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... Copyright by SISTER MARY GILES WHALEN, o. S. F 1966 MARIAN COLLEGE, I NDIANAPOLIS, INDIANA raE FIRST QUARTER-CENTURY, 1937-1962 A disser tation s.ubmitted to The Graduate Faculty of College of Edu cation and Home Ec onomics Scheo1 of Education in partial fulfillment of the requirements for the degree of D OCTOR OF EDUCATION 1966 by Sister Mary Giles Whalen, O.S.F. -B.S. in Education, Marian College, In dianapolis, 1956 M. S. in Education, Butler Univer si ty, In dianapolis, 1957 ACKNOWLEDGMENT The wi ter wishes to express her appreciation fo r t he encouragement and assistance given by Dr. Ralph L. Pounds, '.Dr. Frank Eo Liguo ri, Dr . Herber t M. Jelley, and the Sisters of Saint Francis in the prepa ration of this dissertation. ii TABLE OF CONTENTS Chapter I. DESCRIPTION OF THE STUDY The Problem Defined .0 .0 0 0 Purpose of the Study Value of the Study .0 0 0 0 0 0 0 0 0 0 000 0 0. 0 0 0 0 0 . 0 . " 0 0 0 0 0 0 0 0 0 0 0 .. 0 0 0 0 0 0 0 0 0 . 0 .0.0 0 0 . 0 .0 0 . 00 0 00 0 0 0 . 0 0 00 00 0 0 0 Soope of the Study .0 0 0 . 0 . 0 0 0 0000 Sources of Data Procedure and Organization .00 00 0 0 0 0 0 0 0 .0 . 00 0 0 II. CATHOLIC HIGHER EDUCATION IN THE UNITED STATES Formative Years of Catholic Higher Education Purposes of Early Catholic Education .0 0 .0 0 0 . . 0.0 Curriculum of the Early Catholic College Development and Expansion of Catholic Higher Education Curriculum Changes in Catholic Higher Education .0 0 0 0 0 0 00 0 0 0 0. 0 Catholic Higher Education for Women 0.... 0 0 . . . . ...... Graduate Schools and Universities, and Professional Schools .0 0 0 0 0 0 0 0 0 0 0 00 Education 0 0 0 0 0 0 . 0. 0 9 9 10' 11 13 14 15 0 ..... 18 0 0 0 00 0 0 0 0 0... 20 0 0 . 0 00 0 . 0 Historical Studies of Catholic Institutions of Higher 1 1 2 2 3 4 6 Survey of Historical Studies of Catholic Institutions of Higher Education 0 00. ...... . Nature of Historical Studies of Catholic Colleges and Universities SaI"Y' III. e 0 0 0 0 0 0 0 0 0 0...... 0 0 0 0 0 OJ .. . . 0 0 0 0 0 0 OJ OJ 0 .. 0 0 0 0 0 ORIGIN OF MARIAN COLLEGE .. o e oo o o o . o o o o Mother M. Clarissa,. O.S.F., Founder of Marian o o o o o College o . o o oo o o o o ............. Educatonal Leadership e 0 0 0 0 . 0 0 Btographioal. Data on Mother M. Clarissa 0 0 ....... 0 ..0...... The Trends of the Times in Teacher Preparation District School Teachers e o o o o oo o o..... Normal School and Junior College Four Year Teacher Training College .o . o o o o o o e o o . Marian College, Oldenburg, I ndiana, 1936-1931 0 0 0.0 0 0 00...... 0. Curriculum Faculty Summar y IV. o 0 .0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 000. o o o . o o o o o o o . o o o o oo . o o oo o . oo.o........ o oo . o ooooo. o o.o.ooo.o. ooo o o .o.o. ESTABLISHMENT OF A CATHOLIC LIBERAL ARTS COLLEGE FOR 1936,TO AUGUST, 1938 WOMEN IN INDIANAPOLIS: SEPTEMBER, A New Site 0 0 00 0 0 0 0 0 0.0 0. 0 . 0 0 0 0 . 0 00 0 A Challenge Purchase of the Allison Estate 0 00 0 0 .0 0 00 0 0 Description of the Estate Remodeling for School Use iii 0 0 0 . 0 0 .00 0 00 0 0 0 0 0 . 0.0.0 00 0 0 0 0 0 . 000 0 0 0 0 0 0 0 0 . 0 0 0 0 0 00 0 0 000 20 21 26 28 28 29 29 31 31 32 35 36 36 31 31 38 38 39 39 42 43 Preparations for the Liberal Arts Collegeo P l annin g th e Curriculum Obtaining a Charter Selecting a Faculty . o o o o o . . o . . o . . . . o . . . . . . . . . . 0 0 0 0 0 0 . 0 . 0 0 0 0 0 0 . 0 0 0 . 0 0 0 ' 0 " 0 ' 0 0 0 0 0 0 0 0 0 0 0 0 .. .. . 0 0 0 . 0 0 0 ' 0 ' 0 0 0 0 0 " 0 0 0 0 0 0 Recruiting Students Summer, 1937 The First Year at Marian College, The First Students . Courses 0 0 0 0 0 0 0 . .. 0 . 0 0 0 0 0 " 0 o . ... . 0 0 0 . . o . 0 0 0 0 0 0 0 0 0 0 0 . 0 0 0 C o lleg e President 0 g o . 0 0 0 0 0 0 0 0 0 0 .. . . .. . . . . 0 . . 0 0 . 0 0 . 0 0 . 0 0 0 CJ AUGUST, 1941 .. Mother M. C larissa Dillhoff, 0 .... 0 0 . . 0 . 0 . 0 0 .. . . . . . . . . . . . . 0 0 0 0 0 0 0 0 0 . 0 0 . . . . . . .. 0 0 0 0 0 . 0 0 . 0 0 0 . 0 0 . 0 ' 0 0 . 0 0 0 0 . 0 . 0 0 0.0 0 0 .. .. .. 0 .. 0 0 0 0 .. 0 C) 0 " Q ' . 0 g o 0 6) 6) 63 64 65 65 68 69 69 70 78 81 82 84 86 87 88 90 93 95 106 107 107 0 0 0 0 108 109 0 Biographioal Sketch 0 . . . . . . . . 0 0 0 O.SoFo, First Dean 0 OoSoFo, First President The Chief Executive and the Board of Trustees Sister Mary J oh n Broderick, 0 0 . 0 0 . 0 0 0 0 0 0 . 0 0 0 Administrator of Marian C olle ge , 1937=1941 Charting the Course The Goals .. Curriculum Development The College L ib r ar,y Requirements for Admission The Cost of a College Education Resident Students and Enrollment Faculty Cooperation Establishing Traditions Faculty Contributions to Marian Traditions 0 Students as Tradition=makers Parents and Friends Student Organizations and Activities CommencelDe nt 1 1941 . ..... Gaining Recognition Stat. Approval of Teacher-training Program Affiliation with the Catholic University of America Acceptance Into the National Catholic Educational Association Assessing Strengths and Weaknesses Developmental Problem As Inspectors Saw the College S11111l1lal"Y 0 .. . 0 0 0 0 0 0 0 0 0 0 0 0 0 ' . 0 0 0 . 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 . 0 0 0 0 . 0 0 0 . 0 0 0 0 . 0 0 0 0 0 . 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 . 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 . 0 0 0 0 0 . 0 0 0 0 0 0 0 . 0 . 0 0 0 0 0 ' 0 0 0 0 0 0 0 " 0 0 0 0 0 0 0 0 0 0 0 . . . 0 0 0 0 0 0 0 0 .. . 0 0 0 0 0 0 . 0 0 0 . 0 0 0 0 0 0 0 0 0 . 0 0 0 . . . . . . .. . 0 0 0 . 0 0 .. . 0 . 0 0 0 0 0 0 0 0 0 0 . 0 . 0 0 0 . . . . . . . . . . 0 0 . 0 .. 0 0 . . 0 0 0 0 0 0 ' VI. 0 . 0 0 0 0 0 THE COLLEGE STRENGTHENS ITS FOUNDATIONS: 1941, TO AUGUST, 1954 Clarification of Objectives The "Marian" Colle g e Sanctity, Scholarship, G enti lity Th e Christian College at Mid-century 0 ., iv . . 44 44 46 47 48 51 51 54 5, 56 58 61 61 62 SEPTEMBER, 1937, TO THE COLLEGE C HARTS ITS COURSE: e . . Evening and Saturday Classes The Homemaking Center Extra-curricular Activities The First Annual Commencement The First Summer Session SuRlIlary.. 0 0 Indianapolis 44 III 111 113 117 SEPTEMBER, 0 ., 0 . . . . . . . . . . 0 . . 0 119 119 119 121 122  o o 127 127 129 133 135 139 139 142 o o o o o o o . 142 Curriculum Expansion and Reorganization Influence of War-time Needs The Evolving Curriculum 00 0 0 0 0 0 . 0 . 0 0 00000 00.... 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 00 .. 0 0 0 . 0. Geeral Education and Other Degree Requirements. Teacher Education Program 0 0 0 0 0 0 0 ,Medical Technology Program CurriculUm Studies- of 1952 and"i953 Affiliations and Accreditations 0 0 0 0 o o o . 0 o 0 0 0 0 0 0 0 0 0 0 0 00 . 0 00.. 00 0 0 0 0 . 0 0 0 0. 0 0 0 000. :. . o Continued afiliation With the Catholic University of America o o o . o o . o o o . o . o Unqualified Membership in the National Catholic Educationa1"Association 0 0 0 0 0 0 0 . . ... Standard Approval"for Teacher Preparation Program Attempt for Regional Accreditation 0 0 Student Aid ... . . . . 0 0 . .. .. 0 .. . . . . .. . 0 I) 0 0 I) 0 0 I) 0 0 0 0 0 00 . . . . . Continuation of Earlier Policies . . . 0 0 0 0. .0 0 0 0 0 0 0 0 0 0 0 0 .. . . . . 00 0 . . . . .. Expansion of Financial Aid Student Activ:1ties During and After the War Years. 0 0 0 0 0 Peace Conference on the Eve of War Student War Efforts The Challenge of Victory International Students on Campus Sununary0 0 0 0 0 0 0 0 0 0 0 . VII. 0 0 0 0 0 0 0 0 0 0 0 . 0 . 0 . 0 0 . 0 0 000. 0 0 0 0 0 0 0 0 ' 0 .000 0 0 0 0 0 0 . 0 0 0 0 000 0 . 0 00000. 0 0 0 0 0 0 0 0 0 0 0 ., 0 0 0 0 0 0 00 0 0 0 00 0 0 0 0 0 0 0.0000 0 0000. 0 0 .. . 0 THE COLLEGE PROPOSES TO EXTEND ITS SERVICES: JANUARY, 1953, TO AUGUST, 1954 Physical Expansion Plans for Expansion A Two-stage Building Project 000 0 00 0 0 0 . 0 0 00 . 0 0 The New Building Extension of Services 0 000 0 0 . 0 0 0 0 0 0 0 . 0 0 0 0 0 0 0 0 0 0 . 0 0 0. . 0 . 0 0 0 0 0 0 0 0 0 0 . 0 0 0 00 . 0 0 0 000 0.0 0 , 000 0. 0 . 00 0 0 000 0 0 0 0 0 0., Need and Response The College Seeks Support for its Venture Preparation for Coeducational Program 0.0 0 0 . 00 ' 0000 00 000000000000 0 0 000 0 0 0 0 0 0 0 00. 0 0 0 00.0000 0 00.00. 0. 0 . 0 00 0 0000 00. Formal Organization Administration and Faculty .000. 0 00 . 0 0 0. 0 00 0 0 00 0 " 0 0 0 0 0 College Personnel The CurriculUm and College Requirements o S\l.l11nlary VIII. o . o o o o o o . 0 0 0 0 0 0 0 0 0 0 0 0 o o . o o 00 0 0 00 0 0 . 0 0 0, . 0 0 ' o o o 0 0 0 0 00 . 00. 00 0 0 MARIAN COLLEGE, FIRST CATHOLIC COEDUCATIONAL r,OLLEGE IN INDIANA: SPTEMBER, 1954, TO "AUGUST, "1962 Marian College in Transition 0 0 0 0 0 0 0. The First Year as a C:oeducational College Administration and Faculty Involvement in a Smooth Transition .000 0 0 . 0 Financing the Coeducational P r. ogr o o o o o o o o. Community Service The College Achieves Regional Accreditation . o o A Goal of the Transition Period Examination and Approval Achievements and Ohallenges 0 . o o o . o . o 0 0 . 0 00 . 0 . 0 . 0 v 0 0 0 . 00 0 . 0 0 0 . 0 . 0 0 0 0 ,. . 0 0 . 0 0 0. 143 145 147 150 150 152 156 156 157 158 160 162 164 164 164 165 168 169 170 171 173 173 174 176 177 178 179 179 180 182 189 194 196 196 198 199 Curriculum Innovations at Marian College Non-Western Studies Program for World Understanding 0 0 . 0 0 Honors Program for Intellectual Stimulation Academic Major for Elementary Teachers The College Looks to the Future First Steps Toward a Development Program Development Council Summary IX. 0 0 ., 0 00 0 0 0 . 0 0 0 0 0 0 0 0 0 0 . 0 0 . 0 0 0 0 0 0 0 . . . . 0 0 0 0 0 0 0 . " 0 0 0 0 0 0 0 0 0 MARIAN COLLEGE, INDIANAPOLIS, INDIANA: '!WENTY -FIVE YEARS OF CATHOLic HIGHER EDUCATION, 1931-1962 0 0 0 0 0 0 0 0 0 0 0 0 0 213 213 213 214 215. 218 219 Purpose of the Study Sources of Data and Research M ethods . . . Summary of the Historical Study Historical Background . 0 0 . 0 0 0 0 203 204 201 208 209 209 210 211 . 0 0 0 0 . 0 . . 0 0 0 0 0 0 . 0 0 1936-1941 Establishment and Formative Years, 0 . . Growth and Development of the Col lege for Women, 1941CCt1954 o . 0 0 0 0 0 0 0 0 0 0 0 i fit 0 " ., 0 0 0 e Physical Expansion and Extension of Services, 1941 c::a1962 . 0 0 0 0 . 0 0 0 " 0 0 0 0 0 0 0 Conclusions Recommendations for Further Study " BIBLlOORA APPENDIX e o Ao B. Co . 0 0 tJ . tJ 0 ., 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 e o 0 0 ., 0 0 Q 0 0 0 0 0 0 ., 0 0 0 0 0 0 0 0 0 0 0 0 vi 0 . 0 0 0 0 Go 0 0 0 0 0 0 o ., . 0 . 0 8 8' ., 0 ., 0 ., 0 ., o . 0 0 0 . 0 0 0 0 0 0 0 0 0 0 0 0 0 0 e 0 0 0 0 0 e o . 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 . 0 0 0 . 0 0 0 0 . 0 0 0 0 0 0 0 0 0 . . 0 . 0 0 0 0 0 0 0 0 0 0 . 0 0 0 0 0 0 . 0 0 0 0 0 0 0 0 0 0 0 0 . 0 0 0 0 0 . Questionnaires Marian College Enrollment Degrees Conferred, 1938-1962 0 0 . 220 221 222 224 233 23 6 231 ABBREVIATIONS USED IN FOOTNOTES FOR SOURCES OF DATA ACIC Archives of the Convent of the Immaculate Conception, Oldenburg, Indiana AMC Archives of Marian College, Indianapolis MC-L Marian College Library MC-OB Marian College, Business Office MC-OD Maria n College, Office of the Dean MC-OP Marian College, Office of the President . MC-OR. Marian College, Office of the Registrar MC-OSA Marian College, Office of the Student Association MC-PDO Marian College, Publicity and Development Office MC-PO Marian College, Publications Office MCOB-EO Marian College Oldenburg Branch, Education Office Oldenburg, Indiana CUA The Catholic University of America ICA Imm aculate Conception Academ y, ICHE Indiana Conference of Higher Education ISDPI Indiana State Department of Public Instruction NCA North Central Association of Colleges and Oldenburg, Secondary Schools NCEA National Catholic Educational Association vii Indiana CHAPTER I DESCRIPTION OF THE STUDY Marian College, established in Indianapolis in 1937 by the Sisters of St. Francis of Oldenburg, Indiana, was originally a Catholic liberal arts college for women, but seventeen years after its founding it became a coeducational college, one of the first of t he Catholic women's colleges in the United States to open its doors to men. The history of its early years as a women's college and the first years of a coeducational institution form the basis of this study, an historical study of the first twenty-five years of Catholic higher education in Indianapolis, Indiana. This introductory chapter purports to set forth the general nature of the study, its purpose and value, the limits of the study and the sources upon which the study rests, and the general plan of organization. The Problem Defined Since there is no history of Marian College in existence, the basic problem was to establish with some degree of reliability the origin, early development, and trends in the growth of Marian College during the first twenty-five years of its history, 1937 to 1962, covering the periods of its existence as a Catholic liberal arts college for women as well as its first eight years as a coeducational institution. 1 2 Purpose of the Study The purpose of the study is threefold to organize in one (1) volume the facts relating to the establishment and development of Marian College in order to make such source material readily available for future study and evaluation; (2) to examine data to test the hypothesis that Marian College was founded as a response to a need for Catholic higher education for women but that the impetus for expan sion came with its acceptance of the challenge to extend its educa tional opportunities to Catholic young men; and (3) to present the historical development of Marian College as a contribution to the literature on Catholic higher educationo Value of the Study Since the wider scope of educational history depends, in some measure, upon studies of individual institutionsj an historical study of Marian College is of value as a co ntribution to the history of higher educatione As a mosaic takes form when its pieces are put together, so does the history of education become structured from soholarly bits of educational historyo Certain facts in the history of Marian College should not be overlooked in the history of higher education. Such facts include the nature of a Catholic institution of higher education' operated by a religious congregation of women; the cause and effects of the change to coeducation; and the contribu tion of a Catholic liber al arts college to higher educationo As educational historians may profit from a single study of this kind, so, too, local and state historians m well use the findings of this study to incorporate into their own historical accounts. 3 The college itself should profit in various ways from an organ ization of the facts of its development into a single work. Knowledge is necessary for evaluation and evaluation can beget c ontinued improve ment. Also, greater appreciation and understanding of the college and its purposes by all concerned--administratorsj faculty membersj students, alumni, patrons, and the general public--should come as a result of know ing the facts of its history. T oday's generation of students, removed from the a tmosphere of the early spirit and traditions, may come to realize more clearly their own responsibilities and privileges. In 1954 change from a college for women to a coeducational institution brought expanion in buildings, in course offerings, and in student enrollment, but it did not produce an essentially "new Mariano n Since several other small Catholic colleges for women are intro ducing a coeducation program, the me thods and procedures employed by Marian College as one of the first Catholic colleges for women to be come coeducational may be worth examining. Thus, the history of t he college may be viewed as so many "threads" to be woven into the fabrics of educational, state, and local historieso These "threads", revealing the unique features of this particular college and its response to influencing forces in its development, may be advantageous to other historians for studies of broader scope. These facts, too, m well be the collegeYs best instruments for appraising its objectives and for maintaining its course toward their attainment. Scope of the Study The study of Marian College is chiefly a factual history compiled and organized from pertinent data of both primary and secondary origin with emphasis upon internal development and some attention to physical 4 plant expansiono The writer traces the history of the college from its establishment in Indianapolisi Indiana, where it began as a college for the Catholic women of Indianapolis tional institution 0 to its status in 1962 as a eoeduca- It does not include an evaluation of objectives and policies of the college, nor does it attempt to appraise curricular offerings, teaching methods, textbooks, or student lifeo A brief summary of Catholic higher education in the United States precedes the college history in order that such m be viewed in relation to its broader settingo Likewise a survey of histor ical studies of other Catholic colleges and universities is included in the background chapter. Sources of Data The main sources of primary data used in the historical study of Marian College were found among the various kinds of materials at the college. Such materials include: . class lists college catalogs and special bulletins diary of activities of early years faculty handbook letters (personal and semi-public) minutes of meetings (faculty, board of trustees, development council, alumnae and alumni, auxiliary organizations, student clubs and organizations) official doouments (deed9 articles of incorporation, approbations) permanent records of individual students programs from commencements, plays, recitals, etc. publicity releases (copies of) records from administrative offices (dean, registrar, treasurer) reports (official reports of presidents, deans, registrars, bursars, librarian, and faculty committees) scrapbooks (newspaper clippings, programs, etco) sermons and addresses (copies of) special studies (institutional stUdies) student publications Primary data relating to the educational activities of the Sisters of Saint Francis and to Marian College were also obtained from the Archives of the Convent of the Immaculate Conception at O ldenburg, Indiana, as well as trom the fi les of the various offices at the convent and at the Academy of the Immaculate Conception operated at Oldenburg 0 b.1 the Sisters Suc h data are: annals of the Congregation of the Sisters of Saint Francis bulletins and brochures communications from the Indiana State Department of Public Instruction (letters and notices) journals (private) letters (personal; semi-public circular letters of the Reverend Mot hers to the Sister s of the Missions) minutes of meetings (School Board of the Congregation, the General Counoith e board of trustees of Marian College) mission lists official documents (similar to those at th e college) records from the various offioes Primar,y data for the background chapter or for the antecedents of Marian College were obtained trom the following sources: archives ot the Secretar,r of State of Indiana" 9orporation Division bulletins of the Indiana State Department of Education tiles of the otfice ot the Division of Teacher Education and Certification of the Indiana State Department of Public Instruction The Indiana newspapers (The Indianapolis News, Star, Times; Catholic and Record; The-sundsi the Otticial GUIde to CathOIIc Educational Institutions, 1962 Yearbooks 01 the Diocese and Arcdiocese or Indianapolis Yearbooks of the State of Indiana . - Personal interviews were arranged with the tollowing people: several tormer and present administrators and faculty me.bers, members of the board of trustees, a number of tormer students and one ot the original caretakers tor the Allison Estate who remained with the college until June, 1962 . Among secondary sources used in the stu of the college were: general histories of Indiana, general histories of education, and /"-. histories of Catholic education, higher education, teacher education, 6 and education in Indiana. Histories of other colleges were used for gaining insight into methodology and style of writing. Studies of Catholic colleges and universities were likewise read to obtain knowl edge a bout Catholic higher educationo Pub lished and unpublished historical accounts pertaining to the educational activities of the Sisters of Saint Francis Oldenburg, Indiana, were used for background information related to the college. Several short historical sketches of the college were also available in newspapers and other publications. Procedure and Organization The historical method was the research technique used in the devel opment of this stuqy except for the information obtained from Catholic oolleges and universi ties by means of a questionnaire to ascertain the status of existing historical studies of these institutions. Primar,y and secondary data, then, were co llected and subjected to external and internal criticism. The plan of presentation is as follows: historical background of Catholic higher education in the United States as a setting for the historical study of Marian College; summary of the status of historical studies of Catholic institutions of higher education; antecedents of Marian College in the educational activities and teacher education needs of the Sisters of St. Francis, history of Marian College and the early years, 1936-1941, 1941-1954, of a women's college, and Oldenburg, Indiana, three divisions of the the establishment at Indianapolis internal development a nd external growth 1954-1962, the period of coeducation. Chapter I con tains a description of the historical study wherein the writer states th e purpose and value of the study, cites the sources 1 of data, and explains the procedure and organization utilized. The study of the college proper is prefaced by a chapter summarizing the formation, development, and expansion of Catholic higher education in the United States in order to place the establishment and growth of Marian College in its broader setting, first as a college for women and, after mid-century, as a coeducational institution. Chapter II likewise includes a survey of historical stUdies of Catholic colleges and universities in the United States. The antecedents of Marian College stem from an interaction of forces wit hin the Congregation of the Sisters of Saint Francis, Oldenburg, Indiana community of religious women engaged in teachinand from the educational developments in the nation and, more specifical, in Indiana which closely touched the lives and activities of this congre. . gation. Thus, Chapter III presents the origin of Marian College as an evolution from the academy, normal school, and junior college establishments at Oldenburg. Clarissa, A biographical sketch is included of Mother Mary the educational leader of the Sisters of Saint Francis who founded the liberal arts college. Chapter IV treats the facts of the establishment and the first academic year of Marian College as a liberal arts college for women in Indianapolis including information on events and activities of that first year. In subsequent Chapters V and VI the emphasis is on the history of the college up to 1954 focus is on the years when it was a college for women. 1931-1941, In Chapter V the organizational years under the administration of Sister Mary John Broderick, the first dean. Major topics deal with the academic program and efforts for accreditation. 8 Students and faculty activities are viewed as a conscious attempt by both groups to establish traditions. phase of Marian9s history is traced, In Capter VI the second 1941-19549 the years of internal These thirteen years encompass the single-purpose organization. striving to make per manent the struggling beginnings of the college 0 That this is accomplished within these years forms the thesis of the 8 ixth chapter. A separate c hapter, Chapter VII, is devoted to the preparations. for the coeducation program treating Marian's extension of services as an opportunity accepted during the process of physical expansion. In Chapter VIII, 1954 to 1962 t he highlights of the coeducation period during are given with particular attention to the major adjustments encountered by the college, the fruitful outcome of years of study and policy-making stimulated by the coeducation program, experiments in curric ulum enrichment, and the formation of a long-range development program. Chapter IX summarizes the historical developments of Marian College in its f irst twenty-five years of Catholic higher education . CHAPl'ER II CATHOLIC H IGHER EDUCAT ION IN THE UNITED STATES Catholic colleges were established in America during the second halt of the nineteenth centur,y when political, sooial, and economic conditions of the country permitted and when the recognition of the importance 01 higher education for American Catholics made the establishment of such institutions imperative 0 Almost all of the Catholic ool leges for m en begas preparatory school s and passed through various phases of forma tion a nd development in curriculum and organization before assuming definite oollege character and standards. women followed a similar pattern. The Catholic oolleges for Professional and graduate sohools were prematurely estab li shed before the final stages of the undergraduate curriculum evolution and were low in standards and quality until 1930. Since then the Catholic graduate schools have reoeived recognition as accredited insti tut ions. Formative Years of Catholic Higher Eduoation In traoing the evolution of Catholic education, it is possible to mark off two large periods: the fir st, from initial attempts during colonization to the Revolutionar,y War, and the second, from the Revolu t ionary War to the late 19th oentury. Since fewer definite contributions to the rise of Cat holio eduoation were made in the earlier period, it is necessar,y to study the second period to discover the seminal factors leading to Catholic higher education. 9 10 Purposes of early Catholic collegeso--The Catholic college was a product of the national rather than of the colonial periods since religious, political, socia19 and economic conditions under which Catholics labored in th e e arlier period prevented foundations from taking permanent root. Although serious challenges continued to jeopardize the success of the educational ventures, icism the g reater tolerance toward Cathol- during this period led to the rise of Catholic institutions of learning. Edward Jo Power, in ! History of Catholic Higher Education. in the United States, proposed three reasons for the establishment of these early Catholic colleges: During these years before 1850 there were three reasons which 'contributed directly to the formation of schools, which, if not then, were at least later to become schools for higher studies; to offer a preliminar,y or preparatory education for boys who were aspiring to the priesthood, to create a center for missionary activities, and to provide a place where ba.ys and young men might be given an opportunit y to cultivate the moral virtues.l T he f irst purpose was directly related to the growth and permanency of the Catholic Church in America. Though the colleges could not direct- prepare young men for the priesthood, they had to lay the necessary educational foundations for the more advanced seminary training. Thus, Georgetown College, founded in 1786 as the first Catholic College by the Reverend John Carroll, the first Catholic bishop of the United States, was specifically established "for the education of youth and the perpetuity of the b ody of c lergyo,, 2 Similarly, the history of most of th e early institutions indicated clearly that their founders generally l Edward J. United States, Power, A Histo of Cat holic Hi her Education in the 14. MIlwaukee Bruce Publish ng Company, 19,,- t p. 2 John Gilmary Shea, A History of Georgetown University, p. New York: Collier, 18 9 1 .- 10. 11 hoped to detect vocations for the priesthood and to give them every possible enoouragement. 1 Some of the early Catholic co lleges were established in regions of the country where liberal culture was out of placeo The pioneers and Indians, however, did posses a traditional affinity for religion and Catholic missionaries aceording established lacked its benefits. centers where some teaching could be done, where interested young men could secure preparatory training for the seminar,r and where a head- . quarters could be maintained for the direction of the missionar,y activIn the absence of a more appropriate name, these ities of the clergyo were termed colleges. The third reason for the establish ment of Cat holic colleges before 1850 stemmed from the clergy's desi re to form the character of young men by providing them with an opportunity to develop the moral virtues under the best possible conditions and in surroundings free of the irreligious currents prevalent in that era. Although in a particular college, one or the other motive predominated, these three reasons for the establishment of Catholic colleges in the years before Curric ulum of 1850 were apparent in every foundation. early Catholic college. --Every early Catholic college experienced a formative period of some length during which time its curriculum was subject to experiment and change. The first curric- ulum in most colleges was elementar.y, devoted to the teaching of the rudiments, reading, writing, and arithmetic, as necessar,r preparatory studies for more advanced worko l When resources became available, and the Sebastian Erbacher. Catholic Hi her Education for Men in the United States, p. 64. Washingtong The Catho ic University of America,1931. 12 eduoational level of incoming students warranted the change, the currieulum became secondary in scope and requirements. Both elementary and secondary curricula were offered by some colleges, particularly in those areas where, because of the non-existence of other schools, it was the policy of the Catholic college to serve the looality and to refuse admittance to no one. Before 1850 the s econdary curriculum of the colleges was m odeled atter th e course of studies offered in the classical schools of Europe. The Jesuit colleges, which had gained great prominence in Europe, served l in particular as indirect prototypes for Catholic colleges in America. .Howevr, the curriculum of Catholic colleges was orientated toward the seminary whereas the classical schools of Europe had been orientated toward university studie s. As a second step in the development of the Catholio college curriculum, a course of studies, classic in content and preparatory in objective was introduced. The t hird step was the modifi- cation of the existing classical curricula to include practical studies in English, in scientific, and in commercial subjects. These latter courses were added in answer to felt needs and popular demands and in an attempt to attract students and secure revenue tor the struggling institutions during their formative years. T hus, although the Catholic colleges were probably liberally orientated, their initial curricula were definitely preparatory and in some aspects were clearly practical. When the colleges outgrew their el ementary character, the content of the college courses became mare clearly defined and the curriculum became semi-prescriptive. f". ower, States, p. Although the value of English studies in A History -of Catholic Higher Education in the United 5 13 preparatory curriculum was not ignored, a definite classical education constituted the college curriculum as in the early stageso The first step in organizing a definite course of stUdies leading to an academic degree was taken by Georgetown College in its curiculum in 1820. It was this curriculum, with slight modifications, and finer organizations, which was the model throughout most of the period of development and experimentation in Catholic colleges. The curriculum, organized in six courses--rudiments, three in grammar, humanities and. rhetoric--led to the bachelor of arts degree. 1 B.r 1835 Georgetown had passed out of its formative period a nd in its curriculum of that year 2 initiated a respectable college course, covering a period of seven years. Development and Expansion of Catholic Higher Education Although the first half of the century before 1850 was for Catholic colleges a tedious period of slow progress toward the formation of a college course of studies, a few colleges using the 1835 curriculum of Georgetown as a model anticipated the general trend and instituted a definite curriculum for the college students. characteristic of many college 3 From the chaos so plans before 1850 there gradually began to evolve a separate an d clearly definethough somewhat restricted, curriculum for higher educati on. Elementar,y and higher stUdies were clearly distinguished from each other and special curricula such as the pp. 1 John M. 221-222. Daley, Georgetown University: Washington, D.C. Origin and Early Years, Georgetown University Press, 1951. 2 Ibido, p. 2240 3 S ee Power, ! History of Catholic Higher Education, pp. 66-12, for discussion of the curriculum development of St. Louis University, S t. Johns, Fordham, S pring Hill, Xavier College, and Notre Dame. ecclesiastical, the classical, the commercial and the scientific were organized. 1 Curriculum changes in Catholic higher education.--Experimentation wit h the curriculum continued during this period resulting in three important c hanges: reduced emphasis on the classics, the creation of an English cu rriculum, and the organization of the college c urriculum as a four year co urse of study. Classical education was criticized because of its limited usefulQess to many students primarily interested in the branches of positive and practical knowledge which contributed to the material' progress of society, . and also because of t he alleged pagan influence accruing from coneentration on the classics. 2 Interest in the classics, declined in Catholic colleges. therefore, sharply In place of, or in addition to the clas- sics, an English cu rriculum was organized in most colleges before 1890 which retained only those parts or elements of the classical course believed to be essential to a good education. A special feature of t he Catholic college during its formative years had been the maintenance of a continuity between secondary and collegiate instruction, allowing for few, if an distinctions to be made between high school ,and college curricula as they were organized into the programs of the institution. of the Committee of Ten, The redefinition,by the Report of the high school purpose as a preparation or information as to the development of curriculum in non-Catholic colleges during this period, see Richard Hofstadter and C. De Witt Harqy, The Development a nd Scope of Higher Education in the United States, pp. 14-28" New York: 2Power, o Columbia University, cit., p. 82. 19.- 15 for life rather than a preparation for college necessitated tial reorganization of Catholic college programs 1 0 an essen- Two distinct programs, one college and the other high sehoo evolved from what previously had been a seven-year course of stuo The entire course of studies, however, high school and college, was regarded by the public as a college course and all of the students were considered college students, whatever course they were pursuing . From of 1890 to 1920 Catholic colleges went th rough a further period reorgnization for the purpose of obtaining some uniformity in college studies and of conforming more closely to policies adhered to by the non-Catholic colleges of the country. Althoh the trend toward this organization was general, the impetus came from St. Louis University which adopted a plan for reorganizing the Catholic college as a four year school clearly separated from the high schoolo Scientific and commercial courses appeared as curriculum innovations, and a tendency toward multipIe curriculum organization developed. In addition, many colleges began to enrich their cu rriculum and to permit students to major and minor--or concentrate--in a specific area of knowledge. As the colleges began to offer new cu rricula, new degrees adapted to them arose although the traditional degree, the Bachelor of Arts, was by far the most popular. 1910 By Catholic colleges were granting most of the degrees granted by other colleges in the United States. Catholic higher education for women.--It may be noted from the pre ceding di scussion that the formative y ears of Catholic higher education dealt with the education of b oys and men. Only after the struggles for 16 survival among the Catholic colleges for men were ameliorated and after higher educati on for women had been generally accepted in American society did the Catholic college for women make its appearance. Without some attention to the early Catholic colleges for women and the principal f eatures of their growth, however, a general summary of Catholic higher education would be quite incomplete. Because of the general consensus among the colonists that a woman did not require much formal instruction beyond the basic skills to f ulfill the role determined for her by nature, that of wife and mother, the , higher education of women did not receive serious attention until the clos'o! the 18th century and ;t took three....quarters of a, oentury more , before the attention began to bear fruit. Although non-Catholic oolleges for women were late in appearing on the American scene, colleges for Catholic women were even later. These early colleges usually 'grew out of alreay eXisting academies conducted by religious communities of , women. In this respect, they differed sharply from the early non-Catholic colleges for women such as Vassar, , Smith and Wellesley which from their establishment off ered strictly collegiate studies. 1 The currioula of thes early academies emphasized those subjects w hich would fi t a woman to assume efficiently and graciously the duties of a wif ad mother in addition to providing e necessary rudimentary courses. In compar- i50n with the early colleges for men these curricula, nevertheless, were r- not-inferioro From the Catholic academy for women, thus planned and designed to off er a distinctively feminine education, gradually evolved Catholic women's colleges. 1 Ibid., pp. Although retaining certain features of the oojectives 181-183. 17 of the early academy, these colleges employed as model the colleges for men and endeavored to organize a curriculum which would enable them to compete favorably with colleges for meno The old allegiances to feminine education were honored chiefly by including credit and non credit courses of domestic economy in the curriculumo Within a ver y few years atter its founding the Catholic college for women instituted a teacher's program of suoh a program came from the 1884 0 One stimulation to the development directives ot the Catholic hierarc that schools be conneeted with each parisho A greater demand for women as teachers in the elementary schools brought about the corresponding need,for teacher preparation. Moreover, since all the early Catholic colleges for women were conducted by religious communities, it can be generally assumed tha t the introduction of a teacher's program was also motivated by the need for teacher-training for 'the junior members of the / communities. In response to the new program, accordingly, many of its 'graduates tested the opportunities and satisfactions of the teaching profession. In evaluating the progress of Cat holic colleges for women, it must be noted that they did not lead the movement to emancipate women for higher learning, but coming into existence when education for women was already approved, followed the trails blazed by non-Catholic women's colleges and coeducation in colleges for meno The rapid expansion and growth of these Catholic colleges for women did not occur, moreover, until the colleges fo r men began to offer their facilities to women after years of oblivious unconcern for the educational needs of women; an element of competition, therefore, may have been a contributing factor to the r apid growtho Far more important, however, is the fact 18 that at the turn of the cen tury, religious communities for women attained relative stability and were consequently in a position to undertake t he establishment and maintenance of collegeso Graduate schools and universities, and professional schoolso- Before 1890 no college in the United States under Catholic auspices possessed either the faculty or facilities to embark on real university studies 0 Admittedly many colleges between 1870 and 1900 established graduate programs, bu t these programs were actually little more than extensions of the undergraduate curriculum. Catholic colleges Graduate work in the early both of men and womeng seeming was understo od to be a quantitative rather than a qualitative experience or approach to During this period the master of arts degree was given subject mattero to stuaents who remained in college a year beyond the bachelor's degree, while pursuing an unplanned course of studies under the direction of the same faculty from whom they had received their under-graduate education. In t hus engaging in graduate programs before they were equipped to do so, the deficiencies already existing in the colleges became magnified and multiplied, and a loss of academic respectability resulted in many instances. In contrast, The Catholic the first real university under Catholic auspices, University of America, founded in 1889 atter years of trial and planning, academic standards, made a good beginning in establishing high and the professors fulfilled their role as teachers and scholar s with notable distinctiono Despite its noble beginnings in providing facilities for graduate studies, however, the Catholic University did not prove attractive to m&QY students because of its strong ecclesiastical atmosphere, its emphasis on clerical edueation9 and its remote locationo Catholic colleges, as noted above, 19 had been offering advanced d egrees for years and when the establishment of the University provided another model of imitation9 many colleges simply began to organize graduate departments or schools to satisfy students willing to remain at the colleges to pursue additional studies. An erroneous view th at academic respectability would be equated with the organization of graduate departments was widely prevalento Many colleges were just beginning to offer solid undergraduate education when graduate responsibilities were imposed on them; both graduate and undergraduate programs suffered as a result. The chronic problems--faculty, facilities, and finances --became more critical as Catholic colleges prematurely broadned their academic scope. Only after thirty years of vain efforts to build respectable graduate schools, did the Catholic colleges for men and w omen agree that faculty, facilities, finances and good students were indispensab1eo I Since 1930 the graduate schools in,Catholic c01- leges have been improved to t he point where the standards and quality are high through the m aster's d egree; only nine graduate schools offer programs leading to thePho D. 2 The history of professional education in the United States began before the colleges interested themselves in establishing sparate schools of law, medicine and engineering for the common purpose of all American colleges was the training and educati on of ministers and priests. l As Catholic colleges m atured and as seminaries were gradually The clearest indication of this improvement can be found in the norms for graduate work prepared by the Jesuit Education Association under the directi on of the Rev. Daniel O'Connell, SoJ.j in 1936-1937. These norms recognized every issue facing Catholic colleges in their efforts to realize excellence in undergraduate and graduate programso They were also the first general statements on the subject of graduate school standards for Catholic colleges in this country. 2Ibid (Power, p. 237). 20 separated from them, the colleges lost their distinctive character- istics as theological schools9 but it is important to understand that in their evolution the Catholio colleges of the United States were professional hools firsto The professional character of the colleges changed whet... the needs of the Church for an educated clergy were sttpplied by the separate ecclesiastical seminaries. At the turn of the century, the separate professional schools as known tod, emerged from the complex institution of separated colleges within an institutono Law, commerce, and medicine were the first to be established and rank highest among the professional schools, although since 1910 other areas have lso received emphasis. Historical Studies of Catholic Institutions of Higher Education It is generally recognized that the history of higher education in the United States has been approached largely through institutional stUdies of colleges and universities and that limitations in content and quality of too many works have hindered historians' efforts to oon- struct an overall historical perspective of American higher education. The same situation exists with respect to the history of Catholic higher education; only the total number of institutional stUdies is comparably fewer. Survey of historical studies of Catholic institutions higher education.-From among two hundred thirty-six Catholic colleges and universities contacted by the writer in April, 1961, and/or November, 1962, two hundred three responded to the request for information eoncerning historical stUdies of their institutions. I See questionnaire forms in Appendix 1 A . For forty-three colleges 21 or universities ( or twenty-one per cent ) , there were historical studies; seven others were in preparation tions ( or ( four per cent ) . Twent.y-eight institu fourteen per cent ) had some kind of historical sketch in works of broader scope, usually in connection with activities and developments in religious congregations cent ) 0 reported no historieso One hundred tweny-rive ( or sixty-one per The few general histories on Catholic higher education revealed more than a dozen other studies that had not been identified by means of the qustionnaireo Also, several earlier, stUdies of institutions having more recent histories were likewise indicatedo Nature of historical studies of Catholic colleges and universities.- The literature on Catholic institutions of higher education suffers from the same limitations as does that of many other college histories except. for the fact not ed above that there are fewer stUdies for Catholic coIleges and univer sities. According to John S Brubacher and Willis Rudy, l institutional studies of American colleges and universities are quite numerous, bu t on the whole they a re not of such quality as to assist the historian to construct the larger picture of higher education in the United Stateso They regret that ntoo few histories intimately expound the educational policies which illuminate the aims curriculum, and methods of instruction of the institution on which the historian's affec 2 tion is lavishedou Edward J. Power author of the best general work to date on Catholic higher education, echoes the same criticism: "Many of these histories were written to commemorate centennials or other l John S. Brubacher and Willis Rudy, Higher Education in Transition. -p. vii. New York: Harper and Brothers Publishers, 1958 . 2 Ibid. 22 anniversaries; and they have not always been objective, criticalp and well documented.. They usually are filled with a superabundance of names, dates, and useless facts, and generally they are much too long." 1 Power intends his criticism to include Catholic college histories as well. states He "One might conclude that some of these histories, if they had not been written to commemorate important dates, were written to advertise the colleges rather than to tell the story of their developmento Too often they have been pious summaries of real or imagined successes in, higher education while the failures are seld om mentioned .. ,, 2 Recently, however, doctoral di ssertations have appeared presenting more realistic and r,estrained history.. Were it not for the latter, says John Tracy Ellis, Professor of Church History at the Catholic University of Amer ica, "the scientific literature in this f ield would be barren. t,3 Professor Ellis is no doubt referring to the series of studies which follows his own book The Formative Years of the Catholic University Amertca,4 a model for college histories.. These works by Patrick H. Ahern,5 dward Jo Power, A History of Catholic Higher Education in the United States, p. vii. -Milwaukee:The Bruce P ublis hing Company, 8o 2 Ibido 3John Tracy Ellis, A Guide to American Catholic History, p. The Bruce Publish1nglCompany, 1959. Milwaukee: 880 4John Tracy Ellis, The Formative Years of the Catholic University of America. Washington, D.C. American Catholfc Historical Association, 1946. Pp .. xiv + 415. 5patrick H .. Ahern, The Catholic University of America, 1887-1896. The Rectorship of John Jeane .. Washington, DoC:: Catholic University pp. 'xii + 2200 of America P ress, r949 .. 23 Peter E. Hogan, I and Colman Je BarrYj 2 Master theses published b.Y the Catholic University are b ased largely on archival material and are candid in treatmento Each deals with a six-to-nine year period covering the administration of one of the first three rectors University 0 Georgetown Origin andEarly Years a scholarly work on the first half centur,y of Georgetown University by John Mo DaleYj SoJ., originally a doctoral thesis, recei ved the John Gilmary Shea Prize of the American , Catholic Historical Assooiation in 1958.3 It is important to note that these studies present the institution of higher education in the framework of American education as well as historical developments within the Roman Catholic Church. A recen t publicati on of th e Franciscan Institute, The History of S. Bonaven ture University hv Mark Vo Angelo, OoF.,M . , ranks among the scnolyworks of co1lee historieso4 The f irst few chapters contain a rich deposit of information on the missionary activities of the Franciscans in the State of Nw York drawn mainly from Archival materials. Throughout the history Father Angelo places the university in its b roader historical setting. Marquette University the largest Cath olic university in America, has been the subject of Rqnhael Hamilton's book, The Story of Marquette 1 PeterE. Hogan, SoSoJo, The .. Catholic University of Americaj 1896- 190 . The Rectorship of Thomas-- 'Conaty. 3 University of America Press, 19490 ppo xi 1909. Washington 9 + 2120 DoC. g Catholic 2Colman Jo Barry, O.SoBo The Cath olic University of America, 1903- The Rectorship of Denis O'Conne11o Washington;-D.Co g CathO'lIC University of America Press, 190. ppo xi + 298. 3John Mo. Daley, S.Ja, Georgetown University: Washington DoC. Origin andEarly Years. Georgetown University Pressj 1957 pp. xxi + 324. ----- 4Mark v. Angelo, O.F.M.j The History of St. Bonaventure University. st. Bonaventure, New York The Franciscan Institute, 1961. ppo x + 253. 24 University, An Object Lesson in the Development of Catholic Higher Education. l Father Hamilton skillfully presents the struggles of Marquette's beginnings, so common to Catholic college establishments, and traces essentialiy the external development of Marquette to its status in 1952. Several chapters hig hlight the influence of local and nati onal conditions on the character of the developing institution. Two books published in the late 195098 to commemorate the centennial histories of two Ben edictine Abbeys and their respective colleges ar on a par with the works mentioned in the above paragraph" Colman Barry, O.S.B", in Worship and Work St. John's" Abbey and University, 1856-1956, presnts the history of St" John's University, Collegeville, Minnesota, in its broader framework within the Benedictine Community with the same scholarship and style that characterized his earlier work on the Catholic Universi ty of America.2 Kansas Monks, ! History of St" Benedict's Abbey, by Peter Beckman, O.S.Bo, includes the history of St. Benedict's College, 3 "Atchison, Kansas. Though both are more inclusive by their presentation of the larger histor,y of the abbey, the development of the college is an integral part of the total book, not just separate chapters devoted to the college proper. Michael Kenney, SeJo, relates the story of Spring Hill College from 1830 to 1930 in Catholic Culture in Alabama: Centenary Story of Spring l Ralph N. Hamilton, S"J., The Story of Marquette University, An Object Lesson in the Development of Catholic Higher Education" Milwaukee: The Marquette Universi ty Press, 19>3. Pp. xi + 434" 2Colman J. Barry, OoS.B., Worship and Work: St" John's Abbey and Collegeville, MInneBota St" John's Abbey,56. University, 1856-1956. pp. vi + 4470 3 peter Beckman, OoSBo, A History of St. Benedict's Abbey Kansasg Abbey Student Press,-1957o PP-o 3b20 0 Atchison, Hill Co11egeo 1 Though not a scientific work as are the above-mentioned, it is one of very few books treating Catholic education in the South 0 Ano ther history of the educational activities of a religious oommunity of men, The Soci ety of Mary in Texasl' written by Joseph We Schmitz, S.M., is basically a history of the antecedents of Sto Mary's College, San Antonio, Texas, from 1852 through its development as a university in 1926, with the last chapter devoted and its status in 1951. to a sketch of Sto Mary's University 2 T here is a noticeabl e lack of co mparable studies, however, for A brief documented acoount by Sister Mo Catholic women's colleges. . David Cameron of America's oldest Catholic college for women, published in 1947, sketches the first fifty years of the College of Notre Dame Two decades earlier a twenty-rive-year study was made by of Mar.ylando3 Sister Mary Patricia Butler for Trinity College, Washington, D.Co4 This Catholic college, established outright as a college rather than maturing from academy beginnings as did all other early Catholic colleges for women, was ch artered in 1897 and opened for classes in 19000 Several memoir-type articles for Trinity College appeared periodically between and 1950 in the college publicat1ons. . 5 1910 A number of other histo rical l Michael Kenney, S.J., Catholic Culture in Alabama: C entenary S of Spring Hill College, l8301930. New York:-rhe America Press, 193 ry 0 pp. viii - +LiOO . - 2Joseph Wo T exas Schmitz, S.MQ The Naylor CompanYg j The Society of Mary in Texaso 1951-. -pp. x + 2010 -- - San Antonio, 3Sister Mar,y D avid Cameron, SeSoNcDog The College of Notre Dame of Maryland, l8951945. New York, The Declan McMullen Company; Inco,-- 1947. Pp xiv + 2190 4Sister Mary Patricia Butler, An Historical Sketch of Trinitl College, PP -o 1320 Washington, DoCo Trinity College, 19260 1897-19254 5Letter of Sister Columba, Vice-President for Academic Affairsg Trinity College, to the writer, November 27i 1962. 2 sketches of Catholic colleges for women ha ve been written, in style with little or no documentation" is the unpublished Master's thesiso 6 though popular Still another type of history Four suoh histories were written between 1950 and 1959 covering periods of twenty to forty years. I The taot that Catholic oolleges for women are of more recent foundation would account tor the lack of historical studies" Indeed, only one-half of these colleges had been established for twenty to thirty-five years at mid-twentieth oen tury, and another third were in existence tor fewer t,han twenty years. 2 Summary nuring the second half of the nineteenth century, when political, social, and economic conditions were favorable9 the first Catholic colleges were established in America. institutions, With the exception of a very few the Catholic colleges for men served as preparatory schools, and passed through various phases of formation and development in both curriculum and organization before definite college c haracter and standards ISister Mo Clarisse Cormier, "A Brief History of Rivier College, 19331953." Unpublished Master's thesis, Rivier College, 1955. ppo iv + 86. Sister Catherine Francis Soulier, St. Rose, Albany, New York." Rose, 1951. ppo v + 140" C.S"J., "A History of the College of Unpublished Master's thesis, College of St" Marion R. Taylor, "A History of D'Youville College, 1908-1950.1' Unpublished Master's thesis, Canisium College, 19500 Ppo viii + 1390 Sister Mary Magdala Thompson, R .. S"Mo, Saint Agnes College, l8901959,," itA Brief Hist ory of Mount Unpublished Master's thesis, Loyola Graduate School, Baltimore9 Mar,yland, 19590 Pp. iv + 161. Mariella Bowler, History of Catholic Colleges for Women in the U nited States of America, po 1230 1Washington, DoCo: The Catholic 2Sister M" University of America;-1933. See also Power, Opo Cit., po 1830 21 evolved. The Catholic colleges for women appearing only after the colleges for men were well established, growth and developmento followed a similar pattern of After the enrichment and extension of the college curriculum and the organization of the four year college course had been realized, Catholic colleges concentrated on administrative organization and reorganizationo Departmental organizations, in seminal form in 1890, became increasingly more complex and led to the establishment of separate schools. This school organization, proving unsatisfaetor,y, a general. movement for the institution of separate colleges occurred around 1930. From this development rose the professional schools. Sources for the history of higher education in the United States are restricted primarily to institutional studies of colleges and universitieso of these studies, Most limited in both content and quality frustrate histo rians in their efforts to construct a complete historical perspective of American higher educationo The same limitations characterize studies of the history of Catholic higher education, which are, moreover, fewer in number than those of nonCatholic institutions, particularly in ref erence to Catholic colleges for women. CHAPTER III ORIGIN OF MARIAN COLLEGE Marian College evolved from a two year teacher education institution into a four year liberal arts college in the first decades of the twentieth century, a well known pattern of development in the Mid-. west during that period, particularly among w omen's colleges conducted by members of religious orderso tution,. St. The two year teacher education insti- Francis Normal School1 had itself been an outgrowth of the normal school program begun in the mid-nineteenth century by the founders of the Sisters of St. Francis, Oldenburg, Indiana, for the members . of this religious congregation of women engaged in teaching in both public and private schools in the Midwest. professional concern of the Sisters of St. S ince education was the chief Francis it was natural that they were sensitive to and responded to the general trends affecting the professional education of teachers in the 1920's and 1930's. Marian College wa in large par\ a response to the trend toward the four year standard collegiate education for American teachers. It was fortunate in having a dynamic and progressive leader at this time, Mother M. Clarissa Dillhoff, an educator who understood the needs of the time r.n who knew how to answer the needs. Mother M. Clarissa Mother M. Clarissa, cis, Oldenburg, O.S.F., Founder of Marian College educational leader of the Sisters of St. Fran- Indiana, crystallized the aspirations of the Franciscan 28 29 Congregation in its efforts to provide quality teacher preparation for its members and, thus, became the founder of Marian College. Educational leadership.--The history of the origin and early devel opment Marian College is the account of the educational leader of ship of Mother M. Clarissa Dillhoff, OoSeF .. , major superior of the C on gregation of the Sisters of st. Francis, Oldenburg,9 Indiana (1926",,1938). It was she who so significantly built upon and developed the normal school program initiated by the early superiors of the congregation. In the thirty years before her election to the office of Mother General, S ister M .. Clarissa was in direct contact with the earlier educators of the congregation who exerted every effort in striving for excellence in the'teacher education program. She took her place among the congre gation's educators becoming the most forceful of all, a pioneer in her . own right. Sensing the growing importance of college education for Catholic youth in general as well as for future teacher she undertook to do .all in her power to thrust the congregation forward into this challenging area of educational activity. Biographical data ( Mary Mother M. Clarissa.--Mother M. Clarissa Dillhoff ) , born in Cincinnati, Ohio, on January 26, 1865, the second of eleven children of John and Bernadine Dillhoff. was After completing her elementa schooling at St. Mary Parochial School, Cin cinnati, she attended the Immacula.te Conception Academy at Oldenburg, Indiana, where she received her diploma in 1880. Three years later she returned to Oldenburg to enter the novitiate of the Sisters of st. Fran ciso On March ciscan name, 19, 1884, she received the religious hHbit and her Fran Sister M. Clarissa. The following nine years Sister M. Clarissa taught in three ele mentary schools St. Brigid, Indianapolis, Tndiana; St. Mary, Rushville, 30 Indiana; and St. Mary, Bloomington Illinois. Brigid in she was She returned to st. 1893 to teach in the parish high school. Three years later assigned to the Immaculate Conception Academy at Oldenburg where she remained until 1926 when she was elected to the office of 1 Mother General of the religious congregation. During her thirty years at the Academy, Sister M. Clarissa had already infiuenced educa.tional affairs of the congregation. director of studies, As she succeeded in getting the academy commissione as a high school. She was likewise responsible for obtaining in 1910 state accreditation of the normal school previously established at Oldenburg ,and served as its first president. She is, furthermore, credited with establishing a junior college at O ldenburg. and teaching responsibilities in the academy, Besides her administrative junior college, and nor- mal school, Sister Clarissa served as an advisor on the School Board of the Congregation of the Sisters of St. francis, thus, directly influencing the educational policy-making body of the congregation. In 1911 Mother Clarissa attended the summer session at Marquette University, Milwaukee, Wisconsin, and a few years later she and Sister M. Aurea Brosnan went to the Catholic University of America, Washington, D.C., for summer study. academic year, They both returned to the university for the 1916-1917, to complete degree requirements. First among the members of the congregation to earn a bachelor's degree, they became strong advocates of collegiate education for the sisters with the result that Sister Clarissa was in a short time advising and assisting lData for this biographical sketch were obtained from various sources: Autobiographical File of the Sisters (ACIe); Educational Records (MCOBO); interview between the writer and Mother 1. Cephas Keller ( July, 1964); _ and Mother Mo Clarissa Dillhoff and Sister M. Olivia Frietsch, With Poverello, pp. 207-210. New York: Po Jo Kenedy & Sons, 19 31 other sisters in planning their program of studies. In the summer of 1926, Sister Clarissa was elected to the office of Mother General of the Sisters of st. Francis9 convincing evidence of the sisters' confidence in her as a religious and as an educational leader. As major superior of the Sisters of st. Francis, Mother Clarissa accelerated her earlier efforts to advance educational standards. Realizing the necessity for trained personnel to meet the increased demands for high school education, she assigned more sisters to study. for degrees at various universities. Already in the first year of her administration, she accepted the invitation of the Archbishop of Cincinnati, the Most Reverend John T. McNicholas, O.P., to build and staff a large high school for girls in St. Bernard, Ohio. Not long thereafter, Mother Clarissa was giving serious consideration to the expansion of the teacher education activity of the congregation, weighing the possibilities of establishing a four year college where the sisters could receive their undergraduate education. The Trend of the Times in Teacher Preparation Placed in the context of the educational trend of the times, it is obvious that not only Mother Clarissa was responding to the growing demands of state and national pressures in teacher education, but the early educational leaders of the congregation were also influenced by the standards of teacher education of their times and made efforts to meet the norms education set up. District school teachers.