"A Long-Range Plan for the City University of New York, 1961-1975"
Item
A LONG-RANGE PLAN
FOR
THE CITY UNIVERSITY OF NEW YORK
1961-1975
THE BOARD OF HIGHER EDUCATION
1961-62
Gustave G. Rosenberg, Chairman
Ruth S. Shoup, Secretary
John Adikes Edward D. Re
Renato J. Azzari Simon H. Rifkind
Ralph J. Bunche Arthur Rosencrans
Harry J. Carman Joseph Schlossberg
Porter R. Chandler Henry E. Schultz
John E. Conboy Ella S. Streator
Gladys M. Dorman Ordway Tead
A. Joseph Geist Charles H. Tuttle
Mary S. Ingraham Arleigh B. Williamson
John J. Morris Max J. Rubin
John R. Everett, Chancellor
Pearl Max, Administrator
THE PRESIDENTS OF THE COLLEGES
Buell G. Gallagher . . City College
Harry D. Gideonse Brooklyn College
John J. Meng . Hunter College
Harold W. Stoke ... Queens College
John C. Lackas (Acting Dean of Administration)
Queensborough Community College
Morris Meister Bronx Community College
Walter L. Willig Staten Island Community College
vy
a
rN . ry
oaths, te Look te Ke fhe vt
A LONG-RANGE PLAN
FOR
THE CITY UNIVERSITY OF NEW YORK
1961-1975
Prepared for
The Committee to Look to the Future
of The Board of Higher Education
Mary S. Ingraham, Chairman
Harry J. Carman
Porter R. Chandler
Ruth S. Shoup
Ella S. Streator
Ordway Tead
Charles H. Tuttle
Arleigh B. Williamson
Gustave G. Rosenberg, Ex officio
Under the Direction of
Thomas C. Holy
Chief Consultant
With the Assistance of
Local Staff Members
and Outside Consultants
THE BOARD OF HIGHER EDUCATION
535 East 80th Street
New York City, 1962
YA trensfee to
— toca ge
_ T-§-7 }
fecirct 5 7
444-3
Board of Higher Education Action
and
Statement of the Chairman
At a meeting of the Board of Higher Education held on June 18, 1962
the Board approved the findings and recommendations in the Long-
Range Plan for The City University of New York 1961-1975 as herein
presented and the following statement by the Chairman of the Board,
Dr. Gustave G. Rosenberg:
The Chairman of the Committee to Look to the Future, Dr. Mary
S. Ingraham, has acknowledged the generous and productive co-
operation of the many individuals who assisted the Committee
and Dr. Thomas C. Holy in preparing the Long-Range Plan.
I join in this recognition. It is my privilege to express gratitude
especially to the farsighted direction of Dr. Ingraham who, as
Chairman of the Committee, was leader, moderator, and
devoted participant in every aspect of the Committee’s work.
We are grateful to the Mayor and the City fathers for the ap-
propriation of $75,000 which made the creation of this plan
possible. Learning has become a beacon in our society and
this is recognized in all the procedures recommended.
The Long-Range Plan of the Municipal College System shows
the great strides made in the past. Its findings and recom-
mendations present a challenge for the future of the City Uni-
versity. The Board and the University welcome that challenge.
June 18, 1962
To: The Chairman and Members of the
Board of Higher Education
Subject: Transmission of a Long-Range Plan for the City University
of New York 1961-1975.
The Committee to Look to the Future takes pleasure in trans-
mitting to you its report entitled: A LONG-RANGE PLAN FOR
THE CITY UNIVERSITY OF NEW YORK—1961-1975.
In May, 1959 Dr. Rosenberg, the Chairman of the Board, appointed
the Committee to Look to the Future to develop a long-range plan
for the Municipal College System as a whole and to address itself
to the following questions:
How many people do we expect to educate in our colleges?
In what ways are we going to educate them?
What facilities and how much money will we need to do it?
It was evident that much had to be done to meet the growing de-
mands of the community for broadly educated, skilled young people
with a variety of talents in many professions and vocations.
With the suggestions of members of the Committee, the presidents,
and representatives of the faculty during 1959 and 1960 and with
the active participation of the Chancellor who was appointed in
1960, the Committee brought to the Board a proposal for the estab-
lishment of a City University. In proposing this step, the report
stressed the need for training college teachers and also emphasized:
“the need for highly trained experts in fields other than college
teaching is similarly reaching emergency proportions.”
The Board enthusiastically adopted that report and through the
efforts of many, the New York State legislature in the Spring of 1961
created The City University of New York from what had formerly
been the Municipal College System. The Legislature also adopted a
measure which requires the presentation by the Board of Higher
Education of a master plan to the Board of Regents in 1964 and
each four years thereafter. The Long-Range Plan for the City
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University will form the basis on which the master plan to the State
will be prepared.
I wish to draw your attention to a few of the important findings
and recommendations which were given consideration by the Com-
mittee in a series of meetings extending over several months and
upon which, among others, the Administrative Council’s judgment
and counsel were obtained.
The Long-Range Plan for the City University is built on the basic
philosophy “of imbuing devotion to the search for truth and _ its
dissemination, to justice and freedom, and . . . of instilling awareness
of personal obligation to further the intellectual and spiritual en-
richment of . . . society. .. .” The functions of the University are
spelled out in detail. They include instruction of high quality, re-
search directed toward a widening of the horizons of knowledge,
preparation for professional careers in fields appropriate for a uni-
versity, and assistance in the further development of the City “not
only as a market place and workshop but as a human abode.”
To carry out these responsibilities, the Long-Range Plan recom-
mends that the Board of Higher Education reaffirm its support of the
policy of free tuition for resident matriculated baccalaureate students
which has been maintained for 115 years, and it goes beyond this.
It recommends that the Board “formally endorse the principle that
matriculated students in the Community Colleges should be exempt
from tuition in the same manner as those in the Senior Colleges.”
The Committee welcomes the statements made by Mayor Robert
F. Wagner and the President of the City Council, Paul Screvane,
indicating their conviction that free tuition should be made avail-
able to matriculated students in the Community Colleges as well as
in the Senior Colleges.
At the present time, about 20 per cent of the City’s public academic
high school graduates are eligible for admission to the baccalaureate
programs in the Senior Colleges. The Committee believes that this is
too restrictive and that there are many high school graduates well
qualified for college work who should be given an opportunity to
demonstrate their capacities. Accordingly, the recommendations pro-
pose that qualitative requirements for admission to the Senior Colleges
be set at a point that would make eligible for admission the top 30
per cent of the graduates of the City’s public academic high schools.
It is assumed that these admission requirements would make eligible
for admission approximately the same per cent of the graduates of
the City’s private and parochial schools.
ix
For the Community Colleges the plan recommends that there be
provided “opportunities for high quality education beyond the high
school to those students who because of ability and interest wish
education for careers at the end of two years or before” and “who
can and ought to carry on further formal studies in the Senior Col-
leges.” It is further recommended that, at such time as physical
facilities are available, two-year degree curricula now in the Schools
of General Studies of the Senior Colleges be transferred to the Com-
munity Colleges. Standards should be set so as to make eligible
for admission to the Community Colleges of New York City more
of the City’s public and private high school graduates.
In the field of graduate work, the Long-Range Plan builds on the
foundation already adopted by the Board. The report recommends
continuation of the pattern now prevailing of conducting master’s
degree programs at the several colleges, and of expanding such work
on the basis of student interest, community need (including the
requirements of Long Island, Westchester, and other parts of the
State), the availability of qualified faculty, and adequate funds from
the State and from the City.
Beyond the master’s level, the report supports the Board’s action in
setting up graduate programs on a University-wide basis, utilizing
the faculty resources, the library collections and the laboratories
of the Senior Colleges. A physical facility readily accessible from all
parts of the City to supplement the facilities of the Senior Colleges
and to enhance the development of the doctoral program, without
unnecessary duplication of existing facilities is also recommended
when advisable.
The report recommends that graduate programs have a clearly
distinguishable budget including funds for instruction and research.
It is apparent from the foregoing that to do these things, we must
have a strong faculty. As the Chancellor and the presidents have
stated in the past when they sought the establishment of the City
University, as compared with other institutions, our staffs constitute
the largest pool of Ph.D.s not yet being used as a faculty for
doctoral work. To do all of the things that will be required of them,
their strength must be husbanded and added to. The Long-Range
Plan makes numerous recommendations to that end, dealing with
greater percentages in the ranks of Professor and Associate Professor,
experimentation with teaching techniques that will conserve faculty
time, emphasis on scholarly growth, nation-wide search for out-
standing teaching and scholarly talents, adequate salaries to meet
x
the competition with other institutions for qualified personnel, and
other recommendations designed to encourage and stimulate the
maximum effectiveness of strong faculties.
What will all of this involve in terms of facilities?
It will be no surprise to you to learn that the Long-Range Plan
we propose, will require expansion of the physical and financial
facilities of the University. This expansion will be great but it will
not be as great as the recently announced plans of The State Uni-
versity of New York ( $700,000,000 ).
The immediate capital budget program already approved by this
Board for construction in the next two or three years involves total
estimated costs of $129,200,000. To provide the additional capacity
required for an estimated total Day Session undergraduate enrollment
in the Senior and Community Colleges of some 90,000 in 1975, to
provide for replacement and rehabilitation and for the graduate
programs and to complete presently authorized projects will require
approximately $400,000,000 by 1975. To this the cost of land will
be added.
The Committee has been continually appreciative of the far-
sighted leadership of Thomas C. Holy as Chief Consultant in the
development of the Long-Range Plan. His wide experience and
sympathetic openmindedness have been most helpful to the com-
mittee. To him and to all who have participated in the preparation,
review, and discussion of this report, the Committee is deeply grateful.
There will be circumstances beyond the control of this Board and
factors within the several colleges, some of which factors will be
related to our new university status, which will affect the timing
and the order of implementation of these recommendations. But
the advantage of a Long-Range Plan for 1961-1975 is that there will
be guidelines as well as an adopted philosophy for the development
of The City University of New York as a great institution of learning
and of service.
Mary S. Ingraham, Chairman
Committee to Look to the Future
May 8, 1962
TO: The Committee to Look to the Future
of the Board of Higher Education
SUBJECT: Transmission of A Long-Range Plan for The
City University of New York, 1961-1975
The 1961 session of the New York State Legislature took two
actions of great importance for higher education in New York City
and its environs, as follows:
1) Created, from the institutions under the Board of Higher
Education, The City University of New York
2) Provided that, “the Board of Higher Education in the City of
New York shall, once in every four years, formulate a long-
range city university plan or general revisions thereof and
make recommendations to the board of regents . . .”
In the light of these actions, the undersigned was employed by the
Board of Higher Education to direct a study to be used as the basis
for planning the future development of the newly created City
University, and to provide the underlying data that will be required
for Item 2 above. To that end, the contract with the Board of
Higher Education contains this provision (Item 8 of the contract):
The Chief Consultant shall assume responsibility for the prepa-
ration for the Committee to Look to the Future of a carefully
prepared and unified report, following the general outline for
the development of a master plan for The City University of
New York for the period 1961 through 1975.
To complete a study of an operation such as this, which in the Fall
of 1961 enrolled 97,984 students, requires the cooperation of many
persons. The quality of that cooperation on the part of the Board
and its staff is expressed in these words in a letter sent Dr. Gustave
G. Rosenberg, the Board’s Chairman, on October 3, 1961:
Therefore, this letter, to express to you, as Chairman, my very
deep appreciation for the excellent cooperation which has been
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xii
given me, and that without exception, by every person with
whom I have had contact during these past four weeks.
Nothing has occurred in the intervening period to change that earlier
appraisal. Although the writer is deeply indebted to many persons
for their contributions, space limits those who can be mentioned
here. First of all, the writer wishes to express appreciation to Mary
S. Ingraham, Chairman of the Committee to Look to the Future,
for the zeal, meticulous care and insight with which she carried out
the heavy responsibilities of that office. Likewise, two persons within
the City University deserve special mention: Pearl Max, Administrator;
and Alex Taller, Director of the Bureau of Administrative Research,
who was assigned by the Board to assist with the study. Their long
connection with the Board of Higher Education and their consequent
intimate knowledge of the City University, its program, personnel,
and environment in which it operates, their complete frankness,
cooperation and enthusiasm have been of inestimable value in bring-
ing into being this report. Appreciation is likewise expressed to
Audrey Fertig of the Bureau of Administrative Research for excellent
help in the editing and printing of the report. In addition, the
writer is grateful to the following members of the Board of Higher
Education staff for extended help in processing this report: Joan Byers,
Madeline Fellerman, Terrance Hart, Marguerite V. Rich, and Yvonne
Williams. Finally, it is the writer’s hope that the newly created City
University of New York, which in terms of its potential is surpassed
by few if any institutions in the nation, will grasp this opportune
time to develop this potential. It is his further hope that the report
here transmitted and which is the result of a large cooperative effort
may make a worthwhile contribution to that development.
Respectfully submitted,
THOMAS C. HOLY
Chief Consultant
THE SURVEY STAFF
Thomas C. Holy, Chief Consultant
Formerly Special Consultant in Higher Education,
University of California
Staff Members from the
City University of New York
JosePH E. BERMAN...
ALBERT P. D’ANDREA
Bronx Community College
Epwarp DavIsow................
RicHarp W. EMERY.
Aubrey R. FErTIc
James L. G. FrrzPatricx..
Mary L. GAMBRELL.....
Harry D. GDEONSE...
JosepH GITTLeR..
ARTHUR H. KAHN
Board
SAMUEL N. KaceEn..........
Francis P. Kitcoyne
Howarp A. Knac
H. HEwen LEE
BERNARD Levy...
Rosert A. Love
Lois MACFARLAND.
PeaRL MaAx...............
Harotp E. Mrrzeu
Board
Board
Board
.. Board
Frirz Morstein-Mar«x....
Jutian A. MossMAn
W. Vincit NEstTRICK
Tuomas O’Connor
Mina S. REEs
xili
Board
Board
Board
Board
City College
Hunter College
Queens College
...City College
of Higher Education
Staten Island Community College
..Hunter College
... Brooklyn College
.. Queensborough Community College
Brooklyn College
...Board of Higher Education
Brooklyn College
Brooklyn College
Queens College
of Higher Education
City College
..City College
of Higher Education
of Higher Education
of Higher Education
.....Hunter College
of Higher Education
of Higher Education
of Higher Education
of Higher Education
xiv
Dorotny M. REEVES Staten Island Community College
CuesterR H. Rosinson Hunter College
U. AmeL RoTHERMEL Queensborough Community College
ARTHUR A. SCHILLER Board of Higher Education
SwNEY SILVERMAN...W000000.000.0.............. Bronx Community College
Epwiv H. SPENGLER ...... Brooklyn College
Hersert H. Stroup Brooklyn College
ALEX TALLER ; ; Board of Higher Education
James E. Tosin ; Queens College
Special Consultants
Lioyp D. BERNARD Director, Relations with Schools, The
University of California, Berkeley
ALBERT H. BowKER Dean, Graduate School,
Stanford University
M. M. CHAMBERS Executive Director, Michigan Council
of State College Presidents
JosePH G. CoHEN. ...Formerly Dean of Teacher Education,
City University of New York
W. R. FLESHER..... Formerly on the staff of The Ohio State
University, and now Director of School
Survey Service
Ray L. Hamon......... Formerly Chief, Bureau of Physical Plant
Planning, U. S. Office of Education
S. V. Martorana..................Chief, State and Regional Organization,
Division of Higher Education,
U. S. Office of Education
Ernest E. MCMAHON Dean, University College,
Rutgers University
LeLanp L. MEDSKER..... ...Vice-Chairman, Center for the Study of
High Education, The University of
California, Berkeley
Office Staff
Maralyn Parsons McGovern, Secretary
Harriet Causin Alice Fischellis
Dorothy Esburg Helen Marshall
CONTENTS
Chapter |—Major Findings and Recommendations
Major Findings
Recommendations
Functions of the City University and Their
Implementation (See Chapter IV)
Selection and Retention of Students (See Chapter VI)
Admissions and Transfers
Retention and Withdrawal
The Schools of General Studies (See Chapter VII)
Community Colleges (See Chapter VIII)
Expansion of Graduate Education (See Chapter IX)
Policies Governing the Organization of
Master’s Programs
Policies for the Organization of Doctoral Programs
Day Session Faculty (See Chapter X)
Other Services Appropriate for a University
Which the City University Might Provide
(See Chapter XI)
The Physical Plant and Needed Expansion
(See Chapter XII
Summary Statement
Chapter II—Background Information, Organization and Plan
for the Survey
Historical Development of the Municipal College
System
The Board of Higher Education
Community Colleges
The City University of New York
Earlier Studies and Reports Bearing on the Municipal
Colleges
Rapp-Coudert Report
Strayer Committee Report Education Management
Study
XV
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14
15
18
18
19
22
25
27
33
33
34
36
36
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37
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xvi LONG-RANGE PLAN FOR THE CITY UNIVERSITY
Cottrell Master Plan Report
Heald Report
Report of the Board’s Committee to Look
to the Future
The Relationships of the Board of Higher Education in the
State’s Educational System
The University of the State of New York
The Board of Regents
The Department of Education
The State University of New York
The City University of New York
The Regents’ Master Plan
Council of Higher Educational Institutions
in New York City
The Origin, Basis, and Extent of State Support to the
Board of Higher Education in New York City
Teacher Training
Mitchell-Brook Law
Debt Service for Capital Costs
Community Colleges
The Hunter College Elementary and High School
The Scholar Incentive Program
The Present Status of the Law Regarding Free
Tuition
Organization and Plan for This Study
Organization for the Study
Problems to be Studied
Chapter IlI—Higher Education in New York City
Publicly Supported Institutions
The Scope of the Operation of the Board of
Higher Education
Other Publicly Supported Institutions
Relationships of the Community Colleges to the
Board of Higher Education and the State University
Trustees
Private Institutions
Distribution of Higher Education Students Between
Public and Private Institutions Between the
Years 1950 and 1960
Libraries, Museums, and Other Educational
Institutions
37
39
40
4)
41
42
42
43
44
45
47
57
57
57
60
63
64
64
65
CONTENTS
Chapter IV—The Board of Higher Education of the City of New York
Some Implications of University Status
Functions of the Newly Created City University of
New York
Admissions Policies, Their Historical Development and
Some Implications
Some Implications of the Present Admission
Policies
Comparative Instructional Costs
Tuition and Fees in The City University of New York
Policy on Tuition and Fees
Instructional Fees in 1961-62
Non-Instructional Fees
Fees
Out-of-District and Out-of-State Tuition
Chapter V—Students—The Problem of Numbers
Critical Assumptions
General Plan for Estimating Undergraduate Enrollments
and Admissions
Forecasts of Total Undergraduate Enrollments
Illustrative Example
Forecasts of New Admissions
Admission of Out-of-City Residents
Procedures for Estimating High School Graduates, 1965
to 1975
Chapter VI—The Selection and Retention of Students
Admission Policies in Effect in the Fall of 1960
Senior Colleges—Day Session
Senior Colleges—Schools of General Studies
Community Colleges
Other Colleges in the State
Comparison of Admission Requirements of the Colleges
Under the Board of Higher Education with Requirements
of Similar Units in the State University
Liberal Arts College—Harpur College
College of Science and Engineering
Colleges of Education
Community Colleges Supervised by the State
University
xvii
67
68
70
73
74
76
77
79
81
81
82
82
92
93
95
97
98
102
102
102
105
108
109
110
111
112
112
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xviii LONG-RANGE PLAN FOR THE CITY UNIVERSITY
Proportion of New York City Public High School Grad-
uates Who Meet the Admission Requirements of the
Senior Colleges in the City University 114
Evidence of the Success of Students who Transfer
from the Community Colleges to the Senior Colleges 118
Brooklyn College 118
City College 118
Policies on Retention of Students 118
Standards of Retention 118
Dropout Statistics 120
Some Appraisal of the Foregoing Admission Requirements 123
Recommendations 127
Admissions and Transfers 129
Retention and Withdrawal 131
Chapter VII—The Schools of General Studies 133
Educational Purpose 134
Original Purpose 134
Acquired Purposes 134
A Realistic Role for the Future 135
Present Programs 135
Enrollments 137
Degree Enrollment Patterns 139
Upper and Lower Level Distribution 139
Integration 140
The Faculty 142
Full-time Instructional Staff 143
Multiple Job Practices 144
Lecturers 144
Remuneration 145
Class Size 146
Estimates of Future Enrollments and Staff Needs 146
Physical Plant 149
Adult Education 150
Daytime Programs 150
Recommendations 151
Chapter Vill—Community Colleges 153
Functions of Community Colleges 153
The Role of the Community Colleges in New York City 155
Organization and Administration of Community Colleges 157
CONTENTS
Projection of Needs and a Developmental Policy on
Admissions
Tuition
Personnel Policies in Community Colleges
Chapter IX—Expansion of Graduate Education
Origin and Development of Graduate Work in the
Municipal Colleges
Research Grants to the Faculty of the City University
Present Status of Graduate Work in the City University
and Projected Enrollments at the Master’s Level
to 1975
Projected Enrollments at the Master’s Degree Level
Fields in Which the Colleges, Individually or Collectively,
Are Best Qualified to Offer Doctoral Programs
Library Provisions
Existing Professional Schools
The Division of Teacher Education
The School of Engineering and Architecture
The School of Business and Public Administration
The School of Social Work
Graduate Work in Nursing
Some Other Professional Schools Which Are Normally
Part of a University
A Medical School
A School of Optometry
A Law School
A Dental School
Specialized Institutes
An Urban Affairs Institute for the City University
of New York
Structure and Organization for Doctoral-Level Work
Criteria for the Establishment of New Doctoral
Programs
Recommendations on Graduate Work in the City Univer-
sity of New York
Policies Governing the Organization of Master’s
Programs
Policies for the Organization of Doctoral Programs
Chapter X—Day Session Faculty
Distribution of the Full-Time Day Session Instructional
Staff According to Rank
xix
160
162
166
167
169
172
175
178
182
185
185
187
188
188
190
190
190
191
193
193
193
194
196
200
203
204
208
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XX LONG-RANGE PLAN FOR THE CITY UNIVERSITY
Senior Colleges
Community Colleges
Faculty Distribution by Rank in Other Institutions
Characteristics of the Full-Time Day Session Instructional
Sta
Senior Colleges
Community Colleges
Characteristics of the Full-Time Day Session Instructional
Staff Newly Appointed in September, 1961
Senior Colleges
Community Colleges
The Relationship of Faculty Demand and Supply
Teaching Staff Vacancies
Class and Section Size
Lecture vs. Discussion Methods
Senior Colleges
Community Colleges
Educational Requirements for New Appointees to
the Instructional Staff
Senior Colleges
Community Colleges
Present Procedures for the Selection, Appointment,
and Promotion of the Instructional Staff
Appointments
Promotions
Salary, Tenure, Teaching Schedules, Pension Plans and
Multiple Employment
Comparative Salaries
Tenure
Teaching Schedules
Pensions
Multiple Job Regulations
Chapter Xl—Other Appropriate Public Services Which the City
University Might Provide
Public-Service-Oriented Programs Now Being Offered
by the City University
The Police Science Program
The Associate and Applied Science Program in
Nursing
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212
213
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217
218
218
220
221
222
227
227
228
229
230
230
231
232
232
232
236
236
243
247
252
259
260
260
CONTENTS
The Scope, Characteristics and Impact of
Government Expenditures for Medical Care
in New York City
Teacher Education
Some Other Public-Service-Oriented Programs
University Research Foundations
The Ohio State University Research Foundation
Purdue Research Foundation
Wisconsin Alumni Research Foundation
Some Other Types of Public-Service-Oriented Units
in Publicly Supported Universities
Bureaus of Business and Economic Research
Bureaus of Educational Research and Service
Some Internal City University Services
A University News Bulletin
A University Press
A Bureau of Institutional Research
Non-credit Adult Education
The Place of Adult Education in the City University
The Future Role of the City University in Non-credit
Adult Education
Chapter Xll—The Physical Plant and Needed Expansion
The Present Plant
City College, Uptown
City College, Downtown (Baruch)
Hunter College, Bronx
Hunter College, Park Avenue
Brooklyn College
Queens College
Bronx Community College
Staten Island Community College
Queensborough Community College
Existing College-Owned Facilities
Use of Rented Space
Building Program in Progress
Utilization of College-Owned Facilities
Senior College Room Utilization
Utilization Comparisons
General Comments Relative to Utilization
xxi
261
261
262
263
266
267
267
268
270
270
271
271
273
275
276
277
278
280
280
280
280
282
282
282
282
283
283
283
284
284
285
287
291
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xxii LONG-RANGE PLAN FOR THE CITY UNIVERSITY
Capacity of College-Owned Instruction Rooms 297
Faculty Offices 299
Procedures and Responsibilities in Meeting
Physical Plant Requirements 301
Preparation of Drawings 301
Time Lapse 302
Reporting Plant Data 304
Needed Expansion of Physical Facilities 304
Senior College Enrollment 304
Additional Day Session Senior College Capacity Needed 305
Community College Enrollment 307
Space Needs for the Graduate Program 307
Additional Community College Capacity Needed 309
Multiple Campus Organization Under a Single
Administration 310
Estimated Cost of Physical Facilities Required by 1975 312
To Increase Plant Capacities 312
Recommendations 314
Summary Statement 319
Appendix !—Implementation as of January, 1962 of the 1950
Report entitled Public Higher Education in the City of New York 320
Appendix |I—Source Tables for Chapter V 325
Appendix Ill—Analysis of 25 Eastern College or University
Retirement Plans 336
Appendix IV—Student Personnel Services in the City
University of New York 345
Digest of Report by President Gideonse 346
The Underlying Philosophy for Student Personnel
Services in The City University of New York 347
Major Characteristics of the Student Personnel
Program of the City University 351
Future Development of Student Personnel
Services in the City University 353
Appendix V—Room and Student-Station Utilization 358
Index 363
Chapter III
Table 1:
Chapter IV
Table 2:
Table 3:
Table 4:
Table 5:
Chapter V
Table 6:
Table 7:
Table 8:
‘ Table 9:
Table 10:
TABLES
Comparable Fall Enrollment City University of
New York By Years 1956-1961
Admission Requirements for Matriculants for a
Baccalaureate Degree—Fall Semester 1950-1961
Admission Requirements in the Community
Colleges (Day Session—Fall Semester, 1958-
1961)
Certain Information on Teaching Staff and
Teaching Load in the City University—Fall 1961
Annual Instructional Salary Costs by Institution
in the City University for 1960-1961
New Admissions in the City University Senior
Colleges, 1952-1961
New Admissions to All Public Two-Year Col-
leges in New York City
Estimated Numbers of 17-Year-Olds, 12th Grade
Pupils, and High School Graduates in the New
York Metropolitan Area, 1950-1961, With Fore-
casts for 1965, 1970, and 1975
Ratio of New York City High School Graduates
(Public and Private) to Twelfth Grade Pupils
at the Beginning of the School Year (1950-1961)
Relationship of the Number of New York City
High School Graduates to New Admissions at
the City University and New York’s Public Two-
Year Colleges, 1952-1961, With Forecasts for
1965, 1970, and 1975
xxiii
59
71
72
74
75
84
85
88
90
91
xxiv
Table 11:
Table 12:
Chapter VI
Table 13:
Table 14:
Table 15:
Table 16:
Chapter VII
Table 17:
Table 18:
Table 19:
Table 20:
Table 21:
LONG-RANGE PLAN FOR THE CITY UNIVERSITY
Forecasted Undergraduate Enrollments for the
City University of New York for 1965, 1970,
and 1975
Estimated Ratio of First-Year Admissions, The
City University of New York, to the Number of
New York City High School Graduates 1952-
1961 (Public and Private)
Distribution of June 1961 Graduates of New
York City Academic High Schools with Grade
Averages of 75% or Above According to Those
Averages
Distribution of High School Diplomas Awarded
by New York City Public High Schools in 1959-
1960
Distribution of June 1961 Graduates Who Re-
ceived Academic Diplomas From New York
City Public High Schools with Grade Averages
of 75% or Above According to Those Averages
and By Boroughs
New York City High School Graduates Related
to New College Admissions to the City Univer-
sity 1952-1961
Programs Available in the Schools of General
Studies 1961-1962
Enrollments in the Schools of General Studies
Distribution of Degree Candidates in the
Schools of General Studies by Classes, Fall
Term, 1961
Distribution of Student Enrollment in Upper
and Lower Level Courses, Schools of General
Studies, Fall Term, 1961
Upper Level Course Offerings Compared with
Total Course Offerings, Fall Term, 1961
92
99
115
116
117
125
136
138
139
140
140
CONTENTS
Table 22:
Table 23:
Table 24:
Chapter IX
Table 25:
Table 26:
Table 27:
Table 28:
Table 29:
Table 30:
Table 31:
Chapter X
Table 32:
Table 33:
Table 34:
Course Work Taken in the Schools of General
Studies by Four-Year Degree Graduates of
February, June, and September, 1961
Comparative Schedules of Hourly Teaching
Rates Paid in the City University
Current and Projected Enrollments and In-
structional Staff Needs in Terms of Full-Time-
Equivalents
Graduate Enrollment in the Fall of Alternate
Years 1951-1961
Distribution of Graduate Enrollment in the
Senior Colleges by Major Area, Fall of 1960
Master’s Degrees Awarded by Field of Study in
the Senior Colleges in Alternate Years 1951-1961
Projected Master’s Degree Enrollments in the
Senior Colleges in 1975
Some Comparative Information on Libraries in
the City University and Other Universities for
1959-1960
Number of Volumes in New York City Public
and Private Libraries in 1959-1960
Opinions Expressed by Institutions in New
York, New Jersey, and Pennsylvania Concerning
Supply of College and Junior College Teachers
by Subject Field, Fall, 1961
Number of Budgeted Senior College Instruc-
tional Teaching Staff, Day Session, By Rank and
Year 1951-1961
Budgeted Instructional Day Session Teaching
Staff by Rank for Each Senior College and
Teacher Education Fall, 1961
Number of Budgeted Community College In-
structional Teaching Staff—Day Session, By
Rank and Year 1957-1961
141
145
147
172
173
176
178
183
184
202
209
210
211
XxVvi
Table 35:
Table 36:
Table 37:
Table 38:
Table 39:
Table 40:
Table 41:
Table 42:
Table 43:
LONG-RANGE PLAN FOR THE CITY UNIVERSITY
Budgeted Instructional Day Session Teaching
Staff by Rank for Each Community College
Fall, 1961
Some Percentage Comparisons on Faculty Dis-
tribution by Rank in Both Public and Private
Institutions in the United States
Distribution of the Annual Teaching Instruc-
tional Staff in the Senior Colleges of The City
University of New York According to Tenure
Status, Baccalaureate Degrees Held and Institu-
tions Awarding These Degrees for the Fall Se-
mesters 1946, 1956, 1961
Distribution of the Annual Teaching Instruc-
tional Staff in the Senior Colleges of The City
University of New York According to Proportion
with Doctorates or Equivalent and their Source
for the Fall Semesters 1946, 1956, and 1961
Institutions that Conferred Three or More Doc-
torates or Equivalents on the Fall, 1961 Annual
Teaching Instructional Staff of the Senior Col-
leges of The City University of New York
Distribution of the Fall, 1961 Annual Teaching
Instructional Staff in the Community Colleges
of The City University of New York According
to Tenure Status and Baccalaureate Degree
Held and Institution Awarding These Degrees
Distribution of the Fall, 1961 Annual Teaching
Instructional Staff in the Community Colleges of
The City University of New York According to
Proportion with Doctorates and Their Sources
Institutions that Conferred Doctorates or Equiv-
alents on the Fall, 1961 Annual Teaching In-
structional Staff of the Community Colleges of
The City University of New York
Information on New Instructional Teaching Staff
Appointed in Fall, 1961 in Each of the Senior
Colleges of The City University of New York
212
213
214
215
216
217
218
219
220
CONTENTS
Table 44:
Table 45:
Table 46:
Table 47:
Table 48:
Table 49:
Table 50:
Chapter XI
Table 51:
Table 52:
Chapter XIl
Table 53:
Table 54:
Table 55:
Information on New Instructional Teaching Staff
Appointed in the Fall, 1961 in Each of the Com-
munity Colleges of The City University of New
York
Opinions Expressed Concerning Supply of Jun-
ior College, College and University Teachers,
by Subject Field, Fall, 1961
Section Size by Colleges in the City University
October, 1961
Average Annual Instructional Salary for Profes-
sor, Associate Professor, Assistant Professor and
Instructor in 25 Eastern Colleges and Univer-
sities as of September, 1961
Average Salary by Instructional Rank in the
25 Colleges and Universities Arranged in Nu-
merical Order as of September, 1961
Minimums and Maximums of Salary Ranges for
Instructor, Assistant Professor, Associate Profes-
sor, and Professor in 25 Colleges and Univer-
sities as of September, 1961
Comparative Teaching Schedules in the Senior
Colleges of the City University and Some East-
ern Colleges and Universities 1961-1962
Contribution of the City University to the Staff-
ing of New York City Public Schools in Ele-
mentary and Early Childhood Positions
Contribution of the City University to the Staff-
ing of New York City Public Schools in Certain
Secondary School Positions, 1957
Existing College-Owned Buildings and Grounds
College-Owned Instructional Rooms in Use in
October, 1961
Rented Instructional Space in Use in October,
1961
xxvii
221
223
228
237
238
239
244
263
264
283
284
285
XXViii
Table 56:
Table 57:
Table 58:
Table 59:
Table 60:
Table 61:
Table 62:
Table 63:
Table 64:
Table 65:
Table 66:
Appendix II
Table 67:
Table 68:
LONG-RANGE PLAN FOR THE CITY UNIVERSITY
City University Building Program in Progress
as of March, 1962
Room Utilization of Senior College Facilities
October, 1961
Student-Station Utilization of Senior College
Classrooms and Laboratories
Percentile Ranking of Room Period Utilization
Scores, Based on 57 Institutions in the United
States Maintaining Programs Leading to the
Bachelor’s or Higher Degree
Estimated Capacity of College-Owned Class-
rooms and Laboratories on the Senior College
Campuses, October, 1961
Chronology of Three Typical Building Projects
in the City University
Borough of Residence of Day Session Students
at Each Senior College Campus in the Fall, 1959
Enrollment by Centers City and Hunter Col-
leges Fall, 1960 and 1961
Estimated Cost of Additional Undergraduate
Day Session Student Capacity in the City Uni-
versity by 1975
City University Buildings to be Replaced by
1975
Summary of Physical Plant Cost Estimates
for the City University to 1975 (in millions of
dollars )
College Entrance Population (17-Year-Olds) in
New York Metropolitan Area, By County (Bor-
ough) and Ethnic Grouping for 1950 and 1960
With Forecasts for 1961, 1965, 1970, and 1975
Number of New York City Twelfth Grade
Pupils (Public and Private) by Borough 1950-
1960
286
292
293
294
303
306
311
312
313
313
326
327
CONTENTS
Table 69:
Table 70:
Table 71:
Table 72:
Table 73:
Table 74:
Table 75:
Table 76:
Appendix V
Table 77:
Table 78:
Table 79:
Number of High School Graduates (Public and
Private) in Four New York Suburban Counties,
1950-1960
Migration-Survival Ratios for School Age Chil-
dren in New York’s Five Boroughs Based on
1950 U. S. Census Data
Fall Term Undergraduate Enrollments in the
City University Senior Colleges 1950-1961
Fall Term Enrollment in the City University
Community Colleges 1956-1961
Proportions of Undergraduate City University
(Senior Colleges and Community Colleges)
Students Matriculated in Two-Year and Four-
Year Programs and Non-Matriculants 1950-1961
Number of Matriculated Undergraduates with
Residence Outside New York City Enrolled at
the City University in Teacher Education Pro-
grams 1956-1961
Distribution of Senior College Undergraduate
Enrollments According to Session and Degree
Objective, 1950-1961
Distribution of Community College Under-
graduate Enrollments According to Session and
Matriculation Status, 1956-1961
Average Utilization Percentages by Type of
Room in Each of the Colleges, Under Control
of the Board of Higher Education as of Oc-
tober, 1961
Adjusted Room Utilization Percentages Result-
ing From the Elimination of the 8-9 AM Hour
by Senior Colleges—Fall, 1961
Adjusted Room Utilization Percentages Result-
ing From the Elimination of the 45 PM Hour
by Senior Colleges—Fall, 1961
xxix
328
329
331
332
333
335
361
362
XXX LONG-RANGE PLAN FOR THE CITY UNIVERSITY
FIGURES
Figure 1: Organization for Higher Education in New York
State in 1962 48
Figure 2: Schematic Diagram of the Process Used in
Estimating City University Admissions 1965,
1970, and 1975 87
Figure 3: Organization Chart-Board of Higher Education 158
A LONG-RANGE PLAN FOR THE
CITY UNIVERSITY OF NEW YORK
1961-1975
MAJOR FINDINGS AND RECOMMENDATIONS
IN THE LONG-RANGE PLAN FOR THE
CITY UNIVERSITY OF NEW YORK
MAJOR FINDINGS
The twelve chapters and the five appendices in this report contain
some 400 pages of text and tables. The 79 tables contain a very
large amount of information on the City University as such and as
compared with other institutions. Because of the extent of both text
and tables, it seems desirable to include in this summary report—in
addition to the recommendations—the major findings in the report.
These are numbered consecutively for the entire report. Such a
summary will enable the reader to get an over-all view of its contents
quickly.
1. The City University system had its origin with the opening
of the Free Academy in 1847; this later became The City College;
three viher Senior Colleges were established as follows: Hunter in
1870, Brooklyn in 1930, and Queens in 1937.
2. The establishment of Community Colleges under the State
University of New York was authorized by legislative action in 1948.
3. The three Community Colleges under the sponsorship of the
Board of Higher Education were established as follows: Staten
Island, 1955; Bronx, 1957; Queensborough, 1958.
4. Over the years a considerable number of reports have been made
dealing with the Municipal Colleges. Among these are: the 1944
Rapp-Coudert Report; two Strayer Reports; the Cottrell Reports in
1950 and in 1962; and the Heald Report, in 1960.
5. The Committee to Look to the Future, of the Board of Higher
Education, was established in May, 1959 for the purpose of developing
1
2 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
the Master Plan Report for the institutions under the Board of
Higher Education.
6. The City University was created by act of the Legislature in
1961. In addition, legislation requires the Board of Higher
Education to submit a Master Plan every four years, showing the
planned development for the institutions under the Board’s juris-
diction for the ensuing four years.
7. Beginning in 1948, New York State has paid to the City of New
York, for teacher training programs in the Senior Colleges, various
amounts. In 1948-49 the amount was $3,000,000. In 1960-61 it was
$14,971,957.
8. In 1960-61 the State reimbursed the City of New York for Com-
munity Colleges sponsored by the Board of Higher Education as
follows: for operating costs, $573,668; and for capital costs, $1,437,761.
For the same period, State reimbursement under the Mitchell Bill for
the Senior Colleges was as follows: for operating costs, $4,231,577;
and for debt service charges, $2,452,702.
9. Since the Free Academy was established in 1847, the law has
continuously required that bona fide residents of New York City
matriculated in undergraduate programs have free tuition. In 1961,
the law was changed to make that provision optional with the Board
of Higher Education.
10. Total enrollments in the City University increased from 78,425
in 1956 to 97,984 in 1961; an increase of 25 per cent. In terms of
full-time-equivalent students, the 1960-61 total enrollments amounted
to 49,911.
11. In the Fall of 1960, private colleges and universities in New
York City enrolled 133,327 full-time and part-time students; or 30
per cent more than the number enrolled in the publicly supported
institutions in the City.
12. Admission requirements for matriculants for a bachelor’s degree
increased from a high school average of 80 in 1950 to 85 in 1959,
1960 and 1961. In none of the years between 1950 and 1960 did the
six Senior College campuses have identical composite score admission
requirements, which are derived from the high school average and
the college board examination score.
13. Because of the variations in the admission requirements among
the Senior Colleges and also among the Community Colleges, several
pages of this study are required to show these variations.
14. The instructional salary cost (classroom teachers) per student-
credit-hour in the Day Session in 1960-61 was as follows: City College,
FINDINGS AND RECOMMENDATIONS 3
$21.36;° Hunter College, $19.61; Brooklyn College, $20.41; Queens
College, $18.75. Such costs per student for the same year were:
$684,° $628, $653, and $600, respectively. In the Community Col-
leges, the instructional salary cost (classroom teachers) per student-
credit-hour was: Staten Island, $16.33; Bronx, $18.36; and Queens-
borough, $11.01.
15. The estimates of the number of undergraduate students (ex-
cluding those in adult education courses) in both the Senior and
Community College units of the City University are: (These per cents
are based on the number of undergraduates in the Fall of 1961.) ,
a) In 1965—80,500; an increase of 16% from 1961
b) In 1970—93,500; an increase of 35% from 1961
c) In 1975—117,000; an increase of 69% from 1961
16. For the first time, so far as the records show, information was
secured on the high school averages of the June 1961 graduates who
received academic and commercial diplomas from the City’s 57
academic high schools, and who had high school grade averages of
75 per cent or above. On the basis of that information, these esti-
mates are made:
a) That only 20 per cent of the graduates of the City’s academic
high schools can meet the admission requirements for the bac-
calaureate programs in the Senior Colleges.
b) If the vocational high schools are included, that percentage
is approximately 18.
17. In the Fall of 1959, 42 per cent of the accepted applicants for
admission to the baccalaureate programs in the Senior Colleges with
high school averages of 90 per cent or above actually registered, as
compared with 61 per cent of those with averages of 85-90 per cent.
18. In 1952, 16.8 per cent of the City’s high school graduates—both
public and private—were enrolled in the day and evening bacca-
laureate programs in the Senior Colleges. By 1961 that percentage
had dropped to 13.0.
19. The City College system, now The City University of New
York, has maintained a program of evening instruction since 1909.
In 1950, the Evening and Extension Divisions of the Senior Colleges
were redesignated as Schools of General Studies. These were given
jurisdiction over all courses and programs leading to diplomas and
certificates, other non-degree work, including adult education courses,
and all non-matriculated students.
* These figures for City College include its professional schools.
4 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
20. At the presen: time, Schools of General Studies are operated
at the Baruch School, Brooklyn College, City College (Uptown),
Hunter (Park), Hunter (Bronx), and Queens College.
21. In 1950, the total enrollment in these schools, including adult
education, was 32,369; and in 1961 it was 41,967.
22. In the Fall of 1961, these schools had 111 budget lines for
full-time faculty. In addition to these, there were 2,206 lecturers—
the equivalent of 736.5 full-time teachers.
23, In the Fall of 1961, the average hourly rates of compensation
for teachers in the Schools of General Studies were: Baruch School,
$11.00; Brooklyn College, $10.00; City College (uptown), $10.52;
Hunter (Park), $9.74; Hunter (Bronx), $9.77; Queens College, $10.00.
24. In the Fall of 1961 there were 1,475 recitation and lecture
sessions with enrollments between 20 and 29; 946 between 30 and
39; and 769 between 10 and 19 in these schools. Only a few were
below 10 or over 40.
25. Excluding adult education figures, it is estimated that by 1975
these schools will have an enrollment of approximately 63,000; or,
an increase of 72 per cent over that of 1961.
26. The basic provision for the programs of the Community Col-
leges in New York State law relate to “the occupational needs of
the community or area in which the college is located and those
of the state and the nation generally”, in combination with general
education. In other words, this basic concept in the law relates to
the technical and terminal programs rather than the so-called “uni-
versity-parallel” programs from which students transfer to four-year
institutions.
27. The report of the President’s Commission on Higher Education,
in 1948, stated that a minimum of 49 per cent of the persons of
college age could successfully complete a standard two-year college
program of study, and at least 32 per cent could complete additional
years of higher education.
28. Concerning the practices of admission throughout the country,
Leland Medsker, in his book The Junior College—Progress and
Prospect, says: “Most local public two-year junior or community
colleges generally admit any high school graduate, and even that
requirement is often waived for students over eighteen.”
29. In 1957-58 and 1958-59, the percentage of the teaching staffs
with doctorates in the junior colleges throughout the nation was 7.4
per cent. In the Fall of 1961, 32.5 per cent of the faculties of the
FINDINGS AND RECOMMENDATIONS 5
three Community Colleges under the Board of Higher Education held
a Ph.D. or its equivalent.
30. For the year 1960-61, the average salary in the three Commu-
nity Colleges which have been established since 1956 was $7,540, as
compared with a median salary in 60 California long-established
public junior colleges of $8,310.
31. In 1961-62, no publicly supported college or university in New
York State offered programs leading to the doctorate in academic
fields. In no other states in the Union, with the exception of Maine
and Nevada, does this situation prevail.
32. For the year 1960-61, grants for faculty research in the amount
of $808,535 were received by the City University.
33. Of 11,881 graduate students enrolled in the Fall of 1960, only
337, or 3 per cent, were full-time students.
34. In 1961, of a total of 1,012 master’s degrees awarded, 293, or
approximately 30 per cent, were in arts and sciences. However,
nearly half of those matriculated in Teacher Education were pre-
paring for secondary teaching, and therefore majored in the liberal
arts and sciences. Fields other than Teacher Education showing
the largest number of master’s degrees awarded were: chemistry,
English, social work, electrical engineering and mechanical en-
gineering.
35. It is estimated that the full-time-equivalent students in master’s
degree programs in the City University by 1975 will range from
between 10,759 to 12,945.
36. In 1959-60, New York City public and private libraries reported
18,173,784 volumes.
37. As compared with 14 leading universities throughout the
nation, the number of volumes in the libraries of the four Senior
Colleges, and the amount spent per student for books and periodicals,
is very low.
38. Between 1951 and 1961, the budgeted Senior College instruc-
tional teaching staff, Day Session, increased from 1,870 to 2,345.
39. In the Fall of 1961, 59 per cent of the total annual teaching staff
in the Senior Colleges held Ph.D. degrees and an additional 11.1 per
cent had Ph.D. equivalents, making a total of 70.1 per cent with a
Ph.D. or the equivalent. That percentage in 1946 was 70.0.
40. Fifty-seven per cent of the 1,503 holders of the Ph.D. or its
equivalent in the Senior Colleges in the Fall of 1961 received those
degrees from Columbia University and New York University.
6 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
41. {n 1960, 28.4 per cent of the full-time teaching staff were in
the rank of Full Professor in 74 universities, as compared with 19.9
per cent in the City University. In the two top ranks, the per cents
were 53.6 and 41.4, respectively.
42. Of the annual instructional teaching staff in the Senior Colleges
in the Fall of 1961, 346 per cent received their bachelor’s degrees
from the Municipal Colleges, while an additional 18.6 per cent
received that degree from other colleges in New York City.
43. More than 50 per cent of the placement officers canvassed in a
nation-wide survey believe that there is an under-supply of college
and university teachers in these fields: biological sciences, chemistry,
economics, education, engineering, English, German, home economics,
mathematics, women’s physical education, physics and romance
languages. They believe the most acute shortages are in chemistry,
engineering, mathematics, women’s physical education, and physics.
44. For the year 1961-62, 147 authorized lines in the Senior Colleges,
or 7 per cent of the total, were vacant, chiefly because of low mini-
mum salaries for the Instructor rank and little or no flexibility in the
determination of the step within a given salary range at which a new
appointee can be placed.
45. In the Fall of 1961, the section sizes in the Senior Colleges
distributed as follows:
L- Qn. 5.7%
10-19. .....26.2%
20 - 29. 40.7%
30 - 39 19.9%
40 and over 7.5%
The distribution for Community Colleges approximated that in the
Senior Colleges.
46. When compared with those of the 24 eastern colleges and
universities with enrollments of 5,000 or more which furnished the
required information, teaching schedules in the City University rank
high on both credit and contact hours.
47. Only seven of these 24 institutions, in addition to City Univer-
sity, grant tenure at the Instructor level.
48. The New York City Pension System, in which the City Uni-
versity’ staff are members, compares favorably in all but one respect
(see Chapter X) with the pension systems in these 24 eastern in-
stitutions.
49. Among the large number of public-service-oriented programs
FINDINGS AND RECOMMENDATIONS 7
now being offered by the City University are: the Police Science
program; the Associate in Applied Science program in Nursing; the
Scope, Characteristics, and Impact of Government Expenditures for
Medical Care in New York City; Teacher Education; Educational
Clinics; Speech Clinics; and a number of others.
50. Approximately 50 per cent of the persons who took the Feb-
ruary, 1957 examinations for teaching in the New York City schools,
in seven different categories, received their first bachelor’s degree
from the Senior Colleges.
51. Research foundations have been in existence for more than
25 years at The Ohio State University, Purdue University, and the
University of Wisconsin. Each of these has made substantial con-
tributions from earnings to the university of which it is a part.
52. In October, 1961, there were 1,167 University-owned instruc-
tional rooms in use. When the current construction program is
completed, there will be added about 500 more instructional rooms.
53. As of October, 1961, 354 instructional rooms were rented.
54. The room use per week on the six campuses of the City Uni-
versity Senior Colleges compares favorably with that in 57 other
colleges and universities in the United States.
55. The small seating capacity in classrooms and laboratories in
some of the colleges makes it difficult to provide for larger classes.
56. The calculated capacity of college instructional space in use on
the six Senior College campuses in October, 1961 was 30,808, as
compared with an undergraduate Day Session matriculant enrollment
of 32,180; or, an overload of 1,372.
57. One of the major shortages of physical facilities in the City
University is the gross lack of office space for its teaching staff.
58. From the time of authorization until the occupancy of a build-
ing project, the time lapse is often seven or more years. With rising
building costs, each year of delay has increased the cost by about
five per cent.
59. The following are the estimates of the Day Session enrollments
of the Senior Colleges (as will be noted in Item 56 above, the 1961
figure was 32,180):
1965 — 40,300
1970 — 51,400
1975 — 65,500
These estimates require 6,300 additional student capacity by 1965;
8 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
17,400 by 1970; and 31,500 by 1975. These are cumulative figures.
60. In the Fall of 1959, City College—both uptown and downtown
—drew more students from the Bronx and from Brooklyn than from
Manhattan, the borough of location. Hunter College (Park) drew
about equally from Manhattan, Bronx, Brooklyn and Queens. Hunter
(Bronx) drew more students from Manattan than from the Bronx,
the borough of location. Both Brooklyn and Queens got most of their
students from their boroughs of location.
61. In addition to the remodeling and planned construction to
provide about 7,000 capacity for the Community Colleges under the
Board of Higher Education, it is estimated that by 1975 additional
Day Session capacity of 17,800 will be required.
62. The undergraduate Day Session enrollment at the Bronx campus
of Hunter College increased from 1,542 in the Fall of 1951 to 3,653
in the Fall of 1961, or a percentage increase of 127. The Fall 1961
enrollment on this campus exceeded that of the Park Avenue campus
by 232.
63. Cost estimates in this study are based on $30.00 per gross
square foot, which includes equipment but excludes land. To pro-
vide for increased enrollment for replacement and remodeling and
rehabilitation, exclusive of land, the total cost estimates are $397.7
million by 1975.
RECOMMENDATIONS
The outline for the Master Plan Study, as approved by the Com-
mittee to Look to the Future on November 21, 1961, provides that
in Chapter I, “recommendations should appear in the same sequence
as in the body of the report.” Accordingly, they do appear in that
order, with the chapter numbers from which taken. Also, they are
numbered in sequence by chapters, except in those cases where there
are major subdivisions within a chapter. In such cases, the sub-
divisions are numbered separately. Attention is called to the fact
that information from which the recommendations are derived will
be found in the appropriate chapters.
FUNCTIONS OF THE CITY UNIVERSITY
AND THEIR IMPLEMENTATION (See Chapter IV)
It is recommended that:
The Board of Higher Education approve the following as the basic
functions of the City University of New York in view of its status as
FINDINGS AND RECOMMENDATIONS 9
a publicly supported institution, serving both New York City and
New York State:
1. To view its primary responsibility to its students, faculty, and
the community as that of imbuing devotion to the search for truth
and its dissemination, and to justice and freedom, and that of instilling
awareness of personal obligation to further the intellectual and
spiritual enrichment of the society of which they are a part.
2. To provide high quality instruction, suitable to the various levels
of ability of those persons who have a reasonable expectation of
success in their education beyond the high school.
3. To develop, in this great business, commercial and cultural
center, research activities directed toward a widening of the horizons
of knowledge and a better understanding of the natural world, and
the application of the results therefrom and where appropriate to the
solution of current problems.
4. To prepare qualified persons for professional careers in those
fields appropriate for a university and in which the need is well
established.
5. To furnish to the City and to the State which support it and to
other agencies outside the State which offer service opporunities in
the best interest of the University, various kinds of public services in
keeping with the role of a university.
6. To assist in the further development of the City, not only as a
market place and workshop, but as a human abode, and as the center
of cultural and intellectual energy.
To implement these functions, it is further recommended that:
7. The Senior Colleges continue to be highly selective in their
admission requirements; and that the Day Sessions have responsi-
bility for all baccalaureate students in both the Day and Evening
Sessions in their institutions.
8. The Schools of General Studies have the responsibility for:
(a) administrative supervision over course work given in the
School leading to baccalaureate degrees, which are granted by
existing faculties, in accordance with present By-law provisions
and regulations of the Day Session faculty concerned.
(b) jurisdiction over:
(1) all associate degrees, students and course work;
1]t is recommended that later these be transferred to the Community Colleges
(see Chapter VII).
10 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
(2) all courses and programs leading to diplomas and certif-
icates;
(3) all non-degree work, including adult education courses
other than those offered in the Community Colleges;
(4) all non-matriculated students.
To carry out these responsibilities requires, among other things,
the following: (1) adequate physical facilities—classrooms, labora-
tories, offices, conference rooms, and the like; and (2) an increasing
proportion of full-time staff.
9. The Community Colleges provide:
(a) opportunities for high quality education beyond the high
school to those students who, because of ability and interest, wish
education for careers at the end of two years or before; and,
(b) offerings primarily to recent high school graduates suitable
two-year associate degree curricula of high quality, with the provi-
sion that those students whose performances warrant may readily
transfer into either the Senior Colleges or the Schools of General
Studies as candidates for baccalaureate degrees.
To carry out these purposes, the following steps are required:
(1) the development, in cooperation with the central administrative
staff, of uniform admission requirements with some provision for
flexibility in their administration, in keeping with the functions of the
Community Colleges but well within the ability range of those stu-
dents likely to succeed in either the transfer or career programs; and,
(2) the development of uniform, clearly defined and easily admin-
istered requirements for transfer of qualified students from the Com-
munity Colleges to either the Senior Colleges or to the Schools of
General Studies.
10. The Board of Higher Education reaffirm its support of the
policy of free tuition for resident matriculated baccalaureate students,
which has been maintained for 115 years.
ll. The Board of Higher Education formally endorse the principle
that matriculated students in the Community Colleges should be
exempt from tuition, in the same manner as those in the Senior
Colleges; and, furthermore, that the Board take the required steps
to provide free tuition for Community College students.
2 These responsibilities are essentially those given the Schools of General Studies
by the Board of Higher Education on April 17, 1950. (See Cal. No. 25; p. 207.)
FINDINGS AND RECOMMENDATIONS 11
12. Other classifications of students pay tuition as may be deter-
mined by the Board of Higher Education.
13. The Board of Higher Education develop, in more detail than at
present and in cooperation with each of the colleges, both senior and
community, a non-instructional fee structure for services incidental
to but not directly related to instruction, such as expenses for health,
intercollegiate athletics, student activities, placement services, recre-
ation, and the like. Furthermore, that this fee structure have periodic
reviews, at least once each three years, by the Board of Higher Edu-
cation, and adjustments made accordingly.
14. As the City University develops its future program, the Board
of Higher Education make suitable provision for the admission of
out-of-city residents, both graduate and undergraduate, taking into
account its obligation to resident students. Furthermore, that the
Board develop appropriate tuition charges (in addition to fees) for
such out-of-district students.
SELECTION AND RETENTION OF
STUDENTS (See Chapter VI)
It is recommended that:
1. The qualitative requirements for admission to the baccalaureate
programs in the Senior Colleges be a composite score (the sum of
high school average and the SAT score converted to the high school
average scale, weighted equally), that would make eligible for ad-
mission approximately 30 per cent of the graduates of the City’s
public academic high schools. It is assumed that these admission
requirements would make eligible for admission approximately the
same per cent of the graduates of private and parochial schools.
2. The qualitative requirements for admission to the transfer pro-
grams in the Community Colleges and to the associate degree pro-
grams in the Schools of General Studies be a composite score (see
above) that would make eligible additional qualified students includ-
ing those in career programs so that there would be enrolled up to
one-third of the City’s public and private high school graduates—
both academic and vocational—in public Community Colleges of
New York City, including those not under the sponsorship of the
Board of Higher Education, and in the associate degree programs in
the Schools of General Studies.
3. Once the requirements to carry out Recommendations 1 and 2
are developed, there be continuing studies of the validity not only
12 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
of these but all other major admission practices as well, with a view
to making such modifications as the findings may indicate.
4. Pending the development by the University staff (this would be
an appropriate responsibility for the Bureau of Institutional Research,
as recommended elsewhere in this report, in cooperation with the
college representatives) of the specific requirements to achieve the
goals in Recommendations 1 and 2 above, the recommendations which
follow be applied. (It should be noted that only a part of the recom-
mendations which follow will be affected by the implementation of
these two.)
Admissions and Transfers
It is recommended that:
1. The quantitative requirements for admission to Day Sessions of
the Senior Colleges remain unchanged.
2. For approximately two-thirds of the freshmen entering the bac-
calaureate programs in the Senior Colleges from high school, the
present requirement of an average of 85 per cent or higher in five
specified areas be retained; and for the remaining one-third the
present requirements likewise be retained.
3. The qualitative requirement for admission to the Senior Colleges
with advanced standing from other colleges be uniform and be as
follows: the completion of an approved program of one year’s work
in liberal arts with an index of 3.0 (B average) or higher. (By an
approved program is meant one that is well-balanced and does not
include too many courses in one area.)
4. The qualitative requirements for transfer from the Associate in
Arts degree programs in the Schools of General Studies to the bac-
calaureate programs of the Senior Colleges be uniform and be as
follows:
the completion of an approved, well-balanced program with the
first of 14 or more credits earned in two or three semesters with
an index of 3.0 or higher;
or
the completion of an approved, well-balanced program with the
first of 30 or more credits earned with an index of 2.75 or higher;
or
the completion of the requirements for the degree of Associate
in Arts with an index of 2.0 or higher.
5. The quantitative requirements for admission to the Associate in
FINDINGS AND RECOMMENDATIONS 13
Arts program in the Schools of General Studies in the Senior Colleges,
now uniform, remain unchanged.
6. The qualitative requirements for admission to the Associate in
Arts program in the Schools of General Studies in the Senior Colleges,
not now uniform, be uniform and be as follows:
a high school average of at least 75 per cent in the following
five areas: English, foreign language, mathematics, social studies,
and science;
or
a combined score of 150 or higher which is the sum of the high
school average and the rating in the Scholastic Aptitude Test,
weighted equally.
7. The quantitative requirements for admission to the Nursing
Science program remain unchanged.
8. The quantitative requirements for admission to the Associate in
Applied Science programs (except the program in Nursing Science)
in the Schools of General Studies, not now uniform, be uniform and
be as follows: 16 units including English 4, American history 1,
mathematics 2, science 1, and 4 additional academic units.
9. The qualitative requirements for admission to the Associate in
Applied Science programs (except the program in Nursing Science)
in the Schools of General Studies, not now uniform, be uniform and
be as follows:
a high school average of at least 75 per cent in the subjects in
these five areas: English, foreign language, mathematics, social
studies, and science;
or
a combined score of 150 or higher which is the sum of the high
school average and the rating in the Scholastic Aptitude Test,
weighted equally.
10. Applicants for admission as non-matriculated students in the
Schools of General Studies be required to pass a qualifying ex-
amination.
1l. The quantitative requirements for admission to the transfer pro-
grams of the Community Colleges, now uniform, remain unchanged.
12. The qualitative requirement for admission to the transfer pro-
grams of the Community Colleges, not now uniform, be uniform and
be as follows: a combined score of 155 or higher which is the sum
of the high school average and the rating in the Scholastic Aptitude
Test, weighted equally.
14 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
13. The quantitative requirements for admission to the terminal cur-
ricula in the Community Colleges which are not uniform be graduation
from an accredited four-year high school and specific subjects neces-
sary for the chosen curriculum.
14. The qualitative requirements for admission to the terminal cur-
ricula in the Community Colleges, not now uniform, remain un-
changed to provide flexibility for the admission of students with
special aptitudes in a chosen field.
15. The requirements for transfer from the Community Colleges
under the Board of Higher Education to the Senior Colleges, not now
uniform, be uniform and be the same as the requirements for transfer
from the Schools of General Studies, as found in Recomendation 4,
above.
Retention and Withdrawal
It is recommended that:
1. The standards of retention in the Day Sessions of the Senior
Colleges, not now uniform, be uniform and be as follows:
Student to be dropped
After if the index is below®
1 semester 1.5
2 “ 17
3 “ 19
4 “ and beyond 2.0
2. As at present, dropped students in the Senior Colleges be per-
mitted to return on probation either in the following semester or after
an interval of one semester, if the circumstances warrant.
3. The standards of retention in the Schools of General Studies, not
now uniform, be uniform and be as follows:
After the Student to be dropped
completion of if the index is below
15 credits 15
30.“ 17
45 “ 19
60 “ and beyond 2.0
4. As at present, dropped students in the Schools of General Studies
3 These are based on grade letter values, as follows: A=4; B= 3; C= 2;
D= 1. The same values apply in the indices which follow.
FINDINGS AND RECOMMENDATIONS 15
be permitted to return on probation either in the following semester
or after an interval of one semester, if the circumstances warrant.
5. An effort be made to ascertain the reasons for the apparent dis-
crepancy between standards of retention and number of students
dropped in all colleges.
6. The standards of retention in the Community Colleges, not now
uniform, be uniform and be as follows:
Student to be dropped
After if the index is below
1 semester 15
2 “ 17
3 “ 19
7. All colleges keep data on the number of voluntary withdrawals
and the reasons for withdrawal.
8. An effort be made to ascertain the reasons for the variations
among the colleges in the percentages of voluntary withdrawals.
(Again, this would be an appropriate responsibility for the recom-
mended Bureau of Institutional Research.)
THE SCHOOLS OF GENERAL STUDIES
(See Chapter VIl)
It is recommended that:
1, Inasmuch as associate degree programs are an appropriate func-
tion of the Community Colleges, at such time as physical facilities
are available, the associate degree curricula now in the Schools of
General Studies be transferred to Community Colleges.
Until such time as the above recommendation is carried out, the
following apply:
2. The present program of the Schools of General Studies be con-
tinued.
3. Schools of General Studies, for the most part, confine their asso-
ciate degree curricula to the kind generally described as “transfer”.
4. The Schools of General Studies be staffed with a number of full-
time lines in the proportion which the matriculated (baccalaureate
and associate) students are of the full-time-equivalent of all students
enrolled in the Schools.
5. The remuneration of part-time Lecturers in the Schools of Gen-
16 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
eral Studies be at a course rate at least equivalent to the average of
an Instructor in the City University.
6. At an appropriate time, there be appointed by the Board of
Higher Education a special committee to consider the proper dis-
position of the full-time Nursing Science program in the light of the
then existing conditions; such committee to include representatives of
the participating hospitals as well as of the colleges involved.
7. Additional and separate space be provided for the Schools of
General Studies to meet needs not met by the existing college physical
plants.
8. The admissions policies of the Schools of General Studies be set
up in accordance with the recommendations in Chapter VI.
9. As rapidly as administratively feasible, the adult education ac-
tivities be separated from the formal credit and degree programs of
the Schools of General Studies, which separation was authorized by
the Board of Higher Education in 1953.
10. Extra teaching for extra compensation by full-time Board of
Higher Education instructional staff in the Day Sessions, Schools of
General Studies, and Graduate Division, be reduced to three hours
per week in the City University, or in any other institution, such
change to be phased over a three-year period. (See also Chapter X.)
COMMUNITY COLLEGES
(See Chapter VIII)
It is recommended that the Board give approval to the following
long-range specific functions for the Community Colleges:
1. To provide, together with the Senior Colleges, for all students
who successfully complete the high school program of studies and
who show capability of improvement through further study, and who
need additional education or training, an opportunity to carry on in
their studies;
2. To provide opportunities for high-quality education beyond the
high school to those students who, because of ability and interest,
wish education for careers at the end of two years or before;
3. To identify those students in the Community Colleges who can
and ought to carry on further formal studies in the Senior Colleges
and in other colleges which grant the bachelor’s degree;
4. To provide suitable programs of studies in Day and Evening
Sessions for recent high school graduates and adults; and
FINDINGS AND RECOMMENDATIONS 17
5. To aid students, through counseling, to make educational and
vocational choices consistent with their abilities and interests.
In addition to the approval of the above functions, it should be the
intent of the Board that the Community Colleges are perceived to be
agencies to democratize, even further than is now the case in the City
University, educational opportunity beyond high school graduation.
Ideally, this means that all Community Colleges in the system would
consider as a requirement for admission only the fact that the student
applicant has successfully completed a high school program of studies
or through other means has achieved an equivalent training. Ad-
missions to particular programs would, of course, have to be on the
basis of more specialized factors.
It is further recommended that:
The Board of Higher Education continue to be the sponsoring board
for the Community Colleges, with these specific provisions:
6. The Board continue to serve as the governing board both of the
Senior Colleges and of the Community Colleges, viewing the latter
as separate institutions with purposes, problems and policies that
often are different from those of the Senior Colleges.
7. The Board develop separate policies for the Community Colleges
as distinct from the other units with respect to personnel and salaries,
admissions, program, and other matters.
8. The Board sit in separate sessions to consider the direction of the
two types of colleges.
9. The Chancellor of the City University remain the principal edu-
cational officer of the Board of Higher Education for both the Senior
and Community Colleges, and that his staff be augmented as need
arises.
10. The Chancellor serve as the chairman of the Administrative
Council of the Senior Colleges and the Administrative Council of the
Community Colleges; each Council be composed of the presidents of
the colleges involved.
11. Any new Community Colleges in New York City be under the
Board of Higher Education; and that continuing study by the appro-
priate agencies be given to the relationship to The City University of
New York of the two existing public Community Colleges now outside
of the City University.
It is further recommended that:
The Board of Higher Education undertake simultaneously the two
18 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
following courses of action which, over a period of time, will ac-
complish the goal of a complete Community College service to the
City that was set forth in Recommendations 1-5 in this chapter.
12. Admissions standards to Community Colleges be adjusted as
rapidly and steadily as possible toward the ultimate objective of using
only high school graduation and the capability of improvement in the
Community College program.
13. New Community Colleges be established as rapidly as possible
at locations where needed, and existing ones be expanded to the ex-
tent that a total enrollment equal to one-third or more of the high
school graduates in the City can be accommodated in the Com-
munity Colleges. (See Chapters VII and XII for specific recommenda-
tions.)
It is further recommended that:
14. Community College salary scales start at the same point as
Senior College scales and rise with the same increments for the same
By-law qualifications and responsibilities:
15. The ratio of the proportion of the instructional staff in the Com-
munity Colleges, as related to the Senior Colleges, be as follows:
(a) One-half of the ratios in the Full and Associate Professor
titles;
(b) The same ratio in the Assistant Professor title;
The application of (a) above will result in a correspondingly higher
ratio in the Instructor title, in the Community Colleges.
EXPANSION OF GRADUATE EDUCATION
(See Chapter IX)
Policies Governing the Organization
of Master’s Programs
It is recommended that:
1. The pattern now prevailing, of conducting programs leading to
the master’s degrees in the arts and sciences as well as in Teacher
Education at the several colleges, be continued.
2. The pace of expansion of work at the master’s level be deter-
mined by:
(a) justification for additional programs in terms of student
interest and community need. In assessing community need, the
FINDINGS AND RECOMMENDATIONS 19
requirements of Long Island, Westchester, and of other parts of the
State should be considered.
(b) availability of qualified faculty and facilities.
(c) the budget available for graduate work from the State and
from the City.
(d) available foundation and other grant support.
3. Selected courses at the master’s level be made available to ad-
vanced undergraduates at the Senior Colleges so as to further extend
the opportunities for advanced study now available to honor students.
4. Existing master’s programs be re-examined when doctoral pro-
grams are instituted to insure that students who earn the master’s
degree in any of the Senior Colleges are equipped to enter the
doctoral program if their ability justifies their continuing. This
re-examination should make provision for the maintenance of ter-
minal master’s degrees in fields where this is justified.
5. The Senior Colleges explore the feasibility and desirability of
close working relations with some of the smaller colleges in their
neighborhoods in an effort to identify students whose abilities justify
their continuing with graduate work.
6. The faculties teaching courses in master’s programs and the
graduate advisors accept and carry out responsibility of identifying
particularly promising students and encouraging them to prepare
to matriculate for the doctor's degree.
Policies for the Organization
of Doctoral Programs
It is recommended that:
1. Beyond the master’s level, the graduate program be organized
on a University-wide basis, utilizing the plant facilities, the faculty
resources, the library collections and the laboratories of the Senior
Colleges as well as those of the graduate center referred to in Item 2,
which follows.
2. A physical facility readily accessible from all parts of the City
be provided to supplement when advisable the facilities of the
Senior Colleges and to enhance the development of the doctoral
program, without unnecessary duplication of existing facilities.
3. Consideration be given to the possibility of utilizing the existing
college libraries through a central union catalog or by other appro-
priate means and using the many specialized libraries in the New
20 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
York area; and to the establishment at the central facility of a
library as a supplementl library source, to include basic reference
books, appropriate periodicals, standard source materials used in
advanced seminars, and other necessary supplemental material that
cannot be appropriately housed at a college.
4. Students who are matriculated for the doctorate in the liberal
arts and sciences be registered at the central facility.
5. Graduate programs have a clearly distinguishable budget to
include, among other customary provisions, funds for the payment
of staff for graduate instruction and research.
6. Consideration be given to the establishment of University de-
partments on the recommendation of the Administrative Council
and the Dean of Graduate Studies, under the supervision of an
executive officer nominated by the Dean of Graduate Studies and
approved by the Administrative Council; the members of such de-
partments to consist of faculty members, each of whom would, in
general, be a member of a college faculty and divide his time between
teaching undergraduate and master’s level work at that college and
participating in doctoral programs: furthermore, that consideration
be given, in each professional school that initiates doctoral programs,
of a doctoral faculty consisting of those members of the faculties
who will participate in the doctoral programs. In addition to the
foregoing, consideration be given to the establishment of an inter-
departmental faculty group that would consider matters of general
concern, and make curriculum recommendations to the Dean of
Graduate Studies.
7. Each University department or doctoral faculty of a profes-
sional school have the following responsibilities:
(a) To recommend to the Administrative Council the require-
ments for the doctoral degree
(b) To approve individual students’ programs within University
and departmental requirements, and to administer such examina-
tions as are necessary
(c) To pass on the admission of students for doctoral level work
(d) To award fellowships and assistantships (A special respon-
sibility will fall on departments in science and engineering, where
government research and fellowship funds are an important com-
ponent of student support)
(e) To cooperate with other departments in arranging courses
of interest to doctoral candidates in related fields
FINDINGS AND RECOMMENDATIONS 21
(f) To work with the departments and deans in the colleges,
and the Dean of Graduate Studies, to recruit new faculty, so as
to strengthen the graduate program
(g) To promote research and scholarship in the discipline
(h) To maintain liaison with cooperating institutes, libraries,
museums, and other organizations which are helpful in graduate
work
(i) To recommend students for the degrees to be awarded
(j) To carry major responsibility for placement of these grad-
uates
8. Decisions on fields to be admitted to doctoral programs be made
by reference to these controlling criteria:
(a) The qualifications of the faculty
(b) The adequacy of libraries, laboratories, and other related
facilities
(c) The potential population of capable students, and the avail-
ability of student financial aid
(d) The present and anticipated demands for doctorates in the
field under consideration (for example, the great need for college
teachers)
(e) The network of institutions of higher learning and other
cultural centers in New York City
(f) The impact on the undergraduate program
(g) In some fields, the relevance of the program under con-
sideration to the life and problems of the New York metropolitan
area
9. Doctoral programs be designed primarily for full-time students.
10. In order to make it possible for students to devote full time
to their graduate work, the City University seek financial aid in the
form of fellowships, teaching assistantships, traineeships and the
like to assist such students in supporting themselves.
11. In order that outstanding students who are enrolled in the
master’s degree programs in the colleges may be encouraged to
continue their graduate work, the separate colleges provide suit-
able counseling services, in addition to those services done by the
teaching staff, so that such students may be identified and encouraged
to continue to the doctorate (here again, attention should be given
to such shortage fields as college teaching); furthermore, that these
services be available to other students in both the baccalaureate and
22 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
master's degree programs so that they, too, can be guided into
programs appropriate to their interests and abilities; and that these
services be financed jointly by the colleges and from the graduate
budget.
12. In order to carry out the graduate programs leading to the
doctorate as recommended in the preceding pages, a faculty structure
appropriate to the carrying out of these recommendations be de-
veloped under the leadership of the Chancellor and the Dean of
Graduate Studies.
13. The Board of Higher Education create an Urban Affairs In-
stitute to serve the general purposes set forth in Chapter IX, and
that in general it be organized along the lines there indicated.
DAY SESSION FACULTY
(See Chapter X)
It is recommended that:
1. Steps be taken by the Board of Higher Education to increase
the percentage of the Day Session faculties in the ranks of Professor
and Associate Professor from the 44.2 per cent in 1961 to 50 per
cent; furthermore, that of this 50 per cent, 28 per cent be in the rank
of Full Professor and 22 per cent in the Associate Professor rank.
2. The Board of Higher Education seek agreement with the appro-
priate officials in the City, which will permit a reasonable degree of
discretion in the determination of the step within a salary range
at which new instructional appointees may be brought into the
City University.
3. In order to conserve faculty time, and thereby faculty cost,
the Board of Higher Education take the necessary steps to reduce
the percentage of class sections that have an enrollment of 20 or
less; furthermore, that as a part of this program to conserve faculty
time, extensive experimentation be carried on in the use of closed-
circuit television, teaching machines, audio-visual materials, and other
teaching aids.
4. In both original appointments and promotions, particularly in
the Day Session faculties of the Senior Colleges, greater emphasis
be placed on scholarly growth—evidence of which will be found in
such items as research, publication, and activities in the appropriate
learned and professional societies.
5. The organized faculty of all the colleges, through a representa-
tive committee, be requested to draft for the approval of the
FINDINGS AND RECOMMENDATIONS 23
Administrative Council and the Board a statement of the criteria
to be used in judging candidates for faculty appointment and pro-
motion.
6. The procedures for appointment provide for the filing of a
vita, instead of a formal application; and, after appointment has been
approved, it be customary for the president of the college or the
representative of the Chancellor to extend .a letter of invitation
to the candidate.
7. The colleges be encouraged to expand the area of search for
staff by the provision of funds for travel to facilitate recruiting out-
side the metropolitan area, by exploration of methods of providing
faculty housing facilities and by the development of other procedures
that will provide a faculty representing the whole range of aca-
demic backgrounds from the distinguished universities of this and
other appropriate countries.
8. The Board of Higher Education acquaint the appropriate
officials in the City with the need for substantial amounts of addi-
tional money for staff salaries which will be required in the future
to meet the competition with other institutions for qualified per-
sonnel, and to provide for a higher proportion of the City University
staff in the upper two instructional ranks.
9. Because of the reluctance of a well established faculty member
with tenure in his own institution to accept a non-tenure appoint-
ment in the City University, the Board of Higher Education seek
change in legislation which will permit the granting of tenure for
Full and Associate Professors at the time of first appointment; further-
more, that effort likewise be made to provide more flexibility in the
present probationary period by making it from three to five years.
10. The approved teaching schedule for full-time staff in the
baccalaureate programs of the Senior Colleges of the City University
be from 10 to 12 actual contact hours, depending on the subject,
number of preparations and other related matters, and in the de-
termination of which laboratory hours be included in the ratio of
2:1—that is, two hours of laboratory be the equivalent of one class
or lecture hour. Furthermore, that the faculty be expected to give
the additional time required for student counseling, conferences,
committee work, and the other related services which are the normal
responsibilities of full-time staff.
11. The central administration and the presidents encourage faculty
experimentation on such items as class size, the use of teaching
24 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
machines, audio-visual materials and television and to permit a
reduction in teaching load where appropriate for such experimentation
to the end that better use be made of faculty time.
12. The Board of Higher Education sponsor legislation to amend
the Teachers Retirement Law so as to adapt it to the college and
university situation; namely, that provision be made for the vesting
of the college participant's interest in the City’s pension contribution,
and that a new entrant be given the option between membership in
the retirement system or the maintenance of a previously existing
annuity plan requiring contribution by both teacher and employing
institution with the City assuming the contribution of the employing
institution under the annuity plan, to the extent that the City’s
contribution shall in no case exceed the amount that the City would
have been required to pay into the pension account of such teacher
if he had become a member of the Teachers’ Retirement System.
13. The Board of Higher Education continue its vigorous efforts to
secure additional annual lines for the Schools of General Studies,
which will:
(a) starting September 1, 1963, permit a maximum of ten (10)
hours of multiple job employment per year to teachers on annual
salary in the Day Session;
(b) starting September 1, 1964, permit a maximum of eight (8)
hours of multiple job employment per year to teachers on annual
salary in the Day Session;
(c) starting September 1, 1965, permit a maximum of six (6)
hours of multiple job employment per year to teachers on annual
salary in the Day Session.
In some exceptional cases, where the educational needs of the
Schools of General Studies demand it, the limit may be extended
to twelve hours of multiple job employment per year for teachers
on annual salaries in the Day Session; furthermore, a full report be
submitted by the individual president to the Administrative Council
each semester, indicating the names, hours, and reasons for such
multiple job employment.
Note: An hour of multiple job work means one classroom period per week
for a term. For the purposes of this recommendation, two administrative
hours will be deemed equivalent to one classroom period.
14. All employment during the summer be excluded from multiple
position regulations.
FINDINGS AND RECOMMENDATIONS 25
15. An appropriate officer be designated in each college to be re-
sponsible for multiple job employment accounting.
16. This responsible officer be required to report to his president
all cases where a person on annual Day Session salary has multiple
job hours in excess of the approved maximum (ten, eight, or six, de-
pending upon the year). This report is to be made in detail, explain-
ing the nature of the educational considerations involved in each
case where the program exceeds the aforementioned maximum.
17. The foregoing regulations apply not only to Board of Higher
Education teaching personnel carrying multiple job hours in institu-
tions under the control of the Board of Higher Education but in any
other school, college, or university as well.
18. No person rendering full-time service in any of the colleges or
Board units under the administrative control of the Board of Higher
Education shall engage in any other business or profession while
in the service of the college unless such business or professional
service shall have been approved by the head of the college or Board
unit in which such person receives such annual salary. Such additional
service shall not be permitted if, in the judgment of the president
of the college or head of the Board unit, such service may interfere
with the proper performance of the duties for which the annual com-
pensation is provided. It is assumed that all staff members on annual
appointment owe their primary loyalty to the college and will render
full-time service to the college. Any departure from this will be
authorized only after approval by the president.
OTHER SERVICES APPROPRIATE FOR A UNIVERSITY
WHICH THE CITY UNIVERSITY MIGHT PROVIDE
(See Chapter XI)
It is recommended that:
1. There be established by the Board of Higher Education within
the immediate future and as a part of its central administrative or-
ganization an incorporated agency known as The City University of
New York Research Foundation; such agency to be patterned along
the lines of those described in Chapter XI, and with those functions
appropriate for a university which serves this great metropolitan area;
furthermore, that the Board give early consideration to the develop-
ment of a patent policy. The Board may also authorize the establish-
ment of a research foundation at any college where circumstances
deem it advisable, with the provision that the board of directors
26 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
have representation from both the Board of Higher Education and
the City University staff, for purposes of liaison.
2. The Board of Higher Education authorize and take the neces-
sary steps to implement that authorization for the preparation of
The City University Bulletin (or some such publication) by the Chan-
cellor’s Office; such Bulletin to be issued at regular intervals, pref-
erably twice a month, and sent to all full-time staff, both academic
and non-academic, within the University, to the press and to other
appropriate agencies and individuals.
3. The Board of Higher Education create, as a part of the Chancel-
lor’s Office, The City University Press, to provide outlet for research
and scholarly productions of its faculty; such Press to be organized
along the lines found successful in other universities; and to include
the production of such of these kinds of publications as is now done
in the Senior Colleges; and to prepare annually and distribute to the
faculty, libraries and other appropriate places, a bibliography of the
major publications of the University faculty; furthermore, the Board
and its administrative staff seek aid from outside sources for this
enterprise.
4. Because of the crucial importance of a Bureau of Institutional
Research in educational planning and coordination of the units of the
City University into a unified system, that such a Bureau be created
in the City University, and that it be responsible to the Chancellor’s
Office and be assigned duties beyond those now performed by the
existing Bureau of Administrative Research.
5. Public services now rendered to the municipality of the City of
New York and its related agencies by the City University, and which
are meeting specific and identifiable needs, be continued and ex-
panded as required.
6. The Board of Higher Education and its administrative staff be
continually alert to developing situations and needs in the municipality
of New York which warrant the establishment by the Board of such
other public-service-oriented agencies as seem appropriate to meet
those needs.
7. As in the past, attention be concentrated within the University
on courses given for college credit with such provision as is possible
for non-matriculated students in those courses; and, in view of the
many other provisions for adult education in the City of New York, as
noted in the text, as rapidly as possible non-matriculated students in
courses not given for credit be diverted from the colleges in the
City University.
FINDINGS AND RECOMMENDATIONS 27
THE PHYSICAL PLANT AND NEEDED EXPANSION
(See Chapter XIl)
It is recommended that:
1. Inasmuch as the rented space now used by the Day Sessions of
the colleges is generally unsatisfactory and inconvenient, it be re-
placed with equivalent University-owned facilities.
2. The standard utilization of classrooms in both the Senior and
Community Colleges average not less than 30 scheduled hours be-
tween 8:00 A.M. and 5:00 P.M. in a five-day week, with class enroll-
ments after the first month of the term averaging 75 per cent of the
room capacity while in use.
3. The standard utilization of teaching laboratories in both the
Senior and Community Colleges average not less than 20 scheduled
hours between 8:00 A.M. and 5:00 P.M. in a five-day week, with class
enrollment after the first month of the term averaging 75 per cent of
the laboratory capacity while in use.
4. There be continuous study under the direction of the central
administrative staff of the suggestions for better plant use as found
in Chapter XII, as well as others, for the purpose of determining and
maintaining the maximum plant use—both room and student-station
—consistent with the quality program of higher education in the
University.
5. In the planning of future buildings, flexibility of room capacity
be provided by means of non-bearing partition walls; and thus permit
larger class sections, as recommended in Chapter X; furthermore,
that in the present buildings, where feasible and as needed, larger
room capacities be provided.
6. Because of the heavy cost of the physical facilities in the Uni-
versity and the consequent necessity of making maximum use of them,
the colleges be encouraged to continue their semi-annual review of
instructional room utilization.
7. The present extremely poor office provisions—in space, equip-
ment and telephone services—for the teaching staff be improved as
rapidly as possible in the present buildings where inadequate, to
achieve these three objectives:
(a) A minimum of 80 square feet per full-time staff member;
(b) An individual office for full-time staff members with profes-
sorial rank;
28 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
(c) Adequate telephone services.
Furthermore, that in the planning of new instructional buildings,
attention be given to these objectives.
8. Steps be taken to reduce the lapsed time between authorization
of a building project and its occupancy, now about seven years, by
reducing the time allowed the individual colleges for submission of
detailed space requirements and by increasing the staff of the Archi-
tectural and Engineering Unit, and by other means of expediting the
building process.
As pointed out in the text of this chapter, these long delays have
had two bad effects, other than having to wait so long for the
facilities; namely, with rising building costs since World War II, each
year’s delay has added about 5 per cent to the cost; and secondly, the
long period brings many change orders because of program changes,
all of which add to the total cost.
9. There be developed a uniform property accounting system, and
duplicate plant inventory records kept up to date in the Architectural
and Engineering Unit and at the individual colleges; furthermore,
that the formula prepared by the American Standards Association be
used in calculating building areas.
10. In view of the close relationships between a branch campus
and its parent campus, such as now exist between Hunter (Park) and
Hunter (Bronx), and City (uptown) and City (downtown), and the
problems inherent in their separation, plus the further fact that as the
City University develops there will undoubtedly be other branch cam-
puses: The Board of Higher Education authorize the Administrative
Council to develop criteria for the relationships of such campuses; and
in the light of these make appropriate recommendations to the Board
of Higher Education through the Chancellor as to whether present
branch campuses should continue or be separated, and the conditions
under which the latter might be achieved if so recommended.
1l. By 1975, the capacities of the Senior Colleges be increased to
accommodate 31,500 additional baccalaureate Day Session students
at an estimated cost of $141 million; some of which capacity can be
provided by expansion of facilities on the existing campuses.
Information at hand would not permit a definitive determination
of the number of these additional students who could be accommo-
dated on existing campuses. To do this requires some policy decisions,
such as: maximum number of stories for future buildings; maximum
enrollments for a given campus; and the like, which can be applied
throughout the University. It is suggested that the Board of Higher
FINDINGS AND RECOMMENDATIONS 29
Education ask the Administrative Council to make such a study, and
recommend to the Board the maximum capacity of existing campuses.
The additional number of students to be accommodated at new centers
will then be the difference between the estimated total enrollment
and the desirable maximum capacity of existing campuses.
At present, each borough in the City has a Senior College campus
except Richmond. Estimates at hand are that by 1975, the Borough
of Richmond will have a population increase of nearly 50 per cent.
High school graduates in Richmond are estimated to increase from
2,108 in 1961 to 3,450 in 1964, or 66 per cent. The completion of the
Verrazano Bridge, connecting Richmond and Brooklyn, will un-
doubtedly greatly accelerate growth not only in total population but
in high school graduates, as well, in Richmond. In view of the fore-
going, it is recommended that:
12. Very shortly, the Board of Higher Education initiate a detailed
study of the need for a Senior College to serve the Borough of Rich-
mond, and that as a part of that study consideration be given to the
feasibility of developing a Senior College on the same or adjoining
site of the Staten Island Community College, and thus permit joint
use of certain common facilities, such as auditorium and gymnasium.
13. Other similar detailed studies be initiated by the Board of
Higher Education in other boroughs since evidence indicates the
need of new Senior and Community Colleges to care for the in-
creasing enrollments in the City University.
14. By 1975, the capacities of Community Colleges in the City
University be increased to accommodate 17,800 additional Day Ses-
sion students, other than those to be accommodated in the remodeled
Bronx and the completed Staten Island and Queensborough plants,
at an estimated cost of $64 million. In addition to the remodeled
Bronx plant and the completion of the Staten Island and Queens-
borough plants, it will be necessary to establish some new Community
College centers at suitable locations to serve the City. In so doing,
the following general criteria, based on the assumption that the college
will include both transfer and terminal offerings, will be useful in that
determination:
(a) Are there other Community Colleges readily accessible?
(b) Is there a local industrial need for graduates of terminal
career courses?
(c) Is there an educational need for the transfer-type curriculum,
as indicated by the number of high school graduates?
30 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
(d) What are the growth estimates in both total population and
high school graduates?
(e) Are conveniently located land and facilities available, having
in mind transportation and student convenience?
(f) What effect would the establishment of a new Community
College have on local institutions of higher education?
(&) What is the attitude of State and local officials as to the
need for a Community College to serve the area under consideration?
15. By 1975, physical facilities for an estimated 4,000 full-time Day
Session first-year graduate students and 2,000 full-time Day Session
advanced graduate students be provided at appropriate locations,
at an estimated cost of $5 million before 1965, $10 million between
1965 and 1970, and $25.5 million between 1970 and 1975; or a total
of $40.5 million.
It should be noted here that the above recommendation is based on
the estimated number of full-time Day Session graduate students.
These figures are based on estimates that by 1975 there would be
12,000 full-time-equivalent first-year graduate students and 3,000
full-time-equivalent advanced graduate students.
16. Brett Hall and the Goldmark Wing on the City College uptown
campus, and eight buildings on the Queens College campus, be re-
placed by 1975 and more adequate space be provided for activities
now carried on in those buildings, at an estimated cost of $8 million.
17. In order to provide for an extensive rehabilitation program,
particularly in the older buildings in City College downtown, and for
major remodeling to provide, among other things, better office facili-
ties, it is estimated that $15 million will be required by 1975; which
amount is less than eight-tenths of one per cent per year of the re-
placement cost of the present Senior College plant (34,000 capacity x
$4,500 = $153 million).
It should be noted here that in the foregoing cost estimates, no
provision is made for changes in building costs, which have been
rising steadily since World War II.
18. In view of the action taken by the 1962 session of the New York
State Legislature in creating the State University construction fund to
expedite its building program, the Board of Higher Education seek
to have similar steps taken to expedite the building program for the
City University.
The table taken from Chapter XII and which follows summarizes
the physical plant cost figures as found in the foregoing recommenda-
FINDINGS AND RECOMMENDATIONS 31
tions. Also, it shows the approximate time for each of the major items
within the period up to 1975.
Summary of Physical Plant Cost Estimates
for the City University to 1975*
(in millions of dollars)
Estimated Cost
Purpose Before 1965 1965-1970 1970-1975
To increase capacity:
Senior Colleges ........ $ 28.0 $ 50.0 $ 63.0
Community Colleges _ 35.0 29.0
For replacement .......... 2.5 3.2 2.3
For remodeling and
rehabilitation. .............. 4.0 5.5 5.5
Graduate Program:
First-year lent
Advanced pear Ee ee oe
Total 89.5 103.7 125.3
Projects already in
capital budget .. wee 129.2
Overall total 168.7
* Land costs are not included because of the wide variation of prices in different
Parts of the City.
SUMMARY STATEMENT
The foregoing pages include numerous recommendations dealing
with many facets of the City University as it looks to the future.
These cover the specific functions of the new University, and the role
within those functions of the Senior Colleges, Schools of General
Studies, and the Community Colleges; admission requirements, which
will substantially increase enrolments in both the Senior and Com-
munity Colleges; extension of the graduate program beyond the
master’s degree; Day Session faculties, their salaries, teaching load,
tenure and pension provisions; the physical facilities, their use and
estimated cost necessary to house the student and educational pro-
grams contained in the report.
Building on the foundation of exceptionally high-quality under-
graduate education in the Senior Colleges extending over several
decades, these recommendations indicate the steps which the newly
created University should take to be included among the great
publicly supported institutions in the nation. To achieve this goal
requires adequate financial support, both from the City of New
32 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
York and the State of New York, and freedom on the part of the
Board of Higher Education to use such funds as are supplied in
accordance with its best judgment. Without these, no matter what
recommendations are made and approved by the Board of Higher
Education, the City University will fall short of the goal this great
metropolis has a right to expect. The Committee to Look to the
Future rightfully concluded that a full discussion of these two basic
requirements—money and freedom of action—did not properly be-
long in this report but instead should be undertaken by a special
committee of the Board.
CHAPTER II
BACKGROUND INFORMATION, ORGANIZATION
AND
PLAN FOR THE SURVEY
In order to provide a foundation of understanding as well as
perspective for the years ahead it is important to review briefly the
historical development of the present Municipal College System of
New York City extending back to 1847. It is likewise important to
review earlier studies of public higher education in the City of New
York and thus leam the solutions recommended in these earlier
studies for the then existing problems and the actions then taken
on these recommendations. In addition to these, it is of great im-
portance to review the existing relationships of the Board of Higher
Education to the Regents of the University of the State of New York
and to the State University Trustees as well as the development and
extent of State support for the operations of the Board of Higher
Education.
HISTORICAL DEVELOPMENT
OF THE MUNICIPAL COLLEGE SYSTEM
In the 1840’s it became evident to the people of New York City
that free elementary education should be made available to every-
one who could learn. People had to know how to count, to read, and
to write. In 1842 the State Legislature enacted a law creating a
Board of Education for the City to establish and maintain free public
elementary schools.
Within five years it became evident also that free elementary
education was not enough. Under the leadership of Townsend Harris,
the President of the Board of Education, legislation was sought au-
thorizing the establishment of a college or academy “for the benefit
of pupils who have been educated in public schools of the city and
county.” The bill was passed in May 1847 and was approved in a
1 Report of the Select Committee of the Board of Education, January 20, 1847,
p. 1
33
34 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
referendum vote of the people of New York City by an overwhelming
vote of 19,305 to 3,409, every ward in the City having a majority in
its favor.
The Free Academy opened its doors in January 1847 to “perform the
functions of the high school, the academy, the polytechnic school,
and the college.”? The Academy was soon doing work of college
grade and in 1854 was granted the right to confer the usual academic
degrees and diplomas in the liberal arts. In 1866 the Free Academy
was renamed the College of the City of New York. Its enrollment
then was exclusively male.
It was not from choice but from necessity that public interest in
education for women began even earlier. The elementary schools
needed teachers. As far back as 1834 the Public School Society began
a School for Female Monitors, which soon became a normal school
and was transferred to the Board of Education. The College was
officially organized in 1870 when the Board of Education established
the Normal College to provide training for teachers. In 1914 the
Normal College gave recognition to its offerings in the liberal arts
areas by changing the name from “Normal College,” which empha-
sized its primary teacher education function, to “Hunter College” in
honor of the first President of the College.
Both the College of the City of New York and Hunter College
began their activities under the City Board of Education. With the
adoption of the Greater New York Charter in 1897, which united
Manhattan with the four other boroughs, the members of the Board
of Education found their responsibilities for the public elementary
and secondary schools so great that they could not give the colleges
the attention required. Hence, in 1900 the Legislature established
a separate board of trustees of nine members for the College of the
City of New York, with the President of the Board of Education ex-
officio. In 1915 a separate board of trustees of nine members was
appointed for Hunter College with the President of the Board of
Education and the President of the College ex-officio.
The Board of Higher Education
In 1926 the Board of Higher Education was established with
jurisdiction over “that part of the public school system within the
city which is of collegiate grade and which leads to academic,
technical, and professional degrees.” The name “College of the City
2 Report of the Executive Committee of the Board of Education, October 18,
1848, p. 4.
3 Chapter 407 of the Laws of 1926 of the State of New York.
ORGANIZATION AND PLAN FOR THE SURVEY 35
of New York” was made the general name and title of all such in-
stitutions, but each unit continued to have a distinctive name of its
own. Hunter College retained its name, and the former College of
the City of New York became City College.
The Board of Higher Education was formed by merging the boards
of trustees of City College and Hunter College and by adding three
additional members. Thus, the Board consists of 21 members ap-
pointed by the Mayor for terms of nine years, with the President of
the Board of Education ex-officio.
Demand for a college in Brooklyn had developed increasingly over
the years. City College and Hunter College had each established an
Evening Session branch in Brooklyn; but residents of Brooklyn, which
was the largest borough of the City, maintained that these branch
divisions were not enough and that a college center was needed.
Students who had completed the work of the first two years of college
still had to go to Manhattan to attend City or Hunter College, and
the demand for a complete college center increased. In 1930 the
Board established Brooklyn College, which opened in September with
a Day Session enrollment of 2,800 and an Evening Session of about
5,000.
With the increase in population of the Borough of Queens during
the 1930's, similar needs developed for a college center in that bor-
ough. The depression years, during which high school graduates
found it almost impossible to find jobs, added to the growth in the
college-age population of the borough and also added to the pressures
for establishment of a college in that borough. The fortunate coming
together of these pressures in a pre-election year in which mayoralty
candidates were alive to public issues resulted in the establishment
of Queens College in 1937.
Each of these colleges was founded in response to popular demand.
The words of Townsend Harris, urging in 1847 the establishment of
the Free Academy, emphasize the basic reasons underlying the provi-
sion of free higher education:
If the wealthy part of the community seek instruction to enlarge the minds
of their children, why should not an opportunity be given to the sons of
toil to give the same advantages to their children? And why should the in-
tellectual enjoyments, which the former seek as a “great good” for their
children, be denied to those of the latter?4 .. .
One of the important objects designed to be secured by establishing a Free
Academy is to bring the advantages of the best education that any school
in our country can give within the reach of all the children in the city
* Report of the Executive Committee for the Care, Government, and Man-
agement of the Free Academy, May 3, 1848, p. 4.
36 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
whose genius, capacity, and desire of attainments are such as to render it
reasonably certain that they may be made . . . eminently useful to society.®
Community Colleges
In 1948, the Legislature of the State of New York established the
State University of New York and included in the State University the
teachers colleges and other higher educational institutions supported
by State funds. Provision was also made by the Legislature that same
year for State aid to two-year Community Colleges sponsored by local
governmental or educational boards under the general supervision of
the Trustees of the State University. Under the terms of this legisla-
tion, the Board of Higher Education sponsored and established the
Staten Island Community College in 1955, the Bronx Community Col-
lege in 1957, and the Queensborough Community College in 1958.
These institutions offer two-year liberal arts and pre-engineering
programs so that students who so desire may continue as juniors in
four-year colleges; they offer also two-year career programs for those
who wish to secure employment in the various technologies.
The City University of New York
The growth and development of the Municipal College System dur-
ing the 1950’s continued apace. State aid for Teacher Education begun
in 1948 made possible rapid expansion of master’s degree programs
and undergraduate work in teacher training. Additional master’s
degree programs in liberal arts, engineering, and business were de-
veloped. A School of Social Work was established. The Schools of
General Studies and Evening Sessions grew rapidly in enrollment and
in the variety of their degree programs—in nursing, in the Associate
in Arts and in Applied Science, in the regular baccalaureate pro-
grams, and in a special baccalaureate program for adults.
Realization of the need for expansion of graduate work at the
doctoral level became widespread. The explosion of knowledge in
every area called increasingly for scholars and scientists, for college
teachers and research staffs.
In December, 1960 the Board of Higher Education proposed the
establishment of a City University; and in the Spring of 1961, by
act of the State Legislature, the name of The College of the City of
New York, which had been the corporate name of the Municipal
College System, was changed to The City University of New York.
5 Report of the Executive Committee of the Board of Education, May 3,
1848, pp. 4-8.
ORGANIZATION AND PLAN FOR THE SURVEY 37
EARLIER STUDIES AND REPORTS
BEARING ON THE MUNICIPAL COLLEGES
Over the years a considerable number of reports have been made
dealing with the affairs of the Municipal Colleges. Certain of these
are described briefly here:
Rapp-Coudert Report
In 1944, reports on various matters affecting the colleges were sub-
mitted to the State Legislature by the New York Subcommittee of
the Joint Legislative Committee on the State Education System. This
committee is generally known as the Rapp-Coudert Committee and
the report is known as the Strayer Report.
The section devoted to the colleges under the control of the Board
of Higher Education, a lengthy document of more than 300 printed
pages, made numerous recommendations concerning Teacher Edu-
cation, graduate studies, the student personnel program, the facul-
ties, the business organization, plant operation and maintenance, the
Board of Higher Education, and the financing of the City’s colleges.
The report stressed the need for the development of an integrated
system of higher education, the organization of an Administrative
Council of the presidents, the provision of an architectural consultant
to serve all of the colleges, and various revisions in organization of the
faculties and educational and business procedures.
Strayer Committee Report
Education Management Study
In 1951 George D. Strayer and Louis E. Yavner issued a report on
the “Administrative Management of the School System of New York
City.”* This report recommended establishment of the position of
Chancellor as permanent chairman of the Administrative Council, re-
organization of faculty committee structure within the colleges, es-
tablishment of two-year technical institutes and Community Colleges,
increased financial support, freedom from rigid budgetary control by
City officials, and a sounder and more equitable basis for financial
support by incorporation of the Municipal Colleges into the newly
created State University of New York.
Cottrell Master Plan Report
Recognizing the need for a study of the minimum capital plant
® Mayor’s Committee on Management Survey, Education Management Study,
Report of Survey of the Board of Education and the Board of Higher Education,
Vol. II. George D. Strayer, Louis E. Yavner, Directors, October, 1951.
38 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
requirements of New York City for public higher education through
the 1950's and 1960's, the Board of Higher Education authorized a
master plan study by Donald P. Cottrell, Dean of the College of Edu-
cation of The Ohio State University, and Chapman, Evans and
Delehanty, Architectural Consultants.
The report entitled Public Higher Education in the City of New
York was published in 1950. Its recommendations included:
1. The establishment of new Community Colleges in the Bronx,
Brooklyn, Queens, and Richmond and a new technical institute in
Queens to provide for full-time enrollment of 13,000 Day Session stu-
dents. (Fall 1961 Day Session matriculants enrolled in the three
Community Colleges of the City University was 2,293. However,
these colleges were not opened until 1955, 1957 and 1958, re-
spectively. )
2. Expansion of the four-year colleges to provide for an enrollment
of from 27,258 Day Session students in Spring 1949 to a minimum of
40,000 in 1960, an increase of approximately 50 per cent. (Fall 1961
Day Session matriculants enrolled in the Senior Colleges of the City
University totaled 32,180. It should be noted that during this period
admission requirements were increased from a high school average
of 78 to 85, thus sharply reducing the number of high school gradu-
ates eligible for admission.) Following are shown the 1949 enrollment
for each college, the 1960 estimated enrollment as taken from the
report, and the actual 1961 Fall enrollments:
Spring 1949 Estimated Actualenrollment
College enrollment enrollment 1960 Fall 1961
City, 139th Street .... 6,754 13,000 8,419
City, 28rd Street 3,721 5,000 2,264
Hunter, Bronx Center .... 1,617 © ..... A 8,643
Hunter, Park Avenue .. 4,454 5,000 3,349
Brooklyn . 7,727 12,000 8,901
Queens . 2,985 5,000 5,604
Total 27,258 40,000 32,180
* The Cottrell Report recommended conversion of the Bronx campus of Hunter College to a
Community College and the centralization of Hunter College facilities at the Park Avenue
building.
3. Building space in a separate plant for the Board of Higher Edu-
cation and all central agencies.
4. Establishment of five-year degree programs in Social Welfare
Administration, Public Administration, Labor-Management Relations,
ORGANIZATION AND PLAN FOR THE SURVEY 39
limited aspects of Clinical Psychology, Nursing Education, and
Library Work.
Though considerable progress has been made toward the objectives
set forth in the 1950 master plan study, much remains to be done. The
anticipated 1960 enrollments in the master plan report for Hunter and
Queens Colleges have been surpassed; enrollments at City and Brook-
lyn Colleges are below those that were projected. These enrollment
changes are the result not of a decrease in the demand but of a
progressive stiffening of the admission requirements as indicated
above.
In terms of numbers, the major gap between the recommendations
of the Cottrell Report and actual accomplishment is in the enrollment
of the Community Colleges. Actual Day Session enrollment in Board
of Higher Education Community Colleges in Fall 1961 is less than
20 per cent of the Community College enrollment estimated for 1960
in the Cottrell Report. To a limited degree this gap has been met
by the establishment of two-year associate degree programs in the
School of General Studies of the four-year colleges, which in Fall 1961
enrolled the equivalent of 4,000 full-time students in such programs.
No one contends that this is adequate or desirable.
A summary of proposals made in the Cottrell Report of 1950 and
the action taken on these proposals as of January, 1962 is included as
Appendix I.
Heald Report
At the request of the Governor of the State of New York and the
Board of Regents, the Committee on Higher Education, of which
Henry T. Heald was chairman, published a report in November, 1960
entitled Meeting the Increasing Demand for Higher Education in New
York State.’ The report made recommendations on the steps that the
State could take to:
1. assure educational opportunities to those qualified for college
study;
2. provide the undergraduate, graduate and professional training
and research facilities necessary for the continued development of the
State as a leading business, industrial, scientific and cultural center;
and,
3. contribute its proper share of trained personnel to meet the
nation’s needs for education, health and welfare services.
The complete report covered a broad range of problems faced by
7 Other members were Marion B. Folsom and John W. Gardner.
40 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
higher education throughout the State and projections into the future.
The recommendations that deal with the colleges under the jurisdic-
tion of the Board of Higher Education include:
1. Expansion of Community Colleges to 5,000 full-time students,
and construction of new Community Colleges. The report estimates
that by 1965 facilities for 40,000-50,000 Community College stu-
dents will be needed, of which 60 per cent will have to be located
in the New York metropolitan area, including Nassau, Suffolk, West-
chester and Rockland Counties.
2. Assumption by the State of one-half the operating costs of the
Community Colleges instead of one-third.
3. State representation on the Board of Higher Education in pro-
portion to its financial contribution, with the State representatives
being selected from the Trustees and/or high administrative officials
of the State University.
4. Board responsibility for planning, promotion, and supervision of
all institutions now supported in whole or in part by the City of
New York, including the Fashion Institute of Technology and the
New York City Community College of Applied Arts and Sciences in
Brooklyn.
5. Provision for each institution under the Board to have also a
board of overseers of 11 to 15 persons representing the interests of
the various communities.
6. Establishment of a uniform tuition charge of $300 per year for
all undergraduate work in all public colleges including New York City
colleges; the fee to be rebated automatically to students from families
reporting incomes of less than $5,000 per year in their New York
State tax returns.
Report of the Board's Committee
to Look to the Future
In May, 1959 the Chairman of the Board of Higher Education
appointed the Committee to Look to the Future to develop a long-
range plan for the Municipal College System as a whole, and to ad-
dress itself to the following questions:
How many people do we expect to educate in our colleges?
In what ways are we going to educate them?
What facilities and how much money will we need to do it?
Preliminary studies were made by the Board’s Administrator and
the Bureau of Administrative Research, meetings were held with the
Administrative Council, and an outline of the proposed master plan
study was formulated. In June, 1961 the Committee recommended to
ORGANIZATION AND PLAN FOR THE SURVEY 41
the Board that funds be sought for the employment of consultants to
undertake the assembling of data for the master plan report.
Following the appointment of the Chancellor on September 1, 1960,
and the publication of the report discussed above, Meeting the In-
creasing Demand for Higher Education in New York State, by Henry
T. Heald, Marion B. Folsom, and John W. Gardner, the Committee in
December, 1960 recommended the reorganization of the Municipal
College System known as The College of the City of New York into
a City University. The Board approved the recommendation. The
Committee’s report pointed out that the strong undergraduate base
in the Municipal Colleges was propitious for the development of
graduate work; that there was a general shortage of graduate facili-
ties; that the faculties were superior by every standard of academic
measurement; that the library resources of the colleges were substan-
tial and that the City probably had one of the greatest collections of
scholarly books in the world; and that no place in the country had
such a pool of academic talent that could be as easily and effectively
used for graduate instruction as did The College of the City of
New York.
The Committee recommended that the name of The College of the
City of New York be changed to indicate university status with
authority to grant doctoral and post-graduate professional degrees;
that the Chancellor be instructed to establish liaison with the staff
of the State University of New York and the staff of the State Depart-
ment of Education; and that various internal steps be taken to imple-
ment these recommendations.
THE RELATIONSHIPS OF THE BOARD OF HIGHER EDUCATION
IN THE STATE'S EDUCATIONAL SYSTEM
As a part of the discussion of these relationships it seems appropri-
ate to include some information about the development and functions
of the major units involved; namely, The University of the State of
New York, the Board of Regents, the Department of Education, The
State University of New York, and The City University of New York.
The University of the State of New York
Since 1784 The University of the State of New York has existed as
a constitutionally created corporation (New York State Constitution,
Article 11, Section 2). It consists of all secondary and higher educa-
tional institutions which are incorporated in New York State and such
other libraries, museums, institutions, schools, organizations and
agencies for education as may be admitted to or incorporated by the
42 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
University (Education Law, Section 101). Thus private as well as
public colleges and universities are part of The University of the State
of New York.
The University is empowered to establish and enforce educational
and professional standards in the interests of the people of the State.
In the performance of this function the University is empowered to
charter, register, and inspect educational institutions; to license
practitioners in nearly all the professions; to certify teachers and
librarians and to apportion State financial assistance to public educa-
tional institutions. No organization to be incorporated for educational
purposes can be issued its charter unless the consent of the Univer-
sity is endorsed thereon. (Education Law, Section 216.)
The Board of Regents
The Board of Regents, by constitutional provision, governs The
University of the State of New York, and the corporate powers of the
University are exercised by the Regents (New York State Constitu-
tion, Article 11, Section 2).
The Regents are elected by the Legislature, one for each of the
State’s 10 judicial districts, plus three elected at large. The Regents
serve without pay and are elected for terms of 13 years, with one
member’s term expiring annually. Officers of the Board are the Chan-
cellor and the Vice Chancellor, elected from among the members
of the Board by a majority of the Regents. The Board meets in formal
session once a month. Certain of its varied and numerous activities
are performed at other times by committees of its members. The
primary functions of the Board of Regents are the formulation of
educational policy for the State, and the exercise of the powers which
reside in the University. The policies and procedures established by
the Regents are known as Regents’ Rules and have the force and effect
of law (Education Law, Section 207).
The Regents exercise control over the incorporation of educational
institutions and organizations. They approve courses in domestic and
foreign institutions and the fixing of the value of degrees, diplomas,
and certificates presented for entrance into schools, colleges, univer-
sities, and the professions. They control the issuance, suspension, or
revocation of licenses or certificates pertaining to practice in the
professions.
The Department of Education
The Department of Education, like the University, is constitution-
ally created. (New York State Constitution, Article 5, Section 2). The
ORGANIZATION AND PLAN FOR THE SURVEY 43
Constitution provides further that the head of the department shall
be the Board of Regents, “who shall appoint and at pleasure remove
the commissioner of education to be the chief administrative officer
of the department” (New York State Constitution, Article 5, Section 4).
The Commissioner of Education, by action of the Regents taken in
1913, is also the President of The University of the State of New York.
The Department is charged by law “with the general management
and supervision of all public schools and all of the educational work
of the state” (Education Law, Section 101).
The Commissioner’s duties are both executive and judicial. In his
executive capacity he directs the work of the University and the State
Education Department. He is responsible for administering the poli-
cies established by the Regents and for the general supervision of the
schools of the State. With the approval of the Regents, he promul-
gates regulations for putting into effect the Education Law and the
Regents’ Rules. (Education Law, Sections 206, 215, 216, 219, 301,
305, 308.)
As a judicial officer the Commissioner serves as a court of appeals
for the public school system, adjudicating all controversies which may
be brought before him under the provisions of the Education Law
(Education Law, Section 310).
The State University of New York
The State University of New York was created in 1948 as a part of
the State Education Department (Education Law, Article 8, Sections
350-361) and, as such, it is included within The University of the State
of New York. The State University is governed by a board of 15
trustees appointed by the Governor and is headed by a president
selected by the trustees.
Subject to the Regents’ Rule affecting the State University and other
higher education institutions, the trustees are responsible for the over-
all administration of 28 institutions, including seven contract colleges
operated for the State University by private universities under the
State University’s general supervision.
The State University includes the Colleges of Education; the State
Colleges of Agriculture, Home Economics, Veterinary Medicine, and
Industrial and Labor Relations at Cornell University; the State College
of Ceramics at Alfred University; the College of Forestry at Syracuse
University; the Maritime College; six agricultural and technical insti-
tutes; Harpur College of Liberal Arts; the State University College on
Long Island; and two medical centers. In addition, the locally oper-
ated Community Colleges are supervised by the State University.
44 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
The City University of New York
The City University was so named by an act of the Legislature in
1961 (Chapter 388 of the Laws of 1961, amending Education Law,
Section 6202). The founding date of the first institution of the City
University is 1847. In that year the Free Academy was authorized by
referendum by the people of the City of New York. The development
of the Free Academy into The College of the City of New York, the
establishment of Hunter College in 1870, Brooklyn College in 1930,
Queens College in 1937, Staten Island Community College in 1955,
Bronx Community College in 1957, and Queensborough Community
College in 1958 have given rise to the necessity for a comprehensive
public university structure in the City. In the words of Governor
Nelson A. Rockefeller, the establishment of The City University of
New York gives recognition “to the aspirations of the people of the
City for such an institution.”
Until 1961 the Board of Higher Education of the City of New York
was empowered by law to “govern and administer that part of the
public school system within the city which is of collegiate grade and
which leads to academic, technical and professional degrees” (Educa-
tion Law, Sections 6201, 6202). By amendment to Education Law,
Section 6202 (Chapter 388 of the Laws of 1961), administration by the
Board of Higher Education of all public education in New York City
is confined to the colleges and institutions of which the City Univer-
sity is composed. The Board of Higher Education is authorized and
required to organize the faculties of the various colleges under its
jurisdiction and to establish and conduct courses and curricula and
to prescribe conditions of student admission, attendance and dis-
charge. The Board of Higher Education is also empowered to be
the sponsor of Community Colleges, and to be the Board of Trustees
of its sponsored Community Colleges (Education Law, Section 6306).
All the educational units controlled by the Board are administered as,
and under the general name and title of, “The City University of
New York”, but each unit of such university is permitted to have an
appropriate, distinctive designation (Education Law, Section 6202).
Thus the City University consists of four Senior Colleges: The City
College, Hunter College, Brooklyn College and Queens College, offer-
ing four-year, graduate, professional and two-year programs; and
three two-year Community Colleges: Staten Island Community Col-
lege, Bronx Community College and Queensborough Community
College. The Community Colleges administered by the Board of
Higher Education are so administered under the program of the State
University. The anomalous situation is thus presented of the Board’s
ORGANIZATION AND PLAN FOR THE SURVEY 45
Community Colleges being in two universities; the City University
and State University.
There are within the City of New York two Community Colleges
not governed or administered by the Board of Higher Education.
These are: (1) the New York City Community College of Applied
Arts and Sciences, sponsored by the City of New York, also with its
own board of trustees; and, (2) the Fashion Institute of Technology,
sponsored by the Board of Education of the City of New York, with its
own board of trustees. Other units of the State University which
exist within the City of New York are the Maritime College and the
Downstate Medical Center.
The Board of Higher Education has legal relationships with the
Board of Regents of the State of New York, as do all educational units
in the State. Thus, the degrees and the programs and curricula lead-
ing to them must be approved by the Board of Regents. The Board
of Higher Education also has legal relationships with The State Uni-
versity of New York. Under this relationship, the curricula of the
Community Colleges sponsored by the Board of Higher Education
must be approved by the State University. The naming of a president
of a Community College sponsored by the Board of Higher Education
must likewise be approved by the State University.
The State of New York, in appropriating funds for the City Uni-
versity, does not appropriate them directly to the City University but
rather to the City of New York via the State University or through
the State Commissioner of Education.
The Regents’ Master Plan
In order to assure an opportunity for higher education to every
young man or woman in the State who has the ability or desire to
achieve it, the Legislature enacted Chapter 388 of the Laws of 1961,
providing for a Regents’ Master Plan for the development and expan-
sion of facilities for higher education. The provisions for master plans
became effective on April 1, 1962.
This law amended Education Law, Section 6202, by requiring the
Board of Higher Education once every four years to formulate a long-
range master plan for the City University and to submit the plan to
the Board of Regents. A copy must be submitted to the State Uni-
versity Trustees for their information and comment. The master plan
for the organization, development, coordination and expansion of The
City University of New York must include the following:
1. Plans for new curricula
2. Plans for new facilities
46 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
3. Plans for change in policies with respect to
student admissions
4. Potential student enrollments
5. Comments upon its relationship to other colleges and
universities, public and private, within the State
The Board may conduct public hearings on the proposed master
plan and must submit it to the Board of Regents and to the State
University Trustees prior to July 1, 1964, and every four years there-
after. The State University may comment upon the Board’s master
plan, and when the master plan has been approved by the Board
of Regents, it is to be incorporated into the Regents’ Master Plan
which, upon approval by the Governor, will guide and determine the
development and expansion of The City University of New York.
Progress reports must be submitted to the Board of Regents annually
by September 1 with a copy to the State University Trustees for
information and comment. The Board may also submit such modifi-
cations of its proposed master plan as may be necessary.
The State University must likewise submit every four years, by
September 20 of that year, a similar master plan for its development
to the Board of Regents and to the Governor. As approved by the
Board of Regents and incorporated into the Regents’ Master Plan
and upon approval thereafter by the Governor, such master plan will
guide and determine the development and expansion of the State
University and the establishment of Community Colleges until such
master plan is modified or revised. The State University must submit,
by September 20 of each year, a progress report to the Regents and to
the Governor and make proposed modifications of its master plan
from time to time.
As adverted to above, the Community Colleges of the City Uni-
versity are also part of the State University.
The Regents’ Master Plan: The Regents must, once every four years
commencing in 1964, evaluate available information with respect to
the master plans and facilities of private institutions and will review
the proposed master plans and recommendations submitted by the
State University and by the Board of Higher Education; and, upon
approval of such master plans, they will be incorporated into the
Regents’ Plan for the expansion and development of higher education
in the State. The Regents’ Master Plan may include plans with respect
to matters not comprehended within the master plan of the City and
State Universities, including but not limited to the improvement of:
1. Institutional management and resources
2. Instruction and guidance programs
ORGANIZATION AND PLAN FOR THE SURVEY 47
3. Financial assistance to students
4. Extension of educational opportunities through
library resources and television
In developing the Regents’ Master Plan, the Regents are required to
give due recognition “to that historical development of higher educa-
tion in the state which has been accomplished through the establish-
ment and encouragement of private institutions. In determining the
need for additional educational facilities in a particular area, the plans
and facilities of existing public and private institutions shall be fully
evaluated and considered.” (Education Law, Section 237)
Copies of the Regents’ Master Plan will be made available to the
State University, to the Board of Higher Education and to the govern-
ing boards of all other institutions of higher education admitted to The
University of the State of New York. The Regents will conduct one or
more hearings on their tentative master plan, and the Regents must
transmit their master plan to the Governor and to the Legislature on
or before December 1, 1964 and each fourth year thereafter. The
Regents’ Master Plan “shall become effective upon its approval by
the Governor.” By November 1 of each year the Regents must make
progress reports to the Governor and to the Legislature. The Regents
may also make modifications of their master plan. (Figure 1 shows
the State-wide administrative structure for education in New York.)
Council of Higher Educational Institutions
in New York City
The foregoing pages give information on certain constitutional and
statutory provisions for higher education in New York State. Al-
though not included there because it is neither constitutional nor
statutory, it seems appropriate to include here some information on
the Council of Higher Educational Institutions in New York City.
This Council, which came into being in 1957 when it was granted a
charter by the Regents of the State of New York, has these basic pur-
poses as taken from the charter:
1. To foster a cooperative approach to the solution of the problems
which confront higher education in the City of New York;
2. To maintain a clearing house for the benefit of member in-
stitutions;
3. To develop and secure support for research projects in the educa-
tional needs of the area;
4. To make possible, if desired, the exchange of faculty members
in fields inadequately staffed by competent instructors; and,
48 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
State Legislature
Board of Regents
University of the
State of New York
President of University
and
Commissioner of Educ. Board of
Higher
State Education
Education Department
City
University
State
University
Private
Colleges
Community Senior
Colleges Colleges
Columbia
Cornell
Fordham
Colleges
of
Technical
Institutes
Educati
Long Island ueation Cit
Manhattan Staten od
New York Island
Univ.
, Medical Hunter
St. John’s Coll
Vassar omeges Bronx
Wagner
Yeshiva Brooklyn
Queens-
Ete. Contract Community borough Queens
College Colleges
Figure 1
ORGANIZATION FOR HIGHER EDUCATION
IN NEW YORK STATE IN 1962
ORGANIZATION AND PLAN FOR THE SURVEY 49
5. To stimulate cooperation and mitigate competition between
institutions whether publicly or privately controlled.*
Membership in the Council includes some 50 colleges and uni-
versities in metropolitan New York. One of its major projects has been
that of serving as a clearing house for college applications. Com-
menting on this service, Elbert K. Fretwell, Jr., Assistant Com-
missioner for Higher Education in the State Education Department
of New York, in a memorandum to Chief Executive Officers of Higher
Institutions, dated March 22, 1961, had this comment:
Since its inception in 1958, the Center (sponsored by the Council ) has been
extremely helpful to higher institutions and prospective students in serving
as a clearing house for college applications.
Another of the Council’s interests has been in the library field. In
1960, the Council issued a 3l-page report entitled Cooperative Library
Service for Higher Education.
It may be noted in this connection that in 1958 there was organized
by the State Commissioner of Education a State Advisory Council on
Higher Education representing the Community Colleges, the Munici-
pal Colleges, the non-tax-supported colleges, and the State University.
THE ORIGIN, BASIS, AND EXTENT OF STATE SUPPORT TO
THE BOARD OF HIGHER EDUCATION IN NEW YORK CITY
From the time that the Free Academy was established by referen-
dum of the people of the City of New York in 1847 until 1948, the
City of New York provided almost all of the funds used by the Munici-
pal Colleges. Admission to such Municipal Colleges was restricted to
bona fide residents of the City of New York who were given the
benefit of a college education without charge of tuition.
Teacher Training
In 1948 the Legislature, in order to develop and expand the
Teacher Training Programs of the Municipal Colleges, provided State
financial assistance to the Municipal Colleges for teacher training
purposes. (Education Law, Section 358, subdivision 2.) This annual
assistance was in accordance with a formula which may be expressed
as follows:
Number of teaching positions Amount expended for
filled by licensed teachers operating costs by
in New York City x the State for State
Number of teaching positions Teachers Colleges
filled by licensed teachers and State Colleges
in New York State for teachers
8 Charter, Council of Higher Educational Institutions in New York City, 41 East
65 Street, New York 21, New York.
50 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
In 1960, by Chapter 418 of the Laws of 1960, the Legislature made
the following statement of policy:
Whereas the teacher training programs of the municipal colleges of the
City of New York provide the chief source of teachers in the public school
system of that city, and whereas the entire cost of the state university
colleges of education is paid by the state, it is hereby declared to be the
policy of the state that the City of New York shall be reimbursed for the
full operating costs of the teacher training programs in the municipal
colleges.
From 1948 to date the State has paid to the City of New York, on
account of the Teacher Training Programs of the Municipal Colleges,
the following sums:
Year Amount Year Amount
1948-49... $3,000,000 1955-56 ....... cesses. $6,586,515
1949-50 ... . 3,000,000 1956-57 oo. 6,626,621
1950-51 . ce. 8,940,701 1957-58 oo. 7,150,850
1951-52 . 5,100,000 1958-59 boceceeeteees 8,289,300
1952-53 oe 5,553,102 1959-60 2. 9,059,040
1953-54 . 6,057,361 1960-61 voereeveveveeh 4,971,957
1954-55 ..... 6,404,635
Mitchell-Brook Law
In 1959 the Legislature, in order to meet the expanding needs of
higher education in the City of New York, agreed to pay the City of
New York one-sixth of the current operating costs of educating stu-
dents enrolled in the first two years of undergraduate study in the
Senior Colleges under the jurisdiction of the Board. (Education Law,
Section 6215.) In making this provision, the Legislature required the
Municipal Colleges to admit as students residents of New York State
who reside outside the City of New York, on condition that such stu-
dents pay tuition fees representing one-third of the operating costs and
that the county of their residence pay an additional one-third. In 1960
(Chapter 418 of Laws of 1960), this financial assistance was increased
by changing the formula from one-sixth to one-third of the current
operating costs in the first two years of undergraduate study. The
sums paid to the City of New York on account of these measures were:
Year Amount
LOBO-B1 eee cceeeeeee vce, 4,292,487
Debt Service for Capital Costs
By “debt service” is meant such annual sums as are necessary for
payment of interest and reduction of capital cost principal.
ORGANIZATION AND PLAN FOR THE SURVEY 51
In 1960, by virtue of Chapter 418 of the Laws of 1960, the Legis-
lature adopted the following statement of policy:
Whereas the city of New York, by the operation of its municipal colleges,
makes a valuable contribution to the provision of opportunities for higher
education for the youth of the state of New York; and whereas the growth of
the population of college age will require an expansion in the facilities for
higher education; it is hereby declared to be the policy of the state of
New York that the city of New York shall be reimbursed for one-half of
the debt service for capital costs of the municipal colleges.
Payments on account of debt services resulting from this action, in
1960-61, amounted to $2,452,702.
Community Colleges
On behalf of the Community Colleges sponsored by the Board of
Higher Education, the State pays one-third of the operating costs and
one-half of the capital costs (Education Law, Section 6304). In accord-
ance with these formulae, the State has paid the following amounts:
Year Operating Costs Capital Costs
1955-56 $ 18,000 $ -o-
1956-57 68,803 305,455
1957-58 107,472 38,124
1958-59 162,325 464,917
1959-60 309,767 1,747,022
1960-61 573,668 1,437,761
The Hunter College Elementary and High School
On behalf of the Hunter College Elementary School and the Hunter
College High School, payments of public school monies to the City of
New York are made on the same basis as to a New York City School
District which received apportionments of public school monies for
the elementary and high schools conducted by the Board of Education
of the City. (Education Law, Section 6209.) In recent years this ap-
portionment was as follows:
Year Amount Year Amount
1948-49 coerce $381,708 1955-56 ... ....$192,847
1949-50 ........ cee. 137,825 1956-57 . .. 530,502
1950-51 .......... wo. 179,602 1957-58 |... ... 588,819
1951-52 oo... 175,000 1958-59 2. 638,315
1952-53 oo 189,000 1959-60 oo 597,212
1953-54 oo 132,925 1960-61 20... 648,287
1954-55 ........ cece, 142,633
52 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
THE SCHOLAR INCENTIVE PROGRAM
By Chapter 389 of the Laws of 1961 amending Education Law,
Section 60la, the Legislature launched a far-reaching program de-
signed to assist those students of New York who are desirous of em-
barking on a program of higher education at both the undergraduate
and graduate levels. Provision is made for the award of scholarships
on the basis of both merit and need. This assistance to students
began with the second semester of the 1961-62 school year.
The provisions of this program may be summarized as follows:
1. Amounts for Undergraduate Students:
Means test based on Amount of
net taxable income of award
student and parents annually
Below $1,800 ($4,650)® $300
$1,800 - $7,500 ($11,000)® 200
$7,500 and over 100
2. Amounts for Graduate Students:
Total award for
Means test based on Total award each two
net taxable income of for first subsequent
student and parents two semesters semesters
Below $1,800 ($4,650)® $400 $800
$1,800 - $7,500 ($11,000)® 300 600
$7,500 and over 200 400
Only residents of the State are eligible for these scholarships, which,
in amount, can at no time exceed the student’s tuition minus the
amount of other State scholarship aid. They are limited to eight
semesters each of undergraduate and graduate study. For the second
semester of 1961-62, when the program got under way, the State
appropriated $6,600,000. The estimated maximum cost for a full year
when the program is in full operation is $26,100,000.
THE PRESENT STATUS OF THE LAW
REGARDING FREE TUITION
As noted earlier, bona fide residents of New York City are entitled
to a tuition-free college education. Until 1961 this provision was found
in Education Law, Section 6202. In 1948-49, when the State first
® Figures in parenthesis are corresponding gross income for taxpayers at top
of bracket, assuming a couple with two children with 10 per cent of gross income
in deductions.
ORGANIZATION AND PLAN FOR THE SURVEY 53
furnished financial assistance for the Municipal Colleges’ Teacher
Training Programs, under regulations promulgated by the State Uni-
versity Trustees, eligibility for free tuition was broadened to include
all residents of the State enrolled in the Teacher Training Program
including a fifth year for graduate education.
In 1961, as part of the Governor’s “Scholar Incentive Program,”
Chapter 389 of the Laws of 1961 eliminated the mandate for free
tuition and substituted therefor, in Education Law, Section 6202, a
provision that the Board of Higher Education, in its discretion, could
determine “whether tuition shall be charged and to regulate tuition
charges and other fees and charges at the institutions and educational
units which the board shall conduct.” At the same time other pro-
visions of law which mandated free tuition in units of the State Uni-
versity where such free tuition then existed and in the contract
colleges were also eliminated. (Education Law, Sections 355, sub-
division 2, paragraph i; 5711, subdivision 5; 5712, subdivision 5; 5714,
subdivision 6; 5715, subdivision 6, paragraph b; 6007; 6112.)
The Board of Higher Education has gone on record as favoring the
restoration of the mandate for free tuition for bona fide residents of
New York City matriculated for an undergraduate degree. Legislation
to accomplish this objective was introduced in the 1962 Legislature,
but it was not approved.
ORGANIZATION AND PLAN FOR THIS STUDY
Several factors combined to bring this study into being. Among
them are the following:
1. A growing recognition, nation-wide, that the combination of
greatly increased births following World War II and the rapid de-
velopment of automation in business and industry, with its require-
ment of more adequately trained personnel, would result in greatly
increased enrollments in colleges and universities. As evidence of
this recognition, since 1950 several states, including New York State,
have made extensive studies of the future needs of higher education.
Appropriate to include here are certain of the conclusions in the
1960 New York State report entitled, Meeting the Increasing Demand
for Higher Education in New York State, and to which reference is
made elsewhere in this report, as follows:
New York enjoys a position of national leadership in elementary and sec-
ondary education; it does not enjoy as a State a comparable position in
higher education.
We now face an unprecedented rise in college and university enrollments—
54 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
a rise so dramatic that it will substantially alter the shape of our higher
educational system.
The State can follow either of two courses. It can yield reluctantly and
tardily to the enrollment pressures, patching the system here and there,
fighting off public discontent (of which there will be plenty) and hoping
that the problem will solve itself.
Or it can assume the position of leadership that becomes a great state. It
can build for the future with a vigor and determination worthy of the people
of New York.
We recommend the latter course.
2. Simultaneous with the development of the New York State report
mentioned above was the establishment and work of the Committee
to Look to the Future of the Board of Higher Education. This com-
mittee to which reference is already made was established in
May, 1959. A letter of appointment by Dr. Gustave G. Rosenberg,
Chairman of the Board, contains this statement of purpose:
The crucial role of education in our nation’s future underscores the need for
long-range planning if our municipal colleges are to do their part. The core
of planning lies in defining objectives clearly and arranging for their sys-
tematic achievement over a period of time. It is my hope that your com-
mittee will be able to do this for the municipal college system.
The Minutes of this Committee contain frequent references to “the
study.” For example, this statement appears in the Minutes of June 15,
1959, which was the first meeting of the Committee:
It appeared to be the consensus of the meeting that it would be desirable
to obtain outside professional help for the committee in order to direct
this study and do the necessary research and reporting.
3. In recognition of the developments indicated above, the 1961
session of the New York Legislature took two actions relating to public
higher education in New York State, as follows:
(a) created from the institutions under the control of the Board
of Higher Education “the City University of New York”;
(b) provided that: “The board of higher education in the city
of New York shall, once every four years, formulate a long range
city university plan or general revision thereof and make recom-
mendations to the board of regents, and to the state university
trustees for information and comment, for the organization, develop-
ment, coordination and expansion of the city university of New
York...”
With this legislative mandate, the Committee to Look to the
Future accelerated its efforts to get a long-range plan for the newly
created City University. As a result of these efforts the Committee,
ORGANIZATION AND PLAN FOR THE SURVEY 55
on June 14, 1961, adopted the following resolution, which was ap-
proved by the Board on June 19, 1961:
RESOLVED, That the Board of Estimate be requested to approve the sum
of $75,000 from such funds as may be available or from allocations to be
made in the capital budget for 1962 for the assembly of data for the
Committee to Look to the Future for a master plan study for The City
University of New York and to approve the necessary for of contract; and
be it further
RESOLVED, That the Board of Higher Education approve the appoint-
ment of Dr. Thomas C. Holy, Special Consultant on Higher Education, to
undertake for the Committee to Look to the Future a comprehensive study
and survey of the existing programs and facilities and the needs of the
future to aid the board in the preparation of its master plan for The City
University of New York as required by Section 6202-Subdivision 2, Chapter
388 of the Laws of 1961 of the State Education Law.
On July 27, 1961, the Board of Estimate approved the request of
the Board of Higher Education for $75,000 to make the study. Shortly
thereafter the contract was signed, and the study got under way in
September, 1961.
Organization for the Study
At the meeting of the Committee to Look to the Future on May 17,
1961, the chief consultant for the study discussed with the Committee
three methods by which the study might be carried on. The Minutes
of that meeting state:
Dr. Holy . . . suggested the following alternate plans for conducting the
study:
1. Have it conducted entirely by persons within the City University.
2. Employ an outside organization, or outside experts.
3. A combination of #1 and #2: use the best talents within the system
and employ outside expert consultants...
After discussion the committee approved plan #3. Under this plan it was
agreed to employ an outside director of the study to be called the Chief
Consultant.
In accordance with that action, which was subsequently approved
by the Board, a number of the Board employees were asked to
assume responsibility for certain items in the outline. Their names
appear in the beginning pages of this report.
Problems to be Studied
The 1961 legislation provides that the Long-Range Plan for the
City University shall include certain items which are shown earlier
in this chapter:
1. Plans for new curricula
2. Plans for new facilities
56 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
3. Plans for change in policies with respect to student admissions
4. Potential student enrollments
5. Comments upon its relationship to other colleges and univer-
sities, public and private, within the State
In the light of that requirement the Committee to Look to the
Future, to which committee the Board had delegated responsibility
for the development of a master plan, approved an outline for the
study at its meeting on November 21, 1961. This outline has been
followed in the organization and content of this report.
Two items earlier considered but omitted from the November 21,
1961 outline by the Committee to Look to the Future were:
1. Recommendations on the future financing of the City University
and its relationships to the State Government, the Regents: of the
State of New York, the State University of New York, and the Govern-
ment of the City of New York;?°
2. The internal organization of the Board of Higher Education—
its committee structure, By-laws, central staff, and the like.
The Committee thought the first of these two items should be
undertaken by a special] committee or commission, created for that
purpose only. With respect to the second item, the judgment of the
Committee was that this is strictly an internal matter, and as such
should not be included in a long-range master plan. At a special
meeting of the Committee on October 3, 1961, it requested the Presi-
dents “to prepare for the Committee a report in respect to the over-all
responsibilities and functioning of the Administrative Council and its
relationships to the Board and the committees of the Board”.
10 The final paragraph in this report deals with this item.
CHAPTER Ill
HIGHER EDUCATION IN NEW YORK CITY
The purpose of this chapter is to give an over-all view of higher
education, both public and private, in New York City. Since this
study deals with the newly created City University, much attention
is given to its constituent colleges and their recent development. It
will be noted from the chapter that there are five Community Col-
leges in the City, three of which are under the sponsorship of the
Board of Higher Education. Each of the other two has its own
Board of Trustees. One is sponsored by the Board of Estimate and
the other by the Board of Education. More detailed information on
the Colleges, both senior and community, under the Board of Higher
Education will be found in later chapters.
PUBLICLY SUPPORTED INSTITUTIONS
The Scope of the Operation of the
Board of Higher Education
The Board of Higher Education is the trustee body for the four
Senior Colleges and three Community Colleges that form the City
University of New York. Total enrollment in all divisions in Fall
1961 was 97,984, the largest enrollment of any university in the
United States.?
City, Hunter, Brooklyn, and Queens Colleges offer two-year, four-
year, and master’s degree programs and a broad variety of cultural
and adult education activities. The College of Liberal Arts and
Science, the School of Education, the School of Technology, and the
Bernard M. Baruch School of Business and Public Administration are
divisions of City College. The Louis M. Rabinowitz School of Social
Work is a division of Hunter College.
The baccalaureate programs of the colleges, of acknowledged ex-
cellence, offer liberal arts and science curricula in many areas and
have given undergraduate training to more students who went on to
1 Exclusive of about 1,700 in the elementary and high school and childhood
education centers.
57
58 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
the doctorate in the period 1936-1956 than any other institution in the
country except the University of California. Brooklyn, Hunter, and
Queens Colleges offer comprehensive Teacher Education Programs
as part of the liberal arts curriculum, City College offers them as part
of its School of Education. In connection with these programs,
Hunter College operates an Elementary School and a High School,
and Brooklyn and Queens Colleges conduct Early Childhood Centers.
Graduate programs at Brooklyn, City and Hunter leading to a mas-
ter’s degree are offered in 21 liberal arts subjects, and master’s work
in Teacher Education is given by all four colleges. City College offers
four master’s degree curricula in engineering, and 19 in business and
public administration. Hunter College has master’s programs in nurs-
ing and social work. Post-master’s degree programs leading to a
certificate in specialized areas are also given.
The Schools of General Studies of the colleges administer two-year
and four-year programs and adult education courses. The two-year
associate programs include liberal arts and pre-engineering, various
business specializations, police science, secretarial studies, nursing
science, fire administration and home economics. Brooklyn College
offers diploma programs in business fields, food service administration,
police science, and secretarial studies.
Staten Island, Bronx, and Queensborough Community Colleges are
two-year institutions sponsored and administered by the Board under
the program of the State University. They offer curricula in liberal
arts and pre-engineering leading to the Associate in Arts degree and
curricula in various technologies leading to the Associate in Applied
Science degree. Qualified liberal arts and pre-engineering graduates
may transfer to the four-year institutions. The program in chemical
technology at Bronx Community College includes a pre-pharmacy
specialization which is accepted for transfer to colleges of pharmacy.
The career programs include electrical, chemical, mechanical, business,
and medical laboratory technology and nursing.
The seven colleges operate on a semester basis, with extensive
Summer Sessions supplementing the regular school year. The buildings
are, in the main, in use for Day Session students during the forenoon
and afternoon hours and in the late afternoon and evening hours by
students enrolled in the Schools of General Studies and in the
Graduate Divisions.
Since the Senior Colleges were supported almost entirely by the
City of New York until 1948, matriculants in the baccalaureate pro-
grams until that time were required to be residents of New York City
except for members of the United States armed forces and for a few
HIGHER EDUCATION IN NEW YORK CITY 59
students from foreign countries. Since 1948, admission has been
extended to residents of New York State; and in Fall 1961 there were
1,260 matriculants in the baccalaureate programs who were residents
of New York but not of New York City. There are also considerable
numbers of non-city residents in the graduate and the associate degree
programs. Almost all of them come from the nearby metropolitan
area since there are no dormitory facilities. Table 1 gives a detailed
Table 1
COMPARABLE FALL ENROLLMENT
CITY UNIVERSITY OF NEW YORK BY YEARS
1956-1961
Institutional Group Fall Enrollment, By Years
A. SENIOR COLLEGES 1956 1957 1958 | 1959 1960 | 1961
Undergraduate Day Seasion
Matriculants ee . | 26,908 26,790 27,781 28,248 30,768 82,180
Non-matriculants 808 699 673 604 561 549
Sub-Total 7 srs | 27,716 27,489 28,454 28,852 81,329 82,729
School of General Studies
Matrics for Bac. Degrees ...... 7,473 7,493 7,547 7,662 7,356 7,565
Special & Limited Students.. 1,429 1,348 522 533 603 625
Matrics for AA & AAS ..... 5,663 6,364 7,819 1,793 8,050 8,208
Matrics for Diplomas 1,868 1,706 1,401 1,061 515 202
Non-matriculants .. oo 18,770 15,329 16,996 18,062 18,404 19,924
Sub-Total as 30,203 32,240 84,285 35,111 34,928 36,519
Division of Graduate Studies
Matriculants coesceseeee 5,088 5,582 6,244 7,586 7,533 8,121
Non-matriculants veces 3,163 8,155 3,609 3,183 3,781 4,429
Sub-Total 8,251 8,737 9,853 10,719 11,364 12,550
Adult Education and Other | ..... | «2... | cece | eeeee | oeeeee fo ceeee
Non-credit Courses 12,255 12,412 11,348 10,587 9,701 10,940
Total Senior Colleges ..............| 78,425 80,878 83,940 85,269 87,322 92,788
B. COMMUNITY COLLEGES
Day Session
Matriculants . 265 319 1,089 1,748 2,298
Non-matrics ...... 1 0 0 0 0
Sub-Total Rib veseseoseresseus si 266 819 1,039 1,748 2,298
Evening Session
Matriculants 52 75 142 563 824
Non-matrics 228 350 1,165 1,797 2,129
Sub-Total wcraetuasreresroente 280 425 1,307 2,360 2,953
Total Community Colleges .... 546 TAA 2,346 4,108 5,246
GRAND TOTAL ......... a | 78,425 81,424 84,684 87,615 91,430 | ones
Source: Office of Information Services, City University.
60 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
breakdown of enrollment by college and by major division, for the Fall
1956 through Fall 1961. It will be noted that total enrollment in this
period increased from 78,425 to 97,984 or 25 per cent. For each of these
years the proportion of the total who were full-time students was
36, 35, 34, 34, 36, and 36 per cent, respectively.
The foregoing figures give total enrollments and their distribution
between full-time and part-time students. The Financial Report of
the City University for the year ending June 30, 1961 includes the
total number of student credit hours earned in the undergraduate Day
Sessions of the Senior Colleges, in the School of General Studies, the
Division of Graduate Studies and the Community Colleges for the
year 1960-61. On the basis of 32 credits per year for a full-time
student, the figure used by the Accounting Office in its report to the
State of New York, these credit hours have been converted into full-
time-equivalent students.
The results are these: The number of full-time-equivalent students
in the undergraduate Day Sessions of the Senior Colleges, 29,366; in
the Schools of General Studies, 13,762; and in the Community Col-
leges, 2,907; or a total of 46,035 full-time-equivalent undergraduate
students in 1960-61. In addition, there is a graduate enrollment
which in 1961 was 12,550; and 10,940 registrants in non-credit courses.
Using 24 credits per year for full-time graduate students, the figure
used in the office of the Dean of Graduate Studies, there were 3,876
full-time-equivalent graduate students, which when added to the
46,035 FTE undergraduates, gives a total FTE of 49,911 in 1960-61
exclusive of registrants in non-credit courses.
Other Publicly Supported Institutions
There are three publicly supported institutions of higher education
in the City of New York that are not under the jurisdiction of the
Board of Higher Education: the Downstate Medical Center, the New
York City Community College of Applied Arts and Sciences, and the
Fashion Institute of Technology. Following are brief comments about
each of these.
1. The Downstate Medical Center is part of The State University
of New York. It was established pursuant to State legislation adopted
in 1948 creating the State University. At that time community groups
urged that the medical school be established as part of Brooklyn Col-
lege or Queens College so that it would be linked with an under-
graduate institution of high caliber. The Board of Higher Education
signified its willingness to undertake any delegated responsibility for
the overall operation of such a medical school, in the belief that
HIGHER EDUCATION IN NEW YORK CITY 61
integration of public higher educational facilities in the New York
City area would be more effective educationally.”
For numerous reasons this was not done and in 1950 the State took
over the Long Island College of Medicine which had been under
private auspices, changed its name, and expanded its operations as
part of the State University into the Downstate Medical Center.
A second medical school, the Upstate Medical Center, was established
by taking over the medical school formerly under the jurisdiction of
Syracuse University.
The Downstate Center consists of a college of medicine leading to
a Doctor of Medicine degree and a graduate program leading to Ph.D.
and M.S. degrees in the medical sciences and to a Doctor of Medical
Science degree in psychiatry. It also offers a four-year program of
graduate training in psychoanalysis leading to a certificate. In Fall
1961, there were 589 undergraduate students, 34 graduate students in
the medical sciences, and 20 students in the psychoanalytic program.
Funds for operating and capital expenditures are supplied in large
part by the State, supplemented by an annual tuition charge of $700
for undergraduate students and tuition and other fees for graduate
students. For 1961-62, the State appropriated $4,190,800 for operating
expenses, with this provision as taken from the Executive Budget,
State of New York, 1961-62: “The appropriations for medical educa-
tion have been made as lump sums to permit maximum flexibility in
administering the programs”. Research funds are made available
from federal and private sources.
The operation of both the Downstate Medical Center and the
Upstate Medical Center of the State University is under the super-
vision of a council of nine citizens appointed by the Governor. The
council makes recommendations to the Board of Trustees of the State
University concerning candidates for the positions of President and
Dean and reviews budget requests and plans for expansion.
2. The New York City Community College of Applied Arts and
Sciences was created in 1946 as the New York State Institute of
Applied Arts and Sciences. It was one of five such institutes set up
by the State as pilot projects for the development of two-year cur-
ricula in technical and sub-professional areas. The cost of operation
was borne by the State, and tuition was free. After legislation was
adopted authorizing the transformation of these institutes into locally
sponsored Community Colleges, the Board of Estimate of the City
of New York agreed in 1953 to sponsor the institute that was located
2 Minutes of Proceedings, January 17, 1949, Cal. No. 6.
62 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
in the City as a Community College. It is the largest Community
College in the State.
Programs are offered in chemical, electrical, mechanical, medical
and dental laboratory; construction, hotel and dental hygiene tech-
nology; in various business areas; in nursing; and in commercial and
graphic arts. Two-year curricula lead to the award of the Associate in
Applied Science degree. Recently, a curriculum in general education
was authorized in the Evening Sessions leading to the Associate
in Arts degree. Full-time degree credit enrollment in Fall 1961 was
2,557, and part-time enrollment in the Evening Session was 5,920.
The operating budget of the College for 1961-62 totaled $2,552,000,
with one-third of the cost borne by the City, one-third by the State,
and one-third by tuition charges. In addition, $72,500 was provided
for equipment, with the cost shared equally by the City and the
State. Tuition is $300 annually for a full-time program.
New buildings are currently under construction in downtown
Brooklyn about a block distant from the present campus at an esti-
mated cost of $14,000,000. One-half the cost is to be paid by the
State and one-half by the City. When the buildings are completed,
the College will have facilities for a total of about 4,750 Day Session
and 12,000 Evening Session students.
The Board of Estimate of the City of New York is the sponsor
of the College. The College is governed by a Board of Trustees
of nine members, five appointed by the Mayor and four appointed
by the Governor. The Trustees select the faculty and staff, deter-
mine the College’s scholastic and administrative policies, and make
recommendation to the Trustees of the State University for the selec-
tion of a president and for the approval of curricula, and perform
such other duties as may be appropriate or necessary for the
effective operation of the College.
The College also has a number of advisory commissions associated
with the various curricula. Executives in management, labor and the
professions serve on these advisory commissions and make recom-
mendations concerning requirements for the various curricula. The
commissions help also to plan cooperative work-study programs
and assist in creating employment opportunities for graduates of
the College.
3. The Fashion Institute of Technology, established in 1944, is
sponsored by the New York Board of Education in cooperation with
the Educational Foundation for the Apparel Industry. In 1951 it
became one of the Community Colleges under the program of the
HIGHER EDUCATION IN NEW YORK CITY 63
State University of New York empowered to award the Associate
in Applied Science degree.
The Fashion Institute provides higher education for students who
wish to enter the professional fields of design, management, merchan-
dising, communications, and other areas related to the fashion in-
dustry. It offers programs on a college level which combine liberal
arts and technical education. Two-year curricula are designed for
high school graduates and one-year curricula for college graduates.
The Fashion Institute is governed by a Board of Trustees of nine
persons, of whom five are appointed by the Board of Education of
the City of New York and four are appointed by the Governor of
the State. The Education Foundation for the Apparel Industry,
whose members include leaders from industry and labor, serves as
an advisory body to the Institute and provides funds for scholar-
ships and other purposes.
In Fall 1961, the full-time registration was 1,175 students, and
part-time registration was 1,994. Most of the students are residents
of New York City but an appreciable number come from surround-
ing areas. Construction of a dormitory building is under way with
funds provided by the State Dormitory Authority, repayable over
a period of years. This is the only dormitory facility connected
with a public institution of higher education in the City of New
York. Another is planned for the Downstate Medical Center.
The operating budget of the Institute in 1961-62 was $1,628,605
of which one-third is provided by the State, one-third by the City,
and one-third by tuition and scholarship funds. A $12,000,000 build-
ing and campus was completed in 1958, its cost shared equally by
the City and State.
Relationships of the Community Colleges
to the Board of Higher Education and
the State University Trustees
Staten Island, Bronx, and Queensborough Community Colleges
are now in the anomalous position of being associated with two uni-
versities, The State University of New York and The City University
of New York. The Fashion Institute of Technology and the New
York City Community College of Applied Arts and Sciences have
their own boards of trustees which function under the program of
the State University.
Under the Community College Law, recommendations by the Board
of Higher Education and the trustees of the other Community Col-
leges concerning curricula and capital and operating budgets must be
64 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
approved by the State University Trustees. These trustees also pass
upon the recommendations from the local boards of trustees and
from the Board of Higher Education for the appointment of presi-
dents of the Community Colleges. More details of these relation-
ships appear elsewhere in the report.
Summarizing then, in Fall 1961, there were 110,273 full-time and
part-time students enrolled in publicly supported institutions of
higher education in New York City, distributed as follows: Down-
state Medical School, 643; New York City Community College of
Applied Arts and Sciences, 8,477; City University, 97,984; and the
Fashion Institute of Technology, 3,169.
PRIVATE INSTITUTIONS
Distribution of Higher Education Students
Between Public and Private Institutions
Between the Years 1950 and 1960
There are 26 colleges, universities, and professional schools
under private auspices in the City of New York. These include large
institutions such as New York, Columbia and Fordham Universities
and many smaller institutions. In Fall 1960, these institutions had a
total enrollment of full-time and part-time students of 133,327, or
21 per cent more than the number enrolled in the publicly sup-
ported institutions in the Fall 1961.3
In New York City as in other parts of the country, the percentage
of students attending private institutions has been falling. Figures sup-
plied by the State Education Department indicate that in four-year
colleges and universities in New York City, the percentage of full-time
enrollment increased from 30 per cent to 36 per cent in public
institutions in the decade from 1950 to 1960.
The Heald Report anticipates that the percentage of enrollment
in private institutions in New York State will decline considerably
during the next decade. If private colleges increase their enrollment
by 50 per cent in the next 25 years, the report estimates that the
percentage of all students in private colleges in New York State
will drop from 59 per cent in 1960 to 37 per cent in 1970 and 30
per cent in 1985. If there is a 150 per cent increase in private
college enrollment, the private college percentages will drop from
59 per cent in 1960 to 50 per cent in 1970 and 48 per cent in 1985.
The report states, “Whatever the private enrollment figures turn
8 Fifth Annual Edition 1961 Statistical Guide for New York City, Department
of Commerce and Public Events, City of New York, p. 19.
HIGHER EDUCATION IN NEW YORK CITY 65
out to be, the public institutions have to make up the rest.” Accord-
ingly, the report indicates that in the public two-year, four-year,
and graduate programs, for each 100 students enrolled in 1960, there
will be from 231 to 288 students in 1970 and from 369 to 511
students in 1985‘. In other words, their enrollments are expected
to more than double by 1970 and more than triple for 1985.
LIBRARIES, MUSEUMS, AND OTHER
EDUCATIONAL INSTITUTIONS
The City of New York probably contains the largest complex of
libraries, museums, theatres, and educational institutions in the
country. There are about 190 public libraries with about 11,000,000
volumes and 35 college and university libraries with about 7,000,000
volumes. In addition there are more than 800 specialized libraries
under the auspices of medical, engineering, and other professional
groups and business organizations. There are 34 museums, 62 theatres,
numerous botanical and zoological gardens, concert halls, and other
cultural facilities. The Rockefeller Foundation, the Sloan-Kettering
Institute, and many other research foundations are located within
the City.
There is little question about the fact that the metropolitan area of
the City of New York provides the largest resources for the stimulation
of scholarly, scientific, intellectual, and artistic activity of any com-
parable area in the country.
If the past is any guide to the future, it is obvious that the public
colleges in the City of New York and in the rest of the State will be
forced to grow, and that new facilities will have to be provided.
The increase in the college-age population and the increasing techno-
logical and social needs of the community make this inevitable. The
private colleges will expand, but whatever their rate of expansion,
the public institutions “have to make up the rest”. The projections
of such expansion and the facilities required to meet it will be out-
lined in later chapters of this report.
With respect to administrative organization, there is agreement
upon the need for coordination, for avoiding unnecessary duplication,
and for cooperative planning of public higher education within the
City for maximum usefulness.
* Meeting the Increasing Demand for Higher Education in New York State
A Report to the Governor and the Board of Regents, Committee on Higher Educa-
tion: Marion B. Folsom, John W. Gardner, Henry T. Heald (Chairman), Novem-
ber, 1960.
CHAPTER IV
THE BOARD OF HIGHER EDUCATION OF
THE CITY OF NEW YORK’
On December 13, 1960, the Board of Higher Education accepted
the report presented by its Committee to Look to the Future
with the recommendations to establish The City University of New
York. On April 11, 1961, the Governor signed the act amending
the education law which established The City University of New
York (Chapter 388 of the Laws of 1961).
The movement which led to the creation of the City University
from the four Senior Colleges (City, Hunter, Brooklyn, and Queens )
and the three Community Colleges (Staten Island, Bronx, and
Queensborough) under the jurisdiction of the Board of Higher Edu-
cation continued the tradition of the Municipal College System which
began in 1847 with the establishment of the Free Academy for
men only (later known as City College). In 1870, Hunter College
(then called Normal College) was opened for women only.
In 1930, Brooklyn College was established for men and women.
Its beginning, however, dates from 1926, when separate college
centers for men and women had been established in Brooklyn by
City College and Hunter College.
In 1937, Queens College was authorized and opened. From the
start Queens College, too, has been coeducational.
In 1951, the College of Liberal Arts of City College and the Bronx
campus of Hunter College became coeducational.
Since 1955, three Community Colleges have been established in
New York City under the jurisdiction of the Board of Higher Edu-
cation: Staten Island Community College in 1955, Bronx Community
College in 1957, and Queensborough Community College in 1958.
They are jointly sponsored by the City and the State. Each of these
1 Some of the historical information on the Board of Higher Education and the
development of the institutions under its jurisdiction which appears in Chapter II,
is repeated in this chapter.
66
THE BOARD OF HIGHER EDUCATION 67
Community Colleges offers two-year programs in the technologies and
in liberal arts.
City College has, in addition to its College of Liberal Arts and
Science, a School’ of Technology, a School of Education, and the
Bernard M. Baruch School of Business and Public Administration.
Hunter College has a graduate School of Social Work.
In 1948, a Division of Teacher Education was set up to coor-
dinate and advance the programs of preparation for teacher per-
sonnel. About one-third of the graduates in the Senior Colleges
prepare for the teaching profession. Since 1948, the State has con-
tributed to the support of the Teacher Education Programs, and in
the academic year 1960-61 the State provided full support of teacher
preparation.
SOME IMPLICATIONS OF UNIVERSITY STATUS
The Board has the responsibility for the determination and execu-
tion of policy for the Municipal College System. In so doing, it is
advised by an Administrative Council, consisting of the Chancellor
and the presidents of the several colleges. A central office headed by
an Administrator acts as secretariat and furnishes staff assistance to
both the Administrative Council and the Board of Higher Education.
Among the duties of the Chancellor, as taken from Article VII,
Section 7.3 of the By-laws, are the following:
1. To be the principal educational officer of the Municipal College
System of the City of New York, and to be the permanent
chairman of the Administrative Council with the right and
duty of exercising leadership in the work of the Council and of
reporting to the Board his recommendations.
2. To unify and coordinate college business and financial pro-
cedures and management.
3. To develop good public relations.
4. To administer the overall policies adopted by the Board with
the understanding that the authority, functions and appellate
powers of the presidents below the Board with regard to the
educational administration and disciplinary affairs in their sev-
eral colleges will not be abridged.
5. To supervise a staff to conduct research, coordinate data, make
analyses and reports on such matters of overall policy as may
be necessary.
68 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
The conversion of the Municipal College System into a university
constitutes recognition of the achievement of a high level of matur-
ity. Formerly operating as seven separate institutions coordinated by
the Board of Higher Education, the creation of the university not only
solidifies the present system but also facilitates expansion.
Today the City University, through its four Senior Colleges, offers
graduate work leading to the master’s degree in a variety of areas
in the arts and sciences as well as in education, nursing, nutrition,
speech therapy, technology, business and public administration, and
social work. The newly granted university status will make it possible
for the constituent colleges to continue to coordinate their resources
and expand their graduate offering to include the Ph.D. degree.
Some Ph.D. programs have already been approved and will be
offered in the near future. Future developments will undoubtedly
include the creation of additional professional schools.
Now, with “University status”, problems of continued and increasing
concern to the City University are: its functions, admissions policies,
instructional costs, staff and teaching load, and tuition and fees. In-
formation on each of these, and recommendations on some of them,
follow.
FUNCTIONS OF THE NEWLY CREATED
CITY UNIVERSITY OF NEW YORK
Webster’s New World Dictionary, College Edition, defines a uni-
versity as follows:
an educational institution of the highest level, typically with one or more
undergraduate schools, or colleges, together with a program of graduate
studies and a number of professional schools, and authorized to confer
various degrees, as the bachelor’s, master’s and doctors: European uni-
versities generally comprise only graduate or professional schools, or both.
It is recommended that:
The Board of Higher Education approve the following as the
basic functions of The City University of New York in view of its
status as a publicly supported institution serving both New York
City and New York State:
1. To view its primary responsibility to its students, faculty, and
the community as that of imbuing devotion to the search for truth
and its dissemination, and to justice and freedom, and that of in-
stilling awareness of personal obligation to further the intellectual
and spiritual enrichment of the society of which they are a part.
2. To provide high quality instruction, suitable to the various
THE BOARD OF HIGHER EDUCATION 69
levels of ability of those persons who have a reasonable expectation
of success in their education beyond the high school.
3. To develop, in this great business, commercial and cultural
center, research activities directed toward a widening of the horizons
of knowledge and a better understanding of the natural world, and
the application of the results therefrom to the solution of current
problems.
4. To prepare qualified persons for professional careers in those
fields appropriate for a university and in which the need is well
established.
5. To furnish to the City and to the State which support it and
to other agencies outside the State which offer service opportunities
in the best interest of the University, various kinds of public services
in keeping with the role of a university.
6. To assist in the further development of the City, not only as a
market place and workshop, but as a human abode and as the center
of cultural and intellectual energy.
To implement these functions, it is further recommended that:
7. The Senior Colleges continue to be highly selective in their
admission requirements and that the Day Sessions have responsibility
for all baccalaureate students in both the Day and Evening Sessions
in their institutions.
8. The Schools of General Studies have the responsibility for:
(a) administrative supervision over course work given in the
school leading to baccalaureate degrees, which are granted by exist-
ing faculties, in accordance with present By-law provisions and
regulations of the Day Session faculty concerned
(b) jurisdiction over:
(1) all associate degrees, students, and course work?
(2) all courses and programs leading to diplomas and cer-
tificates
(3) all non-degree work, including adult education courses
other than those offered in the Community Colleges
(4) all non-matriculated students*
2 It is recommended that later these be transferred to the Community Colleges.
(See Chapter VII).
3 These responsibilities are essentially those given the Schools of General
Studies by the Board of Higher Education in the minutes of the meeting of
April 17, 1950, Cal. No. 25; p. 207.
70 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
To carry out these responsibilities requires, among other things,
the following: (1) adequate physical facilities—classrooms, labora-
tories, offices, conference rooms, and the like; and (2) an increasing
proportion of full-time staff.
9. The Community Colleges provide:
(a) opportunities for high quality education beyond the high
school to those students who, because of ability and interest, wish
education for careers at the end of two years or before; and
(b) offerings primarily to recent high school graduates of suit-
able two-year associate degree curricula of high quality, with the
provision that those students whose performances warrant may
readily transfer into either the Senior Colleges or the Schools of
General Studies as candidates for baccalaureate degrees.
To carry out these purposes, the following steps are required: (1)
the development, in cooperation with the central administrative staff,
of uniform admission requirements with some provision for flexi-
bility in their administration, in keeping with the functions of the
Community Colleges but well within the ability range of those
students likely to succeed in either the transfer or career programs*;
and, (2) the development of uniform, clearly defined and easily ad-
ministered requirements for transfer of qualified students from the
Community Colleges to either the Senior Colleges or to the Schools
of General Studies.
The foregoing statements on the functions of the City University
as such, and within those the role of the major segments within
the University are designed to provide flexibility. In this connection
it seems appropriate here to quote the last sentence in T. R. McCon-
nell’s book, just off the press, which is:
The system must be flexible enough to enable each student to reach the
highest level for which his aptitude and performance qualify him.5
ADMISSIONS POLICIES, THEIR HISTORICAL DEVELOPMENT,
AND SOME IMPLICATIONS
There are two possible ways for applicants to qualify for admission
to the Senior Colleges as matriculants for the baccalaureate degree.
4The two Community College consultants—Drs. Martorana and Medsker—
have recommended that: “Admission standards to Community Colleges should
be adjusted as rapidly and steadily as possible toward the ultimate objective of
using only high school graduation and the capability of improvement in the
Community College program.” (See Chapter VIII)
5T. R. McConnell, A General Pattern for American Public Higher Education
(McGraw-Hill Book Company, Inc., 1962); p. 190.
THE BOARD OF HIGHER EDUCATION 71
If they have achieved a basic minimum established high school
average, they will be admitted automatically. They may also qualify
on the basis of a composite score computed from the high school
average and a weighted Scholastic Aptitude Test score.
In 1950, the high school average required for admission as a bacca-
laureate matriculant varied among the colleges from 80 per cent to
85 per cent. In 1953, the required high school average was a uniform
80 per cent, in all of the colleges. By 1959, it had risen to 85 per cent
and has remained at that level since that time.
The composite score minimum entrance requirement in 1950 varied
from 150 at Hunter College to 164 for women at Queens College.
(See Table 2). Since 1953 there has been a general trend upward in
Table 2
ADMISSION REQUIREMENTS FOR MATRICULANTS
FOR A BACCALAUREATE DEGREE
FALL SEMESTER 1950-1961
COLLEGE
CITY HUNTER BROOKLYN QUEENS
= a ee aie
Composite High High
High score High | Composite school Composite school Composite
Year | School school] —_gcore average score average score
aver- Up- aver- . . . . w. .
age town|town | 8se } Men Wom Men wom Men wom Men wom Men a
1950] 80% 1656{ 166 | 88%| 150 150 | 80% 85%] 166 160 |80% 88% 168 164
1961} 80 164] 164 | 80 150 150 | 80 83 164 154 80 164 164
1962} 80 160] 160 | 80 152 152 | 80 83 160 160 80 160 160
1953] 80 164] 164 | 80 151 151 80 162 152 80 160 160
1954] 80 164] 164 | 80 151 151 80 166 156 80 166 166
1955 | 82 162] 159 | 82 1538 165 82 162 162 82 160 160
1956 | 82 162] 159 | 82 158 158 82 168 «168 82 164 164
1957 | 82 168] 168 | 82 160 160 82 165 165 82 166 166
1968] 84 167] 168 | 84 162 161 84 164 164 84 170-170
1969] 85 167) 162 | 86 164 163 85 166 168 85 172 «172
1960 | 85 167] 160 | 86 162 162 85 169 171 85 166 166
1961 | 86 169] 162 | 86 165.5 164 85 169 171 85 165 165
1
Source: Data compiled from College Enrollment & Admissions Reports by Bureau of Ad-
ministrative Research of the City University.
72 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
the minimum composite score requirement which was higher in 1961
than ever before for each school except Queens College, which hit a
peak of 172 in 1959. In 1961 the composite score minimum ranged
from 162 at City College (downtown) to 171 for women at Brooklyn
College.
The reader’s attention is called to two things in Table 2: (1) the
changes in the high school average required for admission to the
baccalaureate degree programs in Senior Colleges during the 12
year period covered by the table; (2) the wide variation in the ad-
mission requirements among the colleges for any particular year.
Table 3
ADMISSION REQUIREMENTS IN THE COMMUNITY COLLEGES
(DAY SESSION—FALL SEMESTER, 1958-1961)
COMMUNITY COLLEGE
Staten Island |
Student
Queensborough
A.A. and High Schoo!
A.A.S (Pre- Average—75% —
1958 eTsineering) CEEB —400 |A composite score
A.A.S. (Other | High School A
than Pre- Average—70% based on high school -
Engineering) | A.C.E —93 |Performance and
A.A. and High School :
A.A.S. (Pre- Average—75% aeliievement on an _—
1o5s9Ensineering) | CEEB -—400 entrance examina-
A.A.S. (Other | High School soe
than Pre- Average—75% tion is developed ad
Engineering) | A.C.E —93 84 floor for each
A.A. and Composite - High School
A.A.S. (Pre- Score—151 Ge STS i Average—79%
1960 eneineering) total record of and CEEB
A.A.S. (Other | High School . High School
than Pre- Average—70% pach pendent a Average—75%
Engineering) examined by a plus SCAT
A.A.S. and Composite Teaculty committee | High School
A.A.S. (Pre- Score—152 dmissi Average—78%
1961 Engineering) pa Le plus CEEB
A.A.S. (Other | High School High School
than Pre- Average—70% Average—75%
Engineering) plus SCAT
Source: Data supplied by the colleges and compiled by the Bureau of Administrative Research
of the City University.
Note: A.A. and A.A.S. stand for Associate in Arts and Associate in Applied Science
respectively.
CEEB stands for College Entrance Examination Board.
A.C.E. stands for American Council on Education.
THE BOARD OF HIGHER EDUCATION 73
For example, in no year included in the table are the composite
scores required for admission identical for the various colleges. Be-
cause of limited capacity to accommodate high school students in the
baccalaureate Day Session programs, the number of such students
admitted has been controlled by raising the admission requirements.
Since the Community Colleges under the sponsorship of the Board
of Higher Education have only been in existence for a few years,
very little can be said of trends in their admission requirements.
Details on their admission requirements are shown in Table 3.
It will be noted that these requirements, like those in the Senior
Colleges, vary widely among the colleges.
The educational admission requirements for out-of-city New York
State residents are the same as for New York City high school grad-
uates. The records of foreign students are evaluated individually, and
as many places as are available are filled from the best applicants.
There are only a few such students admitted to each college each year.
Some Implications of the
Present Admission Policies
The present baccalaureate matriculant admission policy is restrictive
in character and necessarily thereby eliminates a large group of New
York City high school graduates who may have a legitimate claim to
free public higher education. There is no doubt that a reduction of
these entrance requirements would result in a large increase in the
number of freshmen who could be admitted. Lack of facilities and
staff have in the past made such action impossible.
The Administrative Council has been concerned with the adequacy
of the present admission policies which admit most of the University’s
baccalaureate degree students on the basis of their high school
average, thereby assuming that the various high school evaluations
are comparable.
The entrance test representatives from the four Senior Colleges
were appointed to study this problem. Their report, “An Investiga-
tion of the Criteria for Admission to the City University of New
York,” dated May 1961, suggested a revised set of entrance require-
ments which places more emphasis on the results of the Scholastic
Aptitude Test. If the recommendations of this report were adopted,
every applicant would have to achieve a minimum score of 900 on
the Scholastic Aptitude Test to be considered at all. Successful ap-
plicants with 88 per cent or better high school averages would then be
admitted automatically. Others would be ranked in order of com-
posite score for selection in competitive order. The test representa-
74 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
tives also recommended consideration of a revision in the mechanics
of the admission process to facilitate application of the proposed
revised admission policy.
Students who cannot meet the aforementioned conditions for en-
trance to the Senior College baccalaureate degree program and others
who desire only an associate degree course of study may be able to
meet the different and somewhat lower requirements of the associate
degree programs in both the Senior and Community Colleges. These
provisions reduce the pressure for freshman entrance into the bacca-
laureate programs in the Senior Colleges. Many of these associate
degree students will eventually qualify for transfer to the Senior
Colleges with advanced credit. Others will go on to a business or
commercial career after completing the 64 credit associate degree.
As noted earlier, admission policies have been modified to keep
enrollments within the capacity of the physical plant. With this
policy there need be no particular overcrowding of existing facilities.
Comparative Instructional Costs
The materials in Tables 4 and 5 concerning instructional staff were
necessarily taken from different sources. For example, some were
Table 4
CERTAIN INFORMATION ON TEACHING STAFF AND
TEACHING LOAD IN THE CITY UNIVERSITY
FALL 1961
Number Student Class
of credits hours *Average
College teachers per FTE** per student section
(FTE) teacher credit size
City College
LA. & Educ. ccs 547.01 249.37 1.26 23.70
Technology 99.30 163.96 1.48 17.50
Baruch School 37.40 287.86 1.11 22.90
Hunter v.ccecsceseseeseseseneees 453.79 239.42 1.18 23.90
Brooklyn vissssessesssseesseeeseees 542.40 252.49 1.15 24.80
QUEENS ooeeeeesceseseeeeeseeteeeeeees 347.46 247.00 1.20 24.99
Staten Island .........ceeeeee 37.10 269.00 1.24 25.00
13 0) > ae 84.70 204.92 1.25 20.15
Queensborough ....ceseseeeeee 27.16 270.00 1.24 25.30
Source: Staff and Teaching Load Reports of the Colleges of the City University.
* Excluding classes in large lecture rooms.
** FTE = Full-time-equivalent.
THE BOARD OF HIGHER EDUCATION 75
developed from budget documents by the Central Accounting Office;
others were developed by the individual colleges from their actual
rolls; and others were taken from the Registrars’ Reports on Staff and
Teaching Loads. Some of the information was available as of June
30, 1961, and other material was assembled as of October, 1961. Still
other data for the fiscal year 1960-61 are an average of Spring and
Fall statistics. All of this means that there may appear to be an
internal variance in the number of instructional staff members. This
factor does not interfere, however, with the various analyses and
conclusions that were based on different sets of information.
The tables show two sets of statistics. The first, Table 4, shows
the number of teachers (full-time-equivalent); credits per teacher;
classroom hours per credit; and average section size excluding classes
in large lecture rooms for each of the colleges for the Fall 1961 for the
Senior and Community Colleges. The Baruch School, as can be seen
Table 5
ANNUAL INSTRUCTIONAL SALARY COSTS BY INSTITUTION
IN THE CITY UNIVERSITY FOR 1960-61
(a) (b) (ce) (d)
Number of Total Average Total
annual student salary instructional
teachers credits (as of costs*
College (FTE) (total June 80, (Col. (a) x
(average Fall 1960 1961) Col. (c))
Fall 1960 and
and Spring
Spring 1961) 1961)
City veces 311,929 $10,189 $ 6,661,323
Hunter... 425 209,211 9,651 4,101,675
Brooklyn ........... 264,405 10,261 5,397,286
Proce 154,165 9,353 2,890,077
All Senior
Colleges ............. 939,710 9,687
Staten Island
Community
College .......
Bronx
Community
College ou...
Queensborough
Community
College oo... 18 10,412 6,369 114,642
All Community
Colleges ..
628
653
18,569,979
34 15,1387 7,271 247,214
73 26,965 6,781 495,013 | 18.36 | 588
11.01 | 352
125 52,514 6,830 853,750
Source: Accounting Office, City University.
* The amounts, except in column (e), are recorded at the nearest dollar.
76 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
from Table 4, has the highest number of student credit hours per staff
member and the lowest number of class hours per student credit hour.
Section sizes are fairly uniform among the colleges.
The second, Table 5, which gives instructional costs (classroom
teachers ) in each of the colleges is based on the Fall 1960 and Spring
1961 semesters and shows the average instructional cost per credit
and per student by college. The calculations are based on the follow-
ing: (1) each student earns 32 credits a year, and (2) average in-
structional salaries for the Senior Colleges of $9,687 and for the
Community Colleges, $6,830.
TUITION AND FEES IN THE
CITY UNIVERSITY OF NEW YORK
Under the leadership of Townsend Harris, a popular merchant and
President of the City’s first Board of Education, a bill called the
Free Academy Act, which permitted the City to establish a tuition-
free institution, was passed by the Legislature and signed by Governor
John Young on May 7, 1847. The June 19, 1847 issue of the New
York Evening Post gives the results of the City-wide vote on the
issue of whether such an academy should be established. The vote,
as noted elsewhere, was an overwhelming one in favor—19,305 for,
and 3,409 against.
During the campaign on this issue, placards reading “Free Academy
for the Poor Man’s Children” were posted throughout the City, and
thousands of houses in the poor sections were served with circulars
containing a similar message. S. Willis Rudy, in his book, “The
College of the City of New York: A History,” has this to say about
this event:
History was to prove this day memorable for American higher education.
The people of New York had set up a democratic institution of higher
learning through the free and full use of the democratic process.®
At the formal opening of the Academy, on January 29, 1849, Dr.
Horace Webster, its first principal, had this to say:
The Free Academy is now to go into operation. The experiment is to be
tried, whether the highest education can be given to the masses; whether
the children of the people, the children of the whole people, can be edu-
cated; and whether an institution of learning, of the highest grade, can be
successfully controlled by the popular will, not by the privileged few, but by
the privileged many!?
6S. Willis Rudy. The College of the City of New York: A History—1847-
1947 (The City College Press, New York, 1949), p. 21.
7 Ibid., p. 29. (Quoted from “Addresses Upon the Occasion of the Opening of
the Free Academy,” pp. 27-29.)
THE BOARD OF HIGHER EDUCATION 77
At the beginning, the question as to who should be admitted was
carefully considered. In 1849, the Board of Education announced that
there would be semi-annual examinations for admission and that only
those who passed “a good examination” in spelling, reading, writing,
English grammar, geography, arithmetic, and history of the United
States would be admitted. Over the years there have been many
modifications in admissions standards, but the mandatory require-
ment that bona fide residents of the City, matriculated in under-
graduate programs, would have free tuition, has remained intact
during the intervening 115 years. In 1961, the law was amended to
give the Board of Higher Education discretionary authority to de-
termine “whether tuition shall be charged and to regulate tuition
charges and other fees and charges in the institutions and educational
units which the Board shall conduct.”
In the final chapter of his book, Rudy has this to say about the
College of the City of New York, which had its beginning in the
Free Academy:
As a result of its democratic origin and control, the College from the start
adhered to the ideal of freedom of higher education for all who deserve
it. This principle, asserted by Townsend Harris, the founder, who desired
to open wide the doors of the institution to all, poor and rich alike, who
were qualified to enter therein, with “no distinction save that of industry,
good conduct, and intellect,” continued to animate the College throughout
its history. Neither race, nor creed, nor financial position, nor nationality
were ever taken into consideration in determining admissions. From the
beginning, intellectual ability was the sole criterion for acceptance, and
tuition was free to those young people of the City who were qualified, by
this standard. Thousands of individuals who might otherwise never have
been enabled to secure a college education were by this liberality permitted
to enjoy its benefits. Surely there could be no principle of higher education
more democratic than this, and it was one which was upheld without com-
promise from the days of Harris to those of Shepard, and from those of
Finley to those of Wright.*
Policy on Tuition and Fees
With this long tradition extending over 115 years of free tuition for
resident matriculated undergraduate students, should the Board of
Higher Education now change the policies given it by the statute
quoted above, or should it, on the other hand, seek to have applied
the same provision to all resident fully-matriculated undergraduate
students, including those in the Community Colleges?
Although tuition-free, as indicated above, the Day Sessions students
—both matriculants and non-matriculants—pay a fee of from $25-$50
8 Ibid., pp. 459-460.
78 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
per term, covering non-instructional services. Those fees are levied
in accordance with the New York State Law which provides: “In all
courses and courses of study they [the Governing Board] may in their
discretion require students to pay library, laboratory, locker and
breakage fees and meet the cost of books and consumable supplies.”
It seems appropriate here to differentiate between tuition and fees.
Tuition is defined in the College Edition of Webster's New World
Dictionary as “The charge for instruction, especially for class in-
struction.” Tuition may then be identified as charges to a student for
teaching expense, which includes salaries of the instructors, clerical
and certain administrative salaries, and other expenses related di-
rectly to teaching; whereas fees are applied to such items as health,
intercollegiate athletics, student activities, and other services inci-
dental to but not directly related to instruction.
The very rapid increase in college and university enrollments
throughout the nation, and the resulting increase in cost, has been
accompanied by increases in tuition and fees in both public and private
institutions. Some institutions, however, have resisted this trend.
Among these are the Senior Colleges in the City University, the
California State Colleges, and the University of California. In De-
cember, 1959, both the California State Board of Education, which
then had jurisdiction over the State Colleges, and the Regents of the
University of California unanimously approved the following recom-
mendation in the Master Plan for that State:
The two governing boards reaffirm the long established principle that state
colleges and the University of California shall be tuition free to all residents
of the state.®
Although some argue that society is best served by free public
education from the kindergarten to the graduate schools of the uni-
versities, it must be borne in mind that this concept, if fully imple-
mented, places a very heavy burden on the nation’s taxpayers. In
support of this position, the output of engineers and scientists in the
Soviet system of higher education, where the State bears the total
cost, is frequently cited.
On the other hand, some have maintained that an individual bene-
fits greatly in earning power, prestige, and other satisfactions in life;
and that he should, therefore, bear the full operating cost of his edu-
cation in public institutions. In commenting on this, in 1958, James
L. Morrill, then President of the University of Minnesota (now with
the Ford Foundation), had this to say:
9A Master Plan for Higher Education in California, 1960-1975 (California
State Department of Education, Sacramento, California, 1960), p. 14.
THE BOARD OF HIGHER EDUCATION 79
This notion is, of course, an incomprehensible repudiation of the whole
philosophy of a successful democracy premised upon an educated citizenry.
It negates the whole concept of widespread educational opportunity made
possible by the state university idea. It conceives college training as a
personal investment for profit instead of a social investment.
It is an incredible proposal to tum back from the world-envied American ac-
complishment of more than a century.!°
The policy with respect to tuition which has been maintained in
the Senior Colleges of the City of New York since the beginning of
the Free Academy in 1847 is a middle ground between the two ex-
tremes mentioned above. The Survey Staff believes that this policy is
a correct one, and in the best interest of present-day society and that
which is rapidly emerging. Automation, the need for more and better-
trained scientists, engineers, and teachers, and the loss to society
because of the failure of many outstanding high school graduates to
continue their education are current topics in today’s literature. The
Survey Staff does not believe that it is a mere coincidence that two
tuition-free institutions, as shown elsewhere in this report, gave under-
graduate training to more Ph.D.’s in the period 1936 to 1956 than any
others in the country—the College of the City of New York and the
University of California.
Instructional Fees in 1961-62
Senior College matriculants for baccalaureate degrees, the Master
of Arts in Teacher Education, and the Associate in Applied Science
degree in Nursing Science are not required to pay any tuition fees
(up to 128 credits). Limited matriculants or special students and
those registered for diplomas or for associate degrees other than
nursing science pay $9.00 a credit, $9.00 for the first hour in excess
of the number of credits, and $6.00 for each additional hour in excess
of the number of credits. Non-matriculants and holders of bacca-
laureate degrees who take undergraduate courses pay $12.50 for each
credit, $12.50 for the first hour in excess of the number of credits,
and $8.50 for each additional hour in excess of the number of credits.
Graduate courses carry a tuition charge of $20.00 a credit, and
$10.00 for every class hour in excess of the number of credits.
Community Colleges require New York State residents enrolled in
the Day Session to pay $150 tuition a semester. Non-New York State
residents pay $300 tuition a semester in the Day Session. Instructional
fees in the Evening Sessions vary by college as follows: Staten Island
Community College, $10.00 per clock hour except for courses listed
10 Ibid., p. 173.
80 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
with special fee; Bronx Community College, $10.00 a credit; Queens-
borough Community College, $10.00 a credit plus $6.00 for each addi-
tional clock hour beyond the number of credits per course.
Current Board of Higher Education policy is to continue the pro-
vision of tuition-free education to matriculants for the baccalaureate
degree, the Associate degree in Nursing Science, and the Master of
Arts degree in Teacher Education.
Non-Instructional Fees
Non-instructional fees include those paid once by all students such
as: application or entrance examination fee; those paid every semester,
such as registration fee, general fee, and student activities fees; and
fees for special services only, such as a program change, issuance of
a duplicate card, laboratory use, and filing of thesis. Because these
fees vary among the colleges and are adjusted frequently, the current
ones are not included in this report. They are all printed in the
current catalogues of the individual colleges.
In view of the foregoing, it is recommended that:
The Board of Higher Education reaffirm its support of the policy
of free tuition for resident matriculated baccalaureate students, which
has been maintained for 115 years.
Thus far, the free tuition policy has not been applied to matriculated
students in the Community Colleges. This poses a question: Why
should a resident of New York City who meets the requirements for
matriculation in a Community College pay an annual tuition charge
of $300, while another resident who is admitted to a Senior College
pays no tuition? In the view of the Survey Staff, this is an injustice
which is indefensible as a continuing policy. In addition to the in-
justice of the present situation, further increases in enrollments in
the Community Colleges of the City through the provision of free
tuition serve these purposes:
1. Studies in New York State and elsewhere have shown the in-
creasing need in business and industry for persons with technical
training beyond the high school. Increased enrollment in New York
City’s Community Colleges contribute to the meeting of that need.
2. Reduction in the lower division enrollments in the Senior Col-
leges which would result from large enrollments in the Community
Colleges will permit the Senior Colleges to give greater emphasis on
upper division and graduate work.
3. The transfer programs in the Community Colleges offer to stu-
dents of high ability but who failed to meet the Senior College
THE BOARD OF HIGHER EDUCATION 81
requirements for admission as freshmen (the so-called “late bloom-
ers”) an opportunity to demonstrate their scholastic ability and
thus meet transfer requirements into the upper division of Senior
Colleges.
It is therefore recommended that:
1. The Board of Higher Education formally endorse the principle
that matriculated students in the Community Colleges should be
exempt from tuition, in the same manner as those in the Senior
Colleges; and, furthermore, that the Board take the required steps to
provide free tuition for Community College students.
2. Other classifications of students pay tuition as may be deter-
mined by the Board of Higher Education.
Fees
As noted earlier all students pay fees. The Survey Staff believes
that fees charged to students for special kinds of services not directly
related to instruction are appropriate and justifiable. Therefore, it
is recommended that:
The Board of Higher Education develop, in more detail than at
present and in cooperation with each of the colleges, both senior
and community, a non-instructional fee structure for services inci-
dental to but not directly related to instruction, such as expenses
for health, intercollegiate athletics, student activities, placement
services, recreation, and the like. Furthermore, that this fee structure
have periodic reviews, at least once each three years, by the Board
of Higher Education, and adjustments made accordingly.
Out-of-District and Out-of-State Tuition
As the City University develops its graduate program and other
phases of its program appropriate to its university status, undoubtedly
many students living outside New York City will wish to enroll, and
it would be educationally desirable to have them do so. Accordingly,
it is recommended that:
As the City University develops its future programs, the Board of
Higher Education make suitable provision for the admission of out-
of-city residents, both graduate and undergraduate, taking into
account its obligation to resident students. Furthermore, that the
Board develop appropriate tuition charges (in addition to fees) for
such out-of-district students.
CHAPTER V
STUDENTS—THE PROBLEM OF NUMBERS
The students who will answer roll call in the City University’s
classrooms and laboratories between now and 1975 are already born.
The essential problem is one of determining how many of these new
citizens will be qualified for educational programs beyond high
school and how many of those who are qualified will seek to fulfill
their educational goals at the City University.
The education of these youths must be carefully planned and
provision made for the orderly growth of public higher education
in New York City. Buildings must be erected and equipped, cur-
ticulums devised, staff members appointed, and a multitude of
other details arranged. Decisions involving all of these aspects of
higher education depend in part upon reasonable estimates of the
number of students who will need to be served.
CRITICAL ASSUMPTIONS
In the present chapter an attempt is made to develop a reasoned
estimate of the number of undergraduates who will be admitted to
the University in 1965, in 1970, and in 1975. In addition, there are
estimates of the total number of undergraduate students who are
likely to be enrolled at the beginning of the Fall term of each target
year. Estimates of the number of master’s and Ph.D. students to be
enrolled by 1975 are developed in Chapters IX and XII of this report.
The forecasts of the number of undergraduates necessarily rest
upon several assumptions, chief of which are the following:
1. It is assumed that the migration and survival experience of school-
age youngsters in New York City between 1950 and 1960 is a valid
base for forecasting the number of college-age youth who will be in
residence during the subsequent 15 years. In general terms the
period from 1950 to 1960 has been a decade of great population
change and it is difficult to imagine that the next ten-year period
can match the last for sheer social upheaval. During that decade
there has been an unprecedented in-migration of Negroes from
southern states and large numbers of citizens of Puerto Rican
82
STUDENTS—THE PROBLEM OF NUMBERS 83
ancestry settling in the central portions of the City. Middle-class
whites who vacated glder rundown neighborhoods have relocated in
the City’s fringes and in the suburbs. The Department of City
Planning estimates that between 1951 and 1960 the white population
in the City declined by 991,000 (See the September 30, 1961 issue
of the New York Herald Tribune). However, in order to make effective
use of the numerical data, the predictions have been based on the
assumption that these marked population trends will continue at about
the same pace.
2. It is assumed that the private colleges in New York City and
the collegiate institutions outside the City will continue to absorb
no more and possibly fewer of resident college-bound youngsters
during the next 15 years than they have during the last 10'. There
are a number of factors which make this an extremely tenuous as-
sumption. The trend in tuition rates in private colleges, for example,
has been steadily increasing although perhaps not as rapidly as dis-
posable income. Another factor, more or less imponderable, is the
attractiveness to the City’s college-bound resident of the expanding
units of the State University system. The planned early conversion
of the 11 former State Teachers Colleges into first-class four-year
liberal arts institutions may bring about a considerable increase in
the number of choices considered by potential freshmen whose homes
are in New York City, but the effects of such a trend are not likely
to become manifest before the late 1960’s since it will take some years
to convert the State University’s Teachers Colleges to multi-purpose
colleges of arts and science. Laboratories will have to be added,
library collections expanded; and, during a period when college
teachers will be in short supply, faculties will have to be enlarged
and diversified.
There is, moreover, an increasingly noticeable reluctance on the
part of state-supported schools in the midwest (e.g. Michigan,
Illinois, Indiana, Wisconsin, and others) to continue the admission of
out-of-state students. This step, although reluctantly undertaken by
the great midwest universities, hits residents of New York State rather
hard because New York has been high on the list of “debtor states”
in higher education.?
1 Meeting the Increasing Demand for Higher Education in New York State;
Committee on Higher Education, Board of Regents, State Education Depart-
ment, Albany, New York; November, 1960.
2 Chapter VI of this report points out that during the period 1956-1959 there
were about 20,000 more N. Y. State residents attending out-of-state institutions
than those coming from other states to attend college in New York State.
84 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
3. It is assumed that the separate entrance requirements for ad-
mission to the Senior Colleges and the Community Colleges will
change slightly in the direction of the national trend of admitting a
somewhat larger proportion of the area’s high school graduates. Of
all the numerous elements which go to make up the size of the
undergraduate student body, perhaps entrance requirements in the
form of high school academic averages and scholastic aptitude test
scores are the most sensitive. In the past ten years, the high school
academic average required for the admission of approximately 65-75
per cent of the new baccalaureate undergraduate matriculants in
the Senior Colleges has increased from 80 to 85. During the same
period (1952 through 1961), the number of applicants for freshman
berths in the Day Session has increased from 15,651 to 22,678, a
44.9 per cent increase. The corresponding change in the number
of new Day Session admissions has been from 8,002 to 8,106, a 1.3
per cent increase as shown in Table 6. In the two-year programs of
Table 6
NEW ADMISSIONS IN THE CITY UNIVERSITY
SENIOR COLLEGES, 1952—1961
Baccalaureate degree Associate degree
studenta® students Total admissions
Year . Evening Only Day Eve. Grand
1952 1478 8002 2335 10,337
1953 1777 8291 2680 10,971
1954 2157 7266 3022 10,288
1955 3420 7000 4205 11,205
1956 3377 6863 4067 10,930
1957 3302 7202 4422 11,624
1958 3511 7180 4106 11,286
1959 3192 7022 3720 10,742
1960 3520 9139 3982 13,121
1961 3382 8106 3839 11,945
Source: Enrollment and Admissions Reports of the Colleges of the City University.
* During this period high school averages and composite scores required for admission
were progressively raised.
STUDENTS—THE PROBLEM OF NUMBERS 85
all of the public Community Colleges in this City there has been an
increase of 99.1 per cent in new admissions to Day Sessions from 1952
to 1961 as shown in Table 7. It is clear from these data that any
move to lower admission requirements will substantially increase the
number of students who will have to vie for seats in already crowded
classrooms.
4. It is assumed that the present policy of free tuition for matricu-
lated undergraduates at the Senior Colleges will be maintained
through 1975. The passage of permissive legislation on this issue
by the 1961 New York Legislature at least raises the question of
whether or not a free tuition policy will be continued indefinitely.
Additional factors not reflected in the projections because of the
dearth of data on which to base numerical predictions are the likely
effects on enrollments which would ensue were dormitories provided
for Queens College and for Hunter College in the Bronx. Such
facilities might be built for several Senior Colleges through assistance
from the State Dormitory Authority. The provision of residence
Table 7
NEW ADMISSIONS TO ALL PUBLIC
TWO-YEAR COLLEGES IN NEW YORK CITY
City University
Community Colleges NYC Community College Total
(Bronx, Queensborough, and Public Two-Year
Staten Island) Fashion Inst. of Tech. Colleges
Year Day Eve. Total Day Eve. Total Day Eve. Total
1952 Dod 50 ++. 1957 | 1018 2975 1957 1018 2975
1953 see Oo ++. 2202 | 1062 3264 2202 1062 3264
1954 Boo Do -.. 1885 | 1825 3660 1835 1825 3660
1955 see . +.» 1759 | 2363 4122 1759 2868 4122
1956 111 Bc 111-1889 | 3285 5174 2000 3285 5285
1957 211 57 268 2027 | 3676 5703 2238 3733 5971
1958 228 60 288 2079 | 4008 6087 2307 4068 6375
1959 967 66 | 1033 2464 | 4246 6710 3431 4312 17743
1960 880 320 | 1200 2419 | 4811 7230 3299 5131 8430
1961 1420 512 | 1932 2476 | 5599 8075 3896 6111 10007
Source: The City University Enrollment and Admissions Reports and Registrar’s Reports
of NYC Community College and Fashion Institute of Technology.
86 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
facilities might well attract students, particularly from outside the
City, to the four-year colleges and to graduate programs.
A non-estimable factor of some import is the situation which may
confront high school graduates during the next decade and beyond
that. Seventeen-year-olds of good academic promise may, because of
technological advances like automation and its effects on the jub
market, have nowhere to go but to college. Nor is it unlikely that
the Community Colleges will attract a new clientele of students,
somewhat older than recent high school graduates, who will turn to
these colleges for technical retraining.
Any one and all of these assumptions can be challenged as being
improbable under varying conditions. However, a start must be made
on the long-range needs of the University. The tenuousness of the
assumptions merely underscores the necessity for continuous study
of the future enrollments of the University in the light of changing
conditions and the making of such revised estimates as the studies
may indicate.
GENERAL PLAN FOR ESTIMATING UNDERGRADUATE
ENROLLMENTS AND ADMISSIONS
The admission of students to The City University in 1965, 1970,
and 1975 can be thought of as a pyramid. The base of the pyramid,
as shown in Figure 2, is the estimated number of resident youth of
college entrance age, which is taken to be the number of 17-year-olds.
Many studies have used the 18-year-olds, and some have struck an
average between the two. It is believed that current programs at
the junior and senior high school levels which call for rapid progress
on the part of bright pupils and the numerous plans for advanced
placement are, during the next decade, going to have the general
effect of lowering the entrance age of the typical City University
freshman to about 17 years. As a matter of fact, the average age of
entering freshmen in the Senior Colleges in the Fall 1959 was about
17% years.
The data base for the forecasts of 17-year-olds at each of the
target years is the 1960 U. S. Census. Children who were 12 in
1960 will be 17 in 1965, those who were seven in 1960 will be 17
in 1970, and the two-year-olds in 1960 will be 17 in 1975. No attempt
has been made to adjust these figures for survival ratios or for
anticipated migration on the part of 17-year-olds per se. However,
survival is taken into account in the estimates of high school gradu-
ates. Two separate geographical areas have been differentiated, the
five boroughs of New York City and the four suburban New York
STUDENTS—THE PROBLEM OF NUMBERS 87
University
Admissions
High School
Graduates
Public and Private
School Pupils in
Twelfth Grade
Resident Youth
of
College Entrance Age
Figure 2
SCHEMATIC DIAGRAM OF THE PROCESS USED IN ESTIMATING
CITY UNIVERSITY ADMISSIONS 1965, 1970, AND 1975
State Counties of Nassau, Rockland, Suffolk, and Westchester. In
addition, the ethnic group recorded in the U. S. Census has been
preserved. The general method of estimating used here is closely
akin to that described by Lins.? Its application produces the figures
found in Table 8.
The second echelon for prediction is the number of twelfth-grade
pupils enrolled in both public and private high schools in the Fall
term preceding expected graduation. (See Table 8.) In collecting
these data, it was possible to maintain a geographical breakdown
between New York City and the four suburban counties, but the
estimate of the relative numbers of whites and non-whites in New
York City are not particularly reliable. In recording the data, all
private school pupils are tallied as white because of the impossibility
of getting ethnic designations for children enrolled in private schools.
Private school authorities simply do not maintain this information
in their school records. This feature means that the number of non-
3L. J. Lins. Methodology of Enrollment Projection for Colleges and Uni-
versities. The American Association of Collegiate Registrars and Admissions
Officers; Menasha, Wisconsin; March, 1960.
88
LONG-RANGE PLAN FOR THE CITY UNIVERSITY
whites tends to be somewhat underestimated. Forecasts of the number
of twelfth-grade pupils for New York City are based on separate
migration-survival ratios (See Appendix II, Table 70) for white and
non-white pupils. For the four suburban counties, a flat 70 per
cent of the 17-year-olds seemed to form a reasonable estimate. By
taking suburban census estimates of the number of 17-year-olds and
reports of the New York State Education Department for the even-
numbered years 1950 to 1960, a weighted average of 70 per cent was
ESTIMATED NUMBERS OF 17-YEAR-OLDS,
Table 8
12TH GRADE PUPILS, AND HIGH SCHOOL GRADUATES
IN THE NEW YORK METROPOLITAN AREA, 1950-1961, WITH FORECASTS FOR 1965, 1970 AND 1975.
YEAR
17-YEAR OLDS*
New York City:
White ...
Non-white
Total ....
New York Suburban
Counties :**
White ....
Non-white
Total .....
New York Metropolitan Area:
Total
TWELFTH GRADERS IN
PREVIOUS FALL TERM***
New York City:
White ...
Non-white
Total
Four Suburban Counties:
Total .....
New York Metropolitan Area:
Total
HIGH SCHOOL
GRADUATES****
New York City:
White ...
Non-white
Total
Four Suburban Counties:
Total ....
New York Metropolitan Area:
Total ....
1950
81,381
9,293
90,674
18,415
1,024
19,439
110,113
49,540
7,403
56,943
14,968
71,911
47,888
7,155,
55,043
14,533
69,576
1952
86,680
11,820
98,500
19,950
1,050
21,000
119,500
47,395
7,082
54,477
15,352
69,829
45,917
6,861
52,778
14,905
67,683
1954
77,880
10,620
88,500
23,750
1,250
25,000
113,500
45,098
6,739
51,837
16,421
68,258
43,309
6,471
49,780
15,943
65,723
1966
77,088
10,512
87,600
26,125
1,375,
27,500
115,100
48,037
7178
55,215
19,531
74,746
44,563
6,658
51,221
18,963
70,184
1968
86,944
11,856
98,800
32,775
1,725
34,500
133,300
50,188
7,500
57,688
23,282
80,970
46,552
6,956
53,508
22,604
76,112
* Data abstracted from US Census Reports on New York Metropolitan Area for 1950 and 1960.
Dat
** These counties are Nassau, Rockland, Suffolk, and Weatchester.
represent estimates derived from migration-survival experience in New York City public and private schools.
*¢¢*Data represent estimates based on experience ratios of high school graduates to 12th grade pupils.
1960
93,655
13,981
107,636
41,063
1,786
42,849
150,485
64,988
9,711
74,699
33,792
108,491
57,790
8,635
66,425
32,808
99,233
1961
86,449
13,959
100,408
40,381
1,714
42,095
142,503
60,982
9,112
70,094
29,466
99,560
57,323
8,565
65,888
28,582
94,470
1965 1970 1976
103,534 96,560 109,043
19,333 28,396 27,721
122,867 119,956 136,764
58,093 63,670 63,259
2,424 2,831 3,322
60,517 66,501 66,581
183,384 186,457 203,345
66,595 74,337 81,933
9,951 11,108 12,243
76,546 85,445 94,176
42,362 46,551 46,607
118,908 131,996 140,783
62,599 69,877 77,017
9,354 10,441 11,508
71,953 80,318 88,525
41,091 45,154 45,209
113,044 125,472 183,734
See Table 70, Appendix II.
STUDENTS—THE PROBLEM OF NUMBERS 89
obtained. The suburban data on twelfth-grade pupils are not esti-
mated separately for white and non-white because of the lack of
reliable information.
At the third step in the process of prediction, estimates were made
for 1961, 1965, 1970 and 1975 of the numbers of high school gradu-
ates that can be expected, as long as present policies of promotion
and retention in the high schools remain in force.t Table 9 reports
the data on the ratios of graduates to twelfth-grade students in the
previous Fall term. There seems to be a recent trend toward in-
creased dropout between the beginning and end of the twelfth
year in New York City high schools. Since this apparent trend may
or may not continue, an average for the ten-year period has been
used. The weighted averaging process gave a ratio of 94 per cent
for New York City and 97 per cent for the four suburban counties.
In other words, for every 100 twelfth-grade students in New York
City as of October of the school year, it is estimated that 94 will
be graduated during the following calendar year; and in the sub-
urban counties, 100 twelfth-grade students will yield 97 graduates.
