xt72542j9m1j https://exploreuk.uky.edu/dips/xt72542j9m1j/data/mets.xml University of Kentucky. University Senate University of Kentucky. Faculty Senate Kentucky University of Kentucky. University Senate University of Kentucky. Faculty Senate 1959-05-20 minutes 2004ua061 English Property rights reside with the University of Kentucky. The University of Kentucky holds the copyright for materials created in the course of business by University of Kentucky employees. Copyright for all other materials has not been assigned to the University of Kentucky. For information about permission to reproduce or publish, please contact the Special Collections Research Center. University of Kentucky. University Senate (Faculty Senate) records Minutes (Records) Universities and colleges -- Faculty University of Kentucky University Senate (Faculty Senate) meeting minutes, May 20, 1959 text University of Kentucky University Senate (Faculty Senate) meeting minutes, May 20, 1959 1959 1959-05-20 2020 true xt72542j9m1j section xt72542j9m1j
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1522
Minutes g£.the University Facultx_M§y 20. 1959 g
The distribution of degrees is as follows: -- Cont. fl
Education Graduates
A. B. in EdOOIOOOCOOIODOOOOIO 126 Ed. DOOCCIDOCOCO... 5
Ph. Dooeoeeoooeeoe. 10
1
92223523 M. A............... 16 ‘j
Me Soeeoeeeeeoeeeee 7 L 3
Be So in Comanuuunnno 122 M. S. in A81‘......, 17 i
Me so in Co Cleo... 3 J
zgéfifigpl Me So in E0 Eeeoeee 1 qjq
M. s. in M. E...... 3 'i
Be So in Pharmeeeeeeeoeeoeeee 52 o S. in Net E..... 1 [‘9
A. in Edeoeeeeee 37
Se in Edeloeooe. 5 j
Be AOOOOeOOeIeeI 7 hi
3. in P. H...... 1 'i
S. in Le Seeeeee 4 N:W
Meeooeeeooeeooeei I;
120 Is
717
32352333
Total undergraduatOSeeeeeeeeeeeeeeeeeeeoeee 717 ‘;
Total GraduatQSeoeeeeeeeeeeoeeeeeeeeooeeoee 12o hji
Grand TOtalooooeeeooeoeooocroooooeenclose-Q 837 “(
Dr. W. M. Carter. Chairman of the Rules Committee. presented the {fl
preposed admission requirements of the College of Nursing. The re- ”
quirements were approved by the University Faculty. wwfi
ADMISSION REQUIREMENTS OF COLLEGE OF NURSING ‘i,
All applicants for admission to the College of Nursing. in
addition to meeting general University requirements. must meet
the requirements of the College of Nursing. ‘Wf
All applicants will be required to meet standards of personal if
health as developed by and acceptable to the University Health
Service and the College of Nursing.
High School Graduates
All applicants with no previous education in nursing will be ‘
required to take aptitude tests. acceptable to the College of Nursing . it}
the results of which will be considered in the process of selection. im,‘
Registered Nurses
It is recognized that registered nurses making application for
admission to the College of Nursing will present extremely diverse H
educational and experiential backgrounds. For this reason it is ';4
essential that admission and program planning be individualized to 3_ ;
the extent feasible within a broad framework of requirements. éVf
Registered nurse applicants. seeking credit for previous ed-
ucation. will be expected to present evidence of satisfactory com-
pletion of a state—approved nursing education program qualifying
the graduate to be examined for licensure as a registered nurse.
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1523
Minutes 2: the University Faculty May 22, 1252
Evidence of registration and license to practice nursing in a state.
must be provided.
Registered nurse applicants will be expected to take the Graduate
Nurse Qualifying Examination and/ or general aptitude tests as may be
deemed appropriate. the results of which will be considered in the
Process 0f.80199ti°no
Dr. Betsy worth Estes. Chairman of the Subcommittee on the Gifted Student
of the Committee of Fifteen. presented the report Of that Committee and
summarized the principal features of the report. Professor Paul Oberst,
Chairman Pro Ten of the Committee of Fifteen, offered the motion that "The
.....
worked out by the committee recommended in the report. After discussion. the
University Faculty voted approval of the motion.
