ED 100 795

AUTHORTITLE

NOTE

DOCUMENT RESUME

SP 008 550

Simmons, RonA Report on Humanistic Programs in HigherEducation.94p.

EDRS PRICE MF-$0.75 HC-$4.20 PLUS POSTAGEDESCRIPTORS Higher Education; *Humanistic Education; *National

Surveys; Post Secondary Education; Program Content;*Program Descriptions; Programs; *TeacherEducation

ABSTRACTThe purpose of this survey was to assess the extent

and development of humanistic programs in higher education, focusingon teacher education. Information was gathered randomly from nearly800 teacher education institutions throughout the U.S. Two hundredseventy-nine schools responded to a questionnaire regarding programlocation, title, emphasis, changes, and requisites; interdisciplinaryprograms; financial support; teaching methods; number of faculty,enrollees, and graduates; and followup on graduates. The followingconclusions can be drawn from an analysis of the responses toquestionnaires: (a) humanistic instructional programs have becomemore available and more diversified; (b) many programs are receivingor anticipate receiving adequate financial suppo. ; (c) many programshave a large number of students and sufficient numbers of faculty;(c) there is a clear understrnding of the objectives of humanisticinstructional programs; and (e) many students are trained adequatelyso that they can pursue a variety of career objectives at many kindsof institutions. The document contains an extensive programinventory. (HMD)

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A REPORT ON HUMANISTIC PROMAMS

IN HITLER EDUCATION

U S DEPARTMENT OF HEALTH.EDUCATION & WELFARENATIONAL INSTITUTE OF

EDUCATIONTHIS DOCUMENT HAS BEEN REPRODUCED EXACTLY As RFCEIVIh T ROMTHE PERSON OR ORGANIZATION ORIGINAT1NG IT POINTS OT VIEW OR OPINIONS

TA TED DO NOT NECESSARILY REPRESENT DT F ICI NATIONAL INSTITUTE OFEDUCATION POSITION OR POLICY

Ron Simmons

Center for Humanistic and Non-Traditional StudyWilliam Paterson College

Wayne, New Jersey

BLSI Curl AVAILABLEAcknowledgments

I would like to thank Cassandra Simmons for the cover design, proof-reading and over-all encourgement.

In addition, I appreciate: the cooperation of Howard Seeman, geneStandford, and Harold 3urstvn for their technical assistance.

Also, Chris Ludvik, Joanna Hawthorne, Della tapers and MicheleRenton.

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Introduction

Humanistic education is a necessary

but greatly misunderstood area of non-tradi- .

tional study. Many educators believe errone-

ously that humanists advocate the total re-

placement of traditional subject matter with

a humanistic curriculum. That assumption is

totally inaccurate and unsupported by humanis-

tie educators. Although there are major dif-

ferences between humanistic and traditional

education, both approaches are necessary to

develop the total human being. Robert Samples

observes some differences between humanistic

and traditional study:

In the traditiondi approachyoung people listened to sci-entists. In the proc-ss ap-proaches young people mimicscientists. In intrinsic ap-proachesAthe students are sci-entists.'

NEINNIMINMI

1. Robert Samples,Tcience: A Human Enter.pldse", 'ciomce -eachlr, October, 1972

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These differences need not be preemptive

and restrictive. The compatability of

such approaches need to be advocated.

Humanistic education attempts to

build on cognitive function to maximize hu -

man development by confronting concernsival-

ues, and attitudes and to allow students to

experiment with various behavioral and val-

u:mg alternatives.

humanistic education is a valuecommittment toward certain edu-cational goals. Whereas tradi-tional education is concernedwith the mastery of content,humanistic educators are commit-ted to the growth of the wholeindividual.

Humanistic programs attempt to develop re-

lationships between the individual and sig-

nificant others to focus on understanding

self and society.

2. Mary Jensent4Humanistic Education: AnOverview of Supportive Data..Hi;;': SeLvul Journal, Lay 1973, p. 341.

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To reiterate, a fundamental problem is

that humanistic education is misunderstood to be

a panacea r a purely non-traditional approach to

education. Humanistic education is another viable

method that is best used in conjunction with other

educational approaches. There are several other

problems that deserve attention.

Problem

Another problem area is the lack of con-

crete data on humanistic education. Many educators

are quite familiar with the rhetoric, but not as

familiar with the procedures for persuing humanis-

tic method. Generally, an overview of humanistic

education has teen stated above. The question of-

ten remains: How do we proceed from here?

Several educators have outlined a for-

mat for utilizing humanistic approaches in the

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classroom.

Flanders'

6

David Aspy3uses a modification of

Interaction Analysis.to guage the per-

formance of humanistic teachers. Gerald Weinstein

and Mario Fantini4develop an affective curriculum

model to expedite humanistic procedure in the

classroom. Methods developed by Krathwohl, Mes-

tafel, Carkuff and Gazda are also valuable mzels.

There is little concrete evidence avail-

able on the utilization of these methods in hu-

manistic programs. These programs ale rather new

and experimental at most schools.

Purpose

The purpose of this survey is to assess

the extent and development of humanistic programs

in higher education. Although the focus of the

study is el. teacher education institutions, other

colleges wc:ie included in the survey.

3 David Aspy, Toward A Technology For HumanizingInstruction

4 Mario Fantini and Gerald Weinstein, TowardHumanistic education, FrReFer, N.Y.,1971.

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Although the notion of humanistic edu-

cation and psychology has been practiced nearly

two decades, this survey attempts to assess the

recent impact of humanistic philosophy on tradi-

tional education. (1) Are humanistic methods for-

mally practiced in college classrooms? (2) Is there

a systematic effort to teach humanistic skills

and technology to prospective teachers? (3) To

what extent do these programs attempt to deal

with humanistic education? (4) What is the status

of humanistic programs in higher education?

Method

Since there is little information on the

extent of formal humanistic programs, information

was gathered randomly from nearly 800 teacher edu-

cation institutions throughout the Nation. A basic

form was distributed to each institution. This

4

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form requested specific information about formal

humanistic education programs. In the Spring of

1974, these questionairns were interpreted. In

some cases additional information was sought.

