PROPOSAL FOR EXPANDED INTERNATIONAL EDUCATION
AT THE UNIVERSITY OF COLORADO
Final Report of the Committee to Study the Role of the University of
Colorado in International Education
Submitted to Vice-President and Dean of
Faculties Thurston E. Manning by the
Committee
Carl McGuire, Chairman
Glenn E. Barnett
Albert Bartlett
James Busey
Jose de Onis
George Gless
Ulrich Goldsmith Russell M.
Honea
David Muirhead
Mehdi Nakosteen
H. Lee Scamehorn Donald S.
Willis
Adopted May 26, 1965
Table of Contents
Page..
I.
Obligations of the University to the Citizens of the State of Colorado and the
Region……………………………………………………………………………………….....
II.
Achievements of the University in International Education and Opportunities for
Improvement………………………………………………………………………………….
2
III.
1
Inventory of Organized International Programs on the Boulder Campus of the
University of Colorado………………………………………………………………………..
2
Policy Recommendations ……………………………………………………………………
5
A.
Adoption of general commitment to international education.......................
5
B.
Guidelines for strengthening international education.................................
5
1.
Teaching………………………………………………………………………………… 5
2 . Service.…………………………………………………………………………………
6
3 . Research………………………………………………………………………………
7
C. Necessity for Continuing Investigation of International Education............... 7
IV.
Implementation of Recommendations…………………………………………………….
7
A.
Proposed Structure for Expanded International Education at the University of
Colorado...................................................................................................
8
B.
Suggestions for Financing…………………………………………………………….
C.
Provisions for Extending the International Competences and Interests of the
Faculty……………………………………………………………………………………
16
D.
System of Visiting Professorships…………………………………………………..
E.
Other Suggestions....................................................................................
15
16
17
Appendixes
A. Letter of Acting Dean of Faculties, Ernest E. Wahlstrom Establishing the
Committee, June 24, 1964
B.
Inventory of Organized International Programs on the Boulder Campus, 1964-65
C.
Statement of Professor D. S. Willis, Department of Slavic and Eastern Languages
Concerning the Place of Non-Western Studies in the Curriculum
D.
Report on the Current Administration of Services for Foreign Students on
Campus by Mrs. Charles N. Bang, Director, NAFSA, Field Service Program
E.
Proposals for International Education on the University Campus
I.
Obligations of the University to the Citizens of the State of Colorado and the
Region
The University of Colorado is obligated to provide to its constituency the highest
quality education possible including the international dimension.
The constituency of the University includes the citizens of the state and region
as well as students, faculty and administration; also the University has a clear
responsibility to serve significant national, international and universal interests. The
scope of the field of international education is vast. For all these reasons the
considerations involved in analyzing and implementing the University's obligation are
multifarious and complex. The Committee has attempted to pick its way through these
complexities and arrive at the presentation of recommendations for certain steps to be
taken to make more practically effective the discharge by the University of its
obligation in the realm of international education.
The great tradition of the University of Colorado has included insistence that a
University education must be concerned with the pursuit of universal knowledge. The
University has fostered in its students and to an extent in the state and region a
breadth of outlook which has led to recognition of the importance to our culture of the
heritage of the past and of the contributions of the present, and which has thus given
an important place on the campus to the international dimension. The academic
environment so congenial to the international spirit has long attracted a faculty with
substantial international experience, a number with degrees from the great European
universities, and a student body of diverse geographical and national origins.
There are factors transforming the world today, a "rush of events," which make
the international dimension of even greater significance today to the University and to
the American people than in the past. The phenomenal intensification of international
relations of the explosive growth of modern technology have combined to thrust upon
the University new challenges which test its ability to adapt and grow. The continuing
rapid improvement in communication and transportation has led to a worldwide
awareness which in turn may well be the mainspring for the revolution of rising
expectations in which even the peasant village masses, considered inert throughout
history, are closely caught up. Growth of worldwide economic interdependence has
come with the shift from a subsistence to a commercial economy. The absolute if not
the relative level of foreign trade and investment has grown with rapidity and, a
particularly significant fact for the universities, the volume of international services
involving the international flow of knowledge in the diverse forms it takes, is of
unprecedented size. There has occurred a proliferation of cultures and viewpoints in
international contacts. A political revolution has displaced colonialism with a
multiplicity of new nations and new power centers. It is a curious paradox that in
spite of increasing homogenization of total world culture the need for a polycultural
education including non-Western elements has never been more critical. A further
development in recent decades which has enhanced the importance of international
education has been the growth of the world power of the United States vis-a-vis
Western Europe and a concomitant rise in the country's sense of mission.
2
In a world in which more and more national issues have international implications that cannot be ignored and international issues have serious national repercussions, the University in order to fulfill its responsibilities to the state, the region,
the nation and to humanity must have a well-thought-out involvement in international
education.
II.
Achievements of the University in International Education and Opportunities for
Improvement
Although the University has almost since its inception had an interest in
international affairs, in the postwar period it took on many new activities of direct
import for international education and expanded many old ones. Among the
international involvements which have emerged are : (1) curriculum developments
including the addition of new courses in the traditional disciplines, enlargement of
language programs in size and number, introduction of three area study programs and
an International Affairs major at the undergraduate level, provision for the study of
English as a foreign language, (2) study abroad programs involving six different
countries, (3) expansion of research directed to international matters, generally on an
individual basis by the faculty, perhaps the most notable trend being a concentration
on the newly independent nations, (4) an enormous growth in the number of foreign
students accommodated on campus and in response thereto the establishment of the
Foreign Student Office, (5) on-campus training of foreign personnel under government
and private contracts, (6) educational institution-building abroad, resulting in one
case, on a modest scale, in the growth of a sort of exchange relationship called "a bond
of friendship" with an overseas college, (7) the establishment of the Office of
International Education.
There follows immediately below an inventory of the organized, international
programs of the Boulder campus. A short description of them will be found in
Appendix B of this Report. The support of most of these programs has required
substantial financial aid from the general funds of the University but no attempt has
been made by this Committee to calculate the dollar commitment of the school to
international education. Also no listing of separate courses in the curriculum that
could be classified as international education has been made here nor has there been
included a survey of the internationally-related teachin, research and service activities
in which literally hundreds of faculty members have participated on an individual
basis.
Inventory of Organized International Programs on the Boulder Campus of the
University of Colorado
1.
Office of International Education
2.
Foreign Student Office
3.
College of Arts and Sciences
a. Area Studies Programs
(1) Asian Studies
(2) Central and East European Studies
3
(3) Latin American Studies
(4) Committee on African and Middle Eastern Studies (has no approved
program)
b. Center for International Economic Studies (Department of Economics)
(1) Economics Institute
(2) Universidad Autonoma de Guadelahara
(3) Cooperative Training Program with the National Planning Institute;
Cairo, U.A.R.
(4) Program in Basic Economic Education and Research in Association
with the University of Tehran
c. Hellenic Institute (See also Classical Study Tour)
d. International Affairs Major
e. Department of Physics
(1) Summer Institute in Theoretical Physics
(2) International School for Postgraduate Study in Physics and
Astrophysics
f. Pierce College (Greece)--University of Colorado Liaison Committee
g. Department of Speech
(1) English as a Foreign Language
(2) Kureha Chemical Industries Company, Ltd. Program
h. Study Abroad Programs
(1) University of Bonn
(2) University of Bordeaux
(3) Classical Study tour (see also Hellenic Institute)
(4) University of Costa Rica
(5) Järvenää, Finland Program
(6) University of Perugia
4.
School of Business
a. Area of Emphasis in International Business
5.
College of Engineering
a. Foreign Engineering Education Assistance Programs of hid-America State
University Association
b. International Programs in Civil Engineering
c. Civil Engineering Student Exchange
6.
Graduate School
a. Graduate Program in Comparative Literature
7.
International Teacher Development Program
4
8.
Joint Institute for Laboratory. Astrophysics:
a. Visiting Scientists Program
b. International Symposium on Cosmological Gas Dynamics
9.
School of Journalism: Overseas Institution-Building Program
10. University Museum
a. University of Colorado Expedition to Nubia (With cooperation of
Department of Anthropology)
b. Study of the Amphibians and Reptiles of the Yucatan Peninsula (with
cooperation of Department of Biology)
c. International Exchange of Botanical Specimens
d. International Exchange of Paleontological Specimens
11. University Press
a. International Exchange of Publications
12. Department of State Exchange-Visitor Program
Shortcomings of University Programs of International Education
Despite considerable strides forward in recent years there are certain deficiencies
in the University's total posture in international education which mean that it cannot
completely fulfill its obligations in this area. Some of the more important shortcomings
are presented here.
1. There is a lack of formal commitment to international education on the part
of the University. The response to the challenges offered by international affairs has
been too largely sporadic and fragmented. Appeals to foundations for financial
assistance have been countered with the query, “Just where does the University stand
on international education? What programs does it as an institution support? What
developments does it see coming in the future?”
2. There has been a lag in developing an appropriate administrative structure
for international education on the campus. The functions of the Office of International
Education have been rather narrowly restricted and, for one thing, the Director of the
Office has been unable to devote any appreciable time to policy formation. Faculty
members desiring support for international programs have felt a need for reinforcing
channels of communication to higher administrative officers and to foundations,
government agencies and private enterprises.
5
3.
There has been a shortage of funds available to support faculty research,
teaching and service efforts in the field of international education.
4.
There has been a lag in development of programs of study of non-Western
cultures on campus. Attention is called to the statement of Professor D. S. Willis of the
Department of Slavic and Eastern Languages concerning the place of non-western
studies in the curriculum which is incorporated as Appendix C of this Report.
5.
There has been a failure adequately to utilize the international resources
of the University for the enrichment of the programs of the public schools of the state
and of the institutions of higher education in the large region for which the University
has the opportunity and responsibility to provide educational leadership.
6.
Perhaps the most substantial criticism that the Committee may raise has
been the past failure for action to be taken, one way or another, upon the recommendations for international education which have been presented from time to time.
The present Committee is not the first to study the role of the University of Colorado in
international education. A group known as the Conference on the Responsibilities of
the University in the Field of International Education, consisting of a large central
committee and a number of subcommittees, began deliberations in 1959 and prepared
a series of reports in the years 1960 to 1962 but few actions apparently were taken on
the basis of the recommendations which were developed. (The Minutes and the
Reports of the Conference are available in the Office of International Education).
III.
Policy Recommendations
A.
The University should adopt a formal general commitment to international
education, the objective being the creation of a conscious international
dimension at the University with international education an integral and
important component of the whole. Administrative action and allocation of
funds would, of course, be necessary to put into practical effect the formal
commitment proclaimed.
B.
The University should follow certain guidelines in strengthening specific
aspects of international education.
1. Teaching
a. Every undergraduate student should in principle be exposed in his
courses to the international dimension.
(1)
Undergraduate work should be enriched in its international aspect
in the tradition of liberal education.
(2)
The international dimension should be integrated into the education
given by the professional schools as well. Careful thought should be
given to the use of the wealth of experiences and insights of
professors of business, engineering, pharmacy and other fields who
have functioned abroad in their professional capacities.
6
(3)
Opportunities for foreign language study should be stressed. The
acquisition of fluency of command of at least one foreign language
at the undergraduate level should become the norm. A variety of
foreign languages should be available.
(4)
Opportunities for area studies, especially of non-Western cultures,
should be available. The comparative approach may be well adapted
to professional schools.
b. As many qualified students as reasonably possible should be provided
with opportunity to study abroad.
c. Foreign students should be viewed as campus resources for furthering
local international education.
d. Faculty members should be stimulated to enhance further their
international competencies and interests as one method of strengthening
the teaching program.
e. The scope and magnitude of international challenges requires the
involvement of a wide range of disciplines.
2. Service
a. The University should enlarge the international components of its
Extension Division and Bureau of Continuation Education activities.
b. The University should make its international resources more readily
available to the public schools of the state. The improvement of language
studies in the high schools might be one way in which cooperation would
prove fruitful.
c. The University should take the initiative in establishing patterns of
cooperation with institutions of higher learning in the state and region.
Emphasis should be placed on the position of the University as the
intellectual entrepot of the vast natural region lying between the Missouri
River and the Pacific West and between the Mexican and Canadian
borders. The climb of the University toward national recognition as a
center of excellence necessitates its conscious assumption of
responsibility for the international perspectives of scholarship within its
hinterland.
d. The University should engage in service programs for the national
government such as international teacher training and institutionbuilding insofar as this is compatible with faculty interests and
University capabilities. Service projects, it should be remembered, often
provide entry to international research and graduate training
opportunities.
7
3. Research
a. The University should foster internationally-oriented re search, through
the provision of released time. This is, of course, a major key to the
success of an international program.
b. The University should enlarge its provision of such research tools as
library facilities and publication outlets. The services of librarianspecialists are of particular importance to international research.
c. The University should be aware of the potentialities of service-related and
teaching-related research.
C.
The University should conduct continuing investigation of the prospects and
problems of international education. It should pick up the unfinished work
of this Committee and subject it to further study. In particular the
Committee suggests that further consideration be given to the report on the
current administration of services for foreign students on campus prepared
by Mrs. Charles N. Bang, Director, NAFSA Field Service Program, a copy of
which is included with this Report as Appendix D, and to the proposals for
international projects received from individuals and departments and
incorporated herein as Appendix E.
IV. Implementation of Recommendations.
Broad goals are necessary but without specific means of implementation grand
objectives are not likely to be reached. The focal point of the deliberations of this
Committee turned out to be the administrative structure for international education
on this campus. Special attention is called to the Committee's recommendations on
this subject not only for their direct content but also for what they imply about the
proposed status and character of international education. For example, the
recommended position of Director for Development of International Activities (whether
it be filled by a new appointment or whether because of budget limitations its
functions be carried out by the Dean of International Education) carries the definite
assumption that the Office will take the initiative in seeking new sources of finance for
international education. The recommendation that the Foreign Student Office be
incorporated in the Office of International Education was made on the grounds of the
desirability of the fullest possible absorption of foreign students into the academic life
of the University. The proposed structure places emphasis on the Office as a
developmental unit for the service through traditional University channels of faculty
and teaching interests and precludes the building of a large new entity with a separate
faculty and an existence isolated from the colleges and the departments.
8
A.
Proposed Structure for Expanded International Education at the University of
Colorado. (Previously submitted to Vice-President and Dean of Faculties Thurston
E. Manning on February 12, 1965)
Preamble
The pressing issues of this century are inextricably intertwined with questions of
international import. We are, therefore, quite persuaded that it is urgent that the
University of Colorado expand, strengthen, and invigorate its commitment to the whole
concept of international education. By this we mean that the University must
constantly review its international programs, must encourage the development of new
activities which will heighten its participation in international education in all its
aspects, and must be certain that all its work in this great area of concern be of the
highest possible academic quality. Our own experience in the world of scholarship,
both at the University of Colorado and elsewhere, convinces us that these aims can be
best achieved by combining the advantageous features of over-all view and
coordinated service and assistance with enhanced and truly meaningful academic
control. We insist that the aims of international education, like 1 those of any other
aspect of scholarship, can be accomplished only where the impetus for dynamic
growth comes from the inspiration of the scholars in the field. We feel that, in the
context of nation-wide interest in questions of international education, we at the
University of Colorado are well equipped to make a noteworthy contribution in ways
which should establish our reputation and our authority as a center for enlightenment
in the universal sense. It is with these combined principles in view that we offer the
following proposal.
I.
Central Organization.
A.
General description: There shall be a University-wide central organization
for development of international education at the University. Its component
parts shall be the University of Colorado Office of International Education,
the officers of which shall be responsible to the Vice-President and Dean of
Faculties, and the Senate Committee on International Education, which
shall be responsible to the University Senate.
B.
The University of Colorado Office of International Education.
1. Functions.
a. The characteristics of anticipated international programs at the
University make it necessary to develop a University-wide unit which
shall carry out the following functions:
(1) Serve as a symbol or public image of the continuing University
commitment to international education through the operations
of a coherent, identifiable agency devoted to that purpose.
9
(2)
Offer its assistance and facilities for development of useful new
international programs. Search for opportunities in international
education for the faculty. Seek to develop needed library,
laboratory, consultative and field services relevant to
international programs.
(3)
Solicit (or encourage solicitation by other University units) of
outside financial support for faculty-sponsored international
programs which cannot be adequately financed from the regular
University budget. Seek commitment of internal University funds
for such international-education programs.
(4)
Allocate to appropriate University units, subject to
recommendation of the Vice-President and Dean of Faculties,
funds available to the Office in support of research, teaching and
service projects of interest to the appropriate University units.
(5)
Facilitate, through provision of information and other appropriate
assistance, the two-way flow of faculty and students through
international exchange programs.
(6)
Provide certain central services and facilities required for the
support of international programs, as approved by the VicePresident and Dean of Faculties.
(7)
Perform all other functions necessary and proper for the
promotion of international education, which are approved by the
Vice-President and Dean of Faculties.
b. The Office of International Education is to be a developmental and
service unit. It shall not develop a separate faculty for international
programs. Faculty conducting programs shall be attached
administratively or affiliated with the usual academic departments,
centers, or other units of the University. Nor shall the Office perform
any policy-making or recommendatory functions regarding the
appointment of specific faculty members in international exchange
programs. These matters will, as usual, be handled directly by faculty
persons in their negotiations with other colleges and universities, the
United States or other governments, state and regional organizations,
and individuals.
2. Personnel and structure.
a. The principal supervisor of the Office of International Education shall
be known as the Dean of International Education. He shall be directly
responsible to the Vice-President and Dean of Faculties. The Dean of
International Education shall hold faculty rank of Associate Professor
or Full Professor and shall be employed in the Department of his
10
affiliation, as permitted by his duties in the Office of International
Education. He shall be a person whose training, major research, and
normal teaching responsibilities have been in fields in which he has
been able to demonstrate significant academic achievements in
international education. He shall especially have had extensive
contact with foreign people, and have mastered at least one foreign
language as well as be able to read and perform research in others.
His duties shall be those necessary to carry out the functions of the
Office of International Education as listed above. He shall be
appointed by the Dean of Faculties with the advice of the Senate
Committee on International Education.
b. The Office of International Education shall also include the following
positions, all of which (aside from those at the secretarial and clerical
levels) shall be full-time and filled by persons best qualified in terms
of experience and academic training. These officers shall be appointed
by the Vice-President and Dean of Faculties upon recommendation by
the Dean of International Education. In addition to their other
functions, given below, the members of the Office shall establish and
maintain close working relationships with other units of the
University which provide services useful to international education.
(1) The Director of Exchange Activities.
This staff member shall have responsibility for relevant aspects of
the two-way flow of students from the University of Colorado to
foreign countries and of students from foreign countries to the
University, insofar as these functions are not already performed by
existing agencies of the University, and shall give his assistance to
faculty flow in the various aspects of exchange. He shall be aided
by the two staff members listed below:
(a)
International Exchange Advisor. This Officer shall engage in
the promotion and arrangement of student exchange with
foreign universities. He shall advise and participate in the
selection and processing of students for overseas
scholarships and study programs. He shall maintain a
central information bureau on opportunities available to
University faculty and students for international study,
teaching, research and service, including fellowship
programs. He shall make his assistance available for contacts
between foreign visitors and University personnel.
(b)
ll
The International Student Advisor. This Officer shall have
responsibility for such services for international students as
are not normally performed by existing agencies of the
University. He shall arrange for greeting, orienting,
counseling, and advising them. He shall not personally try to
meet all their needs, but shall in general and as appropriate
refer them for advice and assistance to the various University
services and offices, to government agencies and to other
organizations and individuals. He shall encourage the
development of cross-cultural understanding between
international students and others.
(2) The Director for Development of International Activities. This
staff member shall have responsibility for gathering data,
conducting surveys, formulating plans, and writing reports
relevant to the functions of the Office of International Education.
It shall be his particular concern to maintain regular contacts
with appropriate foundations, government agencies, outside
organizations and individuals in order to maximize the
participation of the University within the limits of its resources
and purposes in international programs at home and abroad,
and within the framework of his responsibilities to the Dean of
International Education and of the proper functions of the Office
as herein set forth. Where appropriate within this framework, he
shall be concerned with funds and contracts. However, neither
he nor any other officer in the Office of International Education
may, without approval of the Vice President and Dean of
Faculties, establish any kind of required channel through which
arrangements for international exchange of individual faculty
members must flow, nor through which their research may be
reviewed, approved, or disapproved.
(3) The clerical force. The clerical staff shall consist of a principal
secretary and such additional secretarial and clerical personnel
as shall be required.
3. Facilities. In addition to necessary equipment, the Office of International
Education shall develop a library collection appropriate to the purposes
of the Office.
C.
The Senate Committee on International Education.
This Committee shall proceed according to the established rules of the
Senate.
1. The Senate Committee on International Education shall be comprised of
between ten and twenty regular faculty members (the exact number to be
determined by the Senate) and, in addition, the ex officio
12
members named below. It is desirable that the faculty members of the
Senate Committee be chosen from among University personnel who are
chairmen or directors of programs in international education, and others
who have interests in this area of concern. The members of the Senate
Committee on International Education shall be nominated in the regular
and customary manner by the Senate Committee on Committees, for
terms that are appropriate to each individual case. In addition to
Committee members who are elected, the following shall serve on the
Senate Committee on International Education in an ex officio capacity:
The Vice-President and Dean of Faculties; the Dean of International
Education; the Vice-President for Student Affairs; the Dean of the
Graduate School; and the Dean of the College of Arts and Sciences.
2. In addition to its other functions, the Senate Committee on International
Education shall be charged with the tasks of constantly reviewing the
University role in International Education, and of proposing programs,
activities, and commitments which are designed to achieve the end of
enriching, improving, expanding and strengthening the University
commitment to international education.
3. The Senate Committee on International Education shall recommend
those policies which it considers meritorious for the furtherance of
international education, and whenever appropriate shall report to the
University Senate regarding its activities and recommendations. These
reports of the Senate Committee on International Education shall, like
those of all other Senate Committees, be subject to Senate debate
regarding their merits, and to approval or disapproval regarding their
adoption. The Senate Committee on International Education shall be
responsible only to the University Senate, and shall be guided only by its
directions.
4. It is recommended that the Senate Committee on International Education include in its by-laws provisions to the effect that its chairman be
chosen from among the elected members thereof, by secret ballot for a
term of two years, and that no more than one immediate reelection be
permitted; and that no ex officio member of the Committee serve as
chairman.
13
D.
Organizational chart.
Legend: - - - - - - - - - - - - - - - - - policy recommendations
administration
....................
constant communication
Vice President
University
And Dean of Faculties
Senate
Senate Committee
On International Education
OFFICE ON INTERNATIONAL EDUCATION
Dean of International Education
Secretarial
Staff
Director for Exchange
Activities
International
Exchange
Advisor
Director for Development of
International Activities
International
Student
Advisor
OFFICE OF INTERNATIONAL EDUCATION
Chairmen and directors of
international and area-studies
programs, and all other faculty
concerned with international
education.
14
E.
II.
Finance. The budget of the Office of International Education shall contain,
in addition to the customary categories for salaries, for supplies and
expenses, etc., a recurring item to be known as the International Education
Fund, to be of substantial size for use in the stimulation of international
programs at the University. This fund shall be used with the mutual consent
of the University units involved, for such purposes as the purchase of
release of faculty time for postgraduate and other advanced training and for
research, for visiting foreign professors, for support of publication and other
similar purposes. Financial resources for the International Education Fund
may come from the regular University budget or from outside sources as
authorized by the appropriate administrative officers of the University, with
the advice and consent of the affected faculty organizations. The budget of
the Office of International Education shall also include replacement funds to
cover the released time of the chairmen and directors of international
education programs within the schools, colleges and other University units.
Organization within the colleges, schools and special international programs of
the University.
A.
It shall continue to be the exclusive function of each school, college, and
similar University unit to maintain, organize, revise, or abolish its various
international-education programs and curricula as it sees fit. This, of
course, does not preclude normal cooperative patterns of encouragement
and assistance in the relations between such University units and the Office
of International Education or Senate Committee on International.
Education, as is appropriate in each instance.
B.
Autonomy of internal organization. Implicit in the environment that is
essential for vigorous and dynamic scholarship is autonomy and decentralization, which give the incentive and permit the necessary initiative to
development of new and expansion of existing international programs.
Decentralization and freedom of action also imply responsibility for initiative.
Chairmen and directors of international and area-studies programs, as well
as all other faculty members who are concerned with international
education, shall maintain communication, when appropriate to the
advancement of their programs, with the Office of International Education,
the Vice-President and Dean of Faculties, the Vice-President for Student
Affairs and other relevant officials, the Senate Committee on International
Education, and when necessary the University Senate itself.
----------------------------------------------------------------------------------------------------------
15
B.
Suggestions for Financing
Funds for the expansion of desirable programs of international education
must come from both regular-budgets (legislatively or non-legislatively provided as the
case may be) and from outside sources. No university can support its international
dimension from internal funds only hence there must be recourse to three obvious
external sources of funds.
The discovery of Philanthropists is essential. Universities, like businesses,
require venture capital for innovation and development. Sane of them can also be
compared to underdeveloped countries needing a boost in the takeoff stage.
1.
Foundations. The need here is for a formal commitment of the University to
international education and the development of a package proposal,
comprehensive in character, for presentation to one or more of the major
foundations. A good bit of raw, material for such a proposal is to be found in
Appendix E in the proposals this Committee has received from departments
and individuals. Although the Ford Foundation should be approached,
others such as Carnegie and Kellogg should not be overlooked. The proper
preparation of a proposal would require a full-scale University-wide effort
under the leadership of the Director of International Education.
2.
