ss. sc dene savad 13.5 20 16.7 20 2 4,300
Norz: * Since Liberal Arts and Engineering students use labs, weighted average of 4 was assumed in determining Capacity.
Formuta:
1x3x4
Capacity =
PAGE THIRTY-FOUR
APPENDIX 3
TABLE 5
DISTRIBUTION OF STUDENTS IN THE MUNICIPAL COLLEGES BY DIVISION, SEX
AND BOROUGH OF RESIDENCE, SPRING, 1949
DAY SESSION
CITY COLLEGE
137th Street
CITY COLLEGE
23rd Street
MEN
253
WOMEN
54
618 (20)
MEN
52 (1)
WOMEN
752
4454 (166)
MEN
505 (30)
WOMEN
3949 (136)
HUNTER COLLEGE
45 (10)
Park Avenue
MEN
31 (2)
WOMEN
1041 (66)
MEN
141 (12)
WOMEN
900 (54)
1518 (44)
MEN
205 (7)
WOMEN
1313 (37)
1170 (26)
MEN
76 (8)
WOMEN
HUNTER COLLEGE 1135
Bronx Center MEN
50
WOMEN
1085 1512
BROOKLYN 634.(5) | 6325 (205) 7727 (225)
MEN MEN MEN
259 3373 (150) | 117 (10) 3955 (165)
WOMEN
2952 (55)
WOMEN
110
WOMEN
3772 (60)
375 (5)
QUEENS COLLEGE 216 125 (1) | 2527 (30) 2985 (33)
MEN MEN MEN MEN
32 (1) 59 49 1156 (11) 1311 (12)
OMEN | WOMEN | WOMEN | WOMEN WOMEN
58 157 76 (1) 1371 (19) 1674 (21)
TOTAL 3790 (72) | 7529 (49) |11405(232) | 4309 (60) 27258 (424)
MEN MEN MEN MEN MEN
1870 (18) | 3875 (7) | 6821 (158) | 2186 (22) 14860 (207)
WOMEN | WOMEN | WOMEN | WOMEN WOMEN
1920 (54) | 3654 (42) | 4584-(74) | 2123 (38) 12398 (217)
Numbers in parenthesis represent Limited and Specials and are included in the totals,
Total full time matriculated students: 26834.
Total full time matriculated students from New York City alone: 26773,
PAGE THIRTY-FIVE
NS 6
+12 AA Wy er ORT ORE A PRA BH 5.
EVENING SESSION
MAN- | BRONX | BROOK- | QUEENS | RICH- | OUT OF | TOTAL
HATTAN LYN MOND CITY
CITY COLLEGE 2104 (612) Bd Bay 927 hey 693 (196) 13 5834 (1512)
} 137th Street MEN MEN MEN none MEN
! 1671 (447) ra aii Ay (136) 614 (145) 13 4913 (1161)
i WOMEN | WOMEN | WOMEN | WOMEN | WOMEN WOMEN
433 (165) | 323 (118) | 86 (17) | 79 (51) chk 921 (351)
| CITY COLLEGE 2152 (1664)} 3042 (1600)| 4108 (2196)) 1214 (751)| 54 54 46) 10570(6257)
| 23rd Street MEN MEN MEN MEN MEN
1432 (1056)} 2318 (1083)) 3185 (1627)} 950 (543) | 39 905) none =| 7924 (4344)
WOMEN | WOMEN | WOMEN |} WOMEN | WOMEN WOMEN
720 (608) | 724 (517) | 923 (569) | 264 (208) | 15 (11) 2646 (1913)
1991 (1517) 1527 (1154)} 830 (603) | 856 (642) | 59(37) | 253 (253) | 5516 (4206)
MEN MEN MEN MEN MEN MEN MEN
259 (253) | 179 (168) | 96(95) | 87 (82) 2 (2) 61 (61) | 684 (661)
WOMEN | WOMEN | WOMEN | WOMEN | WOMEN | WOMEN | WOMEN
1348 (986) | 734 (508) | 769 (560) 57 (35) 192 (192) | 4832 (3545)
HUNTER COLLEGE
Park Avenue
HUNTER COLLEGE
Bross Genter ~ i) on fs.c scent paalnatresatitdecasteate dal totes atecdeaeeareadels tenceacs
4 BROOKLYN 275 (40) | 150 (45) | 5600(1720)} 311 (95) 25 6361 (1900)
x COLLEGE MEN MEN MEN MEN MEN MEN
| : 180 (25) | 100 (35) | 3301 (996) | 210 (75) 25 3816 (1131)
{ WOMEN | WOMEN | WOMEN | WOMEN |} WOMEN WOMEN
95 (15) 50 (10) | 2299 (724) | 101 (20) naar. 2545 (769)
QUEENS! @OLLEGE © i" none: oibass ace. cae er wrong as [nea eee e nue isang aN bremncamasalbesacye seg
TOTAL a (3833) oi6 (3330)}11465(4692) 3074 (1684)| 151 (83) | 253 (253) |28281(13875)
MEN MEN MEN MEN
sanz (ya) ‘sn (1009) 708 (374) 1861 (845) | 79 (37) | 6161) 73377297)
WOMEN | WOMEN | WOMEN |'WOMEN | WOMEN | WOMEN | WOMEN
2980 (2052)| 2445 (1631) pees (1818) 1213 (839) | 72 (46) | 192 (192) |10944(6578)
Numbers in parenthesis represent graduates and non-matriculated students and are included in the totals.
Total candidates for degrees: 14406.
PAGE THIRTY-SIX
GRADUATE DIVISION
MAN- BROOK- RICH- | OUT OF
HATTAN| BRONX LYN QUEENS | MOND CITY TOTAL
CITY COLLEGE 329 417 392 128 13 66 1345
MEN MEN MEN MEN MEN MEN MEN
114 135 193 46 6 21 515
WOMEN | WOMEN | WOMEN |} WOMEN | WOMEN | WOMEN | WOMEN
215 282 199 82 7 45 830
HUNTER COLLEGE 123 173 92 78 9 17 492
MEN MEN MEN MEN MEN MEN MEN
2 5 1 3 0 2 13
WOMEN | WOMEN | WOMEN | WOMEN | WOMEN | WOMEN | WOMEN
121 168 o1 75 ce 15 479
BROOKLYN 44 51 955 40 9 1099
MEN MEN MEN MEN MEN MEN
28 43 382 26 3 none 482
WOMEN | WOMEN | WOMEN | WOMEN | WOMEN WOMEN
16 8 573 14 6 617
QUEENS COLLEGE 4 6 7 100 45 162
MEN MEN MEN MEN MEN MEN
1 2 0 14 none 9 26
WOMEN | WOMEN | WOMEN | WOMEN ~ WOMEN | WOMEN
3 4 7 86 36 136
TOTAL 500 647 1446 346 31 128 3008
MEN MEN MEN MEN MEN MEN MEN
145 185 576 89 9 32 1036
WOMEN | WOMEN | WOMEN | WOMEN | WOMEN | WOMEN | WOMEN
355 462 870 257 22 96 2062
PAGE THIRTY-SEVEN
:
i
|
E
3
ADULT EDUCATION AND EXTENSION
A) AE a eg a
CITY COLLEGE
HUNTER COLLEGE
MAN- BRI
HATTAN] BRONX LYN
OOK- RICH-
QUEENS | MOND
2476 875 811 640 32
MEN MEN MEN MEN MEN
862 299 271 278 4
WOMEN | WOMEN | WOMEN |} WOMEN | WOMEN
1614 576 540 362 18
OUT OF
CITY | TOTAL
401 209 170 165
20
MEN MEN MEN MEN MEN
111
44 44 39 5 0 243
WOMEN | WOMEN | WOMEN | WOMEN | WOMEN | WOMEN | WOMEN
290 165 126 126 15 44 766
BROOKLYN 30 20 2543 50 2643
COLLEGE MEN MEN © MEN MEN MEN
10 15 833 20 none none 878
WOMEN | WOMEN | WOMEN | WOMEN WOMEN
20 5 1710 30 1765
QUEENS COLLEGE 7 3 26 1042 58 1136
MEN MEN MEN MEN MEN MEN
5 3 17 429 none 27 481
WOMEN | WOMEN | WOMEN | WOMEN OMEN | WOMEN
2 0 9 613 31 655
TOTAL 2914 1107 3550 1897 52 102 9622
MEN MEN MEN MEN MEN MEN MEN
988 361 1165
766 19 27
WOMEN | WOMEN | WOMEN | WOMEN | WOMEN | WOMEN | WOMEN
6296
1926 746 2385 1131 33
75
PAGE THIRTY-EIGHT
APPENDIX 4
TRANSPORTATION-TIME STUDY
A complete study of optimum transportation time
to each of the City Colleges from all points in New
York City was made ‘and estimates of population
residing in the various time zones were calculated.
A map and a chart illustrative of the findings of the
study are included in this Appendix.
A City Planning Commission map, on the scale of
one mile to the inch, was used as a base map. This
scale -was selected because the principal streets, -
highways, parks and other orientation points could
be readily identified.
This base map was ysed for an accurate layout of
all the City Rapid Transit Systems—subways and
elevated trains. The table of running time, from
station to station, for each line was obtained from the
Superintendent of the Rapid Transjt Lines. Using
this table with the system layout, and taking one of
the Colleges as an‘ origin point, each transit line was
followed from this origin to its terminal station. It
was decided to have time zones plotted in ten-minute
intervals.
Assumptions were made with regard to the walking
time required by an individual from the College to the
transit lines, changing of trains on one system, and
connection with other transit systems. This accumu-
lated time plus actual travel time determined points
for plotting ten minute interval time zones along
rapid transit lines.
If the College was in close proximity to a transit
line station, it was assumed to take an individual five
minutes to make the connection between the College
and the subway. Where the College was relatively
remote from the subway, the walking distance was
measured on the “Sectional Map of City. Owned
Facilities” (scale 1” =1,000’), obtained from the City
Planning Commission. Assuming a walking rate of
three miles per hour, the time needed to reach the line
was computed. Upon reaching the transit line, a
three-minute wait for a train was allowed.
When changing from a local to an express train,
or to a train taking a different route or having a
different terminal station, a waiting time of three
minutes was assumed if this change was made on the
same transit line. If, however, a change meant
leaving one transit system and making connections
with another, a time of five to ten minutes was
allowed.
PAGE THIRTY-NINE
In the case of Staten Island, transportation to that
Borough involved taking a ferry from Battery Park,
Manhattan, or 69th Street, Brooklyn. The former
was used because of scheduled connections with
the Staten Island Rapid Transit Railway. Here
again the same procedure for plotting the ten minute
intervals was followed, using current timetables.
Inasmuch as all residents of Staten Island must go to
St. George in order to reach any of the City Colleges,
the time zone contours for Staten Island remain the
‘same for all six origins.
After all the subway lines were plotted for ten
minute intervals, the bus and trolley lines were
considered, wherever they made connections with
the transit lines. The Hagstrom maps of New York
City provided information as to the routes of the
City busses. Both the Public Service Commission
and the Superintendent of the City owned bus lines
furnished additional information. The latter stated
that the surface lines could be assumed to travel at a
rate of ten miles per hour; this speed included stops
for passenger pick up and discharge. Five minutes
were allowed to transfer to the surface line from the
transit line. The routes of these surface lines were
then followed out and again the ten minute intervals
were plotted, The ten mile per hour speed allowed a
distance of 134 miles to be traveled in ten minutes,
and this distance was scaled off directly on the
base map.
When all of the ten minute interval points were
plotted, contours were developed connecting equal
time interval points plotted on both Rapid Transit
and Surface lines, These contours were modified
by interpolating walking distances between various
lines of transportation assuming three miles per hour.
The quickest routes known were used and the
traveling was figured during rush hours when travel
__ time is at its highest efficiency.
On these contour maps, certain characteristics
which are similar to all may be found. The express
transit lines may be readily seen by the parabolic
+ extension of the contours. These lines take this
* shape because of the ability of an express line to
. travel a greater distance in a given time, than the
distance an individual can travel from the local stations
along that line. If connections are made with a
surface line, the shape of the contour does change,
Sets eee
ome see.
<2 see
CHART Il. THE RELATIVE ACCESSIBILITY, VIA PUBLIC TRANSPORTATION, OF THE 61% MUNICIPAL COLLEGE ORIGIN
POINTS TO THE TOTAL POPULATION OF NEW YORK CITY.
ALWOd AVA
but not considerably during the firet interval, aince
time must be allotted for the transfer.
Where contours follow regular concentric curves,
the Rapid Trenasit Linea have no influence. These
curves are farmed by either the distance covered by
surface lines or by the walking rate of an individual
In cases where che contours include bodies of water,
the lines are not held to be accurate, but are merely
a'meana of making a connection between the boroughs
to prevent confusion.
The Long Island Railroad was considered as a
means of transportatian. Although it was found to
reduce travel time in some cases, it was not used in
setting up the time zones for the following reasons:
a) Because of the infrequent runs of the Railroad,
the time saved might well be lost in connecting time.
b) The time zones include only the City of New
York and the people within the City limits. The
City Transit Lines are much more convenient for
these people, whereas the Long Island Railroad secves
mainly the populace outside the City boundaries. *
¢) Economy conaidered, the commutation ‘charges
for the Long Island Railroad are considerably higher
than the fares of the Rapid Transit System of New
York City.
GENERAL ASSUMPTIONS
J—Walking rate = 3 miles per hour.
2Surface line rate + 10 m.p.b.
3—Connection between college and transit sys-
tem =5 to 10 minutes (depending on existing
conditions).
4—Transferring within same transit system (local
to express, etc.) = 3 minutes,
5—Trensferring from one transit system to
another = 5 to 10 minutes (depending on
existing conditions). ,
6—Waiting time between transit system and
surface line = 5 minutes.
Because smooth contour curves were desired in
order to ‘simplify the reading of the maps, minor
vatiations which undoubtedly occur have been
ignored. For this reason, a factor of plus or minus
five minutes should be considered for outlying
locations.
CUE
3 COLLEGE
Leatpy
NEW yo
~
= City
PAGE FORTY-TWO
APPENDIX 5
METHOD OF ESTIMATING APPROXIMATE 1950 POPULATION FOR NEW YORK CITY
Using the 1940 Population Distribution Map the
City was divided into approximately 150 small
sections containing a varying number of census tracts.
The average section size is 114 sq. mi. These sections
were defined in general by main thoroughfares, parks
and other geographic limitations. For accuracy an
effort was made to maintain a uniform population
density within these sections. Then knowing the
population of each of the census tracts a total for each
of the 150 sections was compiled.