Limitation

It is difficult to determine institutions

that may have humanistic programs. Since the study

is only concerned with formal programs, schools

conducting seminars and woAcshops wore included

in the study, but listed separately. Purthermore,

related programs not connected with higher edu

cation institutions may provide excellent training

for individuals.

Yet, the purpse of this survey is to

gather specific information about degree granting

humanistic programs. Membership data from several

national organizations provided essential mailing

information. Most institutions of higher learning

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belong to a formal national organization. Those

institutions that do not belong to a formal na-

tional organization not included in the

survey.

Because of the narrow interpretation

of humanistic education used in the survey, many

institutions were compelled to answer "no" to

the appropriate questisin regarding the existence

of a humanistic program in their institution.

Humanistic education has come to mean somethingr.

quite specific. Certainly, under a much brsadeer

definition, there would be more programs inelud-

ed in the survey.

Generally, the survey was not designed

to gather information on institutions that offered

humanistic courses. Some exceptions wire made

here. Three distinctions were made between the

kinds of humanistic programs. The three classi-

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fications are (1) schools offering humanistic pro-

grams, (2) sohools offering related programs and

(3) schools offering formal courses and workshops.

Schools that offered formal programs as part of a

degree granting program that had as its objective

the teaching of humanistic skills are labeled hu-

manistic. Schools offering more traditiLial subject

matter but purport to focus on the development of

humanistic skills are labeled "related program;; ".

Schools without formal programs but offering for-

mal courses and workshops are called "informal"

programs. Many informal programs are in the pro-

cess of developing formal degree programs,i.e,

ptrsuing writing and currialum development strat-

egies. Some institutions listed no formal program

but indicated that a formal program will be de-

veloped. Further investigation may develop ad-

ditional information en the extent of humanistic

programs in higher education.

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PART II

PROGRAM ANALYSIS

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Two hundred and seventy-nine(279) schools

responded 'i;42 the survey or thirty-four percent of

the approxtately eight hundred institutions con-

tacted. Thirty-three humanistic programs were ident-

ified from the questionaires. Eleren(11) institu-

tions or 4% were identified to have formal humanis-

tic instructional programs. Fourteen(W of the

schools reporting indicated the existence of re-

lated humanistic instructional programs. Eight

institutions(3%) indicated the existence of in-

formal, but developing efforts to teach humanistic

techniqut:s. Two hundred and forty-six(246) insti-

tutions responded that no humanistic program was

available at their schiol(88%). However, some .

schools indicated some effort at developing a hu-

manistic program.

Each questionaire item will be examined

below.

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Geographic Area

Each respondent was requested to indicate

school name and address to ascertain the geographic

distribution of the institutions responding. Of the

institutions offering humanistic instructional pro-a

grams, five are located in the Midwest. Four human-

istic programs are located in the East. Of the re-

maining two instructional pregrarns, one is locitted

in the West and one is located in the South.

Of the related programs, four are locat-

ed in the East. Five instructional programs aro

located in the South. Also, four programs are lo-

cated in the Midwest. Only one related program re-

sponded from the West.

Of the inffrmal programs, three out of

eight are located in the East. Four informal hu-

manistic programs can be found in the South. One

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informal humanistic program can be found in the West.

There were no informal programs reported in the Mid

west.

Two hundred and forty-six institutions re

porOd no humanistic program. rf that number, one

hundred and seven responded from the Midwest. Eighteen

western institutions responded. Seventyone responded

from the South while fortyeight institutions from

the East reported.

A total of two hundred and seventynine

schools responded to the questionaire. There were

one hundred and 1 ,f from the Midwest, twentyore

from the West, eightytwo from the South and sixty

two from the East.

Several schools could not be included in

the survey because they failed to indicate the pres

ence or absence of a humanistic program on their

campus.

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Table 1

Response by Geographicjittis.___

at Nurber Region

453699

Total

HumanisticProgram

5

41

1

MidwestEastWestSouth

11

RelatedProgram

4 East 29

4 Midwest 295 South 361 West 7

14

InformalProgram

3 East 374 South 501 West 130 Midwest

OtherInstitutions

107

71

48

MidwestWest

SouthEast

437

2920

8

246

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Title of Program

Most institutions indicated a variety of pro-

gram titles. However, most program titles comprised

four major areas, i. e., humanistic education and psy-

chology, humanistic education, humanistic education

and humanities, and humanistic education and philosophy.

The humanities area is most significant. If an insti-

tuti ©n indicated a specific inclination toward humanis-

tic strategies it was included in that category. Some

institutions regretably, did not distinguish between

traditional humanities programs and humanistiz strate-

gies. Similarly, formal programs in psychology and

philosophy that indicated specific humanistic strate-

gies,e.g., human development and values clarification.

In the humanistic education and psychology

area, several distinct program titles were indicated.

One at the doctoral level(2%), four at the Masters

level(8%), five at the baccalaureate(10%) and two at

the interdisciplinary level(4%) represents the various

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The humanistic education category pi'o-

duced program titles at each level. There were four

program titles in humanistic education at the doc-

toral level(?%), one at the Masters lev.11(2%), ten

at the baccalaureate level(20%), and eAeven at the

interdisciplinary level(22%). Human3.stic education

was the most predominaiA program tLtle.

The humanistic and hurullities category

produced far fewer programs tit" es. There were n

program titles at the doctera] or Masters level.

The baccalaureate level prodr,ced four(8%) while

the interdisciplinary level produced three(6%)

of the program titles in ttis category.

The category, humanistic education and

psychology encoura era on Ly one response. There

were no program titles At the doctoral, Mac tern,

or baccalaureate level, The interdisciplinary

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level produced one response(2,A).

Three institutions offering humanistic

programs did not respond to this item. Often

schools may offer a concentration in humanistic

education, ITul; not under a specific program

title.

Table 2

Program Titles in Humanistic Education

Level Category Number

Humanistic Educand Psychol

Doctorate 1 2

Masters 4 8.1

Bo A 5 10.2

Interdis. 2 4

Humanistic EducDoctorate 4 8.1

Masters 1 2

B.A. 10 20.4

Interdis 11 22.4

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Table 2(Cont.)