Federal government agencies. Several agencies may be of help in those
instances in which government needs and faculty/University interests
coincide. The Office of Education, the Department of Defense, the National
Science Foundation, the National Institute of Health and others may be
mentioned but the lion’s role is that of the Agency for International
Development. Of interest is the fact or at least the appearance that AID
policies are undergoing changes that make AID more attractive as a source
of funds for international-related research or service. AID now will welcome
university initiation of proposals rather than viewing institutions of higher
learning as mere contractors bidding on specifications; it will take a more
generous view of the research component in contracts and look more kindly
on contract provisions that strengthen the school as by the expansion of
faculty competence or graduate student training opportunities.
3.
Private funds. Support from business firms, University alumni and
privately-financed cooperative and volunteer organizations should be
sought. If this prospect seems forbidding, it might be noted that the
Endowment Association at the University of Kansas recently set aside
$100,000 for the specific purpose of promoting international educational
affairs on that campus.
The principle of the consortium. Those faculty seeking avenues of aid
with which to pursue their international interests should in all frankness be
advised to keep in mind the favor with which the instrument of the
consortium is viewed by government agencies and foundations. No survey of
the advantages and problems of the consortium will be included here but it
may be noted in passing that an institution perfectly capable
16
of supplying some leadership or personnel to a worthwhile program may lack the size
or strength to mount a fun-scale project on its own. The success of the University of
Colorado-University of Kansas joint programs in Chinese and Japanese, and in
Russian and Polish should be noted (Washington University is also included in the
Chinese-Japanese group effort).
C.
Provisions for Extending the International Competencies and Interest of the
Faculty.
The Committee proposes that the Office of International Education be
provided with funds so that the faculty may have released time for research involving
international matters, research aids including overseas sojourns when necessary as
well as physical tools and facilities, opportunity for the acquisition of new research
tools such as foreign languages, and opportunities for experimentation or study of
improvements in the international-related portions of the curriculum and in teaching
materials therefor.
A device that seems to have particular merit for extending the international
competencies and interests of the faculty is the on-campus faculty seminar which has
been used by many schools to broaden the international perspectives of the faculty.
Released time is essential for such seminars. To secure wider faculty emphasis on the
international dimension the key seems not to lie primarily in curriculum change but in
stimulation of the faculty to attention to international facets of existing subject-matter
courses.
D.
System of Visiting Professorships
Attention is called to Proposal 12 in Appendix E in which the suggestion is
made that 30 visiting professorships, approximately one per department, be
established on the Boulder campus. In the words of the proposal
"The aim of the program would be to increase and to stimulate the
exchanges of ideas between professors, and between professors and
students, which can come about when a university maintains wide
and diversified contacts with educational and research institutions
throughout the world."
It is recommended that this program be funded within the regular budget of
the University thus establishing a dependable source of replacements for those faculty
members who, experience shows, are absent on leave in greater or lesser numbers
from each department each year and who now are usually replaced by teaching
associates. It would be anticipated that each of the visitors would carry a full teaching
load and hence regular University support could reasonably be provided and the
existence of this method of finance (i.e., internal and non-foundational) would
demonstrate the University's active commitment in the area of international education
in a way that might be very advantageous in helping attract outside support for other
international programs. The system of visitors would contribute greatly to the life of
any university which seeks to improve its status as a center of excellence.
17
E.
Other Suggestions
1.
The Committee recommends that a minimum of two years of one high
school language be required for admission for undergraduate study at the University
and that a minimum of one year of language at the University level (or its equivalent)
be included as a requirement for graduation from any undergraduate school or college
of the University.
2.
The Committee also wishes to call particular attention to Proposals 5
and 13. Number 5 would create a research center for instruction and research in
international organizations. Because this proposal takes advantage of the
competencies of existing faculty, because it fits in with our library resources, and,
even more, because it appears to be a unique program not elsewhere duplicated, the
Committee believes that special encouragement should be given in this instance.
Number 13 involves a new type of study abroad program (the "fifth year abroad") in
which the student, following his graduation would go to a foreign university of his
choice for a period of time agreed on with his adviser. Upon his return he would
undertake to satisfy a requirement established before his departure and, if successful,
he would be eligible to receive at Commencement a certificate in recognition of his
accomplishment. The role of the University would be essentially that of counselor for
the student would enroll at the foreign university on his own initiative. This plan
would greatly reduce any problems of evaluation of credits and would prepare the
student for graduate work on this campus but would not relieve him of meeting the
graduate standards of the University.
Appendix A
UNIVERSITY OF COLORADO
Boulder, Colorado 80304
Office of the Dean of the Faculties
June 24, 1964
Professor Carl McGuire
Chemistry 202
Dear Professor Carl McGuire:
As you undertake the study of the University's role and obligations in
international education I urge that you and the Committee that will be appointed to
work with you give consideration to the following kinds of problems:
1.
The obligations of the University to the citizens of the state of Colorado and
the region.
2.
The number and kinds of programs in which the University should
participate, now and in the foreseeable future. Should programs be built on
existing strengths to the exclusion of programs that would require extensive
faculty additions? Presumably a few excellent programs will bring greater
credit to the University than the hit-and-miss program that we seem to have
now.
3.
The function of the Office of International Education. Particular attention
should be paid to the organization and staffing of this office, if it is to be
continued.
4.
Methods of meshing operations of programs in international education with
existing administrative procedures, particularly those involving the Office of
Admissions, the various Dean's offices, etc.
5.
The desirability of joint programs with other universities and agencies. Such
programs as they exist now leave much to be desired.
6.
Methods of financing programs in international education at both the
undergraduate and graduate levels. Especially pertinent are considerations
of long term university commitments growing out of programs initially
funded by outside agencies.
7.
Financial support of students participating in programs of international
education. Subsidies to students without regard to their academic standing
in order to build programs should obviously be avoided.
A/2
Professor Carl McGuire
Page 2
June 24, 1964
You realize, of course, that you and your committee will find it necessary in its
investigations to weigh suggestions and proposals from diverse individuals and groups
on the campus, many of whom have deep and possibly misguided convictions as to the
course that the University should follow in international education. Obviously the
University cannot be all things to all people. I point this out to you so that you will
understand that the Committee has the very important task of proposing, clearly and
definitively, stated programs and policies with which the University can live, and must
reject proposals that do not contribute to the stature and welfare of a state university
of limited means in the Rocky Mountain West.
I would hope that when your work is completed you will be able to submit a
report to the President and the Dean of the Faculties which will include clear
statements of the programs and policies that in the opinion of the committee should
be adopted by the University relative to International Education.
Sincerely yours,
Ernest E. Wahlstrom
Acting Dean of the Faculties
EEW : aj
A/3
ad hoc Committee to Study the Role of the University of Colorado in International
Education:
Professor Carl McGuire, Chairman
Professor Jose de Onis
Professor Richard M. Chadbourne
Professor Ulrich K. Goldsmith
Professor Walter Vickery (New Chairman—Slavic and Eastern Lang)
Professor Russell M. Honea
Professor George Gless
Professor Clifford Houston
Professor James L. Busey
Mr. David Muirhead
Professor Stanley J. Gill
Dr. Glenn E. Barnett
Committee to start work in September, 1964
Appendix B
Inventory and Description of Organized International
Programs on the Boulder Campus of the
University of Colorado, 1964-65
1.
Office of International Education
The Office of International Education was established in 1959 largely through the
efforts of W. F. Dyde, Vice President of the University, emeritus. From 1959 to 1961, it
was operated by Dean Dyde on a part-time basis and then on a full-time basis from
1961 to 1963 by Professor Harold Amoss. Since 1963, the Acting Director has been
Clay Bridgford. Currently, Professor Carl McGuire is Acting Director with Mr.
Bridgford as his assistant. A full-time secretary has been with the Office since its
inception.
Administratively, the Office has been under the Provost and most recently under
the Dean of the Faculties.
The functions of the Office can be categorized in the following manner:
1)
Advising: Advising is conducted for both students and faculty. For students
it is in the area of scholarship aid for foreign study, or in the area of general
orientation for independent study abroad. For faculty members advice is
given largely in the realm of research fellowships. A small library is available
to aid the student and the faculty member in locating financial aid and
institutional connections that fit his specific study plans.
2)
Administration. The administrative duties of the Office can be subdivided
into the following areas:
a.
Scholarships: Applications for Fulbright, Churchill, Marshall and EastWest Center grants are processed by the Office. Processing includes
advising and interviewing the applicant. For those scholarships which
the Office does not handle, the student is referred directly to the donor.
b.
Special Relations with Foreign Universities: OIE acts as the
coordinating agency for establishing and maintaining exchange of
faculty and cooperative projects between the University and foreign
institutions.
c.
Study Abroad Programs: OIE has complete administrative responsibility
for the Bordeaux Center at the University of Bordeaux, France and for
the University of Perugia in Italy. These duties include everything
connected with foreign study, from helping the student secure his
passport to orientation and academic advising prior to departure. In
addition, the Office cooperates with the University of Kansas in
administering two other study abroad programs located at the University of Bonn, Germany and the University of Costa Rica at San Jose.
B/2
2.
d.
Visitation of Foreign Faculty, Researchers, etc.: OIE has been
designated by the President as the Office on campus to meet visitors
from abroad and to arrange their itinerary while in Boulder. These
arrangements range from appointments with University personnel to
tours of the community. The Office acts in cooperative relationship with
the local Community Hospitality to International Visitors organization.
e.
Processing of U.S. Government Forms, Questionnaires, Surveys, etc.:
The Office is responsible for filing with the U.S. Department of State the
Certificate of Eligibility for visa for each lecturer, teacher and
researcher who comes to the University under the Exchange Visitors
Program of the Department of State. Other inquiries from various
government agencies, foundations or organizations working in the area
of international education are handled by the Office. Also, the Office
keeps a file on the experience of faculty abroad for use in advising
students and in making appointments for visitors.
The Foreign Student Office
The first sizeable contingent of foreign students at the University of Colorado can
be traced back to 1920. Approximately 25 students made up that group and this
number remained rather constant until after World War II. In 1946 this number
increased to 45, then to 103 in 1948, with additional increases each year so that in
1965, there are approximately 400 foreign students from 80 countries at the
University.
Mr. Fred Chambers was appointed as the first Foreign Student Advisor in 1947.
The position was half-time until approximately 1952, when it became full-time. The
Office has always been located under the Dean of Students in the administrative
structure of the University. Currently there are two full-time secretaries and two
hourly employees in addition to the Advisor.
In order to aid the international student at the University of Colorado the Foreign
Student Office endeavors to discharge two basic responsibilities, (a) to ensure that the
students, the faculty, and the community are aware of the foreign student's presence
on the campus, (b) to refer the foreign student to the appropriate student service as
the need arises. Toward these ends the Foreign Student Office acts as a liaison agency
with the faculty and the various administrative units in the University.
The following are specific functions within the framework of the two basic
responsibilities above:
PRE-ARRIVAL CONTACT
After the student is admitted to the University the following items are sent to him
in the late spring:
1)
a welcome letter.
2)
an information sheet which contains information on housing,
transportation, and the Foreign Student Office.
3)
a personal data form to be completed and returned for use of the office.
B/3
ARRIVAL
Upon his arrival in Boulder the new student is given a packet of general
information about the city of Boulder and the University. At this time appointments
are set up for his physical examination and English proficiency test. Assistance is also
provided for locating housing.
ORIENTATION
Prior to the commencement of classes all new students are briefed at a special
meeting on the following points:
1)
The aid which can be rendered to the student by such offices as Financial
Aid, Student Health Center, Housing Office, Admissions and Records,
Cosmopolitan Club, Campus Friends, Home Hospitality Organization,
Institute of International Education, and the Immigration Service.
2)
The use of the library.
3)
The academic structure of the University.
4)
In addition, there are "get acquainted teas" offered each afternoon of the
orientation period, and at the end of the week the annual International
Student-Boulder Home Hospitality Picnic is held.
SERVICES DURING THE YEAR
1)
Press items are collected on each student and put in his personal file in the
office.
2)
A special table is maintained at registration for the assistance of the student
as he registers.
3)
A statistical report is published on the international students which gives
addresses, major fields, country of origin, nationality, sponsor, and visa
status.
4)
The advisor is a member of the ASUC Foreign Student Advisory Board which
is concerned with the ASUC picnic and the Erlangen University (Germany)
Exchange Program.
5)
Annual reports are filed with the Institute of International Education.
6)
Sororities and fraternities are contacted and encouraged to provide room
and board scholarships for the students.
7)
A consultation is held with students who have done less than satisfactory
work here at the University.
8)
Regional and national conferences are attended by the Advisor.
9)
Moral and material support is given to such organizations as the Cosmopolitan Club, the Home Hospitality Organization, and various student clubs
such as the Arab Club, the Chinese Club, and the India Association.
10) The Advisor participates in the Foreign Student Scholarship Committee and
cooperates with the Office of Financial Aid in the awarding of the
scholarships. Advice is given and the decision of the Committee is
transmitted through the Advisor.
11) Christmas greetings are sent for a period of two years after the student
leaves the University.
12) The Office handles correspondence with foreign countries which may
concern permission to leave the country, the remittance of funds, and the
continuation of foreign scholarship funds.
13) Visas, permits to work, and other government forms are processed for the
use of the Immigration and Naturalization Service and the Department of
Health, Education, and Welfare.
14) Personal consultation is conducted with such sponsoring agencies as the
Institute of International Education and the Department of Health, Education and Welfare on the progress of their students.
15) Visiting foreign student delegations are entertained.
16) Several times during the year a newsletter is published.
TERMINATION
The Office cooperates with the Boulder Home Hospitality Committee in sponsoring a Farewell Dinner for the student and his host family. At this time an honorary
citizenship certificate is given to the students by the mayor of Boulder. In addition,
awards are made to the students with a straight A average and to the students who
have best exemplified international friendship, scholarship and character.
3.
College of Arts and Sciences
a. Area Studies Programs
(1)
Major in Asian Studies
Undergraduate students who desire to concentrate on the Far East may
earn a major in this area by earning a minimum of 48 hours beyond the
regular B.A. degree requirements. The 48 hour requirement is to be
chosen from anthropology, history, geography, political science,
economics, fine arts, philosophy, sociology, and either Japanese or
Chinese. The student's progress is supervised by the Advising Committee
for the Bachelor of Arts in Asian Studies of the College.
B/5
(2)
Major in Central and East European Studies
To earn a major in this field the undergraduate students take a
minimum of 48 hours among the following fields: history, sociology,
economics, political science, geography, and either German, Russian, or
an East European language. The student's progress is supervised by a
special interdisciplinary committee of the College.
(3)
Major in Latin American Studies
For a major in this area, the undergraduate student takes a minimum of
48 hours pertaining to Latin America in the following fields:
anthropology, history, political science, geography, and literature. The 48
hour requirement is beyond the regular requirements for the B.A. degree.
Supervision of the student's progress is handled by a special
interdisciplinary committee of the College.
(4)
Committee on African and Middle Eastern Studies
This Committee has voted to request the introduction of a curriculum
leading to the Bachelor of Arts degree in African and Middle Eastern
Studies but no approval has as yet been given to this program. The
requirements for the proposed program are similar in general nature to
those of the existing area studies majors.
b. Center for International Economics Studies (Department of Economics)
Sections I and II below are quoted from the Charter of the Center.
"I. Purpose
The purpose of the Center shall be to advance knowledge through internationally oriented instruction and research in economics and supporting
fields and to provide related opportunities for American and foreign graduate
students to associate together in the identification and analysis of problems
of world economic development, stability, and cooperation.
II. Functions and Responsibilities
The functions of the Center will be:
1. To provide programs of instruction and orientation especially designed to
qualify beginning foreign students in economics and related fields for
regular graduate degree programs at the University of Colorado and
elsewhere.
2. To supervise the graduate degree programs of foreign students admitted
to the Department of Economics and to promote the continuing
improvement of the curriculum for these students and for American
students interested in world economic stability and growth.
B/6
3. To facilitate research into problems of world economic development, both
in the United States and abroad, by its own staff and by graduate
students in the Department.
4. To facilitate interchanges of faculty and students between the
Department of Economics and overseas departments and research
agencies as well as interchanges of research and educational materials.
5. To participate in the development of interdepartmental and university
programs related to international education, research and exchange, by
introducing issues in world economic development and stability as well
as progress in related research into the overall university curriculum.
6. To cooperate with governmental and private agencies in improving
methods of selection of foreign students and in generally furthering the
objective of improved international educational exchange.
7. To conduct short term institutes relating to international economic
affairs both in the United States and abroad.
8. To enter into contractual arrangements with governmental and private
agencies for the support of these stated functions:
(1) Economics Institute
The Economics Institute was initiated in 1958 under the sponsorship of
the American Economic Association. It is designed to provide specialized
academic preparation for foreign students about to enter upon graduate
work in economics or agricultural economics in the United States.
The Institute introduces students to academic life and procedures in the
United States. The instructional program emphasizes work in basic
economic analysis. This training is supplemented, when necessary, by
training in oral and written English, and in mathematics and statistics.
Provision is also made for an introduction to American family, business
and community life through field trips and various social and recreational
activities associated with the program of the Institute. The Institute lasts
nine weeks during the summer beginning the last week in June.
Through 1964 a total of 350 students had attended the Economics
Institute. They represented 57 countries and subsequently undertook
graduate work in a total of 65 United States universities. Twenty-three of
the students have entered graduate work at the University of Colorado.
The enrollment in 1965 is expected to reach about 80 students and the
operating budget, in this case will be between $90,000 and $100,000.
B/7
The Economics Institute is supported by a grant from the Ford
Foundation. It is administered by the Institute of International Education,
with the general guidance of a Policy and Advisory Board of economists
nominated by the American Economic Association.
The Economics Institute is organizationally independent of the Department
of Economics and its Center for International Economic Studies but close
cooperation nevertheless prevails among them.
(2) Universidad Autonoma de Guadalahara
Under this institution-building program three faculty trainees from the
Universidad Autonoma de Guadalahara began their training in the
Department of Economics this past year with full support from
Department of State funds and additional trainees will arrive for the
summer and academic year 1965-66. The Department is supplying one of
its regular faculty as Visiting Professor, one of its advanced doctoral
students as lecturer and research worker at Guadalajara during 196566,with financial underwriting by the Department of State. An application
will shortly be submitted to the Ford Foundation to support the Center for
International Economic Studies in a research program complementary to
the curriculum development and exchange programs.
(3) Cooperative Training Program with the National Institute, Cairo, U.A.F
A trial cooperative training-research program was initiated on an informal
basis with the National Planning Institute in 1963. The National Planning
Institute has placed two research fellows at the University of Colorado to
complete Ph.D. requirements in economics. The candidates are supported
by the National Planning Institute fellowships. It is anticipated that these
two trainees, after completing their course requirements and
comprehensive examinations, will return to the National Planning Institute
to complete a substantial part of the research for their Ph.D. theses. If
arrangements can be worked out satisfactorily in these two cases, it is
hoped that further trainees will be added in future years and that the
cooperative program will be placed on a formal, expanded and permanent
basis.
(4) Program in Basic Economic Education and Research in Association with
the University of Tehran
The International Economic Studies Center plans to initiate in the 1965-66
academic year a cooperative program with the University of Tehran. This
program will be directed largely at the development and testing of course
work in basic economics suitable for universities in underdeveloped
countries and for students in the
B/8
United States interested in international affairs and economic
development. Complementary thereto, it is planned also to initiate a joint
graduate training and research program in cooperation with the University
of Tehran. Dr. John Cassels, a senior economist of national reputation and
with an extensive and varied background in government and university
service, including extended recent experience in Iran, is to be a visiting
professor at the University of Colorado next year. While he is here he will
teach a special course in basic economics and develop text materials
suitable for use at the University of Tehran. Assuming a favorable reaction
on the part of the Ford Foundation to a grant proposal recently submitted
in connection with this overall program, Dr. Cassels will join the staff of
the Department of Economics on a permanent basis and will spend two of
the succeeding three years at the University of Tehran in further
development of the basic course work. While he is in Tehran the
counterpart course at Boulder will be continued by other members of the
department or by exchange personnel from the University of Tehran.
Beginning in the academic year 1966-67 a number of Iranian students will
be selected to undertake graduate work at the University of Colorado and
subsequently to do their thesis work in Iran in association with the
program staff and possibly with a number of American graduate students.
Most of this research work will be directed to the objective of improving the
empirical reference material available for the economics curriculum in
Tehran and to the training of personnel to continue the program on a
permanent basis. The work at Tehran will be closely integrated with that at
the Universidad Autonoma de Guadalajara.
c. Hellenic Institute (See also Classical Study Tour)
From June 15 to August 6, the University of Colorado conducts a Hellenic
Institute at Pierce College, Athens, Greece. Lectures will be in English and will
cover art, archeology, literature, and history of both classical and post
classical eras of Greece. In addition, there will be 21 days of field trips to sites
of antiquities. The Program is open to approximately 40 college level students
regardless of major. Six hours of credit in General Classics can be earned in
the program. Instruction is provided by faculty from both Colorado and Pierce
College. Cost is $650 plus University of Colorado summer tuition and round
trip transportation.
d. Major in International Affairs
Students desiring to enter government service or other occupation with
international implication may major in this area by accumulating a minimum
of 51 hours from selected fields beyond the regular requirements for the B.A.
degree. The fields are history, geography, political science and economics. In
addition, the student must earn at least 16 hours in a special geographical
region of the world. The advising and supervision of the student is conducted
by a special interdisciplinary committee of the College of Arts and Sciences.
B/9
e. Department of Physics
(1) Summer Institute in Theoretical Physics
During the summer of 1965 the University of Colorado will be host for the
Institute for the 7th year. Professor Wesley Brittin of the University's
Department of Physics is the Director of the Institute. Approximately 80
persons in the field of physics are usually in attendance with six foreign
countries being represented. The Institute runs for ten weeks and consists
of lectures with the exception that two courses for credit are offered.
Participation is by invitation only although physicists from around the
world are urged to apply. The sponsor of the Institute is the National
Science Foundation.
(2) International School for Postgraduate Study in Physics and Astrophysics
With the aid of UNESCO the University will hold the first session of the
School in the Fall of 1965. The International School is designed to
augment the training of young physicists between the ages of 20 and 40
who are already employed in the field of physics in their own countries.
The intent is not to provide opportunity for acquisition of additional
degrees although it would be possible for the participant at a later date to
work for an advanced degree. Rather the purpose is to introduce the
participant to modern research methods which will in turn contribute to
the strengthening of physics faculties in the developing countries. The
small enrollment of 15 will allow for individual consultation with University
faculty and for individual tailoring of the program to fit specific needs. In
addition to the formal academic training provided on the campus
participants will have the opportunity to visit local research laboratories
and to become acquainted with the surrounding community through visits
with host families. Where possible the participant will be sponsored by his
own country or agency therein. In other cases he will be given a travel and
cost of living allowance from the Institute. The applicant's ability to
contribute significantly to the development of physics training in his own
country as well as his personal professional qualifications will be used as a
standard for selection in the program.
f. Pierce College (Greece)--University of Colorado Liaison Committee
In 1963 President Quigg Newton of the University formally recognized the
existence of a special "bond of friendship" between Pierce College in Athens
and the University. For several years a number of Boulder faculty members
and Boulder and Colorado citizens have been active in an informal institutionbuilding program for this Greek institution and the formation of the Liaison
Committee headed by Professor Hazel Barnes is a step forward in the
organization of this activity. It is of interest that Pierce College is incorporated
under the laws of the State of Colorado.
B/10
During this current year Mr. and Mrs. Havice from Boulder are serving as
administrative officers for academic development and physical plant
construction and Professor Gordon Barker of the Department of Sociology has
an appointment as Visiting FUlbright Professor. Pierce College is being
upgraded to a four-year institution continuing in its role of women's college
for Greek girls with English as the language of instruction. Pierce College is
the site of the University's summer Hellenic Institute and the base for its
Classical Study tour.
g. Department of English
(1) Program in English as a Foreign Language
English Entrance Requirements. A foreign student entering the University
of Colorado currently must show a statement of English proficiency before
admission. But experience has revealed that "proficiency" in English is
interpreted differently in different places. Hence, each student for whom
English is not a native language is required to take tests upon his arrival
which reveal whether he handles English well enough to carry a normal
academic load.
Initial Testing of English Proficiency. The testing program consists of five
parts: two standardized tests administered by the Bureau of Testing (the
Lado Aural Comprehension Test which reveals the student's ability to
understand spoken English and the Gates Reading Survey) and three
other tests administered by the Department of Speech and Drama, namely,
(1) an interview which tests the student's ability to understand English
and to respond orally, (2) a dictation test which shows whether the student
can understand spoken English and can write it, and (3) a theme which
reveals the student's ability to develop an idea in writing. Results of these
tests together with the interpretation of the results are sent to the
student's academic advisor before the student registers so that the advisor
may more effectively help the student plan his course of study.
Special English Courses Available to Foreign Students
If a student needs help in English, he has the following courses and
services available at present:
SPFS 95-0 Language Clinic for Foreign Students,
SPFS 100-5 Structure and Pronunciation of English,
An audiolingual course for students who need to learn to
speak the language.
SPFS 106-3 Written Composition for Foreign Students, I.
English grammar and composition. May satisfy first semester
Freshman English requirement.
SPFS 107-3 Written Composition for Foreign Students, II.
Second semester Freshman English.
B/11
Students also have the tutorial help a prospective teachers of English as a
foreign language.
(2) Kureha Chemical Industries Company, Ltd., Program
A small number of executive and scientific personnel from the Kureha
Company are sent each summer to a personalized English-Language
training program in the Department of Speech.
h. Study Abroad Programs
(1) University of Bonn: Students enroll in special and regular classes through
the University of Kansas and receive credit at the University of Colorado.
