Saturday, April 27, 1968
THE INAUGURAL ECHO
Page Seven
(Continued from Page 6)
2. Technical services: catalog
ing and classification of library
materials.
3. Reader services.
4. Organization and adminis
tration of libraries — college,
public, and school.
5. History of books and libra
ries.
6. Foundations of library serv
ice.
The courses under the areas
above are expected to give the
the student an understanding of
the principles and practices of
library organization and admin
istration; knowledge of essen
tial bibliography and literature
in the field of library science,
in the humanities, the natural
sciences, physical sciences, and
the social sciences; an ability
to evaluate, interpret, and use
both printed and non-book ma
terials; a knowledge of the
methods of research within the
library field; a competence in a
special area or phase of library
work; an understanding of the
library as a social and educa
tional institution, and of its role
in the history and development
of communication; and a foun
dation ^or continuing in further
studies.
Trend Noted
In view of the fact that there
is a trend for libraries to be
come materials centers, individ
ualized learning centers and to
continue as research centers,
the School of Library Science iS
including necessary units in the
course content. In the near fu
ture the School will add to the
curriculum courses in informa
tion science—retrieval and stor
age, and computers and libra
ries.
A course in special libraries
is also projected. This course
will help graduates to be bet
ter qualified to go into the libra
ries of the major industries. It
is hoped that this course will
attract students with science
backgrounds into the field.
At the present time there is
need for librarians and teachers
of librarianship. The field is
not overlooked. The future for
librarians, who are competent,
is very bright.
-Honors-
(Continued from Page 5)
gram has showed that the stu
dents can be taught the desired
skills and information. Their
scores on Common Standardized
Tests of Study Skills, Critical
Thinking, and Problem Solving
are significantly higher than
those of their counterparts who
did not go through the Honors
Program.
Additional benefits of the pro
gram appear in the form of
“spill over” into the other
courses. For example, when the
English Department had to
create a course for Closed Cir
cuit Television practically over
night it responded by a whole
sale adoption of the Honors
English course. Other techniques
such as the use of Programmed
Instruction, 8mm loop film and
multimedia instruction have also
filtered down from the Honors
classes into the regular courses.
The program conforms gene
rally to the standards set up by
the predecessor of the National
Collegiate Honors Council—^the
Interuniversity Committee o n
the Superior Student in its pub
lication, The Superior Student,
of February 1961.
The program is presently un
dergoing a re-evaluatiori and re
organization in order to expand
it into other areas of the Col
lege.
Summer School Advances In Offerings
By DR. CECIL PATTERSON
Acting Director of Summer
School
The North Carolina College
Summer School began emerging
as a separate instructional and
administrative unit in 1946
when Dr. Joseph H. Taylor, then
chairman of the Division of His
tory and Social Sciences, became
director. Prior to this time the
Summer Program had operated
as a “Summer Quarter” with
primary coordinaticxn from the
Registrar and other established
administrative officers.
In 1949 the Summer School
Office was established as a sepa
rate administrative unit with
Dr. Taylor as director and Mrs.
Margaret Moore Hawley as sec
retary. Since then the Office has
enjoyed a remarkable continuity
of staff and direction. Dr. Taylor
served 14 additional years as
director until 1964. Mrs. Hawley
remained as secretary until
1959, took a leave, was replaced
by Mrs. Lethia Jordan Johnson
until 1963, and then returned to
the position which she still
holds. Dr. Taylor was succeed
ed by the present incumbent.
Dr. C. L Patterson, professor of
English.
Dr. Taylor charted a course
of steady growth in both scope,
purpose and program. Original
ly, the Summer Session was self-
supporting. Its early programs
were, therefore, directed to “in-
service professional workers—
principals, supervisors, teachers,
librarians, guidance and public
health workers.”
Program Added
Later programs for advanced
undergraduates were added, and
still later, when state support for
resident undergraduates became
available, a full undergraduate
program was instituted. By tak
ing advantage of the summer
programs the undergraduate can
now plan to receive his bacca
laureate in three years instead
of the usual four; and the grad
uate student can advance to the
Master’s degree in a regular ses
sion plus a summer term.
The Summer School has al
ways been conceived of as an
integral part of the work of the
regular academic year. The mis
sions implied in this concept
and the mechanisms by which
these goals are achieved have
changed in response to changing
conditions. The first sessions,
catering primarily to in-service
teachers, operated in two six-
week sessions.
With the influx of undergrad
uates, the pattern changed to a
nine-week main session and a
three-week post session — pri
marily for principals and super
visors. The six-week session
then became primarily a period
of workshops, institutes and
other activities designed pri
marily for certification.
With the increasing involve
ment of principals and supervi
sors in the early planning for
their schools, the post session
has been replaced by a two-day
conference of principals and su
pervisors designed to cover a
wide range of practical prob
lems these administrators face.
Now, to cope with the apparent
need for shorter term courses
for regular degree work, experi
ments are being made with a
six-week inter-session of regular
graduate courses.
Some statistics will indicate
both the results of these changes
and the outlook for the future.