--To qualify as district school teachers, the Sisters of S t. Francis had to pass an examination administered in the early days by Reverend Joseph Rudolf, of Oldenburg. The group of sisters in the district school examiner 1851 who formed the nucleus of 32 the Congregation spent almost a year in preparation for these examina tions before they opened the village schoolo New members entering the convent spent a similar preparation period under the direction of Europeaneducated Sister Antonia Dreer who, even after succeeding Mother Theresa Haekelmier as major superiorj teachers until her death in 18720 guided and formed the young Through her efforts the congregation organized normal school elasses more than a decade before the state normal schoolin Indiana was established.l The con gregation likewise encouraged the sist-teachers to co ntinue their education beyond the, initial stage of preparation by prqviding summer sessons for teachers returning to the Motherhouse during the vacation months. 2 Normal school and junior collegeo--By the time the Indiana State Teachers' Training Board had b een created by the Law of 1907 with the ?ower "to designate what schools and what professional departments in schools shall be accredited in the state system of normal school instruction,") the teacher training program of the congregation was well qrganized and ready to pek approval from this newly created authority on teacher preparation. In May, 19109 Sto Francis Normal School was approved by the Indiana State Department of Public Instruction for pre paring elementary teachers.4 The school could, thusj issue certificates to those persons who had completed the course of studies for elementary teaching. 1Indiana established the aX-supported normal school in 1865 at Terre Hau t e 2See Mother Clarissa Dillhoff and Sister Mo the Poverello, histo ry of the Sisters of Sto Francis 3Laws of the State of Indiana, 4Sister Mo 1910.11 ACICo Olivia Frietsch, With op. cito passim for more details conoerning the early Dorothea Michaelg 0 1907, chapter 239, seotion 1, p. 451. "Convent Annals (1910-1914), May 109 33 B,y 1923 the Teachers' Training Board had become powerful enough to effect a change in the procedure for licensing of teachers. Until that time approved normal schools or colleges could issue certain certificates or the prospective teacher could take one of the examinations prepared The Teachers' Licensing LaW of 1923 abolished both plans by th e Board. and gave to the State Board of Education the power to issue and renew all licenses. 1 The Board set the standards to be met b.Y teacher train- ing schools and created a Division of Inspection of Teacher Training . Institutions to evaluate the programs of those schools which sought 2 approval to train teacherso ,These 1923 regulations directly affected the development of the teacher educational program at Oldenburg insofar as the Congregation decided to operate the St. Francis Normal within a new junior college program if state recognition for both the junior college plan and the St. Francis Normal could be obtained. Consequently, the sisters requested state officials to accredit the normal school work. Oscar H. Dr. Williams, Inspector for the Indiana State Board of Education, visited the school during the summer of 19240 Pleased with his inspection, he granted the sisters the right to operate a junior college with a 3 normal department. The normal school was, thus, officially approved for the program of teacher training at the primary and intermediate-grammar l Laws of the State of Indiana, 1923, chapter 2 rbido, chapter 3 1924," 11, 11, section 1, p. 36. section 5, pp. 37-38. Sister Dorothea Michael, "Convent Annals (1915-1925), July 22, Acre 0 34 l grade levelso The Immaculate Conception Junior College opened in Sep tember, 194, enroliing seven lay students in addition to the members of the religious congregationo2 Two years later the Indiana State Board of Education suggested that liberal arts colleges' and smaller colleges lacking, according to its standards, adequate facilities and personnel, abandon their pro grams for preparing elementary teachers.3 This suggestion was soon followed by an official announcement revoking previous accreditment of all teacher training institutions which did not hold standard accreditment by the Board. All "sub-standard" approvals were to expire on Sep tember 1, 1927.4 Institutions so affected by the regulation were permitted to request annual accreditment and, thus, operate on a yearly approval until they could obtain standard accreditment. Sto Francis Normal School was numbered among these institutions. Size and location hindered the development of the congregation's normal school in its attainment of standard accreditment. Expanding to a four year teacher training college with the student body drawr! only from the young members of the congregation would present an unwar- ranted expense and an unwise use of faculty talent. Opening thf. IYearbook of the State of Indiana, 192 , p. 725. St. Francis Nor 4 mal Scnool is lIStea-in the Yearbook as a-sMaller college with a normal department. 2Junior College Records for Individual Students. MCOB-EO. Yearbook of the State of Indiana, 1926, pp. 761-762. 4Ibid., a standard college was defined as "an institution which requires- graduation from a commissioned high school or the equivalent for entrance, requires four years of attendance of no less than 36 weeks each for graduation, and meets such other standards and requirements as are'- imposed by the State Board of Education." "Teacher Training and Li censfng In 'Indiana," . Edu.cati6nal Bulletin, Number 94, Published by the State of.Indiana, 1927, p. 15. 35 enrollment to lay students would not bring much of an increase, because the rural location of Oldenburg could not be expected to attract many young women. Never theless, during the nine years which Sta Francis Normal School was operating on annual approval (1927-1936), Clarissa's hopes for a standard college were never dimmed 0 Mother Though many other major projects claimed attention during her incumbency, she oontinued to work toward the fulfillment of this goal even though she thought she would have to pass on to her successor the actual accomplishment of the objective. Four year teacher training college.--An announcement in April, 1936, from the Department of Public Instruotion of the State of Indiana brought Mother Clarissa's hope of a degree-granting college to reality. A letter sent to a ll teacher training institutions in Indiana revealed the intent of the State's Teachers' Licensing Commission to require a tour year program for the preparation of elementary teachers. 1 Although the proposal was not to become fully effective until July 1940, 1, Mother Clarissa acted upon the first announcement made by the State Board of Eduoation. During the summer of 1936 plans for a four year teacher training co llege took shape and were submitted to the Department of Public Instructiono 2 Such a step brought about the merger of St. Francis Normal School and the Immaculate Conception Junior College. In mid-September tentative permis sion granted the St. orm Francis Normal, letter of Floyd McMurray, State Superintendent of Public 17, 1937. This letter refers 1936. Certification Bulletins, Instruction, dated March to the earlier announoement of April, Letters and Others, 1934-1940. MCOB-EO. 2 See "Minutes of the Meetings of the School Board of the Congrega tion for the Summer of 1936," ppo 39 and 43. MCOB-EO. 36 now Marian College, the right to train elementary teachers according l to the new four year pattern of preparation. Marian College, Oldenburg, Indiana, 1936-1937 The culmination of decades of effort toward quality teacher preparation had been realized in the merger of the normal school and junior college. This very achievement was in itself just the commencement of con- tinued efforts to provide a liberal education as well as professional preparation. This four year teacher training college began operation in September, 1936, following basically the same courses of studies pur- sued by its predecessors, but the year's events and activities were overshadowed in importance by the more significant events that led to the establishment of the college in Indianapolis. Curriculum.--Marian College, tentatively approved for the four year elementary teacher training program, was not significantly dif- ferent from the junior college and normal school in organization and curriculum. Academic subjects were offered in semester-hour credits, while normal s chool courses were scheduled on a quarter-hour system to facilitate meeting state requirements for teachers' licenses. In effect, there s eemed to be tworeparate programs, the academic and the normal, though students preparing for teaching elected some academic courses to meet general education requirements or to satisfy personal interests. Five lay students and all student members of the c ongregation followed the teacher preparation program, women chose the academic curriculum. l Letter of Floyd McMurray 2 State Superintendent of Public Instruc tion, to Sto Francis Normal, Oldenburg, 1936. Certification Bulletins, while the other nine lay Indiana, dated September 16, Letters and Others, 1934-1940 2 S ee Individual Records of Students for 1936-19370 MCOB-EO. MCOB-EO. Faculty.--Appointed dean of the new college was Sister Mary John Broderick who had completed requirements for her doctoral degree at the Catholic University' of Americao iea in the junior college. She had formerly been director of stud- Assisting Sister Mary John as full-time Sister Mary Noel Remke, S ister Emmanuel Foley, college instructors wereg Sister Mary Herman Vollner, Sister Mary Jane Peine, Mentrup of the Immaculate Conception Academy staff, Borchelt, and Sister Joan Marie and Sister M. Leonida Sister Me Pia Frumviller, a nd Reverend Romuald Mollaun, O.F.M. Summary The origin of Marian College had its roots in the educational endeavors of the Sisters of St. Francis, Oldenburg, Indiana. Committed to the Christian education of youth, the Sisters put forth every effort to prepare for their teaching vocation. The history of this teaching congregation reveals the constant striving toward higher standards of education with accompanying recognition by public officials. Each generation of sisters felt the influence of a wise educational leader guiding its congregation to a formal, permanent organization for teacher preparation. congregation But to Mother M. Clarissa, sixth major superior of the (1926-1938), was entrusted the direct responsibility for actualizing the permanent establishment. l Interviews with the writer and Sister Mary John Broderick, April 15, 1961 and with Sister James Marie Strasburger, October see also Mission List, 1936-1937 ACIC. 12, 1964; 1 CHAPTER IV ESTABLISHMENT OF A CATHOLIC LIBERAL ART$ COLLIDE FOR WOMEN IN INDIANAPOLIS SEPTEMBER 1936 TO AUGUST 1938 The four year college begun at Oldenburg in September, 1936, remained at that location only a year. Even though Mother Clarissa had no definite new geographic area in mind, nevertheless, she knew that Oldenburg was an unsatisfactory site since it was not easily accessible to lay.students. Increase in enrollment was desirable for economic reasons as w ell as for academic development. There was no immediate thought being given, however, to the matter of relocation when classes were begun in September, 1936. An unexpected turn of events led to the establishment of the college in Indianapolis before the end of 1936 and before the termination of Mother Clarissa's term of office as Mother General of the Sisters of S t. Francis expired in July, 1938, she was to see the first Marian Col lege graduation take place at the new campus in Indianapolis. A New Site The availability in the early autumn of 1936 of the James A. Allison Estate outside the Indianapolis city limits provided challenging opportunities to locate Marian College at this site. The estate was purchased on November 9, 1936, with the millionaire's home destined to become the main college building. 38 39 ! challenge.--Three major building projects sponsored by Mother Clarissa during her incumbencyl had forced her to put aside her hopes to build or to locate the college in an area more accessible to young Catholic women who might wish to attend. She was ver.y much aware of the debts incurred in the building program already undertaken.2 However, w hen an opportunity presented itself to acquire property and a residence which could be used fo college purposes, Mother Clarissa did not hesitate to explore the possibilities of purchasing the site. When writing to the sisters about the unexpected opportunity and her decision to follow it, she referred to it as the "preposterous project.1t She explained her decision in a circular letter to the sisters on the missions announcing the purchase of the Allison Estate: It is this very spirit Cunited effort to keep our schools in the lime light of educational endeavor:J to do the best that can be done--which has induced us to undertake what may seem a preposterous project at this particular time; namely, the opening of a Day College in Indianapolis This new adventure has been thrust upon us with a speed never-before-experienced. Boarding schools are losing in popularity; thus it is evident, it will be a well nigh impossibility to make the College, as a boarding school, a success all agreed that with God's bless ing, the Most Reverend Bishop's approval, and our united efforts, it is worth the vnture.3 0 0 0 Purchase of the Allison Estate.--The swift series of events which culminated in the transfer to Indianapolis began as the school-year lThe three major building projects were: Our Lady of Angels High School, Cincinnati Archdiocesan secondary school for girls in St. Bernard, Ohio, and an addition to the sisters' residence there several years later, and a building at Oldenburg. 2ttWhen last spring we agreed to build the badly-needed addition to the sisters v residence at Our Lady of the Angels, I remarked 'This will be the last wevll do in the line of building and making debt. Our great aim the next two years will be to pay off as much as we can of the bonded loan.,n Quotation from a Circular Letter of Mother Clarissa, October 21, 1936. Letters of Mother Clarissa to the sisters on the missions ACIC. 3Ibid 40 at the Oldenburg college was settling into familiar routine in September of 1936. Word was received at Oldenburg that the Allison Estate at l Riverdale, just outside the city limits of Indianapolis, was available for purchase at a very reasonable price. Since Mother Clarissa was absent from the motherhous when the message arrived, Sister Mary John Broderick, dean of the college, requested Sister M. Borromeo Oefelein, one of the administrators of the congregation, to go to Indianapolis to inspect the site and to learn more details concerning the sale. Sister M. Borromeo not only examined the property, but brought back with her the blue prints of the buildings and grounds., The news so enthusias- tically received by the college staff and the administrators of the congregation was at first accepted by Mother Clarissa with seeming indifference. By October 4, however, Mother Clarissa was interested enough to decide to investigate the proposal herself. She, accordingly, went to Indianapolis, invitirg the dean of the college, Sister Mary John, and several others, Sister M. Leonida Borchelt, Reverend Romuald Mollaun, and Sister Mo Leonette Quinn, to inspect the site with her.2 Mr. Ohleyer with two other representatives of the Fletcher Trust Company met the group at the Allison Estate. Mr. Ottis J. Clemans chief caretaker of the Allison Estate for twenty years, acted as guide.) Upon her return to Oldenburg, Mother Clarissa immediately called a meeting of her counselors; they decided to purchase the Allison Estate. lTbe home of Mr. James A. Allison, Indiana and Florida capitalist. 2Details concerning the purchase of the Allison Estate are found in the "Diary Notes" of Sister Gertrude Marie Zieroff. Allison Estate, Historical Notes.AMC. 3Ibid. 41 On the seventh of October, the day after her visit to the Allison Estate, Mother Clarissa wrote a letter to the Fletcher Trust Company proposing 1 a bid for the estatee The reply from Indianapolis to her bid requested a slight revision in the proposal. Mother answered promptly with another letter on October 10, 1936 and this bid was accepted.2 At this point it was necessary for Mother Clarissa to contact the bishop of the diocese of Indianapolis Joseph E. Ritter, in order to preset to him for his consideration the proposed plan to transfer the college to Indianapolis. At first dubious about the need for a Catholic women's college in Indi'anapolis, Bishop Ritter was apparently conviced by Mother Clarissa that it was for the best interest of the congregation to have a college where the sisters could be prepared 3 for their professional work. He gave his approval. Thereupon, Mother Clarissa proceeded with the final business transactions and on November 9, 1936, the official deed for the Indianapolis property was drawn up.4 lLetter of Mother M., Clarissa Dillhoff (handwritten draft) to the Fletcher Trust Company, dated October 7, 1936. ACIC. 2Letter of Mother M. Clarissa Dillhoff to the Fletcher Trust Company, dated October 10, 1936. Mother revised her first proposal. This letter of Mother Clarissa was returned with the acceptance signatures by representatives of the Fletcher Trust Company and J. Ao Allison Realty Company. ACIC. 3ltMother Clarissa's first impulse was to acquaint Bishop Ritter of Indianapolis-with the plan that had been forming. Mother met his challenging question, 'Why do you want a college?' with her usual straightforward statement of fac ts: 'We are a teaching congre gation; the sisters must all be degreed in order to qualify.'" Mother M. Clarissa Dillhoff and Sister M. Olivia Frietsch, With the Poverello, p. 259, New York _ P., J. Kenedy and Sons, 1948. 4Document, Deed to Estate ACIC. -- -- 42 l Description of the estate.--The estate purchased for the site of the college contained aome sixty acres lying north of Thirtieth Street and west of Cold Spring Road and located about five miles northwest from the center of Indianapolis. Besides the Romanesque mansion, there were several other buildings on the estate: a three-apartment house for servants containing also a large garage and the main heating unit for the mansion; other smaller cottages for servants; two farm houses nd stables; three large greenhouses. Five lakes added to the, beauty of the landscaped grounds which, during were maintained by Mr. Ottis J. Mr. Allison's residence, Clemans and twenty-two assistants. More than four miles of driveways connected the various parts of the estate. There were also footpaths and several miles of bridle paths. James A. Allison, Indianapolis and Florida capitalist, began the building of his "house of wonders" in 1911. to complete. death in 1928. Mr. It took about three years Allison lived on the Indianapolis estate until his His mother continued to live in the home until 1930. The mansion remained vacant, then, until the sisters purchased it in 1936, though several families occupied other buildings on the grounds. The Allison mansion was constructed of poured concrete, reinforced with steel and was built inside a protecting structure erected to prevent injury to materials going into the building. The house contained five large bedrooms, a library, music room, aviary, dining room, breakfast room, l Data for this section are taken from newspaper accounts covering the purchase of the estate. See The Indianapolis News, (October 17, 1936), p. 1, part 2, and The Indianapolis Times, (October 17, 1936), pp. 1-2. For a more complete description of the interior of the house see the article written by Russell E. Campbell for The Indianapolis Sunday Star, (August 22, 1937), p. 5 '-1 part 1. Included with this article was a page of pictures in the rotogravure section of the paper, Gravure Section, p. 4. 43 social rooms and other apartments. social rooms were in the basement. A large swimming pool and several Outstanding features were the wood and stone carvings which most contributed to the beauty of the house. It was said that all the carving, inside and outJ was executed at the scene of the building by artists brought from far and near. The music room held one of the finest pipe organs in the citYJ the aviary, while finished in Italian marble, possessed a charm and dignity all its own. Remodeling for school use.--The task of converting a millionaire's estate into a scholastic institution began soon after the purchase .was made. 1 Adaptation, rather than renovation, would be-the more appropriate word to describe the transformation from mansion to college.2 The beautiful rooms of the mansion with their wood, or stone, carvings were utilized in their original condition for chapel, sacristy, assembly or reading room, classrooms, and offices. Only the furnishings of these rooms changed t.heir appearance from their former use as music room, French parlor, dining room, and breakfast room. aviary, bedrooms, library, Ma j or renovations in the mansion itself did nothing to mar the beauty of the houS. The long porch overlooking the lake was enclosed to house the stacks of the college library; an addition to this porch was built to provide room for the charging desk and for a few reading tables. In the basement, plumbers enlarged the lavatory and shower facilities to accomodate the student use of the swimming'pool. l Ohio, One of the social rooms was furnished for Letter of F. Harig of the J. & F. Harig C6mpany, Cincinnati,. to Mother Clarissa Dillhoff, dated D$cember 6J 1936 ACrC. 2 Data for the following paragraphs were aecumulaed from various interviews with the early faculty memberso 44 the girls' recreation center while other sections of the spacious basement were partitioned for classrooms and science laboratories. The large garage was converted into the college cafeteria and dining room while the upstairs apartments were made ready for residence The central heating system remained of the sister faculty members. in this building, now known as Alverna Hall. One of the small cottages was to become the chaplain's residence, while the other houses were occupie4 by workmen who remained with the estate. Preparations for the Liberal Arts College While renovations were underway at the campus site in Indianapolis, other'preparations were taking place at the convent of the Sisters of St. Francis in Oldenburg, Indiana and, later, in the summer, on the Such preparations included curriculum planning, campus itself. legal matters of incorporation, faculty appointments, and student recruitment .Planning the curriculum.--Throughout the winter and spring months, college officials planned and organized the curriculum offerings and In April, requirements. 1937, they published these in the first catalog l of the college. Obtaining ! charter.--Before the catalog was published, however, legal incorporation and chartering for degree-granting privileges had to be obtained. On March 24, 1937, Mother M. Clarissa and the other incorporators of the college met in Indianapolis with Mr. McGee, attorney for the sisters, lMarian Coxlege Yearbook, Chapter V, pp. quirements. 69-86 Thomas K. to sign the official document of 1937-1938. Catalogs MC-OR. See for a detailed account of the curriculum and re 45 incorporation 0 1 Mr. McGee notarized the Articles of I ncorporation which were presented to the State of Indiana to request degree granting powers for Marian Collegeo The next day, March 25j 1937, the Articles were filed and approved by th e Secretary ot State, August G. MUeller. 2 Under this charter Marian College was legally designated as a liberal arts college with a teacher training department. The by-laws of Marian College (1937), the only constitutional code in use until a set of statutes was adopted in 1944, were rather limited, treating only the Board of Trustees, ita duties and responsibilities According to the by-laws, . the board consisted of five to seven members, all Sisters of St. Franois, each serving for a period of three years. The president and other officers of the board were selected from among ' 3 these members. with Sister M. Mother Clarissa was the president of the board in 1937 4 Pia serving as secretar.r-treasurer. l Intormation from the original charter. See page 3 of Articles of Incorporation (original) filed in the Archives of the Secretary or State of Indiana, Corporation Division, Packet 3085 -610 Signatures of the following incorporators appear on the document: Mother M. Clarissa Di1lhoff (Mother General of the Sisters of St. Francis), Sister M. L eonida Borchelt (Assistant Mother General), Sister Mary John Broderick (Dean of Marian College), Sister Mary Lawrence Giering (Secretar.y of Marian College), and Sister M. Pia Frumviller (Treasurer of Marian College). 2 Ibid., The charter date has been erroneously presented in several printed sources because of a typing error appearing on the official announcement of the acceptance of the articles. The date typed at the top of the page reads, "March 25, 1936," but the official Beal of the The 1936 date was State of Indiana bears the dat e, March 25, 19370 used in the history section of the catalogs of the college until 1954. It was likewise used in several historical sketches published in news papers and in the t wo self-studies presen ted to the North Central Association of Secondary Sohools and Colleges in 1953 and 19550 In the North Central reports, a copy of this official announcement appears in the Appendix bearing the typing erroro The writer obtained a copy of the original Articles of Incorporation with an official notice from the Secretary of State in 1961, Mro Charles G. Hendricks, ver ifying the date of tiling and approval as March 25, 19370 3 By-1aws of Marian College, 1937 0 By-laws AMC. 4Marian College Yearbook, 1937-19380 Catalogs Me-OR. 46 Selecting! faculty.--Shortly after the purchase of the Allison Estate, attention was turned to staffing the college and involving key l persons in planning the curriculum. Mother M. Clarissa, designated president of the college, appointed Sister Mary John, already dean of the college, to continue ih that capacity. Mother Clarissa requested from the Bishop of Indianapolis, Joseph E. Ritter, that a member of the diocesan clergy be appointed chaplain and full time staff member of the college. Reverend John J. Mary of the Woods College, Doyle, at that time instructor at St. Terre Haute, Indiana, was named by the Two other priests, Franciscans from the Cincinnati Province bishop. of the Friars, were appointed to the college staff by the provincial of the Friars. They were the Reverend Romuald Mollaun, O.F.Mo, Professor of Theology at the Franciscan Senary in Oldenburg, who had previously served as a member of the college staff, and Reverend Ralph Ohlmann, O.F.M., who had recently returned from Europe after completing his studies for the doctorate at the University of Innsbruck in Austria. Other full time faculty members included: music, Sister Catherine Stoesser, education; Sister Eva Catherine Weitlauf, librarian, Zieroff, mathematics; Irma Baurichter, Sister Carmelita Cauley, Sister Eva Hou, English) Sister Gertrude Marie Sister Gonsalva W iegand, registrar; languages, Sister Mary Sister John Joseph Blackford, biology; and Sister M ary Noel Remke, chemistry. Part time faculty members included Sister Clotilda Marie Gohmann, education and history, and Sister Mary Jane Peine, art. I Data for this section were obtained from the following sources: interview between the writer and Sister Mary John Broderick, April 1961; records of faculty members, MC-DD; members, 1939), "Scrapbook of Newspaper Clippings and Bulletins," MC-L. 15, photographs of first faculty 1 (1937- 47 Recruiting students.--Recruitment of students began with the first announcements of the proposed college in Indianapolis. At the Oldenburg Alumnae Homecoming, October il 1936, Mother Clarissa aroused enthusiastie support from the former students of the academy when she announced the news of the proposed purchase of an Indianapolis site for Marian College. 1 Their pledge of assistance at the time of the joyful news was not an empty promise. The Immaculate Conception Academy and College Alumnae adopted the college in Indianapolis as a special project. They kept news of the college before their members; they organized drives to \ raise money for needed equipment, they sponsored card parties and other spec al affairs at'.'\:the college to make tl1e city of Indianapolis aware 2 of its existence. a scholarship. 3 They were to be the first to offer an endowment for From their ranks would come some of the first students to enter the collegeo Many of the alumnae members who lived in 1 ,tDuring tbe regular meeting (0 ctober 11, 1936), Mother Clarissa annouriced the intention of the Sisters of st. Francis to open a day college for women in Indianapolis--Marian'College.tt "Oldenburg Acade Alumnae Newsletter, April 15, 1937," p. 1. Alumnae Files ICA. See also "Report of the Annual Meeting, 1936, tt Oldenburg Academy Alumnae Yearbook, 1937, pp. 9-10. "Mother Clarissa spoke at length on Marian Normal Col lege as well as the proposed College of the same name to be established at' Indianapolis. Mother earnestly solicited the spiritual and financial support of the Alumnae SGould this proposal become a reality," p. 10. Alumnae Files ICA. 2 nWe hope, by bringing this letter to you each month, you will not only find an interesting item or two perhaps, but you will become more or less enthused about Marian College and help to make every Oldenburg girl and the City of Indianapolis Marian-College minded. It ItOldenburg Academy Alumnae Newsletter, April 15, 1937." Alumnae Files ICA. See nNewsletters" and Yearbooks of the late 1930's for activities of the Alumnae Files ICA. Oldenburg Academy Alumnae. See also "Scrapbook of Clippings and Bulletins," 1 (1937-1939), MC-L. 3 in October, 1938, the Oldenburg Academy At the annual meeti ng Alumnae agreed to establish a permanent endowment to the college. They hoped to raise $5,000 for this purpose; the interest, then, would be used for a scholarship to be awarded to an Academy graduate. See "Miriutes of Annual Homecoming October 9, 1938,1t p. 6, Oldenburg Academy Alumnae Yearbook, 1939. Alumnae Files, Yearbooks ICA. 48 Indianapolis attended evening classes at the college. 1 After the purchase of the estate, Mother Clarissa's announcement to all the sisters on the missions carried a request for their assistance in procuring students. Mother wrote: best helpers in speaking well of "You, dear Sisters, will be our is undertaking, in boosting our efforts to secure students."2 In the spring, Mother Clarissa and Sister Mary John began a formal drive for students with a tea and open house on the college grounds sponsored by the Alumnae of the Immaculate Conception Academy and College.3 This first formal open house was planned to aequaint the Indianapolis Catholics of the opportunities for Catholic higher education offered by the college. Each weekend following this event, until the first permanent sister-residents arrived on June 29, faculty members 4 were on hand to interview prospective students. Summer, 1937.--Shortly before the intensive summer activities commenced, approbation of the new project was received from Rome. Congratulating the sisters on their move into Catholic higher education, the Cardinal-Protector of the Congregation in Rome, His Emminence Peter Cardinal Fumasoni-Biondi, sent the following message to Mother Clarissa: l Oldenburg Academy Alumnae, Newsletter, Files, Newsletter ICA. ( September, 1938). Alumnae 2 Mother Mary Clarissa Dillhoff, O.S.F., "Circular Letter to the Sisters on the Missions, October 21, 1936.1t Circular Letters ACIe. 3 Mother M. Clarissa, nOldenburg Alumnae To Hold Tea at Marian College, May 8," The Indianapolis News, (Saturday, May 1, 1937), p. 2, part 2. 4Interviews between the writer and Sister Mary John Broderick, O.S.F., April 5, Marie Zierhoff. 1961. See also "Diary Notes" of Sister Gertrude Allison Estate, Historical Notes AMC. 49 The Catholic College for young women is of utmost importance. In this work you wiil be engaged in a field of Catholic Action that merits special careo The influence that the Sisters can have in such a college in molding the characters of young women under their care can hardly be over .... estimated. I hope that this new college will turn out graduates who will be not only good, well-trained Catholic.women, but that they will be zealous l apostles in the American field of Catholic Action. Mother Clarissa realized that to attain the goal indicated by the Cardinal-Protector the college should be the concern of the entire Congregation, not just of those who were assigned to teach there. The new endeavor of the Sisters of S t. Francis needed the support of all the sisters, though indeed, the faculty members would form the vanguard. Sister Mary John, with several of the sister faculty members arrived on campus on June 29, 1936. The chaplain, Reverend John J. The day after Doyl arrived to take up residence on July 1, 1937. his arrival, Father Doyle offered the first Holy Mass to be celebrated on campus in the Chapel of Mary Immaculate. 2 Throughout the summer months, the Allison "house of wonder,tt was open to the public for the first time since it was built.3 The interested, the curious, the art-1over--all had their chance to admire the handsome mansion and to gaze at the beauties of nature. Sisters fr.om Old.enburg al.so had an opportunity to see the new college. Mother l Letter of Peter Cardinal Fumasoni-Biondi from Rome to Mother M. Clarissa Dillhoff, dated May 18, 1937. Official minutes of t he govern ment of the Congregation, July, 1932-July, 1938 Acre. 2sister_GerrUde Marie Ziroff, "Diary Notes," 3 AMC. This statement was made by Mr. ussell E. Campbell' in his article "Allison, 'House of Wonders' Now Open to Public, Becoming Catholic School," The Indianapolis Sunday 's tar, (August 22, 1937 ) , -p. 5, part I. 50 Clarissa wanted them to enjoy the beauty of the campus and hoped that the visit would stimulate a greater interest and an active concern in the c ollege. 1 Most memorable of all was the Sunday of August 22, 1937, when some two thousand people of Indianapolis answered the call of curiosity stimulated by the newspaper article and pictures about Marian College appearing in The Indianpo1is Sunday Star that day.2 The rotogravure section featured ohe complete page of pictures of the mansion and other campus scenes. Many persons brought this page along with them as they examined for themselves the magnificent workmanship in the \ building and located the spots of beauty on the campus. three Sundays, similar crowds of sightseers On the next came to see the estate.3 Official dedication ceremonies took place on Wednesday, September 8, 193 7. Bishop Joseph Ee Ritter celebrated the Holy Sacrifice of the Mass in the college chapel and delivered the sermon. After Holy Mass, the Bishop solemnly dedicated Marian College and blessed the grounds.4 l Sister Gertrude Marie Zieroff, "Diary Notes," 2 See page of pictures. 4 AMC. of the rotogravure section for the one complete page 3 Sister Gertrude Marie Zieroff, "Diary Notes," AMC. 4ttMarian First Catholic College in Indianapolis to be Dedicated by Bishop Ritter, September 8," The Indiana Catholic and Record, (August 20, 1937). See also Sister Gonsalva Wiegand,"Marian College, Its Origin, Growth and Development, It unpublished historical sketch of the first two years, Marie Zieroff AMe. (MC-L) and "Diary Notes1t of Sister Gertrude 51 The First Year at Marian College, Indianapolis On September 15, 1937, students and faculty assembled in the Chapel of Mary Immaculate for the celebration of the Holy Sacrifice of the Mass offered by the chaplain of the college, Reverend John J. Doy1e. l The Mass offered was a unique event since it marked the official opening of Marian College. Shortly after this historic event, the students gathered in the marble hall, once the aviary of the mansion, then a combination meeting room and reading room. There Sister Mary . John, dean of the college, greeted the young women, presented them with their class schedules, and spoke briefly of the challenge and responsibility facing both faculty and students as they entered upon this new period in the history of the college.2 The first students.--The members of the f irst student body, for the most part, were recent high school graduates from Indianapolis.3 Of the twenty-four full time students enrolled in the 1937-1938 school year, sixteen were beginning freshmen, thirteen of whom had graduated from high school that spring while three had graduated the previous Six women transferred from other colleges after one year of year. study at those colleges. Of these transfer students, five had graduated from high school in 1936 and one in 1935. One junior from Frankfort, 1 See the college catalog for calendar of events, Marjan College Yearbook, 1937-19382 p. 6, MC-OR; Sister M. Gonsa1va wiegand,"Historica1 Sketch; It "Scrapbook of Newspaper Clippings and Bulletins, It 1 (1937-1939), for newspaper articles on opening day. MC-L. 2Interview between the writer and Sister Mary John Broderick, July 30, 1962; see also Sister M. Gonsalva Wiegand's historical sketch MC-L. 3 A11 information regarding the first students was obtained from Student Records AMC. the individual permanent records of the students. 52 Indiana, Paula Fulnecky, had studied at Purdue University for five 1 semesters between 1934 and 1937. OoSoFo, campus. One senior, Sister Cordula Werner, completed the list of full-time tudents on the Indianapolis 2 The new freshmen numbered fifteen in September. From Indianapolis came Florence Chung, Betty Conley, Ruth Elder, Margaret Rose Foltz, Rose Marie Guetal, Thelma Hines, Mary Louise Houk, Mary Jane Lang, Angelus Lynch, . . . Evelyn O wens, Mary Rapia, Patricia Roesch, and Marie Mary Buchanan from Reading, Seal. Ohio, Kathryn Neville from Lafayette, Indiana, and, junior, Paula Fulneeky from Frankfort, campus. Indiana, lived on Helen Lyons from Indianapolis joined the freshman clasB in the second semester. All the transfer students who had attended college in the 1936-1937 school year were from Indianapolis. Two of the girls who were graduated from St. Mary Academy in Indianapolis conducted by the Oldenburg Sisters completed a year of study at Marian College, 1936-1937. Oldenburg, Indiana, in Rosemary Bloomer continued at Marian College on the Indianapolis Caus for the full 1937-1938 school year, while Geneva Wilson took up studies there for the first semester only. Mary Jane l Miss Fulnecky became the first lay student to receive a degree from Marian College. She received her bachelor o arts degree in 1939 with a major in home economics after attending Marian for three semesters. 2 Sister Cordula Werner and two other Sisters of S f.. Francis of the Oldenburg Congregation, Clare Groth, Sister Roselyn Heimbrock and Sister Teresa were the first persons to receive degrees from the college. These Sisters had attended the junior college at Oldenburg prior to 1936. During the 1936-1937 school year they were part-time students at Marian College, Oldenburg. Student R ecords MCOB-EO. finished work at Marian College, received a bachelor of arts degree on June 10, 1938. and Commencement Bulletin AMC. All three Indianapolis, during 1937-1938 and Student Records 53 Bennett and Betty Leikhim transferred from Butler University, Indianapolis, staying just ohe year at Mariano Rosemary Spragg resumed her studies begun at the Indiana University Extension in Indianapolis and completed her teacher-training coUrses at Marian in June Indianapolis girl Helen Barron 1940. One other returned to the city to continue her education at the new Catholic colleges She had spent the one semester of the previous year at Fontbonne College in Sto Louis, Missouri. All the women in the first student body were Catholics. had attended Catholic high schools in Indianapolis. Fifteen Three others were also graduates of Catholic high schools in their home townso One outm oftown student attended a public high school, the only available high school in her town. The Indianapolis students represented five high schools--St. Mary Academy and St. Agnes Academy, graduates; each contributing six st. John's Academy, two; Ladywood School, one. The three other Indianapolis women were graduates of Shortridge High School, at that time a well-known college-preparatory high school of the Indianapolis Public Schools. Almost half of the first class had been top-ranking students in their high school graduating class. in the second quarter. Nine were in the top third, one Te n other students ranked in the middle third and two in the third quarter. Eleven Indianapolis parishes shared the honor of representation in the first student body of the only Catholic college in the city of Indianapolis. St. Joan of Arc sent four freshmen and two sophomores. Two students each belonged to the parishes of Holy Trinity, Our Lady of Lourdes, st. Bridget, and st. Philip Neri. one student in the total enrollment wereg Six other parishes counting Assumptidn, Little Flower, 54 Sacred Heart, st. Anthony, St. Francis de Sales, and St. Joseph. Courses.--Since all but two students were underclassmen, the course offerings of the first year were mostly lower-division courses in general education required of freshmen and sophomores. 1 Both freshmen and sophomores attended many course$ tog'ether with the exception of rhetoric and composition and the library science course, only freshmen. which enrolled All the lay students, i ncluding the one junior attended the course in logic. Students enrolled in the following courseb according to their need, preference, or time schedule: history, general mathematics, biology, chemistry, ethics, religion, foreign languages (French, Latin" Spanish ) , music appreciation, harmony, and instrumental lessons. A few courses open only to the non-freshmen were Psychology, English Literature, and Qualitative Analysis. General A few freshmen qualified for the intermediate classes in foreign language while some of the sophomores were just beginning their foreign language study in college. Many of the courses offered i.n the first semester continued for the second semester with class rosters remaining much the same. Students studying general ,ethics in the fall took up the study of special ethics in the spring semester. All the students were brought together to study sociology in the place of the logic course of the previous semester. The speech class enrolled all but t wo students, while art appreciation counted most of the freshmen plus two sophomores. Some of the same students in the general mathematics course elected college algebra or l Data for course offerings of the first year and for student attendance were compiled by the writer from Class Lists, from the permanent records of the students. !MC. Class Lists; 1937-1938, and Student Records 55 history of mathematics, while others who had not studied mathematics in the first semester also elected one of these two mathematics courses. Only two students did not study mathematics in this semester. Other new courses mainly for non-freshmen (though a few freshmen who quali fied were enrolled in them) were: Introduction to Philosophy, Survey of Catholic Literature, and Survey of French Literature. German was added to the list of foreign languages. Evening and Saturday classes.--A few weeks after the regular college classes began, evening and Saturday classes attracted part-time students. Evening 'classes offered educational opportunities for women employed during the day, while Saturday classes were selected to benefit teachers who were actively engaged in classroom responsibilities throughout the week. The Indianapolis transit company arranged to have several buses on the Riverdale line come directly to the college for the con venience of the night school students.1 Fifty-seven women enrolled in the evening classes of the first year. 2 The mot popular courses were General Ethics and Special Ethics taught by Reverend Romuald Mollaun, O.F.M., with twenty-six and thirty. three students, respectively. six each semester. Rhetoric and Composition enrolled five or The course, Theories of Evolution, listed eight women registered, but only four completed the course. German course lost five of seven enrolled students. The elementary All students in the evening classes of the first year pursued studies for college credit. l Interview between the writer and Sister Mary John Broderick, August 1, 1963; see also Sister M. Gonsalva Wiegand's historical sketch. 2 part time student registration cards. 1937-1949," MC-OR; AMC. MC-L. "Enrollment Book, "Scrapbook of Clippings and Bulletins,t MC-Lj "Reports to State Department of Public Instruction," (1937-1939), MC-DD. 56 In the Saturday classes, twenty-three religious (teachers and nurses), Sisters of St. Fran cis, Sisters of Sto Joseph, and the Daughters of Charity, and one lay woman enrolled for one, two, or l three courses. Most courses carried two credits and met for a fifty minute period on the Saturdays throughout both semesters. Day students did not attend the Saturday or evening classes the first year, but in the following years a few did enroll for these courses. 2 S tudents who may not have attracted attention by their' numbers because of private lessons were the special music students taught by Sister M. Carmelita Cauley, QoS.Fo instrumental, Throughout the year Sister gave or vocal, music lessons to twenty-eight adults, five high school students, and five grade school children.) Some of these special music students came on Saturdays and evenings, while some came during the day. Until the number of music students increased from among the full time college students, Sister Carmelita and other,succeeding music teachers continued to offer their services to persons interested in studying music though not necessarily for college credit.4 The homemaking center.--Much publicity surrounded the c ollege in January, 1938, when college officials announced the opening of a home making center under the supervision of Mrs. Rose Lee Farrell.5 I-Enrollment Book, MC-ORo 4._; 1937-1939," Mrs. includes a list of Saturday students. see also part time student registration cards. AMC. 5Interviews between the writer and Sister Gertrude-Marie Zieroff, Jun 9, 1964 and Sister Joan Marie Mentrup, June 25, 1964. For announce ments see newspaper clippings and brochures in ItScrapbook of Newspaper Clippings and Bulletins, It 1 (1937-1939) MC-L." 51 Farrell, an Indianapolis resident, conducted a radio program for homemakers, treating such topics as food prparation and service. Because of her popular program, she was well known to the women of the city, and thus the new project at the college attracted immediate attention. Mrs. Farrell donated her services to the college receiving no financial remuneration except the class fees paid by the students. For the homemaking center, the kitchen and adjoining breakfast room and dining room of the mansion were outfitted with new, modern equipment and utensils. hour period. Lessons were scheduled once a week for . a two Afternoon classes were held from two to four o'clock on Tuesday, Wednesday, and Fridayo Two evening sessions from seven to nine o'clock were scheduled for Tuesday and Thursday evenings. So enthusiastic was the response of housewives, business and professional women, that a third evening class was opened. A special class was set up for Saturday mornings at the request of some of the women who wanted their daughters to have the chance to be instructed by Mrs. Farrell. l A second session beginning in April offered both the intro- ductory course and an advanced course on the same time schedule as noted above. 2 For the combined sessions, one hundred nineteen women participated in the homemaking courses. 3 planned to be given for credit. These courses were not The success of the venture, however, led lSee Sister M. Gonsalva Wiegand's historical sketch. MC-L. 2See four-page publicity folder for the second session (began on April 5, 1938 and continued for the ten weeks) in "Scrapbook of News paper Clippings and Bulletins, It 1 (1931-1939). Me-L. 3See ttEnrollment Book, 1931-19419 It Me-OR, for list of students in the homemaking classes from 1938-1941. Mrs. Farrell continued her 'classes in homemaking throughout the administration of Sister Mary John Broderick though she did not teach the college credit courses in foods or clothing. 58 to the establishment of a home economics department in September, 1938. 1 Extra-curricular activitiesoComplementing the formal class work, the extra-curricular activities enabled students to develop further their intellectual and aesthetic abilities, to practice the social skills, 2 and to enjoy their leisure time. Early in November they chose officers to represent them in college affairs and to organize activities. Paula Fulnecky, Frankfort, Indiana, the only upper classman among the lay students, was chosen President. Mary Boyd Buchanan, Cincinnati, Ohio" was elected vice-president while three girls from Indianapolis, Mary Louise Houk, Geneva Wilson, and Mary Jane Lang, filled the positions .of secretary, treasurer, and publicity officer respectively. H ighlights of the first semester included a musical entertainment and a Christmas party. Before the Thanksgiving holidays the students enjoyed the music of the Sigma Alpha Iota String Simfonietta, a local group of musicians, in an evening performance on the campus. Prepara- tions for the first all-school Christmas party involved the entire student body. Some of the students presented an original playlet; the music students provided voice and harp solos, while others took care of arrangements and refreshments. The entire student body also engaged in collecting food and clothing as a Christmas surprise for a needy family. The second semester held in store for the students a variety of activities of both intellectual and social appeal. The one semester of 1Interview between the writer and Sister Joan Marie Mentrup, June 25, 1964; see also The Indiana Catholic and Record, (August 26, 1938), po 23. 2Data for activities of the students during 1937-1938 were obtained from newspaper clippings, The Indiana Catholic and Record, (December, 1937-June, 1938); The Indianapolis News, (December, 1937-June, 1939), The Indianapolis Star ( December, 1938-June, 1939), Sister Gonsalva Wiegand historical sketch, and the student publication, The Phoenix. 59 experience brought the students to a realization of the college's poten tial for developing responsi.bilitYJl individual initiative, and cooperative endeavors. During this semester the students published a paper, four issues in mimeographed form, March 19, 1938 to May 14, 19380 1 They orgized a Catholic Action Committee to plan a program of activities which would include distributing Catholic literature and teaching catechism classes. One major outcome of the work of this group was the organization of the Sodality of the Blessed Virgin Mary. May was a busy month for the band of collegians as they terminated their history-making year. ance as a Marian girls made their first public appear- group representing the college by their participation in the annual Mary's Day Mass held at St. John's Church on Saurday, May 7, 1938. The Tuesday before this city=wide tribute to Mary, Marian College stude nts had honored their Patron.ess in a beautiful May Day ceremony on their own campus. Practice for the first dramatic production under the direction of Sister Mary Jane Peine, OoSoFo, consumed much of the students' time. The marble hall of the college proved to be an ideal theatre for the one-act comedy, What Price Society? Students solicited ads for the printed programs and assisted with other arrangements. The music stu- dents of the college shared the spotlight with the glee club of the 2 Daughters of Isabella in a musical program preceding the performance. A final activity before the end of the semester was scheduled for I The Phoenix, 2 1939), 1 (1938). MC-PO. See ttScrapbook of Newspaper Clippings and Bulletins," I (1937- for the program for the performance of What Price Society? given at the college May 29 and 31, 1938. MC-Lo 60 Sunday, June 50 On that day the students and their mothers attended Mass in the college chapel and afterwards enjoyed breakfast together in Alverna Hall cafeteria. Extra-curricular activities for faculty members were numerous and varied. Many, of course, were directly related to class work and class preparation. Others were connected with establishing school policies, organizing courses of study, cooperating in student activities, and providing students with academic and personal guidance. ing& brought the and problems8 10c1 Monthly meet- entire faculty together to discuss common projects Throughout the year several faculty members also attended and national conferences relating to their professional interests. If the students of the college were noted for their spirit of Catholic Action their teachers were their guides and exemplars. Most significant of the faculty's activity in this area of endeavor was the day of recollection held several times a year. Catholic women who 'wished to spend a quiet Sunday in prayer and meditation respoQded to the invitation offered by the college to participate in the religious activity. Reverend John J. ferences on December Doyle conducted the first series of con- 13, 1937, w hile Reverend Romuald Mollaun, OoFoM., was in charge of the spiritual exercises for the retreatants in the month of January. Two other Sunday retreats, or days of recollection, were directed by visiting clergymen invited by the college. 1 The sisters assisted with the arrangements and preparations and were available for other personnel services. l See "Scrapbook of Newspaper Clippings and Bulletins,1t 1 (1937- 1939), for newspaper clippings concerning these days of recollection. MC-L.' Third and fourth retreat Sundays were conducted by Reverend Patrick Ho Griffin on March 20, on April 3, 1938. 1938, and Reverend Juvenal Berens, O F M . ' o . , 61 The first annual cornmencemento-=June 10, 1938, marked the date for the first commencement exercises at Marian Collegeo Sto Francis received bachelor of arts degreeso 1 Three Sisters of Sister Cordula Werner had been a full time student throughout the year, while Sister Roselyn Heimbrock and Sister Teresa Clare Groth finished their course work during the Saturday sessions. Normal certificates were conferred on nine other Franciscan Sisters and three lay women who had completed their second year of teacher training at the Oldenburg branch of Marin College.2 The commencement address was given by Reverend Patrick Griffin, pastor of Assumption Church, Indianapolis. The first summe r sessio n.=Though the Sisters of St,o Francis con duced summer classes at Oldenburg for the sister=teachers who r eturned to the motherhouse for the summer vacation months, Mother Clarissa felt that a limited program at the Indianapolis campus would be valuable for the sisters as well as for other local teaching congregations. Consequently, fom June 18 to July 22, 1938, a half-dozen faculty members and thirty four stUdents initiated the summ er program at Marian.3 The decision to begin these summe r classes proved to be a wise one, for they were to become extremely important for the in-service education of the teaching sisters. The campus, itself, provided an ideal setting for intellectual pursuits requiring concentration and reflectiono 1 Ibid 2Ibid .. 3ido' The summer bulletin lists seven courses: Sociology, Philoso phy ofcation, History'of Mathematics, World History, Inqiana History, Library SCience, and Music Appreciation. Of the'thirty-four students in attendanc-twenty-one were Oldenburg Franciscans, twelve were Sto Joseph Sisters from Sto Louis, Missouri; there was also one lay womano ment Book, 1937-1949 !Me 0 Enroll 62 Summary Marian College, opening at Oldenburg, Indiana, in September, 1936, as the institution formed from the merger of the Immaculate Conception Junior College and the St. Franci Normal School, became permanently established in Indianapolis after one year of operation at the mother house of the Franciscan Sisters; no immediate establishment elsewhere seemed possible at that time because of existing building debts.. When the opportunity came to acquire the Allison Property near the city limits of Indianapolis, Mother Clarissa took a bold, unexpected step to purchase the estate and made preparations for moving the college to the capital city. The institution became chartered by the State of Indiana on March 25, 1937, as a liberal arts college with a teacher training department. Marian College, Indianapolis, opened its doors to its first students on September fifteenth of that year. sessions began Soon after, evening and Saturday By the second s emester, a homemaking center on campus attracted Indianapolis women to its special non-credit courses. In June, the college held its first commencement exercises awarding degrees to three Franciscan Sisters, and teaching certificates to nine other Sisters of Sto Francis and three lay women who h ad finished the two year normal course at the Oldenburg branch. the history making year. Summer classes completed CHAPTER V THE COLLEGE CHARTS ITS COURSE SEPTEMBER, 1937, TO AUGUST, 1941 Events saping the history of Marian College during its foundation years reflect the goals set by the educational St. Francis of Oldenburg, Indiana. leaders of the Sisters of Foremost in charting the course of the college were MOther M. Claris sa Dillhoff, -founder and president, and Sister. -Mary John Broderick, dean. Since Mother Clarissa did not reside on the Indianapolis campus between 1937 and 1941, it was upon Sister r7 John that the major administrative responsibilities, fell. It was she who outlined the educational policies, established,- precedents, and sought accredi tation for the college. Marian College'bec_ame known to patrons arid_friends as a cultural center through good :publi?ity sent out from the camp, and also through commendable acti vi ties. of he college women themselves. I Mother M. Clarissa llhoff, O.S.F, First President -College president.--Mother Clarissa's role as president of Marian College did not immediately involve her in the actual day to day adminis ttive affairs of the college. She was very much interested in matters concerning the college in Indianapolis, nevertheless, and as often as possible contributed in decision-making on af1-airs-"a,cademic and financial. When her years of governing the Congregation were completed in July, 1938, she lived for three years at Our Lady of the Angels High School in St. 63 64 Bernard, Ohio, carrying the responsible roles of superior and teacher l while continuing her duties as president of the college. The actual details of administration at Marian College, however, were in the hands of the dean, Sister Mary John. The chief executive and the board of trustees.-During the academic yar, 1937-1938, the administrative officers ofthe.co1lege turned their ' . . I tetion to the formal organization of a bo Of)trustees and to the setting up of a set of by-laws to regulate th., ,Ilt,erna1 affairs of the' college. In October Mr. Thomas McGee of Indianapolis, attorney for the college, submitted proposals on those matters to Sister Mary Jph for her , 2 consideration. Within a matter of months enugh .. progress on organiza ... tQnal procedure had been made to call a meetng>of.the incorporators of he college on January 6, 1938. When the board",of,.trustees met the following year, again on January 6, the chairn.was Mother M. Leonida Borchelt who had succeeded Mother Clarissa in te office of Mother General of the Congregation and also in that of president of the board of trustees (ian College. . It was at the 1939 meetingj,.l1Pparentljj that the byc:01aws ,. gClverning the administration of the college we (,ormaJ.ly adopted even though they were drawn up earlier. 3 It was a very. brief set of by=laws l '.,. Interview between the writer and Sister M.B.q ' J ohn Broderick, August. 1, 1963; see also the mission assignments of the sisters for the school years of 1938-1939, 1939-1940, and 1940=1941. 'Mission Lists' LeIC; see also Mother M. Clarissa llillhoff and Sister M. Olivi.Frietsch, With the - Poverello, p. 267, New York: P.J. 'Kenedy and Sons, 1948. .. 2 Letter of Thomas D. McGee, Attorney at Law, Indianapolis, to Sister Mary John Broderick, October 5, 1937. Corporation' Records AMP. . 3 1,.\ -Minutes of the Meeting of the Incorporators of Marian College, January 6, 1939," Minutes of the Meetings of the Board of Trustees, 19381940, assembled during the 1940's from oose notes still available. !Me . The writer obtained this information in an interview with Sister M. Olivia Frletsch, Januarl 20 1965. - -' 65 designating only the duties and responsibilities, of the board of trustees. There were to be five to seven members, all drawn from the Sisters of St. Francis, each serving for a period of three years. No special qualifica- tions were designated, but in actual practice the Mother General and her administrative counci19 comprising five members, usually served as the board. 1 Since the president and other officers of , the board, according to the by-laws were to be chosen from among its members,2 it was not surprising $lHa.:t the Mother General was regularly selected, as the president of the boara,. Thus, in 1938 when Mother Clarissa t s term as Mother General .expird, her position as president of the board was relinquished and .Mother M. Leonida took up the duties as president of the board. 3 Sister Mary John Broderick, D.S.F-., First Dean Biographical sketch.--(1885= ). A native of Joliet, Illinois, Sister Mary John (Mary Broderick) received her early education in that midwestern city. 4 She completed the teacher training course in 1906 at Northern Illinois Teachers College, DeKa1b, and snent the following nine years teaching in the public elementary schools of ,Chicago and Streator, l Interview between the writer and Sister Mary John Broderick, August I, See cata1og of 19401953 for n ames of members of the board of trus 1963. tees. Catalogs TOR. In 1954, the membership of'the board of trustees was increased to seven members to include two sisters who were not members of the General Counei1 of the Congregation. See "Minutes of the Board of Trustees for the Change and Selection of the New Members: March 20, 1954, July 17, 1954, and July 31, 1954." Minutes of the Meetings of the Board of Trustees, 1950-1958. ACIC. 2Bylaws of Marian Col1ege9 1937, Article 1, section 4. !Me . 3ftMinutes of the Meetings of the Board of Trustees, 1938-1941," from assembled notes. AMC . 