Residence is in both hostels and with families. Applicants must have 20
hours of German and a "B" average. Cost is $1,600 for the 10-month
program, September through June.
(2) University of Bordeaux: Students enroll in both special classes and regular
classes to earn University of Colorado credit. Applicants must have 16
hours of French and a "B" average. Residence is with families or in
dormitories. Scholarships are available. Cost for the nine-month program,
September through May, is $1,600 excluding return transportation.
(3) Classical Study Tour (See also Hellenic Institute)
Every other summer approximately 35 students under the directorship of
Professor Walter Weir tour Spain, Italy, Greece, Egypt, Jordan, Israel,
Turkey, Austria, France, England, Scotland and Ireland. The student may
elect to write a paper concerning some aspect of the trip, but it is not
mandatory. If a paper is written under the direction of the independent
study program, as much as three hours may be earned in the College of
Arts and Sciences. Seventy-five days are spent in the tour. Travel is by air
and for the main purpose of visiting antiquities and other historical sites.
(4) University of Costa Rica: Students enroll in regular classes through the
University of Kansas and receive credit at the University of Colorado. 18
hours of Spanish and a "B" average are needed for application. Residence
is with families in San Jose. Cost is $1,475 for the 10-month program,
February through November.
(5) Summer Russian Program in Finland and the Soviet Union. In cooperation
with the University of Kansas the University of Colorado sponsors a tenweek program for students of Russian during the summer. The first eight
weeks are spent in language and related areas of instruction in Järvenpää,
Finland. At the end of the summer a two week tour of cultural sites is
offered in the Soviet Union. Instruction is entirely in Russian and by
faculty of both cooperating universities as well as by Finnish experts on
various aspects of Russian culture. The applicants must have at least 12
hours of Russian prior to leaving the U.S. Approximately 40
undergraduates and graduates participate in the program each summer.
Ten hours of credit are granted in this intensive program.
B/12
(6) University of Perugia: In the summer of 1965, the University of Colorado
plans to open a Center at this Italian University. The program will consist
of a summer and a fall semester. Enrollment will be in the regular classes
with credit being transferred automatically to the University of Colorado.
Applicants must have 18 hours of Italian and a "B" average. Cost will be
approximately $1,300.
4.
School of Business
a. Area of Emphasis in International Business
The School of Business now offers International Business as an area of
emphasis for the undergraduate. The purposes of this program include the
widening of student horizons for those within the field of general business as
well as the acquisition of a specialization in this rapidly expanding field. The
student may choose a minimum of 12 hours from the fields of international
trade, international financial management, international marketing,
international transportation, and international business. Courses in
anthropology, history, geography, political science, sociology, and economics
are recommended as background preparation for undertaking this area of
emphasis in the Business School.
5.
College of Engineering
a. Foreign Engineering Education Assistance Programs of Mid-America State
University Association
At the present time the Mid-America State University Association is
cooperating in two engineering education foreign assistance programs. The
Consortium, with Kansas State University as the contracting institution, has
an AID contract to provide technical advice and assistance to the Government
of the United Arab Republic in the form of an engineering education program
with the University of Assiut. The program envisions 10 American engineering
faculty members assisting the Faculty of Engineering at the University of
Assiut, with the period of assistance extending from approximately February
1, 1964 to June 1, 1967.
The second MASUA program is a joint project with the National Engineering
University at Lima, Peru. Iowa State University is the contracting institution
with financial support from the Ford Foundation. The objective is to
strengthen the University as a whole, and in particular to improve the general
administration, the library resources, and the competence of the faculty, both
in teaching and research. The first American faculty member arrived June 1,
1964.
The following institutions are members of the Consortium: Colorado State
University, Iowa State University, Kansas State University of Agriculture and
Applied Science, Oklahoma State University of Agriculture and Applied
Science, University of Colorado, University of Kansas, University of Missouri
(including the Rolla Campus), University of Oklahoma, University of
Nebraska, University of Iowa.
There are no University of Colorado faculty members currently serving in
either of these two programs.
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b. International. Programs in Civil Engineering
During 1964 and 1965, a few faculty members of the University of Colorado
were involved in trips to Mexico to present lectures at Mexican schools of
engineering. Schools visited were the Institute Politecnico Nacional in Mexico
City and the Institute Tecnclogico y de Estudias Superiores de Monterrey and
the Universidad de Nuevo Leon in Monterrey.
Interest was expressed at all three schools in establishing both faculty and
student exchanges with the University of Colorado. Length of exchanges could
be as short as a week and as long as a year.
In certain areas, the Mexicans are ahead of the Civil Engineering faculty at
the University of Colorado. Specific examples are certain aspects of Soil
Mechanics and of Earthquake Engineering. Also, the laboratories at the
Institute Politecnico Nacional are much better equipped than their
counterpart laboratories at Colorado. Colorado faculty could benefit from
working with the Mexican equipment, and the Mexicans could probably learn
some laboratory techniques as the Coloradans worked on the Mexicans'
equipment. In certain areas, the Colorado faculty is ahead of the Mexicans,
and visits to the United States would benefit them.
c. Civil Engineering Student Exchange
An informal exchange between Civil Engineering students at the University of
Colorado and at the Universidad de Nuevo Leon, Monterrey, Mexico was
begun in the Spring of 1965.
Four students from the University of Colorado drove to Monterrey during their
Spring vacation. They were hosted by students of the Universidad de Nuevo
Leon and their families.
The C.U. students attended some of the classes at the Universidad and made
inspection trips of industries and utilities in the Monterrey area. Their
Monterrey expenses were paid by the hexican students.
In July, 1965, a group of about fifteen Civil Engineering students from the
Universidad de Nuevo Leon will visit the University of Colorado. They will be
hosted by the Colorado students. Tours of industries and engineering projects
in the Denver and adjacent area are planned. The expenses in the region will
be paid by the Colorado students.
Plans are tentatively being made for continuance of this exchange program.
6.
Graduate School
a. Graduate Program in Comparative Literature
Since 1959 the University has been offering courses in the area of comparative literature. These courses have been conducted by visiting lecturers,
guest professors for a single lecture, and by the regular faculty. Due to the
increased interest in courses in comparative
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literature from graduate students the University will offer a Ph.D. in this field
starting with the 1965-66 academic year. Work toward the degree will be done
in three categories: 1) theory of literature, 2) seminar in literary movements, 3)
literary forms and types. Further requirements are a knowledge of the history
of literature in one language including its philology, one other related
literature, and compliance with the rules of the Graduate School. The
progress of the candidate will be supervised by a committee composed of the
Chairmen of Classical and Modern Language departments. The Department of
English is included as a modern language for purposes of this program.
7.
International Teacher Development Program
The program in American civilization for secondary school teachers from
France has been operating on the Boulder campus for a number of years.
Designed to present a comprehensive introduction to American Civilization,
the program emphasizes lectures and discussions in the humanities-American literature, art, philosophy, and music--and the social sciences-American history, political institutions, education, anthropology, and
sociology. From twenty to twenty-four French teachers participate, teachers
who are actively engaged in the teaching of English in the secondary schools
of France.
The academic program is under the full-time direction of the faculty of the
University of Colorado with the financial support of the U.S. Office of
Education, International Teacher Development Section. Of five weeks duration
the program calls for a total of thirty-six lecture-discussion sections with
special lectures scheduled at open periods. Field trips are scheduled to
supplement formal classwork, the most ambitious being a four day trip to
Santa Fe and Taos, New Mexico.
8.
Joint Institute for Laboratory Astrophysics
a. Visiting Scientists Program
Because of the international nature of the study of astrophysics JILA (a joint
venture between the University of Colorado and the National Bureau of
Standards) offers stipends annually to prominent scientists in this field
without regard to national origin or citizenship. The recipient is allowed to
engage in research of his choosing and is given a faculty appointment at the
University of Colorado. Stipends cover an equivalent salary, not to exceed
$19,000 for a twelve month period, round trip travel from his home to
Boulder, and $400 for travel in the U.S. Normally 10 stipends are granted
each year, for a time not to exceed 12 months but shorter periods can be
arranged. Selection is made from among applicants on a competitive basis.
b. Fifth International Symposium on Cosmological Gas Dynamics, Nice, France
Approximately every four years this symposium is held for the purpose of
exchanging ideas between the fields of astrophysics and aerodynamics. The
Fifth Symposium held this year during the first two weeks of
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September will devote itself to the aerodynamic phenomena in the stellar
atmosphere. Sponsors of the symposium are the International Astrophysics
Union, the United States Air Force, and the International Union of
Theoretical and Applied Mechanics. Approximately 50 persons attend. The
University of Colorado usually has four faculty members in attendance,
usually from the Joint Institute for Laboratory Astrophysics. Professor
Richard Thorns of JILA has been active in the organization of the meetings.
9.
School of Journalism: Overseas Institution-Building Program
The School of Journalism through its faculty maintains on a semi-formal basis
an overseas institution-building program. Consultation is maintained through
correspondence, introduction of the program to the various universities involved
having been accomplished through the services of faculty members of the school
es visiting professors at various times. Professor Floyd K. Baskette has worked
with Hislop College in India and with the University of Rangoon, Burma,
Assistant Professor John D. Mitchell with Thammasat University in Bangkok,
Thailand, Associate Professor Robert B. Rhode with the University of South Wales
in Sydney, Australia, and Professor A. Gayle Waldrop with the University of
Baghdad in Iraq.
10. University Museum
At the time of preparation of this final Report no description was available of the
various Museum programs which are, however, listed below. Descriptions will be
submitted at a later date.
a. University of Colorado Expedition to Nubia (With cooperation of Department of
Anthropology)
b. Study of the Amphibians and Reptiles of the Yucatan Peninsula (with
cooperation of Department of Biology)
c. International Exchange of Botanical Specimens
d. International Exchange of Paleontological Specimens
11. University Press
a. International Exchange of Publications
The University of Colorado exchanges its publications with the appropriate
centers at foreign universities which subscribe to the agreements involved.
Publications received are housed in Norlin Library for the general use of the
University community.
12. Department of State Exchange-Visitor Program
Under the Fulbright-Hays Act of 1961 the Department of State has assigned the
University of Colorado two program numbers, P-I-3414 for Polish nationals and
P-I-66 for all other nationals authorized under the Act. The purpose of
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these programs is to provide courses of study, research, practical training,
teaching, lecturing, consultation, or a combination of these in the various fields
of instruction at the University of Colorado and its divisions for foreign students,
trainees, teachers, guest instructors, visiting professors and specialists who
receive fellowships and stipends either from the University or from private
sources. Each department establishes its own conditions for the exchange with
the concurrence of the Dean of Faculties. Requests for participation in the
Exchange Visitor Program may come from the individual or the department
concerned but the exchangee must meet the requirements contained in the
Fulbright-Hays Act and any local rules established by the Dean of Faculties.
Appendix C
Statement of Professor D. S. Willis, Eastern Languages Department
Statement of Professor D. S. Willis, Department of Slavic and Eastern Languages, Non
-Western Studies in the Curriculum concerning the place of
General Propositions
I.
Educational philosophy
1.
Because of preoccupation with the complex civilization, cultures, and
societies represented by our own Western heritage, and because historically up to
very recent times there have been less urgent reasons than now to include the
alien and the non-Western areas in American educational curricula, the
languages, literatures and cultures which reside outside our own traditions but
which make up by far the majority of the world's people, have been relatively
neglected.
2.
Not only the urgencies resulting from the impact on the contemporary
scene of resurgent peoples and their cultures make it essential that a broader
spectrum of our citizens and future leaders become more familiar with nonWestern peoples and their ways of life, past and present; they in turn offer us an
opportunity at the same time that we may learn from their ancient and
continuing experiences, wisdom, and accomplishments, to really know ourselves
better. "He who knows only himself knows that but imperfectly." This is the
essence of education, and it approaches the university ideal of universality of
knowledge.
3.
In consideration of the manifest impossibility, in the context of limited
resources, of assuming educational responsibility for the bewilderingly variegated
examples of man's life and works on this planet, a system of priorities based on
the following criteria is called for:
(1) Cultural heritage: depth and extent of ancient civilization
(2) Potential: in terms both of numbers of people and their importance in the
world of the immediate as well as more distant future.
When the first of these criteria is applied, three areas come to mind: (1) Middle East
(including Islam, Persian, Judaic-Christianity, and important segments of Africa); (2)
South and Southeast Asia (including the Indic-Sanskritic, Buddhist, Islam-continued,
and the extended China-cultural sphere); (3) East Asia (largely China-inspired, from
historical Annam through Tibet, Japan and Korea,). The historical connection between
(2) and (3) (principally the Buddhist vehicle) is extremely important. Needless to say,
too, these regions are already much farther along the road to synthesis of East and
West than are we. (This statement presupposes willingness to admit that the East has
something to contribute in the process.)
C/2
The second measure of judgment includes two areas much nearer to us in space
and tradition--really not "non-Western" at all--but which have also been shamefully
neglected, (1) Latin America and (2) Russia and East Europe. There remains Africa
apart from the Islamic, often referred to as "Sub-Saharan Africa."
With respect to the first of these, Latin America, Portuguese is the language
spoken by the largest number of people in South America. Portuguese ought therefore
to be more widely represented in our foreign language departments.
Russian and Slavic studies are, belatedly, taking their rightful place in
our foreign language offerings, but much remains to be done to enable them to catch
up to the more familiar languages of Western Europe.
II.
Non-Western Studies in the University of Colorado
1. As reported on page 3 of the Princeton Conference on Undergraduate
Instruction in Critical Languages and Area Studies summary attached herewith,
"The need for expansion of instruction in critical languages is greatest in Arabic,
Chinese, Japanese, Hindi-Urdu, Portuguese, and Russian."...A number of other
languages such as Indonesian, Persian, Polish, Serbo-Croatian, Swahili, and Turkish
are also pertinent to the national interest and might be taught in undergraduate
institutions in special cases, but the need for these is less pressing."
The University Committee for African and Middle Eastern Studies has already
recommended that the Arabic language be introduced on a two-year basis in the
Department of Slavic and Eastern Languages, and is currently considering the
recommendation of establishment of a major program, undergraduate, in African and
Middle Eastern Studies.
Considerable interest in India among students and members of the faculty has
been expressed recently, including a desire that Hindi-Urdu/Sanskrit be introduced.
Hindi, spoken natively in north India and written in Sanskrit, and Urdu, the official
language of Pakistan, written in Arabic script, are essentially the same language. Both
rest on the Sanskritic tradition. Although the issue is still not resolved, Hindi may
become the official language of the Republic of India, and thus become even more
important to us than it is right now.
The enormous importance of China and the Chinese civilization is still only dimly
perceived by too many Americans. Statements such as "There were more books in
China as late as 1800 A.D. than in the rest of the world put together," and
"Confucianism may very well have been the system regulating the affairs of men
which, for the longest time in the history of the world, most satisfactorily operated on
the greatest number of people" (Professor Welfram Eberhard, University of California-approximate quotation), still present a great shock to far too many of our students,
teachers and laity. It is also unknown or ignored that China's influence and traditions
have been so widely exported throughout Asia (even the word Viet Nam is Chinese:
Yűèh Nan "The Extreme South"). The Annamese (until recently), the Koreans, and the
Japanese have used or still use the Chinese
C/3
written language. Of the various parts of the Chinese cultural sphere, the culture and
civilization of Japan is in turn the most isolated (of the most isolated major civilization,
the Chinese) and the most unique, having taken the Chinese examples and perfected
them within its own context. Of course, today the Japanese are busily grafting onto
their Eastern institutions those of the West. The diversity and richness of the result
has not yet been fully assessed.
The Department of Slavic and Eastern Languages has provided 2.5 FTE in
Chinese and Japanese, allowing a 2-hour, one-semester course in each literature (in
translation), and work in the languages through the third year (minimal basis). A
major curriculum in each language and literature is highly desirable.
The Department has just submitted a proposal to the Graduate School to introduce a doctoral program in Slavic Languages and Literatures. In 1965-66 the following
languages will be offered: Russian, Polish, Bulgarian; Hungarian has been dropped,
Czech is on an alternate-year basis, and Serbo-Croatian is being sought. Candidates
will elect either a linguistic or a literary specialization. NDEA support is also hoped for.
The urgency of much more serious attention to Latin American Studies and
Portuguese can be articulated far better than the present reporter by members of the
Committee on International Studies who are intimately involved in the matter. It is
hoped that the forthcoming report of the Committee will include recommendations for
substantially greater strengthening of this area of our curriculum.
If time permits, perhaps a closing in on the specifications of non-Western courses
and curricula as they might be constructed precisely within the framework of courses
in the University of Colorado can be undertaken.
D. S. Willis
Appendix D
Report on the Current Administration of Services for
Foreign Students on Campus
TO:
President Joseph R. Smiley
University of Colorado
Boulder, Colorado 80304
DATE: January 5, 1965
Dr. Carl McGuire, Chairman
Department of Economics, and
Acting Director, International Education University of Colorado
Mr. George S. Lesser
Foreign Student Adviser
University of Colorado
FROM: Mrs. Charles N. Bang, Director
NAFSA Field Service Program
INTRODUCTION
It was my understanding, in accepting the invitation of the University of
Colorado to visit the University as a consultant, that my primary task was to evaluate
the current administration of services to foreign students, with a view to
recommending such changes as seemed necessary in light of the University's total
commitment to international education.
During my three and one half day visit, which began on Sunday night, November 29, and ended on Thursday noon, December 3, 1964, I had an opportunity to
confer with a variety of persons (my schedule of appointments is attached). I also had
an opportunity to talk with members of the Ad Hoc Committee to Study the Role of the
University of Colorado in International Education. I am aware of the fact that much
time and attention has been given to the consideration of this role since at least 1961.
I have read with great interest a variety of reports which have been made during the
period between 1961 and 1963. It is my impression that these reports have resulted in
significant improvements in a number of areas specifically related to the program for
foreign students, especially in Admissions, Academic Advising and English for Foreign
Students. It is also my impression that the expressed concern of President Joseph R.
Smiley that the University play a meaningful role in this field has stimulated
considerable current desire to move from the realm of evaluation and discussion to
one of action.
The proposals which I shall make are based upon personal observations of the
current situation. However, I have been mindful of the recommendations previously
made, and wherever possible, have attempted to avoid unnecessary duplication except
when recommendations which seemed valid to me have apparently not been
incorporated into current administrative practices.
I have noted particularly that the Terrell letter of May 24, 1961, indicates that
"The Committee on Policies and Procedures Related to Foreign Students of the
Conference on International Education is making a preliminary Study of the University's re-organization for Administering the Foreign Student Program." However,
D/2
no mention of this is made in a letter of March 5, 1962, reporting "The extent to which
the May 24, 1961, recommendations …have been implemented." However, the
Committee on Administrative Structure in its Report of May, 1961, did suggest in
Point 5 that the present responsibility for advising foreign students, which is a portion
of the responsibility of the Division of Special Services in the Office of the Dean of
(Student) Personnel Services should be transferred to the Office of International
Education. It was agreed by this Committee that this responsibility should be in the
Office of International Education only when adequate space can be provided . . . to
house the staff which would be required to carry on these specific activities."
I understand that the Ad Hoc Committee is currently considering proposed administrative structure for the International Program at the University of Colorado,
including the position of the Foreign Student Adviser. I would strongly urge that this
Committee consider the following recommendations:
1. that the importance of the role of the Foreign Student Adviser as the
Coordinator for the Program for Foreign Students be recognized.
2. that the position be established as a full-time administrative post, separated
from the Office of Special Services for the following reasons:
a. The increasing number of foreign students enrolling at the University of
Colorado makes it imperative to assign a full-time role to the Foreign
Student Adviser. The generally accepted "rule of thumb" ratio is one fulltime Foreign Student Adviser supported by one full-time administrative
secretary for every 200 foreign students.
b. The "lumping together" of miscellaneous services designed for a variety of
persons diminishes the status of the Foreign Student Adviser in the
University, and perpetuates the myth that the services offered are
bureaucratic housekeeping rather than essential to the education of the
student from abroad. A reading of the excellent reports prepared by the
Foreign Student Adviser belies this assumption and fortifies his role as Coordinator, but the myth persists.
c. An open door policy should, whenever possible, be observed by the Foreign
Student Adviser. The current multiple responsibilities of the Foreign
Student Adviser cannot help but exert a certain amount of pressure,
making it more difficult for him to relate personally to foreign students.
Cross-cultural communication makes considerable demands upon time
and patience because of the difficulties it language, the differences in
mores, etc.
Because of the other duties which the Foreign Student Adviser has
had it is inevitable that his personal attention cannot always be given to
the needs of the foreign student, and when responsibilities for personal
advising are delegated to too great an extent within the office, the foreign
student is apt to feel alienated and rejected and to go elsewhere for advice.
It is essential that the Foreign Student Adviser himself has the time to
familiarize himself with the foreign student as an individual,
D/3
to maintain an open door policy so that the student will be free to enter for
whatever purpose. If the Foreign Student Adviser has other
responsibilities, it is inevitable that there will be many occasions when the
pressure of other duties make it impossible for him to give the time
necessary for personal attention. This does not mean that he must either
be or do everything. At a later point I shall discus the ways in which some
offices are organized in order to spread responsibility.
3. that consideration be given to changing the title from Foreign Student Adviser
to that of Co-ordinator of Foreign Student Programs or Services or a title of a
similar nature. The title of Foreign Student Adviser does not describe the
current role and at least verbally limits responsibility to those of adviser or
counselor. The role includes not only that of adviser or counselor but also that
of the administrator of basic services, the supervision of staff, and the coordination of a wide variety of resources, both on campus and in the
community. This fact is being increasingly recognized by universities
throughout the United States.
4. that ample and attractive space be provided for the Co-ordinator and his staff,
so located that it is easily accessible for the foreign student and that the office
be clearly identified as that of the Co-ordinator of Programs for Foreign
Students. I noted that the sign on the current door indicates "Office of Special
Services" with no mention of the foreign student. I think that this may be
confusing to the foreign student when he first arrives.
5. that a careful job description for the Co-ordinator be developed with a
definition of the functions which he and his staff are expected to perform, so
that a realistic appraisal may be made of the numbers and skills of the
persons required. It is essential that these persons not only be capable of
performing the assigned tasks, but that they relate meaningfully to the total
University, and that the office be planned creatively for future development. It
would be most advantageous if a description of the office were circulated to
the faculty, stressing the fact that it was historically established to facilitate
the education of the foreign student. My comments in subsequent sections on
Academic Advising and English Language will elaborate on this point.
a. I am aware that until recently in addition to two secretaries, the Director of
Special Services had an assistant in his office with at least one or two
foreign graduate students employed part time. Since the secretaries, at
least, have had responsibility for all aspects of Special Services, the
current allocation of responsibility will bear scrutiny. The role which is
being played by the part-time foreign student employees might also be
evaluated in order to determine the effectiveness of the relationships which
have been established between these students and foreign students who
come from other cultures. Are these persons competent to interpret the
United States and the University to foreign students? Are they respected?
I have no reason to doubt the effectiveness of this arrangement, but I
believe that it ought to be evaluated carefully before it becomes a part of
the operational pattern of the new office.
D/4
It may be that the organization of other offices of a similar nature
may provide helpful ideas to the University of Colorado. In a number of
comparable sized offices at universities across the country, the Foreign
Student Adviser or Co-ordinator is responsible for all personal interviews
and referrals to other resources in the University (relationships to the
faculty, the health services, financial aids, admissions, etc.). His assistant
has primary responsibility for relations with campus organizations,
encouragement of American-foreign student relationships, the
development of programs to interpret the United States to foreign students,
and relationships with the community. The assistant also handles the
speakers' bureau and works closely with the community volunteer group.
I have the impression that relationships with other offices on the
campus and with the community group have been given careful attention
by the Foreign Student Adviser. Obviously, there must be the closest
possible working relationships between the staff since the foreign student
is an individual as well as a member of a group.
The ,NAFSA Field Service Program will be willing to arrange an inservice training grant which would permit the observation' of practices
elsewhere if this is deemed advisable.
6. I do not believe that I am in a position to recommend in what office the
administration and co-ordination of the program for foreign students should
be placed. However, I would like to make the following comments:
a. If the Co-ordinator continues to report to the Vice-President for Student
Services, then it is essential that the closest possible communication be
maintained with the International Office in order to establish in the minds
of the faculty and the administration the fact that services for foreign
students are developed to facilitate their academic achievement and not as
ends in themselves, and that they are recognized as part of the
international commitment of the University.
b. If the Office becomes part of the administrative structure of the
International Office, then lines of communication must be kept open to the
Vice-President for Student Services and his staff, especially with those
concerned with activities of American students. In this way, the
involvement of foreign students, especially undergraduates, in the
activities of the campus will be encouraged.
There is also great value in relating the program for foreign students
to the Academic Dean. However, the place on the chart is meaningless
unless the faculty are encouraged to recognize opportunities to make the
foreign student part of the intellectual life of the university. I shall
comment on this later.
D/ 5
The following brief comments have to do with the current operation
of the Office of the Foreign Student Adviser and with the eight areas of
concern of the Field Service Program:
(1)
Selection and Admissions
(2)
English Language Proficiency
(3)
Initial Orientation
(4)
Academic and Personal Counseling
(5)
Housing
(6)
Finances and Employment
(7)
Interpretation of the United States to Foreign Students
(8)
American-Foreign Student Relationships
All of these areas fall within the total concern of the Foreign Student
Adviser, even if they are administered elsewhere. And it is here where his
role as Co-ordinator and communicator is of special importance.
Current administration of the Office of the Foreign Student Adviser
I have carefully reviewed the administrative procedures (the use of forms for
communication to foreign students and others at the institution) of the office, and I
would like to commend Mr. Lesser for the efficient system which is currently in use.