(See Table 8)
With fairly satisfactory estimates of the number of high school
graduates at hand, effort was made to forecast the number of new
or first-time students (excluding graduate students and those en-
rolled in adult education programs) who will be admitted to the
seven units of the City University. Here the admission experience
of the Senior Colleges between 1952 and 1961 has been taken as
the guide. The year 1956 is important because it marks the opening
of the first Community College under the auspices of the Board of
Higher Education. By calculating the proportion of New York
City’s high school graduates, both public and private, who have been
admitted to the City University and the two-year public colleges
(NYC Community College and Fashion Institute of Technology)
during the past decade, a picture of current policy and practice is
obtained. (See Table 10.) In general, the ratios of first-time ad-
missions to baccalaureate degree candidacy have declined in the
Senior Colleges of the City University in proportion to the number of
New York City high school graduates. On the other hand, an in-
crease in the same ratios has been registered for students enrolled
in two-year curricula in the Community Colleges and the Fashion
Institute of Technology.
* College Admissions in New York State 1958-1961; The University of the
State of New York, the State Education Department, Albany, New York; May,
1962.
90
LONG-RANGE PLAN FOR THE CITY UNIVERSITY
Table 9
RATIO OF NEW YORK CITY HIGH SCHOOL GRADUATES
(PUBLIC AND PRIVATE) TO TWELFTH GRADE PUPILS
AT THE BEGINNING OF THE SCHOOL YEAR
(1950-1961)
Group Year + Public |
Oct.
Twelfth Graders
Graduates «0.0.0...
Ratio in per cent
Twelfth Graders
Graduates ..........
Ratio in per cent
Twelfth Graders
Graduates ..........
Ratio in per cent
Twelfth Graders
Graduates ..........
Ratio in per cent
Twelfth Graders
Graduates ...........
Ratio in per cent.
Twelfth Graders
Graduates 0.0...
Ratio in per cent
Twelfth Graders
Graduates ...........
Ratio in per cent
Twelfth Graders
Graduates ..........
Ratio in per cent
Twelfth Graders
Graduates .........0..
Ratio in per cent
Twelfth Graders
Graduates ............
Ratio in per cent
Twelfth Graders
Graduates (Est.)
Ratio in per cent
Oct.
Oct.
Oct.
Oct.
Oct.
Oct.
Oct.
Oct.
Oct.
Oct.
1950
1951
1951
1952
1952
1953
1953
1954
1954
1955
1955
1956
1956
1957
1957
1958
1958
1959
1959
1960
1960
1961
Students
46,223
45,091
97.6
44,105
42,729
96.9
50,772
48,928
96.4
41,156
39,465
95.9
43,930
41,073
93.5
43,181
40,058
92.8
42,548
38,881
91.4
44,875
41,186
91.8
49,224
44,330
90.1
58,570
52,084
88.9
54,292
51,034
94.0
Private* | Total
10,220 56,443
9,976 55,067
10,372 54,477
10,049 52,778
10,948 61,720
10,552 59,480
10,681 51,837
10,315 49,780
11,835 55,765
11,067 52,140
12,034 55,215
11,163 51,221
12,686 55,234
11,592 50,473
12,813 57,688
12,322 53,508
14,124 63,348
12,720 57,050
16,129 74,699
14,341 66,425
15,802 70,094
14,854 65,888
Source: Bureau of Educational Program Research and Statistics, New York City Board of
Education.
* Estimated.
Table 10
RELATIONSHIP OF THE NUMBER OF NEW YORK CITY HIGH SCHOOL GRADUATES TO NEW ADMISSIONS AT THE CITY UNIVERSITY AND
NEW YORK’S PUBLIC TWO-YEAR COLLEGES, 1952-1961, WITH FORECASTS FOR 1965, 1970, AND 1975
YEAR 7 1952 7 1984 1956 — 1968 | 1960 ~ Y 1961 . wes | 97 | 1975
Number % Number -% Number % Number % Number Number -% Number % Number % Number -%
HS GRADUATES
NYC PUBLIC & PRIVATE: | 52,778 49,780 51,221 53,508 66,425 65,888 72,000 80,300 88,500
a
NEW BACCALAUREATE
MATRICULANTS
8,002 15.2 7,266 14.6 6,863 13.4 7,180 13.4 9,139 13.8 8,106 12.3 10,080 14.0 12,848 16.0 16,373 18.5
857 1.6 865 17 690 13 595 11 462 0.7 457 0.7 720 1.0 1,205 15 1,327 1.5
8,859 16.8 8,131 16.3 7,553 9 14.7 7,775 14.5 9,601 14.5 8,563 13.0 10,800 15.0 14,053 17.5 17,700 20.0
NEW ASSOCIATE ik
DEGREE STUDENTS:
City University
Senior Colleges
(Evening Only) ..... 1,478 2.8 2,157 4.3 3,377 6.6 3,511 6.6 3,520 5.3 3,382 5.1 2,500 3.5 3,300 41 4,000 45
City University
Community Colleges:
Day . 111 0.2 228 0.4 880 13 1,420 21 1,860 2.6 4,900 6.1 7,610 8.6
Evening see see 60 0.1 320 0.5 512 0.8 800 11 1,600 2.0 3,615 4.1
Total 111 0.2 288 0.5 1,200 18 1,932 2.9 2,660 3.7 6,500 8.1 11,225 = 12.7
NYC Community College &
Fashion Institute of Tech:
Day .. 1,957 3.7 1,835 3.7 1,889 3.7 2,079 3.9 2,419 3.6 2,476 3.8 3,900 5.4 4,335 5.4 4,780 5.4
Evening 1,018 19 1,825 3.5 3,285 6.4 4,008 15 4,811 1.2 5,599 8.5 7,500 10.4 8,350 10.4 9,200 10.4
Total .. 2,975 5.6 3,660 TA 5,174 10.1 6,087 11.4 7,230 10.8 8,075 12.3 11,400 15.8 12,685 15.8 13,980 15.8
Total New Associate De-
gree Admissions
Day 1,957 3.7 1,835 3.7 2,000 3.9 2,307 4.3 3,299 5.0 3,896 5.9 5,760 8.0 9,235 = 11.5 12,390 14.0
Evening 2,496 4.7 3,982 8.0 6,662 13.0 7,579 = 14.2 8,651 13.0 9,493 14.4 10,800 15.0 x 16,815 19.0
Total 4,453 8.4 6,817 11.7 8,662 16.9 9,886 18.5 11,950 18.0 13,389 20.3 16,560 23.0 2: 5 29,205 33.0
GRAND TOTAL:
New Baccalaureate and
Assoc. Degree Admissions:
Day ..... 9,959 18.9 9,101 18.3 8,863 17.3 9,487 = 17.7 12,438 = 18.8 12,002 18.2 15,840 22.0 22,083 27.5 28,7638 32.5
Evening ... 3,353 6.3 4,847 9.7 7,352 = 14.3 8,174 15.3 9,113 13.7 9,950 15.1 11,520 16.0 14,455 18.0 18,142 20.5
Total 18,312 25.2 | 18,048 28.0 16,215 31.6 17,661 33.0 21,551 = 32.5 21,952 33.3 27,360 38.0 36,538 = 45.5 46,905 53.0
92 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
A third type of prediction is undertaken in this chapter—that of
forecasting the total undergraduate enrollment in the City University
in 1965, 1970 and 1975 based on this institution’s historic role in
providing higher education for a portion of the resident population
17-20 years of age. These estimates shown in Table 11 are extremely
rough and as a consequence have been rounded to the nearest half-
thousand. No attempt is made here to forecast changes in the demand
for adult education courses or other non-collegiate instruction. In
Chapter XI, it is recommended that these be gradually shifted to other
institutions and agencies.
To illustrate the method of attack in making forecasts, a detailed
route will be traced from the particular estimates back through the
source material to the basic census information. The rationale for
the several steps in the forecasting process is explained in a numeri-
cal context.
Table 11
FORECASTED UNDERGRADUATE ENROLLMENTS
FOR THE CITY UNIVERSITY OF NEW YORK
FOR 1965, 1970, AND 1975
T WHITE | NON-WHITE |
NYC NYC
College- Attending College- | Attending
age group City age group| City
Year (17-20) University % (17-20) | University Total
1950 | 366,175 50,678 13.8 43,187 6.2 53,345
1960 | 322,628 66,846 20.7 56,341 6.2 70,365
1965 | 378,416 75,500 | (20.0*)| 64,539 (7.5*) 80,500
1970 | 375,583 84,500 | (22.5*)| 89,673 (10.0*) 93,500
1975 | 414,465 | 103,500 | (25.0*) | 106,235 (12.5*) | 117,000
Source: U.S. Census Reports on New York Metropolitan Area for 1950 and 1960.
* The ratios in parentheses have been multiplied by the forecasted numbers in the college-
age group to obtain a rough estimate (rounded to nearest half thousand) of numbers of
college-age youth who can be expected to attend the City University as undergraduates in
both Senior and Community Colleges.
FORECASTS OF TOTAL UNDERGRADUATE ENROLLMENTS
In this section of the report estimates are made of the total
undergraduate enrollment of the City University on the three target
dates: 1965, 1970, and 1975. These forecasts put together enroll-
ments for matriculants in two-year programs and matriculants in
four-year programs for all seven units of the City University. The
general assumption here and throughout this chapter is that admission
STUDENTS—THE PROBLEM OF NUMBERS 93
requirements and tuition fees will, except for minor revisions, be as
recommended elsewhere in this report. It is only on the basis of
such an assumption that it is possible to gauge the over-all popula-
tions of the future. Essentially, the method is based upon census
tabulations of a college-age group—l7 to 20-year-olds—and the
experience of the University in providing educational facilities for a
given portion of this population segment. Because of the changing
complexion of the population of the City, an attempt has been made
to separate the forecast for persons classified as white and non-white.
In making this ethnic designation the census data in which the enu-
merator records people according to his observation of their physical
characteristics were used. It is believed that white citizens of New
York who are of Puerto Rican origin are classified as white. If the
college-going propensity of Puerto Rican 17-year-olds is more like
that of non-whites than it is of the whites of European stock, then
continued in-migration of persons from Puerto Rico will probably
cause an overestimation of the interest in college attendance on the
part of whites. There seemed to be no reliable way to separate
these groups beyond the division made in U. S. Census Reports.
Illustrative Example
Using Table 11 as a springboard, there were 53,345 undergraduates
of all types enrolled in the Municipal Colleges in 1950; and 70,365
was a corresponding figure for 1960, based on Fall term reports.
These total figures of undergraduate enrollments in the City Uni-
versity have been rather arbitrarily divided into 95 per cent white and
5 per cent non-white. This division represents a distillation of the
best information that could be obtained from registrars and other
administrators in the City University and is included here because
of the rapid changes in the ethnic distribution of the City’s population.
There are no data to support this 95/5 division. Indeed, it would be
a violation of State law to record race either upon the application for
admission to the City University or on its registration forms.
The number of persons who were 17 to 20 years of age in 1950
(Table 11) has been abstracted from the 1950 New York City
Metropolitan Area Census Reports: 366,175 whites, 43,187 non-whites.
For 1960 the corresponding figures were: 322,628 whites, and 56,341
non-whites. Note that these figures reflect the net result of a
marked differential between whites and non-whites in net migration.
The number of whites in the college-age group decreased by about
40,000 and the number of non-whites in the same age group increased
by approximately 13,000. These two sets of data were used to obtain
94 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
estimates of the ratios of the City University undergraduates to their
corresponding college-age population in the five boroughs of New
York City. Thus, there were 13.8 per cent of the whites of college-
age attending the City University in 1950, and 20.7 per cent in
1960. Among non-whites, similar calculations give 6.2 per cent for
each year. To estimate the probable number of future college-age
youth in New York City, there was taken from the 1960 census
reports, separately for whites and non-whites, the number of 12-year-
olds (they will be 17 in 1965), the number of seven-year-olds (they
will be 17 in 1970), and the number of two-year-olds (they will be
17 in 1975).
In order to make estimates of total undergraduate enrollments
at the City University for the years 1965, 1970, and 1975, it was
necessary to make some judgments about likely trends in the
college-going habits of both whites and non-whites during the next
15-year period. On a nation-wide basis, it seems evident that demand
for college experience will continue to increase, more in some locali-
ties than in others, and that the increase will be at a higher rate
for non-whites than it is for whites. The fact that education has
always been the means of acquiring upward “social mobility” in
the nation’s class structure suggests that non-whites will, in the years
ahead, begin to make greater use of this method than they have in
the past. On the basis of this reasoning, it is estimated that the City
University will be providing educational opportunities for about 20
per cent of the New York City white youth of college age in 1965,
about 22% per cent in 1970, and about 25 per cent in 1975. For the
non-white youth, the estimates are that about 7% per cent will be
attending the City University in 1965, 10 per cent in 1970, and 12%
per cent in 1975. Although these figures represent subjective judg-
ments, it is believed that they are realistic in terms of the broad gen-
eral trends which are now being observed in society.
On the basis of the above figures, the City University will have to
provide for about 80,500 undergraduates in 1965; 93,500 in 1970;
and 117,000 in 1975. These estimates are essentially status quo
predictions from the standpoint of migration trends. If there is no
marked change in the net migration of whites and non-whites in the
17 to 20 age group, and the four assumptions mentioned previously
are valid, then these estimates should be reasonably accurate. How-
ever, any pronounced tendency on the part of white suburban resi-
dents to “return to the City”, as it were, will herald an increase in
the proportion of whites who may be expected to attend the City
University. On the other hand, if the proportion of non-whites and
STUDENTS—THE PROBLEM OF NUMBERS 95
whites who are not “college-oriented” in the New York City popu-
lation increases markedly, then these estimates of the City University
enrollments will be too high because historically these groups do
not tend to seek admission in the same proportion as middle-class
whites.
FORECASTS OF NEW ADMISSIONS
In the preceding section, the method by which total undergraduate
enrollments were forecast from the U.S. Census of resident college-
age population has been described. In this section, attention is given
to forecasts of new admissions to the City University for the three
target years of 1965, 1970, and 1975. The term “new admissions”
means that these are first-time entrants into the college community,
thus excluding transfer students who have accumulated a number of
college credits in various divisions of the University or in other in-
stitutions. Adult education students and graduate enrollees are also
excluded.
In Table 8 the progression of numerical data from 17-year-olds
to twelfth graders to high school graduates has been traced. These
estimates are shown separately for whites and non-white groups
in New York City and the suburban New York Counties of Nassau,
Rockland, Suffolk, and Westchester. The number of New York City
public and private high school graduates, both white and non-white,
has provided the base with which to estimate the admissions shown
in Table 10. The forecasts for 1965, 1970, and 1975 respectively are
72,000, 80,300, and 88,500. The basic division of Table 10 is in the
first-time or new student admissions to four-year baccalaureate pro-
grams and to two-year associate degree programs. Where it was
applicable, Day Session and Evening Session students have been
separated within the totals of the categories. New York City’s two
public two-year colleges which are not part of the City University—
the New York City Community College and the Fashion Institute
of Technology—have been included under the associate degree ad-
missions in order to estimate the total public college resources in the
City for undergraduates.
It can be seen from the admissions experience data shown in
Table 10 that the Senior Colleges have been admitting a decreasing
proportion of New York City’s high school graduates in the decade
1952-1961; 16.8 per cent in 1952 and 13.0 per cent in 1961. During
this period the number of high school graduates has increased from
almost 53,000 to nearly 66,000. Meanwhile, the number of students
96 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
registering for four-year programs has been consistently maintained
at slightly over 8,000 students, except for the year of 1960 when a
special provision was made for admitting an expanded freshman
class. This has been done by a progressive rise in the high school
average and composite score required for admission. In view of
changing social conditions and the demand for broadly educated
citizens, it is estimated that this proportion will increase over the
next decade and a half until it reaches approximately 20 per cent
of the local high school graduating class. Table 10 shows that this
projection of the role of the University in fulfilling its social respon-
sibilities would mean an increase from about 8,500 new admissions
in 1961 to more than 17,000 admissions in 1975. Meeting these
targets would change the ratios of Senior College admissions of high
school graduates from 13 per cent in 1961 to 20 per cent by 1975.
Turning now to two-year programs, Table 10 shows three main
resources for students who plan to acquire two-year or associate
degrees—the Evening Session of the City University Senior Colleges;
the City University Community Colleges, with Day and Evening Ses-
sions; and the programs in New York City Community College and
the Fashion Institute of Technology, again both day and evening.
The Evening Session at City, Brooklyn, and Queens Colleges, (Hunter
does not offer a two-year degree) provides an important opportunity
for a large number of students to acquire two-year degrees—persons
who would not otherwise be able to attend college because of eco-
nomic needs and the demands of employment. The data show that
new admissions to these programs account for about 5 per cent
of the high school graduates of New York City in any given year.
During the next decade these programs will receive about the same
number of new admissions, perhaps even dropping a few hundred
students as the newly established two-year Community Colleges
attract the major proportion of the growth in the City University’s
enrollment. The Community Colleges under the Board of Higher
Education in 1961 admitted almost 2,000 new students, accounting
for nearly 3 per cent of the New York City high school graduates.
With the acquisition of new physical facilities and the expansion of
existing ones for Community Colleges, there is forecast a rise to
about 11,000 new admissions by 1975, with the majority of these
concentrated in Day Session programs.
The third major resource for two-year programs are the New
York City Community College and the Fashion Institute of Tech-
nology, which now accept about 12 per cent of the City’s high school
graduates. State funds for the expansion of the New York City
STUDENTS—THE PROBLEM OF NUMBERS 97
Community College are already available, and it is anticipated that
these units will be able to admit from 15 to 16 per cent of the
City’s high school graduates beginning in 1965. Table 10 shows that
the City University and the public two-year colleges of the City
are now (1961) serving approximately one-third of the City’s high
school graduates. This represents an increase from one-fourth of
the 1952 high school graduates. Social factors such as a shrinking
supply of entrance jobs, the demand for technologically trained
workers, and the effects of automation with respect to retraining
needs, all point to an expanding role for the City University in
the economic life of the City. As projected here, the City University
and the public two-year colleges by 1975 should be providing in-
struction for something over 50 per cent of the City’s high school
graduates—public and private. This forecast is predicated on the
belief that the private colleges cannot expand rapidly enough to
absorb the rising demands for admission to undergraduate programs,
and that they will continue to serve about 15 per cent of the youth
of college entrance age. This would mean that approximately 70
per cent of the City’s high school graduates would be served with
some form of higher education. This disposition places a heavy
emphasis on the expanding role of the two-year Community Colleges,
and resembles in broad outline the comprehensive Master Plan
recently adopted for public higher education in the State of Cali-
fornia.®
The California plan involves relatively greater emphasis on the
first two years of college instruction in the junior colleges and state
colleges, with the University becoming the center for upper level
undergraduate instruction and graduate work. Whether or not such
a plan is desirable for the City University depends upon physical
plant facilities and curriculum goals.
Admission of Out-of-City Residents
In the tentative forecasts of admissions for 1965, 1970, and 1975,
the possibility of enrolling sharply increased numbers of students
from the four nearby suburban counties—Nassau, Rockland, Suffolk,
and Westchester, has been omitted. Table 8 shows a marked in-
crease between 1961 and 1975 in the number of high school gradu-
ates which can be expected in these four counties. The estimates
rise from about 29,000 in 1961 to about 42,000 in 1965 and 45,000
in 1975. It seems altogether likely that this growth of high school
5T. C. Holy. “California Master Plan for Higher Education, 1960-1975.”
Journal of Higher Education, Vol. 32, pp. 9-16; January 1961.
98 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
graduates in the suburbs will place a strain on the public and private
colleges which have traditionally admitted students from those areas.
Whether or not students who cannot get into colleges in their own
county will seek space in City University colleges will become
apparent during the next two or three years.
To what extent does the City University now admit students who
are out-of-city residents? To answer this question requires some
historical perspective. From 1949 to 1959 it was possible for a resi-
dent of New York State who was not residing inside New York City
to be admitted to the Senior Colleges of the City University only
on his stated intent to pursue a program of studies in teacher educa-
tion. He, of course, had to meet the usual entrance requirements
in force at the time of admission. The passage of the Mitchell Bill
by the State Legislature in 1959 opened up the City University to all
out-of-city residents who would pay for one-third of their actual
cost, with matching amounts contributed by the City and the State.
Relatively few students have been admitted in the two years since
this opportunity became available.
Table 74 in Appendix II shows that the City University, between
1956 and 1961, has been admitting from 200 to 300 first-time students
with residence outside New York City. These students have been
enrolled in the Teacher Education Programs. It is expected that
the number of admissions from out-of-city will increase slightly by
1965 to 500 students, and will perhaps go to 1,000 students by
1970 and 1,500 by 1975. These growth estimates have not been
included in the projections for Table 10 because of the unreliability
of the estimates.
PROCEDURES FOR ESTIMATING HIGH SCHOOL
GRADUATES, 1965 TO 1975
Because the forecast of City University admissions rests so heavily
upon estimates made of the numbers of graduates of the City’s public
and private high schools, it may be instructive to trace a reverse
path through the information collected from a variety of sources.
Table 10 summarizes the amassed data in which estimates that new
admissions to the City University in 1965 will be approximately 17,300
whites and 1,100 non-whites, for a total of about 18,400, are made.
The bases for these forecasts are found in Table 12, which shows
the separate white and non-white ratios of City University admissions
to New York City high school graduates (public and private) for the
10-year period 1952 through 1961. Annual admissions to all units
STUDENTS—THE PROBLEM OF NUMBERS 99
of the City University have increased by about 3,500 during the
period.
Estimates of the number of New York City high school graduates,
as found in Table 10, have been obtained from the data on twelfth
grade pupils furnished by the New York City Board of Education.
(See Table 8.) The Bureau of Program Research and Statistics at
the Board provided the number of twelfth grade pupils (as of October
31 in a designated school year) in both public and private schools.
In New York City, about 94 per cent of the twelfth grade pupils sur-
vive to graduation on the basis of a weighted average of experience
from 1950 to 1961. (See Table 9.) Taking the estimated data for
1965 as a numerical example, there will be about 62,600 white high
school graduates and about 9,400 non-whites, for a total of 72,000.
(See Table 8.) Because all of the private school data has been in-
cluded in the column for whites, it is most likely that the number
Table 12
ESTIMATED RATIO OF FIRST-YEAR ADMISSIONS,
THE CITY UNIVERSITY OF NEW YORK,* TO THE
NUMBER OF NEW YORK CITY HIGH SCHOOL GRADUATES,
1952 - 1961 (PUBLIC AND PRIVATE)
New York City Admissions
Year High School Graduates to City University Ratios
| ow Nw | Total | Ww | Nw Total | Ww NW
1952 45,917 6,861 | 52,778 9,820 | 517 10,337 21.39 = 7.54
1953 51,747 7,733 | 59,480 10,422 | 549 = 10,971 20.14 = 7.10
1954 43,309 6,471 | 49,780 9,774 | 514 10,288 22.57 7.94
1955 45,326 6,778 | 52,140 10,645 | 560 11,205 23.49 8.26
1956 44,563 6,659 | 51,221 10,489 | 552 11,041 23.54 8.29
1957 43,911 6,562 | 50,473 11,297 | 595 11,892 25.73 9.07
1958 46,552 6,956 | 53,508 10,995 | 579 11,574 23.62 8.32
1959 49,633 17,417 | 57,050 11,186 | 589 = 11,775 22.54 7.94
1960 57,790 8,637 | 66,425 13,605 | 716 14,321 23.54 8.29
1961 57,323 8,565 | 65,888**| 13,183 | 694 13,877 23.00 8.10
{__
* Includes Senior and Community Colleges.
** Estimated.
of white high school graduates is slightly overestimated and that the
number of non-whites is somewhat underestimated.
Forecasting the number of pupils who will survive and reside in
the City from the time of census enumeration to enrollment in the
twelfth grade presented some unusual problems. The most potent
100 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
difficulty in making these projections has been the marked changes
in net migration. Since 1950, differences in net migration between
whites and non-whites have been striking; and differences in net
migration among the different boroughs of New York have also been
large. Table 70 in Appendix II shows the migration-survival patterns
of New York City children by borough, based on a combination of
U.S. Census data and school enrollment statistics for the period 1950
to 1960. This table, for example, shows that 89,509 13-year-olds were
enumerated in the five boroughs by census takers in 1950. Four years
later (in 1954) there were, according to public and private school
estimates, 55,765 twelfth grade pupils for a City-wide migration-sur-
vival ratio of 62.3 per cent. This means that for every 100 13-
year-olds reported in the 1950 Census, there were only 62 attending
twelfth grade classes four years later. These figures reflect not only
the expected dropouts during high school but evidently a period
of rather high out-migration from the City to the suburbs. In making
the forecast of the number of twelfth grade pupils in New York City
in 1964 (94 per cent of whom are expected to graduate in 1965),
62.3 per cent of the number of 13-year-olds tallied in the 1960
U.S. Census has been used. The implicit assumption, which is not
wholly satisfactory, is that in using this procedure the migration-sur-
vival trends in New York City characteristic of 1950-1954 will be
matched in 1960-1964. However, no better procedure was found.
The procedure described above yielded a New York City estimate
of twelfth grade pupils for 1964 of 76,546, as shown in Table 8.
Similar estimates for 1969 and 1974, based on the appropriate migra-
tion-survival ratios from Table 70 in Appendix II, yielded 85,445
and 94,176 respectively for the last two target years.
In Table 8, data are shown for the number of 17-year-olds in the
New York State Metropolitan Area from U. S. Census Reports of
1950 and 1960. Values for the indicated intervening years 1952-1958
were obtained by extrapolating from younger age groups. For ex-
ample, 15-year-olds in 1950 were assumed to attain 17 years of age
in 1952, etc. The estimates of 17-year-olds recorded by this means
were adjusted to account for migration trends noted in school data.
In addition to the tables included in this chapter, there are ten
source tables which appear in Appendix II. These contain relevant
information concerning City University enrollments.
1. On the basis of tabulated data and assumptions made in this re-
port, it is estimated that the City University—both Senior and
Community Colleges—should plan to accommodate the following num-
STUDENTS—THE PROBLEM OF NUMBERS 101
bers of undergraduate students excluding students in non-credit
courses. (These per cents are based on the number of undergraduates
in the Fall 1961.)
in 1965—80,500 students (an increase of 16 per cent from 1961)
in 1970—93,500 students (an increase of 35 per cent from 1961)
in 1975—117,000 students (an increase of 69 per cent from 1961)
2. With respect to the numbers of new admissions which the City
University should anticipate, in both Senior and Community Colleges,
the estimates are as follows:
in 1965—15,960 students (an increase of 15 per cent from 1961)
in 1970—23,850 students (an increase of 72 per cent from 1961)
in 1975—32,925 students (an increase of 137 per cent from 1961)
Viewed in perspective, it is believed that these estimates are neither
conservative nor grandiose. They are based on a set of assumptions
which seemed reasonable at the beginning of 1962. It is, of course,
hazardous to attempt to predict rates and concomitants of social
change, yet it is absolutely essential that developmental predictions
take such factors into account as well as the hard and fast historical
data.
Early in this chapter, emphasis was placed on the necessity for
continuous study of enrollment estimates in the light of changing
conditions. The chapter closes with that same emphasis.
CHAPTER VI
THE SELECTION AND RETENTION OF STUDENTS
Because of the variations particularly in the qualitative require-
ments for admission to both the Senior Colleges and the Community
Colleges, as well as those for retention, it is necessary to take several
pages in this chapter to show the nature and extent of these variations.
Furthermore, in order to present them in an understandable form,
they are included largely in outline.
To understand why institutions under the same governing board
have this large number of variations in both admission and retention
requirements, it should be recalled that historically the Senior Col-
leges have developed quite independently; these extensive variations
in admission and retention practices are, therefore, one of the by-
products of that development.
ADMISSION POLICIES IN EFFECT IN THE FALL OF 1960
Senior Colleges—Day Session
The four Senior Colleges had different origins and backgrounds,
and they naturally established different entrance requirements, cur-
ricula, and graduation requirements.
In 1948 the Board of Higher Education passed the following reso-
lution:
RESOLVED that the Board approve as a matter of policy uniformity as
far as possible in admission requirements to the four colleges and request
the Administrative Council to take such steps as may be necessary to secure
such uniformity as soon as possible and report to the Board. (Board of
Higher Education Minutes, 1948, p. 10.)
A four-college committee was appointed to explore the possibility
of establishing uniform admission requirements and _ procedures.
The committee submitted its report to the Board in 1949 and recom-
mended uniform admission requirements and procedures for fresh-
men entering from high school. No agreement could be reached on
the requirements for admission from other colleges with advanced
standing or for transfer from the Schools of General Studies to the
Day Sessions, and as a result each Senior College still has its own
102
SELECTION AND RETENTION OF STUDENTS 103
requirement in these areas. The uniform admission requirements
for freshmen entering from high school went into effect in Febru-
ary, 1950. These requirements follow.
1. Quantitative Requirements
The quantitative requirements for admission are the same in all four
senior liberal arts colleges and are as follows:
Prescribed
English TT 4 units
American history 1 ”
Three years of a foreign language? 3 “
Elementary and intermediate algebra! “h ”
Plane geometry! 1 7
Science 1 ”
Elective!
(1) Regular academic subjects in
English, social studies, mathematics,
science, foreign language 1% or more units
(2) Any other subject credited in
a recognized high school 0-3 units
2. Qualitative Requirements
(a) In 1961-62, approximately two-thirds of the freshmen enter-
ing from high school were admitted on the basis of the high school
record only and were required to have an average mark of 85 per
cent or higher in the following five areas: English, foreign lan-
guage, mathematics, social studies, and science. This requirement
was uniform in all four colleges. The remaining one-third of the
freshmen entering from high school were admitted on the basis
of the high school average and the rating in the Scholastic Aptitude
Test. The raw scores on the Scholastic Aptitude Test (which
range from 200 to 800) are converted so that they are comparable
to the high school average (which has a maximum of 100). Equal
weight is given to the high school average and the converted
Scholastic Aptitude Test score. The two are added to give the
combined score, and applicants are admitted on the basis of their
1 Applicants for admission to the pre-engineering curriculum must offer trigo-
nometry in addition to the mathematics indicated above, a year of physics or chem-
istry as the year of science, and may offer only two years of a foreign language.
Applicants for admission to the Baruch School as candidates for the B.B.A. degree
may offer only two units in foreign language, only two units in mathematics
(including elementary algebra) and only one-half unit in science, and may
offer up to five units in commercial subjects as electives.
104 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
combined scores. This requirement varies in the four colleges and
depends on the number of places available. In the Fall of 1960
the required combined scores were as follows:
Brooklyn men — 169
” women — 171
City (Liberal Arts) — 167
City (Baruch School ) — 160
Hunter — 162
Queens — 166
Applicants who are in attendance in high school at the time of
application are admitted on the basis of their record for all but
the last term. Applicants who are graduates at the time of appli-
cation are admitted on the basis of the entire record.
In 1960, additional funds were made available in order to admit
1,300 more freshmen in the Fall of 1960 and 700 in the Spring of
1961. In order to accomplish this it was necessary to increase the
proportion of students entered on the basis of the composite score.
In 1960, the proportion of students who entered on the basis of the
composite score was 36.6 per cent. In 1961 the percentage was 34.2.
(b) Applicants from other colleges who seek admission with
advanced standing are required to have 30 or more credits in an
approved program with an index of 3.0? or higher for admission
to Brooklyn or City College, an index of 2.65 or higher for ad-
mission to Queens College, or an index of 2.0 for admission to
Hunter College.
(c) Applicants for transfer to the Day Session on the basis of
work in the School of General Studies must meet the following
requirements:
Brooklyn College—Completion of an approved program of 14 or
more credits in two consecutive terms with an index of 2.8? or
higher
or
Completion of 30 or more credits in consecutive terms with an
index of 3.0 or higher
or
Completion of course of study leading to the degree of Associate
in Arts with an index of 2.0 or higher.
2 A=4; B=3; C=2; D=1; F=O.
SELECTION AND RETENTION OF STUDENTS 105
City College—Liberal Arts and Sciences, and Engineering
Completion of the first 15 or more credits in an approved program
with an index of 3.0 or higher
or
First 30 or more credits in an approved program with an index
of 2.5 or higher
or
First 60 or more credits with an index of 2.0 or higher.
City College Baruch School—One of the requirements listed
above
or
The requirements for the Associate in Applied Science degree in
the first 64-90 credits.
Hunter College-—Completion of the first 12-24 credits with an index
of 2.6 or higher
or
first 244-39% credits with an index of 2.2 or higher
or
first 40% credits with an index of 2.0 or higher in an approved
program as a non-matriculated student.
Queens College—Completion of the first 15 credits with an index
of 3.0 or higher
or
completion of 30 or more credits with an index of 2.65.
Senior Colleges—Schools of General Studies
(The requirements for admission to the baccalaureate program
are the same as the requirements for admission to the Day Session. )
1. Associate in Arts Program
(Hunter College does not have any associate programs. )
(a) Quantitative Requirements
The quantitative requirements for admission are uniform and are
3 Students admitted prior to 1960 could take 90 or more credits as candidates
for A.A.S. because they were permitted to take courses not required (such as
foreign language) or courses for B.B.A. along with courses for A.A.S., or because
they changed their specialization, or because they had been admitted with ad-
vanced standing. Students admitted in September 1960 or thereafter must
complete the requirements for the A.A.S. as soon as possible.
106 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
the same as the quantitative requirements for admission to the
Day Session described above (see page 103, Quantitative Require-
ments).
(b) Qualitative Requirements
The qualitative requirement for admission is an average mark of
75 per cent or higher in high school subjects or a combined score
of 148 or higher which is the sum of the high school average and
the rating in the Scholastic Aptitude Test. The requirements are
not uniform, but the differences are minor.
2. Associate in Applied Science Programs
(Except program in nursing, for which there are special require-
ments. )*
(a) Quantitative Requirements *
Baruch School—High school graduation.
Brooklyn College—16 units including English 4, American
history 1, and 5 additional academic units.
City College—School of Engineering—The same as for ad-
mission to the pre-engineering curriculum described on page 103.
Queens College—16 units including English 4, American his-
tory 1, mathematics 2, science 1, and 5 additional academic units.
(b) Qualitative Requirements
Baruch School—An average mark of 75 per cent or higher in
high school subjects and a combined score of 144 or higher
(high school average plus rating in Scholastic Aptitude Test),
or a New York State High School Equivalency Certificate with
a rating of 75 per cent or higher in the Scholastic Aptitude Test.
Brooklyn College—An average mark of 75 per cent or higher
in all major high school subjects (including commercial and
vocational subjects), or a New York State High School Equiva-
lency Diploma with a score of 250° or higher in the five areas
4 In addition to requirements for other A.A.S. programs, the following: mathe-
matics, 1% units; science, 1 unit; required ratings (not fixed) in nursing aptitude
tests; personal and physical qualifications; below age 48 on admission.
5 The quantitative requirements for matriculation for the bachelor’s degree
are: 16 units, including English 4, American history 1, foreign languages 3,
mathematics 2%, science 1, and 1% or more other academic units.
® The State Department of Education requires for the High School Equiva-
lency Diploma a score of 225, with no individual score below 35. A score of
250 is considered approximately equivalent to a high school average of 75 per
cent.
SELECTION AND RETENTION OF STUDENTS 107
and no individual score below 40, or the completion of 20 or
more credits with an index of 26 or higher in the School of
General Studies.
City College—Liberal Arts and Sciences, and Engineering
An average mark of 75 per cent or higher in high school sub-
jects and/or a combined score of 148 or higher (high school
average plus rating in Scholastic Aptitude Test) or the comple-
tion of an approved program of 12 credits in two terms with
an average grade of “C” or higher, or the completion of an ap-
proved program of 15 credits in three terms with an average
grade of “C” or higher.
Queens College—An average mark of 75 per cent or higher
in English, foreign language, social studies, mathematics, science,
or a combined score of 150 or higher (high school average plus
Scholastic Aptitude Test rating ).
3. Non-Matriculated Students
Only Brooklyn College and City College (uptown) have any specific
admission requirements for non-matriculated students.
Brooklyn College requires applicants for admission as non-matricu-
lated students to take a qualifying examination.
City College (uptown) has the following regulations for non-matric-
ulated students:
Applicants will be categorized as classified non-matriculants, or
qualifying non-matriculants, or be denied the privilege of enrolling,
according to the transcripts of their school records and the results
of the entrance examinations they may be required to take.
Classified non-matriculants may attend any classes for which they
are scholastically prepared. To be a classified non-matriculant ap-
plicants must:
present a high school average of 75 per cent or better as calculated
by the Evening Division Office
or
present an acceptable average in courses taken at another college
or post-secondary school
or
score on an entrance examination at least as well as an average
college freshman.
Qualifying non-matriculants may attend only specially designated
sections of college courses. In order to become classified non- matric-
108 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
ulants (that is, to be eligible to attend any course for which they are
prepared) qualifying non-matriculants must complete a minimum of
7 credits of approved course work with at least a “C” average over
any one term or in two terms at most (that is, in the Fall and Spring
terms or in the Spring and Summer terms of any given year).
Approved programs for qualifying non-matriculants must include
at least one course in mathematics, or foreign language or science,
and one course in English composition as well. The English course
must be taken in the first term of attendance.
Classified non-matriculants will be permitted to re-register only
if they have earned at least a “C” average during their first year of
attendance in the Evening Division; they must maintain a “C” aver-
age during each subsequent year of attendance. Qualifying non-
matriculants, however, must achieve a “C” average, as stipulated in
a previous paragraph of this section or be dropped from the rolls.
Community Colleges
1. Transfer Programs
(a) Quantitative Requirements
The quantitative requirements for admission are uniform and
are the same as the quantitative requirements for admission to
the Day Session of the Senior Colleges described above (see
page 103, Quantitative Requirements ).
(b) Qualitative Requirements
Bronx Community College—A composite score of 155’ or
higher in high school subjects and the Scholastic Aptitude Test.®
Students are not admitted on basis of high school average only.
Queensborough Community College—Both an average mark
of 75 per cent or higher in high school subjects, and a composite
score of 155 or higher in high school subjects and the Scholastic
Aptitude Test. Students are not admitted on basis of high
school average only.
Staten Island Community College—A composite score of 152
or higher in high school subjects and the Scholastic Aptitude
Test.* Students are not admitted on basis of high school average
only.
7 This is only 5 points (approximately 2% in high school average) lower than
the requirement of the Baruch School.
8 As recently as Fall 1954 the cut-off point for the composite score entrance
requirement in the Senior Colleges varied from 151 to 156. Therefore, these
Community College standards are not low. They are quite comparable to
recent standards of the Senior Colleges.
SELECTION AND RETENTION OF STUDENTS 109
2. Terminal Programs
(a) Quantitative Requirements
Bronx Community College—16 entrance units including English
4, American history 1, mathematics 2 or 2%, science 1.
Queensborough Community College—Graduation from an ac-
credited four-year high school, with no specific subjects required.
Staten Island Community College (all technical curricula )—
entrance units including English 4, American history 1, elemen-
tary algebra 1, mathematics electives 1, and general electives;
or, a New York State High School Equivalency Diploma.
The basic requirement in the Community Colleges is high school
graduation.
(b) Qualitative Requirements
Bronx Community College—The number of applicants is much
greater than the number that can be admitted. Applicants are
admitted on the basis of the high school record, Scholastic Apti-
tude Test and placement tests. No specific high school average
or mark in tests is required.
Queensborough Community College’-—The number of appli-
cants is much greater than the number that can be admitted.
Applicants are admitted on the basis of the high school record.
The lowest average high school mark required is generally 75
per cent. The lowest required mark in the Fall of 1960 was 72
per cent. Scholastic Aptitude Test is not required.
Staten Island Community College—An average mark of 72 per
cent or higher in high school subjects. Scholastic Aptitude Test
is not required.
In connection with the Community College requirements, particu-
larly the qualitative ones, it should be recalled that these colleges are
relatively new—as shown elsewhere in this report—so are still in the
developmental stages.
Other Colleges in the State
Admission is based on one or more of the following: (1) high school
record (2) rank in class (3) entrance examinations (4) recommenda-
tion of the principal (5) extracurricular activities (6) personal inter-
view.
® Queensborough Community College opened for classroom instruction in
September, 1960. These figures are affected by the fact that it is a newly
opened institution not widely known among high school graduates.
110 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
The standards of admission vary and range from the very low to
the very high.
COMPARISON OF ADMISSION REQUIREMENTS OF
THE COLLEGES UNDER THE BOARD OF HIGHER
EDUCATION WITH REQUIREMENTS OF SIMILAR
UNITS IN THE STATE UNIVERSITY
Attention is called to the fact that much of the material in this
section has been taken from the 1960 edition of the American Council
on Education publication entitled American Universities and Colleges,
and is generally for either the years 1958 or 1959. Since then some
changes have occurred.
The State University has 13 four-year colleges and 6 two-year
colleges and supervises (but does not operate) 15 Community Col-
leges, exclusive of the three under the sponsorship of the Board of
Higher Education. They are as follows:
The liberal arts college, Harpur College at Binghamton.
The College of Science and Engineering on Long Island, temporarily
at Oyster Bay; permanent address, Stony Brook.
Eleven Colleges of Education (names changed to State University
Colleges, October 19, 1961) located at Albany, Brockport, Buffalo,
Cortland, Fredonia, Genesee, New Paltz, Oneonta, Oswego, Platts-
burg, and Potsdam.
Six two-year Agricultural and Technical Institutes’ located at Alfred,
Canton, Cobleskill, Delhi, Farmingdale, and Morrisville.
Fifteen Community Colleges" (excluding the three under the spon-
sorship of the Board of Higher Education) supervised but not operated
by the State University. They are as follows: Auburn, Broome (Bing-
hamton), Corning, Dutchess (Poughkeepsie), Erie (Buffalo), Fashion
Institute (New York City), Hudson Valley (Troy), Jamestown, Mo-
hawk Valley (Utica), Nassau (Mineola), New York City, Orange
County (Middletown), Rockland County (Suffern), Suffolk County,
and Westchester (Valhalla).
10 Offer terminal programs only; no transfer programs. Since these serve quite
different purposes than the Community Colleges, their admission requirements
are not included in the materials which follow. Sufficient to say that these vary
considerably.
11 Six offer transfer as well as terminal programs: namely, Auburm, Broome,
Corning, Dutchess, Jamestown, and Orange County. All the others offer terminal
programs only.
SELECTION AND RETENTION OF STUDENTS lll
Liberal Arts College—Harpur College
1. Quantitative Requirements
The quantitative requirements for admission are similar to those
of the Municipal Colleges except that two years of foreign language
are recommended but none required.
2. Qualitative Requirements
There are three sets of requirements for three groups of entering
freshmen: non-commuting freshmen women, non-commuting freshmen
men, and local freshmen. The requirements are highest for non-
commuting freshmen women and lowest for the local freshmen since
the competition for the spaces assigned to the latter group is less
keen. The requirements vary from year to year, depending on the
number of applicants. Each year minima are set in high school rank,
academic average and scores on the State University Selective Ad-
mission Examinations. Applicants are required to meet two of the
three minima set for their particular group. In the Fall of 1961, the
minima were as follows:
Scores on
High school Rank the SUNY
average in class exams
Non-commuting women 90% Upper 10% Upper 10%
Non-commuting men 87% “15% “15%
Local students Not specified—“Somewhat more liberal”
High school average probably in major subjects only, for 7 or 8
terms, depending on whether applicant is a graduate or in attendance.
The mean high school average of the freshman class in the Fall of
1961 was 89 per cent.
The mean high school averages and converted Scholastic Aptitude
Test scores of freshmen admitted to the four Senior Colleges under
the Board of Higher Education in the Fall of 1959 were as follows:
Mean Mean
high school converted
average SAT score
Men 85.4% 87.1%
Women 87.6 83.8
All 86.8 85.1
It may be of interest to note here that in the Fall 1961, the mean
high school average of all freshmen admitted to the liberal arts cur-
riculum in Queensborough Community College? was 79.4 per cent
12 See footnote 9, above.
112 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
and the mean converted Scholastic Aptitude Test score was 80.3
per cent.
College of Science and Engineering
1. Quantitative Requirements
The quantitative requirements for admission are somewhat different
from the requirements of the Municipal Colleges for admission to the
pre-engineering curriculum. Eighteen units are required instead of
16. No specific units are prescribed, but the recommended program
includes 3 units in social studies (instead of 1), 3 units in a foreign
language (instead of 2), 3% units in mathematics (instead of 3) and
3 units of science (instead of 1).
2. Qualitative Requirements
The qualitative requirements for admission cannot be stated specifi-
cally. Applicants are selected on the basis of their scholastic record
and the State University Selective Admission Examinations and their
special aptitudes for the curriculum offered. Applicants may have
very good records in mathematics and science, though not in other
subjects.
Colleges of Education
(Names changed to State University Colleges, October 19, 1961)
1. Quantitative Requirements
The quantitative requirements are quite different from those of the
Municipal Colleges. Five colleges prescribe no specific units. Four
colleges prescribe fewer than 11% units (the number prescribed by
the Municipal Colleges) and two prescribe more than 11% units.
2. Qualitative Requirements
The qualitative requirements are also quite different from those of
the Municipal Colleges and offer little basis for comparison. All, of
course, consider the high school record; but there is no specific cut-off
point, as in the case of Harpur College. All require the State Uni-
versity Selective Admission Examinations. Other requirements are as
follows:
Personal interview 7 institutions
Principal’s recommendation 7
Cooperative English Test
ACE Psychological Test
80% average or higher
Above average
-nNbd bh
SELECTION AND RETENTION OF STUDENTS 113
The College in Albany reports that an applicant with a high school
average of 85 per cent or better in academic subjects only has a
reasonable chance of success (probably meaning survival, not neces-
sarily graduation) in the College. An applicant with an average
between 80 per cent and 85 per cent has only a 50/50 chance of
success. The College in Buffalo reports that the median high school
average and test score of the freshman class in 1960 was 86.1 per
cent.
Community Colleges Supervised
by the State University
1. Quantitative Requirements
The quantitative requirements for admission are high school grad-
uation and, in four cases," specific patterns of subjects. The Bronx
Community College, under the Board of Higher Education, requires
the following specific subjects: English, 4 units; American history,
1; mathematics, 2; science, 1. Queensborough and Staten Island do
not require any specific subjects. All require high school graduation.
2. Qualitative Requirements
The qualitative requirements are quite different from those of the
Community Colleges under the Board of Higher Education.
Of the 15 Community Colleges supervised by the State University
(excluding the three under the Board of Higher Education), eight**
report qualitative requirements as follows:
Corning—Rank in upper half of class.
Dutchess—Evidence of maturity and ability to profit from college
courses.
Erie—Standard test. Personal interview.
Fashion Institute—Test. Personal interview. Design students must
present sample of work.
Mohawk Valley—Personal interview.
New York City—General ability. Aptitude tests.
Orange County—Recommendations from two teachers. Aptitude
tests. Adequate preparation for chosen curriculum.
Rockland County—High school record. Tests. Recommendations.
Personal interview.
13 Broome—mathematics and science for certain curricula; Hudson Valley—
elementary algebra (3 years of mathematics as recommended); Jamestown—
English, 4 years and 7 additional academic units; Aubum—pattern depends on
curriculum.
14No reports could be obtained from two, Nassau County and Suffolk County,
which opened in 1960.
ll4 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
PROPORTION OF NEW YORK CITY PUBLIC HIGH SCHOOL
GRADUATES WHO MEET THE ADMISSION
REQUIREMENTS OF SENIOR COLLEGES
IN THE CITY UNIVERSITY
On inquiry at the beginning of this study, it was found that neither
the New York State nor the New York City Department of Education
had any data on the distribution of high school graduates according
to high school average. However, through the efforts of Harold
Zuckerman of the High School Division of the City Board of Educa-
tion, that distribution was secured for the June, 1961 graduates who
were awarded academic and commercial diplomas by the City’s 57
academic high schools and who had high school grade averages of
75 per cent or above. That distribution is shown in Table 13.
In the Fall 1961, about two-thirds of the freshmen admitted to
the baccalaureate programs had a high school average of 85 per cent
or more in the five areas mentioned earlier in this chapter. The re-
maining one-third were admitted on a composite score made up of
their high school averages and scores made on the College Entrance
Board examinations. It is estimated that this combination will admit
students with high school averages of 83 per cent or above. There
are 9,285 of the graduates shown in Table 13 who had high school
averages of 83 per cent or more, which is 48 per cent of the 19,348
graduates who were awarded academic and commercial diplomas
as shown in Table 13. In other words, based on the scholastic records
of the June, 1961 graduates who were awarded academic and com-
mercial diplomas by New York City’s academic high schools, and who
had high school averages of 75 per cent and above, it is estimated
that 48 per cent could meet the 196] admission requirements in the
Senior Colleges.
Attention is called to the fact that the above calculation does not
take into account the students who were awarded diplomas by the
academic high schools in the following categories: Fine and Applied
Arts, General, Home Economics, and Technical. In 1959-60 these
accounted for 17,738, or 38 per cent of the total awarded by the
academic high schools that year. If these are taken into account,
then the percentage who might qualify for admission to baccalaureate
programs drops to approximately 20 per cent of the graduates of the
City’s academic high schools. Furthermore, if the graduates of the
vocational high schools are included, this percentage drops to 18. (See
Table 14 for diplomas awarded in 1959-60).
Table 15 shows how the June, 1961 public high schools, included
SELECTION AND RETENTION OF STUDENTS 115
in Table 13, were distributed among the five boroughs. It can be
noted from Table 15 that the largest percentage with high school
averages of 90 per cent or more were in Manhattan and Richmond,
and the lowest in the Bronx. At the other end of the scale—75 to
79.99 per cent—the largest proportion were in Queens and the lowest
in Manhattan. However, the differences among the boroughs in the
distribution of these graduates according to high school averages
are relatively small, so need not be taken into account in the de-
velopment of the instructional programs offered by the several colleges.
With respect to the information in Table 13, these additional ob-
servations are offered:
1. Evidence at hand for the Fall of 1959 shows that 42 per cent of
the accepted applicants for admission to the Senior Colleges with
high school averages of 90 per cent or above actually registered, as
compared with 61 per cent of those with averages of 85 to 90 per
cent. It is estimated that the percentage of actual registration from
those with averages of 80 to 85 per cent and 75 to 80 per cent would
be 68 and 78 per cent, respectively. In other words, the lower the
high school average the higher the percentage of actual registration.
Table 13
DISTRIBUTION OF JUNE, 1961 GRADUATES OF NEW YORK CITY
ACADEMIC HIGH SCHOOLS WITH GRADE AVERAGES OF
75 PER CENT OR ABOVE ACCORDING TO THOSE AVERAGES
DIPLOMAS AWARDED
High School Academic Commercial
Average*
% of % of
Number Total Number Total
90% or over 2,324 13.4
49 2.4
85 - 89.99% 4,289 24.8 233 11.5
84 - 84.99% 1,193 6.9 114 5.6
83 - 83.99% 975 5.6 108 5.3
82 - 82.99% 1,012 5.8 128 6.3
81 - 81.99% 1,012 5.8 155 17
80 - 80.99% 1,094 6.3 160 7.9
75 - 19.99% 5,420 31.4 1,082 53.3
Total 17,319 100.0
Source: Data furnished by the individual high schools in response to questionnaire developed
and sent out by the High School Division, New York City Board of Education. All
academic high schools responded and are included in this table.
* Average is based on six terms of work.
116 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
2. In September, 1961, 6,730 first-time freshmen were registered in
the Day Session of the Senior Colleges. It is estimated that if the
high school average required for admission were 75 per cent or above,
instead ‘of 85 per cent, there would have been some 16,000 freshmen,
as contrasted with the 6,730 actually admitted—an increase of 9,370.
3. The Community Colleges—Day Session—in the Fall of 1961
registered 3,261 new freshmen. (These schools include New York
City Community College, Bronx Community College, Queensborough
Community College, Staten Island Community College, and the
Table 14
DISTRIBUTION OF HIGH SCHOOL DIPLOMAS AWARDED BY
NEW YORK CITY PUBLIC HIGH SCHOOLS IN 1959-60
Four-Year Course Academic High Vocational High Total
Academic 24,500 132 24,632
Commercial 3,647 1,048 4,695
Fine and Applied Arts 9 _ 9
General 16,290 69 16,359
Home Economics 105 — 105
Technical 1,334 524 1,858
Vocational —_— 4,426 4,426
Total 45,885 6,199 52,084
Source: Annual Report of the Superintendent of Schools of the City of New York, Statistical
Section, school year 1959-60, Table 136, p. 188.
Fashion Institute of Technology.) If it is assumed that the Com-
munity Colleges are in the main accepting students with average
high school grades of 75 per cent and above, the number of possible
additional entrants to the Senior Colleges (9,370) would be reduced
by the 3,261 registered in the Community Colleges, or to some 6,100.
The Educational Testing Service of the College Entrance Examina-
tion Board reports that students admitted to the colleges under the
Board of Higher Education cannot be compared with the students
admitted to other colleges in New York State on the basis of
Scholastic Aptitude Test scores because many high school graduates
are not required to take the Scholastic Aptitude Test, and the use of
the data that are available would not be valid.
DIPLOMAS FROM NEW YORK CITY PUBLIC HIGH SCHOOLS
Table 15
DISTRIBUTION OF JUNE, 1961 GRADUATES WHO RECEIVED ACADEMIC
WITH GRADE AVERAGES OF 75 PER CENT OR ABOVE
ACCORDING TO THOSE AVERAGES AND BY BOROUGHS
HS Averages*
90% or over
85 - 89.99%
84 - 84.99%
83 - 83.99%
82 - 82.99%
81 - 81.99%
80 - 80.99%
75 - 79.99%
Total
Manhattan
Actual
Number %
387 15.4
716 28.5
217 8.7
136 5.4
166 6.6
122 4.9
172 6.8
595 23.7
2,511 100.0
Number and Percent of the Total in This Group in:
Actual
Number
356
812
159
192
192
185
184
994
3,074
%
11.6
26.4
5.2
6.2
6.2
6.0
6.0
32.4
100.0
Brooklyn
Actual
Number %
884 14.1
1,517 24.3
398 6.4
359 5.7
350 5.6
355 5.7
395 6.3
1,998 31.9
6,256 100.0
Queens
Actual
Number
596
1,113
396
257
285
322
314
1,662
4,945
%
12.1
22.5
8.0
5.2
5.8
6.5
6.3
33.6
100.0
Total:
All
Richmond Peerin
Actual Actual
Number % Number %
92 17.6 2,315 13.4
131 25.0 4,289 24.8
23 4.4 1,193 6.9
31 5.9 975 5.6
19 3.6 1,012 5.8
28 5.3 1,012 5.8
29 5.5 1,094 6.3
171 32.7 5,420 31.4
524 100.0 17,310 100.0
Source: Data secured directly from the individual high schools by the High School Division, New York City Board of Education. All high schools responded
and are included in this table.
* This is based on six terms of work.
SLNAGALS 4O NOLLNALAY GNV NOILOATES
LTT
118 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
EVIDENCE OF THE SUCCESS OF STUDENTS WHO
TRANSFER FROM THE COMMUNITY COLLEGES
TO THE SENIOR COLLEGES’”®
Brooklyn College
Fall 1960—Six students were admitted from Staten Island Com-
munity College. Five had at the end of the academic year an average
above “C” or an index about 2. The range was from 2.3 to 2.4. One
student withdrew before completing any courses.
Spring 1961—Two students were admitted from Staten Island Com-
munity College. One had an index of 2.5 and the other had an index
of 1.7.
City College
The scholastic averages of students transferred from Community
Colleges and from the School of General Studies of City College are
as follows:
Year Ending June, 1961
Scholastic Scholastic
Average in Average in
Number of Community College City College
Transferred from Students or S.G.S.°° Day Session*®®
Staten Island 14° 81.3% 75.5%
Bronx 20° 78.3 73.6
New York City 6° 85.0 79.3
S.G.S.—City College 222°°° 80.7 76.0
° One additional student resigned before completing any courses.
°° The percentage considered equivalent to each grade is as follows:
A=95%; B=85%; C=75%; D=65%.
°°° Students transferred on the basis of 15 or 30 or 60 credits.
POLICIES ON RETENTION OF STUDENTS
Standards of Retention
The standards of retention in the Municipal Colleges are expressed
in one of two ways:
15 Because of the newness of the Community Colleges, the evidence on the
success of transfer students is limited. In fact only at Brooklyn and City Colleges
have the transfers been in sufficient numbers to warrant inclusion here.
SELECTION AND RETENTION OF STUDENTS 119
(a) An index from 1-4
A=4; B=3; C=2; D=1.
Illustration: 2.3 means 0.3 of a point above “C” average.
(b) A number of points below C
One credit with grade A- +2
7 7 | “ B-+4+1
7 i‘ 7 “ D--1
a re “ “ Pig
Illustration:
3 credits with grade A- +6
3 ' 7 “ B-+3
12 7 ‘ “—C- 0
9 “ “ “ D.-g
3 “ “ “< F-—6
No. of points below C 6
1. Senior Colleges—Day Sessions
Student is dropped if the index or number of points below “C”
is as indicated below:
At the
end of Brooklyn City Hunter Queens
1 semester —18 —15 16 #
2a | —21 —15 18 15
3. —21 —15 19 #
4 “ — 9° —15°° 19 16
5 — 9° —15°° 19 #
6 “ — 6° —15°° 19 1.75
7 * — 3° —15°° 19 #
* The Committee on Course and Standing may excuse a deviation in the
freshman year up to a maximum of —16.
°° Students in the School of Technology must have a “C” average, and must
not have more than —4 in science and mathematics courses after com-
pleting 45 credits.
# Students warmed.
120 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
2. Senior Colleges—Schools of General Studies
Student is dropped if the index or the number of points below “C”
after number of semesters or number of credits is as indicated below:
Brooklyn City, Business Hunter ## Queens
2sem. —19 any semester —15 Below Below
3-6 except for Candi- 1 -14 credits —1.0 15 credits —1.5
7 dates for AAS: -7 1415-30 * —1.4 30 “ —1.6
30%,-47 “ —16 45 “ —1.75
8-11“ City, Liberal 47%-63% “ 16
Arts & Sciences 64 or more * 1.8
12,13 ** ee
candidates for de-
14,15 “ grees, baccalaureate
or — 4°° or associate —15
16 or more — 1# candidates for asso-
ciate degree with
70 or more credits— 1
non-matriculated
students -1
* On whole record.
°° On record excluding first 4 semesters.
# Deviation up to — 16 in first 4 semesters may be excused.
##For the Spring of 1961—Dean of Faculty sets standards each semester.
3. Community Colleges
Student is dropped if the index or the number of points below “C”
after number of semesters or number of credits is as indicated below:
Bronx Queensborough Staten Island
1-9 credits 1.09 1 semester 1.4 15 credits 1.07
10-18 “ 1.19 2 7 17 30 “ 147
19-27 “ 1.29 3 “ 19 45 “ 1.69
28-36 “ 139 60 “ 1.83
37-45 “ 1.49 A.A. or A.AS.,
46-54 “ 1.59 (64 to 72)
55-63 “ 1.69 2.0
64-72 “ 1.79
Dropout Statistics
1. Senior Colleges—Day Sessions
The only comparative information at hand on students in academic
difficulty in other institutions of higher education is for the California
SELECTION AND RETENTION OF STUDENTS 121
State Colleges and the University of California. The following ex-
cerpt is taken from a report entitled “Selection and Retention of Stu-
dents in California’s Institutions of Higher Education”:
Data for more than 5,000 state college freshmen from seven state colleges
[who entered in the fail of 1958] are used in this table of performance. Re-
sults show that one-third of the freshmen were in some academic difficulty at
the end of the first year in terms of having a shortage of one-half grade point
or more. The one-third includes 38 percent of the male freshmen and 28 per
cent of the female freshmen.
Table 18, page 53, in this same report shows that for the years 1956,
1957, and 1958, undergraduate dismissals for scholastic reasons in re-
lation to total undergraduate enrollments by colleges and schools on
the Berkeley Campus of the University of California amounted to
5.4 per cent. These dismissals ranged from zero in nursing and
optometry to 12.9 per cent in chemistry. As compared then with
these institutions, the dropout rate for scholastic reasons in the Senior
Colleges is relatively low.
Number of Students Dropped — June, 1961
(Hunter College has no statistics)
| City |
Brooklyn | Lib. Arts Bus. | Tech. | Queens
Class | No. % | No % No. % | No] % | No| %
U. Sr. 8 1.4 19 2.4 1 0.4 24 5.9 1 0.1
L. Sr. 8 0.7 20 3.9 6 3.1 17 7.5 2 0.7
U. Jr. 18 2.9 18 2.3 6 2.0 15 5.2 12 1.7
L. Jr. 21 1.4 22 4.5 15 6.3 15 7.3 3 0.9
U. So. 57 V1 20 2.3 9 3.2 19 5.4 14 1.6
L. So. 41 2.3 32 8.0 28 «13.5 18 | 12.3 2 0.6
U. Fr. 29 3.8 26 2.2 33 1.2 24 3.3 102 7.3
L. Fr. 2 0.1 6 2.7 49 20.1 q 8.2 2 0.7
Total 184 2.1 163 3.1 147 6.6 139 5.7 138 2.8
Nore: Percentages refer to the portion of the particular class which was dropped.
2. Senior Colleges—Schools of General Studies
Number of Students Dropped — June, 1961
Brooklyn City Hunter Queens
Lib. Arts
Tech. &
Non-matric. Business
No. % No. % No. % No. % No. %e
700 1.7 938 14.4 559 7.3 19 0.3 164 2.7
122 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
3. Community Colleges
Number of Students Dropped — During 1960-61
by Queensborough and Staten Island
Queensborough Staten Island
Class No. % No. %
U. Soph. 4 3.8
L. Soph. 4 9.3
U. Fr. 42 15.9 36 15.3
L. Fr. 62 16.4 8 13.8
4. Number of Voluntary Withdrawals and the Reason for
Withdrawals
June, 1961
(Data for the Day Sessions of City and Queens Colleges)
Reasons Lib. Arts Bus. Tech. Queens
Armed Forces ......cccccsseseseeseeeee 6 11 2 7
Employment 22 7 8 15
Family Difficulties 8
Financial .. 23
Health ...... 19 6 3 10
Illness in Family . 3 1 1 —
Leaving New York City . 9 —_ — 23
i 2 —
Leseitaat sees 2 2 U 7
aternity 10 —_ —_ §
Personal 11 10 7 —
To SGS .... 93 68 48 53
To Baruch, Day 54 — 52 —_
To City, Liberal Arts —_ 36 201 a
To other schools ... 54 19 8 130
Other Reasons oo -— 11 43
Unknown .. 55 9 _ 33
Total voluntary withdrawals 338 169 341 368
Total enrollment .... we | 5,257 2,220 2,431 4,991
% voluntary withdrawals ............ 6.4 7.6 14.0 1.4
In a special study of attrition in the September 1959 entering class
at Staten Island Community College, the findings at the end of two
years were as follows:
25 per cent graduated after four terms
30 per cent were still enrolled
24.5 per cent were dropped for poor scholarship
SELECTION AND RETENTION OF STUDENTS 123
Among the other reasons given for dropping out of the College
were:
Reason Per Cent
married 2
loss of interest 5
accepted employment 2
transferred to other college 5
entered military service 2
(“No listing” or “listing incorrect” ac-
counted for 4% of the total.)
Other divisions in the colleges have no data on the reasons for
voluntary withdrawals but in most cases data on the total number
of withdrawals are available as indicated below:
Total Number of Voluntary Withdrawals Reported for 1960-61
(Hunter, Day; and Bronx Community have no data)
Brooklyn Queens Queens- Staten
Day SGS SsGs borough Island
Total
voluntary
withdrawals 431 1,189 899 264 118 12 27
Total
enrollment 8,736 9,134 6,536 8,372 4,531 381 441
% voluntary
withdrawals 4.9 13.0 13.8 3.2 2.6 18.9 6.1
SOME APPRAISAL OF THE FOREGOING
ADMISSION REQUIREMENTS
Implicit in such an appraisal is what are believed to be the func-
tions of a publicly supported university. One of the functions of the
City University, as recommended in Chapter IV, is: “To provide high
quality instruction, suitable to the various levels of ability of those
persons who have a reasonable expectation of success in their educa-
tion beyond the high school”. The chapter, Community Colleges,
includes a long-range recommendation that: “Admission standards
to the Community Colleges be adjusted as rapidly and steadily as
possible toward the ultimate objective of using only high school
graduation and the capability of improvement in the Community
College program”. In addition, there is a shorter-range one, that:
“New Community Colleges be established as rapidly as possible
124 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
at locations where needed and existing ones be expanded to the extent
that a total enrollment equal to one-third or more of the high school
graduates [both public and private] in the City can be accommodated
in the Community Colleges”.
As shown earlier in this chapter, current admission requirements
for the baccalaureate programs in the Senior Colleges will make
eligible for admission about 48 per cent of the City’s academic high
school graduates with high school averages of 75 per cent or more.
However, when all graduates of these high schools are taken into
account, this per cent drops to about 20; and if the graduates of the
vocational high schools are included, the percentage is about 18.
When all public high school graduates are considered, the current
admission requirements may be regarded as very selective.
In many states of the union, particularly in the middle west,
graduates of accredited high schools are eligible for admission to the
state university. Examples are: the Universities of Illinois, Iowa,
Kentucky, Minnesota, Nebraska, and Wisconsin; and Indiana Univer-
sity, Purdue University, and The Ohio State University. Moreover, in
several states there are intermediate units between the university and
junior college. Outstanding examples of this arrangement are Cali-
fornia and Texas, in both of which the state university is highly
selective.
One of the most significant educational events of the past decade
has been the rapid increase in college and university enrollment.
Predictions are uniformly for a continuation of that trend. For ex-
ample, the Heald Committee report estimates that full-time enroll-
ments in New York State colleges and universities will more than
double by 1975 and triple by 1985. In order to expedite the providing
of the necessary plant facilities to accommodate the increasing pro-
portion of these who will be in publicly supported institutions, the
1962 session of the New York State Legislature passed, and the
Governor signed, the bill to establish a State University Construction
Fund “to speed the 750 million dollar program to double the Uni-
versity’s capacity in ten years”
Of particular significance in connection with the Heald Committee
estimates are those for the college-age group—18 to 21 years of age—
as made by Thompson.'* His estimates are that by 1975 that age
group in New York State will have increased by only 55 per cent, as
contrasted with the expected 100 per cent increase in college enroll-
16 Ronald B. Thompson, Enrollment Projections for Higher Education, 1961-
1978; The Ohio State University, Columbus, Ohio, page 22.
SELECTION AND RETENTION OF STUDENTS 125
ment in the State by 1975, as made by the Heald Committee. In other
words, estimated enrollments in New York colleges and universities
by 1975 are expected to occur at nearly twice the rate of increase in
the college-age group of 18 to 21.
The foregoing raises the question as to whether enrollments in the
baccalaureate programs in the Senior Colleges of the City University
have kept pace with the increasing number of high school graduates,
both public and private, in the City. Information on that relationship,
both for the baccalaureate and associate degree programs, has been
secured for the ten-year period 1952 through 1961, and is shown in
Table 16.
Table 16
NEW YORK CITY HIGH SCHOOL GRADUATES
RELATED TO NEW COLLEGE ADMISSIONS
TO THE CITY UNIVERSITY
1952 - 1961
Baccalaureate Associate Degree Grand
Matriculants Students** Total
High School Percent in Percent in on
Year| Graduates* | Total Day Evening Total Total Day Evening |Total ted***
1952 52,778 8,859 16.2 1.6 16.8 4,463 3.7 4.7 8.4 25.2
1953 59,480 9,194 13.9 1.5 16.6 5,041 3.7 4.8 8.5 28.9
1954 49,780 8,131 14.6 1.7 16.3 5,817 3.7 8.0 11.7 28.0
1955 52,140 7,785 13.4 1.5 14.9 7,542 3.4 11.1 14.5 29.4
1956 51,221 7,553 13.4 1.3 14.7 8,662 3.9 18.0 16.9 81.7
1957 50,473 8,322 14.3 2.2 16.5 9,273 44 13.9 18.4 34.9
1958 53,508 7,776 13.4 11 14.5 9,886 4.3 14.2 18.5 33.0
1959 57,050 7,550 12.3 0.9 13.2 10,935 6.0 13.2 19.2 32.4
1960 66,425 9,601 13.8 0.7 14.5 11,950 5.0 13.0 18.0 32.4
1961 65,888 8,563**** 112.3 0.7 13.0 13,389 5.9 14.4 20.3 38.3
* All private school statistics and high school graduates of public schools for 1961 estimated
on basis of 12th grade register of previous year.
** Includes all Community Colleges (City University and other) and Associate Degree
Evening Session students in the Senior Colleges.
*** The figures in this column represent the total per cent of the high school graduates who
were admitted to the City University and the other Community Colleges in the City.
**** Despite the decrease in the number of admissions the total enrollment in the baccalaureate
programs increased nearly 20 per cent between 1952 and 1961.
If the same per cent of the 1952 high school graduates of the City
who enrolled in the Day Sessions in the baccalaureate programs in the
Fall of 1952 is applied to the actual number of the 1961 high school
graduates—public and private—there would have been 1,909 addi-
tional freshmen in the Day Sessions in 1961; or an increase of 22.3 per
cent. It should be-noted that this figure makes no allowance for the
126 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
national trend of an increasing proportion of high school graduates
who continue their education beyond the high school.
A further question which needs to be considered is whether the
present admission policy of relying entirely (for about two-thirds of
the freshman entrants) on high school averages is the best method.
Fortunately, there is at hand a two-year study entitled An Investiga-
tion of Criteria for Admission to the City University of New York,
which was issued in May, 1961 and to which reference is made earlier
in this report. This study was done by the following college repre-
sentatives: Louis M. Heil, Brooklyn College; Louis Long, City College
(Chairman ); Marjorie Smiley, Hunter College; and Emma Spaney,
Queens College. The letter of transmittal of this report contains the
following paragraphs:
The major implication of this study is the adoption of a revised admission
policy which would require all students to achieve a total Scholastic Aptitude
Test score of 900 or more (40th percentile) in order to be considered for
admission. For applicants who meet this condition, admission would be
automatic if their high school average is 88.0 or more, and competitive
(rank order on composite score, high school average and converted Scholastic
Aptitude Test score), if the high school average is less than 88.0.
The Test Representatives are convinced that such a revised admission policy
would eliminate approximately twenty-five percent of the students admitted
under present policy who are poor academic risks, and that it will result in
their replacement by students of greater academic promise.
Among its general conclusions is the following:
The composite score . . . which is the sum of high school average and the
SAT score converted to the high school average scale, weighted equally .. .
appears to be the most effective prediction of college success as measured
by both grade index and achievement on the Graduate Record Area Test.
The study includes as one of its recommendations:
That the four college entrance test committee be charged with the respon-
sibility for planning and executing continuous research of the admission
criterion problem . . .
In view of the current situation as described in the preceding
pages, it appears that two basic changes should be made in the ad-
mission requirements for baccalaureate programs in the Senior Colleges,
and the associate degree programs in both the Schools of General
Studies and the Community Colleges as follows:
1. Require a composite score for all entrants;
2. Develop that composite score at a level which would make
eligible for admission a larger proportion of the City’s high school
graduates.
SELECTION AND RETENTION OF STUDENTS 127
Chapter IV shows that between 1950 and 1959 the high school
average requirement for admission to the baccalaureate programs
increased from 80 to 85 per cent, where it has remained. The reason
for that increase, as given in that chapter and elsewhere in this
report, was limited plant capacity. The Survey Staff does not believe
that this policy is in keeping with the functions of a publicly supported
university.
RECOMMENDATIONS
The text in this chapter shows that if the same percentage of the
City’s high school graduates were admitted to the Day Sessions in
baccalaureate programs in the Senior Colleges in the Fall of 1961 as
were admitted in the Fall of 1952, there would have been 1,909 addi-
tional freshmen in the Day Session in 1961; or an increase of 22.3 per
cent. The text also points out that the Heald Committee estimates that
college and university enrollments in New York State will double by
1975, despite the fact that the estimated increase in the college-age
group—18 to 21 years—is only 55 per cent by that year. This differ-
ence is undoubtedly due to the trend throughout the nation of an
increasing proportion of the college-age group who will continue their
education beyond the high school.
It is also shown in the chapter that under the present requirements
approximately 20 per cent of the graduates of the City’s public aca-
demic high schools could be admitted to the baccalaureate programs.
If the vocational high schools are included, this percentage drops to 18.
In view of the foregoing, it is recommended that:
1. The qualitative requirements for admission to the baccalaureate
programs in the Senior Colleges be a composite score (the sum of
high school average and the SAT score converted to the high school
average scale, weighted equally), that would make eligible for ad-
mission approximately 30 per cent of the graduates of the City’s
public academic high schools. It is assumed that these admission
requirements would make eligible for admission approximately the
same per cent of the graduates of public and parochial schools.
The above 30 per cent is based on the present 20 per cent of the
graduates of the City’s public academic high schools now eligible for
admission into the baccalaureate programs in the Senior Colleges,
plus an additional 10 per cent to provide for an increasing proportion
of high school graduates who may continue their education. Although
no comparable figures are available for the City’s private and parochial
schools, it is assumed that they are, in the main, academic schools
128 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
and that a similar percentage of their graduates would likewise be
eligible. In fact, in another city, with about one-third of its high
school graduates coming from such high schools, it was found about
the same percentage could meet the State University’s admission re-
quirements as those coming from the public high schools.
Another factor seems worthy of mention here; namely, the likeli-
hood of increased pressures for admission to the Senior Colleges due
to decreasing opportunities for admission to other public and private
institutions throughout the nation. In 1956-1959 there were about
20,000 more New York State students attending institutions in other
states than those coming from other states to attend college in New
York State. About half of the New York State residents going to
college outside the state were in public institutions.’”
All across the country, non-resident tuition is being sharply in-
creased, and in many institutions actual limitations are placed on the
number of out-of-state resident students they will accept. This
development which seems likely to increase as more resident stu-
dents seek enrollment in the public institutions in their own state,
will have a significant impact on pressures for admissions into the
baccalaureate programs in the City University.
2. The qualitative requirements for admission to the transfer pro-
grams in the Community Colleges and to the Associate degree pro-
grams in the School of General Studies be a composite score (see
above) that would make eligible additional qualified students in-
cluding those in career programs so that there would be enrolled up
to one-third of the City’s public and private high school graduates—
both academic and vocational—in public Community Colleges of
New York City, including those not under the sponsorship of the
Board of Higher Education, and in the associate degree programs in
the Schools of General Studies.'*
3. Once the requirements to carry out Recommendations 1 and 2
are developed, there be continuing studies of the validity not only of
these but all other major admission practices as well, with a view to
making such modifications as the findings may indicate.
1 This information supplied by the Division of Research in Higher Education of
The University of the State of New York.
18 Of those students admitted to the City University’s Community Colleges in the
Fall of 1961 only 3.1 per cent had high school averages of 85 per cent or more, the
base on which about two-thirds of the Day Session students are admitted to the
Senior Colleges. Consequently there is little overlapping in the high school
averages from which the Senior Colleges and the Community Colleges draw their
students.
SELECTION AND RETENTION OF STUDENTS 129
4. Pending the development by the University staff (this would be
an appropriate responsibility for the Bureau of Institutional Research,
as recommended elsewhere in this report, in cooperation with the
college representatives) of the specific requirements to achieve the
goals in Recommendations 1 and 2 above, the recommendations which
follow be applied. (It should be noted that only a part of the recom-
mendations which follow will be affected by the implementation of
these two.)
Admissions and Transfers
It is recommended that:
1. The quantitative requirements for admission to Day Sessions of
the Senior Colleges remain unchanged
2. For approximately two-thirds of the freshmen entering the
baccalaureate programs in the Senior Colleges from high school, the
present requirement of an average of 85 per cent or higher in five
specified areas be retained; and for the remaining one-third the
present requirements likewise be retained.
3. The qualitative requirement for admission to the Senior Colleges
with advanced standing from other colleges be uniform and be as
follows: the completion of an approved program of one year’s work
in liberal arts with an index of 3.0 (B average) or higher. (By an
approved program is meant one that is well-balanced and does not
include too many courses in one area.)
4. The qualitative requirements for transfer from the Associate in
Arts degree programs in the Schools of General Studies to the bac-
calaureate programs of the Senior Colleges be uniform and be as
follows:
the completion of an approved, well-balanced program with the
first of 14 or more credits earned in two or three semesters with
an index of 3.0 or higher;
or
the completion of an approved, well-balanced program with the
first of 30 or more credits earned with an index of 2.75 or higher;
or
the completion of the requirements for the degree of Associate
in Arts with an index of 2.0 or higher.
5. The quantitative requirements for admission to the Associate in
Arts program in the Schools of General Studies in the Senior Colleges,
now uniform, remain unchanged.
6. The qualitative requirements for admission to the Associate in
130 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
Arts program in the Schools of General Studies in the Senior Colleges,
not now uniform, be uniform and be as follows:
a high school average of at least 75 per cent in the following
five areas: English, foreign language, mathematics, social studies,
and science;
or
a combined score of 150 or higher which is the sum of the high
school average and the rating in the Scholastic Aptitude Test,
weighted equally.
7. The quantitative requirements for admission to the Nursing
Science program remain unchanged.
8. The quantitative requirements for admission to the Associate
in Applied Science programs (except the program in Nursing Science)
in the Schools of General Studies, not now uniform, be uniform and be
as follows: 16 units including English 4, American history 1, mathe-
matics 2, science 1, and 4 additional academic units.
9. The qualitative requirements for admission to the Associate in
Applied Science programs (except the program in Nursing Science)
in the Schools of General Studies, not now uniform, be uniform and be
as follows:
a high school average of at least 75 per cent in the subjects in
these five areas: English, foreign language, mathematics, social
studies, and science;
or
a combined score of 150 or higher which is the sum of the high
school average and the rating in the Scholastic Aptitude Test,
weighted equally.
10. Applicants for admission as non-matriculated students in the
Schools of General Studies be required to pass a qualifying ex-
amination.
ll. The quantitative requirements for admission to the transfer
programs of the Community Colleges, now uniform, remain un-
changed.
12. The qualitative requirement for admission to the transfer pro-
grams of the Community Colleges, not now uniform, be uniform and
be as follows: a combined score of 155 or higher which is the sum of
the high school average and the rating in the Scholastic Aptitude Test,
weighted equally.
13. The quantitative requirements for admission to the terminal
curricula in the Community Colleges which are not uniform be
SELECTION AND RETENTION OF STUDENTS 131
graduation from an accredited four-year high school and specific sub-
jects necessary for the chosen curriculum.
14. The qualitative requirements for admission to the terminal cur-
ricula in the Community Colleges, not now uniform, remain un-
changed to provide flexibility for the admission of students with
special aptitudes in a chosen field.
15. The requirements for transfer from the Community Colleges
under the Board of Higher Education to the Senior Colleges, not now
uniform, be uniform and be the same as the requirements for transfer
from the Schools of General Studies, as found in Recommendation 4,
above.
Retention and Withdrawal
It is recommended that:
1. The standards of retention in the Day Sessions of the Senior
Colleges, not now uniform, be uniform and be as follows:
Student to be dropped
After if the index is below”
1 semester 15
2 “ 1.7
3 “ 19
4 “and beyond 2.0
2. As at present, dropped students in the Senior Colleges be per-
mitted to return on probation either in the following semester or after
an interval of one semester, if the circumstances warrant.
3. The standards of retention in the Schools of General Studies, not
now uniform, be uniform and be as follows:
After the Student to be dropped
completion of if the index is below
15 credits 1.5
30.“ 1.7
45 “ 1.9
60 “ and beyond 2.0
4. As at present, dropped students in the Schools of General Studies
be permitted to return on probation either in the following semester
1® These are based on grade letter values, as follows:
A=4; B=3; C=2; D=1.
The same values apply in the indices which follow.
132 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
or after an interval of one semester, if the circumstances warrant.
5. An effort be made to ascertain the reasons for the apparent dis-
crepancy between standards of retention and number of students
dropped in all colleges.
6. The standards of retention in the Community Colleges, not now
uniform, be uniform and be as follows:
Student to be dropped
After if the index is below
1 semester 1.5
2 a 17
3 “ 19
7. All colleges keep data on the number of voluntary withdrawals
and the reasons for withdrawal.
8. An effort be made to ascertain the reasons for the variations
among the colleges in the percentages of voluntary withdrawals. (Again,
this would be an appropriate responsibility for the recommended
Bureau of Institutional Research.)
CHAPTER VII
THE SCHOOLS OF GENERAL STUDIES
The City College System, now The City University of New York,
has maintained a program of evening instruction since 1909.1 In
1950, the Evening and Extension Divisions in the Senior Colleges
were redesignated as Schools of General Studies. At that time the
Schools of General Studies were assigned the responsibility for ad-
ministrative supervision over all course work given in the Schools
leading to a degree and were given jurisdiction over all courses and
programs leading to diplomas and certificates; over all other non-
degree work, including adult education courses; and over all non-
matriculated students.?
Today, as the next decade is faced, there are new conditions which
must be considered in planning for the general studies programs.
Among those conditions are the following:
1. The increasing college-age population may flow into evening .
programs as regular day facilities become overcrowded.
2. An increasing percentage of high school graduates is being
driven to college enrollment by the socio-economic pressures of
American life.
3. The rapid expansion of man’s body of knowledge forces in-
creasing numbers of adults, including college graduates, into addi-
tional study for professional or personal up-dating.
4. The technical demands of automation require the retraining of
thousands of persons.
5. New York City now has five Community Colleges whose pro-
grams serve some of the persons served before by only the Schools
of General Studies.
6. Modern curriculum construction supports the concept of con-
tinuing education for lifelong learning, not only for the practical
1Thomas Evans Coulton, A City College in Action (New York: Harper &
Brothers, 1955), p. 18.
2 Board of Higher Education of the City of New York, Minutes, April 17, 1950,
Cal. No. 25, p. 207.
133
134 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
reasons indicated above as the third or fourth points but also for
general social usefulness most dramatically expressed in today’s con-
cern with preparation for the advanced years.
EDUCATIONAL PURPOSE
With the preceding considerations in mind, it is essential that the
educational objectives of the Schools of General Studies be reap-
praised in terms of original purpose, acquired purposes, and a realistic
role for the future.
Original Purpose
The role of the Schools of General Studies was a broad one as
envisioned by the Board of Higher Education. As stated in the first
paragraph of this chapter, there was an administrative responsibility
for degree work and full jurisdiction over programs, including non-
credit offerings, of less than degree length. The degrees then avail-
able were baccalaureate degrees.
Subsequently, the Board of Higher Education amended the above
provisions to permit the establishment of other divisions to conduct
the general adult education programs.? However, Brooklyn College
is the only one with a separate division for adult education and
community service.
Acquired Purposes
In addition to the one organizational change, there have also been
changes in program. The Schools of General Studies, which grew out
of programs for part-time degree candidates, have come to incorporate
at least two additional services to the people of New York City just
as any organization which functions vigorously in a social milieu will
acquire additional roles because of social need and the dedication of
its managers.
The first added purpose is a master guidance service for those young
people, graduates of the City’s secondary schools, who are undecided
as to their ultimate career choices. Such indecision is a common
phenomenon and frequently is the result of deficient home conditions,
either economic or social. Able young persons who may suffer from
a lack of direction may now go to Schools of General Studies and by
actual course enrollment, plus understanding counseling, find guid-
ance, acquire self-direction, and thereby become more constructive
citizens.
3 Board of Higher Education of the City of New York, Minutes, March 16, 1953,
Cal. No. 24, p. 122.
SCHOOLS OF GENERAL STUDIES 135
A second added purpose is the provision of associate degree pro-
grams, which have been authorized since 1951. Two-year curricula,
leading to certificates or diplomas had been offered by the Evening
Divisions for many years but generally have been supplanted by the
Associate in Arts and Associate in Applied Science. The introduction
of the associate degree did not bring a new group of students to the
Schools of General Studies; rather, the change provided a different
academic recognition to those formerly in the certificate and diploma
curricula. Also, as examination of the enrollment tables later in the
chapter will indicate, a substantial number of the baccalaureate candi-
dates register for the associate degree and acquire it along the way.
A Realistic Role for the Future
It is apparent that demands upon the Schools of General Studies
will increase. Not only will the demands include the present areas of
responsibility, but there will also be the new educational responsibili-
ties shown earlier in this chapter.
Determination of the role for the future may require the dropping
of some present functions, changes in emphasis among present func-
tions, and the addition of new functions. The formulation of such a
role is the task at hand.
PRESENT PROGRAMS
The Schools of General Studies developed from the Evening and
Extension Divisions of their respective colleges and have continued to
help meet the educational needs of persons, mainly adults, who could
not attend college in the daytime hours or for whom appropriate pro-
grams did not exist in the Day Sessions.*
In furtherance of its traditional role, each School of General Studies
offers evening courses which lead to a baccalaureate degree. The
evening curricula enable employed persons to pursue, as part-time
students, the same tuition-free baccalaureate programs as are available
to the full-time day students in each college.
Four of the Schools of General Studies offer the degree Associate
in Applied Science, and three of the four also offer the Associate in
Arts. The associate degree curricula require the completion of the
equivalent of two years of college study, and in most instances they
are designed to facilitate transfer into the upper level of a four-year
curriculum leading to the baccalaureate degree.
* Board of Higher Education, previously cited Minutes, April 17, 1950, Cal.
No. 25, p. 207.
136 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
The non-matriculated students comprise, with the single exception
of Brooklyn College, the largest single group of students. For these
students, the attraction is not an organized curriculum but, rather,
the individual course or courses which meet the varying needs of the
individuals concerned.
The adult education and community service activities do not carry
credit but constitute a so-called informal educational service to the
constituency of the college. The services may include special courses,
concerts, workshops, forums, or consultation—all without credit al-
though the substantive level may be an advanced one. All public
institutions of higher education in America appear to have accepted
the responsibility for such informal educational service; differences
occur with respect to instructional level or administrative organization
but not with respect to assumption of the responsibility.
The variety and distribution of educational programs among the
six Schools of General Studies are summarized in Table 17:
Table 17
PROGRAMS AVAILABLE IN
THE SCHOOLS OF GENERAL STUDIES
1961 - 62
City Hunter Hunter
Program Baruch B’klyn Coll. Coll. Coll. Queens
School Coll. Uptown |Park Av. Bronx Coll. Total
Bachelor of Arts x x x x x 5
Bachelor of Science x x x x 4
Bachelor of Chem. Eng.,
also, Elec., Civil, and
Mech. Engineering x 1
Bachelor of Business
Administration x
Associate in Arts x x x
Associate in Applied
Science x x x x 4
Diploma x |
Non-Matriculants x x x | x x | x 6
Adult Education
(non-credit) x x x 3
Source: Directors, Schools of General Studies, City University.
Although the Schools of General Studies are often referred to as
Evening Colleges, it must be noted that both Brooklyn College and
SCHOOLS OF GENERAL STUDIES 137
Queens College offer an Associate in Applied Science in Nursing
Science which requires full-time attendance during the day, and the
Baruch School offers daytime as well as evening courses in the Asso-
ciate in Applied Science program in Police Science.> Adult education
programs, also, frequently are conducted in the daytime for persons
whose schedules favor day rather than evening classes or meetings.
Enrollments
If the students are classified according to the types of program, the
enrollments in the Schools of General Studies, as shown in Table 18,
indicate the extent to which certain needs are being met. The only
category which needs explanation is that pertaining to the non-
matriculants. The groups of persons matriculated for baccalaureate
degrees or for associate degrees, or enrolled in diploma curricula or
in adult education activities, are obviously defined.
Non-matriculated students, however, seek a variety of educational
objectives and present a variety of educational backgrounds. They
include at least the following categories:
1. Students who are not interested in a baccalaureate degree
because:
(a) they already hold a baccalaureate or advanced degree
(b) they seek one or more courses for specific professional or
occupational reasons
(c) they seek one or more courses purely for personal reasons.
2. Students who hold a baccalaureate degree but seek a second
baccalaureate degree in a different field of study.
3. Students whose previous educational record does not admit them
to matriculated status, and who are given an opportunity to demon-
strate their ability to do college work of the level required for matricu-
lation. These students are separately recorded as non-matriculant,
and qualifying in Table 18. This table shows the magnitude of the
operation of the Schools of General Studies as well as the distribution
of students throughout the programs.
Although the addition of Queens College and Hunter in the Bronx,
as well as changes in the programs must be considered, it is interest-
ing to note that total enrollments as shown in Table 18 have increased
29.7 per cent in eleven years as follows:
1950—32,369; 1955—33,417; 1961—41,967
5 The term, evening, when used in connection with Evening College schedules,
connotes late afternoon as well as the hours after six p.m.
Table 18
ENROLLMENTS IN THE SCHOOLS OF GEN
“RAL STUDIES*®
Student Baruch School Brooklyn College City College Uptown i Hunter-Park Queene College
Classification 1950 19665 1961 1950 1955 1961 1950 1965 1961 | Twho ehh 1961 iveo ieee jeer
+ | ‘ + alt ad % °
Baccalaureate I
degree programs 2,455 | 2,215 | 2113 | 2,107 | 2165 | 1.874 1,345 | 1,389 1,703 | 1479 | 1x6 1499 a7 4s
1° — eh .
Associate degree 1,892 | 1,951 | 2,065 | 2,944 | 2,670 | 3,778 — 518 1,215 ona | 1,248
programs ee ve
Diploma | 493 | 1,729 | 202 n lo _
Non-matriculant 3,911 | 4,259 | 2,711 | 2,007 | 2,200 | 3,245 3,444 | 2,930 2,814 | 3610 3,218 6,287 = 3,219
——+
Non-matriculant,
qualifying 627 400
Adult education 5,361 | 4,982 2,124 | 918 1,095 1,532 | | 304 1,445 | 1,664
Total 8,258 | 8,425 | 7,516 | 7,551 | 8,764 | 9,099 10,150 | 9,819 8,256 | 6,007 5,949 9,818 | = | — 1217 408,460 | 6,561
Souacs: Directors, Schools of General Studies, City University.
* Exclusive of students who attend Schools of General Studies classes on permit from other divisions of their respective colleges. There are approximately 2,000 such students enrolled in the Schools of
General Studies each term.
** Associate programs leading to certificates were in existence and were supplanted by the associate degree curricula.
StT
ALISMAAINN ALID AHL WOd NW1d JONWH-ONOT
SCHOOLS OF GENERAL STUDIES 139
If the adult education students are subtracted from the total, the
42.6 per cent growth in the formally organized program of instruction
is indeed striking, as the following totals (less non-credit) indicate:
1950—25,696; 1955—30,895; 1961—36,647
Degree Enrollment Patterns
It was stated earlier that many School of General Studies students
matriculate for the associate degree and then continue for the
bachelor’s degree. Table 19, which records the distribution of both
groups of degree candidates by classes, bears out the statement. In
the Baruch School, Brooklyn College, and City College (uptown),
the number of senior class students in the baccalaureate degree
programs of the Schools of General Studies exceeds the number of
freshmen. Yet there are large associate degree enrollments in all of the
schools except at Hunter which offered no such programs in 1961.
Table 19
DISTRIBUTION OF DEGREE CANDIDATES IN THE
SCHOOLS OF GENERAL STUDIES BY CLASSES,
FALL TERM, 1961
Baccalaureate Degree "Associate Degree
Institution Class Class
Baruch School ..........000 400 370 679 664 2,113 1,236 636 1,872
Brooklyn College .............. 873 514 556 413 1,856 2,594 1,184 3,778
City College (Uptown) .. 262 352 484 605 1,703 902 313 1,215
Hunter-Park ... 366 377 449 307 1,499 — a a
33 300-17 7 87 _— _—
58 87 103 31 279 = 832 409 1,241
Source: Directors, Schools of General Studies, City University.
Hunter-Bronx .
Queens College ..
Upper and Lower Level Distribution
Table 19 also shows the spread of degree candidates by college
years. If the non-matriculated students are distributed through courses
at both the upper and lower levels, the total enrollments should be
weighted on the lower level side. Table 20 substantiates this assump-
tion.
140 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
Table 20
DISTRIBUTION OF STUDENT ENROLLMENT IN
UPPER AND LOWER LEVEL COURSES,*
SCHOOLS OF GENERAL STUDIES, FALL TERM, 1961
College Total course Upper Level Lower Level
enrollments Number % of total Number % of total
Baruch School ........cceeeee 17,742 6,403 36.1 11,339 63.9
Brooklyn College 23,235 6,503 28.0 16,732 72.0
City College - Uptown 15,921 4,971 31.2 10,950 68.8
Hunter - Park 16,108 7,243 45.0 8,865 55.0
Hunter - Bronx 2,329 403 17.3 1,926 82.7
11,392 5,432 47.7 5,960 52.3
Source: Directors, Schools of General Studies, City University.
Queens College ....
* Exclusive of adult education enrollment.
As might be expected, the Schools of General Studies, with one
exception, offered more upper level courses but accommodated the
underclass students by means of multiple sections of lower level
courses as Table 21 indicates; for example, of 237 courses offered at
the Baruch School, 76.4 per cent were upper level courses as contrasted
with only 41.7 per cent of the total sections given at that level.
Table 21
UPPER LEVEL COURSE OFFERINGS
COMPARED WITH TOTAL COURSE OFFERINGS,
FALL TERM, 1961
Different Courses Sections
College a roa i Firat ea hy
Baruch School ........cccsseeeeeee 237 181 76.4 768 320 41.7
Brooklyn College w 254 160 63.0 671 206 30.7
City College (Uptown) «. 287 179 62.4 702 247 35.2
Hunter College (Park Avenue) 296 241 81.4 671 357 53.2
Hunter College (Bronx) .......... 71 34 47.9 111 37 33.3
Queens College 189 135 71.4 496 271 54.6
Source: Directors, Schools of General Studies, City University.
Integration
The preceding tables have indicated the nature of the programs
of the Schools of General Studies and certain aspects of the dis-
tribution of students and course offerings within those programs.
Table 22
COURSE WORK TAKEN IN THE SCHOOLS OF GENERAL STUDIES
BY FOUR-YEAR DEGREE GRADUATES OF FEBRUARY, JUNE,
AND SEPTEMBER, 1961
Number
Total Number Per Number Per Number* Per completing Per
College receiving who did cent in upper cent in SGS cent more than cent
baccalaureate all work of level SGS of atany of 64 credits of
degrees in SGS total courses total time total in SGS total
Baruch School... 700 208 29.7 314 44.9 332 47.4 277 39.6
Brooklyn College ........csssssssseeeeeeeeee 2,107 174 8.3 527 25.0 654 31.0 332 15.8
City College (Uptown) ....... cee 1,754 59 3.4 396 22.6 585 30.5 251 14.3
Hunter (Park) .. 1,439 179 12.4 237 16.5 416 28.9 244 17.0
Hunter (Bronx) ...ccccecssssseeesseseeeeee 909 3 0.3 3 0.3 3 0.3 0 0.0
Queens College .....ceeceseseeeceeeeeteeeeeee 935 0 0.0 25** 2.7 98 10.5 2 0.2
|
Source: Directors, Schools of General Studies, City University.
* Figures do not include permit students from the Day Sessions.
** Information not available; figure is an estimate.
SaIGNLS TVYANAD AO STIOOHOS
THI
142 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
One important consideration, however, is the integration of the
general studies program within the total educational program of
each college.
Table 22 records the total number of baccalaureate degree recipi-
ents in the six colleges in 1961 and then shows the number who
did all their work in the Schools of General Studies, those who did
upper level work in the Schools of General Studies, those who took
some part of their work in the Schools of General Studies, and those
who completed half or more of their baccalaureate programs in a
School of General Studies. Table 22 more than any other, reveals
the significant contribution of the Schools of General Studies to the
baccalaureate work of the City University. At the Baruch School 39.6
per cent of the 700 students receiving baccalaureate degrees completed
more than 64 credits in the School of General Studies.
The general nature of the present programs and their scope have
been described with emphasis on public demand or public response
as measured by enrollments. The role of the Schools of General
Studies in the entire baccalaureate program has been noted. These
are all quantitative measurements. The quality of an educational
program rests predominantly with its faculty.
THE FACULTY
Just as the variety of offerings and the variety of student goals
make the Evening College curricular program complex, so a variety
of sources makes the faculty situation complex. Basically, however,
Evening College teachers come from two sources: 1) the regular,
duly-appointed, full-time faculty of the institution and 2) the com-
munity at large.
Those in the latter group include business and professional per-
sons, graduate students, and retired individuals. They are people
who do not hold regular institutional appointments but are engaged
on an hourly (in the City University and some other institutions) or
on a credit- or semester-hour basis (in many other institutions ). The
hourly teachers will be referred to as Lecturers in the remainder
of this chapter.
The complexity with respect to evening teachers arises in con-
nection with the full-time faculty because frequently they are only
part-time in the evening. What has happened, generally, is simply
that the daytime faculty, who have already taught a full day schedule,
are engaged in the evening to teach extra courses for extra compen-
sation on an hourly or per course basis. On such a basis, the full-
time teachers in a sense become part-time teachers for the evening.
SCHOOLS OF GENERAL STUDIES 143
Consequently, they are included, for reasons of clarity, among the
Lecturers in the Schools of General Studies.
On the other hand, a few institutions have appointed regular,
full-time faculty for the primary purpose of evening instruction.
Among the few is the City University which, in the Fall term of 1961,
had 111 budget lines for full-time faculty appointments in the Schools
of General Studies.
In addition to the full-time faculty, there were 2,206 Lecturers, as
reported by the Directors of the Schools, who were equated to 736.5
line appointees on the basis of a full-time teaching load of 15 semester
hours per term.
Full-time Instructional Staff
The Board of Higher Education for many years sought the estab-
lishment of budget lines for full-time evening faculty members and
in recent years has been successful. The rationale for such action,
also taken by Columbia University and Rutgers, The State University
(of New Jersey), has been set forth adequately in the annual reports
of the Chairman of the Board of Higher Education and need not be
repeated at length. Indicative of Board opinion, however, was the
statement by Chairman Ordway Tead, who said in 1948:
As I have said in previous reports, unless and until the major group of the
Evening instructional staff for matriculated students can be placed on the
basis of annual salaries and be under close cooperative relationships with the
chairmen of the day departments in the given subjects, the quality of our
Evening Session degree-granting instruction will suffer. .. .*
Simply, the position has been taken, in the universities identified
above, that any duty must be someone’s primary responsibility if it
is to be well done. Because the maintenance of academic standards
is a faculty function, it is believed that standards will be better
maintained where some faculty core or nucleus has the evening
program as its primary educational responsibility, a responsibility
identified and strengthened by appointment for the purpose of
teaching in the evening.’ The City University of New York has moved
in that direction.
® Board of Higher Education, City of New York. “A Broader Mandate for
Higher Education,” Report of the Chairman, 1946-1948, p. 35.
7 Emest E. McMahon, The Emerging Evening College. (New York: Bureau of
Publications, Teachers College, 1960.) pp. 94-100.
144 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
Multiple Job Practices
The day faculty member who teaches extra courses for extra com-
pensation in the evening does not have the responsibility outlined
above. His responsibility to the institution has been discharged,
technically, through his assignment to a normal teaching load in day
classes. The evening teaching may be done conscientiously and com-
petently—or perfunctorily—but there is no moral responsibility for
committee work, extra counseling, curriculum planning, or the other
institutional tasks associated with the full development of an aca-
demic program. Further, he is generally paid at the lower rate of
the Lecturers—a tacit recognition of a lack of responsibility for any
service beyond that directly connected with meeting his classes.
The City University permits six hours a week per semester of such
teaching by its Day Session faculty. A recent study of 10 eastern
Evening Colleges revealed that the nine universities other than the
City University set a limit of one course per semester rather than
the two permitted in the Schools of General Studies.®
Lecturers
There are several cogent reasons for the use of part-time lecturers.
First is the need for flexibility. A School of General Studies must be
responsive to the needs of the community and can not predict in
what areas demands for instruction will occur. Enrollments vary
from term to term, and extra sections are created on short notice to
meet student needs. In addition to the fluctuation of demand, there
is a second problem of scheduling in the shorter operating period of
the Evening College, which conducts most of its classes between the
hours of six and ten p.m. as opposed to the eight- or nine-hour day
of the regular session.
A third reason is the prospective shortage of well-qualified uni-
versity teachers.? There are, too, many applied fields in which prac-
titioners may bring experience which is valuable to the instruction.
Further, there are areas of adult education and community service
where scholarship is sometimes secondary to skills and the knowledge
of application.
It should be pointed out, also, that some of the university’s ele-
mentary courses may require a lesser degree of scholarly preparation
than some of the advanced courses. Such instruction is often provided
8 Ibid., p. 92.
® D. Bob Gowin, A Report of an Experimental Study of Part-time College Faculty
Members. (Bridgeport: University of Bridgeport, 1958.)
SCHOOLS OF GENERAL STUDIES 145
in Day Sessions by graduate assistants; in the evening it is provided
by qualified Lecturers.
Indeed, there may be an advantage in utilizing competent Lecturers
when they can be obtained, to free, thereby, the full-time teacher for
advanced or graduate courses in his specific area of specialization.
Remuneration
The part-time Lecturer historically has been paid at a rate per se-
mester hour, contact hour, course, or whatever measure, less than the
rate paid a regular appointee. The current range in the City Uni-
versity is from $6.50 per hour to $15.00, and the average pay of a
Lecturer approximates $10.00 per contact hour. A three-credit course
meets for 45 class hours a semester, so the average is about $450 per
semester course. If 15 hours is the normal teaching load per semester
for a regular appointee, 10 such courses for the year total $4,500 as
an equated annual salary. If the teaching load in the City University
is reduced to 12 hours per semester, the part-time Lecturer rate will
drop to $3,600.
Beginning full-time Instructors in the City University, as of Sep-
tember, 1961, receive $6,225 annually on a scale which progresses to
$9,450. An equivalent annual rate of $4,500 for the Lecturers places
them well below the salary of an Instructor. This situation is a
common one according to studies made by the Association of Uni-
versity Evening Colleges, and reflects a lack of professional considera-
tion for the work of the Lecturer.’°
Table 23 indicates that the City University rates are competitive
although not strongly so in the metropolitan New York area. The level
Table 23
COMPARATIVE SCHEDULES OF HOURLY TEACHING
RATES PAID IN THE CITY UNIVERSITY
College Range Fall Term 1961
Baruch School ......ccccscssesesesssseseseseseeseeee $7.00 - $15.00 $11.00
Brooklyn College 7.00- 15.00 10.00
City College (Uptown) 6.50- 15.00 10.52
Hunter (Park) 8.00- 14.00 9.74
Hunter (Bronx) «| 8.00- 14.00 9.77
Queens College oo... .cecseseseeeeeseeeeeeteceeeeee 6.50 - 14.50 10.00
Sourcg: Directors, Schools of General Studies, City University.
10 One example is the Report, Committee on Study and Research, Association of
University Evening Colleges, November, 1957.
146 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
of reimbursement may have a bearing upon the institution’s ability
to recruit outstanding Lecturers.
Below are presented data regarding schedules of hourly pay in
municipal institutions in the New York area other than the colleges
comprising the City University.
College Hourly Rate
Adelphi College $ 9.70 ($145.50 per semester hour )
Columbia University 11.11-22.22 — ($500-$1000 for a three-hour
course )
Hofstra College 9.33-14.66 ($140-$220 per semester hour )
New York University 12.50 (This is the minimum rate )
Brooklyn Polytechnic 6.66-16.00 (From $130 to $240 per se-
Institute mester lecture hour; laboratory
hours $100 to $180)
Pratt Institute 7.50-10.50
Newark College of 8.53 ($128 per semester hour )
Engineering
Rutgers—The State 8.86-13.33 ($133-$200 per semester hour )
University
The real problem is not the difference between the City University
rates and those of its competitors. The real problem is the disparity
between the rate for full-time appointees and the rate for Lecturers.
There appears also to be no valid reason for a difference among the
City Colleges. They should not be in competition with one another,
dollar-wise, for Lecturers.
CLASS SIZE
Class size in the Schools of General Studies does not appear to be
out of line with common practices. In the Fall term, 1961, there
were 1,475 recitation and lecture sections with enrollments between
20 and 29, 946 between 30 and 39, and 767 between 10 and 19.
Only a few were below 10 or over 40.
Class size per se indicates little, however, a large number of small
sections may indicate waste of teaching resources or duplication of
offerings. A high frequency of large sections may also indicate the
need for teaching assistants. The City University pattern appears to
fall into neither of the extremes.
ESTIMATES OF FUTURE ENROLLMENTS AND STAFF NEEDS
The Directors of the Schools of General Studies have projected
enrollments and staff needs through 1975 on the assumption that
SCHOOLS OF GENERAL STUDIES 147
adequate physical facilities would be available to accommodate the
increased registration. The faculty needs are expressed in terms of
full-time equivalents, although it is recognized that much of the in-
struction will be given by Lecturers. Table 24 presents enrollment
and staff projections.
Table 24
CURRENT AND PROJECTED ENROLLMENTS*
AND INSTRUCTIONAL STAFF NEEDS
IN TERMS OF FULL-TIME-EQUIVALENTS
(Actual figures for Fall Term 1961. Estimates for the other years indicated.)
Estimates
1961 1965 1970 1975
Enroll- Staff Enroll- Staff in- Enroll- | Staff in- Enroll- [ss in-
College ments totals ments creases** ments j|creases** ments |creases**
Baruch School | 7,516 165 8,700 25 12,700} 100 15,000 50
Brooklyn
College 9,099 210 11,000 40 12,500 35 15,000 61
City College
(Uptown) 6,182 174 8,500 57 10,500} 57 18,000) 71
Hunter (Park) | 7,786 136 10,250 87 12,250} 40 15,000) 55
Hunter (Bronx) 1,217 24 3,000 52 5,500) 114 8,000] 177
Queens College | 4,897 138.5 6,896 60 10,150) 152 14,150) 266
Totals 36,647 847.5 48,346 271 63,600} 498 80,150} 680
Source: Directors, Schools of General Studies, City University.
* Exclusive of adult education.
** Staff increases are calculated on basis of full-time-equivalent of 15 hours per week.
Such projections must be examined in the light of population fore-
casts, high school graduation estimates, and the service of the Com-
munity Colleges to a common part-time population.
The total increase in population in the five boroughs is not ex-
pected to be a large one although individual boroughs, especially
Richmond and Queens, may experience sizeable increases.
The total college-age greup (17-20) in New York City is ex-
pected to increase from 378,969 in 1960 to 520,700 by 1975, a rise
of 37 per cent. The number of high school graduates is expected to go
from 66,425 in 1960 to 88,500 in 1975, an increase of 33 per cent, or
somewhat less than the estimated increase of college-age population."
11 Information furnished by Division of Teacher Education, The City University
of New York. (See Table 11, Chapter V of this report.)
148 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
The impact of the Community Colleges on General Studies enroll-
ments is difficult to appraise. In New York City, there are five
Community Colleges, all of which are part of the State University
system. Three of these are under the sponsorship of the Board of
Higher Education. The other two, New York City Community Col-
lege and Fashion Institute, are under other local governmental agen-
cies. All five together have a total enrollment of 16,339 in all
programs as of the first semester of 1961-62.
However, if consideration is restricted to the three Colleges in the
City University system (Bronx, Staten Island, and Queensborough
Community Colleges), the total enrollment for the first semester of
1961 is 5,246 compared with a General Studies enrollment of 36,519
(see Chapter III). Since the General Studies enrollments are all
evening or part-time, a comparison with the Evening Sessions of the
Community Colleges is indicated. Such a comparative figure is
2,953 Evening Division students in the Community Colleges and
36,519 in the Schools of General Studies.
Although the Community Colleges as they grow will have some
impact on the Schools of General Studies it seems well to develop the
projection for the Schools of General Studies on the basis of their
primary purpose; namely, baccalaureate candidates, non-matricu-
lants, and adult education. The total number of baccalaureate can-
didates in the Schools of General Studies in 1961 was 7,711 (see
Table 18). A 60 per cent increase, in accordance with the Division
of Teacher Education estimates, will bring the baccalaureate total
to 12,337. The non-matriculants may be expected to increase at the
same rate to 31,049. Adult education students will reach 8,512. Let
it be assumed that diploma programs are terminated in General
Studies and that the associate degree enrollment has only a 30 per
cent increase, to 10,791 students, because of the Community Col-
leges. These estimates total 62,689 against the Schools of General
Studies estimate of 80,150.
Another check of the Schools of General Studies estimate may be
made by taking the estimated growth of Brooklyn College, the largest
and applying the same 60 per cent factor to Baruch School, City
College (uptown), and Hunter (Park) and a 40 per cent factor to
Hunter (Bronx) and Queens, where the programs are not as fully
developed for the estimated period from 1965 to 1975. Without in-
clusion of adult education figures, this calculation results in a total of
63,149 in 1975.
Two unrelated methods of recomputing a projection to 1975 pro-
vide a School of General Studies figure in the general neighborhood
SCHOOLS OF GENERAL STUDIES 149
of 62,000-63,000 which, in the second case, should be increased by at
least 8,500 for non-credit (adult education ) activities.
On the assumption that evening students usually attend college,
either senior or community, because circumstances prevent full-time
attendance, it is assumed here that the increases in the day enroll-
ments of the Community Colleges will come from an additional
population, due to expanded service, rather than by drain from the
existing evening populations or their estimated successors. On this
basis, the estimates of the Schools of General Studies appear to be
on the high side, but not unreasonably so in view of the increasing
socio-economic pressures for higher education. Probably, the esti-
mates should be reduced to a total of 70,000 to 75,000, but such a
reduction, apportioned among six schools on an annual basis, would
not affect long-range planning appreciably because of flexibility in
scheduling part-time students and the possible use of off-campus
facilities for some programs, especially in adult education.
PHYSICAL PLANT
Suggestions have been made that the Schools of General Studies
should have their own buildings. Unfortunately, such a suggestion
has occasionally been coupled with a companion suggestion that the
Schools of General Studies program, at the associate and non-matricu-
lated level, be extended into a full daytime operation. The two
suggestions need not be related and for purposes of planning should
be separated.
Buildings serve a variety of purposes, and office space and in-
structional space are two of those purposes for college buildings.
With respect to office space, certainly the General Studies staffs,
including their growing full-time faculties, need office space, and
one sound approach might be their location in a School of General
Studies building which would provide a better institutional home for
the student body than is generally provided for evening students.
In addition to offices for line appointees, such a building should
have office space for the part-time Lecturers so that they may have
suitable quarters in which to meet with students, review notes, and
generally to have a base. There should be, also, space for housing a
few student activities offices and room for informal gatherings.
Beyond the general administrative needs indicated above, con-
sideration must be given to the instructional needs of the thousands
of adults in a metropolitan center like New York City who are avail-
able for and desirous of daytime educational programs, especially
on an informal basis. Many such prospective students are house-
150 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
wives who may attend classes or workshops only while their children
are in school. There are current experiments particularly at the
University of Minnesota and at Rutgers University directed toward
more extensive use of the daytime hours, especially for adult women
students. Since the pressures of increasing enrollments will crowd
the regular college facilities, it is considered that a small amount
of classroom space should be provided for Schools of General Studies
so that they may expand daytime services to the adult population
on a regular basis.
ADULT EDUCATION
Adult education has not been clearly defined in the United States
of America. For the purposes of this study, it may be sufficient to
consider it as the non-credit activities of the City University which
may be conducted for persons who are not matriculated students.
There appears to be no question as to the propriety of the adult
education activities; indeed, the Schools of General Studies were
charged with them in 1950. The only question may be that of level,
as indicated earlier, or of organization.
Brooklyn College has created a Division of Community Service to
accommodate such activities. The separation of the regular college
courses from the non-credit activities helps to clarify the role of the
School of General Studies, divides a heavy administrative burden,
and frees the non-credit specialist to concentrate on the develop-
ment of new programs aimed specifically at community needs. The
structure has merit.
DAYTIME PROGRAMS
A question has been raised concerning the desirability of extending
the associate degree programs of the Schools of General Studies into
full-time day operations with special physical facilities to accommo-
date the additional students. Such an extension of program—which is
not at all similar to the limited amount of day programming proposed
above for part-time students—would appear to create new Commu-
nity Colleges on the campuses of the Senior Colleges. While the
Schools of General Studies should be encouraged to provide daytime
activities for their regular clientele (i.e., shift-workers, housewives,
the aging, and other part-time students ), there seems to be no logical
reason for changing their character by adding a full-time Commu-
nity College division for young day students.
It is suspected that the question is vestigial and remains from the
time, a decade ago, when there were no Community Colleges in the
City system and such a role was proposed.
SCHOOLS OF GENERAL STUDIES 151
RECOMMENDATIONS
Evening instruction has been offered in the Municipal College
System since 1909, and since 1950 the administrative units for such
instruction within the Senior Colleges have been known as Schools
of General Studies and are basically among colleges designed for the
part-time adult student. Their mandate has been a broad one. Their
student population includes non-matriculated and adult education
students as well as degree candidates. As agents of their respective
colleges they make available, as a community service, courses spe-
cifically designed to meet the educational needs of municipal, com-
mercial, industrial or social organizations. Fall 1961 enrollments on
the six campuses were approximately 42,000. Undoubtedly in the
years ahead this number will greatly increase.
On the basis of materials included in this chapter, it is recom-
mended that:
1. Inasmuch as associate degree programs are an appropriate func-
tion of the Community Colleges, at such time as physical facilities are
available, the associate degree curricula now in the Schools of General
Studies be transferred to Community Colleges.
Until such time as the above recommendation is carried out, the
following apply:
2. The present program of the Schools of General Studies be con-
tinued.
3. Schools of General Studies, for the most part, confine their asso-
ciate degree curricula to the kind generally described as “transfer”.
4. The Schools of General Studies be staffed with a number of
full-time lines in the proportion which the matriculated (bacca-
laureate and associate) students are of the full-time-equivalent of all
students enrolled in the Schools.
5. The remuneration of part-time Lecturers in the Schools of Gen-
eral Studies be at a course rate at least equivalent to the average
of an Instructor in the City University.
6. At an appropriate time, there be appointed by the Board of
Higher Education a special committee to consider the proper dispo-
sition of the full-time Nursing Science program in the light of the
then existing conditions; such committee to include representatives
of the participating hospitals as well as of the colleges involved.
7. Additional and separate space be provided for the Schools of
General Studies to meet needs not met by the existing college physi-
cal plants.
152 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
8. The admissions policies of the Schools of General Studies be set
up in accordance with the recommendations in Chapter VI.
9. As rapidly as administratively feasible, the adult education
activities be separated from the formal credit and degree programs
of the Schools of General Studies, which separation was authorized
by the Board of Higher Education in 1953.
10. Extra teaching for extra compensation by full-time Board of
Higher Education instructional staff in the Day Sessions, Schools of
General Studies, and Graduate Division, be reduced to three hours
per week in the City University, or in any other institution, such
change to be phased over a three-year period. (See also Chapter X).
CHAPTER VIII
COMMUNITY COLLEGES’
As shown elsewhere in this report, there were in 1961-62 five pub-
lic Community Colleges in operation in the City of New York, all of
which are a part of the program of the State University of New
York. Three of these—Staten Island, Bronx, and Queensborough,
opened in 1956, 1959, and 1960 respectively—are under the spon-
sorship of the Board of Higher Education. The other two—the Fash-
ion Institute of Technology and the New York City Community
College of Applied Arts and Sciences, established in 1944 and 1946
respectively—are under the sponsorship of the Board of Education
of the City of New York and the Board of Estimate of the City of
New York, respectively. In the Fall of 1961, these five Colleges en-
rolled approximately 7,000 full-time day students.
FUNCTIONS OF COMMUNITY COLLEGES
Although there are extensive provisions in the New York Education
Law relating to Community Colleges, some of which have developed
from the earlier technical institutes, that part of the statutes dealing
with the programs and curricula of these colleges seems particularly
pertinent to this discussion. Accordingly, those provisions, as found
in §6303 of the Education Law, are included here:
§6303. Programs and curricula of community colleges
1. Community colleges shall provide two-year programs of post high school
nature combining general education with technical education relating to the
occupational needs of the community or area in which the college is located
and those of the state and the nation generally. Special courses and extension
work may be provided for part-time students.
a. Training for certain occupational skills may be limited to selected com-
munity colleges by the state university trustees in order to avoid unnecessary
duplication or over-lapping of facilities and programs.
b. The curricula in community colleges shall be designed to serve the needs
1 Much of the factual data on the Community Colleges appear in the same
chapters with those for the Senior Colleges. Due, however, to the importance of
the Community Colleges in the future development of higher education in the
City, it seems desirable to incorporate in a separate chapter other materials relating
to these colleges and the recommendations regarding them.
153
154 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
of students who seek two years of post secondary education and whose needs
would not ordinarily be met by the usual four-year college curriculum. How-
ever, such colleges shall nevertheless provide sufficient general education to
enable qualified students who so desire to transfer after completion of the
community college program to institutions providing regular four-year
courses...
c. The curricula of the community colleges shall be developed with the
assistance and guidance of the state university trustees and shall be subject
to their approval, and such modifications, amendments and revisions as they
may from time to time prescribe.?
It will be seen from this statute that the basic provision is the re-
quirement of the technical programs which relate to “the occupa-
tional needs of the community or area in which the college is located
and those of the state and the nation generally”, in combination with
general education. In other words, the basic concept of community
colleges in New York State relates to the technical and terminal pro-
grams, rather than the so-called “university parallel” programs from
which students transfer to four-year institutions.
T. R. McConnell, in his foreword to Leland L. Medsker’s book,
The Junior College: Progress and Prospect, has this to say on the
functions claimed for the junior college:
The proponents of the junior college as a distinctive institution have
charged it with heavy responsibilities. Among the functions which are usually
ascribed to it, the following are particularly significant in a diversified edu-
cational system: (1) providing terminal curricula of two years and less in
length; (2) providing curricula preparatory to advanced undergraduate educa-
tion in four-year institutions; (3) providing general education for all students,
terminal and preparatory; (4) aiding students to make educational and vo-
cational choices that are consistent with their individual characteristics; and
(5) offering a wide range of general and special courses for adults.
Presumably, one of the unique functions of the community college is to
provide terminal technical, semi-professional, or general curricula of two years
or less in length adapted to the needs and characteristics of students and to
the needs of the community or region. But has this function been more pro-
fessed than performed? In answering this question, Dr. Medsker discovered
that fewer terminal curricula have been offered than one might have expected,
and that when they have been given too few students have elected them.?
On this point, the Master Plan of the State University of New
York, as revised in 1960, contains this recommendation, on page 53.
All public two-year colleges, with the exception of the Fashion Institute
of Technology, should institute university-parallel programs in the liberal arts
and sciences.
2 McKinney’s Consolidated Laws of New York, Annotated, Book 16, Part 3; pp.
81-82.
3 Leland L. Medsker, The Junior College: Progress and Prospect, McGraw-Hill
Book Company, Inc. (1960). The Foreword by T. R. McConnell, pp. vi-vii.
COMMUNITY COLLEGES 155
A check on the Fall 1961 enrollment in the three Community Col-
leges under the sponsorship of the Board of Higher Education
shows that of 3,117 matriculated students in both the Day and
Evening Sessions, 1,452 or slightly less than one-half, were in
transfer liberal arts and engineering programs.
THE ROLE OF THE COMMUNITY COLLEGES IN NEW YORK CITY
The role of the Community Colleges within the framework of the
City University, as recommended earlier is to provide high-quality
education for both career or terminal and transfer students. One of
the basic functions of the City University, as there recommended, is
to provide, in its different units, high-quality instruction suitable to
the various levels of ability of those persons who have a reasonable
expectation of success in their education beyond the high school.
This poses the question as to where the “reasonable expectation of
success” ends. Concerning the practices throughout the country,
Medsker has this to say:
Most local public two-year junior or community colleges generally admit
any high school graduate and even that requirement is often waived for
students over eighteen. But although practically all students may be admitted
to the college, not all are admitted to certain courses or even to certain
curricula unless they meet prescribed requirements.*
In California, for example, where more than half of all junior col-
lege students in the nation are enrolled, Medsker’s statement applies.
A study of the transcripts of 73,679 public high school graduates in
that state showed that 57.1 per cent of these graduates could meet
neither the University of California nor the California State College
admission requirements.’ Consequently, their only opportunity for
education in publicly supported institutions beyond the high school
is the junior college.
In accordance with the recommendations in the California Master
Plan, as approved by both the Regents and the State Board of Edu-
cation, the admission requirements in both the University and the
State Colleges are being raised, so that percentage will now be
higher.
As shown earlier, 48 per cent of the June 1961 public high school
graduates of New York who received academic and commercial
4 Ibid., pp. 183-184.
5 T. C. Holy and Arthur D. Browne, “A Study of the Eligibility of Graduates of
California Public High Schools for Enrollment in California Public Institutions of
Higher Learning”; California Schools, Vol. XXX, No. 12 (December 1959), Table
1, p. 6.
156 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
diplomas from New York City’s academic high schools and who
had grade averages of 75 per cent or above could, it is estimated,
meet admission requirements for the baccalaureate programs in the
Senior Colleges. However, if all graduates of the academic high
schools are considered, then that proportion drops to approximately
20 per cent. If on the other hand, the graduates of both academic
and vocational high schools are included, the percentage drops: to
approximately 18. On that basis, then, there remains approximately
80 or more per cent of the City’s academic high school graduates
whose only opportunity for further education beyond the high school
in publicly supported institutions is the Community College and
certain programs in the Schools of General Studies.
Community Colleges have several special functions to perform in
a coordinated system of higher education. With particular reference
to the City University, these functions may be briefly stated as fol-
lows: to provide, together with the Senior Colleges, for all students
who successfully complete the high school program of studies and
who show capacity of improvement through further study; to iden-
tify those students who can and should carry on further formal studies
in the Senior Colleges and other four-year institutions; to provide
suitable programs of study in Day and Evening Sessions for recent
high school graduates and adults; and to aid students through appro-
priate counseling.
By performing the foregoing services, the Community Colleges
allow the Senior Colleges a freedom to continue their traditional
commitment to selective admissions of students at the freshman level,
and to develop programs of high standards at the upper division and
graduate level. Although there are recommendations on the broad
functions of the Community Colleges within the framework of the
City University in Chapter IV, the Survey Staff believes it important
for the Board of Higher Education to take official action on the
specific functions of the Community Colleges. Therefore, it is
recommended that the Board give approval to the following long-
range specific functions for the Community Colleges:
l. To provide, together with the Senior Colleges, for all students
who successfully complete the high school program of studies and who
show capability of improvement through further study, and who need
additional education or training, an opportunity to carry on in their
studies;
2. To provide opportunities for high-quality education beyond the
high school to those students who, because of ability and interest,
wish education for careers at the end of two years or before;
COMMUNITY COLLEGES 157
3. To identify those students in the Community Colleges who can
and ought to carry on further formal studies in the Senior Colleges
and in other colleges which grant the bachelor’s degree;
4. To provide suitable programs of studies in Day and Evening
Sessions for recent high school graduates and adults; and
5. To aid students, through counseling, to make educational and
vocational choices consistent with their abilities and interests.
In addition to the approval of the above functions, it should be the
intent of the Board that the Community Colleges are perceived to be
agencies to democratize, even further than is now the case in the
City University, educational opportunity beyond high school gradu-
ation. Ideally, this means that all Community Colleges in the system
would consider as a requirement for admission only the fact that the
student applicant has successfully completed a high school pro-
gram of studies or through other means has achieved an equivalent
training. Admissions to particular programs would, of course, have to
be on the basis of more specialized factors; but the Community Col-
leges collectively, together with the Senior Colleges, should have the
general obligation of providing curriculums which meet the total
span of interests and abilities of all high school graduates who should
carry on their formal studies. Although practical realities may make
it impossible to achieve this purpose immediately in New York City,
the objectives stated, however, should be established as the long-
range goal and an evolutionary program to accomplish it, as recom-
mended later on in this chapter, be put into effect.
ORGANIZATION AND ADMINISTRATION
OF COMMUNITY COLLEGES
If the City’s Community Colleges are to play a special and unique
role in extending educational opportunities beyond the high school,
adequate provision must be made for establishing and implementing
appropriate policies under which they may operate. The Survey Staff
considered various possibilities for achieving the maximum considera-
tion and efficiency in the governance of these colleges within the
framework of the City’s over-all educational responsibilities.
One such possibility is to remove them from the jurisdiction of the
Board of Higher Education and place them under a separate board
or boards. This would make it possible for the new board or boards
to concentrate on the role and problems of the Community Colleges.
The Survey Staff believes that the negative aspects of the plan out-
weigh the positive factors. Such a step would result in added con-
158 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
fusion to the general public since there would then be three public
educational boards in New York City—the Board of Education, the
Board of Higher Education and the new Community College Board.
This would make difficult the necessary coordination between the
Community Colleges and the Senior Colleges. The Survey Staff
believes that one board should have the responsibility for an inte-
grated plan for all public higher education beyond the high school
in New York City, in much the same way that the State University
BOARD OF HIGHER EDUCATION
(Acting as Trustees for the Senior Colleges
and Community Colleges separately)
Chancellor
Senior College Community College
Administrative Council Administrative Council
Chancellor —Chairman Chancellor —Chairman
President —City College President —Staten Island
President —Hunter College President —Bronx
President —Brooklyn College President —Queensborough
President —Queens College Note: Other community colleges
Note: Other Senior Colleges in in New York City may be
New York City may be added added to this group at a later
to this group at a later time. time.
Secretariat and advisory staff. Secretariat and advisory staff.
Note: (1) The same Chancellor, the same secretariat and advisory staff act in a dual,
coordinating capacity.
(2) Stated joint meetings of the two Administrative Councils will be held on matters
of common interest.
Figure 3
ORGANIZATION CHART
BOARD OF HIGHER EDUCATION
COMMUNITY COLLEGES 159
of New York holds this responsibility for the State outside New York
City.
In accordance with this belief it is recommended that:
The Board of Higher Education continue to be the sponsoring board
for the Community Colleges, with these specific provisions:
1. The Board continue to serve as the governing board both of the
Senior Colleges and of the Community Colleges, viewing the latter
as separate institutions with purposes, problems and policies that
often are different from those of the Senior Colleges.
2. The Board develop separate policies for the Community Col-
leges as distinct from the other units with respect to personnel and
salaries, admissions, program, and other matters.
3. The Board sit in separate sessions to consider the direction of
the two types of colleges.
4. The Chancellor of the City University remain the chief execu-
tive officer of the Board of Higher Education for both the Senior and
Community Colleges, and that his staff be augmented as need arises.
5. The Chancellor serve as the Chairman of the Administrative
Council of the Senior Colleges and the Administrative Council of the
Community Colleges; each council be composed of the presidents of
the colleges involved.
It is further recommended that:
Any new Community Colleges in New York City be under the
Board of Higher Education; and that continuing study by the appro-
priate agencies be given to the relationship to the City University of
New York of the two existing public Community Colleges now out-
side of the City University.
It is gratifying in this connection to find that the presidents of the
five Community Colleges now in operation in New York City have
regularly scheduled meetings to consider problems of common con-
cern. An examination of the agenda of these meetings shows these
topics listed for the consideration of the presidents: salary schedules,
student admissions, curriculum, personnel policies, finance, tenure,
faculty work loads, sick leave, transfer policies, Evening Session,
tuition, implications of the Heald Committee Report for Community
Colleges, teacher recruitment, Schools of General Studies, and a
number of other problems of common concern to these institutions.
Undoubtedly, these discussions of problems of common concern to
all institutions are very beneficial.
160 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
PROJECTION OF NEEDS AND A DEVELOPMENTAL
POLICY ON ADMISSIONS
The need for additional opportunity for education beyond the
high school level in New York City is well established. Evidence to
substantiate this need has been provided repeatedly by other studies,
such as the report of the Heald Committee mentioned above and re-
ports of studies made by the Regents of the State of New York and
the Trustees of the State University of New York. Quoted from the
Trustees’ Master Plan, as revised in 1960, is the following:
The Trustees have no specific proposal to make regarding the number or
location of two-year colleges in New York City. However, new institutions
should be established so that, together with present institutions, a minimum
of 25,000 students can be accommodated by 1970.®
Concerning the functions of the Community Colleges in New York
State, Governor Nelson A. Rockefeller, in his special message to the
Legislature on the State’s needs in higher education, had this to say:
Experience with the community college program indicates that the two-year
community colleges—low tuition, State-aided, locally-supported and admin-
istered—will provide an essential and major part of the higher educational
opportunities in New York State in the years ahead.”
In the Fall of 1961, 4,326 persons completed their applications for
admission to the Day Session of the three Community Colleges. Of
these, 1,715, or 40 per cent, were accepted. Of those accepted, 1,394,
or 81 per cent, actually registered.®
A simple projection of the magnitude of need for more Community
Colleges in New York City can be made by relating the trend in
numbers of high school graduates in the City to the national trend
in demand for collegiate training, and particularly the effect of the
availability of a public Community College. The report of the
President’s Commission on Higher Education, in 1948, stated that a
minimum of 49 per cent of the persons of college age could success-
fully complete a standard two-year college program of study, and at
least another 32 per cent could complete additional years of higher
education (Volume II, page 7). These statistical estimates are being
approached steadily by the records on actual attendance in college;
during the past decade, the percentage which the number of per-
sons enrolled in college is of the total number of persons of college
6 Revised 1960 Master Plan of the State University of New York, p. 37.
7 Nelson A. Rockefeller, Expanded Opportunities and Facilities for Higher
Education, State of New York, Legislative Document No. 9, 1961.
8 These figures furnished by the Office of Information Services of the City Uni-
versity.
COMMUNITY COLLEGES 161
age in the nation has climbed from about 30 per cent to close to 40
per cent.
Studies made elsewhere also show that the presence of a publicly
supported, low tuition or free-tuition Community College greatly in-
creases the post-high school continuation pattern of high school
graduates. In such situations the general rule is about one-half of the
graduates within the district supporting a Community College at-
tend this institution. For example, in another large city, which now
has seven junior colleges with three others soon to be established,
studies have shown that 59 per cent of the high school graduates in
the city enrolled in a junior college the following Fall.
Because of the newness of the Community Colleges in New York
City, however, use a factor of 50 per cent of the high school graduates
as a means of estimating potential public Community College en-
rollment may be unjustified. A factor of one-third would be a much
more conservative one, and perhaps a more realistic measure. In
this connection, the following quotation from Conant seems appro-
priate:
There would be no inconsistency with our educational ideals if local two-
year colleges were to enroll as many as half of the boys and girls who wished
to engage in formal studies beyond the high school.®
If it is assumed that New York City public institutions should pro-
vide spaces and resources to accommodate one-third of the high
school graduates (public and private) in Community Colleges, the
need, based on the number of 1961 graduates, was for about 22,000.
In 1965 it will be approximately 24,000 and in 1975 the figure will be
almost 30,000. (These figures closely resemble those in the above
quotation from the State University Master Plan.) Clearly, the Board
of Higher Education should lose no time in planning for more Com-
munity Colleges and determining their locations.
It should be noted here that in addition to students accommodated
in public Community Colleges others will be cared for by private two-
year colleges in the City. It seems a reasonable assumption that
these added to the one-third recommended for public Community
Colleges will approximate 50 per cent of public and private high
school graduates.
The Board of Higher Education obviously cannot act rapidly
enough to accommodate all students who will graduate from high
school during the next year or two and who would like to carry
on formal studies in a Community College. Therefore, some pro-
9 J. B. Conant, The Citadel of Learning, Yale University Press, New Haven,
Connecticut (1956); p. 70.
162 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
gram of selective admissions must be maintained to keep the demand
in balance with available resources.
The Survey Staff recommends that:
The Board of Higher Education undertake simultaneously the two
following courses of action which, over a period of time, will ac-
complish the goal of a complete Community College service to the
City that was set forth at the start of this statement.
1. Admissions standards to Community Colleges be adjusted as
rapidly and steadily as posible toward the ultimate objective of using
only high school graduation and the capability of improvement in
the Community College program.
2. New Community Colleges be established as rapidly as possible
at locations where needed, and existing ones be expanded to the ex-
tent that a total enrollment equal to one-third or more of the high
school graduates in the City can be accommodated in the Community
Colleges. (See Chapters VII and XII for specific recommendations.)
TUITION
The Survey Staff commends the Board of Higher Education for its
policy of free tuition for matriculated students enrolled in the bacca-
laureate program in the Senior Colleges of the University. However,
the Staff believes that gross inequities exist when the principle
of no tuition is extended only to those students whose high school
record entitles them to enroll as baccalaureate candidates. There
is ample evidence that every segment of society, including large
cities, is served best in these days of rapid social and technological
change by affording more people of all ages the opportunity and
encouragement to continue their education. The need for technicians
and other’ workers with training at the associate degree level is
especially great. The Survey Staff thus believes that tuition should
be waived for all matriculated students, both associate and bacca-
laureate. If this is not done, the City will place a premium on the
relatively few students who qualify for baccalaureate degree pro-
grams and will penalize a large group who are not able to meet
tuition charges but whose contribution to the welfare of the City
will be greatly enhanced by further training.
Although scholarships provided in the Scholar Incentives Act of
1961 in New York State will give assistance, they furnish only part
of tuition and fee costs. Furthermore, studies of scholarships from
other sources indicate that in the main they are awarded to students
COMMUNITY COLLEGES 163
from middle income families rather than to students from low income
groups.
PERSONNEL POLICIES IN COMMUNITY COLLEGES
As noted earlier in this chapter, the Survey Staff recommends that
the Board of Higher Education develop separate personnel policies
for the Community Colleges. The Survey Staff further recognizes that
the Community Colleges must employ especially able teachers. In
general, the Staff believes that the criteria for selecting Community
College faculty are not necessarily the same as those that are used in
selecting Senior College staff, particularly if the Senior Colleges em-
bark on advanced graduate and professional education. For example,
the Ph.D. (or Ed.D.) degree is not considered a vital criterion in
the selection of many Community College faculty members, whereas
it is generally so considered in the selection of staff for Senior
Colleges where research and publication are expected. The Survey
Staff believes that Community College faculty members should be
selected on the basis of preparation and experience which seems to
fit them best for their particular assignments. A minimum of a
master’s degree in the subject of the teacher’s principal assignment
is considered essential in academic fields.!° In non-academic fields
where the emphasis is on preparing students for technical and voca-
tional outlets, the staff member should be evaluated primarily in terms
of his training and experience in the field.
With respect to the question of the extent to which junior colleges
throughout the nation are staffed with holders of a doctorate degree,
the percentage of the teaching staffs with such degrees in 1957-58 and
1958-59 was 7.4 per cent.! These figures are in sharp contrast with
those for the three Community Colleges under the sponsorship of the
Board of Higher Education. In the Fall of 1961, 32.5 per cent of
their faculties held a Ph.D. or its equivalent.
It is recommended that:
1. Community College salary scales start at the same point as
Senior College scales and rise with the same increments, for the
same By-law qualifications and responsibilities.
2. The ratio of the proportion of the instructional staff in the Com-
10 This is in accord with the requirements for appointment to the Community
Colleges, as found in the By-Laws. (See Chapter X for these. )
11 “Teacher Supply and Demand in Universities, Colleges and Junior Colleges,
1957-58 and 1958-59”. Washington, D.C.; National Education Association Re-
search Report 1959, R-10, June 1959, p. 32.
164 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
munity Colleges, as related to the Senior Colleges, be as follows:
(a) One-half of the ratios in the Full and Associate Professor
titles;
(b) The same ratio in the Assistant Professor title;
The application of (a) above will result in a correspondingly higher
ratio in the Instructor title, in the Community Colleges.
In order to have some comparative figures on the minimum and
maximum schedules in some other junior colleges, the following
are presented for 60 California public junior colleges for 1961-62:1”
Number of Number of
Minimum Colleges Maximum Colleges
Below $5,000 ..... cee 23 $10,000-11,000 0.0.0.0. . 27
$5,000-5,499 os . 28 $ 9,500- 9,999 oo. 15
$5,500-5,999 . 8 $ 9,000- 9,499 oo. 5
$6,000-6,499 on. 1 $ 8500- 8,999 ........ . 10
Above $6,500 200.0002. 0 Below $8,500 lee 8
60 60#
# Thirty of these require an earned doctorate to reach the maximum.
For the year 1961-62, the average salaries in the three Community
Colleges in New York City was $7,540, as compared with a median
salary in the longer established California institutions for the same
year of $8,310.
Throughout this Long-Range Report, much emphasis has been
placed on the crucial role of the Community Colleges—and the rea-
sons therefor—in a well balanced system of public higher education
in New York City. T. R. McConnell, in the chapter in his new book
entitled “The People’s College”, has this say about the junior
colleges:?8
American higher education has demonstrated a remarkable ability to ex-
pand during the past half century. The institution that has grown most
rapidly is the junior college. By 1959, 22 per cent of the first-time and 12
per cent of the total enrollment in all higher institutions, and 19 per cent of
the first-time and 11 per cent of the total enrollment in public institutions,
12 Califomia Teachers Association, Junior College Instructional Salary Data,
1961-62; Report #17, February 1962; Burlingame, California; pp. vi-vii.
18T, R. McConnell, A General Pattern for American Public Higher Education;
(McGraw-Hill Book Company, Inc. 1962); p. 110.
COMMUNITY COLLEGES 165
was in the junior colleges.1 The number and size of community colleges,
technical institutes, or other types of two-year institutions should be in-
creased further until they accommodate a still larger proportion of the youths
who continue their education beyond the high school.
1 Opening Fall Enrollments in Higher Education, 1959, Analytic
Report, U.S. Department of Health, Edvcation, and Welfare, Office
Education, 1960. Figures rounded.
CHAPTER IX
EXPANSION OF GRADUATE EDUCATION
Bernard Berelson’s book entitled Graduate Education in the United
States contains two conclusions which seem appropriate for the be-
ginning of this chapter. These are:
(1) The graduate school is the society’s central channel not only for the
training of scholarly talent but also for its recognition and selection. As
such, the graduate school serves as the career ladder for able students in all
academic fields.
(2) The graduate enterprise in American universities is characterized
by a weak administrative position: locally with little authority over ap-
pointments or budget; nationally with little coordination, organization,
spokesmanship, etc.!
The first of these evaluates the graduate school in our society, and
the second points out the weaknesses in the current graduate enter-
prise in American universities. Although City College has awarded
the master’s degree in Teacher Education since 1923 and Hunter
awarded its first M.A. in 1924 (the other colleges followed some time
later), the establishment of the City University ushers in a new era
in graduate education, which calls for major changes in perspective,
in organization, and in administrative structure. It is hoped that the
City University, in developing its graduate programs, will avoid the
institutional weaknesses which Dr. Berelson, a distinguished student
and authority in the field, has pointed out.
Similar thoughts on graduate schools are expressed by Oliver C.
Carmichael in a more recent publication with these words:
The graduate school currently is the most strategic segment of higher
education, and its effectiveness is of great concern to the entire educational
system, to our defense effort, and to government, business, and industry,
which employ almost one-half of all Ph.D. graduates.
The second conclusion is that the graduate school at the present time is
the most inefficient and, in some ways, the most ineffective division of the
university.?
1 Bernard Berelson. Graduate Education in the United States. (McGraw-Hill
Book Company, 1960), p. 226.
2 Oliver C. Carmichael. Graduate Education. (Harper & Bros. 1961), p. 195.
166
EXPANSION OF GRADUATE EDUCATION 167
ORIGIN AND DEVELOPMENT OF GRADUATE WORK IN THE
MUNICIPAL COLLEGES
Teacher Education has a long tradition in the City University system,
beginning in 1870 with the opening of Hunter College as an insti-
tution which had as its chief purpose the preparation of teachers.
Lectures in pedagogy were given at City College as early as
1887, a Department of Education was established in 1906, the City
College Educational Clinic was established in 1913, and the School
of Education was created at the College in 1921. Both Brooklyn
College, established in 1930, and Queens College, established in
1937, included the education of teachers among their objectives from
their beginning. Except at City College where there is a separate
School of Education, Teacher Education has been conducted as part
of a liberal arts program, and courses in the liberal arts are integral
parts of the Teacher Education curriculum at all the colleges. The
graduate Teacher Education program which has been developed
during the past four decades is thus firmly based on strong, aca-
demically oriented undergraduate programs at the colleges.
With the advent of State support for Teacher Education in 1948,
the graduate Teacher Education programs at City, Hunter, and
Brooklyn Colleges were expanded rapidly, with the three colleges
offering both the Master of Arts and the Master of Science in Educa-
tion. A fifth-year program leading to the Master of Science in Ed-
ucation was instituted at that time at Queens College. Since that
date State and Federal funds have made it possible to establish or
expand graduate programs in 35 fields, including such specialized
areas as guidance and school counseling, education of the physically
handicapped, education of the mentally retarded, library education,
nursing and industrial arts. Between 1948 and 1961 more than 7,500
master’s degrees in Teacher Education have been granted by the
colleges of the City University. In addition, post-master’s certificate
programs have been developed in the fields of clinical school psy-
chology, guidance practice and administration, and school admin-
istration.
Expanded laboratory facilities for Teacher Education students
have been developed on each of the four Senior College campuses
since the grant of State support in 1948. Library collections have
been expanded. The City College Educational Clinic has been
expanded, and such clinics have been founded at the three other
colleges. At Brooklyn and Queens Colleges, Early Childhood Centers
have been set up. A vacation Demonstration School for Exceptional
168 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
Children is operated each summer at Hunter College as a resource
for Summer Session students in Teacher Education. The teachers’
central laboratory, which includes collections of instructional ma-
terials and curriculum bulletins, has been developed at Hunter
College to serve the Teacher Education Program of the City Uni-
versity. These expanded laboratory facilities have strengthened both
the undergraduate and the graduate programs in Teacher Education.
In considering the expansion of graduate education in the City
University, it should be noted that the colleges of the University
view its creation as an expression of State policy, charging them with
the rapid development of full-scale graduate work. In the assess-
ment later outlined, present faculty strengths are reflected. The new
status has multiplied the number of master’s programs proposed by
the several colleges, has given impetus to the recruiting of research-
oriented staff in all fields, and has increased the interest of scholars in
considering appointments—an outcome that has long been predicted.
It has long been recognized that a top-flight graduate school must
have as its foundation a high quality undergraduate program. The
City colleges have had an extended history of high quality under-
graduate programs. Significant evidence of that fact is found in the
large number of their graduates who have been awarded doctorates
by other institutions. The 10 institutions in the United States that
provided undergraduate training to the largest number of later Ph.D.’s
earned between 1936 and 1956, were as follows:®
Institution No. Ph.D.’s
University of California (all campuses) 3,444
Colleges of The City University of New York 3,417
University of Illinois 1,818
University of Chicago 1,800
University of Wisconsin 1,693
Harvard University 1,653
University of Minnesota 1,544
Columbia University 1,422
University of Michigan 1,370
New York University 1,295
3 Doctorate Production in United States Universities, 1936-1956, With Bacca-
laureate Origins of Doctorates in Sciences, Arts, and Humanities, National
Academy of Sciences—National Research Council, 1958.
EXPANSION OF GRADUATE EDUCATION 169
Of the 3,417 Municipal College graduates who went on to receive
their doctorates during this period, 2,044 took their undergraduate
training at City College, 866 at Brooklyn, 328 at Hunter, and 179 at
Queens.
The preceding figures are particularly meaningful since all of the
other institutions except the City Colleges have long had graduate
schools which award doctorates. To have supplied the undergraduate
preparation for so many doctorates without having an advanced
graduate school to which they could easily transfer is indeed an
achievement. There is an excellent foundation for advanced gradu-
ate work in the City University which should be expanded without
delay to help meet both the local and national needs for highly
trained persons in a variety of fields. In this connection it seems
appropriate to quote from a letter in the March 9, 1962, issue of the
New York Times from John W. Gardner, President of the Carnegie
Corporation in New York, and a member of the committee of three
which made the 1959 study Meeting the Increasing Demands for
Higher Education in New York State as follows:
Every recent study of the nation’s educational needs has called for ex-
pansion of graduate programs without which we cannot adequately serve
our ablest young people.
The City University is in a position to respond to that national need,
and to serve the young men and women of this area better than ever
in the past. The faculties and administrators of the city colleges, eager to
respond constructively have drawn up a plan of action.
Having first-hand familiarity with most of the leading graduate schools,
I am willing to assert that the city colleges are more than ready. They are
overdue. They are fine institutions with strong faculties.
It should also be observed that at present (1961-62) no publicly
supported college or university in New York State offered programs
leading to the doctorate in academic fields. In no other states in the
union with the exception of Maine and Nevada does this situation
prevail.
RESEARCH GRANTS TO THE FACULTY OF THE
CITY UNIVERSITY
Elsewhere in this report there are listed the major functions which
the City University, as an urban institution, ought to fulfill in the
years ahead. These, with some modifications because of the unique
setting of the City University, are essentially those found in leading
public universities throughout the nation. Among those functions
are those of faculty research and the application of some of the
170 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
findings thus obtained to the solution of current problems in the area
which the City University serves. Although faculty research is in
part subsidized by means of grants from public and private sources,
most of the leading universities allow time and money for research
as a necessary part of the instructional program. In fact, in in-
stitutions where no faculty time, money, or facilities are provided for
research, it is vigorously contended that without these provisions, it
is extremely difficult, if not impossible, to recruit and retain the
quality of faculty which a first-rate university must have to maintain
that rating.
For example, in a legislative study made in California in 1953-54,
it was found that faculty research in the University of California,
which was carried on as a part of the instructional program (and
thus excluded organized research), amounted to 17 per cent of the
total allocation for instruction and research on the Los Angeles cam-
pus and 26 per cent on the Berkeley campus. For organized research,
the per cents of the total current expenses for educational and gen-
eral purposes on these two campuses were 13.4 per cent and 16 per
cent respectively.*
As evidence of the rapid increase in the amount expended by
various agencies for organized research, in the University of Cali-
fornia the amount expended for that purpose in the year ending
June 30, 1960, was $47,539,706 or 29 per cent of the total expenditures
for educational and general purposes in the University. In addition
to this amount, the University received, during that same year, for
special Federal research contracts, $159,506,897.°
Another example of expenditures for faculty or departmental re-
search is found in the report entitled “California and Western Con-
ference Cost and Statistical Study.” This study, which covers the
year 1954-55, includes the following institutions:
University of California The Pennsylvania State University
Indiana University Purdue University
State University of Iowa Vanderbilt University
Michigan State University Wabash College
University of Minnesota University of Washington
4T. R. McConnell, T. C. Holy and H. H. Semans. A Restudy of the Needs
of California in Higher Education. (California State Department of Education,
Sacramento, 1955), pp. 413, 419.
5The University of California Report of the President for the Academic Year
1959-1960. p. 16.
EXPANSION OF GRADUATE EDUCATION 171
The findings for the 20 campuses operated by these institutions
showed a total expenditure for instruction and research of $89,423,275.
Of this amount, it was determined that $7,318,990, or 8 per cent of
the total, was expended for departmental research. Furthermore, of
the 10 major subject fields in which the departmental research was
done, the largest expenditures were in the fields of mathematical,
physical, and engineering sciences, and the humanities.®
In a report issued on November 22, 1961, and entitled “Grants for
Faculty Research”, it was found that grants to faculty members of
The City University of New York during the year 1960-61 amounted
to $808,535, distributed as follows:
College Amount
City College $134,745
Hunter College 303,568
Brooklyn College 194,320
Queens College 175,902
These grants were for 39 projects in nine academic fields. Those fields,
with the amounts allotted to each, were as follows:
Department Amount
Education $167,897
Psychology 127,633
Chemistry 98,929
Biology 53,652
Physics 40,531
Political Science 26,500
Speech 8,395
Sociology and Anthropology 6,700
Geology and Geography 5,330
In addition to the grants in specific fields, one grant of $272,968 was to
the Graduate Division of Hunter College for a study to be conducted
by five departments. It should be noted that of the total grants,
$410,088, or more than half, came from Federal agencies.
In commenting on these grants, Gustave G. Rosenberg, Chairman
of the Board of Higher Education of New York City, said:
Grants for research began as a trickle years ago. We can well expect that
the total will soon be one million dollars annually, and we hope that it will
be greatly increased as doctoral studies are undertaken.
6 “California and Western Conference Cost and Statistical Study” ( University
of California Press, Berkeley, California, 1955), p. 34.
172 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
PRESENT STATUS OF GRADUATE WORK IN THE CITY
UNIVERSITY AND PROJECTED ENROLLMENTS AT THE
MASTER'S LEVEL TO 1975
As noted earlier in this chapter, the first graduate degree awarded
by the City Colleges was a master’s degree in Teacher Education in
1923. As would be expected, graduate enrollment in the colleges has
greatly increased since that time.
Table 25 gives that information, by colleges, for alternate years
from 1951 through 1961. From the table it will be noted that the
graduate enrollment increased from 5,650 in 1951 to 12,550 in 1961,
or slightly more than double that of the earlier year. It will be further
noted that non-matriculant enrollment increased more rapidly than
did that of matriculated students.
Table 25
GRADUATE ENROLLMENT IN THE FALL
OF ALTERNATE YEARS 1951-1961
Graduate Enrollment in the Fall of
Institution
1951 1953 1955 | 1967 | 1959 1961
City College
Matriculants
Non-Matriculants
1,995 | 1,895] 1,642] 2,242) 3,515} 3,290
1,002 795] 1,706] 1,710] 1,439] 2,252
Hunter College
Matriculants
Non-Matriculants
850 903] 1,039) 1,269} 1,580] 2,019
-0-| 206 277 530 761 959
Brooklyn College
Matriculants
Non-Matriculants
945| 1,146] 1,453] 1,655! 1,881
335 297 476 643 724 839
Queens College
Matriculants
Non-Matriculants
Total—All Colleges
Matriculants
Non-Matriculants
213 309 525 618 786 931
38 96 162 272 259 379
4,052| 4,352] 5,582) 7,586] 8,121
1,394} 2,621) 3,155} 3,183| 4,429
Grand Total oo... 5,650 | 5,446] 6,973] 8,737] 10,719] 12,550
Index, using 1951 grand total
figures as 100 ..
100 96 123 155 190 222
Source: The records in the offices of the City University.
EXPANSION OF GRADUATE EDUCATION 173
Table 26 shows the distribution of graduate enrollment in the
City Colleges, by major area, in the Fall 1960. Since one of the
major functions of the City Colleges has been from their beginning the
preparation of teachers, and since the Teacher Education Program
Table 26
DISTRIBUTION OF GRADUATE ENROLLMENT
IN THE SENIOR COLLEGES BY MAJOR AREA,
FALL OF 1960
Area | City Hunter | Brooklyn Queens
Liberal Arts
and Science
Matriculants
M.A. and M.S. .......... 102 378 402 _—
Matriculants
with conditions ........ 28 15 _— —_—
Non-matric., ete. ...... 116 353 185 _—
Teacher Education
Matriculants 1,179 1,620 1,433 876
With majors in
arts & science ........ (614) (790) (597) (258)
With major in
education ........... (565) (830) (836) (618)
Non-matric., etc. ...... 1,003 606 535 261
Baruch School of Bus.
& Pub. Admin.
Matriculants .............. 1,530
Prov. Matric. ........... 449
Non-matric. ou... 165
School of Technology
Matriculants ............ 104
Matriculants
with conditions ........ 278 _— — _
Non-matric., ete. ...... 263
Total by College ............ | 5,217 2,972 | 2,555 1,137
Grand Total oe | 11,881
Source: Report of the Coordinating Committee for Graduate Studies, 1960-61. Teacher Edu-
cation figures are based on the Teacher Education census.
174 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
is State supported and tuition free for State residents, it is not sur-
prising that the largest number of graduate students is enrolled in
that area. In fact, the only graduate program which Queens College
had in the Fall 1960 was in the Teacher Education field.
Of the 11,881 students shown in Table 26, roughly two-thirds were
matriculated students. It is significant to note here that of the total
number of students enrolled in graduate programs, as shown in
Table 26, only 337, or 3 per cent, were full-time students. On the
other hand roughly 20 per cent of the students in arts and sciences
are full-time. Undoubtedly, as the City University develops more
fully its graduate program beyond the master’s degree, there will
be a large increase in this proportion of full-time students. Particu-
larly in the doctorate programs, it must be recognized that country-
wide almost all graduate students are subsidized. Thus the acute
need for fellowships and graduate assistantships become apparent.
The grant of 14 National Defense Education Act fellowships in
four of the Ph.D. programs initially projected and the availability of
substantial traineeship grants in a fifth program augur well for con-
tinuing Federal support of a limited number of fellowships. How-
ever, budgeting for substantial numbers of first-year fellowships is
necessary in order to give the students the graduate background
needed before teaching assistantships can properly be used. In the
developing doctorate programs, full-time students should form the
major part of the student body.
In order to show the range and extent of master’s degrees awarded,
by field of study, in the City colleges, Table 27 has been developed.
This table shows, for alternate years from 1951 through 1961, the
number of master’s degrees awarded by field of study. It is interesting
to note that master’s degrees were awarded in 43 separate fields of
study, the largest of which is Teacher Education. The discussion of
Table 25 noted that graduate enrollment has more than doubled in
the 10-year period covered. However, as will be seen from Table 27,
the number of master’s degrees awarded did not keep pace with the
increase in enrollment. Using 1951 as the base year, the table shows
that the number of master’s degrees awarded increased 72 per cent.
As would be expected, the master’s degrees awarded in Teacher
Education far exceed those in any other field. In fact, for the base
year 1951, of 588 master’s degrees awarded, 500 were in Teacher
Education. (However, nearly half of those matriculated in Teacher
Education were preparing for secondary teaching and _ therefore
majored in the liberal arts and sciences.) In 1961, of a total of 1,012
master’s degrees awarded, 293, or approximately 30 per cent, were in
EXPANSION OF GRADUATE EDUCATION 175
arts and sciences. Fields other than Teacher Education showing the
largest number of master’s degrees awarded are: chemistry, English,
social work, electrical engineering and mechanical engineering.
Projected Enrollments at the Master's Degree Level
The Master Plan for The State University of New York, as revised
in 1960, includes estimates up to 1980 of both undergraduate and
graduate enrollments in the State of New York. In the case of the
latter, there are two sets of estimates—low and high—both of which
are per cents of the undergraduate projections. Concerning these
projections, the report has this to say:
In 1959 the full-time graduate enrollment (24,620) was equivalent to
approximately 16 per cent of the full-time enrollment in four-year pro-
grams. Two rates of increase in this proportion were developed in making
future estimates. The low rate rose from 16 per cent in 1960, to 18 per
cent in 1970, and finally to 20 per cent by 1980. The high rate increased
to 20 per cent by 1970 and to 25 per cent by 1980. These two series
of increasing ratios were then applied to the most reliable estimate of
undergraduate enrollments.7
Using this procedure, the following results were obtained for the
State as a whole:
Graduate Estimates
Undergraduate
Year enrollment Low High
1960 164,700 26,350 26,350
1965 248,000 42,160 44,640
1970 314,400 56,592 62,880
1975 367,300 69,787 82,642
1980 416,000 83,200 104,000"
In applying the above State-wide projections to New York City,
the “low” estimate has been used because it is anticipated that the
population of New York City will grow at a lower rate than that in
the rest of the State. However, since the population growth in Brook-
lyn and Queens is expected to be more rapid than in Manhattan and
the Bronx, it is assumed that the expansion of graduate work at
Brooklyn and Queens will, at minimum, bring the ratio of graduate
to undergraduate students to the present City-Hunter level of ap-
proximately 15 per cent. The Verazzano Bridge from Staten Island
to Brooklyn will probably account for considerable expansion in the
Brooklyn College graduate program, an expansion not reflected in
these computations.
™The Master Plan—Revised 1960. (State University of New York, Albany,
N.Y.), p. 22.
176 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
Table 27
MASTER’S DEGREES AWARDED BY
FIELD OF STUDY IN THE SENIOR
COLLEGES IN ALTERNATE YEARS
1951-1961
Field of Study
Senior Colleges
1951
Number of Master’s Degrees
1953
1955
1957
Awarded in
, 1959
PAT U esccastoneccarscesesscasosaseresecncseaceser — —_— — 2 4 2
Biology and — — 15 18 13 10
Biological Science . a — —_— — — —
Chemistry —_ —_— 15 37 24 20
Classics .... —_ -—- —_ _— — 2
Economics — —_ 1 9 7 8
English .... — — 7 11 7 18
French ... 1 — — —_— — —
German . — _— — = —_— 1
History — — —_— 6 3 5
International Relations — 5 6 5 6 4
Mathematics —_ — 3 5 2 5
Music —= aa _ 3 — 6
New York Area . — — 1 2 1 1
Nutrition ......... _— — — — 4 4
Political Science — -- — — —_— 2
Psychology 10 1 1 23 8 4
Sociology .. — — 1 11 9 10
Spanish . — —_ —_ 1 — 1
Speech ... — —_ 9 16 1 3
Teacher Education . 500 620 623 657 698 719
TOTAL .. 511 626 688 806 787 825
Special Schools*
Accounting .. 33 31 26 20 14 12
Advertising .. 2 3 3 1 2 8
Chemical Engineering —_ —_ — _— — 3
Civil Engineering 3 3 4 9 12 10
Credit and Collection . —_— 1 1 — 2 _
Economics 3 3 3 6 6 3
Electrical Engineering .......... 1 27 22 12 21 25
Finance and Investment ...... 3 3 1 3 2 9
Industrial Management ........ 12 13 11 20 13 13
Industrial Mgt. Engineering — — 1 — 10 10
International Trade ............. 1 6 1 3 2 3
Marketing Management 6 4 1 —_— 2 2
Marketing Research a — 2 1 2 4 6
Mechanical Engineering ...... —_— 7 16 14 20 31
Personnel Management ......... 1 1 2 3 2 6
* Includes the Baruch School of Business and Public Administration and the School of
Technology.
EXPANSION OF GRADUATE EDUCATION 177
Table 27 (cont.)
Number of Master’s Degrees Awarded in
Special Schools (cont.)
1961 1958 19565 1957 1959 1961
Police Science .......scsesseeseeee —_— _— _— 1 1 6
Public Administration . 1 2 8 6 1 1
Real Estate . 3 4 1 — — 3
Retailing 5 9 1 _— 3 2
Social Work .. — _— _ _ 15 24
Statistics . 3 5 1 3 4 3
Taxation . —_— —_— 6 4 5 7
T
TOTAL wicscesesessssseeeseees 77 124 110 107 141 187
GRAND TOTAL ............ 588 750 798 913 928 1,012
Index, using 1951 grand
total as 100 wees 100 128 136 155 158 172
Source: From the records in the offices of the City University.
Note: Attention is called to the fact that of those students awarded master’s degrees in
Teacher Education, nearly one-half were in the secondary education field and so have
their majors in liberal arts and sciences.
When thus applied, the figures found in Table 28 result. Concern-
ing this table, attention is called to the following:
1. The low estimate is based on the assumption that the 1961 ratio
of full-time-equivalent graduate students to the Day Session under-
graduate matriculants in each of the colleges will continue.
2. The high estimate is based on the assumption that the ratio
of 15 per cent in the City College, as found in Item 4 in the table,
will be attained by the other colleges.
The figures here relate only to master’s degree programs. To
forecast graduate enrollments beyond the master’s degree involves
some difficulties. Although there will undoubtedly be a large num-
ber of master’s degree students in many subject fields who want to
continue their graduate work in the City University, to what extent
and when the necessary additional staff, library, and physical facilities
required will be available are yet to be determined. In addition, there
is the much greater cost of graduate education. For example, the
institutional teaching expense per student-credit-hour in lower divi-
sion, upper division, and graduate work at the Berkeley campus of
the University of California for the year 1957-58, was $29.53, $59.16,
and $174.19, respectively.®
8 Technical Committee on Costs of Higher Education in California: The Costs
of Higher Education in California, 1960-75, (January, 1960), p. 40; The Uni-
versity of California, Berkeley.
178 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
Despite these difficulties, it is necessary to include in this long-
range plan for the City University, the required space provisions for
the graduate program based on what seems realizable and reasonable
estimates of graduate enrollments by 1975. These estimates, from
which the space needs are developed, appear in Chapter XII.
In view of the large number of the Senior College graduates who
continue to their doctorates as shown earlier in this report, it seems
evident that the number of qualified students wishing to continue to
their doctorates in the City University will exceed for many years
the available staff and facilities required for advanced graduate work.
FIELDS IN WHICH THE COLLEGES, INDIVIDUALLY OR
COLLECTIVELY, ARE BEST QUALIFIED TO
OFFER DOCTORAL PROGRAMS
The fields in which doctoral programs are proposed for September,
1962, are the ones in which the University is initially best qualified to
proceed, in terms of faculty resources, library and (where appro-
priate) laboratory resources, and the other supporting facilities.
These fields are chemistry, economics, English, history, psychology,
Table 28
PROJECTED MASTER’S DEGREE ENROLLMENTS
IN THE SENIOR COLLEGES IN 1975
Senior Colleges
Item City Hunter Brooklyn Queens Total
1961 Day Session undergraduate
Matriculants .......sssseeseeeeeees 10,683 6,992 8,901 5,604 32,180
1961 matriculated graduate
STUENS oo. eeeececsesssesseeeeeeseseeneee 3,290 2,019 1,881 931 8,121
1961 FTE graduate students* .... 1,645 1,010 940 465 4,060
Per cent Item 3 is of Item 1 15 14 11 8 —
1961 FTE graduate students if
15 per cent ratio prevailed .... 1,645 1,049 1,885 841 4,827
FTE graduate students in 1975
Low estimate** ..........00 4,859 2,677 2,491 1,282 10,759
High estimate*** ........ 4,359 2,783 3,577 2,226 12,945
Source: Dean of Graduate Studies, City University of New York.
* FTE means full-time-equivalent.
** These figures have been derived by applying the per cent which the State-wide estimate
of 69,787 in 1975 is of the 1960 estimate (265%) to the number of 1961 F.T.E. graduate
students. Example: 1,645 x 265% = 4,359.
*** These figures have been derived by multiplying the figures in the fifth item by 265%.
Example: 1,060 x 265% = 2,783.
EXPANSION OF GRADUATE EDUCATION 179
romance languages, sociology and speech. In each of these fields, the
faculty is qualified at more than one of the colleges of the University;
but in psychology only Brooklyn has the necessary space and equip-
ment. The climate for offering this Ph.D. program is extremely favor-
able, and the University committees are agreed that it should be
instituted in September, 1962 at Brooklyn if necessary supporting
funds are available.
Editor's Note: For various reasons, chiefly lack of adequate funds,
Ph.D. programs started in September, 1962 included only the follow-
ing five fields: chemistry, comparative literature, economics, English
and general psychology.
In biology, there is in operation at Brooklyn a research laboratory
for faculty and students, and there has been extensive support of re-
search, with its attendant support of graduate students, from the Air
Force, the National Institute of Health, the American Cancer Society,
the National Science Foundation, and others. There is a weekly de-
partmental seminar, at which attendance has been required of
master’s students. Plans are being discussed to enlarge this activity,
possibly into an all-university monthly colloquium for faculty and
graduate students. Hunter and City are proceeding, within their
regular undergraduate budget, to recruit needed additional faculty
in specialties that will strengthen their position for the offering of a
research degree. At Hunter the master’s program which is run jointly
with the Sloan-Kettering Institute for Cancer Research has developed
an imaginative curriculum that draws on the unique resources of
personnel and equipment available at Sloan-Kettering and has their
enthusiastic and continuing support, not only through their parti-
cipation in the program, but also through their financial assistance.
This provides not only general funds but five $2,500 fellowships that
are awarded annually.
In chemistry, a field of short supply as shown elsewhere in this re-
port, the Brooklyn faculty has on several occasions within the last
six years requested permission to initiate a doctoral program. Chem-
istry has had in the master’s program the largest registration of any
of the liberal arts and science departments and has granted between
20 and 25 degrees during each of the past seven years. In view of
the pressing need for more chemistry Ph.D.’s, the urgency of pro-
ceeding in this field is apparent. As of June, 1960, there were 100
students matriculated for the master’s degree in chemistry at Brook-
lyn (35 per cent had done their undergraduate work at Brooklyn,
while an additional 61 per cent were resident in New York). A new
master’s program in chemistry which is run jointly by City College
180 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
and Hunter College is also flourishing. All four colleges of the Univer-
sity can be expected to contribute resources to an all-university pro-
gram. Plans are well advanced to set up a cooperative arrangement
between Brooklyn College and the Isaac Albert Research Institute
which will expand the opportunities of Ph.D. candidates for research
and enrich their contacts with able research scholars in both biology
and chemistry.
In economics, at Brooklyn there were 15 master’s theses in progress
during 1960, resulting in the award of five degrees in 1961. At City
College, 14 degrees were granted in that year. Since economics is a
field in which the difficulty in recruiting students is generally recog-
nized nation-wide, and since the faculties are qualified, the City Uni-
versity is clearly in an unusual position to proceed to the doctorate.
In English, the faculties at all four colleges are excellent. In the
Proceedings of the Modern Language Association Anniversary Issue
for December, 1958, Hunter College was rated first in a list of institu-
tions contributing scholarly articles during the period for which a
statistical survey was reported. In the Spring of 1961, there were 70
students matriculated in the Hunter M.A. program and 14 M.A.
degrees were awarded.
No attempt will be made to repeat the story for each of the other
fields listed. In psychology, there is great faculty strength; the
record of graduates of the undergraduate curricula of all the City
colleges in doctoral work puts the University high in the production
of students who go on for a doctorate. In history and sociology there
is faculty strength, but these are not fields of great national need; in
speech and theater, the faculties are qualified, and the equipment
is superb. Since speech therapy and audiology are fields of acute
shortage, with the attendant possibility of financial support, (the
Hunter master’s program is currently supported by grants from the
Federal government and from the Doris Duke Foundation ), and also
fields in which the colleges are well staffed, these programs should
probably have high priority; rhetoric and public address are fields
of teacher shortages; theater is a field in which it should be possible
for the City University to exploit its unique advantage of location in
the theater center of the United States. In the east, only Cornell, Yale
and Boston University have distinguished doctoral offerings in the
performing arts. In rhetoric and public address, the only distinguished
programs in the east are at Cornell and Penn State.
In romance languages the faculties are distinguished. Several of
the faculty are relatively new and have come with considerable ex-
perience in doctoral programs at other institutions. At Hunter there
EXPANSION OF GRADUATE EDUCATION 181
are approximately 100 students matriculated for the M.A. in the
romance languages in the Teacher Education Program, which has a
21-credit requirement in the foreign language. There is good in-
dication of student interest in the liberal arts master’s program in
romance languages, and the departments at Hunter, City, and Brook-
lyn have presented Ph.D. curricula for University consideration.
The critical need for additional Ph.D.’s in mathematics is rec-
ognized, and early initiation of Ph.D. work in this field has been
explored. There is a nucleus for a good program in the four colleges
but additional distinction is needed. It should be possible to pro-
ceed in this field by 1964. Master’s programs have been in operation
at Brooklyn and City, and Queens and Hunter are ready to begin
theirs.
In music, the combined faculties are impressive and equipment is
excellent. Programs have been proposed both in musicology and in
composition (a Doctor of Musical Art is envisaged). In art, there are
distinguished departments. A Ph.D. in art history, a field of shortage,
can be begun soon, probably in 1963. In political science, where there
is now a joint program, there are outstanding departments. A pro-
gram will be initiated between 1963 and 1965. One plan under dis-
cussion contemplates the possibility of a minor in Russian Area
Studies (in which there is now a joint master’s program) and for the
Ph.D. in political science and in history. Other area studies that are
under discussion would focus on China, Africa, and Inter-American
Affairs.
In anthropology, a master’s program is under consideration. Doc-
toral work will be postponed until experience is gained and further
faculty strength is added. Philosophy has only this year begun a
joint master’s program; the combined departments are developing
plans for Ph.D. work, but it will take presumably some years before
a Ph.D. should be initiated.
In physics, with ongoing research programs, a strong faculty at
City College can provide a nucleus for a Ph.D. program with
suitable participation by distinguished physicists on the other faculties.
A long-range plan for the building and equipping of a science in-
stitute will be initiated after discussion with the physicists.
The doctoral programs in education will focus attention on scholar-
ship rather than on vocational competence. Master’s degree and post-
master’s degree certificate programs will be vocational-professional
oriented and will provide for the preparation of teachers, administra-
tors, and other school specialists such as guidance workers. Doctoral
programs are planned to prepare scholars and university teachers.
182 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
Library Provisions
Reference is made at the beginning of this section to library and
laboratory resources. It is axiomatic that an outstanding graduate
school must have an outstanding library. Bernard Berelson lists the
following 12 universities as having the leading graduate schools in the
nation:
Top 12 Universities
California (Berkeley ) Illinois
California Institute Massachusetts Institute
of Technology of Technology
Chicago Michigan
Columbia Princeton
Cornell Wisconsin
Harvard Yale®
As will be seen from Table 29, showing comparative statistics for
major university libraries, eight of these universities are in the above
list of 12.
Without question, New York City has more public and private
libraries than any other city in the nation and probably in the world.
Their existence in the City is not only a great asset for education in
general, but particularly for graduate education because of the
variety and extent of their collections. Some understanding of their
extent is found in the tabulation showing the number of volumes
in these libraries in 1959-60, as shown in Table 30.
Although the number of volumes a library may catalog is a very
important criterion of its quality, there are a number of other
factors of importance in that evaluation. Among these are the num-
ber of volumes added each year, number of periodicals received,
total annual expenditures for books and periodicals, and the amount
of such expenditure per full-time student in the institution. Table
29 gives comparative information on these items in the Senior Colleges
of the City University and a group of major university libraries
throughout the country.
It will be noted that the expenditures per full-time student in the
Senior Colleges of the City University are very much less than in the
other institutions. Part of that difference may be due to these two
factors: (1) until now, the Senior Colleges have been primarily under-
graduate institutions; and, (2) there is a great abundance of library
material available in the City. (See Table 30.)
® Berelson, Op. Cit.; p. 280.
Table 29
SOME COMPARATIVE INFORMATION ON LIBRARIES IN THE
CITY UNIVERSITY AND OTHER UNIVERSITIES FOR 1959-60
Library Collection [
| Expenditures for
books & periodicals
Full-time No. of Volumes added No. of periodicals Per
Institution enrollment volumes during year received Total student
City University
Brooklyn. ........... 8,714 351,848 25,135 1,160 $ 60,358 $ 6.93
City 10,090 507,825 23,776 2,157 89,885 8.90
Hunter 6,154 223,125 11,339 538 37,745 6.13
Queens . 4,316 164,799 8,377 822 30,566 7.08
Chicago 5,823 2,094,824 60,040 6,377 295,155 50.68
Columbia 11,485* 2,875,761 79,954 13,600 423,093 36.83
11,171 2,116,230 78,233 15,037 419,779 37.57
13,038 6,697,111 204,651 30,250 728,151 55.84
23,830 3,288,158 93,908 17,550 613,478 25.74
Michigan 24,017 2,818,341 98,291 32,485 460,906 19.19
Minnesota .. 26,538 1,968,101 43,227 11,175 345,556 13.02
Stanford 8,166 1,592,287 80,463 18,692 296,640 36.32
Washington 13,287 1,060,086 47,977 19,020 253,702 19.09
Wisconsin .. 22,384 1,384,222 58,173 8,120 330,956 14.78
Yale 7,452 4,394,988 85,106 (N.A.) 855,591 114.81
Source: U.S. Department of Health, Education and Welfare, Library Statistics of Colleges and Universities, 1959-60. (Except for full-time enrollment figures,
which have been taken from School and Society, January 2, 1960; 1834 Broadway, New York 23, N.Y.)
* Includes Barnard College.
NOLLVONda ALVAdGVYS AO NOISNVdxa
e81
184 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
Table 30
NUMBER OF VOLUMES IN NEW YORK CITY PUBLIC
AND PRIVATE LIBRARIES IN
1959-60
Library Number of Volumes
Brooklyn Public Library .. 2,131,063
New York Public Library ... .. 6,954,633
Queens Borough Public Library .........ccccccccscseeseeeeseeeeeees 1,535,081
Public college and university libraries (includes those
under the Board of Higher Education) .. 1,300,634
Private college and university libraries* 5,702,697
Private professional school and college libraries ................ 549,676
Total 18,173,784**
Source: 5th Annual Edition, 1961 Statistical Guide for New York City; (Department of
Commerce and Public Events, City of New York), pp. 30-32.
* Included in this group are Columbia University and New York University, with 3,256,411
and 1,200,000 volumes, respectively.
** Does not include 3,016,070 volumes in the public school libraries of the City.
Now that the City University is entering the graduate field beyond
the master’s degree, a pertinent question is whether there is a mini-
mum number of volumes in the libraries of institutions with graduate
programs through the doctorate. In a legislative study of higher
education in California in 1954, standards were developed for the
size of the collection in the California State Colleges and the Uni-
versity of California. Those were as follows:
State college: 30 volumes per full-time student for the first 5,000 stu-
dents, plus 20 volumes per full-time student beyond 5,000 students.
University: 100 volumes per full-time student for the first 10,000 stu-
dents, plus 75 volumes per student for the second 10,000 students, plus
50 volumes per student beyond 20,000 students.?°
It should be recalled that universities with large library collections
have had extensive graduate programs for many years; therefore,
they have had a long period to build up their libraries to the
present level. Undoubtedly, in the years immediately ahead, the
Senior Colleges of City University will need to give special emphasis
to building their libraries in keeping with the commonly accepted
standards for institutions offering full graduate programs.
A proposal for coordinating the library resources of the Senior
Colleges and introducing a large-scale inter-library loan program is
under consideration. The basic provisions upon which the proposal
rests are:
10 McConnell, Holy, and Semans, Op. Cit.; p. 360.
EXPANSION OF GRADUATE EDUCATION 185
1. The library of the City University will consist of the library
resources of all units which comprise the University.
2. Library resources of the City University will be made available
and accessible, at least to all graduate students if not to all students,
and to faculty members without regard to the unit with which they
are associated.
3. The Council of Librarians, which consists of the librarian from
each of the institutions, will have the responsibility for introducing
and maintaining a cooperative system designed to insure quick and
easy accessibility to University library resources.
4. Library materials for advanced graduate studies are extremely
costly; therefore, every effort will be made to avoid unnecessary
duplication of purchases.
5. There will be increasing demands by graduate students and
faculty for bibliographical and other library services, and this condi-
tion will require mobilization and further improvement of resources
and services.
There is at present agreement in principle only, so one or more of
these provisions may be modified in the future as the practical prob-
lems are explored.
EXISTING PROFESSIONAL SCHOOLS
In addition to the Division of Teacher Education which includes
the School of Education at City College there are three professional
schools operating in 1961-62 as parts of the City University: a college
of engineering (The School of Engineering and Architecture, a part
of City College); a school of business (The Bernard M. Baruch School
of Business and Public Administration, also a part of City College);
a school of social work (The Louis I. Rabinowitz School of Social
Work, a part of Hunter College); and in addition a nursing program
operating as a department of Hunter College. Each of these has ex-
tensive master’s work in operation, though the involvement of regular
members of the faculty and the financing of graduate work are quite
different in the different schools.
The Division of Teacher Education
The Division of Teacher Education, although not organized as a
separate professional school, performs many of the functions of a
university school of education. By coordinating the programs of the
four Senior Colleges, the Division of Teacher Education enables the
City University to prepare students for a wide variety of school posi-
186 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
tions, from classroom teaching to special services and administration.
Even though the preparation of teachers has long been accepted
as one of the major responsibilities of the Municipal Colleges, an
additional obligation was assumed by the Board of Higher Education
in 1933 when it agreed to expand its Teacher Education Programs in
order to fill the void created by the closing of the three New York City
training schools for teachers. Prior to 1948, each of the four Senior
Colleges had its own undergraduate Teacher Education Program and
three of them (City College, Hunter College, and Brooklyn College )
had programs of graduate work leading to master’s degrees and pro-
fessional certificates. Ordinarily, about 40 per cent of the total under-
graduate student body, exclusive of those enrolled in the Bernard
Baruch School of Business and Public Administration and the School
of Engineering and Architecture at City College, participate in the
Teacher Education Program.
In 1948, for the first time, the Municipal Colleges received financial
assistance for Teacher Education from New York State. With the
coming of State money, several changes were made. First, admission
to all Teacher Education Programs was extended to qualified residents
of New York State instead of being restricted to New York City
residents. Second, programs leading to the master’s degree in Teacher
Education were offered tuition free to matriculated students. Third,
the Division of Teacher Education, headed by a Dean of Teacher
Education, was created in order to carry out the mandate of the State
law that the financial assistance be used to expand and improve exist-
ing Teacher Education Programs.
Although there are some activities conducted centrally by the
Division of Teacher Education—for example, there is a central Office
of Research and Evaluation, and the graduate program in school
counseling and guidance maintains a central guidance laboratory
which serves the four colleges—major responsibility for conducting
the various Teacher Education Programs remains on the college
campuses. Thus, recommendations for appointments and promotions
go through the usual college channels, with the additional provision
that they are also submitted to the Dean of Teacher Education for
approval. Similarly, all curricular changes are approved by the ap-
propriate agencies on each campus, again with the provision that they
are also submitted to the Dean of Teacher Education for approval.
The undergraduate programs in Teacher Education are conducted
as integral parts of the total educational program at the colleges. Thus,
entering students who are prospective teachers must meet the same
requirements for admission as are set for all other students and, in
EXPANSION OF GRADUATE EDUCATION 187
addition, must meet the standards set by the Teacher Education Pro-
gram for admission to advanced courses. Virtually all of the graduates
receive either the B.A. or the B.S., but there are a smaller number of
students who are awarded the B.S. in Ed. degree upon graduation.
Some graduate programs in Teacher Education lead to the M.A.
degree, while others culminate in the degree of M.S. in Ed.
At each of the colleges, the program of Teacher Education is
headed by a Director of Teacher Education. At City College, the ad-
ministrative structure is different, because that institution has had a
School of Education with a separate faculty and dean since 1921. So
far as the Division of Teacher Education is concerned, however, the
Dean of the School of Education at City College serves as the Director
of Teacher Education there.
The four Directors of Teacher Education, with the Dean of Teacher
Education as Chairman, constitute the Committee on the Coordination
of Teacher Education. This Committee meets regularly throughout
the academic year and serves as the major agency for coordinating
the Teacher Education Program for the four colleges and for evalu-
ating proposed changes in these programs. The Dean of Teacher
Education meets with the Administrative Council as the adviser to the
Council on all matters relating to Teacher Education and, in turn, the
Dean of Teacher Education is advised by the Committee on Co-
ordination.
The School of Engineering and Architecture
This School, with a distinguished record at the undergraduate
level, had awarded about 500 master’s degrees in engineering prior
to 1940. Graduate work was dropped during and immediately after
World War II but was reinstated in 1950. This School, like the liberal
arts colleges, found it desirable to offer most of its master’s work in
the evening, so that almost all its student are part-time. During
1960-61, 69 master’s degrees were conferred: 3 in chemical, 10 in
civil, 25 in electrical, and 31 in mechanical engineering.
The courses have been financed exclusively from tuition, with only
one member of the regular faculty participating in the master’s pro-
gram as part of his regular teaching assignment during 1960-61.
There were 38 others teaching graduate courses in addition to full-
time undergraduate schedules, and 23 persons appointed part-time
to teach graduate courses. Thus the need for adequate financing and
for arrangements that permit qualified staff to engage in research is
obvious. A visiting committee of four distinguished engineers spent
several days on the campus to advise the University about desirable
188 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
steps in the strengthening of graduate offerings in this School. It
seems clear that work to the doctorate should be instituted, particularly
after the new engineering building is completed in 1962. The faculty
now includes eight men with doctorates in chemical engineering,
seven in civil engineering, eleven in electrical engineering, and five in
mechanical engineering. This provides a nucleus of professors quali-
fied and interested in establishing Ph.D. programs with the necessary
accompanying research.
The School of Business and Public Administration
The largest and oldest of the professional schools is the Bernard M.
Baruch School of Business and Public Administration. In June, 1919,
the Trustees of the City College established a distinct School of Busi-
ness and Civic Administration, with a separate dean and faculty. In
May, 1953, by resolution of the Board of Higher Education and in
honor of a distinguished alumnus, the name of this School was changed
to the Bernard M. Baruch School of Business and Public Admin-
istration.
The Baruch School has been awarding master’s degrees since
1920. It offers master’s programs in 18 advanced areas; 16 lead to the
degree of Master of Business Administration and two to the degree
of Master of Public Administration. Its students are carefully selected
through the use of both the Graduate Record Examination and the
Admission Test for Graduate Study in Business. The School has been
aided by generous grants from Mr. Baruch, from the Wollman Estate,
and from other donors. These funds are used to provide scholarships,
to finance distinguished guest lectureships, and the like.
Of the 116 members of the instructional staff of the Baruch School
( Day Session ), as of a recent date, 60 held Ph.D.’s. In addition, there
were 42 Ph.D.’s on the part-time staff giving graduate courses.
Graduate work at the Baruch School is now financed entirely out of
tuition fees. In the Spring of 1961, there were four members of the
regular staff who taught graduate courses as part of their regular
schedules, 21 others who taught graduate courses in addition to full
undergraduate schedules, and 99 persons appointed part-time to teach
graduate courses. However, an increasing involvement of day per-
sonnel in graduate work is apparent. All graduate direction and
supervision is now conducted by tenure Day Session personnel pos-
sessing doctoral degrees and almost all thesis supervision is similarly
staffed.
The School of Social Work
This School operates exclusively at the master’s level. It is one
EXPANSION OF GRADUATE EDUCATION 189
of eight graduate schools of social work in New York State which are
accredited by the Council of Social Work Education. It was financed
until the current year largely by a gift from Louis Rabinowitz, but it
is essential that stable support of full-time personnel be provided
within the regular university budget in the future. Like the nursing
program, the social work school receives considerable fellowship aid
from outside sources, government and private. Most of its students
are full time. During the next 15 years, the number of full-time
matriculated students should increase from the present 70 to 85 by
1965, to 100 by 1970, and to 125 by 1975.
During this period the School will have to develop, within its own
curriculum and in cooperation with the appropriate departments in the
college, a broader group of elective courses designed to complement
the required professional courses in the two-year program. These
should also include offerings for the non-matriculated student, in part
on a post-master’s level, to enable graduate social workers who after
some absence return to active employment to become familiar with
theory and practice developments, and to assist employed graduates
to remain in close contact with advances in the field and in related
disciplines. The present offerings directed to the employed worker
who has not had any professional education should also be enlarged
as a service to the social work community in the metropolitan area.
Summer institutes and courses in special areas of concentration, such
as rehabilitation, correction, work with multi-problem families, and
neighborhood conservation, should also become regular features of
the School’s ongoing program.
Enlargement of scope and size, together with a firm foundation in
the framework of the City University, should lead to further clarifica-
tion of the School’s characteristics as a publicly sponsored School of
Social Work. In cooperation with the municipal departments and in
consonance with sound principles of social work education, the School
should develop, in addition to its basic case work and group work
sequences, programs designed to meet some of the needs of the public
social services for administration and supervisory staff. This would en-
tail the planning of academic courses and of field instruction in Social
Work Administration and Supervision and also call for greater flexi-
bility in programming for the individual student.
Another area of concern will become the rapidly expanding com-
munity services in community organization and social action, as
exemplified by the New York City Youth Board, Housing Authority,
and Interdepartment Neighborhood Service Center. These activities
will utilize to an increasing degree the skills of social workers, pro-
190 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
vided they come with a professional education sufficiently broad of
scope and pertinent focus.
During the next 15 years the School must develop a strong research
program, possibly as part of the proposed center for urban research.
Major emphasis might well be placed on administrative and social
policy research, rather than on theoretical research in social work
methods; without, however, ruling out the latter. As part of a large
metropolitan public institution of higher learning, the School has a
unique opportunity to combine teaching and research in the social
policy areas.
Graduate Work in Nursing
Graduate work in nursing at Hunter College is financed by a grant
from the Avalon Foundation. There are 55 students matriculated
in the master’s program, which offers majors in medical surgical
nursing and in public health supervision. Half of the students are
studying full-time, supported by traineeships provided by the Federal
government. This is a master’s program that requires a year and a half
of full-time study. Students scheduled to graduate in February, 1962,
are urgently requesting the expansion of the program to post-master’s
work. A probable immediate expansion is to a certificate program
for the preparation of college teachers of nursing, but the pressure
for more doctoral work in this field indicates that this is a direction in
which development of doctoral work is likely. The department is
highly regarded and has earned an excellent reputation in the nursing
profession. This is a field of great need in which the University is
equipped to develop a strong program.
SOME OTHER PROFESSIONAL SCHOOLS
WHICH ARE NORMALLY PART OF A UNIVERSITY
A Medical School
There is a considerable body of opinion that favors the establish-
ment by the City University of a medical school in addition to the
six already in operation in the City. The City College has had a
special committee at work to consider the proposals, originating in
Mt. Sinai Hospital and in Montefiore Hospital, respectively, to es-
tablish a medical school with affiliations with these hospitals. In view
of the State’s commitments to Downstate Medical School and the
City’s commitment to provide the clinical services for the Albert
Einstein Medical School of Yeshiva University, and in view of the
EXPANSION OF GRADUATE EDUCATION 191
fact that cost and need factors have not been adequately explored,
it is too soon to reach a conclusion.
The Chancellor of the City University is chairman of a six-member
committee appointed by the Mayor to study the need of the City for
another medical school. This committee will cooperate with a three-
member committee appointed by the Governor and the Chancellor
of the State Board of Regents to study the needs of New York State
for additional medical education. Until these two committees have
reported, no decision can be made concerning long-range plans ap-
propriate for the City University.
Tentative investigation of the costs of a medical school by the
Mayor’s committee has indicated that it is assumed that a new medical
school in New York City would be serviced by existing hospitals. The
initial construction cost would be approximately $20 million of which
$15 million would be for the basic medical building and $5 million
for costs involved in converting present associated hospitals to teaching
hospitals.
Two observations regarding a medical school are offered here as
follows:
1. Authorities in the medical field seem agreed that a medical
school should be a part of a university. Of 81 approved medical
schools as of January 1, 1960, all but seven are parts of universities.
2. Because of the heavy cost for both capital outlay and operation,
new schools of medicine will undoubtedly be publicly supported.
A School of Optometry
In June, 1956, Columbia University discontinued its program in
optometry. Since that time there has been no school of optometry in
New York State. In its Proposals for the Expansion and Improve-
ment of Education in New York State, the State Board of Regents,
in 1961, had this to say:
. . . the failure of a State the size of New York to provide for at least
one professional curriculum assigns full responsibility to other States for
the training of practitioners in a given profession, for example, optometry.
Continued study of the State and national situation is required, and every
effort should be made to have at least one approved curriculum for each
profession within our own borders.
As of January 1, 1960, there were 10 accredited schools and col-
leges of optometry, located in California, Illinois, Indiana, Massa-
chusetts, Ohio, Oregon, Pennsylvania, Tennessee, and Texas. Five
of these are parts of universities. In 1960 the 10 schools had 358 grad-
uates to fill the ranks of the estimated 22,000 registered optometrists
192 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
in the nation." In 1961-62 there were 84 residents of New York State
enrolled in these schools.
Additional information on the field of optometry is taken from a
brochure prepared by the Optometric Center of New York, 11 West
36th Street, New York City, as follows:
Optometrists are licensed to practice in all 50 states and the District of
Columbia. In New York, they are required to be 21 years of age, of good
moral character, and a graduate of an approved four-year program, with
certification of graduation in Optometry (which requires a five to six year
program in any approved school). They must then pass a state board exam-
ination comprised of seven three-hour examinations, and a two-part practical
examination. The written examinations include Anatomy, Physiology, Pa-
thology, Physiological Optics, Geometric and Physical Optics and Theoretical
Optometry. The practical examination includes conducting a visual analysis
under scrutiny, and a rigorous test of application of principles of ophthalmic
dispensing.
Prior to the closing of the Department of Optometry, Columbia Uni-
versity, members of its faculty and the various professional organizations
sought to establish an institution to continue portions of work, mainly
clinical, which the Columbia Optometry Clinic had sustained for almost half
a century. On April 16, 1956, the Optometric Center of New York was
founded to continue the clinical, research, post-graduate educational and
library activities of the former institution. The Center is non-profit and
fully tax exempt.
In 1959, as a consequence of its work during the prior three years, the
institution was granted a charter from the Board of Regents of the Univer-
sity of the State of New York. In 1957 and every year since, the Opto-
metric Center of New York has been listed in the Directory of Social and
Health Agencies in New York City, published by the Community Council
of Greater New York. In 1960, the institution was granted registration by
the Charities Registration Bureau of the State Department of Social Wel-
fare and, in addition, became an organizational member of the Empire State
Health Council, the American Public Welfare Association and the American
Rehabilitation Association.
The Optometric Center of New York is today an institution oriented
toward community service and toward the advancement, through education
and research, of the knowledge of the visual sciences. Thus it forms a
bridge between the aforementioned Institute of Visual Science and a clinical
optometric facility. It could readily serve as a clinic for the proposed new
college of optometry as well as the nucleus for the conceived Institute of
Visual Science. The trustees of the Optometric Center have indicated in the
institution’s Constitution that all facilities and assets will be transferred to
a new college of optometry upon the latter’s founding.
In view of the foregoing and in particular the action of the State
Board of Regents as quoted above, it seems evident that the City
11 American Universities and Colleges, 1960 Edition; American Council on
Education, Washington, D.C., pp. 130-132.
EXPANSION OF GRADUATE EDUCATION 193
University should in the near future give consideration to the estab-
lishment of a School of Optometry, which is not a highly expensive
operation. For example, the total operating cost including retire-
ment contributions, travel, printing, and the like for the School of
Optometry at The Ohio State University in 1960-61 was $138,506.04.1?
A Law School
No studies have been made of the need for a law school in the
University. Any steps in this direction should be postponed until
more pressing problems have been solved.
A Dental School
Three of the 45 dental schools which were accredited by the Coun-
cil on Dental Education as of January 1, 1960, are in New York
State. These are located at Columbia University, New York Uni-
versity, and the University of Buffalo.
As in the case of a law school, no studies have been made of the
need of an additional dental school in this area. As stated concerning
the law school, there are also more pressing problems needed to
be solved before giving any consideration to a school of dentistry.
Specialized Institutes
In December, 1960, Mayor Robert F. Wagner suggested the creation
in the City University of an Urban Affairs Institute. Chancellor John R.
Everett of the City University was asked to gather information
on such institutes elsewhere and to prepare an outline which would
give New York City “a first rate teaching and research center in
urban studies.” These materials were incorporated in a memorandum
to Abraham D. Beame, the Budget Director of the City of New York,
under date of June 16, 1961. Included in that memorandum was a
proposed method for setting up the Institute which would be on the
graduate level and concerned equally with teaching and research.
The following is taken from that memorandum:
1. A University-wide committee that will be advisory to the Urban
Affairs Institute will be established.
2. A director who will report to the committee and be responsible
to the Chancellor will be engaged.
3. Five department heads will be selected by the director with the
aid of the committee and the Chancellor.
4. The curriculum will be worked up and the general areas of
research will be defined by the department heads.
12 The Ohio State University Financial Report, June 30, 1961, pp. 26-27.
194 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
5. After the curriculum and research design are prepared and ap-
proved by the Administrative Council, they will be submitted to the
Board of Higher Education and the Board of Regents for approval.
6. Appropriate adjustments will be worked out among the colleges
for the use of their specialists in the program.
7. Announcement will be made that the Institute is available for
special project research and for students.
Prior to the June 16, 1961 memorandum, a proposal giving the
general purposes, nature of the program, and the financial needs of
the Institute, was presented to Mayor Wagner on April 12, 1961, and
approved by him on April 18, 1961. It is included here in full.
AN URBAN AFFAIRS INSTITUTE FOR THE CITY UNIVERSITY
OF NEW YORK
(This memorandum approved by Mayor Wagner on April 18, 1961)
1. General Purpose: To establish a research and teaching institute which
will be primarily concerned with the continuing study of the major prob-
lems associated with urban living. The institute is to be concerned equally
with a teaching program leading to advanced degrees, the development
of a metropolitan data center and research into all areas which present
insistent problems for those who live in urban areas.
2. The Nature of the Institute: The institute must be thoroughly inter-
disciplinary. Its research and educational program will bring together
people who are competent professionals in economics, political science,
public administration, law, sociology, architecture, engineering, statistics
and other specialists. The institute will be so organized as to make a
unity from the variety of required specialists so that the special problems
of urban society can receive well-rounded and complete, rather than
partial, attention. Students may specialize in one or another aspect of
urban studies, but they will also be expected to understand and appreciate
urban problems from the “generalist’s” point of view.
The curriculum of the institute would be problem-oriented rather than
adhere to the subject-area orientation of the usual university curriculum.
Each course, as each research project, would bring together a number of
specialists and be concerned with overall policy planning as well as the
solution for specific problems. In this fashion the City itself will become
the laboratory for the instruction of students.
It is expected that the institute will keep under constant study the basic
questions which cluster around such continuing concerns as housing, man-
power, recreation, transportation, welfare, tax policies, cultural opportunities,
economic health, educational resources and medical services. These and
other general areas would ultimately constitute permanent departments
within the institute.
The institute would expect to supplement and expand upon the necessary
departmental research which is ordinarily done by the City. The institute
would not take the place of the normal departmental research, although
EXPANSION OF GRADUATE EDUCATION 195
it would coordinate a great deal of the material which is now rarely brought
together. The metropolitan data center could be of constant service not
only to the students and faculty of the institute, but also to interested gov-
ernmental units and civic groups.
Other sections of the memorandum dealt with its financing and
its relations with The City University of New York. These are sum-
marized here. The initial budget of the Institute would require an
appropriation of $400,000 per year distributed as follows: personnel
services—$180,000; fellowships for the support of students—$45,000;
other than personnel services—$75,000; and funds for equipment
and temporary personnel—$100,000.
As the Institute becomes increasingly useful and more fully de-
veloped, it is reasonable to suppose that it will receive additional
funds from the Federal government, private foundations, and the
State government.
The Institute would be an integral part of the City University.
It would draw upon the various resources of the City University
and its director would be accountable to the Chancellor's office. The
Institute would be housed in one of the college units and be the ulti-
mate responsibility of the Board of Higher Education of the City
of New York.
Undoubtedly, the Institute would be deeply involved in many of
the problems with which the New York City Planning Commis-
sion is directly concerned—housing, recreation, transportation, edu-
cational planning, and the like. To prepare persons for positions
in these fields, Hunter College has developed a tentative proposal
for a Master of Science degree in City Planning. Quoted from that
proposal is the following:
Such a graduate degree in City Planning would be granted only
when the applicant has become conversant with a number of areas of
knowledge, including planning design, research method, and _ selected
aspects of social science.
As indicated in the preceding memorandum, the proposed Urban
Affairs Institute would be “primarily concerned with the continuous
study of the major problems associated with urban living,” and in so
doing it would be equally concerned with teaching and research. In
a metropolitan area such as New York City there is no question about
the need for such continuous study. Moreover, it seems equally
clear that such a responsibility is an appropriate one for the publicly
supported City University of New York. Accordingly, it is recom-
mended that:
The Board of Higher Education create an Urban Affairs Institute
196 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
to serve the general purposes set forth in the preceding pages, and
that in general it be organized along the lines there indicated.
As a follow-up of the discussion on specialized institutes, budget
proposals for 1962-63 include an item for the acquisition of large-scale
computing machinery. These moves reflect a commitment to the
establishment of a number of institutes, each dealing with research
in cognate fields and drawing on centralized large-scale equipment.
The Institute of Computing will support not only the Science Insti-
tute but also a Social Science Institute, the Business School, and
the Urban Affairs Institute. There may well develop, in association
with the many medical research establishments in New York, a pro-
gram in biomathematics; a development the need of which is keenly
felt by these establishments. The Science Institute, in addition to
its freely pursued basic research in current fields of special interest,
may well find a place for science programs drawing their problems
from fields of biological and medical research which are increasingly
crossing the borderlines between the sciences. Similarly, the Social
Science Institute may be able to provide not only a home for pro-
grams in the established disciplines, but also programs that cross
the boundaries and explore the role of the behavioral sciences.
STRUCTURE AND ORGANIZATION FOR
DOCTORAL-LEVEL WORK
The basic decision in developing doctoral programs at The City
University of New York is the extent of University-wide responsibility
and authority. The University might initiate a new graduate faculty
or it might select one of the colleges as the chosen instrument for
doctoral work, limiting the others to the present pattern of bacca-
laureate and master’s work. At the other extreme, it might develop
doctorates at each institution, first in the field of relative strength
and later more broadly, looking forward to four universities with
comprehensive offerings. The other promising alternative is to join
the appropriate segment of the faculty in each field from all colleges
into a type of graduate faculty which would offer a genuine Univer-
sity-wide degree program.
There are difficulties in the latter plan. The most serious is the
justifiably proud tradition of the City colleges, which have offered
excellent undergraduate programs for many decades and have had
substantial graduate activity for from 20 to 40 years. Yet the
advantages of a joint doctoral program seem overriding.
A major concern must be the impact on undergraduate education.