4 Data for this biographical sketch, where not otherwise documented, were obtained from the Autobiography File of the Sisters (ACIC) and from the writer's interview with Sister Mary John Broderick, July 2 9, 1964. 66 Illinois. Early in she entered the novitiate of the Sisters of 19l5 St. Francis, Oldenburg, Indiana, May name 1 3, 1915. receiv ing the veil and her religious When the fall session of 'the Oldenbu rg Academy opened that year, Sister Mary John commenced her first assignment there as a Franciscan teacher.2 After Sister had taught for two years at he Im maculate Conception 4C?admy, her superiors made plans to have her:"JPrsue higher studies. 1,,,.fo.1lowing year Sister Mary John attended the Sisters College at the Ctholic University of America in Washington, D.C.' with, a Returning in 1918 4 bachelor of arts degree,3 Sister resumedteaching in the Academy. . The s.umme rs from 1921 to 1924 were devoted to aduate studies at the Unvrsity of Notre name, in August, 1924, Sister.was awarded the master 5 of arts degree 0 That same summer, the junior college6 was, orgnized and Sister Mar y John was placed in charge of the college stuies, though she continued to tach in the academy Mother General in :te,-Academy. until 1933, 0 1926, After Mother Clarissa I"S election to the office of Sister Mary John succeeded her as directress of She remained at these administrative and teaching posts when she took up residence at th Cath9lic University of 1Records of Investitureo 2Mission List, 1915=1916. ACleo ACIC. 3See Educational Record of Sister Mary John. OB-EO. 4Mission List, 1918=1919. 5Educationa1 Records. ACIC. ACIC. OB=EOo 6Sister Dorothea Michael, 19240" Educational Records "Convent An nals (1915-1925), July 22, 67 America to begin studies toward a doctoral degree. 1 She concentrated her efforts on philosophy of education as a major and on psychology as a minor. Her dissertation, Catholic Schools !E England, was a partial fulfillment of requirements for the degree, doctor of philosophy, awarded to her in June, 1936. 2 When Sister returned to Oldenburg, she became'involved in the planning ofa four year teacher training colle-ge at the motherhouse. This college, named Marian College, supplanting the f,ormer junir college and normal 3 schooopened in Septemberi 1936i with Sister Mary John as dean. Though Si ster favored the establishment of a liberal arts college, she realized its impracticality at that time, since the Odenburg location could not hope to draw large numbers of lay womeno When the' opportunity to acquire a site in Indianapolis presented itself, Sister Mary John was among the strong advocates who urged Mother Clarissa to consider the purchase. When the liberal arts college was shortly thereafter_established in Indian= apolis, Sister Mary John was appointed dean. 'After serving as the dean of Marian Col lege for four years, Sister Mary John was called upon to initiate another p roject which the congregation hap been asked to under= take. The Director of Catholic Charities in the .rchdiocese of Cincinnati, Ohio', had requested of Mother M. Leonida the services of a Sister qualified in psychology who, after receiving special training under direction of the bureau, could devote her time to follow-up study of individual chil dren who presented problems to the classroom teachers. Mother Leonida responded by appointing Sister Mary John to devote her entire time to l 2 Mission Lists, 1924=1933. ACIC. Educational Records of Sister Mary John Broderick. 3Mission List, 1936=1937. ACIC. MCOB=EO. 68 l this work. Sister Mary John continued her work with the Catholic Charities until her retirement in Junej 19640 . Administrator of Marian College, 1937-1941o-ister Mary John was qualified by education, experience, and personal talent to undertake the responsibility of guiding the establishment of Marian C ollege. The facts f. stablishment treated in this chapter revl:.:hr active role in the , ioundation or organization period of the college. Determined efforts and self-sacrifices accompanied the task of ogazation. Laboring under the, dilemma of few students because of limited phical facilities and restricted physical development because of small-n rollment, Sister Mar y !?ht;l . . was able, neverthelessj to procure a sufcet enrollment in order that the college could qualify for teacher training approval from the State Department ofPublic Instruction. Sister ,also took the fir.at stps toward higher accreditation by requesting... affiliation wit the Catholic University of America and membership in tpe National Catholic Educational Association. Besides directing the recruitment effortsnd the negotiations for ; external approval, Sister Mary John likewisA directed the development of culture and refinement of the student group throu lecture programs featuring guest speakers and occaSionally th _ an{. herself. In addition, Siser taught one or two classes each semester usually in psychology or literature. In the actual operation of the college ;+r Mary John worked from vulous angles toward accomplishing the colllge- jectives 0 She invited and welcomed faculty cooperation in establishing ;.policies and in I Mother M. Clarissa 'Dil1hoff and Sister Me Olivia Frietsch, With thePoverello, cit., p. 2970 69 developing the curriculum. To supplement the faculty of sisters and clergy she sought out qualified lay instructorsg adding another dimen sion to the teaching staff. creativity. l She encouraged student initiative and Through her example and inspiration together with that of other faculty members, the college community developed a keen interest in,-,' and active concern for 9 the problems facing .. , soeiety. oa, were placed on a high level. Public relations, Sister Mary,Joqp engaged the services of ,a full time publicity director to bring the college into the civic. limelight and to show the citizens of Indianapolis the resources the college wa most willing to share. Charting the Course Marian College, as an institution of higher education, endeavored to provide opportunities for cultural and professional education and planned its course of action accordingly. A liberal arts college strongly emphasizing the humanities, it organized programs for elementary and secondary teacher preparation. pursued the arts degree, Although most students courses leading to the., degree of bachelor of science and bachelor of science in education were also offered. The goals.=-A statement of objectives appearing in the first college catalog indicates the course of action Marian College would undertake: The college aims to offer opportunities for a cultural and professional education, devised-to develop group responsi bility, as ell as intellectual, social, leadership. and religious To attain this goal the curriculum and the life of the school is consistent in its endeavor to train for high scholarship and for the development of the whole personality 1 Among the early lay instructors were Miss Crescence Burgunder, Librarian; Miss Mary E. Farrell, Home Making; Miss Vivian Lukanitsch, English; Miss Mary Elizabeth MYers, English; Miss Lorene Moonshower, Home Economics; Miss Helen Schultheis, Physical Education; Miss Jean Diehl, Physical Education; Mr. Patrick Rooney, Sociology. 70 of the woman. The student in every process of her education be it phyical, intellectual, soci81, or religious, is trained to quaify for that fullness of lite which is lived in union with Christ.1 As an institution of higher education Marian College strove to assist its students to develop high standards of scholarship within the framework of the total development of persona1ityo As a liberal arts college with a teacher training department it offered opportunities for both cultural and professional education to develop the talents of the individual and to promote leadership and group responsibility. As a Catholic school devoted to higher education, itattempted to fulfill these objectives in the light of the Catho1ic,philosophy of life. Perpetuating both a F ranciscan and a Congregational tradition, Mary Immaculate was selected as special patroness. and the college was named in her honor0 2 An appropriate co11ege.sea1.was designed, bearing the'tit1e Sedes Sapientiae and the monogram "M" on a cross ..supported 3 hie1d8 Curriculum deve1opment.==A study of the curriculum of the first four' years and of requirements for graduation proVides some indication af the measures taken by the college to carry out its obj ectiveso I Marian College Yearbookl 1937=1938, p. 8. Catalogs General MC=OR. 2 ' The Feast of the Immaculate Conception of the Blessed Virgin Mary, December 8, was chosen as the patronal feast of . the co11egeo Jr'nterview between the witer and Sister Mary. John Broderick July 29, 1964. The college seal was designed by Sister Mary Jane Peine during the spring of 19380 Inquiry by the writer about,.the meaning of the seal Sister Gertrude Marie Zieroff wrote brought the following explanation. I to the writer "The central M certainly proclaims Our Lady's central posi= tion in the ideals and dedication of the co11ege' Sedes sa ientiae is the wisdom to which the knowledge of all truth is tributary an which reaches its culmination in Christ, the Wisdom of the Father. The shield and cross are symbols of faith, reminiscent of Sto Francis as herald of the Great King." From letter of Sister Gertrude Marie Zieroff to the writer, July 5, 1964. See also Faculty Handbook, 1960, p. 20, for significance of the a seal. 71 education requirements for the arts degree, fulf.i1 ed by the students mainly in the first two years of study, p1acedheavy emphasis upon the humanities, though the social and natural sciences were also well repre 1 sented. Courses in general education were designed to lay the foundation for a broad cultural background with certain'courses being required of all. students. These were:' College Compositipnand Rhetoric, Survey of ilC?r1d Literature, S.urvey of Catholic L1 terature', Speech Habits, Library Science, History of Civilization', Sociology, Logic, Ethics, Life of . Chri.st, Living the Catholic Faith, The Catholic. Ch.urch, and Faith and its Fundamental Dogmas. 2 Students concentrated on major and minor areas of,interest during the last two years while also completing advanced 1 0f the 128 semester hours necessary for graduation, the student at Marian College in 1937 to 1939 spent two-thirds in course work distributed as to11ows Humanities Social and BehavIOral Sciences English--20 soh. Foreign Languages=-12 s.h. Re1i on-8 soh. Phi1'osophy ... -6 s.h. Social Science--12 s.h. Psycho1ogy-"",6 soh. " Natural Sciences Mathematics--8 s.h. Science--8 s.h. Fine Arts-4 soho Total: 50 semester hours General Education Tota1 Total.: 18 semester hours 84 semester hours Catalogs, 1937-1938 and 19381939. Me-ORo Total 16 semester hours In the first two years, the science requirement could be fulfilled by laboratory courses in home ec nomcs rather than in biology or' chemistryo ., See "Report to the Catholic University of America, January 16, 1939," p. 11. OUA File AMC . The re quirement in mathematics and science became mathematics or science for the bachelor of arts degree when the program" for the bachelor of science degree was established in September, 1939. In 1939 the philosophy require ment was increased to 12 semester hours. Catalog for 1939-1940, po 11. MO-OR. 2Courses listed in the "Report to the Catholic University of America, January 16, 1939," p. 11. eUA File !]C . 72 courses in general education. l Depth study in the major field with a related minor field provided the subject matter for training in scholarship and critical thinking necessary for a li beral education. Competency in the major field also prepared the young women for subsequent professional training. Though the bachelor of arts was the only degree offered in the first two years the B.S. (1937-1939), the administration was preparing to grant The curriculum for the degree of bachelor of science in edu cati'on was planned tentatively at Oldenburg in 2 1936, but because the liberal arts college was estab lished the following year and because the stata department of education granted approval for the four year elementary education program only one year at a time" publicized in the catalog until the spring of 1939' the degree was not At that same time, the college announced the offering of a bachelor .. ef science degree.3 Thus the new degrees provided more opportuni1?iies,for professional prep aration, though the broad cultural background remained a requirement. 4 Students, however, could qualify for the artsdegree with a major in science, home economics, or education, l if they fulfilled the additional Responses to a questionnaire submitted to the Catholic University of America, January 16,1939, in request for affiliation with that insti tution, list the following majors: education, English, history, languages, mathematics, music, philosophy, religion, and science. 2Form letter of Sister Mary John Broderick, August CUA Files AMC. 24, 1936, to for mer students of academy and junior college at Oldenburg announcing the new four year college and the bachelor of science in education degree. Letters of Sister Mary John Broderick, AMC. See also "Minutes of the Meetings of the School Board, Sisters of St. FranCiS, Oldenburg, Indiana, S umme r, 1936," for plans concerning the four year college. 3Marian College 4Ibid. Book, 19391940, p. II. ACIC. Catalogs MC-OR. 73 In September, requirements. added. 1940, a new field f study, commerce, was Though professional in nature, the commerce major led to the bachelor of arts degreeo l Specific cottrses for teacher training for 'elementary school teaching were scheduled for the sisters and a. s,mall group 'of lay students studying at the Oldenburg branch. 2 Likewise, such courses were offered at the Indianapolis campus in the evenings, on Satu:rdlB" and in the summer ses,sions as an in ... service program for teachers who were wsrking toward certification.3 No regular schedule of professional courses was needed tor the full-time students on the Indianapo11 ,cus since few desired to fllow this curriculum. Moreover, the transitional nature of the . {' tate program for elementary teacher preparaio p recluded the develop= ment of a highly organized program for the cOl1ege.4 wmen the first years of Beginning with the second year 1 ,nevertheless, the college eatalogs did carry the new requirements as mandated by the laws of ] "Bulletin Announcing Courses in Commeree,' September, Supplement to the 1940=1942 catalog MCdQR. 1940." 2See individual permanent records of stdents. during these years. Class lists were not available. Records of Students MCOB=EOo 3"Class Lists, 1937=1941," Class Lists !MC. See also published bulletins for Saturday, evening, and summe r lases, 1937194l, .Scrapbooks of Clippings and Bulletins," 1 (i937i939), 2 (1939=1941). Me=I;. hIn 1936, the state department of education in Indiana adopted a new four=year program for the preparation of elementary school teachers which would culminate in a degree, bachelor of science in education. This program gradually replaced the former two=year pat tern of prepara= tion. Because the liberal arts college was established during these years of transition, the preparation of elementary schol teachers among the full time lay women on the Indianapolis campus was ot urg ent. 74 1 Indiana. But since students were permitted to qualify for the two= year certificate until 1940, the college had the right to prepare stude nts on this program. Only in the third year, however, did four full-time lay women take education classes.2 The granting of teaching certificates under the two-year program terminated with this group. The area of teacher prparation which appearemore consistent with the curriculum of a liberal arts college emerged for the first time in the -spring of 1941 when the college received the .. right to prepare secondary school teachers in English, sciences" mathematics, music, and 3 social studies. As previously noted the bachelor of science degree was offered for the first time in 19390 At that time, the college administration decided to carry out the decision to offer a s cience program leading to the degree of bachelor of science even though the building program, which had included classrooms and laboratories for the science depart= ment,4 had been indefinitely postponed. More adequate facilities for I Marian College Year Book, 1938 ....1939, p. 16; 1939=1940, p. 16; 1940-1941, p. 22. Catalogs Me-OR. For state requirements see "Laws, Rules, Regulations, and General Information Governing Teacher Training and ': Licensing, 11 Educational Bulletin, No. 94j published by Department :Jf Education, State of Indiana, 1937, p. 35. 2See Class Lists, 1937-1941. AMC. 3Letter of T.H. Mahan, State Superintendent of Public Instruction, to Sister Mary John Broderick, March 8, 1941. Public Instruction, Correspondence AMC. State Department of 4Interview between the writer and Sister Mary John Broderick, August 1, 1963; J.M. Campbell, Inspector for the Committee on Affiliation and Extension of the Catholic University of America, "Report of Inspec tion, March 3, 1939," p. 4. CUA File AMD . Letter of E.D. Pierre of Pierre & Wright Architects (Indianapolis), to Sist er Mary John Broderiok, r dated January 9, 1939. Buildings AMC. 75 science than were currently in use had to be"p rovided. In the spring of 1939 an ingenious plan was devised whereby one of the substantial campus structures was completely renovated for laboratory use for the chemistry and biology departments. l An immediate cause for the offering of the science degree at that time stemmed from the request from the St. Vincent School of Nursing to--offer the science program. 2 Sister Mary John"made plans to move in" the direction of meeting the need of the nursing school. Many of' the.S ister-nurses from the hospital attended classes at Marian College. Arrangements were made, also, for faculty mers .. ;from the college to teah some courses at the hospital to groups.onurses. 3 In addition, some of the regular students from Marian Colleg" attended specialized - . . -- - . ' . :. sice courses at the hospit and received .. coee credit for the lLetter of Sister Mary John Broderick to Dr. 'Roy Defarrari, Chairman of the Committee on Affiliation andExtension of the Catho1ie University of America, June 2, 1941. CUA Fi1e" .' . Interview between tbe--writer and Sister Mary Adelaide Geis, bio10gy."instructor in 1939, December 27, 1964. These laboratories were in'use' until the present three floor science building was completed i,l54. 2Interview between the writer and Sister.ary'John Broderick, August 1, 1963. Sister stated that all negotiations for the science program for"the nurses were made verbally through direct personal contacts; thus, there are no written records of the request or of the plans to fu1flll'the request. See also J.M. Campbell, (!prt of Inspection, March 3, 1939." CUA File AMC. After his interview with the dean, Sister Mary John, Dr.CallPbell stated in his report: "The Educational Director of the State Board of Nurse Examiners and'the authorities of St,. Vincent's Hospital want ian College to give the B.S. degree required by the State to the students of St. Vincent's Hospital School." p. 1. 31nterviews between the writer and Si ster Mary John Broderick, August 1, 1963, and Monsignor John J. Doyle, Chaplain of Marian College, January 3, 1964. There were no for written arrangements for exchange of teachers or courses. I . t. 16 courses. A tentative program for lay student nurses from the hospi tal's school of nursing was also attempe:d :,whereby the student nurse was to attend Marian College in the fre:sl1maii year, and then follow the nurses' training program at the hospital in the next three years to receive hr RN. In the fifth year she was to return to the college campus to complete requirements for the bachelor of science degree. 1 Since arrangements for the tentative plan for nursing education were negotiated through personal contact between the administrators or the college and of the st.Vincent School of Nursing, it is difficult to determine the status of such arrangements as, also, the termination date ,of the program. In the spring of 1939, the college had been advised by the inspector from the Catholic UniversitY',of America to seek pro 2 s$iona1 guidance regarding the nursing pro. Two years later ano,:$er inspector from the University listed as - ODe of the purposes of the college,to meet the needs for estab1ishi .four year degreed nurse-training program under Catholic auspices.-,,3 owerer, advised that the college This inspector, "re-exami the needs which lead to its __ existence, re-discuss and clarify its ob.1,ectives and refuse to 1Interview between the writer nd Sister Mar,y'John Broderick, August 1,1963. Also interview b$tween the writer and the former Helen Marie Hadley (now Mrs. H. M. Jackson), Ju1y, i963,who had begun the nusing program in her f'resn year at Maria College in 1938-1939. She discontinued her studies the following academic year. 2"Before St. Vincent Hospital School is' absorbed into Marian College, t,;spou1d be inspected by Sister Olivia of th .C.U. Nursing School. Sister Olivia is one of the charter officers for the Association of Collegiate Schools of Nursing and, as a nun, is capable of giving sympa thetic assistance to the authorities of s t.Vincent's." J. M Campbell, "Report of Inspection of Marian College, Marh 3, :.1939,'. p. 8. CUA Files AMC. A. J. Harriman, "Report of Inspection of Marian College,March 19, 1941," p. 1. CUA Files AMC. 77 dissipate its energies by being led into channels which are not 1 essential He seemed to have meant both t he nursing program and th. major in commerce as the undesirable channels. rhus, by the ,nd of the administrgtion of Sister M8l7. John, the nursing program was not .very . . 2 active, and during the following administration was discontinued . The students at Mari an College were reqrecl j;,o earn at least 128 se..ter hours of credit for graduation and lfer! . f,)ected to _rit at J..st 128 quality points, or a "C. average. .). Likese, the)" were req';lired t-o,.m,aintain satisfactory grades ift their _jor,,fi:J..d of study'. thirty hours of work had to be taken at the cole. At the end of the so pomore year, students took. the Cooperati!! . General Culture t :rican Council on Education. The last !!.!! of Seniors ver ,valuated in their r field by a written comprehensive eXami natp\ administered toward e.:end of the year. 3 ":" From the beginning, college personnel encou.rd students to use _. . 80.', ,, . ..t . . ' .' of their leisure time for outdoor. recre4t9p.;,d active participa- 1!0ll in sports.b. The swimld ng pool in the former Allison mansion offered a year-round physical fitness program. During the 1937-1938 school year lessons in horseback riding were provided for interested . students through .gements with The deVietien Riding'School at Gregg F arms o5 The campus '1 ' , p.4. 2 ". :.. , Interview between the wr1 ter and Mother'Marr" Cephas Keller, dean of ,tlte college f.rom: 1941-19,0, August 11, 1963.,/ ' , ee also Report of Inspection, April 2, 1942. CUA File AMCo " , 3 Mar1an'College!!!::, 1940-1942, p:12 'batalogs lC-QR. 4Intervie w between the writer and Sister Mary John Broderick, A.ugust 1, 1963. 5See letter or Mr. deVietien to Sister Superior at an College, May 1 8, 1938, in Class Lists, 1937-939, !MC. '!f 78 itself contained many miles of bridle path where riding skills could be perfecte d. The ampus lakes were available weather and for ice-skating in the wintero for boating in warm In all seasons D wal ks through the scenic groundsD or hikes through the surrounding country= sideg became a f avorite past ime. 1 Golt enthusiasts took advantage of the municipal golf course separated from the campus by ),Cold Springs Road The students themselve organized games and contes ts 9 most prom= inent was the annual ping=pong t o urna me nt.2 Archery dancing, tennis and_other' net games were added when the physical e Q u ca tion depar t m e nt was established in September 1939.3 ,' The, s upport " , c olleg e library .==Sine a colle ge depend upon its library to urric ulum offerings D an adequate collection of books, reference material and periodicals was needed for the Indianap91is campuso seIeGtion from the Oldenb u rg co llege and normru. school, 1 A i br a ry formed . the initial collection.4 Gifts of books and donations for the purchase of books brought the major increase in library holdings, during the first year and for several years followi.ng.' Many of the books were donated p.4 . 1ftVaried Sports Find Fans at Marianl)ft The Phoenixg 2 ( June$ 19 39 ) 9 . MC-PB. Sports mentioned g ping=pong riding swimmingj) hiking. 29tSpOl"ts9 The Phoenix.\? 3 ( Summer.!) 1940)9 p.6. Me-PB. See also the article9 WPing Pong Tournament is U Happy V Occa sion as Champ from Cincinnati Again Wins Title, and picture of" winner in The Phoenixg 2 (SpringS) 1941) 9 p.4e ' '=-= 3"Marian College Adds Instrutol' Helen Ann 'Schultheis to Direct Physical Ed uca tion j) The I nd ia napolis Sunday j) ( S ep temb er 24 1939), p.17 sec. l see also tiCollege Curriculum Adds New Courses \lQ The Phoenix, 3 ( Autumn, 1939) I p.2. MC PO. - .... 4Interviews between the writer and Sister Mary John Broderickj) July 99 1964 and Sister Gertrude Marie Zieraff August 15 19648 2 5See the Library Accesion Reord and the Record of Gift Books (with donors). MC=L. There are a few letters and lists of checked books still available from the early communications concerning gift books. Communica tion: Early College Library Data MC-L. 79 by the Oldenburg Academy A.lumnae. Two months prior to the announcement of the purchase of the Allison Estate Sister Mary John had contacted former pupils of the Immaculate Conception Academy and College to solicit their assistance in financing library and laboratory needs of the four-year college just beginning at Oldenburg. That these former pupils did respond to the appeals of Sister Mary John is.revealed in a letter writen by Sister for the Oldenburg Academy AlumnaeYarbook, 1937. With regard to the book drive, Sister Mary John wroteg "The Library, thanks-in great part to your generosity, has grQwn to 6,000 volumes. The enerous individual and group donations from our "old girls" give ampl!! . vidence of your 10yalty. . 1 Thus,9 an accumulation of 6,000 volumes had been made when the college opened in September, 2 the end of the year, 2OOO more volumes had been .received. 1937. By In 1941 3 the count was reported at 11,8320 Periodicals gularly received sh"tld an increase from 33 the first year to 15$ in the fourth year.4 Library holdings classified as "literature" re1>resented the largest l Oldenburg Academy Alumnae Yearbook, p.2. :;"Alumnae Files 2 rCA. 'Data on library in "Report to the State Department of Public Istruction, August 15, 1938,99 p.lO. State Reports !MO . 3 Data on library in 99Report to the State Department of Public Instruction, August 15 1941," p.lO. State Reports !MG. 4ftReportsto state Department of Public Instruction, August 15, 1938-August 15, 1941. State Reports AHe. See also Library Reports, 1939-1940 and 1940"",1941. MC-L. 80 single category with 2885 volumes in August 1938 and 3888 by August, 1941. 1 Religion and education books ranked second and t hird with 1000 in each category, increasing by several hundred in the four year period. Next in order were works in history and science both gaining several hun= dred volumes by 1941 . Areas served by periodicals reflect a similar mphasis as in the book 2 categories cited above D with the exception of the field of literature. In this"latter area, the college received fewer periodicalsi journals o a religious nature, history and current eventsD and educational publications red highest among periodicals regularly received. 1 Science publicat"ions, though fewer in number, increased three fold from the first to the fourth IData for the following classification of library holdings, 1937-1941, were obtained from the yearly reports made to the state Department of Pub lic Instruction on August 15th of each year for the past school year. state Reports, 1938-1941 !MC. The library reports, upon which the state reports are pased; co ntain the same data with slightly differing classifications. Library Reports Me ....Lo Note The categoryg fiSocial Sciences," are mostly educaton books. .as Q) 1937:.38: 1938-398 1939-40g 1940-418 rl tU Q) Q) 5B 0 n 0 ..c: () p.. 738 55 898 69 912 94 957 105 .E P. 0 00 0 rl or! 141 158 173 19 8 (/) Q) C) Q) OM (.) CIl t::: 0 OM b.O on rl Q) -- () M 0 rl OM 9 21 1192 1328 1490 352 412 493 559 M a1 or! 0 CJ) 1046 1279 1443 1602 ;n 0 ro +J (1) t) CD on t) U) 688 746 817 870 fI.l +' Ji1 r-i eQ) CJ) p OM rx. 374 490 529 6 27 171 232 258 284 Q) +> as Q) +> on H r: r=i etS +> 0 E-t 0 +> CJ) on ::r:: 2885 3127 35 58 3888 820 1054 1210 1283 8191 9S)625 lOS) 815 ll832 2 Data from State Reports and Library Reports as above. Classical ReI. & Pscych. History & Ed. Science English & Mod. Lgo & Cur. Evo ReI. Ed. Others T. 33 3 7 1937<=>388 1 7 5 5 5 f' 1938-398 1939-40& 1940 ...418 5 14 28 5 10 14 1 5 10 4 4 14 5 29 20 16 33 35 8 13 34 53 96 155 81 Library holdings were housed the remodeled sun-porch of the Allison in This section of the building is connected to the former music rooms; mansion. it spans the entire length of the house and overlooks the lakes. Most of the space was used for the stacks with a small section reserved for a reading room. The circulation reading' room section. desk and card file wepeltkewise located in the Additional space for study: 'and reading wa s provided by a comparatively large room, adjacent to the staeka , rea. admission.--3tudents who sou ght admission Requirements for man class at Marian College were expected to meet ' 'the 1. Graduation from an accredited to th.; fresh following requirements:1 high school. 2." Fifteen units of high school work. , , Re c ommend a tion for college work from the pricipal of the high school from which the candidate was graduated. 4. Health certificate. 5. Testimonials of good ch araoter. 6. Psychological examination and written enation in English Composition. , The fifteen units of high school work were . English History 'Mathematics In of five 4 . The n: ous years. Foreign 3 2 2 1940-1942, sixteen further Science sp ec ifje d :3 2 1 Language Electives 5 units were required with six other specific units A clear statement units of electives required remained concerning the ad mi s s 1 on of . same as in instead the pre- transfer students and spec ial students also appeared in the 19 40-1942:catalog.5 lInterview between the writer and Sister Gertrude Marie, January 2, 19650 2Marian College Year Book, 1931-1938, p.10J 1938-19 39, p.10; 1940, p.10. Catalogs MC-DR. and 3 Ibid. 4Marian 5Ibid College Book, 1940-1942, pp.10-11. Catalogs l-QR. 1939= 82 The cost of ! college educationoDuring the -first years of the college's existence--an? for more than a decade of years=tuition for the entire year was $150.1 students attending the college on a part-time basis paid $5.00 per semester hour of credit. The resident students in the early years paid $300 to$350 per year for room and board. Other expenses included a library and activity fee of$25 and a $15 laboratory fee for,- those who elected science courses,. Private music lessons varied from$80-to $120 per year, while some art courses carried fees of $15 to $30. ,Tuition, board, and other expenses at Marian,Coege during the early years-were considerably lower than at Indiana's other" Catholic colleges for _ 1I0men,, 2 St. ary' s College and St. Mary-of..the-Woods College. In examining titin rates at private colleges and universitie in" the state which had bn.Eproved by the North Central Association of Col leges and Secondary School, it was noted that the costs ranged fro.$;t.5ility.2 In the period, 1371941, the estimated value of the physical plant was $700,000. An e.!ldont of fifty thousand dollars was to be raised :through donatioIl8 and gifts. , , -: , !I' : In addition the congregation gave substantial financial assistance , . J fr. operational. expenses including salaries since the' college income in the ey. lears was not sufficient to meet expenses' Financial output normally dema1')de in salaries was considerably reduced ir.iew1 of the contributed ser= vioes of the sister faculty and the nominal sal" accepted by the priest June lReport of Sister Mary John Broderick to Bishop'Joseph E. Ritter, $, 1941. AMC . ". 2Deeds to the Allison Estate. Documents ACIC .. . Articles of Incorpo ration, Articles 3 and 4. !MC; see also official affidavit regarding ership of the college drawn-up by the Sister r.st. Francis on January 1953." Corporation Reoords AHO. 6, 3 Articles of Incorporation. AMC Original filed in the Archives of the Secretary of State of Indiana, Corporation Division, Packet 3085-61. As the college was able to meet additional operating expenses, there was a gradual shift in responsbility. At present the college handles all .perating ex penses.' Intervie,w with Sister Mary Ester Schwaeh, treasurer of Marian College, December 29, 1964. 84 faculty. Two of the lay instructors accepted very moderate compensation for their servicesg Mrs. Rose Lee Farrell, upervisor of,the homemaking center (1938-1941) received only the fees of the students'- who registered for her courses and Miss Mary Elizabeth Myers of the English Department donated most 1 of her salary to a scholarship fund. Resident students and enrollment.--Though Marian_ College was primarily eblished in Indianapolis as a day college to ,serve- the educational needs of the-Catholic young women of the city, it seemeq advisable to admit,out ottown students who may not otherwise have been, able' to attend a Catholic college. 2 Moreover, enrollment among Indianapolis students did not increase at all: in the first four years. 193139. There were tweny- full time s'tudents in In the next three years, figures stood at-twenty (1938-1939), 3 n*n,ten (1939-1940), and twenty (1940-1941). aecru;l tment efforts neces silYr-went beyond Indianapolis until, in 1940 thee -were twice as many _l Interview between the writer and Sister Mary John Broderick, August 1, 196.3. 2 Interview between the writer and Sister MaryiJohn Broderick, June 29, 1961, Sister Gertrude Marie Zieroff , June 30, 1961, and-Monsignor John J. Dy1e, January 3,-196 4. See also "Report of Inspection, March 3, 1939" by J. M-. Campbell, which includes infomnatioD he 'obtained from his inter view-with Sister Mary John relating to the boarding_school topic. CUA Files AMC. -Since the College has begun to operate at its Indianapolis site, it has been confronted with requests for residen ce on the part of girls who come from sme one of the small towns around Ind1anapolis who desire-a liberal educa tion under Catholic auspices, who' cannot afford,- to go'to St. Hary"s-of-the Woods- or to St. Mary's Notre Dame, and who will therefore go to Butler Uni vrsity in Indianapolis or to the University of Indiana, unless Marian College receives them.- p.l. 'While the College wants to remain a day college in so far as lay girls are concerned, fourteen of its forty lay' girls are living on campus. They are there partly because the College -- wants an enrollment and partly because the alternative for such girls in residence is a non-Catholic college." p.2. -- 3 Enrollment Book, 1931-1949. - MC-QR. 85 full-time resident students as there were students from Indianapolis 01 Consequently when building plans were drawn up in 1938=1939, a residence hall was inc1uded02 This, however, did not meet the approval of the bishop of Indianapolis when the plans were submitted to him for permission to build. Bishop Ritter believed that it would be best for the college to remain primarily a day college, hence, approval of building plans were withheld at this time. 3 He asked that all building plans including the much needed administration offices and science laboratories be postponed .. for a year. The college had to make extensive use of existing facilities. Sister Mary John did give some thought to housing out=of=town students in homes near the college since the campus rooms were already fi11ed or to acquiring a house off campus under the control of a house mother appointed by the college.4 Neither of these two plans was carried out, rather one of the structures on campus was renovated for dormitory use.5 1Ibid. 1931-19418 Year I9J7CD38 1 93 8 3 98 1939=408 "", 1940...,418 Fu11=time students attending Marian College, Indianapolis, Total 24 39 31 60 20 19 20 Resident 4 (3 lay, 1 re1.) 19 (14 lay, 5 re1.) 18 (15 lay, 3 reI.) Location of Resident Students Indiana,); Ohio, 1 Indiana, 16, Ohio, 2, Michigan, 1 Indiana, 11, Ohio, 4, Kentucky, 1; Wisconsin, 1; Panama (Cen. A m.), 1 40 (35 lay, 5 re1.) Indiana, 26, Ohio, 9; Kentucky, 1; Illinois, 1, Missouri, 1; Texas, 1; Havana (Cuba), 2. 2Interview between writer and Sister Mary John Broderick, June 28, 19610 Jrnterviews between the writer and Sister Mary John BrOderick, June 28, 1961, Sister Gertrude Marie Zieroff, June 30, 1961, and Monsignor John J. Doyle, January 3, 1964. 4See "Report of Inspection, March 3, 1939," pp. 2, 4. CUA File . 5Interviews between the writer and Sister Mary John Broderick, June 28, 1961, Sister Gertrude Marie Zieroff, June 30, 1961, and December 27, 1964, Sister Mary Jane Peine, "December 21, 1964, and Sister Mary Adelaide -a.is. December 21, 1964. 86 Faculty cooperatioDo-=The faculty members chosen to carry out the objectives of the college as they instructed, guided, and otherwise influenced the young women who attended Marian College had brought to their task years of experience in educating youth.l A third of the first faculty had been engaged in college teaching prior to their appointment to the Indianapolis campus. schools or academies. All others had teaching experience in high In the second and succeeding years, other per= sons with college teaching experience joined the faculty. A study of the minutes of the faculty meetings for these years (1937=1941) reveals that faculty members took an active part in estab= 2 lishing policies related to instruction. The dean requested suggestions from individuals, from departments, and from committees. The faculty developed policies concerning grading, class attendance, semester load, assignments, and enations. They also made suggestions regarding admission requirements and assisted in the revision of g raduation requirements. During the first two years much effort was expended on organizing majors and determining upperdivision requirements. It was in these early years that the policy of administering an achieve= ment test to students in the spring semester of the sophomore year was begun; this test was to be used for retention and guidance purposes. Discussion on senior comprehensive examinations occupied much of the time at faculty meetings during the last two years of this period of college history. The faculty eventually reached the following decisions l Records of the Faculty. Faculty File MC-ODo The writer obtained information for this paragraph by compiling the data given on the individual records of faculty members of 1931-1941. 2 ftMinutes of the Faculty Meetings, 1937=1941." !Me. These minutes were typed during the 1940t5 from notes still available at that timeo 87 concerning the evaluation of seniors in thei r major field of stud,y. l The comprehensive examinations were to be written examinations administered in two three-hour sessions covering the entire field, not just the courses taken by the student. Each department was free to decide upon the type of examination to be given, but this was to vary from year to year. The departments were responsible for preparing study guides and reading lists for the students as well as for providing personal guidance. A judgment of "satisfactory" or ftunsatisfactory" was to be. used in evaluating the performance of the students. A concern for student guidance in non-academic matters is likewise reveed throughout the pages of the minutes of the faculty meetings. A committee of the faculty was responsible for writing the charter for the Student Activity Council. This charter provided the opportunity for the students to develop a sense of responsibility and the skills of 1eadership. Faculty members willingly moderated student organizations and co ' llaborated in student activities. They participated in the Vocation Week lectures sponsored by the students, thus sharing their experiences and providing encouragement to the young women who were planning, or just deciding upon, a vocation. Establishing Traditions Faculty and students were keenly aware of thei r role in forming t he traditions and ideals of the college. The faculty developed particular characteristics which stand out as its contribution to the embryonic Marian IMost of the. major points were decided at the first and second meetings of the 19uO-1941 school y ear, October 1, 1940 and November 5, 1940. Matters relatg to the detai1 of the administration of the examinations were set 4, 1941 AMC . tled at later meetings, February Faculty Meetings, 1937-1941 and April 1, 1941. Minutes of 88 spirit. Students were invited personally by Sister Mary John, dean, to participate with the faculty in establishing worthwhile traditions consistent with the goals of the c ollege. Joining faculty and students were parents and other friends who cooperated who:;J,.eheB.r , t _ edly in financial assistance and moral support. Indeed, the pattern of service set by these 'first friends of the college established a precedent for benefactors. Faculty contributions to Marian traditions.--In the process of guiding students to worthy ideals, the faculty provided stimulation for development of cultural interest and refined tastes.l Literature, dr, music, and art ranked high in the offerings of the college, in formal course work, in o ut-of-c1ass activities, and in guest-lectures and performances. Instructors urged students to attend lectures, symphonies, and dramatic productions offered elsewhere in the city. They likewise encouraged creative expression in the arts and in literary forms and provided opportunities for students to present their talents for others to enja,y. An indication of student interest and enthusiasm for the arts appears in the pages of the student newspaper, The Phoenix. Many articles reveal students' understanding and appreciation of the finer things of life. The friendly atmosphere of the college, consonant with Franciscan joy, was a noteworthy tradition. Students regarded the spirit f Marian friendship to be one of the traditions they highly tre.sured and lIdeas of the writer regarding the contributions of the faculty to t raditions were developed through a study of 80urce material--minutes of faculty meetings, articles in The Phoenix, newspaper articles concerning college activities--and through interviews with faculty members who were connected with the college in 1937-1941. 89 wished to continue even after the college would grow in numbers.1 Instructors and administrators did not intend Marian College to be an ivory-tower institution set above, or apart from, human ignorance and miser,t. Marian College formed and informed its students se as to enable the to enter into the stream of life's acti vi ties as educated, articulate Catholics. The faculty envisioned the -Marian" girl as ome who, under Mary's guidance, would "qualify for that fullness of life 2 which is lived in union with Christ.- While striving for personal fulfillment, she would bring Christ and His teachings into the world. Such was the spirit engendered on the college campus under the innuence of te dedicated teachers-inf1uence through example of l ife as vall as through direct, conscious planning. Not by coincidence were the first organizations on campus (apart from the student association group) religious in nature and society-oriented. Beginning with the estab- 1ishment of the Sodality to assist the individual along the path .r personal perfection, the students moved into action groups to aid the missions in spreading the Faith, and then became involved in a national student movement concerned with steps toward world peace. The college likewise extended its influence to reach many more women by arranging days of recollection, held, on several Sundays during the year, and three-day retreats, held during AUgust or early September 0 At these times other Catholic women, and sometimes lftAs .the college expands and grows old in her traditions, let one of the first traditions be the spirit of 'Marian' friendship between student and student, and between student and faculty." The Phoenix, 4 (Spring, 1941), p. 2. Me-po --- 0 2Marian College Year Book, 1937-l98., p.8. Catalogs MC-OR. 90 non-Catho1ics, too, of the Indianapolis Diocese had the opportunity to strengthen their spiritual lives by means of prayer and meditation. students !! 1 tradition-makers.--5tudent response to the challenge of establishing traditions is recorded in the college newspaper in a rticles written by students and faculty members. In the first issue of The Phoenix, March 19, 1938, the students revealed their awareness ot tradition-making. The very first column of the five-page mimeographed paper carried the following statement: The tradition and ideals of the school will be determined in these early years of development. We, as the first students, will aid in making these traditions and ideals praiseworthy. That is the primary purpose of this pa r. he publication of news and information is secondary. r In an article summarizing the important events in the four years of the college in which the first four-year graduating class had played a leading role, Hary Jane Lang, one of the fi rst four-year graduates, recorded the feelings of her fellow classmates: With our class has rested the unique privilege and the heavy responsibility of organiiing student activity and building campus tradition. With faculty encouragement and student cooperation, life at Marian has taken form and color, customs peculiarly Marian have arisen, an atmosphere of youth and of learning has made a mansion into a schoo1.3 The same issue of The Phoenix carried a farewell tribute from the chaplain of the coll ege, Reverend John J. yle, to the first students l"Scrapbook of Clippings and Bulletins," 1 and 2 (1937-1939, and 1939-1941), for newspaper articles publicizing these extended services. MC-L. 2rhe Phoenix, 1 (March 19, 1938), p. 1. lrhe Phoenix, 4 (Summer, 1941), p. 4. Me-po Me-po. co 91 who finished the four-year curriculum at Marian College. Reminiscing on the historic years, he remarked: On the day when Marian College opened its classrooms to its first students I said to them that they would have much to do in making the tradi tiona and in fonning the character of the College.l Father Doyle acknowledged that these students had, indeed, influenced the character of the college even as they had been influenced by the college. Not only are these first stUdents finishing their college course. The College itself is finishing a four-ye course of learning. The experiences that the students have had in its classrooms, its laboratories, its library have been for them an education. The College has left its mark upon them. But they also have left their mark upon the . College. Such as it is today it is in large part because these have been its students. As their characters have be,n formed by the influence of the College, so its distinctive character is in no small measure the result of their aspira tions and endeavors.2 Continuing, Father Doyle paid tribute to other students who had shared the role of tradition-makers s' The Seniors that are about to be graduated have not worked Slone in what they have done for Marian College. Their classmates' of four years ago and their fellow students of the intervening years have all had a hand in making Marian College what it is. Some of these are still students. Some have left the College for other schools, for work i n the world of affairs, for marriage and motherhood, for the One, God in His merciful Providence has religious life. called by death to Himself. To all of them we of the faculty have tried to impart what wisdom we possessed. From all ot' them we have received inspiration to be worthy of our high task. May these relations continue and may the harmonious exertions of teachers, students, and the new alumnae, working in mutual regard and respect, ever serve the cause of truth." 1Ibid". p, 2. 2Ibid 3The Phoenix, 4 (Summer, 1941), p. 2. MC-PO A sophomore, Georgiana FeidMan from housen, Indiana, died suddenly on campus, A year later her parents donated a life-size terra October 24 1940. cotta statue of St. Francis of Assisi in her memor,y. 92 Most influential among the students and most conscious of the role of tradition-maker was the small group of collegians-nine young women from the first student body and seven from the new students of 1938-1939 who set the pace for incoming freshmen during their own days at Marian College and established the traditions and idealS which others for ma years after would continue to develop. 1 These women deserve to have their names recorded in the history of Marian COllege as tradition-makers. First on the list are the students who began as freshmen and graduated in June of 19lQ.: Lang, Mary Rapia, and Marie Seal, Margaret Rose Foltz, Mary Jane all from Indianapolis. Bett, Spencer from Cincinnati, Ohio, editor of The Phoenix during her three years at Marian College, joined these four women in the 19381939 school year. She transferred from Miami University, Oxford, Ohio, to become the fifth member of the 1941 graduating class. Rosemar,y Spragg, one ,?f the original students in the class of transfer students in 1937.1938, and three other freshmen of the same year, Rosemary Guete1, Angelus Lynch, and Evelyn Owens, three years at the college. were active and influential in their The original upper-classman and first lay graduate, Paula Fulnecky, assisted the maturing freshmen in her three semesters at Marian. The six graduates of the second class of students formed a strong junior class to support the first seniors in developing the ideals of the college. They were: Doris Ann Becker, Indianapolis; Charlotte Cambron, Evansville, Indiana; Mary Margaret Cox, Indianapolis; Mary Duffy, Rushville, Indiana; Rosemar.y Mackinaw, 1 Steubenville, Ohio; The writer has chosen to identify students who, from their activities, as noted in various sources, participated in forming campus trari.itions. 93 and Madeline Sgro, Indianapolis. A few sisters residing on campus as full-time students during these years were influential in a way of their own. Parents and friends.--Cooperating with faculty and students in estab lishing traditions were the generous supporters of the college. Most devoted and loyal were the graduates of the Immaculate Conception Academy and the students from the Junior College who through their own experience as boarding students at Oldenburg knew well the zeal of the Franciscan Sisters for the Christian education of youth. They showed appreciation and gratitude for their own education by the energy they expended in l behalf of the college. Marian College, to the Oldenburg Alumnae, was the "big sister" of the Academy. Through their efforts they brought much favorable publicity to the college and were available for a variety of services. They sponsored drives for librar.y books, raised money for needed equipment, and pledged to contribute an endowment for scnolarships. ,During the year of preparation for the opening of Marian College, and during the first year of its establishment, the Oldenburg alumnae were definitely the prominent assistants of the Sisters who had been their 'teachers at the Academy. The interest and enthusiastic support of the Oldenburg alumnae attracted another group of women to active participation. Mothers of Marian College students cooperated with the various groups of Aadem graduates during the first school year. But on November 14, 1938, they 1 See Oldenburg Academy Alumnae Yearbooks, 1937-19 4 2, and "Newsletters" of the late 1930's for activities of the Oldenburg Academy Alumnae in connection with Marian College. Alumnae Files. See also newspaper articles in "Scrapbook of Clippings and Bulletins," Volumes I and II, (l937-1941),_MC-L. 94 1 became organized as an official group of college supporters. The Marian Guild, as this new organization was called, aimed "to foster the interests of the College, to develop closer relationships among the students, and to cooperate with the faculty in educating for Christ like living.,, Mrs. Wm. T. 2 Its first officers were: Mrs. J. H. Lang, president; Seal, vice=presidentj Mrs. Henry J. Foltz, secretary- treasurer; Mrs. Bernard A. Lynch, corresponding secretary; Mrs. Thoma J. Owens, publicity director. 3 The Marian Guild usually held its monthly meetings at the eollege, though at times these would be scheduled at other places where an aftermeeting activity or entertainment had been planned. Business matters were directly concerned with ways of raising money to support their projects. These projects materialized into gifts which were always of practical value. The first major gift was the tennis court ' 4 surveyed and blacktopped in the 1940-1941 school year. Guild members ,found enjoyment in the companionship of women dedicated to a common goalservice to Marian College. Each business meeting was followed by a social activity or entertainment. Qf cards or an informal luncheon. The members often enjoyed a game They especially liked being enter tained by the music and drama studets of the college. l "Marian Guild Organizes," The Phoenix, ' (June, 1939), p.4. 2 :Thid. - 4 "First Tennis Court is Gift of M arian Guild, U The Phoenix, (Winter, 19401941), p. 4. ' Interview between the writer and Stster Mary John Broderick, July 29, 1964. See also "Scrapbook of Clippings and Bulletins, It (1937-1941). MC=L. 95 In its third year of service to the college, the Marian Guild increased its sphere of good works by participating in the activities l of the Indianapolis chapter of the N ational Council of Catholic Women. This organization was established to coordinate the efforts of Catholic WOmen in Church and civic endeavors. One of the early projects of the Marian Guild sponsored by the N.C .C.W. was sewing and knitting for the Red Cross.2 Student organizations activities.-Marian students, serious about their studies and anxious to profit from the opportunity to receive a' liberal education, lessons. spent many hours attending classes and preparing They realized, likewise, the value of group activities, hoth formal and recreational, and they viewed student organization as a desirable way of accomplishing common goalso ' Their choice of activities and organizations truly set the pattern which would be followed by'future students for maQ1 years. . Development of a student organization took form during the first school year as students manifested their desire and their ability to handle their own activities. At the end of the year they asked 3 that official powers be given the student body. Their request was granted the following autumn when the faculty and board of trustees approved a charter of powers which had been drafted by a faculty 1 Star, "Catholic Women Meet Here Tomorrow," The Indianapolis Sunday (December 1, 1940), p. 16, sec. 1. _ 2The I ndina Catholic Record, (March 21, 1941), p. 3. 3 Interviews between the writer and Sister Mary John Broderick, (August 1, 1963) and Monsignor John J. Doyle, (January 2, 1963). committee. l The official student organization thus created was known as the Student Activity Council. The charter for the Student Activity Council granted the following powers: 2 1. To foster high standards of spiritual, intellectuali moral, and social life for the members of this Council. 2. To grant charters to departmental clubs and to any other organizations which the Council may deem advisable. The number of these clubs is not to exceed ten. 3. To manage its own finances. 4. To have a general meeting hour every month. 5. To give various parties throughout the school year, for its own members. 6. To arrange an athletic program until an athletic depart ment is established. 7. To give a prom twice a year either at the college or at Aplce which the college will select. , 8. To draw up a calendar of events and meetings, subject to necessar,y adjustment to schedule of lectures, concerts, etc. 9. To have a committee consisting of the President, Vice President, and Secretary to meet with a faculty committee to discuss matters of common interest. 10. To draw up a constitution based upon the powers and pro visions of this charter. Students anticipated the granting of the charter and elected officers early in the school year. Margaret Rose Foltz became the first president \ of the Student Activity Council, an office she was to hold for three consecutive years. Other officers were Paula Fulnecky, vice-president; Mary Jane Lang, secretary; and Harriet Vascou, treasurer. 3 In the three months following the granting of the charter, the students wrote a l Approval came at the December 6, 1938, faculty meeting at which final decisions were made. Minutes of the first two meetings that year reveal the progress of the faculty in developing the charter. See minutes for the meetings of O ctober 11, 1938, November 8, 1938, and December 6, 1938. "Minutes of the Faculty Meetings", 1937-1950. MC-OR. 2 Charter, Marian College Student Activity Council, December 6, 1938. See the Charter in the "Minutes of the Student Association, 1938-1942." MC-oSA. 3 The Indiana Catholic and Record (October 28, 1939), p. 3; 'Phoenix, 2 (June, 1939) , p.-r. The 97 constitution, revised it, and had it approved by students and faculty. According to this constitution the entire student body met once a month, the second or third Friday, at llOO a.mo The officers and class repre- sentatives forming the executive board usually met once a week at 1230 p.m. on Thursdays. Through its activities, the Student Activity Council endeavored to carry out the purposes for which it had been chartered. are stated in Article II of the Constitution as follows These purposes lito foster student responsibility, to provide a means of student cooperation with the faculty, and to foster high standards of spiritual, intellectual, moral, and social life for the members."l Students elected their own officers and expected them to carry out the duties accompanying the privilege of representing the student body. They learned the meaning of responsi bility through committee tasks as leaders or as cooperating assistants. Since the student body was small, each student found herself participating in one way or another in these activities. The students them- selves managed and financed the school publication, The Phoenix, which they inaugurated in the spring of 1938 as a mimeographed booklet of five pages. They chose their own editor and staff and opened a bank 2 account to facilitate the handling of financial matters. 1 A copy of the "Constitution of the Student Activity Council" is found in the book of minutes. See "Minutes of the Student Association, 1938-1942," for progress on the writings of the constitution from January through March, 1939. MC-OSA. 2 - From reading the minutes of t he meetings of the Student Activity Council, it seems as if the expenses for the planned activities were always causing problems since there was no source of funds to draw upon, apart from the money that could be raised by the students themselves by means of-raffles, card parties, and the like. At the meeting of November 15, 1940, the students decided that class dues would have to be required. 98 The Student Activity Council cooperated with the faculty in matters of common interest. Students shared projects initiated by the faculty, such as book drives for the librar,y and programs for high school d. They also helped to finance the costumes for the musical, Fernande. Student leaders attempted to stimulate fellow students' interest in music, art, drama and literature. They encouraged attendance at pre- professional theatrical programs and concerts. Exhibits of art were brought to the campus and displayed in the ideal setting provided by the artistic mansion. Many issues of The Phoenix carried an entire page of student articles on books and writers. Often at the general monthly meetings students presented book reviews. Committees planned library e xhibits for observance of National Book Week and Catholic Press Month. The Catholic Forum lectures were popular. Comprising a series of lectures and open discussions it was presented to Indianapolis for the first time in the spring of 1936. At that time the Forum Series was sponsored by the Indiana Chapter of the International Federation of Catholic Alumnae with several smaller groups cooperating with its support, namely, the Newman Club of Butler University, located in In dianapolis several Catholic study clubs in the city, and other Catholic alumni. . After the first ar the Indiana Chapter of the IFC! carried on alone, finanCing the forum through the sale of seasonal tickets. . . At Marian College the price of a seasonal ticket was included in the student activity fee. l By formally granting charters to three religious-oriented organiza tions, a power granted in its own charter, the Student Activity Council shared its responsibility of fostering high standards of spiritual, intellectual, moral, and social life for the students. 1 The Phoenix, 4 (Autumn, 1940), p. 2. MC-PO. The first 99 religious organization recognized by the Student Activity Council was the Sodality of the Blessed Virgin Mar,y, basically a way of life rather than just a campus club The works of charity performed by the Sodalists led 0 them and other students to become actively engaged in the mission endeav or of the Church. Thus, the C atholic Students I Mission Crusade was organized the same year that the Sodality became formally establishedo The student body also became affliliated with the Ca tholic Association for International Peace. Study-discussion groups focused on the problems of t he world were organized. Groups, or CAIP Unitso These groups were known on campus as Peace Since many students joined one of these units and also other religious organizations on campus, a coordinating nody was formed in October, 1939, called the Religious Councilo this central religious group, With the establishment of the Student Activity Council then concentrated on other matters, of a nonreligious nature, especially social and recre l ational activities. It is noteworthy that the Sodality of th e Blessed Virgin Mary should be he first student group organized on the campus dedicated to the Mother of God. Some students had already joined this world-wide religious organ- ization during their high school years or were parish Sodality. affiliated with their But since they were now in a college community, they wished to establish a chapter composed only of Marian College stUdents. Some concern had been expressed by pastors of local parishes that a chapter on campus would tend to hin der active participation in parish affairs. Most of the faculty, however, thought the Sodality on campus could well stimulate t he educated young women to realize their 1 During the first two years, before a physical education department had been established, the Student Activity Council planned and organized various athletic activities and contests, purchasing some of the equip ment from the funds they had raised. 1938-1941 See minutes of the meetings from in "Minutes of the Student Association, 1938-1942," MC-OSA. 100 responsibility toward their parisho Before the school-year ended the l faculty granted approval for the organization. The Sodality was organized in September, 1938, 2 later obtaining approval of the entire student body through the newly established Student Activity Council. Canonical erection of the Marian College organization-- known as the "Seat of Wisdom" chapter--came on April 25, 1939, a few 3 months after the request had been made; official affliliation with the world-wide Sodality was obtained on May 11, 1939. 