August 20, 1942. Memo to Dean Smith: Mano Stukey, of Stafford, one of the men that we tentatively considered to help us here in ow program, was elected yesterday as Director of Athletics and Football Coach at Yankton College, Yankton, South Dakota, according oe eee Star. I hed known of this and had written a letter of re- commendation for him. Reverend Joe King, formerly of the Congregational Church here, was the man who first made the recommendation to President MeCorison, of Yanicton. Sincerely yours, Direotor of Physical Education, FCA: AH Varsity Basketball Coach. July 31, 1942. THE UNIVERSITY OF KANSAS SCHOOL OF EDUCATION LAWRENCE COMMITTEE ON ADMISSIONS AND GUIDANCE July 255 1942 To the Chairman of the Physical Education Department: The students whose names appear on the enclosed cards have met all of the requirements for practice teaching of the School of Education. If your department is willing to recommend them, please indicate this on the enclosed card. Sincerely yours, . hl. araegy A, H. Turney July 16, 1942. School of Education. Dear Dean Smith: I don't kmow who is the “pickpocket”, do you? Which one of us is that fellow? Sincerely, Director of Physical Education, — FCA: AH Varsity Basketball Coach. Ene. UNIVERSITY OF KANSAS LAWRENCE DEPARTMENT OF PHYSICAL EDUCATION July 13, 1942. Dean George B. Smith, School of Education. Dear Dean Smith: I am enclosing a copy of a letter from Ashley Elbl, of Kansas City, Kansas, concerning his brother who is desirous of coming to the University of Kansas. I am also sending you a copy of my reply. This is the type of boy we want and which we are endeavoring to get to build up our department. FCA:AH Tans ity Basketball Coack. Enc. curt 1626 Nebraska Kansas City, Kansas July 6, 1942 Dr. Forrest C. Allen University of Kansas Lawrence, Kansas Dear Dr. Allen: | : You will probably remember my speaking to you about my brother Bill at our Basketball Banquet. Bill: was supposed to come to Lawrenée the week-end of the Relays, but he was working and unable to get away. I was home last week-end, the first time since Easter, and I had quite a talk with Bill. . He is still very, very eager to come to the University of Kansas. 7 i Bill is working this summer at the Mill in Sterling, but we all know that he would be unable to come to K.U. unless he could get some kind of a job. I remember my struggle at K.U. -- working at the Jayhawk for my board and on N.Y.A. for spending money. It wasn't too pleasant. However, I have talked to the Wyandotte boys up there - and they really seem to like their arrangement. : Being my brother, I think Bill has possibilities. He is a good athlete, an "A" student, and a hard worker. He earned eleven athletic letters at Sterling and made the National Honorary Society. Of course, I realize that Sterling is a small town, but I feel that Bill has it in him. He wants to be a coach. | I would surely be very grateful if you would give him some kind of a job in your department. Of course, I realize that you have a lot of boys to take care of, but I remember your saying you could always use another good boy. , How is summer school going? I imagine that you have been enjoying the cool weather. I surely have. I have a job as Research Chemist in a Crystal Laboratory in Kansas City, Mo. We make crystals for the radios used in _ bombers, tanks, walkie-talkie outfits, etc. It is very interesting work and I enjoy it very much, Bill is working seven days a week at the Mill, but I'm sure that he could get off some Sunday if he could come to Lawrence to see you then. I do hope that you can find a place for him. Sincerely yours, (Signed) Ashley Elbl : ; at a he mi lit il js a uit Hi > Z Bat ik 2 i § ae i i i es if 2 i i ii i; ii i fa te ue i Et 3 dune 27, 1942. E : F 5 E s f : : ? i tice teaching mi get a B. S. degres, but not the T re * Certifi- cate. It was his idea to do that thing. Very sincerely yours, | xe a Director of Physical Education, PGA :AH | Varsity Basketball Coach. June 275 1942. | Dean George 3. Smith, School of Education. Dear Dean Smith: _ Henry Shenk and I had ea talk Friday, and again . this morning regarding the possible enforcement of required { Physical Education for the students here at the University next yeare I tried to call you Friday morning and again Friday afternoon for @ conference. IT em hoping that if and when you should decide on @ convenient time to meet that Henry Shenk and I can meet with you and other authorities of the University and discuss the matter. before it goes too far. The matter of personnel is quite a prob- ' lem and it will teke our best thinking to get this in operation at & required tine. After baving talled to Tr. Cora Downs and the Chancellor regarding the location of the “Kensas Toughener", we are preparing to put the first one up south of the gymiasiua be- tween the women's tennis courts and the handball courts. We will put one up there first and see how it goes before we attenpt the second one which is to be west of the varsity tennis courts gust south of the stadium and in a grove of trees bordering the | golf course. If you are interested I would be glad to go over — these locations end discusa the projects further. Very sincerely yours, | | chveutes of Physical Education, PCAsAH Varsity Basketball Coach. Dean Geerge 8. Smith, _ School of Education. Dear Dean Smith: Your telephone conversation with me about John Bueseher - opened up an area of thinking thet doubtless may not be presented by John when he talks with you. John has worked a goodly portion of his time in paying his school expenses. He is not wholly selfesupperting, but every Friday night during the school year he works all night at Drake's bekery.e He rooms at Drake's home and this all night work helps to pey for his room rent. it is necessary for him to work two hours a. day each day to earn enough money to help with his board and