In order to obtain figures for the expected 1950
population two steps were necessary. One, to
correct the 1940 figures to those for 1948. The
other, to change the 1948 figures to those for 1950.
The reason that these two steps were taken is that the
figures for the 1948 population are more accurate and
detailed than those for 1950.
The 1948 figures were arrived at by the use of the
Consolidated Edison Report, which was found to be
the most accurate and the best information available.
The base map was divided into the 25 irregular areas
which represented the various increases or decreases
shown in the Report. Each individual section used
in the 1940 population map was corrected according
to the percent of change in the particular area in
which it was situated. Interpolation and estimates
were used for sections lying in two or more percentage
change areas. The population was then correct to
1948 figures.
To arrive at the 1950 distribution of population,
Consolidated Edison’s estimate of 1950 population by
boroughs was used as a base for increase of population.
For proper distribution of this increase the following
factors were used:
1—Research into the known areas of large public
and private housing developments, The Board
of Education's publication on large scale housing
PAGE .FORTY-THREE
was used extensively. Interviews with public
and private housing developers were also had.
2—The rate of percentage change from 1940
to 1948.
3—Consideration of the effect of the above on
undeveloped areas and saturated areas.
*+_ * *
In compiling the total population within the several
time zones extensive use was made of the planimeter.
This instrument measures the area of irregular shapes
ina simple, swift, and accurate manner.
First, the area of each of the 150 odd sections was
measured and tabulated. Then the map with the
time contours was superimposed on the sectioned map
showing the 1950 population. In general, the popula-
tion sections were divided into two or more smaller
divisions by the contours. The population in these
small divisions was obtained by a simple proportion.
The ratio of the area of the small division to the total
area of the section times the population of the section
yielded the population of the small division. Here
again it was necessary to measure an irregular shaped
area, namely, that of the small division. Totals for
the population within each time zone were then com-
piled and tabulated.
Bar graphs were made for cross information. One
set of these graphs shows the population of the
individual time zones relative to the six (6) College
campuses, The other set shows the relation of
population in each time zone for each campus.
A line graph was prepared showing six (6) curves
in a single frame of reference. The horizontal axis
denotes the time zones in ten minute intervals. The
vertical axis denotes the population in millions. The
curve represents the accumulated population at each
time interval. It shows the time rate at which each
College acquires the total population of the City.
APPENDIX 6
VOCATIONAL TRENDS IN RELATION TO HIGHER EDUCATION
Predictions with reference to the demand in
particular occupations cannot be very precise. Hence
the estimates given later in this Appendix about
numbers of persons needed annually in various types
of work will be understood to be rough approxi-
mations. Nevertheless, it will be apparent after
allowing for a reasonable margin of error, that they
bear out one of the principal theses of this Report,
namely, that there will be increasing demand in
industry and the professions for youth with higher
educational training.
The following assumptions have been made in
arriving at estimates:*
1) That there will be high employment rather than
high unemployment.
2) That although New York City both imports and
exports workers, it is reasonable to expect that it
will very largely train for its own needs,
3) That, in view of constant shifts in the relative
importance of industries, employment by type of
occupation can be more reliably predicted than
employment by industry.
4) That, even though the actual employment
situation pattern may not be ideal, it is a
realistic base from which to make predictions.
The following broad categories of need in New
York City in relation to annual requirements for
expansion and replacement are anticipated:
1) For all professional and semi-professional workers,
the following annual demand may be expected
in 1950; about 7,500 male college graduates will
be needed and about 2,300 men with some
college training. This may be expected to drop
upwards of 10% in 1960, In this classification,
about 2,350 women college graduates will be
needed in 1950, and about 3,000 women with
some college training, This need is expected to
be about rhe same in 1960.
2) For proprietors, managers and officials, the
following annual demand may be expected in
*These estimates are based primarily upon The Need for Higher
Education in New York State, Armstrong, Charles M., Bulletin
No. 1350, University of the State of New York, Albany, New
York: 1948 and also upon a forthcoming study by the same author
and agency. The national trends may be verified in such docu-
ments as the Occupational Outlook Handbook, Bulletin No. 940,
Bureau of Labor Statistics, United States Department of Labor,
Washington, D. C., 1948 and Industrial and Occupational Trends
in National Employment, Research Report No, 11, Industrial
Research Department, Wharton School of Finance and Commerce,
University of Pennsylvania, Philadelphia: 1949.
1950: about 4,000 male college graduates and
about 3,500 men with some college training.
A small decrease may be expected in 1960, In
this classification, only about 100 women college
graduates, and about the same number of women
with some college training will be needed in 1950.
Possibly these annual needs will be about 50 each
for both. women college graduates and for those
women with some college training by 1960.
3) For clerical, sales and kindred workers, the
following annual demand may be expected in
1950: about 3,400 male college graduates will be
needed and about 5,600 men with some college
training. By 1960, the demand for male college
graduates may be expected to increase to about
4,200 although the demand for men with some
college training may drop slightly to about 5,500.
In this classification, about 4,000 women college
graduates will be needed, and about 6,700
women with some college training. Possibly
a 15% to 20% drop in the annual need may be
expected by 1960,
4) In all other fields not covered in the above three
categories, the following annual demand may be
expected in 1950: about 1,700 male college
graduates, and about 9,500 men with some
college training. This may be expected to drop
very slightly by 1960 to about 1,600 male college
graduates and about 8,500 men with some
college training. In this classification, about
1,200 women college graduates and about 1,600
women with some college training will be needed
in 1950, These needs may be expected to drop
between 5% and 10% by 1960.
5) The total annual needs for expansion and replace-
ment as outlined in items I through 4 above may
be summarized as follows: about 16,600 male
college graduates and about 20,900 men with
some college training will be needed in 1950.
By 1960, the annual need is expected to be about
16,100 for male college graduates and about
19,300 for men with some college training. The
total of women college graduates to be needed in
1950 is estimated at about 8,500; the demand for
women with some college training is estimated
at about 11,400. By 1960, about 7,600 women
college graduates and about 8,600 women with
some college training will be needed.
PAGE FORTY-FOUR
APPENDIX 7
EVALUATIVE CRITERIA FOR TYPE, LOCATION AND PRIORITY OF
CAPITAL IMPROVEMENTS
Extension of program into new areas, or expan-
sion of old areas.
1. What would be the probable capital cost of
erecting the facilities?
a. Compare cost of new facilities with
expansion of old?
b, Influence on cost of day or’ evening
attendance?
c. Whateffect on competing capital proposals?
2. What evidence that the new area is educa-
tionally productive?
a. Vocational marketability?
b. Cultural desirability (non-vocational
values)?
3. What would be the probable operating cost
of work in this area?
a, Comparative costs of new facilities and
expansion of old?
b, Influence of day or evening attendance?
c. Effect on current educational programs?
IL. Types of facilities, among possible alternatives,
to be provided.
1. Which types represent greatest educational
demands?
2. Which types offer most favorable general
educational opportunities?
3. What are the relative costs of the various
types in terms of capital and current funds?
Use of existing facilities?
PAGE FORTY-FIVE
Ill.
4. Which types offer the greatest opportunities
in related fields of endeavot?
5. Which types offer the best foundation for
possible advanced study?
Where to locate the new facilities,
1. What does the transportation time factor
indicate as to location?
2. What does the geographic distribution of
potential students indicate as to location?
3. What does the factor of available supple-
mentary facilities indicate as to location?
a. Teaching services and administration?
b, Facilities for observation and participation?
4. What influence does the factor of land values
have in this connection?
. Is there land available in existing properties of
the Colleges to meet the need?
A
. Shifts of location of present programs,
Same as III, especially noting pros and cons of
present vs, proposed locations.
When should new ventures be undertaken?
1. Size of population to be served?
2. Urgency of demands in the fields concerned?
3, Relative costs involved?
4. Probable length of time required for com-
pletion?
PROJECTS IN ORDER OF PRIORITY FOR EACH CENTER, CLASSIFIED
BY PRESENT CENTERS AND RECOMMENDED NEW CENTERS
New Two-Year College Plants
t ‘ Priority
. . Borough Group Estimated Cos,
i 1 A Richmond, Community..,.........: nS $ 2,700,000
: 2 B Queens, Technical........- sss sess ee enn 7,700,000
4 3 B Brooklyn, Community....... eee nt etree eee tenet eee t eens 7,275,000
y 4 Cc Queeng, Community......0 00.666 c cece cee een eee e eens 7,275,000
Se $24,950,000
Offices of Board of Higher Education
College Group Estimated Coat
1 B New space to include Board Administrative Offices, Architectural
unit, Accounting unit, Teacher Education and Bureau of Analysis $ 50,000
Hunter College Priority List
i { 1 B Removal of Board of Higher Education Offices to separate quarters
4 and reconversion of space..... 06.2.0... cee cece tenet eens $ 10,000
j 2 E Improved ventilation in Assembly Hall amt Cafeteria. 75,000
Total... cece eer e nee ee eae eee $ 85,000
y 5 - a
th Brooklyn College Priority List
a 1 A College Center and Arts Building with landscaping and equipment.
i | Convert tennis courts into play field.............
a 2 B Library extensions with landscaping and equipment.
! 3 Cc Stadium, including Field House and improvements to
: and Off-street Parking.......00 00.0. c occ cece cece centr eee tneeet 775,000
4 D Academic Building to provide additional classrooms and social rooms
: and alterations to Boylan Hall to provide increase in cafeteria
of facilities... 60.0 c cece eee cree -eeeee.e+.- 1,600,000
: 5 E Science Building to provide laboratory and classrooms.............. 1,325,000
_ 6 E Gymnasium Extension..... ee eee ee cette een e eee 1,950,000
iF Total.c..ccc.cccccesecceeeeuecceceueeees $10,850,000
i
te City College, 137th Street, Priority List ;
i 1 A Reconditioning of Main Building, including equipment............/$ 50,000
{ 2 A Corrections to distribution system including Power Plant; ‘also
ground improvements..........0. 0... cece eee eee te eee ees 900,000
3 A New Liberal Arts Building, including cafctcrie, to replace existing
classrooms of Army . Hall, Finley, South Hall ‘and _Townsend-
Harris........ ES Sea 3,225,000
! { 4 B Alterations and éxtensions covering ‘Townsend Harris, ‘South Hall,
i Chemistry Building, Technology Building, Compton Hall and
Fi Main Building...................000..-222.-. 1,375,000 F
4 5 B New Library Building wees -- 2,075,000
‘ 6 Cc New Gymunasium........0 00.0. cece ee eee -. 3,300,000
i i 7 D Student Center.......0.... 00 eee eee eee ++ 1,623,000
' 3 D Extension to existing Library for engineering. . -. 1,623,000
; 9 E Liberal Arte Extension..........0.0.0000 000 cece cece eet ence eteceeees 2,825,000
Total. ......... cc cecevecceeceeceeceeeees $17,200,000
| . PAGE FORTY-SIX
College Group Estimated Cost
City College, 23rd Street, Priority List
1 Cc New Building. ..... 5s Paka nivide 99 teh oinpreddddashera ssi awis sega $ 2,750,000
2 Cc Alterations to Existing Building... 200,
Total): Qireyansichs had ea aasaseesassets $ 2,950,000
Queens College Priority List
1 A New Gymnasium and ground improvements, including sports
BERG Sone Ageerh evar Sener si dehash Pekatere nevh oh agharss be teee $ 3,020,000
2 B New Eabrarys coc ic chied contkebigeceleaigei cranes ppewseeteas 1,620,000
3 Cc New Academic and Science Building? .........0.......0.0 eee 1,960,000
4 D Auditorium and Art Center. at eeSipne .. 2,450,000
5 E Administration Building). a). 22 .cissis.c: ois. wse siete atte oe pete monte giclee ection 450,000
6 E Power Plant Addition. Additignal Power will be determined by
needs as construction develops. Survey of needs for Electrical
Distribution system should be made........... 6... c cece eee eee 80,000
TERY cxacie san oct Ith wilson dobastelels abe $ 9,580,000
Bronx Two-Year Community College
(Present Hunter Bronx Center)
1 Cc Administration Building. ........0.0.00 666050 c ccc c ete eee cence renee
2 fe} Alterations to Existing Buildings and ground improvements........
3 Cc Labrsey Bualleieng 5 sca os ode a5+.0 a5 tebe yine eo 5 ast aa eolasas gad ape
4 E College Center and Art Building, .......... 0.0.6.0 cc eee nee e cena eens
PAGE FORTY-SEVEN
APPENDIX 9
NOTES ON DEGREES, CERTIFICATES AND OTHER PROGRAMS AVAILABLE
AT THE MUNICIPAL COLLEGES — SEPTEMBER, 1949
1, The terms Day Session and Evening Session in
the undergraduate Colleges pertain both to the hours
when courses of study are offered at the City Colleges
and to distinctive administrative units. In graduate
work, however, both day and evening studies at a
particular College are administered as a single unit.
2. At Brooklyn College and at Queens College, the
B.S. is optional for students. At the former College,
students majoring in any of the sciences or in mathe-
matics may have the B.S conferred in place of the
B.A. with no difference in requirements. At Queens
College, the B.S. is optional for students majoring in
mathematics or psychology, also without difference in
requirements.
3. The B.S. in Education at City College may be
awarded to those students who specialize in Industrial
Arts.
4. Students in the Evening Session who are pre-
paring to teach are required to attend the Day Session
at least their final semester and are advised preferably
to attend one year prior to graduation,
5. At Brooklyn College, the Diplomas are awarded
to students in any one of the following business fields:
Secretarial Studies, Smal! Business, Merchandising and
Sales Training.
6. At City College, the M.A. is offered at present
only to those students who specialize in Psychology.
7. Each of the Colleges maintains a separately
administered adult education division. Enrolment
in Adult Education at any of the four City Colleges
is open to any person who believes he can carry the
work with profit to himself. There are no formal
requirements for registration in any of the courses.
Courses taken in this division are all non-credit and
hence are not transferable for academic credit to any
of the other programs.