VERE
EXPANSION OF GRADUATE EDUCATION 197
Individual City colleges have succeeded in attracting a number of
distinguished scholars who would be welcome in most important
graduate schools. One attraction is participation in the great experi-
ment in free education afforded by the system. Should a chosen
instrument be established, it might well attract the most able seg-
ment of college faculties. Even if there were doctoral work in some
fields at an institution, the deleterious effect might well be felt in
others. The most compelling argument against developing doctoral
programs in a single field at several institutions is the numbers in-
volved. Doctoral programs require a major commitment of resources
and attract a small number of students. It is difficult to see how a new
program could achieve an annual output of more than 10 to 15 a
year, particularly within the next few years. Not all candidates for the
advanced degree in a given discipline take exactly the same program,
and this would mean that truly advanced classes might be on the order
of 10 students. Such courses could hardly be appropriately subdivided.
Faculty resources are another limiting factor. There are a few
fields, such as English, which are relatively strong in all institutions,
but in many fields it may take all of the interested available faculty
plus some additions to man an adequate program.
Implicit in the remarks above is a chronic shortage of money in
any institution of higher education. All have seen instances of State
educational systems trying to do too much. The tight budget and
consequent academic decline of the graduate programs in some
previously outstanding institutions have been due in part to the
competing claims on State funds from other State institutions. The
City University will have to compete for funds with the State Uni-
versity System on the State level as well as with the many agencies
of the City of New York. If the expensive and prestigious doctoral
programs are University-wide, they may at least be sheltered from
intercollegiate competition.
The pattern of joint cooperation between the institutions should
not be the same in all disciplines. In the field of history, a doctoral
students might enter a first-year program at the college of his choice
and after passing his master’s comprehensive proceed with the rest
of his Ph.D. course work in colloquia and seminars given at a central
facility. Early in the third graduate year would be the second Ph.D.
comprehensive examination, followed by a year and a half of disserta-
tion with the faculty at the institution of the student’s choice. This is
a vastly different pattern from the traditional Ph.D. in history, which
is uncertain as to timing and knowledge required for completion. A
well conceived program with fixed goals achieved on a fixed time
198 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
schedule is badly needed and would be enthusiastically acclaimed by
many thoughtful students of higher education.
In chemistry, the pattern might be different. The first year might
be offered at several institutions. The second, in which the student
begins his research and takes only specialized courses in chemistry
and minor courses in other subjects, would be at the home institution
of his sponsor; and his dissertation would be written there.
In some fields of science or applied science it might be well to
establish a research institute to which all members of the faculty
might be attracted. For example, in chemistry and physics one could
imagine a faculty member spending about half-time on the campus of
one of the colleges doing his undergraduate teaching and about half-
time in a central research institute which would provide laboratory
space for him and his students. Advanced graduate courses or sem-
inars might be given in this institute. Actually, the best instruction
in physics comes not in the classroom but in the laboratory, which
frequently contains predoctoral, postdoctoral, and faculty researchers
working on related problems. Such institutes might or might not be as-
sociated with a particular campus.
In the field of mathematics, where faculty resources are especially
scarce, a single program at a central facility could bring together
faculty and doctoral students regularly and provide a base for
regular university seminars on advanced topics. A certain amount
of travel for both faculty and students is essential if the University
is to maximize its capabilities. Fortunately, the proximity of the
colleges one to another makes this feasible.
In some fields, such as English, where there are strong faculties
in several institutions, it may be possible within a decade to estab-
lish parallel graduate programs at two colleges. Again, however, it
would appear that there are real advantages, both for the students
and for the University, in having the students exposed to the broadest
possible alternatives. Transfer between two programs should be
facilitated, the programs should emphasize different advanced spe-
cialties, and University-wide activities such as seminars, should be
started.
The administration and the establishment of genuine intercollege
programs does represent difficult problems, as does any novel depar-
ture in education. There are relatively few precedents: the Clare-
mont group in California—Harvey Mudd, Pomona, Scripps, and
Claremont colleges—all of which are related harmoniously to the
Claremont Graduate School, with a fair number of the faculty mem-
bers in graduate work also faculty members of the colleges. Experi-
EXPANSION OF GRADUATE EDUCATION 199
ments are going on in other groups of liberal arts colleges which are
not related administratively. One example is in the Mt. Holyoke,
Smith, Amherst, and University of Massachusetts area. Undoubtedly,
the administrative unity of the City University would make many
aspects of the arrangements easier. However, there is no strong prece-
dent for the pattern of activities proposed here.
The major responsibility for the establishment of these programs
and for their coordination should reside in the Dean of Graduate
Studies or his appropriate representative. However, the fundamental
authority in any graduate program is in the hands of the faculty, and
the University must establish an appropriate faculty group. The
committees already working in each field have done a good job in
planning and evaluation, but a full program should be managed by
a broader faculty group. This group should consist of most of the
faculty from all the colleges who will make a substantial commitment
to graduate work in one field. They will have the responsibility for
organizing the courses, for setting up examinations on a University-
wide basis, for admitting students to candidacy for the doctorate,
and the general responsibilities ordinarily exercised by graduate
facilities. Since the University is starting fresh, it need not impose
any traditional procedures such as University-wide language ex-
aminations or defense of the dissertation unless the faculty group in
the particular discipline feels that such things would be useful. It
is later recommended that this group be called a University department
in a particular discipline.
It is assumed and in fact is recommended later in this chapter that
there be a substantial budget in the hands of the Dean of Graduate
Studies in order to pay for doctoral-level instruction. Most people
who are heavily engaged in doctoral work, giving one graduate course
or supervising a few dissertations, should make at least a half-time
commitment to this activity. Indeed, if they carry on an active re-
search load, it would be desirable for them to teach about one under-
graduate course and one graduate course at any given time. The
executive office of the University program in each field will obviously
need secretarial support, an office, and small supplies and general ex-
pense funds. The specific responsibilities of these departments will
be found in the recommendations later in this chapter.
A major weakness of a strong University department plan is that
it may tend to isolate related disciplines and thus prevent the de-
velopment of work drawing on two fields. Good mathematics must
200 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
be available where advanced engineering and physics are taught.
Economics, sociology, and psychology have interrelations. Philosoph-
ical ideas are important in literature and in some social sciences.
Electives from strong master’s programs may help, but some special
courses for non-specialist advanced students may have to be de-
veloped. This is new, but may be challenging.
In addition, the Graduate Council should be empowered to au-
thorize individual doctoral programs which are genuinely interdis-
ciplinary. At Stanford, any group of five faculty members may
constitute themselves a committee to supervise a single Ph.D. program.
These programs are approved on an individual basis.
CRITERIA FOR THE ESTABLISHMENT OF
NEW DOCTORAL PROGRAMS
The decision as to the fields in which the City University should
offer graduate work must of necessity be an administrative one be-
cause it requires budgetary implementation. The Dean of Graduate
Study and the Chancellor may consult faculty groups in related fields.
It is inappropriate to establish specific machinery to make these de-
cisions, but it is very appropriate to list the criteria to be used in
evaluating proposed programs. These criteria which follow are not to
be weighed equally, but all should be considered.
1. The qualifications of the faculty. It is axiomatic that an active
faculty capable of advanced work must be available within the exist-
ing staff of the colleges. It is doubtful if intention to hire faculty
should be considered seriously. In addition to scholarly qualifications,
there needs to be some index of the commitment of the faculty.
Many active people in the colleges in New York City do research
but are associated with other institutions, institutes, and libraries, or
perhaps shun the major responsibilities of graduate work. Although
this is difficult to assess quantitatively, it should be considered.
2. The adequacy of libraries, laboratories, and other related fa-
cilities. It is apparent that the City of New York has many resources
for scholarly work, and probably all these needs may be met. Never-
theless, a first-rate program in an experimental science will require a
considerable amount of space given over to research work by students
and this must be programmed several years in advance.
3. The supply of students with particular reference to financial aid.
A major departure for graduate work at the City University, particu-
larly at the level beyond the master’s degree, would be the installation
of programs which are designed for people in full-time residence.
EXPANSION OF GRADUATE EDUCATION 201
It is doubtful that doctoral work can be conducted successfully on
any other basis because serious graduate work demands a nearly
full-time commitment of time and energy. A doctoral program
based on taking a few courses at a time and finally grinding out a
thesis is not likely to be of high caliber. A full-time program may
take four to five years; a part-time program may take 10. The great
demand for trained people would argue against any substantial in-
vestment of resources in programs without some prospect of prompt
output.
Most doctoral students are going to need financial support approxi-
mately equal to minimal living costs. Ideally, this should come from
fellowships, teaching assistantships, or relevant professional employ-
ment: e.g., as research assistants.
Since there are many teaching positions in the City University filled
by people who are graduate students at other institutions, there may
be an opportunity to employ equally well-qualified City University
graduate students on a part-time basis in some of these positions.
If an experienced teacher could undertake to instruct and supervise
graduate student teachers, the quality of the classroom performance
might be excellent and the graduate students preparing for the
teaching profession would get outstanding training. This possibility
deserves to be explored with the appropriate college officials.
The problem of financial support appears more serious than the
problem of adequate supply. The large number of master’s degrees
given by the City University, the quality of its students, the success
of these students at other institutions, and the number of applications
indicate that a supply of able students will be available in most fields,
provided that they can be financed. Perhaps the most common mis-
take new institutions going into advanced graduate work make is to
ignore the problem of financial aid.
4. The demand for trained people. Opinions of placement officers
on the supply of junior college, college, and university teachers, by
subject fields, on a national basis, will be found in Chapter X. These
opinions for the three-state area of New Jersey, New York and Pennsy]-
vania are included here in Table 31. From this table it can be noted
that at the college and university level 50 per cent or more of the
respondents thought these fields undersupplied: biological sciences,
chemistry, economics, education, engineering, English, speech, Ger-
man, home economics, mathematics, physical and health education for
women, physics, romance languages.
5. The New York City educational complex. The City University
should be cautious in starting graduate activity in fields in which the
202 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
Table 31
OPINIONS EXPRESSED BY INSTITUTIONS IN NEW YORK,
NEW JERSEY, AND PENNSYLVANIA CONCERNING SUPPLY OF
COLLEGE AND JUNIOR COLLEGE TEACHERS BY SUBJECT FIELD,
FALL, 1961
Junior college College and university
Subject Per cent who thought Per cent who thought
Field this field to be: this field to be:
Total Over- Bal- Under- Total Over- Bal- Under-
replies supplied anced | supplied replies} supplied} anced | supplied
Agriculture ...... 3 33.3 66.7 — 4 25.0 | 75.0 _—
Arts & Crafts .. 8 25.0 50.0 25.0 12 16.7 | 66.6 16.7
Biological
Sciences .......... 11 — 45.5 54.5 18 5.6 | 44.4 50.0
Bus. Admin.
& Edue. ........ | 10 20.0 70.0 10.0 15 6.6 | 66.7 26.7
Chemistry ........... | 11 _— — | 1000 17 — 5.9 94.1
Commercial Arts 5 — 60.0 40.0 6 16.7 | 66.6 16.7
Dramatic Arts .. 8 37.5 37.5 25.0 138 23.1 | 46.1 30.8
Economics _........ 11 — 63.6 36.4 17 — | 47.1 52.9
Education .......... 9 33.3 44.5 22.2 18 5.6 | 38.9 55.5
Engineering ...... 5 — — | 100.0 9 — — | 100.0
* English,
Speech .. 10 10.0 40.0 50.0 16 12.5 | 56.3 31.2
Geology .... 9 11.0 44.5 44.5 15 20.0 | 13.3 66.7
German .... 10 — 50.0 50.0 16 — | 37.5 62.5
History . 10 30.0 60.0 10.0 17 41.2 | 52.9 5.9
Home Eco. 8 87.5 12.5 50.0 10 10.0 | 50.0 40.0
Industrial Arts.. 9 — 33.3 66.7 10 — | 40.0 60.0
Journalism ........ 8 12.5 62.5 25.0 11 9.0 | 45.5 45.5
Mathematics .... | 11 — 182 81.8 18 _— — | 100.0
Music 9 44.5 33.3 22.2 15 26.7 | 53.3 20.0
Philosophy 7 — 171.4 28.6 16 18.8 | 56.2 25.0
Phys. &
H. Educ. ........ 6 66.7 33.3 _— 8 50.0 | 50.0 _—
Men only .... 4 100.0 — —_ 6 | 100.0 — —_—
Women only 4 — — | 100.0 6 — — | 100.0
Physics... 11 — 9.1 90.9 18 — 5.6 94.4
Pol. Sci. we 10 40.0 50.0 10.0 17 29.4 | 53.0 17.6
Psychology _...... 11 18.2 36.4 45.4 17 5.8 | 47.1 47.1
Rom. Lang. ...... | 11 9.1 18.2 72.7 16 12.5 | 25.0 62.5
Sociology .......... 10 — 80.0 20.0 17 5.9 64.7 29.4
Source: Opinionnaires from placement officers in these institutions.
* One college reply divided English and speech and found the former to be undersupplied and
the latter to be oversupplied for both junior colleges and colleges and universities. Another
college reply gave speech as undersupplied and English as balanced in colleges and univer-
sities.
EXPANSION OF GRADUATE EDUCATION 203
other New York institutions have substantial unused capacities. This
does not appear to be a serious problem in most fields under con-
sideration.
6. The impact on the undergraduate program. The colleges will
want to be sure that the best teachers and the most interesting
scholars are not removed completely from undergraduate contact.
In fact, the overall pattern should be that these scholars do some
undergraduate teaching. Even if some distinguished scholars teach
a relatively small number of undergraduate classes, their presence in
an undergraduate department sets a certain standard and creates an
atmosphere which is crucial for a high-level undergraduate program.
7. The relevance of New York. The City of New York has enormous
resources for graduate and scholarly work of all kinds which are not
being exploited by existing institutions. One major service The City
University of New York may do the country is to exploit the private
libraries and collections, the museums, the United Nations, and the
music and theater world of New York where these institutions may
help graduate training. One exciting possibility is the theater, where
professional training can go on only in a truly professional atmosphere.
RECOMMENDATIONS ON
GRADUATE WORK IN THE
CITY UNIVERSITY OF NEW YORK
The demand among students for master’s degrees during the next
two decades will exceed manyfold the demand for doctor’s degrees in
spite of the fact that the community need for men and women with
doctor’s degrees, particularly in the teaching field, will greatly exceed
the possible supply. Many students will work for a terminal master’s
degree. These will include both present and prospective teachers as
well as others contemplating a career in industry. The great increase
in population in Long Island and Westchester, as well as in the
boroughs of New York other than Manhattan, forecasts an expansion
of demand for master’s level work in these boroughs in response to
the personnel needs of the rapidly growing industries and laboratories.
Because of the fact that advanced doctoral work is so much more
costly even than first-year graduate work,.and because of the probable
numbers of students in these programs, the development within the
immediate future should be a University-wide unified program rather
than by separate colleges.
The development of a doctoral program on a particular campus of
the University would tend to concentrate equipment, outstanding
204 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
scholars, and the ablest students in the field at that college. More-
over there is no single pattern of doctoral work that is best suited to
the needs of all disciplines. In the case of each discipline, therefore,
the University should enlist the cooperation of the faculties of all
the colleges and the optimal utilization of their resources.
Policies Governing the Organization of Master’s Programs
In view of the foregoing, it is recommended that:
1. The pattern now prevailing, of conducting programs leading to
the master’s degrees in the arts and sciences as well as in Teacher
Education at the several colleges, be continued.
2. The pace of expansion of work at the master’s level be deter-
mined by:
(a) justification for additional programs in terms of student in-
terest and community need (In assessing community need, the
requirements of Long Island, Westchester, and other parts of the
State should be considered.)
(b) availability of qualified faculty and facilities
(c) the budget available for graduate work from the State and
from the City
(d) available foundation and other grant support.
3. Selected courses at the master’s level be made available to ad-
vanced undergraduates at the Senior Colleges so as to further extend
the opportunities for advanced study now available to honor students.
4. Existing master’s programs be re-examined when doctoral pro-
grams are instituted to insure that students who earn the master’s
degree in any of the Senior Colleges are equipped to enter the doctoral
program if their ability justifies their continuing. This reexamination
should make provision for the maintenance of terminal master’s de-
grees in fields where this is justified.
5. The Senior Colleges explore the feasibility and desirability of
close working relations with some of the smaller colleges in their
neighborhoods in an effort to identify students whose abilities justify
their continuing with graduate work.
6. The faculties teaching courses in master’s programs and the
graduate advisers accept and carry out responsibility of identifying
particularly promising students and encouraging them to prepare to
matriculate for the doctor's degree.
Policies for the Organization of Doctoral Programs
It is recommended that:
1. Beyond the master’s level, the graduate program be organized on
EXPANSION OF GRADUATE EDUCATION 205
a University-wide basis, utilizing the plant facilities, faculty resources,
the library collections and the laboratories of the Senior Colleges as
well as those of the graduate center referred to in Item 2, which
follows.
2. A physical facility readily accessible from all parts of the City be
provided to supplement when advisable the facilities of the Senior
Colleges and to enhance the development of the doctoral program,
without unnecessary duplication of existing facilities.
3. Consideration be given to the possibility of utilizing the existing
college libraries through a central union catalog or by other ap-
propriate means and using the many specialized libraries in the New
York area; and to the establishment at the central facility of a library
as a supplemental library source, to include basic reference books,
appropriate periodicals, standard source materials used in advanced
seminars, and such other necessary supplemental material that cannot
be appropriately housed at a college.
4. Students who are matriculated for the doctorate in the liberal
arts and sciences be registered at the central facility.
5. Graduate programs have a clearly distinguishable budget to in-
clude, among other customary provisions, funds for the payment of
staff for graduate instruction and research.
6. Consideration be given to the establishment of University de-
partments on the recommendation of the Administrative Council and
the Dean of Graduate studies, under the supervision of an executive
officer nominated by the Dean of Graduate Studies and approved by
the Administrative Council; the members of such departments to
consist of faculty members, each of whom would, in general, be a
member of a college faculty and divide his time between teaching
undergraduate and master’s level work at that college and partici-
pating in doctoral programs: furthermore, that consideration be given,
in each professional school that initiates doctoral programs, of a
doctoral faculty consisting of those members of the faculties who will
participate in the doctoral programs. In addition to the foregoing,
consideration be given to the establishment of an interdepartmental
faculty group that would consider matters of general concern, and
make curriculum recommendations to the Dean of Graduate Studies.
7. Each University department or doctoral faculty of a professional
school have the following responsibilities:
(a) to recommend to the Administrative Council the requirements
for the doctoral degree
(b) to approve individual students’ programs within University
206 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
and departmental requirements, and to administer such examinations
as are necessary
(c) to pass on the admission of students for doctoral level work
(d) to award fellowships and assistantships (A special responsi-
bility will fall on departments in science and engineering, where
government research and fellowship funds are an important com-
ponent of student support.)
(e) to cooperate with other departments in arranging courses of
interest to doctoral candidates in related fields
(f) to work with the departments and deans in the colleges and
the Dean of Graduate Studies to recruit new faculty, so as to
strengthen the graduate program
(g) to promote research and scholarship in the discipline
(h) to maintain liaison with cooperating institutes, libraries, mu-
seums, and other organizations which are helpful in graduate work
(i) to recommend students for the degrees to be awarded
(j) to carry major responsibility for placement of these graduates.
8. Decisions on fields to be admitted to doctoral programs be made
by reference to these controlling criteria:
(a) the qualifications of the faculty
(b) the adequacy of libraries, laboratories, and other related
facilities
(c) the potential population of capable students, and the avail-
ability of student financial aid
(d) the present and anticipated demands for doctorates in the
field under consideration (for example, the great need for college
teachers)
(e) the network of institutions of higher learning and other
cultural centers in New York City
(f) the impact on the undergraduate program
(g) in some fields, the relevance of the program under con-
sideration to the life and problems of the New York metropolitan
area.
9. Doctoral programs be designed primarily for full-time students.
10. In order to make it possible for students to devote full time to
their graduate work, the City University seek financial aid in the
form of fellowships, teaching assistantships, traineeships and the like
to assist such students in supporting themselves.
11. In order that outstanding students who are enrolled in the
master’s degree programs in the colleges may be encouraged to con-
tinue their graduate work, the separate colleges provide suitable
EXPANSION OF GRADUATE EDUCATION 207
counseling services, in addition to those services done by the teaching
staff, so that such students may be identified and encouraged to
continue to the doctorate (here again, attention should be given to
such shortage fields as college teaching): furthermore, that these
services be available to other students in both the baccalaureate and
master’s degree programs so that they, too, can be guided into
programs appropriate to their interests and abilities; and that these
services be financed jointly by the colleges and from the graduate
budget.
12. In order to carry out the graduate program leading to the
doctorate as recommended in the preceding pages, a faculty structure
appropriate to the carrying out of these recommendations be de-
veloped under the leadership of the Chancellor and the Dean of
Graduate Studies.
CHAPTER X
DAY SESSION FACULTY
Providing competent faculty in sufficient numbers to meet the
growing college and university requirements in the United States
has been recognized recently as a critical problem of national im-
portance. Likewise, there has been a general awareness that because
of the great increase in the number of births since World War II,
there will be large increases in college and university enrollments. In
terms of numbers, births in the United States increased from
2,749,944 in 1945 to 4,259,954 in 1960, or 54.9 per cent. During this
same period, the number of births in New York State increased from
234,754 to 360,523, or 53.6 per cent—approximately at the same rate
as in the nation as a whole.’
The significance of the estimated increases of enrollment in higher
education in the nation was first highlighted by a study made in
1953 by Ronald B. Thompson for the American Association of
Collegiate Registrars and Admissions Officers entitled, College-Age
Population Trends 1940-1970. A later report by Dr. Thompson dealing
with the same problem for the years 1961-1978 is that referred to
above. Following these and other similar studies there has been and
still is a growing national concern as to how qualified staff can be
provided for these rapidly increasing enrollments in higher education.
DISTRIBUTION OF THE FULL-TIME DAY
SESSION INSTRUCTIONAL STAFF
ACCORDING TO RANK
Senior Colleges
The teaching portion of the University’s instructional staff con-
sists of the following titles: Professor, Associate Professor, Assistant
Professor, Instructor, Lecturer, Tutor, and Fellow.
1 Ronald B. Thompson, Enrollment Projections for Higher Education, the
American Association of Collegiate Registrars and Admissions Officers, The Ohio
State University, Columbus, Ohio, September, 1961; Appendix I.
208
DAY SESSION FACULTY 209
The total number in this full-time Day Session teaching group has
increased in the 1l-year period 1951 through 1961 from 1,870 to 2,345,
or 25.4 per cent (See Table 32). The number of Teacher Education
staff members who are included in this total ranged from 196 in 1951
to 328 in 1961, an increase of 67.3 per cent. In the same period, the
City College teaching staff grew 9.8 per cent; Hunter, 31.9 per cent;
Brooklyn, 19.3 per cent; and Queens, 38.3 per cent.
Again as shown in Table 32, the Fall, 1961 division among the in-
structional ranks shows 17.7 per cent were Professors; 21.0 per cent,
Associate Professors; 24.5 per cent, Assistant Professors; 24.4 per cent,
Instructors; 5.0 per cent, Lecturers; 2.7 per cent, Tutors; and 4.7 per
cent, Fellows. It is interesting to note that over the 1l-year period,
the proportion of Professors has risen from 9.1 per cent to 17.7 per
cent; the Associate Professors, from 17.6 per cent to 21.0 per cent; the
Table 32
NUMBER OF BUDGETED SENIOR COLLEGE
INSTRUCTIONAL TEACHING STAFF, DAY SESSION,
BY RANK AND YEAR*
1951-1961**
NUMBER IN
RANK 1961 1952 +1953 1954. 1955-1957 -«:1958_~=—-1959 | 1960 1961
Professor 170 191 223 251 249 294 342 359) 378 416
% of total 9.1 98 11.38 12.8 124 143 166 17.1) 17.6 17.7
Assoc. Prof. 328 342 341 342 344 354 405 409] 409 491
% of total 17.6 17.5 17.3 17.5 17.1 17.8 19.6 19.4] 19.0 21.0
Asst. Prof. 614 631 606 588 592 596 586 593] 603 575
% of total 328 324 30.8 30.0 29.4 29.0 28.4 28.2) 28.0 24.5
Instructor 526 566 585 577 605 582 513 505 | 509 572
% of total 28.1 29.0 29.8 29.5 30.1 284 248 24.0 | 236 24.4
Lecturer 91 71 58 53 65 84 77 93 99 118
% of total 49 36 3.0 2.7 3.2 4.1 3.7 4.4 46 5.0
Tutors 64 71 66 59 64 64 64 61 62 63
% of total 3.4 3.6 3.4 3.0 3.2 3.1 3.1 2.9 2.9 2.7
Fellows 77 719 86 88 93 78 78 85 92 110
% of total 4.1 4.1 4.4 4.5 46 3.8 3.8 4.0 4.3 4.7
Total***/1,870 1,951 1,965 1,958 2,012 2,052 2,065 2,105 |2,152 2,345
Source: City University Accounting Office Annual Report based on New York City Executive
Budget documents.
* Some of these employees are not on annual salary.
** Data not available for 1956.
*** Includes Teacher Education staff except for teachers in Early Childhood Centers.
210 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
Assistant Professors decreased from 32.8 per cent to 24.5 per cent;
and the Instructors decreased from 28.1 per cent to 24.4 per cent.
Also, the detailed variation by rank and year is shown in Table 32
for all of the Senior Colleges, including Teacher Education. (The
distributions as shown in this table differ from those in Table 36
which includes only the four top teaching ranks. )
Table 33 shows the distribution by rank in each of the Senior
Colleges and Teacher Education as of the Fall of 1961. As will be
noted, there is very little variation among the four colleges in the
distribution of the four major ranks. However, in the case of Teacher
Education, the proportion in the two top ranks—Professor and Asso-
ciate Professor—is appreciably below that in the colleges. Here the
highest percentage is in the Lecturer rank. Although there are varia-
tions in the Lecturer, Tutor, and Fellow titles among the four colleges,
the numbers involved are small. In view of the similarity in the dis-
tribution according to rank in the colleges, it appears that close
budgetary control has been observed both in new appointments and
in promotions.
Community Colleges
The Community Colleges under the City University are com-
Table 33
BUDGETED INSTRUCTIONAL DAY SESSION TEACHING STAFF
BY RANK FOR EACH SENIOR COLLEGE
AND TEACHER EDUCATION
FALL, 1961
[ Per Cent of Total with Rank in
City Hunter Brooklyn Queens Teacher All
Rank College College College College | Education® | colleges
Professor ... we] 19.4 18.4 18.2 18.6 11.6 17.7
Associate Professor ..| 21.6 22.3 21.5 22.1 15.5 21.0
Assistant Professor ..| 25.6 25.8 24.9 26.0 18.3 24.5
Instructor wees 23.0 27.0 27.7 24.1 18.9 24.4
Lecturer 0.0 2.3 1.1 2.0 29.3 5.0
Tutor .. 4.4 2.3 0.2 4.9 1.5 2.7
Lecturer 0.0 2.3 1.1 2.0 29.3 5.0
Total Staff ue
Sourcs: City University Accounting Office Annual Report based on New York City Executive
Budget Document 5.
Nots: Some of these employees are not on annual salary.
*Does not include 27 Lecturers in Summer Session.
DAY SESSION FACULTY 211
paratively new, and they have not as yet attained their expected
registration norm. Staten Island Community College opened in Sep-
tember, 1956; the Bronx Community College, in February, 1959; and
Queensborough Community College, in September, 1960. The current
teaching titles are: Community College Professor, Community College
Associate Professor, Community College Assistant Professor, and Com-
munity College Instructor. The number in each rank for all three
colleges by years, 1957 through 1961, is shown in Table 34. As would
be expected, since these are relatively new institutions, most of the
staff—64.4 per cent—are in the two lower ranks. This explains why
the average salaries are relatively low.
Table 35 shows the distribution by rank for each of the colleges as
of September, 1961. Again, as would be expected, there are wider
variations among the three colleges than in the Senior Colleges.
As shown in that table, the 132 staff members are distributed as
follows: Community College Professors, 15.9 per cent; Community
College Associate Professors, 19.7 per cent; Community College As-
sistant Professors, 40.9 per cent; and Community College Instructors,
23.5 per cent.”
Table 34
NUMBER OF BUDGETED COMMUNITY COLLEGE
INSTRUCTIONAL TEACHING STAFF—DAY SESSION,
BY RANK AND YEAR
1957-1961
1957 1958 1959 1960 1961
Title No. % No. % No. % No. % No. %o
C.C. Professor ........00 4 |25.0 | 7 25.0 |12 |29.3),17 |22.1 | 21 15.9
C. C. Associate
Professor 0... 3118.8 1} 5 |17.9 | 7 117.0) 15 |19.5 | | 26)! 19.7
C.C. Assistant
Professor ........00+ 6 375 9 382.1 138 31.7 27 35.0 54 40.9
C.C. Instructor ............ 3 18.7 7 25.0 9 | 22.0) 18 23.4 31 23.5
Total ieceeesseed 16 100.0 28 100.0 41 100.0 77 100.0 132 100.0
Source: City University Accounting Office Annual Report based on New York City Executive
Budget documents.
Nore: The C.C. before each of the titles identifies the rank as applying only to a Com-
munity College, as approved by the Board of Higher Education on June 17, 1957.
2 The material in the tables concering instructional staff in both the Senior
Colleges and Community Colleges was necessarily taken from different sources
which have used different dates within a given year. However, these differences
are minor and do not affect the uses made of these tables.
212 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
Table 35
BUDGETED INSTRUCTIONAL DAY SESSION TEACHING STAFF
BY RANK FOR EACH COMMUNITY COLLEGE
FALL, 1961
Per Cent of Total with Indicated Rank in:
Rank Staten Island Bronx Queensborough —_All colleges
C.C. Professor wesc 17.1 14.1 19.2 15.9
C.C. Associate Professor . 17.1 21.1 19.2 19.7
C.C. Assistant Professor . 37.2 43.7 38.5 40.9
C.C. Instructor ow 28.6 21.1 23.1 23.5
100.0% 100.0% 100.0% 100.0%
Total! Stati vrisrecccsccssercresserer 35 71 26 132
Sources: City University Accounting Office Annual Report based on New York City Executive
Budget documents.
Note: As in the previous table, the C. C. before each of the titles identifies the rank as
applying only to a Community College, as approved by the Board of Higher Educa-
tion on June 17, 1957.
Faculty Distribution by Rank in Other Institutions
The reports for 1959-60 by the American Association of University
Professors and the United States Office of Education provided data
for the distribution of staff by rank in a large number of both public
and private institutions. For comparative purposes similar distributions
for the City University have been taken from Table 32 for the years
1959, 1960 and 1961. Both sets of figures appear in Table 36. The
City University shows a much lower per cent of staff in the two top
ranks than do the other institutions.
In addition to the other institutions included in Table 36, the per-
centage of the total full-time-equivalent faculty in the ranks of
Professor and Associate Professor on the Berkeley and Los Angeles
campuses of the University of California in 1960-61 was 74.2 and
68.3, respectively. Now, with university status, which will include
graduate work leading to the doctorate, it is urgent that the proportion
of the instructional staff in the two upper ranks in the Senior Colleges
of the City University be appreciably increased. As a matter of fact,
the prestige of colleges and universities comes largely from persons
in these two ranks. Therefore it is recommended that:
Steps be taken by the Board of Higher Education to increase the
percentage of the Day Session faculties in the ranks of Professor and
Associate Professor from the 44.2 per cent in 1961 to 50 per cent;
DAY SESSION FACULTY 213
Table 36
SOME PERCENTAGE COMPARISONS ON FACULTY DISTRIBUTION
BY RANK IN BOTH PUBLIC AND PRIVATE INSTITUTIONS
IN THE UNITED STATES
% In Per Cent of Total in Rank of:
Two
Upper Associate | Assistant
Group Ranks Professor | Professor | Professor | Instructor
25.2 29.2 17.1
24.8 30.7 17.2
22.7 27.2 19.1
22.0 31.8 27.0
21.5 31.8 26.8
23.9 28.0 27.8
74 universities .... » 53.6 28.4
87 large public institutions .... 52.0 27.2
17 large private institutions .. 53.7 31.0
*City University (1959) ........ 41.2 19.2
*City University (1960) ........ 41.4 19.9
*City University (1961) ........ 44,2 20.3
Source: 1959-60 Report of the American Association of University Professors and of the
United States Office of Education.
* The comparison by rank shown in Table 32 has been recast in order to present it on the
same basis as the information available for the other institutions. This is restricted to the
four top teaching ranks.
furthermore, that of this 50 per cent, 28 per cent be in the rank of full
Professor and 22 per cent in the Associate Professor rank.
CHARACTERISTICS OF THE FULL-TIME DAY
SESSION INSTRUCTIONAL STAFF
Senior Colleges
The teaching staff involved in this analysis consists of all annual
instructional staff members except library assistants, research assist-
ants, registrars’ assistants, clinical assistants, science assistants and
technicians, and engineering technician positions within the Uni-
versity, Hunter College High School, and Hunter College Elementary
School. It includes staff members on leave, but not their substitutes,
and also includes any members of the staff who are on Teacher
Education or any other payroll.
Tables 37 and 38 give information on tenure status, and preparation
and where secured for the staff of each of the Senior Colleges for the
Fall of 1946, 1956 and 1961. Attention is here called to several items
on those tables as well as certain other information. The total in-
cluded within this definition in the Fall of 1961 was 2,144. Of this
number, 67.5 per cent had tenure and 32.5 per cent did not have
tenure. Of the total staff, 99.1 per cent held baccalaureate degrees.
Of this number, 34.6 per cent had been granted by the Municipal
214 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
Table 37
DISTRIBUTION OF THE ANNUAL TEACHING INSTRUCTIONAL
STAFF IN THE SENIOR COLLEGES OF THE CITY UNIVERSITY
OF NEW YORK ACCORDING TO TENURE STATUS,
BACCALAUREATE DEGREES HELD AND INSTITUTIONS
AWARDING THESE DEGREES FOR THE FALL SEMESTERS
1946, 1956, 1961
Item
Total number
City
College
1946
1956
1961
Percent with tenure
496
658
793
Hunter
College
348
371
443
Brooklyn
College
340
495
538
Queens
College
187
295
370
Total®
1,371
1,819
2,144
Percent with baccalaureate 1946 97.4 98.3 98.8 99.4
degree or equivalent 1956 98.2 99.5 99.0 98.3
1961 99.0 99.5 98.7 99.2
Percent with baccalaureate —-
degrees from:
Municipal Colleges 1946 38.7 36.6 29.8 26.3
1956 42.4 36.6 27.1 25.2
1961 42.7 34.5 27.3 28.1 34.6
Other U.S. colleges
Foreign institutions
Other colleges in N.Y.C.
1946
1956
1961
7.0
4.4
3.5
5.0
5.5
7.0
9.3
10.6
71
1.9
9.3
1
Source: Data secured directly from colleges of the City University.
Note: Includes all annual instructional staff members except: library assistants, research
assistants, registrars’ assistants, clinical assistants, science assistants and _ techni-
cians, engineering technicians, etc. Also excludes any high school or elementary
school titles from the total. Includes staff members on leave, but not their substitutes
and also includes any members of the staff who are on Teacher Education or any
other payroll.
*The per cents in this column are calculated ones rather than averages of the individual
college figures.
DAY SESSION FACULTY 215
Table 38
DISTRIBUTION OF THE ANNUAL TEACHING INSTRUCTIONAL
STAFF IN THE SENIOR COLLEGES OF THE CITY UNIVERSITY
OF NEW YORK ACCORDING TO PROPORTION WITH DOCTORATES
OR EQUIVALENT AND THEIR SOURCE FOR THE
FALL SEMESTERS 1946, 1956, 1961
City Hunter Brooklyn Queens
Item College College College College =Total
Total teaching staff 1946 496 348 340 187 :1,371
1956 658 371 495 295 = 1,819
1961 793 443 538 370 =. 2,144
Percent of total staff with 1946 74.2 68.4 68.8 64.2 70.0
Ph.D. or equivalent 1956 73.6 72.8 86.5 82.7 78.4
1961 66.2 67.5 77.1 71.4 70.1
Of those with Ph.D. or
equivalent, per cent from:
N.Y.C. institutions 1946 64.0 61.8 66.2 48.3 61.9
1956 64.0 60.7 59.4 55.7 60.5
1961 71.0 66.6 58.8 55.3 64.0
Other U.S. institutions 1946 30.3 30.2 29.0 40.0 31.3
1956 29.2 34.1 36.9 36.9 33.8
1961 22.5 27.7 37.1 38.3 30.3
Foreign institutions 1946 5.7 8.0 4.8 11.7 6.8
1956 6.8 5.2 3.7 74 5.7
1961 6.5 5.7 4.1 6.4 5.7
Source: Data secured directly from the colleges.
Note: See explanatory statement on Table 87.
Colleges; 18.6 per cent by the other New York City institutions;
38.9 per cent by other U. S. colleges; and 7.9 per cent by foreign
institutions. In the Fall of 1961, 59.0 per cent of the total annual
teaching staff held Ph.D. degrees, and an additional 11.1 per cent
had Ph.D. equivalents, making a total of 70.1 per cent with a Ph.D.
or the equivalent. In 1946, this per cent was 70.0. However, as
will be seen from Table 38, the per cent in 1956 was 78.4.
Of those staff members who held the Ph.D. degree or equivalent
in the Fall of 1961, 64.0 per cent obtained them from New York City
institutions, and 30.3 per cent from other U. S. institutions. Of those
with the Ph.D. equivalent, 76.9 per cent were obtained from New
York City institutions, and only 10.5 per cent from other U. S. insti-
tutions.
216 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
Table 39
INSTITUTIONS THAT CONFERRED THREE OR MORE
DOCTORATES OR EQUIVALENTS ON THE FALL, 1961
ANNUAL TEACHING INSTRUCTIONAL STAFF* OF THE SENIOR
COLLEGES OF THE CITY UNIVERSITY OF NEW YORK
Institutions CITY HUNTER |BROOKLYN | QUEENS | TOTAL**
Conferring Se ee ee “== -
Degrees Ph.D. Equiv.| Ph.D. | Equiv. | Ph.D. |Equiv. |Ph.D. | Equiv.|Ph.D. Equiv.
Columbia 192 13 126 16 130 16 74 | 29 | 522 74
New York
University 78 23 36 7 75 9 | 29 4 |218 43
Harvard 12 4 ll 10 37
Yale 10 9 10 7/— 360
Chicago 7 4 9 9}— 29 —
Fordham 3 13 6 5 | — 27 —
Wisconsin 4 4 11 6 2 —
Cornell 10 4 3 7 24
Princeton 5 4 10 5 240 —
University of
Michigan 4 4 q 4 19
Ohio State 30 — 3); — 5} — 3 | — 4° —
California 5 4 4 _ 130 —
Pennsylvania 30 —|;— 9;/— j—}]— 120 —
Johns Hopkins 4 8 | — 12 —
University of
Iowa - = 4) — 4 ]— 3 | — 110 —
Northwestern 1 4 110 —
Illinois 3 vi _— 10 —
Brown 5 5 —
Polytechnic of
Brooklyn 4 5 5 4
University of
Paris -—- — —] — _— 5 | — 3 — 8
Minnesota 4 — 4 —
Western Reserve 4 —|—-— 4 —
Duke 4 — 4 —
Clark 4 4 —_
Syracuse 3 —|— 3
Bryn Mawr . 3 3
Penn State - — oat ——i— | — i 3 SS
Iowa State -- - 3 — 30
Stanford —_— — | a — 3) — 30
M. I. T. 3 3 0 —
N.Y. State — 46 —_— — 46
P.E.***
N. Y. State — 4 —|— —-—}— J—f[— —_— 4
R.A.***
N. Y. State 6 3 9
C.P.A.***
Source: Data secured directly from the colleges of the City University.
* Includes those newly appointed staff members as of September 1, 1961.
**In the Fall of 1961 there were a total of 1,265 holders of the Ph.D. degree and 238 who
had the equivalent, for a total of 1,503 on the annual teaching instructional staff in all
of the Senior Colleges.
*** Professional Engineer, Registered Architect, Certified Public Accountant.
DAY SESSION FACULTY 217
Table 39 lists the institutions which conferred three or more
doctorates or equivalents on members of the Fall, 1961 instructional
staff in each of the Senior Colleges. It is interesting to note that of
the total number of 1,503 Ph.D. and equivalent holders, 596, or 39.6
per cent, had taken their advanced degree from Columbia University;
and 261, or 17.4 per cent, from New York University. Thus, 57 per
cent of the 1,503 holders of the Ph.D. or its equivalent in the Fall of
1961 received those degrees from these two local universities.
Community Colleges
Because of the recency of their establishment, a comparison of
changes in the Community Colleges year by year would not be
meaningful. Consequently, Tables 40, 41 and 42 indicate, as of
Fall, 1961, the proportions of the annual teaching staffs with tenure,
baccalaureate degrees, and doctorates and equivalents, and their
sources. Attention is called here to certain items in these tables. The
proportion of the 1961 Community College staff who received their
baccalaureate degrees from the Senior Colleges approximates that in
Table 40
DISTRIBUTION OF THE FALL, 1961 ANNUAL TEACHING
INSTRUCTIONAL STAFF IN THE COMMUNITY COLLEGES
OF THE CITY UNIVERSITY OF NEW YORK ACCORDING TO
TENURE STATUS AND BACCALAUREATE DEGREE HELD
AND INSTITUTION AWARDING THESE DEGREES
Item Staten Queens-
Island Bronx borough Total
Total number ......ccccceseeeteeeeeeees 41 88 46 175
Per cent with tenure ou... 34.1 3.4 4.3 10.9
Per cent with baccalaureate
degree or equivalent 0.0... 100.0 100.0 100.0 100.0
Per cent with baccalaureate
degrees who received them
from:
Municipal Colleges ............008 22.0 35.2 37.0 32.6
Other colleges in
New York City .........ceeee 84.1 84.1 10.9 28.0
Other U.S. colleges uu... 34.1 28.4 45.6 34.3
Foreign institutions ................ 9.8 2.3 6.5 5.1
Source: Data secured directly from the colleges of the City University.
Note: See explanatory statement on Table 37.
218 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
these colleges as shown in Table 37. On the other hand, the per cent
who received their baccalaureate degree from other New York City
institutions is appreciably higher than in the Senior Colleges.
Table 41 shows that in the Fall of 1961, 32.5 per cent of the total
staff in the Community Colleges were holders of a Ph.D. or equivalent.
As pointed out in the chapter on Community Colleges, this per cent is
much higher than in the nation as a whole.
CHARACTERISTICS OF THE FULL-TIME DAY SESSION
INSTRUCTIONAL STAFF NEWLY APPOINTED IN
SEPTEMBER, 1961
Senior Colleges
As shown in Table 43 a total of 189 new teaching instructional
staff members (as previously defined) were appointed in the Senior
Table 41
DISTRIBUTION OF THE FALL, 1961 ANNUAL TEACHING
INSTRUCTIONAL STAFF IN THE COMMUNITY COLLEGES
OF THE CITY UNIVERSITY OF NEW YORK ACCORDING TO
PROPORTION WITH DOCTORATES AND THEIR SOURCES
Ttem Tolued poe [ee Total
Total teaching staff . . 41.0 88.0 46.0 175.0
Number with Ph.D. . 11.0 14.0 12.0 37.0
Per cent of total staff oo... eeeeeseee 26.8 15.9 26.1 21.1
Number with Ph.D. equivalent .............. 5.0 11.0 4.0 20.0
Per cent of total staff oo. ceeeeeee 12.2 12.5 8.7 11.4
Per cent of total staff with Ph.D. or
equivalent oi. cccscseeseesessesscsseseeteeeeeee 39.0 28.4 34.8 32.5
Of those with Ph.D.:
Per cent New York City doctorates 63.6 71.5 41.7 59.5
Per cent from other U.S. institutions 18.2 71 33.3 18.9
Per cent from foreign institutions 18.2 21.4 25.0 21.6
Of those with Ph.D. equivalents:
Per cent New York City institutions 100.0 90.9 100.0 95.0
Per cent from other U.S. institutions — 9.1 — 5.0
Per cent from foreign institutions .... — — — —
Source: Data secured directly from the colleges of the City University.
Notg: See explanatory statement on Table 37,
Table 42
INSTITUTIONS THAT CONFERRED DOCTORATES OR EQUIVALENTS ON THE FALL, 1961
ANNUAL TEACHING INSTRUCTIONAL STAFF* OF THE COMMUNITY COLLEGES OF THE
CITY UNIVERSITY OF NEW YORK
i
Staten Island ai Bronx Queensborough
ous Community Community Community
Institution College College College
Ph.D. Equiv. Ph.D. Eauiv.
6 1 4
1 _— 4
**PE 4 — **PE
Total
New York University ...
Columbia
State of New York
Fordham University
Cornell University .... an
Catholic University ......ccccccccssecsecseeseeeees
Charles IV University (Prague, Czech.)
University of Chicago ......ccceccseseeseeseeee
Breslau University ..
Geneva University .
Wisconsin
University of Pittsburgh ..
University of Budapest .
MIO: snscverssxsssersoxesseessese
University of Vienna
Sorbonne ou...
University of Rome ..
University of Nebraska .
b.D.
2
1
1
|
|
PLETE TPP itil tb ledbase
wo |
Bee eee ee een | oo | a
Source: Data secured directly from the colleges.
* Includes those newly appointed staff members as of September 1, 1961.
** Professional Engineer, Certified Public Accountant.
ALTONOVA NOISSAS AVG
61Z
220 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
Colleges in the Fall 1961. Of this number 55.5 per cent had their
doctorate degree or the equivalent. An additional 30.7 per cent had
attained a master’s degree. It will be noted that the percentage of
this group with a doctorate or the equivalent is lower than 70.1 per
cent in the same category for the total staff as shown in Table 38.
It is expected, however, that the major portion of these new ap-
pointees will be getting their doctorate before attaining tenure
thereby increasing the overall percentage of advanced degree holders
appreciably.
Of the 189 new teachers in September, 1961, as shown in Table 43,
63 per cent were recruited from other teaching positions, 13.8 per
cent from graduate schools, 10.1 per cent from research positions, and
the remainder from industry and other positions.
Community Colleges
Table 44 shows that a total of 51 new teaching instructional staff
members were appointed in the Community Colleges in Fall 1961. Of
this number 25.5 per cent had their doctorate degree or the equivalent.
An additional 62.7 per cent had attained a master’s degree. The
percentage of this group with a doctorate or the equivalent is ap-
Table 43
INFORMATION ON NEW INSTRUCTIONAL TEACHING STAFF
APPOINTED IN FALL 1961 IN EACH OF THE SENIOR COLLEGES
OF THE CITY UNIVERSITY OF NEW YORK
a college College College’ College Total
Total number ou... 43 32 42 712 189
Of these how many had:
Doctorate or equivalent .... 19 22 28 36 105
Master’s as highest degree 15 7 8 28 58
Baccalaureate only ............ 9 3 6 8 26
How many came from:
Teaching ...cccescseseseseeseeees 22 26 23 48 119
Graduate school ... 15 26
Research position 4 4 19
Government ...... —_— — — — —_
Industry ...c..eeceeesessecseesteeeees 10 — 1 12
Other oo. 3 1 5 4 13
Source: Data secured directly from the colleges of the City University.
DAY SESSION FACULTY 221
Table 44
INFORMATION ON NEW INSTRUCTIONAL TEACHING STAFF
APPOINTED IN THE FALL 1961 IN EACH OF THE COMMUNITY
COLLEGES OF THE CITY UNIVERSITY OF NEW YORK
Item Staten r—té<‘“‘C;zdT Queens-
Island Bronx borough Total
Total number ou. csseeseeseeeeneees 7 19 25 51
Of these, how many had:
Doctorate or equivalent 1 5 7 13
Master’s as highest degree 13 17 32
Baccalaureate only 1.00.0... 4 1 1 6
How many came from:
Teaching 0... ceesseeeeseeseneteeeeeeee 2 14 21 387
Graduate schools 2 —_ 3
Research position .... —_ — 1
Government . [00 _— 1 —_ 1
Industry 2 _— 5
Other 4
1* 2a** 1#
Source: Data received directly from the colleges of the City University.
* Undergraduate School
** Nursing
# Director Student Personnel
preciably lower than the 32.5 per cent in the same category shown
earlier for the total Community College staff. Of the 51 new teachers
in September, 1961, 72.5 per cent were recruited from other teaching
positions; 5.9 per cent from graduate schools and the remainder from
research, government, industry, and other positions.
THE RELATIONSHIP OF FACULTY DEMAND AND SUPPLY
The necessity of having an adequate and well qualified teaching
staff for the maintenance of a high quality institution of higher educa-
tion is of course obvious. Within recent years, much attention has
been given to the supply of that kind of teaching staff. Evidence at
hand is that the quality as measured by the proportion of new staff
who are holders of the doctorate is declining. For the nation as a
whole, the percentage of new staff with the doctorate declined from
31.4 per cent in 1953-54 to 25.8 per cent in 1960-61. With that de-
cline, the per cent with master’s degrees only would be expected to
increase. That increase was from 32.2 per cent to 36.8 per cent.?
“8 National Education Association of the United States Research Bulletin, 120)
16th Street North West, Washington, D. C., Volume 39, Number 3, October, 1961,
p. 77.
222 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
Earlier in this chapter, it is shown that of the 189 new appointees to
the Day Sessions of the Senior Colleges, 55.5 per cent had a doctorate
or equivalent.
What then is the situation with respect to faculty demand and
supply, not only in general but more particularly in individual subject
fields? Take the field of physics, for example. Ideally, one should
know how many new and vacant positions there will be in this field in
September, 1962 and the number of qualified persons who will actually
take teaching positions at that time and therefore would be available
for these vacancies. Unfortunately, the necessary data have not and
do not exist for that kind of systematic analysis of the relationship
between supply and demand in specific subject fields. In lieu of
such information, the opinions of a large group of placement officers
of colleges and universities preparing junior college and college teach-
ers were obtained by a nation-wide survey. This information was
collected separately for the supply of teachers for junior colleges and
for other colleges and universities and the results are presented in
Table 45.
A similar study was done in the Fall, 1959 with essentially the
same results. In Chapter IX Table 31 is based on the responses of
placement officers in New Jersey, New York and Pennsylvania only.
That table shows about the same shortages as does Table 45 based on
nation-wide responses.
Teaching Staff Vacancies
The three Community Colleges report no unfilled positions for
1961-62. Two of the presidents, however, comment on the shortage
of qualified persons in the sciences and engineering technologies.
Because of that shortage, the range for selection is limited. Evidently,
in other fields there are sufficient qualified applicants for positions in
the Community Colleges of the City University.
Queens College reports no unfilled positions for 1961-62. However,
they do have several cases in which Lecturers occupy budget lines
designed for Instructors and Professors, which reflects difficulty in
procuring personnel at the desired rank and salary. For the current
year, 22 regular instructional budget lines are occupied by temporary
personnel, in these fields: chemistry, 3; German, 1; mathematics, 12;
and physics, 6.
Concerning difficulties in recruitment, Queens College reports that
the current requirements for the Instructor title, which are equivalent
to those for Assistant Professor, make that position unattractive to
new Ph.D.’s in most fields. The other difficulty cited is that the present
DAY SESSION FACULTY 223,
Table 45
OPINIONS EXPRESSED CONCERNING SUPPLY OF
JUNIOR COLLEGE, COLLEGE AND UNIVERSITY TEACHERS,
BY SUBJECT FIELD, FALL 1961
| Junior College | College & University
Per cent who thought
Per cent who thought
Subject field this field to be: this field to be:
Total Over- Total | Over- Under-
replies | supplied | Bal. supplied | replies |supplied| Bal. supplied
Agriculture 32 43.8 48.8 12.4 47 23.4 61.7 14.9
Arts & Crafts 68 28.6 67.1 14.8 77 22.1 55.8 22.1
Biological Sciences 75 9.8 48.0 42.7 97 1.2 86.1 56.7
*Bus. Admin. & Educ. 68 19.1 61.5 29.4 90 8.9 48.9 42.2
Chemistry 76 a 7.9 92.1 96 a 8.8 91.7
Commercial Arts 46 19.6 56.5 28.9 67 14.0 59.7 26.8
Dramatic Arts 62 80.7 54.8 14.5 17 24.7 61.0 14.8
Economics 1 7.0 59.2 33.8 93 3.2 48.0 58.8
Education . 60 21.7 40.0 38.8 97 13.4 32.0 54.6
Engineering 48 2.1 10.4 87.5 70 a 4.8 95.7
**English, Speech 4 6.8 36.5 56.7 93 5.4 38.7 55.9
Geology 62 32.8 88.7 29.0 82 24.4 40.2 85.4
German 64 6.3 28.1 65.6 86 2.3 30.3 67.4
History 70 61.4 85.7 2.9 92 52.2 89.1 8.7
Home Economics 56 TA 41.1 51.8 72 2.8 37.5 59.7
Industrial Arts 53 18.9 37.7 43.4 64 14.1 46.9 39.0
Journalism 60 3.3 71.7 25.0 75 6.6 58.7 84.7
Mathematics 15 _ 8.0 92.0 97 _ 4.1 95.9
Music 72 41.7 41.7 16.6 93 30.1 51.6 18.8
Philosophy 55 20.0 65.5 14.5 82 12.2 67.1 20.7
Total P.E. and
Health Education 50 74.0 22.0 4.0 63 66.1 25.4 9.5
Men only 23 87.0 13.0 _— 25 80.0 20.0 _—
Women only 23 a a 100.0 27 a a 100.0
Physics 75 1.3 5.3 93.4 97 21 3.1 94.8
Political Science xt 29.6 64.8 5.6 93 23.7 60.2 16.1
Psychology 712 12.5 58.4 29.1 92 5.4 53.3 41.8
Romance Languages 4 4.1 28.4 67.5 92 2.2 29.9 68.5
Sociology 70 14.3 68.6 17.1 | 91 8.8 60.4 80.8
Source: On December 1, 1961, the Survey Staff sent an opinionnaire to placement officers of
158 colleges and universities in the United States that prepare junior college, college
and university teachers. One hundred seventeen replies were received or 76.5 per cent
of those to whom opinionnaires were sent. This table was developed from these
reports.
* Two of the college and university replies divided business administration and business
education and found the former field to be undersupplied and the latter oversupplied.
** Four college and university replies divided their opinion on English and speech.
224 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
minimum salaries at all ranks are not sufficient to recruit the type of
candidates desired.
City College reports that, despite the fact that there are no vacant
teaching lines in the Day Session staff, the College has a considerable
number of what it terms “stopgap” appointments. The major reasons
given for such appointments are the need for some flexibility to ac-
commodate the fluctuating teaching load as enrollment varies; low
starting salary or rank; heavy teaching loads; lack of adequate office
and research facilities; not a fully developed graduate program;
shortage of qualified persons; and the need for specialists, for whom
there is not always a full program.
With this background, the College reports the following number
of “stopgap” appointments, by fields:
Field Number of “stopgap” appointments
Arts and languages, which includes
the departments of art, classical lan-
guages and Hebrew, English, ger-
manic and slavic languages, music,
romance languages and speech approximately 30
Education 7
Science, which includes the depart-
ments of biology, chemistry, geol-
ogy, mathematics and physics approximately 26
Physical and health education 7
Social Science, which includes the
departments of economics, history,
philosophy, political science, psy-
chology, and sociology and an-
thropology approximately 26
Engineering and architecture 22
Business and public administration 5
Total number of “stopgap” ap- approximately 123
pointments
A concluding statement in the City College report is:
There is a recurring statement from many departments that indicates a
lack of desire of some persons to move to the New York City area.
Hunter College reported the following authorized lines for 1961-62,
by ranks and by fields, which are vacant:
DAY SESSION FACULTY 225
Vacancies by Rank
Assoc. Asst.
Field Prof. Prof. Prof. Instr. Total
Biology 1 0 0 1 2
Chemistry 1 0 2 3 6
Education 0 1 2 0 3
English 1 2 2 2 7
History 0 1 3 2 6
Mathematics 1 0 4 1 6
Physics 1 0 1 2 4
Romance Languages 0 0 0 7 7
Speech 0 2 0 3 5
Other 4 2 3 17 26
Total 9 8 38 72
Of the 1961-62 vacancies, the following number have been filled,
effective September, 1962: 3 of the 9 vacancies in the rank of Pro-
fessor; 5 of the 8 in the rank of Associate Professor; 3 of the 17 in
the rank of Assistant Professor; and 5 of the 38 in the rank of In-
structor. Major reasons given for these vacancies are inadequate
salary for instructorships, particularly in the sciences; and heavy
teaching load.
Brooklyn College reports the following number of vacancies, by
rank:
1. Three full professorships in the departments of personnel service,
biology, and chemistry. The first of these has been abandoned, not
for lack of applicants, but because of inability to find a suitably
qualified candidate.
2. Four associate professorships, with starting salaries ranging from
$8,900 to $11,800.
3. Eight assistant professorships, ranging from the minimum of
$7,300 to $10,900, in the areas of chemistry, English, mathematics,
music, economics, psychology and health and men’s physical education.
4. Sixty vacancies in instructorships, with salaries ranging from
$6,425 to $9,450. Commenting on these instructorships, the report has
this to say:
This represents 40 per cent of our total day session instructor positions.
Of this number 43 or 28 per cent of the positions are at the minimum, and
it is practically impossible for chairmen to secure a candidate with a Ph.D.
degree and several years of experience at the minimum salary. The appoint-
226 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
ments made at this rate have been made in areas such as English or music
where the demand does not seem to have caught up with or passed the
supply. In most areas we have to offer at least $7,000 to $7,500 for a
candidate with the Ph.D. degree and several years of experience.
This is our most critical area, where the number of unfilled and “un-
fillable” instructor vacancies has been increasing each year . . . the in-
structors we are looking for are likely to be assistant professors elsewhere . . .
A final general comment on staffing the College, as contained in the
report, is:
Our principal weakness in staffing today is the large and increasing
number of “substitute” teachers who are appointed on teaching lines which
we are unable to fill on a permanent basis. The problem is not unmanageable
if persistence and energy are continuously applied but the nervous energy
available in a relatively small group of senior administrators is not unlimted.
In summary, the Senior Colleges report 147 vacancies, most of
which are at the Instructor level, and 145 temporary, or “stopgap,” ap-
pointments. In 1961, exclusive of Tutors and Fellows, there were
2,208 budgeted instructional staff positions in the Senior Colleges.
The 147 vacancies represent about seven per cent of the total positions
authorized. Concerning the temporary appointments, the very nature
of a university program requires, as pointed out in the City College
report, “some flexibility to accommodate the fluctuating teaching
load as enrollment varies”. The chief concern is that the great bulk
of these vacancies is at the Instructor level because this is the level
from which most of the upper ranks come by promotion.
From the various comments made in the City College reports, it
appears that the basic difficulties are two: inadequate salaries for the
Instructor rank, particularly in the sciences; and little or no flexibility
in the determination at what step within a given salary range a new
appointee can be placed. The present negotiations about the salaries
of the teachers of the City of New York will, it appears, result in
substantial increases. As in the past, these will undoubtedly apply to
the City University staff. If this materializes, then some relief will
result in the salaries for the Instructor rank. Relief in the second item
will necessitate some agreements between the City and the Board of
Higher Education which will allow a reasonable degree of flexibility
in determining the step within a salary range for new appointees.
Because of the necessity of having some leeway in the determina-
tion of the step within a salary range at which new instructional ap-
pointees may be brought into the City University, to meet the
competition of other institutions which have that freedom, it is recom-
mended that:
The Board of Higher Education seek agreement with the appropri-
DAY SESSION FACULTY 227
ate officials in the City, which will permit a reasonable degree of
discretion in the determination of the step within a salary range at
which new instructional appointees may be brought into the City
University.
CLASS AND SECTION SIZE
Approximately two-thirds of the current expenditures of the City
University are for instructional purposes. Of the total for these pur-
poses, about 95 per cent goes to salaries. The two important factors
in the determination of the cost per student and the cost per student
credit hour are salaries and size of class. Assuming a given cost for
a class, in mathematics, for example, the number of students in the
class becomes the variable. Other things being equal, doubling the
size of a class cuts in half the cost per student.
Because of the importance of class size as a major factor in educa-
tional costs, its influence on efficiency of instruction has received in-
tense and continued attention over the past half century. Numerous
studies, many of them carefully controlled, have been made at the
elementary, secondary and college levels. One of the lines of action
suggested by the President’s Committee on Education Beyond the
High School was “finding ways of teaching larger numbers without
loss of quality”.
Neither space nor time permits a comprehensive analysis of the
findings of these multitudinous studies. (A partial bibliography of
studies dealing with college teaching only includes 84 titles.) Under
date of March 10, 1958, the Bureau of Institutional Research at the
University of Minnesota sent a memorandum to the deans and de-
partment chairmen of that institution entitled “A Review of the Liter-
ature Concerning Studies of College Teaching Methods and Class
Size”. That review included 66 studies dealing with class sizes which
ranged from less than 10 to over 300 students. Since in large classes
(75 or more) it is necessary to use largely the lecture method, this
memorandum summarizes the lecture versus discussion methods con-
sidered in these research studies and summarizes as follows:
Lecture vs. Discussion Methods
Although the studies reviewed covered most of the subject areas
(with the exception of the natural sciences) the findings were re-
markably consistent. For this reason they were pooled and summarized
as follows:
1. There was no clear evidence to suggest the superiority of either
method; however, the few studies indicating statistically significant
228 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
differences seemed to suggest that the lecture method may result in
slightly higher achievement than the discussion method.
2. Several investigators have implied that differences in ability may
affect the outcome of lecture vs. discussion investigations with the
more capable students profiting the most from lecture methods.
Evidence concerning lower ability students is much less clear.
3. In regard to student preferences, the results are clearly in favor
of the small class methods because of the greater opportunity for
instructor-student contact.
In December, 1961 information concerning the number of class
sections by size groups (1-9, 10-19, 20-29, etc. . . .) was requested
from the registrar in each of the colleges of The City University of
New York. The information thus received is included in Table 46.
The observations which follow on both the Senior and Community
Colleges are based on this table.
Senior Colleges
In the Senior Colleges 5.7 per cent of the class sections were in-
cluded in the 1-9 student group; 26.2 per cent were in the 10-19 group;
Table 46
SECTION SIZE BY COLLEGES IN THE CITY UNIVERSITY
OCTOBER, 1961
Per cent of total with this size
Total
number of 40 and
College sections 1-9 10-19 20-29 30-89 Over
City ececeseeseteseneseseee 2,912 3.2 30.5 44.5 16.0 5.8
Hunter 2,032 9.4 25.6 40.0 20.5 4.5
Brooklyn . 1,978 5.8 23.3 34.5 24.3 12.1
QUEENS oe. eeeee 1,242 5.3 21.5 42.6 21.4 9.2
Total
Sr. Colleges* 2.0.0.0... 8,164 5.7 26.2 40.7 19.9 7.5
Staten Island ............ 160 7.5 26.9 29.3
Bronx 3828.1 40.1 40.6
Queensborough . 179 7.3 23.5 26.2
Total
Community Colleges* 721 7.8 33.0 34.5
University-wide ........ 8,885 5.9 26.7 40.2 19.9 7.3
Source: Information supplied directly by the colleges of the City University.
* The per cents showing Senior College, Community College and university-wide distribution
are calculated ones rather than the average of the per cents in each college.
DAY SESSION FACULTY 229
40.7 per cent were in the 20-29 group; and 19.9 per cent in the 30-39
group. The remaining sections of 40 or more students were 7.5 per
cent of the total. The sections with from 1 to 19 students comprised
31.9 per cent of the total; while those between 20 and 29 were 40.7
per cent and those with 30 or more students were 27.4 per cent.
Community Colleges
In the Community Colleges 7.8 per cent of the class sections were
included in the 1-9 student group; 33.0 per cent were in the 10-19
group; 34.5 per cent were in the 20-29 group; and 19.6 per cent in the
30-39 group. The remaining sections of 40 or more students were
5.1 per cent of the total. The sections with from 1 to 19 students com-
prised 40.8 per cent of the total as compared with 31.9 per cent in
the Senior Colleges; while those between 20 and 29 were 34.5 per
cent and those with 30 or more students were 24.7 per cent.
Numerous studies over the past 40 years have generally shown
that class size, within reasonable limitations, is not the determining
factor in student achievement. As a result of these findings, it is not
uncommon to find lecture classes with several hundred students. For
example, on both the Berkeley and Los Angeles campuses of the
University of California, there are an appreciable number of classes
of 200 or more. In addition, many suggestions have been made for
making better use of faculty time. Among those are the following:
(a) employ assistants to perform the more routine aspects of
teaching that are now required of faculty;
(b) make greater use of closed-circuit television, audio-visual aids,
teaching machines, and the like;
(c) avoid unnecessary course proliferation, with its consequent
reduction in class size;
(d) minimize the number of repeated courses with low enroll-
ments;
(e) place more responsibility on the students themselves for their
education;
(£) reduce the number of hours of formal instruction required in a
course.
In view of the foregoing and the fact that 31.9 per cent of the class
sections in the Senior Colleges and 40.8 per cent of the Community
Colleges had 20 students or less in the Fall of 1961, it is recommended
that:
In order to conserve faculty time, and thereby faculty cost, the
Board of Higher Education take the necessary steps to reduce the
percentage of class sections that have an enrollment of 20 or less;
230 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
furthermore, that as a part of this program to conserve faculty time
extensive experimentation be carried on in the use of closed-circuit
television, teaching machines, audio-visual materials, and other teach-
ing aids.
EDUCATIONAL REQUIREMENTS OF NEW APPOINTEES TO
THE INSTRUCTIONAL STAFF
The Board of Higher Education By-laws contain detailed require-
ments for each instructional rank, including those of Fellow and Tutor.
Since, as shown earlier in this chapter, the number of these positions
is very few, requirements for them are omitted here. In the case of
the other ranks, only the basic requirements as contained in the
By-laws are given for the Senior and Community Colleges.
Senior Colleges
Instructor:
1. Of good character and personality, ability to teach, cooperative
and interested in productive scholarship;
2. Must have completed requirements for Ph.D. or equivalent (ex-
cept publication of dissertation) in a recognized institution.
Many excellent institutions do not require the Ph.D. or its equiva-
lent for appointment to the rank of Instructor, as does the City Uni-
versity. The experience of recruiting officers in the Senior Colleges
is that persons qualified for the instructorship in the City University
are repeatedly offered assistant professorships in other institutions,
which they accept in spite of the fact that the salary is often lower.
In other words, such persons are willing to take less salary in order to
be appointed at a higher rank.
Assistant Professor:
1. Must have met requirements for an Instructor; and, in addition:
(a) shown evidence of effective teaching and guidance of
students;
(b) shown capacity for professional growth.
Associate Professor:
1. Must possess qualifications required for an Assistant Professor;
2. Must have shown significant achievement in his own field or as
an administrator;
3. Must have the respect of his own academic community.
Professor:
1. Must possess qualifications required for an Associate Professor;
DAY SESSION FACULTY 231
2. Must have shown a record of exceptional intellectual, educa-
tional or artistic achievement.
Community Colleges
Community College Instructor:
1. Good personality and character; promise of successful teaching
ability; interest in productive scholarship; and cooperative;
2. Holder of an appropriate bachelor’s degree from a recognized
institution.
Community College Assistant Professor:
1. Must possess qualifications required for Community College
Instructor;
2. Must hold an appropriate master’s degree from a recognized
institution, or four years of appropriate technological or industrial
experience;
3. Must show evidence of success as a teacher and in the guidance
of students.
Community College Associate Professor:
1. Must have the qualifications required for a Community College
Assistant Professor;
2. Must have an appropriate master’s degree from a recognized
institution;
3. Must have a record of significant experience and intellectual
achievements.
Community College Professor:
The By-laws make this provision with respect to this rank:
“That the Board establish the rank of community college professor at
the community colleges under its jurisdiction, with a salary schedule
identical with that currently fixed for department heads”. As in the
Senior Colleges, the requirements for this rank would undoubtedly
be somewhat beyond those required for the associate professorship.
Although the foregoing educational requirements for instructional
positions in the City University, as abstracted from the By-laws, do
mention productive scholarship, it is believed that greater emphasis
should be placed on that essential quality, both for original appoint-
ments and promotions in the University. Therefore, it is recommended
that:
In both original appointments and promotions, particularly in the
Day Session faculties of the Senior Colleges, greater emphasis be
placed on scholarly growth—evidence of which will be found in such
232 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
items as research, publication, and activities in the appropriate learned
and professional societies.
PRESENT PROCEDURES FOR THE SELECTION,
APPOINTMENT, AND PROMOTION OF INSTRUCTIONAL STAFF
Again as in the case of the requirement for new appointees in the
instructional staff, the Board of Higher Education By-laws spell out
in some detail the procedures for the selection, appointment and pro-
motion of the instructional staff. Since these procedures are very
specific, they can best be presented by quoting directly from the
By-laws. Accordingly, there follows direct quotations governing these.
Appointments. (Section 9.3 By-laws)
a. Recommendations for original appointments of any professorial rank
shall be initiated (1) by the department, in the manner outlined for other
original appointments, or (2) by the president, pursuant to his responsi-
bility for conserving and enhancing the educational standards of the colleges
and schools under his jurisdiction. The president may recommend that such
appointee be designated as a department chairman. Such recommendations
by the president for appointment and designation as department chairman
may be made either at the time of election of department chairman or at
such other time as the educational interests of the college may require.
Before recommending such original appointment or designation, the presi-
dent shall confer with members of the department and with the committee
on faculty personnel and budget.
b. All other original appointments, all reappointments and appointments
to the permanent instructional staff of a department shall be recommended to
the committee on faculty personnel and budget by the chairman of the de-
partment, after consultation with the president, after a majority vote of the
members of the department’s committee on appointments or departmental
committee on personnel and budget, save that a minority of any committee
on appointments or departmental committee on personnel and budget shall
have power to submit a minority recommendation to the committee on faculty
personnel and budget.
c. In the Schools of General Studies and in the evening session of the
Bernard M. Baruch School of Business and Public Administration, persons
nominated for appointment or reappointment to full-time positions on an
annual salary basis shall be nominated for such appointments and recom-
mended for reappointment, tenure, promotion and salary by the department
involved and the director of the School of General Studies or the director
of the evening session of the Bernard M. Baruch School of Business and
Public Administration. Such nominations and recommendations shall be
submitted to the college personnel and budget committee and shall follow
regular procedures set forth in these By-laws for full-time day session
appointments.
Promotions. (Section 9.4 By-laws)
a. Plan No. One. Promotions from the rank of instructor to that of
assistant professor shall be recommended to the committee on faculty per-
DAY SESSION FACULTY 233
sonnel and budget by the chairman of the department only after a majority
affirmative vote of all the members of professorial rank in the department.
Promotions to the rank of associate professor shall be so recommended only
after a majority affirmative vote of all the associate professors and professors
of the department. In departments where every professorial rank is not rep-
resented in the membership of the department, however, recommendations
for promotion shall be initiated by the committee on appointments of the
department, except in the case of promotion to a professorship. Plan No.
Two. All promotions in the instructional staff, except promotions to the
rank of professor, shall be recommended to the committee on faculty per-
sonnel and budget by the chairman of the department only after a majority
affirmative vote of the departmental committee on personnel and budget,
provided however, that no member of such committee shall vote on his own
promotion.
A minority of any department committee on personnel and budget or any
committee under Plan No. One of this section shall have the power to
submit a minority recommendation to the faculty committee on personnel
and budget.
Promotion to the rank of professor shall be recommended by the faculty
committee on personnel and budget. The president, however, shall have the
power to make an independent recommendation for promotion in any rank
to the Board, after consultation with the appropriate departmental committee
and with the faculty committee on personnel and budget. In all instances
no final action of departmental committees with regard to promotions shall
be taken without consultation with the president.
.-b. Appointment and promotion of registrar or science assistant personnel
shall conform with the spirit of these By-laws including the role of the presi-
dent for initiating recommendations for appointments and promotions.
As set forth in the Board of Higher Education By-laws on the
preceding pages, the procedures for selecting, appointing and pro-
moting faculty members, honor, as they should, the tenet of “faculty
democracy”. The By-laws also indicate, as they should, (1) that
authority and responsibility are inseparable (2) that responsibility
and accountability are delegated effectively only when focused clearly
upon one individual (3) that to diffuse responsibility is to destroy it.
In listing the functions of the president of the college, the By-laws
(Article 7.4) state:
THE PRESIDENT. The President, with respect to his educational unit,
shall
a. Have the affirmative responsibility of conserving and enhancing the
educational standards of the college and schools under his jurisdiction;
d. Attend meetings of the Board and advise on all matters related to
educational policy and practice;
f. Consult with the appropriate departmental and faculty committees on
matters of appointments, reappointments and promotions as_ hereinafter
provided;
234 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
g. Present to the Board his recommendations thereon and notify the
appropriate faculty committees of his recommendations to the Board;
To point out the responsibilities of the President of the college, as
contained in the By-laws, is not to imply that the faculty should not
participate in the appointment or promotion of its members. Indeed,
the faculties of the nation’s most distinguished universities character-
istically are invited, and insist not only that they be consulted but
also that responsible authority give deep respect and great weight to
the advice and counsel of representative faculty committees.
In keeping with the authority given him by the Board of Higher
Education, the President, in recommending appointments and pro-
motions, should exercise affirmatively his responsibility for the educa-
tional effectiveness of the institution; and after due consultation, rec-
ommend appointments or make promotions where he believes they
are necessary and desirable to add strength to a department, or to
broaden its perspectives, or diversify its educational offerings. It
would be desirable for each president to ask a dean or other appropri-
ate officer of a college to aid him in carrying out this responsibility.
Judgment regarding qualifications for appointments and promotions
cannot escape individual subjectivity; however, likelihood of arriving
at a consensus can be greatly enhanced by prior agreement upon the
criteria to be used in making such judgment. Such factors as teaching,
scholarship, research and other creative work, professional activity,
and University and public service should be well recognized and
properly evaluated in terms of the objectives of the University. Proper
balance among these characteristics is, of course, one of the ends to
be served in the selection of staff to represent either a department or
a college. More specifically, if agreement can be centered in a state-
ment to the effect that superior intellectual attainment, as evident
both in teaching and in the search of creative achievement, is an
indispensable qualification for appointment or promotion to tenure
position, the quality of the staff of the University will be assured
throughout its various segments.
The methods and standards for judging the various characteristics
would be of great assistance to ad hoc committees working on the
selection or promotion of members wherever they are to be assigned.
Therefore, it is recommended that:
The organized faculty of all the colleges through a representative
committee be requested to draft for the approval of the Administrative
Council and the Board a statement of the criteria to be used in judging
candidates for faculty appointment and promotion.
The current requirement of some of the colleges that all candidates
DAY SESSION FACULTY 235
for appointment make formal application before their appointments
may be considered is open to great questions. First, it is not consonant
with the general etiquette of the profession, which calls for a formal
“invitation” (to be sure, not infrequently preceded by informal
“sounding out”), before the person is called upon to make a final
decision. It is doubtful in the extreme that many outstanding men,
particularly when happy in their present positions, will submit to the
undignified procedures of openly or formally seeking a position at
another institution with its potentiality of embarrassment. Secondly,
the requirement would appear to offer a very great advantage to
candidates from local institutions over those from distant institutions
and the existence of this requirement may explain in part the pro-
vinciality of the present City University faculties, as noted in Tables 37
and 39 in this chapter. Therefore, it is recommended that:
The procedures for appointment provide for the filing of a vita,
instead of a formal application; and, after appointment has been ap-
proved, it be customary for the president of the college or the repre-
sentative of the Chancellor to extend a letter of invitation to the
candidate.
Evidence presented in the study indicates that most of the faculty
of the various colleges tend to come directly from other teaching
situations. The second largest source is graduate schools. These
facts, when coupled with information through the institutional source
of the graduate degrees, add up to the conclusion that the procedures
used in the search for faculty tend to select local candidates princi-
pally with bachelor’s degrees from the New York City colleges and
with doctorates from local universities. The question is raised as to
whether this is in fact a desirable balance of background for the
development of a truly strong university faculty. The argument is not
that local people should be discriminated against, but rather that the
objectives of a university might more appropriately be served by a
staff chosen from a wide variety of university backgrounds and with
a similarly wide variety of backgrounds in professional training and
experience. Therefore, it is recommended that:
The colleges be encouraged to expand the area of search for staff
by the provision of funds for travel to facilitate recruiting outside the
metropolitan area, by exploration of methods of providing faculty
housing facilities and by the development of other procedures that
will provide a faculty representing the whole range of academic
backgrounds from the distinguished universities of this and other
appropriate countries.
The general conclusion relating to the appointment and promotion
236 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
of faculty is that the functions of the University will dictate the quality
of faculty which should be selected and rewarded. Administrative
procedures to be utilized and the designation of faculty and ad-
ministrative officers to participate in these procedures will be de-
pendent upon the agreement reached as to the ends to be served.
Among the many responsibilities of governing boards and administra-
tive officers, none is more important or significant than the recruitment
and retention of a strong, vigorous and productive faculty.
SALARY, TENURE, TEACHING SCHEDULES, PENSION PLANS,
AND MULTIPLE EMPLOYMENT
In January, 1962, a questionnaire on Salary, Teaching Schedule and
Pension Plan was sent by Chancellor John R. Everett to 33 large
eastern educational institutions, both public and private and each
having a student registration of more than five thousand. This rep-
resents practically all of the large colleges in the eastern part of the
country. Twenty-four replies were received. The respondents re-
quested that the names of their institutions be kept confidential and
not be used in the report. Accordingly, all of the institutions—with
the exception of the City University—have been identified by code
number only.
Comparative Salaries
The City University overall average salary as of September 1, 1961
for the four top instructional ranks (Instructor, Assistant Professor,
Associate Professor and Professor) was $10,435 in the Senior Colleges,
as will be seen from Table 47; the highest average salaries paid by
any of the aforementioned institutions was $11,218. Only three of the
25 institutions had an average salary higher than the City University.
Also, it will be noted from this table that the average salaries range
from $6,766 to $11,218; and that the median average salary for the
entire group was $8,452. Average salaries which were computed for
each of the four top instructional ranks are shown in Table 48. City
University salaries in the Instructor rank ($7,264), Assistant Professor
rank ($9,552) and Associate Professor rank ($11,422) were the highest
in the group of 25 institutions. The City University Full Professor
salary ($15,410) ranked second, with the highest at $17,900.
The salaries for each of the four teaching titles were ranked by
maximum and minimum in the 25 institutions, as shown in Table
49. As compared with these institutions, the City University, in
the ranks of Instructor, Assistant Professor and Associate Professor,
ranked either first or second on both the minimum and maximum
DAY SESSION FACULTY 237
Table 47
AVERAGE ANNUAL INSTRUCTIONAL SALARY FOR PROFESSOR,
ASSOCIATE PROFESSOR, ASSISTANT PROFESSOR AND
INSTRUCTOR IN 25 EASTERN COLLEGES AND UNIVERSITIES
AS OF SEPTEMBER, 1961
College Average College Average
code number* annual salary code number* annual salary
1** $11,218 13 $8,452
2 10,670 14 8,299
3 10,603 15 8,137
4* 10,435 16 8,081
5 10,020 17** 7,978
6 9,717 18 7,910
7 9,710 19 7,472
8 9,320 20 7,850
9 9,015 21 7,333
10 8,713 22 7,283
11 8,705 23 7,283
12 8,547 24 7,248
25 6,766
* The code designation for the institutions has been arranged according to overall average
salary. The same plan is used in Tables 48 and 49. City University is #4.
** Overall average not submitted. Total average calculated on the basis of averages of the
individual ranks as submitted.
salaries. In the case of the Full Professor, City University ranked
fourth in the minimum and seventh in the maximum. However, not
all of the institutions furnished this information for each instructional
rank.
Tables 47, 48 and 49 show that in 1961-62, the average, minimum,
and maximum salaries for the instructional staff in the City University
rank high with those in the 24 eastern colleges and universities used
for comparative purposes. Despite the relatively high salaries in the
City University, the Senior College presidents report they must offer
a considerable salary differential—sometimes as much as $2,000—to
attract able staff members from good institutions in other parts of
the country. Moreover, it must not be assumed that the present
salary levels will maintain this present position, because salaries in
these other institutions, as in the past, will continue to rise. In fact,
with the current shortage of qualified persons throughout the country
for college and university teaching, those increases will undoubtedly
continue at an accelerated rate. Moreover, it is recommended else-
where in this. chapter that the percentage of the total instructional
LONG-RANGE PLAN FOR THE CITY UNIVERSITY
Table 48
NUMERICAL ORDER AS OF SEPTEMBER, 1961
AVERAGE SALARY BY INSTRUCTIONAL RANK IN THE
25 COLLEGES AND UNIVERSITIES ARRANGED IN
Position ** |
quae
6
1
10
2
13
18
7
20
24
8
3
19
12
9
17
5
21
11
22
25
15
23
14
16
Instructor®
Saiary | Position’
$7,264
7,088
6,600
6,352
6,300
6,094
6,081
6,016
6,000
5,880
5,838
5,823
5,783
5,774
5,750
5,700
5,635
5,513
5,483
5,429
5,400
5,389
4,986
4,729
No Ans.
Ass’t Professor
4ee $9,552
16
* Unlike many institutions
appointment to this rank.
8,371
8,264
8,200
1,976
7,885
7,820
7,696
7,452
7,320
7,259
7,208
7,150
7,119
7,065
7,046
7,018
7,005
7,000
7,000
6,621
6,557
6,541
6,097
NoAns.
Assoc. Professor
|
4*** = $11,422
1
6
3
5
2
10
on
16
11,100
10,300
9,886
9,780
9,757
9,556
9,530
9,174
8,891
8,832
8,732
8,563
8,544
8,518
8,511
8,250
8,187
7,898
7,800
1,738
7,716
7,260
7,201
No Ans.
Professor
1
4qeee
Nowwonn on
11
10
18
15
13
12
24
17
19
21
14
22
23
20
25
16
Salary |Position** | Salary | Position**| Salary
$17,900
15,410
14,822
14,315
18,928
13,155
12,907
12,601
12,597
12,344
11,717
11,031
10,697
10,621
10,369
10,368
10,200
10,123
9,795
9,780
9,777
9,084
8,600
7,830
No Ans.
the City University requires the Ph.D. or its equivalent for
** Overall average not submitted. Total average calculated on the basis of averages of the
individual ranks as submitted.
*** City University.
staff in the two upper ranks be substantially increased. In view of
the foregoing, it is recommended that:
The Board of Higher Education acquaint the appropriate officials
in the City with the need for substantial amounts of additional money
for staff salaries which will be required in the future to meet the com-
Instructor
Asst. Professor
Table 49
MINIMUMS AND MAXIMUMS OF SALARY RANGES FOR INSTRUCTOR, ASSISTANT PROFESSOR,
Minimum
Rank’ Sal.
1 7,500
4** | 7,300
12 6,684
3 6,500
9 6,500
24 6,500
13 6,470
6 6,375
22 6,200
10 6,120
2 6,000
7 6,000
8 6,000
ll 6,000
15 6,000
16 6,000
17 6,000
18 6,000
19 6,000
21 6,000
25 5,850
20 5,800
14 5,200
23 5,000
5 #
11
$10,900
10,802
10,000
10,000
10,000
9,500
9,500
9,000
8,980
8,960
8,800
8,700
8,688
8,500
8,450
8,000
8,000
8,000
7,500
7,500
7,400
7,000
‘o Max.
o Max.
#
Assoc. Professor
Minimum
Maximum
ASSOCIATE PROFESSOR, AND PROFESSOR IN 25 COLLEGES AND UNIVERSITIES
AS OF SEPTEMBER, 1961
Sal.
Sal.
4** | $13,100
7 13,000
18 13,000
3 12,900
2 12,500
1 12,000
8 12,000
14 11,500
10 10,880
21 10,800
6 10,605
13 10,260
12 10,059
15 10,000
22 10,000
24 10,000
23 9,500
16 9,000
17 9,000
20 8,400
25 8,200
9 |No Max.
11 [No Max.
19 o Max.
5 i. #
23
$12,000
11,000
11,000
10,900
10,000
10,000
10,000
9,875
9,740
9,000
9,000
9,000
9,000
9,000
8,520
8,500
8,500
8,370
8,000
8,000
7,800
7,400
7,000
6,000
#
$23,000
22,000
21,000
20,450
20,000
19,400
17,200
17,000
16,000
14,800
14,320
13,400
13,300
12,839
12,200
12,000
12,000
12,000
9,000
No Max.
No Max.
No Max.
No Max.
No Max.
#
Minimum Maximum
Rank* Sal. Rank’ Sal.
1 $6,500 | 4** $9,450
4** 6,225 | 2 8,400
13 5,750 | 10 7,520
7 5,500 | 13 7,510
24 5,500 | 8 7,500
9 5,500 | 12 7,149
12 5,499 | 24 7,100
2 5,400 | 1 7,000
10 5,400 | 18 7,000
3 5,000 | 22 7,000
8 5,000 | 6 6,890
16 5,000 | 15 6,800
17 5,000 | 3 6,645
18 5,000 | 21 6,600
19 5,000 | 7 6,500
20 5,000 | 9 6,500
21 5,000 | 17 6,500
22 5,000 | 25 6,500
25 5,000 | 20 6,400
6 4,935 | 23 6,300
11 4,500 | 16 6,000
15 4,500 | 14 5,400
23 4,000 | 11 o Max.
14 3,600 | 19 ‘o Max.
5 # 15 #
* See footnote on Table 47.
**City University.
# No answer.
ALINOVA NOISSAS AVG
6&3
240 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
petition with other institutions for qualified personnel, and to provide
for a higher proportion of the City University staff in the upper two
instructional ranks.
Tenure
All of the 25 respondents grant tenure at varying stages. Only
eight (including City University) grant tenure to a staff member in
the Instructor category. In the City University, tenure is granted to
Instructors with the fourth consecutive annual appointment. An
Assistant Professor can acquire tenure in 13 institutions, including
City University. In practically all of the institutions the Associate
and Full Professor are granted tenure. However, there are wide
variations among these institutions on when and under what condi-
tions tenure will be granted. The following tabulation, taken from
the replies of these institutions, and entitled At What Point is Tenure
Attained?, shows the extent of these variations.
College Code At What Point is Tenure Attained?
Number®
1 Professors and Associate Professors are on life tenure; all
other appointees serve for specified terms.
2 Appointment as Full Professor or promotion to that rank;
at age 37 in other faculty ranks.
3 On appointment or promotion to rank of Associate Pro-
fessor above.
4° Tenure is achieved after three years of satisfactory serv-
ice if teacher is appointed for the fourth consecutive year.
A person cannot be appointed as a teacher for a fourth
year without tenure.
5 At appointment for Professors and Associate Professors
(Associate Professors may also be appointed for a three
year term before attaining tenure). Assistant Professors
attain tenure after seven years service. For instructors,
the seven years services are counted from the point that
minimum professional qualifications have been met.
6 Upon promotion to Associate Professor for a new ap-
pointee at the rank of Associate Professor or Professor
° The code designation has been arranged according to overall average salary
shown in Table 47. The same code number is used as in the other comparable
tables. City University is #4.
DAY SESSION FACULTY 241
College Code
Number®
10
11
12
13
14
15
16
At What Point is Tenure Attained?
after the successful completion of the probationary period
which may be for one year and not longer than three.
Unlimited tenure is attained when a faculty member is
promoted to the rank of Associate Professor from a lower
rank at this University. Associate Professors appointed
from outside the faculties of this University are ap-
pointed for no less than five years, if reappointed, they
attain unlimited tenure.
Tenure provisions described in Faculty Handbook.
Professors and Associate Professors.
Beginning with appointment to rank of full-time Instruc-
tor or equivalent or a higher rank, the probationary
period shall not exceed seven years, including within
this period full-time service in all institutions of higher
education; . . . It is the practice of the university to re-
quire of all new appointees a probationary period of at
least one year in this institution; but continuous tenure
may be granted at any time thereafter and before the
expiration of the maximum probationary period by vote
of the Board of Trustees.
Full Professor—on promotion—one year. New appoint-
ments Associate Professor—after first four year appoint-
ment.
In special cases after six years as an Assistant Professor.
Generally upon appointment as an Associate Professor.
Tenure provisions described in Policy Handbook.
Upon appointment as Associate Professor provided prior
full-time service in the University was for a minimum of
two years.
Permissive—Assistant Professor—seven years; Associate
Professor—five years; Professor—three years.
Mandatory—Assistant Professor—ten years; Associate
Professor—seven years; Professor—five years.
Instructor—never; Assistant Professor—after seven years;
Associate Professor and Full Professor—after six years.
242
College Code
Number®
LONG-RANGE PLAN FOR THE CITY UNIVERSITY
At What Point is Tenure Attained?
17
18
19
20
21
22
23
24
25
At promotion to Associate Professor.
All with rank of Associate Professor or better after three
years of service.
After seven years of full-time college teaching of which
at least four have been completed at this university.
Usually Associate Professor rank. Many Assistant Pro-
fessors have tenure and Faculty Committee recommends
those to be considered.
A faculty member of more than five years service at this
institution and of professorial ranks (Assistant Professor
or higher) may, upon recommendation of President and
Dean of the appropriate faculty, be employed on in-
definite tenure without necessity of annual contract. Any
faculty member hereafter appointed to rank of Associate
Professor or Professor who serves on the faculty of the
college for not less than seven years, shall then auto-
matically be engaged on indefinite tenure without the
necessity of annual contract.
At eight years or more as a full-time faculty member or
three years as Professors, Associates or Assistants, in this
university and for five years or more as full-time faculty
members in other accredited universities or colleges.
Tenure is achieved after six years of satisfactory service;
is approved by a committee on faculty relationships.
Before any faculty member may receive tenure he must
complete a probationary period of service. Professors and
Associate Professors shall be appointed initially for pro-
bationary period of three years. Assistant Professors ap-
pointed initially for two years which may be renewed for
terms of same length. He shall have probationary period
of four years. Instructors appointed on yearly basis. He
may have probationary period of seven years. No In-
structor shall be continued in that rank beyond seven
years.
Only Full Professors and Associate Professors have ten-
ure. This is achieved by varying lengths of service not to
exceed seven years.
DAY SESSION FACULTY 243
Section 11.2b of Article XI of the Board of Higher Education
By-laws includes this provision: “Persons appointed initially to the
rank of professor, associate professor, or assistant professor may, how-
ever, be placed on the permanent instructional staff by the Board at
its discretion after one year of satisfactory service”.
Section 11.8 of the same Article provides that decision with respect
to the appointment to the permanent instructional staff, which carries
tenure, must be made before the “expiration of the third year of full
service”.
It is believed that the Board of Higher Education would be able to
recruit new staff from outside the City University in the ranks of Full
Professor and Associate Professor more easily if tenure could be given
at the time of the initial appointment. Furthermore, it is believed that
better selection could be made of those persons to be given tenure
within the system if there were some flexibility in the time require-
ment for making that decision. In view of the foregoing, it is recom-
mended that:
Because of the reluctance of a well established faculty member
with tenure in his own institution to accept a non-tenure appointment
in the City University, the Board of Higher Education seek change
in legislation which will permit the granting of tenure for Full and
Associate Professors at the time of first appointment; furthermore, that
effort likewise be made to provide more flexibility in the present pro-
bationary period by making it from three to five years.
Teaching Schedules
The City University compiles a detailed Staff and Teaching Load
Report each semester, in which the teaching schedule is divided into
classroom contact hours and other instructional activities such as
counselling, conferences, administration, and the like. On an overall
Senior College basis, this division in the Fall, 1961 showed 11.8 hours
in actual class contact and 3.3 hours as other instructional allowances,
or a total of 15.1 hours in the Senior Colleges. This type of detailed
reporting is evidently not done by the other institutions to which in-
quiry was sent. This may explain why several of the institutions
which responded did not supply information on this item. In addition,
others did not specify whether the approved teaching schedule was
in terms of credit or contact hours, so these are omitted. The replies
from the 14 remaining institutions, which include the City University,
are summarized in Table 50. The 15.1 contact hours in the Senior
244 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
Table 50
COMPARATIVE TEACHING SCHEDULES IN THE
SENIOR COLLEGES OF THE CITY UNIVERSITY AND
SOME EASTERN COLLEGES AND UNIVERSITIES
1961-1962*
Number of weekly Equivalent
beaters Does Approximate ratio of
College time staff member this per cent of laboratory to
code ime stat members vary by staff carrying class or
no.** Credit Contact rank? required load lecture hours
3 9. Arts & Some- Majority Weighting
Sciences. what Varies
Others vary.
4*** 12.6%*** 15.1 No The 15-hour 1:1
schedule
represents an
average.
Individuals may
vary.
8 = 10-12 No 20 lil
10 12 No The 12 credit 1:1
hours represents
basic weekly
teaching
assignments.
pb 12-14 No 3:2
12 12 No 12-hour load is Over 3:2
maximum; varies
by individual
and area.
13 15 No Over 70 1:1
14 9-12 No 92
19 12-15 No This is an 1:
average;
individuals vary.
20 3:2
15 Max. No 9-12
chairmen.
12-15
others.
21 12-14 No 90 2:1
22 15 No 30 2:1
23°0«12 No 75 Varies in
accordance
with nature of
course.
24 12 No 100 3:2
Source: Questionnaire sent to the institutions.
* Several of the respondents did not supply the information requested on this item, and
others did not specify whether the teaching schedules were in credit or contact hours, so
have been omitted from this Table.
** Code number of responding institutions.
*e* City University.
**¢* Converted from contact hours by dividing the 15.1 contact hours by 1.2, which is the
actual relationship between the two.
DAY SESSION FACULTY 245
Colleges have been converted into credit hours by dividing it by 1.2,
which is the actual relationship between credit and contact hours.
Thus, City University appears in both the credit and contact hour
columns in Table 50.
Concerning variations in the teaching schedules by rank, 13 of the
14 institutions responded in the negative. However, in answering
the question of the proportion of the teaching staff which actually
carried the approved teaching load, the replies varied from 20 to
100 per cent. Most institutions do have some fixed requirements on
the amount of teaching per staff member, but the really important
question is the degree to which these requirements are met. In a
study made some time ago in a large state university which had a
12-hour teaching schedule, it was found that fewer than one-half of
the full-time instructional staff met that requirement. The study
undertook to find the reasons for this difference. Chief among those
were various kinds of committee assignments, temporary administra-
tive duties, and public services.
An examination of the respanses in the credit and contact columns
in Table 50 shows that several of the responding institutions have
some flexibility; that is, 9 to 12 hours, 10 to 12 hours, and 12 to
14 hours. Because of that flexibility, plus the wide variations in the
proportion of the staff which met the approved schedules, it is diffi-
cult to tell how City University compares with these other institutions
on this important item. As a matter of fact, statistically it is impossible.
The alternative, then, is a considered judgment. That judgment is
that City University ranks high on its actual teaching load in both
credit and-contact hours as compared with the other institutions in-
cluded in Table 50.
This judgment is supported by conclusions and recommendations
found in the 1955 reports of the Middle States Accreditation Associa-
tion of Colleges and Secondary Schools. The following excerpts are
taken from the City College report. Similar ones are found in the
reports on the other Senior Colleges.
The standard teaching load throughout the College is 15 semester hours
although various devices are used to reduce this load for administrative
assignments and in some instances for research and counseling. We believe
the teaching load to be too heavy for an institution which expects research
or creative productivity and which offers work of graduate level . . .
246 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
The institution at this point faces one of its most difficult problems,
namely, the total load carried by its faculty members. Under college policy
any faculty member may teach 12 semester hours per year without per-
mission and 15 semester hours with special permission. Policies with respect
to consulting and other outside activities are equally liberal. As a result
510 of the 650 full time teachers (approximately 80 per cent) have some
type of remunerative employment in addition to their regular load.
We strongly recommend that this matter [teaching load] engage the im-
mediate attention of the College and of the Board of Higher Education . . .
We believe that the present 15 hour schedule should be reduced. It is clear,
however, that any effort to reduce it will have to be accompanied by measures
restricting permissible outside employment. Otherwise the present imbalance
between regularly assigned full time duties and permissible spare time ac-
tivities will be increased.
In April 1956, the Board of Higher Education appointed a special
Committee on Teaching Schedules, which is still functioning. Under
its leadership considerable progress has been made in this area,
chief of which has been the reduction in actual teaching hours as
shown earlier.
With respect to the ratio of laboratory to class or lecture hours,
it will be seen from Table 50 that five of the institutions included in
that table reported a 1:1 ratio, two reported a 2:1 ratio, and four a
3.2 ratio. Another reported a weighting but did not give the ratio, and
still another reported variations according to the nature of the course.
The 15.1 contact hours in the City University, as shown in Table 50,
is misleading because it includes an average of 3.8 hours allowed for
related services, such as counseling, conferences, and committee work.
It would be more realistic if, by Board action, there was an actual
division of these items. It is therefore recommended that:
1. The approved teaching schedule for full-time staff in the bac-
calaureate programs of the Senior Colleges of the City University be
from 10 to 12 actual contact hours depending upon the subject, num-
ber of preparations and other related matters, and in the determination
of which laboratory hours be included in the ration of 2:1—that is,
two hours of laboratory be the equivalent of one class or lecture hour.
Furthermore, that the faculty be expected to give the additional time
required for student counseling, conferences, committee work, and the
other related services which are the normal responsibilities of full-
time staff.
2. The central administration and the presidents encourage faculty
experimentation on such items as class size, the use of teaching ma-
chines, audio-visual materials and television and to permit a reduction
in teaching load where appropriate for such experimentation to the
end that better use be made of faculty time.
DAY SESSION FACULTY 2A7
Pensions
Although retirement systems had their beginning more than a half-
century ago, the 1929 depression gave great impetus for the need of
some planned income for retirement years. Out of that painful experi-
ence came Social Security, to which some 75,000,000 employees now
contribute, and which is being continually expanded for wider cover-
age. Prior to that, a few states—among them New York and Ohio
—developed state teachers retirement systems, which, like Social
Security, were supported jointly by the employer and the employee.
These have been extended until now all of the states have such retire-
ment systems for teachers.
Again, in the industrial world, much emphasis in labor contracts in
recent years has been given to the “fringe benefits,” which include
pensions. As an example, the 1962 contract between labor and man-
agement in the steel industry deals primarily with these benefits
rather than directly with wage scales.
In the field of higher education, as elsewhere, retirement provisions
are frequently the determining factor in decisions by staff members
on where to locate. This is particularly true when considering moving
from one state to another. Because of the importance of these provi-
sions, both for staff recruitment and retention, the inquiry sent to the
33 institutions mentioned earlier in this chapter included an item on
pensions. Due to the wide variety of factors involved in their retire-
ment systems, and the local conditions under which they operate, it is
extremely difficult to summarize them meaningfully in a brief space.
However, effort to that end is made in the following pages.
The plans studied include the Teachers Insurance and Annuity
Association (T.I.A.A.), governmental plans for public employees,
plans administered by insurance companies, and plans administered
by the eastern colleges and educational institutions themselves or
affiliates of such institutions. Of the 25 universities studied, 14 have
plans with T.I.A.A., 6 with insurance companies, 4 in governmental
plans, and one is self-administered. The various plans have almost an
infinite variety of features involving (a) the sharing of the costs
between the member and the institution; (b) the types of benefits
available to the member; (c) the age when retirement is possible or
compulsory; (d) the consequences of termination of service before
retirement by virtue of death, resignation, or disability; (e) the
annuity and mortality tables used; (f) how the fund is invested;
(g) the integration of social security benefits, etc. Some institutions
whose plans do not have the features of others, supplement theirs
248 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
with group life insurance, major medical insurance, disability in-
surance, and the like.
The T.I.A.A. plans have two features which the others may or may
not have. The New York City Teachers’ Retirement System, of which
employees of the City University are members, definitely does not
have such features. These are (1) vesting and (2) participation in
C.R.E.F. (College Retirement Equity Fund). Vesting is the right of
the employee or his legal representative to the return of not only his
own contributions, but also to the institutions’ at a time prior to actual
retirement. This means that if an employee resigns to take a position
at some other institution also under the T.I.A.A. plan, the employee
does not lose the contributions made to the plan by his former em-
ployer. This is important for college professors where mobility is
characteristic of the profession. The C.R.E.F. portion of T.LA.A.
permits the investment of the fund in common stocks so that in times
of inflation or rise in value of common stocks the fund can secure
greater income thus permitting the payment of a larger benefit to the
annuitant. The member has the option of putting the entire fund in
T.LA.A. which will invest it in first class bonds and mortgages with a
secure but minimal return, or part in T.I.A.A. and part in C.R.E.F.
Obviously, in times of business depression the C.R.E.F. portion may
decrease in value, with a consequent decrease in the annuity. A
variable annuity may sometimes vary downward. There may be some
people to whom the vagaries of the stock market would not be
attractive.
T.IA.A. has a desirable feature in the fact that it is a non-profit
organization, a substantial portion of whose administrative expenses
are subsidized by the Carnegie Foundation. Public systems, such as
the New York City Teachers’ Retirement System, match this advantage
in that their administrative expenses are paid for by the taxpayers and
not out of income from the fund. Similar statements cannot be made
with respect to the private insurance companies that may be adminis-
tering a pension plan.
A possible disadvantage of T.I.A.A. as compared with the New York
City Teachers’ Retirement System is the fact that members of T.I.A.A.
cannot borrow against the fund, whereas in the New York City Teach-
ers’ Retirement System a member can. Dependent on a member’s
financial or family situation, the right to borrow may be of consider-
able importance.
With respect to sharing of costs, the plans vary one from the other
and indeed within themselves, from a non-contributory basis to a 1 to
DAY SESSION FACULTY 249
2 ratio and to a straight matching basis. For instance, in the institutions
which have T.I.A.A. plans, in one, employees need contribute nothing,
in four the ratio is 1 to 1, in five it is 2 to 3, and in four it is 1 to 2,
the employer’s ratio being the second figure. But this must be ana-
lyzed; for if the institution pays the total cost or a majority of the
costs, the total premium paid may not be enough to purchase an
annuity at retirement sufficient to pay the living expenses of the
annuitant even if this be supplemented by Social Security benefits.
Thus the non-contributory payment of 12% per cent paid by one insti-
tution may not be as good as the 10 per cent paid by another institu-
tion, with the Professor paying an additional 5 per cent nor may either
be as good as the New York City Teachers’ Retirement System in
which the average contribution of the staff member is 10 per cent and
the employer’s is about 19 per cent in view of the choices available
to the employee. A higher retirement allowance in individual cases
may be more desirable than immediate take-home pay. The City of
New York, furthermore, in recent years has assumed 5 per cent points
of the staff member's rate in order to assure greater “take-home pay.”
The rate has therefore shifted from a theoretical 1-1 ratio to a 1-3 ratio,
and it is also possible for the Professor to reduce his rate further by
having his Social Security contributions deducted from his annuity
rate, thus making the employer pay 7 or 8 times the employee rate.
New York City is thus approaching a non-contributory basis for its
pension plan, the City assuming the entire cost.
With respect to the benefits available to a member either before
retirement or at retirement, all the plans differ. Of course, all plans
are essentially alike to the extent that based upon actuarial principles,
the annuity paid to a member will have some relation to the fund
credited to his account at the time of retirement, whether that fund
is supplied solely by the employer or partly by the employee and by
the employer. Considering that T.I.A.A. is not subject in its investment
policies to the same restrictions that public pension systems are, it is
probable that a dollar in that fund will produce slightly more income
to the annuitant than a dollar in a public retirement system fund.
On the other hand, a dollar in a public retirement system fund will
probably produce more income than a dollar in an insurance company
fund or in a self-administered fund since administration expenses are
not deducted from the public retirement system fund, nor are there
dividends to be paid to stockholders or mutual shareholders.
Another advantage of the public system fund is that it is consider-
ably more secure than that of any of the other funds since it is backed
250 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
by the credit of a governmental agency, and in the case of the New
York City Teachers’ Retirement System, retirement benefits are a
contractual obligation, the impairment of which is barred by the
New York State Constitution. Furthermore, the large number of people
covered by a public retirement system gives that system a better
actuarial basis than a system which covers a smaller group. Since
75 per cent of the colleges studied are covered by either T.I.A.A. or
a public pension system, those systems would be considered more
secure than the systems which are self-administered. The interest
rate paid on members’ contributions in the New York City Teachers’
Retirement System is 4 per cent for those persons who were members
before July 1, 1947, and 3 per cent for persons who become members
thereafter. There is considerable pressure for the restoration of the
4 per cent rate to all members, and a bill to that effect has passed the
New York Legislature and is before the Governor for executive action.
The private plans and the self-administered plans credit members’
contributions with between 2 per cent and 3 per cent interest. The
T.LA.A. rate varies in accordance with earnings.
At retirement, New York City Teachers’ Retirement System affords
the members various options to suit their individual needs, whereas
all the other plans are somewhat more rigid in the options available.
In the New York City Teachers’ Retirement System there is a provi-
sion as part of the plan for retirement at an age earlier than the
normal retirement age in the event that the member is disabled from
the performance of further duty. Provision for disability retirement
in the other plans is not a standard feature; and provision for dis-
ability retirement, even on a modest income, is provided for by only
eight institutions. As part of the New York City plan, there is provi-
sion for the payment of a death benefit before retirement of an amount
which consists not only of the member’s contribution with interest
which is characteristic of the other plans, but also of the payment of
anywhere from six months’ to a year’s salary, depending upon years
of service. These fringe benefits to the New York City Teachers’ Re-
tirement System plan may have a considerable attraction to some
persons, depending upon their own individual situations.
The New York City Teachers’ Retirement System provides for the
payment of the employer's share into the pension account at a rate
which is geared to the average salary for the last five years. Since
this is usually the period of highest earnings, the City’s obligation is
more advantageous to the member than would be the employer’s
obligation to pay based upon the member’s average salary for the
final 10 years as is characteristic in many plans, or the employer’s
DAY SESSION FACULTY 251
obligation to pay a sum sufficient to pay the employee a retirement
allowance at a figure which had been determined some 10-30 years
prior to the member's prospective retirement, namely, at the time he
joined the plan.
Since the teachers and other employees in New York City are well
organized groups, favorable pension legislation is constantly being
sought and achieved. Thus, the so-called “death gamble” has been
eliminated, that is, where a teacher is eligible for retirement but
continues in service and dies, his beneficiary will be paid as if the
teacher had died while retired, this payment practically always being
higher than the benefit paid for the death before retirement. Retire-
ment credit is granted for periods that the member is on leave of
absence for military duty or to accept a grant for scholarly research.
Generally speaking, the younger the possible age for retirement,
the better it is for the employee; that is, an employee who may retire
at age 55 is in a better position than an employee who is not eligible
to retire until, say, age 65, 66, 68, or 70. Some plans provide that after
an age certain, the employer’s obligation to contribute to the plan
ceases. In the New York City Teachers’ Retirement System, the choice
is with the employee to continue in service after his eligible date for
retirement, and the employer's obligation continues up to the actual
date of retirement.
Considering the number of variables within variables which char-
acterize the different plans, and indeed within the same plan, a
judgment as to which retirement system plan is better than another is
most difficult to make, since such judgment must be made by an in-
dividual cognizant of his unique needs, family circumstances, earning
potential and many subjective considerations. Generally speaking,
the New York City Teachers’ Retirement System is undoubtedly better
than 60 per cent or more of the plans studied; that is, the systems
administered by private insurance companies, or which are self-admin-
istered by the institution, or where costs are shared in a 1-1 ratio.
The New York City Teachers’ Retirement System on an overall
view and on balance would be on a par or possibly better than the
nine T.I.A.A. plans where costs are shared on a 2-3 ratio. There are
considerable pressures from teacher groups to introduce the vesting
feature mentioned earlier into the Teachers’ Retirement System. If
this could be done, at least for the college participants in the Teach-
ers’ Retirement System, the New York City Teachers’ Retirement
System would undoubtedly be one of the most attractive systems in
the country.
252 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
As noted at the outset, the multiplicity of factors involved in
pension systems makes analysis and evaluation extremely difficult.
Statistically, this is impossible. However, based on a careful study of
the pension systems in these 25 eastern colleges and universities the
following considered judgment is made:*
The New York City Teachers’ Retirement System, of which the
instructional staff of the City University are members, on an over-all
view and on balance, compares favorably in most respects with 24
eastern institutions used for comparative purposes. With the changes
incorporated in the recommendation which follows, it has the potential
of becoming one of the best in the country.
It is recommended that:
The Board of Higher Education sponsor legislation to amend the
Teachers’ Retirement Law so as to adapt it to the college and uni-
versity situation; namely, that provision be made for the vesting of
the college participant’s interest in the City’s pension contribution,
and that a new entrant be given the option between membership in
the retirement system or the maintenance of a previously existing an-
nuity plan requiring contribution by both teacher and employing in-
stitution with the City assuming the contribution of the employing
institution under the annuity plan, to the extent that the City’s con-
tribution shall in no case exceed the amount that the City would have
been required to pay into the pension account of such teacher if he
had become a member of the Teachers’ Retirement System.
Multiple Job Regulations
On June 23, 1949, and again on March 19, 1951, the Board of
Higher Education adopted regulations dealing with multiple employ-
ment. These were combined in a single regulation, adopted on
April 22, 1957. As thus adopted, it is as follows:
RESOLVED, That the Board instruct the colleges:
(a) To permit a maximum of twelve (12) hours of multiple positions per
year to persons on annual salary in the day session.
(b) To exclude from multiple position regulations all employment during
summer.
(c) To designate an approprite officer in each college to be responsible
for this accounting.
(d) To require that this responsible officer report to the Board of Higher
Education, through the President, all cases where a person on annual salary
has taught in excess of twelve (12) multiple position hours per college year.
(e) To require that this report be made in detail, explaining the nature
+A comprehensive chart showing the details of these 25 systems will be found
in Appendix III.
DAY SESSION FACULTY 253
of the educational considerations involved in each case where the program
exceeds fifteen (15) hours.
(f) That the foregoing regulations relate to persons teaching in institutions
under the control of the Board of Higher Education and in any other school,
college or university.
(g) That no person rendering full-time service in any of the colleges
under the administrative control of the Board of Higher Education shall
engage in any other business or profession while in the service of the
college unless such business or professional service shall have been ap-
proved by the president of the college in which such persons receive such
annual salary. Such additional service shall not be permitted, if, in the
judgement of the president of the college, such service may interfere with
the proper performance of the duties for which the annual compensation
is provided.
(h) That no departure from these rules shall be permitted without ex-
press approval of the Board of Higher Education.
An inquiry to the presidents in the City University on November 13,
1961, included this question: “What are the actual practices with re-
gard to outside non-teaching employment of the instructional staff?”
The responses to this question showed considerable variation among
the colleges. Some reported strict adherence to the Board resolution
of April 22, 1957. Others reported, in considerable detail, the specific
steps taken in carrying out that resolution.
The issue at hand is whether it is in the best interests of the Uni-
versity to continue the policy as set forth in the April 22, 1957 reso-
lution of the Board. As shown earlier in this chapter, the Middle
States Accreditation Association of Colleges and Secondary Schools
had this to say:
We believe that the present fifteen-hour schedule should be reduced.
It is clear, however, that any effort to reduce it will have to be accom-
panied by measures restricting permissible outside employment. Otherwise
the present imbalance between regularly assigned full time duties and
permissible spare time activities will be increased.
Since the April 22, 1957 Board resolution, a number of changes
germane to this question have occurred. Among these are the
following: increased annual salaries (now among the highest in 25
eastern colleges and universities); increased hourly rates for teach-
ing; and provision for full-time teachers in the Schools of General
Studies. As of now, there are more than 100 of these.
In view of the newly created university status, which will bring,
in addition to the items mentioned above, extension of graduate work
to the doctorate and greater emphasis on research, it is believed that
the future development of the University is best served by a gradual
reduction in the amount of outside employment by the University’s
254 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
teaching staff. So that adjustments can be made to that reduction,
it is believed that it should be gradual, extending over a three-year
period. Therefore it is recommended that:
1. The Board of Higher Education continue its vigorous efforts
to secure additional annual lines for the Schools of General Studies
which will:
(a) starting September 1, 1963, permit a maximum of ten (10)
hours of multiple job employment® per year to teachers on annual
salary in the Day Session;
(b) starting September 1, 1964, permit a maximum of eight (8)
hours of multiple job employment per year to teachers on annual
salary in the Day Session;
(c) starting September 1, 1965, permit a maximum of six (6)
hours of multiple job employment per year to teachers on annual
salary in the Day Session.
(d) In some exceptional cases where the educational needs of
the Schools of General Studies demand it, the limit may be ex-
tended to twelve (12) hours of multiple job employment per year
for teachers on annual salaries in the Day Session; furthermore, a
full report be submitted by the individual president to the Admin-
istrative Council each semester indicating the names, hours, and
reasons for such multiple job employment.
2. All employment during the summer be excluded from multiple
position regulations.
3. An appropriate officer be designated in each college to be re-
sponsible for multiple job employment accounting.
4. This responsible officer be required to report to his president
all cases where a person on annual Day Session salary has multiple
job hours in excess of the approved maximum (ten, eight, or six,
depending upon the year). This report is to be made in detail, ex-
plaining the nature of the educational considerations involved in
each case where the program exceeds the aforementioned maximum.
5. The foregoing regulations relate to Board of Higher Education
teaching personnel carrying multiple job hours in institutions under
the control of the Board of Higher Education and in any other school,
college, or university.
6. No person rendering full-time service in any of the colleges or
Board units under the administrative control of the Board of Higher
6 An hour of multiple job work means one classroom period per week for a
term. For the purposes of this recommendation, two administrative hours will be
deemed equivalent to one classroom period.
DAY SESSION FACULTY 255
Education shall engage in any other business or profession while in
the service of the college unless such business or professional service
shall have been approved by the head of the college or Board unit
in which such person receives such annual salary. Such additional
service shall not be permitted if in the judgment of the president of
the college or head of the Board unit such service may interfere with
the proper performance of the duties for which the annual compensa-
tion is provided. It is assumed that all staff members on annual
appointment owe their primary loyalty to the college and will render
full-time service to the college. Any departure from this will be
authorized only after approval by the president.
CHAPTER XI
OTHER APPROPRIATE PUBLIC SERVICES WHICH
THE CITY UNIVERSITY MIGHT PROVIDE
A wide range of activities other than those commonly compre-
hended under the caption of degree programs or resident instruction
is evident in most American universities. These universities often
classify their work under the three major headings of instruction,
research, and public service. As thus used, public service has a some-
what restricted meaning, for in its broader sense all instruction and
all research would both be segments of public service. As commonly
used in university parlance, however, the term is applied to such
enterprises as extension work, a multiplicity of forms and types of
adult education, and the extramural lecturing and consulting activities
of members of the faculty.
Research performed under contract with or without the aid of
grants from a Federal, State, or City governmental agency may cor-
rectly be said to be a form of public service. Regular programs of
instruction (including programs leading to degrees or certificates)
which are designed largely to prepare students for later service in
public administration, or even more specifically intended to educate
and upgrade the existing personnel of particular public services such
as state or city police departments, may well be classified as public
service of a type intermediate between the narrowest and broadest
interpretations of the phrase.
Many great American universities actually perform all the func-
tions mentioned, with a bewildering number of variations in mode
and method. All these university activities are viewed by most author-
ities in higher education as being not only legitimate and needed
public services but also quite acceptable elements of the total edu-
cational function of a university.
There is need, however, to distinguish between public service and
educational function because, though they may overlap at many points,
they are not identical and indistinguishable. Some worthy forms of
public service are not, of course, any part of the function of a
256
OTHER APPROPRIATE PUBLIC SERVICES 257
university or any other educational institution. To present one small
example, the task of traveling about a state and collecting samples of
gasoline from retail pumps and taking them to a university chemical
laboratory and routinely testing them to detect fraudulent practices
in sales of motor fuel is a task having no element of education or
research in it; it is merely a regulatory and enforcement function
of the State government. Yet Montana State University was once
directed by a state statute to perform this task (without specific
compensation) and, upon protest, was ordered to do it by the state
supreme court. As a result, the services of one Instructor in chemistry,
employed to perform instruction or research or both, were wholly
lost to the University because the routine testing job required his
full time.
A sound principle in this connection is that, except for the gravest
of emergencies or under other most unusual circumstances, a univer-
sity should not become to any extent a regulatory or enforcement
agency of any civil governmental unit; nor should it, indeed, under-
take any function whatever that is not conceived of primarily as being
for an educational purpose or as contributing to the scope or quality
of the university's educational function. Another way in which to
state this principle is to say that a university’s reason for being is to
advance the search for knowledge and truth; and while this great
function is often in a sense synonymous with the broad concept of
public service and may (and does) embrace a vast variety of types
of enterprises, a dash of astringent needs to be applied by emphasizing
that a university is not, and should not be, obligated to undertake
any form of public service which any agency of government may ask
of it without regard to its pertinency to the educational function. The
observance of this principle is necessary to the integrity of any insti-
tution bearing the name university.
Probably throughout their history, and certainly during recent
decades, the Senior Colleges of The City University of New York
have engaged in a great number and variety of enterprises, some
temporary and some permanent, that are classifiable directly in the
category of public service. Such enterprises include appropriate train-
ing for the personnel of one or more departments of the City govern-
ment; generalized education in public administration; opportunities
for research work and graduate training, provided jointly with govern-
mental or charitable agencies; opportunities for both in-service and
pre-service education of teachers and other employees of the vast
school system operated by the Board of Education of the City of
New York; the education of nurses at various levels to take places
258 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
in governmental, charitable, and private hospitals and public health
services; the education of social workers for service in governmental
and charitable social agencies; and numerous other activities of a
public service nature.
Later in this chapter there is included a listing of the major
public-service-oriented projects now being carried on by the colleges
of the City University. Before making that presentation, however, it
seems appropriate to suggest some guidelines which should accom-
pany the rapid upward extension of graduate studies within the
University and to propose some principles and policies which might
well provide an appropriate central tendency in the development
of a great center of graduate study and research which would not
only rank with the other great universities of the United States and
of the world but would also create a particular pride in the fact of
its multiform direct services to the huge metropolitan community of
which it is a part.
The central and significant fact at the present moment in the life
of the City University is that a major policy has recently been unmis-
takably determined. Programs of advanced graduate study leading
to the Doctor of Philosophy degree will be developed as rapidly as
is feasible, and research programs and projects will occupy increas-
ingly large places in the affairs of the University; in short, the Uni-
versity will take on swiftly the characteristics of a great institution
which includes an advanced graduate school. Only such an institu-
tion deserves to be called a university!
This fundamental fact needs to be digested at the outset because
it has profound and far-reaching implications for every aspect of
this report. Many of the questions which have seemed problematic
to the University leadership in the past will almost automatically
fall into place in the picture of a great university center of graduate
study and research simply because such questions are intimately re-
lated to the essence, character, and modus operandi of a true uni-
versity. For example, the total volume and the total value of the
University’s public services in the sense used in this chapter and as
defined on the first page of the chapter will inevitably increase
tremendously. This is because a graduate school requires at least
some senior Professors who are among the world’s greatest authorities
in their respective fields and also younger Professors who are research
minded and at least somewhat experienced in the formulation and
execution of research projects and programs not only in their respec-
tive disciplines but in interdisciplinary areas as well. Thus, the
faculty would be equipped and inclined to perceive opportunities
OTHER APPROPRIATE PUBLIC SERVICES 259
for research and service that would be overlooked by scholars with
heavy undergraduate programs.
Such Professors will inevitably find themselves in demand for
extra-mural consulting services, and they will respond affirmatively
to such requests because they are confident that the experience will
enrich their teaching and stimulate their research in the future and
thus redound to the benefit of their students. These activities are,
moreover, in the usual parlance and in truth “to the credit of them-
selves and of their university.” By some too-literal-minded persons
unfamiliar with the essential character of a university, such Professors
will occasionally be accused of “gadding about and neglecting their
students,” of being greedy for consulting fees without proper regard
to their source, or even of being “lazy and inattentive to duty.”
There is profound truth in the recent remark of the academic
vice president of one of our greatest state universities: “If you get
distinguished professors, you will not be able to keep them on the
campus; but you can’t have a great graduate school without dis-
tinguished professors.”
The great decision of 1961, whereby the City University was for-
mally created and simultaneously set on the path toward developing
advanced graduate studies, with their inevitable by-products of
public service, will be looked back upon as one of the most significant
events in the 115-year history of public higher education in New
York City.
The materials which follow deal with (1) public-service-oriented
programs now rendered the municipality and community of New
York by the City University, (2) with units which have become in-
tegral parts of large universities but are not primarily engaged in
instruction, and (3) with non-credit adult education.
PUBLIC-SERVICE-ORIENTED PROGRAMS NOW
BEING OFFERED BY THE CITY UNIVERSITY
Over the years a number of public-service-oriented programs have
been developed by the Senior Colleges in cooperation with the various
public agencies in the City. On the other hand, the three Commu-
nity Colleges, under the sponsorship of the Board of Higher Educa-
tion, because of their very recent development have not as yet
developed major programs of this character.
Although space does not permit a complete presentation of cur-
rent public-service-oriented programs of the City University, the
purpose of this section is to give a brief summary of some of these
and to mention others.
260 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
The Police Science Program
More than a century ago, the Police Department of the City of
New York instituted a School of Instruction, “to train recruits in
drill, mental instruction, the Penal Law, and the rules and regulations
of the Department.” This initial effort to improve the effectiveness
of the City’s police force continued down through the years with
many modifications and some cooperation with the City Colleges. In
1954, however, by action of the Board of Higher Education a program
of cooperation with the Police Department of the City of New
York for the more effective education of the police force was under-
taken. Since that beginning, the Police Science Program in the City
Colleges has developed until, at present, qualified students may un-
dertake programs leading to the A.A.S., the B.B.A., and the M.P.A.
degrees. In 1961, six master’s degrees in Police Science were awarded.
The following statement regarding the objectives of this college-
level training program and the number who have participated in it
since its establishment in 1954 is quoted from the 1961-62 catalog
of the Bernard M. Baruch School of Business and Public Administra-
tion, which is a part of the City College:
The objectives of this college-level training program, conducted jointly by
the Baruch School of Business and Public Administration and the Police
Academy, are effective law enforcement, intensive professional training for
police service, development of the qualities of leadership, and the fostering
of ideals of professional achievement in the public service. Since its in-
ception 3,138 members of the Department have enrolled in the program and
participated as students. In addition 8,028 recruits have completed their
training at the Police Academy and thereby acquired 10 credits each toward
an undergraduate degree.
In addition to the work offered in Police Science by the City
College, the School of General Studies at Brooklyn offers a course in
Police Science, which has been taken both by members of the New
York City Police Department and by members of other similar units
outside the City.
The Associate and Applied Science Program in Nursing
This program was instituted at Brooklyn College at the request of
the Mayor and of the Department of Hospitals in an effort to increase
the supply of graduate nurses. This two-year program is a departure
from the traditional three-year, hospital-affiliated program. Its suc-
cess is best attested to by the fact that every student who completed
the program and then took the State’s examinations passed and earned
the registered nurse (R.N.) designation. At the outset, the City
OTHER APPROPRIATE PUBLIC SERVICES 261
furnished annually $50,000 in support of this program, which was
instituted in September, 1954. At present, the Lecturers in the
program are on the College payroll.
The Scope, Characteristics and Impact of Government
Expenditures for Medical Care in New York City
This is a five-year study, sponsored by the New York City Depart-
ment of Health and the Graduate Division of Hunter College, for
which a grant of $325,000 has been secured. Among its specific ob-
jectives are the following:
1. To develop an inventory and systematic classification of tax-
supported programs in all departments and agencies of government
which render or pay for medical services, as distinct from the planning
and regulatory activities and the general environmental and com-
munity functions of these agencies.
2. To develop a methodology for obtaining additional data re-
quired with respect to:
(a) The amount and source of tax expenditure for medical care
by components of care—hospital care, drugs, physicians’ services,
dental care, etc.
(b) The amount of medical care expenditures by components of
care from sources of payment other than taxes: out-of-pocket, in-
surance benefits, and philanthropy.
(c) The proportion of total medical care in the community that
is paid for out of taxes.
(d) The size and characteristics of the population eligible for
public medical care services, the number requiring and seeking
such services, their pattern of use of these services, and the part
public services play in the total medical care of patients who obtain
part of their care from other sources.
Teacher Education
Although Teacher Education is discussed in Chapter IX, it seems
appropriate to include some further consideration of it in this chapter
because of the duration (it began in 1870 with the opening of Hunter
College) and extent of the services which this important segment of
the City University renders the New York City public schools.
Furthermore, this large enterprise is, in fact, a public-service-oriented
undertaking, which in 1961-62 required approximately one-third of
the City University’s current expense budget. Elsewhere in this report
there is shown the extent to which this program is supported by the
State of New York.
262 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
The important point in this discussion is the extent to which the
City Colleges prepare teachers for the New York City public schools.
The Division of Teacher Education has provided that information
for certain years; this is shown in Tables 51 and 52. It can be noted
from Table 51 that in the categories of Regular Teacher of Common
Branches, Regular Teacher of Early Childhood, and Substitute
Teacher of Common Branches, nearly three-fourths of the persons
licensed by examination to teach in these areas in the New York
City schools received their first bachelor’s degree in the Division of
Teacher Education of the City University. Table 52 gives information
on the candidates for certain secondary schools positions, chiefly in
the junior high schools, in the City for the year 1957. Of the 2,472
candidates included in the table, 1,272 or 51 per cent received their
first baccalaureate degree from a City University college. These are
certainly major contributions to the City of New York. In addition,
the Division renders many other services of an advisory nature in
the general field of education and more particularly in the area of
Teacher Education.*
Some Other Public-Service-Oriented Programs
These include the following:
Early Childhood Center
Educational Clinic
Graduate Theater
Institute for Community Research and Development
Institute of New York Area Studies
Internship Program in Public Administration
Knickerbocker Hospital Project
Manhattanville-Hamilton Grange, Inc.
New York State Legislative Internship Program
Psychological Counseling Service
School of Social Work
Social Research Laboratory
Speech Clinic
Speech Pathology and Audiology
Training of Research Assistants in the Biological Sciences
In addition to the above services, the Board of Higher Education
permits municipal employees to take a large variety of courses given
1The 1957-59 Report of the Chairman of The Board of Higher Education
(page 66) indicates that during that period, 7,014 prospective teachers con-
tributed without cost 247,590 hours to private agencies in the New York area.
OTHER APPROPRIATE PUBLIC SERVICES 263
Table 51
CONTRIBUTION OF THE CITY UNIVERSITY TO THE STAFFING
OF NEW YORK CITY PUBLIC SCHOOLS IN ELEMENTARY AND
EARLY CHILDHOOD POSITIONS
College of origin*® for persons licensed
by examination to teach in
New York City publie schools
License and date
° Other Total
of examination City University institutions number
licensed
Number Per cent Number Per cent
Regular Teacher of Common
Branches—Spring, 1949 ...........0 862 66 438 34 1,300
Regular Teacher of Common
Branches—Fall, 1953.00... 1,171 18 328 22 1,499
Regular Teacher of Common
Branches—Fall, 1955... 1,305 74 465 26 1,770
Regular Teacher of Common
Branches—Fall, 1956 0... 1,091 74 383 26 1,474
Regular Teacher of Early
Childhood—Fall, 1956 ..........ssseeeee 117 74 41 26 158
Substitute Teacher of Common
Branches—Fall, 1955 ....
Substitute Teacher of Common
1,102 73 404 27 1,506
Branches—Spring, 1956 ...........:0008 655 60 436 40 1,091
Substitute Teacher of Common
Branches—Fall, 1956 .......scseseseees 1,166 76 372 24 1,538
Source: The Division of Teacher Education, The City University of New York.
* College of origin is defined as the institution granting the first baccalaureate degree.
by the Schools of General Studies of the City University at a reduced
rate per credit hour. These courses must be related to the work in
which the enrollee is employed and are offered on a non-matriculated
basis. Furthermore, from time to time professional services are
furnished by the colleges to branches of the Municipal Government.
UNIVERSITY RESEARCH FOUNDATIONS
For the advancement of research activities of many kinds and in
many fields, it has become customary for almost every large university
in the United Statees to set up and operate one or more nonprofit
private corporations for a variety of specific purposes such as properly
exploiting patents derived from inventions and discoveries developed
in the institutional laboratories by institutional personnel; making
264 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
Table 52
CONTRIBUTION OF THE CITY UNIVERSITY TO THE STAFFING
OF NEW YORK CITY PUBLIC SCHOOLS IN CERTAIN
SECONDARY SCHOOL POSITIONS, 1957
College of Origin* Reported by Candidates
BRITT A PTET) {Not Licensees) ** for Certain Positions
City University Other Institutions Total
Position Level Number Percent Number Percent Number
Regular Teacher
of English .......... Jr. HS 244 59 217 41 461
Substitute Teacher
of English ....... Jr. HS 145 49 153 51 298
Substitute Teacher
of English ............0 Sr. HS 85 41 50 59 85
Regular Teacher of
General Science ..
Substitute Teacher of
. HS 167 56 130 44 297
General Science .......... Jr. HS 86 49 88 51 174
Regular Teacher
of Social Studies ........ Jr. HS 414 53 370 AT 784
Substitute Teacher
of Social Studies ... . HS 181 49 192 51 373
Source: The Division of Teacher Education, The City University of New York.
* College of origin is defined as the institution granting the candidate his first baccalaureate
degree.
** A candidate for a license examination is defined as an applicant who takes one or more
parts of the examination. Data on license performance of candidates was not available
for these secondary positions.
contracts with private industrial firms involving the performance of
desired research by departments of the institution, or private support
of fellowships; receiving gifts from alumni and other private bene-
factors desirous of supporting research in general or in particular;
conserving and investing any temporarily surplus funds derived from
these or similar sources; and allocating, in harmony with the best
judgment of the academic authorities concerned, the funds at its
disposal to suitable purposes such as fellowships, personnel or
equipment for selected research projects, and the like.?
In keeping with this national trend the Research Foundation of the
2 Evidence of this trend to make separate provision for research activities
either through the creation of private corporations or by placing the institution’s
research activities under a designated administrator is found in the fact that
the National Council of University Research Administrators had, on June 1,
1960, a membership of 134 located in 39 different states.
OTHER APPROPRIATE PUBLIC SERVICES 265
State University of New York was chartered as a private non-profit
educational corporation by the Regents of the State of New York in
February, 1951. The President of the State University serves ex-officio
as Chairman of the Board of Directors of the Foundation and other
Directors are elected by the Board of Directors of the University.
Concerning the purposes of the Foundation the following statement
is taken from page seven of the 1953 annual report:
The Foundation serves as trustee and fiscal administrator of gifts and
grants in aid and by virtue of contractual agreements with the State Univer-
sity, undertakes to conduct many research programs financed by funds sup-
plied from sources other than appropriations of the state legislature. The
establishment of such an educational corporation, working closely with the
University, follows an academic practice which has been increasingly
adopted by other major educational institutions as the volume and variety
of sponsored research activity on American campuses continues to increase.
For that fiscal year the total disbursements in direct support of the
Foundation activities were $543,000. Also during that year the Board
of Directors developed a patent policy “reflecting the State University’s
position with respect to the disposition of patentable rights arising
out of discoveries made by the faculty of the University in conduct of
academic research.” This foundation like others of similar character
has grown rapidly within recent years. For example, the disburse-
ments for research purposes by the Foundation more than doubled
between 1953 and 1956.
Such a non-profit private corporation, chartered as such under the
statutes of the State, is an “accessory” to the University. Often its
charter provides that some or all the members of its Board of Di-
rectors or Board of Trustees shall be specified officers of the University
ex officio. In some cases a partial interlocking of memberships with
the University governing board may be provided. Often some pro-
vision is made for the inclusion of some alumni of the University.
In all events the private corporation is a species of “shadow” or
alter ego of the University itself, and its functions are all of types
which need to be performed on behalf of a university and its con-
stituency but which can be performed in many cases more ex-
peditiously and efficiently by an “accessory corporation” rather than
by the University governing board itself. This is especially likely to
be true where the University is a public institution (State or Munic-
ipal) and subject to the statutes of the State and the intervening
agencies which have some jurisdiction over it.
As a publicly supported University for this greatest of urban centers,
New York City, which in 1960 had 46.4 per cent of the population of
the State of New York (63.8 per cent in the New York metropolitan
266 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
area),° the City University of New York will undoubtedly need at
least one such accessory non-profit private corporation. It seems
appropriate to mention here that the amount of Federal funds for
university research is estimated to have increased from $15 million
in 1940 to approximately one billion dollars in 1960-61. In comment-
ing on the impact of these funds on the universities, Sidney G. Roth,
Director of Research Services at New York University, stated: “But—
and I stress this—the confluence of government interest with the
creative products and processes generated at universities is probably
one of the healthiest episodes in the intellectual history of our institu-
tions of higher learning.”
Although, as indicated at the beginning of this section, most uni-
versities do have one or more non-profit private corporations, space
permits only a brief discussion of three of these: the research founda-
tions at The Ohio State University, Purdue University, and the Uni-
versity of Wisconsin. These have been selected because they have
been in operation for 25 or more years and are thus well established.
A brief account of each follows:
The Ohio State University Research Foundation
This Foundation was established in 1936 and is governed by a
board of 21 members, on which are represented the University’s
Board of Trustees, members of its administrative staff, faculty mem-
bers, alumni members, and six members designated by the University’s
Advisory Research Council. Its purposes, as stated in the Articles of
Incorporation, are:
To promote the educational objectives of The Ohio State University by
encouraging, fostering and conducting investigation and ‘research in the
physical, biological and social sciences, the humanities, and all other
branches of learning; instructing individuals in the methodology of investi-
gation and research; and utilizing, publishing or otherwise making known
the results of such investigation and research, all pursuant to such arrange-
ments, with The Ohio State University as the trustees of the corporation
may deem appropriate.
Because most of the research projects which the Foundation under-
takes are in the fields of physics, geology, engineering, mathematics,
agronomy, chemistry, bacteriology, and medicine, the Foundation has
the part-time services of one University staff member in each of these
fields. Their function is to advise the Foundation on specific projects
8 These population per cents are taken from the Bureau of Census publication
“United States Census of Population, 1960—New York.”
4 New York University Alumni News, (December, 1961), p. 1.
OTHER APPROPRIATE PUBLIC SERVICES 267
in their respective fields. For the services rendered to the Foundation,
they are paid from Foundation funds.
The University has made no contribution to the Foundation except
during its first two years, when limited funds were provided for
personnel. Since that time, the Foundation has contributed, either
directly or indirectly, to the University’s research program from its
overhead funds. For the year 1960, the total projects amounted to
$6,448,315, of which $5,677,386 (88 per cent) were projects of the
Federal government.
Purdue Research Foundation
The Foundation was created and incorporated in 1930 and is gov-
erned by a board of 12 directors. Successors to the first board are
chosen by the voting members of the corporation, with the restriction
“that the Trustees of Purdue University shall at all times have the
right to designate and select at least one-fourth of the members of
said Board of Directors.”
One of the major functions of the Foundation is assisting staff
members of the University find support for research from corporations,
foundations, and government agencies by helping sponsoring agencies
locate personnel at Purdue competent to work on specific research
problems. The Foundation also negotiates contracts for support of
research and supervises the University’s patent policy.
The dollar value of the 630 research projects carried by the Founda-
tion in 1959 amounted to $3,567,098.21. It is of particular interest to
note that, for the five-year period from 1956 through 1960, the Founda-
tion, from its own earnings, contributed to the University for the
support of research and scholarships in the amount of $1,633,687.77.
Wisconsin Alumni Research Foundation
This Foundation was organized and inoorporated in 1925 by a small
group of Wisconsin alumni “to accept and to administer in the public
interest inventions originating in the University of Wisconsin and to
support scientific research.” To that end, the Foundation:
has established a laboratory offering diversified consulting and testing
services to industry. It also conducts an investment-philanthropy program
in which the proceeds of gifts are made available to the University. Al-
though a not-for-private-profit organization, the foundation nevertheless
pays Federal income taxes on a number of its activities. Regardless of source,
all the foundation’s net income becomes a part of the fund which is used
to support research at the University of Wisconsin.
The Foundation is governed by a Board of Trustees, all alumni of
268 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
the University of Wisconsin; none of them, however, is a member of
the University faculty or staff of the University’s Board of Regents.
Of particular interest again is the fact that during the five-year-
period from 1956 through 1960, the Foundation, from its own funds,
a substantial part of which comes from patents held by the Founda-
tion, contributed to the University in these amounts: for capital im-
provements, $7,593,937 and for annual operations, $4,576,500 or a
total of $12,170,437.
In view of the foregoing, it is recommended that:
There be established by the Board of Higher Education within the
immediate future and as a part of its central administrative organiza-
tion an incorporated agency known as The City University of New
York Research Foundation, such agency to be patterned along the
lines of those described in this chapter and with those functions ap-
propriate for a university which serves this great metropolitan area;
furthermore, that the Board give early consideration to the develop-
ment of a patent policy. The Board may also authorize the establish-
ment of a research foundation at any college where circumstances
deem it advisable, with the provision that the board of directors have
representation from both the Board of Higher Education and the
City University staff, for purposes of liaison.
SOME OTHER TYPES OF PUBLIC-SERVICE-ORIENTED UNITS
IN PUBLICLY SUPPORTED UNIVERSITIES
In addition to separately incorporated agencies like the research
foundations discussed above, publicly supported universities main-
tain many other types of service-oriented units. It should be noted,
however, that most of these are also related to the research and
graduate programs of their institutions. For example, this statement
is taken from a letter from the Director of the Bureau of Business
Research at The Ohio State University, under date of November 2,
1961:
The second major function is to facilitate the research of the faculty
and selected graduate students in the several teaching departments of the
college, and to engage in research in cooperation with organized state and
national trade associations of wide and general interest, and to publish same.
As evidence of the importance that publicly supported Universities
place on these public-service-oriented units, two large state universities
have, for the year 1961-62, budgeted $3,801,560 and $1,067,192, re-
spectively, for these units. A third large state university reported
OTHER APPROPRIATE PUBLIC SERVICES 269
actual expenditures of $1,108,073 for such types of units in 1960-61.
Among the public-service-oriented units listed by the three institu-
tions mentioned here are:
Audio Visual Extension Service
Bureau of Business Research
Bureau of Educational Research
Bureau of Field Studies and Surveys
Bureau of Governmental Research
Bureau of Institutional Research
Bureau of Public Administration
Bureau of Recommendations
Center for Continuation Study
Committee for Research in Social Economics
Industrial Relations Center
Institute of Human Development
Institute of Industrial Relations
Institute of Marine Resources
Institute of Research
Institute of Technical Placement Service
Institute of Transportation and Traffic Engineering
Laboratory for Research in Social Relations
Munic pal Reference Bureau
Museum of Natural History
Natural Resources Institute
Psycho-Educational Clinic
State Organization Service
University Program Service
Water Resources Center
It should be noted that the expenditures cited above for the three
universities do not include the very large expenditures for university
extension. For this type of public service alone, two of these three
institutions report combined total expenditures in 1960-61 of ap-
proximately $12,000,000. Since the City University is not a land-grant
institution, extension services would not be appropriate. These figures
are included, however, to show the extent to which public funds are
expended for the kind of public service provided by university ex-
tension. Undoubtedly, this service is the most extensive and best
organized public service yet developed.
5 These universities are California, Minnesota and Ohio State. The informa-
tion included here has been secured either from reports issued by them or
through correspondence.
270 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
Bureaus of Business and Economic Research
Such bureaus are now found in 42 publicly supported institutions
(39 of these are state universities), located in 37 different states. In
the main, each serves primarily as a service agency with one of
its main functions that of the providing for the state certain basic
economic and business data that no one business can get for itself
but which all businesses need such as trends in employment, payroll,
and man-hours worked in major industry groups, in trade, and in
service industries; trends in retail sales in different kinds of retail
businesses; business trends in the state as related to trends in the
United States and surrounding states.
Bureaus of Educational Research and Service
Bureaus with this title or some variation of it are found in many
publicly supported institutions. One of these, the Bureau of Educa-
tional Research and Service at The Ohio State University, was au-
thorized by statute in 1914 and actually established in 1921; thus it
has now been in operation for 40 years. For the current year of
1961-62, its roster of professional, secretarial, stenographic, and
clerical personnel includes 66 persons. Much of its efforts since its
establishment have been in aiding the public schools of Ohio. These
services have, in the main, consisted of school surveys o. various
kinds, research on a variety of problems, workshops, evaluations,
teacher placement, radio programs for the schools, publications and
general consultant services. In addition to the support the Bureau
receives from outside sources, its expenditures from state funds for
1960-61 were $358,065.80.
Several years ago the Office of Educational Research at the Uni-
versity of Minnesota issued a “Report on the Organization and
Services of Bureaus of Educational Research in Leading American
Universities.” This report, as the title implies, examines the organi-
zation and services of bureaus of educational research (or agencies
having similar titles) then in operation in the following institutions:
Cornell University
Indiana University
Louisiana State University
Michigan State College®
New York University
Ohio State University
® Now Michigan State University.
OTHER APPROPRIATE PUBLIC SERVICES 271
Purdue University
State University of Iowa
Syracuse University
Teachers College, Columbia University
University of Illinois
University of Kentucky
University of Michigan
University of Oklahoma
University of Washington
The responses to the specific question on kinds of services rendered
by the bureaus of these 15 institutions show, as would -be expected,
a very wide range. In fact, an entire page is required to list these
services. All of these services are of an educational character, de-
signed primarily to utilize the staffs of these institutions in assisting
elementary and secondary schools in the solution of their problems.
Undoubtedly, in the City of New York, which in the Fall of 1961 had
a registration in the public schools of 1,004,257 with some 45,000
teachers, there is a multitude of educational problems pressing for
solution.
SOME INTERNAL CITY UNIVERSITY SERVICES
The new name—The City University of New York—the evolution
of which is described elsewhere in the report, carries many implica-
tions. One of these implications is the development of the basic
functions of a university, and the role of the major segments of which
it is comprised. Another implication is the expansion of the graduate
program through the doctorate, which is presented in Chapter IX.
Still another is related to what aids the central administrative staff
requires in order to carry out the basic functions which the Board of
Higher Education may approve. The purpose of this section is to
present three such items—a University News Bulletin, a University
Press, and a Bureau of Institutional Research.
A University News Bulletin
On special occasions, the Chairman of the Board of Higher Educa-
tion sends out a newsletter to the staff of the University. One such
letter was sent out in September, 1961, informing the staff of the
salary schedule, effective September, 1961. In 1960, another such letter
was sent out; and another in January, 1962, on the budget requests for
1962-63. These serve a useful purpose and should be continued. They
272 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
provide a desirable means of communicating special matters of signi-
ficance to the Board and University.
If the City University is going to be a university in fact as well as
in name, it must be a well-integrated and unified system. One requi-
site in achieving this is a constant flow of information between indi-
vidual colleges and the central administration. The staff in the
colleges must be kept informed on the major actions of the Board of
Higher Education and other developments at the headquarters; and,
equally important, the central administration needs to know of im-
portant happenings on each of the campuses. Here, on the seven
campuses (later there will undoubtedly be more), in the Nation’s
largest university, located in the nation’s largest city, there are exciting
educational developments occurring every day. These should be re-
ported by each campus and incorporated into a newsletter, not only
for circulation within the University, but to the press, the public in
the City, and elsewhere. Incidentally, one of the comments made
frequently by the outside consultants on this study is their surprise at
both the scope and quality of the operation here. The University must
develop means of letting the educational world know what it is doing
and thus gain prestige, which is defined as “reputation or distinction
based on brilliance of achievement,” to which its present and planned
programs entitle it.
If the City University were concentrated on a single campus, as
is true of most institutions, with a student newspaper widely circulated
among staff and students which can be used for official news of the
institution, there would be less need for regularly scheduled bulletins.
Even such institutions find it advantageous to have other means of
communication among the faculty. For example, The Ohio State
University has a publication called Campus Review, issued four times
a year and distributed to all current and retired faculty members.
Institutions similar to the City University in that their campuses
are widely distributed are The State University of New York and the
University of California. Both publish and distribute university bul-
letins. Materials for these are supplied by the various campuses
supplemented by materials from other sources.
As a specific example of the services of such a bulletin, during the
development of the Master Plan for Higher Education in California,
the Bulletin carried much information on the scope and plan of the
study, its personnel, and the like. When the study was completed, it
carried the recommendations in full; and in a later edition, gave the
actions of the governing boards and the Legislature on these recom-
OTHER APPROPRIATE PUBLIC SERVICES 273
mendations. Thus, the entire staff of the University was kept informed
on these developments.
In view of the evident need for such a publication in the City
University, it is recommended that:
The Board of Higher Education authorize and take the necessary
steps to implement that authorization for the preparation of “The City
University Bulletin” (or some such publication) by the Chancellor's
Office; such bulletin to be issued at regular intervals, preferably twice
a month, and sent to all full-time staff, both academic and non-
academic, within the University, to the press, and to other appropriate
agencies and individuals.
A University Press
One of the basic functions of a university is research. For its find-
ings to be more meaningful, there must be regular channels for its
dissemination. Since most research studies are highly technical, they
have little appeal to lay readers, so are not profitable for publication
by private publishing companies. Such being the case, leading uni-
versities throughout the nation have developed their own presses;
and these provide outlets for research and other staff studies and
reports.
The Association of American University Presses, which had _ its
beginning in the early Twenties, has headquarters here in New York
City, and has membership in 1961-62 of the following 45 universities:
California, Catholic, Chicago, Columbia, Cornell, Duke, Florida,
Fordham, Georgia, Hawaii, Howard, Illinois, Indiana, Iowa State,
Johns Hopkins, Kansas, Kentucky, Louisiana State, Loyola, Massa-
chusetts Institute of Technology, Michigan State, Minnesota, Missouri,
Nebraska, New Mexico, New York, North Carolina, Northwestern,
Notre Dame, Ohio State, Oklahoma, Pennsylvania State, Princeton,
Rutgers, South Carolina, Southern Illinois, Southern Methodist, Stan-
ford, Syracuse, Texas, Toronto, Washington, Wayne, Wisconsin and
Yale.’
In order to meet the basic requirements for membership in this
association, a press must:
1. be the publishing arm of the institution whose name it bears,
and be closely controlled by it;
2. be conducting a regular program of scholarly publication of
books and/or journals of high quality; in quantity, the press must
7 1961-62 Directory, the Association of American University Presses, 20 West
43rd Street, New York City.
274 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
have published a minimum of ten books of 96 pages each in the
24 months preceding application for membership;
3. have not fewer than three full-time employees, including the
head of the operation;
4. have had what appears to be adequate funds which offer promise
of permanency and success; and,
5. have the commitment of its institution to a permanent publishing
program.
Although these presses differ widely in what they do, particularly
as between those in public and private institutions, it would be helpful
to recount briefly the operation of one such press in a publicly sup-
ported university—the University of California—as follows:
1. It is a regular part of the central administration and has been in
operation since 1893.
2. In 1959-60, the Press issued 67 monographs. These are written
only by the University faculty and students. Approximately 95 per
cent of the cost of their printing was supplied directly by the Univer-
sity. In addition, the Press issued during that year 54 books, which
may be written by anyone inside or outside the University and for
which royalties may be paid. The books issued with the Press’ im-
print are either wholly supported from sales, partly supported by the
University, or publicly supported by outside funds.
3. In addition, the Press publishes five quality journals.
In 1949, the newly founded City College Press, at City College,
which was initially financed by a $10,000 loan from the College which
has since been repaid, issued its first publication, the book The Col-
lege of the City of New York: A History, 1847-1947, by Dr. S. Willis
Rudy, and from which quotations appear in another part of this report.
The City College Press has no regular salaried employees so pays
no salaries. This enables students at the College to secure textbooks
and other materials published by the Press at the lowest cost. More-
over, no funds are allotted to it so it is required to function on a self-
supporting basis. Of the 15 publications during the five-year period
ending in 1961, nearly all are for student use. None of these were
written by staff members in other Senior Colleges.
Concerning the Brooklyn College Press, President Harry D. Gideonse,
in a letter dated February 28, 1962, comments as follows:
There is no budget for the press, either from taxation or from fee funds.
The staff is drawn from the bookstore. Projects are self-liquidating.
The Brooklyn College Press is an enterprise of the Brooklyn College
Bookstore and ordinarily handles the publication of syllabi, course outlines,
manuals, reprints of source materials. It does not issue books, hard cover
OTHER APPROPRIATE PUBLIC SERVICES 275
or paperback, as do such presses as those at New York University and
Columbia University.
In view of the foregoing, and the expectation that with the extension
of graduate work through the doctorate, research and scholarly pro-
ductions in the City University will greatly increase in the years im-
mediately ahead, it is recommended that:
The Board of Higher Education create, as a part of the Chancellor's
Office, the City University Press, to provide outlet for research and
scholarly productions of its faculty; such Press to be organized along
the lines found successful in other universities; and to include the
production of such of these kinds of publications as is now done in the
Senior Colleges; and to prepare annually and distribute to the faculty,
libraries and other appropriate places a bibliography of the major
publications of the University faculty: furthermore, the Board and
its administrative staff seek aid from outside sources for this enterprise.
A Bureau of Institutional Research
One of the very important needs in the newly created City Uni-
versity is the creation of a Bureau of Institutional Research. At the
present time, many administrative studies are made by the Bureau of
Administrative Research. These are well prepared and constitute a
valuable store of information about the University’s activities. How-
ever, they are ordinarily concerned with immediate problems and
often with emergency matters. In addition, the Division of Teacher
Education has a research unit which devotes its full time to the prob-
lems in the field of Teacher Education.
Studies concerned with long-term development of the University
and with the coordination of its varied educational programs are
crucial to the University’s future growth. Although there is need for
continued collection of statistical data on such matters as class size,
teaching loads and faculty services as a basis for educational planning
and budget making, there is additional need of a small instructional
staff for longer range and more involved studies and to which com-
mittees or educational officers can turn for expert assistance in plan-
ning and coordinating research on such matters as prediction of suc-
cess in various curriculums, standards and procedures for admission
together with their validity, problems of curriculum and instruction,
the effect of class size on instruction, the accuracy of the projected
enrollments, better use of physical facilities, the potential of television
and teaching machines as aids to instruction, and methods of evalu-
ating educational achievement. Such studies are essential for effi-
cient and economical educational procedures.
276 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
The continuing staff for a Bureau of Institutional Research need not
be large. The director of the office should draw upon the resources of
the entire University in securing persons to direct research projects.
Such persons will be found in almost any division of the University
but particularly in such departments as business administration,
public administration, sociology, social welfare, psychology and educa-
tion. The office itself should have a staff capable of giving professional
assistance in experimental design and statistical analysis. This office
should not exercise administrative functions but should provide basic
data upon which administrative decisions may be made.
Two of the earliest bureaus of institutional research were estab-
lished at the University of Illinois and the University of Minnesota
about 1924. The 1961-62 budget for the University of Minnesota
Bureau is $87,000.
Since that time units designed to serve similar purposes have
been established in some 50 other institutions. Among those and in
addition to the two mentioned above are the following: Wayne State
University, Michigan State University, University of Indiana, Florida
State University, University of Colorado, Pennsylvania State Univer-
sity, New York University, Utah State University, University of Rhode
Island, and Boston University.
It is therefore recommended that:
Because of the crucial importance of a Bureau of Institutional Re-
search in educational plannjng and coordination of the units of the
City University into a unified system, that such a Bureau be created
in the City University, and that it be responsible to the Chancellor’s
Office and be assigned duties beyond those now performed by the
existing Bureau of Administrative Research.
NON-CREDIT ADULT EDUCATION
Any university located in a large urban community is likely to be
faced with a large demand for adult education; that is, for courses,
classes, lectures, concerts, and other exercises conducted for the
benefit of persons of mature age (at least above the conventional
college age). These may range all the way from bona fide advanced
graduate courses and seminars for qualified matriculants who wish to
progress toward advanced degrees, to non-credit activities open with-
out previous academic qualification and conducted on a level below
that of freshman academic work and sometimes partaking much more
of the nature of entertainment or mental therapy than of serious
instruction.
OTHER APPROPRIATE PUBLIC SERVICES 277
Concerning this latter type of adult education, a legislative sub-
committee in another state had this to say about such courses:
This subcommittee has severe doubts and reservations, however, about
other areas of adult educational programs which are best described as
“avocational.” Classes in the following subjects are being offered throughout
the State at local and state taxpayers’ expense: cake decorating, lampshade
making, rug making, upholstery, ceramics, jewelry making, lapidary, leather-
craft, piano playing, modern dance techniques, sewing, physical fitness for
men and women, knitting, millinery, tailoring, woodshop, trailer camping,
flower arrangement, conversation, and small boat handling.®
The Place of Adult Education in the City University
That the demands mentioned above on a university located in a
large urban community for adult education are true in the City Uni-
versity is evidenced by the fact that in the Fall of 1961 the Schools of
General Studies enrolled 15,970 matriculated and 20,549 non-matricu-
lated students; and, in the classification of “adult education and other
non-credit courses,” there were 10,940 students enrolled.
No doubt a heavy majority of the clientele is serious in intent,
reasonably competent, and desirous of profiting from suitable instruc-
tion. For all who can qualify for credit courses of undergraduate or
graduate standing, there is no question that the offering of such op-
portunities is an important and inescapable part of the educational
function of an urban university—and a most commendable “public
service.”
The part-time and evening students work under the handicaps of
limited time and energy, inability to make regular use of the libraries,
and the weight of other responsibilities. All available evidence indi-
cates that, despite these handicaps, a substantial proportion of these
students, by reason of ambition, energy, persistence, and stamina, do
make satisfactory records. This is true at all levels; and though there
are many perplexing problems accompanying the administration of
large part-time enrollments, the enterprise is unquestionably to be
commended. About all that need be said further is that, in order to
protect its own integrity as an educational institution, the urban uni-
versity usually directs considerable effort toward increasing its pro-
portion of full-time students. Even the great majority of these,
however, are likely to be daily commuters over substantial distances;
thus the number of hours they spend on the campus is severely
limited, and many of the “intangible” benefits and pleasures of “college
life” may be largely lost. Fortunately, much has been done in the
8 Report of the California Assembly Interim Committee on Education. January,
1961, published by the Assembly of the State of California, p. 15.
278 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
City Colleges in recent years to offset this situation through provisions
for personnel for student guidance and counseling with adequate
space and equipment and through provisions for other types of stu-
dent services. A brief report of the evolution of these services and
their present state of development will be found in Appendix IV.
The Future Role of the City University in Non-credit Adult
Education
The foregoing backdrop is essential to a realistic appraisal of the
function of providing non-credit adult education and raises serious
questions as to how far, if at all, the City University either in its Senior
or Community Colleges should extend the use of its facilities and com-
mit the energies of its faculties to this type of enterprise. Clearly
there are many meritorious individual cases of applicants to whom this
opportunity should be granted. It is equally clear, however, that the
enterprise should not get out of hand or out of proportion in such
manner as to dilute the academic quality of university courses, unduly
drain the energies of too many faculty members, or tend to divert the
City University from the responsibility which it assumes as a uni-
versity—that of developing from its high quality undergraduate pro-
grams a school of advanced graduate studies of similar quality.
It can be said with a good deal of cogency that the justifiability
of non-credit offerings decreases as the level of instruction rises; that
is, non-credit offerings at the graduate level are something of an
anomaly (with the possible exception of short refresher periods or
institutes for medical practitioners or management men in business
and industry); but at the lower-division or junior college level, non-
credit offerings (both vocational and cultural in character) for adults
are very generally regarded as one of the major functions of the junior
college.
This is particularly true in communities where there are few other
agencies, either public or private, which offer adult education pro-
grams. However, in the New York City area the situation is quite
different. The New York Adult Education Council, located at
104 Fifth Avenue in New York City, estimates that there are at least
1,000 agencies in the metropolitan area which have adult education
offerings. Among these are 400 private trade schools. The Council
further estimates that these agencies offer annually at least 20,000
courses.
Among the public agencies which have extensive offerings in the
field of adult education, is the New York City Board of Education.
OTHER APPROPRIATE PUBLIC SERVICES 279
These include 29 vocational high schools, and extensive evening
offerings in the regular elementary and secondary schools. In a
1950 report by the Superintendent of Schools dealing with adult
education, it was noted that as of that year the Board of Education
maintained 44 evening elementary schools and 150 day classes in
which more than 33,000 adult students were taught by more than
500 teachers. It seems clear that within the City there is a sufficiently
wide range and variety of adult education offerings to meet the
needs and desires of its citizens.
In view of the extensive opportunities for adult education now
offered by other agencies in the City as shown above, it is believed
that it is not in the best interest of the University to continue
indefinitely the offering of non-credit courses. Accordingly, a recom-
mendation to divert such students as rapidly as possible to other agen-
cies appears at the end of this chapter.
On the basis of the detailed discussion in the foregoing pages and
other materials considered, it is recommended that:
1. Public services now rendered to the municipality of the City of
New York and its related agencies by the City University and which
are meeting specific and identifiable needs be continued and expanded
as required.
2. The Board of Higher Education and its administrative staff be
continually alert to developing situations and needs in the municipal-
ity of New York which warrant the establishment by the Board of
such other public-service-oriented agencies as seem appropriate to
meet those needs.
3. As in the past, attention be concentrated within the University on
courses given for college credit with such provision as is possible for
non-matriculated students in those courses; and in view of the many
other provisions for adult education in the City of New York, as noted
in the text, as rapidly as possible non-matriculated students in courses
not given for credit be diverted from the colleges in the City
University.
CHAPTER XIl
THE PHYSICAL PLANT AND NEEDED EXPANSION
The physical plant of a college or a system of colleges consists of
its land, buildings, equipment and furniture. The plant is an educa-
tional tool, and it should be designed and used as such. The faculty
can offer the students a better educational program if good tools are
provided. The physical plant facilities of the colleges comprising the
City University system range all the way from excellent down to very
poor and unsatisfactory.
THE PRESENT PLANT
City College, Uptown
This institution occupies two adjacent land areas, referred to locally
as the North Campus and the South Campus. There are 24 major
buildings on these two adjacent campuses; nine of them were erected
prior to 1900, and two are not yet occupied.
Fifteen of the present 24 buiidings, with normal maintenance, are
good for continued service beyond 1975; six of them can be made use-
able to 1975 by major remodeling and renovation; and two (Brett and
Goldmark) should be replaced before 1975. The future of Klapper
Hall will depend upon whether or not it will be necessary to remove
it to make room for the proposed new science building.
City College, Downtown (Baruch)
This 16-story structure and its four-story student center annex were
not well planned for their present use. The Baruch Building was
originally planned for eight stories. When it was extended to 16
stories, many of the related facilities were badly out of balance, es-
pecially the elevators. The plan of the student center is inconvenient,
and its space is inadequate. The maintenance and care of both of
these buildings have been badly neglected. They do not provide the
pleasant and attractive setting expected of college buildings.
The downtown branch of City College is especially inadequate in
280
THE PHYSICAL PLANT AND NEEDED EXPANSION 281
the following facilities: library, staff offices, lunchroom, toilets, eleva-
tors, and lounges. If this plant is to be continued for its present pur-
poses, it needs considerable remodeling and a complete renovation.
On May 15, 1961, the Board of Higher Education adopted a resolu-
tion approving the appointment of Donald P. Cottrell, Dean of the
College of Education at The Ohio State University, to make a com-
prehensive study of the role of the Baruch School of Business and
Public Administration. Specifically, the study was to include these
items:
1. The role of the Baruch School of Business and Public Administra-
tion within the Municipal College System. The extent to which training
in business and public administration should be provided at the
Baruch School; the extent to which it should also be offered at the
other Municipal College units.
2. The adequacy of the existing space and equipment facilities for
its present programs of study in both the Day and Evening Sessions,
taking into account present enrollment conditions and projected future
enrollment trends.
3. The extent to which additional physical facilities may be re-
quired in order to provide for the anticipated expansion of graduate
work on the doctoral level under the projected City University
structure.
4. The feasibility of providing additional space facilities for other
programs of the City College at the same location as the Baruch
School.
5. Evaluation of the existing physical plant in the light of findings
and recommendations relative to the above areas of concern.
Although this study has not yet been completed, there appears to
be several possible solutions to the use of the Baruch plant, among
which are the following: (a) remodel and renovate for a graduate
school center, (b) remodel and renovate for a downtown Community
College, (c) sell property for an office building, or (d) remodel and
renovate for the upper division of the Baruch School of Business Ad-
ministration and transfer the lower division to a new downtown
Community College. Plans (a), (b) or (c) are based on the assump-
tion that the School of Business Administration would be rehoused
in a new plant.
1It was completed and concludes that: “The Baruch School’s current main
building, although sound in structure, presents insurmountable obstacles to its
efficient use.” Donald P. Cottrell and J. L. Heskett, Education for Business in
The City University of New York, (March, 1962), p. 6.
282 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
Hunter College, Bronx
This institution is well housed in six good buildings on a 37 acre
campus. With continued good maintenance and minor alterations
from time to time, all six of its present buildings can be continued in
service well beyond 1975. The recent completion of Shuster Hall and
the Library Building, and the moving of administration and the
library to these new facilities, has left considerable space in Gillet
Hall which is now being remodeled and reassigned.
The kitchen facilities in the cafeteria and social unit are inadequate.
The correction of this inadequacy should be included in a near-
future remodeling program.
Hunter College, Park Avenue
This is a well-housed institution. The 16-story building is well
maintained and will serve far beyond 1975. Adjacent Thomas Hunter
Hall houses the Hunter College High School and provides 46 instruc-
tion rooms for the College. The future of Thomas Hunter Hall will
depend upon the future function of the Hunter College High School
and its relationship to the College.
Brooklyn College
This College is well housed in seven good red brick buildings on a
38-acre site. A new classroom building is now under construction.
All of its present buildings are good for continued service beyond
1975. The Walt Whitman Hall deserves special mention as an ex-
cellent facility for auditorium, little theater, art, and music.
Queens College
This College has a mixture of good and poor buildings on a 76-acre
site. The 17 buildings (including two not yet occupied as of Febru-
ary 15, 1962) can be classified in three groups as follows: eight are
good for continued service beyond 1975; one now being converted
from a cafeteria to a student center for long-time continued use; and
eight buildings to be removed and replaced before 1975. Of this last
group, two temporary buildings should be removed as soon as possible;
and six old buildings should be maintained for a limited time,
Jefferson Hall (administration) being the last of the six to be replaced.
The connecting group of buildings in the northeast corner of the
campus comprise units which are well planned for auditorium,
theater, music, and classrooms.
THE PHYSICAL PLANT AND NEEDED EXPANSION 283
Bronx Community College
The old Science High School plant is being remodeled for this insti-
tution. Facilities are being occupied by the College as they become
available. When completed, the plant should provide sufficient space
so that much of the now rented space (66 rooms) can be released.
The remodeled building is going to be very inadequate in at least
two respects, library and staff offices. If at all possible, these shortages
should be corrected.
Staten Island Community College
This institution is temporarily housed in rented quarters. A new
plant is now in the planning stage for its new 34-acre site on Staten
Island.
Queensborough Community College
This institution now has only one small administration building on
its 34-acre site. Twenty instruction rooms are being rented. A 24,000
Table 53
EXISTING COLLEGE-OWNED BUILDINGS AND GROUNDS
Number of buildings erected Gross
Institution
and etween square feet Campus
campus Before {1920 and} Since of floor area
1920 | 1950 1960* Total area acres
City College, uptown .............. 13 8 3 24 1,580,819 34.5
City College, downtown ......... 1 1 —_— 2 271,876 0.7
Hunter College, Bronx .......... — 4 2 577,210 36.9
Hunter College, Park Avenue — —_— 1 640,000 3.0
Brooklyn College — 6 2 8 1,167,504 38.0
Queens College . 5 6 6 17 1,045,542 76.2
Bronx Community College... 1 — _ 1 146,775 1.3
Staten Island Community
College** ooceceseeeesseseeeeeeeeee 33.8
Queensborough Community
College** .. — 1 — 1 18,800 34.0
o Xo) 9 ne 20 | 26 | 14 60 5,448,526 258.4
Source: Data provided by the Architectural and Engineering Unit of the City University.
* Including some nearing completion.
** In temporary quarters.
284 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
square foot building is to be erected in 1962. Five new buildings are in
the planning stage.
Existing College-Owned Facilities
Table 53 shows when the college-owned buildings were erected,
the gross floor area in square feet, and the campus area in acres, for
each of the campuses. It will be noted that 20 of the 60 buildings are
more than 40 years old. Two of them, on the uptown campus of
City College, were erected in 1847.
Table 54 shows the number of each of six types of instruction rooms
in use in October, 1961, in college-owned buildings on each of the
campuses. As of that date, there was a total of 1,167 such rooms.
Use of Rented Space
Table 55 shows the number of instruction rooms of each type rented
by the different institutions. In October of 1961, there were 354 rented
instruction rooms in use in connection with seven of the nine campuses.
(See Table 55 footnote relative to Hunter College.) The space now
in use by the colleges is generally unsatisfactory and inconvenient.
Table 54
COLLEGE-OWNED INSTRUCTIONAL ROOMS IN USE
IN OCTOBER, 1961
Number of Instructional Rooms
Institution Lecture | Class Labora- Audi- |Gymna- Special
rooms | rooms tories torium| sium use Total
City College, uptown ........ 8 147 63 1 5 39 263
City College, downtown .. 4 85 11 1 6 19 126
Hunter College, Bronx .... 1 96 32 2 5 9 145
Hunter College,
Park Avenue .. 3 122 40 1 6 22 194
Brooklyn College . . 13 155 58 2 6 26 260
Queens College ............006 11 108 20 1 6 15 161
Bronx Community College 1 8 5 —_— —_— 4 18
Staten Island Community
College wwe All instruction space rented oo... cece
Queensborough Community
College w.cceecssseeseteeeeees All instruction space rented...
229 8 1,167
Total eerie] 41 | 721
34 | 134
Source: Data provided by the Bureau of Administrative Research of the City University.
THE PHYSICAL PLANT AND NEEDED EXPANSION 285
The City University’s long-range building program should include
facilities to replace much of this rented space. It may be advisable,
however, to continue renting some space from public schools and
other agencies where such facilities are available and more convenient
for evening and Saturday classes. For the year 1960-61, the colleges,
exclusive of Hunter and Queens which report no rent, paid rent in
the amount of $138,871.
Building Program in Progress
Table 56 lists the buildings in various stages of construction and
planning, as of March, 1962. It will be noted from this table that as
of that date, 252 instruction rooms, a cafeteria, and an administration
building were under construction; also, the following facilities as
shown in the Table 56 footnotes were in various stages of planning:
235 instruction rooms, two science buildings, two physical education
facilities, a cafeteria, an auditorium, and two entire new Community
College plants. Thus, when the current program is completed, there
will be added to the present 1,167 instruction rooms, more than 500
instruction rooms.
Table 55
RENTED INSTRUCTIONAL SPACE IN USE
IN OCTOBER, 1961
Number of Rented Instruction Rooms
Institution and Campus Lecture | Class Labora-| Audi- |Gymna-| Special
rooms rooms tories |torium| sium use Total
i:
City College, uptown ........ 2 62 — — 1 5 70
City College, downtown ....|_ — 87 — — — — 87
Hunter College, Bronx ....
Hunter College,
Park Avenue .... — 42 3 — —_— 1 46*
Brooklyn College 3 39 6 —_ — — 48
Queens College a
Bronx Community College| — 61** 4 —_— 1 — 66
Staten Island
Community College ...... —_— 9 5 — —_ 3 17
Queensborough
Community College ...... — 13 3 —_ 2 2 20
Total w.ececssssessseseeees 5 313 21 _ 4 11 asa
Source: Data supplied directly by the colleges of the City University.
* In Hunter Elementary and High School plant.
** Mostly in new Science High School for Evening Session.
LONG-RANGE PLAN FOR THE CITY UNIVERSITY
Table 56
CITY UNIVERSITY BUILDING PROGRAM
IN PROGRESS AS OF MARCH, 1962
Gross Number of Estimated
Name of Floor Instruction Date of
Institution L Building tatus®| Area Rooms Occupancy
Brooklyn | Staffroom and [50% | 105,988] 38 Class rms. Feb., 1963
College Classroom sq. ft. 3 Lecture rms.
14 Laboratories
Academic D 212,000 {113 Class rms.
Building sq. ft. 4 Lecture rms. 1965
9 Laboratories
Addition to Cc To be planned
Science
Building
Queens _ Academic “#2 | Cc : 215,650 | 95 Class rms.
College sq. ft. 14 Laboratories
Cafeteria 98% March, 1962
Academic #1 |80% | 190,400] 3 Lecture halls
sq. ft. 54 Class rms.
22 Laboratories June, 1962
Outdoor D
Health
Phys. Ed. Fac.
City Technology 95% | 284,450] 38 Laboratories 7
College sq. ft. 8 Class rms. June, 1962
2 Lecture rms.
Administration |90% | 53,839 June, 1962
sq. ft.
Science Cc 437,500] To be
sq. ft. planned
Phys. Education C 80,000 | Tobe
Building sq. ft. planned
Compton Hall |50% 12 Class rms. Sept., 1963
5 Laboratories
Hunter Cafeteria and Cc
College, Auditorium—
Bronx Dramatics
Staten
Island
Community| Entire F 253,000 Sept., 1965
College Campus | sa. ft.
THE PHYSICAL PLANT AND NEEDED EXPANSION 287
Table 56 (cont. )
Number of Estimated
Name of Gross Instruction Date of
Institution Building Status* Floor Area Rooms Occupancy
Bronx New—Entire Cc
Community Campus
College Conversion of 80% 146,775 15 Class rms.
Existing Bldg. sq. ft. 18 Laboratories Occupied
9 Lecture
Queens- Technology 20% 24,180 9 Laboratories Feb., 1963
borough sq. ft. 2 Class rms.
Community Entire Site E
College
* Status of March, 1962: (In some cases the per cent completed is shown instead.)
A—Approved in Board of Higher Edu- F—Approval of preliminary drawings
cation minutes by B.H.E.
B—Adopted by City Planning Commission G—Approval of preliminary drawings by
C—First Capital Budget appearance Board of Estimate
D—Architect referral to Board of Esti- H—Approval of Finals by B.H.E.
mate I—Approval of Finals by Board of Esti-
E—Architect contract approved by Board mate
of Estimate J—Basic construction contracts awarded.
UTILIZATION OF COLLEGE-OWNED FACILITIES
Over the years, studies of college plant utilization, both room and
capacity, have shown both of these to be generally low. Two factors
have brought heavy pressures throughout the nation for better use of
the physical facilities in all segments of education, particularly of
public ones. These are: rapidly increasing enrollments, on the one
hand, and sharply rising construction costs on the other. As of now,
the cost of new construction, excluding land but including equipment,
in the City University, approximates $30 per gross square foot.
A detailed use study was made of each of the rooms used for in-
structional purposes in all of the college-owned buildings on each of
the six City University Senior College campuses in October, 1961.2 The
basic data for the use study consists of 1,167 separate room utilization
sheets completed on both sides by the space representatives of the
individual institutions who had helped develop the forms used. The
room sheets were processed and summarized by the Survey Staff.
The utilization form as thus developed and which is inserted here
provides 180 thirty-minute blocks covering a possible room use of
2 From Table 54 it will be seen that the Community Colleges are housed mostly
in rented space.
288 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
15 hours per day for a six-day, or 90-hour, week. However, since the
evening and Saturday use of instructional space is relatively low, it
has been omitted from the tables in this chapter. The full report on
both room and station use is found in Table 77, Appendix V. The
relatively low evening and Saturday use indicates that additional
capacity does not need to be provided for those sessions. In other
words, if the institutions are provided with adequate facilities for the
regular Day Sessions from Monday through Friday, there will be
sufficient teaching space for current late afternoon, evening, and
Saturday programs.
THE PHYSICAL PLANT AND NEEDED EXPANSION 289
BOARD OF HIGHER EDUCATION
INSTRUCTIONAL SPACE UTILIZATION, OCTOBER, 1961
Please complete one copy for each room used for instructional purposes and
return to: Bureau of Administrative Research, Room 209, 535 East 80
Street, New York 21, New York, before November 20, 1961.
Name of Institution Campus
Building Room No.
Type of Room: (check one) Lecture Room!________ Classroom.
Laboratory_________. Auditorium__________. Gymnasium.
Special-use room (identify)
Subjects taught in this room:
Type of furniture and equipment:
Area of room in square feet?________. Rated capacity of room3_______
1 Lecture Room: Capacity of 60 students or more.
2 Area: Area of main room exclusive of supplementary space such as
preparation, storage, conference, office, stage, tool, supply, dressing, and
locker rooms.
3 Rated Capacity: For laboratories, the number of student stations; for
rooms with fixed seating, the number of seats; classrooms with movable
seats, 20 square feet per student station. For some rooms, such as the
gymnasium, where the foregoing will not apply, use best judgment as to
optimum capacity.
Please fill in utilization for this room on reverse side of this sheet. Usage
of fifteen minutes or more can be considered as complete use of the half-
hour block.
Use white forms for buildings owned by the Board of Higher Education,
and blue forms for rented space, except where entire building is under Board
control, as in Staten Island. In case of rented space, X-out the time when
the room is not available for use by your institution.
REMARKS:
290 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
Please write in each block the number of students using this room at the
time indicated. In an adult education class, indicate by an (A) following
the number.
eesions Tuesday (Wednesday | Thureday | Friday | Saturday
and Time
- 5 es Oe
FORENOON |
9:00-9:30
9:30-10:00
10:00-10:30
10 :30-11 :00
“11:00-11:30
11:30-12:00
AFTERNOON { |
12:00-12:30
12:30-1:00
1:00-1:30
1:30-2:00 |
2:00-2:30
2:30-3:00
3:00-3:30 |
3:30-4:00
4:00-4:30
4:30-5:00
EVENING
:00-5:30
130-6 :00 L
5
6:00-6:30 |
5 —
7
a
30-7 :00
200-7 :30
7:30-8:00 I
8:00-8:30
8:30-9:00
9
9
:00-9:30
80-10 :00
10 :00-10:30
10:30-11:00
(DO NOT WRITE BELOW THIS LINE)
Number of half-hours used per wee!
Forenoon. Afternoon. Evening. Total.
Per cent of room utilization:
Forenoon__ Afternoon. Evening. Total
Student-use per week:
Forenoon. Afternoon Evening. Total
Per cent of student-station utilization:
Forenoon. Afternoon. Evening. Total.
THE PHYSICAL PLANT AND NEEDED EXPANSION 291
The data were collected and compiled separately both for the 8-
to-9 A.M. and the 4-to-5 P.M. hours. Because these are commuting
colleges, many students have to come long distances; consequently,
fewer classes are scheduled for the 8-to-9 A.M. hour. Hence, it
seemed fully justified to omit the 8-to-9 hour from the tables in this
report. (See Tables 78 and 79 in Appendix V for the detailed figures
for these two hours.) However, its omission should not be considered
as meaning it should not be used. Its use provides some leeway in
meeting the utilization standards later recommended. It will be noted
that all the colleges except Hunter do make considerable use of this
hour.
It is, of course, recognized that some specific facilities are necessary
even if they do not show a high degree of utilization. In general,
however, facilities should be planned for flexible use and scheduled so
as to show a reasonably high utilization.
Senior College Room Utilization
Table 57 shows the median number of hours each type of room was
used in October, 1961. The first column shows the hours used out of a
possible 15, during the 9-to-12 forenoon session, from Monday through
Friday; the second column shows the hours used out of a possible 25,
during the 12-to-5 afternoon session; from Monday through Friday.
The last column is the total hours used out of a possible 40-hour week.
Table 54 indicates the number of rooms of each type on which these
calculations are based. Although Table 57 gives room use information
for each of the six different types of instructional rooms, the basic
rooms in college programs are the classrooms and laboratories. Table
54 shows that of a total of 1,167 instructional rooms in the Senior and
Community Colleges, 950, or 81 per cent, were classrooms and labora-
tories. Because of this fact, Table 58, which shows student occupancy
during periods of use in a 40-hour week, includes only classrooms and
laboratories.
292 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
Table 57
ROOM UTILIZATION OF SENIOR COLLEGE FACILITIES
OCTOBER, 1961
Median Hourly Use, Monday through Friday
College and
Type of Room
Afternoon, 12-5
Hours used out of 25 | Hours used out of 40
Forenoon, 9-12
Hours used out of 15
City College, uptown
Lecture 9 8 17
Classroom . 13 17 30
Laboratory 8 12 20
Auditorium 12 8 20
Gymnasium 10 17 27
Special tee 6 12 18
City College, downtow
Lecture ou... 5 4 9
Classroom .... 9 6 15
Laboratory 7 5 12
Auditorium 4 5 9
Gymnasium 8 17 25
Special sees 7 5 12
Hunter, Park Avenue
Lecture 9 10 19
Classroom . 10 13 23
Laboratory .. 5 6 11
Auditorium 2 0 2
Gymnasium vee 8 12 20
Special oe 4 7 11
Hunter, Bronx
Lecture . 10 8 18
Classroom . 10 10 20
Laboratory 8 8 16
Auditorium 6 7 13
Gymnasium 10 13 23
Special 7 6 13
Brooklyn
Lecture 10 12 22
Classroom . 11 16 27
Laboratory 8 9 17
Auditorium 0 0 0
Gymnasium see 12 16 28
Special wwe 4 8 12
Queens
Lecture 12 13 25
Classroom 12 16 28
Laboratory .. 3 10 13
Auditorium 0 6 6
Gymnasium 11 13 24
Special 5 8 13
— 4
Source: Data supplied directly by the colleges of the City University.
THE PHYSICAL PLANT AND NEEDED EXPANSION 293
As will be seen from Table 58, the student occupancy of classrooms
and laboratories, when such rooms were in use, was high—in most
cases above 75 per cent. This is good, provided this situation is not
due to the overcrowding of some rooms at certain hours. In a few
cases this percentage actually exceeds 100 per cent. This indicates
that, on the average, in these cases the rooms are occupied in excess
of rated capacities while in use.
Chapter X includes Table 46, which gives the number of sections of
different size in the four Senior Colleges and the three Community
Colleges in the Fall of 1961. That table shows that, with the exception
of Queensborough Community College, there were more sections in
the 20-29 size group than in any other size group. For all of the
colleges combined, approximately 87 per cent of the sections had
between 10 and 40 students and only 7.3 per cent were in excess of 40.
Table 58
STUDENT-STATION UTILIZATION OF
SENIOR COLLEGE CLASSROOMS AND LABORATORIES*
Per Cent Per Cent
of Actual of Actual
Occupancy Occupancy
College Typeof Room 9-12 AM } 12-5 PM College 9-12 AM 12-5 PM
City College, Classrooms 86 87 | CityCollege,| 118 113
uptown Laboratories 93 90 downtown| 100 100
Hunter, Classrooms 100 90 | Hunter, 122 115
Park Avenue| Laboratories 65 54 Bronz 103 97
Brooklyn Classrooms 95 94 | Queens 83 18
Laboratories 96 80 95 98
Source: Abstracted from data supplied by the colleges of the City University.
* The per cents in this table are of actual occupancy of rated capacities during hours when
rooms were in use during a 40-hour week.
Utilization Comparisons
Table 59 shows a summary of room utilization in 57 institutions in
terms of percentile rank of periods used out of a 44-hour week. This
table shows that 19.9 periods per week was the median use, or 50th
percentile, of classrooms in these 57 colleges; and that 13.2 period use
per week was the 50th percentile for laboratories.
The room use per week on the six campuses of the City University
294 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
Senior Colleges, as of October, 1961, when compared with the 57 other
institutions in the United States included in Table 59, shows the follow-
ing: for classrooms, three of the New York City institutions rank above
the 80th percentile, two rank just above the middle of the 57 colleges,
and one ranks down almost at the 20th percentile; for laboratories,
one of the New York City institutions ranks above the 80th percentile,
three fall below the 50th percentile, and the other two rank between
the 80th and 50th percentiles.
Table 59
PERCENTILE RANKING OF ROOM PERIOD UTILIZATION SCORES,
BASED ON 57 INSTITUTIONS IN THE UNITED STATES
MAINTAINING PROGRAMS LEADING TO THE BACHELOR’S
OR A HIGHER DEGREE
All Instructional Rooms
Teaching Laboratories*
General Classrooms
Average Percentage Average Percentage Average | Percentage
number of of possible number of of possible number of | of possible
periods utilization periods utilization periods utilization
Percentile per week on 44-hour per week on 44-hour per week on 44-hour
rank per room weekly basis per room weekly basis per room | weekly basis
99 38.0 86.4% 32.0 12.1% 35.0 79.5%
90 28.8 65.5 21.0 47.7 24.8 56.4
80 26.0 59.1 18.3 41.6 21.7 49.3
70 23.2 52.7 16.7 38.0 20.3 46.1
60 21.2 48.2 15.1 34.3 19.1 43.4
50 19.9 45.2 13.2 30.0 17.4 39.5
40 18.9 43.0 11.8 26.8 16.6 37.7
30 16.3 37.0 9.8 22.3 15.0 34.1
20 14.8 33.6 8.7 19.8 13.3 30.2
10 12.3 28.0 7.0 15.9 11.2 25.5
1 7.0 15.9 1.0 2.3 6.0 13.6
Source: John Dale Russell and James I. Doi, Manual for Space Utilization in Colleges and
Universities; American Association of Collegiate Registrars and Admissions
Officers, Menasha, Wis.: George Banta Co., 1957, p. 115.
* For 565 institutions only; two institutions report no teaching laboratory.
General Comments Relative to Utilization
An inspection of the 1,167 individual room data sheets might, in
some cases, show that an institution is short of rooms at a certain
period or that certain rooms are overcrowded at certain periods. Some
of this, it is believed, could be eliminated by more careful scheduling.
There are some cases shown in Table 58 where the occupancy ex-
ceeds the rated capacity. This means that some classes are too large
for the assigned rooms. Sectioning such classes or assignment to
THE PHYSICAL PLANT AND NEEDED EXPANSION 295
larger rooms would correct this situation. Generally speaking, the
rated student seating capacity of both classrooms and laboratories is
relatively low in the Senior Colleges, as shown in the following tabula-
tion, which makes it difficult to increase the number of large classes:
Average Rated Student Capacity of:
Institution Classrooms | Laboratories
City College, uptown . 27.5 22.0
City College, downtown .......... 21.0 21.2
Hunter, Park : 25.6 33.4
Hunter, Bronx voces . 21.0 19.9
Brooklyn coe 27.1 21.4
Queens . bocce . 29.9 21.1
In general, a rather common cause of overcrowding in other insti-
tutions at certain periods, in spite of overall low utilization, is the
long-established practice of scheduling most classroom classes in the
forenoon and most of the laboratory classes in the afternoon. This
situation, however, does not seem to be the case in the New York City
institutions. Sometimes low room use is due to staff members using
classrooms as offices. This is not the situation in these institutions,
however, in spite of the fact that faculty office space is very inade-
quate, as noted elsewhere in this chapter.
From the numerous studies made on plant utilization all across
the country have come many suggestions and recommendations for
greater use, some of which are now being carried out in the City
University:
1. Centralized control on each campus of all instructional space,
so that all rooms are available for assignment by the central author-
ity. This is being done in the City University.
2. Require all departments to schedule as many organized classes
between 12:00 noon and 5:00 P.M. as between 8:00 A.M. and 12:00
noon. This is being very well done in the City University of New
York institutions.
3. In addition, to the traditional scheduling of three-hour classes
on Monday, Wednesday, and Friday, also schedule some three-hour
classes on Tuesday, Thursday, and Saturday mornings.
4. A further possibility is to schedule some three-hour classes on
Tuesday and Thursday, using one and one-half hours on each of the
two days. Some experiments have been conducted on this plan in
the Senior Colleges.
296 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
5. Elimination of small classes where possible.
6. Use of electronic equipment for registration procedure. Such a
system is now being installed in the Senior Colleges.
7. Extension of the regular day program to include evening classes.
8. Organize on the quarter system. This plan divides the academic
calendar year into four terms of about 12 weeks each. This plan
has a long history and is in use in many colleges and universities
throughout the nation. The quarter plan makes possible a fuller
use of the summer quarter.
9. Make use of the trimester, or three-term-year plan. This plan,
recently adopted at the University of Pittsburgh and since then by a
number of other institutions, divides the year into three semesters of
approximately 14 weeks each. Although this plan requires only a
minimum of curriculum adjustments, it does require more instruc-
tional operating funds, and adjustments in staff, maintenance sched-
ules, intercollegiate athletic schedules, and established recreation
habits and patterns of students and families.
The problem of optimum use of physical facilities of a college or
university is exceedingly complex and technical. There is no simple
and easy answer to the question: What is the optimum use of the
physical plant of a given institution? Optimum utilization depends
upon many factors, such as the function of the institution, its objec-
tives, the design of the plant, library facilities, student housing, teach-
ing methods, differentiation between lower and upper divisions,
health services, the economic status of the student body, the re-
search programs, distances that students must travel to the campus, the
student activity program, the length of the school day and the week,
whether or not the institution is on the semester, trimester, or quarter
plan, offices provided for staff, scheduling procedures, and other
factors.
In The City University of New York certain blocks of time are
reserved for co-curricular activities; and, in several cases, classes are
not scheduled at certain periods for religious reasons. These prac-
tices are not uniform for the different institutions, so it would be
impossible to make the proper statistical adjustments. The Survey
Staff believes, however, that sufficient allowances have been made
for such usage and for the problems inherent in class scheduling in
the recommended utilization standards which appear later at the
end of this chapter. In addition to the 40 hour week used in the
utilization percentages shown earlier in this chapter, these facilities
are also available for the 8:00-9:00 A.M. hour for the Day Sessions.
THE PHYSICAL PLANT AND NEEDED EXPANSION 297
CAPACITY OF COLLEGE-OWNED INSTRUCTION ROOMS
This study shows peak use of Senior College plants during the
forenoon and afternoon sessions on Monday through Friday. It also
shows a relatively low utilization of special rooms, auditoriums, and
gymnasiums as compared with classrooms and laboratories. Thus,
classroom and laboratory use during the forenoon and afternoon
sessions establish the instructional space requirements for the insti-
tutions; or, stated in reverse, the availability of classrooms and
laboratories determine student capacity, assuming adequate supple-
mentary and related facilities.
Table 60 ‘presents a capacity calculation of college-owned Senior
College facilities in use in the Fall of 1961. This table is based on
the Survey Staffs recommended utilization standards applied to
available classrooms and laboratories and which appear at the end
of the chapter.
Columns 2 and 6 of Table 60 are the number of classrooms and
laboratories, respectively, in the different institutions. Column 3 is
30/40 of Column 2 since it is later recommended as standard prac-
tice that classrooms be used at least 30 hours out of a 40 hour week.
Likewise, Column 7 is 20/40 of Column 6, since the recommended
use of laboratories is 20 hours out of a 40 hour week. Column 5
represents the average rated capacity of the classrooms in each in-
stitution times Column 3. Column 9 represents the average rated
capacity of the laboratories in each institution times Column 7.
Column 10 is the sum of Column 5 and Column 9. Column 11 is
2.5 times Column 10, since it is assumed that the average full-time
day student occupies a student station 16 hours per week. For the
six-year period 1956-57 through 1961-62, the average weekly contact
hours per student per semester in the undergraduate Day Sessions
of the Senior Colleges was 18.035 hours.? In the Fall of 1961, 85.1 per
cent of all the hours of room use in the undergraduate Day Sessions
of the Senior Colleges was in classrooms and laboratories. Thus, 14.9
per cent of all of these hours were in the other four-room classifica-
tions—lecture rooms, auditoriums, gymnasiums, and special use
rooms. The number of student contact hours per semester in class-
rooms and laboratories then is 85.1 per cent of the 18.035 average
hours per semester, or 15.35 hours. However, in order to allow a
little additional flexibility in the use of the physical plants, 16 hours
have been used in making calculations for Table 60 in this chapter.
With 40 hours available, each student station should accommodate
3 This information supplied by the Accounting Office of the City University.
Table 60
ESTIMATED CAPACITY OF COLLEGE-OWNED CLASSROOMS AND LABORATORIES
ON THE SENIOR COLLEGE CAMPUSES, OCTOBER, 1961
Classrooms Laboratories
Average Col. 3 x Average Col. 7x
Institution No. 30/40 capacity Col. 4 No. 20/40 capacity Col. 8
1 2 3 4 5 6 7 8 9
City College, 147 110 27.5 3,025 63 32 22.0 704
Uptown
City College, 85 64 21.0 1,344 11 5 21.2 106
Downtown
Hunter, Park 122 92 25.6 2,355 40 20 33.4 668
Hunter, Bronx 96 72 21.0 1,512 32 16 19.9 318
Brooklyn 155 116 27.1 3,144 58 29 21.4 621
Queens 108 81 29.9 2,422 20 10 21.1 211
Total 713 535 _ 13,802 224 112 _ 2,628
Source: Abstracted from data supplied by the colleges of the City University.
Col. 5
plus
Col. 9
10
3,729
1,450
3,023
1,830
3,765
2,633
16,430
Col. 10
x
2.5
1
9,323
3,625
7,558
4,575
9,413
6,583
41,077
Undergrads.
Col u Day Session
matrics.
15% Fall '61
wz | 13
6,992 8,419
2,719 2,264
5,669 3,349
3,431 3,643
7,060 8,901
4,937 5,604
30,808 | 32,180
866
ALISHAAINN ALIO AHL YOU NV Id FONVY-ONOT
THE PHYSICAL PLANT AND NEEDED EXPANSION 299
40/16’s, or 2.5 students. Column 12 is 75 per cent of Column 11
because the recommended occupancy standard is 75 per cent of rated
capacity while rooms are in use. Column 12 of Table 60, therefore,
is the approximate optimum capacity of the college-owned Senior
College facilities in use in the Fall 1961. Comparing Column 12 with
Column 13 of Table 60 will show that City College (downtown) and
Hunter (Park) could accommodate more students. The difference
between the totals of Column 12 and 13 indicates a total overload of
1,372 students. The differences between the figures in these two
columns show the extent of the overload, when such exists, on the
individual campuses.
FACULTY OFFICES
In order for a full-time staff member to do his best teaching and
render maximum service to his institution, he must have a place where
he can study, plan and confer with his students. Most of The City
University of New York units are very inadequate with respect to
office space for their teaching staff. In one case, there are six staff
members in a 250-square-foot room. In another case, there are
eight full-time staff members in a 400-square-foot room, with evening
teachers using the same desks used by the Day Session teachers.
This situation has undoubtedly contributed to what one of the col-
lege presidents calls “the brief case professor”.
Every full-time staff member should have sufficient space for his
desk, at least one filing cabinet, a set of book shelves, one or two
extra chairs for conferees, and a telephone extension. A minimum
would be 80 square feet per staff member, and 110 square feet per
staff member would be desirable. In order to have even a small
degree of privacy, not more than two staff members should be
assigned to a room. Better office provision and more individual
offices are later recommended.
In 1955, the Regents of the University of California and the Cali-
fornia State Board of Education‘, which then had the responsibility
for the California State Colleges, approved 110 square feet for aca-
demic offices in the State Colleges and from 120-160 square feet of
floor space per staff member in the University of California. The
reason for this difference was the fact that the University of Cali-
fornia has the main responsibility for research in the publicly sup-
ported institutions in the State.
4 “A Re-Study of the Needs of Californiain Higher Education”, California State
Department of Education, Sacramento, 1955. p. 348.
300 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
The Survey Staff wishes to single out new Shuster Hall on the
Bronx campus of Hunter College as an example of adequate office
space for the teaching staff. The long-range building program of the
City University system would do well to include faculty offices some-
what similar to those provided in Shuster Hall.
The tabulation included below shows the average office area
provided for full-time staff members in the institutions answering
the question. City College is not included because the opening of a
new building there materially changes faculty office provisions. It
will be noted that, for the five reporting, only one met the minimum
proposed standard of 80 square feet, and that none met the desir-
able standard of 110 square feet.
Square Feet per Square Feet per
College Staff Member College Staff Member
Brooklyn 41 Bronx 51
Queens 96 Queensborough .. 49
Staten Island 73
Average: 64
The extent to which staff members share offices is shown in the
tabulation which follows. For example, in Brooklyn College, 21
staff members who are department chairmen have individual offices,
67 other staff members share offices with two other Professors, and
176 share offices with at least four others.
Number of Instructors per Room
Institution 1 2 3 4 5 more than 5
Brooklyn 21 22 67 92 90 176
Queens . . 105 78 78 36 25 75
Staten Island 2 12 6 _— _— 17
Bronx . 13 — — 4 _ 70
Queensborough —|—-— 30 — | = 37
The Survey Staff believes strongly that the lack of adequate offices
for the teaching staff in the City University is one of the major
shortages of physical facilities in the University.
THE PHYSICAL PLANT AND NEEDED EXPANSION 301
PROCEDURES AND RESPONSIBILITIES IN MEETING PHYSICAL
PLANT REQUIREMENTS
Since the physical plant of a college is an educational tool, its
requirements and initial planning should begin with the educational
staff. When an institution has been authorized by the proper author-
ity to offer a given educational program, and if satisfactory facilities
are not already available, then the head of the institution should
organize a planning committee to prepare a bill of particulars of
space requirements. On this committee should be the head of the
department or departments concerned and a representative of the
Architectural and Engineering Unit of the City University.
This committee would visit facilities in other institutions, analyze
their own proposed offering in this area, consider the number of
students to be served at the different undergraduate and graduate
levels, consider the number of teachers to be employed, consider
whether the department will have its own departmental library or
use the general library, and consider many other factors bearing on
the plant requirements of the department. The culmination of the
planning committee’s studies will be educational specifications, or a
detailed list of space requirements and recommendations. This docu-
ment should then go through channels to the Board of Higher Edu-
cation f-r approval. It should be noted here that some of the colleges
follow essentially the steps indicated above and do bring the Archi-
tectural and Engineering Unit in early in the development of a
new project.
Preparation of Drawings
Continuing with the foregoing example, when the Board of Higher
Education has reviewed, caused to be revised if necessary, and
approved the educational specification and the committee’s recom-
mendation, the document should go to the Architectural and Engin-
eering Unit. This unit should then prepare contracts with project
architects for the preparation of preliminary sketches incorporating the
Board’s approved space requirements. From this point on, lines of
communication should be kept open among the Architectural and
Engineering Unit, the project architect, the planning committee, and
college administration. This is probably the most important phase of
the entire process of planning, designing, and constructing an edu-
cational building.
When preliminary sketches have been prepared and agreed upon
(and many compromises will have been made by all parties involved),
302 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
the sketches should go to the Board for consideration and approval.
When sketches have been approved and planning money made avail-
able, the Board should instruct the Architectural and Engineering
Unit to arrange with a project architect for the preparation of pre-
liminary drawings. At the preliminary-drawing stage, ample time
should be allowed for conferences of project architects, the Archi-
tectural and Engineering Unit, and the planning committee and
administrative officers of the college before the project architect
proceeds with final working drawings and specifications under the
direction of the Architectural and Engineering Unit.
Time Lapse
From the preliminary studies of the educational planning com-
mittee to the occupancy of the building is a long and involved pro-
cess. Because of all of the different agencies involved in public
college construction in New York City, the time lapse is often seven
or more years from the initial project approval of the Board and the
completion of the building. Table 61 shows time lapse on three
projects. Even with the most careful planning, it is often necessary
to make changes in design before completion because of the program
changes which may occur during this long time lag. Moreover, with
the continued rise in building costs since World War II, these delays
have increased the total cost of a project by about five per cent per
year.
Although the planning committee and administration officials
should be allowed ample time for their functional studies of need,
they should be expected to meet deadlines in presenting their edu-
cational specifications and space requirements.
Specific schedules should be established for the various ‘steps re-
quired for review and approval, and the time lapse between these
steps should be reduced to an absolute minimum. For large projects,
it probably is necessary to allow the project architects a year be-
tween starting preliminary sketches and award of construction con-
tracts. It is also probably necessary to allow about 18 months from
award of construction contracts to readiness for occupancy.
Some reduction could be effected in total time lapse by providing
additional needed staff and some reorganization in the Architectural
and Engineering Unit. This is the key unit and hub of the entire
process of planning, designing, and constructing physical facilities.
This unit must coordinate the ideas, recommendations, approvals, and
services of the departments, the colleges, the Board of Higher Edu-
cation, other City agencies, the project architects and engineers, the
THE PHYSICAL PLANT AND NEEDED EXPANSION 303
Table 61
CHRONOLOGY OF THREE TYPICAL BUILDING PROJECTS
IN THE CITY UNIVERSITY
] Hunter—Library | City—New
Queens— Classrooms Technology
Official Actions Academic #1] Administration Bldg. Building
Appeared in BHE Minutes .......... 5/16/55 5/19/52 5/18/53
Approved by City Planning
Commission ..........sccsssecseceeseeseeeeeee 11/1/56 10/31/54 10/81/54
(1955 budget)
First Capital Budget appearance 1957 1955 1955
Architectural contract referral—
Board of Estimate ........... 5/9/57 5/12/55 3/24/55
Architectural contract approved—
Board of Estimate ............e 6/27/57 6/23/55 5/12/55
Approval of preliminary—BHE .. 2/17/58
Approval of preliminary—
Board of Estimate ...........0 5/8/58 6/28/56 6/28/56
Approval of finals—BHE ............ 5/18/59) 4/22/57 9/22/58
Approval of finals—
Board of Estimate ..........s008 11/12/59 10/24/57 9/22/58
Award of contracts wo. 3/16/60) 1/2/58 3/18/59
Occupancy .. |Expected 1961 Fall, 1959 Spring, 1962
Total elapsed time .. 6 years 7 years 9 years
eeenaies |
Source: Architectural and Engineering Unit of the City University.
general and special contractors, and the equipment and furniture
manufacturers and suppliers. As of now—1962—this unit is greatly
understaffed. Of the 78 authorized lines, 26 or exactly one-third are
now vacant, chiefly because of inadequate salaries.