room. Remembering our earlier conversation when you asked the question, "What will Buescher do when he finds his college days vazished here without the coveted college degree?", I informed John ‘last week that he had better see you. I had in mind that you would tell him the things you told me. Im fact, I was the instigator of his coming to see you. I have been pressing on him for grades at every opportunity. | I believe the term, “athletic tramp", is a misnomer in his case. He is not an “athletic tramp" in any sense of the word. He may absorb a few molecules of heat and wear some varnish off the chairs in the classrooms, but I still maintain (from my side of the story) that he is getting real values. I thought, however, if you wanted to refuse him admission that was your right. If you do not refuse him admission then I know that he would appreoiate any help or advice that the Dean might give hin. I have never encouraged a boy to stay in school to participate on my athletic teams, nor will I ever do such a thing. I believe it is erroneous to judge all athletic coaches by the stands ard of what some coaches desire. I am always more than willing and happy to stress the importance of academic attainment, and I will co- operate with you to the fullest degree in consummating such a situation. The boy has one more year of eligibility and he desires to take a course that will make him eligible. If a fellow desires a course to improve his voice, even for his own satisfaction, certainly there should be no lifting of eyebrows by professors. Many professors . and administrators look askance at an athlete when he takes a ! correspondence course, viewing it with some degree of alarm, while ye ee ee ee ee Se See be Geetent ae Shery fe. ne guestion raised about it. Any course in the University that he is permitted to take would be counted on his eligibility. By the same token, any other correspondence course that gives any academic credit in any college in the United States would also count on his eligibility. Therefore, it was my thought that it would be better for him to take a corres- pondence course in this wmiversity than it would be t take one from |. any teachers college or any small college in the United States which wae effect the same desired result on his part. The eligibility people do not make any specification whether they are freshman, sophomore, junior or senior courses e- any course “= “ver academic credit. . i I only write these sentences endeavoring, to clarify the sifuation.s Very cordially yours, Direoter of Physical Education and Recreation, Varsity Basketball and Baseball Coach. June 17, 1942... Dean George 3. Smith, School of Education. Dear Dean Smith: I asked Henry Shenk to check up on our graduates, soniors ee ee ee ee eee physical education majors. Only the men abeve sephomere standing ' ave listed. Out ef this group I believe we could pick ten or twelve men whe would be capable under supervision of doing an excellent jeb. Of course, some of these boys may leave befere school opens _ Up, but with the R.O.T.C. leadership in giving drills and with eur staff I believe we could get along pretty well if compulsery physicel education were inaugurated here at the University of Kensas. I de net mean that we could handle a maximm lead with just these men, but this weuld be a good nucleus, and by getting in a few extra men I believe we could @ the job. The men I talk abeut bringing in would be men that we could perlmps encourage to take graduate work, but we would have te pay them more than a mere scholarship offering. I will be glad to talk with you at your conveniences. Sincerely yours, Director of Physical Bducation end Recreation, FCA: Ali Varsity Basketball and Baseball Coach. Enc. ; PHYSICAL EDUCATION MAJORS (Men) Graduates Murray Brom Ralph Miller Seniors Bill Atwell Charles Black George Dick Dick Edwards Bob Githens irven Hayden Dick Miller Ralph Schaake Hubert Ulrich — Marvin Vandaveer Juniors Bill Arnold Howard Brown ( colored) Kenneth Dugan Don Ettinger Walter Herriman Warren Hodges Jacob A, Smith (colored) Rebert Sparling Jesse Paul Turner To be omitted from Section II of the Catalog, page 148 and following: I, Courses in Physical Activity Courses for Men la. Elementary Basketball lb. Intermediate Basketball le. Advanced Basketball 2a. Elementary Temnis 2c. Advanced Tennis 3a. Elementary Swimming 3b. Intermediate Swimming 3c. Advanced Swimming he Volleyball 5a. Handball 5b. Handball 6a, b, c, ds. Individual Gymnastics Tas Elementary Tumbling 7c. Advanced Tumbling 8a, b. General Physical Education 15a. Elementary Boxing 15c. Advanced Boxing 16, Touch Football 17. Wrestling 18 & 383 Varsity Athletics 19. Playground Ball Courses for Both Men and Women Lila. Elementary Golf hic. Advanced Golf 42a. Elementary Fencing L2b, Intermediate Fencing 42c. Advanced Fencing 43a. Elementary Tap Dancing 43b. Intermediate Tap 43c. Advanced Tap has Elementary Social Danting hic. Advanced Social Dancing 45a. Elementary Badminton L45c. Advanced Badminton 46a. Elementary Archery L6c. Advanced Archery 47a. Elementary Equitation 470. Intermediate Equitation 4%. Advanced Equitation wt Sic sam Courses for Women la. LG. 24. avs aes 3a. 3b. 36 3d. 3e. he 5 Tas 7b. 8a, 9a. 9c. 10. lla. Lies 12a. i2G 13a, 13b. lha. 5h25 ba, b, Elementary Basketball Advanced Basketball Elementary Tennis Intermediate Tennis Advanced Tennis Elementary Swimming Intermediate Swimming Advanced Swimming Divin Life Saving Volleyball Handball c, d. Individual Gymnastics Elementary Tumbling Advanced Tumbling b. General Physical Education Elementary Hockey Advanced Hockey Soccer. «= Elementary Baseball Advanced Baseball Elementary Modern Dancing Advanced Modern Dancing Folk Dancing Intermediate Folk Dance Elementary Track Advanced Track To be substituted for the section above: Physical Education. Physical Education activities may be elected by any