The recordkeeping, communications, and reporting might very well provide models for
programs of this sort. As a matter of fact, the overseas letter to students who have
been admitted has been included in the pocket of the Field Service Program Guidelines
on "Initial Orientation of Foreign Students" as an example of what should be sent. I
would like also to commend the staff for the International Newsletter which is sent to
all students from abroad on the campus. It is an excellent means of communication.
I have read with considerable interest a series of reports made by Mr. Lesser
including a resume of the International Student Program at the University, the annual
report for 1961-62, and a statement of the philosophy of the Foreign Student Office as
of October 21, 1964. This is an excellent statement and could very well be used as a
guide for the Office of the Foreign Student Adviser as programs are developed to
further the aim of "helping to bring about a true transfer of desirable cultural and
intellectual values between American and foreign students as well as between foreign
students of different countries."
I.
SELECTION AND ADMISSIONS
It seems)to me that the selection and admission of foreign students is handled
extremely well by the Director and his staff. I was especially impressed with the
empathy revealed by Mr. Robert Hefling as he described his work. The
D/6
liaison which has been established with the Foreign Student Adviser's Office is
excellent. Mr. Hefling should be commended for his excellent plan to send materials on
the educational system of various areas to the administrative assistants in the
Graduate School in order to help them understand the evaluation of credentials. His
plan to visit personally with the heads of departments having large numbers of foreign
students (because he recognized that personal contact is more valuable than any
letter) also deserves special mention.
It is my hope that additional consideration be given to making mandatory the
taking of the TOEFL test for the testing of English as a foreign language as soon as Mr.
Hefling and his associates are satisfied that the fee is not working a special hardship
on the foreign student. A letter was sent, raising this question with Dr. David P.
Harris, Director of the TOEFL program. His reply, indicating that the fee is to be paid
in the form of an international money order which can be purchased with local
currency, has been forwarded to Mr. Hefling.
II.
ENGLISH LANGUAGE PROFICIENCY
In conversations with Mrs. Gladys Doty, Director of the English Language
Instruction for Foreign Students and others I learned that although all students are
required to take an English Proficiency Test upon arrival, that recommendations that
they take additional language instruction for foreign students were not mandatory. I
learned that some academic advisers have not been insisting that this work be taken.
As a result, some foreign students, having experienced the anticipated difficulty, have
wanted to enroll in the course at mid-term. This, of course, has made it extremely
difficult for the teachers in this field.
It seems to me that this whole matter should be reviewed. Sufficient
interpretation should be given to faculty advisers so that they recognize the
importance of this additional help in preparing the foreign student to participate
academically as quickly as possible.
I would like especially to comment here on the experimental reading course de,
signed to equip the foreign student to read more quickly. The new methods which are
being introduced here may very well have a significance which goes far beyond the
campus of the University of Colorado, especially in equipping the graduate student to
do the kind of reading which is expected of him in his field. I hope that every effort will
be made to continue this work, and that the results will be made known nationally.
III.
INITIAL ORIENTATION OF FOREIGN STUDENTS
Generally speaking the special three-day program of initial orientation is
excellent. I would, however, urge that consideration be given to lightening the load of
the opening plenary session. Nine different persons, covering nine different subjects in
nine different regional accents between 8:30 in the morning and noon, with no break
in between, presents a rather formidable load to the new student from abroad. I would
urge that the Field Service Program's Guideline on "Initial Orientation of Foreign
Students" be consulted for some general suggestions related to timing and pressure. A
logical compromise would be to present some of the speakers in the morning, followed
by a coffee break. The questions and advising related to these topics could then follow.
After lunch, the rest of the speakers could appear, followed by a coffee break and the
appropriate questions and advising.
D/7
In the recommendations presented by the Subcommittee on Policies and
Procedures Related to Foreign Students (memo of March 5, 1962), it was pointed out
that it would be desirable that more extensive efforts be made to acquaint foreign
students with the cultural differences between their countries and the United States.
It seems to me that during the orientation period some discussion of the differences in
the customs and mores might very well be advisable as a supplement to whatever
currently is being done by the International Hospitality Committee of Boulder. The
Field Service Program expects to publish some special materials in this area which
should prove useful.
IV.
ACADEMIC AND PERSONAL ADVISING
Academic Advising
I am hopeful that the new plan being developed by Mr. Lesser, Mr. Hefling, and
Dr. Starnes for the development of a group of empathetic academic advisers, carefully
selected and oriented for their special responsibilities in cross-cultural counseling, will
mean a major step forward in this particular area.
The faculty, through academic advisers and others, have the major responsibility
in seeing that the foreign students who are admitted, are prepared as quickly as
possible to participate in academic work. This may mean mandatory assignments
to special English. It may mean special assistance from carefully selected American
students who can help in interpreting lectures and assignments. It definitely means
the maintenance of University standards in the grading system and awarding of
degrees.
Personal Advising
I understand that hr. McIntyre of the counseling office has been assigned especially as counselor for foreign students who are referred to the counseling office by
Mr. Lesser and others. He seems to be a most perceptive individual, with a
background of overseas travel. It is probable that the heavy load he carries in
responsibility for the orientation of all students, has cut into the time available for this
specific assignment. He is aware of the problem in cultural relativity dealing with
foreign students. His understanding and his interest distinguish him from those
persons who merely exude good will. These qualities would seem to make him
eminently suitable for the task for which he has been assigned. I hope that every effort
will be made to lighten his load so that he can use his skills effectively.
V.
HOUSING
Although I met Mr. Yoder, Director of Student Residences, at the informal
luncheon on Monday, November 30, I had no opportunity to discuss with him
privately the whole question of appropriate housing of foreign students, However, it
was apparent that he did recognize the need for re-thinking University policy in this
area. I had the opportunity to suggest that the Housing Bureau might assume responsibility for:
(1) screening in advance the rooms available for foreign students (for cleanliness,
adequate furnishing, the attitude of the landlady) as they do at the University
of Minnesota.
(2) the preparation of the foreign student to live in an American apartment
D/8
(the care of the kitchen, the bathroom, the responsibilities of a tenant) as they
do at the University of Minnesota, Cornell, and other institutions.
It is my hope that serious consideration will be given to these aspects of the housing
effort.
VI.
FINANCES AND EMPLOYMENT
Finance
I had a most satisfactory interview with Mr. Dwight Yarrow, Director of Financial
Aid Office, who works closely with Mr. Lesser in administering funds available for
foreign students. I would like especially to comment on the excellent application form
which has been made available for the foreign students' financial assistance. The fact
that the Graduate School is handling financial problems for its own students could
conceivably present some difficulty in the future. Apparently the Graduate School
criteria is merit and academic performance, not need, while need is an important
criteria for undergraduates. It seems to me that there ought to be one universal policy
for financial assistance to foreign students. If two continue to be used, there could be
confusion and conflict among the foreign students.
Employment
I also had the opportunity to talk briefly with Mrs. Mabel Irwin, Director
of Student Employment. She pointed out the difficulty of finding jobs for foreign
students, and I suggested that the employment office consider sponsoring a job clinic
to be held as soon as possible after January 1, in order to acquaint foreign students
with the kinds of job opportunities available in the Boulder area, to discuss the
preparation necessary for a job interview, and to suggest various approaches to job
finding. Since camp counseling does offer special opportunities in the Rocky Mountain
region, I suggest that films or pictures be shown, that American and foreign students
who have had such positions describe the work, and that it be pointed out that the
financial advantages of a job which does not involve extra expenses for room and
board are exceedingly great in view of the present tight employment situation. A
number of other institutions sponsor this type of clinic. The Field Service office will
send information if it is requested.
VII.
INTERPRETATION OF THE UNITED STATES TO FOREIGN STUDENTS
Except for the annual football game and the ASUC scenic tour and picnic for
foreign students on the Sunday preceding the beginning of classes, I am not aware of
any special programming in this area. Universities across the country are carrying on
imaginative experiments to introduce the foreign student to various facets of American
society. Fireside discussion groups at the homes of faculty or community members,
trips to industry, to city and state government, preceded and followed by discussion,
are only a few of the many programs currently underway.
The Boulder Home Hospitality for Foreign Student Organization is making a
major contribution by making it possible for foreign students to know intimately at
least one family. I would urge that the combined efforts of the Foreign Student
Adviser, the University faculty, and the Home Hospitality group be used in
developing programs of the sort mentioned above. Before June 30, 1965, the Field
Service Program will have issued a Guideline on "Interpreting the United States
D/9
to Foreign Students." It is hoped that this will provide many useful ideas for both
campus and community co-operation. Much helpful information also should have
been gained by Mr. Lesser and others who attended the regional conference on NAFSA
IIE and COSERV held recently at Colorado Springs.
I had an opportunity to discuss this matter with Dr. Busey during our interview.
He indicated an interest in serving as a consultant in developing some aspects of such
a program--for example, to arrange trips to the Boulder City Council and the State
Legislature. In view of the notable increase in the enrollment of graduate students at
the University, it seems to me essential that considerable attention be paid to the
development of programs which will have special appeal to more mature persons. This
should in no way affect the social programs of the COSMO Club or the programs
related to specific areas sponsored by the Nationality groups. It should merely be an
enrichment of the programs already existing.
VIII. AMERICAN-FOREIGN STUDENT RELATIONSHIPS
I regret that it was not possible for me to talk with any of the foreign students,
other than Justin Zulu, a most exceptional young man, and with a young man whom I
had known previously from Holland. The program of the COSMO Club, which I had
planned to attend, developed into a spectator sports event at a girls' swimming show
in the gymnasium, so that I did not attend. My reading the reports which have been
made and the brief conference which I had with Professor Ragaei El Mallakh, lead me
to believe that the COSMO Club and the various nationality groups reflect about the
same interest and participation on the part of American and foreign students as on
other campuses. The COSMO Club evidently concentrates on social events, and the
Nationality groups seem to be discussing topics of immediate interest to students from
the areas represented. I gathered that there is reasonable representation of Americans
in COSMO.
I was most favorably impressed with both written and verbal reports of Campus
Friends, but I gather that the effectiveness of this organization has been heavily
dependent upon the leadership of one person--the Foreign Student Senator--and that
the quality of that leadership has varied from year to year. However, I did not
have the opportunity to discuss this subject with the American leaders of The
Associated Students Sub-commission on International Affairs, nor did the Foreign
Student Senator keep his regular appointment with Mr. Lesser so that I could have
had an opportunity to talk with him.
I would encourage all possible support of this kind of imaginative planning by
American students. The University of Minnesota, which has a similar project called
"The American Brother-Sister Program," has some helpful materials for selection and
orientation of American participants in Campus Friends which might prove most
useful. It seems to me that if this project is to be continued, the closest possible
relationship between the Campus Friends and the Foreign Student Adviser should be
continued.
Ad Hoc Committee to Study the Role of the University of Colorado in International
Education
I thoroughly enjoyed the opportunity to meet with Dr. McGuire and the members
of the Ad Hoc Committee. However, it is my impression that the composition of the
Committee is not sufficiently representative of the already existing
D/10
international interest of the University. If the purpose of the Committee is to evaluate
current programs in the international field, with a view to recommending new patterns
of administration and development, then I believe it would be exceedingly valuable to
include also the following personnel: The Dean of the Graduate school, the Dean of the
Faculties, the Director of the Economics Institute, and any other special programs and
the Directors of the various programs for students from abroad.
A subcommittee of this larger, more representative group might then consider in
detail the program for foreign students as it relates to the University's total
commitment to international education. This subcommittee might include the Director
of Admissions, representatives of departments or schools in which there are large
numbers of students enrolled, and any other persons involved in aspects of service to
foreign students. The Director of the Program of English as a Foreign Language, the
Director of Housing might be called in, not as members of the Committee, but to
discuss their work, and its relationship to the whole.
After the decision has been made regarding the administrative place for the
program, consideration might be given to the appointment of a permanent FacultyAdministration Committee to serve as a policy and advisory committee for the office of
the Co-ordinator. This has been demonstrated to be a most helpful technique
in integrating the program for foreign students into the total international commitment
of the University.
Plans for the development of the International Program
Although I am not prepared to discuss in detail, the plans for the development of
the International Program, I would like to congratulate the administration and faculty
for the thoughtful attention which is being given to this important matter.
In reviewing aspects of the program for foreign students, it has seemed to me
that the University has an extraordinary opportunity to integrate all the existing
programs into an imaginative whole. I would like merely to suggest some of the
exciting opportunities which have occurred to me and which I am sure are already
being considered by the Ad Hoc Committee and others:
1. Over a considerable period of time, the Economics Institute has had the
opportunity to gain special insights related to the value of subject matter
orientation programs for graduate students. With the increasing number of
graduate enrollments, especially from the developing countries, anticipated at
the University of Colorado, I would urge that special effort be made to
continue this kind of experimentation with graduate students admitted to
other Graduate Schools and departments of the University. I note that the
suggestion was made in "A Tentative Report of the Subcommittee on
International Education" in the summer (undated, probably 1961) presented
by a committee chaired by former Dean W. F. Dyde, "that the University could
and should encourage other divisions to develop similar programs for
beginning graduate students from abroad." A continuation and extension of
this type of program would make a major contribution, not only to the
graduate students attending the University of Colorado, but to international
education generally.
D/11
2. I learned with interest of the tremendous response of the students at the
University to the call for Peace Corps volunteers. I would urge that in planning
for the development of improved relationships between American and foreign
students that these volunteers be recognized as a resource of considerable
importance. At present, it is not known whether the interest in work in other
countries is also an indication of interest in the nationals of these countries
who are enrolled at the University. However, it would be worth the effort of
members of the departments of psychology, sociology, and anthropology to
join with the Foreign Student Adviser and a representative of the Peace Corps
to determine if motivations are the same, and after careful study, to develop
programs based on these findings.
3. Although I have only superficial information about the University of
Colorado's program overseas, especially in Bonn, it seems to me that the
University can benefit from its experiences with foreign students on the
campus in the following ways:
a. in developing special on-campus programs for pre-departure orientation
for the American students, use whenever possible foreign students from
Germany and France as well as returned American students who have
already participated in these programs.
b. to make a special effort to involve the American returnees in the
international activities of ASOC, in Campus Friends, in COSMO, and in
residential programs of an international nature. The American' student
who has had the experience of studying abroad is a possible catalyst of
interest in international affairs. Professors of languages, of history and in
other areas might even be encouraged to use these young people, not as
authorities, but as resource persons in their classes. Well-defined
programs for the re-integration of the students, who had the opportunity
to study abroad under the University of Colorado's sponsorship, should be
considered as an accepted part of their education.
4. At the same time it seems to me that faculty and students should be
encouraged to view the foreign student on the campus as an intellectual and
cultural resource. I recognize that these young people are not "authorities."
Indeed, they may know less about certain aspects of their society than the
American professor who has lived in their countries and studied their
languages and institutions. However, these young people are real, and they
are on the campus. They are peers of the American students. A dialogue
between them should be encouraged.
The assignments of papers to American students on subjects requiring
conversations with foreign students, the use of American students in classes
to assist foreign students with assignments--all these normal, natural ways of
developing relationships between foreign and American students will do more
than dozens of teas and formal occasions. The faculty can do much to provide
this kind of shared experience. Activity groups, sororities, fraternities,
residential halls can also assist, not just by inviting foreign students
occasionally for a meal, but by also giving them an opportunity to tell about
student life and other aspects of their countries. Too often this kind of
presentation is limited to the COSMO Club and to community groups.
D/12
I am looking forward with keen anticipation to the development of a strong program
for foreign students at the University of Colorado, conceived as an integral part of the
University's total commitment to inter- national education.
Respectfully submitted,
Katherine C. Bang, Director
(Mrs. Charles N. Bang)
NAFSA Field Service Program
January 5, 1965
Appendix E
Proposals for International Education on the University Campus
Proposal Number
Proposal Title
1
A tentative Proposal to Establish a Special Cooperative
Graduate Program Leading to the Ph.D. in German
2
Russian and East European Area Studies and Graduate
Certificate
3
Establishment and Support of a Department of General
Linguistics
4
Scandinavian and Dutch Languages and Literatures
5
A Proposal for the Creation of an International Research
Center
6
International Folksong Proposal
7
Asian Studies in the University of Colorado
8
International School for Postgraduate Study in Physics
and Astrophysics August 25, 1965-June 25, 1966
9
Consortium for the Development Process
10
Latin American Graduate Studies with Emphasis in
Portuguese
11
A Request for a Grant to Develop a New Program in
Comparative Literature
12
Visiting Foreign Professor
13
Fifth Year Abroad Program
14
Ph.D. Degree in Social Foundations of Education
15
Five-Year Plan for English as a Second Language
16
The University of Colorado and Pierce College
17
Proposal for the Initiation of Graduate Group-Research
and Training Units Specifically Focused on Development
Programs in Selected Overseas Countries
18
International Aspects of Institute of Arctic and Alpine
Research
Proposal 1
A Tentative Proposal to Establish a Special Cooperative Graduate
Program Leading to the Ph.D. in German
In view of the University's growing interest in the promotion of better international
understanding through international education, the German staff would like to propose the
establishment of a cooperative graduate program leading to the Ph.D. degree in the field of
German, which would include one year of study in a German University. We believe that the
program we have in mind will not only attract some of the best potential graduate students
in the nation but also some of the best professors to our department whenever additional
staff is needed. Furthermore, the program might well lead to the establishment of similar
programs in other fields of study.
On an informal basis we have been discussing the program with F. W. Strothmann of
Stanford University, and we are now at the point where it needs the approval or disapproval
of our University administration. Incidentally, Professor Strothmann is the true begetter of
the plan described below.
The plan we have in mind is cooperative in that six or seven universities,
geographically well-distributed throughout the nation, would sponsor about five graduate
students each to participate in a program that would take them to Germany in their second
year of study. Each student would study for the equivalent of one full year at his home
university, then at a German university during his second year, and return to his home
university for the third year to write his dissertation. We are confident that we can get the
German Government to cover the costs of the year abroad under a stipend program.
It would be very desirable if the student in the program did not have to pay any tuition
either to his home university or to the German university during his second year of study.
However, since German tuition is extremely low, we should probably not attempt to acquire
scholarships from the German universities. But our tuition, especially for non-resident
students, may be an insurmountable factor for many students. It would, therefore, be very
helpful if we could have five scholarships each year for the students who are abroad. In any
case, the students should be registered both in their home universities and in the German
university during the year in Germany.
The university selected in Germany would not need to be the same one each year. It
might be best for all concerned, faculty and students alike, to plan on a constant change of
scene in Germany from year to year. In fact, the group could even be taken to a different
university during the second semester of each year. This practice prevails among German
students, for it has the wholesome advantage of contact with more of the best minds in the
field.
Inasmuch as we would want the*year of study in Germany to be closely integrate( with
the U.S. academic system, we would propose that two American professors be with the
group of about 30 graduate students each year. These professors would
conduct seminars designed to follow up on the German lectures in literature, philology, etc.,
attended by the students. They would also conduct the necessary examinations, so that the
American system of credits and grades would be preserved. Both professors would
cooperate in guiding the group in the collection of suitable teaching materials in German.
They would plan field trips, assist in housing, provide space for seminars, see that stipends
are paid, etc.
½
It is suggested that these professors be replaced at home at the expense of the
universities from which they come. Since there would be six or seven universities
involved, each university would send one professor every three years.
We have as yet found no solution for the problem of travel expenses for the
graduate students and their American professors. However, there is reason to believe
that a way could be found through one of the foundations or perhaps through the
home universities. In our case, for example, something might be done under our
faculty fellowship plan. Perhaps Dean Dyde would be willing to assist in this matter.
All of the above has been discussed with, and warmly approved by, our German
staff. If our University approves, the next step would be to approach the other
universities that Stanford and we would like to include. Tentatively, we have in mind
the University of Kansas, Indiana University, Northwestern University, the University
of Texas, and Harvard University.
There is no substitute for residence and study abroad. Especially in the case of a
foreign language teacher. The practical experience in a living laboratory, namely, the
country of the language involved, is precisely what it takes to make a good professor of
foreign languages and literatures an excellent one. The need for training more
excellent Ph.D.'s is especially great in German because there is a missing generation of
scholars in this field. In the years between World War I and about 1950 very few
Germanists were trained in this country. The program outlined above, producing a
potential of 30 or more well-qualified Ph.D.'s in German every year, would do a great
deal to alleviate the serious shortage that now exists.
It is also worth pointing out that regular trips by our German staff to the
country whose language, literature, and culture they deal with in their classrooms can
do a great deal toward the improvement of their instruction. Mingling with German
scholars would be of mutual benefit to the profession in both countries.
If there are no serious objections at this time, we would need to send one or two
of our staff members to an anticipated planning meeting in Chicago in a few weeks.
Representatives of the other universities would be invited to this meeting, and we are
hopeful that one of the Foundations would finance the meeting.
We would be happy to answer questions and receive suggestions concerning,
this tentative proposal.
Ulrich K. Goldsmith
George A. C. Scherer
Proposal 2
Russian and East European Area Studies and Graduate Certificate
Introduction. This proposal is, of course, tentative. It is recognized that it may
prove impossible to implement all or any of the suggestions embodied in the proposal.
It is further recognized that the proposal may be greatly improved and
it is hoped that the examination of the Committee will prove helpful in this respect.
With these reservations, the following proposal may be said to represent a consensus
of its authors, R. P. Browder, E. J. Rozek and W. N. Vickery, as to the most effective
means of developing Russian and East European studies on a multi-disciplinary basis
at the University of Colorado.
Proposal. It is proposed to set up a Russian and east European Studies Program.
The aim of the program would be: 1) in general to improve the possibilities for study in
the area of Russian and Eastern Europe, and; 2) specifically to train specialists in this
area by offering a Certificate in Russian and East European studies to qualified
graduate students. For the purposes of this proposal the Russian and East European
area may be said to embrace in the West all the so-called satellite countries and
Yugoslavia, and to extend in the East into the non-Russian Soviet republics of Central
Asia; however, owing to practical considerations, i.e. our limited resources, the main
emphasis at this stage would be on the Slavic countries within the area.
Certificate in Russian and East European Studies. The certificate would be
available to graduate students only. Reading proficiency in at least one Slavic
language would be a condition of admission. The program leading to a certificate
would take the average student one regular academic year's study (30 semester hours)
and would involve his taking certain required courses offered by the following
departments: Economics, History, Political Science, Slavic and Eastern Languages.
After completing his 30 semester hours, the student would be required to pass an
examination. The certificate program would be open to the following categories of
student: 1) graduate students who simply want to obtain a certificate (before going
into, for example, government work or journalism), and; 2) graduate students working
toward the M.A. or Ph.D. degree in an established department. Work for the certificate
would in no way affect or lessen the requirements of the department in question. On
the other hand, (and this would require detailed examination) a certain number of
semester hours taken in fulfillment of departmental degree requirements might be
counted toward the certificate, e.g., a historian with 8 semester hours in the Russian
and East European field might be allowed to count these hours not only toward his
advanced degree in history but also toward his certificate requirements.
We propose also that consideration be given to the possibility of creating a minor
(graduate) in Russian and Last European studies.
The setting up of a certificate program, as outlined briefly above, would
per se have the added advantage of increasing the number of courses offered at the
University of Colorado relating to the Russian and East European area. This would
hopefully enhance the University's reputation in this field and attract superior
graduate students (irrespective of whether they wished to work specifically for a
certificate).
2/2
The Area-Studies Approach. This proposal clearly falls into the area-studies
category and a few words on this approach may be in order:-1) Harsh words have been spoken from time to time, including recently, on the
area-studies approach. It is sometimes said that the approach is no longer new and
therefore unlikely to appeal to foundations; but if the approach is in itself valid,
pointing out that it is no longer new is equivalent to pointing out that this University
has been slower than others to react to this need and constitutes in effect an
argument in favor rather than against. The most cogent criticism, with which we fully
concur, is that in some institutions (e.g. Harvard) area programs have been set up on
a par with and as a substitute for graduate programs in already established
disciplines; thus it becomes possible to obtain an area M.A. The drawback here is that,
however good individual instructors and courses may be, the student emerges with an
academically almost meaningless degree, for he has been consistently subjected to no
one discipline, he is neither fish nor fowl, and he is penalized in any further academic
career by the fact that no one department recognizes him as its own. The approach
outlined above avoids these pitfalls. It does not offer an M.A. but a certificate. The
certificate program can be perfectly worthwhile for, e.g., a student whose B.A. major
has been in political science, who has had several years of, e.g., Russian and who
intends to work for the government. Meanwhile, the M.A. or Ph.D. candidate in a given
department can obtain the certificate without losing the advantages of having a single
discipline and a single department; his greater breadth is not gained at the expense of
his special discipline, but is added to his special discipline.
2) The great advantage of an area organization, as outlined above (apart from
making it possible for students to obtain an area certificate), is that--without
jeopardizing departmental authority--it cuts across department lines and can thus, if
properly set up, serve both to stimulate the development of departments in the given
area and to further inter-departmental programs (e.g., in some cases interdepartmental seminars have been quite successful).
3) A good case can be made for establishing an area program of this type here
in Colorado: a) the need for the citizens and scholars of this country to become better
acquainted with the area in question has been generally recognized and the demand is
steadily growing (we are constantly receiving inquiries from potential students); b)
although programs of the type in question have been successfully launched elsewhere
(e.g., Harvard, Columbia and Indiana), it is fair to say that no such program has been
launched and no concentration of Slavic studies has been established between the Big
Ten and the Pacific Coast (with the exception of Kansas, where some progress has
recently been made); there is therefore a very definite regional need; c) the makings of
a program of this sort have already been established on the campus; courses in
Russian and East European history and political science courses on the Soviet Union
and Eastern Europe draw large enrollments; four years ago a Slavic Language and
Area Center (receiving matching funds from the Office of Education) was set up; its
effect was to strengthen the Russian program and to make available courses in Folish,
Hungarian and Czech (enrollment in these latter courses has not been up to
expectations, but the situation here would be improved by establishing a stronger area
program, by making possible a Ph. D. in Slavic studies, by offering Czech every other
year rather than every year, and by dropping Hungarian--at least for the time being,
until justified by demand); in general, a foundation has been laid on this campus,
there is something to build on, and now is the moment of decision--either to let things
disintegrate in a competitive market, or take a decisive step forward.