In this connection, it should be noted that in order to expedite
the construction program for The State University of New York, the
1962 session of the New York State Legislature created the State
University construction fund. The purposes of that action as taken
from the legislation are:
To assure that the academic buildings, dormitories and other facilities re-
quired by the state university of New York are ready for instruction purposes
when needed and when scheduled under the master plan, the legislature
hereby finds and declares that there should be created as a public benefit
corporation a fund which could receive and administer moneys available for
state university construction, acquisition, reconstruction, rehabilitation and
improvement and whose single purpose would be the timely provision of
such facilities in accordance with the approved master plan.
304 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
Reporting Plant Data
A uniform property accounting system should be set up and each
institution (campus) of the University should inventory its plant
and report annually to the central office. This inventory should give
a complete record of each building, giving sizes and uses of every
room, equipment and furniture, date and cost of construction, and
condition. Of course, most of these data remain constant from year
to year, but annual reports should show changes if any. The Survey
Staff later recommends that building areas be calculated and re-
corded as per the formula prepared by the American Standards
Association.
NEEDED EXPANSION OF PHYSICAL FACILITIES
The large number of public and non-public secondary schools
turning out ever increasing numbers of graduates, the wide choice
students have in the selection of colleges, Board of Higher Education
policy on admissions, and renewed emphasis on college education,
combine to make estimates for future enrollments in the City Uni-
versity very difficult. On the other hand, in order to make plans
for the future, such projections must be made.
Senior College Enrollment
Enrollment history of these institutions is of limited value in
estimating future enrollments because, as noted elsewhere in this
report, enrollments have been controlled by changes in admission
requirements. For example, the matriculant Day Session enroll-
ment in the City University Senior Colleges increased from 26,496
in 1954 to 28,248 in 1959 and in the next two years, there was an
increase of nearly 4,000, or more than twice that in the preceding
five years.
Chapter V of this report contains considerable analysis of future
admissions, and from these data tentative estimates can be made as
to future enrollments. In 1952 the matriculant Day Session enroll-
ment in the Senior Colleges was 3.2 times the admissions to this
program that year. During the next seven years the ratio of enroll-
ments to new admissions increased to 4.0 times the admissions. It is
reasonable to assume that this increase was largely due to the in-
crease in transfer students entering the upper classes of the Senior
Colleges, and that this ratio of 4 to 1 will continue. This is based
on the assumption that transfers will offset attrition.
THE PHYSICAL PLANT AND NEEDED EXPANSION 305
Chapter V estimates the new baccalaureate Day Session matricu-
lants at 10,080 in 1965; 12,848 in 1970; and 16,373 in 1975. If the
current ratio of 4 to 1 of enrollments to admissions continues, the
approximate Day Session enrollments in the Senior Colleges would be
as follows:
Year Enrollment
1965 40,300
1970 51,400
1975 65,500
Column 12 in Table 60 of this chapter shows that on the basis of
the utilization standards recommended in this chapter, the six Senior
College campuses in the Fall 1961 had a capacity for approximately
31,000 Day Session students. Table 56 shows, as of March, 1962,
that 112 classrooms and 79 laboratories were under construction on
the Senior College campuses. By applying utilization standards as
used in estimating capacity of existing facilities, these classrooms and
laboratories under construction will, when completed, accommodate
about 3,000 more students. This added to the 1961 capacity of 31,000
gives a Senior College capacity in the Day Session of 34,000 when the
additional facilities mentioned above are ready for occupancy.
Additional Day Session Senior College Capacity Needed
The foregoing estimates result in the following figures:
Capacity Capacity> Additional Capacity
By Needed Available Required
1965 40,300 34,000 6,300
1970 51,400 34,000 17,400
1975 65,500 34,000 31,500
Were this a study covering a large geographic area such as a state,
effort would be made to show how the expected increases would be
distributed among existing institutions and recommended new
ones. However, the compactness of the New York City area
and its various kinds of transportation make most of the institutions
accessible from all parts of the City. For that reason, there seems
no valid way of determining in advance how these increases in en-
rollment may distribute themselves. Moreover, the location of such
new institutions—both senior and community—as may be required
will be determined largely by transportation facilities and availability
5 Includes facilities in advanced stages of construction in March, 1962.
306 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
of land. As evidence of the accessibility of the Senior College cam-
puses to students in the different boroughs, Table 62 which shows
the borough of residence of students enrolled in Day Sessions of the
Senior Colleges in the Fall 1959 is included here. Attention is called
to the following in this table:
(1) City College (both uptown and downtown )—draws more stu-
dents from the Bronx and from Brooklyn than from Manhattan, the
borough of location; also City College (downtown) draws heavily
from Queens.
(2) Hunter (Park) draws about equal numbers of students from
Manhattan, (its borough of location) Bronx, Brooklyn, and Queens.
(3) Hunter (Bronx) draws more students from Manhattan than the
Bronx, the borough of location.
Table 62
BOROUGH OF RESIDENCE OF DAY SESSION STUDENTS
AT EACH SENIOR COLLEGE CAMPUS IN THE FALL 1959
Borough
College Mea- |Wan- Rich-
Sure | hattan | Rronx | Brooklyn | Queens | mond | Other | Total
City No. 1,247 | 3,156 2,583 711 35 67 1,799
(uptown) * % 16.0 40.5 33.1 9.1 0.4 0.9 100
T
City No. 305 559 806 522 22 7 2,221
(downtown)| % 13.7 25.2 36.3 23.5 1.0 0.3 100
Hunter No. 702 659 610 735 83 | 246 3,035
(Park) % 23.2 21.7 20.1 24.2 2.7 8.1 100
Hunter No. | 1,234 1,146 298 273 2 97 3,050
(Bronx) % 40.4 37.6 9.8 8.9 0.1 3.2 100
——_} ——_;
Brooklyn No. 253 59 1,754 270 26 66 8,428**
(Liberal % 3.0 0.7 92.0 3.2 0.3 0.8 100
Arts and
Science)
Queens No. 56 189 154 | 3,752 1 | 321 4,473
% 1.3 4.2 3.4 83.9 — 1.2 100
= —<—<—$—=+ + — =
No. | 3,797 | 5,768 | 12,205 {6,263 | 169 | 804 | 29,006
Total % 13.1 19.9 42.0 21.6 0.6 2.8 100
Source: Bureau of Administrative Research of the City University.
* Based on Fall 1957 figures as modified by current sampling.
** Includes 145 duplicates.
THE PHYSICAL PLANT AND NEEDED EXPANSION 307
(4) Both Brooklyn and Queens get most of their students from their
boroughs of location.
The foregoing capacity needs are based on baccalaureate Day
Sessions. As has been pointed out in the utilization study, additional
capacity is not required for the Schools of General Studies or adult
education which as recommended elsewhere in this report is to be
gradually shifted to other agencies in the City. The same also applies
as of 1961-62 to the Graduate Division, which in 1960 had only three
per cent of its enrollment as full-time students. However, with the
extension of the graduate program through the doctorate and the
recommendation in the chapter on graduate education that the ad-
vanced program be designed primarily for full-time students, this will
no longer apply. If the colleges are provided with sufficient facilities
for their undergraduate Day Session and full-time graduate enroll-
ments, these facilities will be more than ample for the late afternoon
and evening purposes, except for the Baruch School.
Community College Enrollment
In the Fall of 1961, a total of 2,293 Day Session matriculants were
enrolled in three Community Colleges under the Board of Higher
Education and 3,879 were enrolled in the Fashion Institute and the
New York City Community College, or a total of 6,172. The new
admissions to all five of these Community Colleges in 1961 were
3,896, and the total Community College Day Session admissions were
1.58 times the total admissions for that year. As the Community
College programs are improved, and as better and more adequate
facilities become available, it is assumed that this ratio will increase
to enrollments of 1.8 times the admissions.
In connection with Community College capacity in the City, it
should be noted that land has been acquired and money appropriated
to increase the Day Session capacity of the New York City Community
College from 2,650 to 4,750 and the Evening Session capacity from
6,000 to 12,000. Working drawings for this construction are now
ready, and it is expected that the construction will be com-
pleted, ready for occupancy, in 1965. The present estimated cost
is $14 million.
Space Needs for the Graduate Program
It is estimated that by 1975 there will be 12,000 full-time-equivalent
first-year graduate students. It is further estimated that, of that num-
ber, 4,000 will be full-time Day Session students. For these, 200 gross
308 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
square feet has been used as a basis for ascertaining the space needs
of these full-time students. By 1975 it is estimated that the advanced
graduate students would number 3,000 full-time-equivalent; and of
that number, two-thirds, or 2,000, would be full-time Day Session
students. For these advanced students 275 gross square feet of space
has been used.
Combining the two above figures gives a total of 1,350,000 gross
square feet of floor space. Applying the $30 per gross square foot,
used elsewhere in this chapter, to that gives $40,500,000 for the
graduate program up to 1975. Taking into account building projects
now approved and the time required to get the graduate program
fully launched, the following distribution is used in the summary
table which appears later in this chapter:
In Millions
Before 1965 $5
1965-1970 $10
1970-1975 $25.5
$40.5
Chapter V of this report makes the following estimates pertaining
to new Day Session admissions in the Community Colleges:
Under Board Other City
of Higher Community
By Education Colleges
1965 1,860 3,900
1970 4,900 4,335
1975 7,610 4,780
If the 1.8 ratio is applied to these estimated admissions, the approxi-
mate Day Session enrollments in the Community Colleges without
taking into account the recommendation in Chapter VII that the
associate degree curricula in the Schools of General Studies be trans-
ferred to the Community Colleges will be as follows:
Under Board Other City
of Higher Community
By Education Colleges Total
1965 3,350 7,020 10,370
1970 8,820 7,800 16,620
1975 13,700 8,600 22,300
THE PHYSICAL PLANT AND NEEDED EXPANSION 309
Additional Community College Capacity Needed
There are now “in the works” remodeling and planned construction
to provide about 7,000 Day Session capacity for the Community Col-
leges under the Board of Higher Education, and it is assumed the
other two Community Colleges in 1962 have a combined Day Session
capacity of about 4,000 making a total Community College plant
capacity of about 11,000. However, as shown earlier in this chapter
the New York City Community College has an approved project
which will add 2,100 Day Session capacity in 1965.
In addition, and as noted above, it is recommended in Chapter VII
that associate degree curricula in the Schools of General Studies be
transferred to the Community Colleges when physical facilities are
available. In the figures which follow, it is assumed this will occur
between 1965 and 1970. This full-time-equivalent of the matriculated
students in the associate degree programs in the Schools of General
Studies was 3,804 in 1960-61. In Chapter V it is estimated that new
admissions in the associate degree curricula in the Schools of General
Studies in the Senior Colleges will increase over the number in 1960
by 1,300 in 1970, and 2,675 in 1975.
If the 1.8 ratio of admissions to Day Session enrollments in the
Community Colleges is applied to the above figures, then the in-
creased enrollment in these curricula would be 2,340 by 1970, and
4,800 by 1975. These, added to the 3,800 full-time-equivalents in these
curricula in 1960-61, give 6,140 in 1970 and 8,600 in 1975. These,
added to the 16,620 and the 22,300 enrollments given in the tabulation
above, give the totals shown below.
Although all of these associate degree students in the Schools of
General Studies, may not transfer to the Day Session of the Commun-
ity Colleges, it is assumed that most will prefer Day Session attend-
ance rather than late afternoon and evening, as is now done. It is
further believed that whatever loss there may be in this transfer will
be offset by the pressures to adjust the admission requirements in the
Community Colleges to permit a larger proportion of the City’s high
school graduates to qualify, as recommended in Chapter VIII.
In the light of the foregoing, the estimated needs of the Board's
Community Colleges are:
310 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
Approximate
Capacity Additional
Capacity Available® Capacity
By Needed (5 Com. Col.) Required
1965 10,370 13,100 none
1970 22,760 13,100 9,600
1975 30,900 13,100 17,800
MULTIPLE CAMPUS ORGANIZATION
UNDER A SINGLE ADMINISTRATION
As the City University is now organized, two of the Senior Colleges—
City and Hunter—have branch campuses at other locations. City
College, located at Convent Avenue and 139 Street in Manhattan, has
administrative responsibilities for Bernard M. Baruch School of Busi-
ness and Public Administration, located at 23 Street and Lexington
Avenue in Manhattan. Hunter College, located at 695 Park Avenue,
likewise has administrative responsibilities for Hunter College in the
Bronx, a co-educational campus, located at Bedford Park Boulevard in
the Bronx. The question here is whether this same arrangement
should continue. Involved in this is the size of these two branch
operations, their potential of growth, and the administrative problems
involved in this kind of relationship.
Table 63 shows the relative enrollments exclusive of adult educa-
tion and other non-credit courses at the City College uptown campus
and the Baruch School and for both Hunter College campuses for the
Falls of 1960 and 1961. Earlier years are not included because de-
tailed divisions between the campuses are not available. As shown in
Table 63 the Baruch School had total enrollments in both the Falls of
1960 and 1961 of more than 12,000 as compared with more than 17,000
in each of the years in City College uptown. Further observation of this
table shows that the major part of the enrollments in the Baruch
School is in the School of General Studies. Hunter College in the
Bronx had no School of General Studies in the Fall of 1960. Its total
enrollment in the Fall of 1961 was approximately 40 per cent of that
of the Park Avenue campus. On the other hand, the enrollment in
the undergraduate Day Session on the Bronx campus exceeds that of
the Park Avenue campus in both years.
So far as the Survey Staff knows there is no objective way with
which to determine just how large and under what circumstances a
campus should have its own administration. Separation of a branch
® To be available when the facilities now being planned are ready for use.
THE PHYSICAL PLANT AND NEEDED EXPANSION 311
campus from its parent campus involves a series of problems, such as:
administrative staffing; distribution of instructional staff between the
two, both with respect to rank and number; library services; and the
impact of the separation on the program offerings at each and on the
student body.
Also involved indirectly in this particular situation is the recom-
mendation in Chapter IX that a central facility, easily accessible
from all parts of the City, be provided for the advanced graduate
program. A glance at Table 62 in this chapter shows that no other
of the Senior College campuses draws as uniformly from the four
most populous boroughs as Hunter (Park). Furthermore, as shown
in Table 60 of this chapter, the Hunter (Park) campus has unused
capacity. The suggestion that the Hunter administrative staff might
be transferred to the Bronx campus, and that the Hunter (Park)
campus house a somewhat smaller Day Session enrollment than at
present, either as a branch of the Bronx campus or with its own
identity, in addition to serving as a central graduate facility, seems
to warrant further consideration and study.
Because of the complexity of these and closely related problems,
it appears that the most appropriate recommendation is one which
provides that the Administrative Council develop criteria for the
separation of campuses and the specific steps by which that would be
Table 63
ENROLLMENT BY CENTERS
CITY AND HUNTER COLLEGES
FALL 1960 and 1961
Undergraduate Schools of Graduate i
Day Session General Studies Division Total
College
1960 1961 1 1960 1961 1960 | 1961 1960 1961
City College
Uptown
Baruch
8,290] 8,546] 5,957 5,996 |3,134| 3,334 |17,381| 17,876
2,195] 2,316] 8,089 7,516 |2,144| 2,208 |12,428] 12,040
Total—City College {10,485 |10,862 [14,046 13,512 |5,278| 5,542 |29,809| 29,916
Hunter College
Park Avenue .. | 3,321] 3,421] 7,483 7,786 |1,425) 1,574 |12,229| 12,781
Bronx... 8,552] 3,653) * 1,217] —| —)} 3,552] 4,870
Total—
Hunter College .. | 6,873] 7,074 | 7,483 9,008 |1,425] 1,574 [15,781] 17,651
Source: Data supplied by the Office of Information Services of the City University.
* No School of General Studies in 1960.
312 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
achieved; and, in the light of these, make appropriate recommenda-
tions to the Board of Higher Education regarding present branch
campuses.
ESTIMATED COST OF PHYSICAL FACILITIES
REQUIRED BY 1975
To Increase Plant Capacities
The following cost estimates for complete new plant facilities are
based on 150 square feet of gross building area per undergraduate
Day Session Senior College student, and 120 square fee per Day
Session Community College student; and $30 per square foot for
building, equipment, furniture, fees, and administrative expense.
(This figure supplied by the Architectural and Engineering Unit of
the City University.) These cost estimates which are exclusive of the
cost of land and site clearance and development mean a per student
cost of $4,500 for Senior Colleges and $3,600 for Community Colleges.
The cost estimates for capacity increase up to 1975 are shown in
Table 64.
Table 64
ESTIMATED COST OF ADDITIONAL UNDERGRADUATE
DAY SESSION STUDENT CAPACITY IN
THE CITY UNIVERSITY BY 1975
Additional Students Estimated Plant Cost
to be Accommodated (to nearest million)
Period
Senior Community Senior Community
College College Total College = College Total
Before 1965 .... 6,300 —_— 6,300 $ 28 _— $ 28
1965-1970 .... 11,100 9,700 20,800 50 $35 85
1970-1975 oo... 14,100 8,100 22,200 63 29 92
PLOtall Muesrrsrsrnresssre 31,500 17,800 49,300 $141 $64 $205
Source: From data in preceding pages.
Note: These figures are based on the estimated enrollments as developed from Chapter V
and 150 gross square feet per Senior College student and 120 gross square feet in
the Community Colleges, each multiplied by $30 per square foot for building and
equipment (land not included).
For Replacement: Table 65 shows the buildings that should be re-
placed before 1965, 1970, and 1975 with the gross area of each.
THE PHYSICAL PLANT AND NEEDED EXPANSION 313
Table 65
CITY UNIVERSITY BUILDINGS TO BE REPLACED BY 1975
Square Feet to be Replaced
Campus and Buildings
Before 1965 | 1965-1970 | 1970-1975 Total
City College, uptown
Brett ...cesesssssssessssesseesseseseseseseeses 11,295
Goldmark Wing ............:cccee 13,850
Queens College
Building Q ccc 24,600
E Annex «| 4,680
Building A 12,584
B .. 12,584
G.. 15,585
29,440
29,840
45,000
4 0) 7.) 81,328 78,180 45,000
Estimated Cost .......ccccsceseeees $2.5 $3.2 $2.3 $8.
(in millions)
Summary of Estimated Plant Costs: Table 66 indicates an estimate of
$268.5 million needed for expansion, replacement, remodeling, re-
habilitation and renovation of physical facilities by 1975, in addition
to the $129.2 million included in the current capital budget.
Table 66
SUMMARY OF PHYSICAL PLANT COST ESTIMATES
FOR THE CITY UNIVERSITY TO 1975*
(in millions of dollars)
Estimated Cost
Before 1965 1965-1970 1970-1975 Total
Purpose
To increase capacity:
Senior Colleges $ 28.0 $ 50.0 $ 63.0 $141.0
Community Colleges wee _— 35.0 29.0 64.0
For replacement ........ccccccscseeeeeseee 2.5 3.2 2.3 8.0
For remodeling and rehabilitation .. 4.0 5.5 5.5 15.0
Graduate Program:
First-year students
Advanced students |... 5.0 10.0 25.5 40.5
4 Xo) | Cnn 39.5 103.7 125.3 268.5
Projects already in capital budget .. 129.2 129.2
Overall total 0... 168.7 397.7
* Land costs are not included because of the wide variation of prices in different parts of
the City.
314 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
RECOMMENDATIONS
In view of the information included in this chapter, as well as that
in other chapters in the report, it is recommended that:
1. Inasmuch as the rented space now used by the Day Sessions of
the colleges is generally unsatisfactory and inconvenient, it be replaced
with equivalent University-owned facilities.
2. The standard utilization of classrooms in both the Senior and
Community Colleges average not less than 30 scheduled hours between
8:00 A.M. and 5:00 P.M. in a five-day week, with class enrollments
after the first month of the term averaging 75 per cent of the room
capacity while in use.
3. The standard utilization of teaching laboratories in both the
Senior and Community Colleges average not less than 20 scheduled
hours between 8:00 A.M. and 5:00 P.M. in a five-day week, with class
enrollment after the first month of the term averaging 75 per cent of
the laboratory capacity while in use.
Table 57 in this chapter shows that City College (uptown) had a
30-hour use of classrooms and a 20-hour use of laboratories, between
9:00 A.M. and 5:00 P.M. Had the 8:00 A.M. hour been included, City
College is now exceeding the room use recommended in 2 and 3
above. Brooklyn and Queens Colleges, as will be seen from this table,
had 27 and 28 hour use of classrooms, respectively, within the 9:00
A.M. to 5:00 P.M. period. Since both these colleges make considerable
use of the 8:00 A.M. hour, their use between 8:00 A.M. and 5:00
P.M. approximates the room use recommended in 2 and 3 above.
4. There be continuous study under the direction of the central
administrative staff of the suggestions for better plant use as found
in Chapter XII, as well as others, for the purpose of determining and
maintaining the maximum plant use—both room and student-station
—consistent with the quality program of higher education in the
University.
5. In the planning of future buildings, flexibility of room capacity
be provided by means of non-bearing partition walls; and thus permit
larger class sections, as recommended in Chapter X; furthermore, that
in the present buildings, where feasible and as needed, larger room
capacities be provided.
6. Because of the heavy cost of the physical facilities in the Uni-
versity and the consequent necessity of making maximum use of them,
the colleges be encouraged to continue their semi-annual review of
instructional room utilization.
7. The present extremely poor office provisions—in space, equip-
ment and telephone services—for the teaching staff be improved as
THE PHYSICAL PLANT AND NEEDED EXPANSION 315
rapidly as possible in the present buildings where inadequate, to
achieve these three objectives:
(a) a minimum of 80 square feet per full-time staff member;
(b) an individual office for full-time staff members with profes-
sorial rank;
(c) adequate telephone services.
Furthermore, that in the planning of new instructional buildings,
attention be given to these objectives.
As an example of adequate office facilities, Shuster Hall, on the
Bronx campus of Hunter College, is cited in the body of the chapter.
In view of the office accommodations in most of the colleges, it is not
surprising that one college president refers to the faculty as the “brief
case professors.”
It should be noted here that the above minimum recommendation
of 80 square feet of office space per full-time staff member is con-
siderably below the standard in The State University of New York.
This standard provides for 120 square feet of floor space per staff
member, and 240 square feet of floor space for each department head.
8. Steps be taken to reduce the lapsed time between authorization
of a building project and its occupancy, now about seven years, by
reducing the time allowed the individual colleges for submission of
detailed space requirements and by increasing the staff of the Archi-
tectural and Engineering Unit, and by other means of expediting the
building process.
As pointed out in the text of this chapter, these long delays have
had two bad effects, other than having to wait so long for the facilities;
namely, with rising building costs since World War II, each year’s
delay has added about 5 per cent to the cost; and secondly, the long
period brings many change orders because of program changes, all of
which add to the total cost.
9. There be developed a uniform property accounting system, and
duplicate plant inventory records kept up to date in the Architectural
and Engineering Unit and at the individual colleges; furthermore, that
the formula prepared by the American Standards Association be used
in calculating building areas.
10. In view of the close relationships between a branch campus
and its parent campus, such as now exist between Hunter (Park) and
Hunter (Bronx), and City (uptown) and City (downtown), and the
problems inherent in their separation, plus the further fact that as the
City University develops there will undoubtedly be other branch
campuses:
316 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
The Board of Higher Education authorize the Administrative Coun-
cil to develop criteria for the relationships of such campuses; and in
the light of these make appropriate recommendations to the Board
of Higher Education through the Chancellor as to whether present
branch campuses should continue or be separated, and the conditions
under which the latter might be achieved if so recommended.
11. By 1975, the capacities of the Senior Colleges be increased to
accommodate 31,500 additional baccalaureate Day Session students
at an estimated cost of $141 million; some of which capacity can be
provided by expansion of facilities on the existing campuses.
Within recent years there has been much discussion on the maxi-
mum size of a college or university campus. Undoubtedly there is a
point beyond which the institution becomes unwieldy and the quality
of instruction suffers. There is no way, so far as the Survey Staff
knows, of determining this point through the use of the factual data at
hand. Such being the case, it becomes a matter of judgment. In the
California Master Plan, it was recommended and approved by the
governing boards that the minimum, optimum and maximum full-time
enrollments for a campus of the University of California were 5,000,
12,000 and 27,500, respectively; and for state colleges in metropolitan
areas, 5,000, 10,000 and 20,000, respectively. On the basis of these
figures, there is considerable leeway in the present Senior Colleges.
Information at hand would not permit a definitive determination of
the number of these additional students who could be accommodated
on existing campuses. To do this requires some policy decisions, such
as: maximum number of stories for future buildings; maximum en-
rollments for a given campus; and the like, which can be applied
throughout the University. It is suggested that the Board of Higher
Education ask the Administrative Council to make such a study, and
recommend to the Board the maximum capacity of existing campuses.
The additional number of students to be accommodated at new cen-
ters will then be the difference between the estimated total enroll-
ment and the desirable maximum capacity of existing campuses.
At present, each borough in the City has a Senior College campus
except Richmond. Estimates at hand are by 1975, the Borough of
Richmond will have a population increase of nearly 50 per cent. High
school graduates in Richmond are estimated to increase from 2,108 in
1961 to 3,450 in 1964, or 66 per cent. The completion of the Verrazano
Bridge, connecting Richmond and Brooklyn, will undoubtedly greatly
accelerate growth, not only in total population, but in high school
5 A Master Plan for Higher Education in California, 1960-1975. (California State
Department of Education, 1960), p. 9.
THE PHYSICAL PLANT AND NEEDED EXPANSION 317
graduates as well in Richmond. In view of the foregoing, it is recom-
mended that:
12. Very shortly, the Board of Higher Education initiate a detailed
study of the need for a Senior College to serve the Borough of Rich-
mond, and that as a part of that study consideration be given to the
feasibility of developing a Senior College on the same or adjoining
site of the Staten Island Community College, and thus permit joint
use of certain common facilities, such as auditorium and gymnasium.
13. Other similar detailed studies be initiated by the Board of
Higher Education in other boroughs since evidence indicates the
need of either new Senior or Community Colleges, or both, to care
for the increasing enrollments in the City University.
14. By 1975, the capacities of Community Colleges in the City
University be increased to accommodate 17,800 additional Day Session
students, other than those to be accommodated in the remodeled
Bronx and the completed Staten Island and Queensborough plants,
at an estimated cost of $64 million. In addition to the remodeled
Bronx plant and the completion of the Staten Island and Queens-
borough plants, it will be necessary to establish some new Community
College centers at suitable locations to serve the City. In so doing,
the following general criteria, based on the assumption that the col-
lege will include both transfer and terminal offerings, will be useful
in that determination:
(a) Are there other Community Colleges readily accessible?
(b) Is there a local industrial need for graduates of terminal
career courses?
(c) Is there an educational need for the transfer-type curriculum
as indicated by the number of high school graduates?
(d) What are the growth estimates in both total population and
high school graduates?
(e) Are conveniently located land and facilities available, having
in mind transportation and student convenience?
({) What effect would the establishment of a new Community
College have on local institutions of higher education?
(g) What is the attitude of State and local officials as to the need
for a Community College to serve the area under consideration?
Attention is called to the fact that the above number of additional
Community College students to be accommodated by 1975 is based on
the recommendation in Chapter VIII, that the Community Colleges
be expanded to care for a total enrollment equal “to one-third or
more” of the City’s high school graduates, both public and private.
The figure used here is actually based on one-third of those estimated
318 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
graduates in 1975. There is a further recommendation in Chapter VIII
which states, “Admissions standards to Community Colleges be ad-
justed as rapidly and steadily as possible toward the ultimate objective
of using only high school graduation and the capability of improve-
ment in the Community College program.”
That goal, when achieved, will obviously greatly increase Com-
munity College enrollments beyond those on which the above recom-
mendation is based.
What is needed in locating new Senior and Community College
centers are detailed studies similar to those done prior to the establish-
ment of the Bronx and Queensborough Community Colleges. These
were done by the Bureau of Administrative Research in 1957 and
1958, and contain 87 and 132 pages, respectively.
15. By 1975, physical facilities for an estimated 4,000 full-time
Day Session first-year graduate students and 2,000 full-time Day Ses-
sion advanced graduate students be provided at appropriate locations,
at an estimated cost of $5 million before 1965, $10 million between
1965 and 1970, and $25.5 million between 1970 and 1975; or a total
of $40.5 million.
It should be noted here that the above recommendation is based on
the estimated number of full-time Day Session graduate students.
These figures are based on estimates that by 1975 there would be
12,000 full-time-equivalent first-year graduate students and 3,000
full-time-equivalent advanced graduate students.
16. Brett Hall and the Goldmark Wing on the City College uptown
campus, and eight buildings on the Queens College campus, be re-
placed by 1975 and more adequate space be provided for activities
now carried on in those buildings, at an estimated cost of $8 million.
17. In order to provide for an extensive rehabilitation program,
particularly in the older buildings in City College downtown, and for
major remodeling to provide, among other things, better office facili-
ties, it is estimated that $15 million will be required by 1975; which
amount is less than eight-tenths of one per cent per year of the re-
placement cost of the present Senior College plant (34,000 capacity
x $4,500 = $153 million).
It should be noted here that in the foregoing cost estimates, no pro-
vision is made for changes in building costs, which have been rising
steadily since World War II.
18. In view of the action taken by the 1962 session of the New York
State Legislature in creating the State University construction fund to
expedite its building program, the Board of Higher Education seek
THE PHYSICAL PLANT AND NEEDED EXPANSION 319
to have similar steps taken to expedite the building program for the
City University.
SUMMARY STATEMENT
The foregoing pages include some 114 recommendations (not in-
cluding sub-heads), dealing with many facets of the City University
as it looks to the future. These cover the specific functions of the new
University, and the role within those functions of the Senior Colleges,
the Schools of General Studies, and the Community Colleges; admis-
sion requirements, which will substantially increase enrollments in both
the Senior and Community Colleges; extension of the graduate program
beyond the master’s degree; Day Session faculties, their salaries,
teaching load, tenure and pension provisions; the physical facilities,
their use and estimated cost necessary to house the student and educa-
tional programs contained in the report.
Building on the foundation of exceptionally high-quality under-
graduate education in the Senior Colleges extending over several
decades, these recommendations indicate the steps which the newly
created University should take to be included among the great publicly
supported institutions in the nation. To achieve this goal requires
adequate financial support, both from the City of New York and the
State of New York, and freedom on the part of the Board of Higher
Education to use such funds as are supplied in accordance with its
best judgment. Without these, no matter what recommendations are
made and approved by the Board of Higher Education, the City
University will fall short of the goal this great metropolis has a right
to expect. The Committee to Look to the Future rightfully concluded
that a full discussion of these two basic requirements—money and
freedom of action—did not properly belong in a long-range master
plan, but instead should be undertaken by a special committee of the
Board of Higher Education.
APPENDIX |
IMPLEMENTATION AS OF JANUARY, 1962
OF THE 1950 REPORT ENTITLED
PUBLIC HIGHER EDUCATION IN THE
CITY OF NEW YORK’
Since this is the most recent of the major studies of public higher
education in New York City, it seems appropriate to include this sum-
mary showing the general and related recommendations and their
disposition as of January, 1962. Accordingly, that information follows.
General Recommendations:
1. Establish two-year Commu-
nity College at Hunter Bronx
(3000).
2. Discontinue four-year Hunter
Bronx program.
Action Taken:
Alternate action taken.
Bronx Community College estab-
lished and Bronx High School of
Science building acquired—1958.
Bronx Community College opened
1959. Enrollment Fall 1961—1,072
(day).
Funds for site exploration and
study of future new campus in cap-
ital budget—1962.
Hunter Bronx made coeducational
in 1951. Enrollment Fall 1961—
3,653 (day).
Library, Classroom and Adminis-
tration building completed—1960.
New Cafeteria, Auditorium Dra-
matics building—planning money
in capital budget for 1962.
1 Donald P. Cottrell, Director, Public Higher Education in the City of New York.
Board of Higher Education. 535 East 80th Street, New York City; 1950/
320
APPENDIX I
General Recommendations (cont.)
3. Establish two-year Commu-
nity College in Brooklyn (3000).
4. Establish two-year technical
institution in Queens (3000).
5. Establish two-year Commu-
nity College in Queens.
6. Establish two-year Commu-
nity College in Richmond.
7. Increase facilities Hunter
Park Avenue for additional 500
students.
Board of Higher Education offices
and its agencies to relocate.
Consider use of Public School #76.
8. City College (uptown) should
acquire adjacent site for expansion
up to 13,000 students over 15 years.
321
Action Taken (cont.)
No Board of Higher Education ac-
tion. Present Community College
in Brooklyn is to expand enroll-
ment by approximately 3,100 ad-
ditional Day Session and 6,000
Evening Session students; new
building program to be completed
in 1965.
No action.
Queensborough Community Col-
lege opened September, 1960. New
technology building under con-
struction 1962. Enrollment Fall
1961—604 (day).
Staten Island Community College
opened in September, 1956. New
campus site acquired 1959; the
master plan for campus completed
December, 1960; preliminary plans
for buildings completed Novem-
ber, 1961. Enrollment Fall 1961—
617 (day).
No action. Facilities expanded on
Bronx campus.
Moved to 535 East 80th Street in
1958.
Requested City to assign this site
to Board of Higher Education for
construction of a new building. No
action taken by the City.
Manhattanville acquired in 1950;
new Library Building completed
in 1957; new Technology Building
to be completed in 1962; new Ad-
ministration Building under con-
struction, completion expected
Fall 1962.
322
General Recommendations (cont.)
9. City College (downtown)
should expand to provide for mini-
mum of 5,000 students.
10. Brooklyn College should ex-
pand to provide for minimum of
12,000 students.
11. Queens College should ex-
pand to provide for minimum of
5,000 students.
12. Building for Board of Higher
Education and its agencies.
LONG-RANGE PLAN
FOR THE CITY UNIVERSITY
Action Taken (cont.)
Plans and acquisition of site, new
Science Building; and plans for
new Physical Education Building
in capital budget—1962.
Acquisition of Children’s Court-
house building in 1958.
A new study of the changing situ-
ation with respect to availability
of adjoining properties and the
school’s future program authorized
in 1961. Enrollment Fall 1961—
2,316 (day).
Whitman Hall completed in 1954;
Library Extension completed in
1959; new Classroom Building un-
der construction, completion ex-
pected Spring 1963; new Academic
Building, site and plans 1961;
addition to Science Building; re-
quest for extension of site by ac-
quiring air rights over Long
Island Railroad—1962.
Enrollment Fall 1961—8,901 (day).
New Library completed in 1955;
new Health and Physical Educa-
tion Building in 1958; and new
Music and Arts Building in 1961;
new Academic Building #1 under
construction, completion expected
Fall 1962; new Cafeteria Building
under construction, completion ex-
pected Spring 1962; new aca-
demic Building #2, plans in capital
budget for 1962.
535 East 80th Street building ac-
quired for this purpose. Creation
of City University requires explo-
ration of additional space for cen-
tral functions.
APPENDIX I
Related Recommendations
and Considerations:
1. Hunter College (Bronx) to be
used as a two-year Community
College.
2. City College Day Session
liberal arts and science work to
be opened to women students.
3. Two-year Community Col-
leges not to be on same sites nor
same collegiate administration as
present Municipal Colleges.
4. Work in adult education to be
expanded.
5. Establish five-year degree
programs in following fields: so-
cial welfare administration, public
administration, labor-management
relations, limited aspects of clini-
cal psychology, nursing education,
and library work.
6. Anticipated overall increase
in full-time enrollment of four col-
leges, if above recommendations
were implemented, would be
about 12,500 students.
323
Action Taken:
Proposal rejected.
Approved, effective Fall 1951.
Staten Island, Bronx, and Queens-
borough Community Colleges on
separate sites.
Enrollment Fall 1950—16,194
‘ ” —1958—11,309
1961—10,940
Associate degree programs estab-
lished and expanded.
Yes — School of Social Work;
public administration;
clinical psychology;
nursing education;
library.
» »
Total full-time enrollment in four-
year colleges—Day Session:
Fall 1950—26,256
” 1958—27,781
” 1961—32,180?
2 In addition to the full-time enrollment in the undergraduate Day Sessions of
the Senior Colleges in the Fall of 1961 there were the following:
a) Full-time matriculants for the AA and AAS degrees totalling
866
(Degree authorized by Board of Regents, effective 1951)
b) A total of part-time matriculants in these two-year degree programs
in the Schools of General Studies of
7,337
c) A total of part-time matriculants for the baccalaureate degree in the
Schools of General Studies of
d) A total of graduate matriculants (full and part-time) of .
7,558
, 8,121
324 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
It should be noted that the estimated increase in enrollment in this
report was based on the admission standards of 1950, which ranged
from a high school average of 80 to 85 per cent (83 per cent for
Hunter and 85 per cent for women at Brooklyn and Queens), with
a composite score of 150-164. In 1961 the high school average for
all colleges was 85 per cent, with a composite score of 160-171. The
cut-off average for the Fall of 1962 will be 85 per cent with com-
posite score to be determined. The proposal in this report was based
on the expectation of increased classroom space and other facilities
which have not been realized to the extent necessary for the pro-
jected enrollments outlines in the report.
APPENDIX II
SOURCE TABLES FOR CHAPTER V
In the development of the enrollment projections as found in
Chapter V, 10 tables of source materials were used for the basic
tables found in that chapter. Rather than include these as a part
of that chapter it seemed better to put them in an appendix. Accord-
ingly, they are included here.
325
Table 67
COLLEGE ENTRANCE POPULATION (17-YEAR-OLDS) IN NEW YORK METROPOLITAN
AREA, BY COUNTY (BOROUGH) AND ETHNIC GROUPING FOR 1950 AND 1960
WITH FORECASTS FOR 1961, 1965, 1970, AND 1975
ee
Total White Non-White
Calendar Year Calendar Year Calendar Yeaor
s70% = 19 768°
1950° 1960° 19619° 1965¢* 1g70%* 1976¢* 1960° 1960° ipeiee 1s65e* 1e708¢ 1e76e* 1960 | 1960° | 196ie* | 1965e%
——— ee
New York State Metropolitan |
Statistical Area 110,113 150,485 142,503 183,384 186,457 203,345
99,796 | 184,718 126,830 161,627 160,230 | 172,302 10,317 | 15,767 | 15,673 | 21,757 26,227 31,048
New York City
(Five Boroughs) .
90,674 107,636 100,408 | 122,867 119,956 136,764 | 81,381 | 93,655 | 86,449 103,534) 96,560 109,043 | 9,298 | 13,981 | 13,959| 19,383 | 23,896 27,721
Bronx County ... oe 18,349 | 21,586 , 20,194 | 22,834 | 21,632 25,138 16,932 | 19,282 17,804 | 19,816 17,933 | 20,914 1,417
Kings County (Brooklyn) 33,802 | 38,888 | 36,073! 44,250 | 43,468 50,371 | 31,002| 33,895| 31,113| 37,387] 34,854/ 39,591 | 2,800
New York County
(Manhattan)
Queens County .
Richmond County
(Staten Is.) ..
2,304 | 2,390; 8,018, 3,699 4,224
4,993 | 4,960] 6,913! 8,614 10,780
16,689 | 20,819 | 21,664 | 25,245 | 14,118 | 13,087 12,184 14,545 | 14,436] 16,555 4,339! 4,614] 4,505/ 6,274 7,228 8,690
sate 30,359 | 28,629 | 31,258/ 16,988 | 24,062/ 22,058] 27,490) 25,091| 27,543 653 :1,928| 1,956| 2,869 3,588 3,715
3,438 | 4,605 | 4,563 4,752| 2,341 3,329 3,290 4,346 4,246 4,440 84 142 148 259 317 312
18,457 17,701
17,641 25,990
2,425 3,471
Four Suburban Counties .......... 19,439 | 42,849 42,095 60,517 | 66,501 | 66,581] 18,415 | 41,063/ 40,381] 58,093} 63,670} 63,259 1,024 1,786| 1,714) 2,424 2,831 3,322
Nassau County .....
Suffolk County
Rockland County
Westchester County
7,368 | 20,353 19,508 30,043 | 32,592 | 29,436] 7,148] 19,870] 19,045] 29,402) 31,854] 28,482 220 483 463 641 738 954
3,088 8,490 8,784 12,945 | 15,651] 17,889) 2,898 8,067 8,396| 12,378] 14,902] 16,988 190 423 388 567 749 901
1,098 1,790 1,863 2,833 3,014 3,314] 1,013 1,675 1,742 2,662 2,847 3,171 85 115 121 171 167 148
7,885 | 12,216 11,940 14,696) 15,244] 15,942} 7,356] 11,451] 11,198] 13,651] 14,067| 14,618 529 765 742) 1,045 1,177 1,824
1 1 _ i
batracted from U. 8. Census Reports for 1960 and 1960
** Projections based on Census Data
APPENDIX II 327
Table 68
NUMBER OF NEW YORK CITY TWELFTH GRADE
PUPILS (PUBLIC AND PRIVATE)
BY BOROUGH 1950-1960
Number by Borough
Year Manhattan Bronx Brooklyn Queens Richmond Totals
1950 (18,761) (11,277) (20,032) ( 9,906) (1,467) (56,443)
Public 9,675 8,759 17,287 9,300 1,202 46,223
Private 4,086 2,518 2,745 606 265 10,220
1951 (13,570) | (10,628) | (19,372) ( 9,577) | (1,835) | (54,477)
Public 9,434 8,164 16,535 8,896 1,076 44,105
Private 4,136 2,459 2,837 681 259 10,372
1952 (14,572) (12,153) (22,003) (11,171) | (1,821) (61,720)
Public 10,266 9,459 19,034 10,520 1,493 50,772
Private 4,306 2,694 2,969 651 328 10,948
1953 (12,208) | ( 9,777) | (19,195) (9,206) | (1,451) | (51,837)
Public 8,293 7,342 16,018 8,359 1,144 41,156
Private 3,915 2,435 3,177 847 307 10,681
1954 (13,066) (10,355) (20,644) (10,183) (1,517) | (55,765)
Public 8,799 7,710 17,071 9,164 1,186 43,930
Private 4,267 2,645 3,573 1,019 331 11,835
1955 (12,411) (10,624) (20,371) (10,273) (1,536) (55,215)
Public 8,563 7,696 16,553 9,215 1,154 43,181
Private 3,848 2,928 3,818 1,058 382 12,034
1956 (12,047) | (10,488) | (20,483) (10,607) | (1,659) | (55,234)
Public 8,001 7,514 16,293 9,541 1,199 42,548
Private 4,046 2,974 4,140 1,066 460 12,686
1957 (12,283) (11,203) (20,585) (11,993) | (1,674) (57,688)
Public 7,969 8,010 17,057 10,631 1,208 44,875
Private 4,264 3,193 3,528 1,362 466 12,813
1958 (12,479) (11,876) (22,983) (14,153) | (1,857) (63,348)
Public 8,128 8,570 18,831 12,356 1,339 49,224
Private 4,351 3,306 4,152 1,797 518 14,124
1959 (13,196) (18,574) | (27,205) (17,292) (3,432) (74,699)
Public 8,439 10,022 22,075 15,185 2,849 58,570
Private 4,757 3,552 5,130 2,107 583 16,129
1960 (18,063) | (12,862) | (25,579) (16,168) | (2,422) | (70,094)
Public 8,492 9,461 20,545 13,986 1,808 54,292
Private 4,571 3,401 5,034 2,182 614 15,802
1)
Source: Bureau of Educational Program Research and Statistics, New York City Board of
Education and Annual Reports of the Superintendent of Schools, New York City.
Note: The division between Whites and Non-whites was available only for the years 1969
and 1960 for the public schools. For those years, the Whites numbered 49,952 and
44,854; and the Non-whites were 8,618 and 9,438, respectively.
Table 69
NUMBER OF HIGH SCHOOL GRADUATES (PUBLIC AND PRIVATE) IN FOUR
NEW YORK SUBURBAN COUNTIES, 1950-1960
1950 1951
_|
Nassau County ( 5,388) ( 5,480)
Public 4,904 4,971
Private 484 459
Suffolk County ( 2,190) ( 2,206)
Public 1,964 1,976
Private 226 230
Rockland County ( 671) ( 626)
Public 650 611
Private 21 15
Westchester County! ( 6,284) ( 5,575)
Public 5,447 4,775
Private 837 800
Grand Total (14,533) (13,837)
Total Public 12,965 12,333
Total Private 1,568 1,504
1952
(5,844)
5,312
532
(2,342)
2,090
252
( 611)
597
14
(6,108)
5,090
1,018
(14,905)
13,089
1,816
1953
( 6,031)
5,523
508
(2,576)
2,295
281
(638)
623
15
( 6,059)
4,952
1,107
(15,304)
13,393
1,911
1954
( 6,695)
6,032
663
(2,645)
2,336
309
(639)
610
29
( 5,964)
4,819
1,145
(15,943)
138,797
2,146
Source: Bureau of Statistical Services
State Education Department
Albany 1, New York
( 7,498) | ( 8,491) | ( 9,108)
6,552 7,463 8,020
946 1,028 1,088
( 2,985) | ( 3,171) | ( 3,331)
2,599 2,762 2,899
386 409 432
(| 745)|( 749)| (715)
718 127 694
27 22 21
( 6,288) | ( 6,552) | ( 6,503)
5,117 5,263 5,203
1,171 1,289 1,300
(17,516) | (18,963) | (19,657)
14,986 16,215 16,816
2,530 2,748 2,841
(10,413)
9,316
1,097
(3,987)
3,464
523
( 811)
775
36
(7,393)
5,732
1,661
(22,604) | (26,142)
1959 1960
(12,302) | (15,985)
11,040 14,615
1,262 1,370
( 4,823) | ( 6,221)
4,192 5,380
631 841
( 962)} ( 1,168)
917 1,105
45 63
( 8,055) | ( 9,434)
6,369 7,573
1,686 1,861
(32,808)
28,673
4,135
BOE
ALISMAAIND ALID AHL WOA NV1d AONVY-ONOT
Table 70
MIGRATION-SURVIVAL RATIOS FOR SCHOOL AGE CHILDREN IN
NEW YORK’S FIVE BOROUGHS BASED ON 1950 U.S. CENSUS DATA
1980 1954
Census Data School
—Dater? _ Migration-
Twelfth Survival
13-Year Olds Grade Ratios (in Migration- Migration-
Pupils Per cent) setuvel Sareivel
Borough of _ ec 1989 Ratios (in 1960 Ratios (in
Residence Ww NW Total Total Total School Data Per cent) School Data Per cent)
Manhattan 13,309 4,437 17,746 13,065 73.62
Bronx .. 16,438 1,513 | 17,951 10,355 57.68
Brooklyn 30,338 3,106 | 33,444 20,644 61.73
Queens .. 17,253 699 | 17,952 10,182 56.72
Richmond .. 2,321 95 | 2,416 1,516 62.74
Total for NYC ..| 79,659 9,850 | 89,509 55,765 62.30
Seventh Migration-Sarvival
8-Year Olds Grade Be Ratios (im Per cent)
poole we NW Total Ww NW | Total
Manhattan 14,504 | 4,786 | 19,290 17,677 91.63 10,021 3,175 13,196 69.09 66.33 | 68.92
Bronx .. 19,305 1,628 | 20,933 21,385 102.15 11,618 1,956 13,574 60.18 120.15 | 64.84
Brooklyn 36,403 | 3,376 | 39,779 38,686 93.25 24,753 2,452 27,205 68.00 72.63} 68.39
Queens . 21,251 721 | 21,972 24,297 110.58 16,327 965 17,292 76.82 133.84 | 78.70 .
Richmond .. 2,802 95 2,897 2,996 103.41 3,362 70 3,432 120.00 73.68 | 118.46
Total for NYC .. 94,266 | 10,606 | 104,871 105,041 100.16 66,081 8,618 74,699 70.10 81.26} 71.23
Second Migration-Survival
3-Year Olds Grade Seventh Grade Pupils Ba) Ratios (in Per cent)
Pupils we NW Total w Nw | Total
Manhattan 19,424 | 6,158 | 25,582 22,088 86.34 10,869 | 9,172 20,041 56.00 149.00 9,398 8,268 17,666 48.38 134.26 | 69.06
Bronx .. 22,529 | 1,992 | 24,521 21,893 82.28 16,592 5,756 22,348 73.64 288.95 14,440 5,666 20,106 64.09 284.43 | 82.00
Brooklyn 44,610 | 4,411 | 49,021 40,913 83.46 33,713 | 8,960 42,673 75.57 203.12 29,302 8,723 38,025 65.68 197.75 | 77.56
Queens 27,025 953 | 27,978 26,535 94.84 27,706 | 2,549 30,255 102.51 267.47 23,396 2,506 25,902 86.57 263.00 | 92.57
Richmond .. 3,602 113 3,715 3,744 100.78 3,998 280 4,268 110.71 247.78 3,847 244 4,091 106.80 216.00 | 110.12
Total for NYC ..| 117,190 | 13,627 | 130,817 115,173 88.04 92,868 | 26,717 119,585 79.25 196.06 80,383 25,407 105,790 68.60 186.45 | 80.87
© Private schools included in “W" category.
**Sounce: Bureau of Educational Program Research and Statistics, New York City Board of Education.
Tl XIGNaddVv
6E
Table 71
FALL TERM UNDERGRADUATE ENROLLMENTS IN THE CITY UNIVERSITY
SENIOR COLLEGES 1950-1961
ere —
1950 1951 1952 196: 1964 1955 1956 1957 1958 1 1960 1961
City College 24,107 28,265 20,697 20,692 22,275 28,078 23,518 24,229 24,753 24,342 24,531 24,392
Day Session ( 9,670) ( 9,472) ( 9,274) ( 9,249) ( 9,597) ( 9,828) ( 9,821) (10,077) (10,020) (10,488) (10,880)
Matriculants 9,489 9,804 9,095 9,076 9,407 9,726 9,651 9,013 9,872 10,327
Non-Matriculants 181 168 179 178 190 170 164 148 168
General Studies (14,437) (18,798) (11,428) (10,443) (12,678) (18,140) (14,408) (14,322) (14,046)
Two-Year Matriculants — — 169 340 1,013 1,973 2,788 3,308 3,167
Four-Year Matriculants 4,215 4,069 8,779 3,745 3,821 4,021 3,697 4,026 3,819
Non-Matriculants 10,222 9,724 7,475 6,358 7,844 7,146 7,923 6,988 7,070
Hunter Colle; 10,182 10,437 9,787 11,132 9,695 10,404 11,318 18,127 14,366
Day Session ( 5,751) ( 5,267) ( 5,767) ( 6,982) ( 5,768) ( 5,905) ( 6,710) ( 5,910) ( 6,085)
Matriculants 5,525 5,098 5,527 5,700 5,617 5,627 5,555 5,825 6,004
Non-Matriculants 226 114 240 2382 261 278 155 KB 81
General Studies ( 4,431) ( 8,981) ( 4,020) ( 3,919) ( 8,927) ( 4,499) ( 5,236) ( 5,608) ( 6,328) ( 7,042) ( 9,003)
Two-Year Matriculants — -—— -
Four-Year Matriculants 1,479 1,573 1,537 1,629 1,520 1,636 1,623 1,697 1,605 1,695 1,659 1,586
Non-Matriculants 2,952 2,358 2,483 2,390 2,407 2,863 3,613 3,911 4,718 5,347 5,824, TAIT
Brooklyn College 16,821 15,146 14,518 16,213 15,874 17,038 16,404 16,218 17,141 17,434 17,530 18,152
Day Session ( 8,061) ( 8,428) ( 8,043) ( 8,208) ( 8,116) ( 8,077) ( 8,161) (7,888) ( 8,120) ( 8,283) ( 8,728) ( 9,004)
Matriculants 7,796 8,202 7,800 8,039 7,918 1,785 7,928 7,669 7,982 8,139 8,624
Non-Matriculants 265 226 243 169 202 292 233 219 188 144 104
General Studies ( 7,760) ( 6,878) ( 6,470) ( 7,005) (7,759) ( 8,961) ( 8,243) ( 8,330) ( 9,021) ( 9,181) ( 8,802)
Two-Year Matriculants 3,442 2,442 2,335 2,502 8,245 4,262 4,177 4,199 4,281 4,204 3,958
Four-Year Matriculants 2,036 2,060 2,098 2,330 2,156 2,156 2,124 2,099 1,988 1,941 1,878
Non-Matriculants 2,282 2,371 2,087 2,178 2,368 2,543 1,942 2,032 2,752 3,006 2,966
Queens College 3,235 3,391 3,654 3,784 4,148 4,663 7,046 7,964 8,612 9,060 9,440
Day Session ( 3,235) ( 3,391) ( 3,626) ( 3,565) ( 8,788) ( 3,960) ( 4,012) ( 4,070) ( 4,347) ( 4,464) ( 6,248)
Matriculants 3,181 3,354 3,483 3,612 3,659 3,853 3,827 3,915, 4,11 4,233 6,017 5,604
Non-Matriculants 54 37 4“ 53 ai) 107 185 165 236 231 226 167
General Studi: — —_— (128) (219) (410) (686) ( 8,084) ( 3,894) ( 4,265) ( 4,596) ( 4,597) ( 4,856)
Two-Year Matriculants — — 128 219 410 686 1,002 1,083 1,246 1,342 1,450 1,399
Four-Year Matriculants —- - —_— — 283
Non-Matriculants 2,032 2,811 3,019 3,254 3,147 3,174
Hes =
Grand Totals 53,345 51,165 48,651 48,540 51,992 55,166 57,919 59,729 62,739 63,963 66,257 69,248
Sub-Total
Day Session (26,717) (26,558) (26,610) (26,954) (27,218) (27,880) (27,716) (27,489) (28,454) (28,852) (31,329) (32,729)
Matriculants 25,991 25,953 26,905 26,827 26,496 26,955 26,908 26,790 27,781 28,248 30,768 32,180
Non-Matriculants 726 605 105 627 722 925 808 699 673 604 561 549
General Studies (26,628) (24,597) (22,041) (21,586) (24,774) (27,286) (30,203) (32,240) (34,285) (35,111) (34,928) (36,519)
‘Two-Year Matriculants 3,442 2,442 2,632 3,061 4,668 6,921 7,531 8,070 9,220 8,854 8,565, 8,405
Four-Year Matriculants 1,730 7,102 TAle 7,604 7,497 7,813 TAT3 7,493 7,647 7,662 7,356 7,565
Non-Matriculants 15,456 14,453, 11,995 10,921 12,609 12,552 15,199 16,677 17,518 18,595 19,007 20,549
Source: The City University of New York Enrollment and Admissions Reports.
ALISWHAIND ALID FHL YO NV1d ADNVH-INOT
APPENDIX II 331
Table 72
FALL TERM ENROLLMENT IN THE CITY UNIVERSITY
COMMUNITY COLLEGES
1956-1961
[ 1956 | 1957 | 1958 [ 1959 | 1960 | 1961
Staten Island
Community College .
Day Session ......
Matriculated
Non-Matriculated ..
111 546 744 979 1,165 1,273
(111) | (266) | (319) | (418) | (506) } (617)
111 265 319 418 506 617
— | (280)| (425) | (561) | (659) | (656)
Matriculated — 52 15 125 142 163
Non-Matriculated — 228 350 436 517 493
Bronx Community College —_— _ — 1,367 2,626 3,369
Day Session .. —_— — —_— (621) (925) | (1,072)
Matriculated — — _ 621 925 1,072
Non-Matriculated ........ _
_— _ _— (746) | (1,701) | (2,297)
_ _— — 17 421 661
_ — _ 729 | 1,280 | 1,636
General Studies .
General Studies .
Matriculated
Non-Matriculate
Queensborough
Community College . wee _— _— —_— — 317 —_
Day Session — _— —_— — (317) (604)
Matriculated _— _— _— — 317 604
Non-Matriculated ........ —_— —_— — _— — —
Grand Totals 744 2,346 4,108 5,246
Sub Totals:
Day Session (319) | (1,039) |(1,748) | (2,298)
Matriculated ~ | ll 265 319 1,039 1,748 2,293
Non-Matriculated ........ _— 1 _— — — —
Evening Session . — | (280) | (425) | (1,807) | (2,360) | (2,953)
Matriculated — 52 15 142 563 824
Non-Matriculated ........ _— 228 350 1,165 1,797 2,129
Source: The City University Enrollment and Admissions Reports.
332
LONG-RANGE PLAN FOR THE CITY UNIVERSITY
- Table 73
PROPORTIONS OF UNDERGRADUATE CITY UNIVERSITY
(SENIOR COLLEGES AND COMMUNITY COLLEGES)
STUDENTS MATRICULATED IN TWO-YEAR AND FOUR-YEAR
PROGRAMS AND NON-MATRICULANTS 1950-1961
Day Session and General Studies ]
eee | Meme eeeee| ener ee
Year No. No.
1950 8,442] 6.45 33,721 | 63.21 16,182 | 30.34 | 53,345 | 100.00
1951 2,442| 4.77 33,655 65.79 15,058 | 29.44 51,155 | 100.00
1952 2,632} 5.41 33,319 68.49 12,700 | 26.10 48,651 | 100.00
1953 3,061] 6.31 33,931 69.90 11,548 | 23.79 48,540 | 100.00
1954 4,668} 8.98 33,993 65.38 13,331 | 25.64 51,992 | 100.00
1955 6,921 | 12.55 34,768 63.02 13,477 | 24.43 55,166 | 100.00
1956 7,642 | 13.17 34,381 59.25 16,007 | 27.58 58,030 | 100.00
1957 8,387 | 13.91 34,283 56.88 17,605 | 29.21 60,275 | 100.00
1958 9,614} 15.12 35,328 55.56 18,641 | 29.32 63,583 | 100.00
1959 10,035 | 15.13 35,910 54.16 20,364 | 30.71 66,309 | 100.00
1960 10,876 | 15.46 38,124 | 54.18 21,365 | 30.36 70,365 | 100.00
1961 11,522 | 15.45 39,745 | 53.28 23,327 | 31.27 74,594 | 100.00
12-Yr. Total | 81,242] 11.57 421,158} 60.00 199,605 | 28.43 702,005 | 100.00
Source: Tables 71 and 72 of this Appendix.
APPENDIX IL
Table 74
NUMBER OF MATRICULATED UNDERGRADUATES WITH
RESIDENCE OUTSIDE NEW YORK CITY
ENROLLED AT THE CITY UNIVERSITY
IN TEACHER EDUCATION PROGRAMS
1956-1961
Fall Term Enrollment
1956 1957 1958 1959 1960 we
City College ....... cee 46 39 67 a 88 97 64
Freshman. .......:ccceece (10) (16) (19) (30) (18) (8)
Hunter College .............. 375 283 321 371 417 405
Freshman... (70) (75) (98) | (118) | (119) | (118)
Brooklyn College 70 72 90 84 106 50
Freshman . (30) (18) (31) (19) (26) (8)
Queens College 193 209 238 252 334 407
Freshman... (73) (59) (83) (86) (147) (129)
Total ices 684 603 716 795 954 926
Freshman Total ........ (183) (1638) | (281) (253) (310) (263)
Source: Data abstracted from appropriate Teacher Education Census Reports, Fall term—
1956-61.
Day Session* Evening Session
2-yr. Degree Matriculants
Fall
Term
of
1950
1951
1952
1953
1954
1955
1956
1957
1958
1959
1960
1961
Number
26,717
26,558
26,610
26,954
27,218
27,880
27,716
27,489
28,454
28,852
31,329
32,729
DISTRIBUTION OF SENIOR COLLEGE UNDERGRADUATE ENROLLMENTS
Table 75
ACCORDING TO SESSION AND DEGREE OBJECTIVE, 1950-1961
Per cent
52.35
50.54
47.86
46.02
45.36
4-yr. Degree Matriculants
7,497
7,813
7,473
7,493
7,547
Number Per cent
3,442 6.45
2,442 4.77
2,632 5.42
3,061 6.30
14.42 4,668 8.98
14.16 6,921 12.54
12.90 7,531 13.00
12.54 8,070 13.52
12.02 9,220 14.69
8,854 13.84
8,565 12.93
8,405 12.14
Source: Table 73 and the City University Enrollment and Admissions Reports.
* A relatively small number of special students who are technically non-matriculants have been included in this category.
Non-Matriculants
Number Per cent
15,456
14,453
11,995
10,921
12,609
12,552
15,199
16,677
17,518
18,595
19,007 28.69
20,549 29.68
28.98
28.25
24.65
22.50
24.25
22.76
26.24
27.92
27.93
29.07
Senior College
Total Enrollment
Number Per cent
53,345 100.00
51,155 100.00
48,651 100.00
48,540 100.00
51,992 100.00
55,166 100.00
57,919 100.00
59,729 100.00
62,739 100.00
63,963 100.00
66,257 100.00
69,248 100.00
ALISUFAINN ALID AHL YOU NWId JONVU-ONOT
APPENDIX IL
Table 76
DISTRIBUTION OF COMMUNITY COLLEGE UNDERGRADUATE
ENROLLMENTS ACCORDING TO SESSION AND
MATRICULATION STATUS, 1956-1961
Day Session Evening Session Community Colleges
Fall Total Enrollments
Matriculated Non-Matriculated
Term
of Number Percent Number] Percent Number | Per cent
1956 111 100.00 0 0.0 100.00
1957 266 48.72 228 41.76 100.00
100.00
100.00
100.00
100.00
350 | 47.04
1,165 | 49.66
1,797 | 43.74
2,129 | 40.58
i
1958 319 42.88
1959 1,039 44.28
1960 1,748 42.56
1961 2,293 43.71
Source: The City University Enrollment and Admissions Reports.
APPENDIX Ill
ANALYSIS OF 25 EASTERN COLLEGE OR UNIVERSITY
RETIREMENT PLANS
A descriptive statement on the retirement plans in 25 eastern col-
leges and universities, including the City University, appears in
Chapter X. Comment is made there that a chart giving detailed
information on the major aspects of these systems appears in the
appendix. Accordingly, the summary of these plans follows.
APPENDIX III
337
ANALYSIS OF 25 EASTERN COLLEGE OR UNIVERSITY
RETIREMENT PLANS*
Institution Code Number
Item
1 2 3
Administration of T.LA.A. M.LT. Pension T.LA.A.
fund Association
Cost to the Voluntary contri- 5% 5%
employee butions of not
more than 15%
Cost to the 12k% but not 175% of members 10%
institution after age 66 contributions
Age at which 66 60-65 65—Earlier or
retirement is later retirement
possible ages are possible
Benefits at 50% of average Graduated scale T.LA.A.
retirement salary for last dependent on
10 years average salary
for last 10 years
Benefits at other Fully vested or Vesting on a r T.LA.A.
termination of deferred annuity graduated scale
service
Pre-retirement Total accumula- Contributions T.LA.A.
death benefit
Other benefits
during service
tions paid
with interest plus
175% of
contributions
Disability after
15 yrs. of service
of contributions
with interest and
175% of
contributions
R
emarks
L
For scholarly
leaves institution
continues
payment
During scholarly
leaves institution
continues to pay
its share
* Developed from the materials supplied by each institution in reply to a ques-
tionnaire dated January, 1962. Each institution had more than 5,000 student
registration.
Note: T.I.A.A. means Teachers Insurance and Annuity Association.
Item
LONG-RANGE PLAN FOR THE CITY UNIVERSITY
Institution Code Number
4° 5 6
Administration of New York City T.LA.A. T.LA.A.
fund
Cost to the Rate depends on | 5% 5-74% depending
employee age, prior service upon age
credit, sex, plan
chosen. Average
rate 10% reduc-
ible by City pay-
ing 5% and 3%
Soc. Sec.
Cost to the Sufficient to pay TA% 5-74% depending
institution annually 25% of upon age
average salary of
last 5 yrs. or pos-
sibly 1% of aver-
age salary of last
5 yrs. times yrs.
of service
Age at which 1) 55-70 with 30 | 70 70
retirement is yrs. service
possible 2) 65-70
3) 30-35 years of
service
Benefits at 2% of average sal- T.LA.A. T.LA.A.
retirement ary of last 5 yrs.
times yrs. of serv-
ice
Benefits at other
termination of
service
Refund of mem- | T.I.A.A. T.LA.A.
bers contributions
plus 3 or 4%
(7/1/47). Death
gamble
eliminated
Pre-retirement
death benefit
Refund of mem- | T.I.A.A. Group life
bers contributions insurance
with 3 or 4% in-
terest (7/1/47)
plus one years
salary after 20
years of service
Other benefits
during service
* City University.
Disability retire- | —— —
ment after 10 yrs.
of service
(Continued on next page)
APPENDIX III
Item
339
Institution Code Number
4° 5 6
Remarks
Service credit
granted for pay-
less leave of ab-
sence for schol-
arly work.
Contributor may
borrow from
fund. Interest
rate 4% for pre-
7/1/47 members,
3% thereafter.
* City University
Institution Code Number
Item
7 8 [- 9
Administration of | T.I.A.A. T.LA.A. T.LA.A.
fund
Cost to the 6% 24% up to $4800 | 5%
employee then 5% on excess
Cost to the 9% 74% up to $4800 10%
institution then 10% on ex-
cess
Age at which 65 65-70 65-68
retirement is
possible
Benefits at T.LA.A. T.LA.A. T.LA.A.
retirement
+
Benefits at other T.LA.A. Fully vested T.LA.A.
termination of
service
Pre-retirement Accumulations Group life policy T.LA.A.
death benefit refunded available
Other benefits —.- {Group disability —
during service policy available
Remarks
While on leave
of absence em-
ployee may pa
his and _institu-
tion’s share
340
LONG-RANGE PLAN FOR THE CITY UNIVERSITY
Institution Code Number
Item
10 ll 12
Administration of State employees T.LA.A. N.J. public em-
fund retirement system ployees retire-
ment system
Cost to the 2% on Social Se- 5% Rate dependent
employee curity salary plus on age itself
5% of excess
Cost to the Balance ThE Matches
institution employee
contributions
Age at which 70 for men 68-70 60 or 25 years
retirement is 65 for women of service
possible 55+25M
50 + 25F
Benefits at 25% of Soc. Sec. T.LA.A. 1/60 of average
retirement salary plus 50% of salary in last 5
average salary of years times years
5 highest years. of service, minus
After 25 yrs. of Soc. Sec. benefits
service additional
benefits.
Benefits at other Return of em- Fully vested After 20 yrs.
termination of ployee contribu- 1/60 of final
service tions without average salary
interest payable at age
60. Otherwise
refund of mem-
bers contribution
Pre-retirement Guaranteed No 1% times annual
death benefit return of salary
contributions
without interest
Other benefits salary for — Disability retire-
during service disability ment after 10 yrs.
service. If serv-
ice connected, %
salary plus an-
nuity based on
his contribution.
Major Medical on
group basis
Remarks Prior service Supplementary
purchasable up
to 10 years
benefits possible
to bring retire-
ment allowance
to $3600
APPENDIX III
341
Institution Code Number
Item
13 14 15
Administration of N.Y. State T.LA.A. John Hancock
fund Teachers’ Retire- Mutual Life
ment System
Cost to the Rate varies from 5% 3% of Soc. Sec.
employee 5-8% dependent salary plus 5%
on plan chosen of excess
Cost to the Balance 8% Twice the em-
institution ployee’s share
Age at which 35 yrs. service 65 65
retirement is or age 65, or age
possible 55 and 20 yrs.
service, or age 60
and 25 yrs.
service
Benefits at 4 average salary T.LA.A. 40% annually of
retirement of last 5 yrs. with employee’s total
additional bene- contributions
fits if appropriate
plan is chosen
—t
Benefits at other Vesting after 15 T.LA.A. Deferred vested
termination of
yrs. and deferred
annuity after
service retirement 3 years
Pre-retirement Return of — Refund of mem-
death benefit employee bers contributions
contribution and plus 2% interest
one year’s salary
after 12 years
Other benefits Disability after — —
during service
15 years
Remarks
Interest at 4% for
pre-7/1/48
members; 3%
thereafter
342
LONG-RANGE PLAN FOR THE CITY UNIVERSITY
Item
Institution Code Number
17
18
Administration of Equitable Life Chase Bank Equitable Life
fund Insurance Insurance
Cost to the AKG 3% up to $3600 5%
employee and 4%% on
excess up to
$15,000
Cost to the Balance Balance 5%
institution
Age at which 65-67 50-65 females 55-65
retirement is 55-70 males
possible
Benefits at 14% of salary for 1% of annual sal- See annuity
retirement each year of ary below $3600 contract
service
plus 14% of ex-
cess. Guaranteed
return of at least
members’ contri-
butions.
Benefits at other
termination of
service
Vesting after
10 years
Deferred retire-
ment allowance
Partial vesting
after 45 yrs. of
age and 10 yrs.
of service.
Refund of
members’ contri-
butions plus 2%
interest
Pre-retirement
death benefit
Return of
employee
contribution plus
Refund of em-
ployee’s contri-
bution plus
Refund of
employee’s
contribution plus
interest interest interest
Other benefits Disability —
during service retirement
Remarks —
E
APPENDIX III
343
Item
Institution Code Number
21
Administration T.LA.A. Metropolitan
of fund Life Insurance
Company
Cost to the 2-6% 4% Graduated scale
employee
Cost to the 2-6% 6% Balance
institution
Age at which 65 65-70 55-65
retirement is
possible
Benefits at T.LA.A. T.LA.A. Graduated scale
retirement times years of
service. Guaran-
téed return of at
least members’
contribution
Benefits at other T.LA.A. T.LA.A. Vesting after
termination of 5 years
service
Pre-retirement T.LA.A. —- 1 year’s salary
death benefit
Other benefits Disability insur- —- Disability pay-
during service
ance; Major
Medical
Insurance
ments up to
$5000
Remarks
344 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
Institution Code Number
em 22 [23 24 [35
Administration Phoenix Mutual T.LA.A. T.LA.A. —
of fund Life Ins. Co.
Cost to the 3-8% up to $7500 | 5% 5X% on $4200 5%
employee salary plus 74% on
next $10,800
payments
Cost to the Matches members 10% 5%% on $4200 5%
institution contribution plus 74% on
next $10,800
10% after
tenure
Age at which 65 60-70 65-68 —_
retirement is
possible
Benefits at Graduated scale T.1A.A. T.LA.A. T.LA.A.
retirement
Benefits at Employee contri- T.LA.A. T.LA.A. —
other termi- butions with inter-
nation of est plus 4-10% of
service employer’s contri-
bution depending
on years of service
Pre-retirement Graduated scale up | T.I.A.A. | —— —
death benefit to maximum of
$12,500
Other benefits — Group life in- —
during service surance-
payment of 2
years’ salary.
Group disabil-
ity insurance
Remarks — For scholarly —
leave institution
continues
APPENDIX IV
STUDENT PERSONNEL SERVICES IN
THE CITY UNIVERSITY OF NEW YORK
Current literature contains many references to the “public image”.
Recently, the press carried a statement that the Department of State
was concerned about creating a different public image of its activities.
Again, in commenting on private versus public higher education in
New York State, State Commissioner James Allen, Jr., in speaking
before a meeting of New York State public school administrators, is
reported to have said: “Our tradition of private colleges and universi-
ties in the East has implanted a deep-rooted and tenacious feeling
that only these institutions are capable of producing the best.” Com-
missioner Allen further stated that public school leaders have a “special
obligation” to change the public image of public higher education and
to support stronger and more rapid action in the greatly needed
development of a State University and the units associated with it.
In another state, a retiring faculty member had this to say about the
university from which he was retiring: “The public image of the
University will be molded by deeds and performance of the faculty,
those scholars and scientists who push back the curtains of intellectual
darkness and bring forth fresh knowledge; by those who teach and
inspire and create thirst for knowledge and understanding, and
those who enter public service.”
Even restaurants are concerned about their image, as evidenced by
the following headline in a recent issue of a New York newspaper:
“Restaurants Are Looking To Their Images”.
Now that the institutions under the control of the Board of Higher
Education have attained university status, the question as to what
image does the New Yorker have of the City Colleges, and, in par-
ticular, when he thinks about where his children should go to college,
becomes of great importance to the newly created University. In-
formation from several sources suggests that that image is somewhat
as follows:
1 January 31, 1962 issue of the New York Times.
345
346 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
The City Colleges are institutions of high academic standards, serving
primarily low-income groups who have a much keener interest in current
social and political issues than students in private institutions. Furthermore,
that the student’s relations to the college consist entirely of coming to classes,
getting his assignments and then going home. Such being the case, there is
none of the so-called extracurricular activities which are thought by many to
make important contributions to the individual’s development during his
college years.
The implication of the statement in the image, “that the student's
relations to the college consist entirely of coming to classes, getting
his assignments and then going home” is that there are few, if any,
student personnel services in the colleges. As a matter of fact, quite
the contrary is true. In order to have specific information on the
current status of these, as well as plans for the future, President Harry
D. Gideonse of Brooklyn College was asked to prepare a detailed
report on them. This he has done, with the assistance of Dean Herbert
H. Stroup of the College. That report deals with the underlying
philosophy for student personnel services in the City University, major
characteristics of the present programs, and the future development
of these services. From that extended report, the materials which
follow have been taken.
As evidence that current student services in the City University are
being further extended, the April 6, 1962 issue of the New York Times
carries this announcement:
The Brooklyn College Student Services Corporation, N.Y., sold yesterday
$1,450,000 of student service facilities revenue bonds to the Federal Housing
and Home Finance Agency.
Evidently, what is needed is a continuous, well-organized informa-
tional program, making use of the press, television, radio, University
publications, and the like to create a public image of the City Univer-
sity in accord with the facts.
STUDENT PERSONNEL SERVICES IN
THE CITY UNIVERSITY OF NEW YORK
(Digest of Report by President Gideonse)
Student personnel services are provided in varying degrees of com-
prehensiveness and effectiveness in virtually all American colleges.
The philosophies that give direction to such services vary widely.
Three points of view that represent a kind of continuum regarding the
place of student personnel services in many institutions of higher
education are used to introduce this specific report.
First, there is that outlook which stresses the centrality of reason
APPENDIX IV 347
or intellectuality. Some colleges holding to this believe that the fun-
damental and even the sole purpose of the college is the development
of the students’ intellectual powers. They are inclined to believe so
much in this primary function that they tend to relegate student
personnel services to an essentially unimportant position in the college.
In fact, in some instances, as illustrated by the German Universities,
they tend to ignore or openly deny responsibility for the growth of
the students outside the classrooms, laboratories, and libraries.
Second, there are other colleges which are willing to admit the
“co-existence” of the intellectual and socio-personal aims of the college.
These readily seem to admit the importance of student personnel
services yet they seem to think of these services as running on a
parallel track to the curriculum. From this perspective such services
may be begrudgingly acknowledged, sometimes with a measure of
disbelief in their efficacy. At other times colleges have encouraged
the full-blown development of the services, believing in them but not
viewing them as essentially a part of the educational process or in
any way converging with the content and method of the curriculum.
Third, other colleges base their programs in large measure upon
what they conceive to be the needs of their students. From this
standpoint both the curriculum and the co-curriculum are essentially
designed merely to satisfy the personal and social quests of the
students. In some of these colleges the acknowledgment of student
needs may even tend to give priority to the socio-personal aspects of
their programs. It is thought by these colleges that in the long run
life may be more important than study.
The Underlying Philosophy for Student Personnel
Services in The City University of New York
The philosophy of The City University of New York regarding
student personnel services is another in contrast to all three philoso-
phies presented in the introductory paragraphs of this report. In the
colleges comprising the University, student personnel services are an
intrinsic element in the educational philosophy and practice of the
colleges. These services should not be viewed as extrinsic to the
primary function of the colleges, as an afterthought or as a luxury in
the discharge of the more fundamental educational responsibility.
In fact, they are considered necessary for the fullest appropriation by
the students of the complete value of a college education, but their
main basis for existence lies in the possibility of developing within
them the authentic educational benefits which also characterize the
curriculum. In this view there is no dichotomy between the co-
348 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
curriculum and the curriculum; there is no need to praise one aspect
of the total offerings of the colleges to the implicit derogation of the
others. Both the co-curriculum and the curriculum, as well as all
other aspects of the college, exist to enhance the educational oppor-
tunities provided to the students of the colleges.
The colleges of the City University are definitely known for their
stress upon intellectual matters. There is no suggestion here that this
emphasis be reduced. The recognition of the importance of student
personnel services, however, does not imply that this important
emphasis shall be lessened in any way. In fact, it is the basic task
of these services to make it possible for students to appropriate more
fully the values implied in the development of intellectuality. In a
time when there is an obvious and crying demand for trained intelli-
gence, it is necessary for the colleges to utilize every sound means of
salvaging those who might be overcome in their personal quest for
effective intellectual activity and to strengthen wherever possible the
ability of able students to achieve their objectives both in college and
beyond.
In the colleges of the City University intellectual and socio-personal
activities should not be viewed as separate and competing programs.
Rather, they should be carefully orchestrated into a totality of educa-
tional opportunity for the students. Each may tend to have dominant
values of utility to the students which are lacking in the other, but
taken together they form a common fabric of educational activity.
Students’ needs are and should be recognized wherever their validity
within the context of higher education may rightfully be acknowledged.
On the other hand students’ needs tend to be vague and dispersed at
times. It cannot be assumed that students are always able by reason of
age or maturity to discern the greater from the lesser needs. The
colleges cannot abrogate their responsibilities for the higher educa-
tion they offer merely on the grounds that students express certain
needs. The student personnel services of the colleges of the City
University are designed in part to aid students in the satisfaction of
their individual needs but they exist also for primary purposes devel-
oped within the educational experience of the colleges themselves in
response to the professional responsibilities of higher education and
the needs and requirements of the community.
Thus, the undergirding philosophy of the colleges of the City Uni-
versity contains a number of considerations. All these are aimed at
the enhancement of the educational opportunities afforded by the
Board of Higher Education. They readily recognize the importance
of human reasons and of the socio-personal experience to the total
APPENDIX IV 349
education of students. Taken together they form a system of genuine
support for the performance of the educational aspirations of the
student and for the achievement of the purposes of higher education
as defined by the Board.
The development of an institutionally coherent system of educa-
tional activities, including the student personnel services, requires
cooperative relations between faculty and students. The total burden
of such a service program cannot be given over to a professional group.
No amount of specialized competence can in the main supplant the
qualitative results of constructive relationship between faculty and
students.
The claim that the faculty and students bear a fundamental rela-
tionship to each other even in the co-curricular program, does not
imply that professional student personnel workers can be dispensed
with. Theirs is a significant role in conjunction with both the faculty
and the students.
The activities which are supervised in the colleges by the profes-
sional workers may be favorably compared to those of the classroom
teachers in respect to the nature of the educational process. It is true
that desirable values are not always achieved by the professional
workers, but neither are great educational gains always secured in
the classroom. The professional worker is responsible for the manage-
ment of four kinds of experiences in his relations with faculty and
students. At times one or more of these may appear to be dominant,
while at other times there may be a rather even distribution of them
in a given situation. The four range from the most factual and obvious
to the most subtle and problematic. The four elements are content,
method, style of life, and grappling with values. A few words regard-
ing each may be in order.
First, Content. The student personnel worker, contrary to some
opinion, is not free of content considerations. He, like his counterpart,
the classroom instructor, has a subject matter or subject matters. If
he is a counselor, he must know thoroughly not only the professional
requirements of the counseling methods; he also must have some
content to counsel about. In counseling college students there is a
wide array of faculty information—at times far more than he can
reasonably understand—to be brought to bear upon the situation con-
fronting the student and the counselor.
Second, Method. The professional worker is involved also in the
use of sound methodology. Actually this methodology is highly similar
to if not identical with scientific inquiry. The method begins with the
creation of an hypothesis. The hypothesis is based upon assumptions,
350 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
the possibility of predicting evidence, and a tacit or overt statement
of the theory to be tested. The method then proceeds to search for
evidence. The accumulation of evidence implies the existence of
appropriate procedures to be followed and a recognition that the
results obtained from the evidence may be either or both of a positive
and negative character. Finally, in the employment of the methodology
conclusions are drawn. The conclusions prove or disprove the as-
sumptions. In some instances the conclusions may be doubtful and
may require further hypotheses suggested by the results.
Third, Style of Life. Devolving from content and method is the
development of a style of life on the part of the student. It is the
responsibility in part of the student personnel worker to assist the
student in his development of a style of life. By “style of life” is
meant the achievement by the student of a responsible and free
maturity. The student who seeks a maximum of benefits from his
college education is one who is not satisfied merely to absorb content
and method. He should be one who seeks to integrate his learning
into a composite self. This self, hopefully, is mature in its under-
standing of the complexities of the human situation, humble in the
face of the complete claims of learning, effective in personal and
social relationships, and characterized by a strong sense of commit-
ment to community values at their best.
Fourth, Grappling with Values. Our times are strongly character-
ized by the critical temper. Skepticism, as a fundamental attitude
toward shared values, is apparent even within the precincts of higher
education. The skeptical temper, of course, has a legitimate place in
all education. Its application, however, over a period of decades and
even of centuries has left the modern student, as well as his adult
colleagues in the colleges, with a profound problem. This temper
once was a reaction to a received content; it drew upon ethical capital
provided by the heritage it attacked. Now, however, that capital may
have been used up. The skeptic adds his query not to an inadequate
answer, but to a prior question, thus making a chain of question
marks. It is necessary now to construct and articulate fundamental
ethical affirmations that the critical mind of a previous generation did
not need to make implicit, but could take for granted.
The educational philosophy which has been outlined in this intro-
duction is not meant to be conclusive. Rather, it is illustrative of the
perspective which in one form or another and with differing verbali-
zations has been the predominant outlook of the colleges of the City
University. It forms the common rationale on which the succeeding
APPENDIX IV 351
reports on the student personnel programs of the several colleges is
based.
Major Characteristics of the Student Personnel
Program of the City University
An analysis of the detailed material related to the student personnel
programs of each of the seven institutions comprising the City Univer-
sity reveals six major characteristics. These six characteristics emerge,
in a sense, as the chief components necessary to an understanding of
the heterogeneity of the student personnel program of the colleges of
the City University.
1. Length of course. At this time the City University consists of
four colleges which maintain essentially four-year programs (not to
mention their programs of a graduate and community education char-
acter). These colleges have assumed to a greater or lesser degree the
character of the traditional liberal arts institutions. The student body,
curriculum, administrative organization, and other features of their
organization, have been shaped, with notable exceptions, to the tradi-
tional pattern of American higher education. The student personnel
programs of these colleges have followed mainly a similar pattern of
organization and operation. On the other hand, three two-year colleges
recently have come into existence as parts of the University. Their
particular design and community function are different from those
of the four-year colleges. They are largely aiming at meeting the
needs of a somewhat different student clientele. Their internal or-
ganization is likewise distinctive. Yet, on certain matters, such as
admissions, there are necessary similarities in the student personnel
programs of the two-year colleges and those of the four-year colleges.
2. Size. Another striking characteristic of the student personnel
programs is the difference in their size or extension. Among the
seven colleges there are seven differently weighted programs.
3. History. The differing sizes of the programs on the several
campuses in part are the result of the fact that the colleges have differ-
ent inceptions. The programs in several of the colleges have been in
operation over a period of decades. As resources have been added
from year to year, new services have been organized and old ones
strengthened. Others of the seven colleges have scarcely been in
existence long enough to have passed through the initial stages of
their delineation and development. Any meagerness in their programs
is a direct function of their newness.
4. Perspective. Despite the fact that all of the colleges within the
352 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
City University would subscribe, probably with different verbal
formulations, to the educational philosophy outlined in the introduction
of this section, it is to be assumed that the individual colleges would
hold to their responsibilities for student services with varying intensi-
ties. The operation of a college, like that of any large-scale organi-
zation, implies a system of graded priorities. Within the City University
each college to a degree has fortunately been able to develop its own
scale of priorities. This means concretely that there has been greater
and lesser stress placed upon the importance of student personnel
services from campus to campus.
5. Administrative structure. Each college is uniquely itself so far
as the direction of its student personnel program is concerned. Such
an arrangement seems clearly to be defensible. Thus, at City College
and Hunter College there are two campuses in each instance, a down-
town campus and an uptown campus. Obviously, the administrative
arrangements affording success to these colleges not only are different
but should be different from those that obtain at Brooklyn College
and Queens College. Within the individual colleges, moreover, there
have been varying administrative responsibilities assigned to the deans.
On no two campuses are the responsibilities of the deans identical.
As a result the programs they lead are bound to be different.
6. Implementation. The student personnel programs of the several
colleges have been implemented in somewhat different ways admin-
istratively. Thus, on one campus the college administration may use
a program as an integral part of the total educational enterprise.
From this starting point, the college may make resources available to
the student personnel program which on another campus would be
reserved to, say, the teaching function exclusively. Similarly, in the
face of limited resources one of the colleges may turn to the training
of student leadership as a substitute for faculty supervision. An ex-
ample of this sort of development is provided by Brooklyn College,
where two examples may be taken as illustrative. First, because of
limited faculty resources to advise student groups, the college has
developed a student leadership program by which faculty resources
are employed to develop outstanding students into a corps of student
advisers. On this campus several hundreds of students have annually
participated in this in-service program extending the influence of the
faculty into ever broadening circles. Second, much of the responsibil-
ity which elsewhere is managed by the faculty or by specially em-
ployed personnel for the achievement of the proper induction and
orientation of new students is carried by the student orientation com-
mittee at Brooklyn College. This committee, under the leadership of
APPENDIX IV 353
the Director of Admissions, is responsible to a large degree for the
orientation program of the college.
Future Development of Student Personnel
Services in the City University
In the light of the educational philosophy stated in the first part
of this report, it is now appropriate to take a look into the future.
The programs of the colleges are now in continuous transition. They
cannot stand still; they must proceed through the present into the
future. It is not the purpose of this survey to defend the present
nature and configuration of these services but to bring a degree of
particular evaluation to them. It may not be possible to delineate a
detailed blueprint for the future of each college, or to provide a
scheme of development for the University as a whole. Yet, certain
principles may be offered which might give a measure of guidance
for the future developments of the colleges of the City University.
These principles essentially fall into two classes. First, there are those
principles of an administrative nature concerned with the student
personnel program of the total City University. These principles are
applicable among the component colleges. Second, there are those
principles which pertain primarily to the programs, either in whole
or in part, within the individual colleges. These two sets of principles
stand in a complementary relationship to each other and are in no
sense antithetical.
1. Administrative Principles (among the colleges)
Four principles, out of a larger number, claim immediate attention.
(a) Local initiative and responsibility are basic elements in any
future development. The “personalities” of the various colleges,
although having much in common, differ to a striking degree, as
does the quality of leadership on the various campuses. Local
circumstances of staff size, educational philosophy, physical facili-
ties, among other matters, call for somewhat different developments.
There appears to be no need to press a uniform master plan for
future development of the student personnel services upon each and
every college. Such a plan might be held as a long-term objective
toward which the colleges rightfully should strive. But any plan
which does not take local initiative and responsibilities into account
is bound to suffer from devitalization.
(b) Increased resources appear to be required. As the particular
colleges grow in size and complexity, there is every reason to sup-
pose that the student personnel services should be enlarged. It is
an old story and somewhat shopworn by now, but it is necessary
354 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
periodically to be reminded of the fact that larger enrollments in
themselves call for the addition of not only classroom teachers but
of the whole array of personnel which gives support to classroom
activities. Student personnel services fall into this category.
Professional student personnel workers are prone to speak of
their activities as “services”. The employment of this word may
illustrate certain humanitarian attitudes on the part of college ad-
ministrators and the student personnel workers themselves. If the
services are genuinely required, if they are authentically grounded
in the educational process (as has been suggested in this report),
then in a sense they do not fall into the category of services. They
are necessary fundamental activities within the colleges. To put
the point in another way: the colleges will be less effective if such
activities are not developed concomitantly with all of the other
aspects of the total institution.
It is easy to advocate an increase in the student personnel re-
sources of the colleges. Such a view may appear to assume that
some new and special assignment of resources is needed. Actually
it is not additional or distinctive resources which are required for
the advancement of the student personnel programs of the colleges
so much as it is the addition of regular authorized positions which
by administrative judgment and decision should be made available
to these programs. The program should not be viewed as semi-
autonomous or relatively separate sectors of the colleges. Educa-
tional coherence and direction for the totality of the colleges is a
prior requirement to the granting of increased resources for student
personnel services.
(c) There is always the possibility of the better utilization of
existing resources, for resources in themselves are no magic solution
to educational problems. The colleges of the City University
already have sizable resources for their student personnel programs,
both of a professional and non-professional character. No one
should assume that the present situation enjoys a maximum of
efficiency. Previously, for example, it was stated that Brooklyn
College, to choose only one illustration, has been successful in
extending its faculty manpower for the orientation of new students
and the supervision of student activities through carefully organized
programs of student leadership. There is no substitute for ingenuity,
no matter how small or large the available resources may be.
(d) Coordination among the colleges is required for the mutual
advantage of the separate colleges. It is true that some measure of
coordination already exists. The heads of the placement offices,
APPENDIX IV 355
for example, meet regularly to discuss their common problems and
programs. The deans of students also meet from time to time to
harmonize the policies of the colleges. The Municipal College Per-
sonnel Association, on shaky grounds for several years, has provided
a channel for the mutual interchange among the staffs of the col-
leges. In these and other ways some degree of coordination already
exists. On the other hand, it would appear in the light of present
requirements and possible future developments that a more con-
certed effort can develop and improve this coordination. Coordina-
tion, however, should not be viewed as a substitute for local
initiative and responsibility. Both principles are necessary and are
capable of improving the student personnel programs of the colleges.
These four administrative principles, then, are guide posts, among
others, for the development of the student personnel programs of the
colleges as viewed from the central perspective of the City University.
2. Program Principles (within the colleges )
Twelve principles, out of a larger number, will now be examined
briefly.
(a) Greater attention to the creation of balanced services is re-
quired. The reports of the several colleges indicate a wide variety
of strengths and weaknesses both within the individual colleges
and among them. Different emphases have been placed in staff
appointments upon the values of particular segments of the pro-
grams. Some consideration might be given to the establishment of
a “floor” of basic services which all of the colleges would possess as
an objective of further development.
(b) Coordination of services within the individual college is pres-
ently practiced in an uneven fashion. Too often the particular
services offered are organized under relatively autonomous offices.
Though some degree of autonomy ought to characterize every
office, the specialized interest ought to be orchestrated within a
larger administrative framework. The interchange of information
among offices is necessary, but a form of genuine sharing and
mutuality in which services interpenetrate is a more desirable aim.
(c) Research is another basic ingredient in a successful program
of student services. By continuous institutional research such serv-
ices are enabled to discover their own strengths and weaknesses.
Experimentation in the student personnel programs is a constant
requirement, but experimentation must be rooted in the process of
scientific inquiry in order that the assumed goals of the programs be
also the effective goals.
356 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
(d) The colleges, as relatively large institutions, require constant
attention to their student records systems. Each college should have
a centralized record-keeping system into which knowledge of the
students from all parts of the college may be kept and utilized. A
formalized system of microfilming also is a necessity.
(e) Concern for staff development ought to be a hallmark of
teacher development. A staff of student personnel workers of varied
professional and social backgrounds is required not only to counter-
act the obvious homogeneity of the student bodies of the colleges,
but also to stimulate the staffs and develop the programs.
(f) In-service education is necessary for the fullest utilization of
the staff. A specified part of the total time allotments to the staffs
ought to be provided wherein such education can take place. There
may be advantage in the introduction of a genuine system of intern-
ship in connection with graduate programs within the City Uni-
versity or in cooperation with graduate training schools. The
introduction of internships comprises one way whereby the staffs
of the colleges are called upon to clarify their own objectives and
functions.
(g) In the achievement of the educational philosophy already
stated, it is necessary that the colleges provide means whereby the
teaching faculty can participate with the professional workers in
the management of the institution’s total responsibility for educa-
tion. There is a need for regularized opportunities in which the
faculty and the professional workers may examine and confer on
their opportunities and limitations as educators. Such a process is
a two-way street. It is assumed that each has something to teach
to the other and that their mutual responsibilities cannot be achieved
in compartmentalized isolation.
(h) The student personnel program of a college, like all other
activities, requires space. The planning for the physical develop-
ments of the colleges ought seriously to take space into account.
(i) Equipment is also a requirement with its accompanying sup-
port of clerical and other workers. In fact, much of an efficient
student personnel program rests upon high-quality but secondary
staff. The use of appropriate equipment, such as that for micro-
filming, is needed for the achievement of the objectives of the
program.
(j) Experimental methods also should be encouraged. In counsel-
ing, for example, it cannot be assumed that the greatest effective-
ness always depends upon an individual relationship between a
APPENDIX IV 357
counselor and a student. Group counseling has much to offer both
in the preservation of college resources and in the effective dis-
charge of counseling responsibilities. Lively experiments in group
counseling in the next years well might provide a handy answer
to the problem of limited staff resources. In a period of rapid
change in educational methodology, the advantages of audio-visual,
and other technological means ought also to be scrutinized.
(k) The student personnel programs ought to strengthen their
relations with the community. There is no need, for example, in
New York City for a counseling service to attempt to be a full-
fledged clinic. The community offers rich, although overtaxed,
resources upon which the colleges to a measure ought to depend.
The relations between a college counseling program, however, and
community agencies cannot be left to chance. Deliberately serious
efforts ought to be made to relate the college services, for example,
to the Community Mental Health Board, as well as to other agencies
and organizations. Similarly, the colleges need clear and vigorous
relations with junior and senior high schools, as well as other groups
within the population, in order to bring about the most effective
admissions programs possible. In these and other ways the reliance
of the colleges upon resources in the community ought to lead to
even more effective programs on the campuses.
(1) A common thread of responsibility runs through all of the
preceding principles. It is that of leadership development. Leader-
ship in the context of the student personnel programs does not sig-
nify the executive officers alone. It is a quality of response to
problems which characterize an entire staff. Without it a program
tends to be dull and routine. With it a program may be vital,
experimental, and effective.
APPENDIX V
ROOM AND STUDENT-STATION UTILIZATION
Utilization information, both rooms and student-station, on six differ-
ent types of instructional rooms for a 90 hour week was obtained for
each of the colleges as of October, 1961. As noted in Chapter XII,
the evening and Saturday forenoon uses were so low that those figures
are excluded from the tables in the Chapter. So that the reader may
see the detailed summary of that use, Table 77 is included here.
Reference is made in Chapter XII to the separate tabulation on
the use made of the 8-9 A.M. and 4-5 P.M. hours in the Senior Colleges
and the effect on the use during the 9-12 hours and the 12-4 hours
when these two hours are taken out. That information for each of the
colleges is shown in Tables 78 and 79 of this Appendix.
358
APPENDIX V
Table 77
359
AVERAGE UTILIZATION PERCENTAGES* BY TYPE OF ROOM
IN EACH OF THE COLLEGES, UNDER CONTROL OF THE
BOARD OF HIGHER EDUCATION AS OF OCTOBER, 1961
Type of Room
City College,
Uptown Campus
Lecture
Classrooms .
Auditoria
Gymnasia
Special
City College,
Downtown Campus
Lecture ...
Classrooms .
Labs
Auditoria ...
Gymnasia ...
Special wo... cess
Hunter College,
Bronx Campus
ICO CUULG Nesersnrssststsenenesestsertnss
Classrooms .
Labs .......
Auditoria
Gymnasia
Special
Hunter College,
Park Avenue Campus
Lecture
Classrooms .
Labs .......
Auditoria
Gymnasia ...
Special
Forenoon
R ss
49 29
72 62
43 40
60 11
56 29
87 25
29 8
48 54
42 42
20 3
42 7
38 29
50 25
51 62
40
4
31
24
47 19
51 51
23 15
10 2
42 36
21 9
R
32
70
48
32
69
47
17
24
19
20
66
20
32
39
34
52
24
30
51
26
47
26
ss
13
61
43
35
24
27
19
13
18
13
45
33
30
21
13
46
14
35
10
R
25
47
23
22
25
32
49
31
48
37
20
10
>
47
48
27
19
23
ss
39
20
14
10
49
25
14
27
13
50
17
13
11
* Average percentages derived from individual room data sheets which define
rooms, room area and rated capacity. A copy of this sheet is found in Chapter XII.
R=Room Utilization.
SS=Student-Station Utilization.
(Continued on next page)
PERCENT OF UTILIZATION
Monday Through Friday
Afternoon Evening
Saturday
Forenoon
R ss
13 2
2 2
13 10
7 4
13 1
5 4
12 9
21 4
3 2
2 1
lecture
360
LONG-RANGE PLAN FOR THE CITY UNIVERSITY
Table 77 (cont.)
AVERAGE UTILIZATION PERCENTAGES* BY TYPE OF ROOM
IN EACH OF THE COLLEGES, UNDER CONTROL OF THE
BOARD OF HIGHER EDUCATION AS OF OCTOBER, 1961
PERCENT OF UTILIZATION
Monday Through Friday Saturday
Type of Room
Forenoon Afternoon Evening Forenoon
R ss R ss R ss
Brooklyn
College
Lecture 53 21 48 25 30 12
Classrooms 59 56 62 58 50 49
Labs 45 43 35 28 23 20
Auditoria .. — _— _— _— _— 1
Gymnasia 65 54 62 52 28 26
Special 19 15 34 28 24 17
Queens
College
Lecture 63 24 53 18 30 8
Classrooms 63 52 64 50 41 29
Labs ......... 22 21 41 40 12 13
Auditoria .. _— _— 24 5 13 1
Gymnasia 65 45 53 37 18 7
Special 25 9 33 9 28 5
Staten Island
Community College
Lecture ... — — — —_—
Classrooms 69 76 45
Labs ......... 35 36 46 44 27 21
Auditoria .. — —
Gymnasia .. — — _— _— _— _—
Special 48 40 65 48 38 26
Bronx Community
College
Lecture o..ccsscseeeeeeeees 90 61 80 39 25 5
Classrooms 71 84 69 13 23 24
Labs ......... 63 51 49 35 42 27
Auditoria _— _— — _ _ =—
Gymnasia _— _— — — — —
Special 61 33 65 39 40 25
ae |
Queensborough
Community College: All instructional space rented.
* Average percentages derived from individual room data sheets which define lecture
rooms, room area and rated capacity. A copy of this sheet is found in Chapter XII.
R=Room Utilization.
SS=Student-Station Utilization.
APPENDIX V
RESULTING FROM THE ELIMINATION OF THE 8-9 A.M.
BY SENIOR COLLEGES—FALL, 1961
City College—Uptown
Type of Room
Lecture
Classroom
Laboratory
Auditorium
Gymnasium
Special Use
Total
Hunter—Park*®
Type of Room
Lecture
Classroom
Laboratory
Auditorium
Gymnasium
Special Use
Total
No.
147
68
39
268
No.
8
80
86
1
6
22
148
8-9
A.M.
16.3
29.8
22.1
0.0
16.0
21.0
25.9
8-9
A.M.
0.0
0.0
0.0
0.0
0.0
0.0
0.0
O12
A.M.
60.0
85.9
60.5
80.0
69.8
42.1
69.8
9-12
A.M.
62.2
68.4
30.0
18.8
65.6
28.5
62.1
Table 78
ADJUSTED ROOM UTILIZATION PERCENTAGES
8-12
A.M.
49.1
19
43.4
60.0
56.0
86.9
58.8
8-12
A.M.
46.7
61.8
22.6
10.0
41.7
21.4
89.1
* High School and Elementary School Rooms
not available until after 4:00 P.M.
Brooklyn
Type of Room
Lecture
Classroom
Laboratory
Auditorium
Gymnasium
Special Use
Total
155
58
26
260
8-12
68.1
69.4
44.6
0.0
65.4
18.5
51.8
City College—Downtown
Type of Room
Lecture
Classroom
Laboratory
Auditorium
Gymnasium
Special Use
Total
Hunter—Bronx
Type of Room
Lecture
Classroom
Laboratory
Auditorium
Gymnasium
Special Use
Total
Queens
Type of Room
Lecture
Classroom
Laboratory
Auditorium
Gymnasium
Special Use
Total
No.
4
85
11
1
6
19
126
145
No.
11
108
20
15
161
A.M.
10.0
10.8
26.6
0.0
0.0
16.8
12.4
8-9
A.M.
0.0
0.0
0.0
0.0
0.0
0.0
0.0
8-9
AM.
20.0
17
18.0
0.0
438.8
2.7
10.7
361
HOUR
9-12
A.M.
35.0
60.2
47.9
26.7
65.6
45.8
65.5
9-12
A.M.
66.7
67.8
52.8
36.7
69.3
49.6
62.9
9-12
A.M.
17.6
81.6
22.8
0.0
72.2
32.4
68.8
8-12
A.M.
28.8
47.7
42.3
20.0
41.7
38.2
44.7
8-12
AM.
60.0
60.8
39.2
27.8
52.0
87.2
47.1
8-12
A.M.
68.2
68.1
21.6
65.0
26.0
58.9
362 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
Table 79
ADJUSTED ROOM UTILIZATION PERCENTAGES
RESULTING FROM THE ELIMINATION OF THE 4-5 P.M. HOUR
BY SENIOR COLLEGES—FALL, 1961
City College—Uptown City College—Downtown
4-5 12-4 12-5 4-5 12-4 12-5
Type of Room No. P.M. P.M. P.M. Type of Room No. P.M. P.M. P.M.
Lecture 8 16.0 85.6 81.6 Lecture . 4 0.0 21.8 17.0
Classroom 147 67.6 72.7 69.7 Classroom 85 12.0 26.4 28.6
Laboratory 68 69.2 42.8 48.1 Laboratory 11 10.9 21.4 19.8
Auditorium 1 0.0 40.0 32.0 Auditorium 1 0.0 26.0 20.0
Gymnasium 8 60.0 71.0 68.8 Gymnasium 6 28.8 76.7 66.0
Special Use 89 68.6 44.0 46.9 Special Use 19 18.7 22.0 20.8
Total... . 268 69.0 60.0 69.8 Total . 126 12.2 27.6 24.4
Hunter—Park Hunter—Bronx
4-5 12-4 12-5 4-6 12-4 12-5
Type of Room No. P.M. P.M. P.M. Type of Room No. P.M. P.M. P.M.
Lecture 8 80.0 40.0 88.0 Lecture 1 0.0 40.0 82.0
Classroom 80 89.1 64.4 51.4 Classroom 96 8.6 46.6 89.0
Laboratory 86 28.8 26.4 26.8 Laboratory Perr 82 24.4 85.9 88.6
Auditorium 1 00 0.0 0.0 Auditorium ............. 2 20.0 80.0 28.0
Gymnasium 6 10.0 66.8 46.7 Gymnasium ven 6 0.0 65.0 62.0
Special Use 22 «22.7 26.9 26.1 Special Use 9 20.0 26.0 24.0
Total 148 81.2 42.9 40.6 Total oo MOE 126 48.2 87.10
Brooklyn Queens
4-5 12-4 12-5 4-5 12-4 12-5
Type of Room No. P.M. P.M. P.M. Type of Room No. P.M. P.M. P.M.
Lecture ............. 18 68.5 45.8 48.3 Lecture vos 11 11.8 68.2 62.9
Classroom 165 66.7 69.2 62.1 Classroom 108 84.1 71.6 68.7
Laboratory 68 60.8 28.9 86.2 Laboratory vo 20 69.56 84.8 41.8
Auditorium oo 20.0 0.00.0 Auditorium |... 1 40.0 20.0 24.4
Gymnasium . 6 688 61.7 62.0 Gymnasium ... 6 88.8 65.0 52.7
Special Use ....... 26 42.7 816 33.8 Special Use 15 82.0 38.2 82.9
Total 260 61.8 49.8 62.1 Total 161 86.7 61.9 66.6
INDEX
AA degree. see Associate in Arts
AAS degree. see Associate in Applied
Science
A.C.E. test, 72, 112
accounting,
of City University property, 28, 304,
315
master’s degrees in, 176
activities, student. See also extracur-
ricular activities.
fees for, 78, 80, 81
Adelphi College,
pay to Lecturers, 146
Administrative Council, viii, 17, 37, 40,
67, 158, 159
and admission policy, 73
and campus separation, 28, 29, 311,
315-16
and faculty appointments, 23, 234
and Teacher Education, 187
and University departments, 20, 205
Administrative Research, Bureau of, 26,
40, 276, 318
admission requirements, 102-13
appraisal of present, 123-27
Board of Higher Education prescribes
conditions, 44
Bureau of Institutional Research and,
12, 129, 275
in Califomia, raising of, 155
for colleges in State University,
110-13
College of Science and Engineer-
ing, 112
Colleges of Education, 112-13
Harpur College, 111-12
Community Colleges, ix, 17, 157,
108-9, 113
recommendations for, 10, 11, 14,
18, 70, 123-24, 127, 130-31, 162
State University-supervised, 113
terminal programs, 14, 109,
130-31
transfer programs, 13, 108, 130
variations in, 2, 72, 73
for Free Academy, 77
363
implications of, 73-74
junior colleges, 4
master plan to include changes, 46,
56
for out-of-city residents, 11, 73, 81
qualitative. see qualitative admission
requirements
quantitative. see quantitative admis-
sion requirements
recommendations for, 9, 10, 11-14,
69, 70, 127-31
Senior Colleges, 9, 69, 70-74, 102-8.
See also specific schools.
and eligibility of 30% of high-
school graduates, viii, 11, 127
high school averages and regis-
tration, 3, 115-16
increase in, 2, 38, 39, 84, 96,
323-24
for non-matriculants, 107-8
and present eligibility of high-
school graduates, 3, 114-16, 124,
155-56
Schools of General Studies,
12-13, 16, 105-8, 129-30, 152
for Teacher Education, 186-87
and transfers, 12, 14, 70, 102-3,
129, 131
variations in, 2, 71-73
Admission Test for Graduate Study in
Business, 188
admissions. See also admission require-
ments; enrollments.
estimating, 86ff., 95-98, 100-1
new, 101
Community Colleges, 84-85, 89,
91,96
out-of-city, 98
ratios to baccalaureate candi-
dacy, 95-96, 125-26
relationship of high-school grad-
uates to, 91
Senior Colleges, 84, 89, 91,
95-96, 98
two-year colleges, 85, 89, 91,
96-97
364
adult education, 36, 57, 136-37, 150,
276-79, 323. See also Commu-
nity Colleges; Evening Sessions;
Schools of General Studies.
at Brooklyn College, 134, 150
diversion from City University col-
leges, 26, 279
enrollments, 59, 138, 148
junior colleges and, 154
and physical plants, 149-50
separation from credit programs, 16,
134, 152
teachers and, 144
Adult Education Council, 278
advertising,
master’s degrees in, 176
African studies, 181
age. See also college-age youth; school-
age children.
average college entrance age, 86
and pension plans, 247, 250, 251,
337ff.
requirement for nursing program, 106
Agricultural and Technical Institute,
43, 110
agriculture courses,
teacher supply, 202, 223
Air Force, U.S.,
and research, 179
Albany, N.Y.,
College of Education in, 110, 113
Albert Einstein Medical School, 190
Albert Research Institute, 180
Alfred, N.Y.,
Agricultural and Technical Institute,
110
College of Ceramics at Alfred Uni-
versity, 43
algebra,
admission requirements in, 103, 109,
113
Allen, James, Jr., 345
American Association of Collegiate Reg-
istrars and Admissions Officers,
208
American Association of University Pro-
fessors, 212
American Cancer Society, 179
American Council on Education. see
A.C.E. tests
American history,
admission requirements in, 103, 106,
109, 113
recommendations for, 13, 130
LONG-RANGE PLAN FOR THE CITY UNIVERSITY
American Public Welfare Association,
192
American Rehabilitation Association,
192
American Standards Association,
and building areas, 28, 304, 315
American Universities and Colleges,
110, 192
Amherst College, 199
annual lines. see budgets
annuities, 24, 247ff., 252, 337ff.
anthropology,
graduate work, 181
research grants, 171
application fees, 80
applications,
college. See also admission require-
ments; enrollments.
Council of Higher Educational
Institutions and, 49
for faculty appointments, 23, 235
Applied science degree. see Associate
of Applied Science
appointments and appointees, faculty.
See also Community Colleges;
faculty, City University; Senior
Colleges; etc.; specific schools.
characteristics of, 218-21
educational requirements for, 230-31
and procedures, 22-23, 232, 233ff.
recommendations for, 22-23, 231-32,
234, 235
and salaries. see salaries
in Teacher Education, 186
architects, project, 301, 302
architectural consultants, 37
Architectural and Engineering Unit, 28,
301, 302-3, 312, 315
Architecture, School of. see City Col-
lege: School of Engineering and
Architecture
area studies, 181
art,
commercial, 62, 202, 223
Community College programs, 62
doctoral programs, 181
history, 181
master’s degrees in, 176
teacher supply, 202, 223, 224
arts and crafts,
teacher supply, 202, 223
arts degrees. see specific degrees
arts and science. see liberal arts and
science
INDEX
Assistant Professors, 18, 164
distribution of, 208-13 passim
and promotions, 233
requirements for, 230, 231
salaries, 236ff.
tenure, 240ff.
vacancies for, 225
assistants and_assistantships,
174, 201, 206
appointment, promotion of science
assistant personnel, 233
and faculty time, 229
Associate in Arts (AA),
at Community Colleges, 58
admission requirements, 72
dropping of students, 120
full-time matriculant enrollment, 323
at New York City Community Col-
lege, 62
at Schools of General Studies, 36,
135, 136
admission requirements, 12-13,
105-6, 129-30
enrollments, 59, 323
requirements for transfer from,
104
Associate in Applied Science (AAS),
at Community Colleges, 58
admission requirements, 72
dropping of students, 120
at Fashion Institute, 63
full-time matriculant enrollment, 323
at New York City Community Col-
20, 21,
lege, 62
nursing program. see nursing pro-
grams
at Schools of General Studies, 36,
135, 136, 137
admission requirements, 106-7
dropping of students, 120
enrollments, 59, 323
requirements for transfer from, 105
associate degree programs (AA, AAS),
323. See also specific programs;
specific schools.
at Community Colleges, 10, 58, 70.
See also Community Colleges.
admission requirements, 72, 74,
126
dropping of students, 120
new admissions, 91, 96
transfer from Schools of General
Studies, 15, 151, 309
at Fashion Institute, 63
new admissions, 91, 95, 96-97
and fees, 79, 80, 162
365
full-time matriculant enrollment, 323
new admissions, 84, 91, 95, 96-97
high-school graduates and, 125
New York City Community College,
62
new admissions, 91, 95, 96-97
at Schools of General Studies, 9, 36,
39, 58, 69, 135ff. See also Schools
of General Studies.
admission requirements, 11, 12-
13, 74, 105-7, 126, 129-30
distribution of students by
classes, 139
dropping of students, 120
enrollments, 59, 138, 148, 323
fees, 79
new admissions, 84, 91, 96
non-city residents in, 59
nursing program. see nursing
programs
possible expansion, 149, 150
requirements for transfer from,
104, 105
transfer of programs to Com-
munity Colleges, 15, 151, 309
Associate Professors, 18, 22, 164
distribution of, 208-13 passim
and promotions, 233
requirements for, 230, 231
salaries, 236ff.
tenure, 23, 240ff.
vacancies for, 225
Association of American University
Presses, 273
Association of University Evening
Colleges, 145
athletic fees, 78, 81
Aubum Community College, 110, 113
audiology,
master’s programs in, 180
audio-visual aids,
and faculty time, 22, 24, 229, 230,
246
and student personnel work, 357
auditoria, 284, 285
number used, 284
rented, 285
utilization of, 292, 297, 359ff.
automation, 79, 86, 97, 133
Avalon Foundation, 190
baccalaureate (bachelor’s) degrees, 57-
58ff. See also Day Sessions; en-
rollments; Senior Colleges; etc.;
specific schools.
366
admission requirements and, viii, 2, 3,
7ff. See also admission require-
ments.
high-school graduates and, 114,
124ff., 156
recommendations, 9, 11, 12, 69,
127, 129
and counseling, 21, 207
high-school graduates and, 3, 114,
124ff., 156. See also baccalau-
reate degrees: new admissions.
increased facilities for, 28, 305ff., 316
new admissions, 84, 89, 91, 95, 125
Schools of General Studies, 36, 59,
134, 135, 138ff., 148, 324
admission requirements, 9, 69
and course work, 141
dropping of students, 120
non-matriculants and, 137
programs available, 136
Teacher Education and, 7, 187, 262
teaching staff and, 6, 213, 214, 220
in Community Colleges, 217,
218, 221
and teaching schedules, 23, 246
and tuition, 162. See also tuition.
bachelor’s degrees. see baccalaureate
(bachelor’s) degrees
Baruch, Bernard, 188
Baruch School. see Bernard M. Baruch
School of Business and Public
Administration
Beame, Abraham D., 193
behavioral sciences. See also psychol-
ogy; etc.
Social Science Institute and, 196
benefits of pension plans. see pension
plans
Berelson, Bernard, 166, 182
Bernard M. Baruch School of Business
and Public Administration (City
College Downtown), 57, 185,
188
admission requirements, 71, 72, 103,
104
and transfer from SGS, 105
dropping of students, 120, 121
enrollments, 38, 311
graduate, 172, 173, 311
School of General Studies, 138,
140, 148, 311
and staff increase, 147
graduate program, 176
enrollment, 173, 311
LONG-RANGE PLAN FOR THE CITY UNIVERSITY
physical plant, 30, 280-81, 318, 322
building program, 286
college-owned space, 283, 284
rented space, 285
room capacity, 295, 298, 299
room utilization, 292, 359, 361,
362
student-station utilization, 293
relationship with parent campus, 28,
310, 315, 352
School of General Studies, 106, 136,
137, 139, 142
course offerings, 140, 141
dropping of students, 120, 121
enrollments, 138, 140, 148, 311
Police Science Program, 260
transfer from, 105
students’ boroughs of residence, 8,
306
teaching staff, 232
enrollments and needs, 147
hourly rates to, 4, 145
and teaching load, 74, 75-76
bibliography, City University Press and,
26, 275
biological sciences. See also biology; etc.
master’s degree in, 176
research, 196
teacher supply, 6, 201, 202
biology,
doctoral program, 179
master’s degrees, 176
research grants, 171
teacher vacancies, 225
biomathematics, 196
Board of Education, NYC,
and adult education, 278-79
Bureau of Program Research and
Statistics, 99
and Fashion Institute, 45, 62
and Ist public schools, 33, 34, 76,
153
admission standards to Free
Academy, 77
President of, and Board of Higher
Education, 35
Board of Estimate, NYC,
and chronology of building program,
303
and funds to Committee to Look to
the future, 55
and New York City Community Col-
lege, 61, 62, 153
INDEX
Board of Higher Education, 1ff., 34-36,
44, 45, 57-60, 66-67ff., 319. See
also specific resolutions, schools,
etc.
Administrative Council advises, 67
and City University establishment, 36
Committee to Look to the Future.
See also Committee to Look to
the Future.
recommendations of, 8-32. See
also specific subjects.
statement to Board, vii-x
and Community Colleges, 157-59.
See also Community Colleges.
and construction plans, 301ff.
and faculty. See also faculty, City
University.
appointments, 230-33ff.
multiple job regulations, 252-
53ff.
tenure, 243
Holy’s statement to, xi-xii
and master plans. see master plans
new building, 322
newsletter from Chairman, 271-72
organization chart, 158
and President’s functions, 233-34
Rosenberg statement on Long-Range
plan, v
and Schools of General Studies, 134.
See also Schools of General
Studies.
State representation on, 40
and student personnel service, 348-
49
and tuition. see tuition
and Urban Affairs Institute, 22, 194,
195, 207
Boards of Regents,
University of California,
and admissions, 155
and office space, 299
and tuition, 78
University of the State of New York,
42, 43
and Council of Higher Educa-
tional Institutions, 47
and master plan, vii, 45-47
and Optometric Center, 192
on professional curricula, 191
and Urban Affairs Institute, 194
books. See also libraries.
students to pay for, 78
university presses and, 273, 274
367
borrowing against retirement funds,
248, 339
Boston University,
Ph.D. in performing arts, 180
research bureau, 176
branch campuses, relationships of, 28,
310-12, 315-16
breakage fees, 78
Breslau University,
Ph.D.’s to Community College staff,
219
Brett Hall (City College), 30, 280, 313,
318
“Broader Mandate for Higher Educa-
tion,” 143
Brockport, N.Y.,
College of Education, 110
Bronx. See also Bronx Community Col-
lege; and under Hunter College.
college-age population, 326
high-school graduates, 115, 117
school-children, 327, 329
students to various colleges, 8, 306
Bronx Community College, 58, 63, 153
admission requirements, 72, 109, 113
transfer program, 108
dropping of students, 120, 122
enrollment, 331
establishment, 1, 36, 38, 44, 66, 320
physical plant, 283, 285
building program, 287
office space, 300
section sizes, 228
teaching staff, 211, 212, 217
and doctorates, 218, 219, 221
new, characteristics of, 221
office space for, 300
salary costs, 3, 75
and teaching load, 74
tuition fees, 80
Bronx High School of Science, 283, 320
Brooklyn. See also Brooklyn College;
Downstate Medical Center; New
York City Community College
of Applied Arts and Sciences.
college-age population, 326
high-school graduates, 117
Polytechnic Institute of, 146, 216
Public Library, 184
school-children, 327, 329
students to various colleges, 8, 306,
307
and Verrazano Bridge, 29, 175
Brooklyn College, 57, 96
admission requirements, 71, 104, 106-
7, 323
368
adult education and community
service,
division for, 134, 150
dropping of students, 119, 121
in SGS, 120, 121
voluntary withdrawal, 123
Early Childhood Center, 58, 167-68
enrollments, 38, 39, 71, 330
graduate, 172, 173, 175, 178
in SGS, 138 139, 140, 148
and staff increase, 147
established, 1, 35, 44, 66
graduate work, 58, 179, 180, 181
enrollment in, 172, 173, 175, 178
research grants, 171
in Teacher Education, 167, 186
library, 183
non-matriculants, admission require-
ments for, 107
physical plant, 282
building project, 286
college-owned buildings, 283
college-owned rooms, 284
expansion, 322
office space, 300
rented space, 285
room capacity, 295, 298
room utilization, 292, 360, 361,
362
student-station utilization, 293
Press, 274-75
School of General Studies, 4, 58, 136
admission requirements, 106-7
course offerings, 140, 141
dropping of students, 120, 121,
123
enrollments, 138, 139, 140, 148
hourly compensation rates, 4,
145
nursing program.
programs
transfer from, 104
section sizes, 228
student personnel services, 346, 352-
see nursing
53
students’ boroughs of residence, 8,
307
Teacher Education, 58, 167, 173,
186, 333
teaching staff, 209, 210, 214
and doctorates, 215, 216, 220
enrollments and needs, 147
hourly rates to, 4, 145
new, characteristics of, 220
LONG-RANGE PLAN FOR THE CITY UNIVERSITY
office space for, 300
salary costs, 3, 75
and teaching load, 74
vacancies, 225-26
transfers from Staten Island Com-
munity College, 118
undergrad training for Ph.D.’s, 169
Broome Technical Community College,
110, 113
Brown University,
Ph.D.’s to City University staff, 216
Browne, Arthur D., 155
Bryn Mawr College,
Ph.D.’s to City University staff, 216
Budapest, University of,
Ph.D.’s to Community College staff,
219
budgets. See also costs; specific schools;
etc.
for Business Research Bureau, 268
and computers, 196
construction, x
faculty lines, 4, 6, 24, 143, 222, 254.
See also salaries.
for graduate work, ix, 19, 20, 297,
204, 205
for Urban Affairs Institute, 195
Buffalo, N.Y.,
College of Education, 110, 113
Buffalo University,
dental school, 193
buildings. See also classrooms; construc-
tion; office space; physical plant;
specific schools.
remodeling of. see remodeling of
buildings
renovation of, 280, 281, 313
replacement of. see replacement of
buildings
Bulletin, City University, 26, 271-73
Bureau of Administrative Research, 26,
40, 276, 318
Bureau of Institutional Research, 26,
275-76
and admissions, 12, 129
in Minnesota, 227
and withdrawals, 15, 132
bureaus, research, 270-71. See also spe-
cific bureaus.
business,
Community College programs, 62
master’s degree programs, 36, 58, 68
research bureau, 270
teacher supply, 202, 223
INDEX
Business and Public Administration
School. see Bernard M. Baruch
School of Business and Public
Administration
CEEB. See College Entrance Examina-
tion Board
C.R.E.F., 248
California. See also California, Univer-
sity of; etc.
junior colleges, 97, 155, 164
Master Plan, 78, 97, 155, 272-73, 316
State Board of Education,
and admissions, 155
and office space, 299
and tuition, 78
State Colleges, 97, 316
admissions, 155
library volumes, 184
office space, 299
student performance, 120-21
and tuition, 78
California, University of, 97, 124
at Berkeley, 182
faculty distribution, 212
teaching expense, 177
undergrad dismissals, 121
Bulletin, 272-73
class size, 229
dropping of students, 121
enrollments recommended, 316
faculty distribution, 212
high-school graduates and admission
requirements, 155
library, 184
at Los Angeles, faculty distribution
in, 212
office space, 299
Ph.D.’s to City University staff, 216
Press, 274
public service units, 269
Regents of, 78, 155, 299
research expenditures, 170
teaching expense, 177
tuition, 78
undergrad training for Ph.D.’s, 58,
79, 168
California Institute of Technology, 182
“California Master Plan for Higher
Education, 1960-1975,” 97
California Schools (periodical), 155
California Teachers Association, 164
“California and Western Conference
369
Cost and Statistical Study,” 170-
7
campuses, relationships between, 28,
310-12, 315-16
Canton, N. Y.,
Agricultural and Technical Institute,
110
capacities,
of City University. see physical plant
classroom, 7, 27, 297-99, 314
capital budget. see budgets; costs
career programs. see terminal (career)
programs
careers, choosing. see counseling and
guidance
Carmichael, Oliver C., 166
Carnegie Foundation, 248
Catholic University,
Ph.D.’s to City University staff, 219
central facility for graduate work, ix,
197, 198, 311
recommendations for, 19, 20, 205
certificates,
programs leading to. See also Schools
of General Studies.
graduate, 58, 61, 167, 190
Regents and values of, 42
Chancellor of City University,
and Administrative Council, 37, 67,
158
and Board of Higher Education, 17,
4l, 159
and medical-school study, 191
Chapman, Evans and Delehanty, 38
Charities Registration Bureau, 192
Charles IV University (Prague),
Ph.D.’s to Community College staff,
219
Chase Manhattan Bank,
and pension plan, 342
chemical engineering,
master’s degree in, 176, 187
professors with Ph.D.’s in, 188
chemical technology, 58, 62
chemistry,
admission requirements in, 103
master’s degrees, 5, 175, 176
Ph.D. programs, 178, 179-80, 198
research grants, 171
teacher supply, 6, 201, 202, 223
temporary personnel at Queens,
222
vacancies listed, 225
Chicago, University of, 182
and Ph.D.’s, 168, 216, 219
library, 183
370
childhood education centers. see Early
Childhood Centers
children, 82-83, 86ff., 95, 98-100,
327, 329. See also elementary
schools; etc.
Early Childhood centers,
167-68
Children’s Courthouse, 322
China, area studies on, 181
City College, 57, 66, 67. See also Ber-
nard M. Baruch School of Busi-
ness and Public Administration.
admission requirements, 71, 104ff.
for non-matriculants, 107
and transfers, 104, 105
and campus separation, 28, 310, 315,
57, 58,
352
College of Liberal Arts and Science,
57, 66, 67
admission requirements, 104,
105, 107
dropping of students, 120, 121
graduate enrollment, 173
opened to women, 323
SGS, 107, 120, 121
teachers and teaching loads, 74
Downtown. see Bernard M. Baruch
School of Business and Public
Administration
dropping of students, 119, 120, 121
voluntary withdrawal, 122, 123
Education School. see City College:
School of Education
Engineering School. see City College:
School of Engineering and Ar-
chitecture
enrollments, 38, 311, 330, 333
graduate, 172, 173, 178, 311
in SGS, 138, 140, 148, 311
and staff increase, 147
established, 1, 35, 44, 66
Evening Sessions. see City College:
School of General Studies
graduate program, 58, 166, 167, 179-
80, 181
enrollments, 172, 173, 178, 311
Liberal Arts College. see City Col-
lege: College of Liberal Arts
and Science
library, 183
non-matriculants, 107, 121
physical plant, 280, 321-22
building program, 286, 303, 321-
22
LONG-RANGE PLAN FOR THE CITY UNIVERSITY
buildings to be replaced, 30,
280, 313, 318
college-owned space, 283, 284
rented space, 285
room capacity, 295, 298
room utilization, 292, 314, 359,
361, 362
student-station utilization, 293
Press, 274
School of Education. 57, 58, 67, 185,
186, 187
enrollments, 173
established, 167
teachers and teaching loads, 74
School of Engineering and Architec-
ture, 185, 187-88
admission requirements, 105,
106, 107
School of General Studies, 4, 96, 136,
139
admission requirements, 106, 107
dropping of students, 120, 121,
123
enrollments, 138, 140, 148, 311
transfer from, 105, 118
School of Technology, 57, 67, 74,
173, 176. See also City College:
School of Engineering and Ar-
chitecture.
dropping of students, 119, 121
new building, 286, 303, 321
section sizes, 228
students’ boroughs of residence, 8,
306
Teacher Education, 58, 166, 167.
See also City College: School of
Education.
teaching staff, 209, 210, 214, 215
and doctorates, 215, 216, 220
and enrollments and needs, 147
and hourly rates to, 4, 145
new, characteristics of, 220
research grants to, 171
salary costs, 2-3, 75
and teaching load, 74
temporary, 224
Technology School. see City College:
School of Technology
and transfers, 104, 105, 118
undergrad training for Ph.D.’s, 169
City College in Action, A, 133
City Planning,
Department of, 83, 195, 303
master’s program, 195
City University Bulletin, 26, 271-73
INDEX
City University of New York, 57-60,
63-64, 66-70ff. See also admis-
sion requirements; enrollments;
etc.; Community Colleges; Senior
Colleges; etc.
adult education in, 276-79. See also
adult education.
functions of, 68-70
implications of status, 67-68
internal services, 271-76, 345-57
master plans, viiff., 45-46
development of 1961 Plan, 1-2,
40-41, 53-55
recommendations in 1961 Plan,
8-32. See also specific subjects.
public services, 256-66
student personnel services, 345-57
City University Press, 26, 275
City University Research Foundation,
25-26, 268
civil engineering,
graduate work in, 176, 187, 188
Claremont College, 198
class sizes, 4, 6, 146, 293
and faculty time, cost, 22, 23, 227-30
classics,
master’s degrees in, 176
classified non-matriculants, 107
classrooms, 7, 284-99
in building program, 286-87
capacities, 7, 27, 297-99, 314
rented, 7, 284-85
utilization of, 7, 27, 287-96, 314,
359-62
clinical psychology,
5-year degree programs, 39, 323
post-master’s certificate program, 167
Cobleskill, N. Y.,
Agricultural and Technical Institute,
110
co-curricular activities, 296, 346ff.
College Admissions in New York State
1958-1961, 89
College-Age Population Trends 1940-
1970, 208
college-age youth, 4, 133, 147, 160.
See also admissions; enrollments;
high-school graduates; etc.
and forecasts, 82-83, 86ff., 93ff.,
98-101, 326-28
College of the City of New York, 34-35,
41, 44,79
Rudy’s book on, 76, 77, 274
College of the City of New York: A
History, 1847-1947, 76, 77, 274
371
College Entrance Examination Board
(CEEB), 72, 116. See also
Scholastic Aptitude Test.
College Retirement Equity Fund, 248
College of Science and Engineering,
110, 112
colleges (and universities). See also
City University; Municipal Col-
lege System; Senior Colleges;
etc.; admission requirements;
enrollments; etc.; specific schools.
admission requirements, 109-13
analysis of retirement plans, 336-44
enrollments, 64-65, 83ff.
faculties. see Faculty, City Univer-
sity; teachers
library provisions, 51, 82-84
room utilization, 294
State. see State University of New
York; specific colleges.
Colleges of Education, 43, 48, 83, 110,
112-13
Colleges of Liberal Arts and Science.
see City College; etc.
Colorado, University of,
research bureau, 276
Columbia University, 48
dental school, 193
faculty, 143, 146
graduate work, 182
and Ph.D.’s, 5, 168, 216, 217,
219
library, 183, 184
optometry department, 191, 192
Teachers College, 271
commercial art,
program, 62
teacher supply, 202, 223
commercial high schools,
155-56
Committee on Higher Education, 39
Committee to Look to the Future, 40-
41, 54-56, 66, 319
Holy’s statement to, xi-xii
statement to Board of Higher Edu-
cation, vii-x
Committee on Teaching Schedules, 245
committee work, faculty, 23, 37, 246
Community Colleges, ix, 4, 10, 16-18,
57ff., 63-64, 70, 123-24; 153-64.
See also junior colleges; specific
schools.
admission requirements, 2, 72, 73,
108-9, 123, 126, 160-62
recommendations, 10, 11, 13-14,
18, 70, 128, 130-31, 162
115, 116,
372
for State University-supervised,
113
for terminal programs, 13, 108,
130
for transfer programs, 11, 14,
109, 128, 130-31
Cottrell Report and, 38, 39, 320ff.
dropping of students, 15, 120, 122,
123, 132
enrollments, 59, 60, 307, 331
compared to SGS, 148
forecasting, 84-85, 86, 89, 91ff.,
101
established, 1, 36, 44-45, 46, 66-67
Heald report and, 40
new admissions, 84-85, 91, 95ff., 101
organization and administration, 17,
157-59
physical plants, 8, 29-30, 31, 283ff.,
309, 317-18. See also physical
plant.
room utilization, 27, 314
section sizes, 6, 228, 229
State Advisory Council and, 49
State reimbursement to, 2, 20, 40,
51, 96
State University-supervised, 110, 113
Strayer Report and, 37
teaching staff, 163-64, 210-11, 217-18
and doctorates, 5, 218, 219, 220-
21
educational requirements, 231
and salaries, 5, 18, 75, 76, 163,
164
supply, 222
and teaching load, 74
transfer of SGS curricula to, ix, 15,
151, 309
tuition, viii, 10, 77, 79, 80-81, 162-63
Community Council of Greater New
York, 192
Community Mental Health Board, 357
community service, 134, 136, 144, 150,
189-90. See also adult educa-
tion; public services.
comparative literature,
doctoral program, 179
compensation. See also salaries.
part-time, 4, 15-16, 142, 145-46, 151,
253
composite scores, 2, 71-73, 84, 103-4ff.,
114, 126, 324
recommendations for, 11, 13, 127, 130
Compton Hall (City College), 286
computing machines, 196
Conant, J. B., 161
LONG-RANGE PLAN FOR THE CITY UNIVERSITY
conferences and faculty time, 23, 246
construction, x, 7, 30-31, 280ff., 285-
87, 312-13ff., 320-22 passim. See
also specific schools.
fund, 30, 124, 303, 318-19
for medical school, 191
planning for, 301-3
and time lapse, 7, 28, 302-3, 315
contact hours,
student, 297-99
teaching loads and, 6, 23, 243-46
Cooperative Library Service for Higher
Education, 49
Cornell University, 43, 48, 182
library, 183
and Ph.D.’s, 180, 216, 219
research bureau, 270
Coming Community College, 110, 113
Cortland, N. Y.,
College of Education, 110
costs. See also budgets; financial aid;
specific items, schools, etc.
determining instructional, 227
of faculty salaries. see salaries
of graduate education, 177
library, 183
and required expansion of physical
plant, x, 8, 28, 30-31, 312-13,
316, 318
of research program, 170-71, 269,
270
State reimbursement for. See under
financial aid.
time lapse and increased, 7, 28, 302,
315
Costs of Higher Education in Califor-
nia, 1960-75, 177
Cottrell, Donald P., 38, 281, 320
Cottrell Reports,
Education for Business in The City
University of New York, 281
Public Higher Education in the City
of New York, 37-39, 320-24
Coulton, Thomas Evans, 133
Council on Dental Education, 193
Council of Higher Educational Institu-
tions in New York City, 47-49
Council of Librarians, 185
Council of Social Work, 189
counseling and guidance, 349ff., 357
at Community Colleges, 17, 156, 157
and faculty time, 23, 245, 246
for graduate programs, 19, 21, 204,
206-7
graduate work in, 167, 186
INDEX
at Schools of General Studies, 134
credit and collection,
master’s degrees in, 176
credits and credit hours,
fees per, 79-80
and full-time-equivalents, 60
and salary costs, 74-76
and teaching loads, 6, 74, 243-46
transfer requirements, 12, 104-5, 129
curricula, 45, 55, 133-34, 275. See also
specific courses, schools.
Day Sessions. See also admission re-
quirements; tuition; etc.; bac-
calaureate degrees; matriculants;
Senior Colleges; etc.; specific
schools.
enrollments, 7, 59, 60, 116, 304-10ff.,
330. See also enrollments.
Community College, x, 8, 38,
39, 59, 60, 116, 160, 307, 308-
10ff.
and cost estimates, x, 28, 312,
316
Cottrell Report and, 38, 39
faculty, 5, 22-25, 208-55. See also
faculty, City University.
retention of students, 14, 119, 120-
21, 122, 131
Schools of General Studies, 9, 69,
137, 149, 150. See also Schools
of General Studies.
transfers to, 102-5
Dean of Graduate Studies, 199, 200
and recommendations, 20, 21, 22,
205, 206, 207
Dean of Teacher Education, 186
death benefits in pension plans, 247ff.,
337ff.
debt service, 50-51
“debtor states,” 83
degrees. See also matriculants; specific
degrees, schools.
enrollments according to objectives,
334
Regents and, 42, 45
Delhi, N.Y.,
Agricultural and Technical Institute,
110
Demonstration School for Exceptional
Children, 168
dental schools, 193
dental technology programs, 62
Department of Health; etc. see Health,
Department of; etc.
373
departments, university,
and graduate programs, 20-21, 199-
200, 205-6
and staff appointments, promotions,
232-33
diplomas,
programs leading to. see high schools;
Schools of General Studies
Regents and values of, 42
and tuition, 79
Directors of Teacher Education, 187
Directory of Social Health Agencies in
New York City, 192
disability benefits in pension plans,
237ff., 247, 250
discussion vs. lecture methods, 227-28
dismissal of students. see dropping of
students
Division of Research in Higher Educa-
tion, 128
Division of Teacher Education, 67, 185-
87, 262, 275
Doctorate Production in United States
Universities, 1936-1956 ..., 168
doctorates and doctoral programs, 5, 36.
41, 68, 166ff., 258
budget and, 20, 197, 199, 205
central facility for work, ix, 19, 20,
197, 198, 205
counseling services and, 21-22, 206-7
criteria for establishing, 200-3
departments and disciplines, 20-21,
199-200, 205-6
faculty and, ix, 5, 196ff., 215, 230,
at Baruch School, 188
Community College, 163, 217-
18, 219, 221
distribution of Ph.D.’s among,
215, 217-18
junior college, 4, 163, 164
new, with doctorates, 220-21
and recommendations for pro-
grams, 20-21, 22, 205-6
and recruitment difficulties, 222,
225-26
various institutions giving Ph.D.’s
to, 216-17, 219
fields to be admitted, 21, 178-81, 206
libraries and, 19-20, 182-85, 200, 205
in nursing program at Hunter, 190
recommendations for, 19-22, 204-7
in School of Engineering and Archi-
tecture, 188
structure, organization for,
196-200, 204-7
19-22,
374
subsidies for students, 20, 21, 174,
201, 206
undergraduate training for, 58, 79,
168-69, 178
Doi, James I., 294
Doris Duke Foundation, 180
dormitories, 63
for Senior Colleges, 85-86
Downstate Medical Center, 45, 60-61,
190
dormitory planned, 63
enrollment, 61, 64
dramatic arts,
graduate work in theater, 180, 203
teacher supply, 202, 223
drawings, preliminary, in construction
planning, 301-2
dropping of students, 120-23
high-school dropouts, 89, 100
standards recommended, 14-15, 131-
32
voluntary withdrawals, 15, 122-23,
132
Duke, Doris, Foundation, 180
Duke University,
Ph.D.’s to City University staff, 216
Dutchess Community College, 110, 113
Early Childhood Centers, 57, 58, 167-68
economic research bureaus, 270
economics,
doctoral programs, 178, 180, 200
master’s degrees, 176, 180
research in, 270
teacher supply, 6, 201, 202, 223, 225
Ed.D. degree, 163
education. See also Board of Education;
Board of Higher Education;
Teacher Education; etc.
doctoral programs, 181
research bureaus, 270-71
and social mobility, 94
Education for Business in The City Uni-
versity of New York, 281
Education Law, 42-53 passim, 153-54
Education Management Study, 37
Educational Clinics, 7, 167
Educational Foundation for the Ap-
parel Industry, 62, 63
Educational Research, Bureaus of, 270-
71
Einstein, Albert, Medical School, 190
electrical engineering,
master’s degrees in, 5, 175, 176, 187
professors with Ph.D.’s, 188
LONG-RANGE PLAN FOR THE CITY UNIVERSITY
electrical technology programs, 58, 62
electronic equipment,
computing machines, 196
for registration, 296
elementary schools, 57. See also chil-
dren.
adult education offerings, 279
at Hunter, 51, 58
public, established, 33
teacher training for, 34, 262, 263
Emerging Evening College, The, 143
Empire State Health Council, 192
employment,
career training for see counseling and
guidance; terminal (career) pro-
grams; etc.
faculty. see appointments and ap-
pointees, faculty
of graduates. see placement
multiple job, 24-25, 144, 252-55
engineering and pre-engineering, 36, 58.
See also civil engineering; etc.
admission requirements, 72, 103,
105ff., 112
doctoral programs, 20, 200, 206
master’s degrees, 36, 58
School of Engineering and Architec-
ture, 185, 187-88
admission requirements, 105,
106, 107
School of Science and Engineering,
110, 112
teacher supply, 6, 201, 202, 222, 223,
224
English,
admission requirements, 13, 103,
106ff., 112, 113, 130
doctoral programs, 178, 179, 180,
197, 198
master’s degrees, 5, 175, 176
teacher supply, 6, 201, 202, 223, 225
Enrollment Projections for Higher Edu-
cation, 124, 208
enrollments, 2, 3, 53-54, 57, 59-60, 78,
124-25, 208, 304-10, 311, 323,
330. See also admissions; class
sizes; Community Colleges;
Schools of General Studies; Sen-
ior Colleges; specific schools.
Bureau of Institutional Research and,
275
and expansion, x, 7-8, 29, 312, 317.
See also Community Colleges;
etc.
Cottrell Report and, 38, 39
INDEX
graduate, 5, 59, 60, 172-78, 307-8,
311, 323
high-school graduates and, 3, 18,
84-85ff., 98-99, 125-26, 162
private institutions, 2, 64-65, 83, 87-
88ff.
entrance examinations,
specific tests.
fees for, 80
for Free Academy, 77
entrance requirements.
requirements
equipment, 280, 303, 304
costs, 8, 62, 287, 312
for student personnel services,
356
Equitable Life Assurance Society, 342
Erie County Technical Institute, 110,
113
Estimate, Board of. see Board of Esti-
mate
Evening Divisions. see Schools of Gen-
eral Studies; also Evening Ses-
sions.
Evening Sessions, 36, 296. See also
adult education; Community
Colleges; Schools of General
Studies; specific schools.
enrollments, 9, 59, 307, 334, 335
at Brooklyn College opening, 35
fees, 79-80
new admissions, 91, 95, 96
room utilization, 288
Everett, John R., 193, 236
107. See also
see admission
examinations,
administration of, for Ph.D.’s, 20,
206
entrance, 107. See also Scholastic
Aptitude Test; etc.
fees for, 80
for Free Academy, 77
Exceptional Children, Demonstration
School for, 168
executives,
on advisory commissions at New
York City Community College,
62
Expanded Opportunities and Facilities
for Higher Education, 160
expenditures. see budgets; costs; spe-
cific items
experimental design,
Institutional Research Bureau and,
276
Extension Division. see Schools of Gen-
eral Studies
375
extension services, 269
extracurricular activities, 296, 346ff.
facilities. see buildings; classrooms; etc.
faculty, City University, ix-x, 5-6, 22-
25, 47, 208-55
appointment and promotional pro-
cedures, 22-23, 232-36
and committees, 23, 37, 246
Community College 18, 163-64, 210-
12, 217-18, 220-21, 229
educational requirements, 231
and Ph.D.’s, 218, 219
educational requirements, 230-32
and graduate programs, ix, 5, 41, 201
and doctoral fields, 179ff., 188,
196-98
recommendations, 19, 20, 21, 22,
204-5ff.
research grants, 5, 169-71
and library resources, 185
and multiple job employment, 24-25,
144, 252-55
new, 22-23, 220-21, 230-32ff.
and office space. see office space
with Ph.D.’s, ix, 5, 88. 215, 218,
221ff., 235
institutions conferring, 216, 219
research grants to, 5, 169-71
retirement plans, 6, 24, 247-52. See
also retirement plans.
and salaries. see salaries
in Schools of General Studies, 4,
24-25, 142-46ff., 232, 254
hourly rates to, 4, 15-16, 142,
145-46
shortages in, 6, 144, 221-27
and student personnel services, 349
and teaching loads, 6, 23-24, 74-76,
243-46
and part-time remuneration, 145
and temporary appointments, 224
and tenure, 6, 13-14, 217, 220, 232,
240-43
Farmingdale, N. Y.,
Agricultural and Technical Institute,
110
Fashion Institute of Technology, 40,
45, 62-63, 96, 153
enrollment, 63, 64, 148, 307
new admissions, 85, 89, 91, 95
requirements, 113
Federal government. see United States
376
fees, 77-78, 80. See also tuition.
laws on, 53, 77, 78
recommendations for, 11, 81
fellowships, 20, 21, 174, 201, 206
distribution of Fellows by rank,
208ff.
Sloan-Kettering Institute and, 179
social work school, 189
university research foundation and,
264
Urban Affairs Institute and, 195
finance and investment,
master’s degrees in, 176
financial aid. See also funds; grants;
specific schools; etc.
for graduate work, 21, 167, 200-1
State, 42, 45, 49-52, 197
for Community Colleges, 2, 20,
40, 51, 96
for teacher training, 2, 36, 49-
50, 53, 67, 167, 186
student, 21, 47, 52, 200-1. See also
scholarships; etc.
financial facilities. see budgets
fire administration, 58
five-year degree programs, 167
recommendations for, 38-39, 323
Florida State University,
research bureau, 276
Folsom, Marion B., 39, 41, 65
food service administration, 58
Fordham University, 48
Ph.D.’s to City University staff, 216,
219
foreign institutions,
faculty degrees from, 214ff.
recruiting faculty from, 23, 235
foreign languages. See also specific
languages.
admission requirements, 103, 106,
107, 108, 111, 112
recommendations, 13, 130
doctoral programs in romance lan-
guages, 179, 180-81
teacher supply, 6, 201, 202, 223, 225
foreign students, 59, 73
Forestry, College, 43
foundations, research, 7, 25-26, 65,
263-68. See also specific foun-
dations.
four-year programs. see baccalaureate
degrees; Senior Colleges; spe-
cific schools
Fredonia, N. Y.
College of Education in, 110
LONG-RANGE PLAN FOR THE CITY UNIVERSITY
Free Academy, 1, 34, 44, 66, 76-77
Townsend Harris on, 35-36
French,
master’s degrees in, 176
Fretwell, Elbert K., Jr., 49
fringe benefits, 247. See also pension
plans.
Full Professors. see Professors
full-time faculty. See also faculty, City
University.
budget lines for, 4. See also Com-
munity Colleges; Schools of Gen-
eral Studies; etc.
and extra teaching, 16, 152. See also
multiple job employment.
full-time students, 277. See also Day
Sessions; enrollments; matricu-
lants; etc.; specific schools.
full-time-equivalents, credit hours in
figuring, 60
and graduate work, 5, 21, 60, 174,
206, 307-8
and student-stations, 297
funds. See also budgets; costs; financial
aid; specific funds, schools.
to Committee to Look to the Future,
55
construction, 30, 124, 303, 318-19
for graduate work. see graduate
studies
furniture, 280, 303, 304, 312
Gardner, John W., 39, 41, 65
on graduate programs, 169
General Pattern for American Public
Higher Education, 164
Genesee, N.Y.,
College of Education in, 110
Geneva University,
Ph.D.’s to City University staff, 219
geography,
research grants in, 171
geology,
research grants in, 171
teacher supply, 202, 223
geometry,
admission requirements, 103
German,
master’s degrees, 176
teacher supply, 6, 201, 202, 222ff.
Gideonse, Harry D.,
on Brooklyn College Press, 274-75
on student personnel services, 346-57
Gillet Hall (Hunter College), 282
INDEX
Goldmark Wing (City College), 30,
280, 313
government. See also New York City;
New York State; United States.
Federal aid. see United States
medical care expenditures, 7, 261
pension plans, 247ff.
and public services, 257ff.
State aid. See under financial aid.
teachers recruited from, 220, 221
Gowin, D. Bob, 144
grades. See also admission require-
ments; high-school averages.
and retention of students, 119-20
Graduate Education, 166
Graduate Education in the United
States, 166
Graduate Record Tests, 126, 188
graduate studies, ix-x, 5, 18-22, 36,
41, 58ff., 68, 166-207, 258-59.
See also doctorates and doctoral
programs; master’s degrees; spe-
cific programs, schools.
best fields for, 178-81
central facility for, ix, 19, 20, 197,
198, 205, 311
enrollments, 5, 59, 60, 172-78, 307-
8, 311, 323
financial aid to students, 20, 21, 52,
200-1, 206. See also fellowships;
etc.
full-time students and, 5, 21, 60, 174,
206, 307-8
library provisions, 5, 19-20, 182-85,
205
and non-credit courses, 278
organization of departments, 20-21,
199-200, 205-6
out-of-city residents and, 11, 81
plant expansion and, 30, 31, 307-9,
313, 318
research funds for, ix, 15, 20, 169-71,
205
in Teacher Education. see Teacher
Education
graduates. see graduate studies; high-
school graduates
grants, 5, 169-71, 265. See also foun-
dations.
“Grants for Faculty Research,” 171
graphic art. see art
Greater New York Charter, 34
group insurance in pension plans, 248,
338ff.
guidance. see counseling and guidance
377
gymnasia,
number used, 284
rented, 285
utilization, 292, 297, 350ff.
Harpur College of Liberal Arts, 43, 48,
110, 111-12
Harris, Townsend, 33, 35, 76, 77
Harvard University, 182
library, 183
and Ph.D.’s, 168, 216
Harvey Mudd College, 198
Heald, Henry T., 39, 41, 65
Heald Report (Meeting the Increasing
Demand for Higher Education
in New York State), 1, 39-40,
4l, 53-54
on enrollments, 124-25
in private colleges, 64-65, 83
Health, Department of, 261
health, public. see public health
health education,
teacher supply, 201, 202, 223
health fees, 78, 81
Heil, Louis M., 126
Heskett, J. V., 281
high-school averages, 3, 71-72ff., 103-13
passim, 124, 126-27, 324. See
also composite scores.
increase in requirements, 2, 38, 71,
84, 127
recommendations on, 12-13, 129-30
high-school graduates, 29, 79, 114-17,
125, 133, 134, 316, 328. See
also admission requirements;
college-age youth; enrollments.
and Community Colleges. see Com-
munity Colleges
and forecasts, 84, 86ff., 95ff., 98-100
high schools, 57, 86, 327ff., 357. See
also high-school averages; high-
school graduates.
Hunter College, 51, 58, 282
Higher Education, Board of. see Board
of Higher Education
history,
admission requirements,
109, 113 *
recommendations for, 13, 130
in doctoral programs, 178, 180,
197-98
master’s degrees in, 176
teacher supply, 202, 223, 225
Hofstra College,
hourly pay to Lecturers, 146
103, 106,
378
Holy, Thomas C., v, x, 55
letter to Committee to Look to the
Future, xi-xii
works on California education, 97,
155, 170, 184
home economics, 58
College of, 43
teacher supply, 6, 201, 202, 223
honor students,
advanced study for, 19, 204
hospitals,
and medical schools, 190-91
New York City Dept. of, 260
and nursing, 16, 258, 260
hotel technology, 62
hourly rates in Schools of General
Studies, 4, 15-16, 142, 145-46
housewives as students, 149-50
housing. See also dormitories.
faculty, 23, 235
Housing Authority, NYC, 189
Hudson Valley Community College,
110, 113
humanities. See also specific subjects.
research grants, 171
Hunter College, 35, 57
admission requirements, 71, 104
Bronx, 28, 66, 310-11, 315-16, 320
enrollments, 38, 85, 138, 140,
147, 148, 311
physical plant, 282, 283, 284,
286, 292, 293, 295, 298, 300,
315, 320, 359ff.
School of General Studies, 4,
136, 138ff., 145, 147, 148, 311
students’ boroughs of residence,
8, 306
and campus separation, 28, 310-11,
315-16
Demonstration School for Exceptional
Children, 168
dropping of students, 119
School of General Studies, 120,
121, 123
voluntary withdrawal, 123
Elementary School, 51- 58
enrollments, 38, 39, 311, 330, 333
and dormitories, 85
graduate, 172, 173, 311
in SGS, 138, 140, 147, 148, 311
established, 1, 34, 44, 66, 167
graduate work, 58, 166, 167, 168
best fields, 179, 180, 181
in City Planning, 195
enrollments, 172, 173, 311
medical care study, 26]
LONG-RANGE PLAN FOR THE CITY UNIVERSITY
in nursing, 190
research grants, 171
in social work. see Hunter Col-
lege:
Social Work School
High School, 51, 58, 282
library, 183, 282
nursing program, 190
Park Ave., 28, 310-11, 315-16, 321
enrollments, 38, 138, 140, 147,
148, 311
physical plant, 282ff., 292, 293,
295, 298, 350ff.
School of General Studies, 4,
136, 138ff., 145, 147, 148, 311
students’ boroughs of residence,
8, 306
physical plant, 282
building program, 286, 303, 320
college-owned space, 283, 284
office space, 300, 315
rented space, 285
room capacities, 295, 298
room utilization, 291, 292, 359,
361, 362
student-station utilization, 293
School of General Studies, 4, 136,
139
course offerings, 140, 141
dropping of students, 120, 121,
123
enrollments, 138, 140, 147, 148,
311
hourly rates to teachers, 40
transfers from, 105
section sizes, 228
Social Work School, 36, 57, 67, 187-
90, 323
students’ boroughs of residence, 8,
306
Teacher Education, 58, 167, 168,
173, 333
teaching staff, 209, 210, 214
and doctorates, 215, 220
hourly rates to, 4, 145
new, characteristics of, 220
office space for, 300
and salary costs, 3, 75
and teaching load, 74
vacancies, 224-25
undergraduate training for Ph.D.’s,
169
Illinois, University of, 124, 182
library, 183
INDEX
and Ph.D.’s, 168, 216
research bureau, 271, 276
incomes. See also salaries.
and scholarships, 40, 52
Indiana University, 124
research bureau, 270, 276
research expenditures, 170
industrial arts,
graduate program, 167
teacher supply, 202, 223
industrial management,
master’s degrees, 176
Industrial and Labor Relations, School
of, 43
industry,
and fringe benefits, 247
staff appointees from, 220, 221
and university research foundations,
264
Ingraham, Mary S., v
statement by, vii-x
in-service education, 356
Institute of Computing, 196
Institute of Visual Science, 192
institutes, specialized, 193-96, 198.
See also specific institutes.
Institutional Research, Bureau of, 26,
275-76
and admissions, 12, 129
in Minnesota, 227
and withdrawals, 15, 132
instructional costs. see salaries
instructional fees. see tuition
instructional rooms. see classrooms
instructional staff. see faculty,
University
Instructors, 208-13 passim, 222, 225-26
Community College, 18, 164, 211,
212
salaries, 6, 145, 225-26
insurance, retirement. see pension plans
insurance companies and pension plans,
247-51 passim, 341ff.
integration of educational
140-42
Inter-American Affairs, 181
Interdepartmental Neighborhood Serv-
ice Center, 189
international relations,
master’s degrees in, 176
international trade,
master’s degrees in, 176
internships, 356
inventions. see patents; research
inventory records, plant, 28, 304, 315
City
program,
379
Investigation of the Criteria for Ad-
mission to the City University,
73-74, 126
investments of C.R.E.F., 248
Iowa, State University of, 124
Ph.D.’s to City University staff, 216
research bureau, 271
research expenditures, 170
Iowa State University of Science and
Technology,
Ph.D.’s to City University staff, 216
Isaac Albert Research Institute, 180
Jamestown Community College,
113
Jefferson Hall (Queens College), 282
jobs,
multiple employment,
252-55
placement in. see placement
training for. see counseling and guid-
ance; terminal (career) pro-
grams; etc.
John Hancock Mutual Life Insurance
Co., 341
Johns Hopkins University,
Ph.D.’s to City University staff, 216
Journal of Higher Education, 97
journalism,
teacher supply, 202, 223
journals, printing of, 273, 274
Junior College—Progress and Prospect,
The, 4, 154, 155
junior colleges, 97, 154, 161, 164-65,
278. See also Community Col-
leges.
admission requirements, 4, 155
faculty salaries, California, 5, 164
staff with Ph.D.’s, 4, 163
teacher supply, 201, 202, 222, 223
junior high schools, 86, 357
teachers for, 262, 264
110,
24-25, 144,
Kentucky, University of, 124
research bureau, 271
Kings County. see Brooklyn
Klapper Hall (City College), 280
labor,
executives as advisors at NYC Com-
munity College, 62
management relations, 38, 323
380
laboratories, 284ff. See also laboratory
hours; research.
in building program, 286-87
capacity, 7, 295, 297, 298
fees for use, 78, 80
and graduate programs, vii, 19, 21,
179, 186, 198, 200, 205, 207
rented, 285
for Teacher Education, 167, 168, 186
utilization of, 27, 291ff., 314, 359ff.
laboratory hours,
teaching loads and, 23, 244-45, 246
laboratory technology, medical, 58,
62
land, cost of, x, 8
languages, foreign. See also specific
languages.
admission requirements,
107, 108, 111, 112
recommendations, 13, 130
doctoral program in romance lan-
guages, 179, 180-81
teacher supply, 6, 201, 202, 223, 225
“late bloomers,” 81
law school, 193
leadership development, 357
leaves of absence,
and pension plans, 251, 337ff.
lecture rooms, 284ff., 359-62 passim
lecture sessions, 4, 146, 227-28
Lecturers, 142-43, 144-46, 147, 208ff.
in nursing program, 261
office space for, 149
remuneration of, 15-16, 151
hourly rates, 4, 15-16, 142, 145-
46
liberal arts and science. See also bacca-
laureate degrees; Senior Col-
leges; etc.; specific schools
College of. See under City College.
graduate work in, 5, 18, 36, 58,
174-75, 204
doctoral programs, 20, 205
and transfers, 12, 58, 104-5, 129
two-year programs. see associate de-
grees; Community Colleges;
Schools of General Studies
libraries, 5, 47, 65, 184. See also library
education.
certifying of librarians, 42
college, ix, 5, 41, 182-85
and campus separation, 311
fees, 78
in graduate programs, 19-20, 21,
182-85, 205, 206
physical plant and, 301
103, 106,
LONG-RANGE PLAN FOR THE CITY UNIVERSITY
recommendations for, 19-20, 21,
205, 206
Council of Higher Educational In-
stitutions and, 49
in graduate programs,
182-85, 205, 206
in University of the State of NY, 41
library education,
graduate program, 39, 167, 323
Library Statistics of Colleges and Uni-
versities, 1959-60, 183
life insurance, in pension plans, 248,
338 ff.
Lins, L. J., 87
literature,
classics, 176
comparative, 179
doctoral programs, 179, 200
locker fees, 78
Long, Louis, 126
Long Island, ix, 19, 204. See also
specific counties.
population increase, 203
Long Island College of Medicine, 61
Long Island University, 48
Long-Range Plan for the City Univer-
sity of New York, 1961-1975,
development of, 1-2, 40-41, 53-55
statements on, vii-xii
Louis M. Rabinowitz School of Social
Work (Hunter College), 36, 57,
67, 187-90, 323
Louisiana State University,
research bureau, 270
19-20, 21,
McConnell, T. R., 170, 184
on flexibility, 70
on junior colleges, 154, 164-65
McKinney’s Consolidated Laws of New
York, 154
McMahon, Emmest E., 143
Maine, 5, 169
major medical insurance in pension
plans, 248, 340, 343
management,
education management study, 37
executives as advisors at NYC Com-
munity College, 62
institutional, Regents’
and, 46
labor relations program, 38, 323
master’s degrees in, 176
Manhattan. See also specific schools.
college-entrance population, 326
high-school averages in, 115, 117
Master Plan
INDEX
school-age children in, 327, 329
students to various colleges, 8, 306
Manhattanville College, 321
Manual for Space Utilization . .
Maritime College, 43, 45
marketing management,
master’s degrees in, 176
marketing research,
master’s degrees in, 176
Martorana, S. V., 70
Massachusetts, University of, 199
Massachusetts Institute of Technology,
graduate school, 182
Ph.D.’s to City University staff, 216
Master Plan for Higher Education in
California, 1960-1975, 97, 272-
73, 316
and admissions, 155
and tuition, 78
Master Plan—Revised 1960 (State Uni-
versity of New York), 154, 160,
175
master plans, viiff., 2, 40-41, 45-47
development of 1961 Plan, 1-2, 40-
41, 53-55
State University, 46, 154, 160, 175
master’s degrees, ix, 5, 18-19, 36, 57ff.,
163, 166ff., 204
awarded by fields, 176-77
counseling for programs, 21-22, 206-7
enrollments for, 5, 172-78
and fees, 79, 80
in Police Science, 260
mathematics,
admission requirements, 103, 106ff.,
112, 113
recommendations for, 13, 130
doctoral programs, 181, 198, 199-200
master’s degrees, 176
research expenditures, 171
teacher supply, 6, 201, 202, 222, 223,
225
matriculants, 58-60, 323. See also ad-
mission requirements; enroll-
ments; etc.; specific degrees,
schools, sessions.
Community College, 38, 59, 60, 307.
See also Community Colleges.
and tuition, 10, 77, 80-81
graduate, 172ff., 177, 178, 323. See
also graduate studies.
limited, 173
and fees, 79
Schools of General Studies, 15, 59,
-, 294
381
60, 309, 323. See also Schools
of General Studies.
Senior College, 58ff. See also Senior
Colleges.
and graduate enrollments, 172ff.,
177, 178
and space, 7, 305ff.
and tuition, 77ff., 85
and tuition, 10, 77-79, 80, 162, 186
mechanical engineering,
master’s degrees, 5, 175, 176, 187
professors with Ph.D.’s, 188
mechanical technology, 58, 62
medical care,
study of government expenditures,
7, 261
medical insurance in pension plans, 248,
338ff.
medical laboratory technology, 58, 62
medical research, 196
medical schools, 48, 190-91. See also
Downstate Medical Center.
medical surgical nursing, 190
Medsker, Leland, 4, 70, 154, 155
Meeting the Increasing Demand for
Higher Education in New York
State (Heald Report), 1, 39-40,
41, 53-54
on enrollments, 124-25
in private colleges, 64-65, 83
mentally retarded, educating, 167
Methodology of Enrollment Projec-
tion. . ., 87
Metropolitan Life Insurance Co., 343
Michigan, University of, 182
library, 183
and Ph.D.’s, 168, 216
research bureau, 271
Michigan State University,
research bureau, 270, 276
research expenditures, 170
microfilming, 356
Middle States Accreditation Association
of Colleges and Secondary
Schools, 245, 253
migration of school-age children, 82-
83, 86ff., 329
military duty, and pension plans, 251
Minnesota, University of, 124, 150, 269
library, 183
and Ph.D.’s, 168, 216
and research, 227, 269, 276
expenditures, 170
report on bureaus, 270-71
and teaching methods, 227
Mitchell-Brook Law, 2, 50, 98
382
Mohawk Valley Technical
110, 113
money. see budgets; costs; financial aid
paid to faculty. see remuneration;
salaries
monographs, printing of, 274
Montana State University,
and gasoline testing, 257
Montefiore Hospital,
and medical school, 190
Morrill, James L., 78-79
Morrisville, N. Y.,
Agricultural and Technical Institute,
110
Mt. Holyoke College, 199
Mt. Sinai Hospital,
and medical school, 190
multiple job employment, 24-25, 144,
252-55
Municipal College Personnel
tion, 355
Municipal College System (now City
University), v, 1, 33-36, 66.
See also City University; Senior
Colleges; etc.
earlier studies on, 1, 37-41
museums, 65
and graduate work, 21, 203, 206
in University of the State of NY, 41
music,
doctoral program, 181
master’s degrees in, 176
teacher supply, 202, 223, 225, 226
Institute,
Associa-
Nassau Community College, 110, 113
Nassau County,
and Community Colleges, 40, 110,
113
estimating
95, 97-98
number of high-school graduates, 328
National Council of University Re-
search Administrators, 264
National Defense Education Act, 174
National Education Association, 221
National Institute of Health, 179
National Science Foundation, 179
Nebraska, University of, 124
Ph.D.’s to Community College staff,
219
Negroes, 82 See also non-whites.
Nevada, 5, 169
New Jersey,
teacher supply, 201, 202
and 87ff.,
enrollments,
LONG-RANGE PLAN FOR THE CITY UNIVERSITY
New Paltz, N. Y.,
College of Education in, 110
New York Adult Education Council,
278
New York City, 9, 21, 33-34ff., 69,
206. See also City University;
specific boroughs, schools, types
of schools, etc.
and adult education, 26, 278-79
Area. See also Long Island, etc.
studies, 176
Board of Education. see Board of
Education
Board of Estimate, 55, 61, 62, 153,
303
Board of Higher Education. see
Board of Higher Education
City Planning Department, 83, 195,
303
college-age population. see college-
age youth
and faculty salaries, 22, 23, 227, 238
Health Department, 261
high schools. see high schools
Hospitals, Department of, 260
Housing Authority, 189
Interdepartmental Neighborhood
Service Center, 180
libraries, 5, 65, 184
medical care study, 7, 261
and pensions, 6, 24, 248-52, 338
population growth, changes, 82ff.,
175, 329
public services for, 9, 26, 69, 257ff.,
279
reimbursed for Community Colleges,
2, 20, 40, 51, 96
reimbursed for Teacher Education,
2, 36, 49-50, 53, 67, 167, 186
residents, and tuition. see tuition
school-age children in. see school-
age children
teachers for. see Teacher Education
Youth Board, 189
New York City Community College of
Applied Arts and Sciences, 45,
61-62, 63, 148, 153
admission requirements, 113
enrollments, 62, 64, 148
and expansion, 96-97, 307, 321
new admissions, 85, 89, 91, 95
Heald Report and, 40
transfers to City College, 118
New York County. see Manhattan
New York Evening Post, 76
INDEX
New York Herald Tribune, 83
New York Public Library, 184
New York State, 4, 5, 39-40, 41-47f.,
53-54, 78, 160, 208. See also
State University of New York;
University of the State of New
York.
Advisory Council on Higher Educa-
tion, 49
aid. See under financial aid.
colleges. see Colleges of Education;
State University of New York;
specific schools
Constitution, 41, 42-43, 250
Dormitory Authority, 63, 85
Education Department, 41, 42-43,
45, 49, 64, 88, 106
Education Law, 42-53 passim, 153-
54
Heald Report and, 39-40, 53-54. See
also Heald Report.
High School Equivalency Certificate,
106, 109
Legislature, vii, xi, 2, 36, 44, 54,
85. See also New York State:
Education Law.
and construction fund, 30, 124,
303
and elementary schools, 33
Rapp-Coudert Committee, 37
and Regents, 42, 47
and reimbursement to NYC, 49-
51
and retirement systems, 250
and scholarships, 52
and State University establish-
ment, 36
public services to, 9, 69
residents, 50, 59, 79, 83, 98, 186
State Department, 345
Teachers Colleges. see Colleges of
Education
Teachers’ Retirement System, 247,
341
New York State Institute of Applied
Arts and Sciences, 61
New York Times, 169, 345, 346
New York University, 48, 266
dental school, 193
hourly pay to Lecturers, 146
library, 184
and Ph.D.’s, 168, 216, 217, 219
research bureau, 270, 276
Newark College of Engineering,
hourly pay to Lecturers, 146
news bulletin, City University, 271-73
383
newsletters,
Board of Higher Education and, 271-
72
newspapers. See also specific papers.
campus, 272
1961 Statistical Guide for New York
City, 64, 184
non-bearing partition walls, 27, 314
non-credit courses, 60, 150. See also
adult education.
non-degree work. See also adult edu-
cation; certificates; diplomas;
non-matriculated students.
in Schools of General Studies, 3, 10,
70, 133
non-matriculated students, 3, 10, 26,
70, 133, 136, 279. See also adult
education.
admission requirements, 13, 107-8,
130
dropping of, 121
enrollments of, 59, 137-38, 148, 172,
173, 277, 330ff.
fees for, 77, 79
in School of Social Work, 189
non-resident students. see out-of-city
and out-of-state students
non-whites,
and enrollment estimates, 82-83, 87-
88, 89, 93-95, 98ff., 326
Normal College, 34, 66
Northwestern University,
Ph.D.’s to City University staff, 216
nursing programs,
associate degree, 16, 58, 62, 137, 151,
260-61
admission requirements, 13, 106,
130
and fees, 79, 80
graduate, 68, 167, 190
post-graduate, 39, 58
nutrition,
master’s degrees in, 68, 176
occupations,
choosing. see counseling and guidance
placement in. see placement
training for. see Community Colleges;
terminal (career) programs; etc.
Office of Research and Evaluation, 186
office space, 7, 299-300
and low room use, 295
recommendations, 27-28, 314-15
for City College remodeling, 30,
318
384
in Schools of General Studies, 149
and stopgap appointments, 224
Ohio,
retirement systems in, 247
Ohio State University, The, 124, 216
Campus Review, 272
Optometry School, 193
and research, 268, 269
Educational Research Bureau,
270
Research Foundation, 266-67
Oklahoma, University of,
research bureau, 271
Oneonta, N.Y.,
College of Education in, 110
Opening Fall Enrollments in Higher
Education, 1959, 165
Optometric Center of New York, 192
optometry, 191-93
and dismissals at U. of California,
121 :
Orange County Community College,
110, 113
orientation,
student personnel and, 352-53, 354
Oswego, N.Y.,
College of Education in, 110
out-of-city and out-of-state students, 11,
59, 73, 83, 126, 333
to Fashion Institute, 63
and tuition, 11, 50, 53, 79, 81
Paris, University of, 216
Sorbonne, 219
parochial high schools,
and admission requirements, viii, 125
recommendations, 11, 127
part-time students. see adult education;
Community Colleges; Evening
Sessions; graduate students;
Schools of General Studies
part-time teaching, compensation for, 4,
15-16, 142, 145-46, 151, 253
partition walls,
use of non-bearing, 27, 314
patents, 25, 263, 265, 268
Pennsylvania,
teacher supply, 201, 202
Pennsylvania, University of,
Ph.D.’s to City University staff, 216
Pennsylvania State University, The,
doctoral programs, 180
Ph.D.’s to City University staff, 216
research bureau, 276
research expenditures, 170
LONG-RANGE PLAN FOR THE CITY UNIVERSITY
pension systems, 6, 247-52
analysis of, 336-44
recommendations for, 24, 252
performing arts, 180. See also theater;
etc.
periodicals,
libraries and, 5, 20, 182, 183, 205
university journals, 273, 274
personnel management,
master’s degrees in, 176
personnel service.
faculty vacancies, 225
student, 346-57
and adult education, 278
characteristics of programs, 351-
53
future developments, 353-57
philosophy of, 347-51
Ph.D.’s. see doctorates and doctoral
programs
pharmacy,
Bronx Community College program,
58
philosophy,
graduate work, 181, 200
teacher supply, 202, 223
Phoenix Mutual Life Insurance Co., 344
physical education, teacher supply in,
202, 223
vacancies listed, 225
women’s 6, 201, 202, 223
physical plant, 7-8, 27-31, 280-319. See
also construction; laboratories;
office space; etc.; specific schools.
branch campuses, relationships of,
28, 310-12, 315-16
building program in progress, 285-87,
320ff.
central facility for graduate work, ix,
197, 198, 311
recommendations for, 19, 20,
205
costs for expansion, x, 8, 28, 30-31,
312-13, 316, 318
Cottrell Report and, 37-39, 320-23
inventory records, 28, 304, 315
needed expansion, 304-10
procedures in meeting requirements,
301-4
rented space, 27, 284-85, 314
utilization of, 7, 27, 287-96, 314,
359-62
physically handicapped, education of,
167
physics,
admission requirements, 103
INDEX
doctoral programs, 181, 198, 200
research grants, 171
teacher supply, 6, 201, 202, 222, 223
Pittsburgh, University of,
Ph.D.’s to Community College staff,
219
trimester plan, 296
placement, 21, 81, 206
and teacher supply, 201-2, 222-23
plant. see physical plant
Plattsburg, N.Y.,
College of Education at, 110
police departments, 256, 260
Police Science, 7, 58, 137, 260
master’s degrees in, 177, 260
political science,
doctoral programs, 181
master’s degrees, 176
research grants, 171
teacher supply, 202, 223
Polytechnic Institute of Brooklyn,
hourly pay to Lecturers, 146
Ph.D.’s to City University staff, 216
Pomona College, 198
population changes, 82-83, 86-87, 93ff.,
203
births after World War II, 53, 208
in Brooklyn, 175
and Community Colleges, 30, 317
in Queens, 35, 147, 175
in Richmond, 29, 147, 316-17
and Schools of General Studies, 133
post-master’s programs. See also doc-
torates and doctoral programs.
at Hunter, 58, 190
in nursing, 190
in social work, 189
in Teacher Education, 167
Potsdam, N.Y.,
College of Education at, 110
Pratt Institute,
pay to Lecturers, 146
preliminary sketches in construction
planning, 301-2
presidents, 23, 45, 64, 232ff., 246. See
also Administrative Council.
President’s Commission on Higher Ed-
ucation, 4, 160
President’s Committee on Education
Beyond the High School, 227
presses, university, 26, 273-75
Princeton University,
graduate school, 182
Ph.D.’s to City University staff, 216
private colleges and universities. See
also specific schools.
enrollments, 2, 64-65
faculty distribution, 212, 213
James Allen on, 345
libraries, 184
in University of the State of New
York, 42, 48
private high schools, 327, 328
and admission requirements, viii, 124,
125
recommendations, 11, 127
and estimating enrollments, 87-91
passim, 95ff., 98ff.
graduates to Community Colleges,
124, 161
probation for dropped students, 14, 15,
131-32
Proceedings of the Modern Language
Association, 180
professional licenses, 42,
professional schools, 3, 44, 185-93. See
also specific schools.
and doctoral programs, 20, 205. See
also specific programs.
libraries in, 184
professional student personnel workers,
349-50
Professors, ix, 6, 18, 22, 164, 258-59
appointment, promotional procedures,
232ff.
distribution of, 208-13 passim
offices for, 27, 315
requirements for, 230-31
salaries, 236ff.
and teacher supply, 222, 225
program-change fees, 80
project architects, 301, 302
promotions, 232-33ff.
budgetary control and, 210
in Division of Teacher Education,
186
recommendations on, 22-23, 231-32,
234
scholarship and, 22, 231-32
property accounting system, 28, 304,
315
Proposals for the Expansion and Im-
provement of Education in New
York State, 191
psychiatry,
Downstate Medical Center program,
61
psychoanalysis,
Downstate Medical Center program,
61
386
psychology,
clinical, 39, 167, 323
doctoral programs, 178, 179, 180, 200
master’s degrees, 176
research grants, 171
teacher supply, 202, 223
vacancies listed, 225
public address,
doctoral program, 180
public administration. See also Bernard
M. Baruch School of Business
and Public Administration.
5-year program, 38, 323
master’s degrees, 58, 68, 177
as public service, 256, 257
public health,
services, 258
public medical care, 261
supervision, master’s program, 190
Public Higher Education in the City of
New York (Cottrell Report), 37-
39, 320-24
“public images,” 345-46
public relations,
Chancellor’s duties in, 67
need for, 345-46
university bulletin and, 272
Public School #76, 321
Public School Society, 34
public services, 6-7, 26, 69, 256-71,
279. See also community serv-
ice; specific programs.
publication,
faculty and, 22, 232, 274, 275
publications. See also books.
university, 26, 271-75
Puerto Ricans, 82-83, 93
Purdue University, 124
research, 170
bureau, 271
foundation, 7, 267
qualifying non-matriculants, 107-8, 137,
138
qualitative admission requirements,
for College of Science and Engineer-
ing, 112
for Community Colleges, 11, 14, 109,
128, 131
State University-supervised, 113
transfer programs, 13, 108, 130
for Harpur College, 111-12
for Senior Colleges, viii, 11, 103-5,
127
LONG-RANGE PLAN FOR THE CITY UNIVERSITY
Schools of General Studies, 13,
106-7, 129-30
transfers to, 12, 129
for State University Colleges, 112
quantitative admission requirements,
for College of Science and Engineer-
ing, 112
for Community Colleges, 14,
130-31
State University-supervised, 113
transfer programs, 13, 108, 130
for Harpur College, 111
for Senior Colleges, 12, 103, 129
Schools for General Studies, 12-
13, 105-6, 129
for State University Colleges, 112
quarter system, 296
Queens, 35, 38, 321. See also Queens
College; Queensborough Com-
munity College.
college-age population, 326
high-school graduates, 115, 117
and population increase, 147, 175
Public Library, 184
school-children, 327, 329
students from, 8, 306-7
Queens College, 57, 96
admission requirements, 71, 72, 104,
105, 323
for associate degrees, 106, 107
dropping of students, 119
School of General Studies, 120,
121, 123
voluntary withdrawals, 112, 123
Early Childhood Center, 58, 167
enrollments, 38, 39, 330
and dormitories, 85
graduate, 172, 173, 175, 178
in School of General Studies,
138, 139, 140, 148
and staff increase, 147
establishment, 1, 35, 44, 66
graduate work,
enrollments, 172, 173, 175, 178
in mathematics, 181
research grants, 171
109,
Teacher Education, 167, 173,
174
undergraduate training for
Ph.D.’s, 169
library, 183
physical plant, 282
building program, 286, 303, 322
buildings to be replaced, 30,
282, 313, 318
INDEX
college-owned space, 283, 284
office space, 300
room capacity, 295, 298
room utilization, 292, 360, 361,
362
student-station utilization, 293
School of General Studies, 4, 136, 137
admission requirements, 106, 107
course offerings, 140, 141
dropping of students, 120, 121,
123
enrollments, 138, 139, 140, 148
hourly compensation rates, 4,
145
transfers from, 105
section sizes, 228
students’ boroughs of residence, 8,
306, 307
Teacher Education, 58, 167, 174, 333
teaching staff, 209, 210, 214
and doctorates, 215, 216, 220
enrollments and needs for, 147
hourly rates to, 4, 145
new, characteristics of, 220
and office space, 300
recruitment difficulties, 222-24
salary costs, 3, 75
and teaching loads, 74
temporary, 222
undergraduate training for Ph.D.’s,
169
Queensborough Community College, 58,
63, 153
admission requirements, 72, 109, 113
transfer program, 108
dropping of students, 120, 122, 123
enrollments, 331
established, 1, 36, 38, 44, 66, 321
mean high-school average, converted
score of freshmen, 111-12
physical plant, 283-84, 285
building program, 287
office space, 300
section sizes, 228
teaching staff, 211, 212, 217
and doctorates, 218, 219, 221
new, characteristics of, 221
and office space, 300
salary costs, 3, 75
and teaching loads, 74
tuition fees, 80
Rabinowitz, Louis, 189
Rabinowitz School of Social Work
387
(Hunter College), 36, 57, 67,
187-90, 323
racial groups, and enrollment estimates,
82-83, 87-88, 89, 93-95, 98ff.,
326
Rapp-Coudert Report, 1, 37
real estate,
master’s degrees in, 177
recitation sessions, 4, 146. See also dis-
cussion vs. lecture methods.
recommendations, 8-32. See also master
plans; specific items.
records,
plant inventory, 28, 304, 315
student, 356
recreation fees, 81
Regents,
University of California,
and admissions, 155
and office space, 299
and tuition, 78
University of the State of New
York, 42, 43
and Council of Higher Educa-
tional Institutions, 47
and master plan, vii, 45-47
and Optometric Center, 192
on professional curricula, 191
and Urban Affairs Institute, 194
Regents’ Rules, 42, 43
registrars,
appointments, promotions of, 233
registration. See also enrollments.
electronic equipment for, 296
fees, 86
rehabilitation of buildings.
renovation of buildings.
costs for, x, 8, 30, 31, 313, 318
religious reasons, classes not scheduled
for, 296
remodeling of buildings, 280, 281, 283
costs for, 8, 30, 31, 313, 318
remuneration. See also salaries.
part-time, 4, 15-16, 142, 145-46, 151,
253
renovation of buildings, 280, 281, 313.
See also rehabilitation of build-
ings.
rented space, 7, 284-85
replacement of buildings, 280, 282,
312-13
costs for, x, 8, 30, 31, 313, 318
Report of the Chairman, 1946-1948
(Board of Higher Education),
143
See also
388
Report of the Executive Committee of
the Board of Education, 34, 36
Report of the Executive Committee for
the Care, Government and Man-
agement of the Free Academy,
35
Report of an Experimental Study of
Part-time College Faculty Mem-
bers, 144
Report of the Select Committee of the
Board of Education, 33
research, 256ff. See also specific fields.
bureaus, 270-71. See also specific
bureaus.
Chancellor’s duties on, 67
Council of Higher Educational In-
stitutions and, 47
and faculty appointment, promotion,
22, 220, 221, 232
foundations, 7, 25-26, 65, 263-68.
See also specific foundations.
funds for graduate, ix, 5, 20, 169-71,
205
leaves of absence for, 251
and student services, 355
University of California and, 299
University departments and, 21, 206
university presses and, 26, 273, 275
resident students, 49, 58-59, 186. See
also tuition.
Restudy of the Needs of California in
Higher Education, 170, 299
retailing,
master’s degree in, 177
retention of students. see dropping of
students
retirement (pension) systems, 6, 247-52
analysis of, 336-44
recommendations, 24, 252
“Review of the Literature Concerning
Studies of College Teaching
Methods and Class Size, A,” 227
thetoric,
doctoral programs in, 180
Rhode Island, University of,
research bureau, 276
Richmond (Staten Island), 29, 38, 316-
17. See also Staten Island Com-
munity College.
college-age population, 326
high-school graduates, 29, 115, 117,
316
and population increase, 29, 147, 316
school-children, 327, 329
and Verrazano Bridge, 29, 175
Rockefeller, Nelson A., 44, 160
LONG-RANGE PLAN FOR THE CITY UNIVERSITY
Rockefeller Foundation, 65
Rockland County,
and Community Colleges, 40, 110,
113
and estimating enrollments, 87ff., 95,
97-98
number of high-school
328
Rockland County Community College,
110, 113
romance languages. See also specific
languages.
doctoral programs, 179, 180-81
teacher supply, 6, 201, 202, 223
vacancies listed, 225
Rome, University of,
Ph.D.’s to City University staff, 219;
rooms. see classrooms; laboratories; of-
fice space; etc.
Rosenberg, Gustave G., v, vii, xi, 54
on research grants, 171
Roth, Sidney G., 266
Rudy, S. Willis, 76, 77, 274
Russell, John Dale, 294
Russian Area Studies, 181
Rutgers, The State University,
and adult women as students, 150
and evening faculty, 143
pay to Lecturers, 146
graduates,
SAT. see composite scores; Scholastic
Aptitude Test
SCAT, 72
SUNY, 111
St. John’s University, 48
salaries, ix-x, 5, 164, 211, 223-24ff.,
236-40, 253
cost per school, 2-3, 74-76
and determining cost per student,
227
flexibility for new appointees, 6, 22,
226-27
and pensions, 250-51, 337ff.
recommendations on, 18, 23, 163-64,
226-27, 238-40
tuition to pay for, 78
Saturday room use, 288, 359-60
Scholar Incentive Program, 52, 53, 162
scholarship, faculty, 201, 206
need for scholarly growth, 22, 231-32
university presses and scholarly pro-
ductions, 26, 273-75
scholarships, 52, 162-63
to Baruch School, 188
to Fashion Institute, 63
INDEX
Scholastic Aptitude Test (SAT), 13,
73, 103-4, 116, 130. See also
composite scores.
scholastic averages. See also high-school
averages.
of transfer students, 118
school administration,
post-master’s program, 167
school-age children, 82-83, 86ff., 95,
98-100, 327, 329. See also ele-
mentary schools; high schools;
etc.
School of Business and Civic Admin-
istration, 188
School of Business and Public Admin-
istration. see Bernard M. Baruch
School of Business and Public
Administration
School of Education. See under City
College.
School of Engineering and Architecture.
See under City College.
School for Female Monitors, 34
school psychology, clinical,
post-master’s program, 167
School of Social Work. see Louis M.
Rabinowitz School of Social
Work (Hunter College)
School and Society, 183
School of Technology. See under City
College.
Schools of General Studies, 3-4, 9-10,
15-16, 36, 58, 133-52. See also
under Brooklyn,‘ City, Hunter,
and Queens Colleges.
admission requirements, 105-8, 126
non-matriculants and, 107-8
recommendations for, 9, 11, 12-
13, 16, 69, 128, 129-30, 152
adult education. See also adult edu-
cation.
separation from credit programs,
16, 134, 152
class sizes, 4, 146
and dropping of students, 14-15, 120,
121, 131-32
voluntary withdrawals, 123
educational purpose, 134-35
enrollments, 4, 39, 59, 60, 137-40,
323, 330
distribution of, 334
future, and staff needs, 146-49
and relationship of branch cam-
pus, 310, 311
integration of programs, 141-42
municipal employees in, 263
389
Nursing Science programs, 16, 137,
151
admission requirements, 13, 106,
130
physical plants, 10, 16, 70, 151
teaching staff, 4, 10, 15, 70, 142-46,
151, 253
appointments, promotions, 232
and extra teaching, 16, 24, 144,
152, 254
and future enrollments, 146-49
hourly rates to, 4, 15-16, 142,
145-46
office space for, 149-50
transfer of degree curricula to Com-
munity Colleges, ix, 15, 151, 309
and transfers to baccalaureate pro-
grams, 12, 102, 104-5, 129
success of students, 118
science. See also chemistry; physics;
etc; liberal arts and_ science;
research.
admission requirements, 103, 106ff.,
112, 113
recommendations for, 13, 130
assistant personnel, appointment and
promotion of, 233
doctoral programs, 200. See also
specific sciences. -
and fellowship funds, 200, 206
institutes, 181, 196, 198
teacher supply, 222, 224, 225
Science and Engineering, College of,
110, 112
Scope, Characteristics, and Impact of
Government Expenditures for
Medical Care in New York City,
7, 261
Screvane, Paul, viii
Scripps College, 198
secondary schools. See also high schools;
junior high schools.
adult education in, 279
Board of Education and, 34
Teacher Education for, 5, 174, 262,
264
in University of the State of New
York, 41
secretarial studies, 58
section sizes. see class sizes
“Selection and Retention of Students
in California’s Institutions of
Higher Education,” 121
selection of students. see admission re-
quirements
390
Semans, H. H., 170, 184
Senior Colleges, 57-60. See also bac-
calaureate degrees; Day Ses-
sions; etc.; Brooklyn, City,
Hunter, and Queens Colleges.
Administrative Council of. see Ad-
ministrative Council
admission requirements, viii, 2, 3,
70-74, 102-5. See also admission
requirements.
high-school graduates and. See
admission requirements; high-
school graduates
and increasing high-school av-
erages, 2, 38, 71, 84, 127
recommendations, 9, 11, 12, 69,
127, 129
and transfers to, 12, 104-5, 129
admissions, 3
new, 84ff., 95-98
Cottrell Report and, 38, 39, 320ff.
enrollments, 3, 7-8, 59-60, 304-7,
330, 334. See also enrollments.
Cottrell Report and, 38, 39
forecasting, 84-101 passim
established, 1, 34ff., 44, 66
graduate studies in. see graduate
studies
needed expansion, 304-7
physical plant, 27, 28, 280ff., 314,
316. See also physical plant.
room capacity, 297-99
room utilization, 7, 27, 287-96,
314
summary of cost estimates, 31,
313
and public services, 257ff.
retention of students,
120-21, 131-32
voluntary withdrawals, 122, 123
for Richmond, 29, 317
Schools of General Studies. see
Schools of General Studies
section sizes, 6, 228-29
State reimbursement to. see financial
aid: State
Teacher Education in. see Teacher
Education
teaching staff, 5, 6, 213-15, 218-20.
See also faculty, City Univer-
sity. °
distribution of, 208-10
educational requirements, 230-
31
and Ph.D.’s, 5, 215, 216
14-15, 119,
LONG-RANGE PLAN FOR THE CITY UNIVERSITY
salary costs, 75
and scholarly growth, 22, 231
shortages, 6, 222ff.
and teaching schedules, 23, 74,
75-76, 243-45
transfers to, 118
admission requirements, 12, 104-
5, 129
and tuition. see tuition
senior high schools. see high schools
services, 25-26, 256-79. See also com-
munity service; public services;
specific services.
student-personnel, 345-57
17-year-olds. see college-age youth
Shuster Hall (Hunter College), 282,
300, 315
skepticism, 350
sketches, in construction planning, 301-
2
Sloan-Kettering Institute, 65, 179
Smiley, Marjorie, 126
Smith College, 199
“social mobility,” 94
social science. See also social studies.
Institute, 196
philosophical ideas and, 200
stopgap teacher appointments, 224
social studies,
admission requirements, 13, 103, 107,
112, 130
Social Security, 247, 249
Social Welfare Administration, 5-year
program, 38, 323
social work, 258
master’s degrees, 5, 175, 177
programs, 58, 68
school, 36, 57, 67, 187-90, 323
societies, leamed, 22, 232
sociology,
doctoral programs, 179, 180, 200
master’s degrees, 176
research grants, 171
teacher supply, 202, 223
Sorbonne,
Ph.D.’s to Community College staff,
219
space needs. see classrooms: capacities;
enrollments; office space; physi-
cal plant; etc.
Spaney, Emma, 126
Spanish,
master’s degrees, 176
special students, 334
fees for, 79
INDEX
special use rooms,
number used, 284
rented, 285
utilization of, 292, 297, 359ff.
speech,
doctoral programs, 179, 180
master’s degrees, 68, 176
research grants, 171
teacher supply, 201, 202, 223, 225
therapy, 68, 180
Stanford University,
library, 183
and Ph.D.’s, 200, 216
State (for other entries, see New York
State),
aid. See under financial aid.
State colleges. see Colleges of Educa-
tion; State University of New
York; specific schools; also under
California.
University Colleges, 43,
112-13
State University of New York, 43,
110-13
Board of Higher Education and, 45,
63-64
budget for expansion, x
bulletin of, 72
Chancellor of City University and, 41
and Community Colleges, 1, 36, 44-
45, 63-64
admission requirements, 113
construction fund, 30, 124, 303, 318-
19
established, 36
master plans, 46, 154, 160, 175
and office space, 315
Ph.D.’s to Community College staff,
State 110,
219
Research Foundation, 264-65
Selective Admission Examinations,
111, 112
Teachers College. see Colleges of
Education
State University of Iowa, 124, 170, 216,
271
Staten Island. see Richmond; Staten
Island Community College
Staten Island Community College, 58,
63, 153
admission requirements, 108, 109, 113
dropping of students, 120, 122-23
established, 1, 36, 44, 66, 321
physical plant, 283, 285
building program, 286
391
office space, 300
room utilization, 360
teaching staff, 211, 212, 217
and doctorates, 218, 219, 221
new, characteristics of, 221
office space, 300
salary costs, 3, 75
and teaching load, 74
transfers, 108, 118
tuition, 79-80
statistical analysis,
Bureau of Institutional Research and,
276
statistics,
master’s degrees in, 177
“stopgap” (temporary) appointments,
222, 224, 226
Strayer, George D., 37
Strayer Reports, 1, 37
Stroup, Herbert H., 346
student activities. See also extracurri-
cular activities.
fees, 78, 80, 81
student-station use, 293, 358ff.
students. See also admission require-
ments; enrollments; etc.
counseling of. see counseling
and guidance
financial aid to, 21, 47, 52, 200-1.
See also scholarships; etc.
forecasting numbers of, 82-101
personnel services, 278, 345-57
record systems, 356
“Study of the Eligibility of Graduates
of California Public High
Schools for Enrollment in Cali-
fornia Public Institutions .. . ,
A,” 155
“style of life,” 350
suburbs. see Long Island; Nassau
County; Westchester County;
etc.
Suffolk County,
and Community Colleges, 40, 110,
113
and estimating enrollments, 87ff., 95,
97-98
number of high-school graduates, 328
Suffolk County Community College,
110, 113
summer,
employment, and multiple job regu-
lations, 14, 254
sessions, 58, 168, 189
surgical nursing, 190
392
survival experience of school-age chil-
dren, 82, 86ff., 329
Syracuse University,
Forestry College, 43
medical school, 61
Ph.D.’s to City University staff, 216
research bureau, 271
TIAA, 247ff., 337ff.
take-home pay,
Teachers’ Retirement
249
taxation,
master’s degrees in, 177
Teacher Education, 7, 49-50, 58, 67,
167-68, 257, 261-62, 263, 264
beginnings of, 34, 167
Colleges of Education, 36, 43, 48,
110, 112-13
Division of, 67, 185-87, 262, 275
faculty numbers, 209, 210
graduate work in, 5, 18, 36, 58, 79,
80, 166, 167-68, 186, 204. See
also Teacher Education: and
need for college teachers.
and need for college teachers, vii, 6,
21, 201, 202, 206, 207, 223ff.
Nursing Education. see nursing pro-
System and,
grams
out-of-city residents and, 53, 98, 186,
333
School of Education. See under City
College.
State reimbursement for, 2, 36, 49-
50, 53, 67, 167, 186
“Teacher Supply and Demand... ,”
163
teachers. See also faculty, City Univer-
sity; Teacher Education.
certification, 42
need for college, vii, 6, 21, 144, 201,
202, 206, 207, 223
Teachers College of Columbia Univer-
sity,
research bureau, 271
Teachers Insurance and Annuity Asso-
ciation (TIAA), 247ff., 337ff.
Teachers’ Retirement Law, 24, 252
teaching loads, 6, 23-24, 74-76, 243-46
and part-time remuneration, 145
and temporary appointments, 224
teaching machines, 22, 23-24, 229, 230,
246, 275
teaching schedules. see teaching loads
LONG-RANGE PLAN FOR THE CITY UNIVERSITY
Tead, Ordway, 143
technical institutes, 48. See also Com-
munity Colleges.
reports recommend, 37, 38
State Agricultural and Technical In-
stitutes, 43, 110
technical programs. see Community
Colleges; terminal (career) pro-
grams
technologies, training for, 62, 58. See
also City College: School of
Technology; Community Col-
leges; terminal (career) pro-
grams; specific technologies.
teacher supply, 222
telephone services, 27, 28, 314, 315
television,
Bureau of Institutional Research and,
275
and faculty time, 22, 24, 229, 230,
246
Regents’ Master Plan and, 47
temporary personnel, 222, 224, 226
tenure, 6, 213-14, 220, 232, 240-43
in Community Colleges, 217
recommendations on, 23, 243
terminal (career) programs, 4, 29, 155.
See also Community Colleges.
admission requirements, 14, 109, 130-
31
at Agricultural and Technical Insti-
tutes, 110
at junior colleges, 154
tests. see entrance examinations; Scho-
lastic Aptitude Test; etc.
Texas, University of, 124
theater,
graduate work in, 180, 203
teacher supply in dramatic arts, 202,
223
theses, fee for filing, 80
Thomas Hunter Hall (Hunter College),
282
Thompson, Ronald B., 124, 208
3-term-year plan, 296
time,
saving faculty, ix, 22, 24, 229-30, 246
time lapse, 7, 28, 302-3, 315
trade schools,
adult education in, 278
traineeships, 21, 206
National Defense Education Act and,
174
in nursing, 190
INDEX
transfers,
Community College :programs for, 4,
10, 14, 36, 70, 109, 130-31,
154ff. See also Community Col-
leges; specific schools.
admission requirements, 10, 11,
13, 108, 128, 130
and tuition, 80-81
under State University, 110
in doctoral programs, 198
to Senior Colleges, 12, 14, 74, 102-
4, 129, 131
and enrollments, 304
success of, 118
transportation facilities,
and location of new institutions, 305
travel,
to recruit faculty, 23, 235
trigonometry,
admission requirements, 103
trimester plan, 296
Trustees’ Master Plan (State Univer-
sity), 46, 154, 160, 175
tuition, viii, 2, 10-11, 49, 52-53, 76-80,
83, 85, 186
Community Colleges and, viii, 10,
77, 79-80, 81, 161, 162-63
Heald Report and, 40
out-of-city residents and, 11, 50, 53,
79, 81
Tutors, 208, 209, 210
twelfth-grade pupils, 87ff., 327, 329
two-year programs, 351. See also asso-
ciate degrees; Community Col-
leges; Schools of General Studies.
President’s Commission on Higher
Education and, 4, 160
undergraduates. See also associate de-
grees; baccalaureate degrees;
Senior Colleges; students; etc.;
specific schools.
advanced study for, 19, 204
enrollments, 3, 82ff., 330-35. See also
enrollments.
forecasting numbers, 82-101 passim
graduate program and, 21, 161; 168,
196-97, 203, 206
Scholar Incentive Program and, 52,
162-63
State aid to City under Mitchell-
Brook Law, 50
and tuition. see tuition
United Nations, 203
393
United States,
armed forces, 58
Air Force and research, 179
military duty and pension plans,
251
Census, 86ff., 100, 266, 329
government aid to graduate work, 20,
167, 174, 180, 205
research grants, 170, 171
Office of Education, 212
universities. see colleges (and univer-
sities ); specific schools
“university,” defined, 68
“university-parallel” programs, 5, 154
University of the State of New York, 41-
42
Commissioner of Education as Presi-
dent, 43
Division of Research in Higher Edu-
cation, 128
Regents. See under Boards of Regents.
State University of New York under,
43
Upstate Medical Center, 61
Urban Affairs Institute 22, 193-96
School of Social Work and, 190
Utah State University,
research bureau, 276
values, students’, 350
Vanderbilt University,
research expenditures, 170
Vassar College, 48
Verrazano Bridge, 29, 175, 316
vesting, 248, 251, 337ff.
recommendations for, 24, 252
Veterinary Medicine, State College of,
43
Vienna, University of,
Ph.D.’s to City University staff, 219
vitas, filing of, 23, 235
vocational high schools,
and admission requirements, 3, 114,
124, 156
and career programs, 11
adult education in, 279
distribution of diplomas, 116
vocations,
choosing. see counseling and guidance
training for. see Community Colleges;
terminal (career) programs; etc.
voluntary withdrawals, 15, 122-23, 132
Wabash College,
research expenditures, 170
394
Wagner, Robert F., viii, 193, 194
Wagner College, 48
walls,
use of non-bearing partition, 27, 314
Walt Whitman Hall (Brooklyn College),
282, 322
Washington, University of,
library, 183
research bureau, 271
research expenditures, 170
Wayne State University,
research bureau, 276
Webster, Horace, 76
Webster's New World Dictionary, 68,
78
Westchester County,
and Community Colleges, 40, 110
and estimating enrollments, 87ff., 95,
97-98
and expanding graduate work, ix, 19,
203, 204
number of high-school graduates, 328
Westchester Community College, 110
Western Reserve University,
Ph.D.’s to City University staff, 216
white population,
and enrollment estimates, 83, 87-88,
89, 93-95, 98ff., 326
Whitman Hall ( Brooklyn College), 282,
322
Wisconsin, University of, 124
Alumni Research Foundation, 267-68
=>
LONG-RANGE PLAN FOR THE CITY UNIVERSITY
and graduate work, 168, 182, 216,
219
library, 183
withdrawals. See also dropping of stu-
dents.
voluntary, 15, 122-23, 132
Wollman Estate, 188
women, 66, 323
adult students, 150
entrance requirement scores, 71, 72,
104, 111, 324
physical education for, 6, 201, 202,
223
and teacher education, 34
work-study programs,
at New York City Community Col-
lege, 62
Yale University,
and graduate work, 180, 182
and Ph.D.’s to City University staff,
216, 219
library, 183
Yavner, Louis E., 37
Yeshiva University, 48
medical school, 190
Young, John, 76
Youth Board, NYC, 189
Zuckerman, Harold, 114
FOR
THE CITY UNIVERSITY OF NEW YORK
1961-1975
THE BOARD OF HIGHER EDUCATION
1961-62
Gustave G. Rosenberg, Chairman
Ruth S. Shoup, Secretary
John Adikes Edward D. Re
Renato J. Azzari Simon H. Rifkind
Ralph J. Bunche Arthur Rosencrans
Harry J. Carman Joseph Schlossberg
Porter R. Chandler Henry E. Schultz
John E. Conboy Ella S. Streator
Gladys M. Dorman Ordway Tead
A. Joseph Geist Charles H. Tuttle
Mary S. Ingraham Arleigh B. Williamson
John J. Morris Max J. Rubin
John R. Everett, Chancellor
Pearl Max, Administrator
THE PRESIDENTS OF THE COLLEGES
Buell G. Gallagher . . City College
Harry D. Gideonse Brooklyn College
John J. Meng . Hunter College
Harold W. Stoke ... Queens College
John C. Lackas (Acting Dean of Administration)
Queensborough Community College
Morris Meister Bronx Community College
Walter L. Willig Staten Island Community College
vy
a
rN . ry
oaths, te Look te Ke fhe vt
A LONG-RANGE PLAN
FOR
THE CITY UNIVERSITY OF NEW YORK
1961-1975
Prepared for
The Committee to Look to the Future
of The Board of Higher Education
Mary S. Ingraham, Chairman
Harry J. Carman
Porter R. Chandler
Ruth S. Shoup
Ella S. Streator
Ordway Tead
Charles H. Tuttle
Arleigh B. Williamson
Gustave G. Rosenberg, Ex officio
Under the Direction of
Thomas C. Holy
Chief Consultant
With the Assistance of
Local Staff Members
and Outside Consultants
THE BOARD OF HIGHER EDUCATION
535 East 80th Street
New York City, 1962
YA trensfee to
— toca ge
_ T-§-7 }
fecirct 5 7
444-3
Board of Higher Education Action
and
Statement of the Chairman
At a meeting of the Board of Higher Education held on June 18, 1962
the Board approved the findings and recommendations in the Long-
Range Plan for The City University of New York 1961-1975 as herein
presented and the following statement by the Chairman of the Board,
Dr. Gustave G. Rosenberg:
The Chairman of the Committee to Look to the Future, Dr. Mary
S. Ingraham, has acknowledged the generous and productive co-
operation of the many individuals who assisted the Committee
and Dr. Thomas C. Holy in preparing the Long-Range Plan.