student for one hour credit, each semester. Four: such credits may be counted toward graduation. The student may elect an outdoor activity for one-half of the semester, and an indoor activity for the other half of the semester, or he may elect a single activity which is carried on throughout the entire semester. A student may enroll for a maximum of one and one-half semester hours credit in swimming and in equitation, one-half semester hour credit in life saving, four semester hours credit in varsity athletics, and one sem- ester hour credit in each of the other physical education activity courses. Activity Courses in Physical Education. Physical Education l. Physical Education 2. Physical Education 3. Physical Education 4. A student enrolling in Physical Education for the first time will enroll in Physical Education 1; a student enrolling in Physical Education for the second time will enroll in Physical Education 2; a student enrolling in Physical Edu- cation for the third time will enroll in Physical Education 3; a student en- rolling in Physical Education for the fourth time will enroll in Physical Education 4. Physical Education Activities: Fall Activities. archery, badminton, basketball (M), boxing (M), equi- tation, fencing, folk dancing, golf, hockey (W), modern dance, recrea- tional sports, soccer, social dancing, swimming, tennis, tumbling (WwW), varsity athletics (iM). : Spring Activities. badminton, basketball (W), archery, boxing (M), equitation, fencing, golf, handball (M), individual gymnastics (M), life saving (W), modern dance, social dancing, softball (W), swimming, tap dancing, tennis, track (W), varsity athletics (M), volleyball (W), wrestling (M). W = courses open to women only. M = courses open to men only. DROPPED COURSES IN EDUCATION T268. The Principles of Education. 8258-358. Extracurricular Activities and School Controls. S292. An Introduction to the Study of the Curriculum. 8293-393. Construction of the Elementary School Curriculum, S294-394. Construction of Secondary School Curricula. $399. Research in Curriculum Construction. P255-P355. Mental Measurements of School Children, P266-P366. Psychology of Elementary School Subjects. P268=P368;—Psychology—of-Reading. P271-P371. The Nontypical Child. P276-P376. Mental Hygiene. P281-P381. Reading and Study Laboratory. P300. Seminar. in Educational Psychology. P354. Educational Clinic. P367. Advanced Educational Psychology. P399. Research in Educational Psychology and Guidance. F166. Statistical Methods. B252-E352. Educational Measurements. B253-E353. Educational Experimentation. E261. Educational Guidance. E272-E372. Supervision of Instruction. E310. Methods of Research. E370. School Surveys. E377. Problems of Elementary School Supervision. E399. Research in Educational Measurement and Supervision. Al59. Administration of Smaller School Systems. A250-A350. Organization and Administration of Elementary Schools. A2'70-370. Child Accounting. A271-A371. Administration of the Curriculum. A273. City School Administration. A274-A374. Comparative Education. A304. Seminar in Educational Administration. A373. Problems of City School Administration. A375. Educational Finance. A376. The Business Administration of City Schools. A378. Public School Relations. A379. The Establishment and Operation of a Junior College. A390. Directed Projects in the Practice of School Administration & Superv. A399. Research in Educational Administration. B260. Principles of Secondary Education. B261. Administration of Junior and Senior High Schools. B264. The Administration of Extracurricular Activities. B277-B377. Problems of Secondary-School Practice. V¥156. Vocational Education. V1l58. Vocational Guidance. V256-V356. Administration and Supervision of Vocational Education. V¥377. Problems in the Practice of Vocational Education. M24,0-M340. Modern Teaching Procedures. M269-M369. Methods of Teaching in Elementary Grades. M377. Problems in the Theory and Practice of Teaching. M399. Research in the Theory and Practice of Teaching. CHANGES IN EDUCATION COURSES (Page numbers refer to Mimeographed Bulletin) P278. Adolescence to P178. (page 13). P279-P379. The Psychology of Moral P179. The Psychology of Character Education to Education, (page 13). 4251-A351. Adult Education, Aims, Methods, and Organization to Al51. (page 12). A254. School Hygiene to ASL. (page 12). Ml. Methods of Teaching (Elementary Ml. Methods of Teaching in Elementary Schools) to Grades. (page 13). n1165. Theory and Practice of Teaching to M165. Techniques of Teaching. (page 12). 283. The Teaching of Home Economics to M283. The Teaching of Home Economics and Related Subjects. (page 13). M96. The Teaching of Commercial Sub~ M296. Improvement in the Teaching of jects to Business Subjects. (page 14). Additions A180. Administration and Supervision of Business Education (page 12). A185. Organization and Administration of Home Economics (page 12). $195. Curriculum Problems in Business Education (page 13). af pages Se Ae rt Re _SCHOOL OF EDUCATION Dean, School of Education: George B. Smith, Room 103, Fraser Hall Professors: Smith (G. B,), Schwegler, Allen (F. C.)