2/3
Administrative Structure. The Russian and East European Studies Committee
should be an executive committee composed of one representative from each of the
departments involved and headed by a director. The committee should have its own
budget; otherwise it would be a paper tiger without teeth.
Implementation: The following concrete measures are proposed as part of a
three-year program for activating the committee and implementing the policies
outlined:
I. New Appointments
$ 134,750
This figure is based on the assumption of seven appointments: -1)
2)
3)
4)
5)
6)
7)
Soviet and East European Economics (this need has been recognized and an
attempt, unsuccessful, was made last year to make an appointment);
East European History (this appointment would fill a gap left by the
retirement of Professor Harrison Thomson);
Early Russian History (up to Peter I) (at the moment one man only is
teaching Russian history, the need for greater specialization, more extensive
coverage and a division of labor is pressing);
Political Science Soviet Union and :Astern Europe (here again one man only
is presently covering this area, recent enrollment figures for 3 courses on
the area are 103, 145 and 145, and this alone would justify a new
appointment which would of course have the added advantage of making
possible a division of labor);
Slavic Linguistics (this is presently covered by only one linguist which is
barely adequate to meet M.A. needs; the appointment of another Slavic
linguist would provide the resources in linguistics to set up a Ph.D. program
and also make it possible for the two Slavic linguists to participate in the
general linguistics program);
Russian Literature (at present three people give graduate-level courses on
Russian literature, but in view of their other duties--administrative and
straight language teaching--their combined efforts are barely adequate to
meet N.A. needs; a new appointment in Russian literature is needed if a
Ph.D. program is to be set up);
Sociology (this would be an entirely new and much needed appointment).
These seven appointments have been averaged out at salaries of $11,000 p.a.
The a34,750 is for a three-year period. It assumes that the seven appointments would
be entirely financed by grant funds in the first year, half financed by grant funds in
the third, the entire burden being assumed by the University in the fourth year.
Obviously this phasing-out process is not the only way of financing these
appointments and any suggestions would be welcomed. Meanwhile, if the above
method were used, the University would be assuming gradually the burden of new
FTE, but it should be made clear that individual departments would not thereby
2/4
be penalized, i.e. the new FTE would be added to department budgets, not taken from
them. The need for the University to make a definite commitment cannot be overemphasized: not only is this essential, as indicated, if departments and department
chairmen are to be reassured; but without a definite commitment it will not be
possible to recruit worthwhile scholars. It is to be hoped that at the end of a three-year
period, or before, other appointments of the same type will be contemplated; for
example, in geography and education.
II.
Faculty Research and Travel.
$ 20,000
This sum would probably enable two or three faculty members to spend about six
months each on research and travel during a three-year period. The figure itself is
bound to be somewhat arbitrary. It was felt that on the one hand it will be possible for
faculty members to apply for outside research grants and University of Colorado
faculty research grants, but that on the other hand it is essential that the committee
itself have at its disposal a limited sum for research grants in order to ensure a
modicum of flexibility and autonomy in this important sphere.
III.
Graduate Student Fellowships.
30,000
Whatever our individual attitudes may be to this social phenomenon, we face the fact
that graduate students in Slavic Studies go where they can expect financial support.
Other institutions buy their graduate students in this way, and we must buy them too
if we are to compete for the better graduate students. The exact amounts allocated
should remain flexible; meanwhile the $30,000 would make it possible, for instance, to
offer five $2,000 fellowships per year for a three-year period.
IV.
Library.
30,000
The need for adding to our library holdings is acute. With certain exceptions, our
present holdings are about adequate for undergraduate work, totally inadequate for
graduate research. That this situation is not likely to be remedied under present
conditions may be seen from one example: the entire library budget this year for the
Department of Slavic and Eastern Languages and the Center for Slavic and East
European Area Studies together only amounts to $k,600--and this is supposed to
cover not only the Slavic languages but also Chinese and Japanese. As far back as
1961-62 the budget was 46,150, but in 1962-63 it dropped to 0,000. It scarcely needs
to be said that this drop represents an unhealthy trend and that a far more
substantial commitment is required. The $30,000 requested here would not solve all
problems, it would be little more than a shot in the arm, but it would be a start. We
would like to see a far more substantial commitment on the part of the University and
we recommend that in the reasonably near future a librarian be appointed whose sole
responsibility would be the Slavic collection.
V.
Publications
15,000
The Journal of Central European Affairs, published here up to this year and at present
suspended, has undoubtedly enhanced the scholarly prestige of this University. This
journal is to be re-continued here next year and we recommend that a subsidy of
$15,000 be allocated to this journal.
2/5
VI. Visiting Scholars.
$ 30,000
This sum could be put to good use4iin various possible ways: a full-time visiting
scholar could be appointed; a series of lectures by different visiting scholars could be
organized; or lectures by individual visiting scholars could be arranged at irregular
intervals, as desired. We feel that the importance of having outside scholars visit this
campus should not be underestimated: 1) visiting scholars normally stimulate both
faculty and students; 2) invitations to visiting scholars are a convenient method of
acquainting them with this campus and vice versa, and this can be extremely helpful
when appointment offers are being considered.
TOTAL
$ 259,750
Note. Obviously, these proposed allocations must be regarded as tentative.
Maximum flexibility within the proposed program is desirable. The proposal is made, it
should be further stated, with the hope at the back of our minds that after three years
a further grant might be forthcoming and further expansion possible. If no grant
should be forthcoming, then it would have to be up to the University to set up some
sort of a budget for the Russian and East European Studies Committee. Meanwhile, it
can be stated that the sums given above represent more or less the minimum
considered necessary to finance this program. Given a significantly smaller figure, it
would--we feel--be possible to make one or two appointments, buy a few books for the
library (money can always be useful); but it would not be possible to talk of this
proposal as a program.
Proposal 3
Establishment and Support of a Department of General Linguistics
The relevance of the study of linguistics to the concerns of international
education is surely beyond dispute. It is a commonplace that increased understanding
of language as language, of the relationship of cognate languages, and the study of
foreign language in general can help achieve the ultimate goal of international
education: improved understanding among members of the world community.
The University of Colorado has now established a working and growing program
in linguistics, thanks in great part to the pooling of facilities and personnel
of interested departments. There is now offered a Master of Arts degree in General
Linguistics centered around a core program of eight courses with ancillary subjects
from eleven departments. Appended to this proposal is the outline of this Master's
degree program.
These developments have occurred without a formal budget and with only one
full-time teacher in the program. There are, moreover, still many areas, in addition to
the core area of general linguistics, that would profit from the cooperation of an
expanded linguistics program. The offerings of the departments of English; French;
German; Slavic and Eastern Languages; and Spanish, Italian, and Portuguese would
be supplemented and strengthened, as would current courses in psycholinguistics and
ethno-linguistics. Linguistics would contribute to the regional study programs now in
existence---Asian Studies, Latin-American Studies, International Affairs---and to the
proposed Russian and Scandinavian studies programs And linguistic training in the
burgeoning field of training teachers of English as a foreign language is of crucial
importance.
But the primary concern of this proposal is a coordinated linguistics program.
Immediate needs in the core area are, among others, new courses in phonetics,
transformational grammar, linguistic theory, non-Indo-European languages--offerings
in American Indian languages, for example, are highly desirable--communications,
and the application of computer science to language study.
In view of these considerations, we need to work toward the following immediate
goals:
1) the establishment of an autonomous department of general linguistics;
2) the procurement of qualified personnel to staff such a department, beginning
with at least a full professor, an associate professor, and an assistant
professor;
3) at least one joint appointment in each of the ancillary departments:
anthropology, English, French, German, philosophy, psychology, Spanish,
Italian and Portugese, speech, and Slavic and Eastern languages; these joint
appointments would be overbalanced either to linguistics or to the other
department (e.g., 60% German, 40% linguistics) so that the appointee's
academic status and progress would be the major concern of one department
only;
3/2
4) funds for research materials--books and periodicals, especially in general and
theoretical linguistics; and equipment, particularly for experimental phonetics
and computer linguistics work;
5) fellowship funds to support at least five or six graduate students in the
program each year.
The financing of these proposals is obviously tentative, but the following figures
seem reasonable. For the three appointments mentioned in 2), $57,750. This figure is
based on an average annual salary of $11,000 for each appointment and on an
assumption that the salaries would be financed the first year totally by grant funds,
the second year half by those funds, the third year one-quarter, and the fourth and
following years totally by the University.
The fiscal implementation of 3) is harder to determine specifically, but the
following computations are suggested as reasonable. With one joint appointee from
each of nine ancillary departments in the College of Arts and Sciences and with
an arbitrary but tenable average of 25% commitment to linguistics for each joining
appointee, the total grant required, based on the average salaries and the schedule of
diminishing fund grants described in the preceding paragraph, the request for this
grant would total $43,312.
For 4), $50,000 minimal. The holdings in linguistics of our library have been
built almost accidentally in that there has, of course, never been a department of
linguistics, and so all of our collection has been accumulated either through routine
library purchases or by scholars operating with library budgets from their own
departments. It is a tribute to these scholars that the Norlin Library holdings in
linguistics are today satisfactory, but to fill gaps in older sources, particularly
periodicals, and to continue to keep abreast of current publications without
continuing to burden already overstrained departmental library budgets, it is
imperative that linguistics have funds for purchasing.
Fellowships of $2,400 per year (with tuition and fees amounting to $1,200)
are no more than merely competitive for first-rate graduate students, and therefore to
finance a graduate fellowship program 5) to attract students of the caliber we would
want would cost $64,800 for six students for three years.
Finally, the establishment of a department of linguistics requires the procurement of secretarial staff and materials and supplies. For all of these, $20,000 is
needed, $8,000 for the first year and $6,000 each for the second and third years.
In all, then, the Committee on Linguistics proposes a grant of $235,862 to cover
a three-year period for establishing the linguistics program of the University of
Colorado to help strengthen its contribution to international education.
3/3
Master of Arts in General Linguistics
Prerequisites
1. See the general requirements for admission to the Graduate School.
2. A bachelor's degree from an accredited college or university.
3. Two years of a foreign language or the equivalent in proficiency.
Requirements for the Degree
1. Courses.* Requirements are stated in terms of minimum permissible hours
under Graduate School regulations currently in force. It is expected that most
students will exceed these minimums. All programs, including the minor, will
be subject to the approval of the advisor.
a. A minimum of 12 hours chosen from the following list. Linguistics 491-3
and 500-1 are required of all students.
Anthropology 480-3
Linguistics 491-3
501-1
531-2
591-3
593-3
594-3
595-2
700-4/6
Ethnolinguistics
Introduction to Descriptive Linguistics
Bibliography and Research
Mechanolinguistics
Introduction to Historical Linguistics
Phonetics and Phonemics
Morphosyntax
Experimental Phonetics
Thesis
b. A minimum of 8 hours of course work chosen from the following list:
Anthropology 481
531
581
604
Language and Culture
Language, Personality and Culture
Ethnolinguistics of Selected Areas
Seminar in Anthropological Linguistics
Applied Math 481
Education
555
English Lang 455
459
558/59
570/71
658
674
History of the English Language
Semantics
Structure of American English
Anglo-Saxon
Dialectology
Middle English
French
495
Methods of Teaching French
501
French Phonetics
603/4
Old French
*No more than 11 hours at the 400 level are accepted toward the degree
3/4
German
410
495
523/4
530
613
615/16
617
621/22
German Linguistics and Phonetics
Methods of Teaching German
Applied Linguistics
History of the German Language
Old High German
Middle High German
Gothic
Seminar in German Linguistics
Philosophy
546/7
549
Theories of Information and Organization
Philosophy of Language
Psychology
414
449
617
621
650
Psychology of Thinking
Culture and Personality
Seminar in Cognition
Seminar in Experimental Psychology
Seminar in Psychological Theory
Russian
507
508
521
History of the Russian Language
Readings in the History of the Russian
Language
Russian Morphophonology
Spanish
495
590
591
605
Teaching Spanish, Italian, and Portuguese
Synchronic Study of Spanish Grammar
Seminar in Spanish Linguistics
Spanish Historical Grammar
Speech
430
495/6
460
451
480
560
Advanced Phonetics
Teaching English as a Foreign Language
Information Exchange and Analysis
Speech Pathology
Clinical Methods in Speech Correction
Seminar in Speech Science
Slavic
501
505
506
Introduction to Slavic Linguistics
Old Church Slavonic
Readings in Old Church Slavonic
2. Thesis: All candidates for the M.A. in General Linguistics will prepare a thesis
under the direction of a committee appointed by the Director of the Linguistics
Program.
3. Examinations: All candidates will take an oral and written comprehensive
examination administered by a committee of at least three faculty members
appointed by the Dean; a majority of the examiners must be members of the
Linguistics Committee.
Proposal 4
Scandinavian and Dutch Languages and Literatures
It is the opinion of the Department of Germanic Languages and Literatures that,
in order to deserve its name and in order to support the endeavors of the University of
Colorado to play an appropriate role in International Education, it ought to move into
the areas of the Scandinavian Languages and Literatures as well as that of the
language and literature of the Netherlands.
Interdepartmental Connections. We hold that such a strengthening of the
Germanic offerings should be coordinated with, in fact closely related to, the formation
of far-reaching programs in Comparative Literature and General Linguistics, and the
urgently needed strengthening of Germanic Linguistics.
Demand. The increase in general enrollment which has been taking place and is
expected to continue indicates that there will be a large reservoir of potentially
interested students, especially on the graduate level. However, we feel that it is
incumbent upon us to articulate the interest and the demand. The countries
concerned have played and are still playing a significant cultural and political role in
European and international councils which is far from being merely commensurate to
their physical size.
In the past there have been enquiries on the part of students concerning the
availability of Swedish, Dutch, Danish and such enquiries have not been confined to
Americans with a European background. We have also had a professor on our faculty,
Professor Paul G. Schroeder, now emeritus, who helped with occasional work in
Dutch, Africans, and any of the Scandinavian languages in the matter of reading
examinations for advanced degree candidates. We have, moreover, a mature graduate
student of German Literature who has spent eight years of his life in Sweden and who
might qualify as a teacher of the Swedish language.
Faculty. However, we do not suggest that the extension of our program should be
built on these marginal and occasional contacts with the areas under discussion. To
make it a substantial and valuable part of the University's work in the Humanities we
should aim at obtaining at least two, possibly three highly qualified specialists in
Scandinavian and one specialist in Dutch. The competence of these specialists should
be unquestionable and thus we would possess the first prerequisite for creating a
genuine demand on the part of students.
Each of the specialists should have a teaching associate who could help take
care of the language classes so that the professors could offer at least one literature or
linguistics course per semester. It is realized that, at the beginning, the literature
courses would have to be taught in English. Suggested courses (to be introduced
gradually):
1. Elementary
Swedish
2. Intermediate
Danish
3. Advanced
Norwegian
*4. Old Norse
Dutch
*These courses will contribute to the Linguistics Programs
4/2
*5 The Swedish Tone System
**6.
History of Scandinavian Literature (works may be read in translation)
**7.
History of the Scandinavian Novel (may be read in translation)
8. The Plays of Ibsen
9. Strindberg and his Writings
10. The Scandinavian Drama of the 20e Century
11. The Scandinavian Novel
**12. Masterpieces of Old Norse Literature
13. Modern Icelandic Literature
**14. Kierkegaard
15. History of the Literature of the Netherlands
*The courses will contribute to the Linguistics Programs.
**These courses will contribute to the Comparative Literature Program and the
General Humanities major.
***These courses will contribute to Comparative Literature, Philosophy, and
General Humanities
Library Holdings,. The present holdings of the Norlin Library in Scandinavian and
Dutch are practically nil. A survey would have to be made of the needs involved. A fulltime assistant would have to be hired to make this survey and to prepare the orders.
Language Laboratory. The existing four language laboratories are overworked. A
new, twenty-position laboratory would be required.
Duration of Expected Support. We would ask for a five year program in the hope
that after this period the University of Colorado will be able to carry it.
4/3
Estimated Total Requirements
Personnel
Annual Salary
2 years Total
1 Professor of Swedish
Literature
starting 1st year $13,000
$65,000
1 Professor of DanoNorwedian Literature
starting 2nd year $13,000
52,000
1 Professor of Scandinavian
Linguistics
starting 2nd year $13,000
52,000
1 Teaching Associate
starting 1st year $2,750
13,750
1 Teaching Associate
starting 3rd year $2,750
8,250
1 Professor of Dutch and
Flemish
starting 3rd year $13,000
1 Teaching Associate
starting 4th year $2,750
5,500
1 Fill-time Library Research
Assistant
starting 2nd year $4,600
23,000
1 Full-time Secretary
starting 2nd year $4,000
16,000
39,000
Language Laboratory
Twenty Positions
Library Funds
16,000
Initial sum of $5,000; 2nd,
3rd, 4th, 5th years--$3,000
Each
TOTAL
17,000
$307,500
Ulrich K. Goldsmith
Chairman
Department of Germanic
Languages & Literatures
Proposal 5
A Proposal for the Creation of an International Research Center
I.
Proposal
It is proposed that an International Organization Research Center be created at
the University of Colorado. The purpose of the Center shall be the advancement of
knowledge through instruction and research in international organization, international administration, and related and supporting areas of international related and
supporting areas of international relations.
II.
Functions and Responsibilities
The functions of the Center will be:
1. To provide the facilities for advanced research in the theory, history function,
and organization of international agencies (individual and comparative).
2. To facilitate research into problems of international organization by its own
staff, graduate students in Political Science and related fields, and recognized
scholars throughout the United States and abroad.
3. To cooperate with international agencies, the government, and private
agencies in research projects of mutual interest.
4. To conduct short-term institutes relating to teaching and research in
international organizational and related affairs.
5. To cooperate in the development of interdepartmental and university
programs related to international education, research, and exchange.
III. Justification
One of the more extraordinary phenomena of the Twentieth Century is the
reliance of nations on international agencies to provide the conditions necessary to
attack recognized common problems, the solution of which can only be achieved by
cooperative action. Almost every sphere of human activity is encompassed within their
terms of reference, thousands of individuals are employed by these agencies, and
millions of dollars are expended annually to support their work. International
organizations have become an essential factor in the relations of nations.
The United States alone is affiliated with fifty such international organizations.
Hundreds of Americans belong to their international staffs. Almost every agency of the
government is involved in the work of these bodies. In 1960 alone, the United States
contributed 260 million dollars to the support of these organizations, and its total
contributions from 1954 to 1960 came to a total of some three billion dollars. The
United States is deeply committed to the concept of the rule of law among nations
which these organizations represent.
5/2
Despite the recognized importance of these international agencies to the future of the
United States and the world, America does not have a university-sponsored center
with the staff and the facilities necessary for a profound study on a comparative basis
of their theory, organization, function, and administration. Certain universities on the
east coast provide facilities for research and instruction on certain selected
institutions, but none are concerned with them all or even with a large proportion of
them. The vast Rocky Mountain area--even, indeed, the area between Chicago and the
west coast--is almost wholly lacking in the necessary resources.
The creation of such a center as is proposed on the Boulder campus of the
University of Colorado would fulfill an important need and could provide a unique
contribution to the advancement of scholarships in this most important field.
IV. Budget Requirements*
1. Funds to acquire documentation and other source material on, and relating
to, international organizations in which the United States participates and
other organizations of special importance and interest to the scholar, such as
those which are providing a basis for European integration (See the list of
organizations in Annex II).
2. Funds to engage additional personnel, one to act as the director of the center
with part-time teacher responsibilities, a secretary, and others to supplement
the library staff.
3. Funds to provide fellowships for'students and scholars of outstanding ability
for work at the center, and at the headquarters of international organizations.
4. Funds to permit the invitation of recognized scholars in the field, important
government employees whose departments deal with international
organizational matters, and senior staff members of international
organizations, to give lectures, and otherwise participate in the work of the
center.
5. Funds to permit the publishing of significant research.
V.
Resources
1. An excellent and well stocked library which recently became a depository for
National Science Foundation Science reports and several important
international organizations.
Temporary space for the office of the center and for the documentation and
other source materials are available in the new section of the library.
2. A Political Science Department which includes specialists in international law
and organization, regional studies and international relations in general.
3. A Graduate Public Administration Training Program and a Bureau of Governmental Research and Service.
*See Annex I for proposed budget.
5/3
4. Related departments of distinction, the International Economics Studies
Center, the Center for Central European Studies, the Asian Studies Program,
the Latin American Studies Program, and the comprehensive language
departments. The university is also in the process of creating an African
Studies Program.
5. The new three-year M.A. Program in the College of Arts and Sciences.
6. A central geographical location.
7. A superior academic climate for serious objective research which has already
attracted significant undertakings of international import such as the Bureau
of Standards and the High Altitude Observatory, and the National Center for
Atmospheric Research.
VI. Schedule
The first year will be devoted to staffing and organizing the center, the holding of
a summer institute of recognized scholars for exploratory purposes, and the initial
acquisition of documents and other source materials.
Beginning the second year the center will be in full operative status providing
graduate students and scholars in the field with the facilities necessary for advanced
research in theory, history, function, and organization of international agencies on an
individual and comparative basis.
5/4
Annex I.
Proposed Budget
(First Five Years of Operation)
I.
Recurring Costs:
1. Documents and other source materials (purchase, photographing and
transportation), $20,000 @ year for five years……………………………..$100,000
2. Project Director (12 month appointment including
part-time teaching), $18,000 @ year for five years.................................90,000
3. Secretary for the Project Director (Class II),
$4,000 @ year for five years .................................................................20,000
4. Assistant Librarian (Class II), $4,200 @ year for
five years..............................................................................................21,000
5. Library clerk (Class III), $3,600 CO year for five
Years……………………………………………………………………………………18,000
6. Student library help, $1,000 @ year for five years...................................5,000
*7. Ten graduate fellowships for work at the center ($3,000
per fellowship per year with tuition paid from fellowship
stipend), each year for four years……………………………………………..120,000
*8. Two post-doctoral research fellowships ($5,000 per
fellowship per year), each year for four years………………………………..40,000
9. Summer institutes on international organization
problems lasting approximately one week (including 25
participants per institute being paid travel and living
expenses and 5 visiting lecturers being paid travel,
living expenses and a stipend), $15,000 @
year for five years………………………………………………………………….75,000
10. Travel (for project director, staff, and visiting
experts), $5,000 @ year for five years…………………………………………25,000
11. Printing, $4,000 @ year for five years…………………………………………20,000
12. Supplies, $500 year for five years for five years………………………………2,500
*Expenses which will begin only with the second year of operation.
5/5
13. Contributions to retirement fund $7% of salaries
per year for 2, 3, 4, and 5 above)……………………………………………….$10,439
TOTAL...............$546,930
II.
Non-recurring costs:
1.
Free standing book shelves
$1,000
2. Project office
furniture………………………………………………………………1,000
3.
Project office
equipment…………………………………………………………….1,500
TOTAL
GRAND TOTAL
$3,500
$550,430
5/6
Annex II
I.
International Organizations to which the United States contributes.
A. United Nations and specialized agencies United Nations
Food and Agriculture Organization
Intergovernmental Maritime Consultative Organization
International Civil Aviation Organization
International Telecommunication Union
United Nations Educational, Scientific, and Cultural Organization
Universal Postal Union
World Health Organization
World Meteorological Organization
International Bank for Reconstruction and Development
International Finance Corporation
International Monetary Fund
B. Inter-American organizations
Organization of American States and the Pan American Union, its secretariat
Inter-American Bank for Reconstruction and Development
Inter-American Children's Institute
Inter-American Commission of Women
Inter-American Indian Institute
Inter-American Institute of Agricultural Sciences
Inter-American Nuclear Energy Commission
Inter-American Tropical Tuna Commission
Pan American Health Organization
Pan American Institute of Geography and History
Pan American Railway Congress Association
Postal Union of the Americas and Spain
C. Other regional organizations Caribbean Organization
Central Treaty Organization
Colombo Plan Council for Technical Cooperation in South and Southeast Asia
North Atlantic Treaty Organization
Southeast Asia Treaty Organization South Pacific Commission
5/7
D. Other international organizations
Central Commission for Navigation of the Rhine
Coffee Study Group
General Agreement on Tariffs and Trade
Intergovernmental. Committee for European Migration
International Atomic Energy Agency
International Bureau of Education
International Bureau of the Permanent Court of Arbitration
International Bureau for the Publication of Customs Tariffs
International Bureau of Weights and Measures
International Commission for the Northwest Atlantic Fisheries
International Cotton Advisory Committee
International Council of Scientific Unions and its Associated Unions
International Criminal Police Organization
International Development Association
International Hydrographic Bureau
International North Pacific Fisheries Commission
International Rubber Study Group
International Seed Testing Association
International Sugar Council
International Union of Official Travel Organizations
International Union for the Protection of Industrial Property
International Whaling Commission
International Wheat Council
Interparliamentary Union
North Pacific Fur Seal Commission
Permanent International Association of Navigation Congresses
II.