Level Category .No. a

DHum. Ed/Humanities

0 0M 0 0B 4 8.1I 3 6.1

Hum.Ed l'hilosophyD 0 0

0 0B UI 1 2.0

No Resl'onse 3 6.1

Emphasis of Program

Four separate areas were indicated as a

major emphasis by all institutions reporting pro

grams. The four major areas were research, counsel

ing, individual improvement and basic inquiry, and

teacher education. Individual improvement and basic

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-4---20

inquiry was the category °him most frequently by

programs responding at the undergraduate level (11).

Individual improvement and basic inquiry at thb

interdisciplinary level was indicated by seven(7)

institutions as a program emphasis. Teacher

cation is emphasized in five(5) humanistic instruc-

tional programs. Three programs indicated an em-

phasis en teacher education at the interdisciplinary

level. Several humanistic programs emphasized ether

specific area of instruction. Research at the in-

terdisciplinary leitl, counseling at the interdisci-

plinary and doctoral levels, individual 1.Trove-

ment and basic inquiry at the doctoral level and

teacher education at the doctoral level were cited

once each by institutions as a major program em-

phasis.

Three programs had no major emphPsis;

Six programs did not respond to this item.

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Level

21

Table 3

Emphasis of Program

Emphasis Number

ResearchD 0

N 00

I 1

Counseling/Psychology

D 1

2

B 2

I 1

Indiv.Improv/Basic Incliry

D 1

M 2

B 11

I 7

Teacher Ed.D 1

B 1

I 3

No Response 6

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Title of Deg2ee Program

Eight distinct categories of degree

programs were indicated by institutions. These

categories included doctorate(Ed.D), Master of

Education, and B.A. or. B.S., interdisciplinary

doctorate, masters, and B.A. programs. Three

humrinistic instructional programs offer an edu

cational doctorate. Four programs offer a Mas

te.s of E;.iucation. Twelve programs offer a R.A.

or B.S. decree. Three degree cateeries pro

duced no response: interdisciplinary degree,

interdisciplinary doctorate and Master. Only

the interdisciplinary baccalaureate category

produced response in this area. Six programs

chose tie B.A. category. Twetty institutions

indicate,3 no degree program nearly half of

the programs responding.

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Table 4

Title of Degree Progrnm

Ngree

Doctorate 3Masters 4B.A. or B.S. 17!

Interdis. 0Interdis. Ed.D 0Interdis. Fi Ed. 0Interdis. B.A. 6

Length of Program

Surnrisingly, many humanistic instruc

tional programs have been operating for some

time. It is generally thought that humanistic

education is very new. Nearly half(18) of the

programs have been function:xg for more than two

years. Five programs have been in existence for

one year and four programs have functioned for

two years. Twelve programs did net precisely

indicate their lencrth of operation.

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Interdisciplinary Departments

Although not all schools indica,-pci

interdisciplinary programs, several schools were

requested where appropriate to list major depart

ments servicing their interdisciplinary program.

Six major departments were categorized education

and psychology, education and sociology, education

and philosophy, English, aesthetic education and

general social science. Ge neral social science

was a category listed by seinteen institutions.

Aesthetic education, education and psychology, ed

ucation and philosophy and English are all listed

seven times each. Education and sociology was list

ed three times. Sixteen institutions listed an

emphasis on interdisciplinary study, but did not

indicate major departments involved in their pro

grams. Some schools have interdisciplinary depart

ments. Under those circustances, it may not have

been nnessary to list separate departments in

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valved in an interdisciplinary program.

Table

Interdisciplinary Departments

Major Departments Number

Education / Psychology 7Education/ Sociology 3Education' Philosophy 7English 7Aesthetic Education 7Social ScienceNo Response 16

Program Changes

Institutions were requested to desig-

nate specific program changes, in an attempt to

ascertain strategies for continual program im-

provement. Six areas were cited by institutions

responding. Those categories represented strate-

gies for expansion, streamlining, research, staf-

fing, increased enrollment, and structural chang-

es. Five programs indicated the need for addi-

tional staffing, eight programs anticipated

structural changes and four programs it each

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area, i.e,,research, expansion and enrollment

chose those areas as a major concern. No insti-

tutitn chose streamlining as a strategy: Twen-

ty-one programs did not respond to this item.

Several institutions were unclear as to the

nature of the question while others were not

aware of specific changes indicated in program

policy statements.

Financial Support

Suprisingly, many schools ate receiv..;

ing adequate financial support. Responses were

grouped inta five categories: (a) adequate

funding within the college, (b) inadequate

funding within the college, ;r;) Adequate fund-

ing outside the college, (d) inadequate fund-

ing outside the college and (e) uncertain

about funding. Nine programs reptrted that

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they would receive adequate funding within

the institution. Three programs indicated

inadequate funding within the institution.

On funding outside the institution, two pro-

grams indicated adequate funding. Four pro-

grams indicated inadequate funding outside

the institution. Eleven schools remained

uncertain about their funding. Several schools

had made applications, but had not yet been

approved. Fifteen schools did not respond

to this item.

Table 6

Financial Support

OateDIU Number

Adequate funding/w collegeInadequate l'undilutside eel. 4Inadequate fund/w col 3Adequate fund/outside col 2

thicertail 11

No response 15

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This particular area needs additional study.

We need to determine hey to keep humanistic

programs functioning in our uncertain academ-

ic climate.

Pr. R e qmites.

Many institutions did not respond

to this particular item on the questioiiire.

For institutions without graduate programs,

the item was not appropriate. Furthermore,

some programs have liberalized their require-

ments. Still other programs represent con-

centrations or may be interdiscitlinary in

nature. Seventeen programs indicated that the

item was not applicable.

Teaching Method

This item was designed to produce

information that would indicate what teaching

iv;thods were employed in each program. The

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methods mentioned included scientific labora-

tory, team and individual problem solving,

curriculum innovation, interdisciplinary

approaches, and other methods. Fifteen schools

at the baccalaureate level indlcated using an

interdisciplinary each Method. Twelve in-

stitutions at the baccalaureate level indicat-

ed using team and individual problem solving

methods. Thirteen schools at the baccalaureate

level use innovative teaching techniques. At

the M Ed. level, four programs each used sci-

estifio laboratory, team and individual prob-

lem sorting, and curriculum innovation as

teaching rlethods. Of the five doctoral cat-

ggemios, four programs utilize team and in-

dividual problem solving techniques, three

programs use a scientific laboratory and

three program use curriculum innovation.