(Head, Department of Physi- cal Education), OBrien, Twente, Nash, Miessner, Turney, Johnson (W. H.) Associate Professors: Elbel, Russell, Chandler, Bayles (E. E.), Hoesly, Althaus, Barnhart Assistant Professors: Hoover, Lowrance, Stapleton, Hurt, Ulmer, Gaston, CROUSE Instructors: Ellsworth, Fee, Litchen, Replogle, Shenk, Camien, Eaton, Schilling Assistants: Van Swearingen, Oliver (I), Pollock, Coombs, Dalton, Hiatt, Kuitert, Sheaks, Summers, Belt, Jessup, Raugh CERTIFICATE REQUIREMENTS A detailed statement of the current requirements of the Kansas State Board »f Education for its teaching certificates will be found in Section I of the wetalogue. Persons wishing to secure licenses to teach in other states should secure a detailed statement of the requirements from the secretary of the board of education of the state in which they wish to teach. The School of Education vill gladly render all possible aid in their preparation, but it can assume no ~ssponsibility other than that of counseling the student in his election of ourses. GRADUATE STUDY IN EDUCATION The University offers courses leading to the following graduate degrees in Zducation: I, The Degree of Doctor of Philosophy. This degree is awarded to out- standing students who have completed not less than three full years of gradu- ate study and research, and who have met the specific requirements set by the graduate faculty for this degree. For details regarding this degree candidates are referred to Section I of the catalogue. II. The Degree of Doctor of Education. This degree is the professional doctor's degree in the field of Education, and either it or the degree of Doctor of Philosophy is rapidly becoming a prerequisite to candidacy for positions of importance in larger school systems. For details regarding this degree, can- didates are invited to correspond with the dean of the School of Education. The detailed requirements will be found in Section I of the catalogue. Til, The Masters’ Degrees. These are three in number: Master of Arts, Master of Science in Education,.and Master of Education. Candidates holding the degree of B, A. or B. S. are eligible to the degree of M. A. Candidates who hold the degree of B. S, in Education are eligible to the professional degree of M. S. in Education. The degree of Master of Education is open to the holder of any acceptable baccalaureate degree who has met the prerequisites to graduate study in Education. A master's degree is usually required, either by law, local stipulation, or prevailing practice, of all candidates for adminis-— trative or other responsible school positions. Prerequisites to Graduate Study in Education 1. Candidates for graduate degrees must have earned an acceptable bacca- laureate degree, and must -- 2. Present a transcript showing the completion of not less than fifteen hours of undergraduate courses in Education, over and above general psychology. 3. In addition to the above requirements, applicants for the degree of Doctor of Education must show that they have had not less than three full years of satisfactory experience in the practice of Educaticn. General Fields of Graduate Study in Education In order to prepare themselves for specific types of professional service, candidates are advised to select their courses with a core of major interest. For the purpose of facilitating this selection the following major fields have been organized. Each student will be expected to select one of these fields in conference with his adviser. I. Administration and Supervision of Schools ii, Curriculum III. Educational Psychology and Guidance IV. Educational Theory and Philosophy VY. Evaluation Requirements for the Masters' Degrees (These regulations will apply to candidates beginning graduate programs after September 1, 1942. For students who have started their work toward the liasters' Degrees, adjustments will be made so that they will not be held respon- sible for requirements which were not in force when they began their programs) 1. The masters' degrees in Education are granted upon the satisfactory completion of not less than one full academic year, or its equivalent, of gradu- ate study. 2, Candidates for the degrees of Master of Arts and Master of Science in Education must present an acceptable report, in thesis form, on approved research. che candidate must present with his thesis a satisfactory abstract. 3. ‘Candidates for the degree of Master of Education will, in lieu of a thesis, prepare a report on some phase of educational practice of which they have made a special, intensive study. They will present this report in bound form for permanent filing in the office of the Gebool of Education. 4h. Candidates must satisfactorily pass an oral examination. In general, the purpose and form of this examination is such as to satisfy the examiners that the student has achieved reasonable competency in the following directions: A; Within the limits of their special field of interest, candidates for advanced degrees in Education will be expected to furnish satisfactory evidence of achievement in the following aspects of their professional training. a; Methods of collecting educational data, and the terms, procedures and computations essential in meking simple analyses and interpretations of data. b, Psychological characteristics of school children, relating espe- cially to problems of learning, habit formation, the development of attitudes and ideals, and.to generalized training effects, c. Basic educational theory or philosophy, as it relates to the aims and purposes of education and to the deteriination of educational values, espe- cially in the student's own field of study, d. Social implications of education; including such features as state or governmental functions of education, public schools as an agenoy of society to serve society's needs, and the intcrrelationships between schools and other institutions or movements in society. e. An appropriate knowledge of educational literature. f. An understanding of the growth and development of American educa- tion insofar, at least, as it sheds light upon current trends and practices. B. Candidates will be expected to give evidence of a critical attitude or habit of mind which disposes them to examine carefully any reports, proposals, or data with reference both to their adequacy or accuracy and to their specific limitations or meanings. C. Candidates will be expected to show adequacy of preparation in the fields in which they plan to teach. D. Candidates will be expected to provide evidence of (a) ability to deal with practical school problems and (b) the possession of the professional