I join in this recognition. It is my privilege to express gratitude
especially to the farsighted direction of Dr. Ingraham who, as
Chairman of the Committee, was leader, moderator, and
devoted participant in every aspect of the Committee’s work.
We are grateful to the Mayor and the City fathers for the ap-
propriation of $75,000 which made the creation of this plan
possible. Learning has become a beacon in our society and
this is recognized in all the procedures recommended.
The Long-Range Plan of the Municipal College System shows
the great strides made in the past. Its findings and recom-
mendations present a challenge for the future of the City Uni-
versity. The Board and the University welcome that challenge.
June 18, 1962
To: The Chairman and Members of the
Board of Higher Education
Subject: Transmission of a Long-Range Plan for the City University
of New York 1961-1975.
The Committee to Look to the Future takes pleasure in trans-
mitting to you its report entitled: A LONG-RANGE PLAN FOR
THE CITY UNIVERSITY OF NEW YORK—1961-1975.
In May, 1959 Dr. Rosenberg, the Chairman of the Board, appointed
the Committee to Look to the Future to develop a long-range plan
for the Municipal College System as a whole and to address itself
to the following questions:
How many people do we expect to educate in our colleges?
In what ways are we going to educate them?
What facilities and how much money will we need to do it?
It was evident that much had to be done to meet the growing de-
mands of the community for broadly educated, skilled young people
with a variety of talents in many professions and vocations.
With the suggestions of members of the Committee, the presidents,
and representatives of the faculty during 1959 and 1960 and with
the active participation of the Chancellor who was appointed in
1960, the Committee brought to the Board a proposal for the estab-
lishment of a City University. In proposing this step, the report
stressed the need for training college teachers and also emphasized:
“the need for highly trained experts in fields other than college
teaching is similarly reaching emergency proportions.”
The Board enthusiastically adopted that report and through the
efforts of many, the New York State legislature in the Spring of 1961
created The City University of New York from what had formerly
been the Municipal College System. The Legislature also adopted a
measure which requires the presentation by the Board of Higher
Education of a master plan to the Board of Regents in 1964 and
each four years thereafter. The Long-Range Plan for the City
vii
viii
University will form the basis on which the master plan to the State
will be prepared.
I wish to draw your attention to a few of the important findings
and recommendations which were given consideration by the Com-
mittee in a series of meetings extending over several months and
upon which, among others, the Administrative Council’s judgment
and counsel were obtained.
The Long-Range Plan for the City University is built on the basic
philosophy “of imbuing devotion to the search for truth and _ its
dissemination, to justice and freedom, and . . . of instilling awareness
of personal obligation to further the intellectual and spiritual en-
richment of . . . society. .. .” The functions of the University are
spelled out in detail. They include instruction of high quality, re-
search directed toward a widening of the horizons of knowledge,
preparation for professional careers in fields appropriate for a uni-
versity, and assistance in the further development of the City “not
only as a market place and workshop but as a human abode.”
To carry out these responsibilities, the Long-Range Plan recom-
mends that the Board of Higher Education reaffirm its support of the
policy of free tuition for resident matriculated baccalaureate students
which has been maintained for 115 years, and it goes beyond this.
It recommends that the Board “formally endorse the principle that
matriculated students in the Community Colleges should be exempt
from tuition in the same manner as those in the Senior Colleges.”
The Committee welcomes the statements made by Mayor Robert
F. Wagner and the President of the City Council, Paul Screvane,
indicating their conviction that free tuition should be made avail-
able to matriculated students in the Community Colleges as well as
in the Senior Colleges.
At the present time, about 20 per cent of the City’s public academic
high school graduates are eligible for admission to the baccalaureate
programs in the Senior Colleges. The Committee believes that this is
too restrictive and that there are many high school graduates well
qualified for college work who should be given an opportunity to
demonstrate their capacities. Accordingly, the recommendations pro-
pose that qualitative requirements for admission to the Senior Colleges
be set at a point that would make eligible for admission the top 30
per cent of the graduates of the City’s public academic high schools.
It is assumed that these admission requirements would make eligible
for admission approximately the same per cent of the graduates of
the City’s private and parochial schools.
ix
For the Community Colleges the plan recommends that there be
provided “opportunities for high quality education beyond the high
school to those students who because of ability and interest wish
education for careers at the end of two years or before” and “who
can and ought to carry on further formal studies in the Senior Col-
leges.” It is further recommended that, at such time as physical
facilities are available, two-year degree curricula now in the Schools
of General Studies of the Senior Colleges be transferred to the Com-
munity Colleges. Standards should be set so as to make eligible
for admission to the Community Colleges of New York City more
of the City’s public and private high school graduates.
In the field of graduate work, the Long-Range Plan builds on the
foundation already adopted by the Board. The report recommends
continuation of the pattern now prevailing of conducting master’s
degree programs at the several colleges, and of expanding such work
on the basis of student interest, community need (including the
requirements of Long Island, Westchester, and other parts of the
State), the availability of qualified faculty, and adequate funds from
the State and from the City.
Beyond the master’s level, the report supports the Board’s action in
setting up graduate programs on a University-wide basis, utilizing
the faculty resources, the library collections and the laboratories
of the Senior Colleges. A physical facility readily accessible from all
parts of the City to supplement the facilities of the Senior Colleges
and to enhance the development of the doctoral program, without
unnecessary duplication of existing facilities is also recommended
when advisable.
The report recommends that graduate programs have a clearly
distinguishable budget including funds for instruction and research.
It is apparent from the foregoing that to do these things, we must
have a strong faculty. As the Chancellor and the presidents have
stated in the past when they sought the establishment of the City
University, as compared with other institutions, our staffs constitute
the largest pool of Ph.D.s not yet being used as a faculty for
doctoral work. To do all of the things that will be required of them,
their strength must be husbanded and added to. The Long-Range
Plan makes numerous recommendations to that end, dealing with
greater percentages in the ranks of Professor and Associate Professor,
experimentation with teaching techniques that will conserve faculty
time, emphasis on scholarly growth, nation-wide search for out-
standing teaching and scholarly talents, adequate salaries to meet
x
the competition with other institutions for qualified personnel, and
other recommendations designed to encourage and stimulate the
maximum effectiveness of strong faculties.
What will all of this involve in terms of facilities?
It will be no surprise to you to learn that the Long-Range Plan
we propose, will require expansion of the physical and financial
facilities of the University. This expansion will be great but it will
not be as great as the recently announced plans of The State Uni-
versity of New York ( $700,000,000 ).
The immediate capital budget program already approved by this
Board for construction in the next two or three years involves total
estimated costs of $129,200,000. To provide the additional capacity
required for an estimated total Day Session undergraduate enrollment
in the Senior and Community Colleges of some 90,000 in 1975, to
provide for replacement and rehabilitation and for the graduate
programs and to complete presently authorized projects will require
approximately $400,000,000 by 1975. To this the cost of land will
be added.
The Committee has been continually appreciative of the far-
sighted leadership of Thomas C. Holy as Chief Consultant in the
development of the Long-Range Plan. His wide experience and
sympathetic openmindedness have been most helpful to the com-
mittee. To him and to all who have participated in the preparation,
review, and discussion of this report, the Committee is deeply grateful.
There will be circumstances beyond the control of this Board and
factors within the several colleges, some of which factors will be
related to our new university status, which will affect the timing
and the order of implementation of these recommendations. But
the advantage of a Long-Range Plan for 1961-1975 is that there will
be guidelines as well as an adopted philosophy for the development
of The City University of New York as a great institution of learning
and of service.
Mary S. Ingraham, Chairman
Committee to Look to the Future
May 8, 1962
TO: The Committee to Look to the Future
of the Board of Higher Education
SUBJECT: Transmission of A Long-Range Plan for The
City University of New York, 1961-1975
The 1961 session of the New York State Legislature took two
actions of great importance for higher education in New York City
and its environs, as follows:
1) Created, from the institutions under the Board of Higher
Education, The City University of New York
2) Provided that, “the Board of Higher Education in the City of
New York shall, once in every four years, formulate a long-
range city university plan or general revisions thereof and
make recommendations to the board of regents . . .”
In the light of these actions, the undersigned was employed by the
Board of Higher Education to direct a study to be used as the basis
for planning the future development of the newly created City
University, and to provide the underlying data that will be required
for Item 2 above. To that end, the contract with the Board of
Higher Education contains this provision (Item 8 of the contract):
The Chief Consultant shall assume responsibility for the prepa-
ration for the Committee to Look to the Future of a carefully
prepared and unified report, following the general outline for
the development of a master plan for The City University of
New York for the period 1961 through 1975.
To complete a study of an operation such as this, which in the Fall
of 1961 enrolled 97,984 students, requires the cooperation of many
persons. The quality of that cooperation on the part of the Board
and its staff is expressed in these words in a letter sent Dr. Gustave
G. Rosenberg, the Board’s Chairman, on October 3, 1961:
Therefore, this letter, to express to you, as Chairman, my very
deep appreciation for the excellent cooperation which has been
xi
xii
given me, and that without exception, by every person with
whom I have had contact during these past four weeks.
Nothing has occurred in the intervening period to change that earlier
appraisal. Although the writer is deeply indebted to many persons
for their contributions, space limits those who can be mentioned
here. First of all, the writer wishes to express appreciation to Mary
S. Ingraham, Chairman of the Committee to Look to the Future,
for the zeal, meticulous care and insight with which she carried out
the heavy responsibilities of that office. Likewise, two persons within
the City University deserve special mention: Pearl Max, Administrator;
and Alex Taller, Director of the Bureau of Administrative Research,
who was assigned by the Board to assist with the study. Their long
connection with the Board of Higher Education and their consequent
intimate knowledge of the City University, its program, personnel,
and environment in which it operates, their complete frankness,
cooperation and enthusiasm have been of inestimable value in bring-
ing into being this report. Appreciation is likewise expressed to
Audrey Fertig of the Bureau of Administrative Research for excellent
help in the editing and printing of the report. In addition, the
writer is grateful to the following members of the Board of Higher
Education staff for extended help in processing this report: Joan Byers,
Madeline Fellerman, Terrance Hart, Marguerite V. Rich, and Yvonne
Williams. Finally, it is the writer’s hope that the newly created City
University of New York, which in terms of its potential is surpassed
by few if any institutions in the nation, will grasp this opportune
time to develop this potential. It is his further hope that the report
here transmitted and which is the result of a large cooperative effort
may make a worthwhile contribution to that development.
Respectfully submitted,
THOMAS C. HOLY
Chief Consultant
THE SURVEY STAFF
Thomas C. Holy, Chief Consultant
Formerly Special Consultant in Higher Education,
University of California
Staff Members from the
City University of New York
JosePH E. BERMAN...
ALBERT P. D’ANDREA
Bronx Community College
Epwarp DavIsow................
RicHarp W. EMERY.
Aubrey R. FErTIc
James L. G. FrrzPatricx..
Mary L. GAMBRELL.....
Harry D. GDEONSE...
JosepH GITTLeR..
ARTHUR H. KAHN
Board
SAMUEL N. KaceEn..........
Francis P. Kitcoyne
Howarp A. Knac
H. HEwen LEE
BERNARD Levy...
Rosert A. Love
Lois MACFARLAND.
PeaRL MaAx...............
Harotp E. Mrrzeu
Board
Board
Board
.. Board
Frirz Morstein-Mar«x....
Jutian A. MossMAn
W. Vincit NEstTRICK
Tuomas O’Connor
Mina S. REEs
xili
Board
Board
Board
Board
City College
Hunter College
Queens College
...City College
of Higher Education
Staten Island Community College
..Hunter College
... Brooklyn College
.. Queensborough Community College
Brooklyn College
...Board of Higher Education
Brooklyn College
Brooklyn College
Queens College
of Higher Education
City College
..City College
of Higher Education
of Higher Education
of Higher Education
.....Hunter College
of Higher Education
of Higher Education
of Higher Education
of Higher Education
xiv
Dorotny M. REEVES Staten Island Community College
CuesterR H. Rosinson Hunter College
U. AmeL RoTHERMEL Queensborough Community College
ARTHUR A. SCHILLER Board of Higher Education
SwNEY SILVERMAN...W000000.000.0.............. Bronx Community College
Epwiv H. SPENGLER ...... Brooklyn College
Hersert H. Stroup Brooklyn College
ALEX TALLER ; ; Board of Higher Education
James E. Tosin ; Queens College
Special Consultants
Lioyp D. BERNARD Director, Relations with Schools, The
University of California, Berkeley
ALBERT H. BowKER Dean, Graduate School,
Stanford University
M. M. CHAMBERS Executive Director, Michigan Council
of State College Presidents
JosePH G. CoHEN. ...Formerly Dean of Teacher Education,
City University of New York
W. R. FLESHER..... Formerly on the staff of The Ohio State
University, and now Director of School
Survey Service
Ray L. Hamon......... Formerly Chief, Bureau of Physical Plant
Planning, U. S. Office of Education
S. V. Martorana..................Chief, State and Regional Organization,
Division of Higher Education,
U. S. Office of Education
Ernest E. MCMAHON Dean, University College,
Rutgers University
LeLanp L. MEDSKER..... ...Vice-Chairman, Center for the Study of
High Education, The University of
California, Berkeley
Office Staff
Maralyn Parsons McGovern, Secretary
Harriet Causin Alice Fischellis
Dorothy Esburg Helen Marshall
CONTENTS
Chapter |—Major Findings and Recommendations
Major Findings
Recommendations
Functions of the City University and Their
Implementation (See Chapter IV)
Selection and Retention of Students (See Chapter VI)
Admissions and Transfers
Retention and Withdrawal
The Schools of General Studies (See Chapter VII)
Community Colleges (See Chapter VIII)
Expansion of Graduate Education (See Chapter IX)
Policies Governing the Organization of
Master’s Programs
Policies for the Organization of Doctoral Programs
Day Session Faculty (See Chapter X)
Other Services Appropriate for a University
Which the City University Might Provide
(See Chapter XI)
The Physical Plant and Needed Expansion
(See Chapter XII
Summary Statement
Chapter II—Background Information, Organization and Plan
for the Survey
Historical Development of the Municipal College
System
The Board of Higher Education
Community Colleges
The City University of New York
Earlier Studies and Reports Bearing on the Municipal
Colleges
Rapp-Coudert Report
Strayer Committee Report Education Management
Study
XV
_
ll
12
14
15
18
18
19
22
25
27
33
33
34
36
36
37
37
37
xvi LONG-RANGE PLAN FOR THE CITY UNIVERSITY
Cottrell Master Plan Report
Heald Report
Report of the Board’s Committee to Look
to the Future
The Relationships of the Board of Higher Education in the
State’s Educational System
The University of the State of New York
The Board of Regents
The Department of Education
The State University of New York
The City University of New York
The Regents’ Master Plan
Council of Higher Educational Institutions
in New York City
The Origin, Basis, and Extent of State Support to the
Board of Higher Education in New York City
Teacher Training
Mitchell-Brook Law
Debt Service for Capital Costs
Community Colleges
The Hunter College Elementary and High School
The Scholar Incentive Program
The Present Status of the Law Regarding Free
Tuition
Organization and Plan for This Study
Organization for the Study
Problems to be Studied
Chapter IlI—Higher Education in New York City
Publicly Supported Institutions
The Scope of the Operation of the Board of
Higher Education
Other Publicly Supported Institutions
Relationships of the Community Colleges to the
Board of Higher Education and the State University
Trustees
Private Institutions
Distribution of Higher Education Students Between
Public and Private Institutions Between the
Years 1950 and 1960
Libraries, Museums, and Other Educational
Institutions
37
39
40
4)
41
42
42
43
44
45
47
57
57
57
60
63
64
64
65
CONTENTS
Chapter IV—The Board of Higher Education of the City of New York
Some Implications of University Status
Functions of the Newly Created City University of
New York
Admissions Policies, Their Historical Development and
Some Implications
Some Implications of the Present Admission
Policies
Comparative Instructional Costs
Tuition and Fees in The City University of New York
Policy on Tuition and Fees
Instructional Fees in 1961-62
Non-Instructional Fees
Fees
Out-of-District and Out-of-State Tuition
Chapter V—Students—The Problem of Numbers
Critical Assumptions
General Plan for Estimating Undergraduate Enrollments
and Admissions
Forecasts of Total Undergraduate Enrollments
Illustrative Example
Forecasts of New Admissions
Admission of Out-of-City Residents
Procedures for Estimating High School Graduates, 1965
to 1975
Chapter VI—The Selection and Retention of Students
Admission Policies in Effect in the Fall of 1960
Senior Colleges—Day Session
Senior Colleges—Schools of General Studies
Community Colleges
Other Colleges in the State
Comparison of Admission Requirements of the Colleges
Under the Board of Higher Education with Requirements
of Similar Units in the State University
Liberal Arts College—Harpur College
College of Science and Engineering
Colleges of Education
Community Colleges Supervised by the State
University
xvii
67
68
70
73
74
76
77
79
81
81
82
82
92
93
95
97
98
102
102
102
105
108
109
110
111
112
112
113
xviii LONG-RANGE PLAN FOR THE CITY UNIVERSITY
Proportion of New York City Public High School Grad-
uates Who Meet the Admission Requirements of the
Senior Colleges in the City University 114
Evidence of the Success of Students who Transfer
from the Community Colleges to the Senior Colleges 118
Brooklyn College 118
City College 118
Policies on Retention of Students 118
Standards of Retention 118
Dropout Statistics 120
Some Appraisal of the Foregoing Admission Requirements 123
Recommendations 127
Admissions and Transfers 129
Retention and Withdrawal 131
Chapter VII—The Schools of General Studies 133
Educational Purpose 134
Original Purpose 134
Acquired Purposes 134
A Realistic Role for the Future 135
Present Programs 135
Enrollments 137
Degree Enrollment Patterns 139
Upper and Lower Level Distribution 139
Integration 140
The Faculty 142
Full-time Instructional Staff 143
Multiple Job Practices 144
Lecturers 144
Remuneration 145
Class Size 146
Estimates of Future Enrollments and Staff Needs 146
Physical Plant 149
Adult Education 150
Daytime Programs 150
Recommendations 151
Chapter Vill—Community Colleges 153
Functions of Community Colleges 153
The Role of the Community Colleges in New York City 155
Organization and Administration of Community Colleges 157
CONTENTS
Projection of Needs and a Developmental Policy on
Admissions
Tuition
Personnel Policies in Community Colleges
Chapter IX—Expansion of Graduate Education
Origin and Development of Graduate Work in the
Municipal Colleges
Research Grants to the Faculty of the City University
Present Status of Graduate Work in the City University
and Projected Enrollments at the Master’s Level
to 1975
Projected Enrollments at the Master’s Degree Level
Fields in Which the Colleges, Individually or Collectively,
Are Best Qualified to Offer Doctoral Programs
Library Provisions
Existing Professional Schools
The Division of Teacher Education
The School of Engineering and Architecture
The School of Business and Public Administration
The School of Social Work
Graduate Work in Nursing
Some Other Professional Schools Which Are Normally
Part of a University
A Medical School
A School of Optometry
A Law School
A Dental School
Specialized Institutes
An Urban Affairs Institute for the City University
of New York
Structure and Organization for Doctoral-Level Work
Criteria for the Establishment of New Doctoral
Programs
Recommendations on Graduate Work in the City Univer-
sity of New York
Policies Governing the Organization of Master’s
Programs
Policies for the Organization of Doctoral Programs
Chapter X—Day Session Faculty
Distribution of the Full-Time Day Session Instructional
Staff According to Rank
xix
160
162
166
167
169
172
175
178
182
185
185
187
188
188
190
190
190
191
193
193
193
194
196
200
203
204
208
208
XX LONG-RANGE PLAN FOR THE CITY UNIVERSITY
Senior Colleges
Community Colleges
Faculty Distribution by Rank in Other Institutions
Characteristics of the Full-Time Day Session Instructional
Sta
Senior Colleges
Community Colleges
Characteristics of the Full-Time Day Session Instructional
Staff Newly Appointed in September, 1961
Senior Colleges
Community Colleges
The Relationship of Faculty Demand and Supply
Teaching Staff Vacancies
Class and Section Size
Lecture vs. Discussion Methods
Senior Colleges
Community Colleges
Educational Requirements for New Appointees to
the Instructional Staff
Senior Colleges
Community Colleges
Present Procedures for the Selection, Appointment,
and Promotion of the Instructional Staff
Appointments
Promotions
Salary, Tenure, Teaching Schedules, Pension Plans and
Multiple Employment
Comparative Salaries
Tenure
Teaching Schedules
Pensions
Multiple Job Regulations
Chapter Xl—Other Appropriate Public Services Which the City
University Might Provide
Public-Service-Oriented Programs Now Being Offered
by the City University
The Police Science Program
The Associate and Applied Science Program in
Nursing
208
210
212
213
213
217
218
218
220
221
222
227
227
228
229
230
230
231
232
232
232
236
236
243
247
252
259
260
260
CONTENTS
The Scope, Characteristics and Impact of
Government Expenditures for Medical Care
in New York City
Teacher Education
Some Other Public-Service-Oriented Programs
University Research Foundations
The Ohio State University Research Foundation
Purdue Research Foundation
Wisconsin Alumni Research Foundation
Some Other Types of Public-Service-Oriented Units
in Publicly Supported Universities
Bureaus of Business and Economic Research
Bureaus of Educational Research and Service
Some Internal City University Services
A University News Bulletin
A University Press
A Bureau of Institutional Research
Non-credit Adult Education
The Place of Adult Education in the City University
The Future Role of the City University in Non-credit
Adult Education
Chapter Xll—The Physical Plant and Needed Expansion
The Present Plant
City College, Uptown
City College, Downtown (Baruch)
Hunter College, Bronx
Hunter College, Park Avenue
Brooklyn College
Queens College
Bronx Community College
Staten Island Community College
Queensborough Community College
Existing College-Owned Facilities
Use of Rented Space
Building Program in Progress
Utilization of College-Owned Facilities
Senior College Room Utilization
Utilization Comparisons
General Comments Relative to Utilization
xxi
261
261
262
263
266
267
267
268
270
270
271
271
273
275
276
277
278
280
280
280
280
282
282
282
282
283
283
283
284
284
285
287
291
293
294
xxii LONG-RANGE PLAN FOR THE CITY UNIVERSITY
Capacity of College-Owned Instruction Rooms 297
Faculty Offices 299
Procedures and Responsibilities in Meeting
Physical Plant Requirements 301
Preparation of Drawings 301
Time Lapse 302
Reporting Plant Data 304
Needed Expansion of Physical Facilities 304
Senior College Enrollment 304
Additional Day Session Senior College Capacity Needed 305
Community College Enrollment 307
Space Needs for the Graduate Program 307
Additional Community College Capacity Needed 309
Multiple Campus Organization Under a Single
Administration 310
Estimated Cost of Physical Facilities Required by 1975 312
To Increase Plant Capacities 312
Recommendations 314
Summary Statement 319
Appendix !—Implementation as of January, 1962 of the 1950
Report entitled Public Higher Education in the City of New York 320
Appendix |I—Source Tables for Chapter V 325
Appendix Ill—Analysis of 25 Eastern College or University
Retirement Plans 336
Appendix IV—Student Personnel Services in the City
University of New York 345
Digest of Report by President Gideonse 346
The Underlying Philosophy for Student Personnel
Services in The City University of New York 347
Major Characteristics of the Student Personnel
Program of the City University 351
Future Development of Student Personnel
Services in the City University 353
Appendix V—Room and Student-Station Utilization 358
Index 363
Chapter III
Table 1:
Chapter IV
Table 2:
Table 3:
Table 4:
Table 5:
Chapter V
Table 6:
Table 7:
Table 8:
‘ Table 9:
Table 10:
TABLES
Comparable Fall Enrollment City University of
New York By Years 1956-1961
Admission Requirements for Matriculants for a
Baccalaureate Degree—Fall Semester 1950-1961
Admission Requirements in the Community
Colleges (Day Session—Fall Semester, 1958-
1961)
Certain Information on Teaching Staff and
Teaching Load in the City University—Fall 1961
Annual Instructional Salary Costs by Institution
in the City University for 1960-1961
New Admissions in the City University Senior
Colleges, 1952-1961
New Admissions to All Public Two-Year Col-
leges in New York City
Estimated Numbers of 17-Year-Olds, 12th Grade
Pupils, and High School Graduates in the New
York Metropolitan Area, 1950-1961, With Fore-
casts for 1965, 1970, and 1975
Ratio of New York City High School Graduates
(Public and Private) to Twelfth Grade Pupils
at the Beginning of the School Year (1950-1961)
Relationship of the Number of New York City
High School Graduates to New Admissions at
the City University and New York’s Public Two-
Year Colleges, 1952-1961, With Forecasts for
1965, 1970, and 1975
xxiii
59
71
72
74
75
84
85
88
90
91
xxiv
Table 11:
Table 12:
Chapter VI
Table 13:
Table 14:
Table 15:
Table 16:
Chapter VII
Table 17:
Table 18:
Table 19:
Table 20:
Table 21:
LONG-RANGE PLAN FOR THE CITY UNIVERSITY
Forecasted Undergraduate Enrollments for the
City University of New York for 1965, 1970,
and 1975
Estimated Ratio of First-Year Admissions, The
City University of New York, to the Number of
New York City High School Graduates 1952-
1961 (Public and Private)
Distribution of June 1961 Graduates of New
York City Academic High Schools with Grade
Averages of 75% or Above According to Those
Averages
Distribution of High School Diplomas Awarded
by New York City Public High Schools in 1959-
1960
Distribution of June 1961 Graduates Who Re-
ceived Academic Diplomas From New York
City Public High Schools with Grade Averages
of 75% or Above According to Those Averages
and By Boroughs
New York City High School Graduates Related
to New College Admissions to the City Univer-
sity 1952-1961
Programs Available in the Schools of General
Studies 1961-1962
Enrollments in the Schools of General Studies
Distribution of Degree Candidates in the
Schools of General Studies by Classes, Fall
Term, 1961
Distribution of Student Enrollment in Upper
and Lower Level Courses, Schools of General
Studies, Fall Term, 1961
Upper Level Course Offerings Compared with
Total Course Offerings, Fall Term, 1961
92
99
115
116
117
125
136
138
139
140
140
CONTENTS
Table 22:
Table 23:
Table 24:
Chapter IX
Table 25:
Table 26:
Table 27:
Table 28:
Table 29:
Table 30:
Table 31:
Chapter X
Table 32:
Table 33:
Table 34:
Course Work Taken in the Schools of General
Studies by Four-Year Degree Graduates of
February, June, and September, 1961
Comparative Schedules of Hourly Teaching
Rates Paid in the City University
Current and Projected Enrollments and In-
structional Staff Needs in Terms of Full-Time-
Equivalents
Graduate Enrollment in the Fall of Alternate
Years 1951-1961
Distribution of Graduate Enrollment in the
Senior Colleges by Major Area, Fall of 1960
Master’s Degrees Awarded by Field of Study in
the Senior Colleges in Alternate Years 1951-1961
Projected Master’s Degree Enrollments in the
Senior Colleges in 1975
Some Comparative Information on Libraries in
the City University and Other Universities for
1959-1960
Number of Volumes in New York City Public
and Private Libraries in 1959-1960
Opinions Expressed by Institutions in New
York, New Jersey, and Pennsylvania Concerning
Supply of College and Junior College Teachers
by Subject Field, Fall, 1961
Number of Budgeted Senior College Instruc-
tional Teaching Staff, Day Session, By Rank and
Year 1951-1961
Budgeted Instructional Day Session Teaching
Staff by Rank for Each Senior College and
Teacher Education Fall, 1961
Number of Budgeted Community College In-
structional Teaching Staff—Day Session, By
Rank and Year 1957-1961
141
145
147
172
173
176
178
183
184
202
209
210
211
XxVvi
Table 35:
Table 36:
Table 37:
Table 38:
Table 39:
Table 40:
Table 41:
Table 42:
Table 43:
LONG-RANGE PLAN FOR THE CITY UNIVERSITY
Budgeted Instructional Day Session Teaching
Staff by Rank for Each Community College
Fall, 1961
Some Percentage Comparisons on Faculty Dis-
tribution by Rank in Both Public and Private
Institutions in the United States
Distribution of the Annual Teaching Instruc-
tional Staff in the Senior Colleges of The City
University of New York According to Tenure
Status, Baccalaureate Degrees Held and Institu-
tions Awarding These Degrees for the Fall Se-
mesters 1946, 1956, 1961
Distribution of the Annual Teaching Instruc-
tional Staff in the Senior Colleges of The City
University of New York According to Proportion
with Doctorates or Equivalent and their Source
for the Fall Semesters 1946, 1956, and 1961
Institutions that Conferred Three or More Doc-
torates or Equivalents on the Fall, 1961 Annual
Teaching Instructional Staff of the Senior Col-
leges of The City University of New York
Distribution of the Fall, 1961 Annual Teaching
Instructional Staff in the Community Colleges
of The City University of New York According
to Tenure Status and Baccalaureate Degree
Held and Institution Awarding These Degrees
Distribution of the Fall, 1961 Annual Teaching
Instructional Staff in the Community Colleges of
The City University of New York According to
Proportion with Doctorates and Their Sources
Institutions that Conferred Doctorates or Equiv-
alents on the Fall, 1961 Annual Teaching In-
structional Staff of the Community Colleges of
The City University of New York
Information on New Instructional Teaching Staff
Appointed in Fall, 1961 in Each of the Senior
Colleges of The City University of New York
212
213
214
215
216
217
218
219
220
CONTENTS
Table 44:
Table 45:
Table 46:
Table 47:
Table 48:
Table 49:
Table 50:
Chapter XI
Table 51:
Table 52:
Chapter XIl
Table 53:
Table 54:
Table 55:
Information on New Instructional Teaching Staff
Appointed in the Fall, 1961 in Each of the Com-
munity Colleges of The City University of New
York
Opinions Expressed Concerning Supply of Jun-
ior College, College and University Teachers,
by Subject Field, Fall, 1961
Section Size by Colleges in the City University
October, 1961
Average Annual Instructional Salary for Profes-
sor, Associate Professor, Assistant Professor and
Instructor in 25 Eastern Colleges and Univer-
sities as of September, 1961
Average Salary by Instructional Rank in the
25 Colleges and Universities Arranged in Nu-
merical Order as of September, 1961
Minimums and Maximums of Salary Ranges for
Instructor, Assistant Professor, Associate Profes-
sor, and Professor in 25 Colleges and Univer-
sities as of September, 1961
Comparative Teaching Schedules in the Senior
Colleges of the City University and Some East-
ern Colleges and Universities 1961-1962
Contribution of the City University to the Staff-
ing of New York City Public Schools in Ele-
mentary and Early Childhood Positions
Contribution of the City University to the Staff-
ing of New York City Public Schools in Certain
Secondary School Positions, 1957
Existing College-Owned Buildings and Grounds
College-Owned Instructional Rooms in Use in
October, 1961
Rented Instructional Space in Use in October,
1961
xxvii
221
223
228
237
238
239
244
263
264
283
284
285
XXViii
Table 56:
Table 57:
Table 58:
Table 59:
Table 60:
Table 61:
Table 62:
Table 63:
Table 64:
Table 65:
Table 66:
Appendix II
Table 67:
Table 68:
LONG-RANGE PLAN FOR THE CITY UNIVERSITY
City University Building Program in Progress
as of March, 1962
Room Utilization of Senior College Facilities
October, 1961
Student-Station Utilization of Senior College
Classrooms and Laboratories
Percentile Ranking of Room Period Utilization
Scores, Based on 57 Institutions in the United
States Maintaining Programs Leading to the
Bachelor’s or Higher Degree
Estimated Capacity of College-Owned Class-
rooms and Laboratories on the Senior College
Campuses, October, 1961
Chronology of Three Typical Building Projects
in the City University
Borough of Residence of Day Session Students
at Each Senior College Campus in the Fall, 1959
Enrollment by Centers City and Hunter Col-
leges Fall, 1960 and 1961
Estimated Cost of Additional Undergraduate
Day Session Student Capacity in the City Uni-
versity by 1975
City University Buildings to be Replaced by
1975
Summary of Physical Plant Cost Estimates
for the City University to 1975 (in millions of
dollars )
College Entrance Population (17-Year-Olds) in
New York Metropolitan Area, By County (Bor-
ough) and Ethnic Grouping for 1950 and 1960
With Forecasts for 1961, 1965, 1970, and 1975
Number of New York City Twelfth Grade
Pupils (Public and Private) by Borough 1950-
1960
286
292
293
294
303
306
311
312
313
313
326
327
CONTENTS
Table 69:
Table 70:
Table 71:
Table 72:
Table 73:
Table 74:
Table 75:
Table 76:
Appendix V
Table 77:
Table 78:
Table 79:
Number of High School Graduates (Public and
Private) in Four New York Suburban Counties,
1950-1960
Migration-Survival Ratios for School Age Chil-
dren in New York’s Five Boroughs Based on
1950 U. S. Census Data
Fall Term Undergraduate Enrollments in the
City University Senior Colleges 1950-1961
Fall Term Enrollment in the City University
Community Colleges 1956-1961
Proportions of Undergraduate City University
(Senior Colleges and Community Colleges)
Students Matriculated in Two-Year and Four-
Year Programs and Non-Matriculants 1950-1961
Number of Matriculated Undergraduates with
Residence Outside New York City Enrolled at
the City University in Teacher Education Pro-
grams 1956-1961
Distribution of Senior College Undergraduate
Enrollments According to Session and Degree
Objective, 1950-1961
Distribution of Community College Under-
graduate Enrollments According to Session and
Matriculation Status, 1956-1961
Average Utilization Percentages by Type of
Room in Each of the Colleges, Under Control
of the Board of Higher Education as of Oc-
tober, 1961
Adjusted Room Utilization Percentages Result-
ing From the Elimination of the 8-9 AM Hour
by Senior Colleges—Fall, 1961
Adjusted Room Utilization Percentages Result-
ing From the Elimination of the 45 PM Hour
by Senior Colleges—Fall, 1961
xxix
328
329
331
332
333
335
361
362
XXX LONG-RANGE PLAN FOR THE CITY UNIVERSITY
FIGURES
Figure 1: Organization for Higher Education in New York
State in 1962 48
Figure 2: Schematic Diagram of the Process Used in
Estimating City University Admissions 1965,
1970, and 1975 87
Figure 3: Organization Chart-Board of Higher Education 158
A LONG-RANGE PLAN FOR THE
CITY UNIVERSITY OF NEW YORK
1961-1975
MAJOR FINDINGS AND RECOMMENDATIONS
IN THE LONG-RANGE PLAN FOR THE
CITY UNIVERSITY OF NEW YORK
MAJOR FINDINGS
The twelve chapters and the five appendices in this report contain
some 400 pages of text and tables. The 79 tables contain a very
large amount of information on the City University as such and as
compared with other institutions. Because of the extent of both text
and tables, it seems desirable to include in this summary report—in
addition to the recommendations—the major findings in the report.
These are numbered consecutively for the entire report. Such a
summary will enable the reader to get an over-all view of its contents
quickly.
1. The City University system had its origin with the opening
of the Free Academy in 1847; this later became The City College;
three viher Senior Colleges were established as follows: Hunter in
1870, Brooklyn in 1930, and Queens in 1937.
2. The establishment of Community Colleges under the State
University of New York was authorized by legislative action in 1948.
3. The three Community Colleges under the sponsorship of the
Board of Higher Education were established as follows: Staten
Island, 1955; Bronx, 1957; Queensborough, 1958.
4. Over the years a considerable number of reports have been made
dealing with the Municipal Colleges. Among these are: the 1944
Rapp-Coudert Report; two Strayer Reports; the Cottrell Reports in
1950 and in 1962; and the Heald Report, in 1960.
5. The Committee to Look to the Future, of the Board of Higher
Education, was established in May, 1959 for the purpose of developing
1
2 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
the Master Plan Report for the institutions under the Board of
Higher Education.
6. The City University was created by act of the Legislature in
1961. In addition, legislation requires the Board of Higher
Education to submit a Master Plan every four years, showing the
planned development for the institutions under the Board’s juris-
diction for the ensuing four years.
7. Beginning in 1948, New York State has paid to the City of New
York, for teacher training programs in the Senior Colleges, various
amounts. In 1948-49 the amount was $3,000,000. In 1960-61 it was
$14,971,957.
8. In 1960-61 the State reimbursed the City of New York for Com-
munity Colleges sponsored by the Board of Higher Education as
follows: for operating costs, $573,668; and for capital costs, $1,437,761.
For the same period, State reimbursement under the Mitchell Bill for
the Senior Colleges was as follows: for operating costs, $4,231,577;
and for debt service charges, $2,452,702.
9. Since the Free Academy was established in 1847, the law has
continuously required that bona fide residents of New York City
matriculated in undergraduate programs have free tuition. In 1961,
the law was changed to make that provision optional with the Board
of Higher Education.
10. Total enrollments in the City University increased from 78,425
in 1956 to 97,984 in 1961; an increase of 25 per cent. In terms of
full-time-equivalent students, the 1960-61 total enrollments amounted
to 49,911.
11. In the Fall of 1960, private colleges and universities in New
York City enrolled 133,327 full-time and part-time students; or 30
per cent more than the number enrolled in the publicly supported
institutions in the City.
12. Admission requirements for matriculants for a bachelor’s degree
increased from a high school average of 80 in 1950 to 85 in 1959,
1960 and 1961. In none of the years between 1950 and 1960 did the
six Senior College campuses have identical composite score admission
requirements, which are derived from the high school average and
the college board examination score.
13. Because of the variations in the admission requirements among
the Senior Colleges and also among the Community Colleges, several
pages of this study are required to show these variations.
14. The instructional salary cost (classroom teachers) per student-
credit-hour in the Day Session in 1960-61 was as follows: City College,
FINDINGS AND RECOMMENDATIONS 3
$21.36;° Hunter College, $19.61; Brooklyn College, $20.41; Queens
College, $18.75. Such costs per student for the same year were:
$684,° $628, $653, and $600, respectively. In the Community Col-
leges, the instructional salary cost (classroom teachers) per student-
credit-hour was: Staten Island, $16.33; Bronx, $18.36; and Queens-
borough, $11.01.
15. The estimates of the number of undergraduate students (ex-
cluding those in adult education courses) in both the Senior and
Community College units of the City University are: (These per cents
are based on the number of undergraduates in the Fall of 1961.) ,
a) In 1965—80,500; an increase of 16% from 1961
b) In 1970—93,500; an increase of 35% from 1961
c) In 1975—117,000; an increase of 69% from 1961
16. For the first time, so far as the records show, information was
secured on the high school averages of the June 1961 graduates who
received academic and commercial diplomas from the City’s 57
academic high schools, and who had high school grade averages of
75 per cent or above. On the basis of that information, these esti-
mates are made:
a) That only 20 per cent of the graduates of the City’s academic
high schools can meet the admission requirements for the bac-
calaureate programs in the Senior Colleges.
b) If the vocational high schools are included, that percentage
is approximately 18.
17. In the Fall of 1959, 42 per cent of the accepted applicants for
admission to the baccalaureate programs in the Senior Colleges with
high school averages of 90 per cent or above actually registered, as
compared with 61 per cent of those with averages of 85-90 per cent.
18. In 1952, 16.8 per cent of the City’s high school graduates—both
public and private—were enrolled in the day and evening bacca-
laureate programs in the Senior Colleges. By 1961 that percentage
had dropped to 13.0.
19. The City College system, now The City University of New
York, has maintained a program of evening instruction since 1909.
In 1950, the Evening and Extension Divisions of the Senior Colleges
were redesignated as Schools of General Studies. These were given
jurisdiction over all courses and programs leading to diplomas and
certificates, other non-degree work, including adult education courses,
and all non-matriculated students.
* These figures for City College include its professional schools.
4 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
20. At the presen: time, Schools of General Studies are operated
at the Baruch School, Brooklyn College, City College (Uptown),
Hunter (Park), Hunter (Bronx), and Queens College.
21. In 1950, the total enrollment in these schools, including adult
education, was 32,369; and in 1961 it was 41,967.
22. In the Fall of 1961, these schools had 111 budget lines for
full-time faculty. In addition to these, there were 2,206 lecturers—
the equivalent of 736.5 full-time teachers.
23, In the Fall of 1961, the average hourly rates of compensation
for teachers in the Schools of General Studies were: Baruch School,
$11.00; Brooklyn College, $10.00; City College (uptown), $10.52;
Hunter (Park), $9.74; Hunter (Bronx), $9.77; Queens College, $10.00.
24. In the Fall of 1961 there were 1,475 recitation and lecture
sessions with enrollments between 20 and 29; 946 between 30 and
39; and 769 between 10 and 19 in these schools. Only a few were
below 10 or over 40.
25. Excluding adult education figures, it is estimated that by 1975
these schools will have an enrollment of approximately 63,000; or,
an increase of 72 per cent over that of 1961.
26. The basic provision for the programs of the Community Col-
leges in New York State law relate to “the occupational needs of
the community or area in which the college is located and those
of the state and the nation generally”, in combination with general
education. In other words, this basic concept in the law relates to
the technical and terminal programs rather than the so-called “uni-
versity-parallel” programs from which students transfer to four-year
institutions.
27. The report of the President’s Commission on Higher Education,
in 1948, stated that a minimum of 49 per cent of the persons of
college age could successfully complete a standard two-year college
program of study, and at least 32 per cent could complete additional
years of higher education.
28. Concerning the practices of admission throughout the country,
Leland Medsker, in his book The Junior College—Progress and
Prospect, says: “Most local public two-year junior or community
colleges generally admit any high school graduate, and even that
requirement is often waived for students over eighteen.”
29. In 1957-58 and 1958-59, the percentage of the teaching staffs
with doctorates in the junior colleges throughout the nation was 7.4
per cent. In the Fall of 1961, 32.5 per cent of the faculties of the
FINDINGS AND RECOMMENDATIONS 5
three Community Colleges under the Board of Higher Education held
a Ph.D. or its equivalent.
30. For the year 1960-61, the average salary in the three Commu-
nity Colleges which have been established since 1956 was $7,540, as
compared with a median salary in 60 California long-established
public junior colleges of $8,310.
31. In 1961-62, no publicly supported college or university in New
York State offered programs leading to the doctorate in academic
fields. In no other states in the Union, with the exception of Maine
and Nevada, does this situation prevail.
32. For the year 1960-61, grants for faculty research in the amount
of $808,535 were received by the City University.
33. Of 11,881 graduate students enrolled in the Fall of 1960, only
337, or 3 per cent, were full-time students.
34. In 1961, of a total of 1,012 master’s degrees awarded, 293, or
approximately 30 per cent, were in arts and sciences. However,
nearly half of those matriculated in Teacher Education were pre-
paring for secondary teaching, and therefore majored in the liberal
arts and sciences. Fields other than Teacher Education showing
the largest number of master’s degrees awarded were: chemistry,
English, social work, electrical engineering and mechanical en-
gineering.
35. It is estimated that the full-time-equivalent students in master’s
degree programs in the City University by 1975 will range from
between 10,759 to 12,945.
36. In 1959-60, New York City public and private libraries reported
18,173,784 volumes.
37. As compared with 14 leading universities throughout the
nation, the number of volumes in the libraries of the four Senior
Colleges, and the amount spent per student for books and periodicals,
is very low.
38. Between 1951 and 1961, the budgeted Senior College instruc-
tional teaching staff, Day Session, increased from 1,870 to 2,345.
39. In the Fall of 1961, 59 per cent of the total annual teaching staff
in the Senior Colleges held Ph.D. degrees and an additional 11.1 per
cent had Ph.D. equivalents, making a total of 70.1 per cent with a
Ph.D. or the equivalent. That percentage in 1946 was 70.0.
40. Fifty-seven per cent of the 1,503 holders of the Ph.D. or its
equivalent in the Senior Colleges in the Fall of 1961 received those
degrees from Columbia University and New York University.
6 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
41. {n 1960, 28.4 per cent of the full-time teaching staff were in
the rank of Full Professor in 74 universities, as compared with 19.9
per cent in the City University. In the two top ranks, the per cents
were 53.6 and 41.4, respectively.
42. Of the annual instructional teaching staff in the Senior Colleges
in the Fall of 1961, 346 per cent received their bachelor’s degrees
from the Municipal Colleges, while an additional 18.6 per cent
received that degree from other colleges in New York City.
43. More than 50 per cent of the placement officers canvassed in a
nation-wide survey believe that there is an under-supply of college
and university teachers in these fields: biological sciences, chemistry,
economics, education, engineering, English, German, home economics,
mathematics, women’s physical education, physics and romance
languages. They believe the most acute shortages are in chemistry,
engineering, mathematics, women’s physical education, and physics.
44. For the year 1961-62, 147 authorized lines in the Senior Colleges,
or 7 per cent of the total, were vacant, chiefly because of low mini-
mum salaries for the Instructor rank and little or no flexibility in the
determination of the step within a given salary range at which a new
appointee can be placed.
45. In the Fall of 1961, the section sizes in the Senior Colleges
distributed as follows:
L- Qn. 5.7%
10-19. .....26.2%
20 - 29. 40.7%
30 - 39 19.9%
40 and over 7.5%
The distribution for Community Colleges approximated that in the
Senior Colleges.
46. When compared with those of the 24 eastern colleges and
universities with enrollments of 5,000 or more which furnished the
required information, teaching schedules in the City University rank
high on both credit and contact hours.
47. Only seven of these 24 institutions, in addition to City Univer-
sity, grant tenure at the Instructor level.
48. The New York City Pension System, in which the City Uni-
versity’ staff are members, compares favorably in all but one respect
(see Chapter X) with the pension systems in these 24 eastern in-
stitutions.
49. Among the large number of public-service-oriented programs
FINDINGS AND RECOMMENDATIONS 7
now being offered by the City University are: the Police Science
program; the Associate in Applied Science program in Nursing; the
Scope, Characteristics, and Impact of Government Expenditures for
Medical Care in New York City; Teacher Education; Educational
Clinics; Speech Clinics; and a number of others.
50. Approximately 50 per cent of the persons who took the Feb-
ruary, 1957 examinations for teaching in the New York City schools,
in seven different categories, received their first bachelor’s degree
from the Senior Colleges.
51. Research foundations have been in existence for more than
25 years at The Ohio State University, Purdue University, and the
University of Wisconsin. Each of these has made substantial con-
tributions from earnings to the university of which it is a part.
52. In October, 1961, there were 1,167 University-owned instruc-
tional rooms in use. When the current construction program is
completed, there will be added about 500 more instructional rooms.
53. As of October, 1961, 354 instructional rooms were rented.
54. The room use per week on the six campuses of the City Uni-
versity Senior Colleges compares favorably with that in 57 other
colleges and universities in the United States.
55. The small seating capacity in classrooms and laboratories in
some of the colleges makes it difficult to provide for larger classes.
56. The calculated capacity of college instructional space in use on
the six Senior College campuses in October, 1961 was 30,808, as
compared with an undergraduate Day Session matriculant enrollment
of 32,180; or, an overload of 1,372.
57. One of the major shortages of physical facilities in the City
University is the gross lack of office space for its teaching staff.
58. From the time of authorization until the occupancy of a build-
ing project, the time lapse is often seven or more years. With rising
building costs, each year of delay has increased the cost by about
five per cent.
59. The following are the estimates of the Day Session enrollments
of the Senior Colleges (as will be noted in Item 56 above, the 1961
figure was 32,180):
1965 — 40,300
1970 — 51,400
1975 — 65,500
These estimates require 6,300 additional student capacity by 1965;
8 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
17,400 by 1970; and 31,500 by 1975. These are cumulative figures.
60. In the Fall of 1959, City College—both uptown and downtown
—drew more students from the Bronx and from Brooklyn than from
Manhattan, the borough of location. Hunter College (Park) drew
about equally from Manhattan, Bronx, Brooklyn and Queens. Hunter
(Bronx) drew more students from Manattan than from the Bronx,
the borough of location. Both Brooklyn and Queens got most of their
students from their boroughs of location.
61. In addition to the remodeling and planned construction to
provide about 7,000 capacity for the Community Colleges under the
Board of Higher Education, it is estimated that by 1975 additional
Day Session capacity of 17,800 will be required.
62. The undergraduate Day Session enrollment at the Bronx campus
of Hunter College increased from 1,542 in the Fall of 1951 to 3,653
in the Fall of 1961, or a percentage increase of 127. The Fall 1961
enrollment on this campus exceeded that of the Park Avenue campus
by 232.
63. Cost estimates in this study are based on $30.00 per gross
square foot, which includes equipment but excludes land. To pro-
vide for increased enrollment for replacement and remodeling and
rehabilitation, exclusive of land, the total cost estimates are $397.7
million by 1975.
RECOMMENDATIONS
The outline for the Master Plan Study, as approved by the Com-
mittee to Look to the Future on November 21, 1961, provides that
in Chapter I, “recommendations should appear in the same sequence
as in the body of the report.” Accordingly, they do appear in that
order, with the chapter numbers from which taken. Also, they are
numbered in sequence by chapters, except in those cases where there
are major subdivisions within a chapter. In such cases, the sub-
divisions are numbered separately. Attention is called to the fact
that information from which the recommendations are derived will
be found in the appropriate chapters.
FUNCTIONS OF THE CITY UNIVERSITY
AND THEIR IMPLEMENTATION (See Chapter IV)
It is recommended that:
The Board of Higher Education approve the following as the basic
functions of the City University of New York in view of its status as
FINDINGS AND RECOMMENDATIONS 9
a publicly supported institution, serving both New York City and
New York State:
1. To view its primary responsibility to its students, faculty, and
the community as that of imbuing devotion to the search for truth
and its dissemination, and to justice and freedom, and that of instilling
awareness of personal obligation to further the intellectual and
spiritual enrichment of the society of which they are a part.
2. To provide high quality instruction, suitable to the various levels
of ability of those persons who have a reasonable expectation of
success in their education beyond the high school.
3. To develop, in this great business, commercial and cultural
center, research activities directed toward a widening of the horizons
of knowledge and a better understanding of the natural world, and
the application of the results therefrom and where appropriate to the
solution of current problems.
4. To prepare qualified persons for professional careers in those
fields appropriate for a university and in which the need is well
established.
5. To furnish to the City and to the State which support it and to
other agencies outside the State which offer service opporunities in
the best interest of the University, various kinds of public services in
keeping with the role of a university.
6. To assist in the further development of the City, not only as a
market place and workshop, but as a human abode, and as the center
of cultural and intellectual energy.
To implement these functions, it is further recommended that:
7. The Senior Colleges continue to be highly selective in their
admission requirements; and that the Day Sessions have responsi-
bility for all baccalaureate students in both the Day and Evening
Sessions in their institutions.
8. The Schools of General Studies have the responsibility for:
(a) administrative supervision over course work given in the
School leading to baccalaureate degrees, which are granted by
existing faculties, in accordance with present By-law provisions
and regulations of the Day Session faculty concerned.
(b) jurisdiction over:
(1) all associate degrees, students and course work;
1]t is recommended that later these be transferred to the Community Colleges
(see Chapter VII).
10 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
(2) all courses and programs leading to diplomas and certif-
icates;
(3) all non-degree work, including adult education courses
other than those offered in the Community Colleges;
(4) all non-matriculated students.
To carry out these responsibilities requires, among other things,
the following: (1) adequate physical facilities—classrooms, labora-
tories, offices, conference rooms, and the like; and (2) an increasing
proportion of full-time staff.
9. The Community Colleges provide:
(a) opportunities for high quality education beyond the high
school to those students who, because of ability and interest, wish
education for careers at the end of two years or before; and,
(b) offerings primarily to recent high school graduates suitable
two-year associate degree curricula of high quality, with the provi-
sion that those students whose performances warrant may readily
transfer into either the Senior Colleges or the Schools of General
Studies as candidates for baccalaureate degrees.
To carry out these purposes, the following steps are required:
(1) the development, in cooperation with the central administrative
staff, of uniform admission requirements with some provision for
flexibility in their administration, in keeping with the functions of the
Community Colleges but well within the ability range of those stu-
dents likely to succeed in either the transfer or career programs; and,
(2) the development of uniform, clearly defined and easily admin-
istered requirements for transfer of qualified students from the Com-
munity Colleges to either the Senior Colleges or to the Schools of
General Studies.
10. The Board of Higher Education reaffirm its support of the
policy of free tuition for resident matriculated baccalaureate students,
which has been maintained for 115 years.
ll. The Board of Higher Education formally endorse the principle
that matriculated students in the Community Colleges should be
exempt from tuition, in the same manner as those in the Senior
Colleges; and, furthermore, that the Board take the required steps
to provide free tuition for Community College students.
2 These responsibilities are essentially those given the Schools of General Studies
by the Board of Higher Education on April 17, 1950. (See Cal. No. 25; p. 207.)
FINDINGS AND RECOMMENDATIONS 11
12. Other classifications of students pay tuition as may be deter-
mined by the Board of Higher Education.
13. The Board of Higher Education develop, in more detail than at
present and in cooperation with each of the colleges, both senior and
community, a non-instructional fee structure for services incidental
to but not directly related to instruction, such as expenses for health,
intercollegiate athletics, student activities, placement services, recre-
ation, and the like. Furthermore, that this fee structure have periodic
reviews, at least once each three years, by the Board of Higher Edu-
cation, and adjustments made accordingly.
14. As the City University develops its future program, the Board
of Higher Education make suitable provision for the admission of
out-of-city residents, both graduate and undergraduate, taking into
account its obligation to resident students. Furthermore, that the
Board develop appropriate tuition charges (in addition to fees) for
such out-of-district students.
SELECTION AND RETENTION OF
STUDENTS (See Chapter VI)
It is recommended that:
1. The qualitative requirements for admission to the baccalaureate
programs in the Senior Colleges be a composite score (the sum of
high school average and the SAT score converted to the high school
average scale, weighted equally), that would make eligible for ad-
mission approximately 30 per cent of the graduates of the City’s
public academic high schools. It is assumed that these admission
requirements would make eligible for admission approximately the
same per cent of the graduates of private and parochial schools.
2. The qualitative requirements for admission to the transfer pro-
grams in the Community Colleges and to the associate degree pro-
grams in the Schools of General Studies be a composite score (see
above) that would make eligible additional qualified students includ-
ing those in career programs so that there would be enrolled up to
one-third of the City’s public and private high school graduates—
both academic and vocational—in public Community Colleges of
New York City, including those not under the sponsorship of the
Board of Higher Education, and in the associate degree programs in
the Schools of General Studies.
3. Once the requirements to carry out Recommendations 1 and 2
are developed, there be continuing studies of the validity not only
12 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
of these but all other major admission practices as well, with a view
to making such modifications as the findings may indicate.
4. Pending the development by the University staff (this would be
an appropriate responsibility for the Bureau of Institutional Research,
as recommended elsewhere in this report, in cooperation with the
college representatives) of the specific requirements to achieve the
goals in Recommendations 1 and 2 above, the recommendations which
follow be applied. (It should be noted that only a part of the recom-
mendations which follow will be affected by the implementation of
these two.)
Admissions and Transfers
It is recommended that:
1. The quantitative requirements for admission to Day Sessions of
the Senior Colleges remain unchanged.
2. For approximately two-thirds of the freshmen entering the bac-
calaureate programs in the Senior Colleges from high school, the
present requirement of an average of 85 per cent or higher in five
specified areas be retained; and for the remaining one-third the
present requirements likewise be retained.
3. The qualitative requirement for admission to the Senior Colleges
with advanced standing from other colleges be uniform and be as
follows: the completion of an approved program of one year’s work
in liberal arts with an index of 3.0 (B average) or higher. (By an
approved program is meant one that is well-balanced and does not
include too many courses in one area.)
4. The qualitative requirements for transfer from the Associate in
Arts degree programs in the Schools of General Studies to the bac-
calaureate programs of the Senior Colleges be uniform and be as
follows:
the completion of an approved, well-balanced program with the
first of 14 or more credits earned in two or three semesters with
an index of 3.0 or higher;
or
the completion of an approved, well-balanced program with the
first of 30 or more credits earned with an index of 2.75 or higher;
or
the completion of the requirements for the degree of Associate
in Arts with an index of 2.0 or higher.
5. The quantitative requirements for admission to the Associate in
FINDINGS AND RECOMMENDATIONS 13
Arts program in the Schools of General Studies in the Senior Colleges,
now uniform, remain unchanged.
6. The qualitative requirements for admission to the Associate in
Arts program in the Schools of General Studies in the Senior Colleges,
not now uniform, be uniform and be as follows:
a high school average of at least 75 per cent in the following
five areas: English, foreign language, mathematics, social studies,
and science;
or
a combined score of 150 or higher which is the sum of the high
school average and the rating in the Scholastic Aptitude Test,
weighted equally.
7. The quantitative requirements for admission to the Nursing
Science program remain unchanged.
8. The quantitative requirements for admission to the Associate in
Applied Science programs (except the program in Nursing Science)
in the Schools of General Studies, not now uniform, be uniform and
be as follows: 16 units including English 4, American history 1,
mathematics 2, science 1, and 4 additional academic units.
9. The qualitative requirements for admission to the Associate in
Applied Science programs (except the program in Nursing Science)
in the Schools of General Studies, not now uniform, be uniform and
be as follows:
a high school average of at least 75 per cent in the subjects in
these five areas: English, foreign language, mathematics, social
studies, and science;
or
a combined score of 150 or higher which is the sum of the high
school average and the rating in the Scholastic Aptitude Test,
weighted equally.
10. Applicants for admission as non-matriculated students in the
Schools of General Studies be required to pass a qualifying ex-
amination.
1l. The quantitative requirements for admission to the transfer pro-
grams of the Community Colleges, now uniform, remain unchanged.
12. The qualitative requirement for admission to the transfer pro-
grams of the Community Colleges, not now uniform, be uniform and
be as follows: a combined score of 155 or higher which is the sum
of the high school average and the rating in the Scholastic Aptitude
Test, weighted equally.
14 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
13. The quantitative requirements for admission to the terminal cur-
ricula in the Community Colleges which are not uniform be graduation
from an accredited four-year high school and specific subjects neces-
sary for the chosen curriculum.
14. The qualitative requirements for admission to the terminal cur-
ricula in the Community Colleges, not now uniform, remain un-
changed to provide flexibility for the admission of students with
special aptitudes in a chosen field.
15. The requirements for transfer from the Community Colleges
under the Board of Higher Education to the Senior Colleges, not now
uniform, be uniform and be the same as the requirements for transfer
from the Schools of General Studies, as found in Recomendation 4,
above.
Retention and Withdrawal
It is recommended that:
1. The standards of retention in the Day Sessions of the Senior
Colleges, not now uniform, be uniform and be as follows:
Student to be dropped
After if the index is below®
1 semester 1.5
2 “ 17
3 “ 19
4 “ and beyond 2.0
2. As at present, dropped students in the Senior Colleges be per-
mitted to return on probation either in the following semester or after
an interval of one semester, if the circumstances warrant.
3. The standards of retention in the Schools of General Studies, not
now uniform, be uniform and be as follows:
After the Student to be dropped
completion of if the index is below
15 credits 15
30.“ 17
45 “ 19
60 “ and beyond 2.0
4. As at present, dropped students in the Schools of General Studies
3 These are based on grade letter values, as follows: A=4; B= 3; C= 2;
D= 1. The same values apply in the indices which follow.
FINDINGS AND RECOMMENDATIONS 15
be permitted to return on probation either in the following semester
or after an interval of one semester, if the circumstances warrant.
5. An effort be made to ascertain the reasons for the apparent dis-
crepancy between standards of retention and number of students
dropped in all colleges.
6. The standards of retention in the Community Colleges, not now
uniform, be uniform and be as follows:
Student to be dropped
After if the index is below
1 semester 15
2 “ 17
3 “ 19
7. All colleges keep data on the number of voluntary withdrawals
and the reasons for withdrawal.
8. An effort be made to ascertain the reasons for the variations
among the colleges in the percentages of voluntary withdrawals.
(Again, this would be an appropriate responsibility for the recom-
mended Bureau of Institutional Research.)
THE SCHOOLS OF GENERAL STUDIES
(See Chapter VIl)
It is recommended that:
1, Inasmuch as associate degree programs are an appropriate func-
tion of the Community Colleges, at such time as physical facilities
are available, the associate degree curricula now in the Schools of
General Studies be transferred to Community Colleges.
Until such time as the above recommendation is carried out, the
following apply:
2. The present program of the Schools of General Studies be con-
tinued.
3. Schools of General Studies, for the most part, confine their asso-
ciate degree curricula to the kind generally described as “transfer”.
4. The Schools of General Studies be staffed with a number of full-
time lines in the proportion which the matriculated (baccalaureate
and associate) students are of the full-time-equivalent of all students
enrolled in the Schools.
5. The remuneration of part-time Lecturers in the Schools of Gen-
16 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
eral Studies be at a course rate at least equivalent to the average of
an Instructor in the City University.
6. At an appropriate time, there be appointed by the Board of
Higher Education a special committee to consider the proper dis-
position of the full-time Nursing Science program in the light of the
then existing conditions; such committee to include representatives of
the participating hospitals as well as of the colleges involved.
7. Additional and separate space be provided for the Schools of
General Studies to meet needs not met by the existing college physical
plants.
8. The admissions policies of the Schools of General Studies be set
up in accordance with the recommendations in Chapter VI.
9. As rapidly as administratively feasible, the adult education ac-
tivities be separated from the formal credit and degree programs of
the Schools of General Studies, which separation was authorized by
the Board of Higher Education in 1953.
10. Extra teaching for extra compensation by full-time Board of
Higher Education instructional staff in the Day Sessions, Schools of
General Studies, and Graduate Division, be reduced to three hours
per week in the City University, or in any other institution, such
change to be phased over a three-year period. (See also Chapter X.)
COMMUNITY COLLEGES
(See Chapter VIII)
It is recommended that the Board give approval to the following
long-range specific functions for the Community Colleges:
1. To provide, together with the Senior Colleges, for all students
who successfully complete the high school program of studies and
who show capability of improvement through further study, and who
need additional education or training, an opportunity to carry on in
their studies;
2. To provide opportunities for high-quality education beyond the
high school to those students who, because of ability and interest,
wish education for careers at the end of two years or before;
3. To identify those students in the Community Colleges who can
and ought to carry on further formal studies in the Senior Colleges
and in other colleges which grant the bachelor’s degree;
4. To provide suitable programs of studies in Day and Evening
Sessions for recent high school graduates and adults; and
FINDINGS AND RECOMMENDATIONS 17
5. To aid students, through counseling, to make educational and
vocational choices consistent with their abilities and interests.
In addition to the approval of the above functions, it should be the
intent of the Board that the Community Colleges are perceived to be
agencies to democratize, even further than is now the case in the City
University, educational opportunity beyond high school graduation.
Ideally, this means that all Community Colleges in the system would
consider as a requirement for admission only the fact that the student
applicant has successfully completed a high school program of studies
or through other means has achieved an equivalent training. Ad-
missions to particular programs would, of course, have to be on the
basis of more specialized factors.
It is further recommended that:
The Board of Higher Education continue to be the sponsoring board
for the Community Colleges, with these specific provisions:
6. The Board continue to serve as the governing board both of the
Senior Colleges and of the Community Colleges, viewing the latter
as separate institutions with purposes, problems and policies that
often are different from those of the Senior Colleges.
7. The Board develop separate policies for the Community Colleges
as distinct from the other units with respect to personnel and salaries,
admissions, program, and other matters.
8. The Board sit in separate sessions to consider the direction of the
two types of colleges.
9. The Chancellor of the City University remain the principal edu-
cational officer of the Board of Higher Education for both the Senior
and Community Colleges, and that his staff be augmented as need
arises.
10. The Chancellor serve as the chairman of the Administrative
Council of the Senior Colleges and the Administrative Council of the
Community Colleges; each Council be composed of the presidents of
the colleges involved.
11. Any new Community Colleges in New York City be under the
Board of Higher Education; and that continuing study by the appro-
priate agencies be given to the relationship to The City University of
New York of the two existing public Community Colleges now outside
of the City University.
It is further recommended that:
The Board of Higher Education undertake simultaneously the two
18 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
following courses of action which, over a period of time, will ac-
complish the goal of a complete Community College service to the
City that was set forth in Recommendations 1-5 in this chapter.
12. Admissions standards to Community Colleges be adjusted as
rapidly and steadily as possible toward the ultimate objective of using
only high school graduation and the capability of improvement in the
Community College program.
13. New Community Colleges be established as rapidly as possible
at locations where needed, and existing ones be expanded to the ex-
tent that a total enrollment equal to one-third or more of the high
school graduates in the City can be accommodated in the Com-
munity Colleges. (See Chapters VII and XII for specific recommenda-
tions.)
It is further recommended that:
14. Community College salary scales start at the same point as
Senior College scales and rise with the same increments for the same
By-law qualifications and responsibilities:
15. The ratio of the proportion of the instructional staff in the Com-
munity Colleges, as related to the Senior Colleges, be as follows:
(a) One-half of the ratios in the Full and Associate Professor
titles;
(b) The same ratio in the Assistant Professor title;
The application of (a) above will result in a correspondingly higher
ratio in the Instructor title, in the Community Colleges.
EXPANSION OF GRADUATE EDUCATION
(See Chapter IX)
Policies Governing the Organization
of Master’s Programs
It is recommended that:
1. The pattern now prevailing, of conducting programs leading to
the master’s degrees in the arts and sciences as well as in Teacher
Education at the several colleges, be continued.
2. The pace of expansion of work at the master’s level be deter-
mined by:
(a) justification for additional programs in terms of student
interest and community need. In assessing community need, the
FINDINGS AND RECOMMENDATIONS 19
requirements of Long Island, Westchester, and of other parts of the
State should be considered.
(b) availability of qualified faculty and facilities.
(c) the budget available for graduate work from the State and
from the City.
(d) available foundation and other grant support.
3. Selected courses at the master’s level be made available to ad-
vanced undergraduates at the Senior Colleges so as to further extend
the opportunities for advanced study now available to honor students.
4. Existing master’s programs be re-examined when doctoral pro-
grams are instituted to insure that students who earn the master’s
degree in any of the Senior Colleges are equipped to enter the
doctoral program if their ability justifies their continuing. This
re-examination should make provision for the maintenance of ter-
minal master’s degrees in fields where this is justified.
5. The Senior Colleges explore the feasibility and desirability of
close working relations with some of the smaller colleges in their
neighborhoods in an effort to identify students whose abilities justify
their continuing with graduate work.
6. The faculties teaching courses in master’s programs and the
graduate advisors accept and carry out responsibility of identifying
particularly promising students and encouraging them to prepare
to matriculate for the doctor's degree.
Policies for the Organization
of Doctoral Programs
It is recommended that:
1. Beyond the master’s level, the graduate program be organized
on a University-wide basis, utilizing the plant facilities, the faculty
resources, the library collections and the laboratories of the Senior
Colleges as well as those of the graduate center referred to in Item 2,
which follows.
2. A physical facility readily accessible from all parts of the City
be provided to supplement when advisable the facilities of the
Senior Colleges and to enhance the development of the doctoral
program, without unnecessary duplication of existing facilities.
3. Consideration be given to the possibility of utilizing the existing
college libraries through a central union catalog or by other appro-
priate means and using the many specialized libraries in the New
20 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
York area; and to the establishment at the central facility of a
library as a supplementl library source, to include basic reference
books, appropriate periodicals, standard source materials used in
advanced seminars, and other necessary supplemental material that
cannot be appropriately housed at a college.
4. Students who are matriculated for the doctorate in the liberal
arts and sciences be registered at the central facility.
5. Graduate programs have a clearly distinguishable budget to
include, among other customary provisions, funds for the payment
of staff for graduate instruction and research.
6. Consideration be given to the establishment of University de-
partments on the recommendation of the Administrative Council
and the Dean of Graduate Studies, under the supervision of an
executive officer nominated by the Dean of Graduate Studies and
approved by the Administrative Council; the members of such de-
partments to consist of faculty members, each of whom would, in
general, be a member of a college faculty and divide his time between
teaching undergraduate and master’s level work at that college and
participating in doctoral programs: furthermore, that consideration
be given, in each professional school that initiates doctoral programs,
of a doctoral faculty consisting of those members of the faculties
who will participate in the doctoral programs. In addition to the
foregoing, consideration be given to the establishment of an inter-
departmental faculty group that would consider matters of general
concern, and make curriculum recommendations to the Dean of
Graduate Studies.
7. Each University department or doctoral faculty of a profes-
sional school have the following responsibilities:
(a) To recommend to the Administrative Council the require-
ments for the doctoral degree
(b) To approve individual students’ programs within University
and departmental requirements, and to administer such examina-
tions as are necessary
(c) To pass on the admission of students for doctoral level work
(d) To award fellowships and assistantships (A special respon-
sibility will fall on departments in science and engineering, where
government research and fellowship funds are an important com-
ponent of student support)
(e) To cooperate with other departments in arranging courses
of interest to doctoral candidates in related fields
FINDINGS AND RECOMMENDATIONS 21
(f) To work with the departments and deans in the colleges,
and the Dean of Graduate Studies, to recruit new faculty, so as
to strengthen the graduate program
(g) To promote research and scholarship in the discipline
(h) To maintain liaison with cooperating institutes, libraries,
museums, and other organizations which are helpful in graduate
work
(i) To recommend students for the degrees to be awarded
(j) To carry major responsibility for placement of these grad-
uates
8. Decisions on fields to be admitted to doctoral programs be made
by reference to these controlling criteria:
(a) The qualifications of the faculty
(b) The adequacy of libraries, laboratories, and other related
facilities
(c) The potential population of capable students, and the avail-
ability of student financial aid
(d) The present and anticipated demands for doctorates in the
field under consideration (for example, the great need for college
teachers)
(e) The network of institutions of higher learning and other
cultural centers in New York City
(f) The impact on the undergraduate program
(g) In some fields, the relevance of the program under con-
sideration to the life and problems of the New York metropolitan
area
9. Doctoral programs be designed primarily for full-time students.
10. In order to make it possible for students to devote full time
to their graduate work, the City University seek financial aid in the
form of fellowships, teaching assistantships, traineeships and the
like to assist such students in supporting themselves.
11. In order that outstanding students who are enrolled in the
master’s degree programs in the colleges may be encouraged to
continue their graduate work, the separate colleges provide suit-
able counseling services, in addition to those services done by the
teaching staff, so that such students may be identified and encouraged
to continue to the doctorate (here again, attention should be given
to such shortage fields as college teaching); furthermore, that these
services be available to other students in both the baccalaureate and
22 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
master's degree programs so that they, too, can be guided into
programs appropriate to their interests and abilities; and that these
services be financed jointly by the colleges and from the graduate
budget.
12. In order to carry out the graduate programs leading to the
doctorate as recommended in the preceding pages, a faculty structure
appropriate to the carrying out of these recommendations be de-
veloped under the leadership of the Chancellor and the Dean of
Graduate Studies.
13. The Board of Higher Education create an Urban Affairs In-
stitute to serve the general purposes set forth in Chapter IX, and
that in general it be organized along the lines there indicated.
DAY SESSION FACULTY
(See Chapter X)
It is recommended that:
1. Steps be taken by the Board of Higher Education to increase
the percentage of the Day Session faculties in the ranks of Professor
and Associate Professor from the 44.2 per cent in 1961 to 50 per
cent; furthermore, that of this 50 per cent, 28 per cent be in the rank
of Full Professor and 22 per cent in the Associate Professor rank.
2. The Board of Higher Education seek agreement with the appro-
priate officials in the City, which will permit a reasonable degree of
discretion in the determination of the step within a salary range
at which new instructional appointees may be brought into the
City University.
3. In order to conserve faculty time, and thereby faculty cost,
the Board of Higher Education take the necessary steps to reduce
the percentage of class sections that have an enrollment of 20 or
less; furthermore, that as a part of this program to conserve faculty
time, extensive experimentation be carried on in the use of closed-
circuit television, teaching machines, audio-visual materials, and other
teaching aids.
4. In both original appointments and promotions, particularly in
the Day Session faculties of the Senior Colleges, greater emphasis
be placed on scholarly growth—evidence of which will be found in
such items as research, publication, and activities in the appropriate
learned and professional societies.
5. The organized faculty of all the colleges, through a representa-
tive committee, be requested to draft for the approval of the
FINDINGS AND RECOMMENDATIONS 23
Administrative Council and the Board a statement of the criteria
to be used in judging candidates for faculty appointment and pro-
motion.
6. The procedures for appointment provide for the filing of a
vita, instead of a formal application; and, after appointment has been
approved, it be customary for the president of the college or the
representative of the Chancellor to extend .a letter of invitation
to the candidate.
7. The colleges be encouraged to expand the area of search for
staff by the provision of funds for travel to facilitate recruiting out-
side the metropolitan area, by exploration of methods of providing
faculty housing facilities and by the development of other procedures
that will provide a faculty representing the whole range of aca-
demic backgrounds from the distinguished universities of this and
other appropriate countries.
8. The Board of Higher Education acquaint the appropriate
officials in the City with the need for substantial amounts of addi-
tional money for staff salaries which will be required in the future
to meet the competition with other institutions for qualified per-
sonnel, and to provide for a higher proportion of the City University
staff in the upper two instructional ranks.
9. Because of the reluctance of a well established faculty member
with tenure in his own institution to accept a non-tenure appoint-
ment in the City University, the Board of Higher Education seek
change in legislation which will permit the granting of tenure for
Full and Associate Professors at the time of first appointment; further-
more, that effort likewise be made to provide more flexibility in the
present probationary period by making it from three to five years.
10. The approved teaching schedule for full-time staff in the
baccalaureate programs of the Senior Colleges of the City University
be from 10 to 12 actual contact hours, depending on the subject,
number of preparations and other related matters, and in the de-
termination of which laboratory hours be included in the ratio of
2:1—that is, two hours of laboratory be the equivalent of one class
or lecture hour. Furthermore, that the faculty be expected to give
the additional time required for student counseling, conferences,
committee work, and the other related services which are the normal
responsibilities of full-time staff.
11. The central administration and the presidents encourage faculty
experimentation on such items as class size, the use of teaching
24 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
machines, audio-visual materials and television and to permit a
reduction in teaching load where appropriate for such experimentation
to the end that better use be made of faculty time.
12. The Board of Higher Education sponsor legislation to amend
the Teachers Retirement Law so as to adapt it to the college and
university situation; namely, that provision be made for the vesting
of the college participant's interest in the City’s pension contribution,
and that a new entrant be given the option between membership in
the retirement system or the maintenance of a previously existing
annuity plan requiring contribution by both teacher and employing
institution with the City assuming the contribution of the employing
institution under the annuity plan, to the extent that the City’s
contribution shall in no case exceed the amount that the City would
have been required to pay into the pension account of such teacher
if he had become a member of the Teachers’ Retirement System.
13. The Board of Higher Education continue its vigorous efforts to
secure additional annual lines for the Schools of General Studies,
which will:
(a) starting September 1, 1963, permit a maximum of ten (10)
hours of multiple job employment per year to teachers on annual
salary in the Day Session;
(b) starting September 1, 1964, permit a maximum of eight (8)
hours of multiple job employment per year to teachers on annual
salary in the Day Session;
(c) starting September 1, 1965, permit a maximum of six (6)
hours of multiple job employment per year to teachers on annual
salary in the Day Session.
In some exceptional cases, where the educational needs of the
Schools of General Studies demand it, the limit may be extended
to twelve hours of multiple job employment per year for teachers
on annual salaries in the Day Session; furthermore, a full report be
submitted by the individual president to the Administrative Council
each semester, indicating the names, hours, and reasons for such
multiple job employment.
Note: An hour of multiple job work means one classroom period per week
for a term. For the purposes of this recommendation, two administrative
hours will be deemed equivalent to one classroom period.
14. All employment during the summer be excluded from multiple
position regulations.
FINDINGS AND RECOMMENDATIONS 25
15. An appropriate officer be designated in each college to be re-
sponsible for multiple job employment accounting.
16. This responsible officer be required to report to his president
all cases where a person on annual Day Session salary has multiple
job hours in excess of the approved maximum (ten, eight, or six, de-
pending upon the year). This report is to be made in detail, explain-
ing the nature of the educational considerations involved in each
case where the program exceeds the aforementioned maximum.
17. The foregoing regulations apply not only to Board of Higher
Education teaching personnel carrying multiple job hours in institu-
tions under the control of the Board of Higher Education but in any
other school, college, or university as well.
18. No person rendering full-time service in any of the colleges or
Board units under the administrative control of the Board of Higher
Education shall engage in any other business or profession while
in the service of the college unless such business or professional
service shall have been approved by the head of the college or Board
unit in which such person receives such annual salary. Such additional
service shall not be permitted if, in the judgment of the president
of the college or head of the Board unit, such service may interfere
with the proper performance of the duties for which the annual com-
pensation is provided. It is assumed that all staff members on annual
appointment owe their primary loyalty to the college and will render
full-time service to the college. Any departure from this will be
authorized only after approval by the president.
OTHER SERVICES APPROPRIATE FOR A UNIVERSITY
WHICH THE CITY UNIVERSITY MIGHT PROVIDE
(See Chapter XI)
It is recommended that:
1. There be established by the Board of Higher Education within
the immediate future and as a part of its central administrative or-
ganization an incorporated agency known as The City University of
New York Research Foundation; such agency to be patterned along
the lines of those described in Chapter XI, and with those functions
appropriate for a university which serves this great metropolitan area;
furthermore, that the Board give early consideration to the develop-
ment of a patent policy. The Board may also authorize the establish-
ment of a research foundation at any college where circumstances
deem it advisable, with the provision that the board of directors
26 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
have representation from both the Board of Higher Education and
the City University staff, for purposes of liaison.
2. The Board of Higher Education authorize and take the neces-
sary steps to implement that authorization for the preparation of
The City University Bulletin (or some such publication) by the Chan-
cellor’s Office; such Bulletin to be issued at regular intervals, pref-
erably twice a month, and sent to all full-time staff, both academic
and non-academic, within the University, to the press and to other
appropriate agencies and individuals.
3. The Board of Higher Education create, as a part of the Chancel-
lor’s Office, The City University Press, to provide outlet for research
and scholarly productions of its faculty; such Press to be organized
along the lines found successful in other universities; and to include
the production of such of these kinds of publications as is now done
in the Senior Colleges; and to prepare annually and distribute to the
faculty, libraries and other appropriate places, a bibliography of the
major publications of the University faculty; furthermore, the Board
and its administrative staff seek aid from outside sources for this
enterprise.
4. Because of the crucial importance of a Bureau of Institutional
Research in educational planning and coordination of the units of the
City University into a unified system, that such a Bureau be created
in the City University, and that it be responsible to the Chancellor’s
Office and be assigned duties beyond those now performed by the
existing Bureau of Administrative Research.
5. Public services now rendered to the municipality of the City of
New York and its related agencies by the City University, and which
are meeting specific and identifiable needs, be continued and ex-
panded as required.
6. The Board of Higher Education and its administrative staff be
continually alert to developing situations and needs in the municipality
of New York which warrant the establishment by the Board of such
other public-service-oriented agencies as seem appropriate to meet
those needs.
7. As in the past, attention be concentrated within the University
on courses given for college credit with such provision as is possible
for non-matriculated students in those courses; and, in view of the
many other provisions for adult education in the City of New York, as
noted in the text, as rapidly as possible non-matriculated students in
courses not given for credit be diverted from the colleges in the
City University.
FINDINGS AND RECOMMENDATIONS 27
THE PHYSICAL PLANT AND NEEDED EXPANSION
(See Chapter XIl)
It is recommended that:
1. Inasmuch as the rented space now used by the Day Sessions of
the colleges is generally unsatisfactory and inconvenient, it be re-
placed with equivalent University-owned facilities.
2. The standard utilization of classrooms in both the Senior and
Community Colleges average not less than 30 scheduled hours be-
tween 8:00 A.M. and 5:00 P.M. in a five-day week, with class enroll-
ments after the first month of the term averaging 75 per cent of the
room capacity while in use.
3. The standard utilization of teaching laboratories in both the
Senior and Community Colleges average not less than 20 scheduled
hours between 8:00 A.M. and 5:00 P.M. in a five-day week, with class
enrollment after the first month of the term averaging 75 per cent of
the laboratory capacity while in use.
4. There be continuous study under the direction of the central
administrative staff of the suggestions for better plant use as found
in Chapter XII, as well as others, for the purpose of determining and
maintaining the maximum plant use—both room and student-station
—consistent with the quality program of higher education in the
University.
5. In the planning of future buildings, flexibility of room capacity
be provided by means of non-bearing partition walls; and thus permit
larger class sections, as recommended in Chapter X; furthermore,
that in the present buildings, where feasible and as needed, larger
room capacities be provided.
6. Because of the heavy cost of the physical facilities in the Uni-
versity and the consequent necessity of making maximum use of them,
the colleges be encouraged to continue their semi-annual review of
instructional room utilization.
7. The present extremely poor office provisions—in space, equip-
ment and telephone services—for the teaching staff be improved as
rapidly as possible in the present buildings where inadequate, to
achieve these three objectives:
(a) A minimum of 80 square feet per full-time staff member;
(b) An individual office for full-time staff members with profes-
sorial rank;
28 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
(c) Adequate telephone services.
Furthermore, that in the planning of new instructional buildings,
attention be given to these objectives.
8. Steps be taken to reduce the lapsed time between authorization
of a building project and its occupancy, now about seven years, by
reducing the time allowed the individual colleges for submission of
detailed space requirements and by increasing the staff of the Archi-
tectural and Engineering Unit, and by other means of expediting the
building process.
As pointed out in the text of this chapter, these long delays have
had two bad effects, other than having to wait so long for the
facilities; namely, with rising building costs since World War II, each
year’s delay has added about 5 per cent to the cost; and secondly, the
long period brings many change orders because of program changes,
all of which add to the total cost.
9. There be developed a uniform property accounting system, and
duplicate plant inventory records kept up to date in the Architectural
and Engineering Unit and at the individual colleges; furthermore,
that the formula prepared by the American Standards Association be
used in calculating building areas.
10. In view of the close relationships between a branch campus
and its parent campus, such as now exist between Hunter (Park) and
Hunter (Bronx), and City (uptown) and City (downtown), and the
problems inherent in their separation, plus the further fact that as the
City University develops there will undoubtedly be other branch cam-
puses: The Board of Higher Education authorize the Administrative
Council to develop criteria for the relationships of such campuses; and
in the light of these make appropriate recommendations to the Board
of Higher Education through the Chancellor as to whether present
branch campuses should continue or be separated, and the conditions
under which the latter might be achieved if so recommended.
1l. By 1975, the capacities of the Senior Colleges be increased to
accommodate 31,500 additional baccalaureate Day Session students
at an estimated cost of $141 million; some of which capacity can be
provided by expansion of facilities on the existing campuses.
Information at hand would not permit a definitive determination
of the number of these additional students who could be accommo-
dated on existing campuses. To do this requires some policy decisions,
such as: maximum number of stories for future buildings; maximum
enrollments for a given campus; and the like, which can be applied
throughout the University. It is suggested that the Board of Higher
FINDINGS AND RECOMMENDATIONS 29
Education ask the Administrative Council to make such a study, and
recommend to the Board the maximum capacity of existing campuses.
The additional number of students to be accommodated at new centers
will then be the difference between the estimated total enrollment
and the desirable maximum capacity of existing campuses.
At present, each borough in the City has a Senior College campus
except Richmond. Estimates at hand are that by 1975, the Borough
of Richmond will have a population increase of nearly 50 per cent.
High school graduates in Richmond are estimated to increase from
2,108 in 1961 to 3,450 in 1964, or 66 per cent. The completion of the
Verrazano Bridge, connecting Richmond and Brooklyn, will un-
doubtedly greatly accelerate growth not only in total population but
in high school graduates, as well, in Richmond. In view of the fore-
going, it is recommended that:
12. Very shortly, the Board of Higher Education initiate a detailed
study of the need for a Senior College to serve the Borough of Rich-
mond, and that as a part of that study consideration be given to the
feasibility of developing a Senior College on the same or adjoining
site of the Staten Island Community College, and thus permit joint
use of certain common facilities, such as auditorium and gymnasium.
13. Other similar detailed studies be initiated by the Board of
Higher Education in other boroughs since evidence indicates the
need of new Senior and Community Colleges to care for the in-
creasing enrollments in the City University.
14. By 1975, the capacities of Community Colleges in the City
University be increased to accommodate 17,800 additional Day Ses-
sion students, other than those to be accommodated in the remodeled
Bronx and the completed Staten Island and Queensborough plants,
at an estimated cost of $64 million. In addition to the remodeled
Bronx plant and the completion of the Staten Island and Queens-
borough plants, it will be necessary to establish some new Community
College centers at suitable locations to serve the City. In so doing,
the following general criteria, based on the assumption that the college
will include both transfer and terminal offerings, will be useful in that
determination:
(a) Are there other Community Colleges readily accessible?
(b) Is there a local industrial need for graduates of terminal
career courses?
(c) Is there an educational need for the transfer-type curriculum,
as indicated by the number of high school graduates?
30 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
(d) What are the growth estimates in both total population and
high school graduates?
(e) Are conveniently located land and facilities available, having
in mind transportation and student convenience?
(f) What effect would the establishment of a new Community
College have on local institutions of higher education?
(&) What is the attitude of State and local officials as to the
need for a Community College to serve the area under consideration?
15. By 1975, physical facilities for an estimated 4,000 full-time Day
Session first-year graduate students and 2,000 full-time Day Session
advanced graduate students be provided at appropriate locations,
at an estimated cost of $5 million before 1965, $10 million between
1965 and 1970, and $25.5 million between 1970 and 1975; or a total
of $40.5 million.
It should be noted here that the above recommendation is based on
the estimated number of full-time Day Session graduate students.
These figures are based on estimates that by 1975 there would be
12,000 full-time-equivalent first-year graduate students and 3,000
full-time-equivalent advanced graduate students.
16. Brett Hall and the Goldmark Wing on the City College uptown
campus, and eight buildings on the Queens College campus, be re-
placed by 1975 and more adequate space be provided for activities
now carried on in those buildings, at an estimated cost of $8 million.
17. In order to provide for an extensive rehabilitation program,
particularly in the older buildings in City College downtown, and for
major remodeling to provide, among other things, better office facili-
ties, it is estimated that $15 million will be required by 1975; which
amount is less than eight-tenths of one per cent per year of the re-
placement cost of the present Senior College plant (34,000 capacity x
$4,500 = $153 million).
It should be noted here that in the foregoing cost estimates, no
provision is made for changes in building costs, which have been
rising steadily since World War II.
18. In view of the action taken by the 1962 session of the New York
State Legislature in creating the State University construction fund to
expedite its building program, the Board of Higher Education seek
to have similar steps taken to expedite the building program for the
City University.
The table taken from Chapter XII and which follows summarizes
the physical plant cost figures as found in the foregoing recommenda-
FINDINGS AND RECOMMENDATIONS 31
tions. Also, it shows the approximate time for each of the major items
within the period up to 1975.
Summary of Physical Plant Cost Estimates
for the City University to 1975*
(in millions of dollars)
Estimated Cost
Purpose Before 1965 1965-1970 1970-1975
To increase capacity:
Senior Colleges ........ $ 28.0 $ 50.0 $ 63.0
Community Colleges _ 35.0 29.0
For replacement .......... 2.5 3.2 2.3
For remodeling and
rehabilitation. .............. 4.0 5.5 5.5
Graduate Program:
First-year lent
Advanced pear Ee ee oe
Total 89.5 103.7 125.3
Projects already in
capital budget .. wee 129.2
Overall total 168.7
* Land costs are not included because of the wide variation of prices in different
Parts of the City.
SUMMARY STATEMENT
The foregoing pages include numerous recommendations dealing
with many facets of the City University as it looks to the future.
These cover the specific functions of the new University, and the role
within those functions of the Senior Colleges, Schools of General
Studies, and the Community Colleges; admission requirements, which
will substantially increase enrolments in both the Senior and Com-
munity Colleges; extension of the graduate program beyond the
master’s degree; Day Session faculties, their salaries, teaching load,
tenure and pension provisions; the physical facilities, their use and
estimated cost necessary to house the student and educational pro-
grams contained in the report.
Building on the foundation of exceptionally high-quality under-
graduate education in the Senior Colleges extending over several
decades, these recommendations indicate the steps which the newly
created University should take to be included among the great
publicly supported institutions in the nation. To achieve this goal
requires adequate financial support, both from the City of New
32 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
York and the State of New York, and freedom on the part of the
Board of Higher Education to use such funds as are supplied in
accordance with its best judgment. Without these, no matter what
recommendations are made and approved by the Board of Higher
Education, the City University will fall short of the goal this great
metropolis has a right to expect. The Committee to Look to the
Future rightfully concluded that a full discussion of these two basic
requirements—money and freedom of action—did not properly be-
long in this report but instead should be undertaken by a special
committee of the Board.
CHAPTER II
BACKGROUND INFORMATION, ORGANIZATION
AND
PLAN FOR THE SURVEY
In order to provide a foundation of understanding as well as
perspective for the years ahead it is important to review briefly the
historical development of the present Municipal College System of
New York City extending back to 1847. It is likewise important to
review earlier studies of public higher education in the City of New
York and thus leam the solutions recommended in these earlier
studies for the then existing problems and the actions then taken
on these recommendations. In addition to these, it is of great im-
portance to review the existing relationships of the Board of Higher
Education to the Regents of the University of the State of New York
and to the State University Trustees as well as the development and
extent of State support for the operations of the Board of Higher
Education.
HISTORICAL DEVELOPMENT
OF THE MUNICIPAL COLLEGE SYSTEM
In the 1840’s it became evident to the people of New York City
that free elementary education should be made available to every-
one who could learn. People had to know how to count, to read, and
to write. In 1842 the State Legislature enacted a law creating a
Board of Education for the City to establish and maintain free public
elementary schools.
Within five years it became evident also that free elementary
education was not enough. Under the leadership of Townsend Harris,
the President of the Board of Education, legislation was sought au-
thorizing the establishment of a college or academy “for the benefit
of pupils who have been educated in public schools of the city and
county.” The bill was passed in May 1847 and was approved in a
1 Report of the Select Committee of the Board of Education, January 20, 1847,
p. 1
33
34 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
referendum vote of the people of New York City by an overwhelming
vote of 19,305 to 3,409, every ward in the City having a majority in
its favor.
The Free Academy opened its doors in January 1847 to “perform the
functions of the high school, the academy, the polytechnic school,
and the college.”? The Academy was soon doing work of college
grade and in 1854 was granted the right to confer the usual academic
degrees and diplomas in the liberal arts. In 1866 the Free Academy
was renamed the College of the City of New York. Its enrollment
then was exclusively male.
It was not from choice but from necessity that public interest in
education for women began even earlier. The elementary schools
needed teachers. As far back as 1834 the Public School Society began
a School for Female Monitors, which soon became a normal school
and was transferred to the Board of Education. The College was
officially organized in 1870 when the Board of Education established
the Normal College to provide training for teachers. In 1914 the
Normal College gave recognition to its offerings in the liberal arts
areas by changing the name from “Normal College,” which empha-
sized its primary teacher education function, to “Hunter College” in
honor of the first President of the College.
Both the College of the City of New York and Hunter College
began their activities under the City Board of Education. With the
adoption of the Greater New York Charter in 1897, which united
Manhattan with the four other boroughs, the members of the Board
of Education found their responsibilities for the public elementary
and secondary schools so great that they could not give the colleges
the attention required. Hence, in 1900 the Legislature established
a separate board of trustees of nine members for the College of the
City of New York, with the President of the Board of Education ex-
officio. In 1915 a separate board of trustees of nine members was
appointed for Hunter College with the President of the Board of
Education and the President of the College ex-officio.
The Board of Higher Education
In 1926 the Board of Higher Education was established with
jurisdiction over “that part of the public school system within the
city which is of collegiate grade and which leads to academic,
technical, and professional degrees.” The name “College of the City
2 Report of the Executive Committee of the Board of Education, October 18,
1848, p. 4.
3 Chapter 407 of the Laws of 1926 of the State of New York.
ORGANIZATION AND PLAN FOR THE SURVEY 35
of New York” was made the general name and title of all such in-
stitutions, but each unit continued to have a distinctive name of its
own. Hunter College retained its name, and the former College of
the City of New York became City College.
The Board of Higher Education was formed by merging the boards
of trustees of City College and Hunter College and by adding three
additional members. Thus, the Board consists of 21 members ap-
pointed by the Mayor for terms of nine years, with the President of
the Board of Education ex-officio.
Demand for a college in Brooklyn had developed increasingly over
the years. City College and Hunter College had each established an
Evening Session branch in Brooklyn; but residents of Brooklyn, which
was the largest borough of the City, maintained that these branch
divisions were not enough and that a college center was needed.
Students who had completed the work of the first two years of college
still had to go to Manhattan to attend City or Hunter College, and
the demand for a complete college center increased. In 1930 the
Board established Brooklyn College, which opened in September with
a Day Session enrollment of 2,800 and an Evening Session of about
5,000.
With the increase in population of the Borough of Queens during
the 1930's, similar needs developed for a college center in that bor-
ough. The depression years, during which high school graduates
found it almost impossible to find jobs, added to the growth in the
college-age population of the borough and also added to the pressures
for establishment of a college in that borough. The fortunate coming
together of these pressures in a pre-election year in which mayoralty
candidates were alive to public issues resulted in the establishment
of Queens College in 1937.
Each of these colleges was founded in response to popular demand.
The words of Townsend Harris, urging in 1847 the establishment of
the Free Academy, emphasize the basic reasons underlying the provi-
sion of free higher education:
If the wealthy part of the community seek instruction to enlarge the minds
of their children, why should not an opportunity be given to the sons of
toil to give the same advantages to their children? And why should the in-
tellectual enjoyments, which the former seek as a “great good” for their
children, be denied to those of the latter?4 .. .
One of the important objects designed to be secured by establishing a Free
Academy is to bring the advantages of the best education that any school
in our country can give within the reach of all the children in the city
* Report of the Executive Committee for the Care, Government, and Man-
agement of the Free Academy, May 3, 1848, p. 4.
36 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
whose genius, capacity, and desire of attainments are such as to render it
reasonably certain that they may be made . . . eminently useful to society.®
Community Colleges
In 1948, the Legislature of the State of New York established the
State University of New York and included in the State University the
teachers colleges and other higher educational institutions supported
by State funds. Provision was also made by the Legislature that same
year for State aid to two-year Community Colleges sponsored by local
governmental or educational boards under the general supervision of
the Trustees of the State University. Under the terms of this legisla-
tion, the Board of Higher Education sponsored and established the
Staten Island Community College in 1955, the Bronx Community Col-
lege in 1957, and the Queensborough Community College in 1958.
These institutions offer two-year liberal arts and pre-engineering
programs so that students who so desire may continue as juniors in
four-year colleges; they offer also two-year career programs for those
who wish to secure employment in the various technologies.
The City University of New York
The growth and development of the Municipal College System dur-
ing the 1950’s continued apace. State aid for Teacher Education begun
in 1948 made possible rapid expansion of master’s degree programs
and undergraduate work in teacher training. Additional master’s
degree programs in liberal arts, engineering, and business were de-
veloped. A School of Social Work was established. The Schools of
General Studies and Evening Sessions grew rapidly in enrollment and
in the variety of their degree programs—in nursing, in the Associate
in Arts and in Applied Science, in the regular baccalaureate pro-
grams, and in a special baccalaureate program for adults.
Realization of the need for expansion of graduate work at the
doctoral level became widespread. The explosion of knowledge in
every area called increasingly for scholars and scientists, for college
teachers and research staffs.
In December, 1960 the Board of Higher Education proposed the
establishment of a City University; and in the Spring of 1961, by
act of the State Legislature, the name of The College of the City of
New York, which had been the corporate name of the Municipal
College System, was changed to The City University of New York.
5 Report of the Executive Committee of the Board of Education, May 3,
1848, pp. 4-8.
ORGANIZATION AND PLAN FOR THE SURVEY 37
EARLIER STUDIES AND REPORTS
BEARING ON THE MUNICIPAL COLLEGES
Over the years a considerable number of reports have been made
dealing with the affairs of the Municipal Colleges. Certain of these
are described briefly here:
Rapp-Coudert Report
In 1944, reports on various matters affecting the colleges were sub-
mitted to the State Legislature by the New York Subcommittee of
the Joint Legislative Committee on the State Education System. This
committee is generally known as the Rapp-Coudert Committee and
the report is known as the Strayer Report.
The section devoted to the colleges under the control of the Board
of Higher Education, a lengthy document of more than 300 printed
pages, made numerous recommendations concerning Teacher Edu-
cation, graduate studies, the student personnel program, the facul-
ties, the business organization, plant operation and maintenance, the
Board of Higher Education, and the financing of the City’s colleges.
The report stressed the need for the development of an integrated
system of higher education, the organization of an Administrative
Council of the presidents, the provision of an architectural consultant
to serve all of the colleges, and various revisions in organization of the
faculties and educational and business procedures.
Strayer Committee Report
Education Management Study
In 1951 George D. Strayer and Louis E. Yavner issued a report on
the “Administrative Management of the School System of New York
City.”* This report recommended establishment of the position of
Chancellor as permanent chairman of the Administrative Council, re-
organization of faculty committee structure within the colleges, es-
tablishment of two-year technical institutes and Community Colleges,
increased financial support, freedom from rigid budgetary control by
City officials, and a sounder and more equitable basis for financial
support by incorporation of the Municipal Colleges into the newly
created State University of New York.
Cottrell Master Plan Report
Recognizing the need for a study of the minimum capital plant
® Mayor’s Committee on Management Survey, Education Management Study,
Report of Survey of the Board of Education and the Board of Higher Education,
Vol. II. George D. Strayer, Louis E. Yavner, Directors, October, 1951.
38 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
requirements of New York City for public higher education through
the 1950's and 1960's, the Board of Higher Education authorized a
master plan study by Donald P. Cottrell, Dean of the College of Edu-
cation of The Ohio State University, and Chapman, Evans and
Delehanty, Architectural Consultants.
The report entitled Public Higher Education in the City of New
York was published in 1950. Its recommendations included:
1. The establishment of new Community Colleges in the Bronx,
Brooklyn, Queens, and Richmond and a new technical institute in
Queens to provide for full-time enrollment of 13,000 Day Session stu-
dents. (Fall 1961 Day Session matriculants enrolled in the three
Community Colleges of the City University was 2,293. However,
these colleges were not opened until 1955, 1957 and 1958, re-
spectively. )
2. Expansion of the four-year colleges to provide for an enrollment
of from 27,258 Day Session students in Spring 1949 to a minimum of
40,000 in 1960, an increase of approximately 50 per cent. (Fall 1961
Day Session matriculants enrolled in the Senior Colleges of the City
University totaled 32,180. It should be noted that during this period
admission requirements were increased from a high school average
of 78 to 85, thus sharply reducing the number of high school gradu-
ates eligible for admission.) Following are shown the 1949 enrollment
for each college, the 1960 estimated enrollment as taken from the
report, and the actual 1961 Fall enrollments:
Spring 1949 Estimated Actualenrollment
College enrollment enrollment 1960 Fall 1961
City, 139th Street .... 6,754 13,000 8,419
City, 28rd Street 3,721 5,000 2,264
Hunter, Bronx Center .... 1,617 © ..... A 8,643
Hunter, Park Avenue .. 4,454 5,000 3,349
Brooklyn . 7,727 12,000 8,901
Queens . 2,985 5,000 5,604
Total 27,258 40,000 32,180
* The Cottrell Report recommended conversion of the Bronx campus of Hunter College to a
Community College and the centralization of Hunter College facilities at the Park Avenue
building.
3. Building space in a separate plant for the Board of Higher Edu-
cation and all central agencies.
4. Establishment of five-year degree programs in Social Welfare
Administration, Public Administration, Labor-Management Relations,
ORGANIZATION AND PLAN FOR THE SURVEY 39
limited aspects of Clinical Psychology, Nursing Education, and
Library Work.
Though considerable progress has been made toward the objectives
set forth in the 1950 master plan study, much remains to be done. The
anticipated 1960 enrollments in the master plan report for Hunter and
Queens Colleges have been surpassed; enrollments at City and Brook-
lyn Colleges are below those that were projected. These enrollment
changes are the result not of a decrease in the demand but of a
progressive stiffening of the admission requirements as indicated
above.
In terms of numbers, the major gap between the recommendations
of the Cottrell Report and actual accomplishment is in the enrollment
of the Community Colleges. Actual Day Session enrollment in Board
of Higher Education Community Colleges in Fall 1961 is less than
20 per cent of the Community College enrollment estimated for 1960
in the Cottrell Report. To a limited degree this gap has been met
by the establishment of two-year associate degree programs in the
School of General Studies of the four-year colleges, which in Fall 1961
enrolled the equivalent of 4,000 full-time students in such programs.
No one contends that this is adequate or desirable.
A summary of proposals made in the Cottrell Report of 1950 and
the action taken on these proposals as of January, 1962 is included as
Appendix I.
Heald Report
At the request of the Governor of the State of New York and the
Board of Regents, the Committee on Higher Education, of which
Henry T. Heald was chairman, published a report in November, 1960
entitled Meeting the Increasing Demand for Higher Education in New
York State.’ The report made recommendations on the steps that the
State could take to:
1. assure educational opportunities to those qualified for college
study;
2. provide the undergraduate, graduate and professional training
and research facilities necessary for the continued development of the
State as a leading business, industrial, scientific and cultural center;
and,
3. contribute its proper share of trained personnel to meet the
nation’s needs for education, health and welfare services.
The complete report covered a broad range of problems faced by
7 Other members were Marion B. Folsom and John W. Gardner.
40 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
higher education throughout the State and projections into the future.
The recommendations that deal with the colleges under the jurisdic-
tion of the Board of Higher Education include:
1. Expansion of Community Colleges to 5,000 full-time students,
and construction of new Community Colleges. The report estimates
that by 1965 facilities for 40,000-50,000 Community College stu-
dents will be needed, of which 60 per cent will have to be located
in the New York metropolitan area, including Nassau, Suffolk, West-
chester and Rockland Counties.
2. Assumption by the State of one-half the operating costs of the
Community Colleges instead of one-third.
3. State representation on the Board of Higher Education in pro-
portion to its financial contribution, with the State representatives
being selected from the Trustees and/or high administrative officials
of the State University.
4. Board responsibility for planning, promotion, and supervision of
all institutions now supported in whole or in part by the City of
New York, including the Fashion Institute of Technology and the
New York City Community College of Applied Arts and Sciences in
Brooklyn.
5. Provision for each institution under the Board to have also a
board of overseers of 11 to 15 persons representing the interests of
the various communities.
6. Establishment of a uniform tuition charge of $300 per year for
all undergraduate work in all public colleges including New York City
colleges; the fee to be rebated automatically to students from families
reporting incomes of less than $5,000 per year in their New York
State tax returns.
Report of the Board's Committee
to Look to the Future
In May, 1959 the Chairman of the Board of Higher Education
appointed the Committee to Look to the Future to develop a long-
range plan for the Municipal College System as a whole, and to ad-
dress itself to the following questions:
How many people do we expect to educate in our colleges?
In what ways are we going to educate them?
What facilities and how much money will we need to do it?
Preliminary studies were made by the Board’s Administrator and
the Bureau of Administrative Research, meetings were held with the
Administrative Council, and an outline of the proposed master plan
study was formulated. In June, 1961 the Committee recommended to
ORGANIZATION AND PLAN FOR THE SURVEY 41
the Board that funds be sought for the employment of consultants to
undertake the assembling of data for the master plan report.
Following the appointment of the Chancellor on September 1, 1960,
and the publication of the report discussed above, Meeting the In-
creasing Demand for Higher Education in New York State, by Henry
T. Heald, Marion B. Folsom, and John W. Gardner, the Committee in
December, 1960 recommended the reorganization of the Municipal
College System known as The College of the City of New York into
a City University. The Board approved the recommendation. The
Committee’s report pointed out that the strong undergraduate base
in the Municipal Colleges was propitious for the development of
graduate work; that there was a general shortage of graduate facili-
ties; that the faculties were superior by every standard of academic
measurement; that the library resources of the colleges were substan-
tial and that the City probably had one of the greatest collections of
scholarly books in the world; and that no place in the country had
such a pool of academic talent that could be as easily and effectively
used for graduate instruction as did The College of the City of
New York.
The Committee recommended that the name of The College of the
City of New York be changed to indicate university status with
authority to grant doctoral and post-graduate professional degrees;
that the Chancellor be instructed to establish liaison with the staff
of the State University of New York and the staff of the State Depart-
ment of Education; and that various internal steps be taken to imple-
ment these recommendations.
THE RELATIONSHIPS OF THE BOARD OF HIGHER EDUCATION
IN THE STATE'S EDUCATIONAL SYSTEM
As a part of the discussion of these relationships it seems appropri-
ate to include some information about the development and functions
of the major units involved; namely, The University of the State of
New York, the Board of Regents, the Department of Education, The
State University of New York, and The City University of New York.
The University of the State of New York
Since 1784 The University of the State of New York has existed as
a constitutionally created corporation (New York State Constitution,
Article 11, Section 2). It consists of all secondary and higher educa-
tional institutions which are incorporated in New York State and such
other libraries, museums, institutions, schools, organizations and
agencies for education as may be admitted to or incorporated by the
42 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
University (Education Law, Section 101). Thus private as well as
public colleges and universities are part of The University of the State
of New York.
The University is empowered to establish and enforce educational
and professional standards in the interests of the people of the State.
In the performance of this function the University is empowered to
charter, register, and inspect educational institutions; to license
practitioners in nearly all the professions; to certify teachers and
librarians and to apportion State financial assistance to public educa-
tional institutions. No organization to be incorporated for educational
purposes can be issued its charter unless the consent of the Univer-
sity is endorsed thereon. (Education Law, Section 216.)
The Board of Regents
The Board of Regents, by constitutional provision, governs The
University of the State of New York, and the corporate powers of the
University are exercised by the Regents (New York State Constitu-
tion, Article 11, Section 2).
The Regents are elected by the Legislature, one for each of the
State’s 10 judicial districts, plus three elected at large. The Regents
serve without pay and are elected for terms of 13 years, with one
member’s term expiring annually. Officers of the Board are the Chan-
cellor and the Vice Chancellor, elected from among the members
of the Board by a majority of the Regents. The Board meets in formal
session once a month. Certain of its varied and numerous activities
are performed at other times by committees of its members. The
primary functions of the Board of Regents are the formulation of
educational policy for the State, and the exercise of the powers which
reside in the University. The policies and procedures established by
the Regents are known as Regents’ Rules and have the force and effect
of law (Education Law, Section 207).
The Regents exercise control over the incorporation of educational
institutions and organizations. They approve courses in domestic and
foreign institutions and the fixing of the value of degrees, diplomas,
and certificates presented for entrance into schools, colleges, univer-
sities, and the professions. They control the issuance, suspension, or
revocation of licenses or certificates pertaining to practice in the
professions.
The Department of Education
The Department of Education, like the University, is constitution-
ally created. (New York State Constitution, Article 5, Section 2). The
ORGANIZATION AND PLAN FOR THE SURVEY 43
Constitution provides further that the head of the department shall
be the Board of Regents, “who shall appoint and at pleasure remove
the commissioner of education to be the chief administrative officer
of the department” (New York State Constitution, Article 5, Section 4).
The Commissioner of Education, by action of the Regents taken in
1913, is also the President of The University of the State of New York.
The Department is charged by law “with the general management
and supervision of all public schools and all of the educational work
of the state” (Education Law, Section 101).
The Commissioner’s duties are both executive and judicial. In his
executive capacity he directs the work of the University and the State
Education Department. He is responsible for administering the poli-
cies established by the Regents and for the general supervision of the
schools of the State. With the approval of the Regents, he promul-
gates regulations for putting into effect the Education Law and the
Regents’ Rules. (Education Law, Sections 206, 215, 216, 219, 301,
305, 308.)
As a judicial officer the Commissioner serves as a court of appeals
for the public school system, adjudicating all controversies which may
be brought before him under the provisions of the Education Law
(Education Law, Section 310).
The State University of New York
The State University of New York was created in 1948 as a part of
the State Education Department (Education Law, Article 8, Sections
350-361) and, as such, it is included within The University of the State
of New York. The State University is governed by a board of 15
trustees appointed by the Governor and is headed by a president
selected by the trustees.
Subject to the Regents’ Rule affecting the State University and other
higher education institutions, the trustees are responsible for the over-
all administration of 28 institutions, including seven contract colleges
operated for the State University by private universities under the
State University’s general supervision.
The State University includes the Colleges of Education; the State
Colleges of Agriculture, Home Economics, Veterinary Medicine, and
Industrial and Labor Relations at Cornell University; the State College
of Ceramics at Alfred University; the College of Forestry at Syracuse
University; the Maritime College; six agricultural and technical insti-
tutes; Harpur College of Liberal Arts; the State University College on
Long Island; and two medical centers. In addition, the locally oper-
ated Community Colleges are supervised by the State University.
44 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
The City University of New York
The City University was so named by an act of the Legislature in
1961 (Chapter 388 of the Laws of 1961, amending Education Law,
Section 6202). The founding date of the first institution of the City
University is 1847. In that year the Free Academy was authorized by
referendum by the people of the City of New York. The development
of the Free Academy into The College of the City of New York, the
establishment of Hunter College in 1870, Brooklyn College in 1930,
Queens College in 1937, Staten Island Community College in 1955,
Bronx Community College in 1957, and Queensborough Community
College in 1958 have given rise to the necessity for a comprehensive
public university structure in the City. In the words of Governor
Nelson A. Rockefeller, the establishment of The City University of
New York gives recognition “to the aspirations of the people of the
City for such an institution.”
Until 1961 the Board of Higher Education of the City of New York
was empowered by law to “govern and administer that part of the
public school system within the city which is of collegiate grade and
which leads to academic, technical and professional degrees” (Educa-
tion Law, Sections 6201, 6202). By amendment to Education Law,
Section 6202 (Chapter 388 of the Laws of 1961), administration by the
Board of Higher Education of all public education in New York City
is confined to the colleges and institutions of which the City Univer-
sity is composed. The Board of Higher Education is authorized and
required to organize the faculties of the various colleges under its
jurisdiction and to establish and conduct courses and curricula and
to prescribe conditions of student admission, attendance and dis-
charge. The Board of Higher Education is also empowered to be
the sponsor of Community Colleges, and to be the Board of Trustees
of its sponsored Community Colleges (Education Law, Section 6306).
All the educational units controlled by the Board are administered as,
and under the general name and title of, “The City University of
New York”, but each unit of such university is permitted to have an
appropriate, distinctive designation (Education Law, Section 6202).
Thus the City University consists of four Senior Colleges: The City
College, Hunter College, Brooklyn College and Queens College, offer-
ing four-year, graduate, professional and two-year programs; and
three two-year Community Colleges: Staten Island Community Col-
lege, Bronx Community College and Queensborough Community
College. The Community Colleges administered by the Board of
Higher Education are so administered under the program of the State
University. The anomalous situation is thus presented of the Board’s
ORGANIZATION AND PLAN FOR THE SURVEY 45
Community Colleges being in two universities; the City University
and State University.
There are within the City of New York two Community Colleges
not governed or administered by the Board of Higher Education.
These are: (1) the New York City Community College of Applied
Arts and Sciences, sponsored by the City of New York, also with its
own board of trustees; and, (2) the Fashion Institute of Technology,
sponsored by the Board of Education of the City of New York, with its
own board of trustees. Other units of the State University which
exist within the City of New York are the Maritime College and the
Downstate Medical Center.
The Board of Higher Education has legal relationships with the
Board of Regents of the State of New York, as do all educational units
in the State. Thus, the degrees and the programs and curricula lead-
ing to them must be approved by the Board of Regents. The Board
of Higher Education also has legal relationships with The State Uni-
versity of New York. Under this relationship, the curricula of the
Community Colleges sponsored by the Board of Higher Education
must be approved by the State University. The naming of a president
of a Community College sponsored by the Board of Higher Education
must likewise be approved by the State University.
The State of New York, in appropriating funds for the City Uni-
versity, does not appropriate them directly to the City University but
rather to the City of New York via the State University or through
the State Commissioner of Education.
The Regents’ Master Plan
In order to assure an opportunity for higher education to every
young man or woman in the State who has the ability or desire to
achieve it, the Legislature enacted Chapter 388 of the Laws of 1961,
providing for a Regents’ Master Plan for the development and expan-
sion of facilities for higher education. The provisions for master plans
became effective on April 1, 1962.
This law amended Education Law, Section 6202, by requiring the
Board of Higher Education once every four years to formulate a long-
range master plan for the City University and to submit the plan to
the Board of Regents. A copy must be submitted to the State Uni-
versity Trustees for their information and comment. The master plan
for the organization, development, coordination and expansion of The
City University of New York must include the following:
1. Plans for new curricula
2. Plans for new facilities
46 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
3. Plans for change in policies with respect to
student admissions
4. Potential student enrollments
5. Comments upon its relationship to other colleges and
universities, public and private, within the State
The Board may conduct public hearings on the proposed master
plan and must submit it to the Board of Regents and to the State
University Trustees prior to July 1, 1964, and every four years there-
after. The State University may comment upon the Board’s master
plan, and when the master plan has been approved by the Board
of Regents, it is to be incorporated into the Regents’ Master Plan
which, upon approval by the Governor, will guide and determine the
development and expansion of The City University of New York.
Progress reports must be submitted to the Board of Regents annually
by September 1 with a copy to the State University Trustees for
information and comment. The Board may also submit such modifi-
cations of its proposed master plan as may be necessary.
The State University must likewise submit every four years, by
September 20 of that year, a similar master plan for its development
to the Board of Regents and to the Governor. As approved by the
Board of Regents and incorporated into the Regents’ Master Plan
and upon approval thereafter by the Governor, such master plan will
guide and determine the development and expansion of the State
University and the establishment of Community Colleges until such
master plan is modified or revised. The State University must submit,
by September 20 of each year, a progress report to the Regents and to
the Governor and make proposed modifications of its master plan
from time to time.
As adverted to above, the Community Colleges of the City Uni-
versity are also part of the State University.
The Regents’ Master Plan: The Regents must, once every four years
commencing in 1964, evaluate available information with respect to
the master plans and facilities of private institutions and will review
the proposed master plans and recommendations submitted by the
State University and by the Board of Higher Education; and, upon
approval of such master plans, they will be incorporated into the
Regents’ Plan for the expansion and development of higher education
in the State. The Regents’ Master Plan may include plans with respect
to matters not comprehended within the master plan of the City and
State Universities, including but not limited to the improvement of:
1. Institutional management and resources
2. Instruction and guidance programs
ORGANIZATION AND PLAN FOR THE SURVEY 47
3. Financial assistance to students
4. Extension of educational opportunities through
library resources and television
In developing the Regents’ Master Plan, the Regents are required to
give due recognition “to that historical development of higher educa-
tion in the state which has been accomplished through the establish-
ment and encouragement of private institutions. In determining the
need for additional educational facilities in a particular area, the plans
and facilities of existing public and private institutions shall be fully
evaluated and considered.” (Education Law, Section 237)
Copies of the Regents’ Master Plan will be made available to the
State University, to the Board of Higher Education and to the govern-
ing boards of all other institutions of higher education admitted to The
University of the State of New York. The Regents will conduct one or
more hearings on their tentative master plan, and the Regents must
transmit their master plan to the Governor and to the Legislature on
or before December 1, 1964 and each fourth year thereafter. The
Regents’ Master Plan “shall become effective upon its approval by
the Governor.” By November 1 of each year the Regents must make
progress reports to the Governor and to the Legislature. The Regents
may also make modifications of their master plan. (Figure 1 shows
the State-wide administrative structure for education in New York.)
Council of Higher Educational Institutions
in New York City
The foregoing pages give information on certain constitutional and
statutory provisions for higher education in New York State. Al-
though not included there because it is neither constitutional nor
statutory, it seems appropriate to include here some information on
the Council of Higher Educational Institutions in New York City.
This Council, which came into being in 1957 when it was granted a
charter by the Regents of the State of New York, has these basic pur-
poses as taken from the charter:
1. To foster a cooperative approach to the solution of the problems
which confront higher education in the City of New York;
2. To maintain a clearing house for the benefit of member in-
stitutions;
3. To develop and secure support for research projects in the educa-
tional needs of the area;
4. To make possible, if desired, the exchange of faculty members
in fields inadequately staffed by competent instructors; and,
48 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
State Legislature
Board of Regents
University of the
State of New York
President of University
and
Commissioner of Educ. Board of
Higher
State Education
Education Department
City
University
State
University
Private
Colleges
Community Senior
Colleges Colleges
Columbia
Cornell
Fordham
Colleges
of
Technical
Institutes
Educati
Long Island ueation Cit
Manhattan Staten od
New York Island
Univ.
, Medical Hunter
St. John’s Coll
Vassar omeges Bronx
Wagner
Yeshiva Brooklyn
Queens-
Ete. Contract Community borough Queens
College Colleges
Figure 1
ORGANIZATION FOR HIGHER EDUCATION
IN NEW YORK STATE IN 1962
ORGANIZATION AND PLAN FOR THE SURVEY 49
5. To stimulate cooperation and mitigate competition between
institutions whether publicly or privately controlled.*
Membership in the Council includes some 50 colleges and uni-
versities in metropolitan New York. One of its major projects has been
that of serving as a clearing house for college applications. Com-
menting on this service, Elbert K. Fretwell, Jr., Assistant Com-
missioner for Higher Education in the State Education Department
of New York, in a memorandum to Chief Executive Officers of Higher
Institutions, dated March 22, 1961, had this comment:
Since its inception in 1958, the Center (sponsored by the Council ) has been
extremely helpful to higher institutions and prospective students in serving
as a clearing house for college applications.
Another of the Council’s interests has been in the library field. In
1960, the Council issued a 3l-page report entitled Cooperative Library
Service for Higher Education.
It may be noted in this connection that in 1958 there was organized
by the State Commissioner of Education a State Advisory Council on
Higher Education representing the Community Colleges, the Munici-
pal Colleges, the non-tax-supported colleges, and the State University.
THE ORIGIN, BASIS, AND EXTENT OF STATE SUPPORT TO
THE BOARD OF HIGHER EDUCATION IN NEW YORK CITY
From the time that the Free Academy was established by referen-
dum of the people of the City of New York in 1847 until 1948, the
City of New York provided almost all of the funds used by the Munici-
pal Colleges. Admission to such Municipal Colleges was restricted to
bona fide residents of the City of New York who were given the
benefit of a college education without charge of tuition.
Teacher Training
In 1948 the Legislature, in order to develop and expand the
Teacher Training Programs of the Municipal Colleges, provided State
financial assistance to the Municipal Colleges for teacher training
purposes. (Education Law, Section 358, subdivision 2.) This annual
assistance was in accordance with a formula which may be expressed
as follows:
Number of teaching positions Amount expended for
filled by licensed teachers operating costs by
in New York City x the State for State
Number of teaching positions Teachers Colleges
filled by licensed teachers and State Colleges
in New York State for teachers
8 Charter, Council of Higher Educational Institutions in New York City, 41 East
65 Street, New York 21, New York.
50 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
In 1960, by Chapter 418 of the Laws of 1960, the Legislature made
the following statement of policy:
Whereas the teacher training programs of the municipal colleges of the
City of New York provide the chief source of teachers in the public school
system of that city, and whereas the entire cost of the state university
colleges of education is paid by the state, it is hereby declared to be the
policy of the state that the City of New York shall be reimbursed for the
full operating costs of the teacher training programs in the municipal
colleges.
From 1948 to date the State has paid to the City of New York, on
account of the Teacher Training Programs of the Municipal Colleges,
the following sums:
Year Amount Year Amount
1948-49... $3,000,000 1955-56 ....... cesses. $6,586,515
1949-50 ... . 3,000,000 1956-57 oo. 6,626,621
1950-51 . ce. 8,940,701 1957-58 oo. 7,150,850
1951-52 . 5,100,000 1958-59 boceceeeteees 8,289,300
1952-53 oe 5,553,102 1959-60 2. 9,059,040
1953-54 . 6,057,361 1960-61 voereeveveveeh 4,971,957
1954-55 ..... 6,404,635
Mitchell-Brook Law
In 1959 the Legislature, in order to meet the expanding needs of
higher education in the City of New York, agreed to pay the City of
New York one-sixth of the current operating costs of educating stu-
dents enrolled in the first two years of undergraduate study in the
Senior Colleges under the jurisdiction of the Board. (Education Law,
Section 6215.) In making this provision, the Legislature required the
Municipal Colleges to admit as students residents of New York State
who reside outside the City of New York, on condition that such stu-
dents pay tuition fees representing one-third of the operating costs and
that the county of their residence pay an additional one-third. In 1960
(Chapter 418 of Laws of 1960), this financial assistance was increased
by changing the formula from one-sixth to one-third of the current
operating costs in the first two years of undergraduate study. The
sums paid to the City of New York on account of these measures were:
Year Amount
LOBO-B1 eee cceeeeeee vce, 4,292,487
Debt Service for Capital Costs
By “debt service” is meant such annual sums as are necessary for
payment of interest and reduction of capital cost principal.
ORGANIZATION AND PLAN FOR THE SURVEY 51
In 1960, by virtue of Chapter 418 of the Laws of 1960, the Legis-
lature adopted the following statement of policy:
Whereas the city of New York, by the operation of its municipal colleges,
makes a valuable contribution to the provision of opportunities for higher
education for the youth of the state of New York; and whereas the growth of
the population of college age will require an expansion in the facilities for
higher education; it is hereby declared to be the policy of the state of
New York that the city of New York shall be reimbursed for one-half of
the debt service for capital costs of the municipal colleges.
Payments on account of debt services resulting from this action, in
1960-61, amounted to $2,452,702.
Community Colleges
On behalf of the Community Colleges sponsored by the Board of
Higher Education, the State pays one-third of the operating costs and
one-half of the capital costs (Education Law, Section 6304). In accord-
ance with these formulae, the State has paid the following amounts:
Year Operating Costs Capital Costs
1955-56 $ 18,000 $ -o-
1956-57 68,803 305,455
1957-58 107,472 38,124
1958-59 162,325 464,917
1959-60 309,767 1,747,022
1960-61 573,668 1,437,761
The Hunter College Elementary and High School
On behalf of the Hunter College Elementary School and the Hunter
College High School, payments of public school monies to the City of
New York are made on the same basis as to a New York City School
District which received apportionments of public school monies for
the elementary and high schools conducted by the Board of Education
of the City. (Education Law, Section 6209.) In recent years this ap-
portionment was as follows:
Year Amount Year Amount
1948-49 coerce $381,708 1955-56 ... ....$192,847
1949-50 ........ cee. 137,825 1956-57 . .. 530,502
1950-51 .......... wo. 179,602 1957-58 |... ... 588,819
1951-52 oo... 175,000 1958-59 2. 638,315
1952-53 oo 189,000 1959-60 oo 597,212
1953-54 oo 132,925 1960-61 20... 648,287
1954-55 ........ cece, 142,633
52 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
THE SCHOLAR INCENTIVE PROGRAM
By Chapter 389 of the Laws of 1961 amending Education Law,
Section 60la, the Legislature launched a far-reaching program de-
signed to assist those students of New York who are desirous of em-
barking on a program of higher education at both the undergraduate
and graduate levels. Provision is made for the award of scholarships
on the basis of both merit and need. This assistance to students
began with the second semester of the 1961-62 school year.
The provisions of this program may be summarized as follows:
1. Amounts for Undergraduate Students:
Means test based on Amount of
net taxable income of award
student and parents annually
Below $1,800 ($4,650)® $300
$1,800 - $7,500 ($11,000)® 200
$7,500 and over 100
2. Amounts for Graduate Students:
Total award for
Means test based on Total award each two
net taxable income of for first subsequent
student and parents two semesters semesters
Below $1,800 ($4,650)® $400 $800
$1,800 - $7,500 ($11,000)® 300 600
$7,500 and over 200 400
Only residents of the State are eligible for these scholarships, which,
in amount, can at no time exceed the student’s tuition minus the
amount of other State scholarship aid. They are limited to eight
semesters each of undergraduate and graduate study. For the second
semester of 1961-62, when the program got under way, the State
appropriated $6,600,000. The estimated maximum cost for a full year
when the program is in full operation is $26,100,000.
THE PRESENT STATUS OF THE LAW
REGARDING FREE TUITION
As noted earlier, bona fide residents of New York City are entitled
to a tuition-free college education. Until 1961 this provision was found
in Education Law, Section 6202. In 1948-49, when the State first
® Figures in parenthesis are corresponding gross income for taxpayers at top
of bracket, assuming a couple with two children with 10 per cent of gross income
in deductions.
ORGANIZATION AND PLAN FOR THE SURVEY 53
furnished financial assistance for the Municipal Colleges’ Teacher
Training Programs, under regulations promulgated by the State Uni-
versity Trustees, eligibility for free tuition was broadened to include
all residents of the State enrolled in the Teacher Training Program
including a fifth year for graduate education.
In 1961, as part of the Governor’s “Scholar Incentive Program,”
Chapter 389 of the Laws of 1961 eliminated the mandate for free
tuition and substituted therefor, in Education Law, Section 6202, a
provision that the Board of Higher Education, in its discretion, could
determine “whether tuition shall be charged and to regulate tuition
charges and other fees and charges at the institutions and educational
units which the board shall conduct.” At the same time other pro-
visions of law which mandated free tuition in units of the State Uni-
versity where such free tuition then existed and in the contract
colleges were also eliminated. (Education Law, Sections 355, sub-
division 2, paragraph i; 5711, subdivision 5; 5712, subdivision 5; 5714,
subdivision 6; 5715, subdivision 6, paragraph b; 6007; 6112.)
The Board of Higher Education has gone on record as favoring the
restoration of the mandate for free tuition for bona fide residents of
New York City matriculated for an undergraduate degree. Legislation
to accomplish this objective was introduced in the 1962 Legislature,
but it was not approved.
ORGANIZATION AND PLAN FOR THIS STUDY
Several factors combined to bring this study into being. Among
them are the following:
1. A growing recognition, nation-wide, that the combination of
greatly increased births following World War II and the rapid de-
velopment of automation in business and industry, with its require-
ment of more adequately trained personnel, would result in greatly
increased enrollments in colleges and universities. As evidence of
this recognition, since 1950 several states, including New York State,
have made extensive studies of the future needs of higher education.
Appropriate to include here are certain of the conclusions in the
1960 New York State report entitled, Meeting the Increasing Demand
for Higher Education in New York State, and to which reference is
made elsewhere in this report, as follows:
New York enjoys a position of national leadership in elementary and sec-
ondary education; it does not enjoy as a State a comparable position in
higher education.
We now face an unprecedented rise in college and university enrollments—
54 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
a rise so dramatic that it will substantially alter the shape of our higher
educational system.
The State can follow either of two courses. It can yield reluctantly and
tardily to the enrollment pressures, patching the system here and there,
fighting off public discontent (of which there will be plenty) and hoping
that the problem will solve itself.
Or it can assume the position of leadership that becomes a great state. It
can build for the future with a vigor and determination worthy of the people
of New York.
We recommend the latter course.
2. Simultaneous with the development of the New York State report
mentioned above was the establishment and work of the Committee
to Look to the Future of the Board of Higher Education. This com-
mittee to which reference is already made was established in
May, 1959. A letter of appointment by Dr. Gustave G. Rosenberg,
Chairman of the Board, contains this statement of purpose:
The crucial role of education in our nation’s future underscores the need for
long-range planning if our municipal colleges are to do their part. The core
of planning lies in defining objectives clearly and arranging for their sys-
tematic achievement over a period of time. It is my hope that your com-
mittee will be able to do this for the municipal college system.
The Minutes of this Committee contain frequent references to “the
study.” For example, this statement appears in the Minutes of June 15,
1959, which was the first meeting of the Committee:
It appeared to be the consensus of the meeting that it would be desirable
to obtain outside professional help for the committee in order to direct
this study and do the necessary research and reporting.
3. In recognition of the developments indicated above, the 1961
session of the New York Legislature took two actions relating to public
higher education in New York State, as follows:
(a) created from the institutions under the control of the Board
of Higher Education “the City University of New York”;
(b) provided that: “The board of higher education in the city
of New York shall, once every four years, formulate a long range
city university plan or general revision thereof and make recom-
mendations to the board of regents, and to the state university
trustees for information and comment, for the organization, develop-
ment, coordination and expansion of the city university of New
York...”
With this legislative mandate, the Committee to Look to the
Future accelerated its efforts to get a long-range plan for the newly
created City University. As a result of these efforts the Committee,
ORGANIZATION AND PLAN FOR THE SURVEY 55
on June 14, 1961, adopted the following resolution, which was ap-
proved by the Board on June 19, 1961:
RESOLVED, That the Board of Estimate be requested to approve the sum
of $75,000 from such funds as may be available or from allocations to be
made in the capital budget for 1962 for the assembly of data for the
Committee to Look to the Future for a master plan study for The City
University of New York and to approve the necessary for of contract; and
be it further
RESOLVED, That the Board of Higher Education approve the appoint-
ment of Dr. Thomas C. Holy, Special Consultant on Higher Education, to
undertake for the Committee to Look to the Future a comprehensive study
and survey of the existing programs and facilities and the needs of the
future to aid the board in the preparation of its master plan for The City
University of New York as required by Section 6202-Subdivision 2, Chapter
388 of the Laws of 1961 of the State Education Law.
On July 27, 1961, the Board of Estimate approved the request of
the Board of Higher Education for $75,000 to make the study. Shortly
thereafter the contract was signed, and the study got under way in
September, 1961.
Organization for the Study
At the meeting of the Committee to Look to the Future on May 17,
1961, the chief consultant for the study discussed with the Committee
three methods by which the study might be carried on. The Minutes
of that meeting state:
Dr. Holy . . . suggested the following alternate plans for conducting the
study:
1. Have it conducted entirely by persons within the City University.
2. Employ an outside organization, or outside experts.
3. A combination of #1 and #2: use the best talents within the system
and employ outside expert consultants...
After discussion the committee approved plan #3. Under this plan it was
agreed to employ an outside director of the study to be called the Chief
Consultant.
In accordance with that action, which was subsequently approved
by the Board, a number of the Board employees were asked to
assume responsibility for certain items in the outline. Their names
appear in the beginning pages of this report.
Problems to be Studied
The 1961 legislation provides that the Long-Range Plan for the
City University shall include certain items which are shown earlier
in this chapter:
1. Plans for new curricula
2. Plans for new facilities
56 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
3. Plans for change in policies with respect to student admissions
4. Potential student enrollments
5. Comments upon its relationship to other colleges and univer-
sities, public and private, within the State
In the light of that requirement the Committee to Look to the
Future, to which committee the Board had delegated responsibility
for the development of a master plan, approved an outline for the
study at its meeting on November 21, 1961. This outline has been
followed in the organization and content of this report.
Two items earlier considered but omitted from the November 21,
1961 outline by the Committee to Look to the Future were:
1. Recommendations on the future financing of the City University
and its relationships to the State Government, the Regents: of the
State of New York, the State University of New York, and the Govern-
ment of the City of New York;?°
2. The internal organization of the Board of Higher Education—
its committee structure, By-laws, central staff, and the like.
The Committee thought the first of these two items should be
undertaken by a special] committee or commission, created for that
purpose only. With respect to the second item, the judgment of the
Committee was that this is strictly an internal matter, and as such
should not be included in a long-range master plan. At a special
meeting of the Committee on October 3, 1961, it requested the Presi-
dents “to prepare for the Committee a report in respect to the over-all
responsibilities and functioning of the Administrative Council and its
relationships to the Board and the committees of the Board”.
10 The final paragraph in this report deals with this item.
CHAPTER Ill
HIGHER EDUCATION IN NEW YORK CITY
The purpose of this chapter is to give an over-all view of higher
education, both public and private, in New York City. Since this
study deals with the newly created City University, much attention
is given to its constituent colleges and their recent development. It
will be noted from the chapter that there are five Community Col-
leges in the City, three of which are under the sponsorship of the
Board of Higher Education. Each of the other two has its own
Board of Trustees. One is sponsored by the Board of Estimate and
the other by the Board of Education. More detailed information on
the Colleges, both senior and community, under the Board of Higher
Education will be found in later chapters.
PUBLICLY SUPPORTED INSTITUTIONS
The Scope of the Operation of the
Board of Higher Education
The Board of Higher Education is the trustee body for the four
Senior Colleges and three Community Colleges that form the City
University of New York. Total enrollment in all divisions in Fall
1961 was 97,984, the largest enrollment of any university in the
United States.?
City, Hunter, Brooklyn, and Queens Colleges offer two-year, four-
year, and master’s degree programs and a broad variety of cultural
and adult education activities. The College of Liberal Arts and
Science, the School of Education, the School of Technology, and the
Bernard M. Baruch School of Business and Public Administration are
divisions of City College. The Louis M. Rabinowitz School of Social
Work is a division of Hunter College.
The baccalaureate programs of the colleges, of acknowledged ex-
cellence, offer liberal arts and science curricula in many areas and
have given undergraduate training to more students who went on to
1 Exclusive of about 1,700 in the elementary and high school and childhood
education centers.
57
58 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
the doctorate in the period 1936-1956 than any other institution in the
country except the University of California. Brooklyn, Hunter, and
Queens Colleges offer comprehensive Teacher Education Programs
as part of the liberal arts curriculum, City College offers them as part
of its School of Education. In connection with these programs,
Hunter College operates an Elementary School and a High School,
and Brooklyn and Queens Colleges conduct Early Childhood Centers.
Graduate programs at Brooklyn, City and Hunter leading to a mas-
ter’s degree are offered in 21 liberal arts subjects, and master’s work
in Teacher Education is given by all four colleges. City College offers
four master’s degree curricula in engineering, and 19 in business and
public administration. Hunter College has master’s programs in nurs-
ing and social work. Post-master’s degree programs leading to a
certificate in specialized areas are also given.
The Schools of General Studies of the colleges administer two-year
and four-year programs and adult education courses. The two-year
associate programs include liberal arts and pre-engineering, various
business specializations, police science, secretarial studies, nursing
science, fire administration and home economics. Brooklyn College
offers diploma programs in business fields, food service administration,
police science, and secretarial studies.
Staten Island, Bronx, and Queensborough Community Colleges are
two-year institutions sponsored and administered by the Board under
the program of the State University. They offer curricula in liberal
arts and pre-engineering leading to the Associate in Arts degree and
curricula in various technologies leading to the Associate in Applied
Science degree. Qualified liberal arts and pre-engineering graduates
may transfer to the four-year institutions. The program in chemical
technology at Bronx Community College includes a pre-pharmacy
specialization which is accepted for transfer to colleges of pharmacy.
The career programs include electrical, chemical, mechanical, business,
and medical laboratory technology and nursing.
The seven colleges operate on a semester basis, with extensive
Summer Sessions supplementing the regular school year. The buildings
are, in the main, in use for Day Session students during the forenoon
and afternoon hours and in the late afternoon and evening hours by
students enrolled in the Schools of General Studies and in the
Graduate Divisions.
Since the Senior Colleges were supported almost entirely by the
City of New York until 1948, matriculants in the baccalaureate pro-
grams until that time were required to be residents of New York City
except for members of the United States armed forces and for a few
HIGHER EDUCATION IN NEW YORK CITY 59
students from foreign countries. Since 1948, admission has been
extended to residents of New York State; and in Fall 1961 there were
1,260 matriculants in the baccalaureate programs who were residents
of New York but not of New York City. There are also considerable
numbers of non-city residents in the graduate and the associate degree
programs. Almost all of them come from the nearby metropolitan
area since there are no dormitory facilities. Table 1 gives a detailed
Table 1
COMPARABLE FALL ENROLLMENT
CITY UNIVERSITY OF NEW YORK BY YEARS
1956-1961
Institutional Group Fall Enrollment, By Years
A. SENIOR COLLEGES 1956 1957 1958 | 1959 1960 | 1961
Undergraduate Day Seasion
Matriculants ee . | 26,908 26,790 27,781 28,248 30,768 82,180
Non-matriculants 808 699 673 604 561 549
Sub-Total 7 srs | 27,716 27,489 28,454 28,852 81,329 82,729
School of General Studies
Matrics for Bac. Degrees ...... 7,473 7,493 7,547 7,662 7,356 7,565
Special & Limited Students.. 1,429 1,348 522 533 603 625
Matrics for AA & AAS ..... 5,663 6,364 7,819 1,793 8,050 8,208
Matrics for Diplomas 1,868 1,706 1,401 1,061 515 202
Non-matriculants .. oo 18,770 15,329 16,996 18,062 18,404 19,924
Sub-Total as 30,203 32,240 84,285 35,111 34,928 36,519
Division of Graduate Studies
Matriculants coesceseeee 5,088 5,582 6,244 7,586 7,533 8,121
Non-matriculants veces 3,163 8,155 3,609 3,183 3,781 4,429
Sub-Total 8,251 8,737 9,853 10,719 11,364 12,550
Adult Education and Other | ..... | «2... | cece | eeeee | oeeeee fo ceeee
Non-credit Courses 12,255 12,412 11,348 10,587 9,701 10,940
Total Senior Colleges ..............| 78,425 80,878 83,940 85,269 87,322 92,788
B. COMMUNITY COLLEGES
Day Session
Matriculants . 265 319 1,089 1,748 2,298
Non-matrics ...... 1 0 0 0 0
Sub-Total Rib veseseoseresseus si 266 819 1,039 1,748 2,298
Evening Session
Matriculants 52 75 142 563 824
Non-matrics 228 350 1,165 1,797 2,129
Sub-Total wcraetuasreresroente 280 425 1,307 2,360 2,953
Total Community Colleges .... 546 TAA 2,346 4,108 5,246
GRAND TOTAL ......... a | 78,425 81,424 84,684 87,615 91,430 | ones
Source: Office of Information Services, City University.
60 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
breakdown of enrollment by college and by major division, for the Fall
1956 through Fall 1961. It will be noted that total enrollment in this
period increased from 78,425 to 97,984 or 25 per cent. For each of these
years the proportion of the total who were full-time students was
36, 35, 34, 34, 36, and 36 per cent, respectively.
The foregoing figures give total enrollments and their distribution
between full-time and part-time students. The Financial Report of
the City University for the year ending June 30, 1961 includes the
total number of student credit hours earned in the undergraduate Day
Sessions of the Senior Colleges, in the School of General Studies, the
Division of Graduate Studies and the Community Colleges for the
year 1960-61. On the basis of 32 credits per year for a full-time
student, the figure used by the Accounting Office in its report to the
State of New York, these credit hours have been converted into full-
time-equivalent students.
The results are these: The number of full-time-equivalent students
in the undergraduate Day Sessions of the Senior Colleges, 29,366; in
the Schools of General Studies, 13,762; and in the Community Col-
leges, 2,907; or a total of 46,035 full-time-equivalent undergraduate
students in 1960-61. In addition, there is a graduate enrollment
which in 1961 was 12,550; and 10,940 registrants in non-credit courses.
Using 24 credits per year for full-time graduate students, the figure
used in the office of the Dean of Graduate Studies, there were 3,876
full-time-equivalent graduate students, which when added to the
46,035 FTE undergraduates, gives a total FTE of 49,911 in 1960-61
exclusive of registrants in non-credit courses.
Other Publicly Supported Institutions
There are three publicly supported institutions of higher education
in the City of New York that are not under the jurisdiction of the
Board of Higher Education: the Downstate Medical Center, the New
York City Community College of Applied Arts and Sciences, and the
Fashion Institute of Technology. Following are brief comments about
each of these.
1. The Downstate Medical Center is part of The State University
of New York. It was established pursuant to State legislation adopted
in 1948 creating the State University. At that time community groups
urged that the medical school be established as part of Brooklyn Col-
lege or Queens College so that it would be linked with an under-
graduate institution of high caliber. The Board of Higher Education
signified its willingness to undertake any delegated responsibility for
the overall operation of such a medical school, in the belief that
HIGHER EDUCATION IN NEW YORK CITY 61
integration of public higher educational facilities in the New York
City area would be more effective educationally.”
For numerous reasons this was not done and in 1950 the State took
over the Long Island College of Medicine which had been under
private auspices, changed its name, and expanded its operations as
part of the State University into the Downstate Medical Center.
A second medical school, the Upstate Medical Center, was established
by taking over the medical school formerly under the jurisdiction of
Syracuse University.
The Downstate Center consists of a college of medicine leading to
a Doctor of Medicine degree and a graduate program leading to Ph.D.
and M.S. degrees in the medical sciences and to a Doctor of Medical
Science degree in psychiatry. It also offers a four-year program of
graduate training in psychoanalysis leading to a certificate. In Fall
1961, there were 589 undergraduate students, 34 graduate students in
the medical sciences, and 20 students in the psychoanalytic program.
Funds for operating and capital expenditures are supplied in large
part by the State, supplemented by an annual tuition charge of $700
for undergraduate students and tuition and other fees for graduate
students. For 1961-62, the State appropriated $4,190,800 for operating
expenses, with this provision as taken from the Executive Budget,
State of New York, 1961-62: “The appropriations for medical educa-
tion have been made as lump sums to permit maximum flexibility in
administering the programs”. Research funds are made available
from federal and private sources.
The operation of both the Downstate Medical Center and the
Upstate Medical Center of the State University is under the super-
vision of a council of nine citizens appointed by the Governor. The
council makes recommendations to the Board of Trustees of the State
University concerning candidates for the positions of President and
Dean and reviews budget requests and plans for expansion.
2. The New York City Community College of Applied Arts and
Sciences was created in 1946 as the New York State Institute of
Applied Arts and Sciences. It was one of five such institutes set up
by the State as pilot projects for the development of two-year cur-
ricula in technical and sub-professional areas. The cost of operation
was borne by the State, and tuition was free. After legislation was
adopted authorizing the transformation of these institutes into locally
sponsored Community Colleges, the Board of Estimate of the City
of New York agreed in 1953 to sponsor the institute that was located
2 Minutes of Proceedings, January 17, 1949, Cal. No. 6.
62 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
in the City as a Community College. It is the largest Community
College in the State.
Programs are offered in chemical, electrical, mechanical, medical
and dental laboratory; construction, hotel and dental hygiene tech-
nology; in various business areas; in nursing; and in commercial and
graphic arts. Two-year curricula lead to the award of the Associate in
Applied Science degree. Recently, a curriculum in general education
was authorized in the Evening Sessions leading to the Associate
in Arts degree. Full-time degree credit enrollment in Fall 1961 was
2,557, and part-time enrollment in the Evening Session was 5,920.
The operating budget of the College for 1961-62 totaled $2,552,000,
with one-third of the cost borne by the City, one-third by the State,
and one-third by tuition charges. In addition, $72,500 was provided
for equipment, with the cost shared equally by the City and the
State. Tuition is $300 annually for a full-time program.
New buildings are currently under construction in downtown
Brooklyn about a block distant from the present campus at an esti-
mated cost of $14,000,000. One-half the cost is to be paid by the
State and one-half by the City. When the buildings are completed,
the College will have facilities for a total of about 4,750 Day Session
and 12,000 Evening Session students.
The Board of Estimate of the City of New York is the sponsor
of the College. The College is governed by a Board of Trustees
of nine members, five appointed by the Mayor and four appointed
by the Governor. The Trustees select the faculty and staff, deter-
mine the College’s scholastic and administrative policies, and make
recommendation to the Trustees of the State University for the selec-
tion of a president and for the approval of curricula, and perform
such other duties as may be appropriate or necessary for the
effective operation of the College.
The College also has a number of advisory commissions associated
with the various curricula. Executives in management, labor and the
professions serve on these advisory commissions and make recom-
mendations concerning requirements for the various curricula. The
commissions help also to plan cooperative work-study programs
and assist in creating employment opportunities for graduates of
the College.
3. The Fashion Institute of Technology, established in 1944, is
sponsored by the New York Board of Education in cooperation with
the Educational Foundation for the Apparel Industry. In 1951 it
became one of the Community Colleges under the program of the
HIGHER EDUCATION IN NEW YORK CITY 63
State University of New York empowered to award the Associate
in Applied Science degree.
The Fashion Institute provides higher education for students who
wish to enter the professional fields of design, management, merchan-
dising, communications, and other areas related to the fashion in-
dustry. It offers programs on a college level which combine liberal
arts and technical education. Two-year curricula are designed for
high school graduates and one-year curricula for college graduates.
The Fashion Institute is governed by a Board of Trustees of nine
persons, of whom five are appointed by the Board of Education of
the City of New York and four are appointed by the Governor of
the State. The Education Foundation for the Apparel Industry,
whose members include leaders from industry and labor, serves as
an advisory body to the Institute and provides funds for scholar-
ships and other purposes.
In Fall 1961, the full-time registration was 1,175 students, and
part-time registration was 1,994. Most of the students are residents
of New York City but an appreciable number come from surround-
ing areas. Construction of a dormitory building is under way with
funds provided by the State Dormitory Authority, repayable over
a period of years. This is the only dormitory facility connected
with a public institution of higher education in the City of New
York. Another is planned for the Downstate Medical Center.
The operating budget of the Institute in 1961-62 was $1,628,605
of which one-third is provided by the State, one-third by the City,
and one-third by tuition and scholarship funds. A $12,000,000 build-
ing and campus was completed in 1958, its cost shared equally by
the City and State.
Relationships of the Community Colleges
to the Board of Higher Education and
the State University Trustees
Staten Island, Bronx, and Queensborough Community Colleges
are now in the anomalous position of being associated with two uni-
versities, The State University of New York and The City University
of New York. The Fashion Institute of Technology and the New
York City Community College of Applied Arts and Sciences have
their own boards of trustees which function under the program of
the State University.
Under the Community College Law, recommendations by the Board
of Higher Education and the trustees of the other Community Col-
leges concerning curricula and capital and operating budgets must be
64 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
approved by the State University Trustees. These trustees also pass
upon the recommendations from the local boards of trustees and
from the Board of Higher Education for the appointment of presi-
dents of the Community Colleges. More details of these relation-
ships appear elsewhere in the report.
Summarizing then, in Fall 1961, there were 110,273 full-time and
part-time students enrolled in publicly supported institutions of
higher education in New York City, distributed as follows: Down-
state Medical School, 643; New York City Community College of
Applied Arts and Sciences, 8,477; City University, 97,984; and the
Fashion Institute of Technology, 3,169.
PRIVATE INSTITUTIONS
Distribution of Higher Education Students
Between Public and Private Institutions
Between the Years 1950 and 1960
There are 26 colleges, universities, and professional schools
under private auspices in the City of New York. These include large
institutions such as New York, Columbia and Fordham Universities
and many smaller institutions. In Fall 1960, these institutions had a
total enrollment of full-time and part-time students of 133,327, or
21 per cent more than the number enrolled in the publicly sup-
ported institutions in the Fall 1961.3
In New York City as in other parts of the country, the percentage
of students attending private institutions has been falling. Figures sup-
plied by the State Education Department indicate that in four-year
colleges and universities in New York City, the percentage of full-time
enrollment increased from 30 per cent to 36 per cent in public
institutions in the decade from 1950 to 1960.
The Heald Report anticipates that the percentage of enrollment
in private institutions in New York State will decline considerably
during the next decade. If private colleges increase their enrollment
by 50 per cent in the next 25 years, the report estimates that the
percentage of all students in private colleges in New York State
will drop from 59 per cent in 1960 to 37 per cent in 1970 and 30
per cent in 1985. If there is a 150 per cent increase in private
college enrollment, the private college percentages will drop from
59 per cent in 1960 to 50 per cent in 1970 and 48 per cent in 1985.
The report states, “Whatever the private enrollment figures turn
8 Fifth Annual Edition 1961 Statistical Guide for New York City, Department
of Commerce and Public Events, City of New York, p. 19.
HIGHER EDUCATION IN NEW YORK CITY 65
out to be, the public institutions have to make up the rest.” Accord-
ingly, the report indicates that in the public two-year, four-year,
and graduate programs, for each 100 students enrolled in 1960, there
will be from 231 to 288 students in 1970 and from 369 to 511
students in 1985‘. In other words, their enrollments are expected
to more than double by 1970 and more than triple for 1985.
LIBRARIES, MUSEUMS, AND OTHER
EDUCATIONAL INSTITUTIONS
The City of New York probably contains the largest complex of
libraries, museums, theatres, and educational institutions in the
country. There are about 190 public libraries with about 11,000,000
volumes and 35 college and university libraries with about 7,000,000
volumes. In addition there are more than 800 specialized libraries
under the auspices of medical, engineering, and other professional
groups and business organizations. There are 34 museums, 62 theatres,
numerous botanical and zoological gardens, concert halls, and other
cultural facilities. The Rockefeller Foundation, the Sloan-Kettering
Institute, and many other research foundations are located within
the City.
There is little question about the fact that the metropolitan area of
the City of New York provides the largest resources for the stimulation
of scholarly, scientific, intellectual, and artistic activity of any com-
parable area in the country.
If the past is any guide to the future, it is obvious that the public
colleges in the City of New York and in the rest of the State will be
forced to grow, and that new facilities will have to be provided.
The increase in the college-age population and the increasing techno-
logical and social needs of the community make this inevitable. The
private colleges will expand, but whatever their rate of expansion,
the public institutions “have to make up the rest”. The projections
of such expansion and the facilities required to meet it will be out-
lined in later chapters of this report.
With respect to administrative organization, there is agreement
upon the need for coordination, for avoiding unnecessary duplication,
and for cooperative planning of public higher education within the
City for maximum usefulness.
* Meeting the Increasing Demand for Higher Education in New York State
A Report to the Governor and the Board of Regents, Committee on Higher Educa-
tion: Marion B. Folsom, John W. Gardner, Henry T. Heald (Chairman), Novem-
ber, 1960.
CHAPTER IV
THE BOARD OF HIGHER EDUCATION OF
THE CITY OF NEW YORK’
On December 13, 1960, the Board of Higher Education accepted
the report presented by its Committee to Look to the Future
with the recommendations to establish The City University of New
York. On April 11, 1961, the Governor signed the act amending
the education law which established The City University of New
York (Chapter 388 of the Laws of 1961).
The movement which led to the creation of the City University
from the four Senior Colleges (City, Hunter, Brooklyn, and Queens )
and the three Community Colleges (Staten Island, Bronx, and
Queensborough) under the jurisdiction of the Board of Higher Edu-
cation continued the tradition of the Municipal College System which
began in 1847 with the establishment of the Free Academy for
men only (later known as City College). In 1870, Hunter College
(then called Normal College) was opened for women only.
In 1930, Brooklyn College was established for men and women.
Its beginning, however, dates from 1926, when separate college
centers for men and women had been established in Brooklyn by
City College and Hunter College.
In 1937, Queens College was authorized and opened. From the
start Queens College, too, has been coeducational.
In 1951, the College of Liberal Arts of City College and the Bronx
campus of Hunter College became coeducational.
Since 1955, three Community Colleges have been established in
New York City under the jurisdiction of the Board of Higher Edu-
cation: Staten Island Community College in 1955, Bronx Community
College in 1957, and Queensborough Community College in 1958.
They are jointly sponsored by the City and the State. Each of these
1 Some of the historical information on the Board of Higher Education and the
development of the institutions under its jurisdiction which appears in Chapter II,
is repeated in this chapter.
66
THE BOARD OF HIGHER EDUCATION 67
Community Colleges offers two-year programs in the technologies and
in liberal arts.
City College has, in addition to its College of Liberal Arts and
Science, a School’ of Technology, a School of Education, and the
Bernard M. Baruch School of Business and Public Administration.
Hunter College has a graduate School of Social Work.
In 1948, a Division of Teacher Education was set up to coor-
dinate and advance the programs of preparation for teacher per-
sonnel. About one-third of the graduates in the Senior Colleges
prepare for the teaching profession. Since 1948, the State has con-
tributed to the support of the Teacher Education Programs, and in
the academic year 1960-61 the State provided full support of teacher
preparation.
SOME IMPLICATIONS OF UNIVERSITY STATUS
The Board has the responsibility for the determination and execu-
tion of policy for the Municipal College System. In so doing, it is
advised by an Administrative Council, consisting of the Chancellor
and the presidents of the several colleges. A central office headed by
an Administrator acts as secretariat and furnishes staff assistance to
both the Administrative Council and the Board of Higher Education.
Among the duties of the Chancellor, as taken from Article VII,
Section 7.3 of the By-laws, are the following:
1. To be the principal educational officer of the Municipal College
System of the City of New York, and to be the permanent
chairman of the Administrative Council with the right and
duty of exercising leadership in the work of the Council and of
reporting to the Board his recommendations.
2. To unify and coordinate college business and financial pro-
cedures and management.
3. To develop good public relations.
4. To administer the overall policies adopted by the Board with
the understanding that the authority, functions and appellate
powers of the presidents below the Board with regard to the
educational administration and disciplinary affairs in their sev-
eral colleges will not be abridged.
5. To supervise a staff to conduct research, coordinate data, make
analyses and reports on such matters of overall policy as may
be necessary.
68 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
The conversion of the Municipal College System into a university
constitutes recognition of the achievement of a high level of matur-
ity. Formerly operating as seven separate institutions coordinated by
the Board of Higher Education, the creation of the university not only
solidifies the present system but also facilitates expansion.
Today the City University, through its four Senior Colleges, offers
graduate work leading to the master’s degree in a variety of areas
in the arts and sciences as well as in education, nursing, nutrition,
speech therapy, technology, business and public administration, and
social work. The newly granted university status will make it possible
for the constituent colleges to continue to coordinate their resources
and expand their graduate offering to include the Ph.D. degree.
Some Ph.D. programs have already been approved and will be
offered in the near future. Future developments will undoubtedly
include the creation of additional professional schools.
Now, with “University status”, problems of continued and increasing
concern to the City University are: its functions, admissions policies,
instructional costs, staff and teaching load, and tuition and fees. In-
formation on each of these, and recommendations on some of them,
follow.
FUNCTIONS OF THE NEWLY CREATED
CITY UNIVERSITY OF NEW YORK
Webster’s New World Dictionary, College Edition, defines a uni-
versity as follows:
an educational institution of the highest level, typically with one or more
undergraduate schools, or colleges, together with a program of graduate
studies and a number of professional schools, and authorized to confer
various degrees, as the bachelor’s, master’s and doctors: European uni-
versities generally comprise only graduate or professional schools, or both.
It is recommended that:
The Board of Higher Education approve the following as the
basic functions of The City University of New York in view of its
status as a publicly supported institution serving both New York
City and New York State:
1. To view its primary responsibility to its students, faculty, and
the community as that of imbuing devotion to the search for truth
and its dissemination, and to justice and freedom, and that of in-
stilling awareness of personal obligation to further the intellectual
and spiritual enrichment of the society of which they are a part.
2. To provide high quality instruction, suitable to the various
THE BOARD OF HIGHER EDUCATION 69
levels of ability of those persons who have a reasonable expectation
of success in their education beyond the high school.
3. To develop, in this great business, commercial and cultural
center, research activities directed toward a widening of the horizons
of knowledge and a better understanding of the natural world, and
the application of the results therefrom to the solution of current
problems.
4. To prepare qualified persons for professional careers in those
fields appropriate for a university and in which the need is well
established.
5. To furnish to the City and to the State which support it and
to other agencies outside the State which offer service opportunities
in the best interest of the University, various kinds of public services
in keeping with the role of a university.
6. To assist in the further development of the City, not only as a
market place and workshop, but as a human abode and as the center
of cultural and intellectual energy.
To implement these functions, it is further recommended that:
7. The Senior Colleges continue to be highly selective in their
admission requirements and that the Day Sessions have responsibility
for all baccalaureate students in both the Day and Evening Sessions
in their institutions.
8. The Schools of General Studies have the responsibility for:
(a) administrative supervision over course work given in the
school leading to baccalaureate degrees, which are granted by exist-
ing faculties, in accordance with present By-law provisions and
regulations of the Day Session faculty concerned
(b) jurisdiction over:
(1) all associate degrees, students, and course work?
(2) all courses and programs leading to diplomas and cer-
tificates
(3) all non-degree work, including adult education courses
other than those offered in the Community Colleges
(4) all non-matriculated students*
2 It is recommended that later these be transferred to the Community Colleges.
(See Chapter VII).
3 These responsibilities are essentially those given the Schools of General
Studies by the Board of Higher Education in the minutes of the meeting of
April 17, 1950, Cal. No. 25; p. 207.
70 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
To carry out these responsibilities requires, among other things,
the following: (1) adequate physical facilities—classrooms, labora-
tories, offices, conference rooms, and the like; and (2) an increasing
proportion of full-time staff.
9. The Community Colleges provide:
(a) opportunities for high quality education beyond the high
school to those students who, because of ability and interest, wish
education for careers at the end of two years or before; and
(b) offerings primarily to recent high school graduates of suit-
able two-year associate degree curricula of high quality, with the
provision that those students whose performances warrant may
readily transfer into either the Senior Colleges or the Schools of
General Studies as candidates for baccalaureate degrees.
To carry out these purposes, the following steps are required: (1)
the development, in cooperation with the central administrative staff,
of uniform admission requirements with some provision for flexi-
bility in their administration, in keeping with the functions of the
Community Colleges but well within the ability range of those
students likely to succeed in either the transfer or career programs*;
and, (2) the development of uniform, clearly defined and easily ad-
ministered requirements for transfer of qualified students from the
Community Colleges to either the Senior Colleges or to the Schools
of General Studies.
The foregoing statements on the functions of the City University
as such, and within those the role of the major segments within
the University are designed to provide flexibility. In this connection
it seems appropriate here to quote the last sentence in T. R. McCon-
nell’s book, just off the press, which is:
The system must be flexible enough to enable each student to reach the
highest level for which his aptitude and performance qualify him.5
ADMISSIONS POLICIES, THEIR HISTORICAL DEVELOPMENT,
AND SOME IMPLICATIONS
There are two possible ways for applicants to qualify for admission
to the Senior Colleges as matriculants for the baccalaureate degree.
4The two Community College consultants—Drs. Martorana and Medsker—
have recommended that: “Admission standards to Community Colleges should
be adjusted as rapidly and steadily as possible toward the ultimate objective of
using only high school graduation and the capability of improvement in the
Community College program.” (See Chapter VIII)
5T. R. McConnell, A General Pattern for American Public Higher Education
(McGraw-Hill Book Company, Inc., 1962); p. 190.
THE BOARD OF HIGHER EDUCATION 71
If they have achieved a basic minimum established high school
average, they will be admitted automatically. They may also qualify
on the basis of a composite score computed from the high school
average and a weighted Scholastic Aptitude Test score.
In 1950, the high school average required for admission as a bacca-
laureate matriculant varied among the colleges from 80 per cent to
85 per cent. In 1953, the required high school average was a uniform
80 per cent, in all of the colleges. By 1959, it had risen to 85 per cent
and has remained at that level since that time.
The composite score minimum entrance requirement in 1950 varied
from 150 at Hunter College to 164 for women at Queens College.
(See Table 2). Since 1953 there has been a general trend upward in
Table 2
ADMISSION REQUIREMENTS FOR MATRICULANTS
FOR A BACCALAUREATE DEGREE
FALL SEMESTER 1950-1961
COLLEGE
CITY HUNTER BROOKLYN QUEENS
= a ee aie
Composite High High
High score High | Composite school Composite school Composite
Year | School school] —_gcore average score average score
aver- Up- aver- . . . . w. .
age town|town | 8se } Men Wom Men wom Men wom Men wom Men a
1950] 80% 1656{ 166 | 88%| 150 150 | 80% 85%] 166 160 |80% 88% 168 164
1961} 80 164] 164 | 80 150 150 | 80 83 164 154 80 164 164
1962} 80 160] 160 | 80 152 152 | 80 83 160 160 80 160 160
1953] 80 164] 164 | 80 151 151 80 162 152 80 160 160
1954] 80 164] 164 | 80 151 151 80 166 156 80 166 166
1955 | 82 162] 159 | 82 1538 165 82 162 162 82 160 160
1956 | 82 162] 159 | 82 158 158 82 168 «168 82 164 164
1957 | 82 168] 168 | 82 160 160 82 165 165 82 166 166
1968] 84 167] 168 | 84 162 161 84 164 164 84 170-170
1969] 85 167) 162 | 86 164 163 85 166 168 85 172 «172
1960 | 85 167] 160 | 86 162 162 85 169 171 85 166 166
1961 | 86 169] 162 | 86 165.5 164 85 169 171 85 165 165
1
Source: Data compiled from College Enrollment & Admissions Reports by Bureau of Ad-
ministrative Research of the City University.
72 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
the minimum composite score requirement which was higher in 1961
than ever before for each school except Queens College, which hit a
peak of 172 in 1959. In 1961 the composite score minimum ranged
from 162 at City College (downtown) to 171 for women at Brooklyn
College.
The reader’s attention is called to two things in Table 2: (1) the
changes in the high school average required for admission to the
baccalaureate degree programs in Senior Colleges during the 12
year period covered by the table; (2) the wide variation in the ad-
mission requirements among the colleges for any particular year.
Table 3
ADMISSION REQUIREMENTS IN THE COMMUNITY COLLEGES
(DAY SESSION—FALL SEMESTER, 1958-1961)
COMMUNITY COLLEGE
Staten Island |
Student
Queensborough
A.A. and High Schoo!
A.A.S (Pre- Average—75% —
1958 eTsineering) CEEB —400 |A composite score
A.A.S. (Other | High School A
than Pre- Average—70% based on high school -
Engineering) | A.C.E —93 |Performance and
A.A. and High School :
A.A.S. (Pre- Average—75% aeliievement on an _—
1o5s9Ensineering) | CEEB -—400 entrance examina-
A.A.S. (Other | High School soe
than Pre- Average—75% tion is developed ad
Engineering) | A.C.E —93 84 floor for each
A.A. and Composite - High School
A.A.S. (Pre- Score—151 Ge STS i Average—79%
1960 eneineering) total record of and CEEB
A.A.S. (Other | High School . High School
than Pre- Average—70% pach pendent a Average—75%
Engineering) examined by a plus SCAT
A.A.S. and Composite Teaculty committee | High School
A.A.S. (Pre- Score—152 dmissi Average—78%
1961 Engineering) pa Le plus CEEB
A.A.S. (Other | High School High School
than Pre- Average—70% Average—75%
Engineering) plus SCAT
Source: Data supplied by the colleges and compiled by the Bureau of Administrative Research
of the City University.
Note: A.A. and A.A.S. stand for Associate in Arts and Associate in Applied Science
respectively.
CEEB stands for College Entrance Examination Board.
A.C.E. stands for American Council on Education.
THE BOARD OF HIGHER EDUCATION 73
For example, in no year included in the table are the composite
scores required for admission identical for the various colleges. Be-
cause of limited capacity to accommodate high school students in the
baccalaureate Day Session programs, the number of such students
admitted has been controlled by raising the admission requirements.
Since the Community Colleges under the sponsorship of the Board
of Higher Education have only been in existence for a few years,
very little can be said of trends in their admission requirements.
Details on their admission requirements are shown in Table 3.
It will be noted that these requirements, like those in the Senior
Colleges, vary widely among the colleges.
The educational admission requirements for out-of-city New York
State residents are the same as for New York City high school grad-
uates. The records of foreign students are evaluated individually, and
as many places as are available are filled from the best applicants.
There are only a few such students admitted to each college each year.
Some Implications of the
Present Admission Policies
The present baccalaureate matriculant admission policy is restrictive
in character and necessarily thereby eliminates a large group of New
York City high school graduates who may have a legitimate claim to
free public higher education. There is no doubt that a reduction of
these entrance requirements would result in a large increase in the
number of freshmen who could be admitted. Lack of facilities and
staff have in the past made such action impossible.
The Administrative Council has been concerned with the adequacy
of the present admission policies which admit most of the University’s
baccalaureate degree students on the basis of their high school
average, thereby assuming that the various high school evaluations
are comparable.
The entrance test representatives from the four Senior Colleges
were appointed to study this problem. Their report, “An Investiga-
tion of the Criteria for Admission to the City University of New
York,” dated May 1961, suggested a revised set of entrance require-
ments which places more emphasis on the results of the Scholastic
Aptitude Test. If the recommendations of this report were adopted,
every applicant would have to achieve a minimum score of 900 on
the Scholastic Aptitude Test to be considered at all. Successful ap-
plicants with 88 per cent or better high school averages would then be
admitted automatically. Others would be ranked in order of com-
posite score for selection in competitive order. The test representa-
74 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
tives also recommended consideration of a revision in the mechanics
of the admission process to facilitate application of the proposed
revised admission policy.
Students who cannot meet the aforementioned conditions for en-
trance to the Senior College baccalaureate degree program and others
who desire only an associate degree course of study may be able to
meet the different and somewhat lower requirements of the associate
degree programs in both the Senior and Community Colleges. These
provisions reduce the pressure for freshman entrance into the bacca-
laureate programs in the Senior Colleges. Many of these associate
degree students will eventually qualify for transfer to the Senior
Colleges with advanced credit. Others will go on to a business or
commercial career after completing the 64 credit associate degree.
As noted earlier, admission policies have been modified to keep
enrollments within the capacity of the physical plant. With this
policy there need be no particular overcrowding of existing facilities.
Comparative Instructional Costs
The materials in Tables 4 and 5 concerning instructional staff were
necessarily taken from different sources. For example, some were
Table 4
CERTAIN INFORMATION ON TEACHING STAFF AND
TEACHING LOAD IN THE CITY UNIVERSITY
FALL 1961
Number Student Class
of credits hours *Average
College teachers per FTE** per student section
(FTE) teacher credit size
City College
LA. & Educ. ccs 547.01 249.37 1.26 23.70
Technology 99.30 163.96 1.48 17.50
Baruch School 37.40 287.86 1.11 22.90
Hunter v.ccecsceseseeseseseneees 453.79 239.42 1.18 23.90
Brooklyn vissssessesssseesseeeseees 542.40 252.49 1.15 24.80
QUEENS ooeeeeesceseseeeeeseeteeeeeees 347.46 247.00 1.20 24.99
Staten Island .........ceeeeee 37.10 269.00 1.24 25.00
13 0) > ae 84.70 204.92 1.25 20.15
Queensborough ....ceseseeeeee 27.16 270.00 1.24 25.30
Source: Staff and Teaching Load Reports of the Colleges of the City University.
* Excluding classes in large lecture rooms.
** FTE = Full-time-equivalent.
THE BOARD OF HIGHER EDUCATION 75
developed from budget documents by the Central Accounting Office;
others were developed by the individual colleges from their actual
rolls; and others were taken from the Registrars’ Reports on Staff and
Teaching Loads. Some of the information was available as of June
30, 1961, and other material was assembled as of October, 1961. Still
other data for the fiscal year 1960-61 are an average of Spring and
Fall statistics. All of this means that there may appear to be an
internal variance in the number of instructional staff members. This
factor does not interfere, however, with the various analyses and
conclusions that were based on different sets of information.
The tables show two sets of statistics. The first, Table 4, shows
the number of teachers (full-time-equivalent); credits per teacher;
classroom hours per credit; and average section size excluding classes
in large lecture rooms for each of the colleges for the Fall 1961 for the
Senior and Community Colleges. The Baruch School, as can be seen
Table 5
ANNUAL INSTRUCTIONAL SALARY COSTS BY INSTITUTION
IN THE CITY UNIVERSITY FOR 1960-61
(a) (b) (ce) (d)
Number of Total Average Total
annual student salary instructional
teachers credits (as of costs*
College (FTE) (total June 80, (Col. (a) x
(average Fall 1960 1961) Col. (c))
Fall 1960 and
and Spring
Spring 1961) 1961)
City veces 311,929 $10,189 $ 6,661,323
Hunter... 425 209,211 9,651 4,101,675
Brooklyn ........... 264,405 10,261 5,397,286
Proce 154,165 9,353 2,890,077
All Senior
Colleges ............. 939,710 9,687
Staten Island
Community
College .......
Bronx
Community
College ou...
Queensborough
Community
College oo... 18 10,412 6,369 114,642
All Community
Colleges ..
628
653
18,569,979
34 15,1387 7,271 247,214
73 26,965 6,781 495,013 | 18.36 | 588
11.01 | 352
125 52,514 6,830 853,750
Source: Accounting Office, City University.
* The amounts, except in column (e), are recorded at the nearest dollar.
76 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
from Table 4, has the highest number of student credit hours per staff
member and the lowest number of class hours per student credit hour.
Section sizes are fairly uniform among the colleges.
The second, Table 5, which gives instructional costs (classroom
teachers ) in each of the colleges is based on the Fall 1960 and Spring
1961 semesters and shows the average instructional cost per credit
and per student by college. The calculations are based on the follow-
ing: (1) each student earns 32 credits a year, and (2) average in-
structional salaries for the Senior Colleges of $9,687 and for the
Community Colleges, $6,830.
TUITION AND FEES IN THE
CITY UNIVERSITY OF NEW YORK
Under the leadership of Townsend Harris, a popular merchant and
President of the City’s first Board of Education, a bill called the
Free Academy Act, which permitted the City to establish a tuition-
free institution, was passed by the Legislature and signed by Governor
John Young on May 7, 1847. The June 19, 1847 issue of the New
York Evening Post gives the results of the City-wide vote on the
issue of whether such an academy should be established. The vote,
as noted elsewhere, was an overwhelming one in favor—19,305 for,
and 3,409 against.
During the campaign on this issue, placards reading “Free Academy
for the Poor Man’s Children” were posted throughout the City, and
thousands of houses in the poor sections were served with circulars
containing a similar message. S. Willis Rudy, in his book, “The
College of the City of New York: A History,” has this to say about
this event:
History was to prove this day memorable for American higher education.
The people of New York had set up a democratic institution of higher
learning through the free and full use of the democratic process.®
At the formal opening of the Academy, on January 29, 1849, Dr.
Horace Webster, its first principal, had this to say:
The Free Academy is now to go into operation. The experiment is to be
tried, whether the highest education can be given to the masses; whether
the children of the people, the children of the whole people, can be edu-
cated; and whether an institution of learning, of the highest grade, can be
successfully controlled by the popular will, not by the privileged few, but by
the privileged many!?
6S. Willis Rudy. The College of the City of New York: A History—1847-
1947 (The City College Press, New York, 1949), p. 21.
7 Ibid., p. 29. (Quoted from “Addresses Upon the Occasion of the Opening of
the Free Academy,” pp. 27-29.)
THE BOARD OF HIGHER EDUCATION 77
At the beginning, the question as to who should be admitted was
carefully considered. In 1849, the Board of Education announced that
there would be semi-annual examinations for admission and that only
those who passed “a good examination” in spelling, reading, writing,
English grammar, geography, arithmetic, and history of the United
States would be admitted. Over the years there have been many
modifications in admissions standards, but the mandatory require-
ment that bona fide residents of the City, matriculated in under-
graduate programs, would have free tuition, has remained intact
during the intervening 115 years. In 1961, the law was amended to
give the Board of Higher Education discretionary authority to de-
termine “whether tuition shall be charged and to regulate tuition
charges and other fees and charges in the institutions and educational
units which the Board shall conduct.”
In the final chapter of his book, Rudy has this to say about the
College of the City of New York, which had its beginning in the
Free Academy:
As a result of its democratic origin and control, the College from the start
adhered to the ideal of freedom of higher education for all who deserve
it. This principle, asserted by Townsend Harris, the founder, who desired
to open wide the doors of the institution to all, poor and rich alike, who
were qualified to enter therein, with “no distinction save that of industry,
good conduct, and intellect,” continued to animate the College throughout
its history. Neither race, nor creed, nor financial position, nor nationality
were ever taken into consideration in determining admissions. From the
beginning, intellectual ability was the sole criterion for acceptance, and
tuition was free to those young people of the City who were qualified, by
this standard. Thousands of individuals who might otherwise never have
been enabled to secure a college education were by this liberality permitted
to enjoy its benefits. Surely there could be no principle of higher education
more democratic than this, and it was one which was upheld without com-
promise from the days of Harris to those of Shepard, and from those of
Finley to those of Wright.*
Policy on Tuition and Fees
With this long tradition extending over 115 years of free tuition for
resident matriculated undergraduate students, should the Board of
Higher Education now change the policies given it by the statute
quoted above, or should it, on the other hand, seek to have applied
the same provision to all resident fully-matriculated undergraduate
students, including those in the Community Colleges?
Although tuition-free, as indicated above, the Day Sessions students
—both matriculants and non-matriculants—pay a fee of from $25-$50
8 Ibid., pp. 459-460.
78 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
per term, covering non-instructional services. Those fees are levied
in accordance with the New York State Law which provides: “In all
courses and courses of study they [the Governing Board] may in their
discretion require students to pay library, laboratory, locker and
breakage fees and meet the cost of books and consumable supplies.”
It seems appropriate here to differentiate between tuition and fees.
Tuition is defined in the College Edition of Webster's New World
Dictionary as “The charge for instruction, especially for class in-
struction.” Tuition may then be identified as charges to a student for
teaching expense, which includes salaries of the instructors, clerical
and certain administrative salaries, and other expenses related di-
rectly to teaching; whereas fees are applied to such items as health,
intercollegiate athletics, student activities, and other services inci-
dental to but not directly related to instruction.
The very rapid increase in college and university enrollments
throughout the nation, and the resulting increase in cost, has been
accompanied by increases in tuition and fees in both public and private
institutions. Some institutions, however, have resisted this trend.
Among these are the Senior Colleges in the City University, the
California State Colleges, and the University of California. In De-
cember, 1959, both the California State Board of Education, which
then had jurisdiction over the State Colleges, and the Regents of the
University of California unanimously approved the following recom-
mendation in the Master Plan for that State:
The two governing boards reaffirm the long established principle that state
colleges and the University of California shall be tuition free to all residents
of the state.®
Although some argue that society is best served by free public
education from the kindergarten to the graduate schools of the uni-
versities, it must be borne in mind that this concept, if fully imple-
mented, places a very heavy burden on the nation’s taxpayers. In
support of this position, the output of engineers and scientists in the
Soviet system of higher education, where the State bears the total
cost, is frequently cited.
On the other hand, some have maintained that an individual bene-
fits greatly in earning power, prestige, and other satisfactions in life;
and that he should, therefore, bear the full operating cost of his edu-
cation in public institutions. In commenting on this, in 1958, James
L. Morrill, then President of the University of Minnesota (now with
the Ford Foundation), had this to say:
9A Master Plan for Higher Education in California, 1960-1975 (California
State Department of Education, Sacramento, California, 1960), p. 14.
THE BOARD OF HIGHER EDUCATION 79
This notion is, of course, an incomprehensible repudiation of the whole
philosophy of a successful democracy premised upon an educated citizenry.
It negates the whole concept of widespread educational opportunity made
possible by the state university idea. It conceives college training as a
personal investment for profit instead of a social investment.
It is an incredible proposal to tum back from the world-envied American ac-
complishment of more than a century.!°
The policy with respect to tuition which has been maintained in
the Senior Colleges of the City of New York since the beginning of
the Free Academy in 1847 is a middle ground between the two ex-
tremes mentioned above. The Survey Staff believes that this policy is
a correct one, and in the best interest of present-day society and that
which is rapidly emerging. Automation, the need for more and better-
trained scientists, engineers, and teachers, and the loss to society
because of the failure of many outstanding high school graduates to
continue their education are current topics in today’s literature. The
Survey Staff does not believe that it is a mere coincidence that two
tuition-free institutions, as shown elsewhere in this report, gave under-
graduate training to more Ph.D.’s in the period 1936 to 1956 than any
others in the country—the College of the City of New York and the
University of California.
Instructional Fees in 1961-62
Senior College matriculants for baccalaureate degrees, the Master
of Arts in Teacher Education, and the Associate in Applied Science
degree in Nursing Science are not required to pay any tuition fees
(up to 128 credits). Limited matriculants or special students and
those registered for diplomas or for associate degrees other than
nursing science pay $9.00 a credit, $9.00 for the first hour in excess
of the number of credits, and $6.00 for each additional hour in excess
of the number of credits. Non-matriculants and holders of bacca-
laureate degrees who take undergraduate courses pay $12.50 for each
credit, $12.50 for the first hour in excess of the number of credits,
and $8.50 for each additional hour in excess of the number of credits.
Graduate courses carry a tuition charge of $20.00 a credit, and
$10.00 for every class hour in excess of the number of credits.
Community Colleges require New York State residents enrolled in
the Day Session to pay $150 tuition a semester. Non-New York State
residents pay $300 tuition a semester in the Day Session. Instructional
fees in the Evening Sessions vary by college as follows: Staten Island
Community College, $10.00 per clock hour except for courses listed
10 Ibid., p. 173.
80 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
with special fee; Bronx Community College, $10.00 a credit; Queens-
borough Community College, $10.00 a credit plus $6.00 for each addi-
tional clock hour beyond the number of credits per course.
Current Board of Higher Education policy is to continue the pro-
vision of tuition-free education to matriculants for the baccalaureate
degree, the Associate degree in Nursing Science, and the Master of
Arts degree in Teacher Education.
Non-Instructional Fees
Non-instructional fees include those paid once by all students such
as: application or entrance examination fee; those paid every semester,
such as registration fee, general fee, and student activities fees; and
fees for special services only, such as a program change, issuance of
a duplicate card, laboratory use, and filing of thesis. Because these
fees vary among the colleges and are adjusted frequently, the current
ones are not included in this report. They are all printed in the
current catalogues of the individual colleges.
In view of the foregoing, it is recommended that:
The Board of Higher Education reaffirm its support of the policy
of free tuition for resident matriculated baccalaureate students, which
has been maintained for 115 years.
Thus far, the free tuition policy has not been applied to matriculated
students in the Community Colleges. This poses a question: Why
should a resident of New York City who meets the requirements for
matriculation in a Community College pay an annual tuition charge
of $300, while another resident who is admitted to a Senior College
pays no tuition? In the view of the Survey Staff, this is an injustice
which is indefensible as a continuing policy. In addition to the in-
justice of the present situation, further increases in enrollments in
the Community Colleges of the City through the provision of free
tuition serve these purposes:
1. Studies in New York State and elsewhere have shown the in-
creasing need in business and industry for persons with technical
training beyond the high school. Increased enrollment in New York
City’s Community Colleges contribute to the meeting of that need.
2. Reduction in the lower division enrollments in the Senior Col-
leges which would result from large enrollments in the Community
Colleges will permit the Senior Colleges to give greater emphasis on
upper division and graduate work.
3. The transfer programs in the Community Colleges offer to stu-
dents of high ability but who failed to meet the Senior College
THE BOARD OF HIGHER EDUCATION 81
requirements for admission as freshmen (the so-called “late bloom-
ers”) an opportunity to demonstrate their scholastic ability and
thus meet transfer requirements into the upper division of Senior
Colleges.
It is therefore recommended that:
1. The Board of Higher Education formally endorse the principle
that matriculated students in the Community Colleges should be
exempt from tuition, in the same manner as those in the Senior
Colleges; and, furthermore, that the Board take the required steps to
provide free tuition for Community College students.
2. Other classifications of students pay tuition as may be deter-
mined by the Board of Higher Education.
Fees
As noted earlier all students pay fees. The Survey Staff believes
that fees charged to students for special kinds of services not directly
related to instruction are appropriate and justifiable. Therefore, it
is recommended that:
The Board of Higher Education develop, in more detail than at
present and in cooperation with each of the colleges, both senior
and community, a non-instructional fee structure for services inci-
dental to but not directly related to instruction, such as expenses
for health, intercollegiate athletics, student activities, placement
services, recreation, and the like. Furthermore, that this fee structure
have periodic reviews, at least once each three years, by the Board
of Higher Education, and adjustments made accordingly.
Out-of-District and Out-of-State Tuition
As the City University develops its graduate program and other
phases of its program appropriate to its university status, undoubtedly
many students living outside New York City will wish to enroll, and
it would be educationally desirable to have them do so. Accordingly,
it is recommended that:
As the City University develops its future programs, the Board of
Higher Education make suitable provision for the admission of out-
of-city residents, both graduate and undergraduate, taking into
account its obligation to resident students. Furthermore, that the
Board develop appropriate tuition charges (in addition to fees) for
such out-of-district students.
CHAPTER V
STUDENTS—THE PROBLEM OF NUMBERS
The students who will answer roll call in the City University’s
classrooms and laboratories between now and 1975 are already born.
The essential problem is one of determining how many of these new
citizens will be qualified for educational programs beyond high
school and how many of those who are qualified will seek to fulfill
their educational goals at the City University.
The education of these youths must be carefully planned and
provision made for the orderly growth of public higher education
in New York City. Buildings must be erected and equipped, cur-
ticulums devised, staff members appointed, and a multitude of
other details arranged. Decisions involving all of these aspects of
higher education depend in part upon reasonable estimates of the
number of students who will need to be served.
CRITICAL ASSUMPTIONS
In the present chapter an attempt is made to develop a reasoned
estimate of the number of undergraduates who will be admitted to
the University in 1965, in 1970, and in 1975. In addition, there are
estimates of the total number of undergraduate students who are
likely to be enrolled at the beginning of the Fall term of each target
year. Estimates of the number of master’s and Ph.D. students to be
enrolled by 1975 are developed in Chapters IX and XII of this report.
The forecasts of the number of undergraduates necessarily rest
upon several assumptions, chief of which are the following:
1. It is assumed that the migration and survival experience of school-
age youngsters in New York City between 1950 and 1960 is a valid
base for forecasting the number of college-age youth who will be in
residence during the subsequent 15 years. In general terms the
period from 1950 to 1960 has been a decade of great population
change and it is difficult to imagine that the next ten-year period
can match the last for sheer social upheaval. During that decade
there has been an unprecedented in-migration of Negroes from
southern states and large numbers of citizens of Puerto Rican
82
STUDENTS—THE PROBLEM OF NUMBERS 83
ancestry settling in the central portions of the City. Middle-class
whites who vacated glder rundown neighborhoods have relocated in
the City’s fringes and in the suburbs. The Department of City
Planning estimates that between 1951 and 1960 the white population
in the City declined by 991,000 (See the September 30, 1961 issue
of the New York Herald Tribune). However, in order to make effective
use of the numerical data, the predictions have been based on the
assumption that these marked population trends will continue at about
the same pace.
2. It is assumed that the private colleges in New York City and
the collegiate institutions outside the City will continue to absorb
no more and possibly fewer of resident college-bound youngsters
during the next 15 years than they have during the last 10'. There
are a number of factors which make this an extremely tenuous as-
sumption. The trend in tuition rates in private colleges, for example,
has been steadily increasing although perhaps not as rapidly as dis-
posable income. Another factor, more or less imponderable, is the
attractiveness to the City’s college-bound resident of the expanding
units of the State University system. The planned early conversion
of the 11 former State Teachers Colleges into first-class four-year
liberal arts institutions may bring about a considerable increase in
the number of choices considered by potential freshmen whose homes
are in New York City, but the effects of such a trend are not likely
to become manifest before the late 1960’s since it will take some years
to convert the State University’s Teachers Colleges to multi-purpose
colleges of arts and science. Laboratories will have to be added,
library collections expanded; and, during a period when college
teachers will be in short supply, faculties will have to be enlarged
and diversified.
There is, moreover, an increasingly noticeable reluctance on the
part of state-supported schools in the midwest (e.g. Michigan,
Illinois, Indiana, Wisconsin, and others) to continue the admission of
out-of-state students. This step, although reluctantly undertaken by
the great midwest universities, hits residents of New York State rather
hard because New York has been high on the list of “debtor states”
in higher education.?
1 Meeting the Increasing Demand for Higher Education in New York State;
Committee on Higher Education, Board of Regents, State Education Depart-
ment, Albany, New York; November, 1960.
2 Chapter VI of this report points out that during the period 1956-1959 there
were about 20,000 more N. Y. State residents attending out-of-state institutions
than those coming from other states to attend college in New York State.
84 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
3. It is assumed that the separate entrance requirements for ad-
mission to the Senior Colleges and the Community Colleges will
change slightly in the direction of the national trend of admitting a
somewhat larger proportion of the area’s high school graduates. Of
all the numerous elements which go to make up the size of the
undergraduate student body, perhaps entrance requirements in the
form of high school academic averages and scholastic aptitude test
scores are the most sensitive. In the past ten years, the high school
academic average required for the admission of approximately 65-75
per cent of the new baccalaureate undergraduate matriculants in
the Senior Colleges has increased from 80 to 85. During the same
period (1952 through 1961), the number of applicants for freshman
berths in the Day Session has increased from 15,651 to 22,678, a
44.9 per cent increase. The corresponding change in the number
of new Day Session admissions has been from 8,002 to 8,106, a 1.3
per cent increase as shown in Table 6. In the two-year programs of
Table 6
NEW ADMISSIONS IN THE CITY UNIVERSITY
SENIOR COLLEGES, 1952—1961
Baccalaureate degree Associate degree
studenta® students Total admissions
Year . Evening Only Day Eve. Grand
1952 1478 8002 2335 10,337
1953 1777 8291 2680 10,971
1954 2157 7266 3022 10,288
1955 3420 7000 4205 11,205
1956 3377 6863 4067 10,930
1957 3302 7202 4422 11,624
1958 3511 7180 4106 11,286
1959 3192 7022 3720 10,742
1960 3520 9139 3982 13,121
1961 3382 8106 3839 11,945
Source: Enrollment and Admissions Reports of the Colleges of the City University.
* During this period high school averages and composite scores required for admission
were progressively raised.
STUDENTS—THE PROBLEM OF NUMBERS 85
all of the public Community Colleges in this City there has been an
increase of 99.1 per cent in new admissions to Day Sessions from 1952
to 1961 as shown in Table 7. It is clear from these data that any
move to lower admission requirements will substantially increase the
number of students who will have to vie for seats in already crowded
classrooms.
4. It is assumed that the present policy of free tuition for matricu-
lated undergraduates at the Senior Colleges will be maintained
through 1975. The passage of permissive legislation on this issue
by the 1961 New York Legislature at least raises the question of
whether or not a free tuition policy will be continued indefinitely.
Additional factors not reflected in the projections because of the
dearth of data on which to base numerical predictions are the likely
effects on enrollments which would ensue were dormitories provided
for Queens College and for Hunter College in the Bronx. Such
facilities might be built for several Senior Colleges through assistance
from the State Dormitory Authority. The provision of residence
Table 7
NEW ADMISSIONS TO ALL PUBLIC
TWO-YEAR COLLEGES IN NEW YORK CITY
City University
Community Colleges NYC Community College Total
(Bronx, Queensborough, and Public Two-Year
Staten Island) Fashion Inst. of Tech. Colleges
Year Day Eve. Total Day Eve. Total Day Eve. Total
1952 Dod 50 ++. 1957 | 1018 2975 1957 1018 2975
1953 see Oo ++. 2202 | 1062 3264 2202 1062 3264
1954 Boo Do -.. 1885 | 1825 3660 1835 1825 3660
1955 see . +.» 1759 | 2363 4122 1759 2868 4122
1956 111 Bc 111-1889 | 3285 5174 2000 3285 5285
1957 211 57 268 2027 | 3676 5703 2238 3733 5971
1958 228 60 288 2079 | 4008 6087 2307 4068 6375
1959 967 66 | 1033 2464 | 4246 6710 3431 4312 17743
1960 880 320 | 1200 2419 | 4811 7230 3299 5131 8430
1961 1420 512 | 1932 2476 | 5599 8075 3896 6111 10007
Source: The City University Enrollment and Admissions Reports and Registrar’s Reports
of NYC Community College and Fashion Institute of Technology.
86 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
facilities might well attract students, particularly from outside the
City, to the four-year colleges and to graduate programs.
A non-estimable factor of some import is the situation which may
confront high school graduates during the next decade and beyond
that. Seventeen-year-olds of good academic promise may, because of
technological advances like automation and its effects on the jub
market, have nowhere to go but to college. Nor is it unlikely that
the Community Colleges will attract a new clientele of students,
somewhat older than recent high school graduates, who will turn to
these colleges for technical retraining.
Any one and all of these assumptions can be challenged as being
improbable under varying conditions. However, a start must be made
on the long-range needs of the University. The tenuousness of the
assumptions merely underscores the necessity for continuous study
of the future enrollments of the University in the light of changing
conditions and the making of such revised estimates as the studies
may indicate.
GENERAL PLAN FOR ESTIMATING UNDERGRADUATE
ENROLLMENTS AND ADMISSIONS
The admission of students to The City University in 1965, 1970,
and 1975 can be thought of as a pyramid. The base of the pyramid,
as shown in Figure 2, is the estimated number of resident youth of
college entrance age, which is taken to be the number of 17-year-olds.
Many studies have used the 18-year-olds, and some have struck an
average between the two. It is believed that current programs at
the junior and senior high school levels which call for rapid progress
on the part of bright pupils and the numerous plans for advanced
placement are, during the next decade, going to have the general
effect of lowering the entrance age of the typical City University
freshman to about 17 years. As a matter of fact, the average age of
entering freshmen in the Senior Colleges in the Fall 1959 was about
17% years.
The data base for the forecasts of 17-year-olds at each of the
target years is the 1960 U. S. Census. Children who were 12 in
1960 will be 17 in 1965, those who were seven in 1960 will be 17
in 1970, and the two-year-olds in 1960 will be 17 in 1975. No attempt
has been made to adjust these figures for survival ratios or for
anticipated migration on the part of 17-year-olds per se. However,
survival is taken into account in the estimates of high school gradu-
ates. Two separate geographical areas have been differentiated, the
five boroughs of New York City and the four suburban New York
STUDENTS—THE PROBLEM OF NUMBERS 87
University
Admissions
High School
Graduates
Public and Private
School Pupils in
Twelfth Grade
Resident Youth
of
College Entrance Age
Figure 2
SCHEMATIC DIAGRAM OF THE PROCESS USED IN ESTIMATING
CITY UNIVERSITY ADMISSIONS 1965, 1970, AND 1975
State Counties of Nassau, Rockland, Suffolk, and Westchester. In
addition, the ethnic group recorded in the U. S. Census has been
preserved. The general method of estimating used here is closely
akin to that described by Lins.? Its application produces the figures
found in Table 8.
The second echelon for prediction is the number of twelfth-grade
pupils enrolled in both public and private high schools in the Fall
term preceding expected graduation. (See Table 8.) In collecting
these data, it was possible to maintain a geographical breakdown
between New York City and the four suburban counties, but the
estimate of the relative numbers of whites and non-whites in New
York City are not particularly reliable. In recording the data, all
private school pupils are tallied as white because of the impossibility
of getting ethnic designations for children enrolled in private schools.
Private school authorities simply do not maintain this information
in their school records. This feature means that the number of non-
3L. J. Lins. Methodology of Enrollment Projection for Colleges and Uni-
versities. The American Association of Collegiate Registrars and Admissions
Officers; Menasha, Wisconsin; March, 1960.
88
LONG-RANGE PLAN FOR THE CITY UNIVERSITY
whites tends to be somewhat underestimated. Forecasts of the number
of twelfth-grade pupils for New York City are based on separate
migration-survival ratios (See Appendix II, Table 70) for white and
non-white pupils. For the four suburban counties, a flat 70 per
cent of the 17-year-olds seemed to form a reasonable estimate. By
taking suburban census estimates of the number of 17-year-olds and
reports of the New York State Education Department for the even-
numbered years 1950 to 1960, a weighted average of 70 per cent was
ESTIMATED NUMBERS OF 17-YEAR-OLDS,
Table 8
12TH GRADE PUPILS, AND HIGH SCHOOL GRADUATES
IN THE NEW YORK METROPOLITAN AREA, 1950-1961, WITH FORECASTS FOR 1965, 1970 AND 1975.
YEAR
17-YEAR OLDS*
New York City:
White ...
Non-white
Total ....
New York Suburban
Counties :**
White ....
Non-white
Total .....
New York Metropolitan Area:
Total
TWELFTH GRADERS IN
PREVIOUS FALL TERM***
New York City:
White ...
Non-white
Total
Four Suburban Counties:
Total .....
New York Metropolitan Area:
Total
HIGH SCHOOL
GRADUATES****
New York City:
White ...
Non-white
Total
Four Suburban Counties:
Total ....
New York Metropolitan Area:
Total ....
1950
81,381
9,293
90,674
18,415
1,024
19,439
110,113
49,540
7,403
56,943
14,968
71,911
47,888
7,155,
55,043
14,533
69,576
1952
86,680
11,820
98,500
19,950
1,050
21,000
119,500
47,395
7,082
54,477
15,352
69,829
45,917
6,861
52,778
14,905
67,683
1954
77,880
10,620
88,500
23,750
1,250
25,000
113,500
45,098
6,739
51,837
16,421
68,258
43,309
6,471
49,780
15,943
65,723
1966
77,088
10,512
87,600
26,125
1,375,
27,500
115,100
48,037
7178
55,215
19,531
74,746
44,563
6,658
51,221
18,963
70,184
1968
86,944
11,856
98,800
32,775
1,725
34,500
133,300
50,188
7,500
57,688
23,282
80,970
46,552
6,956
53,508
22,604
76,112
* Data abstracted from US Census Reports on New York Metropolitan Area for 1950 and 1960.
Dat
** These counties are Nassau, Rockland, Suffolk, and Weatchester.
represent estimates derived from migration-survival experience in New York City public and private schools.
*¢¢*Data represent estimates based on experience ratios of high school graduates to 12th grade pupils.
1960
93,655
13,981
107,636
41,063
1,786
42,849
150,485
64,988
9,711
74,699
33,792
108,491
57,790
8,635
66,425
32,808
99,233
1961
86,449
13,959
100,408
40,381
1,714
42,095
142,503
60,982
9,112
70,094
29,466
99,560
57,323
8,565
65,888
28,582
94,470
1965 1970 1976
103,534 96,560 109,043
19,333 28,396 27,721
122,867 119,956 136,764
58,093 63,670 63,259
2,424 2,831 3,322
60,517 66,501 66,581
183,384 186,457 203,345
66,595 74,337 81,933
9,951 11,108 12,243
76,546 85,445 94,176
42,362 46,551 46,607
118,908 131,996 140,783
62,599 69,877 77,017
9,354 10,441 11,508
71,953 80,318 88,525
41,091 45,154 45,209
113,044 125,472 183,734
See Table 70, Appendix II.
STUDENTS—THE PROBLEM OF NUMBERS 89
obtained. The suburban data on twelfth-grade pupils are not esti-
mated separately for white and non-white because of the lack of
reliable information.
At the third step in the process of prediction, estimates were made
for 1961, 1965, 1970 and 1975 of the numbers of high school gradu-
ates that can be expected, as long as present policies of promotion
and retention in the high schools remain in force.t Table 9 reports
the data on the ratios of graduates to twelfth-grade students in the
previous Fall term. There seems to be a recent trend toward in-
creased dropout between the beginning and end of the twelfth
year in New York City high schools. Since this apparent trend may
or may not continue, an average for the ten-year period has been
used. The weighted averaging process gave a ratio of 94 per cent
for New York City and 97 per cent for the four suburban counties.
In other words, for every 100 twelfth-grade students in New York
City as of October of the school year, it is estimated that 94 will
be graduated during the following calendar year; and in the sub-
urban counties, 100 twelfth-grade students will yield 97 graduates.
(See Table 8)
With fairly satisfactory estimates of the number of high school
graduates at hand, effort was made to forecast the number of new
or first-time students (excluding graduate students and those en-
rolled in adult education programs) who will be admitted to the
seven units of the City University. Here the admission experience
of the Senior Colleges between 1952 and 1961 has been taken as
the guide. The year 1956 is important because it marks the opening
of the first Community College under the auspices of the Board of
Higher Education. By calculating the proportion of New York
City’s high school graduates, both public and private, who have been
admitted to the City University and the two-year public colleges
(NYC Community College and Fashion Institute of Technology)
during the past decade, a picture of current policy and practice is
obtained. (See Table 10.) In general, the ratios of first-time ad-
missions to baccalaureate degree candidacy have declined in the
Senior Colleges of the City University in proportion to the number of
New York City high school graduates. On the other hand, an in-
crease in the same ratios has been registered for students enrolled
in two-year curricula in the Community Colleges and the Fashion
Institute of Technology.