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Only two programs at the doctoral level use

an interdisciplinary approach. No p or:rams

at t'.e doctoral level reported using ether

methot17.

Eleven humanistic instructional pro

grams ciid not respond to this item. It may be

possible that some programs use more tradition

al methods.

Table 7

Teaching Method

Method Doctorate Masters

Scientific Lab. 3 4Team/Indiv. Pro, 4 4Currie. Innov. 3 4

Interdisciplin 2 5

Other 0 2

B.A.

5

121315

5

* Eleven programs did not respondto this item.

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Faculty

This item attemped to determine

the number of faulty at each level. Eleven

programs reported between one and five facul-

ty en their graduate staff. Three programs

have between six and ten graduate faculty.

Another three programs have eleven to fif-

teen graduate faculty.There are no programs

reporting between sixteen and twenty graduate

faculty.

At the undergraduate level, four

programs report between one and five faculty.

Three programs report between six and ten fac-

ulty. There are no programs reporting faculty

between eleven and fifteen members. Five in -

terdisciplinary programs could not clearly

identify their faculty. Five programs did not

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Table 8

Faculty,

Number of Graduate UndergraduateFaculty Programs Programs

1-5 11 46-10 3 3

11-15 3 016-20 0 3

* This item was not applicableto five programs. Five pro-grams did not respond.

StudentsMEMO

The enrollment in humanistic instruc-

tional programs can serve as a barometer t meas-

ure the vitality of such programs. Two programs

reported twenty-one to thirty students. Also, two

t

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programs reported thirtyone to forty students.

Three programs reported fortyone to fifty stu

dents. Three additional programs each reported

between seventyone and students while

an aditional three programs reported more than

three hundred students, but less than four hun_

Bred students. Five pr-rxams have more than one

hundred students,but less than two hundred stu

dents. Two programs report more than five hun

dred students. No programs reported students at

the following levels: alder ten, sixtyone to

seventy, fiftyone to sixty, eightyone to

ninty, nintyone to one hundred, and more than

two hundred. Twelve programs reported no avail

able information en the number of students.

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Table 9

Students

Number of Number ofStudents Programs

0-10 011-20 1

21-30 2

31-40 2

41-50 3

51-60 061-70 0

71-80 3

81-90 0

91-100 0

more than 100 5

more than 200 0more than 300 3

more than 400 2

more than 500 2

more than 600 2

* Twelve Nograms reported noavailable information

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Graduates

Many programs have large numbers

of graduates. Sev-ral graduate programs had

graduates in at least one area. Five programs

reported between one and twenty graduates

since tle inception of the program. Two pro

grams had between eightyone and ninty grad

uates. One program each reported graduates

at three levels: between twentyone and for

ty, between fortyone and sixty graduates

between sixty.;ne and eighty graduates and

more than one hundred. Another program re=

ported more than two hundred graduates.

Still another program reported more than

four hundred graduates. No programs report

ed more than three hundred graduates.

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:several categories did not produce

response. No undergraduate program reported

graduates between one and twenty, between forty

and sixty and eighty and one hundred.

Furthermore, no undergraduate program reported

mere than one hundred, more than two hundred or

more than three hundred. Two undergraduate pro-

grams reported between twenty-one and forty grad-

uates. Another program reported more than foul'

hundred graduates.

Sixteen programs did not res:ond. Most

humanistic programs are relatively new and have

not had an op&tunity to produce graduates.

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Graduates

Number ofGraduates

1-2021-4041-6061-8081-100

more than 100more than 200more than 300more than 400

37

Table 10

Graduates

Number ofPrograms

41

1

1

2

1

1

01

Total: (estimated) 840

Undergraduate

Number of Number ofGraduates pr grams

1-20 021-40 2

41-60 061-80 081-100 0

more than 100 0mere than 200 0more than 300 0more than 400 1

Total: 440(estimated)

* Five programs reported no graduates+ Sixteen programs did not respond

Graduates- Where D They Go?

At the doctoral level, two programs

reported that their graduates pkrsue careers in

graduate schools. Three programs reported stu-

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dents pqrsuing careers in educational institu-

tions. One doctoral program reported graduates

in rehabilitation institutions. Likewise, one

doctoral program reported students working in

private industry. Another program indicated that

their students worked in private industry as well.

No doctoral program reported other vocational per-

suits by its graduates.

At the masters level, five programs

reported students in graduate schools. Five pro -

gra!s also reported students in rehabilitation

institutions and community organizations. Six

programs indicated that their students worked

in educational institutions. Three programs re-

ported graduates in private industry. No prorram

reported other educational or vocational per-

suits by its graduates.

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At the baccalaureate level, ten pro-

grams indicate that their students continue in

graduate schools. Six programs report that their

students in educational institutions. Five

programs reported graduates in rehabilitation

institutions while while seven programs indicated

students in private industry. Six programs report-

ed students in community organizations. No pro-

grams repdted students in other areas.

At the interriisciplinary level, eight

programs reported that their students continue

in educational institutions. No other program

reported on their students.

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Table 11

Graduates- Educational and. VocationalInterest and objectives

(By Number of P ;gram and Percentage f Programs)

AcademicLevel

Institutions

Grad Edue. Rehab. Pri. Cony.

Sch. Insti. Insti. Ind. Org.

Ed.D 2('%) 1(3%) 1(3))Ma.7ters 5(13% 6 5 13%) 3(7%) 5("7$)B.A. 10(26%) 6 15% 5 13%; 7(18%) 6(15%)Interdis. 0 8(21% 0 0 0

* Twenty-one programs did not haveinfermation available

Conclusions

Several conclusions can be drawn about

humanistic programs based on information gathered

in this study.

L.

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1. Humanistic instructional programshave become both more availablean more ive.rs Yd.

It is surprising that there are Avariety of programs at all aca-demic levels ranging from emphasison phenomenology and. Buber Philoso-phy to educational and human devel-opment.