skills and techniques needed in the fields of their special interests. - page two - ASA ATRESIA BATE ERE SEE f ‘ LENT PROGRAMS LEADING TO MASTERS' DEGREES 1. All candidates for the degrees of Master of Arts, Master of Science in Education, or Master of Education, with a major in Education, except candidates interested in combining Education and a subject matter field, will select a major field from one of the areas specified above. In conference with an adviser, each candidate will arrange his program as follows: a. Select one of the five areas as 2 major field. He wili be expected to take the four basic courses in this area, totaling 8 scmester hours. ob. Select three other areas, in each of which he will complete two of the basic courses, a total of 12 semester hours. Os Select from any areas other than the MAJOLy 4 additional semester nours of basic courses. d. Select 6 additionel semestcr hours to complete the mini.um master's degree program according to the interests and needs of the candidate. Usually, candidates for the degrees of iiaster ofArts and Master of Science in Education will use 2 part of thesc hours for thesis credit. The remainder may be used for 2lectives in any basic course, specialized course, or special fields of study in “qucation, or in related subject matter fields. Candidates for the degree of Miaster of Education will, in lieu of a tnesis, prepare a report on some phase of educational practice of which they have made 2 special, intensive study. They will present this report in bound form for permanent filing in the office of the School of Kducation. This report may be the end-product of work in any of the special fields of study listed under each of the five general areas of graduate study in the School of Education, may develop from work in any course in the program, or may be done as a completely separate project. 2. Candidates for the degrees of Master of Arts or Master of Ycience in Educa- tion who wish to divide their work between courses in Education and courses in subject matter fields will crronge:- his progrin 2s fotlows: a. Select two of the five areas, in each of which two of the basic courses will be taken, a total of 8 semester hours. b. Select 2 total of 4 semester hours of basic course work from the other three areas. c. Select not less than 10 nor more than 15 hours of graduate work in a subject matter ficld of the candidate's choice. In generzl, the total amount of work in the subject mitter ficld, both undergraduate and graduate, will approximate forty semester hours. d. The remainder of the minimun master's degree program may be used for electives in any Education area in which the candidate has special interest, or in special fields of study in any of the areas in which the candidate has had course work, or for thesis credit. e. Ench candidate will present a satisfactory thesis representing original | work done under the guidance of his ndviser(s). — 3$- COURSES IN EDUCATION* Graduate Courses The first four courses in each area are basic courses. All 200 courses are open to graduate students and to seniors. Preparation for Certificates Under the present program, facilities for study can be provided which will meet the specific course and credit requirements for various certificates issued by most State Boards of Education. For detailed information consult the dean of the School of Education. Special Fields of Study Students who enroll in any one of the special studies sections will pursue, 1s individuals or in small groups, a study of the field that the student will choose with the advice of his adviser. A final written report may be required, which may be based on library readings or may be a description and an evalu- ation of some proposed solution to a problem that the student may have studied in a school or institutional situation. Topics listed under special fields of study are suggestive only. Other fields or problems may be sekected under the direction of an adviser. *Courses in Education are subject to change without further notice. I. ADMINISTRATION AND SUPERVISION OF SCHOOLS 200. School Administration, Two hours credit. Fall and summer. Legal and organizational phases of national, state, county and local district adminis— tration of schools. School administration, as one of the many activities in the community which is concerned with educational services, will be posited and evaluated in the existing economic pattern. Principles of school administration in terms of a social policy will receive critical attention, Prerequisite, the Fundamentals Group. Twente 201. Administrative Policies and Practices as Employed in School Systems, Two hours credit. Spring and summer, Policies and practices that are common to ali school divisions: pre-school, elementary and secondary schools, colleges and special schools. Administrative practices will pertain to pupil pepulation, schedule making, pupil-activity and guidance services, employee personnel prob- lems, school plant management and community relationships. Students will pur- sue this course su as to give emphasis to the school division in which they are particularly interested. Prercquisite, the Fundsmentals Group. Twente. 202. Activities and Relationships Essential to the Improvement of Instruc- tion, Two hours credit. Fall and summer. For teachers, supervisors and prin- cinals in both elementary and secondary schools and general administrators con- serned with instructional problems. A study of values of supervision, crgani- zational patterns, qualifications of personnel, activities employed, financial considerations and record keeping required in supervision. For those interested ia secondary and elementary prcegrams the readings will be differentiated. Pre- requisite, the Fundamentals Group. OBrien. 