Summer session enrollments are shown graphically in the preceding chart. In 1921 there were 19,500 women and 15,384 men. Enrollments then increased rapidly until 1923 but since that date women students have increased to 39,114 in 1929, while enrollments of men have fallen off slightly to 26,980. Enrollments from 1921 to 1929 are presented in Table 8. TABLE 9.—Enrollments in summer sessions according to years in 31 land-grant 1 Of these, 8,105 were enrolled in the regular session of the institution for 1927-28. Curricula and Credits 2,084 2,300 1,743 2,221 2,479 3,047 1, 303 1,550 576 930 836 1,025 2 2 749 1.253 28, 937 1 31, 405 Courses and credits in summer sessions vary with the character of institutions, location, demand for training, and other features. Table 10 represents a brief survey of subject-matter fields and credits. This is followed by extracts from specific institutions which described the nature of their informational courses and methods of improvement of the academic standing of summer terms. TABLE 10.-Maximum credit by subject-matter fields offered by the 1928 summer sessions According to subject-matter fields, courses that do not command credit toward degrees are offered in the following institutions: Alabama Polytechnic Institute.-Stenography, 3 courses; typewriting, 3 courses; and penmanship, 2 courses. For demonstration purposes: A full program of senior high school courses. First three grades of elementary school studies. Colorado Agricultural College.-Bookkeeping, beginning shorthand, advanced shorthand, typewriting, penmanship, methods in commercial teaching, and equitation (horseback riding). University of Delaware.—Public-school music and supervision of play. Iowa State College.-Algebra, solid geometry, and English literature. Homemakers' courses in meal planning, costume designing, and home management. Industrial arts, including automechanics, mechanical drafting, and electrical wiring. University of Nevada.-Bookkeeping for rural teachers and penmanship. Rutgers University.-Elementary work in English, history and civics, mathematics, geography, physical education, music, art, and industrial arts. Cornell University.-Physical education and dramatics. North Carolina State College.-Cotton classing and textiles. Oklahoma Agricultural and Mechanical College.-Training courses-entrance credits; elementary demonstration school-grade work; cotton school-short courses of practical value; and home economics conference short course. high-school Oregon Agricultural College.-Music; entrance deficiencies, English, civics, history, and geometry. Pennsylvania State College.-Social dancing and industrial education conferences. Clemson Agricultural College.-Music, drawing and writing, and playground activities. South Dakota State College.-Art and music. University of Tennessee.—Physical education, swimming, music, chorus, education, observation in demonstration school. University of Vermont.—Public-school art, fine art, elementary-school methods, rural education, typewriting, expression, piano, public-school music, voice, violin, and physical education. Virginia Agricultural and Mechanical College.-Mathematics for college entrance. State College of Washington.-Plane geometry, literature and composition, general outline of American history. West Virginia University.-Music and physical education. University of Wisconsin.-Choral music, courses for workers in industry, junior Red Cross, library conference given by State library commission, and swimming. Subject-matter fields (not courses) that are taught in the general session and have not yet been made a part of the program of the summer session are listed as follows: Architecture in 6 institutions, agriculture in 10, chemistry in 4, entomology in 5, engineering in 18, home economics in 4, military science in 19, mining and metallurgy in 5, veterinary medicine in 5, pharmacy in 7, Greek in 4, law in 3, forestry in 4, Scandinavian in 3, geology in 6, medicine in 4, animal husbandry in 2, archaeology in 1, arts and sciences in 9, education in 1, psychology in 1, apiculture in 1, biology in 1, botany in 1, science in 4, history in 2, economics in 3, modern languages in 3, physical training in 1, religious education in 2, biochemistry in 1, civil engineering in 3, immigration in 1, naval science and tactics in 1, oriental languages in 1, romance philology in 1, Sanskrit in 1, Semetic language in 2, mathematics in 2, Latin in 2, Spanish in 1, journalism in 1, commerce in 2, physics in 3, sugar technology in 1, zoology in 1, horticulture in 3, Italian in 2, dairy husbandry in 2, mineralogy in 1, music in 1, poultry in 1. ceramics in 1, bibliography in 1, and dentistry in 1. From the standpoint of curricula it is reported that the academic standing of the summer session can be improved in certain landgrant colleges: University of Arkansas.-More differentiated work for rural education workers and junior high school teachers. University of California.-By securing always the best possible instructors. Colorado Agricultural College.--A thoroughly organized course of study for rural and consolidated school teachers. No school in Colorado provides this. University of Delaware.-By offering a wider range of academic college courses. University of Florida.-Graduate work should be expanded and improved. Should enrich curricula by additional courses, should offer kindergarten curriculum, also manual training, commerce, and journalism. Georgia State College of Agriculture.-Summer session shows hardest studying of year. University of Hawaii.—Expansion. University of Idaho.-A larger faculty and more courses would improve. University of Kentucky.—Is in very good shape. Massachusetts Agricultural College.-Present scope limited to existing curriculum which is not specialized. University of Nebraska.-Extending hours of instructional contact. Rutgers University.-Better articulation of courses within each curriculum. North Carolina State College. By enlarging the offerings in graduate work. Getting more people interested in the engineering school and school of agriculture. Oklahoma Agricultural and Mechanical College. More engineering courses would probably create a good enrollment in engineering school during summer. Pennsylvania State College.-No specific summer curricula-all apply on regular college curricula. University of Tennessee.-Graduate school courses should be increased. College of law should offer courses; so should medicine, pharmacy, and dentistry. University of Wisconsin.-Possibly by lengthening the session by two or three weeks, enabling us to give a half semester of work and credit. From a standpoint of courses, the academic standing of the summer session can be improved in: Alabama Polytechnic Institute.-Biggest restriction of summer session is finances; of a total expenditure of $26,428 in 1928, students paid $21,216. Course offerings could be expanded with larger appropriations. These appropriations would not need to be much larger as the summer session is practically self-supporting and additional courses would increase enrollments and therefore receipts. To make summer session practically self-supporting, small classes have to be eliminated. University of Arkansas-Need more courses for rural education workers and junior high-school teachers. Colorado Agricultural College.-More informational courses. University of Florida.-Need to remodel offerings in education entirely. Plan now under consideration to prevent duplication of subject-matter meterial, also to reconstruct on Chartres' principle. University of Hawaii.-Wider variety. Iowa State College.-With few exceptions the subjects offered are selected from those offered in other quarters. The descriptions of these courses are quoted from the regular college catalogue. New courses are introduced from time to time as the demand warrants. Kansas State Agricultural College.-Wider selection of courses. University of Kentucky.-Need of a larger offering in some fields. Five weeks' term is too short. Massachusetts Agricultural College. By offering work in a greater variety of fields. Massachusetts Institute of Technology.—Offering more advanced courses if enough students apply. University of Nebraska.—To offer more graduate work and field courses. University of New Hampshire.-Higher salaried instructors who can offer desirable courses. University of New Jersey.-Richer courses with more definite objectives. Cornell University.-By the provision of more courses for graduate students. 111490°-30 VOL II- -28 |