In 1946 the total enrollment was
878; in 1967 the enrollment
reached 1,466. A peak of 1,608
was reached in 1962 when 341
students were registered in 10
special programs. The percent
age of undergraduates in the en
rollment has jumped from al
most 0 in 1945 to about 57% in
1967.
New Courses Offered
In 1945, 105 courses were of
fered in the major session. For
1968, 208 are programmed. In
1945, 16 departments offered
courses; in 1968, 25 plan cours
es. In 1945, 50 teachers were
listed for the major session; 88
are programmed for the major
session in 1968.
Several major trends appear.
The proportion of undergradu
ate students is increasing and
probably will continue to do so.
Courses and services for them
will, therefore, multiply. Stu
dents are shifting from teacher
training to other sectors; hence
a greater variety of courses will
be offered outside the Depart
ment of Education.
Enrollment in degree grant
ing programs is increasing;
therefore, most of the College-
financed programs are likely to
concentrate in this area. At the
same time demands for retrain
ing of teachers in such newly
developed areas as Educational
Technology and Media, the open
ing up of new areas in business
oriented activities, and the need
for personnel trained in com
munity services and organiza
tion bid fair to force the devel
opment of new forms of curricu
lum.
Experimentation Possible
Concurrently, sources of out
side funding and State support
of resident graduate students
will make possible a considera
ble amount of experimentation.
The future summer session ap
pears to be heading toward a
format in which a number of
experimental and specialized
There is but one method of
preventing crises and of ren-
dering a republican form of gov
ernment durable and that is by
disseminating the needs of vir
tue and knowledge through ev
ery part of the state by means of
proper phases and mddes of edu
cation, and this can be done ef
fectively only by the interfer
ence and aid of the Legislature.
Benjamin Rush.
academic programs will com
bine with an array of extra-
murally financed .function ori
ented programs \ to revolve
around a central core of the
traditional academic programs.
Chances appear strong that if
Dr. Taylor were to return 14
years hence he would not rec
ognize the adult the fledgling
he nourished has become.
(Continued from Page 1)
under construction a Chemistry
Building of 30,000 square feet
which will cost $828,000, a Stu
dent Union Building of 45,500
square feet which will cost $1,-
280,000, a Dormitory for 400
Women of 85,500 square feet
which will cost $1,225,000. In
addition to these buildings, there
is under construction a 3,400
square foot addition to the Main
tenance Building which will cost
$43,000 and a 3,900 square foot
addition to the Storage Build
ing which will cost $35,000.
Projections Contracted
' Within the next two months,
the following projects will be
under contract:
1. Resurfacing Tennis Courts
and Repairing Track, $39,000;
2. Installation of a Central
Clock System, $18,000;
3. Repairs and Resurfacing
Roads and Parking Areas, $35,-
000;
4. Replacement of Men’s
Gymnasium Arena Floor,
$50,000;
5. Renovation of Administra
tion Building, $276,000.
The College also has available
$150,000 to purchase land and
authorization to build a 400
unit dormitory for women and a
200 unit dormitory for men
when these facilities are needed.
In keeping with the institu
tion’s educational objectives and
projected enrollment. President
Whiting has received approval
of the Board of Trustees to pre
sent to the Board of Higher
Education and the next Legis
lature a long-range capital im
provement budget that will ap
proximate $7,000,000. Included
in this projection are a Commu
nications Building, a Health
Science Building, renovations
and additions to several build
ings, and the purchase of addi
tional land.
The College looks forward to
securing the services of a plan
ning consultant firm for the
purpose of systematic projection
and location of capital improve
ment facilities in line with the
projected programs and enroll
ment of the College.
-Institution-
(Continued from Page 6)
view of the reports by the Steer
ing Committee to determine
whether they conform to the
requirements stated in the Man
ual of the Southern Association
is underway.
Following this process, an in
stitutional report will be pre
pared by the Steering Commit
tee for submission to the South
ern Association prior to the
visitation of representatives of
fhe Association now scheduled
for the spring of 1969.
A democratic form of govern
ment, a democratic way of life
presupposes free public educa
tion over a long period; it pre
supposes also an education that is
often neglected.
Eleanor Roosevelt.
RATINGS
APPROVED BY:
Association of American Universities.
American Bar Association,
National Council fpr Accreditation of Teacher Education.
National League for Nursing.
North Carolina Board of Legal Examiners.
MEMBER OF:
The Southern Association of Colleges and Schools.
Association of Colleges and Secondary Schools for Negroes.
American Council on Education.
Council of Member Agencies Department of
Baccalaureate and Higher Degree’.
Programs National League for Nursing.
CLASS “A” RATING WITH:
The North Carolina State Department of Education.
The American Medical Association.
Graduates of schools in this class are to be admitted with
out conditions to any institution requiring- the bachelor’s
degree for admission.
Shown above is the $1,280,000 student union building now under construction on George
Street. The building is expected to completed in. June. Other buildings currently under construc
tion are a $828,000 chemistry building and a $1,225,000 dormitory for 400 women.