* College Admissions in New York State 1958-1961; The University of the
State of New York, the State Education Department, Albany, New York; May,
1962.
90
LONG-RANGE PLAN FOR THE CITY UNIVERSITY
Table 9
RATIO OF NEW YORK CITY HIGH SCHOOL GRADUATES
(PUBLIC AND PRIVATE) TO TWELFTH GRADE PUPILS
AT THE BEGINNING OF THE SCHOOL YEAR
(1950-1961)
Group Year + Public |
Oct.
Twelfth Graders
Graduates «0.0.0...
Ratio in per cent
Twelfth Graders
Graduates ..........
Ratio in per cent
Twelfth Graders
Graduates ..........
Ratio in per cent
Twelfth Graders
Graduates ..........
Ratio in per cent
Twelfth Graders
Graduates ...........
Ratio in per cent.
Twelfth Graders
Graduates 0.0...
Ratio in per cent
Twelfth Graders
Graduates ...........
Ratio in per cent
Twelfth Graders
Graduates ..........
Ratio in per cent
Twelfth Graders
Graduates .........0..
Ratio in per cent
Twelfth Graders
Graduates ............
Ratio in per cent
Twelfth Graders
Graduates (Est.)
Ratio in per cent
Oct.
Oct.
Oct.
Oct.
Oct.
Oct.
Oct.
Oct.
Oct.
Oct.
1950
1951
1951
1952
1952
1953
1953
1954
1954
1955
1955
1956
1956
1957
1957
1958
1958
1959
1959
1960
1960
1961
Students
46,223
45,091
97.6
44,105
42,729
96.9
50,772
48,928
96.4
41,156
39,465
95.9
43,930
41,073
93.5
43,181
40,058
92.8
42,548
38,881
91.4
44,875
41,186
91.8
49,224
44,330
90.1
58,570
52,084
88.9
54,292
51,034
94.0
Private* | Total
10,220 56,443
9,976 55,067
10,372 54,477
10,049 52,778
10,948 61,720
10,552 59,480
10,681 51,837
10,315 49,780
11,835 55,765
11,067 52,140
12,034 55,215
11,163 51,221
12,686 55,234
11,592 50,473
12,813 57,688
12,322 53,508
14,124 63,348
12,720 57,050
16,129 74,699
14,341 66,425
15,802 70,094
14,854 65,888
Source: Bureau of Educational Program Research and Statistics, New York City Board of
Education.
* Estimated.
Table 10
RELATIONSHIP OF THE NUMBER OF NEW YORK CITY HIGH SCHOOL GRADUATES TO NEW ADMISSIONS AT THE CITY UNIVERSITY AND
NEW YORK’S PUBLIC TWO-YEAR COLLEGES, 1952-1961, WITH FORECASTS FOR 1965, 1970, AND 1975
YEAR 7 1952 7 1984 1956 — 1968 | 1960 ~ Y 1961 . wes | 97 | 1975
Number % Number -% Number % Number % Number Number -% Number % Number % Number -%
HS GRADUATES
NYC PUBLIC & PRIVATE: | 52,778 49,780 51,221 53,508 66,425 65,888 72,000 80,300 88,500
a
NEW BACCALAUREATE
MATRICULANTS
8,002 15.2 7,266 14.6 6,863 13.4 7,180 13.4 9,139 13.8 8,106 12.3 10,080 14.0 12,848 16.0 16,373 18.5
857 1.6 865 17 690 13 595 11 462 0.7 457 0.7 720 1.0 1,205 15 1,327 1.5
8,859 16.8 8,131 16.3 7,553 9 14.7 7,775 14.5 9,601 14.5 8,563 13.0 10,800 15.0 14,053 17.5 17,700 20.0
NEW ASSOCIATE ik
DEGREE STUDENTS:
City University
Senior Colleges
(Evening Only) ..... 1,478 2.8 2,157 4.3 3,377 6.6 3,511 6.6 3,520 5.3 3,382 5.1 2,500 3.5 3,300 41 4,000 45
City University
Community Colleges:
Day . 111 0.2 228 0.4 880 13 1,420 21 1,860 2.6 4,900 6.1 7,610 8.6
Evening see see 60 0.1 320 0.5 512 0.8 800 11 1,600 2.0 3,615 4.1
Total 111 0.2 288 0.5 1,200 18 1,932 2.9 2,660 3.7 6,500 8.1 11,225 = 12.7
NYC Community College &
Fashion Institute of Tech:
Day .. 1,957 3.7 1,835 3.7 1,889 3.7 2,079 3.9 2,419 3.6 2,476 3.8 3,900 5.4 4,335 5.4 4,780 5.4
Evening 1,018 19 1,825 3.5 3,285 6.4 4,008 15 4,811 1.2 5,599 8.5 7,500 10.4 8,350 10.4 9,200 10.4
Total .. 2,975 5.6 3,660 TA 5,174 10.1 6,087 11.4 7,230 10.8 8,075 12.3 11,400 15.8 12,685 15.8 13,980 15.8
Total New Associate De-
gree Admissions
Day 1,957 3.7 1,835 3.7 2,000 3.9 2,307 4.3 3,299 5.0 3,896 5.9 5,760 8.0 9,235 = 11.5 12,390 14.0
Evening 2,496 4.7 3,982 8.0 6,662 13.0 7,579 = 14.2 8,651 13.0 9,493 14.4 10,800 15.0 x 16,815 19.0
Total 4,453 8.4 6,817 11.7 8,662 16.9 9,886 18.5 11,950 18.0 13,389 20.3 16,560 23.0 2: 5 29,205 33.0
GRAND TOTAL:
New Baccalaureate and
Assoc. Degree Admissions:
Day ..... 9,959 18.9 9,101 18.3 8,863 17.3 9,487 = 17.7 12,438 = 18.8 12,002 18.2 15,840 22.0 22,083 27.5 28,7638 32.5
Evening ... 3,353 6.3 4,847 9.7 7,352 = 14.3 8,174 15.3 9,113 13.7 9,950 15.1 11,520 16.0 14,455 18.0 18,142 20.5
Total 18,312 25.2 | 18,048 28.0 16,215 31.6 17,661 33.0 21,551 = 32.5 21,952 33.3 27,360 38.0 36,538 = 45.5 46,905 53.0
92 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
A third type of prediction is undertaken in this chapter—that of
forecasting the total undergraduate enrollment in the City University
in 1965, 1970 and 1975 based on this institution’s historic role in
providing higher education for a portion of the resident population
17-20 years of age. These estimates shown in Table 11 are extremely
rough and as a consequence have been rounded to the nearest half-
thousand. No attempt is made here to forecast changes in the demand
for adult education courses or other non-collegiate instruction. In
Chapter XI, it is recommended that these be gradually shifted to other
institutions and agencies.
To illustrate the method of attack in making forecasts, a detailed
route will be traced from the particular estimates back through the
source material to the basic census information. The rationale for
the several steps in the forecasting process is explained in a numeri-
cal context.
Table 11
FORECASTED UNDERGRADUATE ENROLLMENTS
FOR THE CITY UNIVERSITY OF NEW YORK
FOR 1965, 1970, AND 1975
T WHITE | NON-WHITE |
NYC NYC
College- Attending College- | Attending
age group City age group| City
Year (17-20) University % (17-20) | University Total
1950 | 366,175 50,678 13.8 43,187 6.2 53,345
1960 | 322,628 66,846 20.7 56,341 6.2 70,365
1965 | 378,416 75,500 | (20.0*)| 64,539 (7.5*) 80,500
1970 | 375,583 84,500 | (22.5*)| 89,673 (10.0*) 93,500
1975 | 414,465 | 103,500 | (25.0*) | 106,235 (12.5*) | 117,000
Source: U.S. Census Reports on New York Metropolitan Area for 1950 and 1960.
* The ratios in parentheses have been multiplied by the forecasted numbers in the college-
age group to obtain a rough estimate (rounded to nearest half thousand) of numbers of
college-age youth who can be expected to attend the City University as undergraduates in
both Senior and Community Colleges.
FORECASTS OF TOTAL UNDERGRADUATE ENROLLMENTS
In this section of the report estimates are made of the total
undergraduate enrollment of the City University on the three target
dates: 1965, 1970, and 1975. These forecasts put together enroll-
ments for matriculants in two-year programs and matriculants in
four-year programs for all seven units of the City University. The
general assumption here and throughout this chapter is that admission
STUDENTS—THE PROBLEM OF NUMBERS 93
requirements and tuition fees will, except for minor revisions, be as
recommended elsewhere in this report. It is only on the basis of
such an assumption that it is possible to gauge the over-all popula-
tions of the future. Essentially, the method is based upon census
tabulations of a college-age group—l7 to 20-year-olds—and the
experience of the University in providing educational facilities for a
given portion of this population segment. Because of the changing
complexion of the population of the City, an attempt has been made
to separate the forecast for persons classified as white and non-white.
In making this ethnic designation the census data in which the enu-
merator records people according to his observation of their physical
characteristics were used. It is believed that white citizens of New
York who are of Puerto Rican origin are classified as white. If the
college-going propensity of Puerto Rican 17-year-olds is more like
that of non-whites than it is of the whites of European stock, then
continued in-migration of persons from Puerto Rico will probably
cause an overestimation of the interest in college attendance on the
part of whites. There seemed to be no reliable way to separate
these groups beyond the division made in U. S. Census Reports.
Illustrative Example
Using Table 11 as a springboard, there were 53,345 undergraduates
of all types enrolled in the Municipal Colleges in 1950; and 70,365
was a corresponding figure for 1960, based on Fall term reports.
These total figures of undergraduate enrollments in the City Uni-
versity have been rather arbitrarily divided into 95 per cent white and
5 per cent non-white. This division represents a distillation of the
best information that could be obtained from registrars and other
administrators in the City University and is included here because
of the rapid changes in the ethnic distribution of the City’s population.
There are no data to support this 95/5 division. Indeed, it would be
a violation of State law to record race either upon the application for
admission to the City University or on its registration forms.
The number of persons who were 17 to 20 years of age in 1950
(Table 11) has been abstracted from the 1950 New York City
Metropolitan Area Census Reports: 366,175 whites, 43,187 non-whites.
For 1960 the corresponding figures were: 322,628 whites, and 56,341
non-whites. Note that these figures reflect the net result of a
marked differential between whites and non-whites in net migration.
The number of whites in the college-age group decreased by about
40,000 and the number of non-whites in the same age group increased
by approximately 13,000. These two sets of data were used to obtain
94 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
estimates of the ratios of the City University undergraduates to their
corresponding college-age population in the five boroughs of New
York City. Thus, there were 13.8 per cent of the whites of college-
age attending the City University in 1950, and 20.7 per cent in
1960. Among non-whites, similar calculations give 6.2 per cent for
each year. To estimate the probable number of future college-age
youth in New York City, there was taken from the 1960 census
reports, separately for whites and non-whites, the number of 12-year-
olds (they will be 17 in 1965), the number of seven-year-olds (they
will be 17 in 1970), and the number of two-year-olds (they will be
17 in 1975).
In order to make estimates of total undergraduate enrollments
at the City University for the years 1965, 1970, and 1975, it was
necessary to make some judgments about likely trends in the
college-going habits of both whites and non-whites during the next
15-year period. On a nation-wide basis, it seems evident that demand
for college experience will continue to increase, more in some locali-
ties than in others, and that the increase will be at a higher rate
for non-whites than it is for whites. The fact that education has
always been the means of acquiring upward “social mobility” in
the nation’s class structure suggests that non-whites will, in the years
ahead, begin to make greater use of this method than they have in
the past. On the basis of this reasoning, it is estimated that the City
University will be providing educational opportunities for about 20
per cent of the New York City white youth of college age in 1965,
about 22% per cent in 1970, and about 25 per cent in 1975. For the
non-white youth, the estimates are that about 7% per cent will be
attending the City University in 1965, 10 per cent in 1970, and 12%
per cent in 1975. Although these figures represent subjective judg-
ments, it is believed that they are realistic in terms of the broad gen-
eral trends which are now being observed in society.
On the basis of the above figures, the City University will have to
provide for about 80,500 undergraduates in 1965; 93,500 in 1970;
and 117,000 in 1975. These estimates are essentially status quo
predictions from the standpoint of migration trends. If there is no
marked change in the net migration of whites and non-whites in the
17 to 20 age group, and the four assumptions mentioned previously
are valid, then these estimates should be reasonably accurate. How-
ever, any pronounced tendency on the part of white suburban resi-
dents to “return to the City”, as it were, will herald an increase in
the proportion of whites who may be expected to attend the City
University. On the other hand, if the proportion of non-whites and
STUDENTS—THE PROBLEM OF NUMBERS 95
whites who are not “college-oriented” in the New York City popu-
lation increases markedly, then these estimates of the City University
enrollments will be too high because historically these groups do
not tend to seek admission in the same proportion as middle-class
whites.
FORECASTS OF NEW ADMISSIONS
In the preceding section, the method by which total undergraduate
enrollments were forecast from the U.S. Census of resident college-
age population has been described. In this section, attention is given
to forecasts of new admissions to the City University for the three
target years of 1965, 1970, and 1975. The term “new admissions”
means that these are first-time entrants into the college community,
thus excluding transfer students who have accumulated a number of
college credits in various divisions of the University or in other in-
stitutions. Adult education students and graduate enrollees are also
excluded.
In Table 8 the progression of numerical data from 17-year-olds
to twelfth graders to high school graduates has been traced. These
estimates are shown separately for whites and non-white groups
in New York City and the suburban New York Counties of Nassau,
Rockland, Suffolk, and Westchester. The number of New York City
public and private high school graduates, both white and non-white,
has provided the base with which to estimate the admissions shown
in Table 10. The forecasts for 1965, 1970, and 1975 respectively are
72,000, 80,300, and 88,500. The basic division of Table 10 is in the
first-time or new student admissions to four-year baccalaureate pro-
grams and to two-year associate degree programs. Where it was
applicable, Day Session and Evening Session students have been
separated within the totals of the categories. New York City’s two
public two-year colleges which are not part of the City University—
the New York City Community College and the Fashion Institute
of Technology—have been included under the associate degree ad-
missions in order to estimate the total public college resources in the
City for undergraduates.
It can be seen from the admissions experience data shown in
Table 10 that the Senior Colleges have been admitting a decreasing
proportion of New York City’s high school graduates in the decade
1952-1961; 16.8 per cent in 1952 and 13.0 per cent in 1961. During
this period the number of high school graduates has increased from
almost 53,000 to nearly 66,000. Meanwhile, the number of students
96 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
registering for four-year programs has been consistently maintained
at slightly over 8,000 students, except for the year of 1960 when a
special provision was made for admitting an expanded freshman
class. This has been done by a progressive rise in the high school
average and composite score required for admission. In view of
changing social conditions and the demand for broadly educated
citizens, it is estimated that this proportion will increase over the
next decade and a half until it reaches approximately 20 per cent
of the local high school graduating class. Table 10 shows that this
projection of the role of the University in fulfilling its social respon-
sibilities would mean an increase from about 8,500 new admissions
in 1961 to more than 17,000 admissions in 1975. Meeting these
targets would change the ratios of Senior College admissions of high
school graduates from 13 per cent in 1961 to 20 per cent by 1975.
Turning now to two-year programs, Table 10 shows three main
resources for students who plan to acquire two-year or associate
degrees—the Evening Session of the City University Senior Colleges;
the City University Community Colleges, with Day and Evening Ses-
sions; and the programs in New York City Community College and
the Fashion Institute of Technology, again both day and evening.
The Evening Session at City, Brooklyn, and Queens Colleges, (Hunter
does not offer a two-year degree) provides an important opportunity
for a large number of students to acquire two-year degrees—persons
who would not otherwise be able to attend college because of eco-
nomic needs and the demands of employment. The data show that
new admissions to these programs account for about 5 per cent
of the high school graduates of New York City in any given year.
During the next decade these programs will receive about the same
number of new admissions, perhaps even dropping a few hundred
students as the newly established two-year Community Colleges
attract the major proportion of the growth in the City University’s
enrollment. The Community Colleges under the Board of Higher
Education in 1961 admitted almost 2,000 new students, accounting
for nearly 3 per cent of the New York City high school graduates.
With the acquisition of new physical facilities and the expansion of
existing ones for Community Colleges, there is forecast a rise to
about 11,000 new admissions by 1975, with the majority of these
concentrated in Day Session programs.
The third major resource for two-year programs are the New
York City Community College and the Fashion Institute of Tech-
nology, which now accept about 12 per cent of the City’s high school
graduates. State funds for the expansion of the New York City
STUDENTS—THE PROBLEM OF NUMBERS 97
Community College are already available, and it is anticipated that
these units will be able to admit from 15 to 16 per cent of the
City’s high school graduates beginning in 1965. Table 10 shows that
the City University and the public two-year colleges of the City
are now (1961) serving approximately one-third of the City’s high
school graduates. This represents an increase from one-fourth of
the 1952 high school graduates. Social factors such as a shrinking
supply of entrance jobs, the demand for technologically trained
workers, and the effects of automation with respect to retraining
needs, all point to an expanding role for the City University in
the economic life of the City. As projected here, the City University
and the public two-year colleges by 1975 should be providing in-
struction for something over 50 per cent of the City’s high school
graduates—public and private. This forecast is predicated on the
belief that the private colleges cannot expand rapidly enough to
absorb the rising demands for admission to undergraduate programs,
and that they will continue to serve about 15 per cent of the youth
of college entrance age. This would mean that approximately 70
per cent of the City’s high school graduates would be served with
some form of higher education. This disposition places a heavy
emphasis on the expanding role of the two-year Community Colleges,
and resembles in broad outline the comprehensive Master Plan
recently adopted for public higher education in the State of Cali-
fornia.®
The California plan involves relatively greater emphasis on the
first two years of college instruction in the junior colleges and state
colleges, with the University becoming the center for upper level
undergraduate instruction and graduate work. Whether or not such
a plan is desirable for the City University depends upon physical
plant facilities and curriculum goals.
Admission of Out-of-City Residents
In the tentative forecasts of admissions for 1965, 1970, and 1975,
the possibility of enrolling sharply increased numbers of students
from the four nearby suburban counties—Nassau, Rockland, Suffolk,
and Westchester, has been omitted. Table 8 shows a marked in-
crease between 1961 and 1975 in the number of high school gradu-
ates which can be expected in these four counties. The estimates
rise from about 29,000 in 1961 to about 42,000 in 1965 and 45,000
in 1975. It seems altogether likely that this growth of high school
5T. C. Holy. “California Master Plan for Higher Education, 1960-1975.”
Journal of Higher Education, Vol. 32, pp. 9-16; January 1961.
98 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
graduates in the suburbs will place a strain on the public and private
colleges which have traditionally admitted students from those areas.
Whether or not students who cannot get into colleges in their own
county will seek space in City University colleges will become
apparent during the next two or three years.
To what extent does the City University now admit students who
are out-of-city residents? To answer this question requires some
historical perspective. From 1949 to 1959 it was possible for a resi-
dent of New York State who was not residing inside New York City
to be admitted to the Senior Colleges of the City University only
on his stated intent to pursue a program of studies in teacher educa-
tion. He, of course, had to meet the usual entrance requirements
in force at the time of admission. The passage of the Mitchell Bill
by the State Legislature in 1959 opened up the City University to all
out-of-city residents who would pay for one-third of their actual
cost, with matching amounts contributed by the City and the State.
Relatively few students have been admitted in the two years since
this opportunity became available.
Table 74 in Appendix II shows that the City University, between
1956 and 1961, has been admitting from 200 to 300 first-time students
with residence outside New York City. These students have been
enrolled in the Teacher Education Programs. It is expected that
the number of admissions from out-of-city will increase slightly by
1965 to 500 students, and will perhaps go to 1,000 students by
1970 and 1,500 by 1975. These growth estimates have not been
included in the projections for Table 10 because of the unreliability
of the estimates.
PROCEDURES FOR ESTIMATING HIGH SCHOOL
GRADUATES, 1965 TO 1975
Because the forecast of City University admissions rests so heavily
upon estimates made of the numbers of graduates of the City’s public
and private high schools, it may be instructive to trace a reverse
path through the information collected from a variety of sources.
Table 10 summarizes the amassed data in which estimates that new
admissions to the City University in 1965 will be approximately 17,300
whites and 1,100 non-whites, for a total of about 18,400, are made.
The bases for these forecasts are found in Table 12, which shows
the separate white and non-white ratios of City University admissions
to New York City high school graduates (public and private) for the
10-year period 1952 through 1961. Annual admissions to all units
STUDENTS—THE PROBLEM OF NUMBERS 99
of the City University have increased by about 3,500 during the
period.
Estimates of the number of New York City high school graduates,
as found in Table 10, have been obtained from the data on twelfth
grade pupils furnished by the New York City Board of Education.
(See Table 8.) The Bureau of Program Research and Statistics at
the Board provided the number of twelfth grade pupils (as of October
31 in a designated school year) in both public and private schools.
In New York City, about 94 per cent of the twelfth grade pupils sur-
vive to graduation on the basis of a weighted average of experience
from 1950 to 1961. (See Table 9.) Taking the estimated data for
1965 as a numerical example, there will be about 62,600 white high
school graduates and about 9,400 non-whites, for a total of 72,000.
(See Table 8.) Because all of the private school data has been in-
cluded in the column for whites, it is most likely that the number
Table 12
ESTIMATED RATIO OF FIRST-YEAR ADMISSIONS,
THE CITY UNIVERSITY OF NEW YORK,* TO THE
NUMBER OF NEW YORK CITY HIGH SCHOOL GRADUATES,
1952 - 1961 (PUBLIC AND PRIVATE)
New York City Admissions
Year High School Graduates to City University Ratios
| ow Nw | Total | Ww | Nw Total | Ww NW
1952 45,917 6,861 | 52,778 9,820 | 517 10,337 21.39 = 7.54
1953 51,747 7,733 | 59,480 10,422 | 549 = 10,971 20.14 = 7.10
1954 43,309 6,471 | 49,780 9,774 | 514 10,288 22.57 7.94
1955 45,326 6,778 | 52,140 10,645 | 560 11,205 23.49 8.26
1956 44,563 6,659 | 51,221 10,489 | 552 11,041 23.54 8.29
1957 43,911 6,562 | 50,473 11,297 | 595 11,892 25.73 9.07
1958 46,552 6,956 | 53,508 10,995 | 579 11,574 23.62 8.32
1959 49,633 17,417 | 57,050 11,186 | 589 = 11,775 22.54 7.94
1960 57,790 8,637 | 66,425 13,605 | 716 14,321 23.54 8.29
1961 57,323 8,565 | 65,888**| 13,183 | 694 13,877 23.00 8.10
{__
* Includes Senior and Community Colleges.
** Estimated.
of white high school graduates is slightly overestimated and that the
number of non-whites is somewhat underestimated.
Forecasting the number of pupils who will survive and reside in
the City from the time of census enumeration to enrollment in the
twelfth grade presented some unusual problems. The most potent
100 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
difficulty in making these projections has been the marked changes
in net migration. Since 1950, differences in net migration between
whites and non-whites have been striking; and differences in net
migration among the different boroughs of New York have also been
large. Table 70 in Appendix II shows the migration-survival patterns
of New York City children by borough, based on a combination of
U.S. Census data and school enrollment statistics for the period 1950
to 1960. This table, for example, shows that 89,509 13-year-olds were
enumerated in the five boroughs by census takers in 1950. Four years
later (in 1954) there were, according to public and private school
estimates, 55,765 twelfth grade pupils for a City-wide migration-sur-
vival ratio of 62.3 per cent. This means that for every 100 13-
year-olds reported in the 1950 Census, there were only 62 attending
twelfth grade classes four years later. These figures reflect not only
the expected dropouts during high school but evidently a period
of rather high out-migration from the City to the suburbs. In making
the forecast of the number of twelfth grade pupils in New York City
in 1964 (94 per cent of whom are expected to graduate in 1965),
62.3 per cent of the number of 13-year-olds tallied in the 1960
U.S. Census has been used. The implicit assumption, which is not
wholly satisfactory, is that in using this procedure the migration-sur-
vival trends in New York City characteristic of 1950-1954 will be
matched in 1960-1964. However, no better procedure was found.
The procedure described above yielded a New York City estimate
of twelfth grade pupils for 1964 of 76,546, as shown in Table 8.
Similar estimates for 1969 and 1974, based on the appropriate migra-
tion-survival ratios from Table 70 in Appendix II, yielded 85,445
and 94,176 respectively for the last two target years.
In Table 8, data are shown for the number of 17-year-olds in the
New York State Metropolitan Area from U. S. Census Reports of
1950 and 1960. Values for the indicated intervening years 1952-1958
were obtained by extrapolating from younger age groups. For ex-
ample, 15-year-olds in 1950 were assumed to attain 17 years of age
in 1952, etc. The estimates of 17-year-olds recorded by this means
were adjusted to account for migration trends noted in school data.
In addition to the tables included in this chapter, there are ten
source tables which appear in Appendix II. These contain relevant
information concerning City University enrollments.
1. On the basis of tabulated data and assumptions made in this re-
port, it is estimated that the City University—both Senior and
Community Colleges—should plan to accommodate the following num-
STUDENTS—THE PROBLEM OF NUMBERS 101
bers of undergraduate students excluding students in non-credit
courses. (These per cents are based on the number of undergraduates
in the Fall 1961.)
in 1965—80,500 students (an increase of 16 per cent from 1961)
in 1970—93,500 students (an increase of 35 per cent from 1961)
in 1975—117,000 students (an increase of 69 per cent from 1961)
2. With respect to the numbers of new admissions which the City
University should anticipate, in both Senior and Community Colleges,
the estimates are as follows:
in 1965—15,960 students (an increase of 15 per cent from 1961)
in 1970—23,850 students (an increase of 72 per cent from 1961)
in 1975—32,925 students (an increase of 137 per cent from 1961)
Viewed in perspective, it is believed that these estimates are neither
conservative nor grandiose. They are based on a set of assumptions
which seemed reasonable at the beginning of 1962. It is, of course,
hazardous to attempt to predict rates and concomitants of social
change, yet it is absolutely essential that developmental predictions
take such factors into account as well as the hard and fast historical
data.
Early in this chapter, emphasis was placed on the necessity for
continuous study of enrollment estimates in the light of changing
conditions. The chapter closes with that same emphasis.
CHAPTER VI
THE SELECTION AND RETENTION OF STUDENTS
Because of the variations particularly in the qualitative require-
ments for admission to both the Senior Colleges and the Community
Colleges, as well as those for retention, it is necessary to take several
pages in this chapter to show the nature and extent of these variations.
Furthermore, in order to present them in an understandable form,
they are included largely in outline.
To understand why institutions under the same governing board
have this large number of variations in both admission and retention
requirements, it should be recalled that historically the Senior Col-
leges have developed quite independently; these extensive variations
in admission and retention practices are, therefore, one of the by-
products of that development.
ADMISSION POLICIES IN EFFECT IN THE FALL OF 1960
Senior Colleges—Day Session
The four Senior Colleges had different origins and backgrounds,
and they naturally established different entrance requirements, cur-
ricula, and graduation requirements.
In 1948 the Board of Higher Education passed the following reso-
lution:
RESOLVED that the Board approve as a matter of policy uniformity as
far as possible in admission requirements to the four colleges and request
the Administrative Council to take such steps as may be necessary to secure
such uniformity as soon as possible and report to the Board. (Board of
Higher Education Minutes, 1948, p. 10.)
A four-college committee was appointed to explore the possibility
of establishing uniform admission requirements and _ procedures.
The committee submitted its report to the Board in 1949 and recom-
mended uniform admission requirements and procedures for fresh-
men entering from high school. No agreement could be reached on
the requirements for admission from other colleges with advanced
standing or for transfer from the Schools of General Studies to the
Day Sessions, and as a result each Senior College still has its own
102
SELECTION AND RETENTION OF STUDENTS 103
requirement in these areas. The uniform admission requirements
for freshmen entering from high school went into effect in Febru-
ary, 1950. These requirements follow.
1. Quantitative Requirements
The quantitative requirements for admission are the same in all four
senior liberal arts colleges and are as follows:
Prescribed
English TT 4 units
American history 1 ”
Three years of a foreign language? 3 “
Elementary and intermediate algebra! “h ”
Plane geometry! 1 7
Science 1 ”
Elective!
(1) Regular academic subjects in
English, social studies, mathematics,
science, foreign language 1% or more units
(2) Any other subject credited in
a recognized high school 0-3 units
2. Qualitative Requirements
(a) In 1961-62, approximately two-thirds of the freshmen enter-
ing from high school were admitted on the basis of the high school
record only and were required to have an average mark of 85 per
cent or higher in the following five areas: English, foreign lan-
guage, mathematics, social studies, and science. This requirement
was uniform in all four colleges. The remaining one-third of the
freshmen entering from high school were admitted on the basis
of the high school average and the rating in the Scholastic Aptitude
Test. The raw scores on the Scholastic Aptitude Test (which
range from 200 to 800) are converted so that they are comparable
to the high school average (which has a maximum of 100). Equal
weight is given to the high school average and the converted
Scholastic Aptitude Test score. The two are added to give the
combined score, and applicants are admitted on the basis of their
1 Applicants for admission to the pre-engineering curriculum must offer trigo-
nometry in addition to the mathematics indicated above, a year of physics or chem-
istry as the year of science, and may offer only two years of a foreign language.
Applicants for admission to the Baruch School as candidates for the B.B.A. degree
may offer only two units in foreign language, only two units in mathematics
(including elementary algebra) and only one-half unit in science, and may
offer up to five units in commercial subjects as electives.
104 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
combined scores. This requirement varies in the four colleges and
depends on the number of places available. In the Fall of 1960
the required combined scores were as follows:
Brooklyn men — 169
” women — 171
City (Liberal Arts) — 167
City (Baruch School ) — 160
Hunter — 162
Queens — 166
Applicants who are in attendance in high school at the time of
application are admitted on the basis of their record for all but
the last term. Applicants who are graduates at the time of appli-
cation are admitted on the basis of the entire record.
In 1960, additional funds were made available in order to admit
1,300 more freshmen in the Fall of 1960 and 700 in the Spring of
1961. In order to accomplish this it was necessary to increase the
proportion of students entered on the basis of the composite score.
In 1960, the proportion of students who entered on the basis of the
composite score was 36.6 per cent. In 1961 the percentage was 34.2.
(b) Applicants from other colleges who seek admission with
advanced standing are required to have 30 or more credits in an
approved program with an index of 3.0? or higher for admission
to Brooklyn or City College, an index of 2.65 or higher for ad-
mission to Queens College, or an index of 2.0 for admission to
Hunter College.
(c) Applicants for transfer to the Day Session on the basis of
work in the School of General Studies must meet the following
requirements:
Brooklyn College—Completion of an approved program of 14 or
more credits in two consecutive terms with an index of 2.8? or
higher
or
Completion of 30 or more credits in consecutive terms with an
index of 3.0 or higher
or
Completion of course of study leading to the degree of Associate
in Arts with an index of 2.0 or higher.
2 A=4; B=3; C=2; D=1; F=O.
SELECTION AND RETENTION OF STUDENTS 105
City College—Liberal Arts and Sciences, and Engineering
Completion of the first 15 or more credits in an approved program
with an index of 3.0 or higher
or
First 30 or more credits in an approved program with an index
of 2.5 or higher
or
First 60 or more credits with an index of 2.0 or higher.
City College Baruch School—One of the requirements listed
above
or
The requirements for the Associate in Applied Science degree in
the first 64-90 credits.
Hunter College-—Completion of the first 12-24 credits with an index
of 2.6 or higher
or
first 244-39% credits with an index of 2.2 or higher
or
first 40% credits with an index of 2.0 or higher in an approved
program as a non-matriculated student.
Queens College—Completion of the first 15 credits with an index
of 3.0 or higher
or
completion of 30 or more credits with an index of 2.65.
Senior Colleges—Schools of General Studies
(The requirements for admission to the baccalaureate program
are the same as the requirements for admission to the Day Session. )
1. Associate in Arts Program
(Hunter College does not have any associate programs. )
(a) Quantitative Requirements
The quantitative requirements for admission are uniform and are
3 Students admitted prior to 1960 could take 90 or more credits as candidates
for A.A.S. because they were permitted to take courses not required (such as
foreign language) or courses for B.B.A. along with courses for A.A.S., or because
they changed their specialization, or because they had been admitted with ad-
vanced standing. Students admitted in September 1960 or thereafter must
complete the requirements for the A.A.S. as soon as possible.
106 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
the same as the quantitative requirements for admission to the
Day Session described above (see page 103, Quantitative Require-
ments).
(b) Qualitative Requirements
The qualitative requirement for admission is an average mark of
75 per cent or higher in high school subjects or a combined score
of 148 or higher which is the sum of the high school average and
the rating in the Scholastic Aptitude Test. The requirements are
not uniform, but the differences are minor.
2. Associate in Applied Science Programs
(Except program in nursing, for which there are special require-
ments. )*
(a) Quantitative Requirements *
Baruch School—High school graduation.
Brooklyn College—16 units including English 4, American
history 1, and 5 additional academic units.
City College—School of Engineering—The same as for ad-
mission to the pre-engineering curriculum described on page 103.
Queens College—16 units including English 4, American his-
tory 1, mathematics 2, science 1, and 5 additional academic units.
(b) Qualitative Requirements
Baruch School—An average mark of 75 per cent or higher in
high school subjects and a combined score of 144 or higher
(high school average plus rating in Scholastic Aptitude Test),
or a New York State High School Equivalency Certificate with
a rating of 75 per cent or higher in the Scholastic Aptitude Test.
Brooklyn College—An average mark of 75 per cent or higher
in all major high school subjects (including commercial and
vocational subjects), or a New York State High School Equiva-
lency Diploma with a score of 250° or higher in the five areas
4 In addition to requirements for other A.A.S. programs, the following: mathe-
matics, 1% units; science, 1 unit; required ratings (not fixed) in nursing aptitude
tests; personal and physical qualifications; below age 48 on admission.
5 The quantitative requirements for matriculation for the bachelor’s degree
are: 16 units, including English 4, American history 1, foreign languages 3,
mathematics 2%, science 1, and 1% or more other academic units.
® The State Department of Education requires for the High School Equiva-
lency Diploma a score of 225, with no individual score below 35. A score of
250 is considered approximately equivalent to a high school average of 75 per
cent.
SELECTION AND RETENTION OF STUDENTS 107
and no individual score below 40, or the completion of 20 or
more credits with an index of 26 or higher in the School of
General Studies.
City College—Liberal Arts and Sciences, and Engineering
An average mark of 75 per cent or higher in high school sub-
jects and/or a combined score of 148 or higher (high school
average plus rating in Scholastic Aptitude Test) or the comple-
tion of an approved program of 12 credits in two terms with
an average grade of “C” or higher, or the completion of an ap-
proved program of 15 credits in three terms with an average
grade of “C” or higher.
Queens College—An average mark of 75 per cent or higher
in English, foreign language, social studies, mathematics, science,
or a combined score of 150 or higher (high school average plus
Scholastic Aptitude Test rating ).
3. Non-Matriculated Students
Only Brooklyn College and City College (uptown) have any specific
admission requirements for non-matriculated students.
Brooklyn College requires applicants for admission as non-matricu-
lated students to take a qualifying examination.
City College (uptown) has the following regulations for non-matric-
ulated students:
Applicants will be categorized as classified non-matriculants, or
qualifying non-matriculants, or be denied the privilege of enrolling,
according to the transcripts of their school records and the results
of the entrance examinations they may be required to take.
Classified non-matriculants may attend any classes for which they
are scholastically prepared. To be a classified non-matriculant ap-
plicants must:
present a high school average of 75 per cent or better as calculated
by the Evening Division Office
or
present an acceptable average in courses taken at another college
or post-secondary school
or
score on an entrance examination at least as well as an average
college freshman.
Qualifying non-matriculants may attend only specially designated
sections of college courses. In order to become classified non- matric-
108 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
ulants (that is, to be eligible to attend any course for which they are
prepared) qualifying non-matriculants must complete a minimum of
7 credits of approved course work with at least a “C” average over
any one term or in two terms at most (that is, in the Fall and Spring
terms or in the Spring and Summer terms of any given year).
Approved programs for qualifying non-matriculants must include
at least one course in mathematics, or foreign language or science,
and one course in English composition as well. The English course
must be taken in the first term of attendance.
Classified non-matriculants will be permitted to re-register only
if they have earned at least a “C” average during their first year of
attendance in the Evening Division; they must maintain a “C” aver-
age during each subsequent year of attendance. Qualifying non-
matriculants, however, must achieve a “C” average, as stipulated in
a previous paragraph of this section or be dropped from the rolls.
Community Colleges
1. Transfer Programs
(a) Quantitative Requirements
The quantitative requirements for admission are uniform and
are the same as the quantitative requirements for admission to
the Day Session of the Senior Colleges described above (see
page 103, Quantitative Requirements ).
(b) Qualitative Requirements
Bronx Community College—A composite score of 155’ or
higher in high school subjects and the Scholastic Aptitude Test.®
Students are not admitted on basis of high school average only.
Queensborough Community College—Both an average mark
of 75 per cent or higher in high school subjects, and a composite
score of 155 or higher in high school subjects and the Scholastic
Aptitude Test. Students are not admitted on basis of high
school average only.
Staten Island Community College—A composite score of 152
or higher in high school subjects and the Scholastic Aptitude
Test.* Students are not admitted on basis of high school average
only.
7 This is only 5 points (approximately 2% in high school average) lower than
the requirement of the Baruch School.
8 As recently as Fall 1954 the cut-off point for the composite score entrance
requirement in the Senior Colleges varied from 151 to 156. Therefore, these
Community College standards are not low. They are quite comparable to
recent standards of the Senior Colleges.
SELECTION AND RETENTION OF STUDENTS 109
2. Terminal Programs
(a) Quantitative Requirements
Bronx Community College—16 entrance units including English
4, American history 1, mathematics 2 or 2%, science 1.
Queensborough Community College—Graduation from an ac-
credited four-year high school, with no specific subjects required.
Staten Island Community College (all technical curricula )—
entrance units including English 4, American history 1, elemen-
tary algebra 1, mathematics electives 1, and general electives;
or, a New York State High School Equivalency Diploma.
The basic requirement in the Community Colleges is high school
graduation.
(b) Qualitative Requirements
Bronx Community College—The number of applicants is much
greater than the number that can be admitted. Applicants are
admitted on the basis of the high school record, Scholastic Apti-
tude Test and placement tests. No specific high school average
or mark in tests is required.
Queensborough Community College’-—The number of appli-
cants is much greater than the number that can be admitted.
Applicants are admitted on the basis of the high school record.
The lowest average high school mark required is generally 75
per cent. The lowest required mark in the Fall of 1960 was 72
per cent. Scholastic Aptitude Test is not required.
Staten Island Community College—An average mark of 72 per
cent or higher in high school subjects. Scholastic Aptitude Test
is not required.
In connection with the Community College requirements, particu-
larly the qualitative ones, it should be recalled that these colleges are
relatively new—as shown elsewhere in this report—so are still in the
developmental stages.
Other Colleges in the State
Admission is based on one or more of the following: (1) high school
record (2) rank in class (3) entrance examinations (4) recommenda-
tion of the principal (5) extracurricular activities (6) personal inter-
view.
® Queensborough Community College opened for classroom instruction in
September, 1960. These figures are affected by the fact that it is a newly
opened institution not widely known among high school graduates.
110 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
The standards of admission vary and range from the very low to
the very high.
COMPARISON OF ADMISSION REQUIREMENTS OF
THE COLLEGES UNDER THE BOARD OF HIGHER
EDUCATION WITH REQUIREMENTS OF SIMILAR
UNITS IN THE STATE UNIVERSITY
Attention is called to the fact that much of the material in this
section has been taken from the 1960 edition of the American Council
on Education publication entitled American Universities and Colleges,
and is generally for either the years 1958 or 1959. Since then some
changes have occurred.
The State University has 13 four-year colleges and 6 two-year
colleges and supervises (but does not operate) 15 Community Col-
leges, exclusive of the three under the sponsorship of the Board of
Higher Education. They are as follows:
The liberal arts college, Harpur College at Binghamton.
The College of Science and Engineering on Long Island, temporarily
at Oyster Bay; permanent address, Stony Brook.
Eleven Colleges of Education (names changed to State University
Colleges, October 19, 1961) located at Albany, Brockport, Buffalo,
Cortland, Fredonia, Genesee, New Paltz, Oneonta, Oswego, Platts-
burg, and Potsdam.
Six two-year Agricultural and Technical Institutes’ located at Alfred,
Canton, Cobleskill, Delhi, Farmingdale, and Morrisville.
Fifteen Community Colleges" (excluding the three under the spon-
sorship of the Board of Higher Education) supervised but not operated
by the State University. They are as follows: Auburn, Broome (Bing-
hamton), Corning, Dutchess (Poughkeepsie), Erie (Buffalo), Fashion
Institute (New York City), Hudson Valley (Troy), Jamestown, Mo-
hawk Valley (Utica), Nassau (Mineola), New York City, Orange
County (Middletown), Rockland County (Suffern), Suffolk County,
and Westchester (Valhalla).
10 Offer terminal programs only; no transfer programs. Since these serve quite
different purposes than the Community Colleges, their admission requirements
are not included in the materials which follow. Sufficient to say that these vary
considerably.
11 Six offer transfer as well as terminal programs: namely, Auburm, Broome,
Corning, Dutchess, Jamestown, and Orange County. All the others offer terminal
programs only.
SELECTION AND RETENTION OF STUDENTS lll
Liberal Arts College—Harpur College
1. Quantitative Requirements
The quantitative requirements for admission are similar to those
of the Municipal Colleges except that two years of foreign language
are recommended but none required.
2. Qualitative Requirements
There are three sets of requirements for three groups of entering
freshmen: non-commuting freshmen women, non-commuting freshmen
men, and local freshmen. The requirements are highest for non-
commuting freshmen women and lowest for the local freshmen since
the competition for the spaces assigned to the latter group is less
keen. The requirements vary from year to year, depending on the
number of applicants. Each year minima are set in high school rank,
academic average and scores on the State University Selective Ad-
mission Examinations. Applicants are required to meet two of the
three minima set for their particular group. In the Fall of 1961, the
minima were as follows:
Scores on
High school Rank the SUNY
average in class exams
Non-commuting women 90% Upper 10% Upper 10%
Non-commuting men 87% “15% “15%
Local students Not specified—“Somewhat more liberal”
High school average probably in major subjects only, for 7 or 8
terms, depending on whether applicant is a graduate or in attendance.
The mean high school average of the freshman class in the Fall of
1961 was 89 per cent.
The mean high school averages and converted Scholastic Aptitude
Test scores of freshmen admitted to the four Senior Colleges under
the Board of Higher Education in the Fall of 1959 were as follows:
Mean Mean
high school converted
average SAT score
Men 85.4% 87.1%
Women 87.6 83.8
All 86.8 85.1
It may be of interest to note here that in the Fall 1961, the mean
high school average of all freshmen admitted to the liberal arts cur-
riculum in Queensborough Community College? was 79.4 per cent
12 See footnote 9, above.
112 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
and the mean converted Scholastic Aptitude Test score was 80.3
per cent.
College of Science and Engineering
1. Quantitative Requirements
The quantitative requirements for admission are somewhat different
from the requirements of the Municipal Colleges for admission to the
pre-engineering curriculum. Eighteen units are required instead of
16. No specific units are prescribed, but the recommended program
includes 3 units in social studies (instead of 1), 3 units in a foreign
language (instead of 2), 3% units in mathematics (instead of 3) and
3 units of science (instead of 1).
2. Qualitative Requirements
The qualitative requirements for admission cannot be stated specifi-
cally. Applicants are selected on the basis of their scholastic record
and the State University Selective Admission Examinations and their
special aptitudes for the curriculum offered. Applicants may have
very good records in mathematics and science, though not in other
subjects.
Colleges of Education
(Names changed to State University Colleges, October 19, 1961)
1. Quantitative Requirements
The quantitative requirements are quite different from those of the
Municipal Colleges. Five colleges prescribe no specific units. Four
colleges prescribe fewer than 11% units (the number prescribed by
the Municipal Colleges) and two prescribe more than 11% units.
2. Qualitative Requirements
The qualitative requirements are also quite different from those of
the Municipal Colleges and offer little basis for comparison. All, of
course, consider the high school record; but there is no specific cut-off
point, as in the case of Harpur College. All require the State Uni-
versity Selective Admission Examinations. Other requirements are as
follows:
Personal interview 7 institutions
Principal’s recommendation 7
Cooperative English Test
ACE Psychological Test
80% average or higher
Above average
-nNbd bh
SELECTION AND RETENTION OF STUDENTS 113
The College in Albany reports that an applicant with a high school
average of 85 per cent or better in academic subjects only has a
reasonable chance of success (probably meaning survival, not neces-
sarily graduation) in the College. An applicant with an average
between 80 per cent and 85 per cent has only a 50/50 chance of
success. The College in Buffalo reports that the median high school
average and test score of the freshman class in 1960 was 86.1 per
cent.
Community Colleges Supervised
by the State University
1. Quantitative Requirements
The quantitative requirements for admission are high school grad-
uation and, in four cases," specific patterns of subjects. The Bronx
Community College, under the Board of Higher Education, requires
the following specific subjects: English, 4 units; American history,
1; mathematics, 2; science, 1. Queensborough and Staten Island do
not require any specific subjects. All require high school graduation.
2. Qualitative Requirements
The qualitative requirements are quite different from those of the
Community Colleges under the Board of Higher Education.
Of the 15 Community Colleges supervised by the State University
(excluding the three under the Board of Higher Education), eight**
report qualitative requirements as follows:
Corning—Rank in upper half of class.
Dutchess—Evidence of maturity and ability to profit from college
courses.
Erie—Standard test. Personal interview.
Fashion Institute—Test. Personal interview. Design students must
present sample of work.
Mohawk Valley—Personal interview.
New York City—General ability. Aptitude tests.
Orange County—Recommendations from two teachers. Aptitude
tests. Adequate preparation for chosen curriculum.
Rockland County—High school record. Tests. Recommendations.
Personal interview.
13 Broome—mathematics and science for certain curricula; Hudson Valley—
elementary algebra (3 years of mathematics as recommended); Jamestown—
English, 4 years and 7 additional academic units; Aubum—pattern depends on
curriculum.
14No reports could be obtained from two, Nassau County and Suffolk County,
which opened in 1960.
ll4 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
PROPORTION OF NEW YORK CITY PUBLIC HIGH SCHOOL
GRADUATES WHO MEET THE ADMISSION
REQUIREMENTS OF SENIOR COLLEGES
IN THE CITY UNIVERSITY
On inquiry at the beginning of this study, it was found that neither
the New York State nor the New York City Department of Education
had any data on the distribution of high school graduates according
to high school average. However, through the efforts of Harold
Zuckerman of the High School Division of the City Board of Educa-
tion, that distribution was secured for the June, 1961 graduates who
were awarded academic and commercial diplomas by the City’s 57
academic high schools and who had high school grade averages of
75 per cent or above. That distribution is shown in Table 13.
In the Fall 1961, about two-thirds of the freshmen admitted to
the baccalaureate programs had a high school average of 85 per cent
or more in the five areas mentioned earlier in this chapter. The re-
maining one-third were admitted on a composite score made up of
their high school averages and scores made on the College Entrance
Board examinations. It is estimated that this combination will admit
students with high school averages of 83 per cent or above. There
are 9,285 of the graduates shown in Table 13 who had high school
averages of 83 per cent or more, which is 48 per cent of the 19,348
graduates who were awarded academic and commercial diplomas
as shown in Table 13. In other words, based on the scholastic records
of the June, 1961 graduates who were awarded academic and com-
mercial diplomas by New York City’s academic high schools, and who
had high school averages of 75 per cent and above, it is estimated
that 48 per cent could meet the 196] admission requirements in the
Senior Colleges.
Attention is called to the fact that the above calculation does not
take into account the students who were awarded diplomas by the
academic high schools in the following categories: Fine and Applied
Arts, General, Home Economics, and Technical. In 1959-60 these
accounted for 17,738, or 38 per cent of the total awarded by the
academic high schools that year. If these are taken into account,
then the percentage who might qualify for admission to baccalaureate
programs drops to approximately 20 per cent of the graduates of the
City’s academic high schools. Furthermore, if the graduates of the
vocational high schools are included, this percentage drops to 18. (See
Table 14 for diplomas awarded in 1959-60).
Table 15 shows how the June, 1961 public high schools, included
SELECTION AND RETENTION OF STUDENTS 115
in Table 13, were distributed among the five boroughs. It can be
noted from Table 15 that the largest percentage with high school
averages of 90 per cent or more were in Manhattan and Richmond,
and the lowest in the Bronx. At the other end of the scale—75 to
79.99 per cent—the largest proportion were in Queens and the lowest
in Manhattan. However, the differences among the boroughs in the
distribution of these graduates according to high school averages
are relatively small, so need not be taken into account in the de-
velopment of the instructional programs offered by the several colleges.
With respect to the information in Table 13, these additional ob-
servations are offered:
1. Evidence at hand for the Fall of 1959 shows that 42 per cent of
the accepted applicants for admission to the Senior Colleges with
high school averages of 90 per cent or above actually registered, as
compared with 61 per cent of those with averages of 85 to 90 per
cent. It is estimated that the percentage of actual registration from
those with averages of 80 to 85 per cent and 75 to 80 per cent would
be 68 and 78 per cent, respectively. In other words, the lower the
high school average the higher the percentage of actual registration.
Table 13
DISTRIBUTION OF JUNE, 1961 GRADUATES OF NEW YORK CITY
ACADEMIC HIGH SCHOOLS WITH GRADE AVERAGES OF
75 PER CENT OR ABOVE ACCORDING TO THOSE AVERAGES
DIPLOMAS AWARDED
High School Academic Commercial
Average*
% of % of
Number Total Number Total
90% or over 2,324 13.4
49 2.4
85 - 89.99% 4,289 24.8 233 11.5
84 - 84.99% 1,193 6.9 114 5.6
83 - 83.99% 975 5.6 108 5.3
82 - 82.99% 1,012 5.8 128 6.3
81 - 81.99% 1,012 5.8 155 17
80 - 80.99% 1,094 6.3 160 7.9
75 - 19.99% 5,420 31.4 1,082 53.3
Total 17,319 100.0
Source: Data furnished by the individual high schools in response to questionnaire developed
and sent out by the High School Division, New York City Board of Education. All
academic high schools responded and are included in this table.
* Average is based on six terms of work.
116 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
2. In September, 1961, 6,730 first-time freshmen were registered in
the Day Session of the Senior Colleges. It is estimated that if the
high school average required for admission were 75 per cent or above,
instead ‘of 85 per cent, there would have been some 16,000 freshmen,
as contrasted with the 6,730 actually admitted—an increase of 9,370.
3. The Community Colleges—Day Session—in the Fall of 1961
registered 3,261 new freshmen. (These schools include New York
City Community College, Bronx Community College, Queensborough
Community College, Staten Island Community College, and the
Table 14
DISTRIBUTION OF HIGH SCHOOL DIPLOMAS AWARDED BY
NEW YORK CITY PUBLIC HIGH SCHOOLS IN 1959-60
Four-Year Course Academic High Vocational High Total
Academic 24,500 132 24,632
Commercial 3,647 1,048 4,695
Fine and Applied Arts 9 _ 9
General 16,290 69 16,359
Home Economics 105 — 105
Technical 1,334 524 1,858
Vocational —_— 4,426 4,426
Total 45,885 6,199 52,084
Source: Annual Report of the Superintendent of Schools of the City of New York, Statistical
Section, school year 1959-60, Table 136, p. 188.
Fashion Institute of Technology.) If it is assumed that the Com-
munity Colleges are in the main accepting students with average
high school grades of 75 per cent and above, the number of possible
additional entrants to the Senior Colleges (9,370) would be reduced
by the 3,261 registered in the Community Colleges, or to some 6,100.
The Educational Testing Service of the College Entrance Examina-
tion Board reports that students admitted to the colleges under the
Board of Higher Education cannot be compared with the students
admitted to other colleges in New York State on the basis of
Scholastic Aptitude Test scores because many high school graduates
are not required to take the Scholastic Aptitude Test, and the use of
the data that are available would not be valid.
DIPLOMAS FROM NEW YORK CITY PUBLIC HIGH SCHOOLS
Table 15
DISTRIBUTION OF JUNE, 1961 GRADUATES WHO RECEIVED ACADEMIC
WITH GRADE AVERAGES OF 75 PER CENT OR ABOVE
ACCORDING TO THOSE AVERAGES AND BY BOROUGHS
HS Averages*
90% or over
85 - 89.99%
84 - 84.99%
83 - 83.99%
82 - 82.99%
81 - 81.99%
80 - 80.99%
75 - 79.99%
Total
Manhattan
Actual
Number %
387 15.4
716 28.5
217 8.7
136 5.4
166 6.6
122 4.9
172 6.8
595 23.7
2,511 100.0
Number and Percent of the Total in This Group in:
Actual
Number
356
812
159
192
192
185
184
994
3,074
%
11.6
26.4
5.2
6.2
6.2
6.0
6.0
32.4
100.0
Brooklyn
Actual
Number %
884 14.1
1,517 24.3
398 6.4
359 5.7
350 5.6
355 5.7
395 6.3
1,998 31.9
6,256 100.0
Queens
Actual
Number
596
1,113
396
257
285
322
314
1,662
4,945
%
12.1
22.5
8.0
5.2
5.8
6.5
6.3
33.6
100.0
Total:
All
Richmond Peerin
Actual Actual
Number % Number %
92 17.6 2,315 13.4
131 25.0 4,289 24.8
23 4.4 1,193 6.9
31 5.9 975 5.6
19 3.6 1,012 5.8
28 5.3 1,012 5.8
29 5.5 1,094 6.3
171 32.7 5,420 31.4
524 100.0 17,310 100.0
Source: Data secured directly from the individual high schools by the High School Division, New York City Board of Education. All high schools responded
and are included in this table.
* This is based on six terms of work.
SLNAGALS 4O NOLLNALAY GNV NOILOATES
LTT
118 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
EVIDENCE OF THE SUCCESS OF STUDENTS WHO
TRANSFER FROM THE COMMUNITY COLLEGES
TO THE SENIOR COLLEGES’”®
Brooklyn College
Fall 1960—Six students were admitted from Staten Island Com-
munity College. Five had at the end of the academic year an average
above “C” or an index about 2. The range was from 2.3 to 2.4. One
student withdrew before completing any courses.
Spring 1961—Two students were admitted from Staten Island Com-
munity College. One had an index of 2.5 and the other had an index
of 1.7.
City College
The scholastic averages of students transferred from Community
Colleges and from the School of General Studies of City College are
as follows:
Year Ending June, 1961
Scholastic Scholastic
Average in Average in
Number of Community College City College
Transferred from Students or S.G.S.°° Day Session*®®
Staten Island 14° 81.3% 75.5%
Bronx 20° 78.3 73.6
New York City 6° 85.0 79.3
S.G.S.—City College 222°°° 80.7 76.0
° One additional student resigned before completing any courses.
°° The percentage considered equivalent to each grade is as follows:
A=95%; B=85%; C=75%; D=65%.
°°° Students transferred on the basis of 15 or 30 or 60 credits.
POLICIES ON RETENTION OF STUDENTS
Standards of Retention
The standards of retention in the Municipal Colleges are expressed
in one of two ways:
15 Because of the newness of the Community Colleges, the evidence on the
success of transfer students is limited. In fact only at Brooklyn and City Colleges
have the transfers been in sufficient numbers to warrant inclusion here.
SELECTION AND RETENTION OF STUDENTS 119
(a) An index from 1-4
A=4; B=3; C=2; D=1.
Illustration: 2.3 means 0.3 of a point above “C” average.
(b) A number of points below C
One credit with grade A- +2
7 7 | “ B-+4+1
7 i‘ 7 “ D--1
a re “ “ Pig
Illustration:
3 credits with grade A- +6
3 ' 7 “ B-+3
12 7 ‘ “—C- 0
9 “ “ “ D.-g
3 “ “ “< F-—6
No. of points below C 6
1. Senior Colleges—Day Sessions
Student is dropped if the index or number of points below “C”
is as indicated below:
At the
end of Brooklyn City Hunter Queens
1 semester —18 —15 16 #
2a | —21 —15 18 15
3. —21 —15 19 #
4 “ — 9° —15°° 19 16
5 — 9° —15°° 19 #
6 “ — 6° —15°° 19 1.75
7 * — 3° —15°° 19 #
* The Committee on Course and Standing may excuse a deviation in the
freshman year up to a maximum of —16.
°° Students in the School of Technology must have a “C” average, and must
not have more than —4 in science and mathematics courses after com-
pleting 45 credits.
# Students warmed.
120 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
2. Senior Colleges—Schools of General Studies
Student is dropped if the index or the number of points below “C”
after number of semesters or number of credits is as indicated below:
Brooklyn City, Business Hunter ## Queens
2sem. —19 any semester —15 Below Below
3-6 except for Candi- 1 -14 credits —1.0 15 credits —1.5
7 dates for AAS: -7 1415-30 * —1.4 30 “ —1.6
30%,-47 “ —16 45 “ —1.75
8-11“ City, Liberal 47%-63% “ 16
Arts & Sciences 64 or more * 1.8
12,13 ** ee
candidates for de-
14,15 “ grees, baccalaureate
or — 4°° or associate —15
16 or more — 1# candidates for asso-
ciate degree with
70 or more credits— 1
non-matriculated
students -1
* On whole record.
°° On record excluding first 4 semesters.
# Deviation up to — 16 in first 4 semesters may be excused.
##For the Spring of 1961—Dean of Faculty sets standards each semester.
3. Community Colleges
Student is dropped if the index or the number of points below “C”
after number of semesters or number of credits is as indicated below:
Bronx Queensborough Staten Island
1-9 credits 1.09 1 semester 1.4 15 credits 1.07
10-18 “ 1.19 2 7 17 30 “ 147
19-27 “ 1.29 3 “ 19 45 “ 1.69
28-36 “ 139 60 “ 1.83
37-45 “ 1.49 A.A. or A.AS.,
46-54 “ 1.59 (64 to 72)
55-63 “ 1.69 2.0
64-72 “ 1.79
Dropout Statistics
1. Senior Colleges—Day Sessions
The only comparative information at hand on students in academic
difficulty in other institutions of higher education is for the California
SELECTION AND RETENTION OF STUDENTS 121
State Colleges and the University of California. The following ex-
cerpt is taken from a report entitled “Selection and Retention of Stu-
dents in California’s Institutions of Higher Education”:
Data for more than 5,000 state college freshmen from seven state colleges
[who entered in the fail of 1958] are used in this table of performance. Re-
sults show that one-third of the freshmen were in some academic difficulty at
the end of the first year in terms of having a shortage of one-half grade point
or more. The one-third includes 38 percent of the male freshmen and 28 per
cent of the female freshmen.
Table 18, page 53, in this same report shows that for the years 1956,
1957, and 1958, undergraduate dismissals for scholastic reasons in re-
lation to total undergraduate enrollments by colleges and schools on
the Berkeley Campus of the University of California amounted to
5.4 per cent. These dismissals ranged from zero in nursing and
optometry to 12.9 per cent in chemistry. As compared then with
these institutions, the dropout rate for scholastic reasons in the Senior
Colleges is relatively low.
Number of Students Dropped — June, 1961
(Hunter College has no statistics)
| City |
Brooklyn | Lib. Arts Bus. | Tech. | Queens
Class | No. % | No % No. % | No] % | No| %
U. Sr. 8 1.4 19 2.4 1 0.4 24 5.9 1 0.1
L. Sr. 8 0.7 20 3.9 6 3.1 17 7.5 2 0.7
U. Jr. 18 2.9 18 2.3 6 2.0 15 5.2 12 1.7
L. Jr. 21 1.4 22 4.5 15 6.3 15 7.3 3 0.9
U. So. 57 V1 20 2.3 9 3.2 19 5.4 14 1.6
L. So. 41 2.3 32 8.0 28 «13.5 18 | 12.3 2 0.6
U. Fr. 29 3.8 26 2.2 33 1.2 24 3.3 102 7.3
L. Fr. 2 0.1 6 2.7 49 20.1 q 8.2 2 0.7
Total 184 2.1 163 3.1 147 6.6 139 5.7 138 2.8
Nore: Percentages refer to the portion of the particular class which was dropped.
2. Senior Colleges—Schools of General Studies
Number of Students Dropped — June, 1961
Brooklyn City Hunter Queens
Lib. Arts
Tech. &
Non-matric. Business
No. % No. % No. % No. % No. %e
700 1.7 938 14.4 559 7.3 19 0.3 164 2.7
122 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
3. Community Colleges
Number of Students Dropped — During 1960-61
by Queensborough and Staten Island
Queensborough Staten Island
Class No. % No. %
U. Soph. 4 3.8
L. Soph. 4 9.3
U. Fr. 42 15.9 36 15.3
L. Fr. 62 16.4 8 13.8
4. Number of Voluntary Withdrawals and the Reason for
Withdrawals
June, 1961
(Data for the Day Sessions of City and Queens Colleges)
Reasons Lib. Arts Bus. Tech. Queens
Armed Forces ......cccccsseseseeseeeee 6 11 2 7
Employment 22 7 8 15
Family Difficulties 8
Financial .. 23
Health ...... 19 6 3 10
Illness in Family . 3 1 1 —
Leaving New York City . 9 —_ — 23
i 2 —
Leseitaat sees 2 2 U 7
aternity 10 —_ —_ §
Personal 11 10 7 —
To SGS .... 93 68 48 53
To Baruch, Day 54 — 52 —_
To City, Liberal Arts —_ 36 201 a
To other schools ... 54 19 8 130
Other Reasons oo -— 11 43
Unknown .. 55 9 _ 33
Total voluntary withdrawals 338 169 341 368
Total enrollment .... we | 5,257 2,220 2,431 4,991
% voluntary withdrawals ............ 6.4 7.6 14.0 1.4
In a special study of attrition in the September 1959 entering class
at Staten Island Community College, the findings at the end of two
years were as follows:
25 per cent graduated after four terms
30 per cent were still enrolled
24.5 per cent were dropped for poor scholarship
SELECTION AND RETENTION OF STUDENTS 123
Among the other reasons given for dropping out of the College
were:
Reason Per Cent
married 2
loss of interest 5
accepted employment 2
transferred to other college 5
entered military service 2
(“No listing” or “listing incorrect” ac-
counted for 4% of the total.)
Other divisions in the colleges have no data on the reasons for
voluntary withdrawals but in most cases data on the total number
of withdrawals are available as indicated below:
Total Number of Voluntary Withdrawals Reported for 1960-61
(Hunter, Day; and Bronx Community have no data)
Brooklyn Queens Queens- Staten
Day SGS SsGs borough Island
Total
voluntary
withdrawals 431 1,189 899 264 118 12 27
Total
enrollment 8,736 9,134 6,536 8,372 4,531 381 441
% voluntary
withdrawals 4.9 13.0 13.8 3.2 2.6 18.9 6.1
SOME APPRAISAL OF THE FOREGOING
ADMISSION REQUIREMENTS
Implicit in such an appraisal is what are believed to be the func-
tions of a publicly supported university. One of the functions of the
City University, as recommended in Chapter IV, is: “To provide high
quality instruction, suitable to the various levels of ability of those
persons who have a reasonable expectation of success in their educa-
tion beyond the high school”. The chapter, Community Colleges,
includes a long-range recommendation that: “Admission standards
to the Community Colleges be adjusted as rapidly and steadily as
possible toward the ultimate objective of using only high school
graduation and the capability of improvement in the Community
College program”. In addition, there is a shorter-range one, that:
“New Community Colleges be established as rapidly as possible
124 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
at locations where needed and existing ones be expanded to the extent
that a total enrollment equal to one-third or more of the high school
graduates [both public and private] in the City can be accommodated
in the Community Colleges”.
As shown earlier in this chapter, current admission requirements
for the baccalaureate programs in the Senior Colleges will make
eligible for admission about 48 per cent of the City’s academic high
school graduates with high school averages of 75 per cent or more.
However, when all graduates of these high schools are taken into
account, this per cent drops to about 20; and if the graduates of the
vocational high schools are included, the percentage is about 18.
When all public high school graduates are considered, the current
admission requirements may be regarded as very selective.
In many states of the union, particularly in the middle west,
graduates of accredited high schools are eligible for admission to the
state university. Examples are: the Universities of Illinois, Iowa,
Kentucky, Minnesota, Nebraska, and Wisconsin; and Indiana Univer-
sity, Purdue University, and The Ohio State University. Moreover, in
several states there are intermediate units between the university and
junior college. Outstanding examples of this arrangement are Cali-
fornia and Texas, in both of which the state university is highly
selective.
One of the most significant educational events of the past decade
has been the rapid increase in college and university enrollment.
Predictions are uniformly for a continuation of that trend. For ex-
ample, the Heald Committee report estimates that full-time enroll-
ments in New York State colleges and universities will more than
double by 1975 and triple by 1985. In order to expedite the providing
of the necessary plant facilities to accommodate the increasing pro-
portion of these who will be in publicly supported institutions, the
1962 session of the New York State Legislature passed, and the
Governor signed, the bill to establish a State University Construction
Fund “to speed the 750 million dollar program to double the Uni-
versity’s capacity in ten years”
Of particular significance in connection with the Heald Committee
estimates are those for the college-age group—18 to 21 years of age—
as made by Thompson.'* His estimates are that by 1975 that age
group in New York State will have increased by only 55 per cent, as
contrasted with the expected 100 per cent increase in college enroll-
16 Ronald B. Thompson, Enrollment Projections for Higher Education, 1961-
1978; The Ohio State University, Columbus, Ohio, page 22.
SELECTION AND RETENTION OF STUDENTS 125
ment in the State by 1975, as made by the Heald Committee. In other
words, estimated enrollments in New York colleges and universities
by 1975 are expected to occur at nearly twice the rate of increase in
the college-age group of 18 to 21.
The foregoing raises the question as to whether enrollments in the
baccalaureate programs in the Senior Colleges of the City University
have kept pace with the increasing number of high school graduates,
both public and private, in the City. Information on that relationship,
both for the baccalaureate and associate degree programs, has been
secured for the ten-year period 1952 through 1961, and is shown in
Table 16.
Table 16
NEW YORK CITY HIGH SCHOOL GRADUATES
RELATED TO NEW COLLEGE ADMISSIONS
TO THE CITY UNIVERSITY
1952 - 1961
Baccalaureate Associate Degree Grand
Matriculants Students** Total
High School Percent in Percent in on
Year| Graduates* | Total Day Evening Total Total Day Evening |Total ted***
1952 52,778 8,859 16.2 1.6 16.8 4,463 3.7 4.7 8.4 25.2
1953 59,480 9,194 13.9 1.5 16.6 5,041 3.7 4.8 8.5 28.9
1954 49,780 8,131 14.6 1.7 16.3 5,817 3.7 8.0 11.7 28.0
1955 52,140 7,785 13.4 1.5 14.9 7,542 3.4 11.1 14.5 29.4
1956 51,221 7,553 13.4 1.3 14.7 8,662 3.9 18.0 16.9 81.7
1957 50,473 8,322 14.3 2.2 16.5 9,273 44 13.9 18.4 34.9
1958 53,508 7,776 13.4 11 14.5 9,886 4.3 14.2 18.5 33.0
1959 57,050 7,550 12.3 0.9 13.2 10,935 6.0 13.2 19.2 32.4
1960 66,425 9,601 13.8 0.7 14.5 11,950 5.0 13.0 18.0 32.4
1961 65,888 8,563**** 112.3 0.7 13.0 13,389 5.9 14.4 20.3 38.3
* All private school statistics and high school graduates of public schools for 1961 estimated
on basis of 12th grade register of previous year.
** Includes all Community Colleges (City University and other) and Associate Degree
Evening Session students in the Senior Colleges.
*** The figures in this column represent the total per cent of the high school graduates who
were admitted to the City University and the other Community Colleges in the City.
**** Despite the decrease in the number of admissions the total enrollment in the baccalaureate
programs increased nearly 20 per cent between 1952 and 1961.
If the same per cent of the 1952 high school graduates of the City
who enrolled in the Day Sessions in the baccalaureate programs in the
Fall of 1952 is applied to the actual number of the 1961 high school
graduates—public and private—there would have been 1,909 addi-
tional freshmen in the Day Sessions in 1961; or an increase of 22.3 per
cent. It should be-noted that this figure makes no allowance for the
126 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
national trend of an increasing proportion of high school graduates
who continue their education beyond the high school.
A further question which needs to be considered is whether the
present admission policy of relying entirely (for about two-thirds of
the freshman entrants) on high school averages is the best method.
Fortunately, there is at hand a two-year study entitled An Investiga-
tion of Criteria for Admission to the City University of New York,
which was issued in May, 1961 and to which reference is made earlier
in this report. This study was done by the following college repre-
sentatives: Louis M. Heil, Brooklyn College; Louis Long, City College
(Chairman ); Marjorie Smiley, Hunter College; and Emma Spaney,
Queens College. The letter of transmittal of this report contains the
following paragraphs:
The major implication of this study is the adoption of a revised admission
policy which would require all students to achieve a total Scholastic Aptitude
Test score of 900 or more (40th percentile) in order to be considered for
admission. For applicants who meet this condition, admission would be
automatic if their high school average is 88.0 or more, and competitive
(rank order on composite score, high school average and converted Scholastic
Aptitude Test score), if the high school average is less than 88.0.
The Test Representatives are convinced that such a revised admission policy
would eliminate approximately twenty-five percent of the students admitted
under present policy who are poor academic risks, and that it will result in
their replacement by students of greater academic promise.
Among its general conclusions is the following:
The composite score . . . which is the sum of high school average and the
SAT score converted to the high school average scale, weighted equally .. .
appears to be the most effective prediction of college success as measured
by both grade index and achievement on the Graduate Record Area Test.
The study includes as one of its recommendations:
That the four college entrance test committee be charged with the respon-
sibility for planning and executing continuous research of the admission
criterion problem . . .
In view of the current situation as described in the preceding
pages, it appears that two basic changes should be made in the ad-
mission requirements for baccalaureate programs in the Senior Colleges,
and the associate degree programs in both the Schools of General
Studies and the Community Colleges as follows:
1. Require a composite score for all entrants;
2. Develop that composite score at a level which would make
eligible for admission a larger proportion of the City’s high school
graduates.
SELECTION AND RETENTION OF STUDENTS 127
Chapter IV shows that between 1950 and 1959 the high school
average requirement for admission to the baccalaureate programs
increased from 80 to 85 per cent, where it has remained. The reason
for that increase, as given in that chapter and elsewhere in this
report, was limited plant capacity. The Survey Staff does not believe
that this policy is in keeping with the functions of a publicly supported
university.
RECOMMENDATIONS
The text in this chapter shows that if the same percentage of the
City’s high school graduates were admitted to the Day Sessions in
baccalaureate programs in the Senior Colleges in the Fall of 1961 as
were admitted in the Fall of 1952, there would have been 1,909 addi-
tional freshmen in the Day Session in 1961; or an increase of 22.3 per
cent. The text also points out that the Heald Committee estimates that
college and university enrollments in New York State will double by
1975, despite the fact that the estimated increase in the college-age
group—18 to 21 years—is only 55 per cent by that year. This differ-
ence is undoubtedly due to the trend throughout the nation of an
increasing proportion of the college-age group who will continue their
education beyond the high school.
It is also shown in the chapter that under the present requirements
approximately 20 per cent of the graduates of the City’s public aca-
demic high schools could be admitted to the baccalaureate programs.
If the vocational high schools are included, this percentage drops to 18.
In view of the foregoing, it is recommended that:
1. The qualitative requirements for admission to the baccalaureate
programs in the Senior Colleges be a composite score (the sum of
high school average and the SAT score converted to the high school
average scale, weighted equally), that would make eligible for ad-
mission approximately 30 per cent of the graduates of the City’s
public academic high schools. It is assumed that these admission
requirements would make eligible for admission approximately the
same per cent of the graduates of public and parochial schools.
The above 30 per cent is based on the present 20 per cent of the
graduates of the City’s public academic high schools now eligible for
admission into the baccalaureate programs in the Senior Colleges,
plus an additional 10 per cent to provide for an increasing proportion
of high school graduates who may continue their education. Although
no comparable figures are available for the City’s private and parochial
schools, it is assumed that they are, in the main, academic schools
128 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
and that a similar percentage of their graduates would likewise be
eligible. In fact, in another city, with about one-third of its high
school graduates coming from such high schools, it was found about
the same percentage could meet the State University’s admission re-
quirements as those coming from the public high schools.
Another factor seems worthy of mention here; namely, the likeli-
hood of increased pressures for admission to the Senior Colleges due
to decreasing opportunities for admission to other public and private
institutions throughout the nation. In 1956-1959 there were about
20,000 more New York State students attending institutions in other
states than those coming from other states to attend college in New
York State. About half of the New York State residents going to
college outside the state were in public institutions.’”
All across the country, non-resident tuition is being sharply in-
creased, and in many institutions actual limitations are placed on the
number of out-of-state resident students they will accept. This
development which seems likely to increase as more resident stu-
dents seek enrollment in the public institutions in their own state,
will have a significant impact on pressures for admissions into the
baccalaureate programs in the City University.
2. The qualitative requirements for admission to the transfer pro-
grams in the Community Colleges and to the Associate degree pro-
grams in the School of General Studies be a composite score (see
above) that would make eligible additional qualified students in-
cluding those in career programs so that there would be enrolled up
to one-third of the City’s public and private high school graduates—
both academic and vocational—in public Community Colleges of
New York City, including those not under the sponsorship of the
Board of Higher Education, and in the associate degree programs in
the Schools of General Studies.'*
3. Once the requirements to carry out Recommendations 1 and 2
are developed, there be continuing studies of the validity not only of
these but all other major admission practices as well, with a view to
making such modifications as the findings may indicate.
1 This information supplied by the Division of Research in Higher Education of
The University of the State of New York.
18 Of those students admitted to the City University’s Community Colleges in the
Fall of 1961 only 3.1 per cent had high school averages of 85 per cent or more, the
base on which about two-thirds of the Day Session students are admitted to the
Senior Colleges. Consequently there is little overlapping in the high school
averages from which the Senior Colleges and the Community Colleges draw their
students.
SELECTION AND RETENTION OF STUDENTS 129
4. Pending the development by the University staff (this would be
an appropriate responsibility for the Bureau of Institutional Research,
as recommended elsewhere in this report, in cooperation with the
college representatives) of the specific requirements to achieve the
goals in Recommendations 1 and 2 above, the recommendations which
follow be applied. (It should be noted that only a part of the recom-
mendations which follow will be affected by the implementation of
these two.)
Admissions and Transfers
It is recommended that:
1. The quantitative requirements for admission to Day Sessions of
the Senior Colleges remain unchanged
2. For approximately two-thirds of the freshmen entering the
baccalaureate programs in the Senior Colleges from high school, the
present requirement of an average of 85 per cent or higher in five
specified areas be retained; and for the remaining one-third the
present requirements likewise be retained.
3. The qualitative requirement for admission to the Senior Colleges
with advanced standing from other colleges be uniform and be as
follows: the completion of an approved program of one year’s work
in liberal arts with an index of 3.0 (B average) or higher. (By an
approved program is meant one that is well-balanced and does not
include too many courses in one area.)
4. The qualitative requirements for transfer from the Associate in
Arts degree programs in the Schools of General Studies to the bac-
calaureate programs of the Senior Colleges be uniform and be as
follows:
the completion of an approved, well-balanced program with the
first of 14 or more credits earned in two or three semesters with
an index of 3.0 or higher;
or
the completion of an approved, well-balanced program with the
first of 30 or more credits earned with an index of 2.75 or higher;
or
the completion of the requirements for the degree of Associate
in Arts with an index of 2.0 or higher.
5. The quantitative requirements for admission to the Associate in
Arts program in the Schools of General Studies in the Senior Colleges,
now uniform, remain unchanged.
6. The qualitative requirements for admission to the Associate in
130 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
Arts program in the Schools of General Studies in the Senior Colleges,
not now uniform, be uniform and be as follows:
a high school average of at least 75 per cent in the following
five areas: English, foreign language, mathematics, social studies,
and science;
or
a combined score of 150 or higher which is the sum of the high
school average and the rating in the Scholastic Aptitude Test,
weighted equally.
7. The quantitative requirements for admission to the Nursing
Science program remain unchanged.
8. The quantitative requirements for admission to the Associate
in Applied Science programs (except the program in Nursing Science)
in the Schools of General Studies, not now uniform, be uniform and be
as follows: 16 units including English 4, American history 1, mathe-
matics 2, science 1, and 4 additional academic units.
9. The qualitative requirements for admission to the Associate in
Applied Science programs (except the program in Nursing Science)
in the Schools of General Studies, not now uniform, be uniform and be
as follows:
a high school average of at least 75 per cent in the subjects in
these five areas: English, foreign language, mathematics, social
studies, and science;
or
a combined score of 150 or higher which is the sum of the high
school average and the rating in the Scholastic Aptitude Test,
weighted equally.
10. Applicants for admission as non-matriculated students in the
Schools of General Studies be required to pass a qualifying ex-
amination.
ll. The quantitative requirements for admission to the transfer
programs of the Community Colleges, now uniform, remain un-
changed.
12. The qualitative requirement for admission to the transfer pro-
grams of the Community Colleges, not now uniform, be uniform and
be as follows: a combined score of 155 or higher which is the sum of
the high school average and the rating in the Scholastic Aptitude Test,
weighted equally.
13. The quantitative requirements for admission to the terminal
curricula in the Community Colleges which are not uniform be
SELECTION AND RETENTION OF STUDENTS 131
graduation from an accredited four-year high school and specific sub-
jects necessary for the chosen curriculum.
14. The qualitative requirements for admission to the terminal cur-
ricula in the Community Colleges, not now uniform, remain un-
changed to provide flexibility for the admission of students with
special aptitudes in a chosen field.
15. The requirements for transfer from the Community Colleges
under the Board of Higher Education to the Senior Colleges, not now
uniform, be uniform and be the same as the requirements for transfer
from the Schools of General Studies, as found in Recommendation 4,
above.
Retention and Withdrawal
It is recommended that:
1. The standards of retention in the Day Sessions of the Senior
Colleges, not now uniform, be uniform and be as follows:
Student to be dropped
After if the index is below”
1 semester 15
2 “ 1.7
3 “ 19
4 “and beyond 2.0
2. As at present, dropped students in the Senior Colleges be per-
mitted to return on probation either in the following semester or after
an interval of one semester, if the circumstances warrant.
3. The standards of retention in the Schools of General Studies, not
now uniform, be uniform and be as follows:
After the Student to be dropped
completion of if the index is below
15 credits 1.5
30.“ 1.7
45 “ 1.9
60 “ and beyond 2.0
4. As at present, dropped students in the Schools of General Studies
be permitted to return on probation either in the following semester
1® These are based on grade letter values, as follows:
A=4; B=3; C=2; D=1.
The same values apply in the indices which follow.
132 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
or after an interval of one semester, if the circumstances warrant.
5. An effort be made to ascertain the reasons for the apparent dis-
crepancy between standards of retention and number of students
dropped in all colleges.
6. The standards of retention in the Community Colleges, not now
uniform, be uniform and be as follows:
Student to be dropped
After if the index is below
1 semester 1.5
2 a 17
3 “ 19
7. All colleges keep data on the number of voluntary withdrawals
and the reasons for withdrawal.
8. An effort be made to ascertain the reasons for the variations
among the colleges in the percentages of voluntary withdrawals. (Again,
this would be an appropriate responsibility for the recommended
Bureau of Institutional Research.)
CHAPTER VII
THE SCHOOLS OF GENERAL STUDIES
The City College System, now The City University of New York,
has maintained a program of evening instruction since 1909.1 In
1950, the Evening and Extension Divisions in the Senior Colleges
were redesignated as Schools of General Studies. At that time the
Schools of General Studies were assigned the responsibility for ad-
ministrative supervision over all course work given in the Schools
leading to a degree and were given jurisdiction over all courses and
programs leading to diplomas and certificates; over all other non-
degree work, including adult education courses; and over all non-
matriculated students.?
Today, as the next decade is faced, there are new conditions which
must be considered in planning for the general studies programs.
Among those conditions are the following:
1. The increasing college-age population may flow into evening .
programs as regular day facilities become overcrowded.
2. An increasing percentage of high school graduates is being
driven to college enrollment by the socio-economic pressures of
American life.
3. The rapid expansion of man’s body of knowledge forces in-
creasing numbers of adults, including college graduates, into addi-
tional study for professional or personal up-dating.
4. The technical demands of automation require the retraining of
thousands of persons.
5. New York City now has five Community Colleges whose pro-
grams serve some of the persons served before by only the Schools
of General Studies.
6. Modern curriculum construction supports the concept of con-
tinuing education for lifelong learning, not only for the practical
1Thomas Evans Coulton, A City College in Action (New York: Harper &
Brothers, 1955), p. 18.
2 Board of Higher Education of the City of New York, Minutes, April 17, 1950,
Cal. No. 25, p. 207.
133
134 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
reasons indicated above as the third or fourth points but also for
general social usefulness most dramatically expressed in today’s con-
cern with preparation for the advanced years.
EDUCATIONAL PURPOSE
With the preceding considerations in mind, it is essential that the
educational objectives of the Schools of General Studies be reap-
praised in terms of original purpose, acquired purposes, and a realistic
role for the future.
Original Purpose
The role of the Schools of General Studies was a broad one as
envisioned by the Board of Higher Education. As stated in the first
paragraph of this chapter, there was an administrative responsibility
for degree work and full jurisdiction over programs, including non-
credit offerings, of less than degree length. The degrees then avail-
able were baccalaureate degrees.
Subsequently, the Board of Higher Education amended the above
provisions to permit the establishment of other divisions to conduct
the general adult education programs.? However, Brooklyn College
is the only one with a separate division for adult education and
community service.
Acquired Purposes
In addition to the one organizational change, there have also been
changes in program. The Schools of General Studies, which grew out
of programs for part-time degree candidates, have come to incorporate
at least two additional services to the people of New York City just
as any organization which functions vigorously in a social milieu will
acquire additional roles because of social need and the dedication of
its managers.
The first added purpose is a master guidance service for those young
people, graduates of the City’s secondary schools, who are undecided
as to their ultimate career choices. Such indecision is a common
phenomenon and frequently is the result of deficient home conditions,
either economic or social. Able young persons who may suffer from
a lack of direction may now go to Schools of General Studies and by
actual course enrollment, plus understanding counseling, find guid-
ance, acquire self-direction, and thereby become more constructive
citizens.
3 Board of Higher Education of the City of New York, Minutes, March 16, 1953,
Cal. No. 24, p. 122.
SCHOOLS OF GENERAL STUDIES 135
A second added purpose is the provision of associate degree pro-
grams, which have been authorized since 1951. Two-year curricula,
leading to certificates or diplomas had been offered by the Evening
Divisions for many years but generally have been supplanted by the
Associate in Arts and Associate in Applied Science. The introduction
of the associate degree did not bring a new group of students to the
Schools of General Studies; rather, the change provided a different
academic recognition to those formerly in the certificate and diploma
curricula. Also, as examination of the enrollment tables later in the
chapter will indicate, a substantial number of the baccalaureate candi-
dates register for the associate degree and acquire it along the way.
A Realistic Role for the Future
It is apparent that demands upon the Schools of General Studies
will increase. Not only will the demands include the present areas of
responsibility, but there will also be the new educational responsibili-
ties shown earlier in this chapter.
Determination of the role for the future may require the dropping
of some present functions, changes in emphasis among present func-
tions, and the addition of new functions. The formulation of such a
role is the task at hand.
PRESENT PROGRAMS
The Schools of General Studies developed from the Evening and
Extension Divisions of their respective colleges and have continued to
help meet the educational needs of persons, mainly adults, who could
not attend college in the daytime hours or for whom appropriate pro-
grams did not exist in the Day Sessions.*
In furtherance of its traditional role, each School of General Studies
offers evening courses which lead to a baccalaureate degree. The
evening curricula enable employed persons to pursue, as part-time
students, the same tuition-free baccalaureate programs as are available
to the full-time day students in each college.
Four of the Schools of General Studies offer the degree Associate
in Applied Science, and three of the four also offer the Associate in
Arts. The associate degree curricula require the completion of the
equivalent of two years of college study, and in most instances they
are designed to facilitate transfer into the upper level of a four-year
curriculum leading to the baccalaureate degree.
* Board of Higher Education, previously cited Minutes, April 17, 1950, Cal.
No. 25, p. 207.
136 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
The non-matriculated students comprise, with the single exception
of Brooklyn College, the largest single group of students. For these
students, the attraction is not an organized curriculum but, rather,
the individual course or courses which meet the varying needs of the
individuals concerned.
The adult education and community service activities do not carry
credit but constitute a so-called informal educational service to the
constituency of the college. The services may include special courses,
concerts, workshops, forums, or consultation—all without credit al-
though the substantive level may be an advanced one. All public
institutions of higher education in America appear to have accepted
the responsibility for such informal educational service; differences
occur with respect to instructional level or administrative organization
but not with respect to assumption of the responsibility.
The variety and distribution of educational programs among the
six Schools of General Studies are summarized in Table 17:
Table 17
PROGRAMS AVAILABLE IN
THE SCHOOLS OF GENERAL STUDIES
1961 - 62
City Hunter Hunter
Program Baruch B’klyn Coll. Coll. Coll. Queens
School Coll. Uptown |Park Av. Bronx Coll. Total
Bachelor of Arts x x x x x 5
Bachelor of Science x x x x 4
Bachelor of Chem. Eng.,
also, Elec., Civil, and
Mech. Engineering x 1
Bachelor of Business
Administration x
Associate in Arts x x x
Associate in Applied
Science x x x x 4
Diploma x |
Non-Matriculants x x x | x x | x 6
Adult Education
(non-credit) x x x 3
Source: Directors, Schools of General Studies, City University.
Although the Schools of General Studies are often referred to as
Evening Colleges, it must be noted that both Brooklyn College and
SCHOOLS OF GENERAL STUDIES 137
Queens College offer an Associate in Applied Science in Nursing
Science which requires full-time attendance during the day, and the
Baruch School offers daytime as well as evening courses in the Asso-
ciate in Applied Science program in Police Science.> Adult education
programs, also, frequently are conducted in the daytime for persons
whose schedules favor day rather than evening classes or meetings.
Enrollments
If the students are classified according to the types of program, the
enrollments in the Schools of General Studies, as shown in Table 18,
indicate the extent to which certain needs are being met. The only
category which needs explanation is that pertaining to the non-
matriculants. The groups of persons matriculated for baccalaureate
degrees or for associate degrees, or enrolled in diploma curricula or
in adult education activities, are obviously defined.
Non-matriculated students, however, seek a variety of educational
objectives and present a variety of educational backgrounds. They
include at least the following categories:
1. Students who are not interested in a baccalaureate degree
because:
(a) they already hold a baccalaureate or advanced degree
(b) they seek one or more courses for specific professional or
occupational reasons
(c) they seek one or more courses purely for personal reasons.
2. Students who hold a baccalaureate degree but seek a second
baccalaureate degree in a different field of study.
3. Students whose previous educational record does not admit them
to matriculated status, and who are given an opportunity to demon-
strate their ability to do college work of the level required for matricu-
lation. These students are separately recorded as non-matriculant,
and qualifying in Table 18. This table shows the magnitude of the
operation of the Schools of General Studies as well as the distribution
of students throughout the programs.
Although the addition of Queens College and Hunter in the Bronx,
as well as changes in the programs must be considered, it is interest-
ing to note that total enrollments as shown in Table 18 have increased
29.7 per cent in eleven years as follows:
1950—32,369; 1955—33,417; 1961—41,967
5 The term, evening, when used in connection with Evening College schedules,
connotes late afternoon as well as the hours after six p.m.
Table 18
ENROLLMENTS IN THE SCHOOLS OF GEN
“RAL STUDIES*®
Student Baruch School Brooklyn College City College Uptown i Hunter-Park Queene College
Classification 1950 19665 1961 1950 1955 1961 1950 1965 1961 | Twho ehh 1961 iveo ieee jeer
+ | ‘ + alt ad % °
Baccalaureate I
degree programs 2,455 | 2,215 | 2113 | 2,107 | 2165 | 1.874 1,345 | 1,389 1,703 | 1479 | 1x6 1499 a7 4s
1° — eh .
Associate degree 1,892 | 1,951 | 2,065 | 2,944 | 2,670 | 3,778 — 518 1,215 ona | 1,248
programs ee ve
Diploma | 493 | 1,729 | 202 n lo _
Non-matriculant 3,911 | 4,259 | 2,711 | 2,007 | 2,200 | 3,245 3,444 | 2,930 2,814 | 3610 3,218 6,287 = 3,219
——+
Non-matriculant,
qualifying 627 400
Adult education 5,361 | 4,982 2,124 | 918 1,095 1,532 | | 304 1,445 | 1,664
Total 8,258 | 8,425 | 7,516 | 7,551 | 8,764 | 9,099 10,150 | 9,819 8,256 | 6,007 5,949 9,818 | = | — 1217 408,460 | 6,561
Souacs: Directors, Schools of General Studies, City University.
* Exclusive of students who attend Schools of General Studies classes on permit from other divisions of their respective colleges. There are approximately 2,000 such students enrolled in the Schools of
General Studies each term.
** Associate programs leading to certificates were in existence and were supplanted by the associate degree curricula.
StT
ALISMAAINN ALID AHL WOd NW1d JONWH-ONOT
SCHOOLS OF GENERAL STUDIES 139
If the adult education students are subtracted from the total, the
42.6 per cent growth in the formally organized program of instruction
is indeed striking, as the following totals (less non-credit) indicate:
1950—25,696; 1955—30,895; 1961—36,647
Degree Enrollment Patterns
It was stated earlier that many School of General Studies students
matriculate for the associate degree and then continue for the
bachelor’s degree. Table 19, which records the distribution of both
groups of degree candidates by classes, bears out the statement. In
the Baruch School, Brooklyn College, and City College (uptown),
the number of senior class students in the baccalaureate degree
programs of the Schools of General Studies exceeds the number of
freshmen. Yet there are large associate degree enrollments in all of the
schools except at Hunter which offered no such programs in 1961.
Table 19
DISTRIBUTION OF DEGREE CANDIDATES IN THE
SCHOOLS OF GENERAL STUDIES BY CLASSES,
FALL TERM, 1961
Baccalaureate Degree "Associate Degree
Institution Class Class
Baruch School ..........000 400 370 679 664 2,113 1,236 636 1,872
Brooklyn College .............. 873 514 556 413 1,856 2,594 1,184 3,778
City College (Uptown) .. 262 352 484 605 1,703 902 313 1,215
Hunter-Park ... 366 377 449 307 1,499 — a a
33 300-17 7 87 _— _—
58 87 103 31 279 = 832 409 1,241
Source: Directors, Schools of General Studies, City University.
Hunter-Bronx .
Queens College ..
Upper and Lower Level Distribution
Table 19 also shows the spread of degree candidates by college
years. If the non-matriculated students are distributed through courses
at both the upper and lower levels, the total enrollments should be
weighted on the lower level side. Table 20 substantiates this assump-
tion.
140 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
Table 20
DISTRIBUTION OF STUDENT ENROLLMENT IN
UPPER AND LOWER LEVEL COURSES,*
SCHOOLS OF GENERAL STUDIES, FALL TERM, 1961
College Total course Upper Level Lower Level
enrollments Number % of total Number % of total
Baruch School ........cceeeee 17,742 6,403 36.1 11,339 63.9
Brooklyn College 23,235 6,503 28.0 16,732 72.0
City College - Uptown 15,921 4,971 31.2 10,950 68.8
Hunter - Park 16,108 7,243 45.0 8,865 55.0
Hunter - Bronx 2,329 403 17.3 1,926 82.7
11,392 5,432 47.7 5,960 52.3
Source: Directors, Schools of General Studies, City University.
Queens College ....
* Exclusive of adult education enrollment.
As might be expected, the Schools of General Studies, with one
exception, offered more upper level courses but accommodated the
underclass students by means of multiple sections of lower level
courses as Table 21 indicates; for example, of 237 courses offered at
the Baruch School, 76.4 per cent were upper level courses as contrasted
with only 41.7 per cent of the total sections given at that level.
Table 21
UPPER LEVEL COURSE OFFERINGS
COMPARED WITH TOTAL COURSE OFFERINGS,
FALL TERM, 1961
Different Courses Sections
College a roa i Firat ea hy
Baruch School ........cccsseeeeeee 237 181 76.4 768 320 41.7
Brooklyn College w 254 160 63.0 671 206 30.7
City College (Uptown) «. 287 179 62.4 702 247 35.2
Hunter College (Park Avenue) 296 241 81.4 671 357 53.2
Hunter College (Bronx) .......... 71 34 47.9 111 37 33.3
Queens College 189 135 71.4 496 271 54.6
Source: Directors, Schools of General Studies, City University.
Integration
The preceding tables have indicated the nature of the programs
of the Schools of General Studies and certain aspects of the dis-
tribution of students and course offerings within those programs.
Table 22
COURSE WORK TAKEN IN THE SCHOOLS OF GENERAL STUDIES
BY FOUR-YEAR DEGREE GRADUATES OF FEBRUARY, JUNE,
AND SEPTEMBER, 1961
Number
Total Number Per Number Per Number* Per completing Per
College receiving who did cent in upper cent in SGS cent more than cent
baccalaureate all work of level SGS of atany of 64 credits of
degrees in SGS total courses total time total in SGS total
Baruch School... 700 208 29.7 314 44.9 332 47.4 277 39.6
Brooklyn College ........csssssssseeeeeeeeee 2,107 174 8.3 527 25.0 654 31.0 332 15.8
City College (Uptown) ....... cee 1,754 59 3.4 396 22.6 585 30.5 251 14.3
Hunter (Park) .. 1,439 179 12.4 237 16.5 416 28.9 244 17.0
Hunter (Bronx) ...ccccecssssseeesseseeeeee 909 3 0.3 3 0.3 3 0.3 0 0.0
Queens College .....ceeceseseeeceeeeeteeeeeee 935 0 0.0 25** 2.7 98 10.5 2 0.2
|
Source: Directors, Schools of General Studies, City University.
* Figures do not include permit students from the Day Sessions.
** Information not available; figure is an estimate.
SaIGNLS TVYANAD AO STIOOHOS
THI
142 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
One important consideration, however, is the integration of the
general studies program within the total educational program of
each college.
Table 22 records the total number of baccalaureate degree recipi-
ents in the six colleges in 1961 and then shows the number who
did all their work in the Schools of General Studies, those who did
upper level work in the Schools of General Studies, those who took
some part of their work in the Schools of General Studies, and those
who completed half or more of their baccalaureate programs in a
School of General Studies. Table 22 more than any other, reveals
the significant contribution of the Schools of General Studies to the
baccalaureate work of the City University. At the Baruch School 39.6
per cent of the 700 students receiving baccalaureate degrees completed
more than 64 credits in the School of General Studies.
The general nature of the present programs and their scope have
been described with emphasis on public demand or public response
as measured by enrollments. The role of the Schools of General
Studies in the entire baccalaureate program has been noted. These
are all quantitative measurements. The quality of an educational
program rests predominantly with its faculty.
THE FACULTY
Just as the variety of offerings and the variety of student goals
make the Evening College curricular program complex, so a variety
of sources makes the faculty situation complex. Basically, however,
Evening College teachers come from two sources: 1) the regular,
duly-appointed, full-time faculty of the institution and 2) the com-
munity at large.
Those in the latter group include business and professional per-
sons, graduate students, and retired individuals. They are people
who do not hold regular institutional appointments but are engaged
on an hourly (in the City University and some other institutions) or
on a credit- or semester-hour basis (in many other institutions ). The
hourly teachers will be referred to as Lecturers in the remainder
of this chapter.
The complexity with respect to evening teachers arises in con-
nection with the full-time faculty because frequently they are only
part-time in the evening. What has happened, generally, is simply
that the daytime faculty, who have already taught a full day schedule,
are engaged in the evening to teach extra courses for extra compen-
sation on an hourly or per course basis. On such a basis, the full-
time teachers in a sense become part-time teachers for the evening.
SCHOOLS OF GENERAL STUDIES 143
Consequently, they are included, for reasons of clarity, among the
Lecturers in the Schools of General Studies.
On the other hand, a few institutions have appointed regular,
full-time faculty for the primary purpose of evening instruction.
Among the few is the City University which, in the Fall term of 1961,
had 111 budget lines for full-time faculty appointments in the Schools
of General Studies.
In addition to the full-time faculty, there were 2,206 Lecturers, as
reported by the Directors of the Schools, who were equated to 736.5
line appointees on the basis of a full-time teaching load of 15 semester
hours per term.
Full-time Instructional Staff
The Board of Higher Education for many years sought the estab-
lishment of budget lines for full-time evening faculty members and
in recent years has been successful. The rationale for such action,
also taken by Columbia University and Rutgers, The State University
(of New Jersey), has been set forth adequately in the annual reports
of the Chairman of the Board of Higher Education and need not be
repeated at length. Indicative of Board opinion, however, was the
statement by Chairman Ordway Tead, who said in 1948:
As I have said in previous reports, unless and until the major group of the
Evening instructional staff for matriculated students can be placed on the
basis of annual salaries and be under close cooperative relationships with the
chairmen of the day departments in the given subjects, the quality of our
Evening Session degree-granting instruction will suffer. .. .*
Simply, the position has been taken, in the universities identified
above, that any duty must be someone’s primary responsibility if it
is to be well done. Because the maintenance of academic standards
is a faculty function, it is believed that standards will be better
maintained where some faculty core or nucleus has the evening
program as its primary educational responsibility, a responsibility
identified and strengthened by appointment for the purpose of
teaching in the evening.’ The City University of New York has moved
in that direction.
® Board of Higher Education, City of New York. “A Broader Mandate for
Higher Education,” Report of the Chairman, 1946-1948, p. 35.
7 Emest E. McMahon, The Emerging Evening College. (New York: Bureau of
Publications, Teachers College, 1960.) pp. 94-100.
144 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
Multiple Job Practices
The day faculty member who teaches extra courses for extra com-
pensation in the evening does not have the responsibility outlined
above. His responsibility to the institution has been discharged,
technically, through his assignment to a normal teaching load in day
classes. The evening teaching may be done conscientiously and com-
petently—or perfunctorily—but there is no moral responsibility for
committee work, extra counseling, curriculum planning, or the other
institutional tasks associated with the full development of an aca-
demic program. Further, he is generally paid at the lower rate of
the Lecturers—a tacit recognition of a lack of responsibility for any
service beyond that directly connected with meeting his classes.
The City University permits six hours a week per semester of such
teaching by its Day Session faculty. A recent study of 10 eastern
Evening Colleges revealed that the nine universities other than the
City University set a limit of one course per semester rather than
the two permitted in the Schools of General Studies.®
Lecturers
There are several cogent reasons for the use of part-time lecturers.
First is the need for flexibility. A School of General Studies must be
responsive to the needs of the community and can not predict in
what areas demands for instruction will occur. Enrollments vary
from term to term, and extra sections are created on short notice to
meet student needs. In addition to the fluctuation of demand, there
is a second problem of scheduling in the shorter operating period of
the Evening College, which conducts most of its classes between the
hours of six and ten p.m. as opposed to the eight- or nine-hour day
of the regular session.
A third reason is the prospective shortage of well-qualified uni-
versity teachers.? There are, too, many applied fields in which prac-
titioners may bring experience which is valuable to the instruction.
Further, there are areas of adult education and community service
where scholarship is sometimes secondary to skills and the knowledge
of application.
It should be pointed out, also, that some of the university’s ele-
mentary courses may require a lesser degree of scholarly preparation
than some of the advanced courses. Such instruction is often provided
8 Ibid., p. 92.
® D. Bob Gowin, A Report of an Experimental Study of Part-time College Faculty
Members. (Bridgeport: University of Bridgeport, 1958.)
SCHOOLS OF GENERAL STUDIES 145
in Day Sessions by graduate assistants; in the evening it is provided
by qualified Lecturers.
Indeed, there may be an advantage in utilizing competent Lecturers
when they can be obtained, to free, thereby, the full-time teacher for
advanced or graduate courses in his specific area of specialization.
Remuneration
The part-time Lecturer historically has been paid at a rate per se-
mester hour, contact hour, course, or whatever measure, less than the
rate paid a regular appointee. The current range in the City Uni-
versity is from $6.50 per hour to $15.00, and the average pay of a
Lecturer approximates $10.00 per contact hour. A three-credit course
meets for 45 class hours a semester, so the average is about $450 per
semester course. If 15 hours is the normal teaching load per semester
for a regular appointee, 10 such courses for the year total $4,500 as
an equated annual salary. If the teaching load in the City University
is reduced to 12 hours per semester, the part-time Lecturer rate will
drop to $3,600.
Beginning full-time Instructors in the City University, as of Sep-
tember, 1961, receive $6,225 annually on a scale which progresses to
$9,450. An equivalent annual rate of $4,500 for the Lecturers places
them well below the salary of an Instructor. This situation is a
common one according to studies made by the Association of Uni-
versity Evening Colleges, and reflects a lack of professional considera-
tion for the work of the Lecturer.’°
Table 23 indicates that the City University rates are competitive
although not strongly so in the metropolitan New York area. The level
Table 23
COMPARATIVE SCHEDULES OF HOURLY TEACHING
RATES PAID IN THE CITY UNIVERSITY
College Range Fall Term 1961
Baruch School ......ccccscssesesesssseseseseseeseeee $7.00 - $15.00 $11.00
Brooklyn College 7.00- 15.00 10.00
City College (Uptown) 6.50- 15.00 10.52
Hunter (Park) 8.00- 14.00 9.74
Hunter (Bronx) «| 8.00- 14.00 9.77
Queens College oo... .cecseseseeeeeseeeeeeteceeeeee 6.50 - 14.50 10.00
Sourcg: Directors, Schools of General Studies, City University.
10 One example is the Report, Committee on Study and Research, Association of
University Evening Colleges, November, 1957.
146 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
of reimbursement may have a bearing upon the institution’s ability
to recruit outstanding Lecturers.
Below are presented data regarding schedules of hourly pay in
municipal institutions in the New York area other than the colleges
comprising the City University.
College Hourly Rate
Adelphi College $ 9.70 ($145.50 per semester hour )
Columbia University 11.11-22.22 — ($500-$1000 for a three-hour
course )
Hofstra College 9.33-14.66 ($140-$220 per semester hour )
New York University 12.50 (This is the minimum rate )
Brooklyn Polytechnic 6.66-16.00 (From $130 to $240 per se-
Institute mester lecture hour; laboratory
hours $100 to $180)
Pratt Institute 7.50-10.50
Newark College of 8.53 ($128 per semester hour )
Engineering
Rutgers—The State 8.86-13.33 ($133-$200 per semester hour )
University
The real problem is not the difference between the City University
rates and those of its competitors. The real problem is the disparity
between the rate for full-time appointees and the rate for Lecturers.
There appears also to be no valid reason for a difference among the
City Colleges. They should not be in competition with one another,
dollar-wise, for Lecturers.
CLASS SIZE
Class size in the Schools of General Studies does not appear to be
out of line with common practices. In the Fall term, 1961, there
were 1,475 recitation and lecture sections with enrollments between
20 and 29, 946 between 30 and 39, and 767 between 10 and 19.
Only a few were below 10 or over 40.
Class size per se indicates little, however, a large number of small
sections may indicate waste of teaching resources or duplication of
offerings. A high frequency of large sections may also indicate the
need for teaching assistants. The City University pattern appears to
fall into neither of the extremes.
ESTIMATES OF FUTURE ENROLLMENTS AND STAFF NEEDS
The Directors of the Schools of General Studies have projected
enrollments and staff needs through 1975 on the assumption that
SCHOOLS OF GENERAL STUDIES 147
adequate physical facilities would be available to accommodate the
increased registration. The faculty needs are expressed in terms of
full-time equivalents, although it is recognized that much of the in-
struction will be given by Lecturers. Table 24 presents enrollment
and staff projections.
Table 24
CURRENT AND PROJECTED ENROLLMENTS*
AND INSTRUCTIONAL STAFF NEEDS
IN TERMS OF FULL-TIME-EQUIVALENTS
(Actual figures for Fall Term 1961. Estimates for the other years indicated.)
Estimates
1961 1965 1970 1975
Enroll- Staff Enroll- Staff in- Enroll- | Staff in- Enroll- [ss in-
College ments totals ments creases** ments j|creases** ments |creases**
Baruch School | 7,516 165 8,700 25 12,700} 100 15,000 50
Brooklyn
College 9,099 210 11,000 40 12,500 35 15,000 61
City College
(Uptown) 6,182 174 8,500 57 10,500} 57 18,000) 71
Hunter (Park) | 7,786 136 10,250 87 12,250} 40 15,000) 55
Hunter (Bronx) 1,217 24 3,000 52 5,500) 114 8,000] 177
Queens College | 4,897 138.5 6,896 60 10,150) 152 14,150) 266
Totals 36,647 847.5 48,346 271 63,600} 498 80,150} 680
Source: Directors, Schools of General Studies, City University.
* Exclusive of adult education.
** Staff increases are calculated on basis of full-time-equivalent of 15 hours per week.
Such projections must be examined in the light of population fore-
casts, high school graduation estimates, and the service of the Com-
munity Colleges to a common part-time population.
The total increase in population in the five boroughs is not ex-
pected to be a large one although individual boroughs, especially
Richmond and Queens, may experience sizeable increases.
The total college-age greup (17-20) in New York City is ex-
pected to increase from 378,969 in 1960 to 520,700 by 1975, a rise
of 37 per cent. The number of high school graduates is expected to go
from 66,425 in 1960 to 88,500 in 1975, an increase of 33 per cent, or
somewhat less than the estimated increase of college-age population."
11 Information furnished by Division of Teacher Education, The City University
of New York. (See Table 11, Chapter V of this report.)
148 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
The impact of the Community Colleges on General Studies enroll-
ments is difficult to appraise. In New York City, there are five
Community Colleges, all of which are part of the State University
system. Three of these are under the sponsorship of the Board of
Higher Education. The other two, New York City Community Col-
lege and Fashion Institute, are under other local governmental agen-
cies. All five together have a total enrollment of 16,339 in all
programs as of the first semester of 1961-62.
However, if consideration is restricted to the three Colleges in the
City University system (Bronx, Staten Island, and Queensborough
Community Colleges), the total enrollment for the first semester of
1961 is 5,246 compared with a General Studies enrollment of 36,519
(see Chapter III). Since the General Studies enrollments are all
evening or part-time, a comparison with the Evening Sessions of the
Community Colleges is indicated. Such a comparative figure is
2,953 Evening Division students in the Community Colleges and
36,519 in the Schools of General Studies.
Although the Community Colleges as they grow will have some
impact on the Schools of General Studies it seems well to develop the
projection for the Schools of General Studies on the basis of their
primary purpose; namely, baccalaureate candidates, non-matricu-
lants, and adult education. The total number of baccalaureate can-
didates in the Schools of General Studies in 1961 was 7,711 (see
Table 18). A 60 per cent increase, in accordance with the Division
of Teacher Education estimates, will bring the baccalaureate total
to 12,337. The non-matriculants may be expected to increase at the
same rate to 31,049. Adult education students will reach 8,512. Let
it be assumed that diploma programs are terminated in General
Studies and that the associate degree enrollment has only a 30 per
cent increase, to 10,791 students, because of the Community Col-
leges. These estimates total 62,689 against the Schools of General
Studies estimate of 80,150.
Another check of the Schools of General Studies estimate may be
made by taking the estimated growth of Brooklyn College, the largest
and applying the same 60 per cent factor to Baruch School, City
College (uptown), and Hunter (Park) and a 40 per cent factor to
Hunter (Bronx) and Queens, where the programs are not as fully
developed for the estimated period from 1965 to 1975. Without in-
clusion of adult education figures, this calculation results in a total of
63,149 in 1975.
Two unrelated methods of recomputing a projection to 1975 pro-
vide a School of General Studies figure in the general neighborhood
SCHOOLS OF GENERAL STUDIES 149
of 62,000-63,000 which, in the second case, should be increased by at
least 8,500 for non-credit (adult education ) activities.
On the assumption that evening students usually attend college,
either senior or community, because circumstances prevent full-time
attendance, it is assumed here that the increases in the day enroll-
ments of the Community Colleges will come from an additional
population, due to expanded service, rather than by drain from the
existing evening populations or their estimated successors. On this
basis, the estimates of the Schools of General Studies appear to be
on the high side, but not unreasonably so in view of the increasing
socio-economic pressures for higher education. Probably, the esti-
mates should be reduced to a total of 70,000 to 75,000, but such a
reduction, apportioned among six schools on an annual basis, would
not affect long-range planning appreciably because of flexibility in
scheduling part-time students and the possible use of off-campus
facilities for some programs, especially in adult education.
PHYSICAL PLANT
Suggestions have been made that the Schools of General Studies
should have their own buildings. Unfortunately, such a suggestion
has occasionally been coupled with a companion suggestion that the
Schools of General Studies program, at the associate and non-matricu-
lated level, be extended into a full daytime operation. The two
suggestions need not be related and for purposes of planning should
be separated.
Buildings serve a variety of purposes, and office space and in-
structional space are two of those purposes for college buildings.
With respect to office space, certainly the General Studies staffs,
including their growing full-time faculties, need office space, and
one sound approach might be their location in a School of General
Studies building which would provide a better institutional home for
the student body than is generally provided for evening students.
In addition to offices for line appointees, such a building should
have office space for the part-time Lecturers so that they may have
suitable quarters in which to meet with students, review notes, and
generally to have a base. There should be, also, space for housing a
few student activities offices and room for informal gatherings.
Beyond the general administrative needs indicated above, con-
sideration must be given to the instructional needs of the thousands
of adults in a metropolitan center like New York City who are avail-
able for and desirous of daytime educational programs, especially
on an informal basis. Many such prospective students are house-
150 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
wives who may attend classes or workshops only while their children
are in school. There are current experiments particularly at the
University of Minnesota and at Rutgers University directed toward
more extensive use of the daytime hours, especially for adult women
students. Since the pressures of increasing enrollments will crowd
the regular college facilities, it is considered that a small amount
of classroom space should be provided for Schools of General Studies
so that they may expand daytime services to the adult population
on a regular basis.
ADULT EDUCATION
Adult education has not been clearly defined in the United States
of America. For the purposes of this study, it may be sufficient to
consider it as the non-credit activities of the City University which
may be conducted for persons who are not matriculated students.
There appears to be no question as to the propriety of the adult
education activities; indeed, the Schools of General Studies were
charged with them in 1950. The only question may be that of level,
as indicated earlier, or of organization.
Brooklyn College has created a Division of Community Service to
accommodate such activities. The separation of the regular college
courses from the non-credit activities helps to clarify the role of the
School of General Studies, divides a heavy administrative burden,
and frees the non-credit specialist to concentrate on the develop-
ment of new programs aimed specifically at community needs. The
structure has merit.
DAYTIME PROGRAMS
A question has been raised concerning the desirability of extending
the associate degree programs of the Schools of General Studies into
full-time day operations with special physical facilities to accommo-
date the additional students. Such an extension of program—which is
not at all similar to the limited amount of day programming proposed
above for part-time students—would appear to create new Commu-
nity Colleges on the campuses of the Senior Colleges. While the
Schools of General Studies should be encouraged to provide daytime
activities for their regular clientele (i.e., shift-workers, housewives,
the aging, and other part-time students ), there seems to be no logical
reason for changing their character by adding a full-time Commu-
nity College division for young day students.
It is suspected that the question is vestigial and remains from the
time, a decade ago, when there were no Community Colleges in the
City system and such a role was proposed.
SCHOOLS OF GENERAL STUDIES 151
RECOMMENDATIONS
Evening instruction has been offered in the Municipal College
System since 1909, and since 1950 the administrative units for such
instruction within the Senior Colleges have been known as Schools
of General Studies and are basically among colleges designed for the
part-time adult student. Their mandate has been a broad one. Their
student population includes non-matriculated and adult education
students as well as degree candidates. As agents of their respective
colleges they make available, as a community service, courses spe-
cifically designed to meet the educational needs of municipal, com-
mercial, industrial or social organizations. Fall 1961 enrollments on
the six campuses were approximately 42,000. Undoubtedly in the
years ahead this number will greatly increase.
On the basis of materials included in this chapter, it is recom-
mended that:
1. Inasmuch as associate degree programs are an appropriate func-
tion of the Community Colleges, at such time as physical facilities are
available, the associate degree curricula now in the Schools of General
Studies be transferred to Community Colleges.
Until such time as the above recommendation is carried out, the
following apply:
2. The present program of the Schools of General Studies be con-
tinued.
3. Schools of General Studies, for the most part, confine their asso-
ciate degree curricula to the kind generally described as “transfer”.
4. The Schools of General Studies be staffed with a number of
full-time lines in the proportion which the matriculated (bacca-
laureate and associate) students are of the full-time-equivalent of all
students enrolled in the Schools.
5. The remuneration of part-time Lecturers in the Schools of Gen-
eral Studies be at a course rate at least equivalent to the average
of an Instructor in the City University.
6. At an appropriate time, there be appointed by the Board of
Higher Education a special committee to consider the proper dispo-
sition of the full-time Nursing Science program in the light of the
then existing conditions; such committee to include representatives
of the participating hospitals as well as of the colleges involved.
7. Additional and separate space be provided for the Schools of
General Studies to meet needs not met by the existing college physi-
cal plants.
152 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
8. The admissions policies of the Schools of General Studies be set
up in accordance with the recommendations in Chapter VI.
9. As rapidly as administratively feasible, the adult education
activities be separated from the formal credit and degree programs
of the Schools of General Studies, which separation was authorized
by the Board of Higher Education in 1953.
10. Extra teaching for extra compensation by full-time Board of
Higher Education instructional staff in the Day Sessions, Schools of
General Studies, and Graduate Division, be reduced to three hours
per week in the City University, or in any other institution, such
change to be phased over a three-year period. (See also Chapter X).
CHAPTER VIII
COMMUNITY COLLEGES’
As shown elsewhere in this report, there were in 1961-62 five pub-
lic Community Colleges in operation in the City of New York, all of
which are a part of the program of the State University of New
York. Three of these—Staten Island, Bronx, and Queensborough,
opened in 1956, 1959, and 1960 respectively—are under the spon-
sorship of the Board of Higher Education. The other two—the Fash-
ion Institute of Technology and the New York City Community
College of Applied Arts and Sciences, established in 1944 and 1946
respectively—are under the sponsorship of the Board of Education
of the City of New York and the Board of Estimate of the City of
New York, respectively. In the Fall of 1961, these five Colleges en-
rolled approximately 7,000 full-time day students.
FUNCTIONS OF COMMUNITY COLLEGES
Although there are extensive provisions in the New York Education
Law relating to Community Colleges, some of which have developed
from the earlier technical institutes, that part of the statutes dealing
with the programs and curricula of these colleges seems particularly
pertinent to this discussion. Accordingly, those provisions, as found
in §6303 of the Education Law, are included here:
§6303. Programs and curricula of community colleges
1. Community colleges shall provide two-year programs of post high school
nature combining general education with technical education relating to the
occupational needs of the community or area in which the college is located
and those of the state and the nation generally. Special courses and extension
work may be provided for part-time students.
a. Training for certain occupational skills may be limited to selected com-
munity colleges by the state university trustees in order to avoid unnecessary
duplication or over-lapping of facilities and programs.
b. The curricula in community colleges shall be designed to serve the needs
1 Much of the factual data on the Community Colleges appear in the same
chapters with those for the Senior Colleges. Due, however, to the importance of
the Community Colleges in the future development of higher education in the
City, it seems desirable to incorporate in a separate chapter other materials relating
to these colleges and the recommendations regarding them.
153
154 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
of students who seek two years of post secondary education and whose needs
would not ordinarily be met by the usual four-year college curriculum. How-
ever, such colleges shall nevertheless provide sufficient general education to
enable qualified students who so desire to transfer after completion of the
community college program to institutions providing regular four-year
courses...
c. The curricula of the community colleges shall be developed with the
assistance and guidance of the state university trustees and shall be subject
to their approval, and such modifications, amendments and revisions as they
may from time to time prescribe.?
It will be seen from this statute that the basic provision is the re-
quirement of the technical programs which relate to “the occupa-
tional needs of the community or area in which the college is located
and those of the state and the nation generally”, in combination with
general education. In other words, the basic concept of community
colleges in New York State relates to the technical and terminal pro-
grams, rather than the so-called “university parallel” programs from
which students transfer to four-year institutions.
T. R. McConnell, in his foreword to Leland L. Medsker’s book,
The Junior College: Progress and Prospect, has this to say on the
functions claimed for the junior college:
The proponents of the junior college as a distinctive institution have
charged it with heavy responsibilities. Among the functions which are usually
ascribed to it, the following are particularly significant in a diversified edu-
cational system: (1) providing terminal curricula of two years and less in
length; (2) providing curricula preparatory to advanced undergraduate educa-
tion in four-year institutions; (3) providing general education for all students,
terminal and preparatory; (4) aiding students to make educational and vo-
cational choices that are consistent with their individual characteristics; and
(5) offering a wide range of general and special courses for adults.
Presumably, one of the unique functions of the community college is to
provide terminal technical, semi-professional, or general curricula of two years
or less in length adapted to the needs and characteristics of students and to
the needs of the community or region. But has this function been more pro-
fessed than performed? In answering this question, Dr. Medsker discovered
that fewer terminal curricula have been offered than one might have expected,
and that when they have been given too few students have elected them.?
On this point, the Master Plan of the State University of New
York, as revised in 1960, contains this recommendation, on page 53.
All public two-year colleges, with the exception of the Fashion Institute
of Technology, should institute university-parallel programs in the liberal arts
and sciences.
2 McKinney’s Consolidated Laws of New York, Annotated, Book 16, Part 3; pp.
81-82.
3 Leland L. Medsker, The Junior College: Progress and Prospect, McGraw-Hill
Book Company, Inc. (1960). The Foreword by T. R. McConnell, pp. vi-vii.
COMMUNITY COLLEGES 155
A check on the Fall 1961 enrollment in the three Community Col-
leges under the sponsorship of the Board of Higher Education
shows that of 3,117 matriculated students in both the Day and
Evening Sessions, 1,452 or slightly less than one-half, were in
transfer liberal arts and engineering programs.
THE ROLE OF THE COMMUNITY COLLEGES IN NEW YORK CITY
The role of the Community Colleges within the framework of the
City University, as recommended earlier is to provide high-quality
education for both career or terminal and transfer students. One of
the basic functions of the City University, as there recommended, is
to provide, in its different units, high-quality instruction suitable to
the various levels of ability of those persons who have a reasonable
expectation of success in their education beyond the high school.
This poses the question as to where the “reasonable expectation of
success” ends. Concerning the practices throughout the country,
Medsker has this to say:
Most local public two-year junior or community colleges generally admit
any high school graduate and even that requirement is often waived for
students over eighteen. But although practically all students may be admitted
to the college, not all are admitted to certain courses or even to certain
curricula unless they meet prescribed requirements.*
In California, for example, where more than half of all junior col-
lege students in the nation are enrolled, Medsker’s statement applies.
A study of the transcripts of 73,679 public high school graduates in
that state showed that 57.1 per cent of these graduates could meet
neither the University of California nor the California State College
admission requirements.’ Consequently, their only opportunity for
education in publicly supported institutions beyond the high school
is the junior college.
In accordance with the recommendations in the California Master
Plan, as approved by both the Regents and the State Board of Edu-
cation, the admission requirements in both the University and the
State Colleges are being raised, so that percentage will now be
higher.
As shown earlier, 48 per cent of the June 1961 public high school
graduates of New York who received academic and commercial
4 Ibid., pp. 183-184.
5 T. C. Holy and Arthur D. Browne, “A Study of the Eligibility of Graduates of
California Public High Schools for Enrollment in California Public Institutions of
Higher Learning”; California Schools, Vol. XXX, No. 12 (December 1959), Table
1, p. 6.
156 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
diplomas from New York City’s academic high schools and who
had grade averages of 75 per cent or above could, it is estimated,
meet admission requirements for the baccalaureate programs in the
Senior Colleges. However, if all graduates of the academic high
schools are considered, then that proportion drops to approximately
20 per cent. If on the other hand, the graduates of both academic
and vocational high schools are included, the percentage drops: to
approximately 18. On that basis, then, there remains approximately
80 or more per cent of the City’s academic high school graduates
whose only opportunity for further education beyond the high school
in publicly supported institutions is the Community College and
certain programs in the Schools of General Studies.
Community Colleges have several special functions to perform in
a coordinated system of higher education. With particular reference
to the City University, these functions may be briefly stated as fol-
lows: to provide, together with the Senior Colleges, for all students
who successfully complete the high school program of studies and
who show capacity of improvement through further study; to iden-
tify those students who can and should carry on further formal studies
in the Senior Colleges and other four-year institutions; to provide
suitable programs of study in Day and Evening Sessions for recent
high school graduates and adults; and to aid students through appro-
priate counseling.
By performing the foregoing services, the Community Colleges
allow the Senior Colleges a freedom to continue their traditional
commitment to selective admissions of students at the freshman level,
and to develop programs of high standards at the upper division and
graduate level. Although there are recommendations on the broad
functions of the Community Colleges within the framework of the
City University in Chapter IV, the Survey Staff believes it important
for the Board of Higher Education to take official action on the
specific functions of the Community Colleges. Therefore, it is
recommended that the Board give approval to the following long-
range specific functions for the Community Colleges:
l. To provide, together with the Senior Colleges, for all students
who successfully complete the high school program of studies and who
show capability of improvement through further study, and who need
additional education or training, an opportunity to carry on in their
studies;
2. To provide opportunities for high-quality education beyond the
high school to those students who, because of ability and interest,
wish education for careers at the end of two years or before;
COMMUNITY COLLEGES 157
3. To identify those students in the Community Colleges who can
and ought to carry on further formal studies in the Senior Colleges
and in other colleges which grant the bachelor’s degree;
4. To provide suitable programs of studies in Day and Evening
Sessions for recent high school graduates and adults; and
5. To aid students, through counseling, to make educational and
vocational choices consistent with their abilities and interests.
In addition to the approval of the above functions, it should be the
intent of the Board that the Community Colleges are perceived to be
agencies to democratize, even further than is now the case in the
City University, educational opportunity beyond high school gradu-
ation. Ideally, this means that all Community Colleges in the system
would consider as a requirement for admission only the fact that the
student applicant has successfully completed a high school pro-
gram of studies or through other means has achieved an equivalent
training. Admissions to particular programs would, of course, have to
be on the basis of more specialized factors; but the Community Col-
leges collectively, together with the Senior Colleges, should have the
general obligation of providing curriculums which meet the total
span of interests and abilities of all high school graduates who should
carry on their formal studies. Although practical realities may make
it impossible to achieve this purpose immediately in New York City,
the objectives stated, however, should be established as the long-
range goal and an evolutionary program to accomplish it, as recom-
mended later on in this chapter, be put into effect.
ORGANIZATION AND ADMINISTRATION
OF COMMUNITY COLLEGES
If the City’s Community Colleges are to play a special and unique
role in extending educational opportunities beyond the high school,
adequate provision must be made for establishing and implementing
appropriate policies under which they may operate. The Survey Staff
considered various possibilities for achieving the maximum considera-
tion and efficiency in the governance of these colleges within the
framework of the City’s over-all educational responsibilities.
One such possibility is to remove them from the jurisdiction of the
Board of Higher Education and place them under a separate board
or boards. This would make it possible for the new board or boards
to concentrate on the role and problems of the Community Colleges.
The Survey Staff believes that the negative aspects of the plan out-
weigh the positive factors. Such a step would result in added con-
158 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
fusion to the general public since there would then be three public
educational boards in New York City—the Board of Education, the
Board of Higher Education and the new Community College Board.
This would make difficult the necessary coordination between the
Community Colleges and the Senior Colleges. The Survey Staff
believes that one board should have the responsibility for an inte-
grated plan for all public higher education beyond the high school
in New York City, in much the same way that the State University
BOARD OF HIGHER EDUCATION
(Acting as Trustees for the Senior Colleges
and Community Colleges separately)
Chancellor
Senior College Community College
Administrative Council Administrative Council
Chancellor —Chairman Chancellor —Chairman
President —City College President —Staten Island
President —Hunter College President —Bronx
President —Brooklyn College President —Queensborough
President —Queens College Note: Other community colleges
Note: Other Senior Colleges in in New York City may be
New York City may be added added to this group at a later
to this group at a later time. time.
Secretariat and advisory staff. Secretariat and advisory staff.
Note: (1) The same Chancellor, the same secretariat and advisory staff act in a dual,
coordinating capacity.
(2) Stated joint meetings of the two Administrative Councils will be held on matters
of common interest.
Figure 3
ORGANIZATION CHART
BOARD OF HIGHER EDUCATION
COMMUNITY COLLEGES 159
of New York holds this responsibility for the State outside New York
City.
In accordance with this belief it is recommended that:
The Board of Higher Education continue to be the sponsoring board
for the Community Colleges, with these specific provisions:
1. The Board continue to serve as the governing board both of the
Senior Colleges and of the Community Colleges, viewing the latter
as separate institutions with purposes, problems and policies that
often are different from those of the Senior Colleges.
2. The Board develop separate policies for the Community Col-
leges as distinct from the other units with respect to personnel and
salaries, admissions, program, and other matters.
3. The Board sit in separate sessions to consider the direction of
the two types of colleges.
4. The Chancellor of the City University remain the chief execu-
tive officer of the Board of Higher Education for both the Senior and
Community Colleges, and that his staff be augmented as need arises.
5. The Chancellor serve as the Chairman of the Administrative
Council of the Senior Colleges and the Administrative Council of the
Community Colleges; each council be composed of the presidents of
the colleges involved.
It is further recommended that:
Any new Community Colleges in New York City be under the
Board of Higher Education; and that continuing study by the appro-
priate agencies be given to the relationship to the City University of
New York of the two existing public Community Colleges now out-
side of the City University.
It is gratifying in this connection to find that the presidents of the
five Community Colleges now in operation in New York City have
regularly scheduled meetings to consider problems of common con-
cern. An examination of the agenda of these meetings shows these
topics listed for the consideration of the presidents: salary schedules,
student admissions, curriculum, personnel policies, finance, tenure,
faculty work loads, sick leave, transfer policies, Evening Session,
tuition, implications of the Heald Committee Report for Community
Colleges, teacher recruitment, Schools of General Studies, and a
number of other problems of common concern to these institutions.
Undoubtedly, these discussions of problems of common concern to
all institutions are very beneficial.
160 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
PROJECTION OF NEEDS AND A DEVELOPMENTAL
POLICY ON ADMISSIONS
The need for additional opportunity for education beyond the
high school level in New York City is well established. Evidence to
substantiate this need has been provided repeatedly by other studies,
such as the report of the Heald Committee mentioned above and re-
ports of studies made by the Regents of the State of New York and
the Trustees of the State University of New York. Quoted from the
Trustees’ Master Plan, as revised in 1960, is the following:
The Trustees have no specific proposal to make regarding the number or
location of two-year colleges in New York City. However, new institutions
should be established so that, together with present institutions, a minimum
of 25,000 students can be accommodated by 1970.®
Concerning the functions of the Community Colleges in New York
State, Governor Nelson A. Rockefeller, in his special message to the
Legislature on the State’s needs in higher education, had this to say:
Experience with the community college program indicates that the two-year
community colleges—low tuition, State-aided, locally-supported and admin-
istered—will provide an essential and major part of the higher educational
opportunities in New York State in the years ahead.”
In the Fall of 1961, 4,326 persons completed their applications for
admission to the Day Session of the three Community Colleges. Of
these, 1,715, or 40 per cent, were accepted. Of those accepted, 1,394,
or 81 per cent, actually registered.®
A simple projection of the magnitude of need for more Community
Colleges in New York City can be made by relating the trend in
numbers of high school graduates in the City to the national trend
in demand for collegiate training, and particularly the effect of the
availability of a public Community College. The report of the
President’s Commission on Higher Education, in 1948, stated that a
minimum of 49 per cent of the persons of college age could success-
fully complete a standard two-year college program of study, and at
least another 32 per cent could complete additional years of higher
education (Volume II, page 7). These statistical estimates are being
approached steadily by the records on actual attendance in college;
during the past decade, the percentage which the number of per-
sons enrolled in college is of the total number of persons of college
6 Revised 1960 Master Plan of the State University of New York, p. 37.
7 Nelson A. Rockefeller, Expanded Opportunities and Facilities for Higher
Education, State of New York, Legislative Document No. 9, 1961.
8 These figures furnished by the Office of Information Services of the City Uni-
versity.
COMMUNITY COLLEGES 161
age in the nation has climbed from about 30 per cent to close to 40
per cent.
Studies made elsewhere also show that the presence of a publicly
supported, low tuition or free-tuition Community College greatly in-
creases the post-high school continuation pattern of high school
graduates. In such situations the general rule is about one-half of the
graduates within the district supporting a Community College at-
tend this institution. For example, in another large city, which now
has seven junior colleges with three others soon to be established,
studies have shown that 59 per cent of the high school graduates in
the city enrolled in a junior college the following Fall.
Because of the newness of the Community Colleges in New York
City, however, use a factor of 50 per cent of the high school graduates
as a means of estimating potential public Community College en-
rollment may be unjustified. A factor of one-third would be a much
more conservative one, and perhaps a more realistic measure. In
this connection, the following quotation from Conant seems appro-
priate:
There would be no inconsistency with our educational ideals if local two-
year colleges were to enroll as many as half of the boys and girls who wished
to engage in formal studies beyond the high school.®
If it is assumed that New York City public institutions should pro-
vide spaces and resources to accommodate one-third of the high
school graduates (public and private) in Community Colleges, the
need, based on the number of 1961 graduates, was for about 22,000.
In 1965 it will be approximately 24,000 and in 1975 the figure will be
almost 30,000. (These figures closely resemble those in the above
quotation from the State University Master Plan.) Clearly, the Board
of Higher Education should lose no time in planning for more Com-
munity Colleges and determining their locations.
It should be noted here that in addition to students accommodated
in public Community Colleges others will be cared for by private two-
year colleges in the City. It seems a reasonable assumption that
these added to the one-third recommended for public Community
Colleges will approximate 50 per cent of public and private high
school graduates.
The Board of Higher Education obviously cannot act rapidly
enough to accommodate all students who will graduate from high
school during the next year or two and who would like to carry
on formal studies in a Community College. Therefore, some pro-
9 J. B. Conant, The Citadel of Learning, Yale University Press, New Haven,
Connecticut (1956); p. 70.
162 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
gram of selective admissions must be maintained to keep the demand
in balance with available resources.
The Survey Staff recommends that:
The Board of Higher Education undertake simultaneously the two
following courses of action which, over a period of time, will ac-
complish the goal of a complete Community College service to the
City that was set forth at the start of this statement.
1. Admissions standards to Community Colleges be adjusted as
rapidly and steadily as posible toward the ultimate objective of using
only high school graduation and the capability of improvement in
the Community College program.
2. New Community Colleges be established as rapidly as possible
at locations where needed, and existing ones be expanded to the ex-
tent that a total enrollment equal to one-third or more of the high
school graduates in the City can be accommodated in the Community
Colleges. (See Chapters VII and XII for specific recommendations.)
TUITION
The Survey Staff commends the Board of Higher Education for its
policy of free tuition for matriculated students enrolled in the bacca-
laureate program in the Senior Colleges of the University. However,
the Staff believes that gross inequities exist when the principle
of no tuition is extended only to those students whose high school
record entitles them to enroll as baccalaureate candidates. There
is ample evidence that every segment of society, including large
cities, is served best in these days of rapid social and technological
change by affording more people of all ages the opportunity and
encouragement to continue their education. The need for technicians
and other’ workers with training at the associate degree level is
especially great. The Survey Staff thus believes that tuition should
be waived for all matriculated students, both associate and bacca-
laureate. If this is not done, the City will place a premium on the
relatively few students who qualify for baccalaureate degree pro-
grams and will penalize a large group who are not able to meet
tuition charges but whose contribution to the welfare of the City
will be greatly enhanced by further training.
Although scholarships provided in the Scholar Incentives Act of
1961 in New York State will give assistance, they furnish only part
of tuition and fee costs. Furthermore, studies of scholarships from
other sources indicate that in the main they are awarded to students
COMMUNITY COLLEGES 163
from middle income families rather than to students from low income
groups.
PERSONNEL POLICIES IN COMMUNITY COLLEGES
As noted earlier in this chapter, the Survey Staff recommends that
the Board of Higher Education develop separate personnel policies
for the Community Colleges. The Survey Staff further recognizes that
the Community Colleges must employ especially able teachers. In
general, the Staff believes that the criteria for selecting Community
College faculty are not necessarily the same as those that are used in
selecting Senior College staff, particularly if the Senior Colleges em-
bark on advanced graduate and professional education. For example,
the Ph.D. (or Ed.D.) degree is not considered a vital criterion in
the selection of many Community College faculty members, whereas
it is generally so considered in the selection of staff for Senior
Colleges where research and publication are expected. The Survey
Staff believes that Community College faculty members should be
selected on the basis of preparation and experience which seems to
fit them best for their particular assignments. A minimum of a
master’s degree in the subject of the teacher’s principal assignment
is considered essential in academic fields.!° In non-academic fields
where the emphasis is on preparing students for technical and voca-
tional outlets, the staff member should be evaluated primarily in terms
of his training and experience in the field.
With respect to the question of the extent to which junior colleges
throughout the nation are staffed with holders of a doctorate degree,
the percentage of the teaching staffs with such degrees in 1957-58 and
1958-59 was 7.4 per cent.! These figures are in sharp contrast with
those for the three Community Colleges under the sponsorship of the
Board of Higher Education. In the Fall of 1961, 32.5 per cent of
their faculties held a Ph.D. or its equivalent.
It is recommended that:
1. Community College salary scales start at the same point as
Senior College scales and rise with the same increments, for the
same By-law qualifications and responsibilities.
2. The ratio of the proportion of the instructional staff in the Com-
10 This is in accord with the requirements for appointment to the Community
Colleges, as found in the By-Laws. (See Chapter X for these. )
11 “Teacher Supply and Demand in Universities, Colleges and Junior Colleges,
1957-58 and 1958-59”. Washington, D.C.; National Education Association Re-
search Report 1959, R-10, June 1959, p. 32.
164 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
munity Colleges, as related to the Senior Colleges, be as follows:
(a) One-half of the ratios in the Full and Associate Professor
titles;
(b) The same ratio in the Assistant Professor title;
The application of (a) above will result in a correspondingly higher
ratio in the Instructor title, in the Community Colleges.
In order to have some comparative figures on the minimum and
maximum schedules in some other junior colleges, the following
are presented for 60 California public junior colleges for 1961-62:1”
Number of Number of
Minimum Colleges Maximum Colleges
Below $5,000 ..... cee 23 $10,000-11,000 0.0.0.0. . 27
$5,000-5,499 os . 28 $ 9,500- 9,999 oo. 15
$5,500-5,999 . 8 $ 9,000- 9,499 oo. 5
$6,000-6,499 on. 1 $ 8500- 8,999 ........ . 10
Above $6,500 200.0002. 0 Below $8,500 lee 8
60 60#
# Thirty of these require an earned doctorate to reach the maximum.
For the year 1961-62, the average salaries in the three Community
Colleges in New York City was $7,540, as compared with a median
salary in the longer established California institutions for the same
year of $8,310.
Throughout this Long-Range Report, much emphasis has been
placed on the crucial role of the Community Colleges—and the rea-
sons therefor—in a well balanced system of public higher education
in New York City. T. R. McConnell, in the chapter in his new book
entitled “The People’s College”, has this say about the junior
colleges:?8
American higher education has demonstrated a remarkable ability to ex-
pand during the past half century. The institution that has grown most
rapidly is the junior college. By 1959, 22 per cent of the first-time and 12
per cent of the total enrollment in all higher institutions, and 19 per cent of
the first-time and 11 per cent of the total enrollment in public institutions,
12 Califomia Teachers Association, Junior College Instructional Salary Data,
1961-62; Report #17, February 1962; Burlingame, California; pp. vi-vii.
18T, R. McConnell, A General Pattern for American Public Higher Education;
(McGraw-Hill Book Company, Inc. 1962); p. 110.
COMMUNITY COLLEGES 165
was in the junior colleges.1 The number and size of community colleges,
technical institutes, or other types of two-year institutions should be in-
creased further until they accommodate a still larger proportion of the youths
who continue their education beyond the high school.
1 Opening Fall Enrollments in Higher Education, 1959, Analytic
Report, U.S. Department of Health, Edvcation, and Welfare, Office
Education, 1960. Figures rounded.
CHAPTER IX
EXPANSION OF GRADUATE EDUCATION
Bernard Berelson’s book entitled Graduate Education in the United
States contains two conclusions which seem appropriate for the be-
ginning of this chapter. These are:
(1) The graduate school is the society’s central channel not only for the
training of scholarly talent but also for its recognition and selection. As
such, the graduate school serves as the career ladder for able students in all
academic fields.
(2) The graduate enterprise in American universities is characterized
by a weak administrative position: locally with little authority over ap-
pointments or budget; nationally with little coordination, organization,
spokesmanship, etc.!
The first of these evaluates the graduate school in our society, and
the second points out the weaknesses in the current graduate enter-
prise in American universities. Although City College has awarded
the master’s degree in Teacher Education since 1923 and Hunter
awarded its first M.A. in 1924 (the other colleges followed some time
later), the establishment of the City University ushers in a new era
in graduate education, which calls for major changes in perspective,
in organization, and in administrative structure. It is hoped that the
City University, in developing its graduate programs, will avoid the
institutional weaknesses which Dr. Berelson, a distinguished student
and authority in the field, has pointed out.
Similar thoughts on graduate schools are expressed by Oliver C.
Carmichael in a more recent publication with these words:
The graduate school currently is the most strategic segment of higher
education, and its effectiveness is of great concern to the entire educational
system, to our defense effort, and to government, business, and industry,
which employ almost one-half of all Ph.D. graduates.
The second conclusion is that the graduate school at the present time is
the most inefficient and, in some ways, the most ineffective division of the
university.?
1 Bernard Berelson. Graduate Education in the United States. (McGraw-Hill
Book Company, 1960), p. 226.
2 Oliver C. Carmichael. Graduate Education. (Harper & Bros. 1961), p. 195.
166
EXPANSION OF GRADUATE EDUCATION 167
ORIGIN AND DEVELOPMENT OF GRADUATE WORK IN THE
MUNICIPAL COLLEGES
Teacher Education has a long tradition in the City University system,
beginning in 1870 with the opening of Hunter College as an insti-
tution which had as its chief purpose the preparation of teachers.
Lectures in pedagogy were given at City College as early as
1887, a Department of Education was established in 1906, the City
College Educational Clinic was established in 1913, and the School
of Education was created at the College in 1921. Both Brooklyn
College, established in 1930, and Queens College, established in
1937, included the education of teachers among their objectives from
their beginning. Except at City College where there is a separate
School of Education, Teacher Education has been conducted as part
of a liberal arts program, and courses in the liberal arts are integral
parts of the Teacher Education curriculum at all the colleges. The
graduate Teacher Education program which has been developed
during the past four decades is thus firmly based on strong, aca-
demically oriented undergraduate programs at the colleges.
With the advent of State support for Teacher Education in 1948,
the graduate Teacher Education programs at City, Hunter, and
Brooklyn Colleges were expanded rapidly, with the three colleges
offering both the Master of Arts and the Master of Science in Educa-
tion. A fifth-year program leading to the Master of Science in Ed-
ucation was instituted at that time at Queens College. Since that
date State and Federal funds have made it possible to establish or
expand graduate programs in 35 fields, including such specialized
areas as guidance and school counseling, education of the physically
handicapped, education of the mentally retarded, library education,
nursing and industrial arts. Between 1948 and 1961 more than 7,500
master’s degrees in Teacher Education have been granted by the
colleges of the City University. In addition, post-master’s certificate
programs have been developed in the fields of clinical school psy-
chology, guidance practice and administration, and school admin-
istration.
Expanded laboratory facilities for Teacher Education students
have been developed on each of the four Senior College campuses
since the grant of State support in 1948. Library collections have
been expanded. The City College Educational Clinic has been
expanded, and such clinics have been founded at the three other
colleges. At Brooklyn and Queens Colleges, Early Childhood Centers
have been set up. A vacation Demonstration School for Exceptional
168 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
Children is operated each summer at Hunter College as a resource
for Summer Session students in Teacher Education. The teachers’
central laboratory, which includes collections of instructional ma-
terials and curriculum bulletins, has been developed at Hunter
College to serve the Teacher Education Program of the City Uni-
versity. These expanded laboratory facilities have strengthened both
the undergraduate and the graduate programs in Teacher Education.
In considering the expansion of graduate education in the City
University, it should be noted that the colleges of the University
view its creation as an expression of State policy, charging them with
the rapid development of full-scale graduate work. In the assess-
ment later outlined, present faculty strengths are reflected. The new
status has multiplied the number of master’s programs proposed by
the several colleges, has given impetus to the recruiting of research-
oriented staff in all fields, and has increased the interest of scholars in
considering appointments—an outcome that has long been predicted.
It has long been recognized that a top-flight graduate school must
have as its foundation a high quality undergraduate program. The
City colleges have had an extended history of high quality under-
graduate programs. Significant evidence of that fact is found in the
large number of their graduates who have been awarded doctorates
by other institutions. The 10 institutions in the United States that
provided undergraduate training to the largest number of later Ph.D.’s
earned between 1936 and 1956, were as follows:®
Institution No. Ph.D.’s
University of California (all campuses) 3,444
Colleges of The City University of New York 3,417
University of Illinois 1,818
University of Chicago 1,800
University of Wisconsin 1,693
Harvard University 1,653
University of Minnesota 1,544
Columbia University 1,422
University of Michigan 1,370
New York University 1,295
3 Doctorate Production in United States Universities, 1936-1956, With Bacca-
laureate Origins of Doctorates in Sciences, Arts, and Humanities, National
Academy of Sciences—National Research Council, 1958.
EXPANSION OF GRADUATE EDUCATION 169
Of the 3,417 Municipal College graduates who went on to receive
their doctorates during this period, 2,044 took their undergraduate
training at City College, 866 at Brooklyn, 328 at Hunter, and 179 at
Queens.
The preceding figures are particularly meaningful since all of the
other institutions except the City Colleges have long had graduate
schools which award doctorates. To have supplied the undergraduate
preparation for so many doctorates without having an advanced
graduate school to which they could easily transfer is indeed an
achievement. There is an excellent foundation for advanced gradu-
ate work in the City University which should be expanded without
delay to help meet both the local and national needs for highly
trained persons in a variety of fields. In this connection it seems
appropriate to quote from a letter in the March 9, 1962, issue of the
New York Times from John W. Gardner, President of the Carnegie
Corporation in New York, and a member of the committee of three
which made the 1959 study Meeting the Increasing Demands for
Higher Education in New York State as follows:
Every recent study of the nation’s educational needs has called for ex-
pansion of graduate programs without which we cannot adequately serve
our ablest young people.
The City University is in a position to respond to that national need,
and to serve the young men and women of this area better than ever
in the past. The faculties and administrators of the city colleges, eager to
respond constructively have drawn up a plan of action.
Having first-hand familiarity with most of the leading graduate schools,
I am willing to assert that the city colleges are more than ready. They are
overdue. They are fine institutions with strong faculties.
It should also be observed that at present (1961-62) no publicly
supported college or university in New York State offered programs
leading to the doctorate in academic fields. In no other states in the
union with the exception of Maine and Nevada does this situation
prevail.
RESEARCH GRANTS TO THE FACULTY OF THE
CITY UNIVERSITY
Elsewhere in this report there are listed the major functions which
the City University, as an urban institution, ought to fulfill in the
years ahead. These, with some modifications because of the unique
setting of the City University, are essentially those found in leading
public universities throughout the nation. Among those functions
are those of faculty research and the application of some of the
170 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
findings thus obtained to the solution of current problems in the area
which the City University serves. Although faculty research is in
part subsidized by means of grants from public and private sources,
most of the leading universities allow time and money for research
as a necessary part of the instructional program. In fact, in in-
stitutions where no faculty time, money, or facilities are provided for
research, it is vigorously contended that without these provisions, it
is extremely difficult, if not impossible, to recruit and retain the
quality of faculty which a first-rate university must have to maintain
that rating.
For example, in a legislative study made in California in 1953-54,
it was found that faculty research in the University of California,
which was carried on as a part of the instructional program (and
thus excluded organized research), amounted to 17 per cent of the
total allocation for instruction and research on the Los Angeles cam-
pus and 26 per cent on the Berkeley campus. For organized research,
the per cents of the total current expenses for educational and gen-
eral purposes on these two campuses were 13.4 per cent and 16 per
cent respectively.*
As evidence of the rapid increase in the amount expended by
various agencies for organized research, in the University of Cali-
fornia the amount expended for that purpose in the year ending
June 30, 1960, was $47,539,706 or 29 per cent of the total expenditures
for educational and general purposes in the University. In addition
to this amount, the University received, during that same year, for
special Federal research contracts, $159,506,897.°
Another example of expenditures for faculty or departmental re-
search is found in the report entitled “California and Western Con-
ference Cost and Statistical Study.” This study, which covers the
year 1954-55, includes the following institutions:
University of California The Pennsylvania State University
Indiana University Purdue University
State University of Iowa Vanderbilt University
Michigan State University Wabash College
University of Minnesota University of Washington
4T. R. McConnell, T. C. Holy and H. H. Semans. A Restudy of the Needs
of California in Higher Education. (California State Department of Education,
Sacramento, 1955), pp. 413, 419.
5The University of California Report of the President for the Academic Year
1959-1960. p. 16.
EXPANSION OF GRADUATE EDUCATION 171
The findings for the 20 campuses operated by these institutions
showed a total expenditure for instruction and research of $89,423,275.
Of this amount, it was determined that $7,318,990, or 8 per cent of
the total, was expended for departmental research. Furthermore, of
the 10 major subject fields in which the departmental research was
done, the largest expenditures were in the fields of mathematical,
physical, and engineering sciences, and the humanities.®
In a report issued on November 22, 1961, and entitled “Grants for
Faculty Research”, it was found that grants to faculty members of
The City University of New York during the year 1960-61 amounted
to $808,535, distributed as follows:
College Amount
City College $134,745
Hunter College 303,568
Brooklyn College 194,320
Queens College 175,902
These grants were for 39 projects in nine academic fields. Those fields,
with the amounts allotted to each, were as follows:
Department Amount
Education $167,897
Psychology 127,633
Chemistry 98,929
Biology 53,652
Physics 40,531
Political Science 26,500
Speech 8,395
Sociology and Anthropology 6,700
Geology and Geography 5,330
In addition to the grants in specific fields, one grant of $272,968 was to
the Graduate Division of Hunter College for a study to be conducted
by five departments. It should be noted that of the total grants,
$410,088, or more than half, came from Federal agencies.
In commenting on these grants, Gustave G. Rosenberg, Chairman
of the Board of Higher Education of New York City, said:
Grants for research began as a trickle years ago. We can well expect that
the total will soon be one million dollars annually, and we hope that it will
be greatly increased as doctoral studies are undertaken.
6 “California and Western Conference Cost and Statistical Study” ( University
of California Press, Berkeley, California, 1955), p. 34.
172 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
PRESENT STATUS OF GRADUATE WORK IN THE CITY
UNIVERSITY AND PROJECTED ENROLLMENTS AT THE
MASTER'S LEVEL TO 1975
As noted earlier in this chapter, the first graduate degree awarded
by the City Colleges was a master’s degree in Teacher Education in
1923. As would be expected, graduate enrollment in the colleges has
greatly increased since that time.
Table 25 gives that information, by colleges, for alternate years
from 1951 through 1961. From the table it will be noted that the
graduate enrollment increased from 5,650 in 1951 to 12,550 in 1961,
or slightly more than double that of the earlier year. It will be further
noted that non-matriculant enrollment increased more rapidly than
did that of matriculated students.
Table 25
GRADUATE ENROLLMENT IN THE FALL
OF ALTERNATE YEARS 1951-1961
Graduate Enrollment in the Fall of
Institution
1951 1953 1955 | 1967 | 1959 1961
City College
Matriculants
Non-Matriculants
1,995 | 1,895] 1,642] 2,242) 3,515} 3,290
1,002 795] 1,706] 1,710] 1,439] 2,252
Hunter College
Matriculants
Non-Matriculants
850 903] 1,039) 1,269} 1,580] 2,019
-0-| 206 277 530 761 959
Brooklyn College
Matriculants
Non-Matriculants
945| 1,146] 1,453] 1,655! 1,881
335 297 476 643 724 839
Queens College
Matriculants
Non-Matriculants
Total—All Colleges
Matriculants
Non-Matriculants
213 309 525 618 786 931
38 96 162 272 259 379
4,052| 4,352] 5,582) 7,586] 8,121
1,394} 2,621) 3,155} 3,183| 4,429
Grand Total oo... 5,650 | 5,446] 6,973] 8,737] 10,719] 12,550
Index, using 1951 grand total
figures as 100 ..
100 96 123 155 190 222
Source: The records in the offices of the City University.
EXPANSION OF GRADUATE EDUCATION 173
Table 26 shows the distribution of graduate enrollment in the
City Colleges, by major area, in the Fall 1960. Since one of the
major functions of the City Colleges has been from their beginning the
preparation of teachers, and since the Teacher Education Program
Table 26
DISTRIBUTION OF GRADUATE ENROLLMENT
IN THE SENIOR COLLEGES BY MAJOR AREA,
FALL OF 1960
Area | City Hunter | Brooklyn Queens
Liberal Arts
and Science
Matriculants
M.A. and M.S. .......... 102 378 402 _—
Matriculants
with conditions ........ 28 15 _— —_—
Non-matric., ete. ...... 116 353 185 _—
Teacher Education
Matriculants 1,179 1,620 1,433 876
With majors in
arts & science ........ (614) (790) (597) (258)
With major in
education ........... (565) (830) (836) (618)
Non-matric., etc. ...... 1,003 606 535 261
Baruch School of Bus.
& Pub. Admin.
Matriculants .............. 1,530
Prov. Matric. ........... 449
Non-matric. ou... 165
School of Technology
Matriculants ............ 104
Matriculants
with conditions ........ 278 _— — _
Non-matric., ete. ...... 263
Total by College ............ | 5,217 2,972 | 2,555 1,137
Grand Total oe | 11,881
Source: Report of the Coordinating Committee for Graduate Studies, 1960-61. Teacher Edu-
cation figures are based on the Teacher Education census.
174 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
is State supported and tuition free for State residents, it is not sur-
prising that the largest number of graduate students is enrolled in
that area. In fact, the only graduate program which Queens College
had in the Fall 1960 was in the Teacher Education field.
Of the 11,881 students shown in Table 26, roughly two-thirds were
matriculated students. It is significant to note here that of the total
number of students enrolled in graduate programs, as shown in
Table 26, only 337, or 3 per cent, were full-time students. On the
other hand roughly 20 per cent of the students in arts and sciences
are full-time. Undoubtedly, as the City University develops more
fully its graduate program beyond the master’s degree, there will
be a large increase in this proportion of full-time students. Particu-
larly in the doctorate programs, it must be recognized that country-
wide almost all graduate students are subsidized. Thus the acute
need for fellowships and graduate assistantships become apparent.
The grant of 14 National Defense Education Act fellowships in
four of the Ph.D. programs initially projected and the availability of
substantial traineeship grants in a fifth program augur well for con-
tinuing Federal support of a limited number of fellowships. How-
ever, budgeting for substantial numbers of first-year fellowships is
necessary in order to give the students the graduate background
needed before teaching assistantships can properly be used. In the
developing doctorate programs, full-time students should form the
major part of the student body.
In order to show the range and extent of master’s degrees awarded,
by field of study, in the City colleges, Table 27 has been developed.
This table shows, for alternate years from 1951 through 1961, the
number of master’s degrees awarded by field of study. It is interesting
to note that master’s degrees were awarded in 43 separate fields of
study, the largest of which is Teacher Education. The discussion of
Table 25 noted that graduate enrollment has more than doubled in
the 10-year period covered. However, as will be seen from Table 27,
the number of master’s degrees awarded did not keep pace with the
increase in enrollment. Using 1951 as the base year, the table shows
that the number of master’s degrees awarded increased 72 per cent.
As would be expected, the master’s degrees awarded in Teacher
Education far exceed those in any other field. In fact, for the base
year 1951, of 588 master’s degrees awarded, 500 were in Teacher
Education. (However, nearly half of those matriculated in Teacher
Education were preparing for secondary teaching and _ therefore
majored in the liberal arts and sciences.) In 1961, of a total of 1,012
master’s degrees awarded, 293, or approximately 30 per cent, were in
EXPANSION OF GRADUATE EDUCATION 175
arts and sciences. Fields other than Teacher Education showing the
largest number of master’s degrees awarded are: chemistry, English,
social work, electrical engineering and mechanical engineering.
Projected Enrollments at the Master's Degree Level
The Master Plan for The State University of New York, as revised
in 1960, includes estimates up to 1980 of both undergraduate and
graduate enrollments in the State of New York. In the case of the
latter, there are two sets of estimates—low and high—both of which
are per cents of the undergraduate projections. Concerning these
projections, the report has this to say:
In 1959 the full-time graduate enrollment (24,620) was equivalent to
approximately 16 per cent of the full-time enrollment in four-year pro-
grams. Two rates of increase in this proportion were developed in making
future estimates. The low rate rose from 16 per cent in 1960, to 18 per
cent in 1970, and finally to 20 per cent by 1980. The high rate increased
to 20 per cent by 1970 and to 25 per cent by 1980. These two series
of increasing ratios were then applied to the most reliable estimate of
undergraduate enrollments.7
Using this procedure, the following results were obtained for the
State as a whole:
Graduate Estimates
Undergraduate
Year enrollment Low High
1960 164,700 26,350 26,350
1965 248,000 42,160 44,640
1970 314,400 56,592 62,880
1975 367,300 69,787 82,642
1980 416,000 83,200 104,000"
In applying the above State-wide projections to New York City,
the “low” estimate has been used because it is anticipated that the
population of New York City will grow at a lower rate than that in
the rest of the State. However, since the population growth in Brook-
lyn and Queens is expected to be more rapid than in Manhattan and
the Bronx, it is assumed that the expansion of graduate work at
Brooklyn and Queens will, at minimum, bring the ratio of graduate
to undergraduate students to the present City-Hunter level of ap-
proximately 15 per cent. The Verazzano Bridge from Staten Island
to Brooklyn will probably account for considerable expansion in the
Brooklyn College graduate program, an expansion not reflected in
these computations.
™The Master Plan—Revised 1960. (State University of New York, Albany,
N.Y.), p. 22.
176 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
Table 27
MASTER’S DEGREES AWARDED BY
FIELD OF STUDY IN THE SENIOR
COLLEGES IN ALTERNATE YEARS
1951-1961
Field of Study
Senior Colleges
1951
Number of Master’s Degrees
1953
1955
1957
Awarded in
, 1959
PAT U esccastoneccarscesesscasosaseresecncseaceser — —_— — 2 4 2
Biology and — — 15 18 13 10
Biological Science . a — —_— — — —
Chemistry —_ —_— 15 37 24 20
Classics .... —_ -—- —_ _— — 2
Economics — —_ 1 9 7 8
English .... — — 7 11 7 18
French ... 1 — — —_— — —
German . — _— — = —_— 1
History — — —_— 6 3 5
International Relations — 5 6 5 6 4
Mathematics —_ — 3 5 2 5
Music —= aa _ 3 — 6
New York Area . — — 1 2 1 1
Nutrition ......... _— — — — 4 4
Political Science — -- — — —_— 2
Psychology 10 1 1 23 8 4
Sociology .. — — 1 11 9 10
Spanish . — —_ —_ 1 — 1
Speech ... — —_ 9 16 1 3
Teacher Education . 500 620 623 657 698 719
TOTAL .. 511 626 688 806 787 825
Special Schools*
Accounting .. 33 31 26 20 14 12
Advertising .. 2 3 3 1 2 8
Chemical Engineering —_ —_ — _— — 3
Civil Engineering 3 3 4 9 12 10
Credit and Collection . —_— 1 1 — 2 _
Economics 3 3 3 6 6 3
Electrical Engineering .......... 1 27 22 12 21 25
Finance and Investment ...... 3 3 1 3 2 9
Industrial Management ........ 12 13 11 20 13 13
Industrial Mgt. Engineering — — 1 — 10 10
International Trade ............. 1 6 1 3 2 3
Marketing Management 6 4 1 —_— 2 2
Marketing Research a — 2 1 2 4 6
Mechanical Engineering ...... —_— 7 16 14 20 31
Personnel Management ......... 1 1 2 3 2 6
* Includes the Baruch School of Business and Public Administration and the School of
Technology.
EXPANSION OF GRADUATE EDUCATION 177
Table 27 (cont.)
Number of Master’s Degrees Awarded in
Special Schools (cont.)
1961 1958 19565 1957 1959 1961
Police Science .......scsesseeseeee —_— _— _— 1 1 6
Public Administration . 1 2 8 6 1 1
Real Estate . 3 4 1 — — 3
Retailing 5 9 1 _— 3 2
Social Work .. — _— _ _ 15 24
Statistics . 3 5 1 3 4 3
Taxation . —_— —_— 6 4 5 7
T
TOTAL wicscesesessssseeeseees 77 124 110 107 141 187
GRAND TOTAL ............ 588 750 798 913 928 1,012
Index, using 1951 grand
total as 100 wees 100 128 136 155 158 172
Source: From the records in the offices of the City University.
Note: Attention is called to the fact that of those students awarded master’s degrees in
Teacher Education, nearly one-half were in the secondary education field and so have
their majors in liberal arts and sciences.
When thus applied, the figures found in Table 28 result. Concern-
ing this table, attention is called to the following:
1. The low estimate is based on the assumption that the 1961 ratio
of full-time-equivalent graduate students to the Day Session under-
graduate matriculants in each of the colleges will continue.
2. The high estimate is based on the assumption that the ratio
of 15 per cent in the City College, as found in Item 4 in the table,
will be attained by the other colleges.
The figures here relate only to master’s degree programs. To
forecast graduate enrollments beyond the master’s degree involves
some difficulties. Although there will undoubtedly be a large num-
ber of master’s degree students in many subject fields who want to
continue their graduate work in the City University, to what extent
and when the necessary additional staff, library, and physical facilities
required will be available are yet to be determined. In addition, there
is the much greater cost of graduate education. For example, the
institutional teaching expense per student-credit-hour in lower divi-
sion, upper division, and graduate work at the Berkeley campus of
the University of California for the year 1957-58, was $29.53, $59.16,
and $174.19, respectively.®
8 Technical Committee on Costs of Higher Education in California: The Costs
of Higher Education in California, 1960-75, (January, 1960), p. 40; The Uni-
versity of California, Berkeley.
178 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
Despite these difficulties, it is necessary to include in this long-
range plan for the City University, the required space provisions for
the graduate program based on what seems realizable and reasonable
estimates of graduate enrollments by 1975. These estimates, from
which the space needs are developed, appear in Chapter XII.
In view of the large number of the Senior College graduates who
continue to their doctorates as shown earlier in this report, it seems
evident that the number of qualified students wishing to continue to
their doctorates in the City University will exceed for many years
the available staff and facilities required for advanced graduate work.
FIELDS IN WHICH THE COLLEGES, INDIVIDUALLY OR
COLLECTIVELY, ARE BEST QUALIFIED TO
OFFER DOCTORAL PROGRAMS
The fields in which doctoral programs are proposed for September,
1962, are the ones in which the University is initially best qualified to
proceed, in terms of faculty resources, library and (where appro-
priate) laboratory resources, and the other supporting facilities.
These fields are chemistry, economics, English, history, psychology,
Table 28
PROJECTED MASTER’S DEGREE ENROLLMENTS
IN THE SENIOR COLLEGES IN 1975
Senior Colleges
Item City Hunter Brooklyn Queens Total
1961 Day Session undergraduate
Matriculants .......sssseeseeeeeees 10,683 6,992 8,901 5,604 32,180
1961 matriculated graduate
STUENS oo. eeeececsesssesseeeeeeseseeneee 3,290 2,019 1,881 931 8,121
1961 FTE graduate students* .... 1,645 1,010 940 465 4,060
Per cent Item 3 is of Item 1 15 14 11 8 —
1961 FTE graduate students if
15 per cent ratio prevailed .... 1,645 1,049 1,885 841 4,827
FTE graduate students in 1975
Low estimate** ..........00 4,859 2,677 2,491 1,282 10,759
High estimate*** ........ 4,359 2,783 3,577 2,226 12,945
Source: Dean of Graduate Studies, City University of New York.
* FTE means full-time-equivalent.
** These figures have been derived by applying the per cent which the State-wide estimate
of 69,787 in 1975 is of the 1960 estimate (265%) to the number of 1961 F.T.E. graduate
students. Example: 1,645 x 265% = 4,359.
*** These figures have been derived by multiplying the figures in the fifth item by 265%.
Example: 1,060 x 265% = 2,783.
EXPANSION OF GRADUATE EDUCATION 179
romance languages, sociology and speech. In each of these fields, the
faculty is qualified at more than one of the colleges of the University;
but in psychology only Brooklyn has the necessary space and equip-
ment. The climate for offering this Ph.D. program is extremely favor-
able, and the University committees are agreed that it should be
instituted in September, 1962 at Brooklyn if necessary supporting
funds are available.
Editor's Note: For various reasons, chiefly lack of adequate funds,
Ph.D. programs started in September, 1962 included only the follow-
ing five fields: chemistry, comparative literature, economics, English
and general psychology.
In biology, there is in operation at Brooklyn a research laboratory
for faculty and students, and there has been extensive support of re-
search, with its attendant support of graduate students, from the Air
Force, the National Institute of Health, the American Cancer Society,
the National Science Foundation, and others. There is a weekly de-
partmental seminar, at which attendance has been required of
master’s students. Plans are being discussed to enlarge this activity,
possibly into an all-university monthly colloquium for faculty and
graduate students. Hunter and City are proceeding, within their
regular undergraduate budget, to recruit needed additional faculty
in specialties that will strengthen their position for the offering of a
research degree. At Hunter the master’s program which is run jointly
with the Sloan-Kettering Institute for Cancer Research has developed
an imaginative curriculum that draws on the unique resources of
personnel and equipment available at Sloan-Kettering and has their
enthusiastic and continuing support, not only through their parti-
cipation in the program, but also through their financial assistance.
This provides not only general funds but five $2,500 fellowships that
are awarded annually.
In chemistry, a field of short supply as shown elsewhere in this re-
port, the Brooklyn faculty has on several occasions within the last
six years requested permission to initiate a doctoral program. Chem-
istry has had in the master’s program the largest registration of any
of the liberal arts and science departments and has granted between
20 and 25 degrees during each of the past seven years. In view of
the pressing need for more chemistry Ph.D.’s, the urgency of pro-
ceeding in this field is apparent. As of June, 1960, there were 100
students matriculated for the master’s degree in chemistry at Brook-
lyn (35 per cent had done their undergraduate work at Brooklyn,
while an additional 61 per cent were resident in New York). A new
master’s program in chemistry which is run jointly by City College
180 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
and Hunter College is also flourishing. All four colleges of the Univer-
sity can be expected to contribute resources to an all-university pro-
gram. Plans are well advanced to set up a cooperative arrangement
between Brooklyn College and the Isaac Albert Research Institute
which will expand the opportunities of Ph.D. candidates for research
and enrich their contacts with able research scholars in both biology
and chemistry.
In economics, at Brooklyn there were 15 master’s theses in progress
during 1960, resulting in the award of five degrees in 1961. At City
College, 14 degrees were granted in that year. Since economics is a
field in which the difficulty in recruiting students is generally recog-
nized nation-wide, and since the faculties are qualified, the City Uni-
versity is clearly in an unusual position to proceed to the doctorate.
In English, the faculties at all four colleges are excellent. In the
Proceedings of the Modern Language Association Anniversary Issue
for December, 1958, Hunter College was rated first in a list of institu-
tions contributing scholarly articles during the period for which a
statistical survey was reported. In the Spring of 1961, there were 70
students matriculated in the Hunter M.A. program and 14 M.A.
degrees were awarded.
No attempt will be made to repeat the story for each of the other
fields listed. In psychology, there is great faculty strength; the
record of graduates of the undergraduate curricula of all the City
colleges in doctoral work puts the University high in the production
of students who go on for a doctorate. In history and sociology there
is faculty strength, but these are not fields of great national need; in
speech and theater, the faculties are qualified, and the equipment
is superb. Since speech therapy and audiology are fields of acute
shortage, with the attendant possibility of financial support, (the
Hunter master’s program is currently supported by grants from the
Federal government and from the Doris Duke Foundation ), and also
fields in which the colleges are well staffed, these programs should
probably have high priority; rhetoric and public address are fields
of teacher shortages; theater is a field in which it should be possible
for the City University to exploit its unique advantage of location in
the theater center of the United States. In the east, only Cornell, Yale
and Boston University have distinguished doctoral offerings in the
performing arts. In rhetoric and public address, the only distinguished
programs in the east are at Cornell and Penn State.
In romance languages the faculties are distinguished. Several of
the faculty are relatively new and have come with considerable ex-
perience in doctoral programs at other institutions. At Hunter there
EXPANSION OF GRADUATE EDUCATION 181
are approximately 100 students matriculated for the M.A. in the
romance languages in the Teacher Education Program, which has a
21-credit requirement in the foreign language. There is good in-
dication of student interest in the liberal arts master’s program in
romance languages, and the departments at Hunter, City, and Brook-
lyn have presented Ph.D. curricula for University consideration.
The critical need for additional Ph.D.’s in mathematics is rec-
ognized, and early initiation of Ph.D. work in this field has been
explored. There is a nucleus for a good program in the four colleges
but additional distinction is needed. It should be possible to pro-
ceed in this field by 1964. Master’s programs have been in operation
at Brooklyn and City, and Queens and Hunter are ready to begin
theirs.
In music, the combined faculties are impressive and equipment is
excellent. Programs have been proposed both in musicology and in
composition (a Doctor of Musical Art is envisaged). In art, there are
distinguished departments. A Ph.D. in art history, a field of shortage,
can be begun soon, probably in 1963. In political science, where there
is now a joint program, there are outstanding departments. A pro-
gram will be initiated between 1963 and 1965. One plan under dis-
cussion contemplates the possibility of a minor in Russian Area
Studies (in which there is now a joint master’s program) and for the
Ph.D. in political science and in history. Other area studies that are
under discussion would focus on China, Africa, and Inter-American
Affairs.
In anthropology, a master’s program is under consideration. Doc-
toral work will be postponed until experience is gained and further
faculty strength is added. Philosophy has only this year begun a
joint master’s program; the combined departments are developing
plans for Ph.D. work, but it will take presumably some years before
a Ph.D. should be initiated.
In physics, with ongoing research programs, a strong faculty at
City College can provide a nucleus for a Ph.D. program with
suitable participation by distinguished physicists on the other faculties.
A long-range plan for the building and equipping of a science in-
stitute will be initiated after discussion with the physicists.
The doctoral programs in education will focus attention on scholar-
ship rather than on vocational competence. Master’s degree and post-
master’s degree certificate programs will be vocational-professional
oriented and will provide for the preparation of teachers, administra-
tors, and other school specialists such as guidance workers. Doctoral
programs are planned to prepare scholars and university teachers.
182 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
Library Provisions
Reference is made at the beginning of this section to library and
laboratory resources. It is axiomatic that an outstanding graduate
school must have an outstanding library. Bernard Berelson lists the
following 12 universities as having the leading graduate schools in the
nation:
Top 12 Universities
California (Berkeley ) Illinois
California Institute Massachusetts Institute
of Technology of Technology
Chicago Michigan
Columbia Princeton
Cornell Wisconsin
Harvard Yale®
As will be seen from Table 29, showing comparative statistics for
major university libraries, eight of these universities are in the above
list of 12.
Without question, New York City has more public and private
libraries than any other city in the nation and probably in the world.
Their existence in the City is not only a great asset for education in
general, but particularly for graduate education because of the
variety and extent of their collections. Some understanding of their
extent is found in the tabulation showing the number of volumes
in these libraries in 1959-60, as shown in Table 30.
Although the number of volumes a library may catalog is a very
important criterion of its quality, there are a number of other
factors of importance in that evaluation. Among these are the num-
ber of volumes added each year, number of periodicals received,
total annual expenditures for books and periodicals, and the amount
of such expenditure per full-time student in the institution. Table
29 gives comparative information on these items in the Senior Colleges
of the City University and a group of major university libraries
throughout the country.
It will be noted that the expenditures per full-time student in the
Senior Colleges of the City University are very much less than in the
other institutions. Part of that difference may be due to these two
factors: (1) until now, the Senior Colleges have been primarily under-
graduate institutions; and, (2) there is a great abundance of library
material available in the City. (See Table 30.)
® Berelson, Op. Cit.; p. 280.
Table 29
SOME COMPARATIVE INFORMATION ON LIBRARIES IN THE
CITY UNIVERSITY AND OTHER UNIVERSITIES FOR 1959-60
Library Collection [
| Expenditures for
books & periodicals
Full-time No. of Volumes added No. of periodicals Per
Institution enrollment volumes during year received Total student
City University
Brooklyn. ........... 8,714 351,848 25,135 1,160 $ 60,358 $ 6.93
City 10,090 507,825 23,776 2,157 89,885 8.90
Hunter 6,154 223,125 11,339 538 37,745 6.13
Queens . 4,316 164,799 8,377 822 30,566 7.08
Chicago 5,823 2,094,824 60,040 6,377 295,155 50.68
Columbia 11,485* 2,875,761 79,954 13,600 423,093 36.83
11,171 2,116,230 78,233 15,037 419,779 37.57
13,038 6,697,111 204,651 30,250 728,151 55.84
23,830 3,288,158 93,908 17,550 613,478 25.74
Michigan 24,017 2,818,341 98,291 32,485 460,906 19.19
Minnesota .. 26,538 1,968,101 43,227 11,175 345,556 13.02
Stanford 8,166 1,592,287 80,463 18,692 296,640 36.32
Washington 13,287 1,060,086 47,977 19,020 253,702 19.09
Wisconsin .. 22,384 1,384,222 58,173 8,120 330,956 14.78
Yale 7,452 4,394,988 85,106 (N.A.) 855,591 114.81
Source: U.S. Department of Health, Education and Welfare, Library Statistics of Colleges and Universities, 1959-60. (Except for full-time enrollment figures,
which have been taken from School and Society, January 2, 1960; 1834 Broadway, New York 23, N.Y.)
* Includes Barnard College.
NOLLVONda ALVAdGVYS AO NOISNVdxa
e81
184 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
Table 30
NUMBER OF VOLUMES IN NEW YORK CITY PUBLIC
AND PRIVATE LIBRARIES IN
1959-60
Library Number of Volumes
Brooklyn Public Library .. 2,131,063
New York Public Library ... .. 6,954,633
Queens Borough Public Library .........ccccccccscseeseeeeseeeeeees 1,535,081
Public college and university libraries (includes those
under the Board of Higher Education) .. 1,300,634
Private college and university libraries* 5,702,697
Private professional school and college libraries ................ 549,676
Total 18,173,784**
Source: 5th Annual Edition, 1961 Statistical Guide for New York City; (Department of
Commerce and Public Events, City of New York), pp. 30-32.
* Included in this group are Columbia University and New York University, with 3,256,411
and 1,200,000 volumes, respectively.
** Does not include 3,016,070 volumes in the public school libraries of the City.
Now that the City University is entering the graduate field beyond
the master’s degree, a pertinent question is whether there is a mini-
mum number of volumes in the libraries of institutions with graduate
programs through the doctorate. In a legislative study of higher
education in California in 1954, standards were developed for the
size of the collection in the California State Colleges and the Uni-
versity of California. Those were as follows:
State college: 30 volumes per full-time student for the first 5,000 stu-
dents, plus 20 volumes per full-time student beyond 5,000 students.
University: 100 volumes per full-time student for the first 10,000 stu-
dents, plus 75 volumes per student for the second 10,000 students, plus
50 volumes per student beyond 20,000 students.?°
It should be recalled that universities with large library collections
have had extensive graduate programs for many years; therefore,
they have had a long period to build up their libraries to the
present level. Undoubtedly, in the years immediately ahead, the
Senior Colleges of City University will need to give special emphasis
to building their libraries in keeping with the commonly accepted
standards for institutions offering full graduate programs.
A proposal for coordinating the library resources of the Senior
Colleges and introducing a large-scale inter-library loan program is
under consideration. The basic provisions upon which the proposal
rests are:
10 McConnell, Holy, and Semans, Op. Cit.; p. 360.
EXPANSION OF GRADUATE EDUCATION 185
1. The library of the City University will consist of the library
resources of all units which comprise the University.
2. Library resources of the City University will be made available
and accessible, at least to all graduate students if not to all students,
and to faculty members without regard to the unit with which they
are associated.
3. The Council of Librarians, which consists of the librarian from
each of the institutions, will have the responsibility for introducing
and maintaining a cooperative system designed to insure quick and
easy accessibility to University library resources.
4. Library materials for advanced graduate studies are extremely
costly; therefore, every effort will be made to avoid unnecessary
duplication of purchases.
5. There will be increasing demands by graduate students and
faculty for bibliographical and other library services, and this condi-
tion will require mobilization and further improvement of resources
and services.
There is at present agreement in principle only, so one or more of
these provisions may be modified in the future as the practical prob-
lems are explored.
EXISTING PROFESSIONAL SCHOOLS
In addition to the Division of Teacher Education which includes
the School of Education at City College there are three professional
schools operating in 1961-62 as parts of the City University: a college
of engineering (The School of Engineering and Architecture, a part
of City College); a school of business (The Bernard M. Baruch School
of Business and Public Administration, also a part of City College);
a school of social work (The Louis I. Rabinowitz School of Social
Work, a part of Hunter College); and in addition a nursing program
operating as a department of Hunter College. Each of these has ex-
tensive master’s work in operation, though the involvement of regular
members of the faculty and the financing of graduate work are quite
different in the different schools.
The Division of Teacher Education
The Division of Teacher Education, although not organized as a
separate professional school, performs many of the functions of a
university school of education. By coordinating the programs of the
four Senior Colleges, the Division of Teacher Education enables the
City University to prepare students for a wide variety of school posi-
186 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
tions, from classroom teaching to special services and administration.
Even though the preparation of teachers has long been accepted
as one of the major responsibilities of the Municipal Colleges, an
additional obligation was assumed by the Board of Higher Education
in 1933 when it agreed to expand its Teacher Education Programs in
order to fill the void created by the closing of the three New York City
training schools for teachers. Prior to 1948, each of the four Senior
Colleges had its own undergraduate Teacher Education Program and
three of them (City College, Hunter College, and Brooklyn College )
had programs of graduate work leading to master’s degrees and pro-
fessional certificates. Ordinarily, about 40 per cent of the total under-
graduate student body, exclusive of those enrolled in the Bernard
Baruch School of Business and Public Administration and the School
of Engineering and Architecture at City College, participate in the
Teacher Education Program.
In 1948, for the first time, the Municipal Colleges received financial
assistance for Teacher Education from New York State. With the
coming of State money, several changes were made. First, admission
to all Teacher Education Programs was extended to qualified residents
of New York State instead of being restricted to New York City
residents. Second, programs leading to the master’s degree in Teacher
Education were offered tuition free to matriculated students. Third,
the Division of Teacher Education, headed by a Dean of Teacher
Education, was created in order to carry out the mandate of the State
law that the financial assistance be used to expand and improve exist-
ing Teacher Education Programs.
Although there are some activities conducted centrally by the
Division of Teacher Education—for example, there is a central Office
of Research and Evaluation, and the graduate program in school
counseling and guidance maintains a central guidance laboratory
which serves the four colleges—major responsibility for conducting
the various Teacher Education Programs remains on the college
campuses. Thus, recommendations for appointments and promotions
go through the usual college channels, with the additional provision
that they are also submitted to the Dean of Teacher Education for
approval. Similarly, all curricular changes are approved by the ap-
propriate agencies on each campus, again with the provision that they
are also submitted to the Dean of Teacher Education for approval.
The undergraduate programs in Teacher Education are conducted
as integral parts of the total educational program at the colleges. Thus,
entering students who are prospective teachers must meet the same
requirements for admission as are set for all other students and, in
EXPANSION OF GRADUATE EDUCATION 187
addition, must meet the standards set by the Teacher Education Pro-
gram for admission to advanced courses. Virtually all of the graduates
receive either the B.A. or the B.S., but there are a smaller number of
students who are awarded the B.S. in Ed. degree upon graduation.
Some graduate programs in Teacher Education lead to the M.A.
degree, while others culminate in the degree of M.S. in Ed.
At each of the colleges, the program of Teacher Education is
headed by a Director of Teacher Education. At City College, the ad-
ministrative structure is different, because that institution has had a
School of Education with a separate faculty and dean since 1921. So
far as the Division of Teacher Education is concerned, however, the
Dean of the School of Education at City College serves as the Director
of Teacher Education there.
The four Directors of Teacher Education, with the Dean of Teacher
Education as Chairman, constitute the Committee on the Coordination
of Teacher Education. This Committee meets regularly throughout
the academic year and serves as the major agency for coordinating
the Teacher Education Program for the four colleges and for evalu-
ating proposed changes in these programs. The Dean of Teacher
Education meets with the Administrative Council as the adviser to the
Council on all matters relating to Teacher Education and, in turn, the
Dean of Teacher Education is advised by the Committee on Co-
ordination.
The School of Engineering and Architecture
This School, with a distinguished record at the undergraduate
level, had awarded about 500 master’s degrees in engineering prior
to 1940. Graduate work was dropped during and immediately after
World War II but was reinstated in 1950. This School, like the liberal
arts colleges, found it desirable to offer most of its master’s work in
the evening, so that almost all its student are part-time. During
1960-61, 69 master’s degrees were conferred: 3 in chemical, 10 in
civil, 25 in electrical, and 31 in mechanical engineering.
The courses have been financed exclusively from tuition, with only
one member of the regular faculty participating in the master’s pro-
gram as part of his regular teaching assignment during 1960-61.
There were 38 others teaching graduate courses in addition to full-
time undergraduate schedules, and 23 persons appointed part-time
to teach graduate courses. Thus the need for adequate financing and
for arrangements that permit qualified staff to engage in research is
obvious. A visiting committee of four distinguished engineers spent
several days on the campus to advise the University about desirable
188 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
steps in the strengthening of graduate offerings in this School. It
seems clear that work to the doctorate should be instituted, particularly
after the new engineering building is completed in 1962. The faculty
now includes eight men with doctorates in chemical engineering,
seven in civil engineering, eleven in electrical engineering, and five in
mechanical engineering. This provides a nucleus of professors quali-
fied and interested in establishing Ph.D. programs with the necessary
accompanying research.
The School of Business and Public Administration
The largest and oldest of the professional schools is the Bernard M.
Baruch School of Business and Public Administration. In June, 1919,
the Trustees of the City College established a distinct School of Busi-
ness and Civic Administration, with a separate dean and faculty. In
May, 1953, by resolution of the Board of Higher Education and in
honor of a distinguished alumnus, the name of this School was changed
to the Bernard M. Baruch School of Business and Public Admin-
istration.
The Baruch School has been awarding master’s degrees since
1920. It offers master’s programs in 18 advanced areas; 16 lead to the
degree of Master of Business Administration and two to the degree
of Master of Public Administration. Its students are carefully selected
through the use of both the Graduate Record Examination and the
Admission Test for Graduate Study in Business. The School has been
aided by generous grants from Mr. Baruch, from the Wollman Estate,
and from other donors. These funds are used to provide scholarships,
to finance distinguished guest lectureships, and the like.
Of the 116 members of the instructional staff of the Baruch School
( Day Session ), as of a recent date, 60 held Ph.D.’s. In addition, there
were 42 Ph.D.’s on the part-time staff giving graduate courses.
Graduate work at the Baruch School is now financed entirely out of
tuition fees. In the Spring of 1961, there were four members of the
regular staff who taught graduate courses as part of their regular
schedules, 21 others who taught graduate courses in addition to full
undergraduate schedules, and 99 persons appointed part-time to teach
graduate courses. However, an increasing involvement of day per-
sonnel in graduate work is apparent. All graduate direction and
supervision is now conducted by tenure Day Session personnel pos-
sessing doctoral degrees and almost all thesis supervision is similarly
staffed.
The School of Social Work
This School operates exclusively at the master’s level. It is one
EXPANSION OF GRADUATE EDUCATION 189
of eight graduate schools of social work in New York State which are
accredited by the Council of Social Work Education. It was financed
until the current year largely by a gift from Louis Rabinowitz, but it
is essential that stable support of full-time personnel be provided
within the regular university budget in the future. Like the nursing
program, the social work school receives considerable fellowship aid
from outside sources, government and private. Most of its students
are full time. During the next 15 years, the number of full-time
matriculated students should increase from the present 70 to 85 by
1965, to 100 by 1970, and to 125 by 1975.
During this period the School will have to develop, within its own
curriculum and in cooperation with the appropriate departments in the
college, a broader group of elective courses designed to complement
the required professional courses in the two-year program. These
should also include offerings for the non-matriculated student, in part
on a post-master’s level, to enable graduate social workers who after
some absence return to active employment to become familiar with
theory and practice developments, and to assist employed graduates
to remain in close contact with advances in the field and in related
disciplines. The present offerings directed to the employed worker
who has not had any professional education should also be enlarged
as a service to the social work community in the metropolitan area.
Summer institutes and courses in special areas of concentration, such
as rehabilitation, correction, work with multi-problem families, and
neighborhood conservation, should also become regular features of
the School’s ongoing program.
Enlargement of scope and size, together with a firm foundation in
the framework of the City University, should lead to further clarifica-
tion of the School’s characteristics as a publicly sponsored School of
Social Work. In cooperation with the municipal departments and in
consonance with sound principles of social work education, the School
should develop, in addition to its basic case work and group work
sequences, programs designed to meet some of the needs of the public
social services for administration and supervisory staff. This would en-
tail the planning of academic courses and of field instruction in Social
Work Administration and Supervision and also call for greater flexi-
bility in programming for the individual student.
Another area of concern will become the rapidly expanding com-
munity services in community organization and social action, as
exemplified by the New York City Youth Board, Housing Authority,
and Interdepartment Neighborhood Service Center. These activities
will utilize to an increasing degree the skills of social workers, pro-
190 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
vided they come with a professional education sufficiently broad of
scope and pertinent focus.
During the next 15 years the School must develop a strong research
program, possibly as part of the proposed center for urban research.
Major emphasis might well be placed on administrative and social
policy research, rather than on theoretical research in social work
methods; without, however, ruling out the latter. As part of a large
metropolitan public institution of higher learning, the School has a
unique opportunity to combine teaching and research in the social
policy areas.
Graduate Work in Nursing
Graduate work in nursing at Hunter College is financed by a grant
from the Avalon Foundation. There are 55 students matriculated
in the master’s program, which offers majors in medical surgical
nursing and in public health supervision. Half of the students are
studying full-time, supported by traineeships provided by the Federal
government. This is a master’s program that requires a year and a half
of full-time study. Students scheduled to graduate in February, 1962,
are urgently requesting the expansion of the program to post-master’s
work. A probable immediate expansion is to a certificate program
for the preparation of college teachers of nursing, but the pressure
for more doctoral work in this field indicates that this is a direction in
which development of doctoral work is likely. The department is
highly regarded and has earned an excellent reputation in the nursing
profession. This is a field of great need in which the University is
equipped to develop a strong program.
SOME OTHER PROFESSIONAL SCHOOLS
WHICH ARE NORMALLY PART OF A UNIVERSITY
A Medical School
There is a considerable body of opinion that favors the establish-
ment by the City University of a medical school in addition to the
six already in operation in the City. The City College has had a
special committee at work to consider the proposals, originating in
Mt. Sinai Hospital and in Montefiore Hospital, respectively, to es-
tablish a medical school with affiliations with these hospitals. In view
of the State’s commitments to Downstate Medical School and the
City’s commitment to provide the clinical services for the Albert
Einstein Medical School of Yeshiva University, and in view of the
EXPANSION OF GRADUATE EDUCATION 191
fact that cost and need factors have not been adequately explored,
it is too soon to reach a conclusion.
The Chancellor of the City University is chairman of a six-member
committee appointed by the Mayor to study the need of the City for
another medical school. This committee will cooperate with a three-
member committee appointed by the Governor and the Chancellor
of the State Board of Regents to study the needs of New York State
for additional medical education. Until these two committees have
reported, no decision can be made concerning long-range plans ap-
propriate for the City University.
Tentative investigation of the costs of a medical school by the
Mayor’s committee has indicated that it is assumed that a new medical
school in New York City would be serviced by existing hospitals. The
initial construction cost would be approximately $20 million of which
$15 million would be for the basic medical building and $5 million
for costs involved in converting present associated hospitals to teaching
hospitals.
Two observations regarding a medical school are offered here as
follows:
1. Authorities in the medical field seem agreed that a medical
school should be a part of a university. Of 81 approved medical
schools as of January 1, 1960, all but seven are parts of universities.
2. Because of the heavy cost for both capital outlay and operation,
new schools of medicine will undoubtedly be publicly supported.
A School of Optometry
In June, 1956, Columbia University discontinued its program in
optometry. Since that time there has been no school of optometry in
New York State. In its Proposals for the Expansion and Improve-
ment of Education in New York State, the State Board of Regents,
in 1961, had this to say:
. . . the failure of a State the size of New York to provide for at least
one professional curriculum assigns full responsibility to other States for
the training of practitioners in a given profession, for example, optometry.
Continued study of the State and national situation is required, and every
effort should be made to have at least one approved curriculum for each
profession within our own borders.
As of January 1, 1960, there were 10 accredited schools and col-
leges of optometry, located in California, Illinois, Indiana, Massa-
chusetts, Ohio, Oregon, Pennsylvania, Tennessee, and Texas. Five
of these are parts of universities. In 1960 the 10 schools had 358 grad-
uates to fill the ranks of the estimated 22,000 registered optometrists
192 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
in the nation." In 1961-62 there were 84 residents of New York State
enrolled in these schools.
Additional information on the field of optometry is taken from a
brochure prepared by the Optometric Center of New York, 11 West
36th Street, New York City, as follows:
Optometrists are licensed to practice in all 50 states and the District of
Columbia. In New York, they are required to be 21 years of age, of good
moral character, and a graduate of an approved four-year program, with
certification of graduation in Optometry (which requires a five to six year
program in any approved school). They must then pass a state board exam-
ination comprised of seven three-hour examinations, and a two-part practical
examination. The written examinations include Anatomy, Physiology, Pa-
thology, Physiological Optics, Geometric and Physical Optics and Theoretical
Optometry. The practical examination includes conducting a visual analysis
under scrutiny, and a rigorous test of application of principles of ophthalmic
dispensing.
Prior to the closing of the Department of Optometry, Columbia Uni-
versity, members of its faculty and the various professional organizations
sought to establish an institution to continue portions of work, mainly
clinical, which the Columbia Optometry Clinic had sustained for almost half
a century. On April 16, 1956, the Optometric Center of New York was
founded to continue the clinical, research, post-graduate educational and
library activities of the former institution. The Center is non-profit and
fully tax exempt.
In 1959, as a consequence of its work during the prior three years, the
institution was granted a charter from the Board of Regents of the Univer-
sity of the State of New York. In 1957 and every year since, the Opto-
metric Center of New York has been listed in the Directory of Social and
Health Agencies in New York City, published by the Community Council
of Greater New York. In 1960, the institution was granted registration by
the Charities Registration Bureau of the State Department of Social Wel-
fare and, in addition, became an organizational member of the Empire State
Health Council, the American Public Welfare Association and the American
Rehabilitation Association.
The Optometric Center of New York is today an institution oriented
toward community service and toward the advancement, through education
and research, of the knowledge of the visual sciences. Thus it forms a
bridge between the aforementioned Institute of Visual Science and a clinical
optometric facility. It could readily serve as a clinic for the proposed new
college of optometry as well as the nucleus for the conceived Institute of
Visual Science. The trustees of the Optometric Center have indicated in the
institution’s Constitution that all facilities and assets will be transferred to
a new college of optometry upon the latter’s founding.
In view of the foregoing and in particular the action of the State
Board of Regents as quoted above, it seems evident that the City
11 American Universities and Colleges, 1960 Edition; American Council on
Education, Washington, D.C., pp. 130-132.
EXPANSION OF GRADUATE EDUCATION 193
University should in the near future give consideration to the estab-
lishment of a School of Optometry, which is not a highly expensive
operation. For example, the total operating cost including retire-
ment contributions, travel, printing, and the like for the School of
Optometry at The Ohio State University in 1960-61 was $138,506.04.1?
A Law School
No studies have been made of the need for a law school in the
University. Any steps in this direction should be postponed until
more pressing problems have been solved.
A Dental School
Three of the 45 dental schools which were accredited by the Coun-
cil on Dental Education as of January 1, 1960, are in New York
State. These are located at Columbia University, New York Uni-
versity, and the University of Buffalo.
As in the case of a law school, no studies have been made of the
need of an additional dental school in this area. As stated concerning
the law school, there are also more pressing problems needed to
be solved before giving any consideration to a school of dentistry.
Specialized Institutes
In December, 1960, Mayor Robert F. Wagner suggested the creation
in the City University of an Urban Affairs Institute. Chancellor John R.
Everett of the City University was asked to gather information
on such institutes elsewhere and to prepare an outline which would
give New York City “a first rate teaching and research center in
urban studies.” These materials were incorporated in a memorandum
to Abraham D. Beame, the Budget Director of the City of New York,
under date of June 16, 1961. Included in that memorandum was a
proposed method for setting up the Institute which would be on the
graduate level and concerned equally with teaching and research.
The following is taken from that memorandum:
1. A University-wide committee that will be advisory to the Urban
Affairs Institute will be established.
2. A director who will report to the committee and be responsible
to the Chancellor will be engaged.
3. Five department heads will be selected by the director with the
aid of the committee and the Chancellor.
4. The curriculum will be worked up and the general areas of
research will be defined by the department heads.
12 The Ohio State University Financial Report, June 30, 1961, pp. 26-27.
194 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
5. After the curriculum and research design are prepared and ap-
proved by the Administrative Council, they will be submitted to the
Board of Higher Education and the Board of Regents for approval.
6. Appropriate adjustments will be worked out among the colleges
for the use of their specialists in the program.
7. Announcement will be made that the Institute is available for
special project research and for students.
Prior to the June 16, 1961 memorandum, a proposal giving the
general purposes, nature of the program, and the financial needs of
the Institute, was presented to Mayor Wagner on April 12, 1961, and
approved by him on April 18, 1961. It is included here in full.
AN URBAN AFFAIRS INSTITUTE FOR THE CITY UNIVERSITY
OF NEW YORK
(This memorandum approved by Mayor Wagner on April 18, 1961)
1. General Purpose: To establish a research and teaching institute which
will be primarily concerned with the continuing study of the major prob-
lems associated with urban living. The institute is to be concerned equally
with a teaching program leading to advanced degrees, the development
of a metropolitan data center and research into all areas which present
insistent problems for those who live in urban areas.
2. The Nature of the Institute: The institute must be thoroughly inter-
disciplinary. Its research and educational program will bring together
people who are competent professionals in economics, political science,
public administration, law, sociology, architecture, engineering, statistics
and other specialists. The institute will be so organized as to make a
unity from the variety of required specialists so that the special problems
of urban society can receive well-rounded and complete, rather than
partial, attention. Students may specialize in one or another aspect of
urban studies, but they will also be expected to understand and appreciate
urban problems from the “generalist’s” point of view.
The curriculum of the institute would be problem-oriented rather than
adhere to the subject-area orientation of the usual university curriculum.
Each course, as each research project, would bring together a number of
specialists and be concerned with overall policy planning as well as the
solution for specific problems. In this fashion the City itself will become
the laboratory for the instruction of students.
It is expected that the institute will keep under constant study the basic
questions which cluster around such continuing concerns as housing, man-
power, recreation, transportation, welfare, tax policies, cultural opportunities,
economic health, educational resources and medical services. These and
other general areas would ultimately constitute permanent departments
within the institute.
The institute would expect to supplement and expand upon the necessary
departmental research which is ordinarily done by the City. The institute
would not take the place of the normal departmental research, although
EXPANSION OF GRADUATE EDUCATION 195
it would coordinate a great deal of the material which is now rarely brought
together. The metropolitan data center could be of constant service not
only to the students and faculty of the institute, but also to interested gov-
ernmental units and civic groups.
Other sections of the memorandum dealt with its financing and
its relations with The City University of New York. These are sum-
marized here. The initial budget of the Institute would require an
appropriation of $400,000 per year distributed as follows: personnel
services—$180,000; fellowships for the support of students—$45,000;
other than personnel services—$75,000; and funds for equipment
and temporary personnel—$100,000.
As the Institute becomes increasingly useful and more fully de-
veloped, it is reasonable to suppose that it will receive additional
funds from the Federal government, private foundations, and the
State government.
The Institute would be an integral part of the City University.
It would draw upon the various resources of the City University
and its director would be accountable to the Chancellor's office. The
Institute would be housed in one of the college units and be the ulti-
mate responsibility of the Board of Higher Education of the City
of New York.
Undoubtedly, the Institute would be deeply involved in many of
the problems with which the New York City Planning Commis-
sion is directly concerned—housing, recreation, transportation, edu-
cational planning, and the like. To prepare persons for positions
in these fields, Hunter College has developed a tentative proposal
for a Master of Science degree in City Planning. Quoted from that
proposal is the following:
Such a graduate degree in City Planning would be granted only
when the applicant has become conversant with a number of areas of
knowledge, including planning design, research method, and _ selected
aspects of social science.
As indicated in the preceding memorandum, the proposed Urban
Affairs Institute would be “primarily concerned with the continuous
study of the major problems associated with urban living,” and in so
doing it would be equally concerned with teaching and research. In
a metropolitan area such as New York City there is no question about
the need for such continuous study. Moreover, it seems equally
clear that such a responsibility is an appropriate one for the publicly
supported City University of New York. Accordingly, it is recom-
mended that:
The Board of Higher Education create an Urban Affairs Institute
196 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
to serve the general purposes set forth in the preceding pages, and
that in general it be organized along the lines there indicated.
As a follow-up of the discussion on specialized institutes, budget
proposals for 1962-63 include an item for the acquisition of large-scale
computing machinery. These moves reflect a commitment to the
establishment of a number of institutes, each dealing with research
in cognate fields and drawing on centralized large-scale equipment.
The Institute of Computing will support not only the Science Insti-
tute but also a Social Science Institute, the Business School, and
the Urban Affairs Institute. There may well develop, in association
with the many medical research establishments in New York, a pro-
gram in biomathematics; a development the need of which is keenly
felt by these establishments. The Science Institute, in addition to
its freely pursued basic research in current fields of special interest,
may well find a place for science programs drawing their problems
from fields of biological and medical research which are increasingly
crossing the borderlines between the sciences. Similarly, the Social
Science Institute may be able to provide not only a home for pro-
grams in the established disciplines, but also programs that cross
the boundaries and explore the role of the behavioral sciences.
STRUCTURE AND ORGANIZATION FOR
DOCTORAL-LEVEL WORK
The basic decision in developing doctoral programs at The City
University of New York is the extent of University-wide responsibility
and authority. The University might initiate a new graduate faculty
or it might select one of the colleges as the chosen instrument for
doctoral work, limiting the others to the present pattern of bacca-
laureate and master’s work. At the other extreme, it might develop
doctorates at each institution, first in the field of relative strength
and later more broadly, looking forward to four universities with
comprehensive offerings. The other promising alternative is to join
the appropriate segment of the faculty in each field from all colleges
into a type of graduate faculty which would offer a genuine Univer-
sity-wide degree program.
There are difficulties in the latter plan. The most serious is the
justifiably proud tradition of the City colleges, which have offered
excellent undergraduate programs for many decades and have had
substantial graduate activity for from 20 to 40 years. Yet the
advantages of a joint doctoral program seem overriding.
A major concern must be the impact on undergraduate education.
VERE
EXPANSION OF GRADUATE EDUCATION 197
Individual City colleges have succeeded in attracting a number of
distinguished scholars who would be welcome in most important
graduate schools. One attraction is participation in the great experi-
ment in free education afforded by the system. Should a chosen
instrument be established, it might well attract the most able seg-
ment of college faculties. Even if there were doctoral work in some
fields at an institution, the deleterious effect might well be felt in
others. The most compelling argument against developing doctoral
programs in a single field at several institutions is the numbers in-
volved. Doctoral programs require a major commitment of resources
and attract a small number of students. It is difficult to see how a new
program could achieve an annual output of more than 10 to 15 a
year, particularly within the next few years. Not all candidates for the
advanced degree in a given discipline take exactly the same program,
and this would mean that truly advanced classes might be on the order
of 10 students. Such courses could hardly be appropriately subdivided.