REPORT OF SUBCOMMITTEE ON THE GIFTED STUDENT’
While the idea of providing special resources and attention for
the gifted student i s not new in American higher education. there has
been much recent concern and activity. During the past few years many
universities have established special programs for gifted students while
others. like the University of Kentucky. have appointed faculty conmittees
to study ways of attracting and stimulating greater numbers of superior
students.
Concern with provisions for gifted students can be associated with
three major factors. First. the rapidly increasing complexity of our
technology has emphasized more than ever before our need for able and
mature minds capable of coping both with technological problems and with
social crises precipitated by scientific advancement. Second. the rapidly
increasing number of students who are seeking a college education has
forced emphasis on an expansion of resources to provide greater quantity
of services. to such an extent that many educators fear a sacrifice of
standards of quality. Thus. against the background of fear that the very
pressure of numbers may bring a disastrous lowering of standards, many
educators are looking to special programs for gifted students as one
means of retaining academic self—respect and fulfilling a responsibility
for excellence. Third, institutions of higher education. especially our
universities. by their very charters, are dedicated to the encouragement
of excellence in the highest intellectual pursuits.
The reSponsibility of the University of Kentucky in this respect
is well expressed by the subcommittee of the Committee of Fifteen which»
in a report of December 11. 1956. defined the University's functions and
objectives. While recOgnizing the diversity of University functions and
acknowledging the obligation of a stateesupported landagrant institution
to provide a bread quantity of educational services. this subcommittee
stressed that in electing to be a "university". the University of
Kentucky "dedicated itself to the... maintenance of an atmosphere con-
ducive to high intellectual endeavor".
' for proposed action see page I540.
ty
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1524
Minutes 21 the University Faculty May 2Q. 1252
The Committee further noted that the University's position "must
be positive. not neutral. It responds to society's needs. but it
exerts strong leadership in the determination of these needs. While
the University. in the last analysis. must render to society the
services that society wants. it will endeavor at the same time to
see that the services wanted and the services needed are essentially
the same". The subcommittee report further stresses that the uni-
versity has obligations to provide teaching which "gives heed to
varying abilities and makes paramount the maximum progress of the
individual student". while students should have a right to expect
"that those of superior capacity will find their intellectual and
creative abilities challenged to the fullest".‘ This report con-
cludes. " A university is first and primarily concerned with the
intellect. It deals in 'higher' learning in the fullest sense of
that term. Regardless of the size of its student body. the number
and grandeur of its buildings. or the variety of its activities.
‘an institution of higher learning is a genuine university only
when it encourages high intellectual endeavor and a continuing and
relentless search for truth; only when it maintains an atmosphere
in which freedom of teaching and learning can flourish: and only
when it is dedicated to the highest social and moral purpose".
The subcommittee on gifted students has been mindful of these
principles.
Any significant effort to provide appropriate Opportunities for
gifted students will require substantial investment in faculty time.
facilities. scholarship support. and other program elements. It
may require in some cases a shift in emphasis from Quantity to
Quality of services.
It should be stressed that provisions for gifted students have
an impact far beyond the benefit to these students alone. A univers-
ity's strength is derived from the nature and quality of its teachers,
its material resources. and its students. Able faculty are stimulated
and attracted by able students. When faculty can choose between po-
sitions. those who are strong and secure will usually select a uni-
versity which is known for its superior students. Programs for
gifted students provide an academic climate which should favor and
encourage the development of higher standards for all students.
This subcommittee has been distressed to find that not infre-
quently. when suggestions are made for raising academic standards.
it is argued that a state university must be very cautious in this
regard, lest it incur disfavor among legislators. and thus lose a
degree of financial support. Such reasoning implies that the average
legislator will favor the state university in direct preportion to
the number of constituents who can attend the university. It is
further warned that if the state university imposes standards which
some constituents cannot meet. they will go to one of the state
colleges and that college will receive more favorable support.
