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The College Problems Series

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Aspects of Land Grant College Education

With Special Reference to the University of Minnesota

Palmer Johnson

The author here presents a wealth of data pertaining to a group of land grant colleges and universities having more or less similar objectives, in a form that enable the reader to compare the policies of one institution with those of others in the group. The volume is based on official records in the United States office of education, particularly the data collected in the course of its recent survey of land grant institutions, and on additional data assembled by the author himself. The opening chapters, which deal with the financial problems of land grant institutions, include a comparative study of the fiscal policies of five large universities — California, Illinois, Minnesota, Ohio, and Wisconsin. The author then proceeds to an analysis of the libraries of fourteen comparable institutions. One chapter deals with faculty personnel of the University of Minnesota, and the remainder of the book with students — their “migrations” from their home states, the carious types of higher educational institutions they enter, their social and economic characteristics, and their educational history. Also included are extensive tabulations of the occupational destinations and economic status of alumni.

Aspects of Land Grant College Education was first published in 1934. Minnesota Archive Editions uses digital technology to make long-unavailable books once again accessible, and are published unaltered from the original University of Minnesota Press editions.

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The Effective General College Curriculum as Revealed by Examinations

Committee Committee on Educational Research

The Effective General College Curriculum as Revealed by Examinations was first published in 1937. Minnesota Archive Editions uses digital technology to make long-unavailable books once again accessible, and are published unaltered from the original University of Minnesota Press editions.This volume, authored by the Committee on Education Research of the University of Minnesota, is the ninth in a series dealing with obstacles and challenges in college education.The General College of the University of Minnesota was established in 1932 as an experiment in giving students who cannot spend four years or more in college as broad a cultural education as possible. This book sketches the development of the program, tells how that program operates and what its objectives are, and describes in detail the several courses and the examinations that have been devised to measure its success.Part I contains introductory chapters by President Coffman, Melvin E. Haggerty, Dean of the College of Education, Malcolm S. MacLean, director of the General College, and Professors Alvin C. Eurich and Palmer O. Johnson, examination counselors. Each chapter in Part II, “The Comprehensive Examination Areas,” deals with a specific field: contemporary affairs, history and government, economics, euthenics, psychology, art, physical science, biological science, and English. Each chapter is written by well-qualified authorities in their respective fields, and gives course content as well as examples and results of the tests by which the General College measures the growth of the individual student in judgment, in ability to solve problems, and in appreciation of the arts. Part III contains studies of related problems.

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Extra-Curricular Activities at the University of Minnesota

F. Chapin

Extra-Curricular Activities at the University of Minnesota was first published in 1929. Minnesota Archive Editions uses digital technology to make long-unavailable books once again accessible, and are published unaltered from the original University of Minnesota Press editions.This comprehensive survey, conducted under Professor Chapin’s direction, supplies factual data in a field in which opinion is strong and conflicting. The report is based on the replies of 4,637 students, 408 alumni, and 156 campus organizations.Of exceptional interest are studies of special groups such as 379 “prominent” students, 112 honor students, 904 officers of campus organizations; of the relation between the intensity of extra-curricular activity and scholastic achievement; of the time actually spent in extra-curricular activity; of the “death rate” of campus organizations; and of the extent to which alumni carry over in community life the activities of their college years.

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The Reading Abilities of College Students

An Experimental Study

Alvin Eurich

The Reading Abilities of College Students was first published in 1931. Minnesota Archive Editions uses digital technology to make long-unavailable books once again accessible, and are published unaltered from the original University of Minnesota Press editions.How well do college students read? Can they be taught to read more intelligently by the means of intensive drills and vocabulary tests? The prevalent interest in these and similar questions has led Dr. Alvin Eurich to conduct at the University of Minnesota the carefully controlled experiment described in this volume. The special training given the experimental group is described in detail; the tests used to measure comprehension and retention of material read, rate of reading, habits of study, and vocabulary are explained and evaluated; and the relative improvement in reading skill made by students who were given special training and by those who had no such training is carefully analyzed.

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Student Self-Support at the University of Minnesota

James Umstattd

Student Self-Support at the University of Minnesota was first published in 1932. Minnesota Archive Editions uses digital technology to make long-unavailable books once again accessible, and are published unaltered from the original University of Minnesota Press editions.This volume reports the results of an investigation conducted under the University Committee on Educational Research. Dr. Umstattd found that 55 per cent of the students enrolled in the University of Minnesota were earning a part or all of their college expenses. His book is a study of the means used by students to support themselves while in college, the employment services rendered by the university, types of students earning their way, amount of money earned, relationship between students and employers, and effect of self-support on scholastic standing, college activities, health, and various other factors.

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