Programs seem to be dispersed wellthroughout all geographic areas ofthe Nation and at all kinds ofschools from the larger universi-ties to the smaller colleges.

2. Man Y PrEXEMMAITIT2112111EJEanticipafi-221111211MPsr

Ultimately, many programs antici-pate increased staff and enrollment over a period of time. Theseprograms have become an establisedpart of their institutions MasterPlan.

3. Man programs have lane ruerfibers.s

41.1111VIIMIPM

These programs are thriving throug7--out the Nationfand J1clude studentsand faculty whose primary function

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is the persuit of humanistic philoso-phy.

4. There is a clear understanding of theOVectives humanistic instructforilprograms.

Many programs have a rationale and phil-osophy cnsistant with the fathers ofhumanistic education. These programshave not lost sight of the full rangeof implications f humanistic educationfor developing more competent teachersand students

Many students are trained adequately sothat the can ersue a variet of career

.

The range of choice for humanistic stu-dents has increased since many potentialemployers are recognizing the valueand importance of humanistic programs.

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PART III

PROGRAM INVENTORY

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This section is divided into

four distinct parts. Th,, first part will

focus on the guidelines used in thr study.

A second section will list the programs re-

porting humanistic programs. A third sec-

tion will list schools reporting no program

and schools in some stage of development

of a humanist;i0 program, A final section

will list institutions teaching and prac-

ticing humanistic techAiques, but not neces

sarily connected to educational institu-

tion,

Both humanistic instructional pro-

grams, related humanistic programs, and

informal humanistic programs are list in

Part III.

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Guidelines

The program descriptions are

based on fifteen characteristics. These

characteristics include: program title,

program emphasis, geographic area, length

of program operation, number of inter-

disciplinary departments, projected pro-

gram changes and financial support, pro-

gram requisites, teaching meth3ds, number

of students, number of faculty, number of

graduates, and a follow-up on graduates.

The following statements describe

the objectives and characteristics of the

program deacriptors.

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Geographic Area:

Program Title:

Emphasis:

Length of Program:

Program Changes:

The name and addressof the school wasused to determine geo-raphic area of each

humanistic instruc-tional program.

An attempt here .ta.smade to determine theprecise nature eC theprogram based en itsprimary "salable" des-cription.

Emphasis of the nro-gram is the purposeand focal point ofthe program. An attempthere is made to deter-mine further the na-ture of the prot7ram,i.e., teaching aril in-structional or selfdevelopment.Several programs listeddates rather than lengthof program. Here, in-formation was estimated.

Specific informationwas requested to de-termine the viabilityand durability of pro-grams.

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Faculty:

Students:

Special Methods:

Requisites:

Many programs have fulland part-time faculty.They are all included.Also, interdepartmentalfaculty are counted whereavailable.

Most programs listedstudents in their pro-gram as'majors!. This,however, may not precludestudents enrolled incourses for enrichmentpurposes.

Teaching methods em-ployed by the staff and/or taught to students in-clude:

Scientific LaboratoryTeam and Individual

Problem SolvingOther MethodsInterdisciplinary Ap-

proachesCurriculum Innovation

It was not specified whatkind of requisites weresought, e.g., institu-tional or departmental.

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InterdisciplinaryDepartments:

Follow-up onGraduates:

Graduates:

4648

Prorixams were requestedto list all departmentsutilized in program.

To determine the 'salability'of graduates and theirvocational interests. ThefDllowing areas were des-ignated:

Graduate SchoolsEducational InstitutionsRehabilitation Institu-tionsPrivate IndustryCommunity Organizations

Those pro, rams without'majors' could not listgraduates.

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PROGRAM DESCRIPTIONS

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AUGUSTANA COLLECE(qelated Program)Sioux Falls, South Dakota

Title of Program: None

Emphasis: Humanistic Inquiry

Title of Degree: None

.0rogram Changes: Develop full degree

Courses Offered: Humanism in EducationHuman Relations

BERRY COLLEGEMount Be,:ry, Georgia 30149

Title of Program:

Emphasis:

r

Underfrraduate psychologyinterdisciplinary major.:students initiate pro-gram with one or morefaculty advisors.

Human Resource Develop-ment based on studentsdesires and needs. Pre-paration of human rela-tions generalists.

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Title of Degree:

Length of Program:

Anticpated ProgramChanges:

Financial Support:

Special Methods:

Studcnt Enrollment:

Faculty:

B.A. or B.S. in Psycholo-gy

For several years theprogram has been identi-fied and evolving.

Greater emphasis on in-ternship and interdisci-plinary studies.

Within the College frame-work.

Scientific LaboratoryTeam and Individual

Problem SolvingCurriculum InnovationInterdisciplinary :studiesPracticum/Applied StudiesResearch

80-Several advance grad-uate educational psychol-ogy courses and students.

One undergraduateOne graduateThree part-time

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Vocational Pursuits: No concrete data availa-ble, but fairly certainthat graduates partici-pate in a variety ofpost graduate activitiesrelevant to work and tothe areas listed.

BETHUN-COOnIAN COLLEGEDaytona Beach, Florida 32015

Title of Program: None

Emphasis:

Methods:

Self Actualization. Im-proving relations amongpublic school teachers.Improving relations amongstudents and teachers.

Team and Individual Prob-lem SolvingCurriculum InnovationInterdisciplinary SkillsHuman Relations LabSelf- Actualization Lab

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53

BOSTONp UNIUSITY

Boston, Massachusetts 02215

Title of 'grogram:

Emphasis:

Length of Program:

InterdisciplinaryDepartments:

Financial Support:

Requisites:

Ed.D in Humanistic Edu-cati on

Masters: Humanistic IndBehavioral Studies

B.A. it Humanistic andBehavioral Studies

Interdisciplinary study

One year

PhilosophyPsychologySociology

Ed.D- Boston UniversityMasters- National Endow-

ment

Ed.D; Two years exIlerienceand a baccalaure,ite de-p:ree

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Methods: Ed.D:and Masters:

Scientific Laboratoryand Research

Team and IndividualProblem Solving

B.A.:

Curriculum Innovation/Teaching StrateriesInterdisciplinary

Faculty: Graduate: 10Undergraduate: 10

Student Enrollment: Graduate: 40Undergraduate: 25

Graduates: Graduate' 12

Undergraduate: 10

BROOKLYN COLLEGE( Related Program)

Brooklyn, New York 11210

Title of Program Performance Based Programfor the Education ofTeachers

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Emphasis: Development of Human1;alues

Length of Prog7:am: 1974

Inter0.1sciplinaryDepartments:

Special Methods:

Early CLildhoodElement:4,ry EducationSecondary Education

Team and Indivual Problem SolvingInterdisciplinary Skills

CALIFORNIA STATE COLLEGECalifornia, Pennsylvania "5419

Title of Program: Experimental Program inthe Founda ions of Education

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56

Emphasis: Freedom to develop human-istic method

Degree: B.A.