4 Sister M. Gonsatva, was the first faculty advisor while Reverend John J. Doyle, college 5 chaplain, was the first spiritual directoro Besides the spiritual exercises which each member performed to fur ther her own sanctification, the students also engaged in several types of activities to stimulate Mar.y=like living. 6 During the month of March, the Sodality sponsored a series of lectures for "Vocation Week" to present to its members and to the entire student body material for serious 1See minutes of the faculty meeting of May 10, 1938, for discussion and approval, "Minutes of the Faculty Meetings," (1937-1950), MC-OR. 2 See "Minutes of Sodality Meetings, September 24, 1938." MC-OSA. Sodality 3 See "Minutes of Sodality Meetings," p. 4, for reference to this date, and the granting of the petition by the Holy Father. No official docu ment, however, can be found. The capter Was named for the title of Mary which appears on the college seal. Sodality. MC-OSA. 4 Letter of James J. McQuade, S.J., National Promoter of Sodalities of Our Lady, to Marian College President, March 13, 1957. This letter In "Minutes of Sodality Meetings," confirms the date of affiliationo Sodality MC-OSAo 5 "Minutes of Sodality Meetings, n p.l and p. 30 Sodality MC-OSA. 6See the "Minutes of Sodality Meetings for 1938 to 1941." for the various activities of the group. Sodality. MC-OSA. Activities of the Sodality were publicized in The Phoenix and in various newspapeUh See The Phoenix, 1-4 (1938ao1941), Me-p), and ''Scrapbook of Clippings and "ffi1 ir etins," 1-2 (1937-1939), (1940-1941), MC-L. 101 thought concerning the choice of a vocation in life. In April, the Soda- lists prepared an entertainment program for fathers of Marian College students. Mary's month witnessed increased devotion to the Queen of May through the impressive May-crowning ceremony on campus and the participation of Marian Collegians in the citywide tribute to the Mother of God. On one of the Sundays of May, a special Mass was offered for the students and their mothers in the College Chapel; a mother-daughter breakfast followed. It was the wish of the Sodalists that these activities become part of the traditions of the college. Mission-minded students followed the lead taken by Sodality members to establish a second religious organization. Catholic action activities of the first year led to the formal establishment of the Catholic Students' Mission Crusade on October 3, 1938, with Sister Gertrude Marie, O.S. F., as moderatorol with the National CSMC. The following May the students voted to afriliate 2 In the same month, officers cooperated with 'other mission units in the diocese of In dianapolis to establish a yearly conference which would draw delegates from all the Catholic high schools 3 and from the two Catholic colleges in the diocese. Crusaders sponsored many projects to raise money for the support of the missions. They assisted poor families of the city by collecting food and clothing on special occasions. They collected C atholic literature and distributed it among patients at local hospitals. The girls also taught catechism to groups of children who could not attend Catholic l The Phoenix, 2 2 ( June, 1939), p. 30 Me-PO. "Minutes of the C atholic Students' Mission Crusade Meetings, May 12, 1939. tt CSMC MC-OSA. 3 Ibid 102 schools. Though the Mission Unit was actively engaged in works of charity, the members did not neglect prayer and self-sacrifice as powerful means to beg God's blessings upon the missions. Each Marian student became a member of the Society for the Propagation of the Faith, prers as well as material support. l thus, pledging Active members likewise informed themselves of the problems facing home and foreign missions through reading and discussion. Thus, the mission spirit was firmly rooted in knowledge and sympathetic understanding.2 The third student organization formed on campus Wa s also religiousoriented, because it was concerned with world peace problems originating from a disregard of God and His laws. Known on campus as the Peace Group, or CAIP Unit, the organization was a student=affiliate of the Catholic Association for International Peace.3 Even though fewer students belonged to this g roup, the girls were divided into two or three fmall discussion groups to give each student a chance to communicate more easily. In 1940, each group adopted the name of a patron saint. The student branch of the Catholic Association for International Peace organized regional groupings of colleges throughout the nation to l rhe Society for t he Propagation of the Faith is an international organization within the Roman Catholic Church established to assist the missions throughout the world. support. Members ped prayers and financial 2See "Minutes of the Meetings of the Catholic St udents' Mission Crusade" for the first year of its establishment for activities of members. MC-PO. Me-OS!. Also, see publicity in The Phoenix, There are no minutes of meetings available for -4, 1938-1941. 2 1939-1941. 3Th CAIP Units were probably organized sometime after the beginning of the fall semester in 1939, but the autumn issue of The Phoenix does The second issue, however, publIShed atter the not mention the fact. Chirstmas vacation devotes two whole columns to the papers given by Marian students at the OVSPF meeting held at the College of Mt. St. Joseph-on the-Ohio on December 2, 1939. 103 me possible a wider range of thought on common topics. joined the Ohio Valley group of colleges, officially known Valley Student Peace Federation, OVSPF for short. Marian College as the Ohio Marian College women took an active interest in this intercollegiate organization contributing of their talents to further its goals. Though the youngest of the member colleges, Marian College provided its share of leadership and active l participators. At the first regional meeting attended in the fall of 1939, :four delegates from Marian College read papers and contributed to panel discussions while one was chairman of a discussion group.2 meeting Mary Jane Lang was elected vicepresident of the OVSPF. 3 At that At the second regional meeting at Our Lady of Cincinnati College, Cincinnati, Ohio, Margaret Ann McCarthy presented a paper, with Doris Becker leading the discussion of her topic. Both were elected officers of the regional peace federation, Miss McCarthy as treasurer and Miss Becker president.4 as With the office of president coming to a Marian student, the college accepted the privilege and responsibility of planning and being host for the next regional meeting. Thus, in the fourth year of its existence and the second year of its participation in the Ohio Valley lThe writer cannot find a source listing the member colleges in 1939, but the following colleges participated in the 1941 convention held at Marian College: The College of Mt. St. Joseph-on-the-Ohio; Our Lady of Cincinnati College and Xavier University in Cincinnati, Ohio; Notre Dame College, South Euclid, Ohio; St. My-of-the-Woods College, Terre Haute, Indiana; and Marian College, Indianapolis, Indiana. The Phoenix, 5 (Spring 1941), p. 2. - 2"Four Marian Students to Attend Peace Meeting," Star, December 1, 1939, p. 6. The Indianapolis --- 3See The In diana C atholic and Record, (December 8, 1939), p. 3, for a notice ohe election in an article presenting current events at the college. 4rhe Phoenix, 4 (Spring, 1940), pp. 1, 4. MC-PO. 104 student Peace Federat Marian College had made an impression on the other Catholic colleges of the organization through its able and vocal students. Miss Lang and Miss Becker, as elected officers of the OVSPF, accepted a further challenge; participation in the national meeting of the Catholic Association for International Peace held annually at Trinity College in Washington, D. C. Miss Lang, in March, 1940, spoke on "The Dangers of Nationa1ism,"1 while in April, 1941, Miss Becker presented a paper on The Responsibility of the U.S. with regard to Peace Terms and International Organization.-2 With the addition or the CAIP Units, three separate organizations were ,undertaking religious activities. To integrate these groups, a Religious Council was established November 10, 1939.3 Officers included: a president, a secretary, a treasurer, and three vice-presidents--the heads of the three religious organizations. et1n.e held once a month with one of the component organizations-responsible for presenting a talk or leading a discussion.4 In the second semester of the first school year, the students published the first issue of the school paper, a mimeographed booklet of 1The Phoenix, 3 (Summer, 1940), pp. 1, 5. Me-PO. See articles in The InaIina Catholic and Record (March 22, 1940), p. 7, Sec. 1, and The Indianapolis Sunday-Star (March 24, 1940), p. 17, Sec. 1. 2The Phoenix, 4 (Spring, 1941), pp. 1, 5. MC-PO. See article in The Indianapolis Sunday Star (April 6, 1941), p. 13, Sec. 1. Jrhe Phoenix, 3 (Winter, 1939-1940), p. 1. Me-PO. 4See "Minutes of the Sodality Meetings,- Sodality. Following the record of activities for 1939-1940 are "Minutes of the Religious Council for the years 1939-1941. No other minutes of the Religious Council are available. 10, several pages. Three other issues followedol In the ensuing school year students debated about the kind of publication they would produce=a magazine, or a newspaper. ideas. The outcome was a compromise between the two In June 1939 students presented a printed newspaper of four pages with articles s ummarizing the major events of the year.2 In the next two years The Phoenix was published four times a year as a four-page printed paper.3 The last edition of each year had two extra pages. At the end of the 1939=194 0 school year The Phoenix became a member of. the Catholic School Press Association an in following years displayed the symbol of that association in its masthead.4 . The primary purpose of the school publication was to assist in the formation of praiseworthy traditions and ideals with the presentation of news and information as a secondary aim.5 Consequently, the school newspaper encouraged literary contributions especially book reviews, essays, and poems. A few students displayed their literary talents in off-campus pub lications. In the spring of 1939, poems of Mary Jane tang and Betty Spencer were accepted by Evansville College for the first publication of a new project in Indiana, an anthology of poems by students in Indiana , l rhe Phoenix 1 (March, 1938=May, 1938). -PO. Evelyn Owens edited-rne first issues of The Phoenix. Reverend John J. Doyle was the faculty advisor of these-Issues. 2The Phoenix, 2 (June, 1939). MCPO 3The Phoenix, 3 and 4 (1939=1941). MCcaPO. 4The Phoenix, 3 (Summer 1940), p. 10 MC-PO. The Phoenix later joinedtne Associated Collegiate Press (October 20, I944) , and the Indiana Collegiate Press Association. 'The Phoenix, 1 (March, 1938), p. 1. MC-POo 1 colleges and universities.l Hoosier College Verse received contributions 2 from seventeen Indiana institutions of higher education. Forum-type articles by Doris Ann Becker were published in 3 Sunday Visitor and in a syndicated column entitled, "Aims and Ambitions of Young America.4 Commencement, 1941.-=The fourth annual commencement at Marian College marked a significant first event in the history of the college. Though three previous ceremonies had taken place, the granting of degrees on June 5, 1941, was especially noteworthy since it marked the completion of the first fouryear group on the Indianapolis campus. There were five lay women in t his first four-year graduating class and nine religious. Of the four ,Indianapolis lay students receiving bachelor of arts degrees, Margaret Rose Foltz and Mary Jane Lang had ma jored in social SCiences, while Mary Rapia and Marie Seal had concentrated in English and home economics, respectively. The fifth member, Betty Spencer from Cincinnati, Ohio, joined 5 the class in her sophomore year, choosing a social science major. As the first graduating class had set the pattern of activities throughout their years at the college, so would they inaugurate significant activities in connection with graduation. June The week of June 1 to 5, 1941, was officially designated as commencement week with a l Students Break Into Print, The Phoenix, 2 (June, 1939), p. 4. 2ftBook of Verse Published by Evansville College,- The Indianapolis --Sunday star (May 7, 1939), p. 13, Sec. 1. 3noris A nn Becker, "Responsibility, Have You Accepted Yours?", Our Sunday Visitor, Youth Section (October 27, 1940}, p. 2. --- 4 Doris Ann Becker Writes for Syndicate," The --- Phoenix, 1940-1941), p. 1. 5 4 (Winter, See commencement program in Scrapbook of Clippings and Bulletins,. 2 (1939-1941), MC-L. Nine sisters received degrees on this historic graduation day, eight Sisters of st. Francis of the Oldenburg Congregation and one Notre Dame Sister from Covington, Kentucky. 101 program of activities including baccalaureate servi ce, a field day program, tree planting ceremony, a candlelight ceremony, and on the morning of June 5, commencement exercises with the Most Reverend Joseph E. Ritter conferring the degrees. The commencement address was given by the Reverend Sebastian E rbacher, O.F.M., Ph.D., from Duns Scotus Coll ege, Detroit, Michigan.l Gaining Recognition Together with the planning necessary for establishing a new institution of higher education goes the complementary task of developing standards that will be recognized by social organizations as proof of the quality of education obtained therein. Concurrent, then, with the estab- lishment of Marian Coll ege, the administration took active measures to develop high standards and to interpret these to accrediting bodies. State approval of teacher-training program.--5ince teacher-training was one of the major purposes for the establishment of Marian College, it was necessary to obtain approval by the Teacher Training and Licensing Commission of the State of Indiana. In Chapter III details were given concerning the status of the st. Francis Normal School, the Immaculate conception Junior College, and the proposed four-year curriculum for the preparation of elementary school teachers begun at Oldenburg, Indiana, in September, 1936. The efforts of the college administration to attain atand- ard accreditation for the teacher preparation program of the college con tinued throughout the early years. Yearly from 1931 to 1940, Marian Co1- lege was granted permission to offer successively the first-, second-, and lSee printed card listing the commencement week activities in "Scrap book of Clippings and Bulletins,ft 2 (1939-1941). Me-L. 108 third-year of the new four-year elementary cu rriculum. l Finally in the spring of 1941, the entire four-year cu rriculum was approved. At this same time, the college was granted the right to train high school teach ers in English, the sciences, mathematiCS, and the soeial studies.2 Though these accreditations were subject to yearly appraisal u ntil 1944 when the college was granted standard approval to prepare teachers, they were advances deserving of mention. Thus, the Education Department of Marian College had its program of teacher training recognized by the Indiana. state 'Department of Public Instruction within four years after the college was established in Indianapolis. Affiliation with the Catholic Universitz of Amer ica.-=Equally impor= tant was the recognition of the college as a liberal arts co1legeo At the beginning o f the second school year (1938=1939), Sister Mary John wrote to Roy J. Deferrari, Secretary-Genera1 of the Catholic University of America and Chairman of the Committee on Extension and Affiliation, requesting information concerning affiliation with the university. His reply gave the signal to begin the process of affiliation.) Then began a series of repo rts of the college to the universi ty followed by inspection visits and appraisals by the inspectors. In the spring of 1939, the lLetters of T. H. Mahan, Director, Division of Teacher Training and Licensing, Department of Education, Indianapolis, Indiana, to Mother M. Clarissa-Dillhoff, President o f Marian Coll ege, dated JulY 6, 1937; ch 11, 1938; February 2, 1940. Correspondence. 2 !MCo Letter of T. H. Mahan to Sister Mary John B roderick, Dean of Marian College, March 8, 1941. spondence. AMC. 3 State Department of Public Instruction, State D epartment of Public Instruction, Corre See letter of Roy J. Deferrari, Secretary General, Catholic Univer sity of America, to Sister Mary John Broderick, Dean of Marian College, September 29, 1938. CUA File AM C. l college was affiliated for a two-year period1 and again after the two years for another year.2 Acceptance the tall of 1938 the National Catholic Educational ASBociation.--Late in Sister Mary John received a letter from the National Cath- olic Eduoationa1 Association inviting the oolle2e.to beco.e an associatd member of its College and University Department.3 There is reason to believe that Sister responded to the invitation some time that school year, though no action seems to have been taken by the NOEA. 4 In April of 1940, the college submitted a second report using a different application form.' 31, lSee letter of Roy J. Deferrari to Sister Mary John B roderick, March 939, for the first affiliation notice. CUA File AMC. 2See letter of Roy J. Deferrari to Sister Mary John Broderick, April for continued affiliation. CUA File AMC. The process ot temporary affiliation continued until the spring of 1945 when final affiliation was granted. 10, 1941, >.s ee form l etter to presidents and deans of Catholie colleges dated November 4 , 1938, by Daniel M. O'Connell, S. J., Secretary, Committee on Membership, T he National Catholic Educational Association, Coll ege and University Department. NCEl File AMC. 4See copy of a report to the National Catholic tion with data based upon the 1938-1939 school year summer session (1938). NCEl File A]C . Whether or actually submitted is not known because there is no file concerning the report. Marian College appears Educational Associa and the previous not such a report was letter in the college with the total list ing of Catholic colleges and universities compiled by the NCEl in 1940, but no inf ormation is given concerning its status with accrediting agencies. It is likewise not listed as an Associate College of the NOEA. At this time it seems that changes were taking place in the preeedures f or evaluating colleges for constituent membership with the NCEA; forms for reporting information were also being revised. See "NCEA Rulletin. February, 1940,- NCEl File AMC. 5Copy of the report sent to the National Catholic Educational Asso ciation, April, 1940. NCEl File AMC. 110 This request was acknowledged by the Committee on Membership who appointed Sister M. Honora, I.H.M., president of Marygrove College of Detroit, Michigan, to visit the college as official evaluator for the l HCEl. Sister Honora made her visit the following March. In Sister's report to the Committee on Membership, she recommended that Marian College be admitted as a senior college to constituent membership in the National Catholic Educational Association, Department of Colleges and Universities. She permitted her recommendation to be qualified, however, by the membership committee if these persons judged that a second inspection within three to five years would benefit the college. 2 At the annual meeting of the National Catholic Educational Association in April, 1941, the Committee on Membership accepted Sister's 1 Letter of Rev. A nselm M. Keefe, Secretary, Membership Cottee, National Catholic Educational Association, to Sister Mary John Broderick, Noveer 13, 1940. NCEA File !Me . 2 See recommendations of Sister Honora, p. her visit, March 11 and 12, 1941. 3, NCEA File !MC. in copy of report of Correspondence of the NCE! with the college does not seem to be complete for this first visit, since no follow-up letters from the Membership Committee are in the college files. The copy of the report from which t he above information was taken was sent to the college when negotiations for the second visit were underway. See letter of W. Finnegan, S.J., Dean of the College of Arts and Sciences of Loyola University, Chicago, and Secretary of the Membership Committee for the NCEl, to Sister Mary Cephas, Dean of Marian College, July 14, 1943. NCE! File !MC. 111 recommendation admitting Marian College as a constituent member subject to re-inspection in 1943=1944. 1 Assessing Strengths and Weaknesses From the foregoing paragraphs it can be noted that self-evaluation and self-improvement were essential features in the developmental plans of the administration while Marian College was yet in the first years of its existence. Sister Mary John, dean, wisely consulted authorities in higher education to assist the new institution in developing standards of excellence. Developmental problem.=During the administration of Sister Mary John '(1931-1941), and for almost another decade thereafter, Marian College was plagued with a problem common to many new colleges. The lack of physical facilities necessary for full development of the curriculum kept the student body at a minimum, while the small stUdent ody'precluded such development. 1 See NoC.EoA. Bulletin, 1 The root of the problem seemed to lie, (August, 1942) Report the Proceedings and Addresses of the Thirty-Eighth Annual Meeting, New Orleans, Louisiana, April 16-18, 1941--. --In the minutes of the meetings of the executive comndttee of the College and University Department, the membership cottee recommended "Marian College, Indianapolis, Indiana, (with two other colleges) be approved for constituent membership as senior colleges, subject to re inspection in 1943-1944." p. 860 The recommendation was accepted. Official letters announcing the membership status of Marian College with the College and University partment of the NCEA are either missing from the collection of letters or some other means of communication were Nevertheless, Sister Mary John had knowledge of used by NCEA officers. the decision. In a letter she wrote to Roy Deferrari of the Catholic University of America, June tation. 2, 1941, Sister Mary John wrote: Sister mentioned the recent accredi "A week later (referring to Sister Honora's visit on March 11 and 12, 1941) the inspector for the National Association of Catholic Colleges (another name used for the NCE! College and University Department) after a visit advised the admission of our school as a constituent member of the association. The College was ad mitted as such at the New Orleans N.C.E.A. Conference." NCE! File AMC. 112 not in the unwillingness of the college to provide the means for curriculum development and plant expansion, but rather in the delay to which the plans for expansion were subjectedo It was apparent that the congregation which had purchased the Allison Estate at a time when other financial burdens were still pressing for settlement was willing to go into further debt to insure the successful development of the college. Already in the second year, plans for adequate buildings had materialized to the drawing-board stage. E.D. Pierre of Pierre and Wright Architects had submitted plans which included a complete p lant expansion-class rooms, administration offices and adequate science faci1ities. 1 But as indicated above, premission to proceed with the plans was not obtained from the bishop and, furthermore, the ou tbreak of war put college building low on the priority 1ist. 2 The hampering effects of circumstances were recognized by Sister Hono!a, I.H.M., evaluator for the National Catholic Educational Associa tion. She wrote to Sister Mary John some days after her visit to the campus: Your location with reference to the city o ffers excellent prospects for the building up of a good enrollment if you had the physical facilities for taking care of a larger student The only way, it seems to me, of breaking the vicious bodyo circle of "no accreditation without more students; negligible enrollment until you have accreditation," is to erect a suit able building to house classrooms, library, and laboratories. You will then be able to compete with your neighbor institu tions and unless economic conditions become too abnormal, to 1 Interview between the writer and Sister Mary John Broderick, August 1, 1963; Letter of E.D. Pierre of Pierre-Wright Architects, to Sister Mary John Broderick, January 9, 1939. Buildings AMC. "Report to the Catholic University of America," January 16, 1939. Report of Inspection by JoM. Campbell to the Catholic CUA File !MC. University of America, March 3, 1939. CUA File AMC . 2 Report to the National Catholic Educational Association. File AMC. NCEA 113 meet North Central standards for accreditation. and sequence of your course offerings would The number yradually take care of itself as your enrollment increased. Sister Honora encouraged the dean not to give up in her efforts to secure accreditation She addedg 0 "The influence of a Catholic college in its diocese and community is greatly increased by the prestige it acquires through accreditation, hence I hope that unless the country becomes involved in war you will be able to erect at least one unit of the greater Marian.ft 2 As inspectors the college.-Most of the weak points indicated by Sister Honora in her report reveal the icious-circle" problem. Siste+ observed that the enrollment was insufficient for a college to attract top-level staff; in some disciplines too many courses were offered considering the number of faculty members on the staff; the cost of conducting many small classes was prohibitive, and the limited physical facilities allotted the science department prevented full development of a science curriculum. It was obvious to Sister Honora that as long as residence facilities were not expande the student body would continue its slow growth. Sister Honora commended the religious tone of the college. She was strong in her praise of the faculty members for their dedication and for the quality of instruction which she observed. Sister did not hesitate to say, though, that more m embers of the faculty should have the doctor's degree. The library collection and its housing were satisfactory lLetter of Sister M. Honora, I.H.M., to Sister Mary John Broderick, March 2 1 , 1941. NCE! File !MG. 2 Ibid October, Groundbreaking for "the greater Marian" did n ot occur until 1947. Delays in obtaining building materials caused st ill fur ther postponements. in September, 1949. The residence hall was finally ready for o ccupancy 114 for the present needs and Si ster Honora was favorably impressed with the Indiana State Department's recognition of the college's teacher education program. 1 In some respects the reports of the visitors from the Committee on Affiliation and Extension of the Catholic University of America were less encouraging. The first visitorg the Reverend J.M. Campbellg however, did offer constructive criticism, whereas . A.J. Harriman, the second of the visitors from the Catholic Universit found the college working under hand icaps. Nevertheless, the detailed studies made by these men during t' h e first four years revealed the concern of the Catholic University for high standards in Catholic higher education. They likewise revealed the willingness of Marian College to invite objective appraisal in order that high standards be developed. Reverend J.M. Campbell was impressed by the "very capable Dean"; he warned, 2 however, that though the present situation seemed to warrant the burden of responsibility to be carried by a single person, "no one person, regardless of how talented and industrious and long-lived, is 3 talented enough to bear such a burden effectively.- He suggested that -a college constitution be drawn up and published for the information of each faculty member and of other officers; that it define the duties of l Sister M. Honora, I.H.M. Copy of her report to the National Catholic Educational Associationg March 21, 1941 NCE! File . Marian College secured the copy of this report from Reverend W. Finnegan, S.J., Secretary of the Cottee on Membership, at the time the college was to be revisited. Father Finnegan enclosed the copy with his letter announcing the revisita tion. July See letter of W. Finnegan to Sister Mary Cephas Keller, O.S.F., Dean, 14, 19430 NCEA File AMC. 2JM Campbell, Copy of Report of Inspection made on March 3, for the Catholic University of America, p. 5. CUA File AMC . 3 Ibid., p. 60 1939, liS each officer of the institution from the Board of Trustees to the most recently appointed instructor, giving responsibilities and rights to others besides the Dean 1 Both men criticized the faculty training on the ground that not all faculty members had studied for advanced degrees at universities approved by the Association of American Universities. 2 s a matter of fact, however, sixty per cent of the staff had received their graduate training in socalled approved institutions. Both Dr. Harriman and Father Campbell felt that the faculty should give more time to research and publication. They recognized the desirability of excellence in teaching, but believed theY,vere not in a position to eValu ate the quality of instruction at Marian College due to brevity of time in the classroo m. Dr. Harriman wrote in his report "The small classes afford excellent opportunity for good teaching. To evaluate its actual effectiveness in half hour visits is extremely difficult.3 Their appraisal of the curriculum and the physical facilities was similar to that made by Sister Honora. However, they differed from Sister Honora and from the inspectors from the Indiana State Department concerning the library. Father Campbell, in March, 1939, commended the college on its well-trained library staff, and praised the loyalty of the 2Since the Catholic University of America vas one of thirty-two member institutions comprising the much was made of this issue by the sity. As it was, there were twice at the "approved schools" as there MC-OD. Association, it would seem evident that two inspectors fram the Catholic Univer as many faculty members who had studied were who did not. See Faculty Files The writer checkeq the list of "approved institutions in JDeriean Universities and Colleges, 1936, published by the American Council on Education under-the editorsof C.S. Marsh. 3A.J. Harriman, Report of Inspection mad e on March 19, 1941, for the Catholic University of America, p. 2. CU&File !MC. 116 Oldenburg Alumnae in its efforts to improve the library holdings, but held that the library was inadequately housed and thatptans for addi 1 tional collections were not satisfactory. Dr. Harriman, two years later, reported on the serious crowded conditions and the inadequacy of reference works in science. 2 Dr. Campbell and Dr. Harriman both recommended that the administration state more accurately in the college catalog its student admission and retention po1icies.3 Dr. Campbell commended the college on its student personnel data noting the sample informat ion assembled in, the permanent records, provisions for superior students, sophomore tests to evaluate student progress and to eliminate unpromising students at the end of the sophomore year, the scheme of concentration, and senior com prehensive eXaminations.4 Dr. Harriman, on the contrary, observed that "The records are not in good condition. The forms adopted are probably satisfactory but are not completely and accurately posted. The supple mentary material is not well organized.ft5 Minor points cited as praiseworthy were: the stand taken against pressures to offer master-degree work, the policy of not granting honor ary degrees, and the neatness of buildings and grounds. 6 Though Dr. Campbell praised Marian College for its "awareness of the need for and value of serving in every way legitimate the city of lCampbe:n, op. cit., pp. 4 and 6. 2 Harriman, . cit., p. 3Campbel1, E cit., pp. 2 and 6j Harriman, 4 campbel1, E cit., p. 5. arrin, E cit., p. 6 Campbel1, E cit., p. 50 3 . 4. E cit., pp. 1-2. 111 l Indianapolis and its envi rons," he warned against the "threat of deflection of the College from its major purpose-giving a liberal arts education-=by the professional needs of the Congregation and the oceseo2 So, too, one recommendation of Dr. Harriman concerned the re=examination of the needs which led to the existence of the college and a clarification of objec tives in order that the college "refuse to dissipate its energies by being led into channels which are not essential."3 He may have been referring to the tentative nursing pro gram, the major in commerce, and the special intensive course in commerce offered to students regularly enrolled as liberal arts students . Officia1s representing the Teac hers' Training and LicenSing Commission of the Indiana State Department of Public Instruction were satisfied with the institution's facilities for preparing elementary and secondary teachers for Indiana schools, for after an inspection 4 visit in the spring of 1941, the college was granted state approval.' Summar y During the foundation years of Marian College (1931-1941), Mother Mary Clarissa, founder and president, and Sister Mary John, dean, directed l Ibido, p. 5. 2Campbe11, opo cit., p. 6. 3aarriman, opo cit., po 4. etter 1941. of Sister CUA File !Me. Mary John Broderick to Dr. Deferrari, June 2, 'Letter of T.H. Mahan to Sister Mary John Broderick, March 8, 1941. State Department of Public Instruction, Correspondence !!C . This letter announces he state approval for the elementary and high school teacher preparation p rograms. llB the course of action which the college would follow to fulfill its , objectives for the Christian education of youth. They placed the college under the special protection of Mary Immaculate. A liberal arts college strongly oriented to the development of the refined Christian woman, Marian College accepted the responsibility for teacher preparation which it inherited from st. Francis Normal School of Oldenburg, Indiana. It offered programs for elementary and secondary teaching, especially for the young members of the Sisters of St. Francis, Oldenburg. Though . most students at the Indianapolis campus pursued the arts degree, a few followed the courses leading to the degrees of bachelor of science, or bachelor of science in education. The curriculum was highly permeated with the Catholic philosophy of life, resulting in active participation by the entire college community in the Church's aposto1ate of prayer and work. Faculty and students likewise established patterns of traditions in scholarship and in creative endeavors, in cooperative activities and in school spirito Parents and friends of the college supported its program of Catholic education. College officials labored diligent for external accreditation in order that the young women studying at Marian would obtain all the benefits from their college educationo Within the first four years, Marian College gained state approval for its teachertraining programs, was accepted by the National Catholic Educational Association as a constituent member, became affiliated with the Catholic Univers,ity of America, and became known to patrons of the college as a cultual center. CHAPTER VI THE COLLEGE STRENGTHENS ITS FOUNDA TIONS SEPTEMBER, 1941, TO AUGUST, 1954 In its second phase of development, probably the most significant in terms of the establishment of basic academic programs of studies, the college more clearly defined its aims, guided academic growth towards' these objectives, sought and achieved more permanent official recognition, and succeeded in establishing and maintaining a more stable financia1 status. This professional growth and development was likewise reflected in the extra-curricular activities of the students, who demonstrated a keen, mature awareness of current problems through their leadership and active participation in prominent altruistic organizations. C1arificaion of Objectives Ding the developing years of the col1ege--years when foundations were being strengthehed-administrators and faculty members engaged in a comprehensive scrutiny of the statements of objectives in order to clarify the goals of the college and to give positive direction to their activity. Throughout these years, the campus spirit of inquiry and se1f- evaluation was further stimulated by participation in state and national studies affecting higher education. The Marian" co1lege.--From the first days of t he college, Mary the Mother of God, was enshrined as model and guide for the college community in their quest for that fullness of life which is lived in union with ll9 120 l Christ.n That the same attitudes and practices should continue in suc ceeding years was to be expected. Sister Mary Cephas Keller,2 second dean of the college, in the.first year of her administration formulated a motto designed to emphasize the role of Mary in the life of each stu nNothing without Ma; everything through Mary.n) dent and instructorg This motto became the "keynote of campus activities and particularly of the student's religious life,4 through the personal influence of the dean and the faculty. A sentence from an article appearing in the Indiana C atholic and Record, September 21, 1945, gives some indication that the motto was not just a formal, written slogan, but rather a vital key to student guidance Addressing the students in their first class assemblies Sister Mar" Cephas, Dean, spoke on the privileges and obligations of a C atholic College education and explained the significance of the College Motto=.Everything through Mary-=Nothing without Mary.-' It is significant, alsq that the comments of Archbishop Paul C. Schulte . l Marian College Year Book, 1940-1941, po 8. Catalogs MC-OR. 2Sister Mary Cephas Keller served as dean of the college from 1941 to 1950.. In July, 1950, she was elected to the office of Mother General of the Sisters of So Francis, Oldenburg, Indiana. She continued to direct Marian College during her incumbency as the major superior as the chairman of the college's board of trustees. At the expiration of her second term of office in 1962, she became director of the Marian Scholas= ticate, the Oldenburg branch of Marian College. She continues in this capacity at present. Catalogs MC oOR 3Marian College Bulletin, 1942-1943. The first publicity on the motto to be found by the writer appears in the war=time brochure which served as the college catalog for 1942-1943. The motto and a drawing of a book and torch occupy the entire sixteenth page of ' 0 this unnumbered bulletin. 4Marian College Catalog, 1947-1949, po 11. The same wording appears C atalogs MC-OR. in the three catilogs for the years 1949-1954, p. 11. . . 'Fr. Reine Returns as Resident Prof at Marian College,tt The Indiana Catholic and Record, (September 21, 194,), p. 2. . --- 121 at his first visit to Marian College in motto. The Phoenix 1946 included a reference to the the college newepaper reported his remarks, thus! Commenting on the similarity between the college motto "Nothing without Mary; everything through Mary n and his own official wathltordj) nAt the beck of the Queen," he said, laWe must do all through Mary all things at the beck of the Queen. ,,1 0 0 Sanctity, scholarship, gentility.--The first revision of the college objeotives summarized the m a jor goals in three words-sanctity, scholar ship, and gentility. Thi s appeared in the regular catalog to be published by the new 1943-1945 catalog, the first administration.2 Throughou t the first-quarter century of Marian's history, the three key words of sanctity, scholarship, and gentility symbolized the objectives of Marian College.3 Although the word themselves did not appear in revisions of the catalogs in 1947 and 1949, their m aning was implied. By 1953, after an intensive study of objectives and curriculum in which the entire administration and faculty participated, they were again given prominence in the statement of objectiveso Marian College, dedicated to Mary, the ideal of womanhood seeks to provide for young women a liberal arts education based on the Catholic philosophy of life. Its general aim is to develop in each student an integrated personality by means of a 'Well-balanced gene' ral education, supplemented by training in those specific fields of learning which will satisfy the student's choie for vocational preparation. Specific aims, serving as means toward the gerteral aim, relate to the religious, m nta1, social, phtsical,' and aesthe They are comprehended in the tic development of the student. Franciscan educational ideal of Sanctity The Phoenix, 10 (November, 1946), p. 3. 2Marian College Catalog, Gentility Scholarshi;e 19431945i p. 10. Me-PO. Catalegs MC. 3Iterview between the write and Sister Gertrude 'Marie Zie otr, of the key words, "sanctity, soho1ar ship, and gentility." See Dunstan Dobbins, O.F .,M ., Cap., ItFranciseall Educational Ideals The Francisoan Educational Cohference Report, 11 , (November, 1929), 4l June 10, 1965, on the discussion 122 To realize this ideal in its students, Marian College endeavors: 1) To build characters of sound purpose and high moral standards 0 0 0 formed on a knowledge of the truths of the Faith trained in the conscientious exercise of the will through the practice of the moral virtues 2) To develop minds o 0 0 .! mature thinking acquainted with the literary and scientific heritage of traditional cul ture motivated to contribute to the enrichment of human endeavor through the development or their creative abilities and their capacities for critical and ob jective research 3) To form women of refined tastes o 0 0 0 o 0 appreciative of natural and supernatural beauty schooled in the practice of the social virtues conscious of the dignity of woman Marian College endeavors to permeate every aspect of its curricu lum with the spir.it of Franciscan joy, so that its students happy in the possession of vigorous mental and physical health, may contribute constructively to the home, the Church, the civic community, and the world.l .The Christian college mid-centuryo-Marian College was in no way unique among educational institutions in its scrutiny of aims and means to attain them, for, throughout the nation, the war years and their after math were filled with searching inquiries and critical appraisals of higher educaton. Marian College d id not operate, therefore, in a vacuum or aart from the stream of current trends and issues, but rather the college became an active participant in national and state conferences concerned with the post-war problems of higher education. During the last one-and-one-half years of the war, 1944-1945, a faculty committee of five undertook a serious study of the status of arian College Catalog, 1953-1954, po 8. Catalogs MC-DRo 123 liberal education as the post-war society would view ito l Through guide lines provided by both the National Catholic Educational Association and the Catholic Unjversity of America to member, or affiliated, institutions, committee members informed themselves about the current thinking on liberal versus vocational education and further clarified their own ideas through discussion. John J. From the reactions of this committee, Monsignor Doyle formulated a statement on liberal education. The con- cluding paragraph of that statement summarized the thinking of the committee members: It is sometimes said that the aim of a liberal education is to enable young people to Itsee life steadily and to see it whole." There is much to be said for this formula. 'includes working for a living. But the whole of life One will not see the w hole of life until he sees ho w his economic activity fits into the g eneral scheme and how the economic activities of others bear upon him. The more fully education takes account of all parts of life, the more fully it avoids social and economic exclusiveness by bringing together young people of all social and economic back grounds and prospects, the more general and the more liberal it will be.2 A reference at the last meeting of the Liberal Arts Committee in April, 1945, indicated that members of the committee strongly favored the liberal education of all teachers.3 T he ideas discussed at this meeting germinated and later bore fruit in the development of a program of teacher preparation to meet new certification requirements of l ttMiriutes of Meetings of the Liberal Arts Committee, March 12, 1944 18, 19450" Appendix to the Minutes of Faculty Meetings, 1937- to April 1950 MC-QR. Committee members were Sister Mary Cephas Keller, Sister Gertrude Marie Zieroff, Sister Mary Kevin Kavanagh, Sister M. Olivia Frietsch, and Father John J. Doyle, chairman of the Committee. 124 the state of Indiana and to satisfy their vision of liberal education for all studentso Concurrent with the above study and discussion of postwar problems affecting higher education, Marian College joined forces with other Indiana colleges and universities to discuss vital problems of higher education in the state and to cooperate in formulating plans for areas of common needs and interestso Marian College was represented at the Second Indiana State Conference on Problems of Postwar Higher Education held, in Indianapolis on June 9 and 10, 144 . l These meetings resulted in the formation of a permanent organization--Indiana Conference of Higher Education--Itfounded voluntarily in 1945 by the thirty-three private1y-sup- ported, church-related and state-supported colleges and universities of the state.h2 During the same year Marian College also requested membership in the Indiana Association of Church Related and Independent 3 Colleges. Probably a greater stimulation for critical self-evaluation of objec tives and means came from an entire faculty participation in the research project e ntitledg "What Is a Christian College?" The Christian College Study was a major research project of the Commission on Christian Higher Education of the Association of American Colleges conducted from 1953. 1950 to Financed jointly by the Association of American Colleges and The Lilly Endowment of Indianapolis, the Research Committee of this Commission l Letter of Reverend Romuald Mollaun, OoFoMo to Sister Mary Cephas 10, 19440 19440" MC-OR. Keller, June June II, 2 ICHE MC-OD. "Minutes of Faculty Meeting, "The Indiana Plan of Higher Education," circulated by the Indiana Conference of Higher Educationo 3te tter ICHE Me-ORo of acceptance written by VoFo Schwalm to Mother Mo Clarissa Dillhoff, 'May 25, 19450 pendent Colleg98 MC-OPo Indiana Association of Church Related and Inde 125 guided the study during its first year with some forty colleges participating. All other Christian colleges in the United States were invited 1 to participate in the two following years. Marian College was officially connected with the project dur ing the spring and summer of 1952, choosing to study the nature and function of a Christian college in mid-twentieth century America in relation to curriculum, faculty, and student and campus life. 2 More questions were asked than were answered in the course of discussion as the faculty crystallized their views; thus, no definitive statements were proposed. The goal set by the faculty seemed to be in line with one of the desired outcomes of the research, namely, that the individual college better understand its own objectives.3 Some positive points of a greement, however, were identified in the progress report sent to Dr. McLain, the national director for the study. The faculty agreed that ftto preserve the character of a Catholic college the majority of the students as well as of the teachers need to be Catholic, but th at a considerable number of others in either grop, 1 Mimeographed form letters and details of the project. Faculty Committee Studie, Christian College Research Project AMC. One day meetings were scheduled in the spring of 1952 at more than a dozen loca tions in the country where campus chairmen could share ideas and obtain directives. Six regional workshops were held during the summer months for reports and discussions of study results from the various institu tions. Monsignor. John J. Doyle, chairman of Marian's study committee, attended both meetings. For a printed source, see Clyde Ao Milner, "Report of the Research Committee of the Commission on Christian Higher Education," Association of American Colleges Bulletin, 38, 1 (March, 1952), 180-184. 2nWhat is a Christian College?1t Progress Report of Marian College, (Mimeogfaphed) Faculty June 1, 1952, to Dr. Raymond F. McLain, p. 1. Committee Studies, Christian College Research Project AMC . 3"Mlnutes of Faculty Study Committee, Christian College Research Project, April 25, 19520" Monsignor John J. Doyle reported to the com- " mittee the proceedings of a meeting he had recently attended at Hanover College. Faculty Committee Studies, Christian College Research Project A. 126 provided they were not hostile to the aims of the college, would not &tfect its characterol They were concerned with "the indifference of some students to religious values and to the opportunities to strengthen religious life afforded them in college.n2 They agreed that this problem should be given continued thought and they eressed the wish that the policy of the college of non-compulsory participation in religious exercises be maintained. Faculty members who surveyed the social, eco- nomdc9 and political scene as well as the intellectual, moral, and reigious trends, reported that "for most of the situations identified, existing courses, through expanded subject-matter or changed emphasis seemed to provide at least the possibility of satisfying new needs.a) The committee felt, however, that "substantial progress in curriculum study could be made best by cooperative effort of the entire faculty.a4 Thus, it proposed to circulate an evaluation sheet "to explore the contribution each study-area is making to the goals of Christian education, and to pool suggestions for improving these contributions and extending certain of them to all students.5 The report concluded with this positive statement2 "The Christian imperative so far recognized as calling for curriculum changes is that of justice in perfecting the student's general education rather than specific religious instruction.ft6 lnWhat is a Christian College?" June 1, 1952. (Mimeographed) AMC . 2Ibido, p. 20 3Ibido, p. )0 4Ibido, po 40 5Ibid" -- 6Ibid Progress Report of Marian College, 127 By attempting to answer the challenging question,"What is a Christian College?" Marian College opened wide the door of self-evaluation. The following school year, 1952-1953, the objectives and the curriculum were considered in detail as the faculty committees continued their study. At the October faculty meeting, Sister Kevin, president, requested that the faculty concentrate on the revision of syllabi, the expansion of the curriculum to meet the present needs, and the review and possible revision of the objectives of the various divisions as stated in the cata1og. 1, Before the academic year had ended, however, an entire institutional study treating all facets of the college had been completed and sent to the North Central Association of Colleges and Secondary Schools as a first step toward accreditation. 2 Curriculum Expansion and Reorganization Academic policies and the program of studies developed significantly during the war years and the years immediately following. While the accelerated program initiated during the war was discontinued in 1945, other policies and patterns of development became an integral part of the academic program. In fact the basic patter on which it operated was set by 1945. l "Minutes of Faculty Meetings, October 5, 19520" MC-OR. "Minutes ofthe Meetings of the Curriculum Committee, 1952-1953," North Central Study Committee, Minutes of Meetings Me-OD. 2 Letter of Sister M. Kavanagh to the Office of the Secretar,y, Com mission on Colleges and Universities of the North Central Association of Colleges and Secondary SChools, June 23, 1953. Letter of Manning M. Pattillo, Jro; Associate Secretato Sister Kevin Kavaragn, June 26, 1953. NCA, Reports and Correspondence, 1953-1954 AMC. See also Summary Report of a Self-Study Conducted by the Faculty of Marian College, Indi anapolis, 1953," AMC . 128 Inriuence of war-time peeds.-- Marian College, as liberal arts a college, offered a curriculum typical ot such an institutidn. However, it was keenlt sensitiYe to the needs of the pre-war years and already in the first semester ot 1941-1942 partidular emphasis was given to late afternoon and evening courses in social science and philosophy which would assist students to deveiop .right social attitudes," and "a clear understanding of world problemaor1 For a short time similar classes were conducted at St. Mary's Academr in the downtown area--a location considered to be more conve ni ent. 2 With the entrance of the United States into the war several new courses--Current International Relations, Social S ecurity, Social Aspects of Personality, a speeial course in stenography stressing military and medical terms, and Red Crdas sponsored courses in first aid and emergency nursing--were offered in the second semester of 1941-1942. Publicity notices throughout the war years highlighted the college's efforts to . . meet the critical needs in education by means ot curriculum expansion. 3 An intensive and accelerated program of studies was also inaugurated-in the spring of 1942 enabling students to enroll in a twelve-week summer term (equivalent to obe semeeter), thus permitting them to fulfill requirements for a 4 degree in three years. 1 .Curriculum Intensified at College,. The Indiana Catholic and Record, (Agust 22, 1941), section 2, pp. 7. 2 .St MSJ7 d Mlriari Hae N'ttw Course"," --The Inditt1a. Recd, (Septe.her " 1941), p. 3. 3 "New Te. Opens at Marian College," (January 25, 1942), p . 21. 4 _Mar1a.n Enriches CUri'ieula: !h! indianapolis Catholic --and Surlday Introduces 12-Week Term, It The Phoenix, , March, 1942), p. 1. See afso-Mati&n To Hold Swnmer. Sessicrn, Indianapolis Sunday , ( 10, 1942), p. 35. ( , h !!i! 129 Realistically, the administration became aware of the necessity of providing its middleclass women students, not only with a liberal arts education, but also the opportunity to prepare fOr a profession. The need for college-trained women in professior.s tradi tionally open to women and in others until recently staffed by men, has led the college administration to organize a num ber of pre-professional courses. Such courses, meeting the entrance requirements of professional and graduate schools and still affording students the benefits of general culture will be available in nursing, medicine, laboratory technique and dietetics. Opportunities in preparatory journaliSM, librarianship and professional social work have been extended.l In the catalogs published for this period, a special section calls atten tion to the preprofessional possibilities within the bachelor d egree program.2 Teacher preparation, already an important and integral part of the academic program, was further encouraged by both national and state leaders 0 It was at this time that the college established The Mother Antonia Memorial Scholarship, in memory of the foundress of S. Francis Normal School, to be awarded to a qualified student interested in ele mentary educationo 3 The evolving curricu1um.War time needs influenced some phases of curriculum development at Marian College, but this influence was only part of a total natural process of curriculum evolutiono Under the direction of Sister Mar,y Cephas Keller, dean, organization and expansion of the curriculum continued. l nSeptember 7-8 Will be Registration Days at Local Girls' College," The Indiana Catholic and Record, (August 27, 1943), section 2, p. 2 ftPreprofessional Courses,n Marian College Catalog, 120 1945-1947, p. 15. ftPreparation for Professional and Graduate Study," Marian College Catalog, 1947-1949, p. 20. Catalogs MC-ORo 3 The Indiana Catholic and Record, (August 27, 1943), section 2, p o 12 . 130 During the second year of t he new administrationg 1942-1943, an eighteen page ItInterimu bulletin listed the expanded course offerings in all departments except psychology, phi1osophyg and mathematics. Signifi cant expansion was noticeable in English and the social sciences with a decided increase in upper=division courseofferingso The foreign language courses (French, Germang Latin, and Spanish) on both the elementary and intermediate levels were reorganized to include six semester hours at each level. Religion courses, as listed in the bulletin, reflected a major revision of course contento1 Catalogs published dUring the next four years (1943-1945 and 19451941) reveal continued reorganization, expansion, and eva1uation-=the latter resulting in the discontinuation in 1945 of some course offerings, particularly the special war=time courses. Noteworthy changes included the numbering of all philosophy courses as upperdivision courses, a second Ie rision of religion courses$) the inclusion of new courses in the areas of social scienceg home economics, art, music and the introduction of a course in physics to broaden the scope of science offerings.2 It is interesting to note that the department of religion seemingly reached a degree of stability in its curricular offerings at the beginning of the second decade of the college's history w ith its third revision within five years. Course titles, as listed in the 19471949 cata10g,3 remained throughout the continuing years of the college's existence as a women's college although two additional courses were added in 195304 arian College Bulletin, 1942-19430 Catalogs 2Marian College Catalo, 19431945j 1945=19410 3 4 Marian College Catalo1 1941-1949, po 21. MC-OR. Catalogs Catalogs Marian College Catalog$) 1953 ...1954, pp. 2223. MC-OR. MC-DR. Catalogs MC ORo ... 131 Although there was much change in the curriculum content, the organization of the departments of instruction on a divisional basis remained fairly constanto The original divisions, as stated in the 1940-1942 catalog, included: Language and Literature, Philosophy and Religion, Psychology and Education, Social Science, Science, Fine Arts and Physical Education.1 In 194) the speech and drama department was shifted from the division of fine arts to that of language and 1iterature and physical education was included in the division of education, and psycho1ogy02 The latter division, however, was dissolved in 19450 The departments of education and physical education were then associated with he division of social sciences while psychology was included in the division of religion and phi10sophyo) In t he 19411945 period of expansion and organization of the college curriculum, clarification of the areas of concentration was also effected, though a short=lived experiment in 1947-1951, involving the "minor" versus the Itre1ated-subjects" approach,4 prolonged the period of settlement. The early pattern of depth study of 24 semester hours in a major subject and 18 semester hours in a minor subjct became the minimum requirement arian College Yearbook, 1940-1942, p. 140 Catalogs for Me-OR. 2 Maian Col1ee Catalog, 1943-1945, po 210 Catalogs MC-OR. )Maian College Catalog, 1945-1947, po 17. Cataogs MC-OR. 4Marian College Catalog, 1947-1949, po 20; 1949-1951, po 200 Cata"A field of The same wording appears in both catalogs: logs C-OR. concentration, consisting of a major subject and one or more related sub jects, must be selected not later than the seoond semester of the sopho more year 0 minimum of twnty-four semester hours of progressive study is required in the' major subject; a minimum of eighteen in the related subject, if only one suchlis chosen. Not more than forty hours in any subject ,will be accepted toward a degreeo" 0 132 a baccalaureate degree. 1 Departments requiring laborator,r experiences and skills expected 30 to 40 semester hours for the major study and 2024 semester hours for the minoro 2 With the publication of the 1943-1945 catalog the majors and minors were iqentified and specific requirements given. 3 Departments offering majors and minors wereg English, speech and drma, Latin, French, German, Spanish, biology, chemistry, mathematics, home economics, economics, history and government, sociology and social work, art, and music. 4 were dropped in 1945. The The major and minor in speech and qrama 1951-1953 college catalog also listed minor as well as major requirements although the identification of related subjects in departments offering majors was retained as a guide to students in a wise choice of a minoro 5 In 1948 an alteration in the major fields of study in the social sciences took place when the college developed a program of elementar,y teacher preparation which would be more consistent with the desire for 'the liberal education of these students and which would also meet the new licensing requirements stipulated by the Indiana State Department of Public Instruction 0 Two of the three separate majors established in 1943 remained at this time-economics and historyo Three new-majors were arian C011e e Yearbook, 1940-1942, p. 13. See also Marian Catalogs, 1942-196 , under' ftReqUirements for Degrees, pp. 16-20. 2Marian College Catalogs, 1942-1963. Catalogs Co11ee MC-DR. 3Marian College Catalog, 1943-1945. Catalogs Me-OR. This was the first catalog to iden tify and list requirements for the majors a nd minors. See department sections for listings. 4Marian College Catalog, 1945-1941, p. 23. - Catalogs 5Marian College Catalog, 1951-1953. Catalogs Me-OR. requirements listed with departments offering majors. Me-ORo S ee minor 133 established, each being named nSocia1 Studies,ft but with different pattern8 of concentration: pattern A included a concentration in hi8tory; pattern B, in sociology; pattern C in economics.1 These three majors remained in existence until 1954 at which time only separate majors were offered in economic8, history and 8ocio10gyo2 General education and other degree requirements.--Genera1 education requirements for the bachelor of arts degree changed only slightly from the pattern established in the first four year8. 3 Twenty semester hos of study in English decreased to eighteen in 19424 and fifteen there after,5 while foreign language study increased three semester hours for students who began at the elementary 1eve1.6 In 1943 requirements tor the bachelor of science degree were also clearly defined. science program were required to take Students on the one fewer course in English, foreign language, a nd social sciences; they were not required to take psychology or fine arts.7 In 1945 the philosophy requirements included course in general psychology, while the credits in philosophy for the science degree totaled twelve semester hours in comparison with fifteen 1 Marian College Catalog, 1949-1951, po 38. Catalogs Me-OR. 2Marian Colleg'Cata10g, 1951-1953, po 38; 1953-1954, po 40. Cata10s Me-OR. The first catalog for the co-education period includes .ajors in history and government, economics and business, sociology and social work, but not genral social studies major as in the years etween 1949 and 1954. Marian Colle e Catalog 1954-1955, pp. 39-44. Catalogs o 3 Marian College Yearbook, 1940-1942, po 13. Marian College Catalogs, 1942-l95G. Catalogs RC-OR. aran College Bulletin, 1942-1943, po 13. Mari College 6 Ibid 7Ibid ...... Catalogs, 1943-1945, po 20. Catalogs Me-OR. Catalogs Me-OR. 134 l for the arts degree. Requirements for the bachelor of science in education followed51 "in the min the specifications of the Indiana State Department of Public Instruction for elementary sch ool teachers' licenses.,,2 All students were requie to take two years of physical education as compared to one year in 1940.3 Other degree requirements remained similar to those developed in the first four years.4 Each candidate for a degree had to complete 12 semester hours of course work with at least 128 quality points. This total was to iqclude general education requirements and the selected field of concentration. at th college. The last thirty semester hours had to be taken In the major field of study, students were expected to have a scholarship index of 1.5 (C-1.o0),5 rather than fulfill the former stipulation that no grade in the major could be lower than a "C". A statement in t he 1943 catalog reminded seniors that the comprehensive examination in their major field "must be passed satisfactori1y.,,6 1Marian College Catalog, 1945-1941j p. 11. 