8. A student who does not meet matriculation
requirements for enrolment for a Bachelor's Degree
or for a diploma or a certificate may, under specific
conditions, take courses in the evening without
credit. In the event that he fulfills certain require-
ments and maintains certain scholarship standards, he
may apply for matriculation for a degree, a diploma or a
certificate. Courses taken as a non-matriculated stu-
dent may then be transferred to count towards his
course of study. Where such a course of study is
offered during the day, the student may then take
courses in the day session,
PAGE FORTY-EIGHT
MASTER PLAN STUDY
PUBLIC
HIGHER EDUCATION
IN THE
CITY OF NEW YORK
Donatp P, Cortrett, Ph.D.—Director
Dean, Cottecez or Epucation, Ono Srars Untversrry
Cotumsus, Onto
Aprian Ronpiteau, Ph.D.—Research and Executive Associate
Dean or Lmerat Arts, Pacs Cottecs
New Yor Crry, New Yorr
Leo S. Schumer, M.A.—Research Assistant
CuapMAn, EvANs AND DELEHANTY:
Architectural Consultants
ee
PON AT Re SO! Do wh ok Oe NN
The Master Plan Study was an investigation of the minimum capital plant needs of New
York City for public higher education through the next two decades. The Study was
conducted for the Board of Higher Education of the City of New York. It was based upon an
intensive examination of the present municipal College plants and programs, and upon present
and anticipated needs as revealed by research into vocational, enrolment and population
trends.
The approach to the interpretation of the facts of need of the City in this respect was in
general conformity with that of the Board of Higher Education whose Chairman declared in
his 1946 annual report, “In short, the City has to face the problem of the extent to which it
will accept and financially support its legal mandate to provide higher education for an
appreciable fraction of its eager young people,—a mandate which under the law we are all
bound to acknowledge more fully than at present.’ The essential facts of need are to be found
in the pages of the present Report. These facts clearly indicate to the authors a profound
challenge to the City to find ways of providing facilities for the higher education of all who
can profit by it and who by virtue of such education can return a ten-fold contribution of
service to the community.
For the convenience of the reader, the major recommendations of the Study are summarized
in Chapter I. The gist of each chapter or section is set in bold face type at the beginning.
More complete discussion and analysis follow in regular type.
This Study would not have been possible without the cooperation of many city, state,
and federal agencies. We should be remiss did we not refer especially to the information
and suggestions given by the four Municipal Colleges, the Board of Higher Education, the
City Planning Commission, the Board of Education, the United States Office of Education,
the New York State Department of Education, and the State University of New York. No
one of these agencies nor any other is, however, accountable for the recommendations made
in this Report.
We wish in particular to express our appreciation of the work and devotion of our
architectural consultants, the firm of Chapman, Evans and Delehanty.
Donatp P. Corrrett
ApriAn RonpiteAu
January, 1950.
PAGE THREE
TABLE OF CQON TEN TS
PAGE
Jered yctions o4:soscccodvdecds aud nurevebejewievadee heres eye rses sah bss vise Ag LEA EARS aes aeEity 3
Chapter I—A Program for the Development of Facilities for Public Higher Education in New York City... 7
General Recommendations. ......... 0. 0ccuee eee cece eeer eee e epee reer teense: 7
Related Recommendations and Considerations... 2.0.2.2... 60. c eee e ee n een nena ees 8
Recommended Capital Projects Listed in Priority Groups... ...,.,+-..0++02seeeeeeeeeeees
Chapter Il—Factors Determining the Need for Higher Education in New York City
Population Trends in Relation to Enrolments in the City Colleges and in the Five Boroughs... 12
The Character of the Life of New York City... 0.00... ccc p eee ee eee beeen ebenes 16
Chapter I1I—An Analysis of the needs for Specific Types of Higher Education in New York City......... 18
Fwy Vesr College: Work. ee cin vee eee oz euice cin ce piee esas sie be erabivebewesaeer tis
Four-Year Undergraduate Work
Girauate Shades <5 35-1056 5605 325-03 is SESS EE GT GOATS ad Sade Szday epee teens
Pilale Welioatiat so foto po roars circles a utloget a aa b ck Li wae AD bp Rio's Wakes ee Oeaa ee khetee
Chapter IV—Educational Program and Board Policy in Relation to Capital Planning........-.-......6... 27
The Educational Program of the City Colleges Today... .. 2... .0+ 2s ce eee e cee e ener nens 27
The Policy of the Board of Higher Education in Planning for Improvements of the Educational
Program’ and Facilities’ 6.550 ciie.c cat escan bee sssececanaiw ene ieawedeveaweecetereses 30
Appendix 1—Purpose, Inception and Method of the Study
Appendix 2—Adequacy of Present Plants, ... 0.2... cc ccee ence eee reece etter bene eben eee eenes
Appendix 3—Distribution of Students in the Municipal Colleges by Division, Sex and Borough of Residence,
Spring, IG): i cowete ch ekan se Sas
Appendix 4—Transportation-Time Study
Appendix 5—Method of Estimating Approximate 1950 Population for New York City...........+----5. 43
Appendix 6—Vocational Trends in Relation to Higher Education. .......0 000s ece este eee e eee serene 44
Appendix 7—Evaluative Criteria for Type, Location and Priority of Capital Improvements............... 45
Appendix 8—Projects in Order of Priority, Classified by Present Centers and New Centers Recommended.. 46
Appendix 9—Notes on Degrees, Certificates and Other Programs Available at the Municipal Colleges,
Beptenbicd, 1945; «wise oc gve ac ee vse es oe da olan a nliliwiewale «ale dsr blelecaltenaie 48
PAGE FIVE
CHAPTER il
A Program for the
Development of Facilities for
Public Higher Education in New York City
The needs of New York City for public higher education are far in excess
of present plant facilities and programs. It is urgent to establish additional
facilities to help close the gap between needs and currently inadequate plants.
This Chapter presents the recommendations for capital plant and program
expansion along with correlative suggestions for meeting New York City’s
higher educational needs.
‘Two important facts should be kept in mind when interpreting the recom-
mendations below: (1) The steps listed are the minimum necessary to meet
the needs of the youth and adults of New York City for higher education.
There is no implication that the expense involved will in all cases be entirely
met from the tax funds of the City of New York. (2) Although the recom-
mendations for the most part are concerned with additional facilities and
program, it is considered to be just as important to maintain plants more
adequately for present students as to accommodate new students; nor does
emphasis on unfilled functions, such as two-year college work and new five-
year programs, lessen in any way the importance of extending to more students
the opportunity to take undergraduate work.
GENERAL RECOMMENDATIONS
2. There should be established at a. new
site in Brooklyn a two-year co-educational
community college for a maximum of
The following general recommendations
are made:
1. There should be established in the
present Hunter Bronx plant a two-year
co-educational community college for a
maximum of 3,000 students, the present
Hunter College Bronx program being
discontinued and the students being per-
mitted to attend Hunter College at Park
Avenue, City College at 137th Street, or
the other City Colleges.
PAGE SEVEN
3,000 students.
. There should be established at a new
site in Queens a two-year co-educational
technical institute of the type of the
New York State Institute of Applied
Arts and Sciences for a maximum of
3,000 students. It is suggested: that
consideration be given to special emphasis
al SA
= ae
s
upon the fields of aviation, communica-
tions and automotive technology.
4. There should be established at a new
site in Queens a two-year co-educational
community college for a maximum of
3,000 students.
5. There should be established in Rich-
mond a two-year co-educational com-
munity college for a maximum of 1,000
students.
6. The facilities of the present Hunter
College Park Avenue plant should be
increased to accommodate an additional
enrolment of approximately 500 stu-
dents. To facilitate this recommenda-
tion, the offices of The Board of Higher
Education and its agencies should be
moved (see Recommendation Number 11
below) and the use of Public School
Number 76 should be considered.
7. The present City College 137th Street
plant should be expanded to include
a suitable adjacent site for buildings
required to accommodate more ade-
quately the present program and to
provide for anticipated expansion up to
13,000 full-time students over the period
of the next 15 -years.
8. The present City College 23rd Street
plant should be expanded on the adjacent
property or at some other suitable site
for the purpose of accommodating more
adequately the present program and to
provide for a minimum enrolment of
5,000 full-time students.
9. The present Brooklyn College plant should
be expanded to provide more adequately
for present enrolment and to accom-
modate a minimum of 12,000 students.
10. The present Queens College plant should
be expanded to accommodate more ade-
quately the present students and to
provide for a minimum enrolment of
5,000 fulltime students.
11, Building space should be made available
apart from existing College plants for the
Board of Higher Education and all of its
agencies for administrative, accounting .
and architectural service, together with
the central administration for Teacher
Education and any other central admin-
istrative services that may be developed
in the future.
TABLE 1
Present and Anticipated Near Future Mini-
mum Full-Time Enrolments of
Municipal Colleges
Capacity with
Present ‘Anticipated
College Enrolment eeaasion tt Next
Ten Years
City, 137th Street... 6,754 13,000
City, 23rd Street.... 3,721 5,000.
Hunter, Bronx Center BiGEA IP) etc wate
Hunter, Park Avenue 4,454 5,000
Brooklyn........... 7,727 12,000
Queens... 0c. cise es 2,985 5,000
Total csieccad 27,258 40,000
RELATED RECOMMENDATIONS
AND CONSIDERATIONS
I, It will be noted that it is assumed that
all of the present seven College centers will
continue on their present bases except for the
Hunter College Bronx plant which is recom-
mended for use as a two-year community
college.
II. It is recommended and assumed
throughout the present Report, that the
City College Day Session Liberal Arts and
Science. work will be opened to women
students.
III. It is recommended that the two-year
community colleges not be on the same sites
nor under the same collegiate administration
PAGE EIGHT
as the present municipal Colleges. It is also
to be noted that if two-year community
colleges should be established under the
provisions of the present State law, it cannot
be assumed that their overall administration
will be an exclusive or even a major function
of the Board of Higher Education.
IV. It is recommended that the work in
adult education be expanded, and that
present and future plants be utilized more
fully for this purpose.
V. It is recommended that consideration
be given to establishing five-year degree
programs in the following fields: Social Wel-
fare Administration, Public Administration,
Labor-Management Relations, limited aspects
of Clinical Psychology, Nursing Education,
and Library Work. Possibly 1,000 addi-
tional students would initially be included
in the total enrolment of the municipal Col-
leges by virtue of all of these programs.
VI. It is anticipated that the overall
increase in full-time enrolment of the present
four Colleges, if the recommendations out-
lined above were implemented, would be
about 12,500 students (or approximately
50% of the 1949 full-time enrolment).
RECOMMENDED CAPITAL PROJECTS LISTED IN PRIORITY GROUPS
(Norz: The order of listing within the priority groups is alphabetical and does not indicate relative urgency.)
GROUP A—OF IMMEDIATE URGENCY
Project Estimated Cost
Brooklyn College—College Center
and Arts Building with Land-
scapingand Equipment. Convert
tennis courts into play field... .$ 3,275,000
City College, 137th Street—Re-
conditioning of Main Building,
including Equipment.. os
City College, 137th Sereet~-Cor-
rections to Distribution System,
Including Power Plant; also
ground improvements..........
City College, 137th Street-—New
Liberal Arts Building, including
cafeteria, to replace existing
classrooms of Army Hall, Finley
Hall, South Hall and Townsend
Barris: Hall 5.525 scene eees aw
Queens College—New Gymnasium
and ground eee in-
chading sports area. ;
Richmond, sig vaxttioasatilee
College—Entire plant...........
50,000
900,000
3,225,000
3,920,992
2,700,000
Total of Group A.......... $13,170,000
PAGE NINE
GROUP B—OF URGENCY SECOND
ONLY TO GROUP A
Project Estimated Cost
Board of Higher Education and
other central administrative
offices, including Committee on
Coordination of Teacher Edu-
cation, Architectural Unit, Bu-
reauof Analysis, and Accounting
Unit—a single separate head-
quarters apart from any present
municipal College center........ $ 50,000
Brooklyn College—Library Exten-
sions with Landscape and Equip-
1,925,000
Brooklyn, Two-Year Community
College—Entire plant...........
City College, 137th Street—Alter-
ations and Extensions to Town-
send Harris Hall, South Hall,
Chemistry Building, Technology
Building, Compton Hall, and the
Main Building..................
City College, 137th Street—New
Library Building............... 2,075,000
7,275,000
1,575,000
Hunter College, Park Avenue—
Removal of Board of Higher
Education offices and conversion
of area for College use.......... 10,000
Queens College—New Library.... 1,620,000
Queens, Technical Institute —
entire plant..........2.....00-. 7,700,000
Total of Group B........... $22,230,000
GROUP C—IMPORTANT PROJECTS
WHICH SHOULD ONLY BE DEFERRED
IF NECESSARY TO PERMIT GROUPS
A AND B TO BE INITIATED
Project Estimated Cost
Bronx, Two-Year Community
College (Present Hunter Bronx
Center)—Administration Build-
TAG Ss aera letieseteaasscene $ 270,000
Bronx, Two-Year Community
College—Alterations to Exist-
ing Buildings and ground im-
provements.,....-....;+200ee0 375,000
Bronx, Two-Year Community
College—Library Building. ...-. 750,000
Brooklyn College—Stadium, in-
cluding Field House and improve-
ments to Athletic Field and
Off-Street Parking............5 775,000
City College, 23rd Street—New
BUUGIAg ie wie ve ees oreo ne 2,750,000
City College, 23rd Street—Alter-
ations to existing building...... 200,000
City College, 137th Street—New
Gymnasium.........6.. 2.65.00 3,300,000
(Old gymnasium to be used by
women students.)
Queens College—New Academic
and Science Building............ 1,960,000
Queens, Two-Year Community
College—Entire Plant.....,..... 7,275,000
Total of Group C,,........ $.17,655,000
GROUP D—IMPORTANT PROJECTS OF
AN URGENCY SOMEWHAT BELOW
GROUP C
Project Estimated Cost
Brooklyn College — Academic
Building to provide additional
classrooms and sociaf rooms and
alterations to Boylan Hall to
provide increased cafeteria facili-
TICK ons ae sdesas casa tiersett $ 1,600,000
City College, 137th Street—Stu-
Bent Cenket cee rccnsats vensgiec 1,625,000
City College, 137th Street—Ex-
tension of existing Library for
engineering.................. *. 1,625,000
Queens College—Auditorium and
Art Denteg opines sieges s/sieisia gles 2,450,000
Total for Group D......... $ 7,300,000
GROUP E—PROJECTS WHICH SHOULD
BE INITIATED SUBSEQUENTLY TO
GROUPS A THROUGH D
Project Estimated Cost
Bronx, Two-Year Community
College—College Center and Art
Building.”........0.-2.cc00eeees $ 510,000
Brooklyn College—Science Build-
ing to provide laboratories and
classrooms..............00-e0005 1,325,000
Brooklyn College — Gymnasium
Extension.,..........000.e0000 1,950,000
City College, 137th Street—Exten-
sion of Liberal Arts Building
FAoMttEs 5 555 aoe hb Sakis Pease 2,825,000
Hunter College, Park Avenue—
Improved Ventilation in Assem-
bly Hall and Cafeteria....... 75,000
Queens College — Administration
BotidGige: i250 ciccevinaheiies 450,000
Queens College— Power Plant
Addition... 63.05. .c pc cca caenened 80,000
Total of Group-E........... $ 7,215,000
Grand Total of All Groups....... $67,570,000
BUILDING EXPANSION PLAN
GITY GOLLEGE - UPTOWN
PAGE ELEVEN
‘nas
Factors Determining
The Need for Higher Education
in New York City
Substantially expanded facilities are needed in general undergraduate
education at the junior and senior college levels, as well as in a number of
special fields, including technical, sub-professional, and graduate education.