According to this reasoning. the state university must define
its academic standards so that they are no higher than those of the
colleges with which it competes for financial support. If the
colleges lower standards. presumably the university must follow.
lest it lose favor and support.
‘ ‘ ,
llll
1525
Minutes of the University Faculty MaypZQ. 1953
Should reasoning such as this prevail, there could be no meaningful
pregram for gifted students in the university, and in fact the unis
versity would forfeit its distinctive role of leadership.
Like other state universities, when the University of Kentucky
was the state's only publicly supported institution of higher eds
ucation, it quite logically defined its policies and designed its
programs to fill the broadest possible needs of the state. Today,
the University of Kentucky no longer stands alone. but stands instead
in a position of leadership among many taxasupported resources for
higher education. including the several state colleges and its own
extension centers. Many other state universities. in similar cira
cumstances. have risen to the responsibility of this position of
leadership, by placing increased emphasis on their unique obligation
to stress quality of intellectual endeavor.
It is our conviction. supported by the experience of others. 1hat
the strongest argument for the existence and increased financial support
for the University is a strong University which can interpret its pron
gram in a proud and pasitive Way and can be appropriately aggressive
in its pursuit of the means to achieve the highest quality and standards.
Strength attracts strength. Greatness breeds greatness.
The program for gifted students recommended herewith can be truly
effective only when it is developed in an atmosphere of positive
strength and aspiration.
Honors frograms 3: Other Universities
There are many plans and programs in other universities for gifted
students; some universities use a combination of plans.
AtC hapelm Hilltheze is a fourofold program consisting of: (l)
the Advanced Placement program; (2) a Freshman honors program which
in 1958 selected 46 exceptional students who took a basic curriculum
(not necessarily the same for each student) composed of philo$ophy,
mathematics. history of civilization. history. etc. A freshman
colloquim holds this group together. (3) Advanced sections in 23
sophomore courses with seminars. (4) Departmental honors pragrams
in the junior and senior yearss
At Arkanggs departmental honors program‘was begun at the junior
‘senior level and administered by a council of nine members appointed
by the dean. Each student has his own committee to help him plan his
program. Colloquia. at the junior and senior levels. limited to 10
students. are taught by two members of different departments. Indee
pendent work is encouragedethescs. scientific research.,music recitals.
etc. Both oral and written examinations are given in the senior yearo
Soon the Medical School will here a similar program which is basically
a tutorial system.
At the University of Virginia the traditional pattern of honors
work exists. In his sophomore year the student may declare himself. a
candidate for honors, and apply to the committee after he has been
accepted by the department. In the senior year both oral (one day)
and written (several days) examinations are given. This is also a
tutorial system. At present there are 30 students in the program.
1526
Minutes 2£.the Universitpraculty May 20I 1952
Students may be put back in the regular curriculum if they do not
demonstrate that they are profiting from the work.
At the University 2; Texas. (1) credit is given to freshmen who
have high scores on the Advanced Placement Examinations; (2) there
is a departmental honors program; and (3) there is what they call
the Plan II program. The last is designed to provide a broad ed-
ucation for the above-average student in the liberal arts college.
This year there were 200 students in Plan II. The bases of selection
are high school records. entrance examination scores. and interview
with the Director. It is a prestige program and is evolving into an
honors program. (4) Texas also selects the top 25 freshmen and desig-
nates them as Junior Fellows. They receive awards in money. stack
permits, some freedom in requirements and much recognition.
At the University 2£_Mississippi. (l) the preceptor system.
(2) conferences. 3 freshmen and sophomore colloquia are used.
(4) In the junior year students meet one extra hour per week with
instructors. (5) In the senior year a thesis is written and one
graduate course is taken.
A large number of both state and private universities have
established programs for their gifted students. Emphasis is laid on
identifying them early._starting them out in research and the habit
of wide reading. use of the interdisciplinary methods. colloquia.
seminars. independent study. ‘ .