2 Marian College Catalog, 1943-1945, p. 20. Catalogs MC-OR. Catalogs MC-OR. 3Marian College Bulletin, 1942-1943, p. 6. Marian College Year 1940-1942, p, 13. Catalogs MC-OR. , 4 Marian College Yearbook, 1940-1942, pp. 12-13. Marian College Catalogs, 1942-1943, p. 6; 1943-1945, p. 19 ; 1945-1941, p. 16; 1941 -1949, pp. 19-20; 1949-1951, pp. 19-20; 1951-1953, pp. 1920; 19 53-1954, pp. 1920. Catalogs Me-OR. 5 . Marian C011 e Catalog. 1943-1945. p. 19. See footnote 4 for pages in succeeding catiIogs. Marian College Year Book, 1940-1942, p. 12. Cata1gs Me-OR. 6Marian College Catalog, 1943-1945, p. 19. See footnote number 4, page 1)4-rQr pages in succeeding catalogs. Though the first catalogs did not print this statement, a judgement of satisfactory or unsatisfactory, was to be made by the faculty. See "Minutes of Faculty Meeting, October 1, 1940," where the decision was first made. Minutes of Faculty Meetings, 1931-1950 MC-OR. 135 Teacher education programo=Programs for teacher preparation offered at Marian College were, of necessity, based upon teacher certification requirements of the state of Indianao However, due to the interest, con- cern, and planning of Sister Mary Cephas, dean, and Sister Mary Olivia, Chairman of the Department of Education, who later became dean of the college, a determined effort was made to provide a liberal education for all prospective teachers. In April, 1945, at a meeting of the Liberal Arts Committee Sister Mary Cephas a lluded to the account in a recent issue of Higher Education (Apri.l 2, 1945, Vol. 1, #1) on the project by the North Cetral Association to ascertain the nature of teacher education in liberal arts collegeso S ignificant statements from tbe report wer particularly acceptable to the Marian Committee because of the emphasis they placed on the liberal education of the teacher, ,making it equally essential with the professional and specialized trainingol The program$ of study for students in s econdary education fit quite well int the liberal arts program with the major and minor areas of study becoming the teaching majors and minors. As the departments offer- ing majors and minors at Marian College developed and as t he demand grew for certain teaching areas,'patterns were submitted to the Teacher Training and Licensing Division of the Indiana State Department of Public Instruction for approval. The first areas attempted were in English, sciences, mathematics, music, and social studieso2 lM1nutes of the Liberal Arts Committee of 194.. A year later, French, 1944-1945, April 18, 1937-1950 Me-OR. Appendix to the Minutes of Faculty Meetings, 2Letter of T. Ho Mahan, Director of the Division of Teacher Training Licensing to Sister Mary John Broderick, March 8, 1941. This letter informed the college of the approval of the State Board of Education for the areas listed above. ISDPI AMC. 136 German, Latin, Spanish, an home economics were added. 1 In September, 1944, when Marian College received standard accreditation approval was also given for a special license in music and home economics as well as the regular and special licenses in art and 'commerce. 2 Two years later when the state department revised its requirements, Marian College met the new standards for the following areasg 3 Comprehensive Areas Restricted and Conditional Language Arts (Englih) Foreign Languages (English) Foreign Language Social Studies Biological Sciences Physical Science and 'Mathematics General Home Economics Music Arts and Crafts Business Education==annual accredo speCial Areas Genera Home Economics Music Arts an Crafts English History Social Studies Biology Chemistry General Science Mathematics Bookkeeping and Typing Instrumental Music Vocal Music Arts and Crafts Durng the years that the state department of public instruction required the spcialized four year program of preparation for elementary l Letteof Clement Mahan, State Superintendent of Public Instruction to Sister Mary Cephas Keller, June 4, 1942, and to Mother Clarissa Dill hoff, President, June 19, 1942. ISDPI AMC. 2 Letter of Clement Mahan to Sister Mary Cephas Keller, September 20, 1944,"informing her about the decision of the State Board of Education at its meeting on'September 8, 1944, to grant standard accreditation to The writer assumes that all patterns requested were Marian College. included in the standard accreditation since no mention was made to the contrary. See letter of Sister Mary Cephas Keller to J. Fred Hull, Director of the Teacher Training and Licensing Division, June 21, 1944, in which Sister requested the additional areas to be approved when the college was considered for standard accreditment. ISDPI !Me . 3Letter of,J. Fred Hull to Marian College, February 25,1949, announcing formal apprQval for the teacher preparation patterns submittedo' ISDPI AMC . 137 teachers culminating in the degree bachelor of science in education, Marian College offered this degreeo 1 But when a revision in the state certification requirements permitted some flexibility for institutional experimentation2 the administrators of the college designed a program to emphasize the liberal arts phase of the prospective teacher's education. 3 The students on the elementary teacher program completed all requirements for the bachelor of arts degree with a major in social studies; professional education courses comprised the minor field of study, thougl:l 4 the total exceeded the minimum for the regular college minor. This program, begun i 1948, continued through 1953-1954 at which time the elementary education program was subjected to critical appraisal l The outline for the entire four year program is printed in the col lege catalogs of the early years (1938-1939), p. 16; 1939-1940; po 16; 1940-1942, po 22 (MC-OR). It appears in the printed bulletin of the state Department of Public Instruction Bulletin 94, 1937 Laws, Rules Regulations, and General Information Governing Teacher Trainrng-and Licen sin , published by the Department of Education, State of Indiana, 1937, p. 5. After 1942 the requirements are not printed in the college ca logs, but they were fulfilled through the regular general education coures of the college and through psychology and professional education courses. The 1943-1945 catalog states in the Division of Education and P8yehology "Listed in this division are the professional courses in education. The content courses, which constitute the major part of teacher-preparation, coincide with liberal arts courses. Together they equip the student-teacher to perform one of the most vital services in the nation. The psychology courses, in their role of imparting se1f knowledge and knowledge of others, are valuable in every human interest sphere, but they are a prime requisite for the preparing teacher in fashioning her own personality and in planning for the guidance of youth.1t p. 50$ MC ...OR. 2Bulletin 192, second revision, 1954, Handbook on Teacher Education in Indiana, pp. 9-100 state of Indiana Department-of Public Instruction, DIvision of_Teacher Training and Licensing. Otiltnal Bull_tin, 19480 3ftnutes of Faculty Meetings from January, 194, to March, 1946," . Minutes of Faculty Meetings MC-OR. 4Letter of Sister Mary Cephas to J. Fred Hull, March 19, 1948, and statement of approval dated March 15, 1948, in files of Marian College. ISDPI AMC . 138 As a result, the first year of coeducation with all areas of curriculum. witnessed a shift in the major of the elementary education student from social studies to educaion. However, the new leducationpsychologylt major contained the same courses previously taken with one additional course-history of education, total semester hours in social studies were even increased to include an additional history course, since history auto matically became the minor for students on this program. A more recent satement, prepared in 1958 1 after a fourth revisio of the education program for state approval, reiterated this same concern for liberal education: We believe that elementary teachers should be liberally educated as are the members of other professions. Fo r this reason we w ould make it possible for the elementary teacher to qualify for a BoAo degree with a major in certain academic subjects, without, however, neglecting the proper professional training through the equivalent of a second major in education. Furthermore, it has been our experience as faculty members of a liberal arts college, to meet numerous students of fine aca demic ability and aptitude for teaching who much prefer a liberal arts training, and who have gone into seeondary training, for which they were less fit and less inclined, or who have relin quished entirely the ambition to teach. We feel that this type of program can serve the needs of this type of student as well as give us opportunity to educate teachers in accordance with our philosophy of liberal education.2 Ths, the emphass remained on liberal education for all students including those on the highly professionalized elementary education program. I Marian College Catalogs, 1954-19590 Catalogs MC-ORo 2Letter of Sister Mary Olivia Frietsch, dean of Marian College, to the Commission on Teacher Training and Licensing of the Indiana state Department of Public Instruction, August 27, '1958. Marian College File, Office of the Teacher. Training and Licensing Dvision, Building, Indianapolis, Indiana 0 State Capitol 139 Medical technology program.-In the fall of 1952, Marian College, through the efforts of Sister Mary Kevin, introduced a four year course for certified medical technologists in collaboration with st. Vincent Hospital in Indianapolis. l Though the college had offered pre-professional opportunities since 1941, this program was the first one nto involve hospital experience and to carry formal certification.u2 As planned, students "spend the first three years in the study of liberal arts and the basic sciences required for the degree. The science courses likewise satisfy prerequisites in medical technology as determined by the American Society of Clinical Pathologists.3 In the fourth year of twele complete months students do intensive study and practice of medical techniques at the hospital, taking a course in theology on the campus during both semesters of the college calendar. 4 After completing college requirements, the student is awarded the bachelor of science degree and upon satisfactory performance on the examination given by the Registry of Medical Technologists of the American Society of Clini cal Pathologists, the student becomes a registered medical technologist.5 Curriculum studies of 1952 and 1953.--Thrnugh the stimulation pro vided by the Christian College Study of 1952,6 Marian College faculty p. 1. lnM.T. Plus B.S. C-PO. in Four Years," The Phoenix, 15 (April, 1952), 2publicity release of August 13, 1952, Medical Technology AMC. 3 Ibid 4Ibido 5Ibid 6See pages 124-127 in this chapter for information on the Christian College Research Project. o members became involved in curriculum study and appraisal to a degree l previously unexperienced. A sub-committee surveyed factors in contemporary society which could possibly call for curriculum changes. For each of the social, economic, political, and religious factors or trends identified by the committee there was found at least one pertinent course in the existing curriculum. Thus, the committee saw no immediate need for a major shift in the curriculum.2 Nevertheless, this small group of faculty members felt it was necessary for the entire faculty to be . involved in curriculum study before any decision should be reached.3 For that reason they compiled an evaluation sheet lito explore the con tributions each studyarea is making to the goals of Christian education, and to pool suggestions for improving these contributions and extending certain of them to all the students.tt4 They also planned to obtain student and alumnae suggestions on curriculum improvement.5 The curriculum committee of the work of the above sub-committee; 1952-19,3 school year continued the questionnaires were circulated as planned, l Prior to this time faculty members may have been more or less involved in policy-making, or curriculum revision, within their own departments, but there was no total faculty involvement to compare with the formal study of p. 3. 1952 and 1953. 2progress Report of the Curriculum S ub=Committee, April 1, 1952, Faculty Committee Studies, Christian College Research Project AMC . 3nWhat is a Christian College?" F. McLain, study Director, p. 3. College Project !MC. 4Ibid. 5Ibid. Progress Report to Doctor Raymond Faculty Committee Studies, Christian l l though the response was not too favorable. The formal work of this committee was incorporated into the self-study which was submitted to the North Central Association of Colleges and Secondary Schools in June, 2 1953. The first North Central Liberal Arts Study Committee in operation at Marian College during the school year of 1953-1954 continued the appraisal of general education through the coordinated efforts of faculty representatives from each curricular division of the cOllege. Emphasis was on divisional aims and curriculum fulfillment of such.4 Later in the year IIgreater consideration was given to examination of individual courses and the curriculum organization of each department.I5 Also handled were problems related to the change to coeducation in the following Septembero6 Though o changes were made in the curriculum during the last years of Marian's history as a college for women, the experience gained by the administration and faculty through depth study and critical appraisl of aims and curriculum assured the college of a smooth transition in the change to coeducation. l See the "Minutes of the Meetings or the Curriculum Committee of 1952-1953," North Central Study Committees, Minutes of Meetings and Reports MC-OD. 2nCurriculum,n pp. -22 'Summary Report of a Self-Study conducted by the Faculty of Marian College, 1953. Self-Study AMC. ormal Report of the Liberal Arts Study Committee, 1953-1954, sent to the North Central Association, p. 1. North Central Study Committees, Minutes and Reports Me-OD. 4"Mlnutes of the Joint Committee for the Organizational Meetings, October 30, 1953," MC-OD. North Central Study Committee, Minutes and Reports 5Report of the North Central Liberal Arts Study Committee, 1954, p. 2. 6Ibid NCA Reports and Correspondence MC-OD. 1953- ! 2 Affiliations and Accreditations Complementing the efforts of the administrators of Marian College to develop a strong academic program of instruction within the framework of the Catholic philosophy of education was their continued striving for official recognition. Accreditation would be the criterion for testing the strength of the college's foundation. Thus, the recognitions which the first dean attained as temporary status were achieved in full by 1945. During these years Marian College received continued affiliaton for an indefinite per-iod with the Catholic University of America, gained unqualified membership in the National Catholic Educational Association's Department of Higher Education and achieved approval by the Indiana State Department of Public Instruction as a standard college for its elementary and secondary teacqer education programs In 1953, Marian College sought regional accreditation by the North Central Association of Colleges and Secondary School_. This, too, would probably have been attained except for the forthcoming change to coeducation which necessitated a postponement of the final approval by the North Central Association. Continued affiliation with The Catholic University of America.- Already in the first year of the new administration the college faced the re-inspection visit from a representative of the Committee on iation and Extension of The Catholic University of America. I l Affil The see letter of Dr. Rot J. Deferrari, Chairman of the Committee on Affiliation and Extension, to Sister Mary John Broderick, dean (evidently the University had not been informed of the change in deans), March 20, 1942, notifying the college of Dr. Jordan's visit. CUA File AMe. 143 inspector, Monsignor Edward B. Jordan, filed a favorable report of his visit which resulted in the continued affiliation of Marian College with the University for a p eriod of two years. April l The final inspection came on 20, 1945, with the visit of Dr. Roy Deferrari, chairman of t he Committee on Affiliation and Extension. 2 Dr. Deferrari was most pleased with the progress made by t he c ollege, he recommended that it nbe l ltReport of Inspection of Marian College, Indianapolis, Indiana, AMC. CUA File Made April 2, 1942, by Monsignor Edward B. Jordan." Sections of Dr. Jordan' report corrected information which the last inspector had erroneously presented especially with regard to a dmission requirements and records. Unlike Dro Harriman, he felt that science laboratory and equipment as well as library facilities were satis factory. Faculty personnel and their training were above criticism as were the light class load and size of classes. Dr. Jordan suggested that faculty members be encouraged to do more in research and publication. Criticism remainedJ however, for the high-grading tendency of the faculty. Dr. Jordan stated: "The Dean agrees with the inspector's comment that the number of higher grades is out of proportion but, in explanation, notes that many of the students are Sisters while among the lay students are many who have won scholarships in competition,' which would indicate more than average ability on their part.Q -Other points of criticism were directed toward the college catalog concerning the number of course offerings and lack of information on the qualitative aspects of admission requirements, especially for trans fer stUdents. The small paper bulletin for 1942-1943, however, which Dr. Jordan examined was but a substitute for a regular college catalog which the dean was not as yet ready to issue. Statements pertaining to the purposes of the college, its curriculum, libr, finances, building, administration and student activities were favorably-reported. - See letter of Roy J. Deferrari to Sister M. Cephas Keller, May 5, 1942, for official word of continuation of affiliation for two years. CUA File !MO ._ 2Letter of Dr. Roy J. Deferrari to Sister Mary Cephas Keller, April h, 1945. Enclosed.with this letter is his written report of his "Report o the Committee on Affiliation and Extension of the visit. CatholicUniversity of America on the inspection of Marian College, Jndianapois, Indiana, Made April 20, 1945 by Dr. Roy J. Deferrari.1t . CUA File AMe.. continued for an indefinite period as an affiliated institution of The Catholic University of America." Unqualified membership in the National Catholic Educational Associa tion--A return visit to Marian College was likewise made by the National Catholic Educational Association in the person of S ister Honora, I.H.M. l S ee recommendation of Dr. Roy J. Deferrari in his report named above, p. 4. See also the official Certificates of Affiliation from The Catholic University of America dated 1945, signed by Dr. Roy J. Deferrari, and carrying the seal of the University, CUA File AMC. The following excerpts from Dr. Deferrari's report reflect the progress which Marian College had made in the few years under the direc tion of S ister M. Cephas Keller, dean: "The training of the faculty is excellent. "Great improvement has been made and is being made. If the present program of training of the faculty continues, the institution should have an outstanding faculty in a very short time." "A good testing program is conducted under the direction qf Monsignor Doyle." "The library gives every evidence of being an active and strong part of the institution Fundamentally the library is quite satisfactory." "While the laboratory space is a bit crowded, I would say for the two sciences, biology an chemistry, that adequate equipment and facilities were available." "All requirements for graduatio are exacted studiously. The"new catalogue is satisfactor,y in every respect." The student activities are entirely appropriate" and are ample without being overdone. There is a good scheme of student government, excellent monthly newspaper and an anthology of the best literary efforts of the There is no "Annual" wheh in opinion is rather college students. to be commended." "The present finances are kept apart from those of any other project of the community is being operated at a great deficit as is to be expectd,in every worthwhile college. The community, however, supports the college fully and fom all that I can gather is in a sufficiently sound financial position to carry this on indefinitely according to the preseqt plan.- "The records in this coliege have always been kept very well.1t A very large building program has been developed to carry out after the war 0 Very much to be commended is the plan to erect these buildings on the ample grounds, for the most part considerably in the rear of the beautifully landscaped grounds that border on the main high way. This will preserve a truly beautiful spot which has been developed at great expense and which makes this campus the most beautiful ever seen." The only criticisms in the report were a lack of publicized qualitative requirements for admission to the college and a lack of grade distribu tion Suggestions concerning kinds of degrees, elementary teacher study. preparation, and new types of progruswere also given by the Inspection, though the college chose not to act upon these suggestions. 145 President of Marygrove College in Detrpit, Michigan. Sister H onora made the first visit in March, 1941, at which time she recommended that Marian College be accepted as a constituent member of the association; she suggested, however, that a follow-up visit might prove beneficial to the new co1lege. l In November, 1943, Sister H onora returned for a reeva1- uation.2 Following this visit she recommended that Marian College be retained as a constituent senior-college member.3 The association accepted Sister Honora's recommendation, thereby granting Marian College unqualified membership in the National Catholic Educational Asso ciation, April, 1944.4 Standard approval for teacher preparation progresss--In January, 1944, administrators of Marian College sought to have the college recognized as a standard college with full accreditation to prepare teachers for the state of Indiana.S The state superintendent, Mrs Clement T. Malan, visited the college in August, 1944, with Mro Ralph Ns Tirey. According to the written report of their visit, these men were favorably impressed lReport of Sister Honora, I.H.M., March 1, 1941. 2 NCEA File MC-OD. 2Letter of W. Finnegan, S.J., Secretary of Committee on Membership to Mother Clarissa Dillhoff, president of Marian College, November 12, 1943. NCEA File MC-OD. 3Ibid. 4 Letter of W. Finnegan, S.J. to the President, Marian College (Mother M. Clarissa Dillhoff), April 19, 1944. NCEA File MC-OD. SLetter to Clement Malan, State Superintendent of Public Instruction January 2S, 1944, applying for standard accreditment. There is no iden- ' tification on this letter, but a copy of the report of this visit names Sister M. Cephas Keller as having made the req uest. Also, other letters were directed to her. tations AMC. State Department of P ublic Instruction, Accredi U6 1 with the college, its facilities, and its academic program. At a meeting of the Indiana Stat Board of Education, September 8, 1944, Marian College was accepted as a standard co11ege. 2 The state approval, however, was to be such that full recognition could easily be f ollowed later by a status of non-recognition ( or at least of with-holding.reognition until another visit of inspection was made), because of changes in requirements for teacher certification. When requirements were revised, colleges in Indiana had to submit pro Such was the case in 1948 for both the elementary grams for approval. and secondary teacher preparation programs,3 and in 1953 for the ele mentary program.4 In both instances, however, Marian College maintained its status as a standard college accredited by t he State Department of Public Instruction. 5 l The copy of this ttReport of the Inspectors of Marian College," report was sent to Sister M. Cephas Keller as an enclosure with the letter announcing the standard approval. Cephas Keller, dean, Instructon, Letter of Clement Malan to Sister M. September 20, 1944. Acreditations AMC. State Department of Public I 2Letter of Clement Malan to Sister M. Cephas Keller, dean, 20, 1944. September State Department of Public Instructio Accreditations AMC. 3Letter of Sister M. Cephas Keller, dean, to Fred Hull, Division of Teacher Training and Licensing, March 18, 1948, requesting accreditment according to curriculum patterns of Bulletin 192. Files of Division of Teacher Training and Licensing, State House, Indianapolis, Indiana. The same file on Marian College contains a statement that the college was accreited according to Bulletin 192 on May 15, 1948. 4Letter of H. M. Whistler, Director, Division of Teacher Training and Licensing to. Sister Marie Pierre Butte1l, dean, September 16, 1953. State Department of Public Instruction, Accreditations AMC. 5 Letter of J. Fred Hull to Marian College, February 25, 1949, listing all the patterns for which the college had requested approval. The May 15, 1948 date appears as the date of formal approval for the basic programs in elementary a nd secondary education. ment of Public Instruction, Accreditations AMe. State Depart 147 Attempt for regional accreditation.--Internal development and organization of Marian College would seem to have presented no obstacle 1 to favorable regional accreditation in 1945, but delay in the exPansion of physical facilities prolonged the time before administrators would feel confident to request an evaluation from the North Central Association of Colleges and Secondary Schools. In 1947 an extensive building program had b een initiated with student residence facilities and administration-classroom buildings to be erected in that order, although foundations for both buildings were laid in 194. Sister Mary Kevin, president of Marian College, realized that without the science facili ties it would be inopportune to seek North Central approval.2 And yet she realized also through her experience in recruiting students that enrollment would s uffer without regional recognition. Consequently, she continued to urge the board of trustees to authorize the continuation of the building project which had been temporarily postponed in 1949. ? In the meantime S ister Mary Kevin and the faculty continued to work on improvement of criculum, student guidance program, student health service and other aspects of the total program needing attention so that when the board of trustees gave the signal to resume eport of Dr. Roy J. Deferrari to The Catholic University of America on his visit of inspection, April 20, 1945. CUA File AMC. In his concluding remarks, Dr. Deferrari states ItI believe further more that the College will be successful in an application to the North Central Association for accreditation.1t , 2 Report of the President to the Board of Trustees, 1950-195, p. 8. Reports of the President MC-OP. 3 Sister Kevin's annual reports to the board of trustees for 1950-1951 and. for 1951-1952 carry a request for resuming the building pro.ject. See Report of the President, 1950-1951, p. 8, and 1951-1952, p. 7., See_a+so inutes of the Board of Trustees for January 13, 1951" at which time Sister Kevin directed a personal request to the board members. Minutes of the Board of Trustees, 1950-1952 ACrc. 148 building in 1953, the college was ready to re-activate the accreditation process.l The permission to build, however, was accompanied by the deci sion to begin a coeducational program in tqe fall of 1954.2 This new development did not deter the college from seeking regional accreditation, though in the end it was the point of issue which entered into the negative reply of North Central. The various committees of the faculty accelerated their work while an editorial committee compiled a final summary of the institutional . study to be presented to the North Central Association of Colleges and Secondary Schools.3 The formal report was sent on June 23, 1953.4 In October of the following school year the Association's Board of Review voted to authorize a survey of Marian College.5 On December 1See pages 124127 and 140-141 stUdies made by the faculty during Faculty Meeting, February 1, 1953," 15 and 16, 6f this chapter for the committee See also "Minutes of the 1950-1953. when Sister Kevin announced plaDs for resuming the building project, and her intentions to apply for accreditation by the North Central Association. Keetings, 2 1950-1956 Minutes of the Faculty Me-OR. See "Minutes of the Board of Trustees, January two decisions. Minutes of the Board of Trustees, 17,1953," for 1950-1962 ACIC. the 3See "Minutes of the Faculty Meetings for February 1, 1953," for request of Sister K evin Kavanagh to have work completed by July. See also "Minutes for March 5, 1953" at which time Sister Kevin asked that all reports of t he committees be ava ilable for the steering Committee to incorporate into a f inal report. 1950-1956 MC-OR. Minutes of Faculty Meetings, 4See letter of Sister Kevin Kavanagh to the Office of the Secre tari of the Commission on colleges and universities, June 23,1953. RCA Reports and Correspondence, 1953-1955 !MC. See reply letter of Manning M. Patillo, Jr., to Sister Kevin Kavanagh, June 26,1953 to. iirl'or her that the materials were received. spondence, 1953-l?55 NCA Reports and Corre !Me . 5Letter of Manning M. Patillo, Jr., to Sister Kevin Kavanagh, October 21, 1953. NCA Reports and Correspondence, 1953-1955 !Me . 149 two representatives visited Marian College.1 Their report following this visit indicated a satisfactory status for the institution.2 Nevertheless, Marian College was not granted accreditation by the Association's Commission on Colleges and Universities principally because of the coeducation change which was to take place in the fall of that year.3 Sister Kevin accepted tije decision of the Board, although she could not help but question why the accreditation process was permitted to proceed to completion when the authorities knew about the change to ake place in September,.1954.4 A reply to her question was that Marian Co1lege's situation was a unique one and "no one could know what the position of the Commission would be prior to a complete discussion of the matter."5 A month after the decision was made known, the chairman of the Commission did write to Sister Kevin suggesting that the college might not have to wait for the full three years before requesting , 1See letter of Reverend Pius J. Barth, O.F.M., chairman of the See sitation team to Sister Kevin Kavanagh, November 13, 1953. report of visit made by P. J. Barth and Co F. Richard& on December 15 and 16, 1953. NC! Reports and Correspondence, 1953-1955 AMC . 2Report of the North Central Examiners following the visit of NCA Reports December 15 anq 16, +953 by P. J. Barth and C. F. Richards. and Correspondence, 1953-1955 AMC. 3See letter of Manning M. Patillo to Siter Kevin Kavanagh, April 15, 1953. This letter is the official notice of the decision. Reports and Correspondence, 1954. 1953-1955 !Me . NCA 4Letter of Sister Kevin Kavanagh to Manning M. Pattillo, April 20, See also let Reports and Correspondence, 1953-1955 AMC. NCA ter of Sister-Kevin'Kavanagh to Paul C. Commission, April 2, AMC . 1954. Reisert. S.J. Chairman of the NCA Reports and Correspondence, 1953-1955 5Letter of Manning M. Pattillo to Sister Kevin Kavanagh, May 1954. NCA Reports and Correspondence, 1953-1955 AMe. 13, 150 another application for accreditation "because of the unusual circum l stances connected with Marian COllege." Student Aid From its earliest days Marian College made provisions for financial assistance for its students. As the college gradually expanded during the war years and thereafter the administration continued its earlier policies but made efforts to increase 1;he amoU1'\'t of financial aid avai1able to students in the form of honor tuition scholarships, tuition grants, and service contracts. The administration took justifiable satisfaction in its successful establishment of an endowment for honor scholarships during this period. Continuation of earlier policies.--Beneath the surface of measurable financial aid lay several modes of assistance basic to the existence of Marian College: low tuition costs, contributed services of the faculty, and financial support of the Oldenburg Franciscan Sisters. 2 Tuition remained $150 per year until the 1949-1950 school year, when an increase 3 of $50 brought the price to $200. Two years later it became $250.4 Fees for room and board were held at $350 per year until 1941 when the college charged $400.5 Increased costs of living and new residence facilities brought the fee to $450 in 1949, $550 in 1951, and $550-650 tter of Paul C. Reisert, S.J. to Sister Kevin Kavanagh, April 26, 1954. NCA Reports and Correspondence, 1953-1955 AMC . 2See chapter five, pp. 83-84, f or a detailed presentation of these factors which brought the cost of a Catholic college education within the reach of more stUdents. 3 Marian College Catalogs, 1942-1949; 1949-1951. Catalogs 4 Marian College Catalog, 1951-1953. Catalogs Marian College Catalog, 1942-1941; 1941-1949. MC-OR. Me-OR. Catalogs MC-OR. in 1953. 1 The ability of the college to operate on a low tuition rate depended heavily upon the contributed services of the faculty and upon the financial support of the group which owned and operated it.2 Finan cial reports valued the amount of contributed services at $19,500 for the 1941-1942 year, and at $64,400 for the 1952-1953 year, over fifty per cent of the annual operation budget.3 These figures were considered) however, as modest estimates of the true value.4 Though the college gradually took over complete yearly costs of operation, the congregaton continued to provide fiDancial stability by permitting Itfull right to the use of the property and to all buildings erected thereon without coensatiop or liability.1I5 Thus the Sisters of St. Francis bore the entire financial burden for the three-million-dollar building program of 1947-1954.6 arian College Catalog, 1949-1951; 1951-1953; 1953-1954. Catalogs -OO. ' 2See Articles of Incorporation, Article 4. liThe method by which said institutio iso be endowed and supported is as follows: The mem bers of the.Sisters of st. Francis of Oldenburg, Indiana, are to donate their services as teachers, and provide for the upkeep of the buildings and grounds; also an endowment of Fifty Thousand ($50,000.00) Dollars created from donations and gifts is proposed to be raised, which with the fee or tuition of the students will aid in the support of the col lege. The College shall be managed by the Sisters of St. Francis of Oldenburg, Indiana, under rules hereafter to be adopted for that pur pose. Articles of Incorporation !MC. Jrinancial Reprts, 1942 and 1953. Financial Reports MO-OB. 4 See Report of P. J. Barth and C. F. Richards to the Commission on Colleges and Universities f the North Central Association of Colleges and Secondary.Schools on their examination visit'D ecember 15 and 16, 19531 pp. 18-19. NCA Reports and Correspondence, 1953-1955 AMC. 5 0fficial affidavit (original) regarding ownership of the college drawn up by the Sisters of St. Francis on January 6, 1953. See also Articles of Incorporation, article 3 and 4. Corporation Records AMC . as inancial Reports, 1947-1954. Financial Reports Me-DB. 152 Expansion of financial aid.--The college gave financial assistance to many of the students in the first decade of its history.l During the first four years of the college's existence and into the war years of this period, the campus aqnual enrollment list of full-time students contained about ten per cent Itpaying students.n2 To attract students to attend the school, the college offered scholarships, tuition grants, as well as service contracts.3 Even after the enrollment increased, aid in the form of tuition remission continued. The catalogs from 1943 to 1947 list two kinds of aid, one in the form of an honor tuition scholarship, and the other, called an assistantship, or grant-in-aid in return for srvices rendered.4 By 1947, aid in the form of tuition remission was subdivided into honor scholarships-=reserved for students of high ability and scholastic achievement, awarded through competitive examinaService grants were also available when tions--and tuition grants. "arranged for work in part payment of expenses.1t 5 With expansion and increase in enrollment came needs for additional funds for schOlarship and other financial assistance for students. In the late spring of 1943 the board of trustees and college officials 1 Interview between the writer and Sister Mary Esther Schwach, treasurer of Marian College, December 28, 1964. 2Ibid 3Ibid. 4Marian College Catalog, 1943-1945, p. 61; 1945-194 7, p. 48. Cata logs Me-OR. Listed in the 1943-1945 catalog was another type of aid which was offered during the war years through the c ollege's participa tion in the federal program under the National youth Administration, p. 61. 5Marlan College Catalo , 1941-1949, p. 11; 1949-1951, p. 11; 19511952, p. 17; 1953-1955, p. Catalogs MC-QR. O. ---- 153 l organized an association for the establishment of a foundation fund. The 1943-1945 catalog carried the following description of the Marian College Founders Associationg Marian College Founders Association is an organization for per sons interested in Catholic higher education. Members contribu ting a minimum of $100 to be applied to some major college proj ect--endowment, scholarship, equipment, or buildings--share not only in the actual good effected but in numerous perpetual spir itual benefits. 2 Contributions in the first year were designated mainly for the endow ment fund.3 Between June, 1944 and June, 1946, the building fund received the most support, while donors in the following years to 1950 varied their contributions to include endowment, scholarship, building fund,' and chapel needs After 1950, however, all contributions went toward the building fund. Most contributors were relatives and friends of the members of the Congregation of the Sisters of S t. Francis, Oldenburg, Indiana, as well as the sisters themselves who donated gift. money or whose solicitations at the schools where they taught brought contributions from these schools. The high schools staffed by the sisters made significant contributions, as did the alumnae associations of these schools. The Marian Guild of Marian College and The Parent Teachers Association of Our Lady of the Angels High School, ste Bernard, Ohio, were generous contributors. Student groups attending Marian College sponsored projects and drives. lnutes of the Faculty Meeting, April 6, 1943," Minutes of Faculty Meetings, 1937-1950 Me-OR. 2 Marian College Catalog, -1943-1945, p. 61. Catalogs MC-OR. 3Data for the rest of the paragraph were obtained from the list of contributions to, or membership in, the Founders Association. Record of Scholarships, Endowment, Founders Association MC-OD. 154 With the establishment of the F ounders Association commenced the intensive effort of the college to bring to fruition the endowment sum named in the Articles of Incorporation at the time the college received its charter from the State of Indiana. 1 Beginning with its own donation of a $5,000 United States Defense Bond, the board of trustees, repre senting the Sisters of Sf.. Francis, established the first endowed 8cho1arship.2 The Mother Antonia Memorial Scholarship was established in memory of Mother Antonia Dreer, O.S.F., second Mother General of the Sisters of st. Francis (1866-1872) and the foundress of the St. Francis Normal School (1851).3 It was to be conferred upon a student registered in te elementary-school teacher-training curriculum.,,4 A second endowed scholarship of 1943 was named in honor of the founder of Marian College, Mother M. Clarissa Dil1hoff, O.S.F. The Mother Clarissa Scholarship, established by friends of Motl1er Clarissa, was to be conferred upon 'fa graduate of a high school conducted by the Sisters of St. Francis.n5 I Another was begun in 1943 and completed in 1946 by gifts from friends and patrons of the college, The Mother Olivia Memorial Scholarship to be conferred on a student resident of Indiana.6 Funds for two others lArticles of Incorporation, Article 4. Coporation Records AMC. 2HMinutes of the Board of Trustees, 1942-1943." AMC. This scholar ship was first awarded for the scholastic year 1943-1944. See also "Minutes of the Faculty Meeting, May 4, 1943." Minutes of Faculty Meetings, 1937-1950 MC-DR. ecord of Scholarships, Endowment, Founders Association. 4 Ibid 5Thid. Me-OD. 155 were accumulated between 1946 and 19 52 from gifts of friends and relatives of the sisters as well as from friends and former students of Mother Veneranda. These were The Mother Michaela Memorial Scholarship and The Mother Veneranda Memorial Scholarship, neither of which desig nated who was to receive the award.l As a tribute to the Most Reverend Joseph E . Ritter, first chancellor of Marian College, on the oecasion of his transfer from the Archdiocese of Indianapolis to the Episcopal See of St. Louis, Marian College established The Archbishop Ritter Scholarship, October 4, 1946.2 Two years later a scholarship fund, begun in 1945, was completed for the establishment of The Bishop Chartrand Memorial Scholarship in memory of The Most Reverend Joseph Chartrand, the sixth Bishop of Indianapolis. This scholarship was to be conferred upon a resident of Indianapolis.3 Completing the total of endowed scholarships established in this period of historywere The George and Mary Etzkorn Memorial Scholar ship, established in 1951 by their children in Kirkwood, Missouri, 4 and The Reverend Joseph Rudolf Centenary Scholarship, established in 1951 through gifts of the Sisters of st. Francis and their f riends to celebrate the lOOth anniversary of the founding of the Congregation of the Sisters of st. Francis, Oldenburg, Indiana.5 Father Rudolf was respon for bringing sible the first Franciscan Sister to Oldenburg, Mother 1Ibid 2Ibid 3Ibid. 4 ihid. See also Report of the President, 1950-1951, p. 6. Reports of the-president MC-oP. 5Ibid 156 Theresa Hackelmeier. congregation. With her, he shares the title of founder of the Thus, by the en d of t his period, Marian College had succeeded in acqiring the sum of fifty-thousand dollars as an endowment to be used for scholarship purposes. student Activities During and After the War Years Student Activities continued along similar lines developed in the tradition-making years emphasizing culture, fine arts, drama, and literary pursuits, with adaptations for serving the country's needs during the ar. Student leadership was enoouraged and stimulated through participation in state, regional, and national studen t organizations. Departmental clubs emerged as enrollment grew in the various fields of study. Throughout these 'years the threat of war, war itself, an d the aftermath-world efforts to establish peace==permeated the thoughts and actions of Marian College students as they prepared to take their place in society& Peace conference on the eve of waro-=Students' active participation in the Ohio Valley Student Peace Federation in the first two years of Marian's affiliation brought the privilege and responsibility of having the 19411942 regional meeting at Mar1an& Thus, on December 6, 1941, the day before the United States was officially drawn into the war, stuQents from nine colleges and universities as well as guest observers from seven high schools gathered at Marian Col lege to probe the subjeot of "America's Peace Aimso" Talks presented by students from participating schools cen tered on three topics: American responsibility and opportunities, steps to reconstruction, and Inter-American relations as a contributing factor l in world reconstructiono 1 3 See printed program in "Scrapbook of Newspaper Clippings and Bulletins." (1941-1944). Me-L. "Marian College Will Be Host to Annual Meeting of Student Peace Group," The Indiana Catholic and Recor d, (November 28, 1941), p& 3. "Large Attendance Is Recorded at Peace Conference," (December 1 2 , 1941), p. 8. Catholic and Record, The Indiana 157 Student war efforts.--National defense efforts must have claimed mot of the extra-curricular time of many Marian students. 1 various projects in order to sell war bonds and tamps. They sponsored Volunteer serv ices ranked high on the list of home front effort as the college womn participated in Red Cross, Civil Defense, and U.S.O. aotivities. students' Marian response to Red Cross activities was so generous that a college chapter was formed on campus during February and March of 1944; 2 first college chapter in Indianao it was the These activities included staff assist- ance at the Red Cross headquarters in Indianapolis, participation in first aid and water-safety courses, and organization of various campaigns to raise 'oneY' to assist Red Cross and to s olici t blood donors from among th college community. Service and relaxation merged in a favorite defense effort--entertaining the service men. Dance and entertainment during the war years were arranged tor morale-building of service m en stationed in or near Indianapolis. Marian student s likewise were guests at service men's dances at Fort Benjamin Harrison. Studen ts with musical talent cooperated with officials at Camp Atterbury and at Veteran's Hospital in Indianapolis to provide entertainment for the men i n training and for those who were hospitalized. Letter-writing to service men was also given top-billing on the list of moral-support activities. Prers and sacrifices at home and on the oampus were oftered tor God's blessing on the service men and for a just peace. I Data fo r the extent and nature of the war-time aotivities were secured rrom articles written about these activities in The Phoenix, 1941-1945 (MC-PO), and from Reports of Marian College to tne Indiana War History Commission October 12, 1942; April 16, 1943; September 5, 1946J and December 30, 1948. War History File !MC. 2 "Red Cross Chapter Approves New Unit," The Phoenix, 7 (February, 1944), p. 1 (Me-PO). See also War History File (!MC) and Marian College Catalog, 1945-1941, p. 47 (Catalogs MC-OR). 158 The challenge of vietory.--The end of the war brought more demands for serving the nation conditions, as the United States moved to adjust to peacetime in assisting war ve terans to adapt to civilian life and in relieving the misery of people s who were most affected by the ravages of war. Thus, Marian students supported victory drives for bonds just as they had done previously for war bond drives. and stamps Red Cross activities emphasized assistance to, and entertainment) of wounded veterans. Projects were undertaken to collect money and clothing for the relief of war vitimso FrOM 1948-1952 Marian students joined forces with Catholic colleges and university students throughout the nation to obtain funds to assist refugee studets to continue their college studies in this country. Besides providing t tangible support cited 1 above, Marian students attempted to realize the more significant challenge which the triumph ot victoryposed school year, The e di tori.l of the first issue of The 0 1945=1946, Phoenix for the new reminded students of their own responsibilities to become active leaders in making a b etter world: oWe have flown the colors to triumph, we must now keep them hoisted in the name of a just, lasting, and united peace. Cath olic college studen ts can playa vital role in ke ep ing those colors aloft The dearth of Catholic leadership in social and civic . affairs is one of the greatest laments ot the hierarchy and the The cognizance of this lack and the resolve to remedyit, clergy. are primary duties of the Catholic student. .Naturally, the Church looks for her leaders to come from the ranks of those who have received a higher educati on. She feels them better equipped to accept the challenge of active participation in government and society. .A prerequisite for this participation is a sound schooling in the correct principles of justice and morality--the imbibing of Catholic ideas on politics, economics, and sociology, and the construction of a solid foundation of religion and philos ophy l The "ato.ic Articles in The Phoenix, age" is not an age of romantic dreams, it is 1945-1954. MC-PO. 159 an age of active intellects, lling and able to meet the crisis now facing civilizationo ofte we, as Catholic college students, preparing ourselves to meet the challenge?2 0 Such reminders appeared throughout the postwar years in editorials and articles written in the school papero 2 Administrators, faculty, and student leaders encouraged the college students to acquire knowledge and I understanding of current world problems as well as basic principles of f action and provided the means to attain th ese goals through study, discussions, special seminars and c lasses, assemblies and student organ1- zations.3 Of significant influence during these years was tae national stUdent organzation known as the National Federation of Catholic College Students (NFCCS).4 Through participation in the aotivities of the Cincinnati region of this national Catholic student group during in the Fort Wayne region in Indiana from 1951 1943-1951, and later and the following years, Marian students exchanged ideas on national and international issues with men and women from other colleges and universities, thus broadening their own perspectives and drawing strength and purpose from united efforts. The contact provided additional fuel for enkindling related campus activities. True to its purpose in developing leadership qualities through strong student organization, the NFCCS was a unifYing force for campus activities. 1 The Phoenix, 9 (September, 1945), p. 1. 2 Se articles appearing in The Phoenix, MC-PO. 1945-1954. 3See issues of Th Phoenix, 1945-1954, MC-PO; MC-OR. Minutes of Faculty Meetings, 1945-1954, Me-PO. Assembly Lists MC-OD; 4The National Federation of Catholic College Students was organized as a subdivision of the National Catholic Youth Council within the youth Department of the National Catholic Welfare Conference. (See The P hoenix, 2 (December , 1941), p. 2, for an article of explanation.) --in 1937 160 Study groups such as Marian's Catholic Students Mission Crusade, the World Affairs Club, and the Inter-American.Club, encduraged their mem bers to participate in inter-collegiate discussions and activities spon sored by the NFCCS. In the early years of Marian's connection with the National Federation of Catholic College Students, that organization domi nated campus activities especially since the ..jor topics chosen by the National group for study and discussion were of vital concern to the college stUdents living as they did in the war-torn, uncertain world . Eventually the NFC:S began to seem less important while campus organi zations assumed a more significant role among stUdents. Students at Marian College also played an active role in the National Student Association especially during its developing years or 1946 to 1948. After 1950, however, the c ollege discontinued its affili ation, due in part to lack of student interest. International students campus.--It was a decided asset to the college to have on its campus from its very early days students from foreign countries whose presence,created an awareness a nd interest in peoples and cultures of other nations. Prominent among the international students were those from the Latin American countries who in been the first to enroll in Marian. 1939 had In the following decade interest in Central and South American countries was strong; lectures, special cultural programs, social events reflected the Latin American theme. A campus organization was eventually established, the Inter-American Club, a most active, stimulating club including among its supporters at one time close to one-third of the student body. This was probably due to a great extent to its excellence in organization and to effective leaders who included in the program of the club a wide range of 161 activities: social, cultural, and intellectual. l The Inter-American Club sponsored some of the most popular entertainments and, on the other hand, promoted student participation as speakers and as discussion leaders in for..al academic programs on Latin America.2 Not quite as numerous as the Latin American students, but yet impor tant were the s tudents from European and Asian countries. In the later 1940's the college welcomed student war refugees from Communist-controlled East European countries: Lithuania, Yugoslavia, and Hur.gar,r. These. students had received scholarships offered by Marian College through the War Relief Services of the National Catholic Welfare Council located in washington, n.c.3 The original three, and also other refugee stu dents who came to the college, influenced the students and faculty in informal ways, through casual conversations, sometimes in class discussions, and occasionally through formal talks on thir countries and cultures. This was also true of the students from West European coun- tries who came to study at Marian. These students had no organization of their own, but were active participants in the World Affairs Club when it was established. In fact, the international students were among the most activ in the organization. Oriental students, on the other hand, found still other outlets of interest and influence. In the early fifties students from Japan, Hong lftClub Objectives Merge Cultures Of All Americas, The Phoenix, 8 (November, 1944), p. 1. nate of organizatioR is given as-Rovember 10, 1944. See the membership list in the book of minutes and clippings of the activities of this club. Inter-American Club Me-OBA. 2ftMlnutes of Inter-American Club Meetings, 3 Phoenix, 12 (November, 1949), p. 1. MC-OSA. 162 l Kong, Vietnam began to arrive at the college, to be fol loved sometime later by students tram India, the Middle East and Africa. It was the students from the Asian nations that made a ver.y definite impact on the college insofar as their presenoe on oampus oreated an interest in the East, an interest whioh, in time, was to lead curriculum revision to inolude course offerings on Asia in the academio program. In the early titties, however, the influenoe of the international student seemed to be strongest on student affairs level. Probably the most ambitious . program featuring the students was a series of lectures they gave on contemporary life in their own countries. 2 As enrollment inoreased new clubs and organizations emerged on oampus Departmental clubs as the Inter-American Club, Home Economics Club, 0 Science Club, World Affairs Club and the Aquinas Literary Guild were active in the late forties. one in 1945, 3 New religious organizations were formed, the Legion of Mar.y, and a second in 1950, the Third Order 4 'of St. Francis. SumaaP,1 Under the strong, capable leadership of Sister Mary Cephas, and, atter 1950, Sister Mar,y Kevin, the college strengthened the academic pro gram which had been careful established in 1941. The objectives of the I See issues of The Phoenix, 1950-l95o Me-PO. These students had received scholarships offered by Marian College through Catholic mission oenters in their respective oountries. 2 Ibid 3See issues of 4Ibid Phoenix, 1945-1951. Me-PO. 163 colle were clearly defined, the program of academic studies was expanded and reorganized, general education and degree requirnts were more sharply outlinedt while the teacher education program was revised according to the most recent Indiana teacher education requirements. A major curricular innovation was the introduction of a Medical Tedhnology program. In 1952 nd 1953 the entire curriculum was very thoroughly reviewed by special faculty committees. The administration sought and obtained permanent affiliation wi the Catholic University of America, unqualified membership in t he National Catholic Educational Association, and standard approval of its " - achr education program from the State Department of Public Instructiono The college was less successful in its attempt to gain regional accreditatio n. Through ver,y careful financing and some success in fund raising the college was able to expand student financial aid increasing the num ber of honor scholarships, tuition grants, able to its students. and service contracts avai1- A significant number of the students were depend- ent on such financial assistance to remain in college throughout this period. During the war years and immediately thereafter student activities of the college reflect trends and interests common to many women's eo1leges of the times, including student ",ar-time programs and student interest in intercollegiate organizations. The preence or larger number of foreign students contribted a new dimension to student life at Marian College. CHAPTER VII THE COLLEGE PROPOSES TO EXTEND ITS SERVICES JANUARY, 1953, TO AUGUST, 1954 Two years after the end of the Second War ld War, Marian College launched its first major building project, the first phase of a twopronged expansion program that was to culminate in the extension of service to al l Catholic youth of the archdiocese--both men and wameno With the completion of the new college b uildings--a residence hall for women, a gymnasium and recreation center and an arts and science building connected to a chapel and auditorium--MarianCollege prepared to meet the requests of the Most Reverend Paul Co Schulte, Archbishop of Indianapolis, to offer opportunity for higher education to the young men of the Indianapolis area. Sister Mar,y Kevin Kavanagh, O.S.Fo, presiden t of Marian College, directed the college through the preparation period to a successful establishment of the first Catholic coeducational college in Indianao Physical Expansion With the lifting of war-time restrictions the plans for the expansion ot existing physical facilities were actualized in the construction of a residence hall and gymnasium in 1948 administration-classroom building in followed 19540 b.r the completion of the This last date coincided with the admission of men students to Marian College marking its first year as a coeducational institution. Plans for expansiono--Soon after the administrative officers of 1941 had assumed their respective duties, the United States became involved in 164 165 World War II. This necessitated shelving earlier building plans for an indefinite period pending the outcome of the world conflict. The del, however, permitted additional time for study and revision of plans in the l light of post-war needs. Marian's plan, reflecting the general pattern of post-war building projects on college and university campuses in Indiana, called tor a residence hall with adjoining gymnasium and a class room building tor the arts and sciencso2 This latter "E"-shaped building, with connecting wings for the chapel, science laboratories and auditor.ium, would also house the administration offices. MOther Mar,y Clarissa, founder of Marian College,3 was chief fund-raiser tor te building project during her active years retirement. as president and atter her Apart trom the Founders Association which was established in 1943, she organized several special fund drives through the teaching Sisters of the Oldenburg Congregation.4 ! two-stage building projecto--M&rian College officially oommenced its expansion program wit h the ground-breaking ceremonies on October 14, Dignitaries present at this historic occasion included the MOat 1947. Reverend Paul C. Schulte, Archbishop of Indianapolis, chancellor of the 1 "Minutes of the Facu1t.y Meeting, September Facult y Meetings, 1937-1950 Me-OR. 10, 1944." Minutes ot 2nHoosier Colleges and Universities Budget Millions for Education," Indianapolis News (October 25, 1945), pp. 1, 12. other M. Clarissa Di1lhotf, O.S.F. died at the age ot ninety-two at the Motherhouse ot the Sisters of St. Francis, Oldenburg, January 29, 1957, where she had been in residence since retirement from active duty in 1950. As a memorial to Marian's founder and first president, the college installed a carillon in the fall of that year. "College Presents Carillon As Memorial," Marian Phoenix, 21 (October, 1957), p. 1. 4Record of Scholarships and Endowments, Founders Associations and Donors. MC-OD. "Pennies Build FUndj Priest, Laity Unite to Furnish Chapel," The Phoenix, 18 (Deeember, 1954), pp. 1,3. Me-po. 166 college,' Right Reverend Henry F. Dugan, ch ancellor of the archdiocese, Ver.r Reverend John J. Francis J. Doyle, Chaplain of Marian College, Reverend Reine, faculty member and future president of the college, Mother Mar,y Clarissa, President, Sister Mar,y Cephas, Dean, Mr. August Co Bohlen, architect, and Mr. Francis A. Wilhelm, contractor. In a brief talk to the faculty and students the Archbishop said: We have blessed the ground with the blessing of Ho Mother Church, asking a blessing on the building and more than that, on the stu dents, all the people who will live and work there and, above all, This morning's ceremony, although all those who will pray there. simple, has a deep significance. We hope that you will remember it alvs and et that same thought permeate your life--that God must be tirst. l In the spring ot 1948 construction of the concrete foundations for the two large multi-purpose buildings was completed. 2 Work on the super- structure of the residence hall and the gymnasium, the first of the two large buildings to be constructed, continued slowly throughout the summer and winter months or 1949 chool year. 3 1948, thus, postponing anticipated use for the However, by May, 1949, 1948- the new gymlasiUII and recreation center was the site ot three end-of-the-year activities--the annual spring concert and campus queen crowning, exercises. an The graduating class of all-school dance, and commencement 1949 with its forty-three members vas the f irst to receive baccalaureate degrees at the first Sunday afternoon I nArchbishop Schulte Launches Marian Expansion Progra.," The Phoenix, (October, 1947), po I. Me-PO. See also "Minutes of the Faoulty Meet ing, October 5, 1947n Minutes at the Faculty Meetings, 1937-1950. MC-OR. For a picture ot the ground-breaking ceremo in a local newspaper, see Indianapolis News (October 15, 1947), p. 1, part II. 11 2 See The Phoenix, 11 on the new building si te. (March, MC-PO. 1948), p. 1, for a picture or the vork 3 " New Marian College Building to Welco.e Students in the Fall," T he Phoenix, 11 (May, 1948), p. 1. Me-PO. See also "Marian College B,uildlng Begun," The Indianapolis Star (June 8, 1948), p. 1. 167 exercises--a precedent in the history of Marian College. 