The following three factors bear out this need:
(1) The long-term tendency of enrolments and population to outrun the
higher education facilities available in the City as a whole and in the various
Boroughs.
(2) Occupational shifts involving the expansion of certain fields, the rise of
new industries, and the relative decline of other industries and occupations.
(3) The increasing demands made in the great national and regional center
of New York City for both high vocational competence and broad general
background and skill in human relationships.
POPULATION TRENDS IN RELATION TO ENROLMENTS IN
THE CITY COLLEGES AND IN THE FIVE BOROUGHS
Certain population trends are crit-
ical in determining the need for edu-
cation in New York City. There has
been a continuous increase in overall
population. Also, during certain
periods, the 18 to 21 year age group
constitutes an unusually high propor-
tion. of the total population. This
increase in proportion follows an
unusually high birth rate some two
decades previously, and obviously en-
larges the potential body of college
students. Most important of all, 2 steady increase in the percentage of
potential students who are ready, able and willing to take advantage of edu-
cational opportunity has been a vital factor in expanding enrolments. The
trends in distribution of population among the five Boroughs are important
in determining advantageous locations for new facilities.
PAGE TWELVE
The total population of New York City is
expected to continue to grow during the next
twenty years, although at a slower rate than
in recent years. For the City as a whole, an
increase of about five percent is expected
during these two coming decades. Con-
siderable variation in the rate of increase
among the Boroughs is also expected to con-
tinue. According to the Consolidated Edison
Company's estimates, this will probably
vary from nearly a 25% increase in the
population of Richmond at one extreme toa
very slight net decrease in Manhattan at
the other.
Shifts occur within boroughs due to
housing developments, extension of trans
portation facilities, and other special neigh-
borhood factors. Though these shifts have
caused grave problems for the public schools,
they are obviously not so important in
determining the location of higher educa-
tional facilities used by the relatively mature
students.
The great fluctuation in the number of
births annually is a complicating factor in
long-range planning. A few years ago, the
number of births in New York City was in
the neighborhood of 100,000 annually. In
recent years, the range has been from about
150,000 to almost 175,000 births annually.
These wide variations have tended to pro-
duce corresponding peaks and valleys as
these age groups moved through the school
system from the first grade to high school
graduation. The effect on higher education
has been obscured toa considerable extent by
the long-term increase in the percentage of
youth attending school beyond the twelfth
grade. Nevertheless, a low birth rate in the
late 1930's will inevitably cause a reduction
of enrolment in the middle 1950's. Like-
wise, present high birth rates .will bring a
high point of enrolment in the late 1960's.
PAGE THIRTEEN
Post-war birth rates in New York City
continued to hold close to their peaks
through 1949 in spite of the sharp drop
predicted. Nearly one million and a quarter
births occurred between 1946 and 1949. If
this unexpected trend should continue, all
school and college enrolment forecasts would
have to be revised upward.
Enrolments may be expected temporarily
to decrease somewhat from post-war peaks.
Nevertheless, we may expect more students
in attendance than in peak pre-war years.
It has seemed to the staff of the Study
unreasonable to base long-term planning on
either a temporary valley or a temporary
peak. Rather, a conservative average need
has been taken into consideration.
Post-high school education is being
accepted as a “‘must”’ by a constantly increas-
ing proportion of students. This is an
extension of the trend which has caused
a phenomenal increase in high school attend-
ance and graduation. A variety of factors
has caused the demand for further schooling:
the shift in occupations described in the next
section of this Chapter; the increasing com-
plexity of our culture which requires more
“know how” and maturity for the individual
as a person, as a citizen, and as a worker; the
competitive factor which makes higher edu-
cation, formerly a luxury, become a necessity
as more and more people take advanced work;
and the imitative factor which causes rela-
tives and friends of students to take advanced
work too,
The steadily climbing enrolment trends of
the Municipal Colleges do not reveal the
full extent of the need for higher education
in New York City. A recent study of
enrolment trends in the City College refers
to this fact: “In the past, the size of incoming
classes of the Day Session has been deter-
mined largely by the personnel and space
facilities of the College. Personnel and
space limitations are in turn caused by
operating and capital budget limitations.”’*
Some indication of how these factors limit
enrolment may be judged from the fall,
1949, entering class in the day session of the
City College. Approximately 4,300 sought
admittance. About 1,800 were refused ad-
mittance to the day session, of whom about
one-third are estimated by the Registrar to
have entered the evening session. Doubt-
lessly, some of the remainder were financially
able to enter other colleges. It is a reason-
able assumption, however, that the entering
class might have been from twenty to forty
percent larger if the limitations of personnel
and facilities had not excluded many com-
petent students. This does not take into
*An Analysis of Factors Affecting Trends in iehrolinencs in the
City College of New YorkR—William I. Pearson and Charles F
Reid, 1947.
account the very much larger number of
competent students who might be candidates
for admission were they not discouraged by
the well-publicized high academic marks or
high entrance test marks necessary for
admission,
The facts reviewed above therefore cor-
roborate in large measure the need for
increased facilities as envisioned by the four
City College presidents in their 1947 Report,
The Scope of Higher Education in New York
City, Dr. Ordway Tead in his 1946-1948
Report of the Chairman of the Board of
Higher Education also pointed out the dis-
parity between needs and resources: “Our
knowledge ‘of population trends, of pro
fessional needs, of increasing public pressures
for higher education, and of the land and
building requirements thus implied, stands
in sharp contrast to the resources upon
which we are now able to draw.”
' | TABLE 2
; j TOTAL POPULATION TRENDS, FOR NEW YORK CITY, ITS BOROUGHS, NEW YORK
| r STATE, UP-STATE NEW YORK AND THE NATION, 1890-1940
| Man- Rich- New York | New York | Up-State
" Year | hattan*| Bronx* mond* | Queens*| City State New York | National
FRO ich.al Pattotite chanbdolibesl dete e tinh ko anid s ahi beste korean GOO Tabs ore 55 aire xe 62,947,714
1900..... 1,850 201 67 153 3,437,000 7,268,894 3,831,894 | 75,994,575
' 1910..... 2,332 431 86 284 4,767,000 9,113,614 4,346,614 | 91,972,266
7 | 1920..... 2,284 732 117 469 5,620,000 | 10,385,227 4,765,227 | 105,710,620
1930..,.. 1,867 1,265 158 1,079 6,930,000 | 12,588,066 5,658,066 | 122,775,046
4 1940..... 1,890 1,395 174 1,298 7,455,000 | 13,479,142 6,024,142 | 131,669,275
i
* (000).
PAGE FOURTEEN
NaWLAI FOV
LhMifiudiésec
BUILDING EXPANSION PLAN
FOR
BROOKLYN COLLEGE
ae,
000 ENROLMENT
sere summa [7] ne he ae mesert
sew somes ZA
THE CHARACTER OF THE LIFE OF NEW YORK CITY
Every thoughtful citizen recognizes the fact that a more complex world
requires more and better education. Social and economic change is occurring
at an accelerated tempo. Improved means of transportation and communication
increase contacts among far-flung peoples. The job or profession of today
requires many abilities in human relations as well as technical skills. Con-
flict between world powers and ideologies takes place on Main Street as well
as on the international scene. Men and women must be able to do more than
just earn a living. They must carry their share of the responsibility for our
democratic leadership at home and abroad.
All of these factors apply with special
force to New York City. It is the largest
city in the nation. In many areas, such as
finance and the administration of industry, it
is a regional and national nerve center, Its
citizens are subject to special strains and
stresses due to its size, noise, congestion and
fast pace which reaches its daily peak during
the “rush-hours.” There is also pressure of
competition with great numbers of able and
ambitious persons who have moved to New
York to avail themselves of its opportunities.
In planning for education in New York
City, therefore, certain special circumstances
must be borne in mind. One evident
example is the need for understanding and
tolerance of those of different backgrounds.
This kind of generosity and sympathy, so
desirable everywhere, is an absolute neces-
sity in New York. In this great meiting-pot,
whole cities of men of every race, religion, and
national origin live and work side by side.
It is a sociological axiom that tensions and
antagonisms are likely to be greatest where
there are large groups with divergent back-
grounds living close together. The right
kind of education teaches young men and
women to understand and appreciate people
of other faiths, nationalities and color of skin,
Furthermore, through courses in the sciences
and the social sciences, it teaches them
objectivity and insight into their own
prejudices. In combatting prejudice, knowl-
edge 1s indeed power.
In New York City, the problem of
assimilation and Americanization is unique.
Though their parents and grandparents came
from the four corners of the earth, the
children must became Americans in loyalty,
language and outlook. Credit for success
obtained is in very large part due to our
schools and colieges.
Education is likewise an important means
of equalizing opportunity in New York City
where the language and customs of the home
are so often foreign. Although the fland-
tides of European immigration have ebbed,
great foreign neighborhoods still pereist in
PAGE SIXTEEN
New York. Furthermore, the large influx
of Porto Ricans has introduced a new
variant of an old problem.
Even though educators, social scientists
and the general public favor more education
for our youth, sometimes there is a fear lest
too many people be educated for the better
jobs, Unquestionably there must always
be “drawers of water and hewers of wood.”
Will increased higher education mean that
there will not be enough persons willing to
do the more humble work in the world?
This concern is unwarranted for the
following reasons. First, the long-term trend
is strongly toward more jobs which require
considerable education, and strongly away
from jobs which require little education.
For example, the Bureau of the Census
reports that, in confirmation of the same
trend in farm labor, the number of non-farm
laborers decreased over a million from 1910
to 1948 while total employment was rising
about twenty-three million. On the other
hand, as our economy develops, old pro-
fessional, technical and service occupations
expand and new ones develop. That is,
although it is possible to have a particular
field over-crowded, service, technical and
professional occupations as a whole are not
likely to become overcrowded with com-
petent persons in the forseeable future.
Secondly, higher education will train
many to work better and live more richly
no matter what their jobs may be. It isa
mistake to assume that all who take some
form of higher education should expect a
professional or highly technical position.
This is an Old World, leisure-class tradition.
It has no real basis in our American demo-
PAGE SEVENTEEN
cratic way of life. As a matter of fact, it
has been pointed out that too great a
difference in the educational background of
different economic and occupational groups
is undesirable because they no longer “speak
the same language.” Communication breaks
down for lack of a common background, and
what the sociologist calls social disintegration
occurs.
Certainly the leadership for the eco-
nomically poor neighborhood is not likely
to come from the well-to-do who do not live
there. It must come from within that
neighborhood. Here higher education has a
critical role to play. It is interesting to
observe that so-called “problem neighbor-
hoods”—those which have a high proportion
of crime, juvenile delinquency, truancy and
other undesirable characteristics—are much
below the average of the City in percentage
of population who have had some post-high
school education. Apparently, a high pro-
portion of neighborhood leadership comes
from those who have had some post-
secondary education.
In sum, the vocational, physical and
psychological factors that exist in New York
City require an uncommonly high level of
average education to havea healthy, forward-
moving industrial, community and neighbor-
hood life. Certainly, American employers
are demanding more and more education on
the average from prospective employees.
This fact may be substantiated by reference
to Appendix 6 which gives estimates for
1950 and 1960 of the number of annual
replacements and new entrants into various
New York City occupations, according to
the amount of higher education required.
CHAPTER ®
An Analysis of the Needs
for Specific Types of Higher Education
in New York City
Even on the most conservative basis of estimating, it is evident that there
is a large unmet need in all of the major types of higher education in the City
of New York.
Inasmuch as capital expenditures are irrevocable long-term investments,
this Study has offered minimum estimates of need with the thought that it
might prove necessary to revise them upward in the light of future
developments.
It must also be borne in mind that the various estimates assume that the
needs for other types of higher education will be met simultaneously. This
assumption is not at present in accord with the facts, notably in the case of the
insufficiency of community college and technical institute education. Further-
more, the current displacement of college age youth by over-age veterans has
been ignored since it is regarded as a temporary factor.
For all of the above reasons, and because of certain local factors in estimates
of unaccommodated students, the figures in this Study are likely to be con-
siderably lower in proportion to the population than those of national, state,
or other city studies. This obviously reflects the highly conservative basis
of the estimates in this Study rather than disagreement with the estimates of
other studies.
TWO-YEAR COLLEGE WORK
Education at the level of the thirteenth
and fourteenth grades has developed out of
the recognition of a number of needs not met
by the four-year college. In general, there
are two types of these unmet needs, First,
there is sub-professional and technical work
which requires preparation beyond the high
school but of a more specialized and less
academic type than the four-year curriculum
usually provides, Secondly, there are young
men and women who need more oppor-
‘tunity to mature in~ personal and civic
relationships, but who are unable or unwill-
ing to devote four full years to post-high
school education. For them, a two-year
general education program may be highly
desirable.
It cannot be too strongly emphasized that
educational leaders do not believe these
needs can be met by taking the first two years
of a regular four-year program. The reason
is simple. The first two years of a four-year
PAGE EIGHTEEN
program usually have only one major purpose,
namely, to prepare for the second two years
of more advanced work. Consequently, the
student who takes only two years of the
traditional college program has not in any
real sense completed a full unit of either
general or vocational education. The two-
year programs, on the other hand, are
desigried to be complete units of higher
tay
wa St
The almost complete absence of this type
of education in the great New York metrop-
olis is a noteworthy fact. Some have tried
to explain it in part on the theory that New
York’s evening school work is a kind of
counterpart of the highly developed com-
munity college programs in other states.
This is not a very satisfactory explanation
for three reasons. First, because community
colleges and technical institutes are designed
for fulltime students. Secondly, because a
city with over eight million population may
well be expected to have a very extensive
adult education program without drawing
on a youth population who need full-time
PAGE NINETEEN
schooling. Thirdly, because a large propor-
tion of the evening college students are
matriculated in the regular four-year cur-
riculum, the purposes of which are very
different from those of the two-year cur-
riculum. ;
There ia a vast unmet need at the two-year
level in New York City, The only publicly
supported college at this level is the New
York State Institute of Applied Arts and
Sciences in Brooklyn, with a capacity limited
by law to 2,250 students, about 1,750 of
whom are currently from New York City.