Length of Program: Three years

Program Changes: Expansion of Center

Special Methods: Scientific LaboratoryTeam and Individual P-ob-lem Solving

Curriculum Innovation/Teaching Strategies

Faculty: One

Students: Thirty

Graduates: None

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CALIAMNIA STATE UNIVERSITY(Related)

Hayward, California 94542

Title of Program:

Emphasis:

Title of Degree:

Length of Program:

InterdisciplinaryDepartments:

Anticipated ProgramChanges:

Child Development

Human Development(birththrough dLath)

B.S. in Child Development

Four years

Faculty holds degrees inanthropology, psychology,philosophy, medicinooand biology. Emphasis onteam teaching

Increased focus on agingand elderly. Use of In-novative Funds(CSUC sys-tem)to modularize instruc-tion. Develop closer tieswith social and naturalsciences.

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Funding: Regular and special fund-ing

Methods:

Faculty:

Students:

Graduates:

Vocational pirsuits:

Team and Indivi rhaa".. Problem Solving

Curriculum InnovationInterdisciplinary ApproachField Assignments

10

180

700

Graduate SchoolsEducational and Rehcbili-tation InstitutionsPrivate In!ustryCommunity Organizations

Additional Cements: Name change proposed:Human Development

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59

CARLETON COLLEGENorthfield, Minnesota 55057

Title of Program: Core courses in humanis-tic psychology

Emphasis: Human Development

Title of Degree: B.A. in Psychology

Lenjth: Three years

InterdisciplinaryDepartments: Religion

Faculty: One

Vocational Persuits: Graduate SchoolsCommunity Organizations

CENTRAL CONNECTICUT STATE COLLEGE (Related)

New Britain, Connecticut 06050

Title of Program: Core interdisciplinarycurriculum

Emphasis: Human Development

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60

Program Concentration:Independent ltudyHuman nehavicr - Sexual-ityDevelopment of Humanistic'Programs in Education

Educational Marathon onHumanistic Study

Family Life StudiesIndependent Study and

Reading in Psychology

Projected Program: Center for. Life Studies

COLLEGE OF SAINT TERESA(Related)

Winona, Minnesota 55987

Title:

Emphasis:

Degree:

Length:

Human Relations

Sensitivity to humrin needs

None

Three years

1

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Methods: Interdisciplinary

Scientific LaboratoryTerAm and Individual Prob-lem SolvingCurriculum Innovation

Faculty: 4

Students:

Graduates:

Where Have YourGraduates Gone?

50

50

Educational Institutions

COLORADO STATE COLLEGE(Related)

Fort Collins, Colorado 80521

Title:

Emphasis:

Degree:

Educational Psychologyand Human Relations(module)

Development of interper-sonal communication skills

B.A. in Education

("1

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Special Methods: Humanistic TeachingHumanistic Laboratory

Students: Required of all studentsin education

EAST CAROLINA UNIVERSITY

Greenville, North Carolina 27834

Title: None

Emphasis: Self Awareness

InterdisciplinaryCourses: Literature

Seminar in ValuesEthicsPersonality

EASTERN KENTUCKY UNIVERSITY(Related)

Richmond, Kentucky 40475

Title:

Emphasis:

General Studies Humanities

Exploration of the universe.

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63

as lets of human exper-ience by focusing onhuman feelings, ideals,and strivings.

Length: Since 1967

InterdisciplinaryDepartments: Music

PhilosophyReligionArtLiteraturePsychology

Faculty: 3

Funding: University

Students: 361

Methods: '.7urriculum InnovationInterdisciplinaryTeaching Strategies

r°

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64

GEORGE WILLIAMS COLLEGEDowners Grove, Illinois 60515

Title of Program: Counseling Psychology

Emphasis: Humanistic and phenomen-ological approach. Mix-ture of theory and pro-fessional skills train-ing.

Title of Degree: M.S. in Counseling Psy-chology

Length of Program: 1967

Program Requisites: MAT test; personal inter-views, GPA: 3.0, threeconsecutive semesters offull time

Faculty:

Students:

GraduaIes:

4

88

64

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65

Where Have YourGraduates Gone? Graduate 3c1.-vls

Educational InstitutionsRehabilitation Institu-tions

Private IndustryCommunity Organizations

HAMPTON INSTITUTE

Hampton, Virginia 23368

Title of Program: None

Emphasis: Humanistic approach tothe humanities.

Degree: None

Length of Program: Two years

Methods: Problem SolvingCurriculum InnovationInterdisciplinary

Progta Changes: Expand programMore research

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HIGHPOINT COLUti;GE(Related)Highpoint, North Carolina 27262

Program Title: Human Relations

Degree: B.A. in Human Relations

Emphasis: Leadrrship and self de-velopment

Length of Program: Seven years

Departments: PsychologySociology

Progaram Changes:More community service

Funding: Private Foundations

More faculty and students

Methods:

Colleges

Scientific LaboratoryInterdisciplinaryCommunity ServiceInternshipProblem SolvingCurriculum Innovation

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Faculty:

Students 85

Graduates 60

Vocational Pursuits:Graduate SchoolsEducational institulionsRehabilitation Institu-tionsPrivate IndustryCommunity Organizations

LOYOLA UNIVERSITY(Related)

New Orleans, Louisiana 70118

Title of Program: Experimental Common Cur-riculum

Emphasis: Self Awareness and Hu-man Communication

Degree: Nene

4 !