1 For the next five years, the new gymnasium with its temporary stage was to be the setting for similar commencement exercises, student assemblies, college convocations and dramatic performances, including the centenar.y Pageant given in January, 1951. The last production, written and directed by members of the Marian College faoulty and pooling the talent of ian College, St. Mary's Academy, Holy Trinity, St. Rita and St. Michael schools and the college kindergarten, 2 commemorated the foundation of the Sisters of St. Francis.3 September 11, 1949i witnessed the tormal dedicaion of Clare Hall, the new residence for women named in honor of Mother Mar,y Clarissa, and the new recreation-social building with 'gymnasium, reoreation ball, and physial education instructor's suite. Modern in architecture and appoint ments, the two-story residence building contained a temporary chapel, recreation rooms, dining-rooms for students, faculty and guests, a wellequipped kitchen, infirmar.y and d octor's suite, student lounge and one section of olassrooms. Residents' rooms, accommodating two students each, 4 were looated on the 'cond tloor. l K::-PO. "Archbishop Confers Degrees," Until 1953, when construction of the The Phoenix, 12 (Mq, 1949), pp. 1, 4. 2 Kindergarten, established in Septe.ber, 1949, was located on the first floor of Alverna Hall. It existed until Septe.ber, 1954. See "Pre School Tots Enroll at Marian," The Phoenix, 12 (May, 1949), p. 3. MC-PO. 3"Sisters of St. Francis to Observe Centenary of Foundation In January," ,The Phoenix, 14 (December, 1950), p. 1. 'Me-PO. The Pageant, "B.Y the Light or His Star," was written by Sister M. Olivia Frietsoh and directed by Sister Mar,r Jane Peine. 4 "Marian College Facilities Expand as 2-year Plan Reaches Completion, It The Phoenix, 13 (Octqber, 1949), p. I. Me-PO. "Dedication of Marian College's Clare Hall to Take Place This Sunday." The Indiana Catholic and Record (Septellber 9, 1949)" pp. 1, 3. 168 administration-classroom building was resumed, Clare Hall also housed the administration officeso The second phase of the expansion program was realized in the late summer of 1953 when construction was resumed on the adainistrationscience buildings, chapel, and auditoriumo As a result of the decision of the board of trustees for Marian College to become coeducational, earlier blue-prints of the proposed one-and-a-halt million dollar struc tures were moditied slightly from the original plans drawn up in 1947. 1 Constructi on of the new buildings progressed steadily throughout the next year making it possible to schedule dedication on Deoember 8, 19540 The arts and science buildings were ready for use, however, in September. Dedication or the Bishop Chartrand Memorial Chapel of Mary Immaoulate, the new administration building, auditorium and Scotus Science Hall was the nucleus of a three-d observanceo Archbishop Paul Co Schulte offi- ciated at the dedication services with clergy, religious and representatives' of colleges and universities as special guests. 2 The buildingo--Modern in design the three-stor" administration building of brick with Bedford atone trim, provides facilities for offices, faculty roo.s, and reoeption rooms on the first floor, general classrooms and oonference rooms on the second and third floors, and bookstore, men's lounge, women's lounge and snack bar on the ground floor. The Dun Scotus Science Hall, which constitutes the middle wing of the "E"-shaped structure, houses spacious lecture rooms and well-equipped laboratories for biology, physics, and chemistry in the f irst, second and third floors respectively. I "Work to Begin on 3-Story Administration, Science Hall," The Phoenix, The first page carried architect's driiing ot the 17 (February, 1953), p.lo projected administration bildings. MC-PO. 2 "ArchbishOI? Schulte Officiates at Dedication Cere.onies," The Phoenix, 18 (December, 1954), pp. 1-5. MC-PO. 169 Forming the west wing of the administration building, the auditorium has a seating capacity of 825. Special features include a spacious stage equipped with flying grid, tiered, staggered seats, excellent acoustics, and a balcony with projection booth. The Bishop Chartrand Memorial Chapel of Mar,r Immaculate, whick seats over 600 in the nave and galler,y, is located at t he extreme east of tne new building. Of modern Gothic architecture, the chapel features interior walls of St. Meinrad limestone and a marble sanctuar,y with an altar table of .black gold marble resting on eight cylindrical pillars of the same m aterial. The a ltar table itself stands on a three=step predella of pine green marble. Hand-carved crucifix and statues, bronze and black gold marble Stations of the Cross, and the highly-prized Aeolian pipe organ transferred from the former Allison mansion add to the beauty of the ohapelo A bronze memorial plaque honoring Bishop Chartrand, fifth bishop of Indianapolis, was presented by the M ost Reverend Joseph E. Ritter, now Archbishop of Sto Louis, former archbishop of Indianapolis. 1 Completion of the new building brought to fulfillment the desires and dreams of the administration and faculty of Marian College and also marked the beginning of a new era in th e history of the college. Extension of Servioes Concurrent with the deoision to revive the building program was the equally important decision to ohange the status of Marian College from that of a college for women to that of a coeducational institution. This deoision was to exert a oomprehensi ve and profound influence upon tae future develop.ent of Marian College resulting in changes in administration and organization, expansion of curricular offerings together with a concomitant increase l Ibid. 110 in facult y, and an enlarged student body. Constant, though, remained th objective of the college to provide tor all its students an education in the liberal arts and sciences based upon the Catholic philosophy of life. Need and response.--Archbishop Paul C. Schulte's desire tor Catholic higher education opportunities for the young men of the Indianapolis arch diocese, coupled wit h his personal knowledge of the physical expansion pro gram at Marian, led to his voicing his request to the Sisters of St. Francis to extend their educational services to the young men of the archdiocee. The Arckbishop's request, made known to the board of trustees on August 1950 by 16, Mother Mar.y Cephas, newly elected Mother General of the Sisters of St. Francis , received thoughtful and prayerful consideration. proposal was not too enthusiastical received. 1 At first the However, as the Archbishop continued to press the urgency of the need, and as his purpose to strengthen Catholic family lite through a better education of the fathers of families became more dominant in his appeals, the request s viewed in a lIlore favor- . able light. 2 Final approval ing on January 3 11, 1953 by the boat.d ot trustees was given at its meet- and was made known to t h; public early in February. 4 l "Minutes of the Meetings of the Board of Trustees, August Marian College Board of Trustees ACIC. 16, 19500" 2 196.5, Interview of the writer with Mother Mar,y Cephas Keller, August 3"Minutes ot the Meetings of the Board of Trustees, Januar,y Marian College Board of Trustees ACIC. 4 , 17, 19.530" 4"Marlan College To Be Changed Into Co-educational School," The Indiana C atholic and Record (February 13, 1953), pp. 1, 3, 120 , - "Marian College to Open Doors to Men Next Year' " The Indianapolis News (February 13, 1953), p. 1. - "Vast Improvement Will Change Marian to Coeducational College," Indianapolis (February 14, 153), p. 8. ---- The - 171 In his pastoral letter to the Catholics of the Indianapolis archdiocese at the time of the official announcement of Marian Collegels coeducation program, the Most R everend Paul Co Schulte slID11Il&rized his views on the necessity of Catholic higher education for the young men ot the archdiocesei Ever since coming to Indianapolis as your Archbishop we have felt the need and the lack of a Catholic college for the boys of the city and our Archdiocese. Indianapolis is today the largest city in the whole of the Unit ed States without Catholic college facilities tor Many cities much smaller enjoy this blessing. Indianapolis boys. should not be th e exception. The aim of true education in all its grades and degrees must . ever be to fit him to utilize service of his so as to merit man to take his rightful place in the world a nd equip to the best advantage his God-given talents in the Creator, himself, and the society in which he lives, the acclaim of heaven for his effortso The world in which the youth must take his place and work today Science i is much different from that of a generation or two agoo its many new pha ses has entered not on the laboratory but the factor.y An informed intelligence is much aore in demand and ottice ,.s wello . than the brawn ot yesterd.ro A mere high school education is no longer sufficient to cope suc cessfully witB the demands which even the ordinar,y shop and factory make upon their working personnelo The young man that goes into the world without at least a year or two of college is at a distinct disadvantage . Yet a late survey has shown that, only a small percentage ot the boys coaing trom our Indianapolis Catholic high schools have gone 0 on to collegeo We are aware that God hu not given to all the mental talents to profit a great deal from advanced studies, but we do think that any body' whose high schoo l grade is average and above, should be encouraged and be given the opportunity tor further studyo The coet of founding and maintaining another college exclusively for boys would be prohibitive and would entail a tuition charge that would defeat our purpose, which is to provide a college educa= We believe we have found tion at a co st within the reach of allo the answer Through agreement and in cooperation with the Sisters of St. Francis, we propoee to make our loeal Marian College a coeducational institution st ted by a mixed faculty ot sisters, priests, and lprotessors. 0 The College seeks support for its ventureo--To .eet the needs identified by the archbishop, Marian College sought support from the clergy, religious, l "A Word From the Archbishop," (February 13, 1953), p. 10 Indiana Catholic and Record 172 and laity in the archdiocese. Pastors and assistants of the parishes, principals, and teachers in Catholic high schools, pa rents and potential students--all groups were reached b.Y the public relatioD8 program estab- lished by Sister Mar.y Kevin, president of Marian Col lege. Enlis ting the assistance of Indianapolis business men, Sister,Mary Kevin organized a publici committee in November , 1953, "to put before the public what Marian College has to otfer the people of India napolis, to assist in the recruitment ot students and to enlist the cooperation. of interested persons in furthering Marian College ob j ectives. " 1 A major goal of the committee was to enlist the cooperation and support of pastors and assistants of all the parishes of the Indianapolis Archdiocese for the purpose of establishing a parish scholarship program. B.r, 1954, twenty-five parish scholarships and tuition grants had been offered with twenty-four of them already a ccepted by in coming stUdents. 2 The committee directed the regular recruitment efforts of the college with individual members personal ly visiting high sohools in Indianapolis as well as a considerable number of them located outside Indianapolis . Sister Mary Kevin, who was large responsible tor the success of this venture, was president of Marian College from 1948 to 1954. A native of Indianapolis, Sister Mar.y Kevin received her earlY education at Cathedral grade school, St. Mar,y Acade, and Immaculate Conoeption, a Junior College at Oldenburg where she entered the novitiate ot the Sisters of Sto Francis in 1931. Atter receiving a B.A. trom the Athenaeum of Ohio, Sister Mary Kevin continued wit h graduate stUdies at bo th the Catholic University of America and the Univ ersity of Cincinnati receiving her doctorate in English eport 2 of the President, 1953-1954, p. 2. "Minutes of the F aculty Meeting, M 2, Meeti ngs, 1950-1956 MC-OR. MC-OP. 1954," ,Minutes of Faculty 173 from th e latter institution. In 1943 Sister Mar.y Kevin was appointed head of the English department at Marian, and five years later, became president of the college upon the resignation of Mother M. Clarissao Her relatively short administration was marked by the completion of Clare Hall and the near-completion of the new administration building and science hall. Her untiring and dedicated effonapaved the way for the smooth transition t ram a women's college to a coeducational institution. 1 Preparation t or Coeducational Program The m ajor decision involving the change to coeducation necessitated an intensive stu of the tormal organization of the college together with an identifioation of the responsibilities, rights, and duties of the college personnel. Of top priority, too, was an evaluation of present curricular offerings, selection of additional faculty personnel, and close scrutiny of admission and graduation requirements. Formal organizationo-The by-laws of Marian College (1931) served s the constitutional code during the first years of operation, but these er rather limited in scope treating only the duties and responsibilities of the board of trustees. 2 By the spring of 1942, responsibilities of I nStudent, Faculty, Alumnae M:>urn Former President, " The P hoenix, 18 (February, 1955), p. 10 Me-PO. Sister Mary Kevin Kavanagh, O.S.F. died at Margaret Mary Hospital, Batesville, Indiana, Februar,y 5, 1955. Faculty, Alumnae, and students attended tuneral services, February 8, at the Mother house, Oldenburg, Indiana. Among the relatives present were Sister Clarence Marie Kavanagh, O.S.Fo, college librarian, sister ot the deceased and Reverend Richard Kavanagh, Cousin. A lectern stands in the college chapel in memor,y of Marian's second president. 2 By-laws and Statutes of Marian College, 1931. AMC. In 1939 the inspector rrome Catholio-University ot Amerrca-recommended that a college constitution be written. He submitted a sample document for examination. For the recoMmendation, 8ee "Report of Inspectors of Marian College, March 3, 1939," by J.M. Campbell, p. 6. CUA File !Me . I same tile, see also letter ot Dr. Campbell to Sister Mar,y John Broderick, March 24, 1939, and the sample .constitution sent by hill. 174 exeoutive officers and of faculty members were defined for inclusion in a report made by the college to the Catholic University of Amerioa for oontinued affiliation with the university. 1 The list of duties appearing in this report seems to have been the working model for the actual oompilation of the first statutes of Marian College which in the following years had been drawn up by the Committee on Statutes and in January, submitted to the board of trustees who approved them. the statutes occurred in 1950,3 2 1944, Major revision of describing the changed role ot its chief 4 providing for desired changes officers, president and dean, and in 1954, as the college planned to admit men to the student body. Administration and faoultyo-B.Y the 1 944 statutes, the president, as ohief exeoutive of the c ollege, had the responsibility of carrying out the policies and regulations approved b.Y the board of trustees and was responsible directly to the board on matters pertaining to the government and It was clearly stated that it was the administration of college affairso president who was to act as the liaison person between the board and the college.5 To the president, also, was asoribed the authority of super- vision and direotion over all departments of the college and the right to preside at meetings of the tacultyo The president, aocording to the statutes, was also to be aotive in raising funds for the college and was to l Copy of a report of. Marian College to the Catholic University of America, April 4, 19420 CUA File AHC. 2 "Minutes of the Meetings of the Board of Trustees, Januar,y .!Me . 3 Statutes of Marian College, Revised, 19500 AMC . 4Statutes of Marian College, Revised, 1954. AMC. 5Statutes of Marian Col1ee, 19440 !MG . 5 , 19440ft 175 represent the college in educational and sooial functions. 1 In actual practice the activities of the president were not as decisive in the over-all development of the college in the 1940's since attention was focused more intensively on internal affairs, particularly on the further development and strengthening of the academic program 0 This was reflected in the statutes of 1944 which a.scribe the dean as director of "the educational activities of the college, and partic ularly, the administration of the work of the faculty," and as the "chef adviser to the President on institutional policy and college proble.so" 2 It was the dean who was to formulate the educational policies and present them o the president and facult,y for c onsideration. 3 The dean was like= wise to act as ttexecutive head ot the college in the absence of the President.n 4 Other duties included supervision of curricula, courses, and methods ot instruction, educational counselin g of students, and institutional representation at meetings of educational associationso 5 This situation was changed in 1950 when t he president ot the college also served as dean of the taoulty,6 while the former office ot dean was ohanged to t hat of dean ot studieso However, this change was of short duration, and in 1954 the offices of president and dean were restored to separate offices with expanded duties and greater responeibilities.7 l statutes of Marian College, 1944 ; -- 0 ---- AHC 0 2Ibido 3Ibido 4Ib'-do 5Ibid 6Statutes of Marian College, Revised, 1950. !MC. 7Statutes of Marian College, Revised, 1954. !MG. 176 An administrative office, created in August, coordinator of student personnel service, 1951, but lasting only until the coeducation change in 1954, resulted from the organization or a formal guidance prograa developed during the spring of 19510 The office of dean ot women was thus changed to dean of residence with responsibility fo r tme "guidance of students who reside on campus and the care of the residence quarters." A registrar, a librarian, 1 and a bursar completed the list of executive officers ot the college each engaged in the duties as indicated by the, statutes 2 0 By 1954 each offiee received greater responsibility in direct= ing the arfairs within its sphere of actiono e 3 trend toward specialization of a ctivities and decentralization of decision-making in the administrative positions apart from one otfice ot either president or dean carried over into faculty affairs as wello In t 1944 statutes, only duties are listed for the faculty to perform, whereasj in 1950 and in 1954, rights and opportunities are also stated. revised statutes in Thus, th 1954 reflected the changes in administration and con- trol, a trend toward greater faculty involvement in policy-making and increased specialization o f responsibilities necessitated by an expanding student body 0 College personneloAlthough the Sisters of St. Francis, who fou nded the college in 1937, retained full control, it was deemed necessary with the change to coeducation to appoint a member of the archdiocesan clergy as president of the college 1951. Istatutes 2 3 0 The announcement of the appointment of Marian Oollge, Revised, 1950, Amendment I, August 10, AMC. Statutes of Marian College, 19440 AMOo Statutes of Marian College, Revised, 1954. !Me . 177 Reverend Francis J. Reine, S.T.D., was made b.1 the Archdiocesan Chancery and Sister Mar.y K evin, president of Reverend Francis J. the college, on Januar.y 6, 1954. 1 Reine, former theology instructor at Marian College, returned to the campus for the spring semester as presidentelect to assist with preparations for the coeducation program, especially in the areas of public relations and recruitment. Sister Mar.y Olivia, Director of Teacher Education for e leven years at Marian, became the new dean of the college. Sister Mary Karen Zahn, French instructor , was llUled dean of women while a member of the archdiocesan clergy, Reverend Paul C. Courtney, was appointed to the new administrative position as dean of men. he teaching staff was enlarged to include additional qualified instructors in the areas of theology, psychology, history, business administration, speech and physical eduoation. 2 The curriculum and college requi rements.--The shift from a college for women to one for men and women came at a time when Marian College was in the midst of curriculum evaluation with special emphasis upon general edu cation and its relation to the objeotives of the college. 3 Whatever curriculum, or policy, changes were necessary seemed to be sMoothly taken into the already existing machinery set up for possible curriculum changes. During the spring semester of 1953-1954 faculty members in all departments l "Father Reine to Assume Presidency in September," MC-PO. ( January, 1954), po 10 The Phoenix, 17 The Indianapolis News ( January 6, po,l. nFr.' Francis Reine Appointed President of Marian College," The "Marian College Presiden t Named," 1954), Indian Catholic and Record 2 - ( January 8, 1954), p. 1. "New Administration, Larger Faculty Mark First Coeducational Year," The Phoenix, 18 ( October, 1954), p. 3 North Central Study Committee, 1. MC-PO. Minutes of Meetings, 1953-1954. MC-OD. 178 l considered course offerings in the light of the shift to coeducation. Expansion of course offerings seemed necessar,y but there was no basic change in curriculum organizationg or in the objectives of the col1egeo New majors in business administration and accounting increased the course offerings in the department of economics0 2 General education requirements remained the same, requirements 0 as did graduation In the area of admissions, a slight change was made from "prescribing" certain high school units to "recommending" that high sChool preparation include certain unitso in th e oatalogs from 1954-19610 3 This, After however, was stated as such only 1961, required units were again listed. 4 Summary The years preceding 1954 found Marian College preparing to expand its physical facilities==a major development that led to the request by the Archbishop of Indianapolis to offer opportunities for higher education to the young men of the archdiocese 0 Cla re Hall, a residenoe for women, with adjoining gymnasium, was the first of the s tructures to be completedo It was ready for use in Se ptember Constructi on of the administration-science building, although 19490 temporarily postponed, was resumed in opening of the 19530 Completed in time for the 1954=1955 sohool year, it welcomed both meR and women students to share with the new administration and enlarged faculty the experiences and o hallenges of Marian College's first year as a coeducational institution l 0 2 Ibid Ibido 3Mari an College Catalogs, Catalogs MC-OR. 4 1954-1955; 19551957; 1957-1959; 1959-1961. Marian College Catalog, 1961-19630 Catalogs MC-OR. CHAPl'ER VIII MARIAN COLLEGE, FmST CATHOLIC COEDUCATIONAL COLLEGE IN INDIANA SEPTEMBER, 1,54 TO AUGUST, 1962 With t he admittance of male students in September, 1954, Marian Col- lege becue the first Catholic coeducational college in Indiana. Challenges presented by the new program were successfully met by faculty and students alike 0 Marian's first priest-president, the Reverend Francis J. Reine, SoToDo, worked tirelessly to present the college to the public and to gain supporters tor the new coeducational institution 0 The entire faculty under the leadership of the dean, Sister Mary Olivia Frietsch, OoSoFo, partic= ipated in curriculum development, policymaking and institutional appraisalo They were determined to make the transition to coeducation a successful venture in the shortest possible time for regional accreditation was the immediate prize awaiting the outcomeo had graduated in After the first coeducational class 1958, the transitional nature of this period began to wane while experimentation in curriculum programs and the preliminar,r phase of a full-scale development program emerged. Marian College in Transition Efforts of the first years of the coeducation progra. were necessari directed toward successful achievement of the undertaking sition period, chiefly 0 Thus, the tran 1954-1958, was decidedly marked by curriculURl and policy development to meet the needs of a changing, growiDg student popula tion. Accompanying the internal academio and personnel developaent was the search for new groups and patrons to as sist the college in public relations 179 180 affaire and finanoial support. The o11ege, too, responded to an ever widening sphere of oommunity servioe. The 1954, year!! ! ooedoational college.--On Thursday, September 23, the day classes began in the new period of Marian's history, one hun dred sixty-one freshmen joined a smaller group of upper-class women to initi ate the new administration-olassroom building. It was evident that pub- lioity and reoruitment efforts had been effective. The 1954 freshman class had aotually tripled the previous year's full-time freshman group while it showed an increase ot fifty per cent over the total of the enrollment of regular five-day students. 1953-1954 Though the proportion of men and women students were about equal in the freshman olass ( forty-six per cent, men; f1f1-four per cent, women ) , only six men had transferred with advanced standing. Since college officials did not expect many men to register for the upper classes, this fact was not a disappointment. Thus, the composition of the student body in the first year of coeduoation was about twice as many fresn as other students and twice as many women as men.l While the large enrollment was gratifying, college officials realized that the imbalance among men and women and among freshmen and upperclassmen would pose an adjustment problem. The preSident's message to the college community appearing in the first issue of the college newspaper encouraged the generous oooperation of all as the means to aohieve harmonious blending of "new interests and new traditions 0 .with those of the past." Presi- dent Reine reminded his readers: As a body grows, it becomes not an entirely new being, but retains its identity; it inoreases in size, in strength, in power. During its period of growth a body develops with an har.onious blending of old and neve Suoh also is the growth of our school. Marian 1 Enrollment Book, 1954-1955. total enrollment, 1937-1962. 2 Phoenix, MC-DR. 18 ( October, 1954), p. See Appendix B for ohart of 1. 181 College retains its identity, its aims and purposes and ideals remain. But there is expansion in physical size, in curricu lum offerings, in extracurricular activities, in student bod,y, in faculty. Its power to serve its students and the community increases. New interests and new traditions arise to blend harmoniously with those of the past.1 The president continued by inviting the entire college community to participate cooperatively in the development of Marian. He wrote: It is our privilege not merely to witness this development of Marian, but actually to be a part of it. That this be a healthy growth with a minimum of growing pains depends greatlY upon the loyal cooperation of everyone of us who is a part of the college., During these first days of the new school year there has been ample evidence of this necessary cooperation. It is our confi dent hope it will ever be so.2 Father Reine's first presidential report to the board of trustees con tains 'statements revealing the spirit of cooperation which made the first year of coeducation a successful endeavor.3 Time-honored customs and tradi tional student activities remained the basic tramework or the actiYities' calendar, with men and women represented on planning cammittees.4 Such activties included Parents' Day, the Christmas Pageant, retreat, high school day, field day, dances and other social events, May crowning and campus queen crowning. The new athletic program for men included intercollegiate competition in crosscountry, swimming, basketball, and baseball. Women did not discontinue intercollegiate sports events, but rather added swimming to their volleyball and basketball competition. in choral and dramatic groups. Men were especiall y we1co Religious organizations, likewise, drew their share of patronage from among the male group. Jaeport of the PreSident, 4Ibid. d 1954-195,. Though women necessaril y MC-oP. See also issues of The Phoenix for the scholastic year, 1954-1955. 182 held the major offices in 195455 in student government, men were we11= represented as class officers and on planning committees for school activities and social events .1 A memorable event in this first year was the dedication of the Bishop Chartrand Memorial Chapel of Mary Immaculate, the administration-classroom buil ding, and the Scotus Science hall on December 8, 1954 . The date for this ceremony was planned by college administrators to coincide with the close of the Marian Year, a year of celebration of the centennial of the proclamation of the dogma of the Immaculate Conception. On the day before this feast and dedication ceremony, fiftytwQ Marian students, twenty-rour men and twenty-eight women, formally pledged their loyalty to ing Mary by enroll in the SodalitYo2 As a culmination of the college's participation in the Marian Year, students presented public performances en December 11 and 12, 19.54, of a program written and arranged by Sister M. Olivia and Sister Mary Jane. Canticles, prayers, and hymns presented the themes of the Little Office of the Immaculate Conception while tableaus represented a mfstery in Mary's life in accordance with each of the seven hours of the Little Office.3 Administration !!! faculty involvement!! ! smooth transition.--Presi dent .Fracis J. Reine and Dean, Sister Mary Olivia, exerted leadership in their respective areas or administration to guide the coeducation program to a swift, successful transitiono As president-elect in January. 1954, Father Reine ..commenced his activities in stimulating public support and at;;tracting new friends and benefactors to assist the collegeo His efforts culminated in the establishment of the Parents and Friends Organization, the Associates, 1Report of the President, 1954-19550 2 1954)J MC-OPo "Soda11ty'Enrol1s 52 on Feast Of Patron,n ... 3 o 30 t -POo ' . - Tha P}loen1x, . . j 18(December, Cas , Char a1 Groups, Audience Take Part.. i Mary Procram, It Phoenix, 18 (December, 1954), PPo 1, 30 MC-POo . The 183 the Advisory Board, and the emerging development program. His activity in professional circles brought educators in Indiana and other mid-West states to learn of Marian College. With several other college presidents in Indiana, Father Reine inaugurated a cooperative research project dealing with intel lectual stimulation on the campus. His association with the North Central director of the research project, Dr. Lewis Mayhew, brought new contacts for the president and the college. He was invited by Dr. Mayhew to serve on the planning committee for the presidents' workshop for the annual meeting of the North Central Association in the spring of 1958. The folloving year his Indiana colleagues eleeted him vice-president of the Indiana Association of Church-Related and Independent Colleges; he took over the presidency of this associ_tion in 1959-1960. He was also active in the Indiana Conference for Higher Education, cooperating with that group to maintain high educational standards in Indiana.l Sister Mary Olivia guided the faculty in curriculum development and policy-making and encouraged them to strive for excellence in professional owth and the intellectual stilmllatiol1 of the students 0 She brought to her administrative office a firm cotment to the liberal arts. prior to 1954 Her experience included participation on several committees dealing with the problems of a liberal arts college in response to the needs of the twentieth century. As acting-president during Sister Mary Kevin's absence in the second semester of the academic year, 1951-1952, Sister Olivia took the initiative to involve Marian College in the nationwide study on the Christian college. From her first years at t he college and throughout her deanship she was vitally concerned and connected with elementary and secondary preparation, being director of teacher education and head of the education deparnt during the l For data on the activities of President Francis J. Reine see reports and correspondence in the files of the various organizations indicated in the above paragraph. MC-OP 0 184 '40's and '50'so She was likewise responsible for establishing and directing the formal counseling program and was named coordinator of student personne1 services when that office was created in 1951. Under her chairman ship both institutional self-studies for the North Central Association were developed as was the one for the National Council for Accreditation of Teacher Education. Sister also headed five of the eight North Central Stuqy Committees between 1953 and 1961. In her last year as dean, 1961-1962, she assumed the responsibilities of Monsignor Reine, during his p rolonged illness. All these varied experiences of the dean and the resourcefulness withwhich she met each new s ituation gave promise of a vigorous and creative administra tion under which the coeducational program was inaugurated.1 Although the opening date for the coeducation program had been preceded by eighteen months of intense preparation, there remained several areas of development as yet uncompleted when Marian's first scholastic year as a coeducational institution commenced; still other areas were identified as the events of the year unfolded. Thus, the year of challenge exacted intensive efforts for curriculum revision and po1i development. Moreover, toward the end of the year most of the faculty participated in the compilation of the second self-study for the report to the North Central Association of Colleges and Secondary Schools. Curriculum studies involved exploration and development of the pre-professiona1 programs for medicine and law particularly. The mathematics COM mittee carried on extensive research to determine general education needs in the field of mathematics and evaluated course offerings of the department a. they related to the major in mathematics and to new majors introduced for the coeducation program.2 For a clue to the general education needs, freshmen 1For data on the activities of Sister M. Olivia see Minutes of Faculty Meetings, 1943-1962 (MC-OR), and Faculty Committee Studies (MC-CD and !MC). 2"Mlnutes of North C entral Study Committee," NCA File MC-ODo 185 test results from the arithmetic section of the American Council on Education, Psychological Examination were thoroughly analyzed. Faculty members in vari ous departments were requested to complete a questionnaire which would indi cate to the committee the specific needs desired for various departments for their students while in college as well as after graduation. Antici pating an increase in the number of students majoring in mathematics was wise move for onlJ one graduate from a 1938-1954 had majored in math while in the eight years fOllowing the coeducation change, 22 graduates compleed degree requirement8 as mathematics majors.l The committee studying general education requirements in science were unable to complete the study in the firs year but resumed their efforts to pursue the problem in the following year until an integrated science program had been developed by into operation on an experimental basis in 1956 and put 1956-1957. other matters demanding immediate attention during the first year involved student service and guidance--ori entation programs for freshmen, health service and initiation of a student insurance plan--absence regula - ,decisions pertaining to grading and the aevelopment of an athletic policy as a preliminary step to membership in the Indiana Intercollegiate 2 Athletic Association. When Marian College began negotiations for r egional accreditation in 1953, administrators became aware of the invaluable professional assistance offered by the North Central Association of Colleges and Secondary Schools through its Committee on Liberal Arts Education joining forces with this cooperative organization,in existence since lBaccalaureate Degrees, 1938-1962. 1942, whos e sole purpose was to Me-OR. 2"Minutes of Faculty Meetings,1954-1955," Faculty Meetings MC-QR. 186 .... -. :'w" :member schools to improve various aspects of their educational programs 01 Receiving directions froM summer workshop experience at the University of Minnesota and from campus visits of a coordinator as well as from the plethora of ideas circulated through bulletins and packets of information, the study committee on campus focused its energies each year from 1953 to 1957 on one or more of the major transitional problems facing the college.2 These included continued appraisal of general education needs, a revision of the freshman orientation program, study of admission policy and related curri culum matters, preliminary development of a faculty handbook, establishment of pre-professional programs and organization of an integrated science course for general education. In the following four years, attention of study committees was shifted to experimental projects, notably the nonWestern studies program and the honors program. An attempt was made also to seek national accreditation for the teacher education program. Marian College became involved for three years (1956-1959) in a coopera tive esearch project under the direction of Dr. Lewis B. Mayhew of the North Central Association's Committee on Liberal Arts Education, along with Huntington College, Marion College, and Taylor University, all located in Indiana. Representatives from these colleges met at Marian College on January 21, 1951, to decide upon the nature of the project and the research techniques to be used.3 They chose to investigate intelleotual stimulatiQfto Faculty members as well as students were asked to assist in the project, submitting data which the committee collected throughout 1957-1958. Faculty members were requested to identify students whom they considered either intell ectu11 stimulated or non-intellectually stimulated while the INotes among letters and reports. NCA File 2See NCA Files in MC-oP, MC-OD, and AMC. 3Letters and reports. NCA File MC-OP. MC-OP. 181 students were requested to complete checklists and to relate critical incidents which they felt inspired stimulation. l At the termination of the study the cooperating institutions continued to apply the findings to their own institutions but did not draw up a formal set of conclusions. For Marian College the three year study had value as a cooperative collegi ate activity as well as the immediate interest in the intellectual stimu lation of the students. Though preprofessiona1 programs received special attention during 1954-195, with the four year outline of courses drawn up for the pre=medicine program and recommendations made for the first and second years of stUdies at Marian for students who were planning to transfer to pharmac7 and dentistry schools, several years elapsed before negotiations were completed with specific graduate and professional schools for direct affiliation their programs. By 19,9 th combination programs had been developed with several institutions with details settled for degree requirements at Marian College and requirements f or admission to the graduate or pro fessional schoolso Thus, four distinct pre-professional programs were offered to students who came to Marian College for their basic general educationg medicine and dentistry, medical technology, law, and engineering.2 Three committees of faculty members handled the admin1stra tion of these programs. They likewise guided students in their course of studies, appraised candidates' qualifications for admission to a pre= professional program, and made recommendations to the affiliated school. After immediate problems of the first year of the coeducational program had been handled, direct attention was turned to matters pertaining to the l"The Indiana Cooperative Research Project, Progress Reporto. File MC-DD. 2 Marian College Catalog, 1959=1961, p. 45. Catalogs K:-C>R. NCA 188 faculty itself. The very increase in student enrollment demanded a propor tionate growth in the size of the instructional staff. The first years, how ever, did not witness a significant difference in the total faculty roster as compared to the size of the faculty in the early fifties. There vere only two or three more priests and four to five men added to the two dozen sisters and tvo lay vomen. l However, the changing nature of the composition of faculty personnel was already evident in the tew additions made to the staff before increased size became significant. Growth in the facult was to be primarily in increases among clergy and lay instructers. the first significant increase, occurring in Indeed, for 1957-1958, all but two of the fifteen new faculty members appointed were either priests or lay men and lay 2 women. This was a very natural trend of events, related to similar patterns of taculty growth in Catholic ipst1tutions of high er education throughout the United States. Thus, recognizing the need for united faculty efforts in the pursuit of the college objectives, administrators and faculty gave serious study to com posing a faculty handbook. Beginning in the academic year, reviewed and discussed topics to be included. 1955-1956, they They received professional assistance from the North Central Committee on Liberal Arts Education during 1956-1957 and again in the summe r of 1959 when Sister Mary Rachel, registrar, _afted the tentative handbook at the University ot Minnesota a8 a participant in the North Central Workshop there. . throughout Thus, after final revisions were made 1959-1960, the first faculty handbook of Marian College vas com 3 p1eted. lMarian Coll ege Catalog, 1954-1955. Catalogs MC-ORo 2 Marian College Catalog, 1957-1958 Catalogs MC-QRo 3aeport of the President, 0 1959-1960, p. 11. MC-OP. 189 During the five years the faculty handbook was in the process of develop ment, many new policies had to be decided before they could be incorporated into the handbook. This necessitated more committee stu and the formal approval by the board of trusteeso Mattem of major concern were salary, rank, promotion, retirement, insurance, and fringe benefits, all of which were studied by the newly organized Faculty Relations Cottee, appointed in 1958-1959.1 This group including both faculty and administrative repre sentatives worked out tentative proposals which, in time, were submited to the faculty for consideration. Financing the coeducational program.=-In the building program, begun in 19531954 the college resumed 1948, which included the construction of administration and classroom building, a science ha1 1 an auditorium, and a college chapel. The financial responsibility for this capital outlay for construction belonged to the Congregation of the Sisters of St. Francis who held the title to the property and equipment used by the college without charge. With the expansion of the phYSical plant, however, came increase in the cost of plant operation. This coupled with other sharp rises in operat ing budget including increase in number of faculty, in clerical assistance, in more and varied services supplied by the college, and in general rise in ccst of living demanded an increase in the college income which at this time was derived to a Consequently, in great extent from tuition and fees paid by the students. 1956 and again in 1959 and 1962 the tuition and fees were raised, but not excessively, in order to maintain moderate costs for the stu dent clientele which Marian College wished to serve. Even though the college continued after 2 1954 to depend on tuition and fee income and the contributed services of the clergy and religious on the 1 Renort of the President. 2 Reports of the President, 1958-1959g p. 5. MC-OP. 19561957, 1959=1960, 1961-1962. MC-DPo 190 teaching staff for eighty to ninety per cent of the financial sources for the annual op erating budget, the admi nistrators, especially the president, sought additional sources of support. An immediate increase in scholarship funds was brought about through the expansion of the parish scholarship program established in 1953-1954 by pastors in Indianapolis for the purpose of annually providing scholarships for students of college age in te parish wishing to attend college and possessing the necessary scholastic requirements. The college president also sought support from several new groups invited to associate themselves with the college interests through such newly created organizations as the Parents and Friends Organization, the Marian College Associates, and the Marian College Advisory Board. The Parents and Friends Organization was established in the first year of the coeducation program to coordinate the activities of several existing groups and to widen the membership base of college supporters. This moral and material support for the college, however, was only one of its purposes. Equa lly important aims were -to provide a medium of sociability for the parents of students and/or alumni and fri ends," and -to provide a means whereby a better understanding may exist between the faculty of Marian Col lege and its supporters."l As its major project the Parents and Friends Organization chose to sponsor annually a spring Athletic Awards Banquet. Expenses for the banquet and for the various awards presented to the men and women athletes were to be met through membership dues, proceeds from various socials and from co-sponsorship with the a lumni in a program in the fall of each year which would bring to the campus a theatrical or musical program of distinction. lparents and Friends, Purposes. MC-oP. 1954 ..1955: Byc::olaws, Article II, Aims and 191 The direct purpose of the Marian College Associates, organized in 1956, 1955- was to contribute to college funds for scholarships, student loans, and expenses incurred by the intercollegiate athletic competition.1 The Asso ciates contributed to the loan, scholarship, and athletic funds. Of special importance to the college was the creation of a lay advisor,y board -to advise and assist in matters pertaining to the welfare, adminis tration, and development of the Co11ege.-2 Though the Advisory Board was formally organized during 1956-1957, process of actualization in college from" 1948-1954, 1953 it had already been in the seminal when Sister Mary Kevin, president of he organized a group of professional and business men -to assist in presenting Marian College to its constituency and to the gen eral pub1ic.-3 The initial project of the Advisory Board, and its major con cern of the first two years, was to solicit funds and support from business men of Indianapolis for the college's business administration department.4 An Advisory Council to the Business Administration Department subsequently was developed consisting of twenty-one business men w hom the college could call upon for counsel and financial support.5 During sory Council Ucontribu ted $1550 1957-1958, this Advi to meet a particular need to augment the salary budget of the Business Administration Department, offered valuable assistance in launching the Foremanship Development Program and aided in the problem of faculty summer emp10yment.6 Members of this Advisory 1 Marian College Catalog, 1957-1959, p. 16. Catalogs KJ..oR. 2-Mlnutes of the Organizational Meeting of the Advisory Board, November 20, 1956.Me-OP. 3-Minutes of the Board of Trustees, January 23 , 4Report of the President, 1956-1957, p. 5Report of the President, 1957-1958, pp. 6Ibid. 6. 1954.- Me-op. 6-7. MC-oP. ACIC. 192 Council also conferred with the racult committee as it studied and revised the offerings of the business program at Marian. 1 The Marian College Alumni Organization had contributed to Marian 'College with generous financial assistance since its seminal organization in 1941. Through various fund-raising activities, the alumni were able to make many gifts toward the furnishings of Marian College. 1953-1954, During the scholastic year, a special fund drive designed to solicit contributions on a wider scale was launched to which donations were received from the alumni as a group and from individual members. According to the plan preposed by Sister Mary KeVin, wageearning alumni each month put aside a small amount for the build ing fund. 2 The response was favorable and the members continued to make con tributions as group and on an individual basis during the two ensuing aca= 19541955, 1955-1956.3 demic years, In a 1957, two years after the death of Sister Mary ,Kevin, the second presi dent of the college, steps were taken to inaugurate a scholarship fund project in her memory. As the goal to be reached, a sum of $12,000 was set up, the yearly interest of which was to be used for a scholarship. The project, known as the Sister Mary Kevin Memorial Scholarship Fund was generously sup ported by the Alumni until 1962 when the desired goal was attained. The rapid increase in student enrollment resulting after 1954 4 made expansion of the physical plant a necessity and increased financial assistance was imperative. The Alumni Association directed some of its support to IftMinutes of the Meetings of the Advisory Board, 1957-1958." MC-oP. 2 ftpennies Build Fund; Priests, Laity Unite to Furnish Chapel," The Phoenix, 18 (December, 1954), pp. 1, 3. --- 3See Minutes of the Meetings of Marian College Alumni, MC-PDO. 4 Ibid See also "Maran College Alumni Newsletter,. Vol. 1, June, 1962. 193 this need. In the fall of 1960, the alumni inaugurated an organized fund drive, the most efficient and extensive of its kind. In October, class chairmen were contacted by members of the Fund Drive Committee and were asked to promote the campaign among the members of their class by means of personal contact and class fund-raising parties. Pledge sheets were sent to each class member, with directions to indicate the choice of application ot donation--Sister Mary Kevin Me.orial Scholarship Fund, Building Fund, Unrestricted. Due-date tor the first cODtributions vas set for December 8, Progress Reports on the Fund Drive were mailed to all members in 1960. January ot 1961 listing the sum total received, the percentage ot alumni l members responding, and the average amount eontributed. Subsequent progress reports were sent to the alumni members during the ensuing months, and efforts were made to contact members who had not made contributionso Since its inception in 1960, the Fund Drive has continued to operate and to expand in its scope, receiving the generous support of the alumni, and constituting the chief means of eontributians on the part of the alumni. In addition to the slowly groving financial support accruing from the contribution8 made by the newl1 organized groups, Marian College vas als the recipient ot modest funds from government aid and private toundations.2 In 1959-1960, Marian College received $7,166 for student Loans under the National Detense Education Act, to which amount the college added $800. Since these funds were not available in their entirety until late in the school year, loans were made to six students only. However, the balance ot the fund as well a8 some of the anticipated grant tor 1959.1960 vas allocated lMinutes ot Meetings ot the Marian College Alumni ASSOCiation, 19601961. See Fund Drive Report in -Marian Alumni News,- 4 (June, 1961), pp. 3-4. Al File Me-Pm. 2Data for the information on the revenue secured from government aid and private foundations were found in the Financial Reports ot the College, 19,9-1962 (MC-QB) and the Reports of the PreSident, 19,9-1962 (MC-oP). 194 during the summe r to students preparing for the year 1959=1960. During the seven year interval under consideration, the grants received for student loans tripled in amount. Included among the sources of revenue were the various grants receive by the college. tion both in Two grants were received from the National Science Founda 1959 and graduate researcho 1961 In 1959 for the purpose of Inservice Institutes and und r a grant was made by the Division of Biology and edi- cine of the Atomic Energy committee to purchase equipment for radioisotope experiments. During the scholastic year, 1961-1962, the library received two grants, one from the Association of College and Research Libraries Grants Program for the purchase of biographies, and one from the W. K. Kellogg Founda tion for the purchase of books useful on the teacher preparation program. In addition to these grants received by the college, faculty members were recipients each year of substantial grants to pursue studies in various' ' universities throughout the countr.y'and abroad. Community service.--In its turn Marian College was a donor, contributing a vety of services to the Indianapolis community where it had established itself. Probably its most enduring service to the people of Indianapolis was to continue to offer at a very moderate total expense a liberal arts education to the interested and e1\gible students of college age. The desire to create higher education opportunities for young men and women of average income families had been one of the impelling motives for expanding the college to a cGeducational institution. It continued, then, to be a policy of the college to keep college education within the financial reach of this group. In the fall of 1957 the dministration made another move intended to be a service to the Indianapolis community. The president announced that he college was inaugurating an arrangement with the adm1nisraters of St. Vin cent School of Nursing whereby the first year students of nursing were t enroll in Marian College as full time students receiving academic credit toward degree requirements should they wish to complete studies at some - 195 later date. There were fifty-three student nurses who inaugurated, in 1957, this purchase-of-course program. According to the plan set up, they regis tered for fifteen credit hours the first semester and thirteen the second semester, including in their program a basic general education course as well as advanced science studies.l In a distinctly different area and primarily through the initiative of the Business Administration 'Department of the college still another project orientated to Indianapolis' needs was launched in 1958. Under the direction of Mr. William Thompson the college organized a Foremanship Deve10pmet pro gram for the supervisors and foremen of industrial organizations of metropoli tan Indianapo1ieo With collaboration of business executive and professional men, Mr. Thompson drew up a program comprising fifteen sessions led by experts in the various aspects of leadership to be studied. February 17, 1958, found 24 men registeredo The initial session on The immediate success of the pro gram led to its repetition the two succeeding yearso2 About this time the college seriously entered into the adult education movement, offering both credit and noncredit courses at night. For some years the faculty had been actively participating in a public lecture series known as the Chartrand Lecture Series held regul arly, off campus, for residente of Indianapo1is. 3 In 1961 the college began its own series offering twice a year a program of four or five lectures on widely divergent, but timely subjects. Evening classes were aleo begun in part in response t. requests from in-service teachers.4 In addition, faculty members were engaged in a great variety of religious, eduoational, and civic activities.S Among these wereg Pre-Marriage Instruction 1Report of the President, 1957-1958, pp. 1-2. MC-oP. 2M1nutes of Marian College Advisory Board Meetings, 1951-1960. 3See Reports of the President, 1953-1960. 4Report of the President, 19611962, p. 2. 5See Reports of the President, 1954-1962. MCmOP. MC-oP. MC-oP. MC-oP. 196 for engaged couples; speaking engagements, lectures, book reviews, retreats, radio and television appeances; service to the Red Cross, Civil Defense, Family Serviee Association, Mental Health Association, and Boy Scouts ot America. During these years Marian also acted as host to a variety of associations and group meetings. Among these were the Indianapolis Archdiocesan Associa= tion of Science and Mathematics Teachers, Archdiocesan Social Studies Commit tee, College Clubs Section of the Indiana Home Economics Association, Regional Council of the National Federation of Catholic College Students, Teacher Training Conference for Supervising Teachers, Executive Committee of the Indiana Collegiate Press Association, Indiana Catholic College Choral Festival, State Meetings of the National Catholic Music Educators Association, Central Indiana Fraternities of the Franciscan Third O rder, Meetings of the Indianapolis Catholic Interracial Council, Regional Workshops of National Federation of Catholic College Students, and Indiana Catholic Play Festivals. The College Achieves Regional Accreditation With the untried coeducation program having been the major deterrent to accreditation in 1953-1954, every effort was exerted by the administratio and faculty to insure the success of the new venture and, thus, gain regio al approval as soon as possible. On April 13, 1956, the Commission on Colle and Universities of the North Central Association of Colleges and Secodar.r Schools voted to accept ian College as a member institution. The report of the North Central exaDdners furnishes substantial data for a summary of the college in the midst of its transition. ! goal of the transition period.-Facu1ty and administration united their efforts for the achievement of a dual goal-orth Central approbation and the success of the coeducational program,-=-rea1izing that each objective 197 would be an interacting stimu1uso 1 The fact that the coeducational change was the major obstacle to regional accreditation in 1954 motivated college officials to strive for a successful first year of the new program. They hoped that the college could be re-examined before the three year wait-period set by North Central. Early in October Sister Mary Olivia wrote to the chair man for 1953-1954 of the Committee on Colleges and Universities, Paul C. Reinert, S. J., requesting further information pertaining to his suggestion on the possibility of making an earlier re-application.2 Father Reinert encouraged Sister to keep North Central informed of the year's progress and to request information regarding a second survey by the office.3 Sister Mary 011 via acted upon his advice, wrote to Mr. Norman Burns, Secretary of the COmmis . sion, and received the promise of the Associate Secretary to take her 4 request to the Board of Review at its annual meeting in April, 1955. At the April faculty meeting, Sister Mary Olivia, anticipating a favorable reply from the Board of Review, appointed various committees to work on the 5 revised self-stud,y. Permission was obtained; th e self-stu was completed $nd submitted to the North Central Association by the first of July.6 lM1nutes of Faculty Meeting, October 3, 1954," announcement by Reverend F. J. Reine. Minutes of Faculty Meetings, 1950-1956 MC-OR. 2 ; Letter of Sister Mar,y Olivia Frietsch to Reverend Paul C. R inert, S. J., October 11, 1954. N CA File. MC-OD. 3tetter of Reverend Paul C. Reinert, S. J. to Sister Frietsch, October 18, 1954. NCA File Me-OD. Mary Olivia 4 Letter of Sister Mary Olivia Frietsch to Norman Burns, November 29, 1954; Letter of M.M. Pattillo, Associate Secretary of the Commission to Sister Olivia, December 3, 1954. NCA File Me-OD. Mary 5ftMlnutes of Faculty Meeting, April 3, 1955." 'Minutes of Faculty Meetings, 1950-1956 MC-OR. etter of Reverend Francis J. Reine to Norman Burns, Secretary, North Central Association of Colleges and Secon dary Schools, June 28, 1955. NOA File MC-OP. 198 Exandnation approval.--In October, 1955, Marian College administra tors met with a committee of North Central delegates to discuss the college's se1f-study. 1 Following this meeting, President Reine received word that Marian College was eligible for re-examination.2 Appointed chairman again of the examining committee was the Very Reverend Pius J. Barth, O. F. M., Minister Provincial of the Franciscan Province of the Sacred Heart in st. Louis, Missouri, and former chairman of the Department of Education of the Graduate School of DePaul University, Chicago. ctor W. Boyd Alexander, Vice-Presi dent of Antioch College, Yellow Springs, Ohio, was the second examiner.3 They spent January 19 and 2 0, 1956, on the college campus verifying data, inter - viewi faculty and students, visiting classes, and discussing various facets of the college with groups of the faculty and students.4 At the annual meeting of the North Central Association in Chicago in the spring of 1956, Marian College was among the institutions admitted t. accreditation by the Association. The official announcement was sent t. Presi= dent eine several days later dating the accreditation as of April 13, 1wMinutes of Faculty Meeting, November 13, 195oc:>1956 MC-DR. Meetings, 1955.- 1956. Minutes of Faculty 2Ibid 3ftA Report tb the Board of Review of the Commission on Colleges and Universities, North Central Association of Colleges and Secondary Schools, on Marian College, Indianapolis, Indiana," Alexander. NC! File -oP. by P. J. Barth and Boyd 4Ibid 'Letter of Norman Burns, Secretary for the Commission on Colleges and Universities, North Central Association of Colleges and Secondary Schools, to Reverend Francis J. Reine, President of Marian College, April 18, NOA File MC-oP. 1956. 5 199 Notable among the letter s of congratulations received by the college were those of Mother Clarissa, founder and first president, Mother Mary ephas, chairman of the board of trustees, and dean of the c ollege from and Sister Mary John, first dean of the c ollege, 1937-1941, 1941-1950, and at that time a member of the board of tr ustees.l Achievements and challenges.--Acc ord ing to the North Central examiners, Marian College had, indeed, been successful in its first year of coeducation.2 Its adaptation to a changed and inc reased student body merited their Rraise. While the c ollege remained committed to the liber al arts objectives which characterized Marian College prior to 1954, so it had met the emerging needs of th coeducation program in curriculum, new faculty, per sonnel services, var sity athletics for men, and s ocial-recreational facilities.3 The new buildings, under construction at the time of the first North Central appraisal in cember, 1953, gave Marian College an enviable r ecord for campus site and physical facilities. And most noteworthy, the building debt had not weakened the f inancial status of the college since the Sisters of st. Francis had assumed the total financial burden.4 The 1953 examiners characterized Marian College as a Myouthful and immature, but dynamic. institution att racting s tudents of "average socio=eco nomic status and academic qualitr- and thus fil ling -a need for the rapidly lLetter of Mother M. Clarissa llhoff and Mother Mary Cephas Keller (a letter j ointly signed) to Reverend F rancis J. Reine, April 13, 1956. Letter of Sister Mary John B roderick to Reverend Francis J. Reine, April 17, 1956. NO! File MC OP. .... 2"A Report to the Board of Review of the Commission on Colleges and Uni versities, North Central Association of Colleges and Secondary Sch ools, on Marian College, Indian apolis, Indiana,- by P. J. Barth and Boyd A lexander, January 19 and 20, 1956. NCA. File Me-Op. Jr bid., pp. lc:02. 4Ibid., p. 150 200 expanding Catholic population of greater Indianapo1is.