The private junior colleges accommodate an
inconsequential nymber of students.
The figures in Table 3 indicate the esti-
mated number of students who would attend
two-year colleges if facilities were available.
(Small deductions—about five per cent—
may be made from these figures to allow for
those now accommodated.) They are based
on the assumption that New York students
are as capable and as interested in education
as those in California. In California, the
number attending community colleges is
slightly over eighteen per cent of the number
of eighteen and nineteen year old youth in
the State, and this percentage has been used
in estimating for New York City.
The Study'’s recommendations for com-
munity colleges and technical post-high
school facilities are very conservative in
comparison with the indicated needs. This
conservative, minimum approach affords an
‘oppartunity for revision of estimates in the
light of experience, and should not be con-
sidered as necessarily an ultimate goal.
+ yO Kabobs amma
ray
ANO-ALNUAL JOVG
agevise
erecears GOMMURITY
EMTAANCE ewlaance
SUGGESTED PLAN FOR A GOMMUNITY GOLLEGE
@ scant: Sn cae FOR 3090 ZNASLLAEAT
FOUR-YEAR UNDERGRADUATE WORK
An examination of Table 3 shows that, at the present time, there are
approximately twelve thousand additional youth who would attend the
Municipal Colleges for four years, if facilities were available. During the
1960's this number might be expected to increase to somewhere between
twenty and forty thousand.
It is indispensable to bear in mind two
facts in interpreting this table. First, the
influence of over-age veterans has not been
taken into account since it is a temporary,
and at the present time, a rapidly diminishing
phenomenan. In other words, if the num-
ber of veterans who are beyond the usual
college age were calculated, it would be
evident that they are displacing several
thousand students annually in addition to
the number of unaccommodated students
shown in Table 3 for the decade of the
1950's.
Secondly, Table 3 shows the number of
four-year students who would need to be
accommodated if two-year college facilities
were available to meet the needs as indicated,
But potential two-year college students are
virtually unaccommodated at the present
time in New York City. It is evident,
therefore, that a considerable but inde-
terminable number of potential two-year
college students are likewise displacing bona
fide four-year students. That is, those
interested in only one or two years of
tuition-free collegiate education are to some
extent compelled to enter the four-year
course even though it is quite unsuited to
their needs.
There is some question as to how profit-
able it, is to speculate as to the long-term
distribution of enrolments among the various
undergraduate colleges and fields of speciali-
zation. Enrolments in such fields as the
traditional professions and engineering, busi-
ness administration and the like are, in the
long run, primarily subject to vocational
supply and demand factors. On the other
hand, not only occupational factors, but
circumstances of student psychology seem
to be involved in swings back and forth
between the liberal arts degree and other
degrees. Similar forces seem to cause swings
of the pendulum of student interest from the
humanities to the sciences and vice versa.
Variations in enrolments among the vari-
ous special fields can hardly be predicted with
confidence far ahead, and program and staff
adjustments can readily be made as voca-
tional and student demand warrants.
Whatever may be the variation in demand
among particular curricula, there is no doubt
that there is a large number of potential
four-year students.
PAGE TWENTY-TWO
TABLE 3
ESTIMATED NUMBER OF STUDENTS UNACCOMMODATED BY THE MUNICIPAL
COLLEGES AND BY TWO-YEAR COLLEGES, IN NEW YORK CITY,
BY BOROUGH AND BY YEAR, 1950-1970
(This table disregards veterans over normal college age, since that group appears to be of rapidly decreasing numerical importance. The
columns for 4-year colleges contain estimates based upon the assumption that students not desiring or not com)
tent to complete 4-year
courses are cared for in other institutions, such as 2-year colleges, adult education programs, etc. The columns for 2-year colleges contain
estimates based upon the assumption that students competent and desirous to attend 2-year colleges do not instead enroll in 4-year colleges, for
the lack of 2-year college facilities, as some atudents do at present, only to withdraw or be dismissed after two years or less of residence.)
MANHATTAN Bronx Brooxtyn Queens Ricxmonp Torat
4 Year 2 Year | 4 Year 2 Year | 4 Year 2 Year | 4 Year 2 Year | 4 Year 2 Year | 4 Year 2 Year*
7441 48 7046] 3719 -13932 | 2755 6650 | 897 996] 11989 36065
7191| —417 6835 2770 13487 | 2357 6485 | 837 972! 9577 34970
6755|—1317 6444 1055 12691 | 1587 6146| 721 920} 5155 32956
6508 |—1818 6232} —39 12249| 1102 5975 | 648 844| 2341 31808
6524 | —2167 6271) —747 12300] 798 6042| 602 904) 532 32401
6429 | —2439 6202|—1301 12141| 564 6007 | 567 898|—878 31677
6518 | —2319 6313 |—1086 12332} 703 6145 | 587 918 |—276 32226
6755 | —2082 6567} —645 12802) 957 6424| 625 960} 927 33508
6991 | —1688 6822 100 13271 | 1365 6707 | 686 1002] 2934 34793
7371 |—1020 7220 1376 14017 | 2044 7134| 787 1065| 6347 36807
1960...... 3500 8187| —674 8050 2020 15597 | 2413 7993 | 841 1193] 8100 41020
1961...... 3856 8823 | —327 8690 2691 16834 | 2786 8668 | 904 1303| 9910 44318
8510 1038 8396 5333 16262 | 4165 8413 | 1120 1207 | 16941 42788
8308 1579 8211 6377 15899 | 4740 8264 | 1217 1259| 19753 41941
9300 2276 9208 7724 17826 | 5475 9309 | 1340 1429 | 23373 47072
10685 3635 10597} 10353 20512 | 6880 10761 | 1567 1663 | 30405 54218
10802 4914 10732] 12826 20769 | 8215 10947 | 1786 1703 | 37033 54953
9986 5568 9938) 14087 19228 | 8033 10181 | 1910 1594 | 40453 50927
9280 4896 9251] 12780 17896 | 8308 9520 | 1827 1501 | 37039 47448
8649 3369 8638 9820 16705 | 6806 8928 | 1601 1416 | 29206 44336
8021 1999 8025 7165 15517 | 5453 8331 | 1396 1330 | 22175 41224
*From the Grand Total of the number of students unaccommodated by the Two-Year Colleges, deduct 2000, each year, since that is
the approximate number of New York City students accommodated by the Institute of Applied Arts and Sciences.
PAGE TWENTY-THREE
BPTI Tree aa Ctnaetnad a bach tepid: wieoesaeeoti pea eeatienaaiiainal
GRADUATE STUDY
One of the major occupational characteristics of the American scene is the
increased need for personnel in various professional and service fields, who have
had certain graduate training. There is, of course, an unusually heavy concen-
tration of such need in any large city.
In addition to poseible expansion of the
general Master’s Degree work in the liberal
arts and science fields, there are several other
special graduate fields in which there seems
to bé a-clear need for new or additional!
educational offerings. These are Public Ad-
ministration, Social Work, Lahor-Manage-
ment Relations, Clinical Psychology, Nursing
Education and Library Service.
With the possible exception of Clinical
Psychology, large new capital facilities would
not be required for these programs, They
would, to be sure, compete for available space
with other offerings,
In this connection, there are two impor-
tant qualifications to bear in mind: (1) Such
competition would obtain only insofar as the
students were additional graduate students
and not simply diverted from other graduate
work. (2) The time during which the
programs are offered is important, inasmuch
as the utilization of the College centers
varies during the day, afternoon and evening
sessions.
It has not proved possible to secure
reliable estimates of the number of students
who would be likely to take advantage of
facilities in the fields of graduate work
herein discussed. However, it would seem
improbable that if all of these fields were
developed simultaneously more than 1,000
additional students would be enrolled
initially.
PAGE TWENTY-FOUR
eee
Mand
, ADULT EDUCATION
The need for adult education is almost unlimited. The possible ofter-
ings in this field are determined by the resources and facilities which may
be made available. According to the Handbook of Adult Education in the
United States, ‘Estimates based on national, State and local surveys indicate
that up to 40 million adults are interested in continuing their education
in. some form.”
On a prorated basis, there would be some two and a half
million New York City adultstwho could be reached with the appropriate
type of organized education.
One would not expect the colleges or any
other single type of community agency to
bear the full responsibility for adult educa-
tion. For example, among the special groups
very active in certain aspects of adult
education have been the League of Women
Voters, the American Association-of Uni-
versity Women, the American Library
Association, privately and publicly spon-
sored forum organizations and the Agri-
cultural Extension Service of the U. 5.
Department of Agriculture. The public
schools of the country, in particular, have
conducted a variety of adult education
activities, sometimes independently and
sometimes in conjunction with colleges and
other agencies.
The City Colleges offer an extensive
program of adult educatian. On the other
hand, it is evident that the need far exceeds
facilities made available especially at Queens
College and on the Hunter College Bronx
campus. It would require careful study to
determine to what extent this is caused by
general fiscal stringency and to what extent
by the relatively subordinate place of adult
education in the total program of the
Colleges.
At present the adult education program is
primarily in the Evening Sessions which gen-
erally conduct programs parallel to those of
*Adule Education Activities of the Public Schoolx—Report of a
Survey 1947-48, Homer Kempfer; Federal Security Agency Office
of Education Pamphlet No. 107.
PAGE TWENTY-FIVE
the Day Sessions as well as other work for
students interested in degrees and diplomas.
A report of a Board of Higher Education
committee has recommended that the adult
education program be handled on a different
administrative basis than the other work
Whether this is
of the Evening Sessions.
done or not, it is clear that careful con-
sideration should be given to ways and
means of initiating and expanding work in
adult education to meet some portion of the
still large needs in this area.
Ie would seem as unwise not to utilize
buildings fully during the evening for adult
education as it would be to have unused
space in the daytime, so long as there are
willing and able students to be accom-
modated. The value and importance to the
City is such that available capital facilities
should be used for this purpose even if
additional operating costs are entailed,
ude nee ee dee 1 tonto antucee
aminyeuss eoe't
ysai102 snaane
KOs
N¥1d MOIGNYSNS ONIGTING
PAGE TWENTY-SIX
wun Ghneae
Educational Program
and Board Policy in Relation to
Capital Planning
THE EDUCATIONAL PROGRAM OF THE CITY COLLEGES TODAY
Certain of the higher educational needs can be met by expanding the present
offerings of the Municipal Colleges. Other needs should be accommodated
outside of the existing City College centers.
There is considerable variation in the offerings of the various Colleges.
Some of this diversity is appropriate, and is derived from overall planning,
presumably in terms of the total New York City situation. On the other
hand, some of the differences in degrees and programs appear to be caused by
other factors.
The educational program of the City
Colleges is exceedingly complex as indicated
in Chart I. This chart is based on an
analysis of current catalogs supplemented by
other materials and by interviews. It will
be noted that, in addition to a variety of
Bachelors and Master's Degrees, there are a
number of special diplomas and certificates
and certain non-credit adult education
courses,
In interpreting the chart which is some-
what over-simplified for readability, reference
should be made to the notes in Appendix 9.
In general, it may be said that there is a
considerable range of opportunity for col-
legiate training available to the student who
is able to meet the strict competitive require-
ments. On the other hand, if the courses
offered are compared with the needs as
outlined in the preceding Chapter, certain
large gaps are discernable both in the types
of offerings and in the numbers of students
accommodated,
PAGE TWENTY-SEVEN
These unmet higher educational needs are
of two kinds. First, there are those which
should not be primarily the responsibility of
the existing Colleges.‘ In this category is
two-year college work of both the general
and technical types.
Secondly, there are those needs which
should be met by an expansion of existing
facilities or by the inauguration of new
programs. Such, for example, are the expan-
sion of undergraduate and adult education
facilities and the introduction of the five-year
programs recommended in Chapter III.
Two general observations may be made
about the relation of the present educational
program to those additions and expansions
recommended in the preceding Chapter.
In the first place, a faculty versatile enough
to teach the courses now offered, could with
the help of certain new specialists, teach
most of the additional courses.
In the second place, there is considerable
variation in the degrees and courses offered
by the different centers. Some of this seems
to be due to careful long-term planning in
terms of student and community needs on
the one hand, and in terms of suitable
facilities on the other. There is, for example,
the specialization of City College in Tech-
nology and Business Administration, and of
Hunter College in Nursing Education. The
reason for other differences is not so clear.
Why, for example, is there such a wide
difference among the various Colleges in the
courses and degrees offered in the liberal arts
field both at the undergraduate and graduate
levels? Or why are there so many names
employed to describe identical or similar
degrees and diplomas?
PAGE TWENTY-EIGHT
CHART I
DEGREES, CERTIFICATES AND*OTHER PROGRAMS AVAILABLE AT THE
MUNICIPAL COLLEGES — SEPTEMBER, 1949
HUNTER BROOKLYN
Eveninc] Day |Eveninc| Day
Day |Evenmnc| Day
I. Bacuetors
Liberal Arts (Arts)—B.A.......... x se cw i} far ft) ay oT Gee) ae Toute:
Liberal Arts (Science)—B.S........ x eS Mets awcdseeccanel i . eer Ut Ge seta
Liberal Arts (Social Science)—B.5.S. x SK Win cand We denedhedesiesclescaneslace Dasaaaek aah
Business—B.B.A.....--.....-5.- x x
Engineering—B.C.E., B.M.E., B.E.E.
B.C.E. (Civil, Mech., Elect.,Chem.) x
Education—B.A. (Regular Liberal | ats ps, | Also BS.
Arts work under Teacher Educa- | and B.S.S.| and B.S.S.
tion Program)......-..-++4-0+- x x
Specialized Education Degrees:
B.S. in Physical Education.......[sceeese|eee eee efeee eee
B.S, in Nursing Education ‘
BS.'in Heath EdpcathOac.cviesd [Fons ccsfeaisiesfradetecbidascd! FY PE feksvacule copes
B.S. in Education.........-0005 RM) SE a esS sap waw'ns tts es Lens] od erica is teisivicnl sipa-e ws-F
BS.
BS.
*
in Music Education.........]....00-Je.eeees
in Home Ec. (See Home Ec.
below)
Home Ec.—B.5. in Home Ec. "
(Clothing, Nutrition & Education) |.......|.......