Faculty resources are another limiting factor. There are a few
fields, such as English, which are relatively strong in all institutions,
but in many fields it may take all of the interested available faculty
plus some additions to man an adequate program.
Implicit in the remarks above is a chronic shortage of money in
any institution of higher education. All have seen instances of State
educational systems trying to do too much. The tight budget and
consequent academic decline of the graduate programs in some
previously outstanding institutions have been due in part to the
competing claims on State funds from other State institutions. The
City University will have to compete for funds with the State Uni-
versity System on the State level as well as with the many agencies
of the City of New York. If the expensive and prestigious doctoral
programs are University-wide, they may at least be sheltered from
intercollegiate competition.
The pattern of joint cooperation between the institutions should
not be the same in all disciplines. In the field of history, a doctoral
students might enter a first-year program at the college of his choice
and after passing his master’s comprehensive proceed with the rest
of his Ph.D. course work in colloquia and seminars given at a central
facility. Early in the third graduate year would be the second Ph.D.
comprehensive examination, followed by a year and a half of disserta-
tion with the faculty at the institution of the student’s choice. This is
a vastly different pattern from the traditional Ph.D. in history, which
is uncertain as to timing and knowledge required for completion. A
well conceived program with fixed goals achieved on a fixed time
198 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
schedule is badly needed and would be enthusiastically acclaimed by
many thoughtful students of higher education.
In chemistry, the pattern might be different. The first year might
be offered at several institutions. The second, in which the student
begins his research and takes only specialized courses in chemistry
and minor courses in other subjects, would be at the home institution
of his sponsor; and his dissertation would be written there.
In some fields of science or applied science it might be well to
establish a research institute to which all members of the faculty
might be attracted. For example, in chemistry and physics one could
imagine a faculty member spending about half-time on the campus of
one of the colleges doing his undergraduate teaching and about half-
time in a central research institute which would provide laboratory
space for him and his students. Advanced graduate courses or sem-
inars might be given in this institute. Actually, the best instruction
in physics comes not in the classroom but in the laboratory, which
frequently contains predoctoral, postdoctoral, and faculty researchers
working on related problems. Such institutes might or might not be as-
sociated with a particular campus.
In the field of mathematics, where faculty resources are especially
scarce, a single program at a central facility could bring together
faculty and doctoral students regularly and provide a base for
regular university seminars on advanced topics. A certain amount
of travel for both faculty and students is essential if the University
is to maximize its capabilities. Fortunately, the proximity of the
colleges one to another makes this feasible.
In some fields, such as English, where there are strong faculties
in several institutions, it may be possible within a decade to estab-
lish parallel graduate programs at two colleges. Again, however, it
would appear that there are real advantages, both for the students
and for the University, in having the students exposed to the broadest
possible alternatives. Transfer between two programs should be
facilitated, the programs should emphasize different advanced spe-
cialties, and University-wide activities such as seminars, should be
started.
The administration and the establishment of genuine intercollege
programs does represent difficult problems, as does any novel depar-
ture in education. There are relatively few precedents: the Clare-
mont group in California—Harvey Mudd, Pomona, Scripps, and
Claremont colleges—all of which are related harmoniously to the
Claremont Graduate School, with a fair number of the faculty mem-
bers in graduate work also faculty members of the colleges. Experi-
EXPANSION OF GRADUATE EDUCATION 199
ments are going on in other groups of liberal arts colleges which are
not related administratively. One example is in the Mt. Holyoke,
Smith, Amherst, and University of Massachusetts area. Undoubtedly,
the administrative unity of the City University would make many
aspects of the arrangements easier. However, there is no strong prece-
dent for the pattern of activities proposed here.
The major responsibility for the establishment of these programs
and for their coordination should reside in the Dean of Graduate
Studies or his appropriate representative. However, the fundamental
authority in any graduate program is in the hands of the faculty, and
the University must establish an appropriate faculty group. The
committees already working in each field have done a good job in
planning and evaluation, but a full program should be managed by
a broader faculty group. This group should consist of most of the
faculty from all the colleges who will make a substantial commitment
to graduate work in one field. They will have the responsibility for
organizing the courses, for setting up examinations on a University-
wide basis, for admitting students to candidacy for the doctorate,
and the general responsibilities ordinarily exercised by graduate
facilities. Since the University is starting fresh, it need not impose
any traditional procedures such as University-wide language ex-
aminations or defense of the dissertation unless the faculty group in
the particular discipline feels that such things would be useful. It
is later recommended that this group be called a University department
in a particular discipline.
It is assumed and in fact is recommended later in this chapter that
there be a substantial budget in the hands of the Dean of Graduate
Studies in order to pay for doctoral-level instruction. Most people
who are heavily engaged in doctoral work, giving one graduate course
or supervising a few dissertations, should make at least a half-time
commitment to this activity. Indeed, if they carry on an active re-
search load, it would be desirable for them to teach about one under-
graduate course and one graduate course at any given time. The
executive office of the University program in each field will obviously
need secretarial support, an office, and small supplies and general ex-
pense funds. The specific responsibilities of these departments will
be found in the recommendations later in this chapter.
A major weakness of a strong University department plan is that
it may tend to isolate related disciplines and thus prevent the de-
velopment of work drawing on two fields. Good mathematics must
200 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
be available where advanced engineering and physics are taught.
Economics, sociology, and psychology have interrelations. Philosoph-
ical ideas are important in literature and in some social sciences.
Electives from strong master’s programs may help, but some special
courses for non-specialist advanced students may have to be de-
veloped. This is new, but may be challenging.
In addition, the Graduate Council should be empowered to au-
thorize individual doctoral programs which are genuinely interdis-
ciplinary. At Stanford, any group of five faculty members may
constitute themselves a committee to supervise a single Ph.D. program.
These programs are approved on an individual basis.
CRITERIA FOR THE ESTABLISHMENT OF
NEW DOCTORAL PROGRAMS
The decision as to the fields in which the City University should
offer graduate work must of necessity be an administrative one be-
cause it requires budgetary implementation. The Dean of Graduate
Study and the Chancellor may consult faculty groups in related fields.
It is inappropriate to establish specific machinery to make these de-
cisions, but it is very appropriate to list the criteria to be used in
evaluating proposed programs. These criteria which follow are not to
be weighed equally, but all should be considered.
1. The qualifications of the faculty. It is axiomatic that an active
faculty capable of advanced work must be available within the exist-
ing staff of the colleges. It is doubtful if intention to hire faculty
should be considered seriously. In addition to scholarly qualifications,
there needs to be some index of the commitment of the faculty.
Many active people in the colleges in New York City do research
but are associated with other institutions, institutes, and libraries, or
perhaps shun the major responsibilities of graduate work. Although
this is difficult to assess quantitatively, it should be considered.
2. The adequacy of libraries, laboratories, and other related fa-
cilities. It is apparent that the City of New York has many resources
for scholarly work, and probably all these needs may be met. Never-
theless, a first-rate program in an experimental science will require a
considerable amount of space given over to research work by students
and this must be programmed several years in advance.
3. The supply of students with particular reference to financial aid.
A major departure for graduate work at the City University, particu-
larly at the level beyond the master’s degree, would be the installation
of programs which are designed for people in full-time residence.
EXPANSION OF GRADUATE EDUCATION 201
It is doubtful that doctoral work can be conducted successfully on
any other basis because serious graduate work demands a nearly
full-time commitment of time and energy. A doctoral program
based on taking a few courses at a time and finally grinding out a
thesis is not likely to be of high caliber. A full-time program may
take four to five years; a part-time program may take 10. The great
demand for trained people would argue against any substantial in-
vestment of resources in programs without some prospect of prompt
output.
Most doctoral students are going to need financial support approxi-
mately equal to minimal living costs. Ideally, this should come from
fellowships, teaching assistantships, or relevant professional employ-
ment: e.g., as research assistants.
Since there are many teaching positions in the City University filled
by people who are graduate students at other institutions, there may
be an opportunity to employ equally well-qualified City University
graduate students on a part-time basis in some of these positions.
If an experienced teacher could undertake to instruct and supervise
graduate student teachers, the quality of the classroom performance
might be excellent and the graduate students preparing for the
teaching profession would get outstanding training. This possibility
deserves to be explored with the appropriate college officials.
The problem of financial support appears more serious than the
problem of adequate supply. The large number of master’s degrees
given by the City University, the quality of its students, the success
of these students at other institutions, and the number of applications
indicate that a supply of able students will be available in most fields,
provided that they can be financed. Perhaps the most common mis-
take new institutions going into advanced graduate work make is to
ignore the problem of financial aid.
4. The demand for trained people. Opinions of placement officers
on the supply of junior college, college, and university teachers, by
subject fields, on a national basis, will be found in Chapter X. These
opinions for the three-state area of New Jersey, New York and Pennsy]-
vania are included here in Table 31. From this table it can be noted
that at the college and university level 50 per cent or more of the
respondents thought these fields undersupplied: biological sciences,
chemistry, economics, education, engineering, English, speech, Ger-
man, home economics, mathematics, physical and health education for
women, physics, romance languages.
5. The New York City educational complex. The City University
should be cautious in starting graduate activity in fields in which the
202 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
Table 31
OPINIONS EXPRESSED BY INSTITUTIONS IN NEW YORK,
NEW JERSEY, AND PENNSYLVANIA CONCERNING SUPPLY OF
COLLEGE AND JUNIOR COLLEGE TEACHERS BY SUBJECT FIELD,
FALL, 1961
Junior college College and university
Subject Per cent who thought Per cent who thought
Field this field to be: this field to be:
Total Over- Bal- Under- Total Over- Bal- Under-
replies supplied anced | supplied replies} supplied} anced | supplied
Agriculture ...... 3 33.3 66.7 — 4 25.0 | 75.0 _—
Arts & Crafts .. 8 25.0 50.0 25.0 12 16.7 | 66.6 16.7
Biological
Sciences .......... 11 — 45.5 54.5 18 5.6 | 44.4 50.0
Bus. Admin.
& Edue. ........ | 10 20.0 70.0 10.0 15 6.6 | 66.7 26.7
Chemistry ........... | 11 _— — | 1000 17 — 5.9 94.1
Commercial Arts 5 — 60.0 40.0 6 16.7 | 66.6 16.7
Dramatic Arts .. 8 37.5 37.5 25.0 138 23.1 | 46.1 30.8
Economics _........ 11 — 63.6 36.4 17 — | 47.1 52.9
Education .......... 9 33.3 44.5 22.2 18 5.6 | 38.9 55.5
Engineering ...... 5 — — | 100.0 9 — — | 100.0
* English,
Speech .. 10 10.0 40.0 50.0 16 12.5 | 56.3 31.2
Geology .... 9 11.0 44.5 44.5 15 20.0 | 13.3 66.7
German .... 10 — 50.0 50.0 16 — | 37.5 62.5
History . 10 30.0 60.0 10.0 17 41.2 | 52.9 5.9
Home Eco. 8 87.5 12.5 50.0 10 10.0 | 50.0 40.0
Industrial Arts.. 9 — 33.3 66.7 10 — | 40.0 60.0
Journalism ........ 8 12.5 62.5 25.0 11 9.0 | 45.5 45.5
Mathematics .... | 11 — 182 81.8 18 _— — | 100.0
Music 9 44.5 33.3 22.2 15 26.7 | 53.3 20.0
Philosophy 7 — 171.4 28.6 16 18.8 | 56.2 25.0
Phys. &
H. Educ. ........ 6 66.7 33.3 _— 8 50.0 | 50.0 _—
Men only .... 4 100.0 — —_ 6 | 100.0 — —_—
Women only 4 — — | 100.0 6 — — | 100.0
Physics... 11 — 9.1 90.9 18 — 5.6 94.4
Pol. Sci. we 10 40.0 50.0 10.0 17 29.4 | 53.0 17.6
Psychology _...... 11 18.2 36.4 45.4 17 5.8 | 47.1 47.1
Rom. Lang. ...... | 11 9.1 18.2 72.7 16 12.5 | 25.0 62.5
Sociology .......... 10 — 80.0 20.0 17 5.9 64.7 29.4
Source: Opinionnaires from placement officers in these institutions.
* One college reply divided English and speech and found the former to be undersupplied and
the latter to be oversupplied for both junior colleges and colleges and universities. Another
college reply gave speech as undersupplied and English as balanced in colleges and univer-
sities.
EXPANSION OF GRADUATE EDUCATION 203
other New York institutions have substantial unused capacities. This
does not appear to be a serious problem in most fields under con-
sideration.
6. The impact on the undergraduate program. The colleges will
want to be sure that the best teachers and the most interesting
scholars are not removed completely from undergraduate contact.
In fact, the overall pattern should be that these scholars do some
undergraduate teaching. Even if some distinguished scholars teach
a relatively small number of undergraduate classes, their presence in
an undergraduate department sets a certain standard and creates an
atmosphere which is crucial for a high-level undergraduate program.
7. The relevance of New York. The City of New York has enormous
resources for graduate and scholarly work of all kinds which are not
being exploited by existing institutions. One major service The City
University of New York may do the country is to exploit the private
libraries and collections, the museums, the United Nations, and the
music and theater world of New York where these institutions may
help graduate training. One exciting possibility is the theater, where
professional training can go on only in a truly professional atmosphere.
RECOMMENDATIONS ON
GRADUATE WORK IN THE
CITY UNIVERSITY OF NEW YORK
The demand among students for master’s degrees during the next
two decades will exceed manyfold the demand for doctor’s degrees in
spite of the fact that the community need for men and women with
doctor’s degrees, particularly in the teaching field, will greatly exceed
the possible supply. Many students will work for a terminal master’s
degree. These will include both present and prospective teachers as
well as others contemplating a career in industry. The great increase
in population in Long Island and Westchester, as well as in the
boroughs of New York other than Manhattan, forecasts an expansion
of demand for master’s level work in these boroughs in response to
the personnel needs of the rapidly growing industries and laboratories.
Because of the fact that advanced doctoral work is so much more
costly even than first-year graduate work,.and because of the probable
numbers of students in these programs, the development within the
immediate future should be a University-wide unified program rather
than by separate colleges.
The development of a doctoral program on a particular campus of
the University would tend to concentrate equipment, outstanding
204 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
scholars, and the ablest students in the field at that college. More-
over there is no single pattern of doctoral work that is best suited to
the needs of all disciplines. In the case of each discipline, therefore,
the University should enlist the cooperation of the faculties of all
the colleges and the optimal utilization of their resources.
Policies Governing the Organization of Master’s Programs
In view of the foregoing, it is recommended that:
1. The pattern now prevailing, of conducting programs leading to
the master’s degrees in the arts and sciences as well as in Teacher
Education at the several colleges, be continued.
2. The pace of expansion of work at the master’s level be deter-
mined by:
(a) justification for additional programs in terms of student in-
terest and community need (In assessing community need, the
requirements of Long Island, Westchester, and other parts of the
State should be considered.)
(b) availability of qualified faculty and facilities
(c) the budget available for graduate work from the State and
from the City
(d) available foundation and other grant support.
3. Selected courses at the master’s level be made available to ad-
vanced undergraduates at the Senior Colleges so as to further extend
the opportunities for advanced study now available to honor students.
4. Existing master’s programs be re-examined when doctoral pro-
grams are instituted to insure that students who earn the master’s
degree in any of the Senior Colleges are equipped to enter the doctoral
program if their ability justifies their continuing. This reexamination
should make provision for the maintenance of terminal master’s de-
grees in fields where this is justified.
5. The Senior Colleges explore the feasibility and desirability of
close working relations with some of the smaller colleges in their
neighborhoods in an effort to identify students whose abilities justify
their continuing with graduate work.
6. The faculties teaching courses in master’s programs and the
graduate advisers accept and carry out responsibility of identifying
particularly promising students and encouraging them to prepare to
matriculate for the doctor's degree.
Policies for the Organization of Doctoral Programs
It is recommended that:
1. Beyond the master’s level, the graduate program be organized on
EXPANSION OF GRADUATE EDUCATION 205
a University-wide basis, utilizing the plant facilities, faculty resources,
the library collections and the laboratories of the Senior Colleges as
well as those of the graduate center referred to in Item 2, which
follows.
2. A physical facility readily accessible from all parts of the City be
provided to supplement when advisable the facilities of the Senior
Colleges and to enhance the development of the doctoral program,
without unnecessary duplication of existing facilities.
3. Consideration be given to the possibility of utilizing the existing
college libraries through a central union catalog or by other ap-
propriate means and using the many specialized libraries in the New
York area; and to the establishment at the central facility of a library
as a supplemental library source, to include basic reference books,
appropriate periodicals, standard source materials used in advanced
seminars, and such other necessary supplemental material that cannot
be appropriately housed at a college.
4. Students who are matriculated for the doctorate in the liberal
arts and sciences be registered at the central facility.
5. Graduate programs have a clearly distinguishable budget to in-
clude, among other customary provisions, funds for the payment of
staff for graduate instruction and research.
6. Consideration be given to the establishment of University de-
partments on the recommendation of the Administrative Council and
the Dean of Graduate studies, under the supervision of an executive
officer nominated by the Dean of Graduate Studies and approved by
the Administrative Council; the members of such departments to
consist of faculty members, each of whom would, in general, be a
member of a college faculty and divide his time between teaching
undergraduate and master’s level work at that college and partici-
pating in doctoral programs: furthermore, that consideration be given,
in each professional school that initiates doctoral programs, of a
doctoral faculty consisting of those members of the faculties who will
participate in the doctoral programs. In addition to the foregoing,
consideration be given to the establishment of an interdepartmental
faculty group that would consider matters of general concern, and
make curriculum recommendations to the Dean of Graduate Studies.
7. Each University department or doctoral faculty of a professional
school have the following responsibilities:
(a) to recommend to the Administrative Council the requirements
for the doctoral degree
(b) to approve individual students’ programs within University
206 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
and departmental requirements, and to administer such examinations
as are necessary
(c) to pass on the admission of students for doctoral level work
(d) to award fellowships and assistantships (A special responsi-
bility will fall on departments in science and engineering, where
government research and fellowship funds are an important com-
ponent of student support.)
(e) to cooperate with other departments in arranging courses of
interest to doctoral candidates in related fields
(f) to work with the departments and deans in the colleges and
the Dean of Graduate Studies to recruit new faculty, so as to
strengthen the graduate program
(g) to promote research and scholarship in the discipline
(h) to maintain liaison with cooperating institutes, libraries, mu-
seums, and other organizations which are helpful in graduate work
(i) to recommend students for the degrees to be awarded
(j) to carry major responsibility for placement of these graduates.
8. Decisions on fields to be admitted to doctoral programs be made
by reference to these controlling criteria:
(a) the qualifications of the faculty
(b) the adequacy of libraries, laboratories, and other related
facilities
(c) the potential population of capable students, and the avail-
ability of student financial aid
(d) the present and anticipated demands for doctorates in the
field under consideration (for example, the great need for college
teachers)
(e) the network of institutions of higher learning and other
cultural centers in New York City
(f) the impact on the undergraduate program
(g) in some fields, the relevance of the program under con-
sideration to the life and problems of the New York metropolitan
area.
9. Doctoral programs be designed primarily for full-time students.
10. In order to make it possible for students to devote full time to
their graduate work, the City University seek financial aid in the
form of fellowships, teaching assistantships, traineeships and the like
to assist such students in supporting themselves.
11. In order that outstanding students who are enrolled in the
master’s degree programs in the colleges may be encouraged to con-
tinue their graduate work, the separate colleges provide suitable
EXPANSION OF GRADUATE EDUCATION 207
counseling services, in addition to those services done by the teaching
staff, so that such students may be identified and encouraged to
continue to the doctorate (here again, attention should be given to
such shortage fields as college teaching): furthermore, that these
services be available to other students in both the baccalaureate and
master’s degree programs so that they, too, can be guided into
programs appropriate to their interests and abilities; and that these
services be financed jointly by the colleges and from the graduate
budget.
12. In order to carry out the graduate program leading to the
doctorate as recommended in the preceding pages, a faculty structure
appropriate to the carrying out of these recommendations be de-
veloped under the leadership of the Chancellor and the Dean of
Graduate Studies.
CHAPTER X
DAY SESSION FACULTY
Providing competent faculty in sufficient numbers to meet the
growing college and university requirements in the United States
has been recognized recently as a critical problem of national im-
portance. Likewise, there has been a general awareness that because
of the great increase in the number of births since World War II,
there will be large increases in college and university enrollments. In
terms of numbers, births in the United States increased from
2,749,944 in 1945 to 4,259,954 in 1960, or 54.9 per cent. During this
same period, the number of births in New York State increased from
234,754 to 360,523, or 53.6 per cent—approximately at the same rate
as in the nation as a whole.’
The significance of the estimated increases of enrollment in higher
education in the nation was first highlighted by a study made in
1953 by Ronald B. Thompson for the American Association of
Collegiate Registrars and Admissions Officers entitled, College-Age
Population Trends 1940-1970. A later report by Dr. Thompson dealing
with the same problem for the years 1961-1978 is that referred to
above. Following these and other similar studies there has been and
still is a growing national concern as to how qualified staff can be
provided for these rapidly increasing enrollments in higher education.
DISTRIBUTION OF THE FULL-TIME DAY
SESSION INSTRUCTIONAL STAFF
ACCORDING TO RANK
Senior Colleges
The teaching portion of the University’s instructional staff con-
sists of the following titles: Professor, Associate Professor, Assistant
Professor, Instructor, Lecturer, Tutor, and Fellow.
1 Ronald B. Thompson, Enrollment Projections for Higher Education, the
American Association of Collegiate Registrars and Admissions Officers, The Ohio
State University, Columbus, Ohio, September, 1961; Appendix I.
208
DAY SESSION FACULTY 209
The total number in this full-time Day Session teaching group has
increased in the 1l-year period 1951 through 1961 from 1,870 to 2,345,
or 25.4 per cent (See Table 32). The number of Teacher Education
staff members who are included in this total ranged from 196 in 1951
to 328 in 1961, an increase of 67.3 per cent. In the same period, the
City College teaching staff grew 9.8 per cent; Hunter, 31.9 per cent;
Brooklyn, 19.3 per cent; and Queens, 38.3 per cent.
Again as shown in Table 32, the Fall, 1961 division among the in-
structional ranks shows 17.7 per cent were Professors; 21.0 per cent,
Associate Professors; 24.5 per cent, Assistant Professors; 24.4 per cent,
Instructors; 5.0 per cent, Lecturers; 2.7 per cent, Tutors; and 4.7 per
cent, Fellows. It is interesting to note that over the 1l-year period,
the proportion of Professors has risen from 9.1 per cent to 17.7 per
cent; the Associate Professors, from 17.6 per cent to 21.0 per cent; the
Table 32
NUMBER OF BUDGETED SENIOR COLLEGE
INSTRUCTIONAL TEACHING STAFF, DAY SESSION,
BY RANK AND YEAR*
1951-1961**
NUMBER IN
RANK 1961 1952 +1953 1954. 1955-1957 -«:1958_~=—-1959 | 1960 1961
Professor 170 191 223 251 249 294 342 359) 378 416
% of total 9.1 98 11.38 12.8 124 143 166 17.1) 17.6 17.7
Assoc. Prof. 328 342 341 342 344 354 405 409] 409 491
% of total 17.6 17.5 17.3 17.5 17.1 17.8 19.6 19.4] 19.0 21.0
Asst. Prof. 614 631 606 588 592 596 586 593] 603 575
% of total 328 324 30.8 30.0 29.4 29.0 28.4 28.2) 28.0 24.5
Instructor 526 566 585 577 605 582 513 505 | 509 572
% of total 28.1 29.0 29.8 29.5 30.1 284 248 24.0 | 236 24.4
Lecturer 91 71 58 53 65 84 77 93 99 118
% of total 49 36 3.0 2.7 3.2 4.1 3.7 4.4 46 5.0
Tutors 64 71 66 59 64 64 64 61 62 63
% of total 3.4 3.6 3.4 3.0 3.2 3.1 3.1 2.9 2.9 2.7
Fellows 77 719 86 88 93 78 78 85 92 110
% of total 4.1 4.1 4.4 4.5 46 3.8 3.8 4.0 4.3 4.7
Total***/1,870 1,951 1,965 1,958 2,012 2,052 2,065 2,105 |2,152 2,345
Source: City University Accounting Office Annual Report based on New York City Executive
Budget documents.
* Some of these employees are not on annual salary.
** Data not available for 1956.
*** Includes Teacher Education staff except for teachers in Early Childhood Centers.
210 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
Assistant Professors decreased from 32.8 per cent to 24.5 per cent;
and the Instructors decreased from 28.1 per cent to 24.4 per cent.
Also, the detailed variation by rank and year is shown in Table 32
for all of the Senior Colleges, including Teacher Education. (The
distributions as shown in this table differ from those in Table 36
which includes only the four top teaching ranks. )
Table 33 shows the distribution by rank in each of the Senior
Colleges and Teacher Education as of the Fall of 1961. As will be
noted, there is very little variation among the four colleges in the
distribution of the four major ranks. However, in the case of Teacher
Education, the proportion in the two top ranks—Professor and Asso-
ciate Professor—is appreciably below that in the colleges. Here the
highest percentage is in the Lecturer rank. Although there are varia-
tions in the Lecturer, Tutor, and Fellow titles among the four colleges,
the numbers involved are small. In view of the similarity in the dis-
tribution according to rank in the colleges, it appears that close
budgetary control has been observed both in new appointments and
in promotions.
Community Colleges
The Community Colleges under the City University are com-
Table 33
BUDGETED INSTRUCTIONAL DAY SESSION TEACHING STAFF
BY RANK FOR EACH SENIOR COLLEGE
AND TEACHER EDUCATION
FALL, 1961
[ Per Cent of Total with Rank in
City Hunter Brooklyn Queens Teacher All
Rank College College College College | Education® | colleges
Professor ... we] 19.4 18.4 18.2 18.6 11.6 17.7
Associate Professor ..| 21.6 22.3 21.5 22.1 15.5 21.0
Assistant Professor ..| 25.6 25.8 24.9 26.0 18.3 24.5
Instructor wees 23.0 27.0 27.7 24.1 18.9 24.4
Lecturer 0.0 2.3 1.1 2.0 29.3 5.0
Tutor .. 4.4 2.3 0.2 4.9 1.5 2.7
Lecturer 0.0 2.3 1.1 2.0 29.3 5.0
Total Staff ue
Sourcs: City University Accounting Office Annual Report based on New York City Executive
Budget Document 5.
Nots: Some of these employees are not on annual salary.
*Does not include 27 Lecturers in Summer Session.
DAY SESSION FACULTY 211
paratively new, and they have not as yet attained their expected
registration norm. Staten Island Community College opened in Sep-
tember, 1956; the Bronx Community College, in February, 1959; and
Queensborough Community College, in September, 1960. The current
teaching titles are: Community College Professor, Community College
Associate Professor, Community College Assistant Professor, and Com-
munity College Instructor. The number in each rank for all three
colleges by years, 1957 through 1961, is shown in Table 34. As would
be expected, since these are relatively new institutions, most of the
staff—64.4 per cent—are in the two lower ranks. This explains why
the average salaries are relatively low.
Table 35 shows the distribution by rank for each of the colleges as
of September, 1961. Again, as would be expected, there are wider
variations among the three colleges than in the Senior Colleges.
As shown in that table, the 132 staff members are distributed as
follows: Community College Professors, 15.9 per cent; Community
College Associate Professors, 19.7 per cent; Community College As-
sistant Professors, 40.9 per cent; and Community College Instructors,
23.5 per cent.”
Table 34
NUMBER OF BUDGETED COMMUNITY COLLEGE
INSTRUCTIONAL TEACHING STAFF—DAY SESSION,
BY RANK AND YEAR
1957-1961
1957 1958 1959 1960 1961
Title No. % No. % No. % No. % No. %o
C.C. Professor ........00 4 |25.0 | 7 25.0 |12 |29.3),17 |22.1 | 21 15.9
C. C. Associate
Professor 0... 3118.8 1} 5 |17.9 | 7 117.0) 15 |19.5 | | 26)! 19.7
C.C. Assistant
Professor ........00+ 6 375 9 382.1 138 31.7 27 35.0 54 40.9
C.C. Instructor ............ 3 18.7 7 25.0 9 | 22.0) 18 23.4 31 23.5
Total ieceeesseed 16 100.0 28 100.0 41 100.0 77 100.0 132 100.0
Source: City University Accounting Office Annual Report based on New York City Executive
Budget documents.
Nore: The C.C. before each of the titles identifies the rank as applying only to a Com-
munity College, as approved by the Board of Higher Education on June 17, 1957.
2 The material in the tables concering instructional staff in both the Senior
Colleges and Community Colleges was necessarily taken from different sources
which have used different dates within a given year. However, these differences
are minor and do not affect the uses made of these tables.
212 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
Table 35
BUDGETED INSTRUCTIONAL DAY SESSION TEACHING STAFF
BY RANK FOR EACH COMMUNITY COLLEGE
FALL, 1961
Per Cent of Total with Indicated Rank in:
Rank Staten Island Bronx Queensborough —_All colleges
C.C. Professor wesc 17.1 14.1 19.2 15.9
C.C. Associate Professor . 17.1 21.1 19.2 19.7
C.C. Assistant Professor . 37.2 43.7 38.5 40.9
C.C. Instructor ow 28.6 21.1 23.1 23.5
100.0% 100.0% 100.0% 100.0%
Total! Stati vrisrecccsccssercresserer 35 71 26 132
Sources: City University Accounting Office Annual Report based on New York City Executive
Budget documents.
Note: As in the previous table, the C. C. before each of the titles identifies the rank as
applying only to a Community College, as approved by the Board of Higher Educa-
tion on June 17, 1957.
Faculty Distribution by Rank in Other Institutions
The reports for 1959-60 by the American Association of University
Professors and the United States Office of Education provided data
for the distribution of staff by rank in a large number of both public
and private institutions. For comparative purposes similar distributions
for the City University have been taken from Table 32 for the years
1959, 1960 and 1961. Both sets of figures appear in Table 36. The
City University shows a much lower per cent of staff in the two top
ranks than do the other institutions.
In addition to the other institutions included in Table 36, the per-
centage of the total full-time-equivalent faculty in the ranks of
Professor and Associate Professor on the Berkeley and Los Angeles
campuses of the University of California in 1960-61 was 74.2 and
68.3, respectively. Now, with university status, which will include
graduate work leading to the doctorate, it is urgent that the proportion
of the instructional staff in the two upper ranks in the Senior Colleges
of the City University be appreciably increased. As a matter of fact,
the prestige of colleges and universities comes largely from persons
in these two ranks. Therefore it is recommended that:
Steps be taken by the Board of Higher Education to increase the
percentage of the Day Session faculties in the ranks of Professor and
Associate Professor from the 44.2 per cent in 1961 to 50 per cent;
DAY SESSION FACULTY 213
Table 36
SOME PERCENTAGE COMPARISONS ON FACULTY DISTRIBUTION
BY RANK IN BOTH PUBLIC AND PRIVATE INSTITUTIONS
IN THE UNITED STATES
% In Per Cent of Total in Rank of:
Two
Upper Associate | Assistant
Group Ranks Professor | Professor | Professor | Instructor
25.2 29.2 17.1
24.8 30.7 17.2
22.7 27.2 19.1
22.0 31.8 27.0
21.5 31.8 26.8
23.9 28.0 27.8
74 universities .... » 53.6 28.4
87 large public institutions .... 52.0 27.2
17 large private institutions .. 53.7 31.0
*City University (1959) ........ 41.2 19.2
*City University (1960) ........ 41.4 19.9
*City University (1961) ........ 44,2 20.3
Source: 1959-60 Report of the American Association of University Professors and of the
United States Office of Education.
* The comparison by rank shown in Table 32 has been recast in order to present it on the
same basis as the information available for the other institutions. This is restricted to the
four top teaching ranks.
furthermore, that of this 50 per cent, 28 per cent be in the rank of full
Professor and 22 per cent in the Associate Professor rank.
CHARACTERISTICS OF THE FULL-TIME DAY
SESSION INSTRUCTIONAL STAFF
Senior Colleges
The teaching staff involved in this analysis consists of all annual
instructional staff members except library assistants, research assist-
ants, registrars’ assistants, clinical assistants, science assistants and
technicians, and engineering technician positions within the Uni-
versity, Hunter College High School, and Hunter College Elementary
School. It includes staff members on leave, but not their substitutes,
and also includes any members of the staff who are on Teacher
Education or any other payroll.
Tables 37 and 38 give information on tenure status, and preparation
and where secured for the staff of each of the Senior Colleges for the
Fall of 1946, 1956 and 1961. Attention is here called to several items
on those tables as well as certain other information. The total in-
cluded within this definition in the Fall of 1961 was 2,144. Of this
number, 67.5 per cent had tenure and 32.5 per cent did not have
tenure. Of the total staff, 99.1 per cent held baccalaureate degrees.
Of this number, 34.6 per cent had been granted by the Municipal
214 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
Table 37
DISTRIBUTION OF THE ANNUAL TEACHING INSTRUCTIONAL
STAFF IN THE SENIOR COLLEGES OF THE CITY UNIVERSITY
OF NEW YORK ACCORDING TO TENURE STATUS,
BACCALAUREATE DEGREES HELD AND INSTITUTIONS
AWARDING THESE DEGREES FOR THE FALL SEMESTERS
1946, 1956, 1961
Item
Total number
City
College
1946
1956
1961
Percent with tenure
496
658
793
Hunter
College
348
371
443
Brooklyn
College
340
495
538
Queens
College
187
295
370
Total®
1,371
1,819
2,144
Percent with baccalaureate 1946 97.4 98.3 98.8 99.4
degree or equivalent 1956 98.2 99.5 99.0 98.3
1961 99.0 99.5 98.7 99.2
Percent with baccalaureate —-
degrees from:
Municipal Colleges 1946 38.7 36.6 29.8 26.3
1956 42.4 36.6 27.1 25.2
1961 42.7 34.5 27.3 28.1 34.6
Other U.S. colleges
Foreign institutions
Other colleges in N.Y.C.
1946
1956
1961
7.0
4.4
3.5
5.0
5.5
7.0
9.3
10.6
71
1.9
9.3
1
Source: Data secured directly from colleges of the City University.
Note: Includes all annual instructional staff members except: library assistants, research
assistants, registrars’ assistants, clinical assistants, science assistants and _ techni-
cians, engineering technicians, etc. Also excludes any high school or elementary
school titles from the total. Includes staff members on leave, but not their substitutes
and also includes any members of the staff who are on Teacher Education or any
other payroll.
*The per cents in this column are calculated ones rather than averages of the individual
college figures.
DAY SESSION FACULTY 215
Table 38
DISTRIBUTION OF THE ANNUAL TEACHING INSTRUCTIONAL
STAFF IN THE SENIOR COLLEGES OF THE CITY UNIVERSITY
OF NEW YORK ACCORDING TO PROPORTION WITH DOCTORATES
OR EQUIVALENT AND THEIR SOURCE FOR THE
FALL SEMESTERS 1946, 1956, 1961
City Hunter Brooklyn Queens
Item College College College College =Total
Total teaching staff 1946 496 348 340 187 :1,371
1956 658 371 495 295 = 1,819
1961 793 443 538 370 =. 2,144
Percent of total staff with 1946 74.2 68.4 68.8 64.2 70.0
Ph.D. or equivalent 1956 73.6 72.8 86.5 82.7 78.4
1961 66.2 67.5 77.1 71.4 70.1
Of those with Ph.D. or
equivalent, per cent from:
N.Y.C. institutions 1946 64.0 61.8 66.2 48.3 61.9
1956 64.0 60.7 59.4 55.7 60.5
1961 71.0 66.6 58.8 55.3 64.0
Other U.S. institutions 1946 30.3 30.2 29.0 40.0 31.3
1956 29.2 34.1 36.9 36.9 33.8
1961 22.5 27.7 37.1 38.3 30.3
Foreign institutions 1946 5.7 8.0 4.8 11.7 6.8
1956 6.8 5.2 3.7 74 5.7
1961 6.5 5.7 4.1 6.4 5.7
Source: Data secured directly from the colleges.
Note: See explanatory statement on Table 87.
Colleges; 18.6 per cent by the other New York City institutions;
38.9 per cent by other U. S. colleges; and 7.9 per cent by foreign
institutions. In the Fall of 1961, 59.0 per cent of the total annual
teaching staff held Ph.D. degrees, and an additional 11.1 per cent
had Ph.D. equivalents, making a total of 70.1 per cent with a Ph.D.
or the equivalent. In 1946, this per cent was 70.0. However, as
will be seen from Table 38, the per cent in 1956 was 78.4.
Of those staff members who held the Ph.D. degree or equivalent
in the Fall of 1961, 64.0 per cent obtained them from New York City
institutions, and 30.3 per cent from other U. S. institutions. Of those
with the Ph.D. equivalent, 76.9 per cent were obtained from New
York City institutions, and only 10.5 per cent from other U. S. insti-
tutions.
216 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
Table 39
INSTITUTIONS THAT CONFERRED THREE OR MORE
DOCTORATES OR EQUIVALENTS ON THE FALL, 1961
ANNUAL TEACHING INSTRUCTIONAL STAFF* OF THE SENIOR
COLLEGES OF THE CITY UNIVERSITY OF NEW YORK
Institutions CITY HUNTER |BROOKLYN | QUEENS | TOTAL**
Conferring Se ee ee “== -
Degrees Ph.D. Equiv.| Ph.D. | Equiv. | Ph.D. |Equiv. |Ph.D. | Equiv.|Ph.D. Equiv.
Columbia 192 13 126 16 130 16 74 | 29 | 522 74
New York
University 78 23 36 7 75 9 | 29 4 |218 43
Harvard 12 4 ll 10 37
Yale 10 9 10 7/— 360
Chicago 7 4 9 9}— 29 —
Fordham 3 13 6 5 | — 27 —
Wisconsin 4 4 11 6 2 —
Cornell 10 4 3 7 24
Princeton 5 4 10 5 240 —
University of
Michigan 4 4 q 4 19
Ohio State 30 — 3); — 5} — 3 | — 4° —
California 5 4 4 _ 130 —
Pennsylvania 30 —|;— 9;/— j—}]— 120 —
Johns Hopkins 4 8 | — 12 —
University of
Iowa - = 4) — 4 ]— 3 | — 110 —
Northwestern 1 4 110 —
Illinois 3 vi _— 10 —
Brown 5 5 —
Polytechnic of
Brooklyn 4 5 5 4
University of
Paris -—- — —] — _— 5 | — 3 — 8
Minnesota 4 — 4 —
Western Reserve 4 —|—-— 4 —
Duke 4 — 4 —
Clark 4 4 —_
Syracuse 3 —|— 3
Bryn Mawr . 3 3
Penn State - — oat ——i— | — i 3 SS
Iowa State -- - 3 — 30
Stanford —_— — | a — 3) — 30
M. I. T. 3 3 0 —
N.Y. State — 46 —_— — 46
P.E.***
N. Y. State — 4 —|— —-—}— J—f[— —_— 4
R.A.***
N. Y. State 6 3 9
C.P.A.***
Source: Data secured directly from the colleges of the City University.
* Includes those newly appointed staff members as of September 1, 1961.
**In the Fall of 1961 there were a total of 1,265 holders of the Ph.D. degree and 238 who
had the equivalent, for a total of 1,503 on the annual teaching instructional staff in all
of the Senior Colleges.
*** Professional Engineer, Registered Architect, Certified Public Accountant.
DAY SESSION FACULTY 217
Table 39 lists the institutions which conferred three or more
doctorates or equivalents on members of the Fall, 1961 instructional
staff in each of the Senior Colleges. It is interesting to note that of
the total number of 1,503 Ph.D. and equivalent holders, 596, or 39.6
per cent, had taken their advanced degree from Columbia University;
and 261, or 17.4 per cent, from New York University. Thus, 57 per
cent of the 1,503 holders of the Ph.D. or its equivalent in the Fall of
1961 received those degrees from these two local universities.
Community Colleges
Because of the recency of their establishment, a comparison of
changes in the Community Colleges year by year would not be
meaningful. Consequently, Tables 40, 41 and 42 indicate, as of
Fall, 1961, the proportions of the annual teaching staffs with tenure,
baccalaureate degrees, and doctorates and equivalents, and their
sources. Attention is called here to certain items in these tables. The
proportion of the 1961 Community College staff who received their
baccalaureate degrees from the Senior Colleges approximates that in
Table 40
DISTRIBUTION OF THE FALL, 1961 ANNUAL TEACHING
INSTRUCTIONAL STAFF IN THE COMMUNITY COLLEGES
OF THE CITY UNIVERSITY OF NEW YORK ACCORDING TO
TENURE STATUS AND BACCALAUREATE DEGREE HELD
AND INSTITUTION AWARDING THESE DEGREES
Item Staten Queens-
Island Bronx borough Total
Total number ......ccccceseeeteeeeeeees 41 88 46 175
Per cent with tenure ou... 34.1 3.4 4.3 10.9
Per cent with baccalaureate
degree or equivalent 0.0... 100.0 100.0 100.0 100.0
Per cent with baccalaureate
degrees who received them
from:
Municipal Colleges ............008 22.0 35.2 37.0 32.6
Other colleges in
New York City .........ceeee 84.1 84.1 10.9 28.0
Other U.S. colleges uu... 34.1 28.4 45.6 34.3
Foreign institutions ................ 9.8 2.3 6.5 5.1
Source: Data secured directly from the colleges of the City University.
Note: See explanatory statement on Table 37.
218 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
these colleges as shown in Table 37. On the other hand, the per cent
who received their baccalaureate degree from other New York City
institutions is appreciably higher than in the Senior Colleges.
Table 41 shows that in the Fall of 1961, 32.5 per cent of the total
staff in the Community Colleges were holders of a Ph.D. or equivalent.
As pointed out in the chapter on Community Colleges, this per cent is
much higher than in the nation as a whole.
CHARACTERISTICS OF THE FULL-TIME DAY SESSION
INSTRUCTIONAL STAFF NEWLY APPOINTED IN
SEPTEMBER, 1961
Senior Colleges
As shown in Table 43 a total of 189 new teaching instructional
staff members (as previously defined) were appointed in the Senior
Table 41
DISTRIBUTION OF THE FALL, 1961 ANNUAL TEACHING
INSTRUCTIONAL STAFF IN THE COMMUNITY COLLEGES
OF THE CITY UNIVERSITY OF NEW YORK ACCORDING TO
PROPORTION WITH DOCTORATES AND THEIR SOURCES
Ttem Tolued poe [ee Total
Total teaching staff . . 41.0 88.0 46.0 175.0
Number with Ph.D. . 11.0 14.0 12.0 37.0
Per cent of total staff oo... eeeeeseee 26.8 15.9 26.1 21.1
Number with Ph.D. equivalent .............. 5.0 11.0 4.0 20.0
Per cent of total staff oo. ceeeeeee 12.2 12.5 8.7 11.4
Per cent of total staff with Ph.D. or
equivalent oi. cccscseeseesessesscsseseeteeeeeee 39.0 28.4 34.8 32.5
Of those with Ph.D.:
Per cent New York City doctorates 63.6 71.5 41.7 59.5
Per cent from other U.S. institutions 18.2 71 33.3 18.9
Per cent from foreign institutions 18.2 21.4 25.0 21.6
Of those with Ph.D. equivalents:
Per cent New York City institutions 100.0 90.9 100.0 95.0
Per cent from other U.S. institutions — 9.1 — 5.0
Per cent from foreign institutions .... — — — —
Source: Data secured directly from the colleges of the City University.
Notg: See explanatory statement on Table 37,
Table 42
INSTITUTIONS THAT CONFERRED DOCTORATES OR EQUIVALENTS ON THE FALL, 1961
ANNUAL TEACHING INSTRUCTIONAL STAFF* OF THE COMMUNITY COLLEGES OF THE
CITY UNIVERSITY OF NEW YORK
i
Staten Island ai Bronx Queensborough
ous Community Community Community
Institution College College College
Ph.D. Equiv. Ph.D. Eauiv.
6 1 4
1 _— 4
**PE 4 — **PE
Total
New York University ...
Columbia
State of New York
Fordham University
Cornell University .... an
Catholic University ......ccccccccssecsecseeseeeees
Charles IV University (Prague, Czech.)
University of Chicago ......ccceccseseeseeseeee
Breslau University ..
Geneva University .
Wisconsin
University of Pittsburgh ..
University of Budapest .
MIO: snscverssxsssersoxesseessese
University of Vienna
Sorbonne ou...
University of Rome ..
University of Nebraska .
b.D.
2
1
1
|
|
PLETE TPP itil tb ledbase
wo |
Bee eee ee een | oo | a
Source: Data secured directly from the colleges.
* Includes those newly appointed staff members as of September 1, 1961.
** Professional Engineer, Certified Public Accountant.
ALTONOVA NOISSAS AVG
61Z
220 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
Colleges in the Fall 1961. Of this number 55.5 per cent had their
doctorate degree or the equivalent. An additional 30.7 per cent had
attained a master’s degree. It will be noted that the percentage of
this group with a doctorate or the equivalent is lower than 70.1 per
cent in the same category for the total staff as shown in Table 38.
It is expected, however, that the major portion of these new ap-
pointees will be getting their doctorate before attaining tenure
thereby increasing the overall percentage of advanced degree holders
appreciably.
Of the 189 new teachers in September, 1961, as shown in Table 43,
63 per cent were recruited from other teaching positions, 13.8 per
cent from graduate schools, 10.1 per cent from research positions, and
the remainder from industry and other positions.
Community Colleges
Table 44 shows that a total of 51 new teaching instructional staff
members were appointed in the Community Colleges in Fall 1961. Of
this number 25.5 per cent had their doctorate degree or the equivalent.
An additional 62.7 per cent had attained a master’s degree. The
percentage of this group with a doctorate or the equivalent is ap-
Table 43
INFORMATION ON NEW INSTRUCTIONAL TEACHING STAFF
APPOINTED IN FALL 1961 IN EACH OF THE SENIOR COLLEGES
OF THE CITY UNIVERSITY OF NEW YORK
a college College College’ College Total
Total number ou... 43 32 42 712 189
Of these how many had:
Doctorate or equivalent .... 19 22 28 36 105
Master’s as highest degree 15 7 8 28 58
Baccalaureate only ............ 9 3 6 8 26
How many came from:
Teaching ...cccescseseseseeseeees 22 26 23 48 119
Graduate school ... 15 26
Research position 4 4 19
Government ...... —_— — — — —_
Industry ...c..eeceeesessecseesteeeees 10 — 1 12
Other oo. 3 1 5 4 13
Source: Data secured directly from the colleges of the City University.
DAY SESSION FACULTY 221
Table 44
INFORMATION ON NEW INSTRUCTIONAL TEACHING STAFF
APPOINTED IN THE FALL 1961 IN EACH OF THE COMMUNITY
COLLEGES OF THE CITY UNIVERSITY OF NEW YORK
Item Staten r—té<‘“‘C;zdT Queens-
Island Bronx borough Total
Total number ou. csseeseeseeeeneees 7 19 25 51
Of these, how many had:
Doctorate or equivalent 1 5 7 13
Master’s as highest degree 13 17 32
Baccalaureate only 1.00.0... 4 1 1 6
How many came from:
Teaching 0... ceesseeeeseeseneteeeeeeee 2 14 21 387
Graduate schools 2 —_ 3
Research position .... —_ — 1
Government . [00 _— 1 —_ 1
Industry 2 _— 5
Other 4
1* 2a** 1#
Source: Data received directly from the colleges of the City University.
* Undergraduate School
** Nursing
# Director Student Personnel
preciably lower than the 32.5 per cent in the same category shown
earlier for the total Community College staff. Of the 51 new teachers
in September, 1961, 72.5 per cent were recruited from other teaching
positions; 5.9 per cent from graduate schools and the remainder from
research, government, industry, and other positions.
THE RELATIONSHIP OF FACULTY DEMAND AND SUPPLY
The necessity of having an adequate and well qualified teaching
staff for the maintenance of a high quality institution of higher educa-
tion is of course obvious. Within recent years, much attention has
been given to the supply of that kind of teaching staff. Evidence at
hand is that the quality as measured by the proportion of new staff
who are holders of the doctorate is declining. For the nation as a
whole, the percentage of new staff with the doctorate declined from
31.4 per cent in 1953-54 to 25.8 per cent in 1960-61. With that de-
cline, the per cent with master’s degrees only would be expected to
increase. That increase was from 32.2 per cent to 36.8 per cent.?
“8 National Education Association of the United States Research Bulletin, 120)
16th Street North West, Washington, D. C., Volume 39, Number 3, October, 1961,
p. 77.
222 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
Earlier in this chapter, it is shown that of the 189 new appointees to
the Day Sessions of the Senior Colleges, 55.5 per cent had a doctorate
or equivalent.
What then is the situation with respect to faculty demand and
supply, not only in general but more particularly in individual subject
fields? Take the field of physics, for example. Ideally, one should
know how many new and vacant positions there will be in this field in
September, 1962 and the number of qualified persons who will actually
take teaching positions at that time and therefore would be available
for these vacancies. Unfortunately, the necessary data have not and
do not exist for that kind of systematic analysis of the relationship
between supply and demand in specific subject fields. In lieu of
such information, the opinions of a large group of placement officers
of colleges and universities preparing junior college and college teach-
ers were obtained by a nation-wide survey. This information was
collected separately for the supply of teachers for junior colleges and
for other colleges and universities and the results are presented in
Table 45.
A similar study was done in the Fall, 1959 with essentially the
same results. In Chapter IX Table 31 is based on the responses of
placement officers in New Jersey, New York and Pennsylvania only.
That table shows about the same shortages as does Table 45 based on
nation-wide responses.
Teaching Staff Vacancies
The three Community Colleges report no unfilled positions for
1961-62. Two of the presidents, however, comment on the shortage
of qualified persons in the sciences and engineering technologies.
Because of that shortage, the range for selection is limited. Evidently,
in other fields there are sufficient qualified applicants for positions in
the Community Colleges of the City University.
Queens College reports no unfilled positions for 1961-62. However,
they do have several cases in which Lecturers occupy budget lines
designed for Instructors and Professors, which reflects difficulty in
procuring personnel at the desired rank and salary. For the current
year, 22 regular instructional budget lines are occupied by temporary
personnel, in these fields: chemistry, 3; German, 1; mathematics, 12;
and physics, 6.
Concerning difficulties in recruitment, Queens College reports that
the current requirements for the Instructor title, which are equivalent
to those for Assistant Professor, make that position unattractive to
new Ph.D.’s in most fields. The other difficulty cited is that the present
DAY SESSION FACULTY 223,
Table 45
OPINIONS EXPRESSED CONCERNING SUPPLY OF
JUNIOR COLLEGE, COLLEGE AND UNIVERSITY TEACHERS,
BY SUBJECT FIELD, FALL 1961
| Junior College | College & University
Per cent who thought
Per cent who thought
Subject field this field to be: this field to be:
Total Over- Total | Over- Under-
replies | supplied | Bal. supplied | replies |supplied| Bal. supplied
Agriculture 32 43.8 48.8 12.4 47 23.4 61.7 14.9
Arts & Crafts 68 28.6 67.1 14.8 77 22.1 55.8 22.1
Biological Sciences 75 9.8 48.0 42.7 97 1.2 86.1 56.7
*Bus. Admin. & Educ. 68 19.1 61.5 29.4 90 8.9 48.9 42.2
Chemistry 76 a 7.9 92.1 96 a 8.8 91.7
Commercial Arts 46 19.6 56.5 28.9 67 14.0 59.7 26.8
Dramatic Arts 62 80.7 54.8 14.5 17 24.7 61.0 14.8
Economics 1 7.0 59.2 33.8 93 3.2 48.0 58.8
Education . 60 21.7 40.0 38.8 97 13.4 32.0 54.6
Engineering 48 2.1 10.4 87.5 70 a 4.8 95.7
**English, Speech 4 6.8 36.5 56.7 93 5.4 38.7 55.9
Geology 62 32.8 88.7 29.0 82 24.4 40.2 85.4
German 64 6.3 28.1 65.6 86 2.3 30.3 67.4
History 70 61.4 85.7 2.9 92 52.2 89.1 8.7
Home Economics 56 TA 41.1 51.8 72 2.8 37.5 59.7
Industrial Arts 53 18.9 37.7 43.4 64 14.1 46.9 39.0
Journalism 60 3.3 71.7 25.0 75 6.6 58.7 84.7
Mathematics 15 _ 8.0 92.0 97 _ 4.1 95.9
Music 72 41.7 41.7 16.6 93 30.1 51.6 18.8
Philosophy 55 20.0 65.5 14.5 82 12.2 67.1 20.7
Total P.E. and
Health Education 50 74.0 22.0 4.0 63 66.1 25.4 9.5
Men only 23 87.0 13.0 _— 25 80.0 20.0 _—
Women only 23 a a 100.0 27 a a 100.0
Physics 75 1.3 5.3 93.4 97 21 3.1 94.8
Political Science xt 29.6 64.8 5.6 93 23.7 60.2 16.1
Psychology 712 12.5 58.4 29.1 92 5.4 53.3 41.8
Romance Languages 4 4.1 28.4 67.5 92 2.2 29.9 68.5
Sociology 70 14.3 68.6 17.1 | 91 8.8 60.4 80.8
Source: On December 1, 1961, the Survey Staff sent an opinionnaire to placement officers of
158 colleges and universities in the United States that prepare junior college, college
and university teachers. One hundred seventeen replies were received or 76.5 per cent
of those to whom opinionnaires were sent. This table was developed from these
reports.
* Two of the college and university replies divided business administration and business
education and found the former field to be undersupplied and the latter oversupplied.
** Four college and university replies divided their opinion on English and speech.
224 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
minimum salaries at all ranks are not sufficient to recruit the type of
candidates desired.
City College reports that, despite the fact that there are no vacant
teaching lines in the Day Session staff, the College has a considerable
number of what it terms “stopgap” appointments. The major reasons
given for such appointments are the need for some flexibility to ac-
commodate the fluctuating teaching load as enrollment varies; low
starting salary or rank; heavy teaching loads; lack of adequate office
and research facilities; not a fully developed graduate program;
shortage of qualified persons; and the need for specialists, for whom
there is not always a full program.
With this background, the College reports the following number
of “stopgap” appointments, by fields:
Field Number of “stopgap” appointments
Arts and languages, which includes
the departments of art, classical lan-
guages and Hebrew, English, ger-
manic and slavic languages, music,
romance languages and speech approximately 30
Education 7
Science, which includes the depart-
ments of biology, chemistry, geol-
ogy, mathematics and physics approximately 26
Physical and health education 7
Social Science, which includes the
departments of economics, history,
philosophy, political science, psy-
chology, and sociology and an-
thropology approximately 26
Engineering and architecture 22
Business and public administration 5
Total number of “stopgap” ap- approximately 123
pointments
A concluding statement in the City College report is:
There is a recurring statement from many departments that indicates a
lack of desire of some persons to move to the New York City area.
Hunter College reported the following authorized lines for 1961-62,
by ranks and by fields, which are vacant:
DAY SESSION FACULTY 225
Vacancies by Rank
Assoc. Asst.
Field Prof. Prof. Prof. Instr. Total
Biology 1 0 0 1 2
Chemistry 1 0 2 3 6
Education 0 1 2 0 3
English 1 2 2 2 7
History 0 1 3 2 6
Mathematics 1 0 4 1 6
Physics 1 0 1 2 4
Romance Languages 0 0 0 7 7
Speech 0 2 0 3 5
Other 4 2 3 17 26
Total 9 8 38 72
Of the 1961-62 vacancies, the following number have been filled,
effective September, 1962: 3 of the 9 vacancies in the rank of Pro-
fessor; 5 of the 8 in the rank of Associate Professor; 3 of the 17 in
the rank of Assistant Professor; and 5 of the 38 in the rank of In-
structor. Major reasons given for these vacancies are inadequate
salary for instructorships, particularly in the sciences; and heavy
teaching load.
Brooklyn College reports the following number of vacancies, by
rank:
1. Three full professorships in the departments of personnel service,
biology, and chemistry. The first of these has been abandoned, not
for lack of applicants, but because of inability to find a suitably
qualified candidate.
2. Four associate professorships, with starting salaries ranging from
$8,900 to $11,800.
3. Eight assistant professorships, ranging from the minimum of
$7,300 to $10,900, in the areas of chemistry, English, mathematics,
music, economics, psychology and health and men’s physical education.
4. Sixty vacancies in instructorships, with salaries ranging from
$6,425 to $9,450. Commenting on these instructorships, the report has
this to say:
This represents 40 per cent of our total day session instructor positions.
Of this number 43 or 28 per cent of the positions are at the minimum, and
it is practically impossible for chairmen to secure a candidate with a Ph.D.
degree and several years of experience at the minimum salary. The appoint-
226 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
ments made at this rate have been made in areas such as English or music
where the demand does not seem to have caught up with or passed the
supply. In most areas we have to offer at least $7,000 to $7,500 for a
candidate with the Ph.D. degree and several years of experience.
This is our most critical area, where the number of unfilled and “un-
fillable” instructor vacancies has been increasing each year . . . the in-
structors we are looking for are likely to be assistant professors elsewhere . . .
A final general comment on staffing the College, as contained in the
report, is:
Our principal weakness in staffing today is the large and increasing
number of “substitute” teachers who are appointed on teaching lines which
we are unable to fill on a permanent basis. The problem is not unmanageable
if persistence and energy are continuously applied but the nervous energy
available in a relatively small group of senior administrators is not unlimted.
In summary, the Senior Colleges report 147 vacancies, most of
which are at the Instructor level, and 145 temporary, or “stopgap,” ap-
pointments. In 1961, exclusive of Tutors and Fellows, there were
2,208 budgeted instructional staff positions in the Senior Colleges.
The 147 vacancies represent about seven per cent of the total positions
authorized. Concerning the temporary appointments, the very nature
of a university program requires, as pointed out in the City College
report, “some flexibility to accommodate the fluctuating teaching
load as enrollment varies”. The chief concern is that the great bulk
of these vacancies is at the Instructor level because this is the level
from which most of the upper ranks come by promotion.
From the various comments made in the City College reports, it
appears that the basic difficulties are two: inadequate salaries for the
Instructor rank, particularly in the sciences; and little or no flexibility
in the determination at what step within a given salary range a new
appointee can be placed. The present negotiations about the salaries
of the teachers of the City of New York will, it appears, result in
substantial increases. As in the past, these will undoubtedly apply to
the City University staff. If this materializes, then some relief will
result in the salaries for the Instructor rank. Relief in the second item
will necessitate some agreements between the City and the Board of
Higher Education which will allow a reasonable degree of flexibility
in determining the step within a salary range for new appointees.
Because of the necessity of having some leeway in the determina-
tion of the step within a salary range at which new instructional ap-
pointees may be brought into the City University, to meet the
competition of other institutions which have that freedom, it is recom-
mended that:
The Board of Higher Education seek agreement with the appropri-
DAY SESSION FACULTY 227
ate officials in the City, which will permit a reasonable degree of
discretion in the determination of the step within a salary range at
which new instructional appointees may be brought into the City
University.
CLASS AND SECTION SIZE
Approximately two-thirds of the current expenditures of the City
University are for instructional purposes. Of the total for these pur-
poses, about 95 per cent goes to salaries. The two important factors
in the determination of the cost per student and the cost per student
credit hour are salaries and size of class. Assuming a given cost for
a class, in mathematics, for example, the number of students in the
class becomes the variable. Other things being equal, doubling the
size of a class cuts in half the cost per student.
Because of the importance of class size as a major factor in educa-
tional costs, its influence on efficiency of instruction has received in-
tense and continued attention over the past half century. Numerous
studies, many of them carefully controlled, have been made at the
elementary, secondary and college levels. One of the lines of action
suggested by the President’s Committee on Education Beyond the
High School was “finding ways of teaching larger numbers without
loss of quality”.
Neither space nor time permits a comprehensive analysis of the
findings of these multitudinous studies. (A partial bibliography of
studies dealing with college teaching only includes 84 titles.) Under
date of March 10, 1958, the Bureau of Institutional Research at the
University of Minnesota sent a memorandum to the deans and de-
partment chairmen of that institution entitled “A Review of the Liter-
ature Concerning Studies of College Teaching Methods and Class
Size”. That review included 66 studies dealing with class sizes which
ranged from less than 10 to over 300 students. Since in large classes
(75 or more) it is necessary to use largely the lecture method, this
memorandum summarizes the lecture versus discussion methods con-
sidered in these research studies and summarizes as follows:
Lecture vs. Discussion Methods
Although the studies reviewed covered most of the subject areas
(with the exception of the natural sciences) the findings were re-
markably consistent. For this reason they were pooled and summarized
as follows:
1. There was no clear evidence to suggest the superiority of either
method; however, the few studies indicating statistically significant
228 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
differences seemed to suggest that the lecture method may result in
slightly higher achievement than the discussion method.
2. Several investigators have implied that differences in ability may
affect the outcome of lecture vs. discussion investigations with the
more capable students profiting the most from lecture methods.
Evidence concerning lower ability students is much less clear.
3. In regard to student preferences, the results are clearly in favor
of the small class methods because of the greater opportunity for
instructor-student contact.
In December, 1961 information concerning the number of class
sections by size groups (1-9, 10-19, 20-29, etc. . . .) was requested
from the registrar in each of the colleges of The City University of
New York. The information thus received is included in Table 46.
The observations which follow on both the Senior and Community
Colleges are based on this table.
Senior Colleges
In the Senior Colleges 5.7 per cent of the class sections were in-
cluded in the 1-9 student group; 26.2 per cent were in the 10-19 group;
Table 46
SECTION SIZE BY COLLEGES IN THE CITY UNIVERSITY
OCTOBER, 1961
Per cent of total with this size
Total
number of 40 and
College sections 1-9 10-19 20-29 30-89 Over
City ececeseeseteseneseseee 2,912 3.2 30.5 44.5 16.0 5.8
Hunter 2,032 9.4 25.6 40.0 20.5 4.5
Brooklyn . 1,978 5.8 23.3 34.5 24.3 12.1
QUEENS oe. eeeee 1,242 5.3 21.5 42.6 21.4 9.2
Total
Sr. Colleges* 2.0.0.0... 8,164 5.7 26.2 40.7 19.9 7.5
Staten Island ............ 160 7.5 26.9 29.3
Bronx 3828.1 40.1 40.6
Queensborough . 179 7.3 23.5 26.2
Total
Community Colleges* 721 7.8 33.0 34.5
University-wide ........ 8,885 5.9 26.7 40.2 19.9 7.3
Source: Information supplied directly by the colleges of the City University.
* The per cents showing Senior College, Community College and university-wide distribution
are calculated ones rather than the average of the per cents in each college.
DAY SESSION FACULTY 229
40.7 per cent were in the 20-29 group; and 19.9 per cent in the 30-39
group. The remaining sections of 40 or more students were 7.5 per
cent of the total. The sections with from 1 to 19 students comprised
31.9 per cent of the total; while those between 20 and 29 were 40.7
per cent and those with 30 or more students were 27.4 per cent.
Community Colleges
In the Community Colleges 7.8 per cent of the class sections were
included in the 1-9 student group; 33.0 per cent were in the 10-19
group; 34.5 per cent were in the 20-29 group; and 19.6 per cent in the
30-39 group. The remaining sections of 40 or more students were
5.1 per cent of the total. The sections with from 1 to 19 students com-
prised 40.8 per cent of the total as compared with 31.9 per cent in
the Senior Colleges; while those between 20 and 29 were 34.5 per
cent and those with 30 or more students were 24.7 per cent.
Numerous studies over the past 40 years have generally shown
that class size, within reasonable limitations, is not the determining
factor in student achievement. As a result of these findings, it is not
uncommon to find lecture classes with several hundred students. For
example, on both the Berkeley and Los Angeles campuses of the
University of California, there are an appreciable number of classes
of 200 or more. In addition, many suggestions have been made for
making better use of faculty time. Among those are the following:
(a) employ assistants to perform the more routine aspects of
teaching that are now required of faculty;
(b) make greater use of closed-circuit television, audio-visual aids,
teaching machines, and the like;
(c) avoid unnecessary course proliferation, with its consequent
reduction in class size;
(d) minimize the number of repeated courses with low enroll-
ments;
(e) place more responsibility on the students themselves for their
education;
(£) reduce the number of hours of formal instruction required in a
course.
In view of the foregoing and the fact that 31.9 per cent of the class
sections in the Senior Colleges and 40.8 per cent of the Community
Colleges had 20 students or less in the Fall of 1961, it is recommended
that:
In order to conserve faculty time, and thereby faculty cost, the
Board of Higher Education take the necessary steps to reduce the
percentage of class sections that have an enrollment of 20 or less;
230 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
furthermore, that as a part of this program to conserve faculty time
extensive experimentation be carried on in the use of closed-circuit
television, teaching machines, audio-visual materials, and other teach-
ing aids.
EDUCATIONAL REQUIREMENTS OF NEW APPOINTEES TO
THE INSTRUCTIONAL STAFF
The Board of Higher Education By-laws contain detailed require-
ments for each instructional rank, including those of Fellow and Tutor.
Since, as shown earlier in this chapter, the number of these positions
is very few, requirements for them are omitted here. In the case of
the other ranks, only the basic requirements as contained in the
By-laws are given for the Senior and Community Colleges.
Senior Colleges
Instructor:
1. Of good character and personality, ability to teach, cooperative
and interested in productive scholarship;
2. Must have completed requirements for Ph.D. or equivalent (ex-
cept publication of dissertation) in a recognized institution.
Many excellent institutions do not require the Ph.D. or its equiva-
lent for appointment to the rank of Instructor, as does the City Uni-
versity. The experience of recruiting officers in the Senior Colleges
is that persons qualified for the instructorship in the City University
are repeatedly offered assistant professorships in other institutions,
which they accept in spite of the fact that the salary is often lower.
In other words, such persons are willing to take less salary in order to
be appointed at a higher rank.
Assistant Professor:
1. Must have met requirements for an Instructor; and, in addition:
(a) shown evidence of effective teaching and guidance of
students;
(b) shown capacity for professional growth.
Associate Professor:
1. Must possess qualifications required for an Assistant Professor;
2. Must have shown significant achievement in his own field or as
an administrator;
3. Must have the respect of his own academic community.
Professor:
1. Must possess qualifications required for an Associate Professor;
DAY SESSION FACULTY 231
2. Must have shown a record of exceptional intellectual, educa-
tional or artistic achievement.
Community Colleges
Community College Instructor:
1. Good personality and character; promise of successful teaching
ability; interest in productive scholarship; and cooperative;
2. Holder of an appropriate bachelor’s degree from a recognized
institution.
Community College Assistant Professor:
1. Must possess qualifications required for Community College
Instructor;
2. Must hold an appropriate master’s degree from a recognized
institution, or four years of appropriate technological or industrial
experience;
3. Must show evidence of success as a teacher and in the guidance
of students.
Community College Associate Professor:
1. Must have the qualifications required for a Community College
Assistant Professor;
2. Must have an appropriate master’s degree from a recognized
institution;
3. Must have a record of significant experience and intellectual
achievements.
Community College Professor:
The By-laws make this provision with respect to this rank:
“That the Board establish the rank of community college professor at
the community colleges under its jurisdiction, with a salary schedule
identical with that currently fixed for department heads”. As in the
Senior Colleges, the requirements for this rank would undoubtedly
be somewhat beyond those required for the associate professorship.
Although the foregoing educational requirements for instructional
positions in the City University, as abstracted from the By-laws, do
mention productive scholarship, it is believed that greater emphasis
should be placed on that essential quality, both for original appoint-
ments and promotions in the University. Therefore, it is recommended
that:
In both original appointments and promotions, particularly in the
Day Session faculties of the Senior Colleges, greater emphasis be
placed on scholarly growth—evidence of which will be found in such
232 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
items as research, publication, and activities in the appropriate learned
and professional societies.
PRESENT PROCEDURES FOR THE SELECTION,
APPOINTMENT, AND PROMOTION OF INSTRUCTIONAL STAFF
Again as in the case of the requirement for new appointees in the
instructional staff, the Board of Higher Education By-laws spell out
in some detail the procedures for the selection, appointment and pro-
motion of the instructional staff. Since these procedures are very
specific, they can best be presented by quoting directly from the
By-laws. Accordingly, there follows direct quotations governing these.
Appointments. (Section 9.3 By-laws)
a. Recommendations for original appointments of any professorial rank
shall be initiated (1) by the department, in the manner outlined for other
original appointments, or (2) by the president, pursuant to his responsi-
bility for conserving and enhancing the educational standards of the colleges
and schools under his jurisdiction. The president may recommend that such
appointee be designated as a department chairman. Such recommendations
by the president for appointment and designation as department chairman
may be made either at the time of election of department chairman or at
such other time as the educational interests of the college may require.
Before recommending such original appointment or designation, the presi-
dent shall confer with members of the department and with the committee
on faculty personnel and budget.
b. All other original appointments, all reappointments and appointments
to the permanent instructional staff of a department shall be recommended to
the committee on faculty personnel and budget by the chairman of the de-
partment, after consultation with the president, after a majority vote of the
members of the department’s committee on appointments or departmental
committee on personnel and budget, save that a minority of any committee
on appointments or departmental committee on personnel and budget shall
have power to submit a minority recommendation to the committee on faculty
personnel and budget.
c. In the Schools of General Studies and in the evening session of the
Bernard M. Baruch School of Business and Public Administration, persons
nominated for appointment or reappointment to full-time positions on an
annual salary basis shall be nominated for such appointments and recom-
mended for reappointment, tenure, promotion and salary by the department
involved and the director of the School of General Studies or the director
of the evening session of the Bernard M. Baruch School of Business and
Public Administration. Such nominations and recommendations shall be
submitted to the college personnel and budget committee and shall follow
regular procedures set forth in these By-laws for full-time day session
appointments.
Promotions. (Section 9.4 By-laws)
a. Plan No. One. Promotions from the rank of instructor to that of
assistant professor shall be recommended to the committee on faculty per-
DAY SESSION FACULTY 233
sonnel and budget by the chairman of the department only after a majority
affirmative vote of all the members of professorial rank in the department.
Promotions to the rank of associate professor shall be so recommended only
after a majority affirmative vote of all the associate professors and professors
of the department. In departments where every professorial rank is not rep-
resented in the membership of the department, however, recommendations
for promotion shall be initiated by the committee on appointments of the
department, except in the case of promotion to a professorship. Plan No.
Two. All promotions in the instructional staff, except promotions to the
rank of professor, shall be recommended to the committee on faculty per-
sonnel and budget by the chairman of the department only after a majority
affirmative vote of the departmental committee on personnel and budget,
provided however, that no member of such committee shall vote on his own
promotion.
A minority of any department committee on personnel and budget or any
committee under Plan No. One of this section shall have the power to
submit a minority recommendation to the faculty committee on personnel
and budget.
Promotion to the rank of professor shall be recommended by the faculty
committee on personnel and budget. The president, however, shall have the
power to make an independent recommendation for promotion in any rank
to the Board, after consultation with the appropriate departmental committee
and with the faculty committee on personnel and budget. In all instances
no final action of departmental committees with regard to promotions shall
be taken without consultation with the president.
.-b. Appointment and promotion of registrar or science assistant personnel
shall conform with the spirit of these By-laws including the role of the presi-
dent for initiating recommendations for appointments and promotions.
As set forth in the Board of Higher Education By-laws on the
preceding pages, the procedures for selecting, appointing and pro-
moting faculty members, honor, as they should, the tenet of “faculty
democracy”. The By-laws also indicate, as they should, (1) that
authority and responsibility are inseparable (2) that responsibility
and accountability are delegated effectively only when focused clearly
upon one individual (3) that to diffuse responsibility is to destroy it.
In listing the functions of the president of the college, the By-laws
(Article 7.4) state:
THE PRESIDENT. The President, with respect to his educational unit,
shall
a. Have the affirmative responsibility of conserving and enhancing the
educational standards of the college and schools under his jurisdiction;
d. Attend meetings of the Board and advise on all matters related to
educational policy and practice;
f. Consult with the appropriate departmental and faculty committees on
matters of appointments, reappointments and promotions as_ hereinafter
provided;
234 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
g. Present to the Board his recommendations thereon and notify the
appropriate faculty committees of his recommendations to the Board;
To point out the responsibilities of the President of the college, as
contained in the By-laws, is not to imply that the faculty should not
participate in the appointment or promotion of its members. Indeed,
the faculties of the nation’s most distinguished universities character-
istically are invited, and insist not only that they be consulted but
also that responsible authority give deep respect and great weight to
the advice and counsel of representative faculty committees.
In keeping with the authority given him by the Board of Higher
Education, the President, in recommending appointments and pro-
motions, should exercise affirmatively his responsibility for the educa-
tional effectiveness of the institution; and after due consultation, rec-
ommend appointments or make promotions where he believes they
are necessary and desirable to add strength to a department, or to
broaden its perspectives, or diversify its educational offerings. It
would be desirable for each president to ask a dean or other appropri-
ate officer of a college to aid him in carrying out this responsibility.
Judgment regarding qualifications for appointments and promotions
cannot escape individual subjectivity; however, likelihood of arriving
at a consensus can be greatly enhanced by prior agreement upon the
criteria to be used in making such judgment. Such factors as teaching,
scholarship, research and other creative work, professional activity,
and University and public service should be well recognized and
properly evaluated in terms of the objectives of the University. Proper
balance among these characteristics is, of course, one of the ends to
be served in the selection of staff to represent either a department or
a college. More specifically, if agreement can be centered in a state-
ment to the effect that superior intellectual attainment, as evident
both in teaching and in the search of creative achievement, is an
indispensable qualification for appointment or promotion to tenure
position, the quality of the staff of the University will be assured
throughout its various segments.
The methods and standards for judging the various characteristics
would be of great assistance to ad hoc committees working on the
selection or promotion of members wherever they are to be assigned.
Therefore, it is recommended that:
The organized faculty of all the colleges through a representative
committee be requested to draft for the approval of the Administrative
Council and the Board a statement of the criteria to be used in judging
candidates for faculty appointment and promotion.
The current requirement of some of the colleges that all candidates
DAY SESSION FACULTY 235
for appointment make formal application before their appointments
may be considered is open to great questions. First, it is not consonant
with the general etiquette of the profession, which calls for a formal
“invitation” (to be sure, not infrequently preceded by informal
“sounding out”), before the person is called upon to make a final
decision. It is doubtful in the extreme that many outstanding men,
particularly when happy in their present positions, will submit to the
undignified procedures of openly or formally seeking a position at
another institution with its potentiality of embarrassment. Secondly,
the requirement would appear to offer a very great advantage to
candidates from local institutions over those from distant institutions
and the existence of this requirement may explain in part the pro-
vinciality of the present City University faculties, as noted in Tables 37
and 39 in this chapter. Therefore, it is recommended that:
The procedures for appointment provide for the filing of a vita,
instead of a formal application; and, after appointment has been ap-
proved, it be customary for the president of the college or the repre-
sentative of the Chancellor to extend a letter of invitation to the
candidate.
Evidence presented in the study indicates that most of the faculty
of the various colleges tend to come directly from other teaching
situations. The second largest source is graduate schools. These
facts, when coupled with information through the institutional source
of the graduate degrees, add up to the conclusion that the procedures
used in the search for faculty tend to select local candidates princi-
pally with bachelor’s degrees from the New York City colleges and
with doctorates from local universities. The question is raised as to
whether this is in fact a desirable balance of background for the
development of a truly strong university faculty. The argument is not
that local people should be discriminated against, but rather that the
objectives of a university might more appropriately be served by a
staff chosen from a wide variety of university backgrounds and with
a similarly wide variety of backgrounds in professional training and
experience. Therefore, it is recommended that:
The colleges be encouraged to expand the area of search for staff
by the provision of funds for travel to facilitate recruiting outside the
metropolitan area, by exploration of methods of providing faculty
housing facilities and by the development of other procedures that
will provide a faculty representing the whole range of academic
backgrounds from the distinguished universities of this and other
appropriate countries.
The general conclusion relating to the appointment and promotion
236 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
of faculty is that the functions of the University will dictate the quality
of faculty which should be selected and rewarded. Administrative
procedures to be utilized and the designation of faculty and ad-
ministrative officers to participate in these procedures will be de-
pendent upon the agreement reached as to the ends to be served.
Among the many responsibilities of governing boards and administra-
tive officers, none is more important or significant than the recruitment
and retention of a strong, vigorous and productive faculty.
SALARY, TENURE, TEACHING SCHEDULES, PENSION PLANS,
AND MULTIPLE EMPLOYMENT
In January, 1962, a questionnaire on Salary, Teaching Schedule and
Pension Plan was sent by Chancellor John R. Everett to 33 large
eastern educational institutions, both public and private and each
having a student registration of more than five thousand. This rep-
resents practically all of the large colleges in the eastern part of the
country. Twenty-four replies were received. The respondents re-
quested that the names of their institutions be kept confidential and
not be used in the report. Accordingly, all of the institutions—with
the exception of the City University—have been identified by code
number only.
Comparative Salaries
The City University overall average salary as of September 1, 1961
for the four top instructional ranks (Instructor, Assistant Professor,
Associate Professor and Professor) was $10,435 in the Senior Colleges,
as will be seen from Table 47; the highest average salaries paid by
any of the aforementioned institutions was $11,218. Only three of the
25 institutions had an average salary higher than the City University.
Also, it will be noted from this table that the average salaries range
from $6,766 to $11,218; and that the median average salary for the
entire group was $8,452. Average salaries which were computed for
each of the four top instructional ranks are shown in Table 48. City
University salaries in the Instructor rank ($7,264), Assistant Professor
rank ($9,552) and Associate Professor rank ($11,422) were the highest
in the group of 25 institutions. The City University Full Professor
salary ($15,410) ranked second, with the highest at $17,900.
The salaries for each of the four teaching titles were ranked by
maximum and minimum in the 25 institutions, as shown in Table
49. As compared with these institutions, the City University, in
the ranks of Instructor, Assistant Professor and Associate Professor,
ranked either first or second on both the minimum and maximum
DAY SESSION FACULTY 237
Table 47
AVERAGE ANNUAL INSTRUCTIONAL SALARY FOR PROFESSOR,
ASSOCIATE PROFESSOR, ASSISTANT PROFESSOR AND
INSTRUCTOR IN 25 EASTERN COLLEGES AND UNIVERSITIES
AS OF SEPTEMBER, 1961
College Average College Average
code number* annual salary code number* annual salary
1** $11,218 13 $8,452
2 10,670 14 8,299
3 10,603 15 8,137
4* 10,435 16 8,081
5 10,020 17** 7,978
6 9,717 18 7,910
7 9,710 19 7,472
8 9,320 20 7,850
9 9,015 21 7,333
10 8,713 22 7,283
11 8,705 23 7,283
12 8,547 24 7,248
25 6,766
* The code designation for the institutions has been arranged according to overall average
salary. The same plan is used in Tables 48 and 49. City University is #4.
** Overall average not submitted. Total average calculated on the basis of averages of the
individual ranks as submitted.
salaries. In the case of the Full Professor, City University ranked
fourth in the minimum and seventh in the maximum. However, not
all of the institutions furnished this information for each instructional
rank.
Tables 47, 48 and 49 show that in 1961-62, the average, minimum,
and maximum salaries for the instructional staff in the City University
rank high with those in the 24 eastern colleges and universities used
for comparative purposes. Despite the relatively high salaries in the
City University, the Senior College presidents report they must offer
a considerable salary differential—sometimes as much as $2,000—to
attract able staff members from good institutions in other parts of
the country. Moreover, it must not be assumed that the present
salary levels will maintain this present position, because salaries in
these other institutions, as in the past, will continue to rise. In fact,
with the current shortage of qualified persons throughout the country
for college and university teaching, those increases will undoubtedly
continue at an accelerated rate. Moreover, it is recommended else-
where in this. chapter that the percentage of the total instructional
LONG-RANGE PLAN FOR THE CITY UNIVERSITY
Table 48
NUMERICAL ORDER AS OF SEPTEMBER, 1961
AVERAGE SALARY BY INSTRUCTIONAL RANK IN THE
25 COLLEGES AND UNIVERSITIES ARRANGED IN
Position ** |
quae
6
1
10
2
13
18
7
20
24
8
3
19
12
9
17
5
21
11
22
25
15
23
14
16
Instructor®
Saiary | Position’
$7,264
7,088
6,600
6,352
6,300
6,094
6,081
6,016
6,000
5,880
5,838
5,823
5,783
5,774
5,750
5,700
5,635
5,513
5,483
5,429
5,400
5,389
4,986
4,729
No Ans.
Ass’t Professor
4ee $9,552
16
* Unlike many institutions
appointment to this rank.
8,371
8,264
8,200
1,976
7,885
7,820
7,696
7,452
7,320
7,259
7,208
7,150
7,119
7,065
7,046
7,018
7,005
7,000
7,000
6,621
6,557
6,541
6,097
NoAns.
Assoc. Professor
|
4*** = $11,422
1
6
3
5
2
10
on
16
11,100
10,300
9,886
9,780
9,757
9,556
9,530
9,174
8,891
8,832
8,732
8,563
8,544
8,518
8,511
8,250
8,187
7,898
7,800
1,738
7,716
7,260
7,201
No Ans.
Professor
1
4qeee
Nowwonn on
11
10
18
15
13
12
24
17
19
21
14
22
23
20
25
16
Salary |Position** | Salary | Position**| Salary
$17,900
15,410
14,822
14,315
18,928
13,155
12,907
12,601
12,597
12,344
11,717
11,031
10,697
10,621
10,369
10,368
10,200
10,123
9,795
9,780
9,777
9,084
8,600
7,830
No Ans.
the City University requires the Ph.D. or its equivalent for
** Overall average not submitted. Total average calculated on the basis of averages of the
individual ranks as submitted.
*** City University.
staff in the two upper ranks be substantially increased. In view of
the foregoing, it is recommended that:
The Board of Higher Education acquaint the appropriate officials
in the City with the need for substantial amounts of additional money
for staff salaries which will be required in the future to meet the com-
Instructor
Asst. Professor
Table 49
MINIMUMS AND MAXIMUMS OF SALARY RANGES FOR INSTRUCTOR, ASSISTANT PROFESSOR,
Minimum
Rank’ Sal.
1 7,500
4** | 7,300
12 6,684
3 6,500
9 6,500
24 6,500
13 6,470
6 6,375
22 6,200
10 6,120
2 6,000
7 6,000
8 6,000
ll 6,000
15 6,000
16 6,000
17 6,000
18 6,000
19 6,000
21 6,000
25 5,850
20 5,800
14 5,200
23 5,000
5 #
11
$10,900
10,802
10,000
10,000
10,000
9,500
9,500
9,000
8,980
8,960
8,800
8,700
8,688
8,500
8,450
8,000
8,000
8,000
7,500
7,500
7,400
7,000
‘o Max.
o Max.
#
Assoc. Professor
Minimum
Maximum
ASSOCIATE PROFESSOR, AND PROFESSOR IN 25 COLLEGES AND UNIVERSITIES
AS OF SEPTEMBER, 1961
Sal.
Sal.
4** | $13,100
7 13,000
18 13,000
3 12,900
2 12,500
1 12,000
8 12,000
14 11,500
10 10,880
21 10,800
6 10,605
13 10,260
12 10,059
15 10,000
22 10,000
24 10,000
23 9,500
16 9,000
17 9,000
20 8,400
25 8,200
9 |No Max.
11 [No Max.
19 o Max.
5 i. #
23
$12,000
11,000
11,000
10,900
10,000
10,000
10,000
9,875
9,740
9,000
9,000
9,000
9,000
9,000
8,520
8,500
8,500
8,370
8,000
8,000
7,800
7,400
7,000
6,000
#
$23,000
22,000
21,000
20,450
20,000
19,400
17,200
17,000
16,000
14,800
14,320
13,400
13,300
12,839
12,200
12,000
12,000
12,000
9,000
No Max.
No Max.
No Max.
No Max.
No Max.
#
Minimum Maximum
Rank* Sal. Rank’ Sal.
1 $6,500 | 4** $9,450
4** 6,225 | 2 8,400
13 5,750 | 10 7,520
7 5,500 | 13 7,510
24 5,500 | 8 7,500
9 5,500 | 12 7,149
12 5,499 | 24 7,100
2 5,400 | 1 7,000
10 5,400 | 18 7,000
3 5,000 | 22 7,000
8 5,000 | 6 6,890
16 5,000 | 15 6,800
17 5,000 | 3 6,645
18 5,000 | 21 6,600
19 5,000 | 7 6,500
20 5,000 | 9 6,500
21 5,000 | 17 6,500
22 5,000 | 25 6,500
25 5,000 | 20 6,400
6 4,935 | 23 6,300
11 4,500 | 16 6,000
15 4,500 | 14 5,400
23 4,000 | 11 o Max.
14 3,600 | 19 ‘o Max.
5 # 15 #
* See footnote on Table 47.
**City University.
# No answer.
ALINOVA NOISSAS AVG
6&3
240 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
petition with other institutions for qualified personnel, and to provide
for a higher proportion of the City University staff in the upper two
instructional ranks.
Tenure
All of the 25 respondents grant tenure at varying stages. Only
eight (including City University) grant tenure to a staff member in
the Instructor category. In the City University, tenure is granted to
Instructors with the fourth consecutive annual appointment. An
Assistant Professor can acquire tenure in 13 institutions, including
City University. In practically all of the institutions the Associate
and Full Professor are granted tenure. However, there are wide
variations among these institutions on when and under what condi-
tions tenure will be granted. The following tabulation, taken from
the replies of these institutions, and entitled At What Point is Tenure
Attained?, shows the extent of these variations.
College Code At What Point is Tenure Attained?
Number®
1 Professors and Associate Professors are on life tenure; all
other appointees serve for specified terms.
2 Appointment as Full Professor or promotion to that rank;
at age 37 in other faculty ranks.
3 On appointment or promotion to rank of Associate Pro-
fessor above.
4° Tenure is achieved after three years of satisfactory serv-
ice if teacher is appointed for the fourth consecutive year.
A person cannot be appointed as a teacher for a fourth
year without tenure.
5 At appointment for Professors and Associate Professors
(Associate Professors may also be appointed for a three
year term before attaining tenure). Assistant Professors
attain tenure after seven years service. For instructors,
the seven years services are counted from the point that
minimum professional qualifications have been met.
6 Upon promotion to Associate Professor for a new ap-
pointee at the rank of Associate Professor or Professor
° The code designation has been arranged according to overall average salary
shown in Table 47. The same code number is used as in the other comparable
tables. City University is #4.
DAY SESSION FACULTY 241
College Code
Number®
10
11
12
13
14
15
16
At What Point is Tenure Attained?
after the successful completion of the probationary period
which may be for one year and not longer than three.
Unlimited tenure is attained when a faculty member is
promoted to the rank of Associate Professor from a lower
rank at this University. Associate Professors appointed
from outside the faculties of this University are ap-
pointed for no less than five years, if reappointed, they
attain unlimited tenure.
Tenure provisions described in Faculty Handbook.
Professors and Associate Professors.
Beginning with appointment to rank of full-time Instruc-
tor or equivalent or a higher rank, the probationary
period shall not exceed seven years, including within
this period full-time service in all institutions of higher
education; . . . It is the practice of the university to re-
quire of all new appointees a probationary period of at
least one year in this institution; but continuous tenure
may be granted at any time thereafter and before the
expiration of the maximum probationary period by vote
of the Board of Trustees.
Full Professor—on promotion—one year. New appoint-
ments Associate Professor—after first four year appoint-
ment.
In special cases after six years as an Assistant Professor.
Generally upon appointment as an Associate Professor.
Tenure provisions described in Policy Handbook.
Upon appointment as Associate Professor provided prior
full-time service in the University was for a minimum of
two years.
Permissive—Assistant Professor—seven years; Associate
Professor—five years; Professor—three years.
Mandatory—Assistant Professor—ten years; Associate
Professor—seven years; Professor—five years.
Instructor—never; Assistant Professor—after seven years;
Associate Professor and Full Professor—after six years.
242
College Code
Number®
LONG-RANGE PLAN FOR THE CITY UNIVERSITY
At What Point is Tenure Attained?
17
18
19
20
21
22
23
24
25
At promotion to Associate Professor.
All with rank of Associate Professor or better after three
years of service.
After seven years of full-time college teaching of which
at least four have been completed at this university.
Usually Associate Professor rank. Many Assistant Pro-
fessors have tenure and Faculty Committee recommends
those to be considered.
A faculty member of more than five years service at this
institution and of professorial ranks (Assistant Professor
or higher) may, upon recommendation of President and
Dean of the appropriate faculty, be employed on in-
definite tenure without necessity of annual contract. Any
faculty member hereafter appointed to rank of Associate
Professor or Professor who serves on the faculty of the
college for not less than seven years, shall then auto-
matically be engaged on indefinite tenure without the
necessity of annual contract.
At eight years or more as a full-time faculty member or
three years as Professors, Associates or Assistants, in this
university and for five years or more as full-time faculty
members in other accredited universities or colleges.
Tenure is achieved after six years of satisfactory service;
is approved by a committee on faculty relationships.
Before any faculty member may receive tenure he must
complete a probationary period of service. Professors and
Associate Professors shall be appointed initially for pro-
bationary period of three years. Assistant Professors ap-
pointed initially for two years which may be renewed for
terms of same length. He shall have probationary period
of four years. Instructors appointed on yearly basis. He
may have probationary period of seven years. No In-
structor shall be continued in that rank beyond seven
years.
Only Full Professors and Associate Professors have ten-
ure. This is achieved by varying lengths of service not to
exceed seven years.
DAY SESSION FACULTY 243
Section 11.2b of Article XI of the Board of Higher Education
By-laws includes this provision: “Persons appointed initially to the
rank of professor, associate professor, or assistant professor may, how-
ever, be placed on the permanent instructional staff by the Board at
its discretion after one year of satisfactory service”.
Section 11.8 of the same Article provides that decision with respect
to the appointment to the permanent instructional staff, which carries
tenure, must be made before the “expiration of the third year of full
service”.
It is believed that the Board of Higher Education would be able to
recruit new staff from outside the City University in the ranks of Full
Professor and Associate Professor more easily if tenure could be given
at the time of the initial appointment. Furthermore, it is believed that
better selection could be made of those persons to be given tenure
within the system if there were some flexibility in the time require-
ment for making that decision. In view of the foregoing, it is recom-
mended that:
Because of the reluctance of a well established faculty member
with tenure in his own institution to accept a non-tenure appointment
in the City University, the Board of Higher Education seek change
in legislation which will permit the granting of tenure for Full and
Associate Professors at the time of first appointment; furthermore, that
effort likewise be made to provide more flexibility in the present pro-
bationary period by making it from three to five years.
Teaching Schedules
The City University compiles a detailed Staff and Teaching Load
Report each semester, in which the teaching schedule is divided into
classroom contact hours and other instructional activities such as
counselling, conferences, administration, and the like. On an overall
Senior College basis, this division in the Fall, 1961 showed 11.8 hours
in actual class contact and 3.3 hours as other instructional allowances,
or a total of 15.1 hours in the Senior Colleges. This type of detailed
reporting is evidently not done by the other institutions to which in-
quiry was sent. This may explain why several of the institutions
which responded did not supply information on this item. In addition,
others did not specify whether the approved teaching schedule was
in terms of credit or contact hours, so these are omitted. The replies
from the 14 remaining institutions, which include the City University,
are summarized in Table 50. The 15.1 contact hours in the Senior
244 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
Table 50
COMPARATIVE TEACHING SCHEDULES IN THE
SENIOR COLLEGES OF THE CITY UNIVERSITY AND
SOME EASTERN COLLEGES AND UNIVERSITIES
1961-1962*
Number of weekly Equivalent
beaters Does Approximate ratio of
College time staff member this per cent of laboratory to
code ime stat members vary by staff carrying class or
no.** Credit Contact rank? required load lecture hours
3 9. Arts & Some- Majority Weighting
Sciences. what Varies
Others vary.
4*** 12.6%*** 15.1 No The 15-hour 1:1
schedule
represents an
average.
Individuals may
vary.
8 = 10-12 No 20 lil
10 12 No The 12 credit 1:1
hours represents
basic weekly
teaching
assignments.
pb 12-14 No 3:2
12 12 No 12-hour load is Over 3:2
maximum; varies
by individual
and area.
13 15 No Over 70 1:1
14 9-12 No 92
19 12-15 No This is an 1:
average;
individuals vary.
20 3:2
15 Max. No 9-12
chairmen.
12-15
others.
21 12-14 No 90 2:1
22 15 No 30 2:1
23°0«12 No 75 Varies in
accordance
with nature of
course.
24 12 No 100 3:2
Source: Questionnaire sent to the institutions.
* Several of the respondents did not supply the information requested on this item, and
others did not specify whether the teaching schedules were in credit or contact hours, so
have been omitted from this Table.
** Code number of responding institutions.
*e* City University.
**¢* Converted from contact hours by dividing the 15.1 contact hours by 1.2, which is the
actual relationship between the two.
DAY SESSION FACULTY 245
Colleges have been converted into credit hours by dividing it by 1.2,
which is the actual relationship between credit and contact hours.
Thus, City University appears in both the credit and contact hour
columns in Table 50.
Concerning variations in the teaching schedules by rank, 13 of the
14 institutions responded in the negative. However, in answering
the question of the proportion of the teaching staff which actually
carried the approved teaching load, the replies varied from 20 to
100 per cent. Most institutions do have some fixed requirements on
the amount of teaching per staff member, but the really important
question is the degree to which these requirements are met. In a
study made some time ago in a large state university which had a
12-hour teaching schedule, it was found that fewer than one-half of
the full-time instructional staff met that requirement. The study
undertook to find the reasons for this difference. Chief among those
were various kinds of committee assignments, temporary administra-
tive duties, and public services.
An examination of the respanses in the credit and contact columns
in Table 50 shows that several of the responding institutions have
some flexibility; that is, 9 to 12 hours, 10 to 12 hours, and 12 to
14 hours. Because of that flexibility, plus the wide variations in the
proportion of the staff which met the approved schedules, it is diffi-
cult to tell how City University compares with these other institutions
on this important item. As a matter of fact, statistically it is impossible.
The alternative, then, is a considered judgment. That judgment is
that City University ranks high on its actual teaching load in both
credit and-contact hours as compared with the other institutions in-
cluded in Table 50.
This judgment is supported by conclusions and recommendations
found in the 1955 reports of the Middle States Accreditation Associa-
tion of Colleges and Secondary Schools. The following excerpts are
taken from the City College report. Similar ones are found in the
reports on the other Senior Colleges.
The standard teaching load throughout the College is 15 semester hours
although various devices are used to reduce this load for administrative
assignments and in some instances for research and counseling. We believe
the teaching load to be too heavy for an institution which expects research
or creative productivity and which offers work of graduate level . . .
246 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
The institution at this point faces one of its most difficult problems,
namely, the total load carried by its faculty members. Under college policy
any faculty member may teach 12 semester hours per year without per-
mission and 15 semester hours with special permission. Policies with respect
to consulting and other outside activities are equally liberal. As a result
510 of the 650 full time teachers (approximately 80 per cent) have some
type of remunerative employment in addition to their regular load.
We strongly recommend that this matter [teaching load] engage the im-
mediate attention of the College and of the Board of Higher Education . . .
We believe that the present 15 hour schedule should be reduced. It is clear,
however, that any effort to reduce it will have to be accompanied by measures
restricting permissible outside employment. Otherwise the present imbalance
between regularly assigned full time duties and permissible spare time ac-
tivities will be increased.
In April 1956, the Board of Higher Education appointed a special
Committee on Teaching Schedules, which is still functioning. Under
its leadership considerable progress has been made in this area,
chief of which has been the reduction in actual teaching hours as
shown earlier.
With respect to the ratio of laboratory to class or lecture hours,
it will be seen from Table 50 that five of the institutions included in
that table reported a 1:1 ratio, two reported a 2:1 ratio, and four a
3.2 ratio. Another reported a weighting but did not give the ratio, and
still another reported variations according to the nature of the course.
The 15.1 contact hours in the City University, as shown in Table 50,
is misleading because it includes an average of 3.8 hours allowed for
related services, such as counseling, conferences, and committee work.
It would be more realistic if, by Board action, there was an actual
division of these items. It is therefore recommended that:
1. The approved teaching schedule for full-time staff in the bac-
calaureate programs of the Senior Colleges of the City University be
from 10 to 12 actual contact hours depending upon the subject, num-
ber of preparations and other related matters, and in the determination
of which laboratory hours be included in the ration of 2:1—that is,
two hours of laboratory be the equivalent of one class or lecture hour.
Furthermore, that the faculty be expected to give the additional time
required for student counseling, conferences, committee work, and the
other related services which are the normal responsibilities of full-
time staff.
2. The central administration and the presidents encourage faculty
experimentation on such items as class size, the use of teaching ma-
chines, audio-visual materials and television and to permit a reduction
in teaching load where appropriate for such experimentation to the
end that better use be made of faculty time.
DAY SESSION FACULTY 2A7
Pensions
Although retirement systems had their beginning more than a half-
century ago, the 1929 depression gave great impetus for the need of
some planned income for retirement years. Out of that painful experi-
ence came Social Security, to which some 75,000,000 employees now
contribute, and which is being continually expanded for wider cover-
age. Prior to that, a few states—among them New York and Ohio
—developed state teachers retirement systems, which, like Social
Security, were supported jointly by the employer and the employee.
These have been extended until now all of the states have such retire-
ment systems for teachers.
Again, in the industrial world, much emphasis in labor contracts in
recent years has been given to the “fringe benefits,” which include
pensions. As an example, the 1962 contract between labor and man-
agement in the steel industry deals primarily with these benefits
rather than directly with wage scales.
In the field of higher education, as elsewhere, retirement provisions
are frequently the determining factor in decisions by staff members
on where to locate. This is particularly true when considering moving
from one state to another. Because of the importance of these provi-
sions, both for staff recruitment and retention, the inquiry sent to the
33 institutions mentioned earlier in this chapter included an item on
pensions. Due to the wide variety of factors involved in their retire-
ment systems, and the local conditions under which they operate, it is
extremely difficult to summarize them meaningfully in a brief space.
However, effort to that end is made in the following pages.
The plans studied include the Teachers Insurance and Annuity
Association (T.I.A.A.), governmental plans for public employees,
plans administered by insurance companies, and plans administered
by the eastern colleges and educational institutions themselves or
affiliates of such institutions. Of the 25 universities studied, 14 have
plans with T.I.A.A., 6 with insurance companies, 4 in governmental
plans, and one is self-administered. The various plans have almost an
infinite variety of features involving (a) the sharing of the costs
between the member and the institution; (b) the types of benefits
available to the member; (c) the age when retirement is possible or
compulsory; (d) the consequences of termination of service before
retirement by virtue of death, resignation, or disability; (e) the
annuity and mortality tables used; (f) how the fund is invested;
(g) the integration of social security benefits, etc. Some institutions
whose plans do not have the features of others, supplement theirs
248 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
with group life insurance, major medical insurance, disability in-
surance, and the like.
The T.I.A.A. plans have two features which the others may or may
not have. The New York City Teachers’ Retirement System, of which
employees of the City University are members, definitely does not
have such features. These are (1) vesting and (2) participation in
C.R.E.F. (College Retirement Equity Fund). Vesting is the right of
the employee or his legal representative to the return of not only his
own contributions, but also to the institutions’ at a time prior to actual
retirement. This means that if an employee resigns to take a position
at some other institution also under the T.I.A.A. plan, the employee
does not lose the contributions made to the plan by his former em-
ployer. This is important for college professors where mobility is
characteristic of the profession. The C.R.E.F. portion of T.LA.A.
permits the investment of the fund in common stocks so that in times
of inflation or rise in value of common stocks the fund can secure
greater income thus permitting the payment of a larger benefit to the
annuitant. The member has the option of putting the entire fund in
T.LA.A. which will invest it in first class bonds and mortgages with a
secure but minimal return, or part in T.I.A.A. and part in C.R.E.F.
Obviously, in times of business depression the C.R.E.F. portion may
decrease in value, with a consequent decrease in the annuity. A
variable annuity may sometimes vary downward. There may be some
people to whom the vagaries of the stock market would not be
attractive.
T.IA.A. has a desirable feature in the fact that it is a non-profit
organization, a substantial portion of whose administrative expenses
are subsidized by the Carnegie Foundation. Public systems, such as
the New York City Teachers’ Retirement System, match this advantage
in that their administrative expenses are paid for by the taxpayers and
not out of income from the fund. Similar statements cannot be made
with respect to the private insurance companies that may be adminis-
tering a pension plan.
A possible disadvantage of T.I.A.A. as compared with the New York
City Teachers’ Retirement System is the fact that members of T.I.A.A.
cannot borrow against the fund, whereas in the New York City Teach-
ers’ Retirement System a member can. Dependent on a member’s
financial or family situation, the right to borrow may be of consider-
able importance.
With respect to sharing of costs, the plans vary one from the other
and indeed within themselves, from a non-contributory basis to a 1 to
DAY SESSION FACULTY 249
2 ratio and to a straight matching basis. For instance, in the institutions
which have T.I.A.A. plans, in one, employees need contribute nothing,
in four the ratio is 1 to 1, in five it is 2 to 3, and in four it is 1 to 2,
the employer’s ratio being the second figure. But this must be ana-
lyzed; for if the institution pays the total cost or a majority of the
costs, the total premium paid may not be enough to purchase an
annuity at retirement sufficient to pay the living expenses of the
annuitant even if this be supplemented by Social Security benefits.
Thus the non-contributory payment of 12% per cent paid by one insti-
tution may not be as good as the 10 per cent paid by another institu-
tion, with the Professor paying an additional 5 per cent nor may either
be as good as the New York City Teachers’ Retirement System in
which the average contribution of the staff member is 10 per cent and
the employer’s is about 19 per cent in view of the choices available
to the employee. A higher retirement allowance in individual cases
may be more desirable than immediate take-home pay. The City of
New York, furthermore, in recent years has assumed 5 per cent points
of the staff member's rate in order to assure greater “take-home pay.”
The rate has therefore shifted from a theoretical 1-1 ratio to a 1-3 ratio,
and it is also possible for the Professor to reduce his rate further by
having his Social Security contributions deducted from his annuity
rate, thus making the employer pay 7 or 8 times the employee rate.
New York City is thus approaching a non-contributory basis for its
pension plan, the City assuming the entire cost.
With respect to the benefits available to a member either before
retirement or at retirement, all the plans differ. Of course, all plans
are essentially alike to the extent that based upon actuarial principles,
the annuity paid to a member will have some relation to the fund
credited to his account at the time of retirement, whether that fund
is supplied solely by the employer or partly by the employee and by
the employer. Considering that T.I.A.A. is not subject in its investment
policies to the same restrictions that public pension systems are, it is
probable that a dollar in that fund will produce slightly more income
to the annuitant than a dollar in a public retirement system fund.
On the other hand, a dollar in a public retirement system fund will
probably produce more income than a dollar in an insurance company
fund or in a self-administered fund since administration expenses are
not deducted from the public retirement system fund, nor are there
dividends to be paid to stockholders or mutual shareholders.
Another advantage of the public system fund is that it is consider-
ably more secure than that of any of the other funds since it is backed
250 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
by the credit of a governmental agency, and in the case of the New
York City Teachers’ Retirement System, retirement benefits are a
contractual obligation, the impairment of which is barred by the
New York State Constitution. Furthermore, the large number of people
covered by a public retirement system gives that system a better
actuarial basis than a system which covers a smaller group. Since
75 per cent of the colleges studied are covered by either T.I.A.A. or
a public pension system, those systems would be considered more
secure than the systems which are self-administered. The interest
rate paid on members’ contributions in the New York City Teachers’
Retirement System is 4 per cent for those persons who were members
before July 1, 1947, and 3 per cent for persons who become members
thereafter. There is considerable pressure for the restoration of the
4 per cent rate to all members, and a bill to that effect has passed the
New York Legislature and is before the Governor for executive action.
The private plans and the self-administered plans credit members’
contributions with between 2 per cent and 3 per cent interest. The
T.LA.A. rate varies in accordance with earnings.
At retirement, New York City Teachers’ Retirement System affords
the members various options to suit their individual needs, whereas
all the other plans are somewhat more rigid in the options available.
In the New York City Teachers’ Retirement System there is a provi-
sion as part of the plan for retirement at an age earlier than the
normal retirement age in the event that the member is disabled from
the performance of further duty. Provision for disability retirement
in the other plans is not a standard feature; and provision for dis-
ability retirement, even on a modest income, is provided for by only
eight institutions. As part of the New York City plan, there is provi-
sion for the payment of a death benefit before retirement of an amount
which consists not only of the member’s contribution with interest
which is characteristic of the other plans, but also of the payment of
anywhere from six months’ to a year’s salary, depending upon years
of service. These fringe benefits to the New York City Teachers’ Re-
tirement System plan may have a considerable attraction to some
persons, depending upon their own individual situations.
The New York City Teachers’ Retirement System provides for the
payment of the employer's share into the pension account at a rate
which is geared to the average salary for the last five years. Since
this is usually the period of highest earnings, the City’s obligation is
more advantageous to the member than would be the employer’s
obligation to pay based upon the member’s average salary for the
final 10 years as is characteristic in many plans, or the employer’s
DAY SESSION FACULTY 251
obligation to pay a sum sufficient to pay the employee a retirement
allowance at a figure which had been determined some 10-30 years
prior to the member's prospective retirement, namely, at the time he
joined the plan.
Since the teachers and other employees in New York City are well
organized groups, favorable pension legislation is constantly being
sought and achieved. Thus, the so-called “death gamble” has been
eliminated, that is, where a teacher is eligible for retirement but
continues in service and dies, his beneficiary will be paid as if the
teacher had died while retired, this payment practically always being
higher than the benefit paid for the death before retirement. Retire-
ment credit is granted for periods that the member is on leave of
absence for military duty or to accept a grant for scholarly research.
Generally speaking, the younger the possible age for retirement,
the better it is for the employee; that is, an employee who may retire
at age 55 is in a better position than an employee who is not eligible
to retire until, say, age 65, 66, 68, or 70. Some plans provide that after
an age certain, the employer’s obligation to contribute to the plan
ceases. In the New York City Teachers’ Retirement System, the choice
is with the employee to continue in service after his eligible date for
retirement, and the employer's obligation continues up to the actual
date of retirement.
Considering the number of variables within variables which char-
acterize the different plans, and indeed within the same plan, a
judgment as to which retirement system plan is better than another is
most difficult to make, since such judgment must be made by an in-
dividual cognizant of his unique needs, family circumstances, earning
potential and many subjective considerations. Generally speaking,
the New York City Teachers’ Retirement System is undoubtedly better
than 60 per cent or more of the plans studied; that is, the systems
administered by private insurance companies, or which are self-admin-
istered by the institution, or where costs are shared in a 1-1 ratio.
The New York City Teachers’ Retirement System on an overall
view and on balance would be on a par or possibly better than the
nine T.I.A.A. plans where costs are shared on a 2-3 ratio. There are
considerable pressures from teacher groups to introduce the vesting
feature mentioned earlier into the Teachers’ Retirement System. If
this could be done, at least for the college participants in the Teach-
ers’ Retirement System, the New York City Teachers’ Retirement
System would undoubtedly be one of the most attractive systems in
the country.
252 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
As noted at the outset, the multiplicity of factors involved in
pension systems makes analysis and evaluation extremely difficult.
Statistically, this is impossible. However, based on a careful study of
the pension systems in these 25 eastern colleges and universities the
following considered judgment is made:*
The New York City Teachers’ Retirement System, of which the
instructional staff of the City University are members, on an over-all
view and on balance, compares favorably in most respects with 24
eastern institutions used for comparative purposes. With the changes
incorporated in the recommendation which follows, it has the potential
of becoming one of the best in the country.
It is recommended that:
The Board of Higher Education sponsor legislation to amend the
Teachers’ Retirement Law so as to adapt it to the college and uni-
versity situation; namely, that provision be made for the vesting of
the college participant’s interest in the City’s pension contribution,
and that a new entrant be given the option between membership in
the retirement system or the maintenance of a previously existing an-
nuity plan requiring contribution by both teacher and employing in-
stitution with the City assuming the contribution of the employing
institution under the annuity plan, to the extent that the City’s con-
tribution shall in no case exceed the amount that the City would have
been required to pay into the pension account of such teacher if he
had become a member of the Teachers’ Retirement System.
Multiple Job Regulations
On June 23, 1949, and again on March 19, 1951, the Board of
Higher Education adopted regulations dealing with multiple employ-
ment. These were combined in a single regulation, adopted on
April 22, 1957. As thus adopted, it is as follows:
RESOLVED, That the Board instruct the colleges:
(a) To permit a maximum of twelve (12) hours of multiple positions per
year to persons on annual salary in the day session.
(b) To exclude from multiple position regulations all employment during
summer.
(c) To designate an approprite officer in each college to be responsible
for this accounting.
(d) To require that this responsible officer report to the Board of Higher
Education, through the President, all cases where a person on annual salary
has taught in excess of twelve (12) multiple position hours per college year.
(e) To require that this report be made in detail, explaining the nature
+A comprehensive chart showing the details of these 25 systems will be found
in Appendix III.
DAY SESSION FACULTY 253
of the educational considerations involved in each case where the program
exceeds fifteen (15) hours.
(f) That the foregoing regulations relate to persons teaching in institutions
under the control of the Board of Higher Education and in any other school,
college or university.
(g) That no person rendering full-time service in any of the colleges
under the administrative control of the Board of Higher Education shall
engage in any other business or profession while in the service of the
college unless such business or professional service shall have been ap-
proved by the president of the college in which such persons receive such
annual salary. Such additional service shall not be permitted, if, in the
judgement of the president of the college, such service may interfere with
the proper performance of the duties for which the annual compensation
is provided.
(h) That no departure from these rules shall be permitted without ex-
press approval of the Board of Higher Education.
An inquiry to the presidents in the City University on November 13,
1961, included this question: “What are the actual practices with re-
gard to outside non-teaching employment of the instructional staff?”
The responses to this question showed considerable variation among
the colleges. Some reported strict adherence to the Board resolution
of April 22, 1957. Others reported, in considerable detail, the specific
steps taken in carrying out that resolution.
The issue at hand is whether it is in the best interests of the Uni-
versity to continue the policy as set forth in the April 22, 1957 reso-
lution of the Board. As shown earlier in this chapter, the Middle
States Accreditation Association of Colleges and Secondary Schools
had this to say:
We believe that the present fifteen-hour schedule should be reduced.
It is clear, however, that any effort to reduce it will have to be accom-
panied by measures restricting permissible outside employment. Otherwise
the present imbalance between regularly assigned full time duties and
permissible spare time activities will be increased.
Since the April 22, 1957 Board resolution, a number of changes
germane to this question have occurred. Among these are the
following: increased annual salaries (now among the highest in 25
eastern colleges and universities); increased hourly rates for teach-
ing; and provision for full-time teachers in the Schools of General
Studies. As of now, there are more than 100 of these.
In view of the newly created university status, which will bring,
in addition to the items mentioned above, extension of graduate work
to the doctorate and greater emphasis on research, it is believed that
the future development of the University is best served by a gradual
reduction in the amount of outside employment by the University’s
254 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
teaching staff. So that adjustments can be made to that reduction,
it is believed that it should be gradual, extending over a three-year
period. Therefore it is recommended that:
1. The Board of Higher Education continue its vigorous efforts
to secure additional annual lines for the Schools of General Studies
which will:
(a) starting September 1, 1963, permit a maximum of ten (10)
hours of multiple job employment® per year to teachers on annual
salary in the Day Session;
(b) starting September 1, 1964, permit a maximum of eight (8)
hours of multiple job employment per year to teachers on annual
salary in the Day Session;
(c) starting September 1, 1965, permit a maximum of six (6)
hours of multiple job employment per year to teachers on annual
salary in the Day Session.
(d) In some exceptional cases where the educational needs of
the Schools of General Studies demand it, the limit may be ex-
tended to twelve (12) hours of multiple job employment per year
for teachers on annual salaries in the Day Session; furthermore, a
full report be submitted by the individual president to the Admin-
istrative Council each semester indicating the names, hours, and
reasons for such multiple job employment.
2. All employment during the summer be excluded from multiple
position regulations.
3. An appropriate officer be designated in each college to be re-
sponsible for multiple job employment accounting.
4. This responsible officer be required to report to his president
all cases where a person on annual Day Session salary has multiple
job hours in excess of the approved maximum (ten, eight, or six,
depending upon the year). This report is to be made in detail, ex-
plaining the nature of the educational considerations involved in
each case where the program exceeds the aforementioned maximum.
5. The foregoing regulations relate to Board of Higher Education
teaching personnel carrying multiple job hours in institutions under
the control of the Board of Higher Education and in any other school,
college, or university.
6. No person rendering full-time service in any of the colleges or
Board units under the administrative control of the Board of Higher
6 An hour of multiple job work means one classroom period per week for a
term. For the purposes of this recommendation, two administrative hours will be
deemed equivalent to one classroom period.
DAY SESSION FACULTY 255
Education shall engage in any other business or profession while in
the service of the college unless such business or professional service
shall have been approved by the head of the college or Board unit
in which such person receives such annual salary. Such additional
service shall not be permitted if in the judgment of the president of
the college or head of the Board unit such service may interfere with
the proper performance of the duties for which the annual compensa-
tion is provided. It is assumed that all staff members on annual
appointment owe their primary loyalty to the college and will render
full-time service to the college. Any departure from this will be
authorized only after approval by the president.
CHAPTER XI
OTHER APPROPRIATE PUBLIC SERVICES WHICH
THE CITY UNIVERSITY MIGHT PROVIDE
A wide range of activities other than those commonly compre-
hended under the caption of degree programs or resident instruction
is evident in most American universities. These universities often
classify their work under the three major headings of instruction,
research, and public service. As thus used, public service has a some-
what restricted meaning, for in its broader sense all instruction and
all research would both be segments of public service. As commonly
used in university parlance, however, the term is applied to such
enterprises as extension work, a multiplicity of forms and types of
adult education, and the extramural lecturing and consulting activities
of members of the faculty.
Research performed under contract with or without the aid of
grants from a Federal, State, or City governmental agency may cor-
rectly be said to be a form of public service. Regular programs of
instruction (including programs leading to degrees or certificates)
which are designed largely to prepare students for later service in
public administration, or even more specifically intended to educate
and upgrade the existing personnel of particular public services such
as state or city police departments, may well be classified as public
service of a type intermediate between the narrowest and broadest
interpretations of the phrase.
Many great American universities actually perform all the func-
tions mentioned, with a bewildering number of variations in mode
and method. All these university activities are viewed by most author-
ities in higher education as being not only legitimate and needed
public services but also quite acceptable elements of the total edu-
cational function of a university.
There is need, however, to distinguish between public service and
educational function because, though they may overlap at many points,
they are not identical and indistinguishable. Some worthy forms of
public service are not, of course, any part of the function of a
256
OTHER APPROPRIATE PUBLIC SERVICES 257
university or any other educational institution. To present one small
example, the task of traveling about a state and collecting samples of
gasoline from retail pumps and taking them to a university chemical
laboratory and routinely testing them to detect fraudulent practices
in sales of motor fuel is a task having no element of education or
research in it; it is merely a regulatory and enforcement function
of the State government. Yet Montana State University was once
directed by a state statute to perform this task (without specific
compensation) and, upon protest, was ordered to do it by the state
supreme court. As a result, the services of one Instructor in chemistry,
employed to perform instruction or research or both, were wholly
lost to the University because the routine testing job required his
full time.
A sound principle in this connection is that, except for the gravest
of emergencies or under other most unusual circumstances, a univer-
sity should not become to any extent a regulatory or enforcement
agency of any civil governmental unit; nor should it, indeed, under-
take any function whatever that is not conceived of primarily as being
for an educational purpose or as contributing to the scope or quality
of the university's educational function. Another way in which to
state this principle is to say that a university’s reason for being is to
advance the search for knowledge and truth; and while this great
function is often in a sense synonymous with the broad concept of
public service and may (and does) embrace a vast variety of types
of enterprises, a dash of astringent needs to be applied by emphasizing
that a university is not, and should not be, obligated to undertake
any form of public service which any agency of government may ask
of it without regard to its pertinency to the educational function. The
observance of this principle is necessary to the integrity of any insti-
tution bearing the name university.
Probably throughout their history, and certainly during recent
decades, the Senior Colleges of The City University of New York
have engaged in a great number and variety of enterprises, some
temporary and some permanent, that are classifiable directly in the
category of public service. Such enterprises include appropriate train-
ing for the personnel of one or more departments of the City govern-
ment; generalized education in public administration; opportunities
for research work and graduate training, provided jointly with govern-
mental or charitable agencies; opportunities for both in-service and
pre-service education of teachers and other employees of the vast
school system operated by the Board of Education of the City of
New York; the education of nurses at various levels to take places
258 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
in governmental, charitable, and private hospitals and public health
services; the education of social workers for service in governmental
and charitable social agencies; and numerous other activities of a
public service nature.
Later in this chapter there is included a listing of the major
public-service-oriented projects now being carried on by the colleges
of the City University. Before making that presentation, however, it
seems appropriate to suggest some guidelines which should accom-
pany the rapid upward extension of graduate studies within the
University and to propose some principles and policies which might
well provide an appropriate central tendency in the development
of a great center of graduate study and research which would not
only rank with the other great universities of the United States and
of the world but would also create a particular pride in the fact of
its multiform direct services to the huge metropolitan community of
which it is a part.
The central and significant fact at the present moment in the life
of the City University is that a major policy has recently been unmis-
takably determined. Programs of advanced graduate study leading
to the Doctor of Philosophy degree will be developed as rapidly as
is feasible, and research programs and projects will occupy increas-
ingly large places in the affairs of the University; in short, the Uni-
versity will take on swiftly the characteristics of a great institution
which includes an advanced graduate school. Only such an institu-
tion deserves to be called a university!
This fundamental fact needs to be digested at the outset because
it has profound and far-reaching implications for every aspect of
this report. Many of the questions which have seemed problematic
to the University leadership in the past will almost automatically
fall into place in the picture of a great university center of graduate
study and research simply because such questions are intimately re-
lated to the essence, character, and modus operandi of a true uni-
versity. For example, the total volume and the total value of the
University’s public services in the sense used in this chapter and as
defined on the first page of the chapter will inevitably increase
tremendously. This is because a graduate school requires at least
some senior Professors who are among the world’s greatest authorities
in their respective fields and also younger Professors who are research
minded and at least somewhat experienced in the formulation and
execution of research projects and programs not only in their respec-
tive disciplines but in interdisciplinary areas as well. Thus, the
faculty would be equipped and inclined to perceive opportunities
OTHER APPROPRIATE PUBLIC SERVICES 259
for research and service that would be overlooked by scholars with
heavy undergraduate programs.
Such Professors will inevitably find themselves in demand for
extra-mural consulting services, and they will respond affirmatively
to such requests because they are confident that the experience will
enrich their teaching and stimulate their research in the future and
thus redound to the benefit of their students. These activities are,
moreover, in the usual parlance and in truth “to the credit of them-
selves and of their university.” By some too-literal-minded persons
unfamiliar with the essential character of a university, such Professors
will occasionally be accused of “gadding about and neglecting their
students,” of being greedy for consulting fees without proper regard
to their source, or even of being “lazy and inattentive to duty.”
There is profound truth in the recent remark of the academic
vice president of one of our greatest state universities: “If you get
distinguished professors, you will not be able to keep them on the
campus; but you can’t have a great graduate school without dis-
tinguished professors.”
The great decision of 1961, whereby the City University was for-
mally created and simultaneously set on the path toward developing
advanced graduate studies, with their inevitable by-products of
public service, will be looked back upon as one of the most significant
events in the 115-year history of public higher education in New
York City.
The materials which follow deal with (1) public-service-oriented
programs now rendered the municipality and community of New
York by the City University, (2) with units which have become in-
tegral parts of large universities but are not primarily engaged in
instruction, and (3) with non-credit adult education.
PUBLIC-SERVICE-ORIENTED PROGRAMS NOW
BEING OFFERED BY THE CITY UNIVERSITY
Over the years a number of public-service-oriented programs have
been developed by the Senior Colleges in cooperation with the various
public agencies in the City. On the other hand, the three Commu-
nity Colleges, under the sponsorship of the Board of Higher Educa-
tion, because of their very recent development have not as yet
developed major programs of this character.
Although space does not permit a complete presentation of cur-
rent public-service-oriented programs of the City University, the
purpose of this section is to give a brief summary of some of these
and to mention others.
260 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
The Police Science Program
More than a century ago, the Police Department of the City of
New York instituted a School of Instruction, “to train recruits in
drill, mental instruction, the Penal Law, and the rules and regulations
of the Department.” This initial effort to improve the effectiveness
of the City’s police force continued down through the years with
many modifications and some cooperation with the City Colleges. In
1954, however, by action of the Board of Higher Education a program
of cooperation with the Police Department of the City of New
York for the more effective education of the police force was under-
taken. Since that beginning, the Police Science Program in the City
Colleges has developed until, at present, qualified students may un-
dertake programs leading to the A.A.S., the B.B.A., and the M.P.A.
degrees. In 1961, six master’s degrees in Police Science were awarded.
The following statement regarding the objectives of this college-
level training program and the number who have participated in it
since its establishment in 1954 is quoted from the 1961-62 catalog
of the Bernard M. Baruch School of Business and Public Administra-
tion, which is a part of the City College:
The objectives of this college-level training program, conducted jointly by
the Baruch School of Business and Public Administration and the Police
Academy, are effective law enforcement, intensive professional training for
police service, development of the qualities of leadership, and the fostering
of ideals of professional achievement in the public service. Since its in-
ception 3,138 members of the Department have enrolled in the program and
participated as students. In addition 8,028 recruits have completed their
training at the Police Academy and thereby acquired 10 credits each toward
an undergraduate degree.
In addition to the work offered in Police Science by the City
College, the School of General Studies at Brooklyn offers a course in
Police Science, which has been taken both by members of the New
York City Police Department and by members of other similar units
outside the City.
The Associate and Applied Science Program in Nursing
This program was instituted at Brooklyn College at the request of
the Mayor and of the Department of Hospitals in an effort to increase
the supply of graduate nurses. This two-year program is a departure
from the traditional three-year, hospital-affiliated program. Its suc-
cess is best attested to by the fact that every student who completed
the program and then took the State’s examinations passed and earned
the registered nurse (R.N.) designation. At the outset, the City
OTHER APPROPRIATE PUBLIC SERVICES 261
furnished annually $50,000 in support of this program, which was
instituted in September, 1954. At present, the Lecturers in the
program are on the College payroll.
The Scope, Characteristics and Impact of Government
Expenditures for Medical Care in New York City
This is a five-year study, sponsored by the New York City Depart-
ment of Health and the Graduate Division of Hunter College, for
which a grant of $325,000 has been secured. Among its specific ob-
jectives are the following:
1. To develop an inventory and systematic classification of tax-
supported programs in all departments and agencies of government
which render or pay for medical services, as distinct from the planning
and regulatory activities and the general environmental and com-
munity functions of these agencies.
2. To develop a methodology for obtaining additional data re-
quired with respect to:
(a) The amount and source of tax expenditure for medical care
by components of care—hospital care, drugs, physicians’ services,
dental care, etc.
(b) The amount of medical care expenditures by components of
care from sources of payment other than taxes: out-of-pocket, in-
surance benefits, and philanthropy.
(c) The proportion of total medical care in the community that
is paid for out of taxes.
(d) The size and characteristics of the population eligible for
public medical care services, the number requiring and seeking
such services, their pattern of use of these services, and the part
public services play in the total medical care of patients who obtain
part of their care from other sources.
Teacher Education
Although Teacher Education is discussed in Chapter IX, it seems
appropriate to include some further consideration of it in this chapter
because of the duration (it began in 1870 with the opening of Hunter
College) and extent of the services which this important segment of
the City University renders the New York City public schools.
Furthermore, this large enterprise is, in fact, a public-service-oriented
undertaking, which in 1961-62 required approximately one-third of
the City University’s current expense budget. Elsewhere in this report
there is shown the extent to which this program is supported by the
State of New York.
262 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
The important point in this discussion is the extent to which the
City Colleges prepare teachers for the New York City public schools.
The Division of Teacher Education has provided that information
for certain years; this is shown in Tables 51 and 52. It can be noted
from Table 51 that in the categories of Regular Teacher of Common
Branches, Regular Teacher of Early Childhood, and Substitute
Teacher of Common Branches, nearly three-fourths of the persons
licensed by examination to teach in these areas in the New York
City schools received their first bachelor’s degree in the Division of
Teacher Education of the City University. Table 52 gives information
on the candidates for certain secondary schools positions, chiefly in
the junior high schools, in the City for the year 1957. Of the 2,472
candidates included in the table, 1,272 or 51 per cent received their
first baccalaureate degree from a City University college. These are
certainly major contributions to the City of New York. In addition,
the Division renders many other services of an advisory nature in
the general field of education and more particularly in the area of
Teacher Education.*
Some Other Public-Service-Oriented Programs
These include the following:
Early Childhood Center
Educational Clinic
Graduate Theater
Institute for Community Research and Development
Institute of New York Area Studies
Internship Program in Public Administration
Knickerbocker Hospital Project
Manhattanville-Hamilton Grange, Inc.
New York State Legislative Internship Program
Psychological Counseling Service
School of Social Work
Social Research Laboratory
Speech Clinic
Speech Pathology and Audiology
Training of Research Assistants in the Biological Sciences
In addition to the above services, the Board of Higher Education
permits municipal employees to take a large variety of courses given
1The 1957-59 Report of the Chairman of The Board of Higher Education
(page 66) indicates that during that period, 7,014 prospective teachers con-
tributed without cost 247,590 hours to private agencies in the New York area.
OTHER APPROPRIATE PUBLIC SERVICES 263
Table 51
CONTRIBUTION OF THE CITY UNIVERSITY TO THE STAFFING
OF NEW YORK CITY PUBLIC SCHOOLS IN ELEMENTARY AND
EARLY CHILDHOOD POSITIONS
College of origin*® for persons licensed
by examination to teach in
New York City publie schools
License and date
° Other Total
of examination City University institutions number
licensed
Number Per cent Number Per cent
Regular Teacher of Common
Branches—Spring, 1949 ...........0 862 66 438 34 1,300
Regular Teacher of Common
Branches—Fall, 1953.00... 1,171 18 328 22 1,499
Regular Teacher of Common
Branches—Fall, 1955... 1,305 74 465 26 1,770
Regular Teacher of Common
Branches—Fall, 1956 0... 1,091 74 383 26 1,474
Regular Teacher of Early
Childhood—Fall, 1956 ..........ssseeeee 117 74 41 26 158
Substitute Teacher of Common
Branches—Fall, 1955 ....
Substitute Teacher of Common
1,102 73 404 27 1,506
Branches—Spring, 1956 ...........:0008 655 60 436 40 1,091
Substitute Teacher of Common
Branches—Fall, 1956 .......scseseseees 1,166 76 372 24 1,538
Source: The Division of Teacher Education, The City University of New York.
* College of origin is defined as the institution granting the first baccalaureate degree.
by the Schools of General Studies of the City University at a reduced
rate per credit hour. These courses must be related to the work in
which the enrollee is employed and are offered on a non-matriculated
basis. Furthermore, from time to time professional services are
furnished by the colleges to branches of the Municipal Government.
UNIVERSITY RESEARCH FOUNDATIONS
For the advancement of research activities of many kinds and in
many fields, it has become customary for almost every large university
in the United Statees to set up and operate one or more nonprofit
private corporations for a variety of specific purposes such as properly
exploiting patents derived from inventions and discoveries developed
in the institutional laboratories by institutional personnel; making
264 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
Table 52
CONTRIBUTION OF THE CITY UNIVERSITY TO THE STAFFING
OF NEW YORK CITY PUBLIC SCHOOLS IN CERTAIN
SECONDARY SCHOOL POSITIONS, 1957
College of Origin* Reported by Candidates
BRITT A PTET) {Not Licensees) ** for Certain Positions
City University Other Institutions Total
Position Level Number Percent Number Percent Number
Regular Teacher
of English .......... Jr. HS 244 59 217 41 461
Substitute Teacher
of English ....... Jr. HS 145 49 153 51 298
Substitute Teacher
of English ............0 Sr. HS 85 41 50 59 85
Regular Teacher of
General Science ..
Substitute Teacher of
. HS 167 56 130 44 297
General Science .......... Jr. HS 86 49 88 51 174
Regular Teacher
of Social Studies ........ Jr. HS 414 53 370 AT 784
Substitute Teacher
of Social Studies ... . HS 181 49 192 51 373
Source: The Division of Teacher Education, The City University of New York.
* College of origin is defined as the institution granting the candidate his first baccalaureate
degree.
** A candidate for a license examination is defined as an applicant who takes one or more
parts of the examination. Data on license performance of candidates was not available
for these secondary positions.
contracts with private industrial firms involving the performance of
desired research by departments of the institution, or private support
of fellowships; receiving gifts from alumni and other private bene-
factors desirous of supporting research in general or in particular;
conserving and investing any temporarily surplus funds derived from
these or similar sources; and allocating, in harmony with the best
judgment of the academic authorities concerned, the funds at its
disposal to suitable purposes such as fellowships, personnel or
equipment for selected research projects, and the like.?
In keeping with this national trend the Research Foundation of the
2 Evidence of this trend to make separate provision for research activities
either through the creation of private corporations or by placing the institution’s
research activities under a designated administrator is found in the fact that
the National Council of University Research Administrators had, on June 1,
1960, a membership of 134 located in 39 different states.
OTHER APPROPRIATE PUBLIC SERVICES 265
State University of New York was chartered as a private non-profit
educational corporation by the Regents of the State of New York in
February, 1951. The President of the State University serves ex-officio
as Chairman of the Board of Directors of the Foundation and other
Directors are elected by the Board of Directors of the University.
Concerning the purposes of the Foundation the following statement
is taken from page seven of the 1953 annual report:
The Foundation serves as trustee and fiscal administrator of gifts and
grants in aid and by virtue of contractual agreements with the State Univer-
sity, undertakes to conduct many research programs financed by funds sup-
plied from sources other than appropriations of the state legislature. The
establishment of such an educational corporation, working closely with the
University, follows an academic practice which has been increasingly
adopted by other major educational institutions as the volume and variety
of sponsored research activity on American campuses continues to increase.
For that fiscal year the total disbursements in direct support of the
Foundation activities were $543,000. Also during that year the Board
of Directors developed a patent policy “reflecting the State University’s
position with respect to the disposition of patentable rights arising
out of discoveries made by the faculty of the University in conduct of
academic research.” This foundation like others of similar character
has grown rapidly within recent years. For example, the disburse-
ments for research purposes by the Foundation more than doubled
between 1953 and 1956.
Such a non-profit private corporation, chartered as such under the
statutes of the State, is an “accessory” to the University. Often its
charter provides that some or all the members of its Board of Di-
rectors or Board of Trustees shall be specified officers of the University
ex officio. In some cases a partial interlocking of memberships with
the University governing board may be provided. Often some pro-
vision is made for the inclusion of some alumni of the University.
In all events the private corporation is a species of “shadow” or
alter ego of the University itself, and its functions are all of types
which need to be performed on behalf of a university and its con-
stituency but which can be performed in many cases more ex-
peditiously and efficiently by an “accessory corporation” rather than
by the University governing board itself. This is especially likely to
be true where the University is a public institution (State or Munic-
ipal) and subject to the statutes of the State and the intervening
agencies which have some jurisdiction over it.
As a publicly supported University for this greatest of urban centers,
New York City, which in 1960 had 46.4 per cent of the population of
the State of New York (63.8 per cent in the New York metropolitan
266 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
area),° the City University of New York will undoubtedly need at
least one such accessory non-profit private corporation. It seems
appropriate to mention here that the amount of Federal funds for
university research is estimated to have increased from $15 million
in 1940 to approximately one billion dollars in 1960-61. In comment-
ing on the impact of these funds on the universities, Sidney G. Roth,
Director of Research Services at New York University, stated: “But—
and I stress this—the confluence of government interest with the
creative products and processes generated at universities is probably
one of the healthiest episodes in the intellectual history of our institu-
tions of higher learning.”
Although, as indicated at the beginning of this section, most uni-
versities do have one or more non-profit private corporations, space
permits only a brief discussion of three of these: the research founda-
tions at The Ohio State University, Purdue University, and the Uni-
versity of Wisconsin. These have been selected because they have
been in operation for 25 or more years and are thus well established.
A brief account of each follows:
The Ohio State University Research Foundation
This Foundation was established in 1936 and is governed by a
board of 21 members, on which are represented the University’s
Board of Trustees, members of its administrative staff, faculty mem-
bers, alumni members, and six members designated by the University’s
Advisory Research Council. Its purposes, as stated in the Articles of
Incorporation, are:
To promote the educational objectives of The Ohio State University by
encouraging, fostering and conducting investigation and ‘research in the
physical, biological and social sciences, the humanities, and all other
branches of learning; instructing individuals in the methodology of investi-
gation and research; and utilizing, publishing or otherwise making known
the results of such investigation and research, all pursuant to such arrange-
ments, with The Ohio State University as the trustees of the corporation
may deem appropriate.
Because most of the research projects which the Foundation under-
takes are in the fields of physics, geology, engineering, mathematics,
agronomy, chemistry, bacteriology, and medicine, the Foundation has
the part-time services of one University staff member in each of these
fields. Their function is to advise the Foundation on specific projects
8 These population per cents are taken from the Bureau of Census publication
“United States Census of Population, 1960—New York.”
4 New York University Alumni News, (December, 1961), p. 1.
OTHER APPROPRIATE PUBLIC SERVICES 267
in their respective fields. For the services rendered to the Foundation,
they are paid from Foundation funds.
The University has made no contribution to the Foundation except
during its first two years, when limited funds were provided for
personnel. Since that time, the Foundation has contributed, either
directly or indirectly, to the University’s research program from its
overhead funds. For the year 1960, the total projects amounted to
$6,448,315, of which $5,677,386 (88 per cent) were projects of the
Federal government.
Purdue Research Foundation
The Foundation was created and incorporated in 1930 and is gov-
erned by a board of 12 directors. Successors to the first board are
chosen by the voting members of the corporation, with the restriction
“that the Trustees of Purdue University shall at all times have the
right to designate and select at least one-fourth of the members of
said Board of Directors.”
One of the major functions of the Foundation is assisting staff
members of the University find support for research from corporations,
foundations, and government agencies by helping sponsoring agencies
locate personnel at Purdue competent to work on specific research
problems. The Foundation also negotiates contracts for support of
research and supervises the University’s patent policy.
The dollar value of the 630 research projects carried by the Founda-
tion in 1959 amounted to $3,567,098.21. It is of particular interest to
note that, for the five-year period from 1956 through 1960, the Founda-
tion, from its own earnings, contributed to the University for the
support of research and scholarships in the amount of $1,633,687.77.
Wisconsin Alumni Research Foundation
This Foundation was organized and inoorporated in 1925 by a small
group of Wisconsin alumni “to accept and to administer in the public
interest inventions originating in the University of Wisconsin and to
support scientific research.” To that end, the Foundation:
has established a laboratory offering diversified consulting and testing
services to industry. It also conducts an investment-philanthropy program
in which the proceeds of gifts are made available to the University. Al-
though a not-for-private-profit organization, the foundation nevertheless
pays Federal income taxes on a number of its activities. Regardless of source,
all the foundation’s net income becomes a part of the fund which is used
to support research at the University of Wisconsin.
The Foundation is governed by a Board of Trustees, all alumni of
268 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
the University of Wisconsin; none of them, however, is a member of
the University faculty or staff of the University’s Board of Regents.
Of particular interest again is the fact that during the five-year-
period from 1956 through 1960, the Foundation, from its own funds,
a substantial part of which comes from patents held by the Founda-
tion, contributed to the University in these amounts: for capital im-
provements, $7,593,937 and for annual operations, $4,576,500 or a
total of $12,170,437.
In view of the foregoing, it is recommended that:
There be established by the Board of Higher Education within the
immediate future and as a part of its central administrative organiza-
tion an incorporated agency known as The City University of New
York Research Foundation, such agency to be patterned along the
lines of those described in this chapter and with those functions ap-
propriate for a university which serves this great metropolitan area;
furthermore, that the Board give early consideration to the develop-
ment of a patent policy. The Board may also authorize the establish-
ment of a research foundation at any college where circumstances
deem it advisable, with the provision that the board of directors have
representation from both the Board of Higher Education and the
City University staff, for purposes of liaison.
SOME OTHER TYPES OF PUBLIC-SERVICE-ORIENTED UNITS
IN PUBLICLY SUPPORTED UNIVERSITIES
In addition to separately incorporated agencies like the research
foundations discussed above, publicly supported universities main-
tain many other types of service-oriented units. It should be noted,
however, that most of these are also related to the research and
graduate programs of their institutions. For example, this statement
is taken from a letter from the Director of the Bureau of Business
Research at The Ohio State University, under date of November 2,
1961:
The second major function is to facilitate the research of the faculty
and selected graduate students in the several teaching departments of the
college, and to engage in research in cooperation with organized state and
national trade associations of wide and general interest, and to publish same.
As evidence of the importance that publicly supported Universities
place on these public-service-oriented units, two large state universities
have, for the year 1961-62, budgeted $3,801,560 and $1,067,192, re-
spectively, for these units. A third large state university reported
OTHER APPROPRIATE PUBLIC SERVICES 269
actual expenditures of $1,108,073 for such types of units in 1960-61.
Among the public-service-oriented units listed by the three institu-
tions mentioned here are:
Audio Visual Extension Service
Bureau of Business Research
Bureau of Educational Research
Bureau of Field Studies and Surveys
Bureau of Governmental Research
Bureau of Institutional Research
Bureau of Public Administration
Bureau of Recommendations
Center for Continuation Study
Committee for Research in Social Economics
Industrial Relations Center
Institute of Human Development
Institute of Industrial Relations
Institute of Marine Resources
Institute of Research
Institute of Technical Placement Service
Institute of Transportation and Traffic Engineering
Laboratory for Research in Social Relations
Munic pal Reference Bureau
Museum of Natural History
Natural Resources Institute
Psycho-Educational Clinic
State Organization Service
University Program Service
Water Resources Center
It should be noted that the expenditures cited above for the three
universities do not include the very large expenditures for university
extension. For this type of public service alone, two of these three
institutions report combined total expenditures in 1960-61 of ap-
proximately $12,000,000. Since the City University is not a land-grant
institution, extension services would not be appropriate. These figures
are included, however, to show the extent to which public funds are
expended for the kind of public service provided by university ex-
tension. Undoubtedly, this service is the most extensive and best
organized public service yet developed.
5 These universities are California, Minnesota and Ohio State. The informa-
tion included here has been secured either from reports issued by them or
through correspondence.
270 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
Bureaus of Business and Economic Research
Such bureaus are now found in 42 publicly supported institutions
(39 of these are state universities), located in 37 different states. In
the main, each serves primarily as a service agency with one of
its main functions that of the providing for the state certain basic
economic and business data that no one business can get for itself
but which all businesses need such as trends in employment, payroll,
and man-hours worked in major industry groups, in trade, and in
service industries; trends in retail sales in different kinds of retail
businesses; business trends in the state as related to trends in the
United States and surrounding states.
Bureaus of Educational Research and Service
Bureaus with this title or some variation of it are found in many
publicly supported institutions. One of these, the Bureau of Educa-
tional Research and Service at The Ohio State University, was au-
thorized by statute in 1914 and actually established in 1921; thus it
has now been in operation for 40 years. For the current year of
1961-62, its roster of professional, secretarial, stenographic, and
clerical personnel includes 66 persons. Much of its efforts since its
establishment have been in aiding the public schools of Ohio. These
services have, in the main, consisted of school surveys o. various
kinds, research on a variety of problems, workshops, evaluations,
teacher placement, radio programs for the schools, publications and
general consultant services. In addition to the support the Bureau
receives from outside sources, its expenditures from state funds for
1960-61 were $358,065.80.
Several years ago the Office of Educational Research at the Uni-
versity of Minnesota issued a “Report on the Organization and
Services of Bureaus of Educational Research in Leading American
Universities.” This report, as the title implies, examines the organi-
zation and services of bureaus of educational research (or agencies
having similar titles) then in operation in the following institutions:
Cornell University
Indiana University
Louisiana State University
Michigan State College®
New York University
Ohio State University
® Now Michigan State University.
OTHER APPROPRIATE PUBLIC SERVICES 271
Purdue University
State University of Iowa
Syracuse University
Teachers College, Columbia University
University of Illinois
University of Kentucky
University of Michigan
University of Oklahoma
University of Washington
The responses to the specific question on kinds of services rendered
by the bureaus of these 15 institutions show, as would -be expected,
a very wide range. In fact, an entire page is required to list these
services. All of these services are of an educational character, de-
signed primarily to utilize the staffs of these institutions in assisting
elementary and secondary schools in the solution of their problems.
Undoubtedly, in the City of New York, which in the Fall of 1961 had
a registration in the public schools of 1,004,257 with some 45,000
teachers, there is a multitude of educational problems pressing for
solution.
SOME INTERNAL CITY UNIVERSITY SERVICES
The new name—The City University of New York—the evolution
of which is described elsewhere in the report, carries many implica-
tions. One of these implications is the development of the basic
functions of a university, and the role of the major segments of which
it is comprised. Another implication is the expansion of the graduate
program through the doctorate, which is presented in Chapter IX.
Still another is related to what aids the central administrative staff
requires in order to carry out the basic functions which the Board of
Higher Education may approve. The purpose of this section is to
present three such items—a University News Bulletin, a University
Press, and a Bureau of Institutional Research.
A University News Bulletin
On special occasions, the Chairman of the Board of Higher Educa-
tion sends out a newsletter to the staff of the University. One such
letter was sent out in September, 1961, informing the staff of the
salary schedule, effective September, 1961. In 1960, another such letter
was sent out; and another in January, 1962, on the budget requests for
1962-63. These serve a useful purpose and should be continued. They
272 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
provide a desirable means of communicating special matters of signi-
ficance to the Board and University.
If the City University is going to be a university in fact as well as
in name, it must be a well-integrated and unified system. One requi-
site in achieving this is a constant flow of information between indi-
vidual colleges and the central administration. The staff in the
colleges must be kept informed on the major actions of the Board of
Higher Education and other developments at the headquarters; and,
equally important, the central administration needs to know of im-
portant happenings on each of the campuses. Here, on the seven
campuses (later there will undoubtedly be more), in the Nation’s
largest university, located in the nation’s largest city, there are exciting
educational developments occurring every day. These should be re-
ported by each campus and incorporated into a newsletter, not only
for circulation within the University, but to the press, the public in
the City, and elsewhere. Incidentally, one of the comments made
frequently by the outside consultants on this study is their surprise at
both the scope and quality of the operation here. The University must
develop means of letting the educational world know what it is doing
and thus gain prestige, which is defined as “reputation or distinction
based on brilliance of achievement,” to which its present and planned
programs entitle it.
If the City University were concentrated on a single campus, as
is true of most institutions, with a student newspaper widely circulated
among staff and students which can be used for official news of the
institution, there would be less need for regularly scheduled bulletins.
Even such institutions find it advantageous to have other means of
communication among the faculty. For example, The Ohio State
University has a publication called Campus Review, issued four times
a year and distributed to all current and retired faculty members.
Institutions similar to the City University in that their campuses
are widely distributed are The State University of New York and the
University of California. Both publish and distribute university bul-
letins. Materials for these are supplied by the various campuses
supplemented by materials from other sources.
As a specific example of the services of such a bulletin, during the
development of the Master Plan for Higher Education in California,
the Bulletin carried much information on the scope and plan of the
study, its personnel, and the like. When the study was completed, it
carried the recommendations in full; and in a later edition, gave the
actions of the governing boards and the Legislature on these recom-
OTHER APPROPRIATE PUBLIC SERVICES 273
mendations. Thus, the entire staff of the University was kept informed
on these developments.
In view of the evident need for such a publication in the City
University, it is recommended that:
The Board of Higher Education authorize and take the necessary
steps to implement that authorization for the preparation of “The City
University Bulletin” (or some such publication) by the Chancellor's
Office; such bulletin to be issued at regular intervals, preferably twice
a month, and sent to all full-time staff, both academic and non-
academic, within the University, to the press, and to other appropriate
agencies and individuals.
A University Press
One of the basic functions of a university is research. For its find-
ings to be more meaningful, there must be regular channels for its
dissemination. Since most research studies are highly technical, they
have little appeal to lay readers, so are not profitable for publication
by private publishing companies. Such being the case, leading uni-
versities throughout the nation have developed their own presses;
and these provide outlets for research and other staff studies and
reports.
The Association of American University Presses, which had _ its
beginning in the early Twenties, has headquarters here in New York
City, and has membership in 1961-62 of the following 45 universities:
California, Catholic, Chicago, Columbia, Cornell, Duke, Florida,
Fordham, Georgia, Hawaii, Howard, Illinois, Indiana, Iowa State,
Johns Hopkins, Kansas, Kentucky, Louisiana State, Loyola, Massa-
chusetts Institute of Technology, Michigan State, Minnesota, Missouri,
Nebraska, New Mexico, New York, North Carolina, Northwestern,
Notre Dame, Ohio State, Oklahoma, Pennsylvania State, Princeton,
Rutgers, South Carolina, Southern Illinois, Southern Methodist, Stan-
ford, Syracuse, Texas, Toronto, Washington, Wayne, Wisconsin and
Yale.’
In order to meet the basic requirements for membership in this
association, a press must:
1. be the publishing arm of the institution whose name it bears,
and be closely controlled by it;
2. be conducting a regular program of scholarly publication of
books and/or journals of high quality; in quantity, the press must
7 1961-62 Directory, the Association of American University Presses, 20 West
43rd Street, New York City.
274 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
have published a minimum of ten books of 96 pages each in the
24 months preceding application for membership;
3. have not fewer than three full-time employees, including the
head of the operation;
4. have had what appears to be adequate funds which offer promise
of permanency and success; and,
5. have the commitment of its institution to a permanent publishing
program.
Although these presses differ widely in what they do, particularly
as between those in public and private institutions, it would be helpful
to recount briefly the operation of one such press in a publicly sup-
ported university—the University of California—as follows:
1. It is a regular part of the central administration and has been in
operation since 1893.
2. In 1959-60, the Press issued 67 monographs. These are written
only by the University faculty and students. Approximately 95 per
cent of the cost of their printing was supplied directly by the Univer-
sity. In addition, the Press issued during that year 54 books, which
may be written by anyone inside or outside the University and for
which royalties may be paid. The books issued with the Press’ im-
print are either wholly supported from sales, partly supported by the
University, or publicly supported by outside funds.
3. In addition, the Press publishes five quality journals.
In 1949, the newly founded City College Press, at City College,
which was initially financed by a $10,000 loan from the College which
has since been repaid, issued its first publication, the book The Col-
lege of the City of New York: A History, 1847-1947, by Dr. S. Willis
Rudy, and from which quotations appear in another part of this report.
The City College Press has no regular salaried employees so pays
no salaries. This enables students at the College to secure textbooks
and other materials published by the Press at the lowest cost. More-
over, no funds are allotted to it so it is required to function on a self-
supporting basis. Of the 15 publications during the five-year period
ending in 1961, nearly all are for student use. None of these were
written by staff members in other Senior Colleges.
Concerning the Brooklyn College Press, President Harry D. Gideonse,
in a letter dated February 28, 1962, comments as follows:
There is no budget for the press, either from taxation or from fee funds.
The staff is drawn from the bookstore. Projects are self-liquidating.
The Brooklyn College Press is an enterprise of the Brooklyn College
Bookstore and ordinarily handles the publication of syllabi, course outlines,
manuals, reprints of source materials. It does not issue books, hard cover
OTHER APPROPRIATE PUBLIC SERVICES 275
or paperback, as do such presses as those at New York University and
Columbia University.
In view of the foregoing, and the expectation that with the extension
of graduate work through the doctorate, research and scholarly pro-
ductions in the City University will greatly increase in the years im-
mediately ahead, it is recommended that:
The Board of Higher Education create, as a part of the Chancellor's
Office, the City University Press, to provide outlet for research and
scholarly productions of its faculty; such Press to be organized along
the lines found successful in other universities; and to include the
production of such of these kinds of publications as is now done in the
Senior Colleges; and to prepare annually and distribute to the faculty,
libraries and other appropriate places a bibliography of the major
publications of the University faculty: furthermore, the Board and
its administrative staff seek aid from outside sources for this enterprise.
A Bureau of Institutional Research
One of the very important needs in the newly created City Uni-
versity is the creation of a Bureau of Institutional Research. At the
present time, many administrative studies are made by the Bureau of
Administrative Research. These are well prepared and constitute a
valuable store of information about the University’s activities. How-
ever, they are ordinarily concerned with immediate problems and
often with emergency matters. In addition, the Division of Teacher
Education has a research unit which devotes its full time to the prob-
lems in the field of Teacher Education.
Studies concerned with long-term development of the University
and with the coordination of its varied educational programs are
crucial to the University’s future growth. Although there is need for
continued collection of statistical data on such matters as class size,
teaching loads and faculty services as a basis for educational planning
and budget making, there is additional need of a small instructional
staff for longer range and more involved studies and to which com-
mittees or educational officers can turn for expert assistance in plan-
ning and coordinating research on such matters as prediction of suc-
cess in various curriculums, standards and procedures for admission
together with their validity, problems of curriculum and instruction,
the effect of class size on instruction, the accuracy of the projected
enrollments, better use of physical facilities, the potential of television
and teaching machines as aids to instruction, and methods of evalu-
ating educational achievement. Such studies are essential for effi-
cient and economical educational procedures.
276 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
The continuing staff for a Bureau of Institutional Research need not
be large. The director of the office should draw upon the resources of
the entire University in securing persons to direct research projects.
Such persons will be found in almost any division of the University
but particularly in such departments as business administration,
public administration, sociology, social welfare, psychology and educa-
tion. The office itself should have a staff capable of giving professional
assistance in experimental design and statistical analysis. This office
should not exercise administrative functions but should provide basic
data upon which administrative decisions may be made.
Two of the earliest bureaus of institutional research were estab-
lished at the University of Illinois and the University of Minnesota
about 1924. The 1961-62 budget for the University of Minnesota
Bureau is $87,000.
Since that time units designed to serve similar purposes have
been established in some 50 other institutions. Among those and in
addition to the two mentioned above are the following: Wayne State
University, Michigan State University, University of Indiana, Florida
State University, University of Colorado, Pennsylvania State Univer-
sity, New York University, Utah State University, University of Rhode
Island, and Boston University.
It is therefore recommended that:
Because of the crucial importance of a Bureau of Institutional Re-
search in educational plannjng and coordination of the units of the
City University into a unified system, that such a Bureau be created
in the City University, and that it be responsible to the Chancellor’s
Office and be assigned duties beyond those now performed by the
existing Bureau of Administrative Research.
NON-CREDIT ADULT EDUCATION
Any university located in a large urban community is likely to be
faced with a large demand for adult education; that is, for courses,
classes, lectures, concerts, and other exercises conducted for the
benefit of persons of mature age (at least above the conventional
college age). These may range all the way from bona fide advanced
graduate courses and seminars for qualified matriculants who wish to
progress toward advanced degrees, to non-credit activities open with-
out previous academic qualification and conducted on a level below
that of freshman academic work and sometimes partaking much more
of the nature of entertainment or mental therapy than of serious
instruction.
OTHER APPROPRIATE PUBLIC SERVICES 277
Concerning this latter type of adult education, a legislative sub-
committee in another state had this to say about such courses:
This subcommittee has severe doubts and reservations, however, about
other areas of adult educational programs which are best described as
“avocational.” Classes in the following subjects are being offered throughout
the State at local and state taxpayers’ expense: cake decorating, lampshade
making, rug making, upholstery, ceramics, jewelry making, lapidary, leather-
craft, piano playing, modern dance techniques, sewing, physical fitness for
men and women, knitting, millinery, tailoring, woodshop, trailer camping,
flower arrangement, conversation, and small boat handling.®
The Place of Adult Education in the City University
That the demands mentioned above on a university located in a
large urban community for adult education are true in the City Uni-
versity is evidenced by the fact that in the Fall of 1961 the Schools of
General Studies enrolled 15,970 matriculated and 20,549 non-matricu-
lated students; and, in the classification of “adult education and other
non-credit courses,” there were 10,940 students enrolled.
No doubt a heavy majority of the clientele is serious in intent,
reasonably competent, and desirous of profiting from suitable instruc-
tion. For all who can qualify for credit courses of undergraduate or
graduate standing, there is no question that the offering of such op-
portunities is an important and inescapable part of the educational
function of an urban university—and a most commendable “public
service.”
The part-time and evening students work under the handicaps of
limited time and energy, inability to make regular use of the libraries,
and the weight of other responsibilities. All available evidence indi-
cates that, despite these handicaps, a substantial proportion of these
students, by reason of ambition, energy, persistence, and stamina, do
make satisfactory records. This is true at all levels; and though there
are many perplexing problems accompanying the administration of
large part-time enrollments, the enterprise is unquestionably to be
commended. About all that need be said further is that, in order to
protect its own integrity as an educational institution, the urban uni-
versity usually directs considerable effort toward increasing its pro-
portion of full-time students. Even the great majority of these,
however, are likely to be daily commuters over substantial distances;
thus the number of hours they spend on the campus is severely
limited, and many of the “intangible” benefits and pleasures of “college
life” may be largely lost. Fortunately, much has been done in the
8 Report of the California Assembly Interim Committee on Education. January,
1961, published by the Assembly of the State of California, p. 15.
278 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
City Colleges in recent years to offset this situation through provisions
for personnel for student guidance and counseling with adequate
space and equipment and through provisions for other types of stu-
dent services. A brief report of the evolution of these services and
their present state of development will be found in Appendix IV.
The Future Role of the City University in Non-credit Adult
Education
The foregoing backdrop is essential to a realistic appraisal of the
function of providing non-credit adult education and raises serious
questions as to how far, if at all, the City University either in its Senior
or Community Colleges should extend the use of its facilities and com-
mit the energies of its faculties to this type of enterprise. Clearly
there are many meritorious individual cases of applicants to whom this
opportunity should be granted. It is equally clear, however, that the
enterprise should not get out of hand or out of proportion in such
manner as to dilute the academic quality of university courses, unduly
drain the energies of too many faculty members, or tend to divert the
City University from the responsibility which it assumes as a uni-
versity—that of developing from its high quality undergraduate pro-
grams a school of advanced graduate studies of similar quality.
It can be said with a good deal of cogency that the justifiability
of non-credit offerings decreases as the level of instruction rises; that
is, non-credit offerings at the graduate level are something of an
anomaly (with the possible exception of short refresher periods or
institutes for medical practitioners or management men in business
and industry); but at the lower-division or junior college level, non-
credit offerings (both vocational and cultural in character) for adults
are very generally regarded as one of the major functions of the junior
college.
This is particularly true in communities where there are few other
agencies, either public or private, which offer adult education pro-
grams. However, in the New York City area the situation is quite
different. The New York Adult Education Council, located at
104 Fifth Avenue in New York City, estimates that there are at least
1,000 agencies in the metropolitan area which have adult education
offerings. Among these are 400 private trade schools. The Council
further estimates that these agencies offer annually at least 20,000
courses.
Among the public agencies which have extensive offerings in the
field of adult education, is the New York City Board of Education.
OTHER APPROPRIATE PUBLIC SERVICES 279
These include 29 vocational high schools, and extensive evening
offerings in the regular elementary and secondary schools. In a
1950 report by the Superintendent of Schools dealing with adult
education, it was noted that as of that year the Board of Education
maintained 44 evening elementary schools and 150 day classes in
which more than 33,000 adult students were taught by more than
500 teachers. It seems clear that within the City there is a sufficiently
wide range and variety of adult education offerings to meet the
needs and desires of its citizens.
In view of the extensive opportunities for adult education now
offered by other agencies in the City as shown above, it is believed
that it is not in the best interest of the University to continue
indefinitely the offering of non-credit courses. Accordingly, a recom-
mendation to divert such students as rapidly as possible to other agen-
cies appears at the end of this chapter.
On the basis of the detailed discussion in the foregoing pages and
other materials considered, it is recommended that:
1. Public services now rendered to the municipality of the City of
New York and its related agencies by the City University and which
are meeting specific and identifiable needs be continued and expanded
as required.
2. The Board of Higher Education and its administrative staff be
continually alert to developing situations and needs in the municipal-
ity of New York which warrant the establishment by the Board of
such other public-service-oriented agencies as seem appropriate to
meet those needs.
3. As in the past, attention be concentrated within the University on
courses given for college credit with such provision as is possible for
non-matriculated students in those courses; and in view of the many
other provisions for adult education in the City of New York, as noted
in the text, as rapidly as possible non-matriculated students in courses
not given for credit be diverted from the colleges in the City
University.
CHAPTER XIl
THE PHYSICAL PLANT AND NEEDED EXPANSION
The physical plant of a college or a system of colleges consists of
its land, buildings, equipment and furniture. The plant is an educa-
tional tool, and it should be designed and used as such. The faculty
can offer the students a better educational program if good tools are
provided. The physical plant facilities of the colleges comprising the
City University system range all the way from excellent down to very
poor and unsatisfactory.
THE PRESENT PLANT
City College, Uptown
This institution occupies two adjacent land areas, referred to locally
as the North Campus and the South Campus. There are 24 major
buildings on these two adjacent campuses; nine of them were erected
prior to 1900, and two are not yet occupied.
Fifteen of the present 24 buiidings, with normal maintenance, are
good for continued service beyond 1975; six of them can be made use-
able to 1975 by major remodeling and renovation; and two (Brett and
Goldmark) should be replaced before 1975. The future of Klapper
Hall will depend upon whether or not it will be necessary to remove
it to make room for the proposed new science building.
City College, Downtown (Baruch)
This 16-story structure and its four-story student center annex were
not well planned for their present use. The Baruch Building was
originally planned for eight stories. When it was extended to 16
stories, many of the related facilities were badly out of balance, es-
pecially the elevators. The plan of the student center is inconvenient,
and its space is inadequate. The maintenance and care of both of
these buildings have been badly neglected. They do not provide the
pleasant and attractive setting expected of college buildings.
The downtown branch of City College is especially inadequate in
280
THE PHYSICAL PLANT AND NEEDED EXPANSION 281
the following facilities: library, staff offices, lunchroom, toilets, eleva-
tors, and lounges. If this plant is to be continued for its present pur-
poses, it needs considerable remodeling and a complete renovation.
On May 15, 1961, the Board of Higher Education adopted a resolu-
tion approving the appointment of Donald P. Cottrell, Dean of the
College of Education at The Ohio State University, to make a com-
prehensive study of the role of the Baruch School of Business and
Public Administration. Specifically, the study was to include these
items:
1. The role of the Baruch School of Business and Public Administra-
tion within the Municipal College System. The extent to which training
in business and public administration should be provided at the
Baruch School; the extent to which it should also be offered at the
other Municipal College units.
2. The adequacy of the existing space and equipment facilities for
its present programs of study in both the Day and Evening Sessions,
taking into account present enrollment conditions and projected future
enrollment trends.
3. The extent to which additional physical facilities may be re-
quired in order to provide for the anticipated expansion of graduate
work on the doctoral level under the projected City University
structure.
4. The feasibility of providing additional space facilities for other
programs of the City College at the same location as the Baruch
School.
5. Evaluation of the existing physical plant in the light of findings
and recommendations relative to the above areas of concern.
Although this study has not yet been completed, there appears to
be several possible solutions to the use of the Baruch plant, among
which are the following: (a) remodel and renovate for a graduate
school center, (b) remodel and renovate for a downtown Community
College, (c) sell property for an office building, or (d) remodel and
renovate for the upper division of the Baruch School of Business Ad-
ministration and transfer the lower division to a new downtown
Community College. Plans (a), (b) or (c) are based on the assump-
tion that the School of Business Administration would be rehoused
in a new plant.
1It was completed and concludes that: “The Baruch School’s current main
building, although sound in structure, presents insurmountable obstacles to its
efficient use.” Donald P. Cottrell and J. L. Heskett, Education for Business in
The City University of New York, (March, 1962), p. 6.
282 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
Hunter College, Bronx
This institution is well housed in six good buildings on a 37 acre
campus. With continued good maintenance and minor alterations
from time to time, all six of its present buildings can be continued in
service well beyond 1975. The recent completion of Shuster Hall and
the Library Building, and the moving of administration and the
library to these new facilities, has left considerable space in Gillet
Hall which is now being remodeled and reassigned.
The kitchen facilities in the cafeteria and social unit are inadequate.
The correction of this inadequacy should be included in a near-
future remodeling program.
Hunter College, Park Avenue
This is a well-housed institution. The 16-story building is well
maintained and will serve far beyond 1975. Adjacent Thomas Hunter
Hall houses the Hunter College High School and provides 46 instruc-
tion rooms for the College. The future of Thomas Hunter Hall will
depend upon the future function of the Hunter College High School
and its relationship to the College.
Brooklyn College
This College is well housed in seven good red brick buildings on a
38-acre site. A new classroom building is now under construction.
All of its present buildings are good for continued service beyond
1975. The Walt Whitman Hall deserves special mention as an ex-
cellent facility for auditorium, little theater, art, and music.
Queens College
This College has a mixture of good and poor buildings on a 76-acre
site. The 17 buildings (including two not yet occupied as of Febru-
ary 15, 1962) can be classified in three groups as follows: eight are
good for continued service beyond 1975; one now being converted
from a cafeteria to a student center for long-time continued use; and
eight buildings to be removed and replaced before 1975. Of this last
group, two temporary buildings should be removed as soon as possible;
and six old buildings should be maintained for a limited time,
Jefferson Hall (administration) being the last of the six to be replaced.
The connecting group of buildings in the northeast corner of the
campus comprise units which are well planned for auditorium,
theater, music, and classrooms.
THE PHYSICAL PLANT AND NEEDED EXPANSION 283
Bronx Community College
The old Science High School plant is being remodeled for this insti-
tution. Facilities are being occupied by the College as they become
available. When completed, the plant should provide sufficient space
so that much of the now rented space (66 rooms) can be released.
The remodeled building is going to be very inadequate in at least
two respects, library and staff offices. If at all possible, these shortages
should be corrected.
Staten Island Community College
This institution is temporarily housed in rented quarters. A new
plant is now in the planning stage for its new 34-acre site on Staten
Island.
Queensborough Community College
This institution now has only one small administration building on
its 34-acre site. Twenty instruction rooms are being rented. A 24,000
Table 53
EXISTING COLLEGE-OWNED BUILDINGS AND GROUNDS
Number of buildings erected Gross
Institution
and etween square feet Campus
campus Before {1920 and} Since of floor area
1920 | 1950 1960* Total area acres
City College, uptown .............. 13 8 3 24 1,580,819 34.5
City College, downtown ......... 1 1 —_— 2 271,876 0.7
Hunter College, Bronx .......... — 4 2 577,210 36.9
Hunter College, Park Avenue — —_— 1 640,000 3.0
Brooklyn College — 6 2 8 1,167,504 38.0
Queens College . 5 6 6 17 1,045,542 76.2
Bronx Community College... 1 — _ 1 146,775 1.3
Staten Island Community
College** ooceceseeeesseseeeeeeeeee 33.8
Queensborough Community
College** .. — 1 — 1 18,800 34.0
o Xo) 9 ne 20 | 26 | 14 60 5,448,526 258.4
Source: Data provided by the Architectural and Engineering Unit of the City University.
* Including some nearing completion.
** In temporary quarters.
284 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
square foot building is to be erected in 1962. Five new buildings are in
the planning stage.
Existing College-Owned Facilities
Table 53 shows when the college-owned buildings were erected,
the gross floor area in square feet, and the campus area in acres, for
each of the campuses. It will be noted that 20 of the 60 buildings are
more than 40 years old. Two of them, on the uptown campus of
City College, were erected in 1847.
Table 54 shows the number of each of six types of instruction rooms
in use in October, 1961, in college-owned buildings on each of the
campuses. As of that date, there was a total of 1,167 such rooms.
Use of Rented Space
Table 55 shows the number of instruction rooms of each type rented
by the different institutions. In October of 1961, there were 354 rented
instruction rooms in use in connection with seven of the nine campuses.
(See Table 55 footnote relative to Hunter College.) The space now
in use by the colleges is generally unsatisfactory and inconvenient.
Table 54
COLLEGE-OWNED INSTRUCTIONAL ROOMS IN USE
IN OCTOBER, 1961
Number of Instructional Rooms
Institution Lecture | Class Labora- Audi- |Gymna- Special
rooms | rooms tories torium| sium use Total
City College, uptown ........ 8 147 63 1 5 39 263
City College, downtown .. 4 85 11 1 6 19 126
Hunter College, Bronx .... 1 96 32 2 5 9 145
Hunter College,
Park Avenue .. 3 122 40 1 6 22 194
Brooklyn College . . 13 155 58 2 6 26 260
Queens College ............006 11 108 20 1 6 15 161
Bronx Community College 1 8 5 —_— —_— 4 18
Staten Island Community
College wwe All instruction space rented oo... cece
Queensborough Community
College w.cceecssseeseteeeeees All instruction space rented...
229 8 1,167
Total eerie] 41 | 721
34 | 134
Source: Data provided by the Bureau of Administrative Research of the City University.
THE PHYSICAL PLANT AND NEEDED EXPANSION 285
The City University’s long-range building program should include
facilities to replace much of this rented space. It may be advisable,
however, to continue renting some space from public schools and
other agencies where such facilities are available and more convenient
for evening and Saturday classes. For the year 1960-61, the colleges,
exclusive of Hunter and Queens which report no rent, paid rent in
the amount of $138,871.
Building Program in Progress
Table 56 lists the buildings in various stages of construction and
planning, as of March, 1962. It will be noted from this table that as
of that date, 252 instruction rooms, a cafeteria, and an administration
building were under construction; also, the following facilities as
shown in the Table 56 footnotes were in various stages of planning:
235 instruction rooms, two science buildings, two physical education
facilities, a cafeteria, an auditorium, and two entire new Community
College plants. Thus, when the current program is completed, there
will be added to the present 1,167 instruction rooms, more than 500
instruction rooms.
Table 55
RENTED INSTRUCTIONAL SPACE IN USE
IN OCTOBER, 1961
Number of Rented Instruction Rooms
Institution and Campus Lecture | Class Labora-| Audi- |Gymna-| Special
rooms rooms tories |torium| sium use Total
i:
City College, uptown ........ 2 62 — — 1 5 70
City College, downtown ....|_ — 87 — — — — 87
Hunter College, Bronx ....
Hunter College,
Park Avenue .... — 42 3 — —_— 1 46*
Brooklyn College 3 39 6 —_ — — 48
Queens College a
Bronx Community College| — 61** 4 —_— 1 — 66
Staten Island
Community College ...... —_— 9 5 — —_ 3 17
Queensborough
Community College ...... — 13 3 —_ 2 2 20
Total w.ececssssessseseeees 5 313 21 _ 4 11 asa
Source: Data supplied directly by the colleges of the City University.
* In Hunter Elementary and High School plant.
** Mostly in new Science High School for Evening Session.
LONG-RANGE PLAN FOR THE CITY UNIVERSITY
Table 56
CITY UNIVERSITY BUILDING PROGRAM
IN PROGRESS AS OF MARCH, 1962
Gross Number of Estimated
Name of Floor Instruction Date of
Institution L Building tatus®| Area Rooms Occupancy
Brooklyn | Staffroom and [50% | 105,988] 38 Class rms. Feb., 1963
College Classroom sq. ft. 3 Lecture rms.
14 Laboratories
Academic D 212,000 {113 Class rms.
Building sq. ft. 4 Lecture rms. 1965
9 Laboratories
Addition to Cc To be planned
Science
Building
Queens _ Academic “#2 | Cc : 215,650 | 95 Class rms.
College sq. ft. 14 Laboratories
Cafeteria 98% March, 1962
Academic #1 |80% | 190,400] 3 Lecture halls
sq. ft. 54 Class rms.
22 Laboratories June, 1962
Outdoor D
Health
Phys. Ed. Fac.
City Technology 95% | 284,450] 38 Laboratories 7
College sq. ft. 8 Class rms. June, 1962
2 Lecture rms.
Administration |90% | 53,839 June, 1962
sq. ft.
Science Cc 437,500] To be
sq. ft. planned
Phys. Education C 80,000 | Tobe
Building sq. ft. planned
Compton Hall |50% 12 Class rms. Sept., 1963
5 Laboratories
Hunter Cafeteria and Cc
College, Auditorium—
Bronx Dramatics
Staten
Island
Community| Entire F 253,000 Sept., 1965
College Campus | sa. ft.
THE PHYSICAL PLANT AND NEEDED EXPANSION 287
Table 56 (cont. )
Number of Estimated
Name of Gross Instruction Date of
Institution Building Status* Floor Area Rooms Occupancy
Bronx New—Entire Cc
Community Campus
College Conversion of 80% 146,775 15 Class rms.
Existing Bldg. sq. ft. 18 Laboratories Occupied
9 Lecture
Queens- Technology 20% 24,180 9 Laboratories Feb., 1963
borough sq. ft. 2 Class rms.
Community Entire Site E
College
* Status of March, 1962: (In some cases the per cent completed is shown instead.)
A—Approved in Board of Higher Edu- F—Approval of preliminary drawings
cation minutes by B.H.E.
B—Adopted by City Planning Commission G—Approval of preliminary drawings by
C—First Capital Budget appearance Board of Estimate
D—Architect referral to Board of Esti- H—Approval of Finals by B.H.E.
mate I—Approval of Finals by Board of Esti-
E—Architect contract approved by Board mate
of Estimate J—Basic construction contracts awarded.
UTILIZATION OF COLLEGE-OWNED FACILITIES
Over the years, studies of college plant utilization, both room and
capacity, have shown both of these to be generally low. Two factors
have brought heavy pressures throughout the nation for better use of
the physical facilities in all segments of education, particularly of
public ones. These are: rapidly increasing enrollments, on the one
hand, and sharply rising construction costs on the other. As of now,
the cost of new construction, excluding land but including equipment,
in the City University, approximates $30 per gross square foot.
A detailed use study was made of each of the rooms used for in-
structional purposes in all of the college-owned buildings on each of
the six City University Senior College campuses in October, 1961.2 The
basic data for the use study consists of 1,167 separate room utilization
sheets completed on both sides by the space representatives of the
individual institutions who had helped develop the forms used. The
room sheets were processed and summarized by the Survey Staff.
The utilization form as thus developed and which is inserted here
provides 180 thirty-minute blocks covering a possible room use of
2 From Table 54 it will be seen that the Community Colleges are housed mostly
in rented space.
288 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
15 hours per day for a six-day, or 90-hour, week. However, since the
evening and Saturday use of instructional space is relatively low, it
has been omitted from the tables in this chapter. The full report on
both room and station use is found in Table 77, Appendix V. The
relatively low evening and Saturday use indicates that additional
capacity does not need to be provided for those sessions. In other
words, if the institutions are provided with adequate facilities for the
regular Day Sessions from Monday through Friday, there will be
sufficient teaching space for current late afternoon, evening, and
Saturday programs.
THE PHYSICAL PLANT AND NEEDED EXPANSION 289
BOARD OF HIGHER EDUCATION
INSTRUCTIONAL SPACE UTILIZATION, OCTOBER, 1961
Please complete one copy for each room used for instructional purposes and
return to: Bureau of Administrative Research, Room 209, 535 East 80
Street, New York 21, New York, before November 20, 1961.
Name of Institution Campus
Building Room No.
Type of Room: (check one) Lecture Room!________ Classroom.
Laboratory_________. Auditorium__________. Gymnasium.
Special-use room (identify)
Subjects taught in this room:
Type of furniture and equipment:
Area of room in square feet?________. Rated capacity of room3_______
1 Lecture Room: Capacity of 60 students or more.
2 Area: Area of main room exclusive of supplementary space such as
preparation, storage, conference, office, stage, tool, supply, dressing, and
locker rooms.
3 Rated Capacity: For laboratories, the number of student stations; for
rooms with fixed seating, the number of seats; classrooms with movable
seats, 20 square feet per student station. For some rooms, such as the
gymnasium, where the foregoing will not apply, use best judgment as to
optimum capacity.
Please fill in utilization for this room on reverse side of this sheet. Usage
of fifteen minutes or more can be considered as complete use of the half-
hour block.
Use white forms for buildings owned by the Board of Higher Education,
and blue forms for rented space, except where entire building is under Board
control, as in Staten Island. In case of rented space, X-out the time when
the room is not available for use by your institution.
REMARKS:
290 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
Please write in each block the number of students using this room at the
time indicated. In an adult education class, indicate by an (A) following
the number.
eesions Tuesday (Wednesday | Thureday | Friday | Saturday
and Time
- 5 es Oe
FORENOON |
9:00-9:30
9:30-10:00
10:00-10:30
10 :30-11 :00
“11:00-11:30
11:30-12:00
AFTERNOON { |
12:00-12:30
12:30-1:00
1:00-1:30
1:30-2:00 |
2:00-2:30
2:30-3:00
3:00-3:30 |
3:30-4:00
4:00-4:30
4:30-5:00
EVENING
:00-5:30
130-6 :00 L
5
6:00-6:30 |
5 —
7
a
30-7 :00
200-7 :30
7:30-8:00 I
8:00-8:30
8:30-9:00
9
9
:00-9:30
80-10 :00
10 :00-10:30
10:30-11:00
(DO NOT WRITE BELOW THIS LINE)
Number of half-hours used per wee!
Forenoon. Afternoon. Evening. Total.
Per cent of room utilization:
Forenoon__ Afternoon. Evening. Total
Student-use per week:
Forenoon. Afternoon Evening. Total
Per cent of student-station utilization:
Forenoon. Afternoon. Evening. Total.
THE PHYSICAL PLANT AND NEEDED EXPANSION 291
The data were collected and compiled separately both for the 8-
to-9 A.M. and the 4-to-5 P.M. hours. Because these are commuting
colleges, many students have to come long distances; consequently,
fewer classes are scheduled for the 8-to-9 A.M. hour. Hence, it
seemed fully justified to omit the 8-to-9 hour from the tables in this
report. (See Tables 78 and 79 in Appendix V for the detailed figures
for these two hours.) However, its omission should not be considered
as meaning it should not be used. Its use provides some leeway in
meeting the utilization standards later recommended. It will be noted
that all the colleges except Hunter do make considerable use of this
hour.
It is, of course, recognized that some specific facilities are necessary
even if they do not show a high degree of utilization. In general,
however, facilities should be planned for flexible use and scheduled so
as to show a reasonably high utilization.
Senior College Room Utilization
Table 57 shows the median number of hours each type of room was
used in October, 1961. The first column shows the hours used out of a
possible 15, during the 9-to-12 forenoon session, from Monday through
Friday; the second column shows the hours used out of a possible 25,
during the 12-to-5 afternoon session; from Monday through Friday.
The last column is the total hours used out of a possible 40-hour week.
Table 54 indicates the number of rooms of each type on which these
calculations are based. Although Table 57 gives room use information
for each of the six different types of instructional rooms, the basic
rooms in college programs are the classrooms and laboratories. Table
54 shows that of a total of 1,167 instructional rooms in the Senior and
Community Colleges, 950, or 81 per cent, were classrooms and labora-
tories. Because of this fact, Table 58, which shows student occupancy
during periods of use in a 40-hour week, includes only classrooms and
laboratories.
292 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
Table 57
ROOM UTILIZATION OF SENIOR COLLEGE FACILITIES
OCTOBER, 1961
Median Hourly Use, Monday through Friday
College and
Type of Room
Afternoon, 12-5
Hours used out of 25 | Hours used out of 40
Forenoon, 9-12
Hours used out of 15
City College, uptown
Lecture 9 8 17
Classroom . 13 17 30
Laboratory 8 12 20
Auditorium 12 8 20
Gymnasium 10 17 27
Special tee 6 12 18
City College, downtow
Lecture ou... 5 4 9
Classroom .... 9 6 15
Laboratory 7 5 12
Auditorium 4 5 9
Gymnasium 8 17 25
Special sees 7 5 12
Hunter, Park Avenue
Lecture 9 10 19
Classroom . 10 13 23
Laboratory .. 5 6 11
Auditorium 2 0 2
Gymnasium vee 8 12 20
Special oe 4 7 11
Hunter, Bronx
Lecture . 10 8 18
Classroom . 10 10 20
Laboratory 8 8 16
Auditorium 6 7 13
Gymnasium 10 13 23
Special 7 6 13
Brooklyn
Lecture 10 12 22
Classroom . 11 16 27
Laboratory 8 9 17
Auditorium 0 0 0
Gymnasium see 12 16 28
Special wwe 4 8 12
Queens
Lecture 12 13 25
Classroom 12 16 28
Laboratory .. 3 10 13
Auditorium 0 6 6
Gymnasium 11 13 24
Special 5 8 13
— 4
Source: Data supplied directly by the colleges of the City University.
THE PHYSICAL PLANT AND NEEDED EXPANSION 293
As will be seen from Table 58, the student occupancy of classrooms
and laboratories, when such rooms were in use, was high—in most
cases above 75 per cent. This is good, provided this situation is not
due to the overcrowding of some rooms at certain hours. In a few
cases this percentage actually exceeds 100 per cent. This indicates
that, on the average, in these cases the rooms are occupied in excess
of rated capacities while in use.
Chapter X includes Table 46, which gives the number of sections of
different size in the four Senior Colleges and the three Community
Colleges in the Fall of 1961. That table shows that, with the exception
of Queensborough Community College, there were more sections in
the 20-29 size group than in any other size group. For all of the
colleges combined, approximately 87 per cent of the sections had
between 10 and 40 students and only 7.3 per cent were in excess of 40.
Table 58
STUDENT-STATION UTILIZATION OF
SENIOR COLLEGE CLASSROOMS AND LABORATORIES*
Per Cent Per Cent
of Actual of Actual
Occupancy Occupancy
College Typeof Room 9-12 AM } 12-5 PM College 9-12 AM 12-5 PM
City College, Classrooms 86 87 | CityCollege,| 118 113
uptown Laboratories 93 90 downtown| 100 100
Hunter, Classrooms 100 90 | Hunter, 122 115
Park Avenue| Laboratories 65 54 Bronz 103 97
Brooklyn Classrooms 95 94 | Queens 83 18
Laboratories 96 80 95 98
Source: Abstracted from data supplied by the colleges of the City University.
* The per cents in this table are of actual occupancy of rated capacities during hours when
rooms were in use during a 40-hour week.
Utilization Comparisons
Table 59 shows a summary of room utilization in 57 institutions in
terms of percentile rank of periods used out of a 44-hour week. This
table shows that 19.9 periods per week was the median use, or 50th
percentile, of classrooms in these 57 colleges; and that 13.2 period use
per week was the 50th percentile for laboratories.
The room use per week on the six campuses of the City University
294 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
Senior Colleges, as of October, 1961, when compared with the 57 other
institutions in the United States included in Table 59, shows the follow-
ing: for classrooms, three of the New York City institutions rank above
the 80th percentile, two rank just above the middle of the 57 colleges,
and one ranks down almost at the 20th percentile; for laboratories,
one of the New York City institutions ranks above the 80th percentile,
three fall below the 50th percentile, and the other two rank between
the 80th and 50th percentiles.
Table 59
PERCENTILE RANKING OF ROOM PERIOD UTILIZATION SCORES,
BASED ON 57 INSTITUTIONS IN THE UNITED STATES
MAINTAINING PROGRAMS LEADING TO THE BACHELOR’S
OR A HIGHER DEGREE
All Instructional Rooms
Teaching Laboratories*
General Classrooms
Average Percentage Average Percentage Average | Percentage
number of of possible number of of possible number of | of possible
periods utilization periods utilization periods utilization
Percentile per week on 44-hour per week on 44-hour per week on 44-hour
rank per room weekly basis per room weekly basis per room | weekly basis
99 38.0 86.4% 32.0 12.1% 35.0 79.5%
90 28.8 65.5 21.0 47.7 24.8 56.4
80 26.0 59.1 18.3 41.6 21.7 49.3
70 23.2 52.7 16.7 38.0 20.3 46.1
60 21.2 48.2 15.1 34.3 19.1 43.4
50 19.9 45.2 13.2 30.0 17.4 39.5
40 18.9 43.0 11.8 26.8 16.6 37.7
30 16.3 37.0 9.8 22.3 15.0 34.1
20 14.8 33.6 8.7 19.8 13.3 30.2
10 12.3 28.0 7.0 15.9 11.2 25.5
1 7.0 15.9 1.0 2.3 6.0 13.6
Source: John Dale Russell and James I. Doi, Manual for Space Utilization in Colleges and
Universities; American Association of Collegiate Registrars and Admissions
Officers, Menasha, Wis.: George Banta Co., 1957, p. 115.
* For 565 institutions only; two institutions report no teaching laboratory.
General Comments Relative to Utilization
An inspection of the 1,167 individual room data sheets might, in
some cases, show that an institution is short of rooms at a certain
period or that certain rooms are overcrowded at certain periods. Some
of this, it is believed, could be eliminated by more careful scheduling.
There are some cases shown in Table 58 where the occupancy ex-
ceeds the rated capacity. This means that some classes are too large
for the assigned rooms. Sectioning such classes or assignment to
THE PHYSICAL PLANT AND NEEDED EXPANSION 295
larger rooms would correct this situation. Generally speaking, the
rated student seating capacity of both classrooms and laboratories is
relatively low in the Senior Colleges, as shown in the following tabula-
tion, which makes it difficult to increase the number of large classes:
Average Rated Student Capacity of:
Institution Classrooms | Laboratories
City College, uptown . 27.5 22.0
City College, downtown .......... 21.0 21.2
Hunter, Park : 25.6 33.4
Hunter, Bronx voces . 21.0 19.9
Brooklyn coe 27.1 21.4
Queens . bocce . 29.9 21.1
In general, a rather common cause of overcrowding in other insti-
tutions at certain periods, in spite of overall low utilization, is the
long-established practice of scheduling most classroom classes in the
forenoon and most of the laboratory classes in the afternoon. This
situation, however, does not seem to be the case in the New York City
institutions. Sometimes low room use is due to staff members using
classrooms as offices. This is not the situation in these institutions,
however, in spite of the fact that faculty office space is very inade-
quate, as noted elsewhere in this chapter.
From the numerous studies made on plant utilization all across
the country have come many suggestions and recommendations for
greater use, some of which are now being carried out in the City
University:
1. Centralized control on each campus of all instructional space,
so that all rooms are available for assignment by the central author-
ity. This is being done in the City University.
2. Require all departments to schedule as many organized classes
between 12:00 noon and 5:00 P.M. as between 8:00 A.M. and 12:00
noon. This is being very well done in the City University of New
York institutions.
3. In addition, to the traditional scheduling of three-hour classes
on Monday, Wednesday, and Friday, also schedule some three-hour
classes on Tuesday, Thursday, and Saturday mornings.
4. A further possibility is to schedule some three-hour classes on
Tuesday and Thursday, using one and one-half hours on each of the
two days. Some experiments have been conducted on this plan in
the Senior Colleges.
296 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
5. Elimination of small classes where possible.
6. Use of electronic equipment for registration procedure. Such a
system is now being installed in the Senior Colleges.
7. Extension of the regular day program to include evening classes.
8. Organize on the quarter system. This plan divides the academic
calendar year into four terms of about 12 weeks each. This plan
has a long history and is in use in many colleges and universities
throughout the nation. The quarter plan makes possible a fuller
use of the summer quarter.
9. Make use of the trimester, or three-term-year plan. This plan,
recently adopted at the University of Pittsburgh and since then by a
number of other institutions, divides the year into three semesters of
approximately 14 weeks each. Although this plan requires only a
minimum of curriculum adjustments, it does require more instruc-
tional operating funds, and adjustments in staff, maintenance sched-
ules, intercollegiate athletic schedules, and established recreation
habits and patterns of students and families.
The problem of optimum use of physical facilities of a college or
university is exceedingly complex and technical. There is no simple
and easy answer to the question: What is the optimum use of the
physical plant of a given institution? Optimum utilization depends
upon many factors, such as the function of the institution, its objec-
tives, the design of the plant, library facilities, student housing, teach-
ing methods, differentiation between lower and upper divisions,
health services, the economic status of the student body, the re-
search programs, distances that students must travel to the campus, the
student activity program, the length of the school day and the week,
whether or not the institution is on the semester, trimester, or quarter
plan, offices provided for staff, scheduling procedures, and other
factors.
In The City University of New York certain blocks of time are
reserved for co-curricular activities; and, in several cases, classes are
not scheduled at certain periods for religious reasons. These prac-
tices are not uniform for the different institutions, so it would be
impossible to make the proper statistical adjustments. The Survey
Staff believes, however, that sufficient allowances have been made
for such usage and for the problems inherent in class scheduling in
the recommended utilization standards which appear later at the
end of this chapter. In addition to the 40 hour week used in the
utilization percentages shown earlier in this chapter, these facilities
are also available for the 8:00-9:00 A.M. hour for the Day Sessions.
THE PHYSICAL PLANT AND NEEDED EXPANSION 297
CAPACITY OF COLLEGE-OWNED INSTRUCTION ROOMS
This study shows peak use of Senior College plants during the
forenoon and afternoon sessions on Monday through Friday. It also
shows a relatively low utilization of special rooms, auditoriums, and
gymnasiums as compared with classrooms and laboratories. Thus,
classroom and laboratory use during the forenoon and afternoon
sessions establish the instructional space requirements for the insti-
tutions; or, stated in reverse, the availability of classrooms and
laboratories determine student capacity, assuming adequate supple-
mentary and related facilities.
Table 60 ‘presents a capacity calculation of college-owned Senior
College facilities in use in the Fall of 1961. This table is based on
the Survey Staffs recommended utilization standards applied to
available classrooms and laboratories and which appear at the end
of the chapter.
Columns 2 and 6 of Table 60 are the number of classrooms and
laboratories, respectively, in the different institutions. Column 3 is
30/40 of Column 2 since it is later recommended as standard prac-
tice that classrooms be used at least 30 hours out of a 40 hour week.
Likewise, Column 7 is 20/40 of Column 6, since the recommended
use of laboratories is 20 hours out of a 40 hour week. Column 5
represents the average rated capacity of the classrooms in each in-
stitution times Column 3. Column 9 represents the average rated
capacity of the laboratories in each institution times Column 7.
Column 10 is the sum of Column 5 and Column 9. Column 11 is
2.5 times Column 10, since it is assumed that the average full-time
day student occupies a student station 16 hours per week. For the
six-year period 1956-57 through 1961-62, the average weekly contact
hours per student per semester in the undergraduate Day Sessions
of the Senior Colleges was 18.035 hours.? In the Fall of 1961, 85.1 per
cent of all the hours of room use in the undergraduate Day Sessions
of the Senior Colleges was in classrooms and laboratories. Thus, 14.9
per cent of all of these hours were in the other four-room classifica-
tions—lecture rooms, auditoriums, gymnasiums, and special use
rooms. The number of student contact hours per semester in class-
rooms and laboratories then is 85.1 per cent of the 18.035 average
hours per semester, or 15.35 hours. However, in order to allow a
little additional flexibility in the use of the physical plants, 16 hours
have been used in making calculations for Table 60 in this chapter.
With 40 hours available, each student station should accommodate
3 This information supplied by the Accounting Office of the City University.
Table 60
ESTIMATED CAPACITY OF COLLEGE-OWNED CLASSROOMS AND LABORATORIES
ON THE SENIOR COLLEGE CAMPUSES, OCTOBER, 1961
Classrooms Laboratories
Average Col. 3 x Average Col. 7x
Institution No. 30/40 capacity Col. 4 No. 20/40 capacity Col. 8
1 2 3 4 5 6 7 8 9
City College, 147 110 27.5 3,025 63 32 22.0 704
Uptown
City College, 85 64 21.0 1,344 11 5 21.2 106
Downtown
Hunter, Park 122 92 25.6 2,355 40 20 33.4 668
Hunter, Bronx 96 72 21.0 1,512 32 16 19.9 318
Brooklyn 155 116 27.1 3,144 58 29 21.4 621
Queens 108 81 29.9 2,422 20 10 21.1 211
Total 713 535 _ 13,802 224 112 _ 2,628
Source: Abstracted from data supplied by the colleges of the City University.
Col. 5
plus
Col. 9
10
3,729
1,450
3,023
1,830
3,765
2,633
16,430
Col. 10
x
2.5
1
9,323
3,625
7,558
4,575
9,413
6,583
41,077
Undergrads.
Col u Day Session
matrics.
15% Fall '61
wz | 13
6,992 8,419
2,719 2,264
5,669 3,349
3,431 3,643
7,060 8,901
4,937 5,604
30,808 | 32,180
866
ALISHAAINN ALIO AHL YOU NV Id FONVY-ONOT
THE PHYSICAL PLANT AND NEEDED EXPANSION 299
40/16’s, or 2.5 students. Column 12 is 75 per cent of Column 11
because the recommended occupancy standard is 75 per cent of rated
capacity while rooms are in use. Column 12 of Table 60, therefore,
is the approximate optimum capacity of the college-owned Senior
College facilities in use in the Fall 1961. Comparing Column 12 with
Column 13 of Table 60 will show that City College (downtown) and
Hunter (Park) could accommodate more students. The difference
between the totals of Column 12 and 13 indicates a total overload of
1,372 students. The differences between the figures in these two
columns show the extent of the overload, when such exists, on the
individual campuses.
FACULTY OFFICES
In order for a full-time staff member to do his best teaching and
render maximum service to his institution, he must have a place where
he can study, plan and confer with his students. Most of The City
University of New York units are very inadequate with respect to
office space for their teaching staff. In one case, there are six staff
members in a 250-square-foot room. In another case, there are
eight full-time staff members in a 400-square-foot room, with evening
teachers using the same desks used by the Day Session teachers.
This situation has undoubtedly contributed to what one of the col-
lege presidents calls “the brief case professor”.
Every full-time staff member should have sufficient space for his
desk, at least one filing cabinet, a set of book shelves, one or two
extra chairs for conferees, and a telephone extension. A minimum
would be 80 square feet per staff member, and 110 square feet per
staff member would be desirable. In order to have even a small
degree of privacy, not more than two staff members should be
assigned to a room. Better office provision and more individual
offices are later recommended.
In 1955, the Regents of the University of California and the Cali-
fornia State Board of Education‘, which then had the responsibility
for the California State Colleges, approved 110 square feet for aca-
demic offices in the State Colleges and from 120-160 square feet of
floor space per staff member in the University of California. The
reason for this difference was the fact that the University of Cali-
fornia has the main responsibility for research in the publicly sup-
ported institutions in the State.
4 “A Re-Study of the Needs of Californiain Higher Education”, California State
Department of Education, Sacramento, 1955. p. 348.
300 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
The Survey Staff wishes to single out new Shuster Hall on the
Bronx campus of Hunter College as an example of adequate office
space for the teaching staff. The long-range building program of the
City University system would do well to include faculty offices some-
what similar to those provided in Shuster Hall.
The tabulation included below shows the average office area
provided for full-time staff members in the institutions answering
the question. City College is not included because the opening of a
new building there materially changes faculty office provisions. It
will be noted that, for the five reporting, only one met the minimum
proposed standard of 80 square feet, and that none met the desir-
able standard of 110 square feet.
Square Feet per Square Feet per
College Staff Member College Staff Member
Brooklyn 41 Bronx 51
Queens 96 Queensborough .. 49
Staten Island 73
Average: 64
The extent to which staff members share offices is shown in the
tabulation which follows. For example, in Brooklyn College, 21
staff members who are department chairmen have individual offices,
67 other staff members share offices with two other Professors, and
176 share offices with at least four others.
Number of Instructors per Room
Institution 1 2 3 4 5 more than 5
Brooklyn 21 22 67 92 90 176
Queens . . 105 78 78 36 25 75
Staten Island 2 12 6 _— _— 17
Bronx . 13 — — 4 _ 70
Queensborough —|—-— 30 — | = 37
The Survey Staff believes strongly that the lack of adequate offices
for the teaching staff in the City University is one of the major
shortages of physical facilities in the University.
THE PHYSICAL PLANT AND NEEDED EXPANSION 301
PROCEDURES AND RESPONSIBILITIES IN MEETING PHYSICAL
PLANT REQUIREMENTS
Since the physical plant of a college is an educational tool, its
requirements and initial planning should begin with the educational
staff. When an institution has been authorized by the proper author-
ity to offer a given educational program, and if satisfactory facilities
are not already available, then the head of the institution should
organize a planning committee to prepare a bill of particulars of
space requirements. On this committee should be the head of the
department or departments concerned and a representative of the
Architectural and Engineering Unit of the City University.
This committee would visit facilities in other institutions, analyze
their own proposed offering in this area, consider the number of
students to be served at the different undergraduate and graduate
levels, consider the number of teachers to be employed, consider
whether the department will have its own departmental library or
use the general library, and consider many other factors bearing on
the plant requirements of the department. The culmination of the
planning committee’s studies will be educational specifications, or a
detailed list of space requirements and recommendations. This docu-
ment should then go through channels to the Board of Higher Edu-
cation f-r approval. It should be noted here that some of the colleges
follow essentially the steps indicated above and do bring the Archi-
tectural and Engineering Unit in early in the development of a
new project.
Preparation of Drawings
Continuing with the foregoing example, when the Board of Higher
Education has reviewed, caused to be revised if necessary, and
approved the educational specification and the committee’s recom-
mendation, the document should go to the Architectural and Engin-
eering Unit. This unit should then prepare contracts with project
architects for the preparation of preliminary sketches incorporating the
Board’s approved space requirements. From this point on, lines of
communication should be kept open among the Architectural and
Engineering Unit, the project architect, the planning committee, and
college administration. This is probably the most important phase of
the entire process of planning, designing, and constructing an edu-
cational building.
When preliminary sketches have been prepared and agreed upon
(and many compromises will have been made by all parties involved),
302 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
the sketches should go to the Board for consideration and approval.
When sketches have been approved and planning money made avail-
able, the Board should instruct the Architectural and Engineering
Unit to arrange with a project architect for the preparation of pre-
liminary drawings. At the preliminary-drawing stage, ample time
should be allowed for conferences of project architects, the Archi-
tectural and Engineering Unit, and the planning committee and
administrative officers of the college before the project architect
proceeds with final working drawings and specifications under the
direction of the Architectural and Engineering Unit.
Time Lapse
From the preliminary studies of the educational planning com-
mittee to the occupancy of the building is a long and involved pro-
cess. Because of all of the different agencies involved in public
college construction in New York City, the time lapse is often seven
or more years from the initial project approval of the Board and the
completion of the building. Table 61 shows time lapse on three
projects. Even with the most careful planning, it is often necessary
to make changes in design before completion because of the program
changes which may occur during this long time lag. Moreover, with
the continued rise in building costs since World War II, these delays
have increased the total cost of a project by about five per cent per
year.
Although the planning committee and administration officials
should be allowed ample time for their functional studies of need,
they should be expected to meet deadlines in presenting their edu-
cational specifications and space requirements.
Specific schedules should be established for the various ‘steps re-
quired for review and approval, and the time lapse between these
steps should be reduced to an absolute minimum. For large projects,
it probably is necessary to allow the project architects a year be-
tween starting preliminary sketches and award of construction con-
tracts. It is also probably necessary to allow about 18 months from
award of construction contracts to readiness for occupancy.
Some reduction could be effected in total time lapse by providing
additional needed staff and some reorganization in the Architectural
and Engineering Unit. This is the key unit and hub of the entire
process of planning, designing, and constructing physical facilities.
This unit must coordinate the ideas, recommendations, approvals, and
services of the departments, the colleges, the Board of Higher Edu-
cation, other City agencies, the project architects and engineers, the
THE PHYSICAL PLANT AND NEEDED EXPANSION 303
Table 61
CHRONOLOGY OF THREE TYPICAL BUILDING PROJECTS
IN THE CITY UNIVERSITY
] Hunter—Library | City—New
Queens— Classrooms Technology
Official Actions Academic #1] Administration Bldg. Building
Appeared in BHE Minutes .......... 5/16/55 5/19/52 5/18/53
Approved by City Planning
Commission ..........sccsssecseceeseeseeeeeee 11/1/56 10/31/54 10/81/54
(1955 budget)
First Capital Budget appearance 1957 1955 1955
Architectural contract referral—
Board of Estimate ........... 5/9/57 5/12/55 3/24/55
Architectural contract approved—
Board of Estimate ............e 6/27/57 6/23/55 5/12/55
Approval of preliminary—BHE .. 2/17/58
Approval of preliminary—
Board of Estimate ...........0 5/8/58 6/28/56 6/28/56
Approval of finals—BHE ............ 5/18/59) 4/22/57 9/22/58
Approval of finals—
Board of Estimate ..........s008 11/12/59 10/24/57 9/22/58
Award of contracts wo. 3/16/60) 1/2/58 3/18/59
Occupancy .. |Expected 1961 Fall, 1959 Spring, 1962
Total elapsed time .. 6 years 7 years 9 years
eeenaies |
Source: Architectural and Engineering Unit of the City University.
general and special contractors, and the equipment and furniture
manufacturers and suppliers. As of now—1962—this unit is greatly
understaffed. Of the 78 authorized lines, 26 or exactly one-third are
now vacant, chiefly because of inadequate salaries.