203. Procedures and Prosrams Effective in the Improvement of Instruction. iwo hours credit. Spring and summer. For teachers, administrators and other persons concerned with the direction of instruction in either elementary or sec- ondary schools. Study and observation of various means and procedures for im- proving the quality of instruction. School visits and reports on the teaching observed will be expected. Programs and procedures employed by regional accred- iting agencies, educational organizations or individual school systems may be made objects of critical study. Elementary and secondary teachers will pursue this course so as to give emphasis to their own level of work. Prerequisite, the Fundamentals Group. OBrien. 217-317. Special Fields of Study in Administration and Supervision of Schools. Two to six hours credit. Both semesters and summer. The following list of fields of study is suggestive but not all inclusive: Pupil-personnel record systems N. Adult education. Community-school relations programs School~employee personnel policies and programs Financial accounting procedures Guidance service prograns School survey plans and techniques Pupil-activity programs School building programs ‘ Financing school programs Equipment and materials Diagnosis and remediation In-service education of teachers Educational opportunities in administration and supervision at any level or in any unit of a school system Prerequisite for 217, the Fundamentals Group and staisfactory completion of course credit in Administration and Supervision; for 317, 15 hours of Education and sat- isfactory completion of course credit in Administration and Supervision of Schools. Staff. e ° ° a e Sal BEA Gee Ose oO oe — page five - 318. Seminar in Administration and Supervision of Schools. Maximum of 2 credit hours. Prerequisite, permission of an instructor. staff. 319. Thesis in Administration and Supervision of Schocls. Credit to be arranged. Prerequisite, permission of an instructor. Staff. Ti. CURRICULUM. One of the purposes of the work in this area will be to utilize the facili- ties of the Curriculum Laboratory. 220. Elementary School Curriculum. Two hours credit. Fall and summer. Emphasis will be on current curriculum practices in elementary schools. Fields to be covered may be in terms of the usual subject-matter divisions in the @le- mentary school, unit activities which overlap subjects, or arcas of madern life :. Students will be expected to make an intensive study in one of the fields indi- cated acccrding to their individual interests. Prerequisite, the Fundementals Croup. Russell. 221, Secondary School Curriculum, Two hours credit. Spring and summer. Imphasis will be on current curriculum practices in secondary schcols. Fields vo. be covered may be in terms of the usual high schocl subject divisions, student interests or activities which overlap subjects, or areas of modern life. Students will be expected to make an intensive study in cone of the fields indicated accor- cing to their individual interests. Prerequisite, the Fundamentals Group. Althaus, Smith. 222. Foundations and Principles of Curriculum Development. Fall and summer. Two hours credit. Orientaticn in curriculum development emphasizing the place of the school in society, past and present influences upon the curriculum, basic principles and approaches to curriculum revision and a study of lecal and state erganization for curriculum programs. Prerequisite, the Fundamentals Group. Althaus, 223. The Emerging Curriculum. Two hours credit. Spring and summer. A study of new types of curriculum patterns which are being established in varicus state and local school systems. The purposes, organization, procedures and final outcomes of these patterns will be critically examined. Prerequisite, the Fundamentals Group. Russell, Smith. 237-337. Special Fields of Study in Curriculum. Two to six hours. Both semesters and summer. The following special fields of study are presented for those students who wish to pursue more intensively varicus aspects of this area. This list is suggestive but not all inclusive: and in adult education, / A. Curriculum problems in junior, senior high school, junior college , / or in separate fields within these divisicns. B, Curriculum problems in pre-scheol, kindergarten, and elementary schools, or in separate fields within these divisicns. C. Curriculum problems of the small clementary or secondary school. D. Cyrriculum revision prcjects. Prerequisite for 237, the Fundamentals Group and satisfact>ry completion of course credit in Curriculum; for 337, 15 hours cof Education and satisfactory completion of course credit in Curriculum. Start. 338. Seminar in Curriculum. Maximum of 2 credit hours. Prerequisite, permission of an instructor. Staff. 339. Thesis in Curriculum. Both semesters and summer. Credit to be arranged. Prerequisite, permissiun of an instructor, Staff. —- page six ~ III. EDUCATIONAL PSYCHOLOGY AND GUIDANCE 240. The Learning Processes. Two hours crecit. Fall and summer. A study of the current theories and descriptions of the processes of learning. The basic problems of biological and environmental factors are reviewed and the “principles of motivation and learning techniques are emphasized. The problem of transfer cf training in modern educational methods is investigated. Pre- requisite, the Fundamentals Group. Nash. 241. Nontypical Children. Tw> hours credit. Spring anc summer. The nature of individual differences. Basic theories cf intelligence, particularly as applied to deviates. Types and incidence >f deviates. Special emphasis upon school problems of mentally subnormal and giften children, delinquents and >ther maladjusted children, blind, deaf, and hard of hearing, and other special tynes of nontypical children. Especially for teachers of special classes, school psy- chu logists, anc counselors. Prerequisite, the Fundamentals Group. Turney. 