Music—Bachelor of Music........]...-.--[-...0--
Il. Masters:
Liberal Arts—M.A. (Arts, Sciences, only’
and Social Sciences). .......-..0.[ecee0ee x
Education:
MSS. in Education ..,.....0-2s0e¢)eceenss rs
M.A. in Education. ............ x x
Business—M.B.A...... cc cece dee eee es x
Ill. Pre-Decree:
Pre-Engineering: 0.006 ceaaevias longa ced x
IV. Dirtomas anp Certificates:
‘Pusociate WALES. o's 7s clas vce on bred agabfavicsag sl aeehoa.s|s oem ce.
Diploma in Accountancy..........]..--+55 KH ty | Wevd.e Seals wens
Diplomas in other Business Fields,..].......)...000eJeceeues/eeeeuae
Diploma in General Studies........)....--[eeeseeedec eee ec[eee eres
Intensive Business Training Center)
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Certificates in Engineering
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Certificate in Clinical Psychology
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PAGE TWENTY-NINE
THE POLICY OF THE BOARD OF HIGHER EDUCATION IN PLANNING
FOR IMPROVEMENTS IN THE EDUCATIONAL PROGRAM
AND FACILITIES
Continuous long-range planning is essential to intelligent policy about
New York City’s educational facilities and programs, This fact has been
recognized for many years by the Board of Higher Education as well as
by others who have studied the situation. Unfortunately, in carrying
out this purpose, surveys have been spasmodic, and committees temporary
and part-time in their efforts. This particular problem should be seen in its
proper perspective as one of a series with which the Board of Higher Education
has dealt successfully over the years.
Because of its size, its fiscal circumstances,
and its special history in higher education,
New York City has problems which are
unique as well as those which it shares
with the nation and the State. A great
variety of changing factors must be taken
into account. Hence, research into prob-
lems faced by the Board must be up-to-date
and liaison must be continuous to enlist
the full support of interested City, State and
Federal agencies. In particular, the Board
of Higher Education has recognized the
cteation of the new State University as 2
momentous event in the history of the
education of New York City youth. Impor-
tant research and liaison activities are neces-
sary to carry forward a realistic program of
constant improvement in the higher educa-
tion facilities offered to the people of New
York City. Consideration should be given
to the appointment of a full-time staf officer
with these research and liaison functions.
The Board of Higher Education faces
extraordinarily difficult and complex prob-
lems in planning for the nation’s largest
municipality. Higher education is only one
of the many urgent demands upon the over-
taxed fiscal resources of the City: In com-
mon with other agencies of higher education,
the Board must estimate the effect of such
factors as local occupatiomal, population and
enrolment trends and shifts. In addition
the amount and type of demand for higher
education upon the City of New York is
profoundly influenced by the programs and
policies of many other institutions, and
especially by those of private colleges and
universities within the Metropolitan area.
Also important are the policies and practices
of the local schools with regard to graduation
and the encouragement of further schooling.
The policies of the State Department of
Education and of the State University are
most significant in their local implications.
There is a clear-cut need for continuous
coordination and liaison with the various
agencies mentioned above as well as with
others if the City is to plan intelligently, and
if it is to receive its proper share of funds
and other resources made available, directly
PAGE THIRTY
Oe ee a
or indirectly, by the Federal Government
and by the State of New York.
Such continuous planning would take into
account not only local factors on the various
campuses and within the municipal system
of higher education as a whole, but also the
total situation within the City and the State.
It would naturally strengthen the Board's
position, therefore, when making capital and
other requests of the appropriate city agencies
and officials. Otherwise, requests for funds
are likely to be discounted or ignored as
“piecemeal” or “special interest.” This is
especially true in New York City because
of the fact that the four Municipal Colleges
historically have developed largely unrelated
to one another, It is also true because of
the increasing importance of central admin-
istrative agencies for special programs, such
as the Committee on Coordination of Teacher
Education.
Fully a decade ago the Board of Higher
Education recognized this need in so far as
the internal problems of the Colleges were
concerned. The biennial report of the
Chairman of the Board for 1938-1940 de-
clares: ‘““As we look into the future, there
are still an important group of administrative
problems for which the Board must in the
first instance assume initial responsibility,
although any intelligent solving of them
requires the closest collaboration with the
administrative officers and the faculty groups.
PAGE THIRTY-ONE
Realization of the existence of these prob-
lems resulted in the passing of a resolution
calling for a Committee on Long Term
Planning.”
Of great significance in this connection
are any decisions the new State University
may make about increasing facilities available
to City residents. Formerly, the City’s
program of higher education in large measure
developed independently of the State of New
York. But Dr. Ordway Tead clearly points
out a milestone in the history of local educa-
tion. His report to the Board of Higher
Education is emphatic in its recognition of a
changed situation: “I repeat that the year
1948 is destined to mark a turning point in
the career of our city colleges. And the
basic reason for this is that in varying ways
the city colleges of the future will have to
become in this locality the core of a splen-
didly conceived and generously developed
New York State University system.”
This research and liaison function is
indispensable, for the Board of Higher
Education needs to know all the facts and
trends in making its decisions. Yet it is
evident that this function has not been, and
apparently could not be, discharged under
the prevailing circumstances. At an early
date, the Board of Higher Education might
well give consideration to the addition to its
staff of a full-time specialist to fulfill these
responsibilities.
no i pean Wi biiea W Spay
APPENDIX 1
PURPOSE, INCEPTION AND METHOD OF THE STUDY
The purpose of the Study has been to indicate
plant facilities required to meet New York -City’s
higher educational needs, The urgency of such a
study was apparent from the manifest inadequacies
in the existing College plants, as well as from the
changing pattern of occupations, the mounting enrol-
ments, and the special local problems of population
shifts within the City. The method of the Study
has provided for field trips and interviews with
specialists and other informed persons and for the
review of available studies and other pertinent
written materials. It was also necessary to conduct
certain original studies.
This Study was conducted to formulate an overall
plan for the additional facilities required to meet the
higher educational needs in New York City at present
and during the next fifteen to twenty years, The
importance of such a study was clearly supported
by four principal factors. First, successive genera-
tions of students and-teachers have been aware of the
greatly over-crowded conditions and the increasing
obsolescence of certain of the facilities of the Colleges.
Secondly, the number of students interested in higher
education has steadily been mounting, both because
of population increase and because of the relatively
greater percentage of the population interested in
post-secondary education. Thirdly, large shifts in
the relative concentration of population among the
five boroughs raises the question of equitable dis-
tribution of accessible facilities.
Most important of all, a notable alteration in the
pattern of occupations has created a need for much
more training at the sub-professional, technical,
graduate and professional levels. It was imperative
to answer the following questions: What new pro-
grams of study should be inaugurated? What old
ones expanded? What additional plant facilities
are needed? Should they be expansions of existing
centers or new plants? Where should proposed
pew plants be located?
The Director of the Study has understood that its
authorization by the Board of Higher Education
followed a specific recommendation from the City
Planning Commission. The approved practice of the
City of New York in transmitting all departmental
requests for capital expenditures to the City Planning
Commission made this recommendation especially
significant, inasmuch as it emphasized the cooperative
relationship of-the two agencies in building a City
program of higher education.
The general method of the Study was to analyze
pertinent basic data about vocational, population, and
enrolment trends; to study the present offerings of the
Colleges in the light of present and future needs; and
to compare present and contemplated facilities with
those needed. To be as realistic and practical as
possible, many interviews and discussions were held
with specialists in various areas and the judgment of
officers of the Board of Higher Education and of the
Colleges was solicited. Also, field trips were made
to the seven present Municipal College centers as well
as to sites and site areas under consideration,
PAGE THIRTY-TWO
APPENDIX 2
ADEQUACY OF PRESENT PLANTS
This appendix contains data and interpretative
comments relating to the evaluation of capacity of
the four City Colleges, and an explanation of the
method of calculating the capacity of each College.
Table 4 shows the utilization of present classrooms
and laboratories and the calculated present plant
capacity of each College center. Table 4 was
developed from data submitted by each of the Colleges
in accordance with the procedure outlined below.
Explanation of each column of Table 4 is as
follows:
Column No, 1—This indicates the number of class
- rooms in each College.
Column No, 2—This indicates the actual average
weekly use in hours of each.classroom and was
determined from cards submitted by each College
showing hourly use of classrooms. The total
weekly hours of use in each College was divided
by the number of classrooms to obtain the average.
Column No. 3—This indicates the hourly use which
is considered as reasonable to expect in the regular
Day Session. It is based upon 65% of the total
hours available weekly which was taken as 43.
Sixty-five percent (65%) is accepted by most
administrators throughout the country as a reason-
. able average percentage of hours of occupancy of
classrooms in the Day Session of a college.
Column No. 4—Indicates the actual average section
size of classrooms obtained by dividing total student
station use per week by total class hours per week
used, All data were obtained from cards furnished
by each College.
Column No. 5—Indicates average optimum classroom
seating of each College. This was determined
by laying out optimum seating for different class-
room sizes. The number of square feet allowed
each student varied from 21.5 square feet for smaller
rooms to 16 square feet for larger rooms. It was
not used in the formula.
Column No. 6—Indicates the weekly hours per
student use of classrooms, This was obtained
from the individual College data by dividing total
student station use in hours per week by number
of students.
PAGE THIRTY-THREE
Column No, 7—Indicates capacity based upon formula
as follows (Where C.R. equals classroom);
No. C.R. x wkly use of C.R. in hrs, x avg, section size
Capacity =
mee weekly hours per student
For example, in case of Hunter, Park Avenue:
80x 28 x 23.5
———- = 4538
11.6
CLASSROOMS
In all cases the weekly classroom use in hours
(column 3) of each College was used as 28. It is to
be noted that, with the exception of Hunter Bronx,
this figure is approached and there seems no reason
why it could not be met. The average section size
(column 4) as now maintained by all Colleges, except
City College, 23rd Street, was used in the formula,
since evaluation was predicated upon no change in
present administration of curricula. In the case of
City College, 23rd Street, the section size was lowered
to 24 because of the low optimum average classroom
size of that center. Again, the average actual
classroom weekly hours per student (column 6) except
for City College, 137th Street, as obtained from each
College, was used. In the case of City, College, 137th
Street, a weighted average of 14.9 was used because
of differences in use by Liberal Arts and Engineering
students,
It should be noted that the average optimum
classroom size of all but City College, 23rd Street, is
larger than the average section size in use. Excepting
for City College, 23rd Street, there are more large
classroom sizes than needed for the section sizes
actually enroled. In general, there is considerable
misfit between the size of rooms and the size of
sections which does not permit full utilization of plant
potential capacity. Granted that this is difficult to
control because of curricular changes and other
variables, nonetheless it demonstrates clearly the need
for more flexibility and changeability of classroom
sizes.
A review of the different College units indicates
that changing of classroom sizes to decrease the
misfit is not recommended due to the physical con-
ditions of the different buildings, such as lighting,
heating and fenestration. The Board of Higher
Education should, in its future buildings, require
that space be designed to allow for the maximum
of flexibility in room size changes, Its spaces should not
be governed by standardization of bays, if the results
lead toa similarity in classroom sizes, thereby resulting
in misfit between section sizes and classroom sizes.
LABORATORIES
Explanation of this part of the table is similar to
that for classrooms, and .the formula used in deter-
mining capacity is also similar. In the case of City
College, 137th Street, since use is made by both
Engineering and Liberal Arts students who make
different use of laboratories (as well as classrooms), a
* weighted average of 4 weekly hours per student was
established and used.
In the case of possible use of laboratories in hours
per week, a figure of 20 was used as a reasonable
expectation. In the case of City College, this is met,
and Hunter College, Park Avenue, approaches this
assumed reasonable usage. The average section size
as now used in each College as well as weekly student
use in hours as‘now used was also included, so no
change in curricula was assumed,
TABLE 4
DATA USED IN EVALUATION OF CAPACITY OF PLANTS °
3. 4, 5. 6. 7.
Possible | Average | Average | Wkly. Hrs.
I, Crass Rooms. Wkly. C.R,| Section | Opt. C.R, |Per Student] Capacity
College use in Hrs. Size Seating
City, 137th Street ..... 28 23.5 38.1 *13,1 6,315
City, 23rd Street ...... 28 **26.7 26 15.9. 3,296
Hunter, Bronx ......... 28 21.8 27 13.3 2,432
Hunter, Park Avenue ... 28 23.5 34.5 11.6 4,538
Brooklyn. ...........- 28 25.6 34.8 12.4 7,746
Queens... 0. eee eee 28 21.8 36 15.2 3,052
Totals and Avgs..... (28) (23.7) (13.6) 27-379
Note: * Since Liberal Arts and Engineering students use classrooms, weighted average of 14.9 was used in determining Capacity.
** Since Average Section Size is in excess of Average Optimum Seating, 24 was taken in determining Capacity,
II. LasoraTortes
2. 3. 4. > 6.
Actual | Possible | Average | Average |Wkly. Hrs.
Class Rms. |Wkly.Class |Wkly, C.R.| Section | Opt. C.R. |Per Student} Capacity
7.
College Rm. use | use in Hrs. Size Seating
in Hours ; -
City, 137th Street ...... 20.4 20 20 20 *2.8 4,800
City, 23rd Street ...... 2 20 22 26 1.6 3,570
Hunter, Bronx ......... 14 20 19.4 26 4.5 2,328
Hunter, Park Avenue... 18.8 20 19 ' 26 3.7 4,724
Prdaklyp 5. i556 téice 15.5 20 17.9 %4 2.3 ‘9,800
Queens ss. sc dene savad 13.5 20 16.7 20 2 4,300
Norz: * Since Liberal Arts and Engineering students use labs, weighted average of 4 was assumed in determining Capacity.
Formuta:
1x3x4
Capacity =
PAGE THIRTY-FOUR
APPENDIX 3
TABLE 5
DISTRIBUTION OF STUDENTS IN THE MUNICIPAL COLLEGES BY DIVISION, SEX
AND BOROUGH OF RESIDENCE, SPRING, 1949
DAY SESSION
CITY COLLEGE
137th Street
CITY COLLEGE
23rd Street
MEN
253
WOMEN
54
618 (20)
MEN
52 (1)
WOMEN
752
4454 (166)
MEN
505 (30)
WOMEN
3949 (136)
HUNTER COLLEGE
45 (10)
Park Avenue
MEN
31 (2)
WOMEN
1041 (66)
MEN
141 (12)
WOMEN
900 (54)
1518 (44)
MEN
205 (7)
WOMEN
1313 (37)
1170 (26)
MEN
76 (8)
WOMEN
HUNTER COLLEGE 1135
Bronx Center MEN
50
WOMEN
1085 1512
BROOKLYN 634.(5) | 6325 (205) 7727 (225)
MEN MEN MEN
259 3373 (150) | 117 (10) 3955 (165)
WOMEN
2952 (55)
WOMEN
110
WOMEN
3772 (60)
375 (5)
QUEENS COLLEGE 216 125 (1) | 2527 (30) 2985 (33)
MEN MEN MEN MEN
32 (1) 59 49 1156 (11) 1311 (12)
OMEN | WOMEN | WOMEN | WOMEN WOMEN
58 157 76 (1) 1371 (19) 1674 (21)
TOTAL 3790 (72) | 7529 (49) |11405(232) | 4309 (60) 27258 (424)
MEN MEN MEN MEN MEN
1870 (18) | 3875 (7) | 6821 (158) | 2186 (22) 14860 (207)
WOMEN | WOMEN | WOMEN | WOMEN WOMEN
1920 (54) | 3654 (42) | 4584-(74) | 2123 (38) 12398 (217)
Numbers in parenthesis represent Limited and Specials and are included in the totals,
Total full time matriculated students: 26834.