-1 In 1956, the examiners reported, "Marian College has grown both in maturity and size,.2 although student population remained similar in rank and status.3 Students were judged to be "serious and purposeful .working hard at their studies and learning a great deal," though lacking somewhat "in intell ectual sophis tication and critical abi1ity."4 Educational qualifications of the faculty were rated "rather high for a small college,. a bout one-third holding doctorate degrees and most oters, masters, with a number of the latter group ftcandidates for higher degrees 5 Examiners recognized that there' were "enough experienced teachers to give leadership and guidance to the newer ones, and a spirit of helpfulness and cooperation is clearly evident."6 The ener8 spoke highly of faculty competence and professional attitude toward their responsibilities. They appraised the teaching 'faculty as "instruction-minded,- and alert ftto qual1t7 of student achievement.7 They found students of the opinion that -most of the faculty members were strong teaehers 8 As in the previous report, however, the investigators felt that more facult y members should be encouraged to l North Central Report, 1953, p. 1. 2North Central Report, 196, p. 12. Jrbid., p. 9. 4r bid., p. 10. Srbid., pp. 3-4. 6rbid., p. 5. 7Ibid., p. 17. Brbi d., p. 9. NCA File NCA MC-OP. File MC-QP. 201 undertake scholarly activities, especially pu blications in their dis cip1ines.1 While noticing that some of the faculty had made excellent institutional studies and commending their professional interest and devotion since they were done largely fton t he fringe of faculty time," they recommended that the college provide, at least for the coordinator of the studies, adequate time to devote to the task.2 An area of need pertaining to faculty g rowth was likewise noted, though examiners realized the administration was aware of the situatio.3 Inauguration of the coeducation program not only p ermitted an increase in faculty members but also initiated a change in the composition faculty. r t he More priests and lay professors were added to the staff. While the priests as well as the sisters would receive fttoken salaries, it lay persons could not be expected to contribute their services to the same degree. For this group, especially, whose numbers would increase, the college needed to engage in policymaking dealing with salaries, tenure, provisions for retirement, insurance, leaves of absence, fringe benefits, arid the like.4 Such matters were und er consideration by a committee appoint ed by President Reine in November, 1955, to develop a faculty handbook which would clearly formulate such policies and would also present necessary information on duties, responsibilities, rights, and expectations.5 The North Central examiners filed a favorable report on administrat ion at Marian College, recognizing personal and professional qualifications of lIbid., p. 5. qbid ., p. 160 3]:bid., pp. 4 .... 5. 4Ibid 0, p. 50 5 "Minutes of the Facult y Meeting, No vember 13, 1955.- MC-DR. 202 the officers. 1 They recommended the organization of a lay group to be an advisory body to the board of trustees, the latter being composed of seven Sisters of st. Francis.2 They indicated, likewise, that increased demands in the area of student personnel services would require more centralization and coordination.3 Both s uggestions were among items alread,y receiving priority attention by administration and faculty in the shift to coeducation. Both in 1953 and in 1956 the library was rated as one of the strongest elements of Marian College. The librar ian, an exceptionally competent,and experienced person, had built up a balanced book coll ection of 26,000 volumes judiciously selected to support the basic program of studies of the college.4 Th e peiodical and newspaper holdings were judged inferior to those of the book collection in that there were too few significant newspapers, scholarly journals, and foreign periodica1s.5 The annual budget expenditure, however, received 90th percentile rating in comparison with coll eges of similar size.6 More importantly, the library was well used both by faculty and students. Even with the expansion of stack areas and reading rooms in 1954 when former classroom space became available for library use, there was still constant use of the study areas in the library. The entire North Central report reflected the general pattern of the growth of a relatively new, vigorous college, interested in developing a solid academic program, in providing excellent educational experiences for young 1 Ibid., p. 14. 2 15. Ibid., p .3rbid. 4Ibid., pp. 10 ...12, 23. 5Ibid., p 12. . C>r bid. , p. 2 of swmnary sheeto 203 men and women of the Indianapolis and Indiana area, but slowed down at times by youth and lack of material means in its efforts to move toward its goals. The report itself set certain guide lines for continued advancement in administration efficiency and coordination, academic plan ning and faculty professional growth. Curriculum Innovations at Marian College Though the transition years continue throughout a marked difference in the last half of the period. 1954-1962, By 1958 adjustment to the c oeducation program had been accomplished. th ere is the major The first years of unusual growth and immediate, pressing problems were superseded by years of forward-looking planning and experimentation in curriculum programs. Efforts t o provide the means for accomplishing the goals of li beral education resulted in three curriculum innovations. Marian College d eveloped a program of non-Western stUdies which, mainly through integation with existing courses and the introduction of a few new courses, provided opportunities for increasing students' cultures other than their own. understanding of Another pioneering venture was directed towards a group of students planning to be elementary school teachers. Their program of preparation was revised to include depth study in an academic subject. In order to challenge the superior students t. a fuller development of their intellectual capacity and likewise to sti late the entire student body to academic excellence, Marian initiated an honors program based on interdisciplinary readings and discussions and an independent project. Sister Mary Olivia, dean, perceived the significant contribution Marian Coll ege could make to higher education as these three new programs took form in 1958-1959. In her report for that year Sister hopefully anticipated meeting the challenges: 204 The school has grown in stature during the past few years--as it should have ib the light of its unusual growth in size of faculty and student body. Nevertheless, there is ample scope to achieve goals which are unique. Marian College is a school still young enough to establish its standards with calculation and foresight. It need not be just another institution doing whatever others are doing. What the school is and what it becomes depend on the cour age and discretion with which it is charted. We would hope that with God's blessing in the years of its maturity it vill be an institution bearing the stamp of its own peculiar nature, purpose, and work, giving to its students the right to be different in a better way because they have been fortunate enough to have been under its inf1uence.1 Non-Western Studies Program for world understanding.--It took more than a decade beyond the Second World War for most American liberal arts colleges to recognize the value and necessity of including in liberal, or general, education the study of major world cultures, not just those of the West. Prior to 1957, the curriculum at Marian College was basical Westernoriented, as it was at most all collegiate institutions in the United States. At Marian, as at other institutions, there was some attempt to develop an understanding of world problems thr ough courses in political sCience, history and world civilization. This was particularly true with regard to the stud,y of Latin American history and culture. In the early 1940's Marian College already had an active Spanish department which stimulated co-curricular activities in Latin American culture, the most vital organization being the Inter-American Club. ests developed on campus. It was much later that other international inter Within the decade following World War II interest in cultures of the peoples of the Orient became evident in campus activities, but more importantly in new trends in course offerings. By 1957 the history department had begun to examine its offerings in the light of world conditions. The exploration led to the inclusion of a course on the Far East treating China and Japan in the nineteenth and 1 Report of the Dean, 1958-1959, p. 9. MC-DD. 20, twentieth centurieso was also offered. That same year a new course in comparative religions Following this a more formal study was made to ascertain the status of curriculum offerings in all departments. A Committee on Non- Western Studies organized the survey and with the assistance of the entire faculty and administration f.rmulated a plan of action. -The general trend in the plans of the departments for future development was the broadening of the scope of existing courses and further integration of Nonestern materi als in these courses.l They further agreed that the program should be one -that provides in its formal course of studies and in its planned activities opportunities for all students to develop at least an awareness of and interest in peoples and societies other than Western, and, if possible, to go beyond that to the attainment of an understanding and appreciation of these peoples and societies.n 2 Committed to the necessity for broadening the base of liberal education, the college adopted four channels through which to achieve this end: faculty profssional growth, curriculum development, special programs to supple ment the formal courses of study, and increase in library holdings in Non= Western areas. Sin ce the administration was not in a position to add area specialists to the teaching staff, it endorsed the policy of retraining interested faculty members then on the staff to assume the responsibilities for the direction and teaching of the Non-Western studies. Two steps were immediatel1 taken, the first, a formal study off campus by a few faculty members and, second, the organization of faculty seminars on Non-Western areas conducted on campus with guest leaders. Faculty travel in Non-Western countries, formal study at recognized centers specializing in Nonestern studies, and partiCipation in national and 1 Report on Non-Western Studies, p. 2 Ibido, p. '0 140 Faculty Committee S tudies MC-oD. 206 re gi onal conferences on area studies deepened the knowledge and competence of the faculty in Non-Western areas in c luded in the college program. By 1962 the c ore of the Non-Western studies had already been established with the areas of emphasis on the Middle East and East Asia and the theology, histery, literature departments coordin ating offerings in these areas. Inte- gration of Nonestern materials into well established courses was also effectivel1 accomplished by still other d e partments. In addition to formal courses on the Non-West, provisions were made for cultural programs for the entire student body and special le.ctures by area experts. Noteworthy among the latter were the regular visits of the foreign area specialists 1 of th American Universities Field Staff who annually spent several days on campus meeting with classes, leading seminar disoussions and addressing college convocations. The presence of these specialists on campus stimn, lated general interest in the Non-Western st Udies and led to effective 2 support of the programs by faculty and students. The expansion of library holdings in Nonestern subjects kept pace with the curriculum developments. Attention at first was given to the seleotion of basic materials i each of the areas to be emphasized in the Marian College program and in the following years the collection continued to be expanded to include newspapers and periodicals as well as books. Within a four year period not only had the librar,y needs been veIl outlined and realized but the Hon-Western program itself had become an integral part of the college pro gram of studies. This had been accomplished for the most part wit hi n the framework of resources, potential, and initiative of the college staff. Recognition of this fact was given in a national stu made in 1963-1964 , . Ibid .. 2 .t' 1'. 100 Ibid., p. 11. 207 on Non-Western studies in undergraduate colleges where it was pointed out what interested and committed colleges could accomplish in this area of study withQut unusual outside assistance.l Honors Program for intellectual stimulation.-=Research, study, and discussions on intellectual stimulation and improvement of college teach ing occupied the attention of faculty and administrators during 1959. 1956 to Some members of the faculty followed the empirical methods of the cooperative research project carried on with several other Indiana colleges to identify intellectually stimulated students and incidents which inspire stimulation while others studied means to improve instruc tion at Marian College especially as it related to the superior student Throughout 1958 and 1959 a program of studies was developed to stimula the "superior students to a fuller development of their intellectual capacities through additional and more advanced work than is normally given in the classroom and in class assignments, and through them, a general intellectUal stimulation of the c ollege climate.-2 The Honors Progr, as it developed, attempted to achieve this goal -through the enrichment of the participants' undergraduate experience by broadening his knowledge in all academic areas, through the encouragement of independent study and cultural advancement, and by providing the oppor tunity for intensive work normally in his major field of study.-3 More specifically the Honors Program operated as biweek1y interde partmental seminars based upon assigned readings in the areas of world litera ture, history and the social SCiences, the natural sciences and mathematics, l Association of American Colleges, NonWestern Studies in the Liberal Arts CollegeS, pp. 170-183. Washington, D.C.: Association or-American Colleges, 19640 2-Meeting of the Honors Program Committee, October 28, Study Cottees MCOD. 3a ulletin of Honors Program. Faculty Stdy Committees 1958,MC=ODo ,.culty 208 and theology and philosophYi each area treated during one semester of the sophomore or junior years. This curriculum enrichment program involves faculty members from man y departments who assist in selecting readings, con ducting seminars, reading critiques, and guiding seniors in their ind. pendent projectso Participation in the Honors Program is not compulsory. Students are formally admitted at the end of the freshman year, selection being based upon test scores, grade point (twoi on a three-poin scale), faculty recommendations, and personality factors. Special recognition is afforded to students participating and completing the program. Honors' degrees are conferred on those who, in addition to compl eting the program, maintain a 2.5, l or above, overall grade point average. In June, 1962, eight ,seniors satisfactorily compl eted the experimental Honors Program with two of them receiving honors degrees, the first s uch degrees awarded by Marian Collegeo 2 Acad mic major for elementary teachers.=cSince 1948 Marian College has required its regular full time students pursuing the elementary teacher eucation program to fulfill general requirements for the bachelor of arts degree rather than for the bachelor of science in education. the latter was discontinued altogether 0) (After 1962, Thus, the idea of providing a liberal education for this group of professionally-orientated stUdents was not new. In 1958, however, because of some flexibility permitted in state requirements for teacher certificafion, it became possible to organize Marian's program for elementary teachers along lines more con sistent with the aims of a liberal education. The new program included an academic major of twenty-four to thirty semester hours, thus depth study in a single areao permitting Though the program requires more intensive work and often additional summer study to meet the requirements, students lIbido 2Report of the President, 1961-1962, p.). Me-OP. 209 welcomed the opportuniy to pursue advanced work in the area of their choice. This pioneering effort by Marian College to add depth to the program of preparation for elementary school teachersg received well by state officialsg was not accepted by representatives of the National Council for Accreditation of Teacher Educationo In fact, the academic major for elementary teachers was a major obstacle to the college's receiving national accreditation by that body in 1962. 1 The College Looks to the Future Accompanying the forward-look in curriculum programs was the beginning of a formal development program. College officials realized that the unu ual growth of the past few years was but the gauge for future expansion. First steps toward! development programo=As the colleg e officers con= sidered plans for fund-raising, it became apparent that an overall develop= ment program was necessary, as was also a program for better publicity and ublic relations.2 Discussions during the 1958-1959 school year among the members of the board of trustees, the advisory board and officers Gf the college supported the decision to consider physical plant expansion as th first stage of a development program.3 As for a director, the lay advisory board strongly supported hiring a full-time, high-salaried person. However, the board of trustees did not favorably receive the idea 'of a full time director at the outset, therefore, a compromise was reached to hire a part time publicity director and then move toward a full scale development program. Accordingly, Mr. Carl Henn, Jr., was engaged as publicit,y director and held that office until the spring of 1963 when a deve10pIMnt office was estab1ished'o 1Letter of W. Earl Armstrong, Director of the National Council f r Accreditation of Teacher Education, to President Francis J. Reine, September 10, 1962. MC-OPo 2Report of the President, 1958-1959, p. 6. MC-oP. 3Ibid 0, p. 10. 4Report of the President, 1959-1960, p. 11; 19621963, p. 8. MCOPo 210 Development Counci1.-Another move toward further growth of the development program came in the fall of 1960 with the establishment of 1 the Development Counci1. Members of the Council represented the various groups involved in the operation of the co11ege--board of trustees, advisory board, college administration, faculty, and alumni. They met monthly from November through May to discuss such matters as "enroll ment and faculty projection through 1972, physical plant expansion, utilization of present property holdings, and acquisition of new prpperty.w2 The first action taken toward physical plant expansion came in the summer of 1960 with the addition of the third floor to the women's resi dence ha11.3 In enlarging the residence to a two hundred capacity for women students, the college administrators were aware of the imbalance thus created in the student body where the number of women students, particularly among the freshmen since they included the group of nurses, was in excess of the male students. This situation was well understood. Plans for the erecting of a dormitory for men had already been dis cussed, but availability of a suitable building site delayed action. This was also a eterrent in actualizing the plans for the construction of a new 1ibrar,f building, tentative drawings for which had already been drawn up. At the lose of 1962 the Development Council was negoti atin for the purchase pf property near the college which they b elieved would solve the prob1 of plant expansion for future n eeds. l Report of the Prsident, 1960-1961, p. 3. Me-OP. 2 nMeetings of the Development Council, 1960-1961," R 3 eport of the President, 1960-1961, po 8. MC-oP. Me-PDO. 211 S ummar y Marian College b ecame the first Catholic coeducational college in Indiana in September, 1954. Under the leadership of Right Reverend Francis J. Reine, 8oToDo, president, and Sister Mary p11via Frietsch, 0.8.F., dean, the entire administration and faculty strove to effect a smooth transition, actively participating in curriculum and policy development and in institutional self-study. During the crucial years of transition, Marianeceived financial and moral support from varios auxi]and advisory organizations. The college, in turn, endeavored to extend its activities in the service of the community through educa tionl, professional, civic, and religious services. In April, 19$6, Marian College received regional accreditation by the North Central Association. This achievement, the goal of the tran sitional period, attested to the success of the college during its first year of coeducation in recognizing and meeting the emerging needs of the coeducational program in faculty growth, curriculum, personnel services, social-recreational facilities and physical plant. Following the regional accreditation, Marian continued its efforts to achieve the liberal arts objectives to which it was committed while still adjusting to the challenges accruing from its new status as a coeducational insti tution. During the second half of the transitional period, the immediate and major pro blems of adjustment had been solved, and attention was focused on other critical areas. Experimentation in curriculum resulted in three curricular innovations, the introduction of a Non-Western Studies Program, the organization of an Honors Program, and the inclu sion of an acadec major as an integral part of the elementary teacher 212 education program. me preliminary phase of a full scale development program also emerged in the final year of the transition period. The formation of a Development Council, the acquisition of a publicity director and the proposal of plans for plant expansion constituted the initial steps of the development program. CHAPTE R IX MARIAN COLLEGE, INDIANAPOLIS, INDIANAg OF CATHOLIC HIGHER EDUCATION, TWENTY-FIVE YEARS 1931-1962 Purpose of the Study The main purpose of this stud,y was to trace the historical development of Marian College from its establishment in Indianapolis, Indiana, in 1931 through its first twenty-five years with emphasis upon internal. development. Being the first formal history of the college, attempts were made to present reliable, accurate data organised in one volume in order to provide accessible data for future study and eValuation. The writer examined pertinent data to test a hypothesis that Marian College was founded as a response to a need for Catholic higher education for women and later expanded its ser- . - vices to men when that need became evident, thus, effecting an increased enrollment which stimulated growth and expansion. Lastly, the history of ian College has been written as a contribution to the fie d of educational history, especially to the literature on Catholic higher education. Sources of Data and Research Methods Chief among the sources of information were primary data available at Marian College, Indianapolis, Indiana records from the administrative offices, pe rmanent records of students, class lists, catalogs, reports of the administration and faculty, minutes of meetings ( board of trustees, faculty, committees, student organizationa), 213 214 letters, handbooks, special studies and other activities, programs of commencements, plays, scrapbooks of newspaper clippings and bulletins, and student publicationso Other primar.y data were found in the archives and administrative offices of the Convent of the Sisters of St. Francis, Oldenburg, Indiana, in the archives of the Secretar.y of State of Indiana, the Corporation Division and the files of the Division of Teacher Education and Certification of the Indiana State Department of Public Instructiono significant datao Newspapers and interviews likewise provided . Books dealing with histories of higher education, education in Indiana, teacher education, and institutional studies of Catholic colleges and universities were used for background informa tion. Other information on historical studies of Catholic in8titu tions of higher education was obtained directly through the use of questionnaires 0 With the exception of the questionnaire, the histor ical method was the research technique used. Summar.y of the Historical Study The history of Marian College, Indianapolis, Indiana, reflects the general pattern of developments in Catholic higher education prior o 1954, but breaks with it at the point when the college inaugurates coeducation. Developing from late n ineteenth century acade and normal school beginnings at Oldenburg, Indiana, the college evolved into a state chartered liberal arts college for women located in Indianapolis, Indiana, in 1937 at a time when Catholic colleges for women were increasing in numberand standards for elementar,r school teachers were being raised to college level and the baccalaureate degree 0 Throughout the sevente years as a college for women, faculty and administrators, though laboring under the handicaps 215 imposed by wartime building restrictions both during and immediately following World War II, nevertheless, organized an effective adminis trative structure along with a solid academic program. The basic educational policies and means for implementation were sound enough to allow for the adaptations necessitated by the decision of the college to become coeducational. Marian College, thus, experienced a rapid, successful transition between the inauguration of the coeducation pro gram in September, 1954, and the graduation of its first coeducation class in June, 1958. During the eight y ears of coeducation, enroll ment increased from 320 in 1954-1955 to 748 in 1961-1962. Toward the ndof its first quarter-century, Marian College focused attention on curriculum innovations and a formal development program. Historical Backgroundo--The formative years of Catholic higher education followed more than a century after that of the first colleges in the United States and experienced simil ar stages of development. Early Catholic colleges were established primarily to provide the necessary educatiqnal foundations for aspirants to the priesthood in order to prepare them for seminar" training, though character-formation of other young men was also an objective. The early Catholic colleges often became centers for missionary activitieso Throughout the nine teent century most Catholic colleges--institutions for men only--had t include pre-college studies also until secondar,y schools gradually took over the responsibility for this level of schoolingo In 1835, Georget wn ollege, the first permanent Catholic college, inaugurated a respectable college course which was to become the model for other Catholic colleges of the later n ineteenth centuryo In the early twentieth century St. Louis University led the Catholic ititutions 216 in organizing college programs to fit the general trend of a four-year college program clearly separated from that of the high school curriculum. Professional and graduate schools under Catholic auspices were generally prematurely established before undergraduate programs had reached maturity. The Catholic University of America, founded in 1889, was recognized as a university, but its strong ecclesiastical atmosphere did not prove attractive to l stUdents. Instead the organization and curriculum model it presented tended unwittingly to stimulate a . proliferation of graduate programs in Catholic colleges. Improvements in graduate programs were noticeable after 1930; at present, the standards are high through the masters' degrees. Only nine graduate schools offered doctoral programs in 1955. Catholic higher education for women is a twentieth century phenomenon. 1900. Only two Catholic colleges for women were chartered before The College of Notre Dame of Mar.yland, chartered in 1896, 'exemplified the trend which characterized the evolution of most Catholic colleges for women. It began as an academy and gradually expanded its offerings to include two years of college studies. Soon after its opening as a liberal arts college, it also offered teacher preparation courses. In 1897, Trinity College, Washington, n.c., on the other hand, was founded as an outright college establishment. Indeed, 1918 it was the only Catholic college for women to be established. 80 until Only three other institutions were direct college establishments from among the fifty-six founded between 1918 and 1930. Curriculum patterns n these colleges were similar to those at other colleges for women as well as at Catholic colleges for men. Teacher preparation programs were, more often than not, included in total curriculum offerings. 217 Approximately onefourth of the Catholic colleges and universities in the United States have been the subject of some kind of historical study, though only a limited number are significant scholarly works. Those for Catholic women's colleges are more limited in number and quality, bu since the age of most such institutions ranged between twenty to thirty-five years at mid-centur.1, it is understandable. Marian College evolved as a four year liberal arts college for women from academy, junior college, and normal school antecedents, thus, paralleling similar developments in the origins of most other Catholic colleges for women. It emerged as the culmination of efforts of the Sisters of St. Francis, Oldenburg, preparation for its members as well as Indiana, to p rovide teacher opportunities for advanced education for the Catholic youth it servd. This congregation of religious women, engaged primarily in teaching in the public and paro chl schools of the mid-West, organized normal school classes within a few years of its foundation in 1851. In 1910 it sought and obtained approval for the St. Francis Normal School from the State Department of Public Instruction when a law of Indiana, promulgated in 1907, mandated the accreditation of teacher training institutions. By 1924 the Academy of the Immaculate Conception, in operation since the founding of the convent, added a junior college curriculum with the normal school organized as a department of the junior college. approval for these developments was obtained in 1924. State Finally, in 1936 a four year teacher-training college for the elementar,y teachers was established from the merger of the junior college and the normal Bchool. It operated for one year at Oldenburg, Indiana, under the name of Marian College. Thus, both the junior college and the four year 218 teacher-training college developed in response to the general rise in standards for teachers and the comp1ementar.y demand for higher levels of schooling in America. Establishment Formative l, 1936-1941.--The Sisters of St. Francis, Oldenburg, Indiana, purchased the Allison Estate near the Indianapolis city limits on November 9, 1936, as the site for Marian College, a liberal arts college for women with a teacher training department. Mother Mar,y Clarissa Dillhoff, O.S.F., became the founder and first president of the college. Chartered by the State of Indiana on March 25, 1937, M arian College began classes on the fifteenth of September of that year in the Allison Estate which remained the main college building until Clare Hall was ready for occupancy in 1949. Marian College offered a program of studies, leading to a bachelor of arts degree. General education characterized the first two years of study while the last two years were primarily devoted to the major and "minor fields of study. Programs for the degrees, bachelor of science and bachelor of science in education, were organized in 1939, though a broad cultural background was required. Besides the tpsditional areas in the arts and sciences, Marian College offered majors in home economics (1938) and in commerce (1940). order to attract more students. Bpth these majors were introduced in Indeed, Marian College, itself, aroused interest in home economics through its non-credit courses offered in its homemaking center. Many problems beset the struggling institution in these early years--prob1ems related to policy-making, limited enrollment, inadequate physical facilitieso Nevertheless, Sister Mar.y John Broderick, C.S.F., dean, confronted the multitude of administrative and organization 219 beginnings with deliberation and foresight. By the spring of 1941 she had also guided the college toward acceptable standds that were recognized by the Indiana State Department of Public Instruction, tn. Catholic University of America, and the National Catholic Educational Association. Thus, the first steps toward full accreditation had been taken. Growth Development of College 1941-1954.- Women, Building upon the sound academic program established by Cephas Keller, OoS.F., dean, and, after .S.F., 1950, 1941, Sister. M. Sister M. Kevin Kavanagh, president, guided Marian College in curriculum expansion and organization based upon clearly defined objectives. More stress was placed upon general education, though continual efforts to provide pre professional opportunities reached a culmination in duction of the medical technology programo 1952 with the intro Recognitions attained earlier on a temporar,y basis were achieved in full by 1945. Thus, the . college obtained permanent affiliation with The Catholic University of America and was admitted as a constituent member of the Department of Higher Education of the National Catholic Educational Association. The Indiana State Department of Public Instruction granted Marian standard college status for its elementary and secondar,y teacher preparatiQn programs. The attempt for regional accreditation by the North Cent 81 Association of Colleges and Secondar,y Schools was not successful, thugh examiers rated Marian quite satisfactory The utied coeducational program, as a college for women. however, was the major deterrent for receiving a positive reply from North Central Association of Colleges and Secondar,y Schools. 220 It was during these years that the college added another dimension " to student financial aid--the creation of scholarships for an endowment totaling $50,000. With this new source of funds added to the savings made available through the contributed services of the sister-faculty members as well as the financial support of the Sisters of St. francis, Marian College was able to keep tuition at a moderate rate. Physical Expansion Extension of Services, 1947-l962.--At the end of the first decade as a college for women, Marian College was able to carry out the building plans which had been formulated within the first years of its establishment but which had been shelved for several reas.ons, one being the building restrictions during the war years. three million dollar expansion program was commenced in the fall of A 19470 The first phase was completed two years later with the opening of the residence hall and gymnasium-recreation building. Postponement of the arts and science building with the adjoining chapel and auditorium 'brought a delay in attempts for regional accreditation. When the board of trustees gave the signal to resume the building project, there followed a decision to accept the challenge offered by the Archbishop of Indianapolis to extend the educational opportunities of Marian C ollege to benefit men as well as women. Thus, in September, 1954, the Catholic women's college became a coeducational institution, the first of its kind in Indiana, and one of five in the nationo Intensive preparation for the coeducation program under the direction of Marian's second president, Sister M. Kevin Kavanagh, O.S.F., was rewarded with an unforseen response in student enrollment . The freshman class alone brought an increase of fifty per cent over the total full time enrollment of the previous year. The first year of coeducation, 221 itself, w as the prediction for a rapid and successful transition. The North Central Associati on of Colleges and Secondary Schools based its re-evaluation upon the accomplishments of that year Consequently, full accreditation was accorded by the association in April, 1956. Sister Mary Olivia Frietsch, O.S.F., and a united faculty continued to consider curriculum and policy matters to effect a successful transition. The period of necessary adjustment gave way in 1958 to one of experimentation such that faculty committees were focusing attention on curriculum innovations rather than on solving current problems. With the physical expansion and the extension of services Marian College looked ever more to the community it served for financial and moral support. In turn the college expanded its services into an ever- broadening sphere of activities. Guiding the college in its public relations was its first priestpresident, the Very Reverend Francis J. Reine. His leadership in professional circles likewise brought additional ,recognition to the college. Crowning his efforts an d those of the faculty, administration, board of trustees, and advisory board was the inauguration of a preliminary development program. Having grown in stature during the eight years of coeducation, Marian College, thus, began to determine its future growth. Conclusions Since this study is the first formal history of Marian College apart from the faculty self-studies made at the time of regional accreditation, it Sh01Ud be of practical value to the co llege particularly at the present time when long-range planning for future growth and expansion is under consideration. That it is a contribution to the literature on Catholic higher education is borne out by the fact that 222 comparatively few reliable studies of Catholic colleges and universities have been written with virtually none for Catholic women's colleges. In fact, as far as the writer can determine, this study is the first doctoral dissertation of a Catholic women's college, though four master's theses have appeared between 1950 and 1959. Examining the data on the establishment of Marian College as a college for women and later on its change to coeducation, the writer found support for the "need" hypothesis. Marian College was established in 1937 in response to the need for C tholic higher education for women, especially in the area of teacher education. Growth in enrollment, howeyer, was slow due to factors beyond the control of the college, such as limited physical facilities imposed by building restrictions during the war years and g eneral disinterest of high school graduats toward advanced education when attractive job opportunities beckoned. Before the college completed its physical plant in the early 1950's, it accepted a challenge to extend its services to young men as well as women, for there was no Catholic college for men in the Archdiocese of Indianapolis. With the change to coeducation came increased opportu inities for development and expansion. Recommendations for Further Stuqy The recommendations for further study are of two kinds: related directly to the history of the college, the literature on Catholic higher education. one the other dealing with In the search for data for the historical study of Marian College the writer has accumulated more information than could be presented in this work. including those in the history, Such data, would be available for separate topical 223 studies to be developed by the writer and /or by other interested faculty members at Marian College. up to 1962 Separate stUdies might also use the data but continue to include current data. Of significant value would be a ten-year study of the coeducation program at Marian College from 1954 to 1964. Other studies might be more detailed accounts of teaoher eduoation a t Marian College, or of currioulum developments in general. Since the writer has seen for herself the dearth of well-documented historical studies on Catholic colleges and universities, the major recommendation would be that scholarly works be undertaken in the field, work that would provide the background for historians to develop the ovrall history of Catholic higher education and it s role in American higher eduoation. BIBLIOGRAPHY PrimaI7 Sources Archives of the Convent of the Immaqulate Conception, Oldenburg, Indiana Autobiograph File of the Sisters Bulletins and Brochures: St. Francis Normal School, Immaculate Conception Junior College Document, Deed to Estate tetter of Mother M. Clarissa Dillhoff, D.S.F. Peter Cardinal Fumasoni Biando F. Harig Marian College File Minutes of the Meetings of the Marian College Board of Trustees, . 1950-1962 Mission Lists, 1918-1942 Records of Investiture Archives of Marian College, Indianapolis, Indiana Catholic University of Americ. File Class Lists Commencement Programs . Corporation Records D1ar,r Notes of Sister Gertrude Marie Zieroff, D.S.F. Enrollment Book, 1937-1948 Faculty Handp ook, 1960 Indiana State Department of Public Instruction Fil Letters of Thomas D. McGee E. D. Pierre Mr de Vietien Minutes of the Meetings of the Board of Trustees, 1938-1950 National Catholic Educational Association File North Central Association of Colleges and Secondary Schools File Publicity Releases, 1941-1954 Student Records Archives of the Secretary of State of Indiana, Corporation Division Articles of Incorporation of Marian College Immaculate Conception Academy Alumnae Files Oldenburg Academy Alumnae Newsletters, Oldenburg Academy Yearbook, 1937-1942 The Olivia, 15, 2 ( January, 1938) 224 1937-1942 22$ Indiana. Laws of the State of Indiana. 1907, 1932 Yearbook of the State of Indiana. 1924-1931 Indiana State Department of Public Instruction. Education and Certification Division of Teacher Educational Bulletin 94, 1921. Revised 1931. Educational Bulletin 192, 148. Second revision, 1954. Indiana State.Department of Public Instruction Education and Certification Division of Teacher Marian College File Marian College, Business Office Financial Reports, 1942-1962 . . Marian College Library tibrar.r Accession Records Library Reports, 1939-1962 Record of Gift Books .' Scrapbook of Newspaper Clippings and Bulletins, Volumes 1-8 . (1931-1956) Stae Rports Marian Collee, Offie of the Dean Catholic University of America File Committee Reports Indiana Association of Church-Re1ad and Independent Colleges Indiana Conference of Higher laUC.tiOR Indiaria state Department of Public Instruction National 'Catholic tducationa1 Association North Central Association of Colleges and Secondary Schools Records of the Faculty' . Records of Scholarship, Endowment, Founders Association Reports of the Dean Marian College, Office of the President Indiana Association of Church-Related and Independent Colleges Indiana Conference of Higher EducatioD ian College Advisor,y Board File North Central Association of Colleges and Secondary Schools Parents and Friends Organization File Reports of tbe President, 19521962 226 Marian College, Office of the Registrar Baccalaureate Degresg 1938-1962 Enrollment Bookg 1950-1962 Marian College Bulletin, 1942-1943 Marian College Catalogs, 1943-1963 Marian College Yarbook, 1937-1942 Minutes of Facu1y Metings, 1937-1962 Marian College, Office of the Student Association Minutes of Meetings Catholic Students Mission Crusade Inter-American Club Sodality (includes Religious Council Minutes) Student Activity Counoi1 Marian College, Publicity and Development Office Marian College Alumni Association File 'Minutes of Meetings of the Development Council (1960-1961) Marian College, Publications Office The Phoenix, Volumes 1-20, 1938-1956 The Marian Phoenix, Volumes 21-25, 1957-1960 Marian Cllege Oldenburg Branch, Education Office, Oldenburg, Indiana Certification' Bulletins, Letters, and Others, 1934-1940 Educational Records of the Sisters of Sto Francis Minutes of-the Meetings of the School Board of the Congregation, 1924-1962 . Records of Students . Immaculate Conception Junior College, Oldenburg, Indiana, . '1924-1936' Marian College, Oldenburg, Indiana, 1936-1937 Newspapes . Indiana Catholic and Recordo . . The Idianapo1is Newso 1936-1962 The Indian_poll. Sro 1936-1962 The Indianapolis Timeso 1936-1945 ay Visitoro' 1940 1924-1962 227 .s condary Works Ahern, Patrick H. The Catholic University America, 1887-1896. The Rectorship of ohn J. Keane., Washington D.C. Catholic Univer sity of AmerrciPreii 194. pp. xii + 220. Angelo, Mark V., D F e M . The Hist0 of st. 'Bonaventure University. St. Bonaventure, New Yo!kg T e Franciscan Institute, 1961. pp. h! . x + 253. Association of American Colleges. Commission on International Under standing. Non-Western Studies in the Liberal Arts COlle e8. Washington, n.C.: Association or American Colleges, 196 pp. 1 + 362. Barr.y, Colman J. D.S.B. The CatholiC ' Universit of America, 190319.09. The Rectorship of DenIs J. 0'Conne1 .washington;D:"C.: The Catholic University of America Press, 1950. pp. xi + 298. f ) worshi and Workg St. John's A be a nd universit , 1856-1956. Co legevrtri, Mrnnesota S . ohn1s lbbey, 19 6. pp. Vi + 4410 ! Beckman, Peter, C.S.B. Atchison, Kansas: of Kansa Monks, A Histo Abbey Student ess, [41 . St. Benedict's Abb Yo ppo-r + 362. Bowler, Sister M. Mariella. History of Catholic Colleges for Women in the United States of America. Washington, Do: ThelCathoiic-= Uiirversity of AmerICa Press, 1933. pp. vi + 145. Brubacker, John S., a nd Rudy, Willis. Higher Education in Transition! an American Histo 1636-1956. New York Harper-and Brothers ]ishers, 1956. pp. iii! + 494. Breen, Joseph, CoM. (ed.). "That All May Know Thee, Addresses d livered tor the Universiti's one-hundreth &nnisary. Niagara Falls, New York Niagara University, 1956. pp. i + 69. Burns,' James A. CoS.Co The Gr owth and Development of the Catholic School system in the-un1ted States. New York!--Benzinger Brothers, 1912. pp. 1 +4'2r.- Butler, Sister-Mary Patricia. An Historical -Sketch of Trinity College, 1891-1925.. Washington, D7e"og Trinity Colle g e;=1926. pp. 1 + 132 Butts, Ro Freeman. The College Charts Its Course: Hill Book Company, 1939. pp. 1 .. i04. New Yorkg McGraw Cameron, istr 'Mary 'David, SoS.N.D. The College of Notre Dam of land, 1895-1945 New 'York The Deolan x. McH1i1ompany, Inc., I9Ii'7. pp. Xii . + 291. 228 Casey, Sister M. Cele st ine, S.L. and Fern, Sistr M. Edmondg S.L. Loretto in the Rockies. Denver, Colorado: Eor tto Heigh ts C olle ge, pp. XIV 1943. ' 31L. + Cassidy, Francis P. Catholic College Foundations and De ve lo pme nt in the United States, 1677-1850. Was h ing ton, DoCo Cath ol ic University of America Press 1924, pp. 1 + 103. Seventy-Five Years of the Orchard Lake Semi Chrobot, Leonard F. (edo). reprint from the 1960 Eagre-niamond JUOIlee-- 1885a1960. A , BOOK of the orchard Lake Schools, Orchard Lake, Michigan, 1960. pp. 1 104. + of Fordham University. Connolly, Francis S. Histo Centurian of FQrdham U varsity , 1940. New York: The Cormier, Sister M. C1ariss or'the S ac red Heart. itA Brief History of Rivier Col leg e, 1933-1953." Unpublished Master's Th sis, Rivier r,ollege, Na sh ua, New Hamp shire, 1955. PP. iv +,86. . Dal ey, ,John M. S.J. GeorgetOwn Unive rsity Origin and Early Y ears. Georgetown University Press, 1957. pp. iii + ' Washington, DoCog 324. Dillhoff, Mother M. Clariss , and Frietsch, Sister Mo Olivia. of the Sisters of Saint Francis. the Pover.llo: Histo York: Po J. Kenedy an Son'i;l948. tsp:=Xii + 333. With llilf Dobbins, Fro Dunst an , O.F .M. C ap. ftFranciscan Educational Ideals," ,The Franciscan Educational Conference Report. 11 (November, 1929), ' 4. "Report of Commission on Christian High er Educa Association of American Coll eges Bullet in 39, 1 (March, Du Bose, Robert K. tion II ) 1950 , 144-154. t1on fi . -- "Report of Commission on Christian High r Educa Association of American Colleges Bulletin. 37, 1 (March, 1951), 125-132. Dunnigan, Davi d Ro, S.J. Publishing Company, A History of Boston College. Milwaukee: Bruce 1'9'59. pp. nii + lL7. The Formative Years or the Cat holic University af Washin gtOftl DoCo: American C at holic Historical AssoCIa tion, 194 6. pp. xiv + 415. Ellis, John Tracy. America. A Guide to American Catholic History. Bruce Publi sh ing Company, 1959. pp. viii + 147. Milwaukee Erbacher, Sebastian. Catholic Higher Education for Men in t he United States. Was hin gt on DoCot The CatholIc Univeristy-of AmerIca ess, 1931. pp. ii 143. 229 Fitzpatrick, Edward A. "The Catholic Colleges and Universities, 19411942," Catholic School Journal, 42 (April, 1942), 103-106. Fitzpatrick, Edward A., and Dominic, Sister Mary (ed. ).' ,The Autobio grap of a College. Milwaukee: Bruce Publishing CoIiIpBD7, 1939. pp. - r. 211. Gabriel, Brother Casimir, F.SoC. The 'Tree Bore Fruit, Manhattan Col lege, 1853-19530 Riverdale, New Yorknhattan College, 19;J. pp. 1 ... 159. 'Goodsell, Willystine ( d.). Pioneers of Wen's Education in the United States! Emma Willard, Catherine Beecher, ... 311. New York and London: McGraw Hill Book Co., 1931. Mag L!iii . Green ' Register, Manitowoc, ,Wisconsin, December 3, 1960. (See arirc1e tor a history of Holy Family College and the community of religious teachers.) Hamilton, Raphael, S.J. The sto of Marque tte University, An Object Lesson in the Development 0 Catholic Higher Edueation:- MilwaUke e: The Marquette unr veri ty Press 1953.. PP. Xi ... 434. Hammon, Walter, O.F.M. The First Bonaventure Men: '!'he E r1y History . of S t. Bonaventure tl'iiI v6rirty and the All &nr Franc scans. st . niVinture university, 1958. .-xri + 2 9. if' i , - Hoffmann, 'M. M. The stOry of Loras College, 1839-1939. Loras College Press. !'9'39. PP. 1 + 235. Dubuque, Iowa: Hotstadter, Richard, and Hardy, C. DeWitt. The Development an of Higher Education in the United States.- Rew York: cor- nniYersity, 1952. pp. 245. I of America, 1896-1903. Hogan, Peter E'., SS.J. The Catholic Universi The Rectorship of Ths J. con ty 'ifash gton, D .c. f The catholic University of America Press, 19 9. pp. xi + 212. f M Hope, Arthur J.,CoSoC. Notre Dame, One Hundred Years. Indiana: Un! versity PresB;'T943.PP. Xii + 462. Notre Dame, . Horrigan, Alfred F "The First Decade, 1950-1960, A Special Report of the J>resident. Louisville, Kentucky:: Be1larmine College, 1960. pp. 1 + 47. Keefe,' Richard, M. itA History of Quincy College from 1860-1950." Unpub ished astersthesis, st. Louis Univerity, 1950. pp. iii + 89. Kennelly, Edward F. itA Historical study of Seton Hall College," Unpub lished Ph. Do dissertation, New York University, 1944. pp. iv + 242. Kenney, Michael, S.J. Catholic Culture in Alabama: Centenarz Story of prin Hill College, 1830-1930. New York: The Amrica Press, llo pp. Vl.irT400. 230 Maloney, Vincent B. SoS.Eo, and Durick, Jeremiah Ko St. Michael's Through the Years. Winooski Park, Vermont: Stochael's College, 1955 . 1 + 104. Marsh, Clarence S. (ed.). American Universities and Colleges, A Handbook of Higher Educatio. Washington American Council on Education, . I93. pp. xviii + 1129. McAvoy, Thomas T. "Catholic Education in Indiana," Bulletin, Vo1o 23 (1946), 55-610 Indiana Historz Meagher, Walter J., S. J. RThe History of the College of the Holy Cross, 1843-1901.1t Unpublished Ph. D. dissertation, Fordham University, 1943 . pp. v 150. Meline, Mary, and McSweeney, Edward F. The StOry of the Mountain: Mt St. Mary's College Seminary (olumes). Emmitsburg, Mar,y land:' The Weekly Chronicle, 1911. Vo1um 1, xv .... 555; volume 2, x + 477. Middleton, Thomas C. Historic 1 Sketch of St. Thomas of Villanova, 1842-18920 Villanova, PennsylvanIa:- VIII anova College, 1893. pp. 1 + 95"0 "St. Thomas of Villanova, 1892-1942," Tagastan, Villanova University. -- (l943J, -Vllanova, Pennsy1vania Milner, Clyde, A. 'tReport of the Research Committee of the Commission on Christian Higher Education," Association -of American Colleges Bulletin, 3 8 , 1 (March, 1952), 180-184. Modras, Ronald E. ( edo ) . i ty Years at Orchard Lake, 1909-1959. A reprint from The 195 Yearbook of the-nrthard Lake Schools, Orchard Lake,-m-chIgin, 9. pp. 1 + 24. i af5 Mooney, Donald, O . F . M . "A History of Siena College from the Begnning to July, 19430" Unpublished'Master's thesis, Siena College, Loudonville, New York, 195,6. pp. 1 + 570 National Catholic Educational Association. 2 (January, 1961), pp. 1-20. -College Newsletter,lt 24, Owens, Hugh Morris, S.J. "Hstory of Rockhurst Col1eg The First Quarter Century.(19141939). Unpublished Master's theBi. st. Louis Universiy, 1953. fp. iv + 185. . . Peterman, Thomas. ! Historl of sto College, 1847-1865. ton, De1aware&. St. Mary's College (nod.). Wilming Power, Edward, J. A History of Catholic Higher Education in the United States. MilwaUkee Bruce Publishing Company, 1958. Pp. xiii + 383. 231 Quinn, S ister Mary Bernetta, OGS GF. Design in Gold A HistofY of the College of St. Teresa, .Winonaj) Minnesota, I907-1957. W1nona, Minnesota The College of S aint Teresa, 1957. ppo 1 + 80 and 24 pages of pictures. Regis College Alumnae. tiThe Regis Quarterly, 11 952. February, 1952. pp. 1 + 64. Jubilee Number, 1921- Roland, Thomas F. O.p.A. "Sto Thomas of Villanova, 1842-1892.1i Tagas-tan, (1943). Villanova, Pennsylvania Villanova University. Schmltz, Joseph William S.M. The Society of Mary In Texas. San Antonio, Texas The Naylor Company, 1951. ppo x + 261. Schroeder, Sister Mary Carol. The C atholic Church in the Diocese of Vincennes, 1847-1811. Washington, D.CG The catholic Uni verSIty of America Press, 1946. pp. ix + 227. Shea, John Gilmary. P. F. Collier, History of Georgetown University. pp:-xv + 480. 1891. New York: School and Society, Snavely, Guy E. The American College--A Pioneer,ft 47 (May, 1938), 592-596. Soulier, Sister Catherine Francis, CGSGJ. A History of the College of Saint Rose; Albany, New York.1t Unpublished .Master's thesis, Col lege of St. Rose, 1951. pp. v + 140. Souvnir of the Fiftieth Anniversar . New Yor Benziger Brothers, r of St. Ma 8.--ppo rr's + Academic Institute. 288. Taafe, Thomas G. ! History of St. John's College,Fordham, New York. New York: The. Catholic PU6Iication society Company, 1891. pp. viii + 154 . Talbot, Francis X., SGJ. Saint Joseph's College, 1851-1926. Phila delphia: Saint Joseph's College, 1927. pp. xvii + 146. Taylor, Marion R. itA History of D'Youville College, 1908-1950." Unpub lished Master's thesis, Canisius College, Buffalo, New York, 1950. pp. viii + 139. Thompson, Sister Mary Mary Magdala, RoS.M. itA Brief History of Mount Unpublished Master t s thesis, Saint Agmes College J 1890, 1959. It Loyola Graduate School, Baltimore, Maryland, 1959. pp. vi + 161. Whelan, James F., SoJa "Loyola University, New Orleans, Louisiana,tt Southern Association Quarterly, X (November, 1946), 534-542. Catholic Colleges of the United States of America at the Middle of the Twentieth cent . New Orleans, Louisiana: Loyola University Bookstore, 19 pp. xii. + 151. 232 Wilson, Samuel KnOX, S.J. 1900=1950," 51, 4 ( Apri19 1951), 121=123. "Catholic College Education, Catholic School Journal, Vol. Personal Interviews Sister Mary John Broderick 5,1961 June 28, 1961 July 30, 1962 August 1,1963 July 29, 1964 March 1, 1965 April Sister Mary Edgar Meyer February 12,1966 Sister Mary Jane Peine September December 1, 1964 27, 1964 Monsignor Francis J. Reine Sister Mary Aurea Brosnan 3, 1964 August Mr. Ottis J. Clemans June 14, 1962 Monsignor John J. Doyle 'January January 2, 1963 3,1964 Sister Mary Olivia Frietsch January August 20, 1965 27j) 1965 June 23, 1965 28, 1965 August Sister Mary Noel Remke June 19,1961 Sister Mary Carol Schroeder 2,1961 15, 1962 December 9,1965 August 26, 1965 January 3, 1966 August June Sister Mary Rachel Schulte Siter Mary Adelaide Geis . December 27,1964 August 23,1965 Sister Mary Esther Schwach Sister Clotilda Marie Gohman August 30,1961 28, 1964 16, 1965 September 3,1965 December June Mrs. Helen Marie Hadley Jackson July 14, 1963 Sister Eva Catherine Weit1auf June 19,1961 Mother Mary Cephas Keller 4, 1961 August 11,1963 August 4, 1965 April Sister Gertrude Marie Zieroff June 30,1961 January 3,1964 27,1964 9j) 1964 August 15, 1964 September 1, 1964 January 2, 1965 June 10, 1965 January Sister Joan Marie Mentrup June 29,1964 June APPENDIX A April 27, 1961 Dear Administrator: In connection with preparing an historical study of Marian College, Indianapolis, Indiana, for my doctoral dissertaion, I am making a survey of other historical studies, published and unpub lished, of Catholic colleges and universities in the United States. To obtain complete and accurate information, I am contacting each Catholic institution of higher education for such sources which may be available. Could I please solicit your assistance in this mat ter by asking you to supply the information requested below, or to direct the form to a faculty member who would be able to do so? I would appreciate your returning the information at your earliest convenience even though your response may be in the negative. May God reward you for your cooperation. Gratefully yours, Sister Mar,y Giles, O.S.F. Name of institution Location ------ ------- Is there an historical study ( or studies ) of your institution? ____ Title Author ( s ) ------- if published: publisher date if unpublished thesis: ' college or university If the study is not published, would you please permit me de to borrow a copy you may have on hand? If you do not have a copy of the unpublished study, would the college or university accepting the thesis permit an inter-library loan of it? 233 234 November 17, 1962 In May 1961, I contacted the deans of the Catholic universities and senior colleges listed as members of t he National Catholic Education Association to indicate whether or not their institutions had been the I was interested in obtaining such infor subject of an historical study. mation in order to ascertain t he kind and number of historical studies of Catholic institutions of higher education. I had tried various sources for obtaining this information and found direct contact to be the only way to gather complete data. Thus, I am sending a second letter to colleges and universities where a response was not fo rthcoming. It would be easy enough to assume that the institutions which did not reply meant to indicate a negative response. But I would like to be as accurate as possible in presenting the status of historical research related to Catholic higher education. Thus, I am asking you, or somebody delegated by you, to answer the few questions below and return to me in the enclosed envelope. Your cooperation is most gratefully appreciated. If you wish I shall be happy to send you the results of this study when it is completed. Sincerely yours, Sister Mary Giles, D.S.F. Assistant Professor of Education Name of institution ------- Location ------ Is there an historical study (or studies) of your institution? Title ------ Author{s) if published: publisher date if unpublished thesis: college or university (location) Please send a summar y of the results of this survey. date 235 November 20, 1962 In M, 1961 I contacted the deans of the Catholic universities and senior colleges listed as members of the National Catholic Education Association to indicate whether or not their institutions had been the subject of an historical studyo I am interested in obtaining such infor mation in order to ascertain the kind and number of historical studies of Catholic institutions of higher educationo By using the list mentioned above, I realized t hat I did not contact all Catholic institutionso Also, I had not included junior colleges in my first list but now I would like to include them. Could I please solicit your assistance by askng you to supply the information requested below, or to direct the form to person who would be able to do so? a I would appreciate your returning the information at your earliest convenience even though your response may be in the negative. If you wish I shall be May God reward you for your cooperation. happy to send you the results of this study when it is completed. Gratefully, Sister M Giles, D.S.F. Assistant Professor of Education 'Name of institution ------- Location Is there an historical study (or studies) of your institution? ------ Author(s) Title ------ if published: publisher date if unpublished thesisg college or u niversity (location) Please send a summar,y of the results of this surveyo -' date M RIl 2 7 0 3 80 1 1 9 1 8 1939 11h 1940 139 41 175 9 2 160 1 43 18h 1944 226 1945 245 1946 256 1947 247 1948 242 1949 244 1950 233 1951 234 1952 207 1953 190 1954 )20 19$5 4)8 1956 499 1 957 55) 1958 582 1959 616 1960 670 1961 748 o 100 200 300 400 236 500 600 700 BoO Appendix C ,,---...- MARIAN COLLEGE Degrees Conferred 1938-1962 B.S. B.S. in Educ. Total Year BClA. 1938 1939 1940 5 10 2 1 3 1941 14 1 15 1942 1943 1 1944 22 24 32 1945 1946 1947 1948 26 23 29 41 1949 1950 1951 1952 1953 1954 1955 1956 1957 5 10 1 23 30 41 2 1 1 4 5 9 11 29 46 34 39 53 76 79 22 5 16 43 6 1 4 2 1 2 3 2 21 15 19 6 5 3 5 1958 1959 16 22 18 24 13 19 19 36 59 54 10 10 20 22 41 29 27 29 19 28 32 48 100 91 1960 1961 1962 74 64 70 14 5 14 45 24 11 133 93 95 738 106 338 1182 Totals 237 7  ...

... Aim for Engagement Tools for tailoring content to allow all students to participate Identity in the Classroom Workshop Center for Teaching and Learning 08-20-2019 Bhupal P. Bhetwal, MS, PhD, Assistant Professor, MUCOM Michael A. Evans Center for Health Sciences, Office 312b, Email: bpbhetwal@marian.edu, Office # (317)-955-6673 With Instructor AIM FOR ENGAGEMENT Aim for engagement For EVERY session OUR MAIN FOCUS TODAY Among students themselves For the ENTIRE semester Emphasizing big picture of each session Connecting dots across the sessions/lectures/between courses Flashback of slides from earlier lectures Aim for engagement With Instructor AIM FOR ENGAGEMENT Connect with them: In-class & in-office Talking to 2-3 students on your way to the class podium Outside the class; in their games and activities Comfortness with you; helps BOTH ways. Long term relations Comfortness/Sense of all in ONE boat More interaction/ help each other Among students Chances of outside class interaction Long term relations/strong friendship themselves ALSO ENHANCES their comfort to come see you Quizzings during the lecture Instruction / Contents Know your students/class Complete wheel Instruction-TestingFeedback cycle AIM FOR ENGAGEMENT Testing / Grades Follow up after lecture Their course background; have them lead some of the sessions-Ownership Know why are they in your course? S den name Specific den need (and pe fo mance) If not caught early, they disengage and/or drop the course Know your students/class Know your students/class AIM FOR ENGAGEMENT Instruction/ Contents Instruction/ Contents AIM FOR ENGAGEMENT HOW MUCH to give? Your CLEAR expectations (Learning OBJECTIVES) Slides tied to objectives: assurance BREAK the rhythm Stand & stretch for 30 seconds A Scenery picture when transitioning to another major concept Quizzings during the lecture AIM FOR ENGAGEMENT Quizzing during the lecture (also breaks a robotic lecture) Fill in the blanks prompts Multiple choice questions Low bloom and high bloom levels Small groups discussion for key concept Follow up after lecture AIM FOR ENGAGEMENT DON WAIT for students to reach out to you They think a WALL EXISTS between us Might have taken similar course but EACH instructor and COURSE EXPECATATIONS could be different Follow up after lecture Small and large group discussion problems Practice quizzes for the incoming tests Office-hours, E-mail answers Testing / Grades Testing / Grades AIM FOR ENGAGEMENT Students GOALS; Learn (BOARDS/Licensing) & Perform (GRADES) MATCH in c ion & e ing i h den GOALS Does the instruction (contents and learning objectives) MATCH with the testing? If no , ill appea in he den feedback THE MANTRA: InstructionTesting-Feedback cycle Instruction-Testing-Feedback cycle Credibility of the course and instructor Word of mouth spreads around; builds trust Appea in fo mal den e al a ion AIM FOR ENGAGEMENT Know students/class Complete wheel Instruction-TestingFeedback cycle AIM FOR ENGAGEMENT Testing / Grades Follow up after lecture Instruction / Contents Quizzings during the lecture Thank You! QUESTIONS??  ...