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Special courses: Dialog coursesMode of Thought courses

Methods: Team Problem Solving

LYNDON STATE COLLEGE(Related)

Lyndonville, Vermont 05851

Title of Program: Behavioral Science

Emphasis: Self knowledge and selfgrowth

Title of Degree: B.A, ir. Behavioral Sciences

Length of Program: Six years

InterdisciplinaryDepartments: Psychology

SociologyPhilosophyMusic

Program Changes: More faculty

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Funding: Vermont State, CollogeSystem

Methods:

Faculty:

Students:

Graduates:

Vocational POrsuits:

Related Courses:

Scientific LaboratoryTeam and Individual Prob-lem SolvingCurriculum InnovationInterdisciplinaryTeaching Strategies

9

150

100

Graduate SchoolsEducational institutionsRehabilitation Institu-

tionsPrivate IndustryCommunity Organizations

Human DevelpomentHuman RelationsTherapy

f

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70

MAYVILLE STATE COLLEGE

Mayville, North Dakota 58257

Title of. Program: Education

Emphasis: Awareness Education

Degree: None

Length: 5 years

InterdisciplinaryDepartments:

Program Changes:

Financial Support:

Special Methods:

MusicArtLiteratureSocial Science

Continuous review

Adequate

Interdisciplinary

Faculty: Six

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Students:

71

Uncertain

MEDAILLE COLLEGE(Related)

Agassiz Circle

Buffalo9 New York 14214

Title of Program:

Emphasis:

Calurses of Interest:

Length:

Requisites:

Special Methods:

Human Services

Humanistic and Non-Trad-itional Approaches

Culminating SeminarPhilosophy and Contem-porary ArtsRadical Educational TheorySocial PsychologyNative American Perspectves

1974

None

InterdisciplinaryField Experiences

WWI .414.A.111TON Oti

72

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72

Students: 15

NEW YORK UNIVERSITY

New York, New York 10003

Title of Program: Humanistic Psychology Program

Emphasis: Self Awareness

Degree:

Courses and WelmkWorkshops:

Faculty:

None(Degree possible underregular degree programs withelements of humanisticfocus)

Self ExplorationGestalt TherapyEncounter TechniquesSensory Awareness'The Whole PersonBody-Awareness

Several faculty teack.in thehumanistic psychology program

loAq ;muff'. UL M TO4f0a

a.

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-NORTH LOUISIANA UNIVERSITY

Monroe, Loisiana 71201

Title i i?rogram: Guilance and CounselingNatinll Consortium forHumanizing Education

Emphasis: Training of Counselorsand research

Title of Degree: M Ed. and Ed.D in Guidance

Length of Consortium: Three years

Interdisciplinary DeDepartments: Education

Psychology

Requisites:

Methods:

18 hours of undergraduatebehavioral and social science.

Curriculum Innovation/Teaching StrategiesInterdisciplinaryResearch

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Faculty:

Students:

Graduates:

Vocational Pursuits:

Funding:

74

3(consortium)

75

50

Graduate SchoolsEducational InstitutionsCommunity Organizations

NIMH

SONOMA STATE COLLEGE

Rohnert Park, California 94928

Title of Program:

Length of Program:

Projected Changes:

Masters: HumanisticPsychologyB.A.: Psychology

Masters: since 1965B.A.: since 1961

Initiate community psychology and involvement. More '

orientation to therapyand helping relationships.

1(4.,r1 xriAja. 14.44 104f fx/

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75

Methods: M.A. and B.A. :

Scientific LaboratoryTeam and Individual Prob-lem SolvingCurriculum InnovationInterdisciplinaryTeaching StrategiesIndividual Instruction

Faculty: M.A.- 3B.A.- 20

Students: M.A.- 22B.A.- 661

Vocational POrsuits: B.A. and M.A.:

Graduate SchoolsEducational InstitutionsRehabilitation InstitutionsPrivate IndustryCommunity Organizations

QUEENS COLLEGE(Related)New York, New York 11367

Title of Program: rats tr. ne-mertary Education

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1

76

Emphasis: Buber Philosophy

Title of Degree: B.S. in Elementary Educa-tion

Length: Two years

Teaching Methods: Scientific LaboratoryTeam and Individual Prob-lem SolvingCurriculum InnovationInterdisciplinary

Faculty: 6

Students: 60

Graduates: 30

Graduate Pursuits: Graduate SchoolsCommunity Organizations

14.13.1 107101

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77

PERU STATE COLLEGE(Related Program)

Peru, Nebraska 68421

Title of-Program: Peru Accelerated CompetencyBased Education(Self-PACE)

Emphasis: Interaction skills

Title of Degree: B.S. in Education

Length of Program: 2 years

Program Changes: Increased resources andmaterialdi devellIpmeatf teacher made materials

Financial Support:

Requisites:

Special Methods:

Uncertain

None

Team and Individual prob-lem Solving

Curriculum InnovationTeaching Strategies

Faculty: 35

';

7

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Students:

Graduates:

Graduate Pursuits:

100

100

Graduate SchoolsEducational InstitutionsRehabilitation InstitutionsCommunity Organizations

Courses of Interest. Human Growth

SAINT OLAF COLLEGE(Related)

Nerthfialel, Minnom*+= 55057

Title of Program:

Emphasis:

Title of Ditgree:

Length:

Para College

Tutorial Examination Sys-tem(includes study of hu-man suffering)

B.A. (student concentrationdetermines title)

Five years

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InterdisciplinaryDepartments:

Funding:

Program Changes:

Teaching Methods:

Faculty:

Students:

Graduates:

Graduatt Pttsuits:

HumanitiesSocial Science

College

Develop long range plans.Revamp educational philoso-phy

Scientific Method'iurriculum Innovationidroblem SolvingInterdisciplinaryExamination Proficiency

12

240

70

Graduate SchoolsEducational InstitutionsPrivate IndustryCommunity Orgareisations

ks.721114-nbilit

tun TOR 02

SO

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SAINT MARY'S COLLEGENotre Dame, Indiana 46556

Title of Program: Humanistic Studies Program

Emphasis: Study of cultural historyand human behavior

Titleinf Degree: B.A. in Humanistic Studies

Length of Program: 1956

InterdisciplinaryDepartments: English

ArtPsychology

Uncertain

Faculty: 2

Students: 65

Graduates: 500'