Total full time matriculated students from New York City alone: 26773,
PAGE THIRTY-FIVE
NS 6
+12 AA Wy er ORT ORE A PRA BH 5.
EVENING SESSION
MAN- | BRONX | BROOK- | QUEENS | RICH- | OUT OF | TOTAL
HATTAN LYN MOND CITY
CITY COLLEGE 2104 (612) Bd Bay 927 hey 693 (196) 13 5834 (1512)
} 137th Street MEN MEN MEN none MEN
! 1671 (447) ra aii Ay (136) 614 (145) 13 4913 (1161)
i WOMEN | WOMEN | WOMEN | WOMEN | WOMEN WOMEN
433 (165) | 323 (118) | 86 (17) | 79 (51) chk 921 (351)
| CITY COLLEGE 2152 (1664)} 3042 (1600)| 4108 (2196)) 1214 (751)| 54 54 46) 10570(6257)
| 23rd Street MEN MEN MEN MEN MEN
1432 (1056)} 2318 (1083)) 3185 (1627)} 950 (543) | 39 905) none =| 7924 (4344)
WOMEN | WOMEN | WOMEN |} WOMEN | WOMEN WOMEN
720 (608) | 724 (517) | 923 (569) | 264 (208) | 15 (11) 2646 (1913)
1991 (1517) 1527 (1154)} 830 (603) | 856 (642) | 59(37) | 253 (253) | 5516 (4206)
MEN MEN MEN MEN MEN MEN MEN
259 (253) | 179 (168) | 96(95) | 87 (82) 2 (2) 61 (61) | 684 (661)
WOMEN | WOMEN | WOMEN | WOMEN | WOMEN | WOMEN | WOMEN
1348 (986) | 734 (508) | 769 (560) 57 (35) 192 (192) | 4832 (3545)
HUNTER COLLEGE
Park Avenue
HUNTER COLLEGE
Bross Genter ~ i) on fs.c scent paalnatresatitdecasteate dal totes atecdeaeeareadels tenceacs
4 BROOKLYN 275 (40) | 150 (45) | 5600(1720)} 311 (95) 25 6361 (1900)
x COLLEGE MEN MEN MEN MEN MEN MEN
| : 180 (25) | 100 (35) | 3301 (996) | 210 (75) 25 3816 (1131)
{ WOMEN | WOMEN | WOMEN | WOMEN |} WOMEN WOMEN
95 (15) 50 (10) | 2299 (724) | 101 (20) naar. 2545 (769)
QUEENS! @OLLEGE © i" none: oibass ace. cae er wrong as [nea eee e nue isang aN bremncamasalbesacye seg
TOTAL a (3833) oi6 (3330)}11465(4692) 3074 (1684)| 151 (83) | 253 (253) |28281(13875)
MEN MEN MEN MEN
sanz (ya) ‘sn (1009) 708 (374) 1861 (845) | 79 (37) | 6161) 73377297)
WOMEN | WOMEN | WOMEN |'WOMEN | WOMEN | WOMEN | WOMEN
2980 (2052)| 2445 (1631) pees (1818) 1213 (839) | 72 (46) | 192 (192) |10944(6578)
Numbers in parenthesis represent graduates and non-matriculated students and are included in the totals.
Total candidates for degrees: 14406.
PAGE THIRTY-SIX
GRADUATE DIVISION
MAN- BROOK- RICH- | OUT OF
HATTAN| BRONX LYN QUEENS | MOND CITY TOTAL
CITY COLLEGE 329 417 392 128 13 66 1345
MEN MEN MEN MEN MEN MEN MEN
114 135 193 46 6 21 515
WOMEN | WOMEN | WOMEN |} WOMEN | WOMEN | WOMEN | WOMEN
215 282 199 82 7 45 830
HUNTER COLLEGE 123 173 92 78 9 17 492
MEN MEN MEN MEN MEN MEN MEN
2 5 1 3 0 2 13
WOMEN | WOMEN | WOMEN | WOMEN | WOMEN | WOMEN | WOMEN
121 168 o1 75 ce 15 479
BROOKLYN 44 51 955 40 9 1099
MEN MEN MEN MEN MEN MEN
28 43 382 26 3 none 482
WOMEN | WOMEN | WOMEN | WOMEN | WOMEN WOMEN
16 8 573 14 6 617
QUEENS COLLEGE 4 6 7 100 45 162
MEN MEN MEN MEN MEN MEN
1 2 0 14 none 9 26
WOMEN | WOMEN | WOMEN | WOMEN ~ WOMEN | WOMEN
3 4 7 86 36 136
TOTAL 500 647 1446 346 31 128 3008
MEN MEN MEN MEN MEN MEN MEN
145 185 576 89 9 32 1036
WOMEN | WOMEN | WOMEN | WOMEN | WOMEN | WOMEN | WOMEN
355 462 870 257 22 96 2062
PAGE THIRTY-SEVEN
:
i
|
E
3
ADULT EDUCATION AND EXTENSION
A) AE a eg a
CITY COLLEGE
HUNTER COLLEGE
MAN- BRI
HATTAN] BRONX LYN
OOK- RICH-
QUEENS | MOND
2476 875 811 640 32
MEN MEN MEN MEN MEN
862 299 271 278 4
WOMEN | WOMEN | WOMEN |} WOMEN | WOMEN
1614 576 540 362 18
OUT OF
CITY | TOTAL
401 209 170 165
20
MEN MEN MEN MEN MEN
111
44 44 39 5 0 243
WOMEN | WOMEN | WOMEN | WOMEN | WOMEN | WOMEN | WOMEN
290 165 126 126 15 44 766
BROOKLYN 30 20 2543 50 2643
COLLEGE MEN MEN © MEN MEN MEN
10 15 833 20 none none 878
WOMEN | WOMEN | WOMEN | WOMEN WOMEN
20 5 1710 30 1765
QUEENS COLLEGE 7 3 26 1042 58 1136
MEN MEN MEN MEN MEN MEN
5 3 17 429 none 27 481
WOMEN | WOMEN | WOMEN | WOMEN OMEN | WOMEN
2 0 9 613 31 655
TOTAL 2914 1107 3550 1897 52 102 9622
MEN MEN MEN MEN MEN MEN MEN
988 361 1165
766 19 27
WOMEN | WOMEN | WOMEN | WOMEN | WOMEN | WOMEN | WOMEN
6296
1926 746 2385 1131 33
75
PAGE THIRTY-EIGHT
APPENDIX 4
TRANSPORTATION-TIME STUDY
A complete study of optimum transportation time
to each of the City Colleges from all points in New
York City was made ‘and estimates of population
residing in the various time zones were calculated.
A map and a chart illustrative of the findings of the
study are included in this Appendix.
A City Planning Commission map, on the scale of
one mile to the inch, was used as a base map. This
scale -was selected because the principal streets, -
highways, parks and other orientation points could
be readily identified.
This base map was ysed for an accurate layout of
all the City Rapid Transit Systems—subways and
elevated trains. The table of running time, from
station to station, for each line was obtained from the
Superintendent of the Rapid Transjt Lines. Using
this table with the system layout, and taking one of
the Colleges as an‘ origin point, each transit line was
followed from this origin to its terminal station. It
was decided to have time zones plotted in ten-minute
intervals.
Assumptions were made with regard to the walking
time required by an individual from the College to the
transit lines, changing of trains on one system, and
connection with other transit systems. This accumu-
lated time plus actual travel time determined points
for plotting ten minute interval time zones along
rapid transit lines.
If the College was in close proximity to a transit
line station, it was assumed to take an individual five
minutes to make the connection between the College
and the subway. Where the College was relatively
remote from the subway, the walking distance was
measured on the “Sectional Map of City. Owned
Facilities” (scale 1” =1,000’), obtained from the City
Planning Commission. Assuming a walking rate of
three miles per hour, the time needed to reach the line
was computed. Upon reaching the transit line, a
three-minute wait for a train was allowed.
When changing from a local to an express train,
or to a train taking a different route or having a
different terminal station, a waiting time of three
minutes was assumed if this change was made on the
same transit line. If, however, a change meant
leaving one transit system and making connections
with another, a time of five to ten minutes was
allowed.
PAGE THIRTY-NINE
In the case of Staten Island, transportation to that
Borough involved taking a ferry from Battery Park,
Manhattan, or 69th Street, Brooklyn. The former
was used because of scheduled connections with
the Staten Island Rapid Transit Railway. Here
again the same procedure for plotting the ten minute
intervals was followed, using current timetables.
Inasmuch as all residents of Staten Island must go to
St. George in order to reach any of the City Colleges,
the time zone contours for Staten Island remain the
‘same for all six origins.
After all the subway lines were plotted for ten
minute intervals, the bus and trolley lines were
considered, wherever they made connections with
the transit lines. The Hagstrom maps of New York
City provided information as to the routes of the
City busses. Both the Public Service Commission
and the Superintendent of the City owned bus lines
furnished additional information. The latter stated
that the surface lines could be assumed to travel at a
rate of ten miles per hour; this speed included stops
for passenger pick up and discharge. Five minutes
were allowed to transfer to the surface line from the
transit line. The routes of these surface lines were
then followed out and again the ten minute intervals
were plotted, The ten mile per hour speed allowed a
distance of 134 miles to be traveled in ten minutes,
and this distance was scaled off directly on the
base map.
When all of the ten minute interval points were
plotted, contours were developed connecting equal
time interval points plotted on both Rapid Transit
and Surface lines, These contours were modified
by interpolating walking distances between various
lines of transportation assuming three miles per hour.
The quickest routes known were used and the
traveling was figured during rush hours when travel
__ time is at its highest efficiency.
On these contour maps, certain characteristics
which are similar to all may be found. The express
transit lines may be readily seen by the parabolic
+ extension of the contours. These lines take this
* shape because of the ability of an express line to
. travel a greater distance in a given time, than the
distance an individual can travel from the local stations
along that line. If connections are made with a
surface line, the shape of the contour does change,
Sets eee
ome see.
<2 see
CHART Il. THE RELATIVE ACCESSIBILITY, VIA PUBLIC TRANSPORTATION, OF THE 61% MUNICIPAL COLLEGE ORIGIN
POINTS TO THE TOTAL POPULATION OF NEW YORK CITY.
ALWOd AVA
but not considerably during the firet interval, aince
time must be allotted for the transfer.
Where contours follow regular concentric curves,
the Rapid Trenasit Linea have no influence. These
curves are farmed by either the distance covered by
surface lines or by the walking rate of an individual
In cases where che contours include bodies of water,
the lines are not held to be accurate, but are merely
a'meana of making a connection between the boroughs
to prevent confusion.
The Long Island Railroad was considered as a
means of transportatian. Although it was found to
reduce travel time in some cases, it was not used in
setting up the time zones for the following reasons:
a) Because of the infrequent runs of the Railroad,
the time saved might well be lost in connecting time.
b) The time zones include only the City of New
York and the people within the City limits. The
City Transit Lines are much more convenient for
these people, whereas the Long Island Railroad secves
mainly the populace outside the City boundaries. *
¢) Economy conaidered, the commutation ‘charges
for the Long Island Railroad are considerably higher
than the fares of the Rapid Transit System of New
York City.
GENERAL ASSUMPTIONS
J—Walking rate = 3 miles per hour.
2Surface line rate + 10 m.p.b.
3—Connection between college and transit sys-
tem =5 to 10 minutes (depending on existing
conditions).
4—Transferring within same transit system (local
to express, etc.) = 3 minutes,
5—Trensferring from one transit system to
another = 5 to 10 minutes (depending on
existing conditions). ,
6—Waiting time between transit system and
surface line = 5 minutes.
Because smooth contour curves were desired in
order to ‘simplify the reading of the maps, minor
vatiations which undoubtedly occur have been
ignored. For this reason, a factor of plus or minus
five minutes should be considered for outlying
locations.
CUE
3 COLLEGE
Leatpy
NEW yo
~
= City
PAGE FORTY-TWO
APPENDIX 5
METHOD OF ESTIMATING APPROXIMATE 1950 POPULATION FOR NEW YORK CITY
Using the 1940 Population Distribution Map the
City was divided into approximately 150 small
sections containing a varying number of census tracts.
The average section size is 114 sq. mi. These sections
were defined in general by main thoroughfares, parks
and other geographic limitations. For accuracy an
effort was made to maintain a uniform population
density within these sections. Then knowing the
population of each of the census tracts a total for each
of the 150 sections was compiled.
In order to obtain figures for the expected 1950
population two steps were necessary. One, to
correct the 1940 figures to those for 1948. The
other, to change the 1948 figures to those for 1950.
The reason that these two steps were taken is that the
figures for the 1948 population are more accurate and
detailed than those for 1950.
The 1948 figures were arrived at by the use of the
Consolidated Edison Report, which was found to be
the most accurate and the best information available.
The base map was divided into the 25 irregular areas
which represented the various increases or decreases
shown in the Report. Each individual section used
in the 1940 population map was corrected according
to the percent of change in the particular area in
which it was situated. Interpolation and estimates
were used for sections lying in two or more percentage
change areas. The population was then correct to
1948 figures.
To arrive at the 1950 distribution of population,
Consolidated Edison’s estimate of 1950 population by
boroughs was used as a base for increase of population.
For proper distribution of this increase the following
factors were used:
1—Research into the known areas of large public
and private housing developments, The Board
of Education's publication on large scale housing
PAGE .FORTY-THREE
was used extensively. Interviews with public
and private housing developers were also had.
2—The rate of percentage change from 1940
to 1948.
3—Consideration of the effect of the above on
undeveloped areas and saturated areas.