Other International Organizations of Importance*
European Economic Community
Council of Europe
Organization for Economic Cooperation and Development
European Organization for Nuclear Research
European Coal and Steel Community
Euratom
*Eventually the Center should expand its frame of reference to all international intergovernmental organizations
5/8
European Committee for Nuclear Research
European Commission on Human Rights
European Court of Human Rights
European Free Trade Association
Benelux Economic Union
Bank for International Settlements
International Bureau of Education
Inter-African Committee on Statistics
Inter-African Labor Institute
Commission for Technical Cooperation in Africa South of the Sahara
Danube Commission
Balkan Alliance
Nordic Council
Joint Institute for Nuclear Research
Warsaw Treaty Organization
League of Arab States
Central Office for International Railway Transport
International Wine Office
Organization of Central American States
African Postal and Telecommunications Union
The Latin Union
Union Postale des Pays du Nord
Western European Union
Latin American Free Trade Association
Arab Development Bank
Arab Telecommunication Union
Arab Postal Union
International Union for the Protection of Literary and Artistic Works
5/9
Annex III
List of References
1. Inis L. Claude, Jr., Professor, Department of Political Science, University of
Michigan.
2. Gerald C. Gross, Secretary General, International Telecommunication Union,
Geneva, Switzerland.
3. Sir Leslie Munroe, Director, International Commission of Jurists, Geneva,
Switzerland.
4. Louis B. Sohn, Professor, Law School, Harvard University.
5. John G. Stoessinger, Assistant Professor, Hunter College.
Proposal 6
International Folksong Proposal
(informal letter)
TO: Professor Carl McGuire
It is proposed that the Committee on International Education support the
collection and publication of folksongs of German, Swedish, Italian, Spanish, and
other origin.
Such songs show one way in which the culture of Colorado and the Rocky
Mountain area has been enriched by outside influences. Limited experience in
collecting and publishing songs of foreign origin indicates emphatically the mutual
respect and good will which flows from our admiration and publication of them.
Examples of songs already collected in Colorado are included in the Colorado
Folksong Bulletin.
Should this proposal be adopted, I shall be glad to suggest possibilities.
Sincerely,
Ben Gray Lumpkin
214 Hellems
Proposal 7
Asian Studies in the University of Colorado
I.
Preliminary Propositions
The following proposals and recommendations have been set down in the belief
that (1) Certain major world cultural areas have been largely ignored in American
university curricula, lying outside the purview of Western European civilization
as they do; (2) These cultural areas, among which the principal are the Islamic
World, the Far East, and the Indic civilization, have assumed ever greater
importance in terms of the universality of a "university" education, and must be
seriously considered within the context of the present day world; (3) The
University of Colorado has already provided resources sufficient enough to
inaugurate significant curricula in two of the three areas mentioned above: i.e.,
the Far East and the Middle East (along with a considerable proportion of Africa),
provided that the key languages, Arabic and Chinese and Japanese, respectively,
are established. The latter two are present in the university, and
recommendations follow to strengthen the programs in these linguistic/literary
areas. Neither Arabic nor Hindi-Urdu/Sanskrit are yet offered.
II.
Division of the Asian Studies Major Program and the Introduction of Arabic
The Committee on Asian Studies and the Committee on African Studies propose
that the present program in Asian Studies be reconstituted into two major
undergraduate (interdisciplinary) programs:
(1) Asian Studies (including the Far East--particularly China and Japan; South
Asia--especially India, Pakistan, and Burma; and Southeast Asia)
(2) African and Middle Eastern Studies (the Arab nations and sub-Saharan
Africa)
In order that the program in Africa and the Middle East (already prepared) be
given immediate validity, it is strongly urged that means be provided to offer the
Arabic language beginning fall 1965-66 through the Department of Slavic and
Eastern Languages (or the Department of Eastern Languages and Literatures,
should the proposed separation take place), and that two years of Arabic (at least
16 hours) be required of students majoring in the program.
It is also suggested that some attention be paid to the possibility of establishing a
joint major in each of these programs, i.e., a major in a department cum Asian (or
African and Middle Eastern) Studies.
III.
Recommendations for Improving the Program in Asian Studies
The Committee on Asian Studies recommends that the program as presently
described in the Bulletin be broadened and strengthened as follows:
7/2
(1) Two years (at least 16 hours) of Chinese or Japanese language be required of
students who concentrate on the Far East;
(2) Courses on Asia in Philosophy, Economics, and Fine Arts (as well as in
Anthropology, Geography, History, Political Science, and Sociology) be offered
on a regular basis, and that new and appropriate courses be established in
areas where they are not now present;
(3) Courses in Chinese and Japanese, including literature, be increased and
strengthened to provide students concentrating on the Far East with the
linguistic competence to continue without handicap in graduate work
elsewhere.
IV.
Division of the Department of Slavic and Eastern Languages
It is proposed (and the Chairman of the Department has already so recommended
elsewhere) that the Department of Slavic and Eastern Languages be divided into
two: (1) The Department of Slavic Languages and Literatures (Russian, Polish,
Czech, etc.) and (2) The Department of Eastern Languages and Literatures
(Chinese, Japanese, Arabic, Hungarian, and later Hindi-Urdu/Sanskrit, etc.).
V.
Major Undergraduate Program in Chinese Language and Literature
It is proposed that, in cooperation with the programs in Linguistics and in
Comparative Literature, a major undergraduate program in Chinese Language
and Literature in the Department of Slavic and Eastern Languages (or the
Department of Eastern Languages and Literatures, should the proposed
separation take place) be established.
Language Courses (* required, # proposed, not yet in existence)

Chinese
“

“
“

“
“
#*
“
#*
“
#*
“

Ling.

101/102 First-Year
201/202 2d-year Conversation
211/212 2d-year Reading and Composition
301/302 3d-year Conversation
311/312 3d-year Reading and Composition
401/402 4th-year Conversation
411/412 4th-year Reading and Composition
413/414 Classical (Literary) Chinese
415/416 Selected Readings in Literary Chin.
491 Language and Languages
10
4
6
4
6
4
6
6
4
3
Literature Courses
(#)* Chinese

Comp Lit
481/482 Chinese Literature in Translation
48o Basic Literary Concepts
4
2
7/3
VI.
Major Program in Japanese Language and Literature
It is proposed that, in cooperation with the programs in Linguistics and in
Comparative Literature, a major undergraduate program in Japanese Language
and Literature in the Department of Slavic and Eastern Languages (or the
Department of Eastern Languages and Literatures, should the proposed
separation take Place) be established.
Language Courses (* required: # proposed, not yet in existence)

Japanese
101/102 First-Year
#*
“
201/202 2d-year Conversation

“
211/212 2d-year Reading and Composition
#
“
301/302 3d-year Conversation

“
311/312 3d-'year Reading and Composition
#
“
401/402 4th-year Conversation
#*
“
411/412 4th-year Reading and Composition
#*
“
413/414 Documentary and Literary Japanese
#*
“
415/416 Sel. Rdgs. in Doc. and Lit. Jap.

Ling.
491 Language and Languages
Literature Courses
(#)* Japanese

Comp Lit
VII.
10
4
6
4
6
4
6
6
4
3
481/482 Japanese Literature in Translation
480 Basic Literary Concepts
4
2
Staffing
It is anticipated that the addition of 1.0 FTE in each language (Chinese and
Japanese), Instructor or Assistant Professor rank, and a Teaching Associate (to
assist in both languages), can sufficiently provide staff for the introduction of the
major curricula in Chinese and Japanese Languages and Literatures described
above. The assignments in terms of courses might be somewhat as follows:
Willis
Chin. 413/414
Chin. 481/482
Jap. 413/414
Jap. 481/482
Jap. 415/416
Nagai (0.5 FTE)
Jap. 101/102
Jap. 211/212
3
2
3
2
2
12
assisted
5
3
8
Wang
Chin.
Chin.
Chin.
Chin.
101/102
301/302
411/412
415/416
X Japanese
Jap. 201/202
Jap. 301/302
Jap. 401/402
Jap. 311/312
Jap. 411/412
X Chinese
Chin. 201/202
Chin. 211/212
Chin. 401/402
Chin. 311/312
5
2
3
2
12
assisted
2
2
2
3
3
12
assisted
2
3
2
3
10
7/4
X Chinese/Japanese TA (1.0 FTE)
Assist in routine work (drills, grading, etc.) in Chinese 413/414 and 415/416
and Japanese 413/414 and 415/416, and in 4th-year Japanese courses.
VIII. Cost
Minimum: Two instructors (@ $6,250) and TA (@ $5,900)…………………..$18,000
Average: One instructor, one Assistant Professor, and one TA……………….20,050
(@ $7,800)
Maximum? Two Assistant Professors and one TA……………………………….21,100
Optimum: One Assistant Professor, one Associate Professor,
one Instructor
(@ $9,500) ......................... 22,800
IX.
Support
It is strongly urged and recommended that private foundations be invited to
assume financial support for the proposed expansions into neglected, highly
critical areas, as described above.
It is further urged and recommended that a request be submitted by the University to the Office of Education that a Center for Asian Studies be established on
this campus so that the proposals and recommendations described above might
more easily be accomplished, and facilities for the financial support of qualified
students might be made available.
Proposal 8
International School for
Postgraduate Study in Physics and Astrophysics
August 25, 1965 - June 25, 1966
(Has been submitted to a national agency)
I.
Sponsorship by UNESCO
It is proposed to establish an International School for study in Physics and
Astrophysics at the University of Colorado in Boulder. Sponsored by UNESCO, the
purpose of the International School would be to augment the training of young
physicists (with the equivalent of a masters of physics degree) from developing
countries by means of a ten month period of intensive study and research.
Several deficiencies in the training of young physicists from developing countries
may be cited. Very often these people have not been exposed to modern research, nor
have they always obtained their formal subject-matter education along modern lines.
Thus, young teachers in these countries who have been exposed only to "classical
physics" may be completely incapable of assessing, to say nothing of relaying to their
students, the current status of physical theory and research. Even in the realm of
classical physics, these teachers may not be knowledgeable in modern instructional
laboratory techniques and in lecture demonstrations. Of course, such shortcomings
also apply to some teachers in the United States, but in this country there are active
programs sponsored by the National Science Foundation for raising the proficiency of
high school and college teachers. Research physicists working in non-academic as well
as in academic laboratories also often lack adequate training in the modern
techniques which are required in their work.
It must be emphasized at the outset that this course would not be a program for
graduate students as such, nor would it lead to any degree (although a degree might
be obtained subsequently). Rather, this course would be for physicists who already
have regular appointments from which they would take leave for one year.
The United Nations Educational, Scientific, and Cultural Organization (UNESCO)
has launched an appeal to Member States with long-established scientific traditions,
to collaborate in organizing a network of UNESCO--sponsored international postgraduate scientific and technological training programs for the benefit of staff
members of universities and scientific institutions in developing countries. Intended to
upgrade the quality of teaching and research staff within developing countries, this
program is directed towards applicants who already hold degrees. The category of
developing countries includes the great variation in development found within Africa,
Asia, Latin America and the Middle East.
The programs initiated so far are not conceived as conventional academic lecture
courses, and degree diplomas are not granted (certificates of attendance are issued,
however). Thus, the "courses" include theoretical and practical teaching as well as
initiation into new methods and techniques of scientific investigation. Participants and
staff meet regularly in seminars, and in consultation, to discuss problems involved in
their research projects. Before completion of his training period, each participant is
requested to submit in writing a report
8/2
on his work, which is then discussed, and each participant receives individual advice
as to how to continue research or teaching activities at home. Follow-up planning is
suggested.
Five programs were already operating under UNESCO's sponsorship in 1963.
These were: Pedology (soil science) at Ghent University, Belgium; Probability theory
and mathematical statistics, at the Hungarian Academy of Sciences, Budapest,
Hungary; Hydraulic engineering at the Delft Technical University, Netherlands; Soil
science and plant biology at the Universities of Seville and Granada, Spain; Seminar
for research and education in physics at the University of Uppsala, Sweden.
There is need for further programs in many fields including physics; and at
present three more physics programs (among others) are being, or have been negotiated. One of these is in standards and measurements in basic physics (United
Kingdom) and a second is in nuclear physics (France). The third is this proposed
program at the University of Colorado.
There is a broad spectrum in the range of proficiency of physicists from different
developing countries, and within a given country great variations exist. It is felt that
the difficulties of setting up a program tailored to the individual needs of each
participant can be met and overcome. A further problem is that the International
School at the University of Colorado could handle a maximum of fifteen participants.
Despite this limitation in size the impact of such a program, together with the
corresponding program already in existence at Uppsala in Sweden, would become
quite large over the years. Quality provided in the right places can be contagious.
The International School to be initiated at the University of Colorado will have
the flexibility necessary to take care of the varied backgrounds of the participants. For
some the enhancement of their instructional laboratories may be a primary benefit. In
this connection, the unique student physics laboratories at the University of Colorado
will be available to participants. While it is not intended that the course be a teachertraining course in any direct sense, for appropriate teaching methods vary greatly
throughout the world, participants would be able to use the student laboratories on a
teaching basis. For others, an intensive period of active research might provide the
most beneficial use of their time. It is anticipated that most of the visiting physicists
would fall into this latter category, and the various facilities at the University of
Colorado would be available to them. Each such participant would work intimately
with one of the full-time faculty members and with his research group.
In addition to the main efforts of the program summarized above, the International School would also provide other services for the participants such as: (1) a
group seminar, (2) field trips to other laboratories and installations, (3) contact with
graduate students and faculty, and (4) a study and social room within the Physics
Building. These features would help to make the participants conversant in modern
physics and also add to their enjoyment of a year at the University of Colorado. The
final aspiration of the program, presented in greater detail in the following pages,
would be to have the participants return to their home countries as better qualified
physicists for their future work and for them to maintain contact with their new
colleagues at the University of Colorado.
8/3
The financial support of a program is, of necessity, a problem which each host
institution has to solve on its own. UNESCO's contribution may include a small
financial grant of $3,000 to $5,000. In addition, UNESCO will cooperate in the
planning of the program and help to publicize it so as to arouse the widest possible
interest among eligible candidates. UNESCO also will delegate to each participating
institution a member of its Natural Sciences Department who will collaborate in the
selection of candidates.
II. Proposed Program for the International School in Physics and Astrophysics at the
University of Colorado: August 25, 1965 - June 25, 1966
A. A four week introductory period will be provided during which participants
will become adjusted to their new surroundings. Participants will hear
lectures by physics faculty on various areas of research; they will meet
advisors and visit research and teaching laboratories. When they are ready,
participants will begin their specific work.
B. Most of the participants will work in one of the following areas under the
direct supervision of the person in charge of that research.
1. Experimental Physics
Solid States: Nuclear spin resonance, electron spin resonance, optical
properties of solids, ultrasonic effects on solids, quantum effects at high
magnetic fields and low temperatures
Nuclear Physics: Nuclear reaction studies with the University's cyclotron
Beta and gamma ray spectroscopy
High Energy Physics: Particle physics studies using bubble chamber films
Atomic and molecular beam experiments Atomic collision phenomena and
spectra
Atomic resonance phenomena
Solar ultraviolet radiation studies Ultraviolet physical optics
2. Theoretical Physics:
Statistical mechanics and the many-body problem
Quantum field theory and S-matrix theory Fundamental particle studies
Electron conduction in solids
Low energy nuclear physics
Theoretical astrophysics
Atomic physics, collision theory and spectra Upper air physics
8/4
This list corresponds to the present research activities within the Department of
Physics and Astrophysics at the University of Colorado. In the Appendix we have
summarized the corresponding experimental facilities which are in operation.
It must be emphasized here that the research work which participants will be
doing will serve two objectives. One is to give them training in research techniques
which will be useful to them in their home countries, an objective not always satisfied
by highly specialized graduate degree programs. The second goal is to stimulate in
participants a curiosity about their subject and a feeling of confidence that they can
continue their work in their home countries.
I. In addition to the experimental work three hours per week will be set aside for
formal classroom lecture-discussion in the areas of physics which the
participants will select. It is anticipated that this time may develop into a
general modern physics course for the participants. Another two hours per
week will be set aside for those who wish to develop their proficiency in
instructional laboratory and lecture demonstration equipment and
techniques.
II. Each participant will consult no less than one hour per week with his
immediate research supervisor. These consultation periods will be of great
importance to the participants if the objectives cited at the end of B are to be
achieved.
C. Foreign Student Seminar. One hour per week will be set aside for a foreign
student cross-cultural seminar conducted completely by the participants. This
seminar will be preceded by a short period for refreshments.
In this connection the broad cultural environment at the University of
Colorado may be cited. In addition to the campus concert series and visiting
lecture programs, there is each year a United Nations Week and a World Affairs
Conference at which times representatives from various international agencies
speak and exchange views. A community-wide program of great popularity with
foreign students is one in which they are assigned to (volunteer) families for a
year who act as their social host during this period. Such a program would be
introduced to the International School Participants by selecting families within
the Physics Department.
IV. The participants may elect to attend existing classes at the University and
each will also be encouraged to attend one or more of the regular weekly
departmental seminars in the areas of his interests.
V. One or more field trips to government laboratories and private scientific and
industrial installations will be conducted.
8/5
III.
University Support and Administration of the School
The University of Colorado has given its whole-hearted support for the program
and has made available a student lounge and office space consisting of about 1200 sq.
ft. This space will be made comfortable and pleasant for the participants.
The administration of the program at the University will be by the program
directors, Professors Walter Tanttila (Magnetic Resonance) and Franz Mohling
(Statistical Mechanics), who will work in conjunction with a departmental committee
composed of the following physicists: Professor Albert Bartlett, (Beta-ray
spectroscopy); Professor Wesley Brittin (Statistical Mechanics), Chairman, Physics
Department; Professor Roy Garstang (Astrophysics); Professor Jack Kraushaar
(Nuclear Physics); and Professor Frank Oppenheimer (High Energy Physics). The
directors of the program will have available a 1/2 time secretary.
The advisors to the participants will periodically inform the director of the
participants' progress and discuss problems relative to the participant.
IV.
Selection of the Participants.
The Physics Department Committee and the directors, in cooperation with a
representative from UNESCO, will solicit applications and select the participants on
the basis of maximum possible effectiveness with respect to enhancing the
understanding and productivity of physics in their home countries. Applicants must
be between 20 and 40 years of age and must be employed in physics activity in their
home country. They need not be teachers, but they must have at least a bachelor of
science degree in physics or an equivalent amount of training. Applicants must have
the approval of their employer in order to be considered eligible, and they must be
assured of a position upon their return. The number of applicants to be selected for
the first year of the school will be fifteen.
Each applicant will receive a stipend (see Budget B below) for covering the cost
of travel and living expenses as well as a modest book allowance. In some cases the
participant may secure this stipend from his home country or at his own initiative.
V.
Budget
The budget for the International School has been divided into two parts, because
it is likely that supporting funds from various agencies will be specifically allocated
into these two categories. Thus, the two directors would each be relieved of half of
their usual six hours of teaching for one semester. Similarly a person directing the
research of a participant could expect to have a reduced teaching load every fourth
semester. It is felt that only by providing time to the involved members of the Physics
Department will these persons be able to devote themselves sufficiently to the objective
of guiding the participants’ research.
8/6
Budget A: Operations
Two full-time faculty members, each at
$10,000/9 months
One secretary at $2,000 (1/2 time for 12 mos.)
Administrative costs (office supplies, books
for school library, mailing costs, printing
bulletins)
Total
$20,000
2,000
1,000
Overhead (20% of total)
$23,000
4,600
$27,000
Total Cost
Budget B: Travel and Living Costs for Participants
Round trip travel per participant (average)
Living expenses per participant for ten months
(Equal to the salary of a departmental Research
or Teaching Assistant)
Book allowance per participant
Total
Total Amount Required for Fifteen Students
750
2,550
100
$ 3,400
$51,000
8/7
APPENDIX
DATA ON EXISTING FACILITIES (Department of Physics and Astrophysics)
1.
Atomic Physics
This laboratory has a large collection of modern apparatus and support facilities.
Among the major facilities are:
a. Atomic beams apparatus for study of electron-neutral atom collisions
b. Ion beam sources for crossed beam studies involving ions, electrons, photons,
and neutral atoms
c. Pulsed lasers for study of high photon density phenomena
d. Gas lasers with extremely long coherence lengths and a 100 ft. long vacuum
interferometer located in an abandoned mine near the campus.
e. Apparatus for a precision measurement of the gravitational field using
interferometric techniques
f. A new 40,000 sq. ft. laboratory replacing present temporary facilities will be in
the construction phase shortly.
2.
High Energy physics
These laboratories include extensive scanning apparatus and semi-automated
track measurement devices. A direct data link to the campus IBM 709 computer
facility is under study.
3.
Low and Medium Energy, Nuclear Physics
Activity in this field centers around the 52-inch variable energy sector-focused
cyclotron which produces protons of 30 MeV maximum energy and excellent
beams of deutrons, He3 and He4. Major experimental apparatus includes a remote
control 36" scattering chamber, a double focusing beta ray spectrometer, a
curved crystal gamma ray spectrometer, and a newly developed mass separator
for target preparation and reaction product analysis. A direct data link from this
facility to the computer is being developed. This facility is housed in a 50,000 sq.
ft. laboratory on the east campus and is operated under an AEC research
contract.
4.
Nuclear Magnetic Resonance and Electron Spin Resonance
This laboratory is well equipped with homogeneous precision magnets and
associated radio frequency and microwave spectrometers. A wide variety of solid
state and nuclear moment studies are being pursued.
5.
Laboratory for Atmospheric, and Space Physics
This laboratory, presently occupying space in the Physics Building, will soon
occupy a new building of 25,000 sq. ft. area which forms the
8/8
initial phase of the new physics complex. Among its many facilities is apparatus
for instrumentation of rocket nose cones used for stratospheric flights to study
primary solar radiation and other space phenomena. Complete laboratory
equipment for laboratory spectral studies and ground test of the flight
instruments is available.
6.
7.
Molecular Physics
This laboratory has spectrometers and apparatus for molecular studies in a large
variety of conditions. Equipment includes pulsed lasers for high intensity photon
interactions with molecules.
Superconductivity and Low Temperature Laboratory
Equipment available in this facility includes cryogenic apparatus, crystal growing
and handling devices, a 200 kilogauss pulsed magnetic field, and analytical
equipment including a dual beam and other special purpose oscilloscopes.
Available to these facilities are the central campus IBM 709 and 1401 computers and
the Physics Department's IBM 1620 computer. The mathematics-physics branch
library located in the Physics Building provides space for approximately 75 students.
Space to be available for physics activities in the near future totals approximately
250,000 sq. ft. in comparison to the present 100,000 sq. ft.
Proposal 9
Consortium for the Development Process
TO:
Professor Carl McGuire, Chairman
ad hoc Committee to Study the Role of the University of Colorado in
International Relations
FROM
Henry F. Goodnow, Associate Professor of Political Science
Prompted by your remarks of November 23, 1964, I would like to take this
opportunity to suggest a proposal which is pertinent to the assignment of your
committee.
Stated succinctly, the proposal is that the institutions of higher learning along
the eastern slope of the Rockies constitute a consortium designed to promote
research, education, training, and assistance to other nations in what might be called
the development process.
1.
Specifically, the University of Wyoming, Colorado State University, Colorado
State College, the University of Colorado, Denver University, the Colorado School of
Mines, Colorado College, and the Air Force Academy should be members of the
consortium. This is not meant to exclude others that might be interested, and of
course some of those listed might not wish to participate.
2.
A coordinating board would be required. It is suggested that such a board
consist of the principal executive of each institution or a person designated by him.
3.
Comprehensive curricula (with a "development process" bias) would be
worked out keeping in mind the total resources--existing and potential--of the member
institutions. The attempt would be made to cover every pertinent and significant
subject in one of these institutions. In some cases this might not be practical. Some
languages, for example, would not be of sufficient importance to warrant inclusion. In
marginal cases the facilities of universities at a greater distance--perhaps in Utah or
Kansas or even on the West Coast--might be included in the overall design as an
outside resource.
4.
The degree of institutional competence in this eastern slope area in subjects
of vital concern to the developing countries is impressive. Agriculture, forestry,
irrigation, etc. at CSU; mining at CSM; CSC at Greeley has experience in training
secondary school teachers from developing countries; Denver University has a
substantial interest in international relations with an emphasis on the new nations
and is already working on a cooperative basis to share its specialists with other
Colorado universities. The facilities of the University of Colorado would, of course, be
the major educational resource.
9/2
5.
The coordination of library facilities would be essential to avoid the
extravagance of unnecessary duplication. The University of Colorado is already a
depository for U.S. government documents and has shown an interest in international
organization documents. The library of the Air Force Academy might be the logical
organization to subscribe to newspapers from the developing areas. In any event the FA would provide a possible channel for federal subsidy via the military which could
be significant indeed. One of the problems in maintaining current files of overseas
newspapers and journals is the transportation problem. The possibility of cooperation
between the Unitary Air Transport Service (MATS) and the Air Force Academy seems
worth exploration. A new library in the Denver area might well receive foundation
support--especially if it would emphasize new and experimental data retrieval and
transmission techniques.
6.
It is evident that no single subject matter field has a monopoly on the
development process. Trained technicians, teachers, researchers of all kinds are
required. Moreover, the development process involves the building of numerous
"institutions"--a (hopefully) free press, schools, institutes, universities, research
laboratories, professional associations, farm and labor organizations, businesses,
industries, cooperatives, etc. It might well be argued that the development process
covers the whole field of human knowledge and is therefore not a focus at all. I would
argue that, although it touches all fields, it does constitute a focus. Certainly this is
true in the social sciences; certainly the implications for language study are evident. I
believe it is a valid focus (involving new perspectives and concentrations) in law,
administration, engineering, medicine, the humanities, etc.
7.
Money in sizeable amounts will be necessary. The foundations and the U.S.