242. Mental Hygiene. Two h-urs credit. Fall and summer. A study of asic problems of adjustment of schocl children. Incidence anc nature cf emo- cional maladjustments are studied with e view t> their early reccenition and re- cairection in children and acolescents. The course is desiened tc helo teachers and other scho>l people in their task of promoting normal development -f person- ality. Some attention t> case study methods as they anply to school children. rrerequisite, the Fundamentals Group. Turney. 243. Clinical Problems in Educati-n. Two hours. Spring anc sumer. This course has three major aspects: first, the clinical study of children; sec-nd, counseling and guidance; third, reacing and study difficulties. They are pre- sented so as to give students an overview of these areas and an understanding of how they relate t> the teacher's work. The work in this course will be carried | on largely in the educational clinic and the recding laboratory. Prerequisite, the Fundamentals Group. Nash. 297-357 Special Fields of Study in Educati-nal Psychology and Guidance. Two to six hours. Both semesters and summer. The following special fields -f study are presented for those stucents wh> wish t: pursue more intensively var- ious aspects of this area. This list is suggestive but not all inclusive: Improvement cf reading and study (including labcratory work) Guidance, counseling, and clinical techniques (laboratory practice) Learning processes Psychology of school subjects Personality problems Measurement of mental and cther abilities Character education é OPE OO WE Prerequisite for 257, the Fundamentals Group and satisfactory completicn of course credit in Psychology and Guidance; for 357, 15 h-urs of Educati-n and satisfactory completion of course credit in Ecucati nal Psych: logy and Guidance. Staff 358, Seminar in Educati nal Psych: lozy and Guidance. Maximum of 2 credit hours. Prerequisite, permissi-n -f an instructcr. Staff. 359. Thesis in Educational Psych:lcogy and Guidence. Both semesters and summer, Credit to be arranged. Prerequisite, permissi-n of an instructor. Staff. — page seven - IV. EDUCATIONAL THEORY AND PHILOSOPHY 260. Modern Teaching Procedures I. Tw hours credit. Fall semester and summer session. A vrogram for teaching. A practical study of problems of teach- ing on the elementary, secondary, anc collegiate levels, including c*nsideration of assumptions regarding the nature of society, the psychclogical nature of the learner, the nature of subject matter, the covering-end for teaching, the criteria for choice of subject matter, and the criteria for choice of methed. Ina term paper each student will work cut a unit in his own teaching field, exemplifying accepted principles, Prerequisite, the Fundamentals Groups. Bayles. 261. Modern Teaching Precedures II. Two hours credit. S»ring semester anc sumer session. A comparative study of modern teaching theories. A compari- son of progressive, specific objectivist, essentialist, and pragmatic theories of teaching, with special emphasis on practical implications. It is hoped, thougn not required, that course 260 will precede this course. Prerequisite, the Funda- mentals Group. Bayles. 262. Philosophy of Education. Two hours credit. Fall and summer. An analysis of educational objectives and practices in the light of the facts of diology, psychology, and sociclogy. Prerequisite, the Fundamentals Group. Schwegler- 263. Comparative Education. Two hours credit. Spring and Summer. Influ- ence of industrial and social ideals 2n educational systems. Comparis-n cf svandards and values. A critical study of typical foreign countries with refer- ence to the organization, administration, supervision, financing, and curricula of public educati nal instituti-ns—-elementary, secondary, anc higher. Pre- coquisite, the Fundamentals Group. Twente. 277-377. Special Fields cf Study in Educational Theory and Philosophy. Two to six hours credit. Both semesters and summer. The following special fields of study are presented for those students wh» wish tc pursue more intensively varicus aspects of this area, This list is sugsestive but net all inclusive: A. Generalized methods and techniques -f teaching, or methods and tech- niques in specialized subject matter fields. B. Organization of courses for teachine rurposes. C. Theories cf teaching cr of Educaticn in general, including historical development. D. National systems of educaticn, inclucings historical development. E. Specific philoscphical approaches to Education, or the philcsorhical implications of specific Educational practices. F. Stucies cf stated Educational cbjectives, their social, psych lssical. and philesophical implicati-ns, and their probable »utc’mes in practice. G. Detailed study of special philosophical aprr aches t> educatisn -- John Dewey, Bode, Pestalozzi, Freebel. Prerequisite for 277, the Fundamentals Group and satisfactory completicn oF course credit in Theory and Philosophy; for 377, 15 hours cf Educaticn and satisfactory completion fo course credit in educational theory end vhilosophy. Staff. 378. Seminar in Educational Theory and Philosophy. Maximum of 2 credit hours, Prerequisite, vermissien of an instructor. staff. 379. Thesis in Educational Thesry and Philosophy. Credit t> be arranged, Prerequisite, permission cf an instructor, Staff. ~ page eight - V. EVALUATION 280, Measurement in Modern Education. Two hours credit. Fall and summer. Critique of the inadequacies of traditional testing in elementary and high schools, developments and functions of measurement in education, construction and appraisal of instruments of measurement, and limitations and neglected aspects. of measure- ment which call for improvement. Emphasis is given to the comprehensive character of a measurement program and practice is provided in selecting, administering and scoring tests in various subjects, and in the analysis and presentation of test- ing results. Prerequisite, the Fundamentals Group. OBrien. 