In this connection, it should be noted that in order to expedite
the construction program for The State University of New York, the
1962 session of the New York State Legislature created the State
University construction fund. The purposes of that action as taken
from the legislation are:
To assure that the academic buildings, dormitories and other facilities re-
quired by the state university of New York are ready for instruction purposes
when needed and when scheduled under the master plan, the legislature
hereby finds and declares that there should be created as a public benefit
corporation a fund which could receive and administer moneys available for
state university construction, acquisition, reconstruction, rehabilitation and
improvement and whose single purpose would be the timely provision of
such facilities in accordance with the approved master plan.
304 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
Reporting Plant Data
A uniform property accounting system should be set up and each
institution (campus) of the University should inventory its plant
and report annually to the central office. This inventory should give
a complete record of each building, giving sizes and uses of every
room, equipment and furniture, date and cost of construction, and
condition. Of course, most of these data remain constant from year
to year, but annual reports should show changes if any. The Survey
Staff later recommends that building areas be calculated and re-
corded as per the formula prepared by the American Standards
Association.
NEEDED EXPANSION OF PHYSICAL FACILITIES
The large number of public and non-public secondary schools
turning out ever increasing numbers of graduates, the wide choice
students have in the selection of colleges, Board of Higher Education
policy on admissions, and renewed emphasis on college education,
combine to make estimates for future enrollments in the City Uni-
versity very difficult. On the other hand, in order to make plans
for the future, such projections must be made.
Senior College Enrollment
Enrollment history of these institutions is of limited value in
estimating future enrollments because, as noted elsewhere in this
report, enrollments have been controlled by changes in admission
requirements. For example, the matriculant Day Session enroll-
ment in the City University Senior Colleges increased from 26,496
in 1954 to 28,248 in 1959 and in the next two years, there was an
increase of nearly 4,000, or more than twice that in the preceding
five years.
Chapter V of this report contains considerable analysis of future
admissions, and from these data tentative estimates can be made as
to future enrollments. In 1952 the matriculant Day Session enroll-
ment in the Senior Colleges was 3.2 times the admissions to this
program that year. During the next seven years the ratio of enroll-
ments to new admissions increased to 4.0 times the admissions. It is
reasonable to assume that this increase was largely due to the in-
crease in transfer students entering the upper classes of the Senior
Colleges, and that this ratio of 4 to 1 will continue. This is based
on the assumption that transfers will offset attrition.
THE PHYSICAL PLANT AND NEEDED EXPANSION 305
Chapter V estimates the new baccalaureate Day Session matricu-
lants at 10,080 in 1965; 12,848 in 1970; and 16,373 in 1975. If the
current ratio of 4 to 1 of enrollments to admissions continues, the
approximate Day Session enrollments in the Senior Colleges would be
as follows:
Year Enrollment
1965 40,300
1970 51,400
1975 65,500
Column 12 in Table 60 of this chapter shows that on the basis of
the utilization standards recommended in this chapter, the six Senior
College campuses in the Fall 1961 had a capacity for approximately
31,000 Day Session students. Table 56 shows, as of March, 1962,
that 112 classrooms and 79 laboratories were under construction on
the Senior College campuses. By applying utilization standards as
used in estimating capacity of existing facilities, these classrooms and
laboratories under construction will, when completed, accommodate
about 3,000 more students. This added to the 1961 capacity of 31,000
gives a Senior College capacity in the Day Session of 34,000 when the
additional facilities mentioned above are ready for occupancy.
Additional Day Session Senior College Capacity Needed
The foregoing estimates result in the following figures:
Capacity Capacity> Additional Capacity
By Needed Available Required
1965 40,300 34,000 6,300
1970 51,400 34,000 17,400
1975 65,500 34,000 31,500
Were this a study covering a large geographic area such as a state,
effort would be made to show how the expected increases would be
distributed among existing institutions and recommended new
ones. However, the compactness of the New York City area
and its various kinds of transportation make most of the institutions
accessible from all parts of the City. For that reason, there seems
no valid way of determining in advance how these increases in en-
rollment may distribute themselves. Moreover, the location of such
new institutions—both senior and community—as may be required
will be determined largely by transportation facilities and availability
5 Includes facilities in advanced stages of construction in March, 1962.
306 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
of land. As evidence of the accessibility of the Senior College cam-
puses to students in the different boroughs, Table 62 which shows
the borough of residence of students enrolled in Day Sessions of the
Senior Colleges in the Fall 1959 is included here. Attention is called
to the following in this table:
(1) City College (both uptown and downtown )—draws more stu-
dents from the Bronx and from Brooklyn than from Manhattan, the
borough of location; also City College (downtown) draws heavily
from Queens.
(2) Hunter (Park) draws about equal numbers of students from
Manhattan, (its borough of location) Bronx, Brooklyn, and Queens.
(3) Hunter (Bronx) draws more students from Manhattan than the
Bronx, the borough of location.
Table 62
BOROUGH OF RESIDENCE OF DAY SESSION STUDENTS
AT EACH SENIOR COLLEGE CAMPUS IN THE FALL 1959
Borough
College Mea- |Wan- Rich-
Sure | hattan | Rronx | Brooklyn | Queens | mond | Other | Total
City No. 1,247 | 3,156 2,583 711 35 67 1,799
(uptown) * % 16.0 40.5 33.1 9.1 0.4 0.9 100
T
City No. 305 559 806 522 22 7 2,221
(downtown)| % 13.7 25.2 36.3 23.5 1.0 0.3 100
Hunter No. 702 659 610 735 83 | 246 3,035
(Park) % 23.2 21.7 20.1 24.2 2.7 8.1 100
Hunter No. | 1,234 1,146 298 273 2 97 3,050
(Bronx) % 40.4 37.6 9.8 8.9 0.1 3.2 100
——_} ——_;
Brooklyn No. 253 59 1,754 270 26 66 8,428**
(Liberal % 3.0 0.7 92.0 3.2 0.3 0.8 100
Arts and
Science)
Queens No. 56 189 154 | 3,752 1 | 321 4,473
% 1.3 4.2 3.4 83.9 — 1.2 100
= —<—<—$—=+ + — =
No. | 3,797 | 5,768 | 12,205 {6,263 | 169 | 804 | 29,006
Total % 13.1 19.9 42.0 21.6 0.6 2.8 100
Source: Bureau of Administrative Research of the City University.
* Based on Fall 1957 figures as modified by current sampling.
** Includes 145 duplicates.
THE PHYSICAL PLANT AND NEEDED EXPANSION 307
(4) Both Brooklyn and Queens get most of their students from their
boroughs of location.
The foregoing capacity needs are based on baccalaureate Day
Sessions. As has been pointed out in the utilization study, additional
capacity is not required for the Schools of General Studies or adult
education which as recommended elsewhere in this report is to be
gradually shifted to other agencies in the City. The same also applies
as of 1961-62 to the Graduate Division, which in 1960 had only three
per cent of its enrollment as full-time students. However, with the
extension of the graduate program through the doctorate and the
recommendation in the chapter on graduate education that the ad-
vanced program be designed primarily for full-time students, this will
no longer apply. If the colleges are provided with sufficient facilities
for their undergraduate Day Session and full-time graduate enroll-
ments, these facilities will be more than ample for the late afternoon
and evening purposes, except for the Baruch School.
Community College Enrollment
In the Fall of 1961, a total of 2,293 Day Session matriculants were
enrolled in three Community Colleges under the Board of Higher
Education and 3,879 were enrolled in the Fashion Institute and the
New York City Community College, or a total of 6,172. The new
admissions to all five of these Community Colleges in 1961 were
3,896, and the total Community College Day Session admissions were
1.58 times the total admissions for that year. As the Community
College programs are improved, and as better and more adequate
facilities become available, it is assumed that this ratio will increase
to enrollments of 1.8 times the admissions.
In connection with Community College capacity in the City, it
should be noted that land has been acquired and money appropriated
to increase the Day Session capacity of the New York City Community
College from 2,650 to 4,750 and the Evening Session capacity from
6,000 to 12,000. Working drawings for this construction are now
ready, and it is expected that the construction will be com-
pleted, ready for occupancy, in 1965. The present estimated cost
is $14 million.
Space Needs for the Graduate Program
It is estimated that by 1975 there will be 12,000 full-time-equivalent
first-year graduate students. It is further estimated that, of that num-
ber, 4,000 will be full-time Day Session students. For these, 200 gross
308 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
square feet has been used as a basis for ascertaining the space needs
of these full-time students. By 1975 it is estimated that the advanced
graduate students would number 3,000 full-time-equivalent; and of
that number, two-thirds, or 2,000, would be full-time Day Session
students. For these advanced students 275 gross square feet of space
has been used.
Combining the two above figures gives a total of 1,350,000 gross
square feet of floor space. Applying the $30 per gross square foot,
used elsewhere in this chapter, to that gives $40,500,000 for the
graduate program up to 1975. Taking into account building projects
now approved and the time required to get the graduate program
fully launched, the following distribution is used in the summary
table which appears later in this chapter:
In Millions
Before 1965 $5
1965-1970 $10
1970-1975 $25.5
$40.5
Chapter V of this report makes the following estimates pertaining
to new Day Session admissions in the Community Colleges:
Under Board Other City
of Higher Community
By Education Colleges
1965 1,860 3,900
1970 4,900 4,335
1975 7,610 4,780
If the 1.8 ratio is applied to these estimated admissions, the approxi-
mate Day Session enrollments in the Community Colleges without
taking into account the recommendation in Chapter VII that the
associate degree curricula in the Schools of General Studies be trans-
ferred to the Community Colleges will be as follows:
Under Board Other City
of Higher Community
By Education Colleges Total
1965 3,350 7,020 10,370
1970 8,820 7,800 16,620
1975 13,700 8,600 22,300
THE PHYSICAL PLANT AND NEEDED EXPANSION 309
Additional Community College Capacity Needed
There are now “in the works” remodeling and planned construction
to provide about 7,000 Day Session capacity for the Community Col-
leges under the Board of Higher Education, and it is assumed the
other two Community Colleges in 1962 have a combined Day Session
capacity of about 4,000 making a total Community College plant
capacity of about 11,000. However, as shown earlier in this chapter
the New York City Community College has an approved project
which will add 2,100 Day Session capacity in 1965.
In addition, and as noted above, it is recommended in Chapter VII
that associate degree curricula in the Schools of General Studies be
transferred to the Community Colleges when physical facilities are
available. In the figures which follow, it is assumed this will occur
between 1965 and 1970. This full-time-equivalent of the matriculated
students in the associate degree programs in the Schools of General
Studies was 3,804 in 1960-61. In Chapter V it is estimated that new
admissions in the associate degree curricula in the Schools of General
Studies in the Senior Colleges will increase over the number in 1960
by 1,300 in 1970, and 2,675 in 1975.
If the 1.8 ratio of admissions to Day Session enrollments in the
Community Colleges is applied to the above figures, then the in-
creased enrollment in these curricula would be 2,340 by 1970, and
4,800 by 1975. These, added to the 3,800 full-time-equivalents in these
curricula in 1960-61, give 6,140 in 1970 and 8,600 in 1975. These,
added to the 16,620 and the 22,300 enrollments given in the tabulation
above, give the totals shown below.
Although all of these associate degree students in the Schools of
General Studies, may not transfer to the Day Session of the Commun-
ity Colleges, it is assumed that most will prefer Day Session attend-
ance rather than late afternoon and evening, as is now done. It is
further believed that whatever loss there may be in this transfer will
be offset by the pressures to adjust the admission requirements in the
Community Colleges to permit a larger proportion of the City’s high
school graduates to qualify, as recommended in Chapter VIII.
In the light of the foregoing, the estimated needs of the Board's
Community Colleges are:
310 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
Approximate
Capacity Additional
Capacity Available® Capacity
By Needed (5 Com. Col.) Required
1965 10,370 13,100 none
1970 22,760 13,100 9,600
1975 30,900 13,100 17,800
MULTIPLE CAMPUS ORGANIZATION
UNDER A SINGLE ADMINISTRATION
As the City University is now organized, two of the Senior Colleges—
City and Hunter—have branch campuses at other locations. City
College, located at Convent Avenue and 139 Street in Manhattan, has
administrative responsibilities for Bernard M. Baruch School of Busi-
ness and Public Administration, located at 23 Street and Lexington
Avenue in Manhattan. Hunter College, located at 695 Park Avenue,
likewise has administrative responsibilities for Hunter College in the
Bronx, a co-educational campus, located at Bedford Park Boulevard in
the Bronx. The question here is whether this same arrangement
should continue. Involved in this is the size of these two branch
operations, their potential of growth, and the administrative problems
involved in this kind of relationship.
Table 63 shows the relative enrollments exclusive of adult educa-
tion and other non-credit courses at the City College uptown campus
and the Baruch School and for both Hunter College campuses for the
Falls of 1960 and 1961. Earlier years are not included because de-
tailed divisions between the campuses are not available. As shown in
Table 63 the Baruch School had total enrollments in both the Falls of
1960 and 1961 of more than 12,000 as compared with more than 17,000
in each of the years in City College uptown. Further observation of this
table shows that the major part of the enrollments in the Baruch
School is in the School of General Studies. Hunter College in the
Bronx had no School of General Studies in the Fall of 1960. Its total
enrollment in the Fall of 1961 was approximately 40 per cent of that
of the Park Avenue campus. On the other hand, the enrollment in
the undergraduate Day Session on the Bronx campus exceeds that of
the Park Avenue campus in both years.
So far as the Survey Staff knows there is no objective way with
which to determine just how large and under what circumstances a
campus should have its own administration. Separation of a branch
® To be available when the facilities now being planned are ready for use.
THE PHYSICAL PLANT AND NEEDED EXPANSION 311
campus from its parent campus involves a series of problems, such as:
administrative staffing; distribution of instructional staff between the
two, both with respect to rank and number; library services; and the
impact of the separation on the program offerings at each and on the
student body.
Also involved indirectly in this particular situation is the recom-
mendation in Chapter IX that a central facility, easily accessible
from all parts of the City, be provided for the advanced graduate
program. A glance at Table 62 in this chapter shows that no other
of the Senior College campuses draws as uniformly from the four
most populous boroughs as Hunter (Park). Furthermore, as shown
in Table 60 of this chapter, the Hunter (Park) campus has unused
capacity. The suggestion that the Hunter administrative staff might
be transferred to the Bronx campus, and that the Hunter (Park)
campus house a somewhat smaller Day Session enrollment than at
present, either as a branch of the Bronx campus or with its own
identity, in addition to serving as a central graduate facility, seems
to warrant further consideration and study.
Because of the complexity of these and closely related problems,
it appears that the most appropriate recommendation is one which
provides that the Administrative Council develop criteria for the
separation of campuses and the specific steps by which that would be
Table 63
ENROLLMENT BY CENTERS
CITY AND HUNTER COLLEGES
FALL 1960 and 1961
Undergraduate Schools of Graduate i
Day Session General Studies Division Total
College
1960 1961 1 1960 1961 1960 | 1961 1960 1961
City College
Uptown
Baruch
8,290] 8,546] 5,957 5,996 |3,134| 3,334 |17,381| 17,876
2,195] 2,316] 8,089 7,516 |2,144| 2,208 |12,428] 12,040
Total—City College {10,485 |10,862 [14,046 13,512 |5,278| 5,542 |29,809| 29,916
Hunter College
Park Avenue .. | 3,321] 3,421] 7,483 7,786 |1,425) 1,574 |12,229| 12,781
Bronx... 8,552] 3,653) * 1,217] —| —)} 3,552] 4,870
Total—
Hunter College .. | 6,873] 7,074 | 7,483 9,008 |1,425] 1,574 [15,781] 17,651
Source: Data supplied by the Office of Information Services of the City University.
* No School of General Studies in 1960.
312 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
achieved; and, in the light of these, make appropriate recommenda-
tions to the Board of Higher Education regarding present branch
campuses.
ESTIMATED COST OF PHYSICAL FACILITIES
REQUIRED BY 1975
To Increase Plant Capacities
The following cost estimates for complete new plant facilities are
based on 150 square feet of gross building area per undergraduate
Day Session Senior College student, and 120 square fee per Day
Session Community College student; and $30 per square foot for
building, equipment, furniture, fees, and administrative expense.
(This figure supplied by the Architectural and Engineering Unit of
the City University.) These cost estimates which are exclusive of the
cost of land and site clearance and development mean a per student
cost of $4,500 for Senior Colleges and $3,600 for Community Colleges.
The cost estimates for capacity increase up to 1975 are shown in
Table 64.
Table 64
ESTIMATED COST OF ADDITIONAL UNDERGRADUATE
DAY SESSION STUDENT CAPACITY IN
THE CITY UNIVERSITY BY 1975
Additional Students Estimated Plant Cost
to be Accommodated (to nearest million)
Period
Senior Community Senior Community
College College Total College = College Total
Before 1965 .... 6,300 —_— 6,300 $ 28 _— $ 28
1965-1970 .... 11,100 9,700 20,800 50 $35 85
1970-1975 oo... 14,100 8,100 22,200 63 29 92
PLOtall Muesrrsrsrnresssre 31,500 17,800 49,300 $141 $64 $205
Source: From data in preceding pages.
Note: These figures are based on the estimated enrollments as developed from Chapter V
and 150 gross square feet per Senior College student and 120 gross square feet in
the Community Colleges, each multiplied by $30 per square foot for building and
equipment (land not included).
For Replacement: Table 65 shows the buildings that should be re-
placed before 1965, 1970, and 1975 with the gross area of each.
THE PHYSICAL PLANT AND NEEDED EXPANSION 313
Table 65
CITY UNIVERSITY BUILDINGS TO BE REPLACED BY 1975
Square Feet to be Replaced
Campus and Buildings
Before 1965 | 1965-1970 | 1970-1975 Total
City College, uptown
Brett ...cesesssssssessssesseesseseseseseseeses 11,295
Goldmark Wing ............:cccee 13,850
Queens College
Building Q ccc 24,600
E Annex «| 4,680
Building A 12,584
B .. 12,584
G.. 15,585
29,440
29,840
45,000
4 0) 7.) 81,328 78,180 45,000
Estimated Cost .......ccccsceseeees $2.5 $3.2 $2.3 $8.
(in millions)
Summary of Estimated Plant Costs: Table 66 indicates an estimate of
$268.5 million needed for expansion, replacement, remodeling, re-
habilitation and renovation of physical facilities by 1975, in addition
to the $129.2 million included in the current capital budget.
Table 66
SUMMARY OF PHYSICAL PLANT COST ESTIMATES
FOR THE CITY UNIVERSITY TO 1975*
(in millions of dollars)
Estimated Cost
Before 1965 1965-1970 1970-1975 Total
Purpose
To increase capacity:
Senior Colleges $ 28.0 $ 50.0 $ 63.0 $141.0
Community Colleges wee _— 35.0 29.0 64.0
For replacement ........ccccccscseeeeeseee 2.5 3.2 2.3 8.0
For remodeling and rehabilitation .. 4.0 5.5 5.5 15.0
Graduate Program:
First-year students
Advanced students |... 5.0 10.0 25.5 40.5
4 Xo) | Cnn 39.5 103.7 125.3 268.5
Projects already in capital budget .. 129.2 129.2
Overall total 0... 168.7 397.7
* Land costs are not included because of the wide variation of prices in different parts of
the City.
314 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
RECOMMENDATIONS
In view of the information included in this chapter, as well as that
in other chapters in the report, it is recommended that:
1. Inasmuch as the rented space now used by the Day Sessions of
the colleges is generally unsatisfactory and inconvenient, it be replaced
with equivalent University-owned facilities.
2. The standard utilization of classrooms in both the Senior and
Community Colleges average not less than 30 scheduled hours between
8:00 A.M. and 5:00 P.M. in a five-day week, with class enrollments
after the first month of the term averaging 75 per cent of the room
capacity while in use.
3. The standard utilization of teaching laboratories in both the
Senior and Community Colleges average not less than 20 scheduled
hours between 8:00 A.M. and 5:00 P.M. in a five-day week, with class
enrollment after the first month of the term averaging 75 per cent of
the laboratory capacity while in use.
Table 57 in this chapter shows that City College (uptown) had a
30-hour use of classrooms and a 20-hour use of laboratories, between
9:00 A.M. and 5:00 P.M. Had the 8:00 A.M. hour been included, City
College is now exceeding the room use recommended in 2 and 3
above. Brooklyn and Queens Colleges, as will be seen from this table,
had 27 and 28 hour use of classrooms, respectively, within the 9:00
A.M. to 5:00 P.M. period. Since both these colleges make considerable
use of the 8:00 A.M. hour, their use between 8:00 A.M. and 5:00
P.M. approximates the room use recommended in 2 and 3 above.
4. There be continuous study under the direction of the central
administrative staff of the suggestions for better plant use as found
in Chapter XII, as well as others, for the purpose of determining and
maintaining the maximum plant use—both room and student-station
—consistent with the quality program of higher education in the
University.
5. In the planning of future buildings, flexibility of room capacity
be provided by means of non-bearing partition walls; and thus permit
larger class sections, as recommended in Chapter X; furthermore, that
in the present buildings, where feasible and as needed, larger room
capacities be provided.
6. Because of the heavy cost of the physical facilities in the Uni-
versity and the consequent necessity of making maximum use of them,
the colleges be encouraged to continue their semi-annual review of
instructional room utilization.
7. The present extremely poor office provisions—in space, equip-
ment and telephone services—for the teaching staff be improved as
THE PHYSICAL PLANT AND NEEDED EXPANSION 315
rapidly as possible in the present buildings where inadequate, to
achieve these three objectives:
(a) a minimum of 80 square feet per full-time staff member;
(b) an individual office for full-time staff members with profes-
sorial rank;
(c) adequate telephone services.
Furthermore, that in the planning of new instructional buildings,
attention be given to these objectives.
As an example of adequate office facilities, Shuster Hall, on the
Bronx campus of Hunter College, is cited in the body of the chapter.
In view of the office accommodations in most of the colleges, it is not
surprising that one college president refers to the faculty as the “brief
case professors.”
It should be noted here that the above minimum recommendation
of 80 square feet of office space per full-time staff member is con-
siderably below the standard in The State University of New York.
This standard provides for 120 square feet of floor space per staff
member, and 240 square feet of floor space for each department head.
8. Steps be taken to reduce the lapsed time between authorization
of a building project and its occupancy, now about seven years, by
reducing the time allowed the individual colleges for submission of
detailed space requirements and by increasing the staff of the Archi-
tectural and Engineering Unit, and by other means of expediting the
building process.
As pointed out in the text of this chapter, these long delays have
had two bad effects, other than having to wait so long for the facilities;
namely, with rising building costs since World War II, each year’s
delay has added about 5 per cent to the cost; and secondly, the long
period brings many change orders because of program changes, all of
which add to the total cost.
9. There be developed a uniform property accounting system, and
duplicate plant inventory records kept up to date in the Architectural
and Engineering Unit and at the individual colleges; furthermore, that
the formula prepared by the American Standards Association be used
in calculating building areas.
10. In view of the close relationships between a branch campus
and its parent campus, such as now exist between Hunter (Park) and
Hunter (Bronx), and City (uptown) and City (downtown), and the
problems inherent in their separation, plus the further fact that as the
City University develops there will undoubtedly be other branch
campuses:
316 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
The Board of Higher Education authorize the Administrative Coun-
cil to develop criteria for the relationships of such campuses; and in
the light of these make appropriate recommendations to the Board
of Higher Education through the Chancellor as to whether present
branch campuses should continue or be separated, and the conditions
under which the latter might be achieved if so recommended.
11. By 1975, the capacities of the Senior Colleges be increased to
accommodate 31,500 additional baccalaureate Day Session students
at an estimated cost of $141 million; some of which capacity can be
provided by expansion of facilities on the existing campuses.
Within recent years there has been much discussion on the maxi-
mum size of a college or university campus. Undoubtedly there is a
point beyond which the institution becomes unwieldy and the quality
of instruction suffers. There is no way, so far as the Survey Staff
knows, of determining this point through the use of the factual data at
hand. Such being the case, it becomes a matter of judgment. In the
California Master Plan, it was recommended and approved by the
governing boards that the minimum, optimum and maximum full-time
enrollments for a campus of the University of California were 5,000,
12,000 and 27,500, respectively; and for state colleges in metropolitan
areas, 5,000, 10,000 and 20,000, respectively. On the basis of these
figures, there is considerable leeway in the present Senior Colleges.
Information at hand would not permit a definitive determination of
the number of these additional students who could be accommodated
on existing campuses. To do this requires some policy decisions, such
as: maximum number of stories for future buildings; maximum en-
rollments for a given campus; and the like, which can be applied
throughout the University. It is suggested that the Board of Higher
Education ask the Administrative Council to make such a study, and
recommend to the Board the maximum capacity of existing campuses.
The additional number of students to be accommodated at new cen-
ters will then be the difference between the estimated total enroll-
ment and the desirable maximum capacity of existing campuses.
At present, each borough in the City has a Senior College campus
except Richmond. Estimates at hand are by 1975, the Borough of
Richmond will have a population increase of nearly 50 per cent. High
school graduates in Richmond are estimated to increase from 2,108 in
1961 to 3,450 in 1964, or 66 per cent. The completion of the Verrazano
Bridge, connecting Richmond and Brooklyn, will undoubtedly greatly
accelerate growth, not only in total population, but in high school
5 A Master Plan for Higher Education in California, 1960-1975. (California State
Department of Education, 1960), p. 9.
THE PHYSICAL PLANT AND NEEDED EXPANSION 317
graduates as well in Richmond. In view of the foregoing, it is recom-
mended that:
12. Very shortly, the Board of Higher Education initiate a detailed
study of the need for a Senior College to serve the Borough of Rich-
mond, and that as a part of that study consideration be given to the
feasibility of developing a Senior College on the same or adjoining
site of the Staten Island Community College, and thus permit joint
use of certain common facilities, such as auditorium and gymnasium.
13. Other similar detailed studies be initiated by the Board of
Higher Education in other boroughs since evidence indicates the
need of either new Senior or Community Colleges, or both, to care
for the increasing enrollments in the City University.
14. By 1975, the capacities of Community Colleges in the City
University be increased to accommodate 17,800 additional Day Session
students, other than those to be accommodated in the remodeled
Bronx and the completed Staten Island and Queensborough plants,
at an estimated cost of $64 million. In addition to the remodeled
Bronx plant and the completion of the Staten Island and Queens-
borough plants, it will be necessary to establish some new Community
College centers at suitable locations to serve the City. In so doing,
the following general criteria, based on the assumption that the col-
lege will include both transfer and terminal offerings, will be useful
in that determination:
(a) Are there other Community Colleges readily accessible?
(b) Is there a local industrial need for graduates of terminal
career courses?
(c) Is there an educational need for the transfer-type curriculum
as indicated by the number of high school graduates?
(d) What are the growth estimates in both total population and
high school graduates?
(e) Are conveniently located land and facilities available, having
in mind transportation and student convenience?
({) What effect would the establishment of a new Community
College have on local institutions of higher education?
(g) What is the attitude of State and local officials as to the need
for a Community College to serve the area under consideration?
Attention is called to the fact that the above number of additional
Community College students to be accommodated by 1975 is based on
the recommendation in Chapter VIII, that the Community Colleges
be expanded to care for a total enrollment equal “to one-third or
more” of the City’s high school graduates, both public and private.
The figure used here is actually based on one-third of those estimated
318 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
graduates in 1975. There is a further recommendation in Chapter VIII
which states, “Admissions standards to Community Colleges be ad-
justed as rapidly and steadily as possible toward the ultimate objective
of using only high school graduation and the capability of improve-
ment in the Community College program.”
That goal, when achieved, will obviously greatly increase Com-
munity College enrollments beyond those on which the above recom-
mendation is based.
What is needed in locating new Senior and Community College
centers are detailed studies similar to those done prior to the establish-
ment of the Bronx and Queensborough Community Colleges. These
were done by the Bureau of Administrative Research in 1957 and
1958, and contain 87 and 132 pages, respectively.
15. By 1975, physical facilities for an estimated 4,000 full-time
Day Session first-year graduate students and 2,000 full-time Day Ses-
sion advanced graduate students be provided at appropriate locations,
at an estimated cost of $5 million before 1965, $10 million between
1965 and 1970, and $25.5 million between 1970 and 1975; or a total
of $40.5 million.
It should be noted here that the above recommendation is based on
the estimated number of full-time Day Session graduate students.
These figures are based on estimates that by 1975 there would be
12,000 full-time-equivalent first-year graduate students and 3,000
full-time-equivalent advanced graduate students.
16. Brett Hall and the Goldmark Wing on the City College uptown
campus, and eight buildings on the Queens College campus, be re-
placed by 1975 and more adequate space be provided for activities
now carried on in those buildings, at an estimated cost of $8 million.
17. In order to provide for an extensive rehabilitation program,
particularly in the older buildings in City College downtown, and for
major remodeling to provide, among other things, better office facili-
ties, it is estimated that $15 million will be required by 1975; which
amount is less than eight-tenths of one per cent per year of the re-
placement cost of the present Senior College plant (34,000 capacity
x $4,500 = $153 million).
It should be noted here that in the foregoing cost estimates, no pro-
vision is made for changes in building costs, which have been rising
steadily since World War II.
18. In view of the action taken by the 1962 session of the New York
State Legislature in creating the State University construction fund to
expedite its building program, the Board of Higher Education seek
THE PHYSICAL PLANT AND NEEDED EXPANSION 319
to have similar steps taken to expedite the building program for the
City University.
SUMMARY STATEMENT
The foregoing pages include some 114 recommendations (not in-
cluding sub-heads), dealing with many facets of the City University
as it looks to the future. These cover the specific functions of the new
University, and the role within those functions of the Senior Colleges,
the Schools of General Studies, and the Community Colleges; admis-
sion requirements, which will substantially increase enrollments in both
the Senior and Community Colleges; extension of the graduate program
beyond the master’s degree; Day Session faculties, their salaries,
teaching load, tenure and pension provisions; the physical facilities,
their use and estimated cost necessary to house the student and educa-
tional programs contained in the report.
Building on the foundation of exceptionally high-quality under-
graduate education in the Senior Colleges extending over several
decades, these recommendations indicate the steps which the newly
created University should take to be included among the great publicly
supported institutions in the nation. To achieve this goal requires
adequate financial support, both from the City of New York and the
State of New York, and freedom on the part of the Board of Higher
Education to use such funds as are supplied in accordance with its
best judgment. Without these, no matter what recommendations are
made and approved by the Board of Higher Education, the City
University will fall short of the goal this great metropolis has a right
to expect. The Committee to Look to the Future rightfully concluded
that a full discussion of these two basic requirements—money and
freedom of action—did not properly belong in a long-range master
plan, but instead should be undertaken by a special committee of the
Board of Higher Education.
APPENDIX |
IMPLEMENTATION AS OF JANUARY, 1962
OF THE 1950 REPORT ENTITLED
PUBLIC HIGHER EDUCATION IN THE
CITY OF NEW YORK’
Since this is the most recent of the major studies of public higher
education in New York City, it seems appropriate to include this sum-
mary showing the general and related recommendations and their
disposition as of January, 1962. Accordingly, that information follows.
General Recommendations:
1. Establish two-year Commu-
nity College at Hunter Bronx
(3000).
2. Discontinue four-year Hunter
Bronx program.
Action Taken:
Alternate action taken.
Bronx Community College estab-
lished and Bronx High School of
Science building acquired—1958.
Bronx Community College opened
1959. Enrollment Fall 1961—1,072
(day).
Funds for site exploration and
study of future new campus in cap-
ital budget—1962.
Hunter Bronx made coeducational
in 1951. Enrollment Fall 1961—
3,653 (day).
Library, Classroom and Adminis-
tration building completed—1960.
New Cafeteria, Auditorium Dra-
matics building—planning money
in capital budget for 1962.
1 Donald P. Cottrell, Director, Public Higher Education in the City of New York.
Board of Higher Education. 535 East 80th Street, New York City; 1950/
320
APPENDIX I
General Recommendations (cont.)
3. Establish two-year Commu-
nity College in Brooklyn (3000).
4. Establish two-year technical
institution in Queens (3000).
5. Establish two-year Commu-
nity College in Queens.
6. Establish two-year Commu-
nity College in Richmond.
7. Increase facilities Hunter
Park Avenue for additional 500
students.
Board of Higher Education offices
and its agencies to relocate.
Consider use of Public School #76.
8. City College (uptown) should
acquire adjacent site for expansion
up to 13,000 students over 15 years.
321
Action Taken (cont.)
No Board of Higher Education ac-
tion. Present Community College
in Brooklyn is to expand enroll-
ment by approximately 3,100 ad-
ditional Day Session and 6,000
Evening Session students; new
building program to be completed
in 1965.
No action.
Queensborough Community Col-
lege opened September, 1960. New
technology building under con-
struction 1962. Enrollment Fall
1961—604 (day).
Staten Island Community College
opened in September, 1956. New
campus site acquired 1959; the
master plan for campus completed
December, 1960; preliminary plans
for buildings completed Novem-
ber, 1961. Enrollment Fall 1961—
617 (day).
No action. Facilities expanded on
Bronx campus.
Moved to 535 East 80th Street in
1958.
Requested City to assign this site
to Board of Higher Education for
construction of a new building. No
action taken by the City.
Manhattanville acquired in 1950;
new Library Building completed
in 1957; new Technology Building
to be completed in 1962; new Ad-
ministration Building under con-
struction, completion expected
Fall 1962.
322
General Recommendations (cont.)
9. City College (downtown)
should expand to provide for mini-
mum of 5,000 students.
10. Brooklyn College should ex-
pand to provide for minimum of
12,000 students.
11. Queens College should ex-
pand to provide for minimum of
5,000 students.
12. Building for Board of Higher
Education and its agencies.
LONG-RANGE PLAN
FOR THE CITY UNIVERSITY
Action Taken (cont.)
Plans and acquisition of site, new
Science Building; and plans for
new Physical Education Building
in capital budget—1962.
Acquisition of Children’s Court-
house building in 1958.
A new study of the changing situ-
ation with respect to availability
of adjoining properties and the
school’s future program authorized
in 1961. Enrollment Fall 1961—
2,316 (day).
Whitman Hall completed in 1954;
Library Extension completed in
1959; new Classroom Building un-
der construction, completion ex-
pected Spring 1963; new Academic
Building, site and plans 1961;
addition to Science Building; re-
quest for extension of site by ac-
quiring air rights over Long
Island Railroad—1962.
Enrollment Fall 1961—8,901 (day).
New Library completed in 1955;
new Health and Physical Educa-
tion Building in 1958; and new
Music and Arts Building in 1961;
new Academic Building #1 under
construction, completion expected
Fall 1962; new Cafeteria Building
under construction, completion ex-
pected Spring 1962; new aca-
demic Building #2, plans in capital
budget for 1962.
535 East 80th Street building ac-
quired for this purpose. Creation
of City University requires explo-
ration of additional space for cen-
tral functions.
APPENDIX I
Related Recommendations
and Considerations:
1. Hunter College (Bronx) to be
used as a two-year Community
College.
2. City College Day Session
liberal arts and science work to
be opened to women students.
3. Two-year Community Col-
leges not to be on same sites nor
same collegiate administration as
present Municipal Colleges.
4. Work in adult education to be
expanded.
5. Establish five-year degree
programs in following fields: so-
cial welfare administration, public
administration, labor-management
relations, limited aspects of clini-
cal psychology, nursing education,
and library work.
6. Anticipated overall increase
in full-time enrollment of four col-
leges, if above recommendations
were implemented, would be
about 12,500 students.
323
Action Taken:
Proposal rejected.
Approved, effective Fall 1951.
Staten Island, Bronx, and Queens-
borough Community Colleges on
separate sites.
Enrollment Fall 1950—16,194
‘ ” —1958—11,309
1961—10,940
Associate degree programs estab-
lished and expanded.
Yes — School of Social Work;
public administration;
clinical psychology;
nursing education;
library.
» »
Total full-time enrollment in four-
year colleges—Day Session:
Fall 1950—26,256
” 1958—27,781
” 1961—32,180?
2 In addition to the full-time enrollment in the undergraduate Day Sessions of
the Senior Colleges in the Fall of 1961 there were the following:
a) Full-time matriculants for the AA and AAS degrees totalling
866
(Degree authorized by Board of Regents, effective 1951)
b) A total of part-time matriculants in these two-year degree programs
in the Schools of General Studies of
7,337
c) A total of part-time matriculants for the baccalaureate degree in the
Schools of General Studies of
d) A total of graduate matriculants (full and part-time) of .
7,558
, 8,121
324 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
It should be noted that the estimated increase in enrollment in this
report was based on the admission standards of 1950, which ranged
from a high school average of 80 to 85 per cent (83 per cent for
Hunter and 85 per cent for women at Brooklyn and Queens), with
a composite score of 150-164. In 1961 the high school average for
all colleges was 85 per cent, with a composite score of 160-171. The
cut-off average for the Fall of 1962 will be 85 per cent with com-
posite score to be determined. The proposal in this report was based
on the expectation of increased classroom space and other facilities
which have not been realized to the extent necessary for the pro-
jected enrollments outlines in the report.
APPENDIX II
SOURCE TABLES FOR CHAPTER V
In the development of the enrollment projections as found in
Chapter V, 10 tables of source materials were used for the basic
tables found in that chapter. Rather than include these as a part
of that chapter it seemed better to put them in an appendix. Accord-
ingly, they are included here.
325
Table 67
COLLEGE ENTRANCE POPULATION (17-YEAR-OLDS) IN NEW YORK METROPOLITAN
AREA, BY COUNTY (BOROUGH) AND ETHNIC GROUPING FOR 1950 AND 1960
WITH FORECASTS FOR 1961, 1965, 1970, AND 1975
ee
Total White Non-White
Calendar Year Calendar Year Calendar Yeaor
s70% = 19 768°
1950° 1960° 19619° 1965¢* 1g70%* 1976¢* 1960° 1960° ipeiee 1s65e* 1e708¢ 1e76e* 1960 | 1960° | 196ie* | 1965e%
——— ee
New York State Metropolitan |
Statistical Area 110,113 150,485 142,503 183,384 186,457 203,345
99,796 | 184,718 126,830 161,627 160,230 | 172,302 10,317 | 15,767 | 15,673 | 21,757 26,227 31,048
New York City
(Five Boroughs) .
90,674 107,636 100,408 | 122,867 119,956 136,764 | 81,381 | 93,655 | 86,449 103,534) 96,560 109,043 | 9,298 | 13,981 | 13,959| 19,383 | 23,896 27,721
Bronx County ... oe 18,349 | 21,586 , 20,194 | 22,834 | 21,632 25,138 16,932 | 19,282 17,804 | 19,816 17,933 | 20,914 1,417
Kings County (Brooklyn) 33,802 | 38,888 | 36,073! 44,250 | 43,468 50,371 | 31,002| 33,895| 31,113| 37,387] 34,854/ 39,591 | 2,800
New York County
(Manhattan)
Queens County .
Richmond County
(Staten Is.) ..
2,304 | 2,390; 8,018, 3,699 4,224
4,993 | 4,960] 6,913! 8,614 10,780
16,689 | 20,819 | 21,664 | 25,245 | 14,118 | 13,087 12,184 14,545 | 14,436] 16,555 4,339! 4,614] 4,505/ 6,274 7,228 8,690
sate 30,359 | 28,629 | 31,258/ 16,988 | 24,062/ 22,058] 27,490) 25,091| 27,543 653 :1,928| 1,956| 2,869 3,588 3,715
3,438 | 4,605 | 4,563 4,752| 2,341 3,329 3,290 4,346 4,246 4,440 84 142 148 259 317 312
18,457 17,701
17,641 25,990
2,425 3,471
Four Suburban Counties .......... 19,439 | 42,849 42,095 60,517 | 66,501 | 66,581] 18,415 | 41,063/ 40,381] 58,093} 63,670} 63,259 1,024 1,786| 1,714) 2,424 2,831 3,322
Nassau County .....
Suffolk County
Rockland County
Westchester County
7,368 | 20,353 19,508 30,043 | 32,592 | 29,436] 7,148] 19,870] 19,045] 29,402) 31,854] 28,482 220 483 463 641 738 954
3,088 8,490 8,784 12,945 | 15,651] 17,889) 2,898 8,067 8,396| 12,378] 14,902] 16,988 190 423 388 567 749 901
1,098 1,790 1,863 2,833 3,014 3,314] 1,013 1,675 1,742 2,662 2,847 3,171 85 115 121 171 167 148
7,885 | 12,216 11,940 14,696) 15,244] 15,942} 7,356] 11,451] 11,198] 13,651] 14,067| 14,618 529 765 742) 1,045 1,177 1,824
1 1 _ i
batracted from U. 8. Census Reports for 1960 and 1960
** Projections based on Census Data
APPENDIX II 327
Table 68
NUMBER OF NEW YORK CITY TWELFTH GRADE
PUPILS (PUBLIC AND PRIVATE)
BY BOROUGH 1950-1960
Number by Borough
Year Manhattan Bronx Brooklyn Queens Richmond Totals
1950 (18,761) (11,277) (20,032) ( 9,906) (1,467) (56,443)
Public 9,675 8,759 17,287 9,300 1,202 46,223
Private 4,086 2,518 2,745 606 265 10,220
1951 (13,570) | (10,628) | (19,372) ( 9,577) | (1,835) | (54,477)
Public 9,434 8,164 16,535 8,896 1,076 44,105
Private 4,136 2,459 2,837 681 259 10,372
1952 (14,572) (12,153) (22,003) (11,171) | (1,821) (61,720)
Public 10,266 9,459 19,034 10,520 1,493 50,772
Private 4,306 2,694 2,969 651 328 10,948
1953 (12,208) | ( 9,777) | (19,195) (9,206) | (1,451) | (51,837)
Public 8,293 7,342 16,018 8,359 1,144 41,156
Private 3,915 2,435 3,177 847 307 10,681
1954 (13,066) (10,355) (20,644) (10,183) (1,517) | (55,765)
Public 8,799 7,710 17,071 9,164 1,186 43,930
Private 4,267 2,645 3,573 1,019 331 11,835
1955 (12,411) (10,624) (20,371) (10,273) (1,536) (55,215)
Public 8,563 7,696 16,553 9,215 1,154 43,181
Private 3,848 2,928 3,818 1,058 382 12,034
1956 (12,047) | (10,488) | (20,483) (10,607) | (1,659) | (55,234)
Public 8,001 7,514 16,293 9,541 1,199 42,548
Private 4,046 2,974 4,140 1,066 460 12,686
1957 (12,283) (11,203) (20,585) (11,993) | (1,674) (57,688)
Public 7,969 8,010 17,057 10,631 1,208 44,875
Private 4,264 3,193 3,528 1,362 466 12,813
1958 (12,479) (11,876) (22,983) (14,153) | (1,857) (63,348)
Public 8,128 8,570 18,831 12,356 1,339 49,224
Private 4,351 3,306 4,152 1,797 518 14,124
1959 (13,196) (18,574) | (27,205) (17,292) (3,432) (74,699)
Public 8,439 10,022 22,075 15,185 2,849 58,570
Private 4,757 3,552 5,130 2,107 583 16,129
1960 (18,063) | (12,862) | (25,579) (16,168) | (2,422) | (70,094)
Public 8,492 9,461 20,545 13,986 1,808 54,292
Private 4,571 3,401 5,034 2,182 614 15,802
1)
Source: Bureau of Educational Program Research and Statistics, New York City Board of
Education and Annual Reports of the Superintendent of Schools, New York City.
Note: The division between Whites and Non-whites was available only for the years 1969
and 1960 for the public schools. For those years, the Whites numbered 49,952 and
44,854; and the Non-whites were 8,618 and 9,438, respectively.
Table 69
NUMBER OF HIGH SCHOOL GRADUATES (PUBLIC AND PRIVATE) IN FOUR
NEW YORK SUBURBAN COUNTIES, 1950-1960
1950 1951
_|
Nassau County ( 5,388) ( 5,480)
Public 4,904 4,971
Private 484 459
Suffolk County ( 2,190) ( 2,206)
Public 1,964 1,976
Private 226 230
Rockland County ( 671) ( 626)
Public 650 611
Private 21 15
Westchester County! ( 6,284) ( 5,575)
Public 5,447 4,775
Private 837 800
Grand Total (14,533) (13,837)
Total Public 12,965 12,333
Total Private 1,568 1,504
1952
(5,844)
5,312
532
(2,342)
2,090
252
( 611)
597
14
(6,108)
5,090
1,018
(14,905)
13,089
1,816
1953
( 6,031)
5,523
508
(2,576)
2,295
281
(638)
623
15
( 6,059)
4,952
1,107
(15,304)
13,393
1,911
1954
( 6,695)
6,032
663
(2,645)
2,336
309
(639)
610
29
( 5,964)
4,819
1,145
(15,943)
138,797
2,146
Source: Bureau of Statistical Services
State Education Department
Albany 1, New York
( 7,498) | ( 8,491) | ( 9,108)
6,552 7,463 8,020
946 1,028 1,088
( 2,985) | ( 3,171) | ( 3,331)
2,599 2,762 2,899
386 409 432
(| 745)|( 749)| (715)
718 127 694
27 22 21
( 6,288) | ( 6,552) | ( 6,503)
5,117 5,263 5,203
1,171 1,289 1,300
(17,516) | (18,963) | (19,657)
14,986 16,215 16,816
2,530 2,748 2,841
(10,413)
9,316
1,097
(3,987)
3,464
523
( 811)
775
36
(7,393)
5,732
1,661
(22,604) | (26,142)
1959 1960
(12,302) | (15,985)
11,040 14,615
1,262 1,370
( 4,823) | ( 6,221)
4,192 5,380
631 841
( 962)} ( 1,168)
917 1,105
45 63
( 8,055) | ( 9,434)
6,369 7,573
1,686 1,861
(32,808)
28,673
4,135
BOE
ALISMAAIND ALID AHL WOA NV1d AONVY-ONOT
Table 70
MIGRATION-SURVIVAL RATIOS FOR SCHOOL AGE CHILDREN IN
NEW YORK’S FIVE BOROUGHS BASED ON 1950 U.S. CENSUS DATA
1980 1954
Census Data School
—Dater? _ Migration-
Twelfth Survival
13-Year Olds Grade Ratios (in Migration- Migration-
Pupils Per cent) setuvel Sareivel
Borough of _ ec 1989 Ratios (in 1960 Ratios (in
Residence Ww NW Total Total Total School Data Per cent) School Data Per cent)
Manhattan 13,309 4,437 17,746 13,065 73.62
Bronx .. 16,438 1,513 | 17,951 10,355 57.68
Brooklyn 30,338 3,106 | 33,444 20,644 61.73
Queens .. 17,253 699 | 17,952 10,182 56.72
Richmond .. 2,321 95 | 2,416 1,516 62.74
Total for NYC ..| 79,659 9,850 | 89,509 55,765 62.30
Seventh Migration-Sarvival
8-Year Olds Grade Be Ratios (im Per cent)
poole we NW Total Ww NW | Total
Manhattan 14,504 | 4,786 | 19,290 17,677 91.63 10,021 3,175 13,196 69.09 66.33 | 68.92
Bronx .. 19,305 1,628 | 20,933 21,385 102.15 11,618 1,956 13,574 60.18 120.15 | 64.84
Brooklyn 36,403 | 3,376 | 39,779 38,686 93.25 24,753 2,452 27,205 68.00 72.63} 68.39
Queens . 21,251 721 | 21,972 24,297 110.58 16,327 965 17,292 76.82 133.84 | 78.70 .
Richmond .. 2,802 95 2,897 2,996 103.41 3,362 70 3,432 120.00 73.68 | 118.46
Total for NYC .. 94,266 | 10,606 | 104,871 105,041 100.16 66,081 8,618 74,699 70.10 81.26} 71.23
Second Migration-Survival
3-Year Olds Grade Seventh Grade Pupils Ba) Ratios (in Per cent)
Pupils we NW Total w Nw | Total
Manhattan 19,424 | 6,158 | 25,582 22,088 86.34 10,869 | 9,172 20,041 56.00 149.00 9,398 8,268 17,666 48.38 134.26 | 69.06
Bronx .. 22,529 | 1,992 | 24,521 21,893 82.28 16,592 5,756 22,348 73.64 288.95 14,440 5,666 20,106 64.09 284.43 | 82.00
Brooklyn 44,610 | 4,411 | 49,021 40,913 83.46 33,713 | 8,960 42,673 75.57 203.12 29,302 8,723 38,025 65.68 197.75 | 77.56
Queens 27,025 953 | 27,978 26,535 94.84 27,706 | 2,549 30,255 102.51 267.47 23,396 2,506 25,902 86.57 263.00 | 92.57
Richmond .. 3,602 113 3,715 3,744 100.78 3,998 280 4,268 110.71 247.78 3,847 244 4,091 106.80 216.00 | 110.12
Total for NYC ..| 117,190 | 13,627 | 130,817 115,173 88.04 92,868 | 26,717 119,585 79.25 196.06 80,383 25,407 105,790 68.60 186.45 | 80.87
© Private schools included in “W" category.
**Sounce: Bureau of Educational Program Research and Statistics, New York City Board of Education.
Tl XIGNaddVv
6E
Table 71
FALL TERM UNDERGRADUATE ENROLLMENTS IN THE CITY UNIVERSITY
SENIOR COLLEGES 1950-1961
ere —
1950 1951 1952 196: 1964 1955 1956 1957 1958 1 1960 1961
City College 24,107 28,265 20,697 20,692 22,275 28,078 23,518 24,229 24,753 24,342 24,531 24,392
Day Session ( 9,670) ( 9,472) ( 9,274) ( 9,249) ( 9,597) ( 9,828) ( 9,821) (10,077) (10,020) (10,488) (10,880)
Matriculants 9,489 9,804 9,095 9,076 9,407 9,726 9,651 9,013 9,872 10,327
Non-Matriculants 181 168 179 178 190 170 164 148 168
General Studies (14,437) (18,798) (11,428) (10,443) (12,678) (18,140) (14,408) (14,322) (14,046)
Two-Year Matriculants — — 169 340 1,013 1,973 2,788 3,308 3,167
Four-Year Matriculants 4,215 4,069 8,779 3,745 3,821 4,021 3,697 4,026 3,819
Non-Matriculants 10,222 9,724 7,475 6,358 7,844 7,146 7,923 6,988 7,070
Hunter Colle; 10,182 10,437 9,787 11,132 9,695 10,404 11,318 18,127 14,366
Day Session ( 5,751) ( 5,267) ( 5,767) ( 6,982) ( 5,768) ( 5,905) ( 6,710) ( 5,910) ( 6,085)
Matriculants 5,525 5,098 5,527 5,700 5,617 5,627 5,555 5,825 6,004
Non-Matriculants 226 114 240 2382 261 278 155 KB 81
General Studies ( 4,431) ( 8,981) ( 4,020) ( 3,919) ( 8,927) ( 4,499) ( 5,236) ( 5,608) ( 6,328) ( 7,042) ( 9,003)
Two-Year Matriculants — -—— -
Four-Year Matriculants 1,479 1,573 1,537 1,629 1,520 1,636 1,623 1,697 1,605 1,695 1,659 1,586
Non-Matriculants 2,952 2,358 2,483 2,390 2,407 2,863 3,613 3,911 4,718 5,347 5,824, TAIT
Brooklyn College 16,821 15,146 14,518 16,213 15,874 17,038 16,404 16,218 17,141 17,434 17,530 18,152
Day Session ( 8,061) ( 8,428) ( 8,043) ( 8,208) ( 8,116) ( 8,077) ( 8,161) (7,888) ( 8,120) ( 8,283) ( 8,728) ( 9,004)
Matriculants 7,796 8,202 7,800 8,039 7,918 1,785 7,928 7,669 7,982 8,139 8,624
Non-Matriculants 265 226 243 169 202 292 233 219 188 144 104
General Studies ( 7,760) ( 6,878) ( 6,470) ( 7,005) (7,759) ( 8,961) ( 8,243) ( 8,330) ( 9,021) ( 9,181) ( 8,802)
Two-Year Matriculants 3,442 2,442 2,335 2,502 8,245 4,262 4,177 4,199 4,281 4,204 3,958
Four-Year Matriculants 2,036 2,060 2,098 2,330 2,156 2,156 2,124 2,099 1,988 1,941 1,878
Non-Matriculants 2,282 2,371 2,087 2,178 2,368 2,543 1,942 2,032 2,752 3,006 2,966
Queens College 3,235 3,391 3,654 3,784 4,148 4,663 7,046 7,964 8,612 9,060 9,440
Day Session ( 3,235) ( 3,391) ( 3,626) ( 3,565) ( 8,788) ( 3,960) ( 4,012) ( 4,070) ( 4,347) ( 4,464) ( 6,248)
Matriculants 3,181 3,354 3,483 3,612 3,659 3,853 3,827 3,915, 4,11 4,233 6,017 5,604
Non-Matriculants 54 37 4“ 53 ai) 107 185 165 236 231 226 167
General Studi: — —_— (128) (219) (410) (686) ( 8,084) ( 3,894) ( 4,265) ( 4,596) ( 4,597) ( 4,856)
Two-Year Matriculants — — 128 219 410 686 1,002 1,083 1,246 1,342 1,450 1,399
Four-Year Matriculants —- - —_— — 283
Non-Matriculants 2,032 2,811 3,019 3,254 3,147 3,174
Hes =
Grand Totals 53,345 51,165 48,651 48,540 51,992 55,166 57,919 59,729 62,739 63,963 66,257 69,248
Sub-Total
Day Session (26,717) (26,558) (26,610) (26,954) (27,218) (27,880) (27,716) (27,489) (28,454) (28,852) (31,329) (32,729)
Matriculants 25,991 25,953 26,905 26,827 26,496 26,955 26,908 26,790 27,781 28,248 30,768 32,180
Non-Matriculants 726 605 105 627 722 925 808 699 673 604 561 549
General Studies (26,628) (24,597) (22,041) (21,586) (24,774) (27,286) (30,203) (32,240) (34,285) (35,111) (34,928) (36,519)
‘Two-Year Matriculants 3,442 2,442 2,632 3,061 4,668 6,921 7,531 8,070 9,220 8,854 8,565, 8,405
Four-Year Matriculants 1,730 7,102 TAle 7,604 7,497 7,813 TAT3 7,493 7,647 7,662 7,356 7,565
Non-Matriculants 15,456 14,453, 11,995 10,921 12,609 12,552 15,199 16,677 17,518 18,595 19,007 20,549
Source: The City University of New York Enrollment and Admissions Reports.
ALISWHAIND ALID FHL YO NV1d ADNVH-INOT
APPENDIX II 331
Table 72
FALL TERM ENROLLMENT IN THE CITY UNIVERSITY
COMMUNITY COLLEGES
1956-1961
[ 1956 | 1957 | 1958 [ 1959 | 1960 | 1961
Staten Island
Community College .
Day Session ......
Matriculated
Non-Matriculated ..
111 546 744 979 1,165 1,273
(111) | (266) | (319) | (418) | (506) } (617)
111 265 319 418 506 617
— | (280)| (425) | (561) | (659) | (656)
Matriculated — 52 15 125 142 163
Non-Matriculated — 228 350 436 517 493
Bronx Community College —_— _ — 1,367 2,626 3,369
Day Session .. —_— — —_— (621) (925) | (1,072)
Matriculated — — _ 621 925 1,072
Non-Matriculated ........ _
_— _ _— (746) | (1,701) | (2,297)
_ _— — 17 421 661
_ — _ 729 | 1,280 | 1,636
General Studies .
General Studies .
Matriculated
Non-Matriculate
Queensborough
Community College . wee _— _— —_— — 317 —_
Day Session — _— —_— — (317) (604)
Matriculated _— _— _— — 317 604
Non-Matriculated ........ —_— —_— — _— — —
Grand Totals 744 2,346 4,108 5,246
Sub Totals:
Day Session (319) | (1,039) |(1,748) | (2,298)
Matriculated ~ | ll 265 319 1,039 1,748 2,293
Non-Matriculated ........ _— 1 _— — — —
Evening Session . — | (280) | (425) | (1,807) | (2,360) | (2,953)
Matriculated — 52 15 142 563 824
Non-Matriculated ........ _— 228 350 1,165 1,797 2,129
Source: The City University Enrollment and Admissions Reports.
332
LONG-RANGE PLAN FOR THE CITY UNIVERSITY
- Table 73
PROPORTIONS OF UNDERGRADUATE CITY UNIVERSITY
(SENIOR COLLEGES AND COMMUNITY COLLEGES)
STUDENTS MATRICULATED IN TWO-YEAR AND FOUR-YEAR
PROGRAMS AND NON-MATRICULANTS 1950-1961
Day Session and General Studies ]
eee | Meme eeeee| ener ee
Year No. No.
1950 8,442] 6.45 33,721 | 63.21 16,182 | 30.34 | 53,345 | 100.00
1951 2,442| 4.77 33,655 65.79 15,058 | 29.44 51,155 | 100.00
1952 2,632} 5.41 33,319 68.49 12,700 | 26.10 48,651 | 100.00
1953 3,061] 6.31 33,931 69.90 11,548 | 23.79 48,540 | 100.00
1954 4,668} 8.98 33,993 65.38 13,331 | 25.64 51,992 | 100.00
1955 6,921 | 12.55 34,768 63.02 13,477 | 24.43 55,166 | 100.00
1956 7,642 | 13.17 34,381 59.25 16,007 | 27.58 58,030 | 100.00
1957 8,387 | 13.91 34,283 56.88 17,605 | 29.21 60,275 | 100.00
1958 9,614} 15.12 35,328 55.56 18,641 | 29.32 63,583 | 100.00
1959 10,035 | 15.13 35,910 54.16 20,364 | 30.71 66,309 | 100.00
1960 10,876 | 15.46 38,124 | 54.18 21,365 | 30.36 70,365 | 100.00
1961 11,522 | 15.45 39,745 | 53.28 23,327 | 31.27 74,594 | 100.00
12-Yr. Total | 81,242] 11.57 421,158} 60.00 199,605 | 28.43 702,005 | 100.00
Source: Tables 71 and 72 of this Appendix.
APPENDIX IL
Table 74
NUMBER OF MATRICULATED UNDERGRADUATES WITH
RESIDENCE OUTSIDE NEW YORK CITY
ENROLLED AT THE CITY UNIVERSITY
IN TEACHER EDUCATION PROGRAMS
1956-1961
Fall Term Enrollment
1956 1957 1958 1959 1960 we
City College ....... cee 46 39 67 a 88 97 64
Freshman. .......:ccceece (10) (16) (19) (30) (18) (8)
Hunter College .............. 375 283 321 371 417 405
Freshman... (70) (75) (98) | (118) | (119) | (118)
Brooklyn College 70 72 90 84 106 50
Freshman . (30) (18) (31) (19) (26) (8)
Queens College 193 209 238 252 334 407
Freshman... (73) (59) (83) (86) (147) (129)
Total ices 684 603 716 795 954 926
Freshman Total ........ (183) (1638) | (281) (253) (310) (263)
Source: Data abstracted from appropriate Teacher Education Census Reports, Fall term—
1956-61.
Day Session* Evening Session
2-yr. Degree Matriculants
Fall
Term
of
1950
1951
1952
1953
1954
1955
1956
1957
1958
1959
1960
1961
Number
26,717
26,558
26,610
26,954
27,218
27,880
27,716
27,489
28,454
28,852
31,329
32,729
DISTRIBUTION OF SENIOR COLLEGE UNDERGRADUATE ENROLLMENTS
Table 75
ACCORDING TO SESSION AND DEGREE OBJECTIVE, 1950-1961
Per cent
52.35
50.54
47.86
46.02
45.36
4-yr. Degree Matriculants
7,497
7,813
7,473
7,493
7,547
Number Per cent
3,442 6.45
2,442 4.77
2,632 5.42
3,061 6.30
14.42 4,668 8.98
14.16 6,921 12.54
12.90 7,531 13.00
12.54 8,070 13.52
12.02 9,220 14.69
8,854 13.84
8,565 12.93
8,405 12.14
Source: Table 73 and the City University Enrollment and Admissions Reports.
* A relatively small number of special students who are technically non-matriculants have been included in this category.
Non-Matriculants
Number Per cent
15,456
14,453
11,995
10,921
12,609
12,552
15,199
16,677
17,518
18,595
19,007 28.69
20,549 29.68
28.98
28.25
24.65
22.50
24.25
22.76
26.24
27.92
27.93
29.07
Senior College
Total Enrollment
Number Per cent
53,345 100.00
51,155 100.00
48,651 100.00
48,540 100.00
51,992 100.00
55,166 100.00
57,919 100.00
59,729 100.00
62,739 100.00
63,963 100.00
66,257 100.00
69,248 100.00
ALISUFAINN ALID AHL YOU NWId JONVU-ONOT
APPENDIX IL
Table 76
DISTRIBUTION OF COMMUNITY COLLEGE UNDERGRADUATE
ENROLLMENTS ACCORDING TO SESSION AND
MATRICULATION STATUS, 1956-1961
Day Session Evening Session Community Colleges
Fall Total Enrollments
Matriculated Non-Matriculated
Term
of Number Percent Number] Percent Number | Per cent
1956 111 100.00 0 0.0 100.00
1957 266 48.72 228 41.76 100.00
100.00
100.00
100.00
100.00
350 | 47.04
1,165 | 49.66
1,797 | 43.74
2,129 | 40.58
i
1958 319 42.88
1959 1,039 44.28
1960 1,748 42.56
1961 2,293 43.71
Source: The City University Enrollment and Admissions Reports.
APPENDIX Ill
ANALYSIS OF 25 EASTERN COLLEGE OR UNIVERSITY
RETIREMENT PLANS
A descriptive statement on the retirement plans in 25 eastern col-
leges and universities, including the City University, appears in
Chapter X. Comment is made there that a chart giving detailed
information on the major aspects of these systems appears in the
appendix. Accordingly, the summary of these plans follows.
APPENDIX III
337
ANALYSIS OF 25 EASTERN COLLEGE OR UNIVERSITY
RETIREMENT PLANS*
Institution Code Number
Item
1 2 3
Administration of T.LA.A. M.LT. Pension T.LA.A.
fund Association
Cost to the Voluntary contri- 5% 5%
employee butions of not
more than 15%
Cost to the 12k% but not 175% of members 10%
institution after age 66 contributions
Age at which 66 60-65 65—Earlier or
retirement is later retirement
possible ages are possible
Benefits at 50% of average Graduated scale T.LA.A.
retirement salary for last dependent on
10 years average salary
for last 10 years
Benefits at other Fully vested or Vesting on a r T.LA.A.
termination of deferred annuity graduated scale
service
Pre-retirement Total accumula- Contributions T.LA.A.
death benefit
Other benefits
during service
tions paid
with interest plus
175% of
contributions
Disability after
15 yrs. of service
of contributions
with interest and
175% of
contributions
R
emarks
L
For scholarly
leaves institution
continues
payment
During scholarly
leaves institution
continues to pay
its share
* Developed from the materials supplied by each institution in reply to a ques-
tionnaire dated January, 1962. Each institution had more than 5,000 student
registration.
Note: T.I.A.A. means Teachers Insurance and Annuity Association.
Item
LONG-RANGE PLAN FOR THE CITY UNIVERSITY
Institution Code Number
4° 5 6
Administration of New York City T.LA.A. T.LA.A.
fund
Cost to the Rate depends on | 5% 5-74% depending
employee age, prior service upon age
credit, sex, plan
chosen. Average
rate 10% reduc-
ible by City pay-
ing 5% and 3%
Soc. Sec.
Cost to the Sufficient to pay TA% 5-74% depending
institution annually 25% of upon age
average salary of
last 5 yrs. or pos-
sibly 1% of aver-
age salary of last
5 yrs. times yrs.
of service
Age at which 1) 55-70 with 30 | 70 70
retirement is yrs. service
possible 2) 65-70
3) 30-35 years of
service
Benefits at 2% of average sal- T.LA.A. T.LA.A.
retirement ary of last 5 yrs.
times yrs. of serv-
ice
Benefits at other
termination of
service
Refund of mem- | T.I.A.A. T.LA.A.
bers contributions
plus 3 or 4%
(7/1/47). Death
gamble
eliminated
Pre-retirement
death benefit
Refund of mem- | T.I.A.A. Group life
bers contributions insurance
with 3 or 4% in-
terest (7/1/47)
plus one years
salary after 20
years of service
Other benefits
during service
* City University.
Disability retire- | —— —
ment after 10 yrs.
of service
(Continued on next page)
APPENDIX III
Item
339
Institution Code Number
4° 5 6
Remarks
Service credit
granted for pay-
less leave of ab-
sence for schol-
arly work.
Contributor may
borrow from
fund. Interest
rate 4% for pre-
7/1/47 members,
3% thereafter.
* City University
Institution Code Number
Item
7 8 [- 9
Administration of | T.I.A.A. T.LA.A. T.LA.A.
fund
Cost to the 6% 24% up to $4800 | 5%
employee then 5% on excess
Cost to the 9% 74% up to $4800 10%
institution then 10% on ex-
cess
Age at which 65 65-70 65-68
retirement is
possible
Benefits at T.LA.A. T.LA.A. T.LA.A.
retirement
+
Benefits at other T.LA.A. Fully vested T.LA.A.
termination of
service
Pre-retirement Accumulations Group life policy T.LA.A.
death benefit refunded available
Other benefits —.- {Group disability —
during service policy available
Remarks
While on leave
of absence em-
ployee may pa
his and _institu-
tion’s share
340
LONG-RANGE PLAN FOR THE CITY UNIVERSITY
Institution Code Number
Item
10 ll 12
Administration of State employees T.LA.A. N.J. public em-
fund retirement system ployees retire-
ment system
Cost to the 2% on Social Se- 5% Rate dependent
employee curity salary plus on age itself
5% of excess
Cost to the Balance ThE Matches
institution employee
contributions
Age at which 70 for men 68-70 60 or 25 years
retirement is 65 for women of service
possible 55+25M
50 + 25F
Benefits at 25% of Soc. Sec. T.LA.A. 1/60 of average
retirement salary plus 50% of salary in last 5
average salary of years times years
5 highest years. of service, minus
After 25 yrs. of Soc. Sec. benefits
service additional
benefits.
Benefits at other Return of em- Fully vested After 20 yrs.
termination of ployee contribu- 1/60 of final
service tions without average salary
interest payable at age
60. Otherwise
refund of mem-
bers contribution
Pre-retirement Guaranteed No 1% times annual
death benefit return of salary
contributions
without interest
Other benefits salary for — Disability retire-
during service disability ment after 10 yrs.
service. If serv-
ice connected, %
salary plus an-
nuity based on
his contribution.
Major Medical on
group basis
Remarks Prior service Supplementary
purchasable up
to 10 years
benefits possible
to bring retire-
ment allowance
to $3600
APPENDIX III
341
Institution Code Number
Item
13 14 15
Administration of N.Y. State T.LA.A. John Hancock
fund Teachers’ Retire- Mutual Life
ment System
Cost to the Rate varies from 5% 3% of Soc. Sec.
employee 5-8% dependent salary plus 5%
on plan chosen of excess
Cost to the Balance 8% Twice the em-
institution ployee’s share
Age at which 35 yrs. service 65 65
retirement is or age 65, or age
possible 55 and 20 yrs.
service, or age 60
and 25 yrs.
service
Benefits at 4 average salary T.LA.A. 40% annually of
retirement of last 5 yrs. with employee’s total
additional bene- contributions
fits if appropriate
plan is chosen
—t
Benefits at other Vesting after 15 T.LA.A. Deferred vested
termination of
yrs. and deferred
annuity after
service retirement 3 years
Pre-retirement Return of — Refund of mem-
death benefit employee bers contributions
contribution and plus 2% interest
one year’s salary
after 12 years
Other benefits Disability after — —
during service
15 years
Remarks
Interest at 4% for
pre-7/1/48
members; 3%
thereafter
342
LONG-RANGE PLAN FOR THE CITY UNIVERSITY
Item
Institution Code Number
17
18
Administration of Equitable Life Chase Bank Equitable Life
fund Insurance Insurance
Cost to the AKG 3% up to $3600 5%
employee and 4%% on
excess up to
$15,000
Cost to the Balance Balance 5%
institution
Age at which 65-67 50-65 females 55-65
retirement is 55-70 males
possible
Benefits at 14% of salary for 1% of annual sal- See annuity
retirement each year of ary below $3600 contract
service
plus 14% of ex-
cess. Guaranteed
return of at least
members’ contri-
butions.
Benefits at other
termination of
service
Vesting after
10 years
Deferred retire-
ment allowance
Partial vesting
after 45 yrs. of
age and 10 yrs.
of service.
Refund of
members’ contri-
butions plus 2%
interest
Pre-retirement
death benefit
Return of
employee
contribution plus
Refund of em-
ployee’s contri-
bution plus
Refund of
employee’s
contribution plus
interest interest interest
Other benefits Disability —
during service retirement
Remarks —
E
APPENDIX III
343
Item
Institution Code Number
21
Administration T.LA.A. Metropolitan
of fund Life Insurance
Company
Cost to the 2-6% 4% Graduated scale
employee
Cost to the 2-6% 6% Balance
institution
Age at which 65 65-70 55-65
retirement is
possible
Benefits at T.LA.A. T.LA.A. Graduated scale
retirement times years of
service. Guaran-
téed return of at
least members’
contribution
Benefits at other T.LA.A. T.LA.A. Vesting after
termination of 5 years
service
Pre-retirement T.LA.A. —- 1 year’s salary
death benefit
Other benefits Disability insur- —- Disability pay-
during service
ance; Major
Medical
Insurance
ments up to
$5000
Remarks
344 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
Institution Code Number
em 22 [23 24 [35
Administration Phoenix Mutual T.LA.A. T.LA.A. —
of fund Life Ins. Co.
Cost to the 3-8% up to $7500 | 5% 5X% on $4200 5%
employee salary plus 74% on
next $10,800
payments
Cost to the Matches members 10% 5%% on $4200 5%
institution contribution plus 74% on
next $10,800
10% after
tenure
Age at which 65 60-70 65-68 —_
retirement is
possible
Benefits at Graduated scale T.1A.A. T.LA.A. T.LA.A.
retirement
Benefits at Employee contri- T.LA.A. T.LA.A. —
other termi- butions with inter-
nation of est plus 4-10% of
service employer’s contri-
bution depending
on years of service
Pre-retirement Graduated scale up | T.I.A.A. | —— —
death benefit to maximum of
$12,500
Other benefits — Group life in- —
during service surance-
payment of 2
years’ salary.
Group disabil-
ity insurance
Remarks — For scholarly —
leave institution
continues
APPENDIX IV
STUDENT PERSONNEL SERVICES IN
THE CITY UNIVERSITY OF NEW YORK
Current literature contains many references to the “public image”.
Recently, the press carried a statement that the Department of State
was concerned about creating a different public image of its activities.
Again, in commenting on private versus public higher education in
New York State, State Commissioner James Allen, Jr., in speaking
before a meeting of New York State public school administrators, is
reported to have said: “Our tradition of private colleges and universi-
ties in the East has implanted a deep-rooted and tenacious feeling
that only these institutions are capable of producing the best.” Com-
missioner Allen further stated that public school leaders have a “special
obligation” to change the public image of public higher education and
to support stronger and more rapid action in the greatly needed
development of a State University and the units associated with it.
In another state, a retiring faculty member had this to say about the
university from which he was retiring: “The public image of the
University will be molded by deeds and performance of the faculty,
those scholars and scientists who push back the curtains of intellectual
darkness and bring forth fresh knowledge; by those who teach and
inspire and create thirst for knowledge and understanding, and
those who enter public service.”
Even restaurants are concerned about their image, as evidenced by
the following headline in a recent issue of a New York newspaper:
“Restaurants Are Looking To Their Images”.
Now that the institutions under the control of the Board of Higher
Education have attained university status, the question as to what
image does the New Yorker have of the City Colleges, and, in par-
ticular, when he thinks about where his children should go to college,
becomes of great importance to the newly created University. In-
formation from several sources suggests that that image is somewhat
as follows:
1 January 31, 1962 issue of the New York Times.
345
346 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
The City Colleges are institutions of high academic standards, serving
primarily low-income groups who have a much keener interest in current
social and political issues than students in private institutions. Furthermore,
that the student’s relations to the college consist entirely of coming to classes,
getting his assignments and then going home. Such being the case, there is
none of the so-called extracurricular activities which are thought by many to
make important contributions to the individual’s development during his
college years.
The implication of the statement in the image, “that the student's
relations to the college consist entirely of coming to classes, getting
his assignments and then going home” is that there are few, if any,
student personnel services in the colleges. As a matter of fact, quite
the contrary is true. In order to have specific information on the
current status of these, as well as plans for the future, President Harry
D. Gideonse of Brooklyn College was asked to prepare a detailed
report on them. This he has done, with the assistance of Dean Herbert
H. Stroup of the College. That report deals with the underlying
philosophy for student personnel services in the City University, major
characteristics of the present programs, and the future development
of these services. From that extended report, the materials which
follow have been taken.
As evidence that current student services in the City University are
being further extended, the April 6, 1962 issue of the New York Times
carries this announcement:
The Brooklyn College Student Services Corporation, N.Y., sold yesterday
$1,450,000 of student service facilities revenue bonds to the Federal Housing
and Home Finance Agency.
Evidently, what is needed is a continuous, well-organized informa-
tional program, making use of the press, television, radio, University
publications, and the like to create a public image of the City Univer-
sity in accord with the facts.
STUDENT PERSONNEL SERVICES IN
THE CITY UNIVERSITY OF NEW YORK
(Digest of Report by President Gideonse)
Student personnel services are provided in varying degrees of com-
prehensiveness and effectiveness in virtually all American colleges.
The philosophies that give direction to such services vary widely.
Three points of view that represent a kind of continuum regarding the
place of student personnel services in many institutions of higher
education are used to introduce this specific report.
First, there is that outlook which stresses the centrality of reason
APPENDIX IV 347
or intellectuality. Some colleges holding to this believe that the fun-
damental and even the sole purpose of the college is the development
of the students’ intellectual powers. They are inclined to believe so
much in this primary function that they tend to relegate student
personnel services to an essentially unimportant position in the college.
In fact, in some instances, as illustrated by the German Universities,
they tend to ignore or openly deny responsibility for the growth of
the students outside the classrooms, laboratories, and libraries.
Second, there are other colleges which are willing to admit the
“co-existence” of the intellectual and socio-personal aims of the college.
These readily seem to admit the importance of student personnel
services yet they seem to think of these services as running on a
parallel track to the curriculum. From this perspective such services
may be begrudgingly acknowledged, sometimes with a measure of
disbelief in their efficacy. At other times colleges have encouraged
the full-blown development of the services, believing in them but not
viewing them as essentially a part of the educational process or in
any way converging with the content and method of the curriculum.
Third, other colleges base their programs in large measure upon
what they conceive to be the needs of their students. From this
standpoint both the curriculum and the co-curriculum are essentially
designed merely to satisfy the personal and social quests of the
students. In some of these colleges the acknowledgment of student
needs may even tend to give priority to the socio-personal aspects of
their programs. It is thought by these colleges that in the long run
life may be more important than study.
The Underlying Philosophy for Student Personnel
Services in The City University of New York
The philosophy of The City University of New York regarding
student personnel services is another in contrast to all three philoso-
phies presented in the introductory paragraphs of this report. In the
colleges comprising the University, student personnel services are an
intrinsic element in the educational philosophy and practice of the
colleges. These services should not be viewed as extrinsic to the
primary function of the colleges, as an afterthought or as a luxury in
the discharge of the more fundamental educational responsibility.
In fact, they are considered necessary for the fullest appropriation by
the students of the complete value of a college education, but their
main basis for existence lies in the possibility of developing within
them the authentic educational benefits which also characterize the
curriculum. In this view there is no dichotomy between the co-
348 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
curriculum and the curriculum; there is no need to praise one aspect
of the total offerings of the colleges to the implicit derogation of the
others. Both the co-curriculum and the curriculum, as well as all
other aspects of the college, exist to enhance the educational oppor-
tunities provided to the students of the colleges.
The colleges of the City University are definitely known for their
stress upon intellectual matters. There is no suggestion here that this
emphasis be reduced. The recognition of the importance of student
personnel services, however, does not imply that this important
emphasis shall be lessened in any way. In fact, it is the basic task
of these services to make it possible for students to appropriate more
fully the values implied in the development of intellectuality. In a
time when there is an obvious and crying demand for trained intelli-
gence, it is necessary for the colleges to utilize every sound means of
salvaging those who might be overcome in their personal quest for
effective intellectual activity and to strengthen wherever possible the
ability of able students to achieve their objectives both in college and
beyond.
In the colleges of the City University intellectual and socio-personal
activities should not be viewed as separate and competing programs.
Rather, they should be carefully orchestrated into a totality of educa-
tional opportunity for the students. Each may tend to have dominant
values of utility to the students which are lacking in the other, but
taken together they form a common fabric of educational activity.
Students’ needs are and should be recognized wherever their validity
within the context of higher education may rightfully be acknowledged.
On the other hand students’ needs tend to be vague and dispersed at
times. It cannot be assumed that students are always able by reason of
age or maturity to discern the greater from the lesser needs. The
colleges cannot abrogate their responsibilities for the higher educa-
tion they offer merely on the grounds that students express certain
needs. The student personnel services of the colleges of the City
University are designed in part to aid students in the satisfaction of
their individual needs but they exist also for primary purposes devel-
oped within the educational experience of the colleges themselves in
response to the professional responsibilities of higher education and
the needs and requirements of the community.
Thus, the undergirding philosophy of the colleges of the City Uni-
versity contains a number of considerations. All these are aimed at
the enhancement of the educational opportunities afforded by the
Board of Higher Education. They readily recognize the importance
of human reasons and of the socio-personal experience to the total
APPENDIX IV 349
education of students. Taken together they form a system of genuine
support for the performance of the educational aspirations of the
student and for the achievement of the purposes of higher education
as defined by the Board.
The development of an institutionally coherent system of educa-
tional activities, including the student personnel services, requires
cooperative relations between faculty and students. The total burden
of such a service program cannot be given over to a professional group.
No amount of specialized competence can in the main supplant the
qualitative results of constructive relationship between faculty and
students.
The claim that the faculty and students bear a fundamental rela-
tionship to each other even in the co-curricular program, does not
imply that professional student personnel workers can be dispensed
with. Theirs is a significant role in conjunction with both the faculty
and the students.
The activities which are supervised in the colleges by the profes-
sional workers may be favorably compared to those of the classroom
teachers in respect to the nature of the educational process. It is true
that desirable values are not always achieved by the professional
workers, but neither are great educational gains always secured in
the classroom. The professional worker is responsible for the manage-
ment of four kinds of experiences in his relations with faculty and
students. At times one or more of these may appear to be dominant,
while at other times there may be a rather even distribution of them
in a given situation. The four range from the most factual and obvious
to the most subtle and problematic. The four elements are content,
method, style of life, and grappling with values. A few words regard-
ing each may be in order.
First, Content. The student personnel worker, contrary to some
opinion, is not free of content considerations. He, like his counterpart,
the classroom instructor, has a subject matter or subject matters. If
he is a counselor, he must know thoroughly not only the professional
requirements of the counseling methods; he also must have some
content to counsel about. In counseling college students there is a
wide array of faculty information—at times far more than he can
reasonably understand—to be brought to bear upon the situation con-
fronting the student and the counselor.
Second, Method. The professional worker is involved also in the
use of sound methodology. Actually this methodology is highly similar
to if not identical with scientific inquiry. The method begins with the
creation of an hypothesis. The hypothesis is based upon assumptions,
350 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
the possibility of predicting evidence, and a tacit or overt statement
of the theory to be tested. The method then proceeds to search for
evidence. The accumulation of evidence implies the existence of
appropriate procedures to be followed and a recognition that the
results obtained from the evidence may be either or both of a positive
and negative character. Finally, in the employment of the methodology
conclusions are drawn. The conclusions prove or disprove the as-
sumptions. In some instances the conclusions may be doubtful and
may require further hypotheses suggested by the results.
Third, Style of Life. Devolving from content and method is the
development of a style of life on the part of the student. It is the
responsibility in part of the student personnel worker to assist the
student in his development of a style of life. By “style of life” is
meant the achievement by the student of a responsible and free
maturity. The student who seeks a maximum of benefits from his
college education is one who is not satisfied merely to absorb content
and method. He should be one who seeks to integrate his learning
into a composite self. This self, hopefully, is mature in its under-
standing of the complexities of the human situation, humble in the
face of the complete claims of learning, effective in personal and
social relationships, and characterized by a strong sense of commit-
ment to community values at their best.
Fourth, Grappling with Values. Our times are strongly character-
ized by the critical temper. Skepticism, as a fundamental attitude
toward shared values, is apparent even within the precincts of higher
education. The skeptical temper, of course, has a legitimate place in
all education. Its application, however, over a period of decades and
even of centuries has left the modern student, as well as his adult
colleagues in the colleges, with a profound problem. This temper
once was a reaction to a received content; it drew upon ethical capital
provided by the heritage it attacked. Now, however, that capital may
have been used up. The skeptic adds his query not to an inadequate
answer, but to a prior question, thus making a chain of question
marks. It is necessary now to construct and articulate fundamental
ethical affirmations that the critical mind of a previous generation did
not need to make implicit, but could take for granted.
The educational philosophy which has been outlined in this intro-
duction is not meant to be conclusive. Rather, it is illustrative of the
perspective which in one form or another and with differing verbali-
zations has been the predominant outlook of the colleges of the City
University. It forms the common rationale on which the succeeding
APPENDIX IV 351
reports on the student personnel programs of the several colleges is
based.
Major Characteristics of the Student Personnel
Program of the City University
An analysis of the detailed material related to the student personnel
programs of each of the seven institutions comprising the City Univer-
sity reveals six major characteristics. These six characteristics emerge,
in a sense, as the chief components necessary to an understanding of
the heterogeneity of the student personnel program of the colleges of
the City University.
1. Length of course. At this time the City University consists of
four colleges which maintain essentially four-year programs (not to
mention their programs of a graduate and community education char-
acter). These colleges have assumed to a greater or lesser degree the
character of the traditional liberal arts institutions. The student body,
curriculum, administrative organization, and other features of their
organization, have been shaped, with notable exceptions, to the tradi-
tional pattern of American higher education. The student personnel
programs of these colleges have followed mainly a similar pattern of
organization and operation. On the other hand, three two-year colleges
recently have come into existence as parts of the University. Their
particular design and community function are different from those
of the four-year colleges. They are largely aiming at meeting the
needs of a somewhat different student clientele. Their internal or-
ganization is likewise distinctive. Yet, on certain matters, such as
admissions, there are necessary similarities in the student personnel
programs of the two-year colleges and those of the four-year colleges.
2. Size. Another striking characteristic of the student personnel
programs is the difference in their size or extension. Among the
seven colleges there are seven differently weighted programs.
3. History. The differing sizes of the programs on the several
campuses in part are the result of the fact that the colleges have differ-
ent inceptions. The programs in several of the colleges have been in
operation over a period of decades. As resources have been added
from year to year, new services have been organized and old ones
strengthened. Others of the seven colleges have scarcely been in
existence long enough to have passed through the initial stages of
their delineation and development. Any meagerness in their programs
is a direct function of their newness.
4. Perspective. Despite the fact that all of the colleges within the
352 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
City University would subscribe, probably with different verbal
formulations, to the educational philosophy outlined in the introduction
of this section, it is to be assumed that the individual colleges would
hold to their responsibilities for student services with varying intensi-
ties. The operation of a college, like that of any large-scale organi-
zation, implies a system of graded priorities. Within the City University
each college to a degree has fortunately been able to develop its own
scale of priorities. This means concretely that there has been greater
and lesser stress placed upon the importance of student personnel
services from campus to campus.
5. Administrative structure. Each college is uniquely itself so far
as the direction of its student personnel program is concerned. Such
an arrangement seems clearly to be defensible. Thus, at City College
and Hunter College there are two campuses in each instance, a down-
town campus and an uptown campus. Obviously, the administrative
arrangements affording success to these colleges not only are different
but should be different from those that obtain at Brooklyn College
and Queens College. Within the individual colleges, moreover, there
have been varying administrative responsibilities assigned to the deans.
On no two campuses are the responsibilities of the deans identical.
As a result the programs they lead are bound to be different.
6. Implementation. The student personnel programs of the several
colleges have been implemented in somewhat different ways admin-
istratively. Thus, on one campus the college administration may use
a program as an integral part of the total educational enterprise.
From this starting point, the college may make resources available to
the student personnel program which on another campus would be
reserved to, say, the teaching function exclusively. Similarly, in the
face of limited resources one of the colleges may turn to the training
of student leadership as a substitute for faculty supervision. An ex-
ample of this sort of development is provided by Brooklyn College,
where two examples may be taken as illustrative. First, because of
limited faculty resources to advise student groups, the college has
developed a student leadership program by which faculty resources
are employed to develop outstanding students into a corps of student
advisers. On this campus several hundreds of students have annually
participated in this in-service program extending the influence of the
faculty into ever broadening circles. Second, much of the responsibil-
ity which elsewhere is managed by the faculty or by specially em-
ployed personnel for the achievement of the proper induction and
orientation of new students is carried by the student orientation com-
mittee at Brooklyn College. This committee, under the leadership of
APPENDIX IV 353
the Director of Admissions, is responsible to a large degree for the
orientation program of the college.
Future Development of Student Personnel
Services in the City University
In the light of the educational philosophy stated in the first part
of this report, it is now appropriate to take a look into the future.
The programs of the colleges are now in continuous transition. They
cannot stand still; they must proceed through the present into the
future. It is not the purpose of this survey to defend the present
nature and configuration of these services but to bring a degree of
particular evaluation to them. It may not be possible to delineate a
detailed blueprint for the future of each college, or to provide a
scheme of development for the University as a whole. Yet, certain
principles may be offered which might give a measure of guidance
for the future developments of the colleges of the City University.
These principles essentially fall into two classes. First, there are those
principles of an administrative nature concerned with the student
personnel program of the total City University. These principles are
applicable among the component colleges. Second, there are those
principles which pertain primarily to the programs, either in whole
or in part, within the individual colleges. These two sets of principles
stand in a complementary relationship to each other and are in no
sense antithetical.
1. Administrative Principles (among the colleges)
Four principles, out of a larger number, claim immediate attention.
(a) Local initiative and responsibility are basic elements in any
future development. The “personalities” of the various colleges,
although having much in common, differ to a striking degree, as
does the quality of leadership on the various campuses. Local
circumstances of staff size, educational philosophy, physical facili-
ties, among other matters, call for somewhat different developments.
There appears to be no need to press a uniform master plan for
future development of the student personnel services upon each and
every college. Such a plan might be held as a long-term objective
toward which the colleges rightfully should strive. But any plan
which does not take local initiative and responsibilities into account
is bound to suffer from devitalization.
(b) Increased resources appear to be required. As the particular
colleges grow in size and complexity, there is every reason to sup-
pose that the student personnel services should be enlarged. It is
an old story and somewhat shopworn by now, but it is necessary
354 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
periodically to be reminded of the fact that larger enrollments in
themselves call for the addition of not only classroom teachers but
of the whole array of personnel which gives support to classroom
activities. Student personnel services fall into this category.
Professional student personnel workers are prone to speak of
their activities as “services”. The employment of this word may
illustrate certain humanitarian attitudes on the part of college ad-
ministrators and the student personnel workers themselves. If the
services are genuinely required, if they are authentically grounded
in the educational process (as has been suggested in this report),
then in a sense they do not fall into the category of services. They
are necessary fundamental activities within the colleges. To put
the point in another way: the colleges will be less effective if such
activities are not developed concomitantly with all of the other
aspects of the total institution.
It is easy to advocate an increase in the student personnel re-
sources of the colleges. Such a view may appear to assume that
some new and special assignment of resources is needed. Actually
it is not additional or distinctive resources which are required for
the advancement of the student personnel programs of the colleges
so much as it is the addition of regular authorized positions which
by administrative judgment and decision should be made available
to these programs. The program should not be viewed as semi-
autonomous or relatively separate sectors of the colleges. Educa-
tional coherence and direction for the totality of the colleges is a
prior requirement to the granting of increased resources for student
personnel services.
(c) There is always the possibility of the better utilization of
existing resources, for resources in themselves are no magic solution
to educational problems. The colleges of the City University
already have sizable resources for their student personnel programs,
both of a professional and non-professional character. No one
should assume that the present situation enjoys a maximum of
efficiency. Previously, for example, it was stated that Brooklyn
College, to choose only one illustration, has been successful in
extending its faculty manpower for the orientation of new students
and the supervision of student activities through carefully organized
programs of student leadership. There is no substitute for ingenuity,
no matter how small or large the available resources may be.
(d) Coordination among the colleges is required for the mutual
advantage of the separate colleges. It is true that some measure of
coordination already exists. The heads of the placement offices,
APPENDIX IV 355
for example, meet regularly to discuss their common problems and
programs. The deans of students also meet from time to time to
harmonize the policies of the colleges. The Municipal College Per-
sonnel Association, on shaky grounds for several years, has provided
a channel for the mutual interchange among the staffs of the col-
leges. In these and other ways some degree of coordination already
exists. On the other hand, it would appear in the light of present
requirements and possible future developments that a more con-
certed effort can develop and improve this coordination. Coordina-
tion, however, should not be viewed as a substitute for local
initiative and responsibility. Both principles are necessary and are
capable of improving the student personnel programs of the colleges.
These four administrative principles, then, are guide posts, among
others, for the development of the student personnel programs of the
colleges as viewed from the central perspective of the City University.
2. Program Principles (within the colleges )
Twelve principles, out of a larger number, will now be examined
briefly.
(a) Greater attention to the creation of balanced services is re-
quired. The reports of the several colleges indicate a wide variety
of strengths and weaknesses both within the individual colleges
and among them. Different emphases have been placed in staff
appointments upon the values of particular segments of the pro-
grams. Some consideration might be given to the establishment of
a “floor” of basic services which all of the colleges would possess as
an objective of further development.
(b) Coordination of services within the individual college is pres-
ently practiced in an uneven fashion. Too often the particular
services offered are organized under relatively autonomous offices.
Though some degree of autonomy ought to characterize every
office, the specialized interest ought to be orchestrated within a
larger administrative framework. The interchange of information
among offices is necessary, but a form of genuine sharing and
mutuality in which services interpenetrate is a more desirable aim.
(c) Research is another basic ingredient in a successful program
of student services. By continuous institutional research such serv-
ices are enabled to discover their own strengths and weaknesses.
Experimentation in the student personnel programs is a constant
requirement, but experimentation must be rooted in the process of
scientific inquiry in order that the assumed goals of the programs be
also the effective goals.
356 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
(d) The colleges, as relatively large institutions, require constant
attention to their student records systems. Each college should have
a centralized record-keeping system into which knowledge of the
students from all parts of the college may be kept and utilized. A
formalized system of microfilming also is a necessity.
(e) Concern for staff development ought to be a hallmark of
teacher development. A staff of student personnel workers of varied
professional and social backgrounds is required not only to counter-
act the obvious homogeneity of the student bodies of the colleges,
but also to stimulate the staffs and develop the programs.
(f) In-service education is necessary for the fullest utilization of
the staff. A specified part of the total time allotments to the staffs
ought to be provided wherein such education can take place. There
may be advantage in the introduction of a genuine system of intern-
ship in connection with graduate programs within the City Uni-
versity or in cooperation with graduate training schools. The
introduction of internships comprises one way whereby the staffs
of the colleges are called upon to clarify their own objectives and
functions.
(g) In the achievement of the educational philosophy already
stated, it is necessary that the colleges provide means whereby the
teaching faculty can participate with the professional workers in
the management of the institution’s total responsibility for educa-
tion. There is a need for regularized opportunities in which the
faculty and the professional workers may examine and confer on
their opportunities and limitations as educators. Such a process is
a two-way street. It is assumed that each has something to teach
to the other and that their mutual responsibilities cannot be achieved
in compartmentalized isolation.
(h) The student personnel program of a college, like all other
activities, requires space. The planning for the physical develop-
ments of the colleges ought seriously to take space into account.
(i) Equipment is also a requirement with its accompanying sup-
port of clerical and other workers. In fact, much of an efficient
student personnel program rests upon high-quality but secondary
staff. The use of appropriate equipment, such as that for micro-
filming, is needed for the achievement of the objectives of the
program.
(j) Experimental methods also should be encouraged. In counsel-
ing, for example, it cannot be assumed that the greatest effective-
ness always depends upon an individual relationship between a
APPENDIX IV 357
counselor and a student. Group counseling has much to offer both
in the preservation of college resources and in the effective dis-
charge of counseling responsibilities. Lively experiments in group
counseling in the next years well might provide a handy answer
to the problem of limited staff resources. In a period of rapid
change in educational methodology, the advantages of audio-visual,
and other technological means ought also to be scrutinized.
(k) The student personnel programs ought to strengthen their
relations with the community. There is no need, for example, in
New York City for a counseling service to attempt to be a full-
fledged clinic. The community offers rich, although overtaxed,
resources upon which the colleges to a measure ought to depend.
The relations between a college counseling program, however, and
community agencies cannot be left to chance. Deliberately serious
efforts ought to be made to relate the college services, for example,
to the Community Mental Health Board, as well as to other agencies
and organizations. Similarly, the colleges need clear and vigorous
relations with junior and senior high schools, as well as other groups
within the population, in order to bring about the most effective
admissions programs possible. In these and other ways the reliance
of the colleges upon resources in the community ought to lead to
even more effective programs on the campuses.
(1) A common thread of responsibility runs through all of the
preceding principles. It is that of leadership development. Leader-
ship in the context of the student personnel programs does not sig-
nify the executive officers alone. It is a quality of response to
problems which characterize an entire staff. Without it a program
tends to be dull and routine. With it a program may be vital,
experimental, and effective.
APPENDIX V
ROOM AND STUDENT-STATION UTILIZATION
Utilization information, both rooms and student-station, on six differ-
ent types of instructional rooms for a 90 hour week was obtained for
each of the colleges as of October, 1961. As noted in Chapter XII,
the evening and Saturday forenoon uses were so low that those figures
are excluded from the tables in the Chapter. So that the reader may
see the detailed summary of that use, Table 77 is included here.
Reference is made in Chapter XII to the separate tabulation on
the use made of the 8-9 A.M. and 4-5 P.M. hours in the Senior Colleges
and the effect on the use during the 9-12 hours and the 12-4 hours
when these two hours are taken out. That information for each of the
colleges is shown in Tables 78 and 79 of this Appendix.
358
APPENDIX V
Table 77
359
AVERAGE UTILIZATION PERCENTAGES* BY TYPE OF ROOM
IN EACH OF THE COLLEGES, UNDER CONTROL OF THE
BOARD OF HIGHER EDUCATION AS OF OCTOBER, 1961
Type of Room
City College,
Uptown Campus
Lecture
Classrooms .
Auditoria
Gymnasia
Special
City College,
Downtown Campus
Lecture ...
Classrooms .
Labs
Auditoria ...
Gymnasia ...
Special wo... cess
Hunter College,
Bronx Campus
ICO CUULG Nesersnrssststsenenesestsertnss
Classrooms .
Labs .......
Auditoria
Gymnasia
Special
Hunter College,
Park Avenue Campus
Lecture
Classrooms .
Labs .......
Auditoria
Gymnasia ...
Special
Forenoon
R ss
49 29
72 62
43 40
60 11
56 29
87 25
29 8
48 54
42 42
20 3
42 7
38 29
50 25
51 62
40
4
31
24
47 19
51 51
23 15
10 2
42 36
21 9
R
32
70
48
32
69
47
17
24
19
20
66
20
32
39
34
52
24
30
51
26
47
26
ss
13
61
43
35
24
27
19
13
18
13
45
33
30
21
13
46
14
35
10
R
25
47
23
22
25
32
49
31
48
37
20
10
>
47
48
27
19
23
ss
39
20
14
10
49
25
14
27
13
50
17
13
11
* Average percentages derived from individual room data sheets which define
rooms, room area and rated capacity. A copy of this sheet is found in Chapter XII.
R=Room Utilization.
SS=Student-Station Utilization.
(Continued on next page)
PERCENT OF UTILIZATION
Monday Through Friday
Afternoon Evening
Saturday
Forenoon
R ss
13 2
2 2
13 10
7 4
13 1
5 4
12 9
21 4
3 2
2 1
lecture
360
LONG-RANGE PLAN FOR THE CITY UNIVERSITY
Table 77 (cont.)
AVERAGE UTILIZATION PERCENTAGES* BY TYPE OF ROOM
IN EACH OF THE COLLEGES, UNDER CONTROL OF THE
BOARD OF HIGHER EDUCATION AS OF OCTOBER, 1961
PERCENT OF UTILIZATION
Monday Through Friday Saturday
Type of Room
Forenoon Afternoon Evening Forenoon
R ss R ss R ss
Brooklyn
College
Lecture 53 21 48 25 30 12
Classrooms 59 56 62 58 50 49
Labs 45 43 35 28 23 20
Auditoria .. — _— _— _— _— 1
Gymnasia 65 54 62 52 28 26
Special 19 15 34 28 24 17
Queens
College
Lecture 63 24 53 18 30 8
Classrooms 63 52 64 50 41 29
Labs ......... 22 21 41 40 12 13
Auditoria .. _— _— 24 5 13 1
Gymnasia 65 45 53 37 18 7
Special 25 9 33 9 28 5
Staten Island
Community College
Lecture ... — — — —_—
Classrooms 69 76 45
Labs ......... 35 36 46 44 27 21
Auditoria .. — —
Gymnasia .. — — _— _— _— _—
Special 48 40 65 48 38 26
Bronx Community
College
Lecture o..ccsscseeeeeeeees 90 61 80 39 25 5
Classrooms 71 84 69 13 23 24
Labs ......... 63 51 49 35 42 27
Auditoria _— _— — _ _ =—
Gymnasia _— _— — — — —
Special 61 33 65 39 40 25
ae |
Queensborough
Community College: All instructional space rented.
* Average percentages derived from individual room data sheets which define lecture
rooms, room area and rated capacity. A copy of this sheet is found in Chapter XII.
R=Room Utilization.
SS=Student-Station Utilization.
APPENDIX V
RESULTING FROM THE ELIMINATION OF THE 8-9 A.M.
BY SENIOR COLLEGES—FALL, 1961
City College—Uptown
Type of Room
Lecture
Classroom
Laboratory
Auditorium
Gymnasium
Special Use
Total
Hunter—Park*®
Type of Room
Lecture
Classroom
Laboratory
Auditorium
Gymnasium
Special Use
Total
No.
147
68
39
268
No.
8
80
86
1
6
22
148
8-9
A.M.
16.3
29.8
22.1
0.0
16.0
21.0
25.9
8-9
A.M.
0.0
0.0
0.0
0.0
0.0
0.0
0.0
O12
A.M.
60.0
85.9
60.5
80.0
69.8
42.1
69.8
9-12
A.M.
62.2
68.4
30.0
18.8
65.6
28.5
62.1
Table 78
ADJUSTED ROOM UTILIZATION PERCENTAGES
8-12
A.M.
49.1
19
43.4
60.0
56.0
86.9
58.8
8-12
A.M.
46.7
61.8
22.6
10.0
41.7
21.4
89.1
* High School and Elementary School Rooms
not available until after 4:00 P.M.
Brooklyn
Type of Room
Lecture
Classroom
Laboratory
Auditorium
Gymnasium
Special Use
Total
155
58
26
260
8-12
68.1
69.4
44.6
0.0
65.4
18.5
51.8
City College—Downtown
Type of Room
Lecture
Classroom
Laboratory
Auditorium
Gymnasium
Special Use
Total
Hunter—Bronx
Type of Room
Lecture
Classroom
Laboratory
Auditorium
Gymnasium
Special Use
Total
Queens
Type of Room
Lecture
Classroom
Laboratory
Auditorium
Gymnasium
Special Use
Total
No.
4
85
11
1
6
19
126
145
No.
11
108
20
15
161
A.M.
10.0
10.8
26.6
0.0
0.0
16.8
12.4
8-9
A.M.
0.0
0.0
0.0
0.0
0.0
0.0
0.0
8-9
AM.
20.0
17
18.0
0.0
438.8
2.7
10.7
361
HOUR
9-12
A.M.
35.0
60.2
47.9
26.7
65.6
45.8
65.5
9-12
A.M.
66.7
67.8
52.8
36.7
69.3
49.6
62.9
9-12
A.M.
17.6
81.6
22.8
0.0
72.2
32.4
68.8
8-12
A.M.
28.8
47.7
42.3
20.0
41.7
38.2
44.7
8-12
AM.
60.0
60.8
39.2
27.8
52.0
87.2
47.1
8-12
A.M.
68.2
68.1
21.6
65.0
26.0
58.9
362 LONG-RANGE PLAN FOR THE CITY UNIVERSITY
Table 79
ADJUSTED ROOM UTILIZATION PERCENTAGES
RESULTING FROM THE ELIMINATION OF THE 4-5 P.M. HOUR
BY SENIOR COLLEGES—FALL, 1961
City College—Uptown City College—Downtown
4-5 12-4 12-5 4-5 12-4 12-5
Type of Room No. P.M. P.M. P.M. Type of Room No. P.M. P.M. P.M.
Lecture 8 16.0 85.6 81.6 Lecture . 4 0.0 21.8 17.0
Classroom 147 67.6 72.7 69.7 Classroom 85 12.0 26.4 28.6
Laboratory 68 69.2 42.8 48.1 Laboratory 11 10.9 21.4 19.8
Auditorium 1 0.0 40.0 32.0 Auditorium 1 0.0 26.0 20.0
Gymnasium 8 60.0 71.0 68.8 Gymnasium 6 28.8 76.7 66.0
Special Use 89 68.6 44.0 46.9 Special Use 19 18.7 22.0 20.8
Total... . 268 69.0 60.0 69.8 Total . 126 12.2 27.6 24.4
Hunter—Park Hunter—Bronx
4-5 12-4 12-5 4-6 12-4 12-5
Type of Room No. P.M. P.M. P.M. Type of Room No. P.M. P.M. P.M.
Lecture 8 80.0 40.0 88.0 Lecture 1 0.0 40.0 82.0
Classroom 80 89.1 64.4 51.4 Classroom 96 8.6 46.6 89.0
Laboratory 86 28.8 26.4 26.8 Laboratory Perr 82 24.4 85.9 88.6
Auditorium 1 00 0.0 0.0 Auditorium ............. 2 20.0 80.0 28.0
Gymnasium 6 10.0 66.8 46.7 Gymnasium ven 6 0.0 65.0 62.0
Special Use 22 «22.7 26.9 26.1 Special Use 9 20.0 26.0 24.0
Total 148 81.2 42.9 40.6 Total oo MOE 126 48.2 87.10
Brooklyn Queens
4-5 12-4 12-5 4-5 12-4 12-5
Type of Room No. P.M. P.M. P.M. Type of Room No. P.M. P.M. P.M.
Lecture ............. 18 68.5 45.8 48.3 Lecture vos 11 11.8 68.2 62.9
Classroom 165 66.7 69.2 62.1 Classroom 108 84.1 71.6 68.7
Laboratory 68 60.8 28.9 86.2 Laboratory vo 20 69.56 84.8 41.8
Auditorium oo 20.0 0.00.0 Auditorium |... 1 40.0 20.0 24.4
Gymnasium . 6 688 61.7 62.0 Gymnasium ... 6 88.8 65.0 52.7
Special Use ....... 26 42.7 816 33.8 Special Use 15 82.0 38.2 82.9
Total 260 61.8 49.8 62.1 Total 161 86.7 61.9 66.6
INDEX
AA degree. see Associate in Arts
AAS degree. see Associate in Applied
Science
A.C.E. test, 72, 112
accounting,
of City University property, 28, 304,
315
master’s degrees in, 176
activities, student. See also extracur-
ricular activities.
fees for, 78, 80, 81
Adelphi College,
pay to Lecturers, 146
Administrative Council, viii, 17, 37, 40,
67, 158, 159
and admission policy, 73
and campus separation, 28, 29, 311,
315-16
and faculty appointments, 23, 234
and Teacher Education, 187
and University departments, 20, 205
Administrative Research, Bureau of, 26,
40, 276, 318
admission requirements, 102-13
appraisal of present, 123-27
Board of Higher Education prescribes
conditions, 44
Bureau of Institutional Research and,
12, 129, 275
in Califomia, raising of, 155
for colleges in State University,
110-13
College of Science and Engineer-
ing, 112
Colleges of Education, 112-13
Harpur College, 111-12
Community Colleges, ix, 17, 157,
108-9, 113
recommendations for, 10, 11, 14,
18, 70, 123-24, 127, 130-31, 162
State University-supervised, 113
terminal programs, 14, 109,
130-31
transfer programs, 13, 108, 130
variations in, 2, 72, 73
for Free Academy, 77
363
implications of, 73-74
junior colleges, 4
master plan to include changes, 46,
56
for out-of-city residents, 11, 73, 81
qualitative. see qualitative admission
requirements
quantitative. see quantitative admis-
sion requirements
recommendations for, 9, 10, 11-14,
69, 70, 127-31
Senior Colleges, 9, 69, 70-74, 102-8.
See also specific schools.
and eligibility of 30% of high-
school graduates, viii, 11, 127
high school averages and regis-
tration, 3, 115-16
increase in, 2, 38, 39, 84, 96,
323-24
for non-matriculants, 107-8
and present eligibility of high-
school graduates, 3, 114-16, 124,
155-56
Schools of General Studies,
12-13, 16, 105-8, 129-30, 152
for Teacher Education, 186-87
and transfers, 12, 14, 70, 102-3,
129, 131
variations in, 2, 71-73
Admission Test for Graduate Study in
Business, 188
admissions. See also admission require-
ments; enrollments.
estimating, 86ff., 95-98, 100-1
new, 101
Community Colleges, 84-85, 89,
91,96
out-of-city, 98
ratios to baccalaureate candi-
dacy, 95-96, 125-26
relationship of high-school grad-
uates to, 91
Senior Colleges, 84, 89, 91,
95-96, 98
two-year colleges, 85, 89, 91,
96-97
364
adult education, 36, 57, 136-37, 150,
276-79, 323. See also Commu-
nity Colleges; Evening Sessions;
Schools of General Studies.
at Brooklyn College, 134, 150
diversion from City University col-
leges, 26, 279
enrollments, 59, 138, 148
junior colleges and, 154
and physical plants, 149-50
separation from credit programs, 16,
134, 152
teachers and, 144
Adult Education Council, 278
advertising,
master’s degrees in, 176
African studies, 181
age. See also college-age youth; school-
age children.
average college entrance age, 86
and pension plans, 247, 250, 251,
337ff.
requirement for nursing program, 106
Agricultural and Technical Institute,
43, 110
agriculture courses,
teacher supply, 202, 223
Air Force, U.S.,
and research, 179
Albany, N.Y.,
College of Education in, 110, 113
Albert Einstein Medical School, 190
Albert Research Institute, 180
Alfred, N.Y.,
Agricultural and Technical Institute,
110
College of Ceramics at Alfred Uni-
versity, 43
algebra,
admission requirements in, 103, 109,
113
Allen, James, Jr., 345
American Association of Collegiate Reg-
istrars and Admissions Officers,
208
American Association of University Pro-
fessors, 212
American Cancer Society, 179
American Council on Education. see
A.C.E. tests
American history,
admission requirements in, 103, 106,
109, 113
recommendations for, 13, 130
LONG-RANGE PLAN FOR THE CITY UNIVERSITY
American Public Welfare Association,
192
American Rehabilitation Association,
192
American Standards Association,
and building areas, 28, 304, 315
American Universities and Colleges,
110, 192
Amherst College, 199
annual lines. see budgets
annuities, 24, 247ff., 252, 337ff.
anthropology,
graduate work, 181
research grants, 171
application fees, 80
applications,
college. See also admission require-
ments; enrollments.
Council of Higher Educational
Institutions and, 49
for faculty appointments, 23, 235
Applied science degree. see Associate
of Applied Science
appointments and appointees, faculty.
See also Community Colleges;
faculty, City University; Senior
Colleges; etc.; specific schools.
characteristics of, 218-21
educational requirements for, 230-31
and procedures, 22-23, 232, 233ff.
recommendations for, 22-23, 231-32,
234, 235
and salaries. see salaries
in Teacher Education, 186
architects, project, 301, 302
architectural consultants, 37
Architectural and Engineering Unit, 28,
301, 302-3, 312, 315
Architecture, School of. see City Col-
lege: School of Engineering and
Architecture
area studies, 181
art,
commercial, 62, 202, 223
Community College programs, 62
doctoral programs, 181
history, 181
master’s degrees in, 176
teacher supply, 202, 223, 224
arts and crafts,
teacher supply, 202, 223
arts degrees. see specific degrees
arts and science. see liberal arts and
science
INDEX
Assistant Professors, 18, 164
distribution of, 208-13 passim
and promotions, 233
requirements for, 230, 231
salaries, 236ff.
tenure, 240ff.
vacancies for, 225
assistants and_assistantships,
174, 201, 206
appointment, promotion of science
assistant personnel, 233
and faculty time, 229
Associate in Arts (AA),
at Community Colleges, 58
admission requirements, 72
dropping of students, 120
full-time matriculant enrollment, 323
at New York City Community Col-
lege, 62
at Schools of General Studies, 36,
135, 136
admission requirements, 12-13,
105-6, 129-30
enrollments, 59, 323
requirements for transfer from,
104
Associate in Applied Science (AAS),
at Community Colleges, 58
admission requirements, 72
dropping of students, 120
at Fashion Institute, 63
full-time matriculant enrollment, 323
at New York City Community Col-
20, 21,
lege, 62
nursing program. see nursing pro-
grams
at Schools of General Studies, 36,
135, 136, 137
admission requirements, 106-7
dropping of students, 120
enrollments, 59, 323
requirements for transfer from, 105
associate degree programs (AA, AAS),
323. See also specific programs;
specific schools.
at Community Colleges, 10, 58, 70.
See also Community Colleges.
admission requirements, 72, 74,
126
dropping of students, 120
new admissions, 91, 96
transfer from Schools of General
Studies, 15, 151, 309
at Fashion Institute, 63
new admissions, 91, 95, 96-97
and fees, 79, 80, 162
365
full-time matriculant enrollment, 323
new admissions, 84, 91, 95, 96-97
high-school graduates and, 125
New York City Community College,
62
new admissions, 91, 95, 96-97
at Schools of General Studies, 9, 36,
39, 58, 69, 135ff. See also Schools
of General Studies.
admission requirements, 11, 12-
13, 74, 105-7, 126, 129-30
distribution of students by
classes, 139
dropping of students, 120
enrollments, 59, 138, 148, 323
fees, 79
new admissions, 84, 91, 96
non-city residents in, 59
nursing program. see nursing
programs
possible expansion, 149, 150
requirements for transfer from,
104, 105
transfer of programs to Com-
munity Colleges, 15, 151, 309
Associate Professors, 18, 22, 164
distribution of, 208-13 passim
and promotions, 233
requirements for, 230, 231
salaries, 236ff.
tenure, 23, 240ff.
vacancies for, 225
Association of American University
Presses, 273
Association of University Evening
Colleges, 145
athletic fees, 78, 81
Aubum Community College, 110, 113
audiology,
master’s programs in, 180
audio-visual aids,
and faculty time, 22, 24, 229, 230,
246
and student personnel work, 357
auditoria, 284, 285
number used, 284
rented, 285
utilization of, 292, 297, 359ff.
automation, 79, 86, 97, 133
Avalon Foundation, 190
baccalaureate (bachelor’s) degrees, 57-
58ff. See also Day Sessions; en-
rollments; Senior Colleges; etc.;
specific schools.
366
admission requirements and, viii, 2, 3,
7ff. See also admission require-
ments.
high-school graduates and, 114,
124ff., 156
recommendations, 9, 11, 12, 69,
127, 129
and counseling, 21, 207
high-school graduates and, 3, 114,
124ff., 156. See also baccalau-
reate degrees: new admissions.
increased facilities for, 28, 305ff., 316
new admissions, 84, 89, 91, 95, 125
Schools of General Studies, 36, 59,
134, 135, 138ff., 148, 324
admission requirements, 9, 69
and course work, 141
dropping of students, 120
non-matriculants and, 137
programs available, 136
Teacher Education and, 7, 187, 262
teaching staff and, 6, 213, 214, 220
in Community Colleges, 217,
218, 221
and teaching schedules, 23, 246
and tuition, 162. See also tuition.
bachelor’s degrees. see baccalaureate
(bachelor’s) degrees
Baruch, Bernard, 188
Baruch School. see Bernard M. Baruch
School of Business and Public
Administration
Beame, Abraham D., 193
behavioral sciences. See also psychol-
ogy; etc.
Social Science Institute and, 196
benefits of pension plans. see pension
plans
Berelson, Bernard, 166, 182
Bernard M. Baruch School of Business
and Public Administration (City
College Downtown), 57, 185,
188
admission requirements, 71, 72, 103,
104
and transfer from SGS, 105
dropping of students, 120, 121
enrollments, 38, 311
graduate, 172, 173, 311
School of General Studies, 138,
140, 148, 311
and staff increase, 147
graduate program, 176
enrollment, 173, 311
LONG-RANGE PLAN FOR THE CITY UNIVERSITY
physical plant, 30, 280-81, 318, 322
building program, 286
college-owned space, 283, 284
rented space, 285
room capacity, 295, 298, 299
room utilization, 292, 359, 361,
362
student-station utilization, 293
relationship with parent campus, 28,
310, 315, 352
School of General Studies, 106, 136,
137, 139, 142
course offerings, 140, 141
dropping of students, 120, 121
enrollments, 138, 140, 148, 311
Police Science Program, 260
transfer from, 105
students’ boroughs of residence, 8,
306
teaching staff, 232
enrollments and needs, 147
hourly rates to, 4, 145
and teaching load, 74, 75-76
bibliography, City University Press and,
26, 275
biological sciences. See also biology; etc.
master’s degree in, 176
research, 196
teacher supply, 6, 201, 202
biology,
doctoral program, 179
master’s degrees, 176
research grants, 171
teacher vacancies, 225
biomathematics, 196
Board of Education, NYC,
and adult education, 278-79
Bureau of Program Research and
Statistics, 99
and Fashion Institute, 45, 62
and Ist public schools, 33, 34, 76,
153
admission standards to Free
Academy, 77
President of, and Board of Higher
Education, 35
Board of Estimate, NYC,
and chronology of building program,
303
and funds to Committee to Look to
the future, 55
and New York City Community Col-
lege, 61, 62, 153
INDEX
Board of Higher Education, 1ff., 34-36,
44, 45, 57-60, 66-67ff., 319. See
also specific resolutions, schools,
etc.
Administrative Council advises, 67
and City University establishment, 36
Committee to Look to the Future.
See also Committee to Look to
the Future.
recommendations of, 8-32. See
also specific subjects.
statement to Board, vii-x
and Community Colleges, 157-59.
See also Community Colleges.
and construction plans, 301ff.
and faculty. See also faculty, City
University.
appointments, 230-33ff.
multiple job regulations, 252-
53ff.
tenure, 243
Holy’s statement to, xi-xii
and master plans. see master plans
new building, 322
newsletter from Chairman, 271-72
organization chart, 158
and President’s functions, 233-34
Rosenberg statement on Long-Range
plan, v
and Schools of General Studies, 134.
See also Schools of General
Studies.
State representation on, 40
and student personnel service, 348-
49
and tuition. see tuition
and Urban Affairs Institute, 22, 194,
195, 207
Boards of Regents,
University of California,
and admissions, 155
and office space, 299
and tuition, 78
University of the State of New York,
42, 43
and Council of Higher Educa-
tional Institutions, 47
and master plan, vii, 45-47
and Optometric Center, 192
on professional curricula, 191
and Urban Affairs Institute, 194
books. See also libraries.
students to pay for, 78
university presses and, 273, 274
367
borrowing against retirement funds,
248, 339
Boston University,
Ph.D. in performing arts, 180
research bureau, 176
branch campuses, relationships of, 28,
310-12, 315-16
breakage fees, 78
Breslau University,
Ph.D.’s to Community College staff,
219
Brett Hall (City College), 30, 280, 313,
318
“Broader Mandate for Higher Educa-
tion,” 143
Brockport, N.Y.,
College of Education, 110
Bronx. See also Bronx Community Col-
lege; and under Hunter College.
college-age population, 326
high-school graduates, 115, 117
school-children, 327, 329
students to various colleges, 8, 306
Bronx Community College, 58, 63, 153
admission requirements, 72, 109, 113
transfer program, 108
dropping of students, 120, 122
enrollment, 331
establishment, 1, 36, 38, 44, 66, 320
physical plant, 283, 285
building program, 287
office space, 300
section sizes, 228
teaching staff, 211, 212, 217
and doctorates, 218, 219, 221
new, characteristics of, 221
office space for, 300
salary costs, 3, 75
and teaching load, 74
tuition fees, 80
Bronx High School of Science, 283, 320
Brooklyn. See also Brooklyn College;
Downstate Medical Center; New
York City Community College
of Applied Arts and Sciences.
college-age population, 326
high-school graduates, 117
Polytechnic Institute of, 146, 216
Public Library, 184
school-children, 327, 329
students to various colleges, 8, 306,
307
and Verrazano Bridge, 29, 175
Brooklyn College, 57, 96
admission requirements, 71, 104, 106-
7, 323
368
adult education and community
service,
division for, 134, 150
dropping of students, 119, 121
in SGS, 120, 121
voluntary withdrawal, 123
Early Childhood Center, 58, 167-68
enrollments, 38, 39, 71, 330
graduate, 172, 173, 175, 178
in SGS, 138 139, 140, 148
and staff increase, 147
established, 1, 35, 44, 66
graduate work, 58, 179, 180, 181
enrollment in, 172, 173, 175, 178
research grants, 171
in Teacher Education, 167, 186
library, 183
non-matriculants, admission require-
ments for, 107
physical plant, 282
building project, 286
college-owned buildings, 283
college-owned rooms, 284
expansion, 322
office space, 300
rented space, 285
room capacity, 295, 298
room utilization, 292, 360, 361,
362
student-station utilization, 293
Press, 274-75
School of General Studies, 4, 58, 136
admission requirements, 106-7
course offerings, 140, 141
dropping of students, 120, 121,
123
enrollments, 138, 139, 140, 148
hourly compensation rates, 4,
145
nursing program.
programs
transfer from, 104
section sizes, 228
student personnel services, 346, 352-
see nursing
53
students’ boroughs of residence, 8,
307
Teacher Education, 58, 167, 173,
186, 333
teaching staff, 209, 210, 214
and doctorates, 215, 216, 220
enrollments and needs, 147
hourly rates to, 4, 145
new, characteristics of, 220
LONG-RANGE PLAN FOR THE CITY UNIVERSITY
office space for, 300
salary costs, 3, 75
and teaching load, 74
vacancies, 225-26
transfers from Staten Island Com-
munity College, 118
undergrad training for Ph.D.’s, 169
Broome Technical Community College,
110, 113
Brown University,
Ph.D.’s to City University staff, 216
Browne, Arthur D., 155
Bryn Mawr College,
Ph.D.’s to City University staff, 216
Budapest, University of,
Ph.D.’s to Community College staff,
219
budgets. See also costs; specific schools;
etc.
for Business Research Bureau, 268
and computers, 196
construction, x
faculty lines, 4, 6, 24, 143, 222, 254.
See also salaries.
for graduate work, ix, 19, 20, 297,
204, 205
for Urban Affairs Institute, 195
Buffalo, N.Y.,
College of Education, 110, 113
Buffalo University,
dental school, 193
buildings. See also classrooms; construc-
tion; office space; physical plant;
specific schools.
remodeling of. see remodeling of
buildings
renovation of, 280, 281, 313
replacement of. see replacement of
buildings
Bulletin, City University, 26, 271-73
Bureau of Administrative Research, 26,
40, 276, 318
Bureau of Institutional Research, 26,
275-76
and admissions, 12, 129
in Minnesota, 227
and withdrawals, 15, 132
bureaus, research, 270-71. See also spe-
cific bureaus.
business,
Community College programs, 62
master’s degree programs, 36, 58, 68
research bureau, 270
teacher supply, 202, 223
INDEX
Business and Public Administration
School. see Bernard M. Baruch
School of Business and Public
Administration
CEEB. See College Entrance Examina-
tion Board
C.R.E.F., 248
California. See also California, Univer-
sity of; etc.
junior colleges, 97, 155, 164
Master Plan, 78, 97, 155, 272-73, 316
State Board of Education,
and admissions, 155
and office space, 299
and tuition, 78
State Colleges, 97, 316
admissions, 155
library volumes, 184
office space, 299
student performance, 120-21
and tuition, 78
California, University of, 97, 124
at Berkeley, 182
faculty distribution, 212
teaching expense, 177
undergrad dismissals, 121
Bulletin, 272-73
class size, 229
dropping of students, 121
enrollments recommended, 316
faculty distribution, 212
high-school graduates and admission
requirements, 155
library, 184
at Los Angeles, faculty distribution
in, 212
office space, 299
Ph.D.’s to City University staff, 216
Press, 274
public service units, 269
Regents of, 78, 155, 299
research expenditures, 170
teaching expense, 177
tuition, 78
undergrad training for Ph.D.’s, 58,
79, 168
California Institute of Technology, 182
“California Master Plan for Higher
Education, 1960-1975,” 97
California Schools (periodical), 155
California Teachers Association, 164
“California and Western Conference
369
Cost and Statistical Study,” 170-
7
campuses, relationships between, 28,
310-12, 315-16
Canton, N. Y.,
Agricultural and Technical Institute,
110
capacities,
of City University. see physical plant
classroom, 7, 27, 297-99, 314
capital budget. see budgets; costs
career programs. see terminal (career)
programs
careers, choosing. see counseling and
guidance
Carmichael, Oliver C., 166
Carnegie Foundation, 248
Catholic University,
Ph.D.’s to City University staff, 219
central facility for graduate work, ix,
197, 198, 311
recommendations for, 19, 20, 205
certificates,
programs leading to. See also Schools
of General Studies.
graduate, 58, 61, 167, 190
Regents and values of, 42
Chancellor of City University,
and Administrative Council, 37, 67,
158
and Board of Higher Education, 17,
4l, 159
and medical-school study, 191
Chapman, Evans and Delehanty, 38
Charities Registration Bureau, 192
Charles IV University (Prague),
Ph.D.’s to Community College staff,
219
Chase Manhattan Bank,
and pension plan, 342
chemical engineering,
master’s degree in, 176, 187
professors with Ph.D.’s in, 188
chemical technology, 58, 62
chemistry,
admission requirements in, 103
master’s degrees, 5, 175, 176
Ph.D. programs, 178, 179-80, 198
research grants, 171
teacher supply, 6, 201, 202, 223
temporary personnel at Queens,
222
vacancies listed, 225
Chicago, University of, 182
and Ph.D.’s, 168, 216, 219
library, 183
370
childhood education centers. see Early
Childhood Centers
children, 82-83, 86ff., 95, 98-100,
327, 329. See also elementary
schools; etc.
Early Childhood centers,
167-68
Children’s Courthouse, 322
China, area studies on, 181
City College, 57, 66, 67. See also Ber-
nard M. Baruch School of Busi-
ness and Public Administration.
admission requirements, 71, 104ff.
for non-matriculants, 107
and transfers, 104, 105
and campus separation, 28, 310, 315,
57, 58,
352
College of Liberal Arts and Science,
57, 66, 67
admission requirements, 104,
105, 107
dropping of students, 120, 121
graduate enrollment, 173
opened to women, 323
SGS, 107, 120, 121
teachers and teaching loads, 74
Downtown. see Bernard M. Baruch
School of Business and Public
Administration
dropping of students, 119, 120, 121
voluntary withdrawal, 122, 123
Education School. see City College:
School of Education
Engineering School. see City College:
School of Engineering and Ar-
chitecture
enrollments, 38, 311, 330, 333
graduate, 172, 173, 178, 311
in SGS, 138, 140, 148, 311
and staff increase, 147
established, 1, 35, 44, 66
Evening Sessions. see City College:
School of General Studies
graduate program, 58, 166, 167, 179-
80, 181
enrollments, 172, 173, 178, 311
Liberal Arts College. see City Col-
lege: College of Liberal Arts
and Science
library, 183
non-matriculants, 107, 121
physical plant, 280, 321-22
building program, 286, 303, 321-
22
LONG-RANGE PLAN FOR THE CITY UNIVERSITY
buildings to be replaced, 30,
280, 313, 318
college-owned space, 283, 284
rented space, 285
room capacity, 295, 298
room utilization, 292, 314, 359,
361, 362
student-station utilization, 293
Press, 274
School of Education. 57, 58, 67, 185,
186, 187
enrollments, 173
established, 167
teachers and teaching loads, 74
School of Engineering and Architec-
ture, 185, 187-88
admission requirements, 105,
106, 107
School of General Studies, 4, 96, 136,
139
admission requirements, 106, 107
dropping of students, 120, 121,
123
enrollments, 138, 140, 148, 311
transfer from, 105, 118
School of Technology, 57, 67, 74,
173, 176. See also City College:
School of Engineering and Ar-
chitecture.
dropping of students, 119, 121
new building, 286, 303, 321
section sizes, 228
students’ boroughs of residence, 8,
306
Teacher Education, 58, 166, 167.
See also City College: School of
Education.
teaching staff, 209, 210, 214, 215
and doctorates, 215, 216, 220
and enrollments and needs, 147
and hourly rates to, 4, 145
new, characteristics of, 220
research grants to, 171
salary costs, 2-3, 75
and teaching load, 74
temporary, 224
Technology School. see City College:
School of Technology
and transfers, 104, 105, 118
undergrad training for Ph.D.’s, 169
City College in Action, A, 133
City Planning,
Department of, 83, 195, 303
master’s program, 195
City University Bulletin, 26, 271-73
INDEX
City University of New York, 57-60,
63-64, 66-70ff. See also admis-
sion requirements; enrollments;
etc.; Community Colleges; Senior
Colleges; etc.
adult education in, 276-79. See also
adult education.
functions of, 68-70
implications of status, 67-68
internal services, 271-76, 345-57
master plans, viiff., 45-46
development of 1961 Plan, 1-2,
40-41, 53-55
recommendations in 1961 Plan,
8-32. See also specific subjects.
public services, 256-66
student personnel services, 345-57
City University Press, 26, 275
City University Research Foundation,
25-26, 268
civil engineering,
graduate work in, 176, 187, 188
Claremont College, 198
class sizes, 4, 6, 146, 293
and faculty time, cost, 22, 23, 227-30
classics,
master’s degrees in, 176
classified non-matriculants, 107
classrooms, 7, 284-99
in building program, 286-87
capacities, 7, 27, 297-99, 314
rented, 7, 284-85
utilization of, 7, 27, 287-96, 314,
359-62
clinical psychology,
5-year degree programs, 39, 323
post-master’s certificate program, 167
Cobleskill, N. Y.,
Agricultural and Technical Institute,
110
co-curricular activities, 296, 346ff.
College Admissions in New York State
1958-1961, 89
College-Age Population Trends 1940-
1970, 208
college-age youth, 4, 133, 147, 160.
See also admissions; enrollments;
high-school graduates; etc.
and forecasts, 82-83, 86ff., 93ff.,
98-101, 326-28
College of the City of New York, 34-35,
41, 44,79
Rudy’s book on, 76, 77, 274
College of the City of New York: A
History, 1847-1947, 76, 77, 274
371
College Entrance Examination Board
(CEEB), 72, 116. See also
Scholastic Aptitude Test.
College Retirement Equity Fund, 248
College of Science and Engineering,
110, 112
colleges (and universities). See also
City University; Municipal Col-
lege System; Senior Colleges;
etc.; admission requirements;
enrollments; etc.; specific schools.
admission requirements, 109-13
analysis of retirement plans, 336-44
enrollments, 64-65, 83ff.
faculties. see Faculty, City Univer-
sity; teachers
library provisions, 51, 82-84
room utilization, 294
State. see State University of New
York; specific colleges.
Colleges of Education, 43, 48, 83, 110,
112-13
Colleges of Liberal Arts and Science.
see City College; etc.
Colorado, University of,
research bureau, 276
Columbia University, 48
dental school, 193
faculty, 143, 146
graduate work, 182
and Ph.D.’s, 5, 168, 216, 217,
219
library, 183, 184
optometry department, 191, 192
Teachers College, 271
commercial art,
program, 62
teacher supply, 202, 223
commercial high schools,
155-56
Committee on Higher Education, 39
Committee to Look to the Future, 40-
41, 54-56, 66, 319
Holy’s statement to, xi-xii
statement to Board of Higher Edu-
cation, vii-x
Committee on Teaching Schedules, 245
committee work, faculty, 23, 37, 246
Community Colleges, ix, 4, 10, 16-18,
57ff., 63-64, 70, 123-24; 153-64.
See also junior colleges; specific
schools.
admission requirements, 2, 72, 73,
108-9, 123, 126, 160-62
recommendations, 10, 11, 13-14,
18, 70, 128, 130-31, 162
115, 116,
372
for State University-supervised,
113
for terminal programs, 13, 108,
130
for transfer programs, 11, 14,
109, 128, 130-31
Cottrell Report and, 38, 39, 320ff.
dropping of students, 15, 120, 122,
123, 132
enrollments, 59, 60, 307, 331
compared to SGS, 148
forecasting, 84-85, 86, 89, 91ff.,
101
established, 1, 36, 44-45, 46, 66-67
Heald report and, 40
new admissions, 84-85, 91, 95ff., 101
organization and administration, 17,
157-59
physical plants, 8, 29-30, 31, 283ff.,
309, 317-18. See also physical
plant.
room utilization, 27, 314
section sizes, 6, 228, 229
State Advisory Council and, 49
State reimbursement to, 2, 20, 40,
51, 96
State University-supervised, 110, 113
Strayer Report and, 37
teaching staff, 163-64, 210-11, 217-18
and doctorates, 5, 218, 219, 220-
21
educational requirements, 231
and salaries, 5, 18, 75, 76, 163,
164
supply, 222
and teaching load, 74
transfer of SGS curricula to, ix, 15,
151, 309
tuition, viii, 10, 77, 79, 80-81, 162-63
Community Council of Greater New
York, 192
Community Mental Health Board, 357
community service, 134, 136, 144, 150,
189-90. See also adult educa-
tion; public services.
comparative literature,
doctoral program, 179
compensation. See also salaries.
part-time, 4, 15-16, 142, 145-46, 151,
253
composite scores, 2, 71-73, 84, 103-4ff.,
114, 126, 324
recommendations for, 11, 13, 127, 130
Compton Hall (City College), 286
computing machines, 196
Conant, J. B., 161
LONG-RANGE PLAN FOR THE CITY UNIVERSITY
conferences and faculty time, 23, 246
construction, x, 7, 30-31, 280ff., 285-
87, 312-13ff., 320-22 passim. See
also specific schools.
fund, 30, 124, 303, 318-19
for medical school, 191
planning for, 301-3
and time lapse, 7, 28, 302-3, 315
contact hours,
student, 297-99
teaching loads and, 6, 23, 243-46
Cooperative Library Service for Higher
Education, 49
Cornell University, 43, 48, 182
library, 183
and Ph.D.’s, 180, 216, 219
research bureau, 270
Coming Community College, 110, 113
Cortland, N. Y.,
College of Education, 110
costs. See also budgets; financial aid;
specific items, schools, etc.
determining instructional, 227
of faculty salaries. see salaries
of graduate education, 177
library, 183
and required expansion of physical
plant, x, 8, 28, 30-31, 312-13,
316, 318
of research program, 170-71, 269,
270
State reimbursement for. See under
financial aid.
time lapse and increased, 7, 28, 302,
315
Costs of Higher Education in Califor-
nia, 1960-75, 177
Cottrell, Donald P., 38, 281, 320
Cottrell Reports,
Education for Business in The City
University of New York, 281
Public Higher Education in the City
of New York, 37-39, 320-24
Coulton, Thomas Evans, 133
Council on Dental Education, 193
Council of Higher Educational Institu-
tions in New York City, 47-49
Council of Librarians, 185
Council of Social Work, 189
counseling and guidance, 349ff., 357
at Community Colleges, 17, 156, 157
and faculty time, 23, 245, 246
for graduate programs, 19, 21, 204,
206-7
graduate work in, 167, 186
INDEX
at Schools of General Studies, 134
credit and collection,
master’s degrees in, 176
credits and credit hours,
fees per, 79-80
and full-time-equivalents, 60
and salary costs, 74-76
and teaching loads, 6, 74, 243-46
transfer requirements, 12, 104-5, 129
curricula, 45, 55, 133-34, 275. See also
specific courses, schools.
Day Sessions. See also admission re-
quirements; tuition; etc.; bac-
calaureate degrees; matriculants;
Senior Colleges; etc.; specific
schools.
enrollments, 7, 59, 60, 116, 304-10ff.,
330. See also enrollments.
Community College, x, 8, 38,
39, 59, 60, 116, 160, 307, 308-
10ff.
and cost estimates, x, 28, 312,
316
Cottrell Report and, 38, 39
faculty, 5, 22-25, 208-55. See also
faculty, City University.
retention of students, 14, 119, 120-
21, 122, 131
Schools of General Studies, 9, 69,
137, 149, 150. See also Schools
of General Studies.
transfers to, 102-5
Dean of Graduate Studies, 199, 200
and recommendations, 20, 21, 22,
205, 206, 207
Dean of Teacher Education, 186
death benefits in pension plans, 247ff.,
337ff.
debt service, 50-51
“debtor states,” 83
degrees. See also matriculants; specific
degrees, schools.
enrollments according to objectives,
334
Regents and, 42, 45
Delhi, N.Y.,
Agricultural and Technical Institute,
110
Demonstration School for Exceptional
Children, 168
dental schools, 193
dental technology programs, 62
Department of Health; etc. see Health,
Department of; etc.
373
departments, university,
and graduate programs, 20-21, 199-
200, 205-6
and staff appointments, promotions,
232-33
diplomas,
programs leading to. see high schools;
Schools of General Studies
Regents and values of, 42
and tuition, 79
Directors of Teacher Education, 187
Directory of Social Health Agencies in
New York City, 192
disability benefits in pension plans,
237ff., 247, 250
discussion vs. lecture methods, 227-28
dismissal of students. see dropping of
students
Division of Research in Higher Educa-
tion, 128
Division of Teacher Education, 67, 185-
87, 262, 275
Doctorate Production in United States
Universities, 1936-1956 ..., 168
doctorates and doctoral programs, 5, 36.
41, 68, 166ff., 258
budget and, 20, 197, 199, 205
central facility for work, ix, 19, 20,
197, 198, 205
counseling services and, 21-22, 206-7
criteria for establishing, 200-3
departments and disciplines, 20-21,
199-200, 205-6
faculty and, ix, 5, 196ff., 215, 230,
at Baruch School, 188
Community College, 163, 217-
18, 219, 221
distribution of Ph.D.’s among,
215, 217-18
junior college, 4, 163, 164
new, with doctorates, 220-21
and recommendations for pro-
grams, 20-21, 22, 205-6
and recruitment difficulties, 222,
225-26
various institutions giving Ph.D.’s
to, 216-17, 219
fields to be admitted, 21, 178-81, 206
libraries and, 19-20, 182-85, 200, 205
in nursing program at Hunter, 190
recommendations for, 19-22, 204-7
in School of Engineering and Archi-
tecture, 188
structure, organization for,
196-200, 204-7
19-22,
374
subsidies for students, 20, 21, 174,
201, 206
undergraduate training for, 58, 79,
168-69, 178
Doi, James I., 294
Doris Duke Foundation, 180
dormitories, 63
for Senior Colleges, 85-86
Downstate Medical Center, 45, 60-61,
190
dormitory planned, 63
enrollment, 61, 64
dramatic arts,
graduate work in theater, 180, 203
teacher supply, 202, 223
drawings, preliminary, in construction
planning, 301-2
dropping of students, 120-23
high-school dropouts, 89, 100
standards recommended, 14-15, 131-
32
voluntary withdrawals, 15, 122-23,
132
Duke, Doris, Foundation, 180
Duke University,
Ph.D.’s to City University staff, 216
Dutchess Community College, 110, 113
Early Childhood Centers, 57, 58, 167-68
economic research bureaus, 270
economics,
doctoral programs, 178, 180, 200
master’s degrees, 176, 180
research in, 270
teacher supply, 6, 201, 202, 223, 225
Ed.D. degree, 163
education. See also Board of Education;
Board of Higher Education;
Teacher Education; etc.
doctoral programs, 181
research bureaus, 270-71
and social mobility, 94
Education for Business in The City Uni-
versity of New York, 281
Education Law, 42-53 passim, 153-54
Education Management Study, 37
Educational Clinics, 7, 167
Educational Foundation for the Ap-
parel Industry, 62, 63
Educational Research, Bureaus of, 270-
71
Einstein, Albert, Medical School, 190
electrical engineering,
master’s degrees in, 5, 175, 176, 187
professors with Ph.D.’s, 188
LONG-RANGE PLAN FOR THE CITY UNIVERSITY
electrical technology programs, 58, 62
electronic equipment,
computing machines, 196
for registration, 296
elementary schools, 57. See also chil-
dren.
adult education offerings, 279
at Hunter, 51, 58
public, established, 33
teacher training for, 34, 262, 263
Emerging Evening College, The, 143
Empire State Health Council, 192
employment,
career training for see counseling and
guidance; terminal (career) pro-
grams; etc.
faculty. see appointments and ap-
pointees, faculty
of graduates. see placement
multiple job, 24-25, 144, 252-55
engineering and pre-engineering, 36, 58.
See also civil engineering; etc.
admission requirements, 72, 103,
105ff., 112
doctoral programs, 20, 200, 206
master’s degrees, 36, 58
School of Engineering and Architec-
ture, 185, 187-88
admission requirements, 105,
106, 107
School of Science and Engineering,
110, 112
teacher supply, 6, 201, 202, 222, 223,
224
English,
admission requirements, 13, 103,
106ff., 112, 113, 130
doctoral programs, 178, 179, 180,
197, 198
master’s degrees, 5, 175, 176
teacher supply, 6, 201, 202, 223, 225
Enrollment Projections for Higher Edu-
cation, 124, 208
enrollments, 2, 3, 53-54, 57, 59-60, 78,
124-25, 208, 304-10, 311, 323,
330. See also admissions; class
sizes; Community Colleges;
Schools of General Studies; Sen-
ior Colleges; specific schools.
Bureau of Institutional Research and,
275
and expansion, x, 7-8, 29, 312, 317.
See also Community Colleges;
etc.
Cottrell Report and, 38, 39
INDEX
graduate, 5, 59, 60, 172-78, 307-8,
311, 323
high-school graduates and, 3, 18,
84-85ff., 98-99, 125-26, 162
private institutions, 2, 64-65, 83, 87-
88ff.
entrance examinations,
specific tests.
fees for, 80
for Free Academy, 77
entrance requirements.
requirements
equipment, 280, 303, 304
costs, 8, 62, 287, 312
for student personnel services,
356
Equitable Life Assurance Society, 342
Erie County Technical Institute, 110,
113
Estimate, Board of. see Board of Esti-
mate
Evening Divisions. see Schools of Gen-
eral Studies; also Evening Ses-
sions.
Evening Sessions, 36, 296. See also
adult education; Community
Colleges; Schools of General
Studies; specific schools.
enrollments, 9, 59, 307, 334, 335
at Brooklyn College opening, 35
fees, 79-80
new admissions, 91, 95, 96
room utilization, 288
Everett, John R., 193, 236
107. See also
see admission
examinations,
administration of, for Ph.D.’s, 20,
206
entrance, 107. See also Scholastic
Aptitude Test; etc.
fees for, 80
for Free Academy, 77
Exceptional Children, Demonstration
School for, 168
executives,
on advisory commissions at New
York City Community College,
62
Expanded Opportunities and Facilities
for Higher Education, 160
expenditures. see budgets; costs; spe-
cific items
experimental design,
Institutional Research Bureau and,
276
Extension Division. see Schools of Gen-
eral Studies
375
extension services, 269
extracurricular activities, 296, 346ff.
facilities. see buildings; classrooms; etc.
faculty, City University, ix-x, 5-6, 22-
25, 47, 208-55
appointment and promotional pro-
cedures, 22-23, 232-36
and committees, 23, 37, 246
Community College 18, 163-64, 210-
12, 217-18, 220-21, 229
educational requirements, 231
and Ph.D.’s, 218, 219
educational requirements, 230-32
and graduate programs, ix, 5, 41, 201
and doctoral fields, 179ff., 188,
196-98
recommendations, 19, 20, 21, 22,
204-5ff.
research grants, 5, 169-71
and library resources, 185
and multiple job employment, 24-25,
144, 252-55
new, 22-23, 220-21, 230-32ff.
and office space. see office space
with Ph.D.’s, ix, 5, 88. 215, 218,
221ff., 235
institutions conferring, 216, 219
research grants to, 5, 169-71
retirement plans, 6, 24, 247-52. See
also retirement plans.
and salaries. see salaries
in Schools of General Studies, 4,
24-25, 142-46ff., 232, 254
hourly rates to, 4, 15-16, 142,
145-46
shortages in, 6, 144, 221-27
and student personnel services, 349
and teaching loads, 6, 23-24, 74-76,
243-46
and part-time remuneration, 145
and temporary appointments, 224
and tenure, 6, 13-14, 217, 220, 232,
240-43
Farmingdale, N. Y.,
Agricultural and Technical Institute,
110
Fashion Institute of Technology, 40,
45, 62-63, 96, 153
enrollment, 63, 64, 148, 307
new admissions, 85, 89, 91, 95
requirements, 113
Federal government. see United States
376
fees, 77-78, 80. See also tuition.
laws on, 53, 77, 78
recommendations for, 11, 81
fellowships, 20, 21, 174, 201, 206
distribution of Fellows by rank,
208ff.
Sloan-Kettering Institute and, 179
social work school, 189
university research foundation and,
264
Urban Affairs Institute and, 195
finance and investment,
master’s degrees in, 176
financial aid. See also funds; grants;
specific schools; etc.
for graduate work, 21, 167, 200-1
State, 42, 45, 49-52, 197
for Community Colleges, 2, 20,
40, 51, 96
for teacher training, 2, 36, 49-
50, 53, 67, 167, 186
student, 21, 47, 52, 200-1. See also
scholarships; etc.
financial facilities. see budgets
fire administration, 58
five-year degree programs, 167
recommendations for, 38-39, 323
Florida State University,
research bureau, 276
Folsom, Marion B., 39, 41, 65
food service administration, 58
Fordham University, 48
Ph.D.’s to City University staff, 216,
219
foreign institutions,
faculty degrees from, 214ff.
recruiting faculty from, 23, 235
foreign languages. See also specific
languages.
admission requirements, 103, 106,
107, 108, 111, 112
recommendations, 13, 130
doctoral programs in romance lan-
guages, 179, 180-81
teacher supply, 6, 201, 202, 223, 225
foreign students, 59, 73
Forestry, College, 43
foundations, research, 7, 25-26, 65,
263-68. See also specific foun-
dations.
four-year programs. see baccalaureate
degrees; Senior Colleges; spe-
cific schools
Fredonia, N. Y.
College of Education in, 110
LONG-RANGE PLAN FOR THE CITY UNIVERSITY
Free Academy, 1, 34, 44, 66, 76-77
Townsend Harris on, 35-36
French,
master’s degrees in, 176
Fretwell, Elbert K., Jr., 49
fringe benefits, 247. See also pension
plans.
Full Professors. see Professors
full-time faculty. See also faculty, City
University.
budget lines for, 4. See also Com-
munity Colleges; Schools of Gen-
eral Studies; etc.
and extra teaching, 16, 152. See also
multiple job employment.
full-time students, 277. See also Day
Sessions; enrollments; matricu-
lants; etc.; specific schools.
full-time-equivalents, credit hours in
figuring, 60
and graduate work, 5, 21, 60, 174,
206, 307-8
and student-stations, 297
funds. See also budgets; costs; financial
aid; specific funds, schools.
to Committee to Look to the Future,
55
construction, 30, 124, 303, 318-19
for graduate work. see graduate
studies
furniture, 280, 303, 304, 312
Gardner, John W., 39, 41, 65
on graduate programs, 169
General Pattern for American Public
Higher Education, 164
Genesee, N.Y.,
College of Education in, 110
Geneva University,
Ph.D.’s to City University staff, 219
geography,
research grants in, 171
geology,
research grants in, 171
teacher supply, 202, 223
geometry,
admission requirements, 103
German,
master’s degrees, 176
teacher supply, 6, 201, 202, 222ff.
Gideonse, Harry D.,
on Brooklyn College Press, 274-75
on student personnel services, 346-57
Gillet Hall (Hunter College), 282
INDEX
Goldmark Wing (City College), 30,
280, 313
government. See also New York City;
New York State; United States.
Federal aid. see United States
medical care expenditures, 7, 261
pension plans, 247ff.
and public services, 257ff.
State aid. See under financial aid.
teachers recruited from, 220, 221
Gowin, D. Bob, 144
grades. See also admission require-
ments; high-school averages.
and retention of students, 119-20
Graduate Education, 166
Graduate Education in the United
States, 166
Graduate Record Tests, 126, 188
graduate studies, ix-x, 5, 18-22, 36,
41, 58ff., 68, 166-207, 258-59.
See also doctorates and doctoral
programs; master’s degrees; spe-
cific programs, schools.
best fields for, 178-81
central facility for, ix, 19, 20, 197,
198, 205, 311
enrollments, 5, 59, 60, 172-78, 307-
8, 311, 323
financial aid to students, 20, 21, 52,
200-1, 206. See also fellowships;
etc.
full-time students and, 5, 21, 60, 174,
206, 307-8
library provisions, 5, 19-20, 182-85,
205
and non-credit courses, 278
organization of departments, 20-21,
199-200, 205-6
out-of-city residents and, 11, 81
plant expansion and, 30, 31, 307-9,
313, 318
research funds for, ix, 15, 20, 169-71,
205
in Teacher Education. see Teacher
Education
graduates. see graduate studies; high-
school graduates
grants, 5, 169-71, 265. See also foun-
dations.
“Grants for Faculty Research,” 171
graphic art. see art
Greater New York Charter, 34
group insurance in pension plans, 248,
338ff.
guidance. see counseling and guidance
377
gymnasia,
number used, 284
rented, 285
utilization, 292, 297, 350ff.
Harpur College of Liberal Arts, 43, 48,
110, 111-12
Harris, Townsend, 33, 35, 76, 77
Harvard University, 182
library, 183
and Ph.D.’s, 168, 216
Harvey Mudd College, 198
Heald, Henry T., 39, 41, 65
Heald Report (Meeting the Increasing
Demand for Higher Education
in New York State), 1, 39-40,
4l, 53-54
on enrollments, 124-25
in private colleges, 64-65, 83
Health, Department of, 261
health, public. see public health
health education,
teacher supply, 201, 202, 223
health fees, 78, 81
Heil, Louis M., 126
Heskett, J. V., 281
high-school averages, 3, 71-72ff., 103-13
passim, 124, 126-27, 324. See
also composite scores.
increase in requirements, 2, 38, 71,
84, 127
recommendations on, 12-13, 129-30
high-school graduates, 29, 79, 114-17,
125, 133, 134, 316, 328. See
also admission requirements;
college-age youth; enrollments.
and Community Colleges. see Com-
munity Colleges
and forecasts, 84, 86ff., 95ff., 98-100
high schools, 57, 86, 327ff., 357. See
also high-school averages; high-
school graduates.
Hunter College, 51, 58, 282
Higher Education, Board of. see Board
of Higher Education
history,
admission requirements,
109, 113 *
recommendations for, 13, 130
in doctoral programs, 178, 180,
197-98
master’s degrees in, 176
teacher supply, 202, 223, 225
Hofstra College,
hourly pay to Lecturers, 146
103, 106,
378
Holy, Thomas C., v, x, 55
letter to Committee to Look to the
Future, xi-xii
works on California education, 97,
155, 170, 184
home economics, 58
College of, 43
teacher supply, 6, 201, 202, 223
honor students,
advanced study for, 19, 204
hospitals,
and medical schools, 190-91
New York City Dept. of, 260
and nursing, 16, 258, 260
hotel technology, 62
hourly rates in Schools of General
Studies, 4, 15-16, 142, 145-46
housewives as students, 149-50
housing. See also dormitories.
faculty, 23, 235
Housing Authority, NYC, 189
Hudson Valley Community College,
110, 113
humanities. See also specific subjects.
research grants, 171
Hunter College, 35, 57
admission requirements, 71, 104
Bronx, 28, 66, 310-11, 315-16, 320
enrollments, 38, 85, 138, 140,
147, 148, 311
physical plant, 282, 283, 284,
286, 292, 293, 295, 298, 300,
315, 320, 359ff.
School of General Studies, 4,
136, 138ff., 145, 147, 148, 311
students’ boroughs of residence,
8, 306
and campus separation, 28, 310-11,
315-16
Demonstration School for Exceptional
Children, 168
dropping of students, 119
School of General Studies, 120,
121, 123
voluntary withdrawal, 123
Elementary School, 51- 58
enrollments, 38, 39, 311, 330, 333
and dormitories, 85
graduate, 172, 173, 311
in SGS, 138, 140, 147, 148, 311
established, 1, 34, 44, 66, 167
graduate work, 58, 166, 167, 168
best fields, 179, 180, 181
in City Planning, 195
enrollments, 172, 173, 311
medical care study, 26]
LONG-RANGE PLAN FOR THE CITY UNIVERSITY
in nursing, 190
research grants, 171
in social work. see Hunter Col-
lege:
Social Work School
High School, 51, 58, 282
library, 183, 282
nursing program, 190
Park Ave., 28, 310-11, 315-16, 321
enrollments, 38, 138, 140, 147,
148, 311
physical plant, 282ff., 292, 293,
295, 298, 350ff.
School of General Studies, 4,
136, 138ff., 145, 147, 148, 311
students’ boroughs of residence,
8, 306
physical plant, 282
building program, 286, 303, 320
college-owned space, 283, 284
office space, 300, 315
rented space, 285
room capacities, 295, 298
room utilization, 291, 292, 359,
361, 362
student-station utilization, 293
School of General Studies, 4, 136,
139
course offerings, 140, 141
dropping of students, 120, 121,
123
enrollments, 138, 140, 147, 148,
311
hourly rates to teachers, 40
transfers from, 105
section sizes, 228
Social Work School, 36, 57, 67, 187-
90, 323
students’ boroughs of residence, 8,
306
Teacher Education, 58, 167, 168,
173, 333
teaching staff, 209, 210, 214
and doctorates, 215, 220
hourly rates to, 4, 145
new, characteristics of, 220
office space for, 300
and salary costs, 3, 75
and teaching load, 74
vacancies, 224-25
undergraduate training for Ph.D.’s,
169
Illinois, University of, 124, 182
library, 183
INDEX
and Ph.D.’s, 168, 216
research bureau, 271, 276
incomes. See also salaries.
and scholarships, 40, 52
Indiana University, 124
research bureau, 270, 276
research expenditures, 170
industrial arts,
graduate program, 167
teacher supply, 202, 223
industrial management,
master’s degrees, 176
Industrial and Labor Relations, School
of, 43
industry,
and fringe benefits, 247
staff appointees from, 220, 221
and university research foundations,
264
Ingraham, Mary S., v
statement by, vii-x
in-service education, 356
Institute of Computing, 196
Institute of Visual Science, 192
institutes, specialized, 193-96, 198.
See also specific institutes.
Institutional Research, Bureau of, 26,
275-76
and admissions, 12, 129
in Minnesota, 227
and withdrawals, 15, 132
instructional costs. see salaries
instructional fees. see tuition
instructional rooms. see classrooms
instructional staff. see faculty,
University
Instructors, 208-13 passim, 222, 225-26
Community College, 18, 164, 211,
212
salaries, 6, 145, 225-26
insurance, retirement. see pension plans
insurance companies and pension plans,
247-51 passim, 341ff.
integration of educational
140-42
Inter-American Affairs, 181
Interdepartmental Neighborhood Serv-
ice Center, 189
international relations,
master’s degrees in, 176
international trade,
master’s degrees in, 176
internships, 356
inventions. see patents; research
inventory records, plant, 28, 304, 315
City
program,
379
Investigation of the Criteria for Ad-
mission to the City University,
73-74, 126
investments of C.R.E.F., 248
Iowa, State University of, 124
Ph.D.’s to City University staff, 216
research bureau, 271
research expenditures, 170
Iowa State University of Science and
Technology,
Ph.D.’s to City University staff, 216
Isaac Albert Research Institute, 180
Jamestown Community College,
113
Jefferson Hall (Queens College), 282
jobs,
multiple employment,
252-55
placement in. see placement
training for. see counseling and guid-
ance; terminal (career) pro-
grams; etc.
John Hancock Mutual Life Insurance
Co., 341
Johns Hopkins University,
Ph.D.’s to City University staff, 216
Journal of Higher Education, 97
journalism,
teacher supply, 202, 223
journals, printing of, 273, 274
Junior College—Progress and Prospect,
The, 4, 154, 155
junior colleges, 97, 154, 161, 164-65,
278. See also Community Col-
leges.
admission requirements, 4, 155
faculty salaries, California, 5, 164
staff with Ph.D.’s, 4, 163
teacher supply, 201, 202, 222, 223
junior high schools, 86, 357
teachers for, 262, 264
110,
24-25, 144,
Kentucky, University of, 124
research bureau, 271
Kings County. see Brooklyn
Klapper Hall (City College), 280
labor,
executives as advisors at NYC Com-
munity College, 62
management relations, 38, 323
380
laboratories, 284ff. See also laboratory
hours; research.
in building program, 286-87
capacity, 7, 295, 297, 298
fees for use, 78, 80
and graduate programs, vii, 19, 21,
179, 186, 198, 200, 205, 207
rented, 285
for Teacher Education, 167, 168, 186
utilization of, 27, 291ff., 314, 359ff.
laboratory hours,
teaching loads and, 23, 244-45, 246
laboratory technology, medical, 58,
62
land, cost of, x, 8
languages, foreign. See also specific
languages.
admission requirements,
107, 108, 111, 112
recommendations, 13, 130
doctoral program in romance lan-
guages, 179, 180-81
teacher supply, 6, 201, 202, 223, 225
“late bloomers,” 81
law school, 193
leadership development, 357
leaves of absence,
and pension plans, 251, 337ff.
lecture rooms, 284ff., 359-62 passim
lecture sessions, 4, 146, 227-28
Lecturers, 142-43, 144-46, 147, 208ff.
in nursing program, 261
office space for, 149
remuneration of, 15-16, 151
hourly rates, 4, 15-16, 142, 145-
46
liberal arts and science. See also bacca-
laureate degrees; Senior Col-
leges; etc.; specific schools
College of. See under City College.
graduate work in, 5, 18, 36, 58,
174-75, 204
doctoral programs, 20, 205
and transfers, 12, 58, 104-5, 129
two-year programs. see associate de-
grees; Community Colleges;
Schools of General Studies
libraries, 5, 47, 65, 184. See also library
education.
certifying of librarians, 42
college, ix, 5, 41, 182-85
and campus separation, 311
fees, 78
in graduate programs, 19-20, 21,
182-85, 205, 206
physical plant and, 301
103, 106,
LONG-RANGE PLAN FOR THE CITY UNIVERSITY
recommendations for, 19-20, 21,
205, 206
Council of Higher Educational In-
stitutions and, 49
in graduate programs,
182-85, 205, 206
in University of the State of NY, 41
library education,
graduate program, 39, 167, 323
Library Statistics of Colleges and Uni-
versities, 1959-60, 183
life insurance, in pension plans, 248,
338 ff.
Lins, L. J., 87
literature,
classics, 176
comparative, 179
doctoral programs, 179, 200
locker fees, 78
Long, Louis, 126
Long Island, ix, 19, 204. See also
specific counties.
population increase, 203
Long Island College of Medicine, 61
Long Island University, 48
Long-Range Plan for the City Univer-
sity of New York, 1961-1975,
development of, 1-2, 40-41, 53-55
statements on, vii-xii
Louis M. Rabinowitz School of Social
Work (Hunter College), 36, 57,
67, 187-90, 323
Louisiana State University,
research bureau, 270
19-20, 21,
McConnell, T. R., 170, 184
on flexibility, 70
on junior colleges, 154, 164-65
McKinney’s Consolidated Laws of New
York, 154
McMahon, Emmest E., 143
Maine, 5, 169
major medical insurance in pension
plans, 248, 340, 343
management,
education management study, 37
executives as advisors at NYC Com-
munity College, 62
institutional, Regents’
and, 46
labor relations program, 38, 323
master’s degrees in, 176
Manhattan. See also specific schools.
college-entrance population, 326
high-school averages in, 115, 117
Master Plan
INDEX
school-age children in, 327, 329
students to various colleges, 8, 306
Manhattanville College, 321
Manual for Space Utilization . .
Maritime College, 43, 45
marketing management,
master’s degrees in, 176
marketing research,
master’s degrees in, 176
Martorana, S. V., 70
Massachusetts, University of, 199
Massachusetts Institute of Technology,
graduate school, 182
Ph.D.’s to City University staff, 216
Master Plan for Higher Education in
California, 1960-1975, 97, 272-
73, 316
and admissions, 155
and tuition, 78
Master Plan—Revised 1960 (State Uni-
versity of New York), 154, 160,
175
master plans, viiff., 2, 40-41, 45-47
development of 1961 Plan, 1-2, 40-
41, 53-55
State University, 46, 154, 160, 175
master’s degrees, ix, 5, 18-19, 36, 57ff.,
163, 166ff., 204
awarded by fields, 176-77
counseling for programs, 21-22, 206-7
enrollments for, 5, 172-78
and fees, 79, 80
in Police Science, 260
mathematics,
admission requirements, 103, 106ff.,
112, 113
recommendations for, 13, 130
doctoral programs, 181, 198, 199-200
master’s degrees, 176
research expenditures, 171
teacher supply, 6, 201, 202, 222, 223,
225
matriculants, 58-60, 323. See also ad-
mission requirements; enroll-
ments; etc.; specific degrees,
schools, sessions.
Community College, 38, 59, 60, 307.
See also Community Colleges.
and tuition, 10, 77, 80-81
graduate, 172ff., 177, 178, 323. See
also graduate studies.
limited, 173
and fees, 79
Schools of General Studies, 15, 59,
-, 294
381
60, 309, 323. See also Schools
of General Studies.
Senior College, 58ff. See also Senior
Colleges.
and graduate enrollments, 172ff.,
177, 178
and space, 7, 305ff.
and tuition, 77ff., 85
and tuition, 10, 77-79, 80, 162, 186
mechanical engineering,
master’s degrees, 5, 175, 176, 187
professors with Ph.D.’s, 188
mechanical technology, 58, 62
medical care,
study of government expenditures,
7, 261
medical insurance in pension plans, 248,
338ff.
medical laboratory technology, 58, 62
medical research, 196
medical schools, 48, 190-91. See also
Downstate Medical Center.
medical surgical nursing, 190
Medsker, Leland, 4, 70, 154, 155
Meeting the Increasing Demand for
Higher Education in New York
State (Heald Report), 1, 39-40,
41, 53-54
on enrollments, 124-25
in private colleges, 64-65, 83
mentally retarded, educating, 167
Methodology of Enrollment Projec-
tion. . ., 87
Metropolitan Life Insurance Co., 343
Michigan, University of, 182
library, 183
and Ph.D.’s, 168, 216
research bureau, 271
Michigan State University,
research bureau, 270, 276
research expenditures, 170
microfilming, 356
Middle States Accreditation Association
of Colleges and Secondary
Schools, 245, 253
migration of school-age children, 82-
83, 86ff., 329
military duty, and pension plans, 251
Minnesota, University of, 124, 150, 269
library, 183
and Ph.D.’s, 168, 216
and research, 227, 269, 276
expenditures, 170
report on bureaus, 270-71
and teaching methods, 227
Mitchell-Brook Law, 2, 50, 98
382
Mohawk Valley Technical
110, 113
money. see budgets; costs; financial aid
paid to faculty. see remuneration;
salaries
monographs, printing of, 274
Montana State University,
and gasoline testing, 257
Montefiore Hospital,
and medical school, 190
Morrill, James L., 78-79
Morrisville, N. Y.,
Agricultural and Technical Institute,
110
Mt. Holyoke College, 199
Mt. Sinai Hospital,
and medical school, 190
multiple job employment, 24-25, 144,
252-55
Municipal College Personnel
tion, 355
Municipal College System (now City
University), v, 1, 33-36, 66.
See also City University; Senior
Colleges; etc.
earlier studies on, 1, 37-41
museums, 65
and graduate work, 21, 203, 206
in University of the State of NY, 41
music,
doctoral program, 181
master’s degrees in, 176
teacher supply, 202, 223, 225, 226
Institute,
Associa-
Nassau Community College, 110, 113
Nassau County,
and Community Colleges, 40, 110,
113
estimating
95, 97-98
number of high-school graduates, 328
National Council of University Re-
search Administrators, 264
National Defense Education Act, 174
National Education Association, 221
National Institute of Health, 179
National Science Foundation, 179
Nebraska, University of, 124
Ph.D.’s to Community College staff,
219
Negroes, 82 See also non-whites.
Nevada, 5, 169
New Jersey,
teacher supply, 201, 202
and 87ff.,
enrollments,
LONG-RANGE PLAN FOR THE CITY UNIVERSITY
New Paltz, N. Y.,
College of Education in, 110
New York Adult Education Council,
278
New York City, 9, 21, 33-34ff., 69,
206. See also City University;
specific boroughs, schools, types
of schools, etc.
and adult education, 26, 278-79
Area. See also Long Island, etc.
studies, 176
Board of Education. see Board of
Education
Board of Estimate, 55, 61, 62, 153,
303
Board of Higher Education. see
Board of Higher Education
City Planning Department, 83, 195,
303
college-age population. see college-
age youth
and faculty salaries, 22, 23, 227, 238
Health Department, 261
high schools. see high schools
Hospitals, Department of, 260
Housing Authority, 189
Interdepartmental Neighborhood
Service Center, 180
libraries, 5, 65, 184
medical care study, 7, 261
and pensions, 6, 24, 248-52, 338
population growth, changes, 82ff.,
175, 329
public services for, 9, 26, 69, 257ff.,
279
reimbursed for Community Colleges,
2, 20, 40, 51, 96
reimbursed for Teacher Education,
2, 36, 49-50, 53, 67, 167, 186
residents, and tuition. see tuition
school-age children in. see school-
age children
teachers for. see Teacher Education
Youth Board, 189
New York City Community College of
Applied Arts and Sciences, 45,
61-62, 63, 148, 153
admission requirements, 113
enrollments, 62, 64, 148
and expansion, 96-97, 307, 321
new admissions, 85, 89, 91, 95
Heald Report and, 40
transfers to City College, 118
New York County. see Manhattan
New York Evening Post, 76
INDEX
New York Herald Tribune, 83
New York Public Library, 184
New York State, 4, 5, 39-40, 41-47f.,
53-54, 78, 160, 208. See also
State University of New York;
University of the State of New
York.
Advisory Council on Higher Educa-
tion, 49
aid. See under financial aid.
colleges. see Colleges of Education;
State University of New York;
specific schools
Constitution, 41, 42-43, 250
Dormitory Authority, 63, 85
Education Department, 41, 42-43,
45, 49, 64, 88, 106
Education Law, 42-53 passim, 153-
54
Heald Report and, 39-40, 53-54. See
also Heald Report.
High School Equivalency Certificate,
106, 109
Legislature, vii, xi, 2, 36, 44, 54,
85. See also New York State:
Education Law.
and construction fund, 30, 124,
303
and elementary schools, 33
Rapp-Coudert Committee, 37
and Regents, 42, 47
and reimbursement to NYC, 49-
51
and retirement systems, 250
and scholarships, 52
and State University establish-
ment, 36
public services to, 9, 69
residents, 50, 59, 79, 83, 98, 186
State Department, 345
Teachers Colleges. see Colleges of
Education
Teachers’ Retirement System, 247,
341
New York State Institute of Applied
Arts and Sciences, 61
New York Times, 169, 345, 346
New York University, 48, 266
dental school, 193
hourly pay to Lecturers, 146
library, 184
and Ph.D.’s, 168, 216, 217, 219
research bureau, 270, 276
Newark College of Engineering,
hourly pay to Lecturers, 146
news bulletin, City University, 271-73
383
newsletters,
Board of Higher Education and, 271-
72
newspapers. See also specific papers.
campus, 272
1961 Statistical Guide for New York
City, 64, 184
non-bearing partition walls, 27, 314
non-credit courses, 60, 150. See also
adult education.
non-degree work. See also adult edu-
cation; certificates; diplomas;
non-matriculated students.
in Schools of General Studies, 3, 10,
70, 133
non-matriculated students, 3, 10, 26,
70, 133, 136, 279. See also adult
education.
admission requirements, 13, 107-8,
130
dropping of, 121
enrollments of, 59, 137-38, 148, 172,
173, 277, 330ff.
fees for, 77, 79
in School of Social Work, 189
non-resident students. see out-of-city
and out-of-state students
non-whites,
and enrollment estimates, 82-83, 87-
88, 89, 93-95, 98ff., 326
Normal College, 34, 66
Northwestern University,
Ph.D.’s to City University staff, 216
nursing programs,
associate degree, 16, 58, 62, 137, 151,
260-61
admission requirements, 13, 106,
130
and fees, 79, 80
graduate, 68, 167, 190
post-graduate, 39, 58
nutrition,
master’s degrees in, 68, 176
occupations,
choosing. see counseling and guidance
placement in. see placement
training for. see Community Colleges;
terminal (career) programs; etc.
Office of Research and Evaluation, 186
office space, 7, 299-300
and low room use, 295
recommendations, 27-28, 314-15
for City College remodeling, 30,
318
384
in Schools of General Studies, 149
and stopgap appointments, 224
Ohio,
retirement systems in, 247
Ohio State University, The, 124, 216
Campus Review, 272
Optometry School, 193
and research, 268, 269
Educational Research Bureau,
270
Research Foundation, 266-67
Oklahoma, University of,
research bureau, 271
Oneonta, N.Y.,
College of Education in, 110
Opening Fall Enrollments in Higher
Education, 1959, 165
Optometric Center of New York, 192
optometry, 191-93
and dismissals at U. of California,
121 :
Orange County Community College,
110, 113
orientation,
student personnel and, 352-53, 354
Oswego, N.Y.,
College of Education in, 110
out-of-city and out-of-state students, 11,
59, 73, 83, 126, 333
to Fashion Institute, 63
and tuition, 11, 50, 53, 79, 81
Paris, University of, 216
Sorbonne, 219
parochial high schools,
and admission requirements, viii, 125
recommendations, 11, 127
part-time students. see adult education;
Community Colleges; Evening
Sessions; graduate students;
Schools of General Studies
part-time teaching, compensation for, 4,
15-16, 142, 145-46, 151, 253
partition walls,
use of non-bearing, 27, 314
patents, 25, 263, 265, 268
Pennsylvania,
teacher supply, 201, 202
Pennsylvania, University of,
Ph.D.’s to City University staff, 216
Pennsylvania State University, The,
doctoral programs, 180
Ph.D.’s to City University staff, 216
research bureau, 276
research expenditures, 170
LONG-RANGE PLAN FOR THE CITY UNIVERSITY
pension systems, 6, 247-52
analysis of, 336-44
recommendations for, 24, 252
performing arts, 180. See also theater;
etc.
periodicals,
libraries and, 5, 20, 182, 183, 205
university journals, 273, 274
personnel management,
master’s degrees in, 176
personnel service.
faculty vacancies, 225
student, 346-57
and adult education, 278
characteristics of programs, 351-
53
future developments, 353-57
philosophy of, 347-51
Ph.D.’s. see doctorates and doctoral
programs
pharmacy,
Bronx Community College program,
58
philosophy,
graduate work, 181, 200
teacher supply, 202, 223
Phoenix Mutual Life Insurance Co., 344
physical education, teacher supply in,
202, 223
vacancies listed, 225
women’s 6, 201, 202, 223
physical plant, 7-8, 27-31, 280-319. See
also construction; laboratories;
office space; etc.; specific schools.
branch campuses, relationships of,
28, 310-12, 315-16
building program in progress, 285-87,
320ff.
central facility for graduate work, ix,
197, 198, 311
recommendations for, 19, 20,
205
costs for expansion, x, 8, 28, 30-31,
312-13, 316, 318
Cottrell Report and, 37-39, 320-23
inventory records, 28, 304, 315
needed expansion, 304-10
procedures in meeting requirements,
301-4
rented space, 27, 284-85, 314
utilization of, 7, 27, 287-96, 314,
359-62
physically handicapped, education of,
167
physics,
admission requirements, 103
INDEX
doctoral programs, 181, 198, 200
research grants, 171
teacher supply, 6, 201, 202, 222, 223
Pittsburgh, University of,
Ph.D.’s to Community College staff,
219
trimester plan, 296
placement, 21, 81, 206
and teacher supply, 201-2, 222-23
plant. see physical plant
Plattsburg, N.Y.,
College of Education at, 110
police departments, 256, 260
Police Science, 7, 58, 137, 260
master’s degrees in, 177, 260
political science,
doctoral programs, 181
master’s degrees, 176
research grants, 171
teacher supply, 202, 223
Polytechnic Institute of Brooklyn,
hourly pay to Lecturers, 146
Ph.D.’s to City University staff, 216
Pomona College, 198
population changes, 82-83, 86-87, 93ff.,
203
births after World War II, 53, 208
in Brooklyn, 175
and Community Colleges, 30, 317
in Queens, 35, 147, 175
in Richmond, 29, 147, 316-17
and Schools of General Studies, 133
post-master’s programs. See also doc-
torates and doctoral programs.
at Hunter, 58, 190
in nursing, 190
in social work, 189
in Teacher Education, 167
Potsdam, N.Y.,
College of Education at, 110
Pratt Institute,
pay to Lecturers, 146
preliminary sketches in construction
planning, 301-2
presidents, 23, 45, 64, 232ff., 246. See
also Administrative Council.
President’s Commission on Higher Ed-
ucation, 4, 160
President’s Committee on Education
Beyond the High School, 227
presses, university, 26, 273-75
Princeton University,
graduate school, 182
Ph.D.’s to City University staff, 216
private colleges and universities. See
also specific schools.
enrollments, 2, 64-65
faculty distribution, 212, 213
James Allen on, 345
libraries, 184
in University of the State of New
York, 42, 48
private high schools, 327, 328
and admission requirements, viii, 124,
125
recommendations, 11, 127
and estimating enrollments, 87-91
passim, 95ff., 98ff.
graduates to Community Colleges,
124, 161
probation for dropped students, 14, 15,
131-32
Proceedings of the Modern Language
Association, 180
professional licenses, 42,
professional schools, 3, 44, 185-93. See
also specific schools.
and doctoral programs, 20, 205. See
also specific programs.
libraries in, 184
professional student personnel workers,
349-50
Professors, ix, 6, 18, 22, 164, 258-59
appointment, promotional procedures,
232ff.
distribution of, 208-13 passim
offices for, 27, 315
requirements for, 230-31
salaries, 236ff.
and teacher supply, 222, 225
program-change fees, 80
project architects, 301, 302
promotions, 232-33ff.
budgetary control and, 210
in Division of Teacher Education,
186
recommendations on, 22-23, 231-32,
234
scholarship and, 22, 231-32
property accounting system, 28, 304,
315
Proposals for the Expansion and Im-
provement of Education in New
York State, 191
psychiatry,
Downstate Medical Center program,
61
psychoanalysis,
Downstate Medical Center program,
61
386
psychology,
clinical, 39, 167, 323
doctoral programs, 178, 179, 180, 200
master’s degrees, 176
research grants, 171
teacher supply, 202, 223
vacancies listed, 225
public address,
doctoral program, 180
public administration. See also Bernard
M. Baruch School of Business
and Public Administration.
5-year program, 38, 323
master’s degrees, 58, 68, 177
as public service, 256, 257
public health,
services, 258
public medical care, 261
supervision, master’s program, 190
Public Higher Education in the City of
New York (Cottrell Report), 37-
39, 320-24
“public images,” 345-46
public relations,
Chancellor’s duties in, 67
need for, 345-46
university bulletin and, 272
Public School #76, 321
Public School Society, 34
public services, 6-7, 26, 69, 256-71,
279. See also community serv-
ice; specific programs.
publication,
faculty and, 22, 232, 274, 275
publications. See also books.
university, 26, 271-75
Puerto Ricans, 82-83, 93
Purdue University, 124
research, 170
bureau, 271
foundation, 7, 267
qualifying non-matriculants, 107-8, 137,
138
qualitative admission requirements,
for College of Science and Engineer-
ing, 112
for Community Colleges, 11, 14, 109,
128, 131
State University-supervised, 113
transfer programs, 13, 108, 130
for Harpur College, 111-12
for Senior Colleges, viii, 11, 103-5,
127
LONG-RANGE PLAN FOR THE CITY UNIVERSITY
Schools of General Studies, 13,
106-7, 129-30
transfers to, 12, 129
for State University Colleges, 112
quantitative admission requirements,
for College of Science and Engineer-
ing, 112
for Community Colleges, 14,
130-31
State University-supervised, 113
transfer programs, 13, 108, 130
for Harpur College, 111
for Senior Colleges, 12, 103, 129
Schools for General Studies, 12-
13, 105-6, 129
for State University Colleges, 112
quarter system, 296
Queens, 35, 38, 321. See also Queens
College; Queensborough Com-
munity College.
college-age population, 326
high-school graduates, 115, 117
and population increase, 147, 175
Public Library, 184
school-children, 327, 329
students from, 8, 306-7
Queens College, 57, 96
admission requirements, 71, 72, 104,
105, 323
for associate degrees, 106, 107
dropping of students, 119
School of General Studies, 120,
121, 123
voluntary withdrawals, 112, 123
Early Childhood Center, 58, 167
enrollments, 38, 39, 330
and dormitories, 85
graduate, 172, 173, 175, 178
in School of General Studies,
138, 139, 140, 148
and staff increase, 147
establishment, 1, 35, 44, 66
graduate work,
enrollments, 172, 173, 175, 178
in mathematics, 181
research grants, 171
109,
Teacher Education, 167, 173,
174
undergraduate training for
Ph.D.’s, 169
library, 183
physical plant, 282
building program, 286, 303, 322
buildings to be replaced, 30,
282, 313, 318
INDEX
college-owned space, 283, 284
office space, 300
room capacity, 295, 298
room utilization, 292, 360, 361,
362
student-station utilization, 293
School of General Studies, 4, 136, 137
admission requirements, 106, 107
course offerings, 140, 141
dropping of students, 120, 121,
123
enrollments, 138, 139, 140, 148
hourly compensation rates, 4,
145
transfers from, 105
section sizes, 228
students’ boroughs of residence, 8,
306, 307
Teacher Education, 58, 167, 174, 333
teaching staff, 209, 210, 214
and doctorates, 215, 216, 220
enrollments and needs for, 147
hourly rates to, 4, 145
new, characteristics of, 220
and office space, 300
recruitment difficulties, 222-24
salary costs, 3, 75
and teaching loads, 74
temporary, 222
undergraduate training for Ph.D.’s,
169
Queensborough Community College, 58,
63, 153
admission requirements, 72, 109, 113
transfer program, 108
dropping of students, 120, 122, 123
enrollments, 331
established, 1, 36, 38, 44, 66, 321
mean high-school average, converted
score of freshmen, 111-12
physical plant, 283-84, 285
building program, 287
office space, 300
section sizes, 228
teaching staff, 211, 212, 217
and doctorates, 218, 219, 221
new, characteristics of, 221
and office space, 300
salary costs, 3, 75
and teaching loads, 74
tuition fees, 80
Rabinowitz, Louis, 189
Rabinowitz School of Social Work
387
(Hunter College), 36, 57, 67,
187-90, 323
racial groups, and enrollment estimates,
82-83, 87-88, 89, 93-95, 98ff.,
326
Rapp-Coudert Report, 1, 37
real estate,
master’s degrees in, 177
recitation sessions, 4, 146. See also dis-
cussion vs. lecture methods.
recommendations, 8-32. See also master
plans; specific items.
records,
plant inventory, 28, 304, 315
student, 356
recreation fees, 81
Regents,
University of California,
and admissions, 155
and office space, 299
and tuition, 78
University of the State of New
York, 42, 43
and Council of Higher Educa-
tional Institutions, 47
and master plan, vii, 45-47
and Optometric Center, 192
on professional curricula, 191
and Urban Affairs Institute, 194
Regents’ Rules, 42, 43
registrars,
appointments, promotions of, 233
registration. See also enrollments.
electronic equipment for, 296
fees, 86
rehabilitation of buildings.
renovation of buildings.
costs for, x, 8, 30, 31, 313, 318
religious reasons, classes not scheduled
for, 296
remodeling of buildings, 280, 281, 283
costs for, 8, 30, 31, 313, 318
remuneration. See also salaries.
part-time, 4, 15-16, 142, 145-46, 151,
253
renovation of buildings, 280, 281, 313.
See also rehabilitation of build-
ings.
rented space, 7, 284-85
replacement of buildings, 280, 282,
312-13
costs for, x, 8, 30, 31, 313, 318
Report of the Chairman, 1946-1948
(Board of Higher Education),
143
See also
388
Report of the Executive Committee of
the Board of Education, 34, 36
Report of the Executive Committee for
the Care, Government and Man-
agement of the Free Academy,
35
Report of an Experimental Study of
Part-time College Faculty Mem-
bers, 144
Report of the Select Committee of the
Board of Education, 33
research, 256ff. See also specific fields.
bureaus, 270-71. See also specific
bureaus.
Chancellor’s duties on, 67
Council of Higher Educational In-
stitutions and, 47
and faculty appointment, promotion,
22, 220, 221, 232
foundations, 7, 25-26, 65, 263-68.
See also specific foundations.
funds for graduate, ix, 5, 20, 169-71,
205
leaves of absence for, 251
and student services, 355
University of California and, 299
University departments and, 21, 206
university presses and, 26, 273, 275
resident students, 49, 58-59, 186. See
also tuition.
Restudy of the Needs of California in
Higher Education, 170, 299
retailing,
master’s degree in, 177
retention of students. see dropping of
students
retirement (pension) systems, 6, 247-52
analysis of, 336-44
recommendations, 24, 252
“Review of the Literature Concerning
Studies of College Teaching
Methods and Class Size, A,” 227
thetoric,
doctoral programs in, 180
Rhode Island, University of,
research bureau, 276
Richmond (Staten Island), 29, 38, 316-
17. See also Staten Island Com-
munity College.
college-age population, 326
high-school graduates, 29, 115, 117,
316
and population increase, 29, 147, 316
school-children, 327, 329
and Verrazano Bridge, 29, 175
Rockefeller, Nelson A., 44, 160
LONG-RANGE PLAN FOR THE CITY UNIVERSITY
Rockefeller Foundation, 65
Rockland County,
and Community Colleges, 40, 110,
113
and estimating enrollments, 87ff., 95,
97-98
number of high-school
328
Rockland County Community College,
110, 113
romance languages. See also specific
languages.
doctoral programs, 179, 180-81
teacher supply, 6, 201, 202, 223
vacancies listed, 225
Rome, University of,
Ph.D.’s to City University staff, 219;
rooms. see classrooms; laboratories; of-
fice space; etc.
Rosenberg, Gustave G., v, vii, xi, 54
on research grants, 171
Roth, Sidney G., 266
Rudy, S. Willis, 76, 77, 274
Russell, John Dale, 294
Russian Area Studies, 181
Rutgers, The State University,
and adult women as students, 150
and evening faculty, 143
pay to Lecturers, 146
graduates,
SAT. see composite scores; Scholastic
Aptitude Test
SCAT, 72
SUNY, 111
St. John’s University, 48
salaries, ix-x, 5, 164, 211, 223-24ff.,
236-40, 253
cost per school, 2-3, 74-76
and determining cost per student,
227
flexibility for new appointees, 6, 22,
226-27
and pensions, 250-51, 337ff.
recommendations on, 18, 23, 163-64,
226-27, 238-40
tuition to pay for, 78
Saturday room use, 288, 359-60
Scholar Incentive Program, 52, 53, 162
scholarship, faculty, 201, 206
need for scholarly growth, 22, 231-32
university presses and scholarly pro-
ductions, 26, 273-75
scholarships, 52, 162-63
to Baruch School, 188
to Fashion Institute, 63
INDEX
Scholastic Aptitude Test (SAT), 13,
73, 103-4, 116, 130. See also
composite scores.
scholastic averages. See also high-school
averages.
of transfer students, 118
school administration,
post-master’s program, 167
school-age children, 82-83, 86ff., 95,
98-100, 327, 329. See also ele-
mentary schools; high schools;
etc.
School of Business and Civic Admin-
istration, 188
School of Business and Public Admin-
istration. see Bernard M. Baruch
School of Business and Public
Administration
School of Education. See under City
College.
School of Engineering and Architecture.
See under City College.
School for Female Monitors, 34
school psychology, clinical,
post-master’s program, 167
School of Social Work. see Louis M.
Rabinowitz School of Social
Work (Hunter College)
School and Society, 183
School of Technology. See under City
College.
Schools of General Studies, 3-4, 9-10,
15-16, 36, 58, 133-52. See also
under Brooklyn,‘ City, Hunter,
and Queens Colleges.
admission requirements, 105-8, 126
non-matriculants and, 107-8
recommendations for, 9, 11, 12-
13, 16, 69, 128, 129-30, 152
adult education. See also adult edu-
cation.
separation from credit programs,
16, 134, 152
class sizes, 4, 146
and dropping of students, 14-15, 120,
121, 131-32
voluntary withdrawals, 123
educational purpose, 134-35
enrollments, 4, 39, 59, 60, 137-40,
323, 330
distribution of, 334
future, and staff needs, 146-49
and relationship of branch cam-
pus, 310, 311
integration of programs, 141-42
municipal employees in, 263
389
Nursing Science programs, 16, 137,
151
admission requirements, 13, 106,
130
physical plants, 10, 16, 70, 151
teaching staff, 4, 10, 15, 70, 142-46,
151, 253
appointments, promotions, 232
and extra teaching, 16, 24, 144,
152, 254
and future enrollments, 146-49
hourly rates to, 4, 15-16, 142,
145-46
office space for, 149-50
transfer of degree curricula to Com-
munity Colleges, ix, 15, 151, 309
and transfers to baccalaureate pro-
grams, 12, 102, 104-5, 129
success of students, 118
science. See also chemistry; physics;
etc; liberal arts and_ science;
research.
admission requirements, 103, 106ff.,
112, 113
recommendations for, 13, 130
assistant personnel, appointment and
promotion of, 233
doctoral programs, 200. See also
specific sciences. -
and fellowship funds, 200, 206
institutes, 181, 196, 198
teacher supply, 222, 224, 225
Science and Engineering, College of,
110, 112
Scope, Characteristics, and Impact of
Government Expenditures for
Medical Care in New York City,
7, 261
Screvane, Paul, viii
Scripps College, 198
secondary schools. See also high schools;
junior high schools.
adult education in, 279
Board of Education and, 34
Teacher Education for, 5, 174, 262,
264
in University of the State of New
York, 41
secretarial studies, 58
section sizes. see class sizes
“Selection and Retention of Students
in California’s Institutions of
Higher Education,” 121
selection of students. see admission re-
quirements
390
Semans, H. H., 170, 184
Senior Colleges, 57-60. See also bac-
calaureate degrees; Day Ses-
sions; etc.; Brooklyn, City,
Hunter, and Queens Colleges.
Administrative Council of. see Ad-
ministrative Council
admission requirements, viii, 2, 3,
70-74, 102-5. See also admission
requirements.
high-school graduates and. See
admission requirements; high-
school graduates
and increasing high-school av-
erages, 2, 38, 71, 84, 127
recommendations, 9, 11, 12, 69,
127, 129
and transfers to, 12, 104-5, 129
admissions, 3
new, 84ff., 95-98
Cottrell Report and, 38, 39, 320ff.
enrollments, 3, 7-8, 59-60, 304-7,
330, 334. See also enrollments.
Cottrell Report and, 38, 39
forecasting, 84-101 passim
established, 1, 34ff., 44, 66
graduate studies in. see graduate
studies
needed expansion, 304-7
physical plant, 27, 28, 280ff., 314,
316. See also physical plant.
room capacity, 297-99
room utilization, 7, 27, 287-96,
314
summary of cost estimates, 31,
313
and public services, 257ff.
retention of students,
120-21, 131-32
voluntary withdrawals, 122, 123
for Richmond, 29, 317
Schools of General Studies. see
Schools of General Studies
section sizes, 6, 228-29
State reimbursement to. see financial
aid: State
Teacher Education in. see Teacher
Education
teaching staff, 5, 6, 213-15, 218-20.
See also faculty, City Univer-
sity. °
distribution of, 208-10
educational requirements, 230-
31
and Ph.D.’s, 5, 215, 216
14-15, 119,
LONG-RANGE PLAN FOR THE CITY UNIVERSITY
salary costs, 75
and scholarly growth, 22, 231
shortages, 6, 222ff.
and teaching schedules, 23, 74,
75-76, 243-45
transfers to, 118
admission requirements, 12, 104-
5, 129
and tuition. see tuition
senior high schools. see high schools
services, 25-26, 256-79. See also com-
munity service; public services;
specific services.
student-personnel, 345-57
17-year-olds. see college-age youth
Shuster Hall (Hunter College), 282,
300, 315
skepticism, 350
sketches, in construction planning, 301-
2
Sloan-Kettering Institute, 65, 179
Smiley, Marjorie, 126
Smith College, 199
“social mobility,” 94
social science. See also social studies.
Institute, 196
philosophical ideas and, 200
stopgap teacher appointments, 224
social studies,
admission requirements, 13, 103, 107,
112, 130
Social Security, 247, 249
Social Welfare Administration, 5-year
program, 38, 323
social work, 258
master’s degrees, 5, 175, 177
programs, 58, 68
school, 36, 57, 67, 187-90, 323
societies, leamed, 22, 232
sociology,
doctoral programs, 179, 180, 200
master’s degrees, 176
research grants, 171
teacher supply, 202, 223
Sorbonne,
Ph.D.’s to Community College staff,
219
space needs. see classrooms: capacities;
enrollments; office space; physi-
cal plant; etc.
Spaney, Emma, 126
Spanish,
master’s degrees, 176
special students, 334
fees for, 79
INDEX
special use rooms,
number used, 284
rented, 285
utilization of, 292, 297, 359ff.
speech,
doctoral programs, 179, 180
master’s degrees, 68, 176
research grants, 171
teacher supply, 201, 202, 223, 225
therapy, 68, 180
Stanford University,
library, 183
and Ph.D.’s, 200, 216
State (for other entries, see New York
State),
aid. See under financial aid.
State colleges. see Colleges of Educa-
tion; State University of New
York; specific schools; also under
California.
University Colleges, 43,
112-13
State University of New York, 43,
110-13
Board of Higher Education and, 45,
63-64
budget for expansion, x
bulletin of, 72
Chancellor of City University and, 41
and Community Colleges, 1, 36, 44-
45, 63-64
admission requirements, 113
construction fund, 30, 124, 303, 318-
19
established, 36
master plans, 46, 154, 160, 175
and office space, 315
Ph.D.’s to Community College staff,
State 110,
219
Research Foundation, 264-65
Selective Admission Examinations,
111, 112
Teachers College. see Colleges of
Education
State University of Iowa, 124, 170, 216,
271
Staten Island. see Richmond; Staten
Island Community College
Staten Island Community College, 58,
63, 153
admission requirements, 108, 109, 113
dropping of students, 120, 122-23
established, 1, 36, 44, 66, 321
physical plant, 283, 285
building program, 286
391
office space, 300
room utilization, 360
teaching staff, 211, 212, 217
and doctorates, 218, 219, 221
new, characteristics of, 221
office space, 300
salary costs, 3, 75
and teaching load, 74
transfers, 108, 118
tuition, 79-80
statistical analysis,
Bureau of Institutional Research and,
276
statistics,
master’s degrees in, 177
“stopgap” (temporary) appointments,
222, 224, 226
Strayer, George D., 37
Strayer Reports, 1, 37
Stroup, Herbert H., 346
student activities. See also extracurri-
cular activities.
fees, 78, 80, 81
student-station use, 293, 358ff.
students. See also admission require-
ments; enrollments; etc.
counseling of. see counseling
and guidance
financial aid to, 21, 47, 52, 200-1.
See also scholarships; etc.
forecasting numbers of, 82-101
personnel services, 278, 345-57
record systems, 356
“Study of the Eligibility of Graduates
of California Public High
Schools for Enrollment in Cali-
fornia Public Institutions .. . ,
A,” 155
“style of life,” 350
suburbs. see Long Island; Nassau
County; Westchester County;
etc.
Suffolk County,
and Community Colleges, 40, 110,
113
and estimating enrollments, 87ff., 95,
97-98
number of high-school graduates, 328
Suffolk County Community College,
110, 113
summer,
employment, and multiple job regu-
lations, 14, 254
sessions, 58, 168, 189
surgical nursing, 190
392
survival experience of school-age chil-
dren, 82, 86ff., 329
Syracuse University,
Forestry College, 43
medical school, 61
Ph.D.’s to City University staff, 216
research bureau, 271
TIAA, 247ff., 337ff.
take-home pay,
Teachers’ Retirement
249
taxation,
master’s degrees in, 177
Teacher Education, 7, 49-50, 58, 67,
167-68, 257, 261-62, 263, 264
beginnings of, 34, 167
Colleges of Education, 36, 43, 48,
110, 112-13
Division of, 67, 185-87, 262, 275
faculty numbers, 209, 210
graduate work in, 5, 18, 36, 58, 79,
80, 166, 167-68, 186, 204. See
also Teacher Education: and
need for college teachers.
and need for college teachers, vii, 6,
21, 201, 202, 206, 207, 223ff.
Nursing Education. see nursing pro-
System and,
grams
out-of-city residents and, 53, 98, 186,
333
School of Education. See under City
College.
State reimbursement for, 2, 36, 49-
50, 53, 67, 167, 186
“Teacher Supply and Demand... ,”
163
teachers. See also faculty, City Univer-
sity; Teacher Education.
certification, 42
need for college, vii, 6, 21, 144, 201,
202, 206, 207, 223
Teachers College of Columbia Univer-
sity,
research bureau, 271
Teachers Insurance and Annuity Asso-
ciation (TIAA), 247ff., 337ff.
Teachers’ Retirement Law, 24, 252
teaching loads, 6, 23-24, 74-76, 243-46
and part-time remuneration, 145
and temporary appointments, 224
teaching machines, 22, 23-24, 229, 230,
246, 275
teaching schedules. see teaching loads
LONG-RANGE PLAN FOR THE CITY UNIVERSITY
Tead, Ordway, 143
technical institutes, 48. See also Com-
munity Colleges.
reports recommend, 37, 38
State Agricultural and Technical In-
stitutes, 43, 110
technical programs. see Community
Colleges; terminal (career) pro-
grams
technologies, training for, 62, 58. See
also City College: School of
Technology; Community Col-
leges; terminal (career) pro-
grams; specific technologies.
teacher supply, 222
telephone services, 27, 28, 314, 315
television,
Bureau of Institutional Research and,
275
and faculty time, 22, 24, 229, 230,
246
Regents’ Master Plan and, 47
temporary personnel, 222, 224, 226
tenure, 6, 213-14, 220, 232, 240-43
in Community Colleges, 217
recommendations on, 23, 243
terminal (career) programs, 4, 29, 155.
See also Community Colleges.
admission requirements, 14, 109, 130-
31
at Agricultural and Technical Insti-
tutes, 110
at junior colleges, 154
tests. see entrance examinations; Scho-
lastic Aptitude Test; etc.
Texas, University of, 124
theater,
graduate work in, 180, 203
teacher supply in dramatic arts, 202,
223
theses, fee for filing, 80
Thomas Hunter Hall (Hunter College),
282
Thompson, Ronald B., 124, 208
3-term-year plan, 296
time,
saving faculty, ix, 22, 24, 229-30, 246
time lapse, 7, 28, 302-3, 315
trade schools,
adult education in, 278
traineeships, 21, 206
National Defense Education Act and,
174
in nursing, 190
INDEX
transfers,
Community College :programs for, 4,
10, 14, 36, 70, 109, 130-31,
154ff. See also Community Col-
leges; specific schools.
admission requirements, 10, 11,
13, 108, 128, 130
and tuition, 80-81
under State University, 110
in doctoral programs, 198
to Senior Colleges, 12, 14, 74, 102-
4, 129, 131
and enrollments, 304
success of, 118
transportation facilities,
and location of new institutions, 305
travel,
to recruit faculty, 23, 235
trigonometry,
admission requirements, 103
trimester plan, 296
Trustees’ Master Plan (State Univer-
sity), 46, 154, 160, 175
tuition, viii, 2, 10-11, 49, 52-53, 76-80,
83, 85, 186
Community Colleges and, viii, 10,
77, 79-80, 81, 161, 162-63
Heald Report and, 40
out-of-city residents and, 11, 50, 53,
79, 81
Tutors, 208, 209, 210
twelfth-grade pupils, 87ff., 327, 329
two-year programs, 351. See also asso-
ciate degrees; Community Col-
leges; Schools of General Studies.
President’s Commission on Higher
Education and, 4, 160
undergraduates. See also associate de-
grees; baccalaureate degrees;
Senior Colleges; students; etc.;
specific schools.
advanced study for, 19, 204
enrollments, 3, 82ff., 330-35. See also
enrollments.
forecasting numbers, 82-101 passim
graduate program and, 21, 161; 168,
196-97, 203, 206
Scholar Incentive Program and, 52,
162-63
State aid to City under Mitchell-
Brook Law, 50
and tuition. see tuition
United Nations, 203
393
United States,
armed forces, 58
Air Force and research, 179
military duty and pension plans,
251
Census, 86ff., 100, 266, 329
government aid to graduate work, 20,
167, 174, 180, 205
research grants, 170, 171
Office of Education, 212
universities. see colleges (and univer-
sities ); specific schools
“university,” defined, 68
“university-parallel” programs, 5, 154
University of the State of New York, 41-
42
Commissioner of Education as Presi-
dent, 43
Division of Research in Higher Edu-
cation, 128
Regents. See under Boards of Regents.
State University of New York under,
43
Upstate Medical Center, 61
Urban Affairs Institute 22, 193-96
School of Social Work and, 190
Utah State University,
research bureau, 276
values, students’, 350
Vanderbilt University,
research expenditures, 170
Vassar College, 48
Verrazano Bridge, 29, 175, 316
vesting, 248, 251, 337ff.
recommendations for, 24, 252
Veterinary Medicine, State College of,
43
Vienna, University of,
Ph.D.’s to City University staff, 219
vitas, filing of, 23, 235
vocational high schools,
and admission requirements, 3, 114,
124, 156
and career programs, 11
adult education in, 279
distribution of diplomas, 116
vocations,
choosing. see counseling and guidance
training for. see Community Colleges;
terminal (career) programs; etc.
voluntary withdrawals, 15, 122-23, 132
Wabash College,
research expenditures, 170
394
Wagner, Robert F., viii, 193, 194
Wagner College, 48
walls,
use of non-bearing partition, 27, 314
Walt Whitman Hall (Brooklyn College),
282, 322
Washington, University of,
library, 183
research bureau, 271
research expenditures, 170
Wayne State University,
research bureau, 276
Webster, Horace, 76
Webster's New World Dictionary, 68,
78
Westchester County,
and Community Colleges, 40, 110
and estimating enrollments, 87ff., 95,
97-98
and expanding graduate work, ix, 19,
203, 204
number of high-school graduates, 328
Westchester Community College, 110
Western Reserve University,
Ph.D.’s to City University staff, 216
white population,
and enrollment estimates, 83, 87-88,
89, 93-95, 98ff., 326
Whitman Hall ( Brooklyn College), 282,
322
Wisconsin, University of, 124
Alumni Research Foundation, 267-68
=>
LONG-RANGE PLAN FOR THE CITY UNIVERSITY
and graduate work, 168, 182, 216,
219
library, 183
withdrawals. See also dropping of stu-
dents.
voluntary, 15, 122-23, 132
Wollman Estate, 188
women, 66, 323
adult students, 150
entrance requirement scores, 71, 72,
104, 111, 324
physical education for, 6, 201, 202,
223
and teacher education, 34
work-study programs,
at New York City Community Col-
lege, 62
Yale University,
and graduate work, 180, 182
and Ph.D.’s to City University staff,
216, 219
library, 183
Yavner, Louis E., 37
Yeshiva University, 48
medical school, 190
Young, John, 76
Youth Board, NYC, 189
Zuckerman, Harold, 114
Title
"A Long-Range Plan for the City University of New York, 1961-1975"
Description
New York City's Board of Higher Education appointed Thomas Holy as lead consultant to write this 424-page report 1962 on the future of the City University of New York. The report articulated three major goals: to build or acquire more community and four-year colleges; to expand enrollment by creating a more flexible admissions policy; and to maintain free tuition for full-time four-year college students.
Contributor
Butt, Tahir
Creator
Holy, Thomas C.
Date
1962
Language
English
Publisher
New York, Board of Higher Education
Relation
6912
6902
6892
6882
Rights
Public Domain
Source
New York State Archives
Original Format
Report / Paper / Proposal
Holy, Thomas C. Letter. 1961. “‘A Long-Range Plan for the City University of New York, 1961-1975’”. 6912, 1961, CUNY DIGITAL HISTORY ARCHIVE, accessed March 10, 2026, https://stephenz.tailc22a4b.ts.net/s/cdha/item/436