Government should subsidize certain aspects of such a program. However, the
Colorado legislature--representing the voters of this state--will also need to increase its
support. One of the advantages of the consortium is that most of the Colorado
institutions of higher learning will be cooperating rather than competing for the use of
funds.
8.
The transportation-communication aspects of inter-university cooperation
need exploration. With students perhaps taking courses simultaneously at Denver
University, CSU and CU; with a lecturer at the Air Force Academy reaching CU by
telelecture or television; with the need for coordination of library facilities--there are
obvious difficulties that need consideration and resolution. An air "shuttle service"
along the eastern slope might be considered.
9.
The procedural aspects of inter-university cooperation would need careful
consideration. Tuition and fee policies, credit and degree requirements, procedures for
readily resolving petty but perhaps difficult questions of a "rule book" nature-all of
these would need attention. WICHE might be helpful here.
10. Financial flexibility is required. This point is different from No. 7, which was
concerned with total amounts of money. In a university with strong overseas
commitments many of the faculty will take overseas assignments. There should be
some deliberate overstaffing so that the university can take on these obligations. The
total budget of a department may not be raised very much because
9/3
a proportion of the department will be overseas and paid by other organizations (AID,
UN, the host country, a foundation, etc.). Something like a revolving fund, not directly
tied to annual appropriations of the legislature, is required to achieve this flexibility.
11. Finally, this is not an "area" approach. All parts of the world are concerned
with the development process. Even if the term is used in the "underdeveloped" sense
there are nations on every continent to which the term applies. However, the area
approach is deliberately omitted because it is believed that there are principles of
development common to all nations and students from the developing area profit by
being mixed with students from other parts of the world.
This memo has merely tried to sketch in broad outline an overall plan into which
specific programs and proposals may be fitted. It is a framework. It doubtless has
problems, but these should not distract attention from some of the advantages that
should be readily apparent to all concerned.
Finally, the conditions in our geographic area are quite favorable. I refer not only
to the obvious advantages of climate and topography but also to the fact that there is a
cluster of educational institutions within a radius of about 100 miles which
complement one another. There is no similar cluster within some 800 miles. It is a
transportation center and to an increasing degree a cultural, scientific and
recreational center, yet we have so far avoided the congestion of the coastal areas. If
the institutions of higher learning listed in No. 1 were able to cooperate in a major
educational endeavor of the kind described in this memorandum it would at least
attract the attention of foundations and governments alike,
Proposal 10
Latin American Graduate Studies with
Emphasis in Portuguese
Subject: A proposal for the establishment of an enriched program in Latin
American studies with a new emphasis in Portuguese, which will enhance
departmental offerings leading to the M.A. and Ph.D. degrees with concentration in
this area.
Introduction: At present the University of Colorado offers a curriculum leading to
a Bachelor of Arts with a major in Latin American studies. Undergraduate candidates
in this field, beside the regular requirements for the Bachelor of Arts Degree, must
demonstrate proficiency in Spanish or Portuguese. Our majors, besides the language
requirement, must complete at least 48 hours in courses pertaining to Latin America,
to be distributed among the following fields:
(a) Anthropology, (b) Fine Arts, (0) Geography, (d) History, (e) Literature, and (f)
Political Science. Portuguese is taught only at the elementary level.
New Proposal: We now propose to extend our present program so as to include a
greater number of graduate courses (at the 500 and 600 levels), thus enabling M.A.
and Ph.D. candidates to put more effective emphasis on Latin American studies. We
also intend to extend our Portuguese offerings and to develop new courses at the
undergraduate and graduate levels on the language and literature of Brazil and
Portugal.
New Personnel: The Committee on Latin American Studies is of the opinion that
the greatest need for improvement in international education is in the realm of
personnel. By providing funds for the addition of personnel to the interested
departments (through the College of Arts and Sciences, of course), the CSRUIE could
make its greatest possible contribution. It was agreed that it would be helpful to Latin
American studies if the following posts could be supported:
Annual Salary
1. A Professor of Luso-Brazilian
literature and civilization....................$13,000
5 Years Total
$65,000
2. One-half FTE for Portuguese
Language…………………………………….3,500
17,500
3. A professor in Spanish American
Literature…………………………………...13,000
65,000
4. One post for Latin American History...13,000
65,000
5. One post for economics of Latin……....13,000
America
65,000
10/2
Annual Salary
5 Years Total
6. One post in history of ideas in
the Western hemisphere…………………..13,000
65,000
7. One social anthropologist for the
Latin America area………………………....13,000
65,000
It is proposed that all of these posts must be found within the regular departments
(languages, history, economics, political science, etc.) and must be created through
the normal channels and procedures of such departments as well as of the Arts and
Sciences College.
Seminar: A seminar on the History of Ideas in the Western Hemisphere made up of
lectures by our experts on Latin America and by distinguished visiting lecturers,
required of all degree candidates, should be the main axis to the program. A full-time
visiting scholar could be appointed for this purpose.
Annual Salary
Four lectures a semester ($500/lecture)…$ 4,000
5 Years Total
$20,000
Publications: The Committee would favor establishment at the University of
Colorado of a publications center for monographs and journals relative to Latin
America.
Publications Center………………………..15,000
75,000
Library Holdings: The holdings of the Norlin Library of the University of Colorado
are good in Spanish Literature, but poor in Portuguese and in most other disciplines.
The additions to our library holdings will require at least the following:
Additions to library holdings...................5,000
25,000
Administrative Structure: The Committee on Latin American Studies, composed of
one representative from each of the departments involved and headed by its chairman,
needs the assistance of a full-time secretary:
Full-time secretary…………………………..4,600
23,000
Scholarships: Three (3) scholarships of $2,000 each to be awarded to graduate
students submitting the best proposal for a study in the field of the History of Ideas in
the Western Hemisphere. This study should be related directly to the Seminar in the
History of Ideas and should be a definite research contribution to be published by us.
Annual Salary
3 Scholarships ($2,000 each)………………..$ 6,000
TOTAL ESTIMATE COST
5 Years Total
$20,000
$655,500
Proposal 11
A Request for a Grant to Develop a New Program in Comparative Literature
(Including the Ph.D. Degree)
The University of Colorado wishes to present to you a short report on its program
in Comparative Literature as it has been taught during the past five years, and submit
to you the plan worked out for the development of that discipline on the Boulder
Campus. Furthermore, the University desires to make a request for a grant to this
program for five academic years (1965-66 through 1969-70).
I.
Comparative Literature at the University of Colorado in the Past Five Years
The Program in Comparative Literature was first approved by the University
authorities in 1959 and it first became effective in the academic year 1959-60.
From its very beginning the program foresaw three series of courses given by (1)
visiting lecturers (usually for the whole academic year), (2) guest professors (for a
single lecture) and by (3) regular members of the University faculty staff.
1. Visiting lecturers:
(a) Leo Spitzer (1959-60) presented two courses. One entitled "Rabelais,
Ariosto and Cervantes," centered on a comparison of the three great
masterpieces by those authors: Gargantua, Orlando Furioso and Don
Quijote. The second course,
"Renaissance Poetry," compared the poetry of the Spanish Renaissance with
the poetry of Italy, France and England during the same epoch.
(b)
Irish critic Walter Starkie (1960-61), internationally known authority
on the modern European theater especially in its relation to popular or folk
background, offered three courses: "Modern European Drama," "The Gypsy
in European Literature," and "The Folk Background of European
Literature."
(c)
In (1961-62) we had as visiting lecturer Francois Jost, professor of
Comparative Literature at the Universities of Fribourg and Zurich,
Switzerland. Mr. Jost offered four courses in our program: "The Epistolary
Novel," "Madame de Stael and Literary Cosmopolitanism." "Rousseau's
Influence in the United States," and "German Influence on French and
English Literature in the Eighteenth Century." In 1962 Mr. Jost accepted a
permanent position as Professor of French and Comparative Literature at
the University. From then on he has conducted courses in Comparative
Literature every year.
2. The following Professors and scholars delivered lectures in Comparative
Literature or have been guest lecturers during summer terms:
(a) Alain Renoir, Berkeley
(b) Renato Poggioli, Harvard
11/2
(c)
(d)
(e)
(f)
(g)
(h)
René Wollek, Yale
Werner P. Friederich, North Carolina
Herbert Dieckman, Harvard
Liselotte Dieckman, Washington University
Peter Mayer, London
Buddhadeva Bose, Calcutta
3. Staff members of all Language Departments have conducted courses in
Comparative Literature throughout the first five years of the University's
Comparative Literature program. The following partial list of courses and
seminars is intended to give you some typical examples:
(a) ENGLISH
William Markward…………………………..Shakespeare Criticism

………………………....Comic Spirit in Aristophanes,

Molière and Shakespeare
(b) FRENCH
Jacques Barchilon.................................The Romantic Hero
Francois Jost
The Rise of the Psychological
Novel
………………………………...French and German Romanticism
(c) GERMAN
Ulrich K. Goldsmith…………………………Don Juan in European Literature
..………………………Franco-German Literary Relations
in the 18th and 19th Centuries
Gerhard Loose……………………………..…Modern European Novel
…………………………..…..Modern European Drama
(d) SPANISH, ITALIAN and PORTUGUESE
Jose de Onis..........................................Melville and the Hispanic World
………………………………...Literary Relations Between the
United States and the Hispanic
World
Louis Tenenbaum…………………………..The Italian Renaissance and its
Influence on Other European
Literatures
(e) Others
These examples show that the program in Comparative Literature has been
concerned with almost all kinds of subjects and problems common to several
literatures. It has taken into consideration almost all major themes that discipline has
to deal with: literary concepts and movements, questions of topics and literary genres
and problems of literary influence.
11/3
II.
Present Situation
Since the beginning of the program the interest in Comparative Literature at the
University of Colorado has grown stronger every year. More and more students choose
Comparative Literature as a field of minor concentration. All M.A. candidates take at
least one course in this area and Ph.D. candidates very often take Comparative
Literature as their related field. The average graduate student in the Modern Language
Departments at the University of Colorado enrolls in at least two Comparative
Literature courses during his curriculum. We have as a conservative estimate 250
graduate students in the different departments involved--this means that the
Comparative Literature program would be rendering a service to the entire University
at large. Indirectly it would also enrich our undergraduate standards. Many of our
graduate students are and will be teaching the Humanities courses at the
undergraduate level. The impact on the undergraduate program will indirectly affect
the entire University and it is our opinion that to achieve the international dimension
for which we are striving, Comparative Literature is the best medium. We would like to
suggest that Comparative Literature be used as the axis for our program in
international education, and that all the other proposals be coordinated with it.
Comparative Literature as stressed at the Comparative Literature meeting in Fribourg,
Switzerland, this summer--which was based on the topic of "Nationalism and
Cosmopolitanism"--is the only discipline that at one and the same time studies
nationalism and internationalism. This, of course, should be the basis of any program
in international education.
As a result of the impact Comparative Literature has had on the students'
curriculum, the Graduate School is now considering the possibility of offering a Ph.D.
degree in this field. Last year an "ad hoc" committee examined this question and
answered it in the affirmative. This committee now is about to work out a new and
complete program in Comparative Literature taking into consideration the Ph.D.
degree.
III.
The Program
Though at this time certain details of the program have not yet been discussed,
its main features will be as follows:
The degree program in Comparative Literature, the requirements of which are
comparable to those of other universities of this country, will be supervised by a
committee made up of the Chairmen of Classical and Modern Language Departments
(or their representatives) who will designate a director of the program for a
certain period, as is the custom in most universities in this country.* For purposes of
this prospectus, English is included among the Modern Language Departments. The
student's program of study will be supervised by an Advisory
*See the report on the meeting of the Chairmen of Programs in Comparative
Literature, representing the universities of the Midwest, held in Chicago on November
20-21, 1964.
11/4
Committee whose Chairman will be a member, of the committee on Comparative
Literature and at least one member shall be of another discipline outside of the
student's major field of concentration.
The purpose of this program in Comparative Literature is to enable students who
have greater than average linguistic and literary competence and preparation to
explore:
1. The interrelations of several literatures.
2. The main currents, periods and movements in literary history.
3. The theory of literature and criticism.
Candidates for the degree of Doctor of Philosophy in Comparative Literature
must fulfill the general requirements of the Graduate School. They must take at least
30 credit hours of work in Comparative Literature in each category of courses listed
below (500 level or above). The student will be responsible for the whole history of the
literature written in one language, including philology. Furthermore he will be
responsible for two related literatures, each of which should be known under three
aspects: its periods; its great figures; its major genres. He will be examined on the one
aspect of each of the two literatures. One aspect of one of the two related literatures
will be chosen for its relevance to the specialty of the student in his primary literature,
or in some cases to his projected thesis which will normally involve two literatures.
However, the third literature will be treated independently of his specialty or thesis.
Some knowledge of Latin or Greek is necessary for students planning to specialize in
Medieval or Renaissance Periods.
The examination will consist of two parts: (1) A comprehensive examination
consisting of a written and an oral examination. (2) Thesis. The student will write a
thesis wherein he will investigate a topic whose ramifications are of a comparative
nature. A committee to supervise the preparation of the thesis will be appointed from
members of appropriate departments.
We will have three categories of COURSES:
(a) Theory of Literature. The methods and objectives of the discipline of
Comparative Literature and of literary criticism. Required of all candidates for
Ph.D. in Comparative Literature. 6 credit hours.
(b) Seminar in Literary Movements. An investigation of the development and
mutation of literary movements (classicism, romanticism, symbolism, etc.)
through a study of critical texts and their reception in various countries. The
subject of the seminar will vary each semester and may be taken more than
once for a total of not more than 12-credit hours.
(c) Literary Forms and Types. A study of a form (the lyric, the novel, etc.) or a
type—Tithe Romantic Hero, the Faust Myth, tragedy, satire, etc.) to discover
its essential components in all the literatures studied and the significance of
national variations. The subject of the seminar will vary each semester and
may be taken more than once for a total of not more than 12 credit hours.
11/5
IV.
Estimated Cost
This is a progressive budget controlled by the departments involved. Its provisory
maximum development will be reached in five years. The salaries are based on current
standards (1964). It could happen that five years from now these standards will no
longer be acceptable, in this case we would have to reconsider the entire budget. We
would like to emphasize the provisional character of this proposal.
I. PERSONNEL
(a) Professors*
1 Professor of Comparative
Literature
--Theory and Method of
Comparative Literature
--Literary Criticism
Annual Salary
5 Years Total
starting lst year $15,000
$ 75,000
1 Professor of Comparative
Literature
--English Department
starting 2d year $15,000
60,000
1 Professor of Comparative
Literature
--in any Dept.
starting 2d year $15,000
60,000
(b) Half-Time instructors to relieve staff members of an equivalent
Load in lower division courses.
1.
Classics Department
1 instructor
2.
3.
4.
starting 4th year $3,500
7,000
English Department (2)
1 instructor
1 instructor
starting 1st year $3,500
starting 3d year $3,500
17,500
10,500
French Department
1 instructor
starting 1st year $3,500
17,500
starting 1st year $3,500
starting 4th year$3,500
.17,500
7,000
German Department (2)
1 instructor in German
1 instructor in Scandinavian
and Dutch languages
*Fluctuating F.T.E. grants to go along with the Chair to the department in which
the individual professor happens to be. Our criterion will be to select the best man for
a given position.
11/6
5.
6.
Slavic and Eastern Language
Department (2)
1 instructor, Slavic
languages
1 instructor Eastern
languages
Spanish, Italian and
Portuguese Dept. (2)
1 instructor Spanish
1 instructor Italian
starting 3d year $3,500
starting 4th year $3,500
$ 10,500
7,000
starting 1st year $3,500
starting 3d year $3,500
17,500
10,500
(c)
Full-time secretary
starting 1st year $4,500
22,500
(d)
Visiting or guest lecturers-
4 lectures/semester
$500 per lecture
20,000
Total Part I (a, b, c, & d)..................$360,000
II. Operating Costs
(a) Library allotment
(b) Publications*
(c) Office equipment and
supplies
Equipment
Supplies
$5,000 yearly
starting 1st year $15,000
$1,000 yearly
$ 25,000
75,000
500
5,000
Total Part II (a, b & c).........
$105,500
TOTAL ESTIMATED COST
$465,500
Francois Jost, Professor of French and Comparative Literature
Chairman of the Committee to study the possibility of offering a Ph.D. in Comparative
Literature
*We are considering bringing to the University of Colorado Professor A.O.
Aldridge, editor of the Comparative Literature Studies. This review would come with
him.
Proposal 12
Visiting Foreign Professors
To Members of the Committee to Study the Role of the University in International
Education.
It is proposed that there be established on the Boulder Campus of the University
of Colorado 30 visiting professorships. These would be reserved for visitors from
abroad who would come as visitors in one of the three professorial ranks.
GOAL: The aim of the program would be to increase and to stimulate the
exchanges of ideas between professors, and between professors and students, which
can come about when a university maintains wide and diversified contacts with
educational and research institutions throughout the world.
NUMBER OF VISITORS: The number of 30 such professorships is chosen so that
on the average there can be approximately one visitor per department each year on the
Boulder campus.
ADMINISTRATION AND SELECTION: The program would be administered by a
committee of the faculties of the Boulder campus. An individual department would be
asked to submit to the committee the names of scholars from abroad that the
department would like to invite as visiting professors for a given academic year. With
committee approval, the individual department can initiate correspondence which
would normally result in the University extending an invitation to the visitor to spend
an academic year in Boulder. The visitor would be invited to be a professorial rank and
salary commensurate with his scholarly stature. In addition to salary funds, the
Committee would administer a travel fund to assist in meeting the travel costs of the
visitors. It is the intent of the program that a majority of the visitors will be dynamic
younger people whose work is establishing them as people to be watched and who will
have a long life expectancy of service to their profession and to their home institutions.
It would follow that most of the appointments would be in the ranks of visiting
assistant and associate professors. Individuals would be invited for the same criteria
of excellence that are applied in the selection of our regular faculty and the goal of the
program would be to secure visitors from all parts of the world. The visitors would be
selected not only for the contributions that they can make to this University and to
Colorado but also for the contributions we can make to them.
DUTIES OF THE VISITOR: The visitors would be asked to conduct courses and to
participate in research as their Boulder colleagues do. They would be spared the rigors
of committee responsibilities. Special consideration should be given to applications
from departments whose visitors would be willing to experiment by conducting a first
year required graduate course in the department in one of the foreign languages that
the department accepts for its Ph.D. requirements. The intent would be to make the
course valuable for its subject matter content and for the value of the language in
which it was conducted. Clearly, it would take a very special kind of visitor to do this
well.
12/2
The visitors would be expected to participate with their colleagues and students
in seminars, discussion groups and other activities. The program would also call for
the visitors to travel to high schools, colleges, universities, and professional centers in
Colorado and in the Rocky Mountain West to become more widely acquainted with this
area and its people while at the same time bringing to these people closer contacts and
a better understanding of the visitor's homeland. Some of the travel money
administered by the committee would be used for this type of travel.
TERMS OF APPOINTMENT OF VISITORS: The visitors could be appointed for one
academic year, although appointments for one semester would be possible and no
appointments would be for longer than 12 months. The appointments would not be
renewed beyond 12 months under the provisions of this program.
COST: It is estimated that the program would cost between $10,000 and $15,000
per visitor per year. Since each of these visitors would be carrying a full teaching load,
a program such as this could be considered within the regular budget of the University
and it would not be necessary that application be made to foundations for support of
this program. Indeed if the University were to support this program from the regular
salary budget, the existence of this program would demonstrate the University's active
commitment in the area of international education in a way that might be very
advantageous in helping attract outside support for other programs that will be
recommended by the Committee to Study the Role of the University of Colorado in
International Education. Such a program would contribute greatly to the life of any
university that seeks to improve its status as a center of excellence.
A. A. Bartlett
Proposal 13
Fifth Year Abroad Program
(A)
In his senior year, the student will consult with an adviser in his major field to
(1) Select a foreign university which the student wishes to attend for the
academic year following his graduation.
(2)
Select some course of studies which the student wishes to pursue at that
university. This may be attendance at a certain series of lectures in given
subject matter areas with or without related study of prime source materials
such as museums, archives, and special laboratories.
(B)
The University of Colorado would only seek to endorse or introduce the student to
the foreign university of the student's choice. The student would register at that
foreign university in the same way as any other American student would register.
(C)
If the student needs financial assistance to participate in this program, the
University of Colorado may help, either through grants from its own scholarship
funds, or through the Office of International Education, which will maintain as
much information as possible on sources of scholarship assistance from
governmental and private agencies.
(D)
The student would graduate with the bachelor's degree from the University of
Colorado with no special requirements or programs, and in any of colleges that
give this degree.
(E)
Following his graduation, the student would go to the foreign university of his
choice for a period of time agreed on with his adviser. This period of study would
be the approximate equivalent of one academic year (9 months).
(F)
Upon the student's return to Boulder, he would undertake to satisfy a requirement which he had agreed on with his adviser before his graduation. This
requirement could be the delivery of a series of seminar talks, it could be the
delivery to the adviser of a report of the work done abroad, or it could be the
submission of reprints of some publication that has resulted from the study
abroad.
(G)
The student would be given a grade on the work submitted to the adviser, and
based on this would be given a grade of "pass" or "fail." With a grade of "pass" the
student would be eligible to receive at Commencement a certificate indicating the
University's recognition that the student has satisfactorily completed a year of
study abroad. It is possible that consideration might be warranted for a special
five-year degree at the bachelor's level for this program.
(H)
Some advantages of this program might be cited:
13/2
(1) The student does not go abroad until he already has his bachelor's degree,
which attests to a certain degree of maturity and motivation on his part.
(2) The program tends to lead the student into the area of advanced study and
graduate work. Rather than being a new and interesting way to meet some
part of the requirements for the "universal" bachelor's degree, it will appeal to
the smaller number of more serious students who see value in continuing
their studies after graduation.
(3) Its appeal to students will be independent of the student's major field of
study. The program would be open to students in all subject matter areas in
which a major program can lead to a bachelor's degree.
(4) The nature of the program is such that the student is independent and is on
his own, with there being little or no need for supervision or responsibility for
him on the part of this university. Quite possibly the sole contact between the
student and the University of Colorado during the period of study abroad
would be correspondence between the student and his adviser.
(5) If for any reason the student does not complete his work abroad, or does not
complete his work here after the close of his period of study abroad, there is
no serious academic jeopardy. The student had his bachelor's degree before
he started the program.
(6) The University of Colorado has no severe problems of evaluating or
transferring credits, because no major academic degree is involved.
(7) If the student decides to continue for an advanced degree at the university he
visits, then the University of Colorado could feel that it had played a
constructive role in encouraging the student toward significant growth, and
could easily agree to award the five-year certificate if an advanced degree is
earned abroad as a direct outgrowth of this program.
(8) If the student returns with a desire to start graduate work at the University of
Colorado, the problem of allowing him credits for work done abroad is not
serious, since he will certainly have to take more work here for any advanced
degree. His progress here in advanced work will be indicative of the progress
he actually made abroad. In any event, the credits from abroad (one year)
would probably be less than half of the requirements for a master's degree
and an even smaller fraction of those required for the Ph.D. degree. The work
required for these advanced degrees is more scholarly and independent than
that required for the bachelor's degree, and the varying nature of the work
done abroad is perhaps more easily evaluated in the context of independent
work for an advanced degree than it is in the more rigid requirements of the
bachelor's degree.
(9) It is quite possible that a program such as this and the program of faculty
exchanges which I proposed earlier would combine to help establish closer
ties of cooperation between the University of Colorado and universities
abroad.
13/3
In summary, this program would be a simple inducement (the five-year
certificate) for our graduates to seek out for themselves (with our aid) the ways and
means of getting abroad on their own for a year of independent study.
A. A. Bartlett
Proposal 14
Ph. D. Degree in Social Foundations of Education
For general information concerning requirements for the Ph.D. degree, such as
residency, field of study, transfer of credit hours, advisory committee, quality of work,
foreign languages, credit hours beyond Bachelor's and/or Master's degree, credit
hours in courses numbered 500 or above, preliminary (exploratory) and
comprehensive examinations, application for admission to candidacy, final
examination, thesis, and other details, refer to the most recent catalogue of the
Graduate School and to special literature available in the office of the School of
Education.
I. Statement of Purpose
Education as a social process rests upon broad social foundations and responds
to the ideals of the society and culture which it proposes to serve. The purpose of the
Doctor of Philosophy program in the area of Social Foundations of Education (and the
Doctor of Education, except for variations specified under The Degree, Doctor of
Education) is to provide a broad and comprehensive social foundation of education
beyond the Master's level, with particular emphasis upon mastery of the inter-related
area of comparative and international education.
II.
Ph.D. in Social Foundations of Education: In area of Comparative and
International Education
The degree plan for the Ph.D. in Social Foundations of Education in the area of
Comparative and International Education may be worked out with the candidate's
advisor from three main areas:
III.
(1)
Advanced courses in the fields of (a) history and philosophy of education
and (b) social and sociological aspects of education.
(2)
Special courses in Comparative and International Education
(3)
Advanced courses in the cognate fields of (a) philosophy, (b) political science,
(c) economics, (d) sociology, (e) cultural anthropology, (f) international
relations, (g) social psychology, (h) history, and any other field which in the
judgment of the candidate's advisor will contribute to an all-round 11.D.
program.