*+_ * *
In compiling the total population within the several
time zones extensive use was made of the planimeter.
This instrument measures the area of irregular shapes
ina simple, swift, and accurate manner.
First, the area of each of the 150 odd sections was
measured and tabulated. Then the map with the
time contours was superimposed on the sectioned map
showing the 1950 population. In general, the popula-
tion sections were divided into two or more smaller
divisions by the contours. The population in these
small divisions was obtained by a simple proportion.
The ratio of the area of the small division to the total
area of the section times the population of the section
yielded the population of the small division. Here
again it was necessary to measure an irregular shaped
area, namely, that of the small division. Totals for
the population within each time zone were then com-
piled and tabulated.
Bar graphs were made for cross information. One
set of these graphs shows the population of the
individual time zones relative to the six (6) College
campuses, The other set shows the relation of
population in each time zone for each campus.
A line graph was prepared showing six (6) curves
in a single frame of reference. The horizontal axis
denotes the time zones in ten minute intervals. The
vertical axis denotes the population in millions. The
curve represents the accumulated population at each
time interval. It shows the time rate at which each
College acquires the total population of the City.
APPENDIX 6
VOCATIONAL TRENDS IN RELATION TO HIGHER EDUCATION
Predictions with reference to the demand in
particular occupations cannot be very precise. Hence
the estimates given later in this Appendix about
numbers of persons needed annually in various types
of work will be understood to be rough approxi-
mations. Nevertheless, it will be apparent after
allowing for a reasonable margin of error, that they
bear out one of the principal theses of this Report,
namely, that there will be increasing demand in
industry and the professions for youth with higher
educational training.
The following assumptions have been made in
arriving at estimates:*
1) That there will be high employment rather than
high unemployment.
2) That although New York City both imports and
exports workers, it is reasonable to expect that it
will very largely train for its own needs,
3) That, in view of constant shifts in the relative
importance of industries, employment by type of
occupation can be more reliably predicted than
employment by industry.
4) That, even though the actual employment
situation pattern may not be ideal, it is a
realistic base from which to make predictions.
The following broad categories of need in New
York City in relation to annual requirements for
expansion and replacement are anticipated:
1) For all professional and semi-professional workers,
the following annual demand may be expected
in 1950; about 7,500 male college graduates will
be needed and about 2,300 men with some
college training. This may be expected to drop
upwards of 10% in 1960, In this classification,
about 2,350 women college graduates will be
needed in 1950, and about 3,000 women with
some college training, This need is expected to
be about rhe same in 1960.
2) For proprietors, managers and officials, the
following annual demand may be expected in
*These estimates are based primarily upon The Need for Higher
Education in New York State, Armstrong, Charles M., Bulletin
No. 1350, University of the State of New York, Albany, New
York: 1948 and also upon a forthcoming study by the same author
and agency. The national trends may be verified in such docu-
ments as the Occupational Outlook Handbook, Bulletin No. 940,
Bureau of Labor Statistics, United States Department of Labor,
Washington, D. C., 1948 and Industrial and Occupational Trends
in National Employment, Research Report No, 11, Industrial
Research Department, Wharton School of Finance and Commerce,
University of Pennsylvania, Philadelphia: 1949.
1950: about 4,000 male college graduates and
about 3,500 men with some college training.
A small decrease may be expected in 1960, In
this classification, only about 100 women college
graduates, and about the same number of women
with some college training will be needed in 1950.
Possibly these annual needs will be about 50 each
for both. women college graduates and for those
women with some college training by 1960.
3) For clerical, sales and kindred workers, the
following annual demand may be expected in
1950: about 3,400 male college graduates will be
needed and about 5,600 men with some college
training. By 1960, the demand for male college
graduates may be expected to increase to about
4,200 although the demand for men with some
college training may drop slightly to about 5,500.
In this classification, about 4,000 women college
graduates will be needed, and about 6,700
women with some college training. Possibly
a 15% to 20% drop in the annual need may be
expected by 1960,
4) In all other fields not covered in the above three
categories, the following annual demand may be
expected in 1950: about 1,700 male college
graduates, and about 9,500 men with some
college training. This may be expected to drop
very slightly by 1960 to about 1,600 male college
graduates and about 8,500 men with some
college training. In this classification, about
1,200 women college graduates and about 1,600
women with some college training will be needed
in 1950, These needs may be expected to drop
between 5% and 10% by 1960.
5) The total annual needs for expansion and replace-
ment as outlined in items I through 4 above may
be summarized as follows: about 16,600 male
college graduates and about 20,900 men with
some college training will be needed in 1950.
By 1960, the annual need is expected to be about
16,100 for male college graduates and about
19,300 for men with some college training. The
total of women college graduates to be needed in
1950 is estimated at about 8,500; the demand for
women with some college training is estimated
at about 11,400. By 1960, about 7,600 women
college graduates and about 8,600 women with
some college training will be needed.
PAGE FORTY-FOUR
APPENDIX 7
EVALUATIVE CRITERIA FOR TYPE, LOCATION AND PRIORITY OF
CAPITAL IMPROVEMENTS
Extension of program into new areas, or expan-
sion of old areas.
1. What would be the probable capital cost of
erecting the facilities?
a. Compare cost of new facilities with
expansion of old?
b, Influence on cost of day or’ evening
attendance?
c. Whateffect on competing capital proposals?
2. What evidence that the new area is educa-
tionally productive?
a. Vocational marketability?
b. Cultural desirability (non-vocational
values)?
3. What would be the probable operating cost
of work in this area?
a, Comparative costs of new facilities and
expansion of old?
b, Influence of day or evening attendance?
c. Effect on current educational programs?
IL. Types of facilities, among possible alternatives,
to be provided.
1. Which types represent greatest educational
demands?
2. Which types offer most favorable general
educational opportunities?
3. What are the relative costs of the various
types in terms of capital and current funds?
Use of existing facilities?
PAGE FORTY-FIVE
Ill.
4. Which types offer the greatest opportunities
in related fields of endeavot?
5. Which types offer the best foundation for
possible advanced study?
Where to locate the new facilities,
1. What does the transportation time factor
indicate as to location?
2. What does the geographic distribution of
potential students indicate as to location?
3. What does the factor of available supple-
mentary facilities indicate as to location?
a. Teaching services and administration?
b, Facilities for observation and participation?
4. What influence does the factor of land values
have in this connection?
. Is there land available in existing properties of
the Colleges to meet the need?
A
. Shifts of location of present programs,
Same as III, especially noting pros and cons of
present vs, proposed locations.
When should new ventures be undertaken?
1. Size of population to be served?
2. Urgency of demands in the fields concerned?
3, Relative costs involved?
4. Probable length of time required for com-
pletion?
PROJECTS IN ORDER OF PRIORITY FOR EACH CENTER, CLASSIFIED
BY PRESENT CENTERS AND RECOMMENDED NEW CENTERS
New Two-Year College Plants
t ‘ Priority
. . Borough Group Estimated Cos,
i 1 A Richmond, Community..,.........: nS $ 2,700,000
: 2 B Queens, Technical........- sss sess ee enn 7,700,000
4 3 B Brooklyn, Community....... eee nt etree eee tenet eee t eens 7,275,000
y 4 Cc Queeng, Community......0 00.666 c cece cee een eee e eens 7,275,000
Se $24,950,000
Offices of Board of Higher Education
College Group Estimated Coat
1 B New space to include Board Administrative Offices, Architectural
unit, Accounting unit, Teacher Education and Bureau of Analysis $ 50,000
Hunter College Priority List
i { 1 B Removal of Board of Higher Education Offices to separate quarters
4 and reconversion of space..... 06.2.0... cee cece tenet eens $ 10,000
j 2 E Improved ventilation in Assembly Hall amt Cafeteria. 75,000
Total... cece eer e nee ee eae eee $ 85,000
y 5 - a
th Brooklyn College Priority List
a 1 A College Center and Arts Building with landscaping and equipment.
i | Convert tennis courts into play field.............
a 2 B Library extensions with landscaping and equipment.
! 3 Cc Stadium, including Field House and improvements to
: and Off-street Parking.......00 00.0. c occ cece cece centr eee tneeet 775,000
4 D Academic Building to provide additional classrooms and social rooms
: and alterations to Boylan Hall to provide increase in cafeteria
of facilities... 60.0 c cece eee cree -eeeee.e+.- 1,600,000
: 5 E Science Building to provide laboratory and classrooms.............. 1,325,000
_ 6 E Gymnasium Extension..... ee eee ee cette een e eee 1,950,000
iF Total.c..ccc.cccccesecceeeeuecceceueeees $10,850,000
i
te City College, 137th Street, Priority List ;
i 1 A Reconditioning of Main Building, including equipment............/$ 50,000
{ 2 A Corrections to distribution system including Power Plant; ‘also
ground improvements..........0. 0... cece eee eee te eee ees 900,000
3 A New Liberal Arts Building, including cafctcrie, to replace existing
classrooms of Army . Hall, Finley, South Hall ‘and _Townsend-
Harris........ ES Sea 3,225,000
! { 4 B Alterations and éxtensions covering ‘Townsend Harris, ‘South Hall,
i Chemistry Building, Technology Building, Compton Hall and
Fi Main Building...................000..-222.-. 1,375,000 F
4 5 B New Library Building wees -- 2,075,000
‘ 6 Cc New Gymunasium........0 00.0. cece ee eee -. 3,300,000
i i 7 D Student Center.......0.... 00 eee eee eee ++ 1,623,000
' 3 D Extension to existing Library for engineering. . -. 1,623,000
; 9 E Liberal Arte Extension..........0.0.0000 000 cece cece eet ence eteceeees 2,825,000
Total. ......... cc cecevecceeceeceeceeeees $17,200,000
| . PAGE FORTY-SIX
College Group Estimated Cost
City College, 23rd Street, Priority List
1 Cc New Building. ..... 5s Paka nivide 99 teh oinpreddddashera ssi awis sega $ 2,750,000
2 Cc Alterations to Existing Building... 200,
Total): Qireyansichs had ea aasaseesassets $ 2,950,000
Queens College Priority List
1 A New Gymnasium and ground improvements, including sports
BERG Sone Ageerh evar Sener si dehash Pekatere nevh oh agharss be teee $ 3,020,000
2 B New Eabrarys coc ic chied contkebigeceleaigei cranes ppewseeteas 1,620,000
3 Cc New Academic and Science Building? .........0.......0.0 eee 1,960,000
4 D Auditorium and Art Center. at eeSipne .. 2,450,000
5 E Administration Building). a). 22 .cissis.c: ois. wse siete atte oe pete monte giclee ection 450,000
6 E Power Plant Addition. Additignal Power will be determined by
needs as construction develops. Survey of needs for Electrical
Distribution system should be made........... 6... c cece eee eee 80,000
TERY cxacie san oct Ith wilson dobastelels abe $ 9,580,000
Bronx Two-Year Community College
(Present Hunter Bronx Center)
1 Cc Administration Building. ........0.0.00 666050 c ccc c ete eee cence renee
2 fe} Alterations to Existing Buildings and ground improvements........
3 Cc Labrsey Bualleieng 5 sca os ode a5+.0 a5 tebe yine eo 5 ast aa eolasas gad ape
4 E College Center and Art Building, .......... 0.0.6.0 cc eee nee e cena eens
PAGE FORTY-SEVEN
APPENDIX 9
NOTES ON DEGREES, CERTIFICATES AND OTHER PROGRAMS AVAILABLE
AT THE MUNICIPAL COLLEGES — SEPTEMBER, 1949
1, The terms Day Session and Evening Session in
the undergraduate Colleges pertain both to the hours
when courses of study are offered at the City Colleges
and to distinctive administrative units. In graduate
work, however, both day and evening studies at a
particular College are administered as a single unit.
2. At Brooklyn College and at Queens College, the
B.S. is optional for students. At the former College,
students majoring in any of the sciences or in mathe-
matics may have the B.S conferred in place of the
B.A. with no difference in requirements. At Queens
College, the B.S. is optional for students majoring in
mathematics or psychology, also without difference in
requirements.
3. The B.S. in Education at City College may be
awarded to those students who specialize in Industrial
Arts.
4. Students in the Evening Session who are pre-
paring to teach are required to attend the Day Session
at least their final semester and are advised preferably
to attend one year prior to graduation,
5. At Brooklyn College, the Diplomas are awarded
to students in any one of the following business fields:
Secretarial Studies, Smal! Business, Merchandising and
Sales Training.
6. At City College, the M.A. is offered at present
only to those students who specialize in Psychology.
7. Each of the Colleges maintains a separately
administered adult education division. Enrolment
in Adult Education at any of the four City Colleges
is open to any person who believes he can carry the
work with profit to himself. There are no formal
requirements for registration in any of the courses.
Courses taken in this division are all non-credit and
hence are not transferable for academic credit to any
of the other programs.
8. A student who does not meet matriculation
requirements for enrolment for a Bachelor's Degree
or for a diploma or a certificate may, under specific
conditions, take courses in the evening without
credit. In the event that he fulfills certain require-
ments and maintains certain scholarship standards, he
may apply for matriculation for a degree, a diploma or a
certificate. Courses taken as a non-matriculated stu-
dent may then be transferred to count towards his
course of study. Where such a course of study is
offered during the day, the student may then take
courses in the day session,
PAGE FORTY-EIGHT
Title
Cottrell Report: Public Higher Education in the City of New York
Description
This 48-page report provides a comprehensive survey of New York City's higher educational institutions in 1950 and its outlook over the next two decades. Commissioned by the Board of Higher Education, the study sought to identify, anticipate, and analyze the issues that the changing city would face in higher education. Divided into four chapters, the report's main findings are found in the first chapter which presents the group's general recommendations and conclusions. The majority of the findings related to ways to satisfy increased demand for higher education across the city's five boroughs. Especially interesting are the suggested capital projects which offered ideas meant to increase the capacities of the city's municipal colleges. Appendices in the back of the report provide additional insights into the population and student makeup of the colleges at mid-century.
Contributor
Butt, Tahir
Creator
Cottrell, Donald P.
Rondileau, Adrian
Schumer, Leo S.
Date
1950
Language
English
Relation
6912
6902
6892
3162
Rights
Public Domain
Original Format
Report / Paper / Proposal
Cottrell, Donald P., Rondileau, Adrian, and Schumer, Leo S. Letter. 1949. “Cottrell Report: Public Higher Education in the City of New York”. 6912, 1949, CUNY DIGITAL HISTORY ARCHIVE, accessed March 10, 2026, https://stephenz.tailc22a4b.ts.net/s/cdha/item/1094