281. Application and Interpretation of Measurement. Two hours credit. Spring and summer, Provides students with a broad concept of measurement, in- cluding physical, mental, academic, financial, social, aptitude, personality, and other outcomes or aspects of the school and its program. Students may con- sider the types of evidence needed and the uses_to be made of such evidence in the appraisal of a pupil, a program, or a school and may then undertake such projects as individual diagnoses, remedial programs or school surveys. They = use measures of achievement, ability and aptitude in relation to various school problems such as guidance, ability grouping and experimental efforts to improve instruction or school facilities. Prerequisite, the Fundamentals Group. OBrien. 282. Statistical Methods. Two hours credit. Fall and summer. The use and interpretation of statistical methods in education. Training in the simp- ler statistical calculations using educational data. Critical evaluation of statistical techniques in relation to typical educational research procedure. Prerequisite, the Fundamentals Group. Turney. 283. Methods of Educational Research. Two hours credit. Spring and summer. An introduction to scientific method in education. A study of the more important techniques used in educational research such as documentary, survey, experimental, case study, and genetic methods. Procedures in the analysis and interpretation of data. Preparation of research reports. Pre- requisite, the Fundamentals Group. Turney. 297-397. Special Fields of Study in Evaluation. Two to six hours credit. Both semesters and summer. The following special fields of study are presented for those students who wish to pursue more intensively various aspects of the evaluation area, This list is suggestive but not all inclusive: A. Advanced and applied statistical techniques B. Research techniques in relation to educational problems C. Problems in measurement in specific secondary or elementary school areas, such as, individual subject fields, aptitude and personality testing, etc. — page nine - Problems in measurement in general secondary or elementary school areas, such as, evaluation of the total program, formulation of programs, evalu- ation of success in teaching, etc. K. Diagnostic and remedial testing. Prerequisite for 297, the Fundamentals Group and satisfactory completion of course crecgit in Evaluation; for 397, 15 hours of Education and satisfactory completion of course credit in Evaluation. STAFF 398. Seminar in Evaluation. Maximum of 2 credit hours. Prerequisite, per- mission of an instructor. Staff. 399. Thesis in Evaluation. Credit to be arranged. Prerequisite, permissicn of an instructor. ott, UNDERGRADUATE STUDY IN EDUCATION The details of the requirements set for the professional degree sf Bachelor of Science in Education, and for the University Teacher's Diploma are described fully in Sectien I of the catalogue. Undergraduate students doing work in Education will observe the following regulations: a. Candidates for the degree of B. S. in Education will begin their professional work in Education with the introductery courses described below as the Fundamentals Group. They will select their ether professional courses in conference with the Education Adviser. b. All candidates for the University Teacher's Diploma will present all their courses, both academic and professional, to an Education adviser for approval, c. In addition to the strictly graduate courses (numbered 300 or above) the following Education courses are not open for credit to students registered in the College of Liberal arts and Science: A2, Al54, A158, A180, Ml, Mia, MLO, M1l, M12, M21, M5la, M52a, M6éla, M62a, M74, M79, M96a, M296, M273, P35, P4O, $195. Prerequisite Introductory Courses The Fundamentals Group is prerequisite to all other Education courses. The group consists of the following courses: A50. Introduction to School administration (required), 2 hours. P50. Educational Psychology (required), 3 hours. Any two of the following three courses: E50. Introduction to Educational Measurement, 2 hours, H64. Survey cf American Education, 2 hours. S5<. Elements of Educational Sociology, 2 hours, Undergraduate and Specialized Courses Fundamentals Group A50, INTRODUCTION TO SCHOOL ADMINISTRATION, Two hours credit. Both semes- ters. The theory and practice of the administration of schools, outside of the classroom, with special referece to the legal, financial, and social background involved, The Kansas school laws are covered in this course. This course is one of the required components of the Fundamentals Group. Fee, $1. Chandler, Twente, OBrien, P50. EDUCATIONAL PSYCHOLOGY. Three hours credit. Both semesters, Re- quired of all candidates for the three-year certificate, This course is one ef the Fundamentals Group, It may be elected separately by students who for any reastn are debarred from Fundamentals Group, The nature, variation, and cor— relation among human capacities; factors involved in learning; conditions of learning; problems of transfer in learning. Prerequisite, General Psychology, including laboratory, Fee, $1. Turney, Nash, Schwegler #50, INTRODUCTION TO EDUCATIONAL MEASUREMENTS. Two hours credit. Both semesters, One of the elective elements ef the Fundamentals Group. An intro- ductory study of the classroom measurement of ability and achievement. The construction of tests, the distribution of marks, the principles of test inter-— pretation, Fee, $1. Althaus. H64. A SURVEY OF AMERICAN EDUCATION, Two hours credit. Both semesters. A careful review cf the development of present-day educational practice, The field will be covered with special reference to the development of public scheels ——primary, secondary, and collegiate, This ceurse is one of the elective com- ponents of the Fundamentals Group. i Bayles, . Be o =f /, a , roe