Minimum Subject Requirements in Education
The minimum formal graduate courses beyond baccalaureate level should not be
less than 75 semester hours, including the following required courses:
(1)
(2)
(3)
Advanced Educational Statistics--2
Methods of Educational Research.--2
Social Foundations of Education--2
14/2
(4)
(5)
(6)
Psychological Foundations of Education--2
History of Education--6
Philosophy of Education--3
and other courses in Comparative Education chosen with the candidate's advisor from
the following areas:
(1)
(2)
(3)
(4)
(5)
(6)
(7)
(8)
(9)
(10)
(11)
(12)
(13)
(14)
(15)
(16)
(17)
(18)
(19)
(20)
(21)
(22)
(23)
(24)
(25)
(26)
(27)
(28)
(29)
(30)
(31)
(32)
(33)
(34)
(35)
(37)
(38)
(39)
(40)
(41)
(42)
(43)
Comparative Cultures and Education
Comparative School Organization and Administration
Comparative Urban Societies and Education
Comparative Adult Education
International Educational Organizations and their Specific Functions
Comparative Economics and Education
Comparative Studies in Social Foundations of Education
Comparative Study of the Classics of Education
Basic Aims and Uses of Comparative Education
Fundamentals of International Education
Education and Problems of Mass Culture
Education and Problems of Nationalism
Asian Education and Cultural Change
European Education and Cultural Change
African Education and Cultural Change
Latin American Education and Cultural Change
Studies in African Education (Sem.)
Culture and Education in Russia (Sem.)
Culture and Education in Modern Education (Sem.)
Studies in Comparative and International Foundations of Education
Comparative Philosophies of Education
Social Philosophies and Education
Comparative Religion and Education in Contemporary Cultures
Education and Faiths of Mankind
Education and the Contemporary Social Order
The Church as an Educational Institution
Comparative Higher Education
Contemporary Education in Latin America and U.S.
Contemporary Education in East and Southeast Asia and U.S.
Society and Education in Japan
Contemporary Education in the British Commonwealth
Contemporary Education in the U.S.S.R. and Eastern Europe
Workshop: International Education
History and Philosophy of European Education
Research Seminar in Russian Studies
History of Western Education, Ancient to Present
History of Educational Thought Since 1500
History of the Universities
Advanced Studies in History and Comparative Education
Theories and Curriculum of Higher Education
Comparative Educational Issues
Cultural Foundations of Education
14/3
(44)
(45)
(46)
(47)
(48)
(49)
(50)
(51)
Seminar:
Seminar:
Seminar:
Seminar:
Seminar:
Seminar:
Seminar:
Seminar:
Comparative History of Education
Comparative Philosophy of Education
International Educational Agencies
International Exchange of Students and Scholars
Comparative Education--Africa
Comparative Education--Latin America
Comparative Education..-Asia
Comparative Teacher Education
(45 semester hours total of Education courses)
IV.
Cognate Fields
Minimum subject requirements in cognate fields to be worked out with candidate's advisor. A list of suggested courses from the 1964-65 Graduate Catalogue is
attached. This list will be revised from time to time as course offerings in these cognate
fields are changed by their respective departments.
(30 semester hours total of cognate courses)
V.
Foreign Language Requirement
Proficiency in two foreign languages is required for the degree of Doctor of
Philosophy in Education. Customarily these two languages are designated as German
and French. Any substitution should be approved by the candidate's advisor, the Dean
of the School of Education and the Dean of the Graduate School.
VI.
Thesis
"A thesis based upon original investigation and showing mature scholarship and
critical judgment, as well as familiarity with tools and methods of research" in some
area of education in which the candidate has specialized, and approved by the
candidate's advisory committee should be submitted in typewritten form at least 60
days before the date of final examination, "and must be available for inspection by the
examining committee before the final examination may be undertaken." (This thesis
carries no credit hours, but the candidate should register for the thesis in the terms in
which the thesis is being written.
14/4
Cognate Courses for Ph.D. in
Comparative and International Education
Economics
History of Economic Thought
Economic History of the United States
Comparative Agricultural Systems and Policies
Economics and Psychology
Special Economic Problems
Contemporary Economic Theory I & II
Social Economics
Seminar in the Classical and Institutional Traditions
The Economics of Wealth and Property
Seminar in Welfare Economics
Seminar in International Economic Policies
Seminar in Economic History I & II
Economic Planning and Development
Philosophy
Philosophical Problems and Contemporary Culture
History of Science I & II
Medieval Philosophy
Philosophy of Whitehead
Theory of Value
Topics in the History of Philosophy
Philosophy of History
Philosophy of Language
Philosophy of Plato
Philosophy of Aristotle
Philosophy of Hume
Philosophy of Kant
Philosophy of Spinoza
Philosophy of Dewey
Philosophy of Wittgenstein
Russell Moore
Locke-Berkeley-Hume
Philosophy of Hegel
Comparative Government and International Relations
Governments of Latin America
Governments of the Middle East and North Africa I & II
Governments of Major Asian Powers
American Foreign Policy
International Law and Organization I & II
Seminar in Comparative Politics I & II
Seminar in International Relations: World Politics
International Relations: Law and Organization
14/5
Public Administration
Public Administration
National Policies and Administration
Intergovernmental Relations
International Administration
Seminar in Cooperative Administration
Political Theory and Public Law
Modern Political Thought
American Political Thought
Social Institutions
Sociology of the Family
Sociology of Religion
Sociology of Education
Political Sociology
Seminar in Human Ecology
Seminar in Societies and Cultures
Seminar in the Sociology of Ideas
Seminar in Group Structures and Behavior
Seminar in Social Stratification
Seminar in Social Institutions
Proposal 15
Five-Year Plan for English as a Foreign Language
Present Offerings
For Students learning English
SPFS
SPFS
SPFS
SPFS
2
95
101
101
(0)
(5)
(3)
(3)
Speech Clinic for Foreign Students (every semester)
Structure and Pronunciation of English (every semester)
Written Comp. for Foreign Students I (every semester)
Written Comp. for Foreign Students II (fall, spring)
For Students teaching English
SPCH 494 (3)
Structure of English: Grammar and Syntax
SPCH 495 (3)
SPCH 496 (3)
Teaching English as a Foreign Language I
Teaching English as a Foreign Language
(fall, every other
summer)
(spring, every summer)
(fall, every other
summer)
Courses Needed Immediately
SPFS 96 (3) Reading in English
SPFS 96 would be a course designed to improve the foreign student's reading
ability. The results for the GATES READING SURVEY, given to all entering foreign
students whose native language is not English, show that only about 10% of the
foreign students who come to study here have reading ability above that of fourth
grade native students. (The Gates Survey has been standardized for both American
and foreign students.) This would indicate that graduate students especially are
handicapped by their lack of facility in reading. During 1964-65 Martin Cobin and
Gladys Doty, under a grant from the University, are preparing materials designed to
improve the foreign student's speed of comprehension. Programmed materials will
increase his reading vocabulary by 5,000 words and will get him used to reading the
complex syntactic structures encountered in college text books. I do hope that we may
make the reading course that was offered in the fall of 1964 a permanent course and
offer it every semester of the school year.
SPCH 479 (1) Seminar in Foreign Accent
This course would acquaint prospective speech clinicians with the stress,
intonation, and juncture patterns of American English, and with the syntactic
structures which sentence melody reflects. It would further provide students with the
methodology for correcting mistakes that the foreign student makes in syntax and
sentence melody. This information, combined with the information about segmental
phonemes that he gets in Speech 350 (Phonetics) and about general clinical methods
in Speech 480, should equip the speech clinician to correct the speech difficulties of
foreign students.
15/2
Courses Needed Soon
SPFS 200 (3) English Composition for Foreign Graduate Students
This course would be designed to prepare graduate students to write term papers,
theses, and dissertations. The content would be such as to appeal to the mature,
sophisticated student. The student would be acquainted with the ways of thinking in
our culture and the rhetorical patterns that emerge in speaking and writing as a result
of that way of thinking. He would be acquainted with outlining, note taking,
footnoting, and the making of bibliographies.
It is hoped that the Graduate School would consider that passing SPFS 200 and
SPFS 96 would constitute the fulfillment of one of the foreign student's language
requirements for his Ph.D. degree.
A New Program of Study that is needed
Every semester there appear on this campus a half dozen or so students who
need full time work in English before they can hope to do well in their academic work
at the University. At present we have no special classes for such people and we put
them in SPFS 95 (an intermediate audio-lingual course), SPFS 100 (the first semester
of freshman English for foreign students), send them to Speech Clinic for Foreign
Students, and (fall, 1964) to the experimental reading course being given. Such
students, especially in SPFS 100, are in a course geared to students who are much
farther advanced. This is hard on the student and hard on the teacher.
Since we always have a few such people, I suggest that we institute a full-time
program for beginners and near-beginners, and make a bid for a large enough group
to warrant the addition of a full-time instructor to direct a program that would
adequately meet the needs of such people. Here is a proposed program of
study for one semester which would prepare the foreign student to enter the classes
which we now conduct. These courses would not carry credit toward any degree.
Speech
Speech
Speech
Speech
Speech
3
4
5
6
7
(5)
(5)
(5)
(5)
(5)
25
an audio-lingual course
reading laboratory
writing laboratory
speech laboratory
a course in listening
contact hours per week for the student
With the help of practice teachers to monitor the speech laboratory and the
course in listening, the instructor for this program would handle three classes daily,
two of which are laboratory courses.
Other matters to be considered in Long Range Planning for the area of teaching
English as a foreign language
1. Allotment of some FTE to the director of English as a Foreign Language
Duties involved:
15/3
A. Proctoring tests in English proficiency of all incoming foreign students;
scoring of the tests, making recommendations as to foreign student's English
courses and academic load in light of test results; making out a report for
each student's academic advisor.
B. Planning the program of English as a foreign language.
C. Planning and revising the syllabi for SPFS 95, 100 and 101.
D. Making master tapes for the English Language Laboratory (25 have been done
to date; at least 25 more need to be done).
E. In-service training of teachers in SPFS 95, 100 and 101. If we are to rely upon
graduate assistants to teach these courses, plans must be made for time for
supervision of them.
F. Promotion of the program--announcements, articles, correspondence, etc.
G. Building of a well-balanced library in the field of teaching and learning
English as a foreign language.
H. Advising 1) foreigners learning English as a foreign language. 2) natives
learning to teach English as a foreign language.
I. Preparation and/or selection of a series of motion pictures to use in connection
with the language laboratory for comprehension training.
2. Hiring another instructor competent in the area of teaching English as a foreign
language so that the whole program is not dependent on one regular instructor.
3. Acquiring suitable space for classes in English as a foreign language.
Ideally, classes of foreign students should have a great deal of blackboard space
and an adjoining room with a two way mirror for observation purposes. It should
also have a bulletin board for various kinds of displays and a cabinet in which
pictures, colored chalk, a clock, an easel, etc. can be stored and locked. It should
also be large enough to allow for elliptical seating for audio-lingual classes.
4. Organization of an English Club, similar to other modern language clubs, where
the foreign student could get training in listening to and performing in English in a
relaxed atmosphere. (Singing, playing records, discussion periods, etc.)
5. A two week summer institute for grade and high school teachers who have nonEnglish speaking students.
6. (1) Courses in teaching and 2) courses in learning English as a foreign language in
the Denver and Colorado Springs Extension Centers.
Proposal 16
The University of Colorado and Pierce College
Proposal #1
Sub. A. To bring an undergraduate (probably a junior) to the University of
Colorado from Fierce College each year for 5 years.
1. $3,000 scholarship--including modest travel fund for academic year
2. $1,000 for travel from Athens and return
3. $1,200 for tuition
4. $500 for modest summer travel in U.S. before returning to Greece
Cost for 5 year period--$28,500
($5,700 per year)
Sub. B. To bring 4 recent alumnae of Pierce College to the University of Colorado
(over a 5 year period) to pursue a course of study leading to the M .A. or
M.S. degree. This will probably involve two academic years plus one
summer session for each student.
1. $8,000 scholarship--includes 2 academic years and one summer session
2. $1,000 for travel from Athens and return
3. $2,620 tuition--includes 2 academic years and one summer session
4. $500 for modest summer travel in U.S. before returning to Greece
Cost for 4 students over 5 year period-$48,480 (cost per student--$12,120)
Sub. C. To bring 4 members of the Pierce College faculty to the University of
Colorado to pursue a course of study leading to the N.A. or M.S. or Ph.D.
degree. This will probably involve two academic years plus one summer
session for each student.
1. $10,000 scholarship---includes two academic years plus one summer
session
2. $1,000 for travel from Athens and return
3. $2,620 for tuition--includes 2 academic years and one summer session
4. $750 for modest summer travel in U.S. before returning to Greece
Cost for 4 faculty members over 5 year period$57,480 (cost per person--$14,370)
Total 5 year cost for Proposal #1: $134,460
Proposal #2
To enable the University of Colorado to help Pierce College expand its college
division into a strong undergraduate program, modeled upon the American
University. This will involve sending 7 members of the C. U. faculty to Pierce
College for a 12 month period to aid in the establishment and strengthening of
various academic departments of Fierce College.
16/2
1. $13,000 salary (12 months basis)
2. $1,000 travel expense ($2,000 if accompanied by family)
3. See attached schedule for additional expense involved in setting up
academic programs (i.e., laboratory equipment, books, audio-visual
material, etc.)
Cost for 7 faculty members: $98,000$105,000
Proposal #3
To facilitate and encourage the study of Greek history and culture--ancient
Byzantine and modern. This program would aid the American undergraduate, the
secondary school teacher of Classics, and the junior college faculty member.
1. $500 travel grant per student to defray the rather excessive cost of travel
from the U.S. to Greece
Cost for 35 students per year for 5 years-7$87,500
2. $10,000 scholarship fund to be awarded on basis of scholarship and
financial need to undergraduates, graduate students, high school and junior
college faculty
Cost for 5 years-$50,000
3. $1,500 salary for participating member of the Fierce College faculty for the
summer session.
Cost for 5 years--$7,500
4. $1,000 per summer session--honoraria for lectures by distinguished
scholars and artists.
Cost for 5 years--$5,000
5. $1,000 per year for book purchase for Pierce College library to support the
Hellenic Institute's program.
Cost for 5 years--$5,000
Total 5 year cost for Proposal #3: $155,000
Proposal #4
To establish at the University of Colorado a course of study in Byzantine and
modern Greek language, literature, art and history--to be administered by the
Department of Classics. The University has already made some progress in this
direction through the addition to the faculty of Professors John Papademetriou
and Byron Tsangadas.
1. $10,000 per year to support one faculty member-to be selected from Pierce
College or some other college or university in Greece. This faculty member
would introduce the study of modern Greek language-literature at the
University of Colorado and cooperate with the developing program in
Byzantine studies.
2. $1,000 per year ($2,000 if family involved) for travel from Athens to Boulder,
Colorado, and return.
3. $10,000 to purchase initial library collection for this program.
Cost for 5 years--$65,000 - $70,000
TOTAL COST OF PROPOSALS 1-4: $452,460 - $464,460
Proposal 17
Proposal for the Initiation of Graduate Group-Research and
Training Units Specifically Focuses on Development Programs
in Selected Overseas Countries
General Objectives
The general aim of the proposal is to provide a systematic approach to a
substantial portion of the foreign student training in the Department. In particular it
will provide qualified students opportunities to combine more meaningful research
activities with the instructional curriculum. The proposed program will also relate the
economic circumstances and problems of the Department. It will provide important
opportunities for American graduate students whose research and professional
interests are concerned with international orientations and applications of economics.
Correlatively the program will provide the Department with opportunities to make
more significant contributions to international educational exchange and, in
particular, it will provide a vehicle on the basis of which help can be rendered to
associated overseas countries in strengthening their research and instructional
resources in depth and in relevance to local developmental programs and policies. The
proposed program also will seek, within the framework of the regular degree programs,
to coordinate graduate training for both foreign and American students by
encouraging and facilitating a cooperative approach to research on the developmental
problems and programs of selected countries.
The proposal has a substantial experimental component significant to developing
procedures in international education and exchange. Specifically, it aims to introduce
an essentially new group training approach; it will attempt to promote special
emphasis upon research relevant to actual development programs; and it will seek to
develop an improved approach to the establishment of effective working relations
between foreign and American research students and scholars, and between American
and foreign academic institutions.
Program Outline
The Department will undertake to provide the opportunity for selected groups of
five to eight students from selected overseas countries to complete requirements for
either the regular M.A. (thesis plan), M.Sc. (Labor Relations), or Ph.D. degrees in the
Department under the following arrangements:
(a)
All foreign student members of a particular group would begin their
training at approximately the same time and would all complete their entire program
in not more than five years. Students would be selected on the basis of criteria
determined by the Department. One of the requirements to be met would be that the
selected students would be expected to complete an acceptable thesis relating to an
important facet of the development program of the cooperating country or region as
part of their degree program.
17/2
(b)
Up to an equivalent number of American graduate students would be
affiliated with each group of foreign students. The working objective would be a
combined total of from eight to twelve American and foreign students all developing
theses specifically related to the development program of a particular overseas country
or region. The American students would work on theses topics closely related to those
of the foreign student members.
(c)
Each training group would be affiliated with one or more universities or
research agencies in the cooperating overseas country or region in order to facilitate
operations and for the mutual benefit of the local institutions and the University of
Colorado.
(d)
Scholarships would be available for all student members of each group,
both foreign and American, to cover up to one year of residence in the overseas
country. During this year students would be expected to pursue their thesis research
in the country and also to participate as part-time teaching assistants in the program
of cooperating overseas institutions. (In special cases foreign student members may be
allowed to complete their thesis research at the University of Colorado.)
(e)
Scholarship provisions for foreign student members of the program would
provide for up to two years of residence (for master's degree candidates) and up to
three years of residence (for Ph.D. candidates) on the Boulder campus. In the case of
Ph.D. candidates one semester of residence normally would follow the year of overseas
research.
(f)
The above residential provision would be exclusive of any additional time
needed by individual foreign students to make up language deficiencies or
undergraduate deficiencies in order to qualify for full graduate degree status in
economics.
(g)
American student members would be actively associated with the group
training and research venture during at least the last two years of their Ph.D.
programs. During the year prior to their overseas fellowship these students would
devote approximately one half of their academic efforts to area and language studies
supported by program scholarships. The scholarship provisions for these students
would also include one semester of residence at the University of Colorado following
the completion of their overseas fellowship.
(h)
The program would support the equivalent of one full time faculty member
of the University of Colorado on research, overseas teaching, or supervisory status
related to each group project throughout the four to five years of its life. A substantial
portion of the faculty research thus supported would be undertaken in the country
concerned.
(i)
Related research and overseas instruction would also be stimulated
through the provision of at least two post-doctoral fellowships of between one and two
years' duration in association with each group project.
(j)
Faculty members and post-doctoral fellows normally would combine overseas research and supervisory activities with part-time teaching assignments at the
cooperating overseas institutions.
17/3
(k)
Provision would also be made for professional economists from the overseas countries to participate in research and instructional activities on the Boulder
campus on an exchange basis.
(1) One member of the faculty of the Department of Economics at the University
of Colorado would be appointed as Coordinator of each training and research group
and a member of the staff of the overseas university or research agency would be
appointed as the area representative for the group. During the four to five years
needed for the completion of each group training project, the group coordinator
normally would spend between one and two years in the country concerned in order to
supervise the initial selection of students and the students' ultimate thesis research
and to undertake related independent research and instruction at the cooperating
overseas institution.
Overseas Locations
The Department of Economics has the capacity to initiate four or five group
training units of the type outlined above during the next two to three years. The major
criteria to be followed in the selection of country locations would be as follows:
(a)
The existence, or active plans for the development, of a university
department of economics, or a research agency, in a given country with which a
workable cooperative arrangement could be made.
(b)
The opportunity to select a group of students whose interests and careers
relate to the development program of the country or region concerned; this in turn
would presuppose that the country involved has an active developmental program and
that the government of the country would look with favor upon the arrangement which
it is sought to establish in that country.
(c)
The special subject matter and area competence of the faculty of the
Department of Economics and related Departments at the University of Colorado (see
separate statement). In this connection it is emphasized that the first and foremost
asset which the Department has to offer and which it aims progressively to strengthen
under this proposal is a high quality, well-rounded graduate degree program.
(d)
The obvious desirability of relating such a training program in economics
to the overseas activities of other divisions of the University of Colorado (see separate
statement) and to the objective of progressively developing affiliations with each of the
major continental areas.
Budget Requirements
The budget needs of the proposal include the following:
17/4
(a)
Total direct and indirect instructional and administrative costs for the
graduate degree program of each foreign student member of the group.
(b)
Living and incidental expenses allowance for foreign student members
during residence at the University of Colorado.
(c)
Living allowance and instructional costs to cover any pre-graduate study
period that may be necessary to correct beginning deficiencies in language or subject
matter on the part of the selected foreign students.
(d)
Adequate scholarship provisions for American students affiliated with a
foreign student group during the year preceding and the semester following their
overseas research fellowship.
(e)
Living and incidental expenses connected with a research year for all
students, foreign and American, in the country concerned.
(f)
A continuing faculty research and overseas service fellowship associated
with each training group.
(g)
Two post-doctoral overseas service fellowships of up to two years duration.
(h)
Necessary travel and per diem expenses for students, faculty and staff.
A detailed budget will be prepared separately from this statement. A group
budget would be expended over a period of four to five years, and from one-half to twothirds of the expenditures would be incurred within the United States.
Administration
The training and research groups developed under this proposal would constitute
a major part of the overall program of the International Economic Studies Center of
the Department of Economics.
17/5
A.
GRADUATE GROUP TRAINING AND RESEARCH PROJECT
Individual Group Budget
(Preliminary Estimate)
Instructional Phase: Boulder Campus
U.S.
(Dollar)
Overseas
Total
A. Student Fellowships (U.S. Residential
Phase)
(a) Foreign Students
(1)
(2)
(3)
4 two Calendar Years (M.A.)
4 three Calendar Years (Ph.D.)
4 one Calendar Year (Ph.D.)
Overseas Research (See G below)
28,000
43,200
28,000
43,200
71,200
71,200
17,600
17,600
88,800
88,800
120,000
10,000
120,000
10,000
17,500
17,500
22,500
13,600
10,000
193,600
22,500
13,600
10,000
193,600
2,400
3,000
2,400
3,000
25,000
30,400
224,000
25,000
30,400
224,000
(b) American Students
(1) 4 one Calendar Year
(2) 4 one Calendar Year Overseas
Research (See G below)
B. Faculty and Staff--Salaries
(1)
(2)
(3)
(4)
(5)
(6)
(7)
1 x 5 yrs. faculty equivalent
research and overseas project
assistance (See G below)
2 x 4 yrs. faculty equivalent
instruction and project
supervision
Visiting Lecturers
1 x 5 yrs. graduate research
assistantship
1 x 5 yrs. Administrative
Secretary
Personnel Benefits
Hourly Wages
C. Other Direct Costs
(1) Required Student Fees
(2) Equipment
(3) Administrative Expenses and
Supplies
D. Total Direct Costs (C.U. overhead)
U.S.
(Dollar)
56,000
Overseas
17/6
Total
56,000
E. Miscellaneous
(a)
(b)
(c)
(d)
Student Book Allowance
Special Library Acquisitions
Salary Increment Fund
Contingency
F. Total Phase (I) (Boulder Campus Costs)
II.
3,600
2,500
35,000
10,000
51,000
3,600
2,500
35,000
10,000
51,000
419,900
419,900
40,500
40,500
27,000
27,000
18,400
17,200
103,100
18,400
17,200
103,100
Overseas Research Phase
G. University of Colorado Based Staff and
Students
(a) 3 x 18 months faculty equivalent
research and overseas project
assistance
(b) 3 x 18months post-doctoral research
and teaching fellowship
(c) 8 x one calendar year Ph.D. research
fellowships
(d) Personnel Benefits
H. Local Overseas Staff
(a) 1 x 5 yrs. Research Associate and
Project Representative
(b) 1 x 5 yrs. Research Assistant
(c) 1 x 5 yrs. Secretary
I. Other Direct Overseas Costs
(a) Automobiles
(b) Equipment
(c) Supplies and Administrative
Expenses
(d) Colorado-Host Country Resources
and Economic Development
Conference
(e) Accounting Service Costs on
Overseas Currency Budget
10,000
--10,000
30,000
15,000
7,500
52,500
40,000
15,000
7,500
62,500
-10,000
6,000
10,000
6,000
20,000
--
20,000
20,000
--
15,000
15,000
-10,000
5,700
56,700
5,700
66,700
17/7
U.S.
(Dollar)
Overseas
Total
J. Transportation and Travel Allowances
(a) Students:
U.S. Travel
International
Local Overseas
(b) Research Staff and Post-Doctoral
Fellows:
International
Local Overseas
(c) Administrative (Combined)
K. Miscellaneous
(a) Overseas Cost of Living Allowance
(b) Student Book Allowance
(c) Library Acquisitions and
Translations
(d) Language and Orientation Training
(e) Account Service Charge (items other
than C and E disbursed through
C.U.)
L. Contingency
M. Total Phase (II) (Overseas Research)
N. GRAND TOTAL (Spread Over 5 Calendar
Years)
5,000
16,500
--
-16,500
1,600
5,000
33,000
1,600
24,000
-8,000
53,500
24,000
5,000
7,000
54,100
48,000
5,000
15,000
107,600
---
10,000
1,200
10,000
1,200
2,000
10,000
1,000
--
3,000
10,000
3,100
15,100
-12,200
3,100
27,300
10,000
5,000
15,000
201,700
283,600
485,300
621,600
283,600
905,200
Proposal 18
International Aspects of Institute of Arctic and Alpine Research
In connection with your committee work on international education, I suggest that it is
appropriate for the University of Colorado to stimulate and nurture exchange of literature,
mature scientists and students concerned with mountains.
Our Institute with its special mountain field station, Science Lodge, and its small but
growing mountain library is in a position to benefit foreign scientists who wish to do
research in the central Rockies or secure information on them. We have already had visiting
scientists from several foreign countries, and we exchange publications with several foreign
scientists.
John W. Marr
Director
Institute of Arctic and Alpine Research