An example of_the interdisciplinary method is the system at the
University g£_Michigan. In the Humanities. the students may study
the Renaissance in regard to politics. art. literature. etc.: in the
Social Sciences. they may.study the ideas of Smith. Kant. Machiavelli;
in the Natural Sciences. they may study evolution in geology. biology.
etc. As many as five professors may teach such a course.
On the upper division level. Michigan uses colloquia. e. g.. on
the Theory of Systems (physical. biological. social. etc.). Michigan
also encourages independent study. There is a summer reading program:
papers are written; and the students are examined on their reading.
Many universities use seminars. At Princeton. one-half of the
time is spent in seminars with distinguished guests. The other half
is spent in independent work. The tutorial system is used in the
Senior year and candidates for the A. B. degree are examined by outside
professors.
. Virginia also uses seminars which are (l) non-departmental. (2)
administered by a committee. and (3) based on something like the Great
Books idea. In the first semester ancient Greece. its literature
(including Euclid). art. etc. are studied. The second seminar is on
the scientificemathematical tradition in the West: the third. on social-
ethicalapolitical ideas; the fourth on literary and philosophical
ideas. There is much reading and discussion. There are two leaders to
ensure "politeness" but the students are responsible for the discussions.
Papers are written every week and there are rigorous oral examinations.
The grades are assigned only on the final examinations. The dean of
Arts and Sciences says: "The Students in these seminars are not chosen
because they are superior but they choose to prove they are superior”.
l 2
5 7 Minutes 2; the University_Eaculty May 33, lQQg
Thus there are many plans at different institutions. We have
mentioned only a few. But the consensus is that the bright must be
challenged; they should be kept together to stimulate and encourage
each other; rigorous examining should be pursued; and. while this
group needs guidance and the best faculty persons, they must have
considerable freedom and independence in order to develop intelln
actual excellence and leadership.
Some Conditions £3 Kentucky
0f the 1,518 high school seniors in the state of Kentucky who
scored at the 90th percentile or above, 1. e.. the top 10 % on the
Kentucky Classification Battery, in the spring of 1958, only 314 (20068%)
entered-the University of Kentucky for the fall semester of 1958.
21 % of the high school seniors who ranked above the 80th percentile
indicated that they were not going to any college. A study6 Was made
of a sample of these students to determine their reasons for none
attendance. Table 1 shows the results for 164 students.
Table l KENTUCKY CLASSIFICATION BATTERY SPRING 1953
Expense ....,...o................."o.....~. 43 %
Had job or specific career................. 37 %
Marriage.......,o.......................... 17 %
Not interested...ooo.aao.n”on.Macao...” 16 70
Feelings of inadequacy,.o.....a.....o...... lO %
Planned to go later........................a 7
Undecided on career or college courseS»
totdm.”.”..6
Family situation.............«9.....o....... 5 /
sin
0
It should be emphasized that these reasons were given by students
who had already shown high achievement and thus high aptitude for
college work.
A further study‘I compared responses of seniors going to college
.and seniors not going to college. Factors which were 22: important
in differentiating the two groups were (1) living on anarm, and (2)
distance to the nearest collegea Factors which did differentiate the
two groups were (1) attitudes of parents and encouragement to go to
college. and (2) encouragement from teachers and principals.
In summary. the three most important reasons for deciding not
to go to college were found to be (1) lack of money, (2) lack of
adequate counseling, and (3) lack of encouragement in the home. The
first problem, i. e.. lack of money. could be solved with more scholar—
ships; the second° with proper guidance by high schools and the Univ—
ersity; the third, by interpretation and discussion with groups of
parents by alumni and selected members of the faculty of the University
of Kentuckyo
Table 2 shows the distribution by counties of the top 10 % on
the college Qualification Test of University of Kentucky freshmen in
the fall of 1958. Out of more than two thousand who scored in the
top 10 %. only 226 entered the University of Kentucky,
’ University Testing Service
1528
Minutg§_g£ the Universitpracultngay 29, 1352 t
Table 2: COLLEGE QUALIFICATION TEST FALL 1958 ' t
Count! Eumber
Fayette
Jefferson
Kenton
Franklin
Madison
Clark
Hopkins
Graves
Shelby
Campbell
Muhlenberg
Simpson
More than 50 counties
More than 50 counties
HNUT
WWW
H
OUJ-b-PWUWU‘IUTW mo
‘1 "T‘T“—“ *3”:
2, or 1
Thus only 226 freshmen who lived in Kentucky and who scored at
90th percentile or‘above on the College QualifiCation Test entered :
the University of Kentucky in the fall of 1958. 101 (or 44%) of ? T
these students came from four out of the 120 counties in the state ‘HW
and more than 50% of this latter group came from Fayette County.