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81

Vocational Persuits: Graduate SchoolsEducational InstitutionsPrivate Industry

SAINT MARY COLLEGE

Winona, Wisconsin

Title: Human Development andEducation

Emphaisis: Self Awareness gearedtoward the helping pro-fessions

Degree: M Ed. and B.A. ix HumanDevelopment and Education

Length: One year

Departmerts:

Program Changess

PsychologyPhilosophySociologyEducation

New majors, more facultyDevelopment of Center Con-cept

;

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82

Financial Support: M Ed.- yesB.A.- uncertain

Methods: M Ed.:

Scientific Laboratoryand ResearchProblem SolvingInterdisciplinary

:

Problem SolvingCurriculum InnovationInterdisciplinary

Faculty:

Students:

Graduates:

Graduate Pursuits:

M Ed.: 12

B.Aer 18

MEd.: 60

B,A,: 108

M Ed.: 3

B.A,; unknown

M Ed.:Graduate ScholarsEducatimial InstitutionsRehabilitation Insti-tut!.onsPrivate IndustryCerro unity Organizations

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SOUTHERN OREGON COLLEGEAshland, Oregon 97520

Title of Program:

Emphasis:

Special Courses:

None

Humanistic Approaches

Humanistic PsychologyPersonal-Social Adjuust-

mentGroup DynamicsHumanizing InstructionEvolution f Conscious-

nessExistential ThoughtIndividual Communicatitin

STATE UNIVERSITY OF NEW YORK

Fredonia, New York 14063

Title of Program: None

3mphasi6,: Development of Humam-istic skills

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Spe-ial Courses: Humanistic EducationConfluent EducationGroup Process in Edu-cationAdvance Seminar in Group

Process

STEPHENS COLLEGE(Related)

Program Title: Concentration in Gen-eral Humanities

Emphasis:

Degree:

Length:

Departments:

Program Changes:

Humanistic Inquiry

B.A.

Four years

General Humanities

Additional courses

r r--(**ti)

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Teaching Methods:

Faculty:

Students:

Vocational Plirsuits:

Comments:

Team and IndividualProblem Solving

Curriculum InnovationInterdisciplinary

5

300

Graduate Schools

General Humanities isone of -everal departmentsthat deals with humanistic subjects.

TENNESEE STATE UNIVERSITY(Related)

Title of irogram: Competency Based. TeacherEducation Progran

Emphasis: To get students to understand themselves andhmw they relate to others

.

Degree: Nene

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86

Lenth:

Departments:

Methods:

Faculty:

f;tudents:

Special Courses:

Two years

PsychologyHuman Relations Lab

Problem SolvingInterdisciplinary

2

200

Human Relations Compo-nent including selfconfrontation, selfrealization exercises;physical development,relaxation-thinkingskills

Empathy TrainingRespect TrainingConcreteness

UNIVER":,ITY OF ALABAMATuscaloosa, Alabama

Title of Proexam: None(concentration inhumanism

t t."/(":

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Emphasis:

Degree:

Length:

Requisites:

Methods:

Faculty:

General orientation tothe implications of hu-manism for education

None

Three years

None

Scientific LaboratoryProblem SolvingCurriculum InnovationTeaching StrategiesInterdisciplinaty

One

Students: Graduate: 3Undergraduate: 18

Graduates: 42 have completed cours-es

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88

UNIVERSITY OF ILLINOIS(Related Program)

Chicago, Illinois

Title:

Emphasis:

Degree:

Length:

Departments:

Program Changes:

Requisites:

Methods:

Experimental Bachelor'sDegree Program

Develop humanisticallyAllow students free'lornto design curriculum

B.A. or B.S.

Four years

Depends on studentsindividual program

Under consideration tobecome regular faculty

None

Curriculum InnovationInterdisciplinaryStudent/Faculty Cooper-

ationTeaching Strategies

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89

Faculty: Varies according tospecific program

400

30

Students:

Graduates:

Vocational Pursuits: Graduate SchoolsEducational Institu

tionsPrivate Industry

UNIVERSITY OF MASSACHUSETTS

Amherst, Massachusetts

Title: Ed.DM Ed. Humanisti.cB.A. Education.

Emphaels: To become compettentin methods and settings that prmotefull humantss

Degree: Doctorate of EducationMasters of Educaticw

131.ST COPY AVA!!/113!

90

Length: Six years

Methods: Scientific LabCurriculum InnovationTeaching StrategiesProblem Solving

Faizulty: 13

3tudents: Graduate: 300Undergraduate: 100

Graduates: 200

Vocational Porsuits:

Title:

Graduate SchoolsRehabilitation Insti-

tutionsEducational Institu-

tionsCommunity Organizations

UNIVMZSITY OF SOUTH DAKOTA

Vermilion, South Dakota 57069

,Numanistic Education

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Emphasis: Development of wholeperson. Less emphasison subject matter. ;Foreemphasis on developingthe whole child.

Degree: B.A.

Length: 1974

Departments: HistoryPhilosophyEnglishArts

Progarm Changes:

Requisites:

Methods:,

Faculty:

Studfrats:

Center ConceptSpecialized humanisticcourses

None

Teaching StrateCurriculum InnovationInterdisciplinary

One

34

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WESTERN CONNECTICUT STATE COLLEGE

Danbury, Connecticut

Title:

Emphasis:

Degree:

Length

Departments:

The Nature of Man- AnInterdisciplinary Pro-.pram in HqmanistioStudy

Comparative readingsfrom primary sourceson man as a socialcreature, his place inNature and concern forphilosophical thought

None

13 years

Humanistic Study andPhilosophy

ArtMusicologyEnglishSociologyPsychology

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93

Methods :

Faculty

Students

InterdisciplinaryTeaching StrategiesCurriculum Innovation

10

1800

THE WILLIAM PATERSON COLLEGE OF NEW JERSEY

Wayne, New Jersey 07470

Title of Provam: None

Emphasis: Humanistic studySelf awareness

Courses: Education of the SelfHumanistic EducationValues ClarificationGroup DynamicsNon-Traditional Approach

es to EducationTheater Games