Testing indicates a pool in excess of 2,000 students in this
state who could legitimately be called "the cream of the crop." Of
this number some go out of the state; some go to other colleges in
the state; some go to no college or university; but only 200 to 300
come to the University of Kentucky. It is imperative that we encourage
and make it possible for more of these gifted students to come here.
Indeed, there are only nine or ten counties in the state which
send as many as 20 students of any calibre to the University.
From these facts some suggestions for the University emerge.
(1) There should be wider coverage of the "state-wide" testing
program. At present about 70% of the state is covered.
(2) Faculty members should participate in discussions with
teachers. principals. bright students and their parents about what
the University has to offer students and the excellent opportunities
which exist here. I
(3) Alumni could contribute much to such a program if their
help were enlisted and if they were further informed about the
University.
(4) A much greater number of scholarships for bright students
who could not otherwise attend the University is imperative. The
alumni could play a very vital part in this effort if leadership
were available at the University.
1529
Minutes of the University Faculty, May 20, 1959
(5) There are national organizations of bright students in high
schools such as the National Honor Society and the Beta clubs. There
are also national competitions held to determine recipients of scholar-
ships such as the National Merit and the National Science examinations.
etc. The students in these organizations and the runners-up in the
examinations could be written to, congratulated, told about the University
and be visited by selected faculty members to encourage them to enter the
University. Some states report tremendous dividends from this effort.
Much of the literature on gifted students points out the intensive recruit-
ment practices of athletic departments and contrasts the energy and ins
itiative shown by these departments with the lack of energy and initiative
shown in the recruitment of the academically talented. Other universities
are actively recruiting superior students and this University would do
well to follow their example.
Freshman Scholarships
There are in 1958 59 73 scholarships specifically reserved for
freshmen. Of these 73: 41 are for engineering freshmen.
There are also 87 scholarships for either freshmen or upper classmen.
51 of these are in agriculture.
There is. therefore. a total of 160 scholarships which might be for
freshmen. All of these scholarships are awarded by the University Scholar-
ship Committee on (1) recommendation of the principals of high schools.
(2) obvious need for money, and (3) expressed interest in the University.
Out of these 160 possible freshman scholarships, 92 are for engineers
ing or agriculture freshmen. Thus only 32 which are specifically reserved
for freshmen or only 68 which ggx'be awarded to freshmen are available for
the rest of the University.
When scholarships are restricted the Committee is not always able to
select the most promising candidates. The University needs at least one
hundred more unrestricted scholarships to enable more superior Kentucky
students to attend the University. The state is simply wasting its most
precious resource by failing to provide an Opportunity for the bright to
be educated.
The amount of money which would be necessary is relatively small, a
minimum of $50,000 a year. When We read of the hundreds of thousands of
dollars raised for private colleges through intelligent and dedicated leader- 1
ship. surely $50,000 is a conservative figure.
Thereforej the subcommittee makes the following recommendations: c
(1) That administrative officials give this matter their most careo E
ful attention, and enlist the aid of prominent alumni, of industry, and
of other interested persons to establish a special office with a fulletime
professional staff to obtain these funds.
1530
Minutes g£_the University Faculty May g9, $252
(2) The University should also set up 100 tuition—free grants for
the ablest students. It has already been shown that too large a number
of the very bright in the state do not attend the University because of
financial reasons. The subcommi