... UNIVERSITY OF NEVADA, LAS VEGAS DRAFT Checklist for Designing a Transparent Assignment Thank you for helping to test this DRAFT checklist. Please send your suggestions and feedback to mary-ann.winkelmes@unlv.edu PURPOSE: Skills o Does your purpose statement specify a skill or skill set that students will gain from doing this assignment? o Does your purpose statement link that particular skill set to the larger context of: recent topics of class sessions? this part of the course? the whole course? the major? the discipline? your institution's main learning outcomes? o Does your purpose statement indicate the relevance and/or usefulness of this skill to the students' lives: beyond the course? beyond the major? beyond college? Knowledge o Does your purpose statement specify content knowledge that students will practice while doing the assignment? o Does your purpose statement link that particular knowledge to examples/contexts where this skill was important in the context of: recent class sessions? this part of the course? the whole course? the major? the discipline? your institution's main learning outcomes? o Does your statement indicate the relevance and/or usefulness of this knowledge to the students' lives: beyond the course? beyond the major? beyond college Would this assignment benefit from segmenting it into several assignments, each one focused on a discrete set of skills that should be mastered to insure students successful completion of the next assignment in the sequence? TASK: o o o o Does your description of the task: Identify the very first thing students should do when they begin working on the assignment? The very next thing they should do? The next, etc. Does your description of the task help students to avoid wasting their time on unnecessary steps, unproductive time expenditure? Does your description help students to focus their time efficiently on producing the highest quality work possible in the time given? Would students benefit from some practice exercises (in the form of a pre-task) in class to prepare them to perform the task outside of class on the graded assignment? CRITERIA: o Can students use the criteria while they are working on the assignment to determine whether they are completing the assignment efficiently and effectively? o Do the criteria take the form of a checklist students can use to evaluate the quality of their efforts while they are working on the assignment? o Does the checklist specify characteristics of high quality work for this assignment? o Can you help students apply the checklist to evaluating some sample work in class, so they understand how each criterion would look in practice? o With your guidance, can the students collaboratively annotate several examples of work to indicate where/how the work satisfies the criteria? (These annotated examples may then be shared as a reference for students to use while they work on their own assignments.) o Would a rubric (AAC&U VALUE examples) be helpful to students for this assignment? o Does the rubric provide an amount of information that helps students at this phase in their learning? o Does the rubric provide an overwhelming or counterproductive amount of information for students at this phase in their learning? o Did you provide examples of good work, annotated to identify exactly where and how this work satisfies your criteria? o Can you provide students with examples in class so they and you can test outyour criteria checklist or rubric to be sure students know how to apply the criteria to multiple examples of work, and eventually their own work? http://www.unlv.edu/provost/teachingandlearning mary-ann.winkelmes@unlv.edu 2016 Mary-Ann Winkelmes, Principal Investigator Less Transparent AMERICAN ENVIRONMENTAL HISTORY - Visual Assignment SHARED READING: James Morton Turner, The Promise of Wilderness: America: Environmental Politics Since 1964 (Seattle: University of Washington Press, 2013) ASSIGNMENT: C ea e a i al na a i e con i ing of a o ima ely 3-6 images with one-paragraph captions and li of o ce Yo ho ld al o incl de a mind ma a di c ed e laining he evolutions of thought, culture, politics under review. Imagine this will be part of an exhibit open to leading scholars of the field but also a general audience and undergraduate students. Due March 17 in class. More Transparent Visual Assignment How to Read Photographs for Environmental History Research (25%) Due Date: Tuesday, December 12, 2017 11:59 PM Points Possible: 100 Purpose: The purpose of this assignment is to provide an opportunity for you to do some primary research in environmental history and use your insights about the field w interpretation of topic of importance to students of the field. Skills: Learn and practice the techniques of visual analysis and deep reading of photographs that support research in the field of environmental history. Learn how to use more familiar primary sources such as maps and documents to support deep reading of photographs. Learn how to better explain historic context with images as part of the evidence for argument and analysis. Understand how reading historic photographs enhances ability of environmental historians to study cultural landscapes overtime. Knowledge: By doing this assignment you will better understand interactions of nature and culture over time. More specifically you will gain insights into the environmental history of Southern Nevada and the American Southwest. Tasks: 1. 2. 3. 4. 5. 6. 7. Carefully survey the Landscapes of Southern Nevada digital collection (link below) and note photographs that you wish to study in more depth. Survey the primary documents and historic maps included in the collection. Choose an individual image to analyze Search for one related primary document in the collection and one related historic map that will aid your analysis of your image. Decide what broader environmental history topic, theme or research area these three sources might o Fo e am le land e e o ce con e a ion a e e c Use the Library of Congress Photo Analysis worksheet (attached) to guide your deep reading of your photograph keeping in mind that you are usingthese sources to better understand an environmental history research topic, theme or issue. Based on your analysis and notes from the worksheet write a concise but detailed analysis of your photograph. Then explain how this photographic primary source expands our knowledge of your chosen environmental history topic Criteria for Success: Submit your completed (500-800 word) analysis with your photograph attached below and in the Photo Analysis Discussion Forum for review by your peers. Review the submissions of your classmates and participate in discussion of assignment results. Adequate assignments will include clear responses to all parts of the assignment. Excellent assignments will be complete, with careful analysis of the photograph and insightful use of the photograph as a source to understand an environmental history topic, theme or issue.  ...

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... Challenges of Addressing the Millennial Generation as they Prepare for the Modern Day Workforce Lets begin with a bit of history. Its nice to know from whence we have come. 2 A Bit of History Fall of 2010 Russ Kershaw joined the Byrum School He shared the subject of a book he read that academic disciples , including business, does not translate well to the workforce He said that most business curricula is the same. Businesses are not particularly pleased with the product of the business schools. The graduates know the pieces and parts of business education but not the integrated understanding of business. This was confirmed with feedback from the Board of Visitors The one year plan to investigate and come with a new and compelling curriculum 3 OK, so who are our students and what is important to them? Born between 1996 and 2000 - between 17 and 21 That makes them late millennials or early iGen (Generation Z) Here are some characteristics of Milleneals/Generation Y (Tulgan, B. & Martin, C. Managing Generation Y (HRD Press, 2001), page 63. Challenging work that really matters balance clearly delegated assignments with freedom and flexibility offer increasing responsibility as a reward for accomplishments spend time getting to know staff members and their capabilities provide ongoing training and learning opportunities establish mentoring relationships 4 OK, so who are our students and what is important to them? Here are some characteristics of Milleneals/Generation Y (Tulgan, B. & Martin, C. Managing Generation Y (HRD Press, 2001), page 63. create a comfortable, low-stress environment allow some flexibility in scheduling focus on work, but be personable and have a sense of humor balance the roles of boss and team player treat others as colleagues, not as interns or lesser employees be respectful, and call forth respect in return consistently provide constructive feedback reward others when theyve done a good job 5 What is important to our student? They like a collegial environment They like to solve problems They like feedback They like to give it one more go at the problem 6 The Design We quickly found that the easy thing to do was nothing. We looked at the 21st Century skills demanded by society and businesses This is called the enGauge Model Digital Age Literacy Inventive Thinking Effective Communication High Productivity 7 The 21st Century Skills; What are they and are business schools addressing them? 8  What is important to our student? What are the most important skills/qualities organizations value in a new college graduate? Ability to work in a team Leadership Communication skills Problem solving/Analytical skills Strong work ethic/Professionalism (National Association of Colleges and Employers Job Outlook Survey) 9  Percent of recent college grads rated as good-excellent: Problem solving skills 25% Oral communication 25% Professionalism/Work ethic 18% Teamwork 29% Written communication 18% (National Association of Colleges and Employers Job Outlook Survey) 10 The Byrum School at Marian University A Business Curriculum like no other All business students complete the core experience 70% of core credits are team-taught Experiential components designed for integration 92% of core credits involve working with external businesses and/or business people. Experiential components become lines of business experience on every students resume. 11 The Core; BUS 109 Business Plan Competition BUS 109; The business competition (intro to business), principles of economics, principles of accounting 9 credit hours team-taught Suggested/required in the first (fall) semester of the freshman year Couched in the concept of the business plan competition: a variation of Shark Tank Featured skills Communication, teamwork, project development Takeaways Competition basic business paradigm Working with others of different skills and abilities Communication and teamwork Opportunity to execute the business in the following semester 12 The Core; BUS 209 Quantitative Analysis of Business BUS 209 Quantitative Analysis of Business 9 credit hours team-taught; featuring Principles of Management, Principles of Marketing, Statistics Suggested/required in the first (fall) semester of the sophomore year Real business sharing a real engagement Includes data to gather, analyze, and conclude Real objectives with real value-added deliverables Featured skills Teamwork and communication Project management Data acquisition and analysis Report management Hard copy deliverable report Business presentation oral report 13 The Core; BUS 309 Quantitative Analysis of Business BSU 309 Comprehensive Analysis of Business 9 hours team taught featuring Business Strategy, Managerial Finance, Business Law Suggested in any semester of the junior or senior year; most students will take this class in their junior year. Real simulation experience Real company of relatively large size; of recent experience we have used Eli Lilly and Company and Cummins. Use all publically available information Receive the support of the company with class visits from upper management Using relevant data the students will select a business strategy based on actual financial position within the legal limits of business conduct. 14 The Core; BUS 309 Quantitative Analysis of Business Featured Skills Teamwork and communication Strategic Project management Financial data analysis Analysis of legal limitations and proprieties Report management Hard copy deliverable report Business presentation oral report 15  Required internship Required of all students Accounting students; full semester, no classes or extracurricular activities 40+ hours per week Paid internships; expected to earn more than $10,000 in the semester Required Elective Business Experience menu choices Additional internship Advertising competition Student venture fund Student Consulting, The A-Team Business Plan Implementation 16 The Outcomes The true outcomes will be the feedback from employers Our first fully engaged new curricula students graduated in May, 2016 Capturing data to judge how effective the curriculum is 97.5% Byrum School Placement rate 6 months after graduation Full time, professional employment requiring a college degree. 100% of Accounting students in the past 6 years employed at graduation in full time accounting positions. 17  ...

... 8/14/2017 Masterclass Part 1: Best Practices for Online and Blended learning: Introducing the TEC-VARIETY Model January 2017 Higher Education Supplement to the National Education Technology Plan U.S. Department of Education, Office of Educational Technology https://tech.ed.gov/files/2017/01/Higher-Ed-NETP.pdf Curtis J. Bonk, Professor, Indiana University cjbonk@indiana.edu http://mypage.iu.edu/~cjbonk/ Poll #1: How many of you cannot keep up with educational technology reports and are frustrated? Needed: New Models of Motivation and Engagement Poll #2: What did Jean-Luc Picard say? Intrinsic Motivation innate propensity to engage one s interests and exercise one s capabilities, and, in doing so, to seek out and master optimal challenges (i.e., it emerges from needs, inner strivings, and personal curiosity for growth) See: Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. NY: Plenum Press. 1 8/14/2017 Motivation Research Highlights (Jere Brophy, Michigan State University) 1. Supportive, appropriate challenge, meaningful, moderation/optimal. 2. Teach goal setting and self-reinforcement. 3. Offer rewards for good/improved performance. 4. Novelty, variety, choice, adaptable to interests. 5. Game-like, fun, fantasy, curiosity, suspense, active. 6. Higher levels, divergence, dissonance, peer interaction. 7. Allow to create finished products. 8. Provide immediate feedback, advance organizers. 9. Show intensity, enthusiasm, interest, minimize anxiety. 10. Make content personal, concrete, familiar. Framework #1: TEC-VARIETY for Online Motivation and Retention 1. Tone/Climate: Psych Safety, Comfort, Belonging 2. Encouragement, Feedback: Responsive, Supports 3. Curiosity: Fun, Fantasy, Control Poll #3: Million Dollar Question: What words come to mind when I say that I want to motivate learners? I F a TEC-VARIETY http://tec-variety.com/ http://tec-variety.com/TEC-VARIETY-Chinese.pdf 4. 5. 6. 7. Variety: Novelty, Intrigue, Unknowns Autonomy: Choice: Flexibility, Opportunities Relevance: Meaningful, Authentic, Interesting Interactive: Collaborative, Team-Based, Community 8. Engagement: Effort, Involvement, Excitement 9. Tension: Challenge, Dissonance, Controversy 10. Yields Products: Goal Driven, Products, Success, Ownership Low Risk High Risk 1. Risk Easy to Embed 2. Time Free or Inexpensive Examples of TEC-VARIETY Extensive Planning Enterprise Licenses 3. Cost Instructor-Focus 4. StudentCentered Low Student-Focus High 2 8/14/2017 November 10, 2016 1. Tone/Climate: A. Threaded Video Discussions and Questions (e.g., Flipgrid) http://flipgrid.com/#429f88c5 Flipgrid: The Power of Student Voice https://vimeo.com/188210645 2. Encouragement, Feedback: A. Demonstrations and Tutorials (e.g., Jing, Screenr, GoView, Screencast-o-matic, etc.) http://inside.iub.edu/features/videos/2014-05-29-inub-vid-cib.shtml 2. Encouragement, Feedback: C. Voice/Audio Feedback Vocaroo: http://vocaroo.com/ http://vocaroo.com/delete/s0x8moQAYAiu/a37bbc9408bb8c95 1. Tone/Climate: B. Instructor Course Introductions (Theatre 10 Intro Video, October 7, 2014, Elizabeth Dale, West Valley College) https://www.youtube.com/watch?v=_Wzbzc3QiiA Chuck Severance, U Michigan/Coursera) in Barcelona http://www.youtube.com/watch?v=JzNHvmSv8TI Chuck Severance, University of Michigan https://www.coursera.org/course/pythonlearn 2. Encouragement, Feedback: B. Blog and Website Polling (e.g., Poll Everywhere, BlogPolls, BlogPoll, MicroPoll) http://www.polleverywhere.com/ July 21, 2017 2. Encouragement, Feedback: D. English Central https://www.englishcentral.com/videos#/!/index https://www.englishcentral.com/videos (Recorded by Curt Bonk for the Open University of China) 3 8/14/2017 March 27, 2017 3. Curiosity, Surprise, Intrigue, Unknowns: A. Summary and Comparison Maps #GeoawesomeMapOfTheDay https://twitter.com/geoawesomeness https://www.instagram.com/p/BNwgvJfDAq3/ https://twitter.com/hashtag/GeoawesomeMapOfTheDay?src=hash April 17, 2017 3. Curiosity, Intrigue, Unknowns: C. 1st woman to officially run Boston Marathon does it again, 50 years later Emanuella Grinberg, CNN, USA Today http://www.cnn.com/2017/04/17/us/boston-marathon-kathrine-switzer-trnd/index.html July 16, 2017 Julia Hawkins Sets 100-Meter Dash Record for Women 100 Years or Older, Joseph Zucker, CNN http://bleacherreport.com/articles/2721985-julia-hawkins-sets-100-meter-dash-record-for-women-100-years-orolder?utm_source=cnn.com&utm_medium=referral&utm_campaign=editorial July 27, 2017 3. Curiosity, Intrigue, Unknowns: E. Meet Corythoraptor: Newly found dinosaur resembles ostrich gone bad Traci Watson, USA Today https://www.usatoday.com/story/news/2017/07/27/meet-corythoraptor-newly-found-dinosaur-sports-fancy-headgear/514191001/ 3. Curiosity, Intrigue, Unknowns: B. Multimedia News (e.g., This may be the oldest surviving Photo of a human, November 7, 2014, CNN, Brandon Griggs; But this image, taken in Paris, France, in 1838) http://www.cnn.com/2014/11/06/living/oldest-photograph-human-daguerre/index.html?hpt=hp_t4 kong January 5, 2017 3. Curiosity, Intrigue, Unknowns: D. Immediate Science Move over T. rex, new dinosaur unveiled, Amanda Jackson, CNN http://www.cnn.com/2016/01/14/living/titanosaur-new-dinosaur-on-display-new-york-irpt/ February 16, 2017 3. Curiosity, Intrigue, Unknowns: F. Crowdsourced Science NASA wants you to find a missing planet Doyle Rice, USA Today (includes 1:09 video) http://www.usatoday.com/story/tech/sciencefair/2017/02/16/planet-9-nasa/98007144/ NASA has helped fund a website called Backyard Worlds, where citizen scientists can search for new planets. Video provided by Newsy Newslook 4 8/14/2017 Poll #4: Which of these ideas might you use? A. B. C. D. E. F. G. H. 4. Variety, Novelty, Fun, Fantasy: A. Random Lists (Random.org clocks, coins, playing cards, dice, integers, passwords, jazz scales, lists, sequences, etc.) Threaded video discussions (e.g., Flipgrid) Video introductions (instructor or student) Demonstrations and tutorials (Jing, Screenr, etc.) Voice/Audio feedback (Vocaroo) Crowdsourced Science Something in the News Summary and Comparison Maps Immediate Science April 3, 2017 October 5, 2016 4. Variety, Novelty, Fun, Fantasy: 4. Variety, Novelty, Fun, Fantasy: B. Online Test/Quiz Review Games (e.g., Jeopardy Rocks) https://www.jeopardy.rocks/r511merve/ C. Kahoot! https://getkahoot.com/ I July 31, 2017 Kahoots T Ca Cassandra OSullivan Sachar, Faculty Focus https://www.facultyfocus.com/articles/teaching-with-technology-articles/im-kahoots-technology-classroom/ April 3, 2017 4. Variety, Novelty, Fun, Fantasy: D. Sli.do https://www.sli.do/ July 17, 2017 4. Variety, Novelty, Fun, Fantasy: E. Learning Chemistry in Virtual Reality, Sarah Hardman, New Learning Times https://newlearningtimes.com/cms/article/4519/learningchemistry-in-virtual-reality 1:38 video: https://vialogues.com/vialogues/play/38337/ All: http://curtbonk.com/chemistry-vr.html 01.-.41: http://curtbonk.com/chemistry-vr-1.html .41-1:16: http://curtbonk.com/chemistry-vr-2.html 1:16-1:36: http://curtbonk.com/chemistry-vr-3.html 5 8/14/2017 5. Autonomy, Choice: A. Enroll in a MOOC and Reflect (e.g., see Class Central) December 8, 2015 5. Autonomy, Choice: B. Design Multimedia Glossaries P540 Final Assignment: Nate Wynne, Supersized Personal Course Glossary http://natewynne1982.wix.com/p540courseglossary Ozgur Ozdemir, December 2012 http://r685glossary.shutterfly.com / Umida Khikmatillaeva, Dec. 2011, P540 http://learningplanet.shutterfly.com/ 5. Autonomy, Choice: C. Tracking the Life of a Computer Scientist (e.g., bio.com) http://www.biography.com/people/steve-jobs-9354805 http://www.biography.com/people/ada-lovelace-20825323 Jan. 20, Oct. 13, & Nov. 2016 (Zoom) 6. Relevance, Meaningfulness: A. Weekly Guest Expert Chats Poll #5: Any light bulbs going off in a a ? A. Yes definitely*** B. Yes maybe! C. N (b ) 6. Relevance, Meaningfulness: B. Case-Based Learning: Instructor Cases (e.g., Mark Braun, IU) R511 Chat with Mike Molenda, IU 6 8/14/2017 July 28, 2017 6. Relevance, Meaningfulness: C. Case-Based Learning: Modern medicine breathes new life into virtual training https://www.usatoday.com/videos/tech/2017/07/28/modern-medicine-breathes-new-life-into-virtualtraining/104073696/ Videos 2:34 (entire video): http://curtbonk.com/vr-medicine4b.html .01-.21: http://curtbonk.com/vr-medicine.html .37-.56: http://curtbonk.com/vr-medicine2.html .57-1.29: http://curtbonk.com/vr-medicine3.html 1:30-2:27: http://curtbonk.com/vr-medicine4.html September 20, 2016 6. Relevance, Meaningfulness: E. Editing Wikipedia Pages College students take to Wikipedia to rewrite the wrongs of Internet science, Rosanna Xia, LA Times July 26, 2017 6. Relevance, Meaningfulness: D. MOOC Class Meet-Ups Beer Matters: Free Online Class With Meetups (September 6, 2017-October 21, 2017), Karl Brown, Assistant Professor of History http://www.uww.edu/ce/beer-matters http://www.gazettextra.com/20150921/uw_whitewater_teacher_explores_links_between_germans_beer_politics brownk@uww.edu Video: http://curtbonk.com/beer.html (1:11) 7. Interactive, Collaborative: A. Negotiate Meanings Online (e.g., PiratePad: http://meetingwords.com/) http://blogs.elon.edu/technology/6-collaborative-writing-applications-for-group-projects-or-papers/ MeetingWords, Google Docs, NowComment, MixedInk http://www.latimes.com/local/lanow/la-me-wikipedia-science-classes-adv-snap-story.html Samantha Erickson, left, of the Wiki Education Foundation; Tina Brock, a dean of the School of Pharmacy at UC San Francisco; and professor Amin Azzam discuss implementing the integration of Wikipeida pages on medical topics with students' work. (David Butow / For The Times) 7. Interactive, Collaborative: B. Virtual Sharing Walls e.g., Padlet (What is your secret recipe to engage?) http://padlet.com/zaid_alsagoff/engage 7. Interactive, Collaborative: C. Backchannel Chat (TodaysMeet) https://todaysmeet.com/ R678_Emerging_Learning_Technologies https://todaysmeet.com/R678_Emerging_Learning_Technologies 7 8/14/2017 7. Interactive, Collaborative: D. Guest Speaker Quotes (Rey Junco, February 25, 2013) Poll #6: Which of these ideas might you use? A. B. C. D. E. F. G. 8. Engagement, Involvement: A. Interactive Maps Timelines October 22, 2014, Second immigration wave lifts diversity to record high, Edward Greg Toppo and Paul Overberg, USA Today http://www.usatoday.com/longform/news/nation/2014/10/21/diversity-race-ethnicity-change-100-years/16211133/ Student designed multimedia glossaries Edit Wikipedia pages Guest chats with former students Negotiate meanings online (e.g., PiratePad) Enroll in a MOOC Discussion in Zoom Guest speaker quotes March 30, 2017 8. Engagement, Involvement: B. Interactive Timelines (Dipity, xtimeline, Simile, TimeLineCurator, etc.) http://usatoday30.usatoday.com/tech/news/story/2011-09-22/steve-jobs-dies/50672498/1 Amy Cavender, The Chronicle of Higher Education http://www.chronicle.com/blogs/profhacker/simplifying-timeline-creation-with-timelinecurator/63822 8. Engagement, Involvement: C. Interactive Labs and Simulations http://phet.colorado.edu/en/simulation/energy-skate-park December 13, 2016 9. Tension, Challenge, Controversy, etc.: A. Controversial Issue Debates Librarians for Instructional Technology, Latrice Booker, R511, Fall 2016 http://bookerlr2000.wixsite.com/librariansforit/cognitivism R511 Midterm Video How to Create an Authentic Environment in a Content-Driven School?, R511, Nick and Nik https://www.youtube.com/watch?v=Bcr3_aZT_xQ&feature=youtu.be 8 8/14/2017 October 16, 2015 10. Yields Products, Goals: A. Facebook Course Page (R546) 9. Tension, Challenge, Controversy, etc.: https://www.facebook.com/JennyBELTT/ B. Case Learning from the News (e.g., Newseum Ed) https://newseumed.org/ 10. Yields Products, Goals: 10. Yields Products, Goals: C. Student Created Recap Videos B. Database Collection Tools Piercarlo Abate: http://www.youtube.com/watch?v=_-TURzHO0aU Qi Li, Gangnam: http://www.youtube.com/watch?v=7Q429lqxZaU&feature=youtu.be Miguel Lara (Web 2.0 FREEDOM): http://www.youtube.com/watch?v=8cmCFWi9lW8 Kendal Rasnake (Is IT Right For You?): https://www.youtube.com/watch?v=MJ3GUDICIGw Design Article Database in Pinterest, Meina Zhu and Jennifer Weebeck Kimberly Vincent-Layton: https://www.youtube.com/watch?v=4Ic39_rYLII&feature=youtu.be https://www.pinterest.com/zhumeina0000/r-678-emerging-learning-technology/ https://www.pinterest.com/jennifertwebeck/emerging-learning-technologies/ March 12, 2016 10. Yields Products, Goals: D. Student Generated Timelines, Taxonomies, and Concept Maps R678 John Falchi, Timeglider, An Abbreviated History of Distance Education http://timeglider.com/t/50843d8903a48008?min_zoom=1&max_zoom=100 Poll #7: Which of these ideas might you use? A. B. C. D. E. F. G. Interactive map timelines Facebook course page (or Pinterest) Issue challenges, role plays, and debates Student designed course recap videos Student infographics Interactive timeline tools Videos with test questions 9 8/14/2017 Commitments: Stop and Share: Which principle(s) of TEC-VARIETY will you use? Tone/Climate Encouragement, Feedback Curiosity Masterclass Part 2: Best Practices for Online and Blended learning: Introducing the R2D2 Model Curt Bonk, Professor, Indiana University cjbonk@indiana.edu http://mypage.iu.edu/~cjbonk Variety Autonomy Relevance Interactive Engagement Tension Yields Products Addressing Learning Styles with R2D2 Model #2: The R2D2 Model: R a ,R ,D a ,D Question: How can technology address diverse learner needs? The R2D2 Method 1. 2. 3. 4. Read (Auditory and Verbal Learners) Reflect (Reflective Learners) Display (Visual Learners) Do (Tactile, Kinesthetic, Exploratory Learners) 10 8/14/2017 1. Auditory or Verbal Learners Auditory and verbal learners prefer words, spoken or written explanations. Read 1b. Collect Oral Histories e.g., Joan Kang Shin, George Mason University, has T Ib S a . (EFL teachers around the world interview elders in their community for a rich database of oral histories and documentaries for social change) Oral History Society: http://www.ohs.org.uk/ May 28, 2015 Read 1d. Immediate Science and Open Access Science Ancient jawbones put new species on the human family tree, researchers say, Laura Smith-Spark, CNN http://www.cnn.com/2015/05/28/africa/ethiopia-fossil-hominin-ancestor/index.html http://www.cnn.com/2015/05/28/africa/ethiopia-fossil-hominin-ancestor/index.html http://www.nature.com/nature/journal/v521/n7553/full/nature14448.html January 20, 2016 Read 1a. Podcasts IU Bloomington podcast series to launch Jan. 24, Steve Hinnefeld, IU Newsroom http://inside.indiana.edu/headlines/2016-01-20-new-campus-podcast.shtml?utm_source=2016-0120&utm_medium=enewsletter&utm_content=Something-in-the-air&utm_campaign=2016-inside-iub-distribution IU's Media School dean James Shanahan, at left, will host a new campus podcast. Senior Luqmann Ruth will read the news for the inaugural podcast. | PHOTO BY JENNIFER PIUREK, OFFICE OF THE PROVOST Read 1c. Exploring Various Resources to Track the Life of a Prominent People (e.g., Vannevar Bush in Atlantic Monthly, Wikipedia, Time, etc.) http://en.wikipedia.org/wiki/Vannevar_Bush 2. Reflective and Observational Learners Reflective and observational learners prefer to reflect, observe, view, and watch learning; they make careful judgments and view things from different perspectives 11 8/14/2017 Reflect 2a. Big Issue Reflections (Big Questions Online (BQO)), Feb 3, 2015 (e.g., Can a Living Creature Be as Big as a Galaxy?) https://www.bigquestionsonline.com/ April 15, 2017 Reflect 2B. W a Q ? Emma Morano, Last Known Person Born During The 1800s, Dies, Hilary Hanson, Huffington Post http://www.huffingtonpost.com/entry/emma-morano-dies-born1800s_us_58f2581de4b0bb9638e455d5?ncid=inblnkushpmg00000009 http://www.huffingtonpost.com/entry/oldest-woman-emma-morano_us_583dae2ae4b06539a78a760c http://bigstory.ap.org/article/1dfb42b8a45442d4a5af68fd309cec9f/italian-woman-116-seen-last-living-person-born-1800s Reflect 2c. Cultural Blogs (e.g., Dr. Kim Foreman, San Fran State Univ, Come and See Africa Blog; http://comeandseeafrica.blogspot.com/) 3. Visual Learners Visual learners prefer diagrams, flowcharts, timelines, pictures, films, and demonstrations. Reflect 2d. Workplace Internship, Practicum, and Field Experiences Display 3a. Interpreting Infographics August 5, 2015 How much rainforest in that chocolate bar? Global Forest Watch, Nancy Harris, Octavia Payne and Sarah Mann http://blog.globalforestwatch.org/2015/08/how-much-rainforest-is-in-that-chocolate-bar/ 12 8/14/2017 Display 3b. Virtualize Words Used (e.g., Wordle, Tagzedo, Tagul, WordSift, Word It Out) November 19, 2016 Display 3d. Cartograms, Maps, and Other Visualizations Metrocosm: Cartograms Archive The Housing Value of Every County in the U.S. http://metrocosm.com/category/cartograms/ Display 3c. Map Animations Yes, Mr. President, We Remade Our Atlas to Reflect Shrinking Ice Christine Dell'Amore, National Geographic, August 3, 3015 http://news.nationalgeographic.com/2015/08/150803-arctic-ice-obama-climate-nationscience/?utm_content=buffer8a394&utm_medium=social&utm_source=twitter.com&utm_campaign=buffer July 21, 2017 Display 3e. A total solar eclipse is a A . 21 a a need to know Sarah Kaplan, The New York Times https://www.washingtonpost.com/news/speaking-of-science/wp/2017/07/21/a-total-solar-eclipse-is-happening-aug-21-and-heres-what-you-need-toknow/?utm_term=.319b3fdc5d31 (next one is August 21, 2017) March 24, 2015 Display 3f. Maps of Languages Langscape, Language at Maryland https://languagescience.umd.edu/beyond-umd/langscape http://theweek.com/articles/545768/cool-interactive-map-lets-explore-worlds-languages http://langscape.umd.edu/map.php Display 3g. (April 28, 2015) Concept Mapping and Timeline Tools (Bubbl.us, Cmap, Gliffy, Spicynodes, or Mindomo) http://www.spicynodes.org/index.html 13 8/14/2017 December 17, 2015 Display 3h. Graphical Recordings E Ma L a 2015, N 1-4, 2015 http://learningtalks.com/learning-2015-videos/sabrina-kay-the-learner/ http://www.imagethink.net/ February 21, 2017 Display 3i. M a Khendum Gyabak a, http://wheeldecide.com/index.php?c1=Jungle&c2=Hospital&c3=Warzone&c4=Temple&c5=Garden&t=My+classroom+is+like+a&time=5 http://wheeldecide.com/ December 15, 2016 Display 3j. Interactive Media Timelines The Digital Era: How 50 years of the information age transformed college forever, Ben Myers & Erica Lusk, The Chronicle of Higher Education http://www.chronicle.com/interactives/50-years-of-technology 4. Tactile/Kinesthetic Learners Tactile/kinesthetic senses can be engaged in the learning process are role play, dramatization, cooperative games, simulations, creative movement and dance, multi-sensory activities, manipulatives and hands-on projects. Display 3k. Short Video Anchors (e.g., TubeChop of V-PORTAL: Video Primers in an Online Repository of e-Teaching and Learning) Curt Bonk: http://www.tubechop.com/watch/378752 Do 4a. Goal Setting Tools (e.g., I Done This, Milestone Planner, and 43 Things) 14 8/14/2017 October 26, 2016 Do 4c. Student Website Development R511 Final Projects, April 2016 Do 4b. Student Research Recap Video R511, Rob Elliot, Erin Milanese, and Patrick Walsh Traditional Textbook (8:11) https://drive.google.com/file/d/0B25AtCR9Ddd5NE9DaS16RlpiMW8/view C Poll #8: W (A) TEC-VARIETY or (B) R2D2? b , Poll #9: How many ideas did you get from this talk? 1. 2. 3. 4. 5. 6. 7. Poll #10: Three Words from this S ? . ., I a a ! a My minions are happy! IT and HPT Comparison (Website), Doug Hsu http://dougandindira.wix.com/r511finalproject IST C ,C . Rob Elliot, Patrick Walsh, Erin Milanese, R511, December 2016 http://relliott.net/istconstruction/index.php N T :I a T a H a P a T Merve Basdogan and Brett Gary, R511, December 2016 http://educbasdogan.wixsite.com/511final 0 if I am lucky. Just 1. 2, ,2 2! Do I hear 3? 3!!!! 4-5. 5-10. More than 10. Any Questions or Comments? Slides at: TrainingShare.com Papers: PublicationShare.com Free book: http://tec-variety.com/ Dr. Curt Bonk CJBonk@Indiana.edu 15  ...

... Professor Jane Levitt designed this Writing Intensive LEH 301 course, Health Disparities in the United States, with Writing Fellow Tina Harris. Please note the various types of writing assigned throughout the semester. LEH 301.P03 Health Disparities in the United States (Writing Intensive) Professor Jane Levitt Writing Fellow: Tina Harris Course Content and Description: This course is designed to investigate and examine one aspect of American society the health status of the population -- and to use that exploration to give insight into a broader picture of American life. The health of the population of the United States has improved dramatically since the early 1900s, yet noticeable disparities exist within the population. Using demographic and epidemiological data, students will examine changes in disease patterns, evaluate what determines the health status of Americans and explore where and why differences occur. Using the ecological model of public health focusing on the interaction of individual, community and societal factors, students will identify obstacles to change and evaluate interventions to promote the health of the population. Through collaborative group activities students will develop and use critical reading and writing skills to explore and further their understanding of American society. Text: The Nations Health. Seventh Edition. Philip R. Lee and Carroll L. Estes. (Sudbury, MA: Jones and Bartlett Publishers, 2003) Course Objectives: 1. Be able to read and understand intellectually challenging and complicated information. 2. Be able to express and write your thoughts on assigned readings clearly and coherently. 3. Be able to access and analyze empirical data and draw conclusions. 4. Be able to assess and think critically about what you read and what you write. 5. Be able to formulate your own ideas about the world you live in. Student Learning Activities: 1. Close reading of texts. 2. Weekly writing assignments and research papers. 3. In-class group exercises analyzing data. 4. Researching information on selected topics. Course Requirements, Evaluation Methods and Grading: Class attendance and participation 15% Written homework assignments* 15 Submitted group work 10 Mid-term and Final exams 30 Two short research papers* 30 *Two copies of all work must be handed in, on time, and neatly typed. Academic Integrity: All work in this class must be your own. Any cheating on tests or plagiarism on papers--the use of someone elses words or ideas without acknowledging them as such--will result in a failing grade in the course. Jan. 31 Introductions; Course Overview; fill out cards In class writing: Letter to class on who you are; second paragraph on the health issues that affect you and/or your family. Class Exercise: Timeline: Trends in the health of the American population Reflective Writing: How well did your group work for you? Handout: Letter introducing purpose of a writing intensive course Feb. 7 Disease Patterns Over Time Readings: Trends in Mortality in the Twentieth Century, Rothstein, pp 11-30; Healthy People 2010 Goals, pp. 57-61 Writing: (1) From your reading, write one page on what are the key factors that affect our health. (2) Write one page responding to the writing issue letter. Class Exercise: Put on the board key factors from the homework. Distribute p. 69 Determinants of Health. Compare. How much control do we have over the factors that affect our health? Which are mutable which are immutable? (Ask half the groups to focus on the perspective of much control and half on not much) Reflective Writing: What it feels like to argue a position: if you agree with the position, or, if not? (questioning your own assumptions) and What are the stresses in your life and how much control do you have over them? Feb. 14 The unequal burden of disease: what do we mean by health disparities? Readings: pp. 63 to top of p.64; McKeown and the Idea that Social Conditions are Fundamental Causes of Disease, Link and Phelan, pp. 73-78; The Influence of Income on Health: Views of an Feb. 21 Presidents Day College closed Feb. 28 Determinants of health status: socio-economic factors Readings: Socioeconomic Status and Health: The Potential Role of Environmental Risk Exposure, Evans and Kantrowitz, pp. 93119; income handout Writing: (1) Access your community health profile from the DOHMH web-site. After reading it, walk around your neighborhood and write one page describing the demographics and risk factors you notice that would affect peoples health status; (2) Write one paragraph on what you think the term environmental justice means? Class Exercise: Using the community profiles of Hunts Point/Mott Haven and the Upper East Side, compare the health status of the populations Reflective Writing: What would you focus on to change in your community in order to make it a healthier place to live? Mar. 7 Developing a research topic. Class meets in the library. Readings: Racial/Ethnic Variations in Womens Health: The Social Embeddedness of Health, Williams, pp. 516-536; womens health handout Writing: A. Describe the health disparities women experience and do they differ by income and/or race? B. Why do you think this exists? (Analyze) In class: Begin your five page research paper by identifying a health condition you are interested in finding out more about. Focus on one population (e.g. by gender or race/ethnicity) and a socioeconomic factor (e.g. income, education, occupation, geography). With the help of the librarian you will use the library time to explore resources for your topic. You will also have a chance to meet in pairs to review your research question. For homework, you will need to choose one article to read and write a summary one paragraph giving the main ideas in the article. Mar. 14 Developing a thesis statement. Reading: article from library Writing: (1) One paragraph summary of article chosen from last weeks class in the library. (2) In one sentence, identify your research question. Class Exercise: clarifying the research question and writing a thesis statement students work in pairs, share three foci and your research question. Then meet in group and turn that question into a thesis statement. Then asking each other questions; identify supporting ideas result: outline for paper During group time, Tina and Jane work with individuals either in group or alone. Reflective Writing: For you, what is the most difficult part of writing a paper? Paper sequence: First draft due Mar. 30-given back April 4 and final draft due April 11 Mar. 21 Individual Rights and the Publics Health In class: Typhoid Mary film/ group discussion and writing exercise: observations, thoughts and feelings; questions raised Tina and Jane review progress with individuals. March 28 No Class March 30 First draft of paper due Mid-term handed out due April 4 Measuring a Communitys Health and Developing Appropriate Interventions group was going to visit your local Congressman to lobby for your proposed policy, what and how would you present your arguments? Apr. 25 Spring Recess May 2 Overcoming Obstacles to Change Begin second three-page paper: an analysis using class readings and question/inquiry process Reading: Broadening Participation in Community Problem Solving: A Multidisciplinary Model to Support Collaborative Practice and Research, Rox D. Lasker and Elisa S. Weiss, pp. 242-280. Writing: Write one page on the significance of the proximal outcomes (p.250). Class exercise: What are some of the challenges to working with community groups? How would you think the community might feel about outsiders coming in? May 9 Analysis and Evaluation of Barriers to Change Reading: Keeping Quality on the policy Agenda, Elizabeth A. McGlynn and Robert H. Brook, pp. 455-463. Writing: Write one page on why is it difficult in the United States to change our health care policy and improve the health of our population? May 16 Where have we come from and where are we going: connecting health and the American experience. Second paper due; Final exam distributed Writing: Letter Evaluating the Writing Intensive Course Date to submit final exam to be announced.  ...

... 8/13/2017 Are You Flipping Out or Flipping In?: What is Flipped Classroom? The How s, Why s, and What s of the Flipped Classroom Model Curtis J. Bonk, Professor Indiana University cjbonk@indiana.edu http://mypage.iu.edu/~cjbonk/ Learning is More Flipped One Man, One Computer, 10 Million Students: How Khan Academy Is Reinventing Education, Forbes, November 19, 2013, Michael Noer http://www.forbes.com/sites/michaelnoer/2012/11/02/one-man-one-computer-10-million-students-how-khan-academy-is-reinventing-education/ The One World Schoolhouse (Twelve, Oct. 2, 2012) Salmon Khan (2012). The One World Schoolhouse Salmon Khan (2012). The One World Schoolhouse The old classroom model simply doesn t fit our changing needs. It s a fundamentally passive way of learning, while the world requires more and more active processing of information. Reusable Khan Lacking Teachers and Textbooks, India s Schools Turn to Khan Academy to Survive, NY Times, Anupama Chandrasekaran, Oct. 15, 2012 http://india.blogs.nytimes.com/2012/10/15/lacking-teachers-and-textbooks-indias-schools-turn-to-khan-academy-to-survive/ He explains that if students have consumed learning content before class, "teachers can then carve out face time with individual students who are struggling; they can move away from rote lecturing and into the higher tasks of mentoring, inspiring, and providing perspective." Students at Sree Karpagavalli Vidhyalaya school in Chennai, Tamil Nadu, watching Khan Academy math videos. 1 8/13/2017 The Flipped Classroom 2013 and 2014 10 Pros And Cons Of A Flipped Classroom, Mike Acedo, TeachThought The Teache G de T F ed Classrooms, Edudemic http://www.teachthought.com/learning/blended-flipped-learning/10-pros-cons-flipped-classroom/ http://www.edudemic.com/guides/flipped-classrooms-guide/ Pros: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Greater student control Work at own pace Learner-centered--engaged Collaborative projects Enhanced discussion Increase access to content Can share content ideas Learning efficiencies Pedagogical opportunities Personalized attention LiveTiles https://www.livetiles.nyc/education-flipped-classroom-vs-traditional-classroom/ March 12, 2014 The Flipped Learning Network http://www.flippedlearning.org/definition What is Flipped Classroom? A model of learning that rearranges how time is spent both in and out of class to shift the ownership of learning from the educators to the students (The NMC horizon report, 2014). The Flipped Classroom inverts teaching methods, delivering instruction online outside of class and moving homework into the classroom. Students watch online lectures at home at their own pace, communicating with peers and teachers via online discussion. Source: Demski, J. (2013), Illustration by Peter Hoey June 2, 2014 University of Wollongong Moodle Lab Wendy Meyers http://www.uowblogs.com/moodlelab/tag/flipped-classroom/ 2 8/13/2017 2016-2017 "Flipping" a class University of Texas at Austin https://facultyinnovate.utexas.edu/teaching/strategies/flipping (video: .57) December 21, 2012 Flipping the Classroom: Explained https://www.youtube.com/watch?v=iQWvc6qhTds (video: 1:48) https://facultyinnovate.utexas.edu/sites/default/files/what-is-flipped_comparison-table-120516.pdf September 28, 2015 The Flipped Classroom Model https://www.youtube.com/watch?v=qdKzSq_t8k8 (video: 3:00) Digital distraction in the classroom July 11, 2012 by Stephanie Chasteen, The Active Class http://theactiveclass.com/category/uncategorized/ Freddie Diaz-Batista, Flipped Learning February 14, 2014, E-learning Blog http://freddiediazbatista.com/main/ Digital distraction in the classroom July 11, 2012 by Stephanie Chasteen, The Active Class http://theactiveclass.com/category/uncategorized/ 3 8/13/2017 Teacher s role Traditional Classroom SAGE in the stage Flipped Classroom The Teacher s Guide To Flipped Classrooms, Edudemic http://www.edudemic.com/guides/flipped-classrooms-guide/ GUIDE on the side Source: Jeremy F. Strayer, Ohio State University, Flipped Class Conference 2011 (KNEWTON) Flattened Classrooms and Learning Studios Adjusting the Prescription: The School of Medicine overhauls its century-old educational approach. Maura Singleton, February 2011, University of Virginia http://uvamagazine.org/articles/adjusting_the_prescription/ Flattened Classrooms and Learning Studios Adjusting the Prescription: The School of Medicine overhauls its century-old educational approach. Maura Singleton, February 2011, University of Virginia http://uvamagazine.org/articles/adjusting_the_prescription/ The Learning Studio: First-year medical students work in teams in the learning studio, a radical departure from the lecture hall. One of the goals of this whole modelof having students do a lot of the learning themselves rather than passively listeningis that they need to be lifelong learners, says Randolph Canterbury, senior associate dean for education. (called the flattened classroom) April 30, 2014 Flipped learning skepticism: Can students really learn on their own?, Instructor Role Changes Robert Talbert, Chronicle of Higher Education http://chronicle.com/blognetwork/castingoutnines/2014/04/30/flipped-learning-skepticism-can-students-really-learn-on-their-own/ Unfortunately this is a common misconception about the flipped classroom: That it s learning on your own without any guidance or support from an instructor A misconception about the flipped classroom itself, that it is a pedagogy of abandonment, where students are loaded up with books and videos but then left to fend for themselves. 4 8/13/2017 March 12, 2014 The Flipped Learning Network Flexible Environment http://www.flippedlearning.org/definition April 1, 2014 T a dac def ea g R be Ta be Ch f f ed c e f HE http://chronicle.com/blognetwork/castingoutnines/2014/04/01/toward-a-common-definition-of-flipped-learning/ Four pillars: Flexible environment (various modes of learning) Learning culture (student-centered inquiry) Intentional content (direct instruction b4 class) Professional educator (reflective and accessible; collaborates and perfects one s craft) Learning Culture Audience Polling Q#1: How get learners to do the work before class? Model it Points awarded Test on it, email back 2-3 answers Make it an expected part of the community What else? Audience Polling Q#2: How else motivate to flip? Grade their prework Inspire Share the purpose, rationale, objectives Use it Bring back former students for testimonials Build on it (not a one-off activity) 6 Expert Tips for Flipping 1. Use existing technology to ease faculty and students into a flipped mindset. 2. Be up front with your expectations. 3. Step aside and allow students to learn from each other. 4. Assess students' understanding of pre-class assignments to make the best use of class time. 5. Set a specific target for the flip. 6. Build assessments that complement the flipped model. Source: Jennifer Demski, Campus Technology, 23 January 2013 5 8/13/2017 May 13, 2014 May 13, 2014 Exploring the Fringe: Flipping, Microcredentials, and MOOCs Exploring the Fringe: Flipping, Microcredentials, and MOOCs Jeff Cobb and Celisa Steele, Tagoras Jeff Cobb and Celisa Steele, Tagoras http://www.tagoras.com/2014/05/13/flipped-learning-microcredentials-moocs/ http://www.tagoras.com/2014/05/13/flipped-learning-microcredentials-moocs/ May Require: Class time spent: More time and effort to prepare. Resource investments. Prepared learners. A different instructional philosophy. Active participation. Problem solving activities; Case studies; Facilitated discussion; Other. May 13, 2014 Freddie Diaz-Batista, Flipped Learning, February 14, 2014, E-learning Blog Exploring the Fringe: Flipping, Microcredentials, and MOOCs http://freddiediazbatista.com/main/ Jeff Cobb and Celisa Steele, Tagoras http://www.tagoras.com/2014/05/13/flipped-learning-microcredentials-moocs/ One of the big mistakes we made when we pioneered this model is that we focused too much on video. We now like to use the term learning object when we talk about the flipped classroom. A learning object can include videos, but it also can be resources such as online simulations, books, and periodicals. The Flipped Classroom Enables Personalized Learning Microsoft Educator Network http://www.pil-network.com/HotTopics/personalizedlearning/flipped-classroom-enables-personalized-learning#comments Flipped Content Includes: Video captured from conferences. Webinar recordings. Brief audio or video interviews. Screen recordings. Various publications. Teaching for Tomorrow: Flipped Learning (2:52) https://www.youtube.com/watch?v=4a7NbUIr_iQ The Flipped Classroom (2:14) https://www.youtube.com/watch?v=2H4RkudFzlc Aaron Sams and John Bergmann s book Flip Your Class: Reach Every Student in Every Class Every Day; 15 Reasons To Flip Your Classroom speak to personalized learning: Helps struggling students Increases instructor-learner interaction Allows for different learning rates or speeds 6 8/13/2017 Flipped-Learning Toolkit: 5 Steps for Formative Assessment Edutopia, GLEF https://www.edutopia.org/blog/five-steps-formative-assessment-jon-bergmann (1:40) https://www.edutopia.org/blog/flipping-the-non-flippable-classes-jon-bergmann (2:51) https://www.edutopia.org/blogs/tag/flipped-classroom Digital distraction in the classroom July 11, 2012 by Stephanie Chasteen, The Active Class http://theactiveclass.com/category/uncategorized/ I no longer go to work to perform five times a day; instead, I look forward to going [to class] and interacting with my students all day, says high school teacher Jonathan BergmannIn the flipped class, instructors create video podcasts for students to watch either of lectures, or solving a problem, or demonstrations and post those for the students to watch at home. Flipping The Large Enrollment Psychology Classroom - NC State (Video: 3:45) https://www.youtube.com/watch?v=QTDQaaVWEzI Why is flipping significant? 1. 2. 3. 4. 5. Students can watch, rewind, and fast-forward. Stop and reflect. Devote class time to application of concepts. Better opportunity to detect errors in thinking. Encourage social interaction and peer support. Flipping the Class, Penn State (3:23 video) https://sites.google.com/site/flippingclass/ Ohio State Chemistry Flips the Classroom (Video: 1:10) https://www.youtube.com/watch?v=6FA_hCmfsp8 7 8/13/2017 May 21, 2014 MyPyschLab from Pearson Flipping Via MOOCs! Happening in College Too! The Washington Post, Nick Anderson, March 11, 2013 http://www.washingtonpost.com/local/education/more-classroom-flipping-in-colleges/2013/03/11/0c425758-8a7f-11e2-98d9-3012c1cd8d1e_story.html February 5, 2014 Flipped Classroom Research February 12, 2014 DODDS-Europe teachers find success with 'flipped classroom' approach Stars and Stripes, Jennifer H. Swan KAISERSLAUTERN, Germany http://www.stripes.com/news/dodds-europe-teachers-find-success-with-flipped-classroom-approach-1.266254 Tried PBL and Cooperative Learning but students not coming to class prepared. After the first year of flipping math Traditional Approach: 77 D s and F s out of 265 students (2010-2011). Flipped: 29 D s and F s (2011-2012.) Lessons Learned from 1,125 Flipped Classrooms It's been 40 years since the Army first experimented with competency-based learning, Peter D. Lenn https://www.edsurge.com/n/2014-02-05-lessons-learned-from-1-125-flipped-classrooms The solution they decided to test was what we now call the flipped classroom. After initial successes, the Army opened 1125 learning centers in every combat arms battalion worldwide. They also converted Advanced Individual Training schools to the flipped model. The result was the army was able to train over 500,000 soldiers for highly technical jobs with 85% reaching A-level competence in 40% less time than the prior conventional courses. Influences on cooperation, innovation and task orientation Strayer, J. F. (2012). How learning in an inverted classroom influences cooperation, innovation and task orientation. Learning Environments Research, 15 (2), 171-193. Compares learning environments of an inverted introductory statistics and traditional introductory statistics classes at the same university. Less satisfied with the structure of flipped classroom than the traditional one, More comfortable and open to cooperative learning and innovative teaching techniques. The stability and connectedness of classroom learning communities higher. 8 8/13/2017 How to embed inquiry and design projects Warter-Perez, N., & Dong, J. (2012). Flipping the classroom: How to embed inquiry and design projects into a digital engineering lecture. In Proceedings of the 2012 ASEE PSW Section Conference . Faculty at California State University flipped one introduction to Digital Engineering course with the goal: 1. Increasing quality of learning for collaborative PBL. 2. Address the prevalence of passive learning in engineering classroom and limited professorstudent interaction in the large-scale classroom. Findings: Flipped was effective in general, especially: 1. Improving understanding of course materials 2. Developing design skills. May 21, 2014 Missouri State U Improves Learning Outcomes With Flipped Course, Leila Meyer http://campustechnology.com/Articles/2014/05/21/Missouri-State-UImproves-Learning-Outcomes-with-Flipped-Classroom.aspx?p=1 . Inverted classroom model in engineering statistics Papadapoulos, C., & Roman, A. S. (2010). Implementing an inverted classroom model in engineering statistics: Initial results. American Society for Engineering Statistics. Flipped engineering statistics. Findings: 1. Students more cooperative each other 2. Progressed faster thru learning materials; 3. Greater depth of understanding. 4. The student test scores higher than those in the traditional learning environment. October 13, 2016 Sherry Turkle Says There s a Wrong Way to Flip a Classroom Jeffrey Young, EdSurge https://www.edsurge.com/news/2016-10-13-sherry-turkle-says-there-s-a-wrong-way-to-flip-a-classroom Introductory Psychology (changed fall 2012). Old Version = 30 percent improvement. Flipped Class = 76 percent improvement DFW rate from 24 percent to 18 percent and this is a much more rigorous course now" said Hudson. "When you think about it in terms of dollars and retention, that's pretty significant." EDUCAUSE 7 Things You Should Know About Flipped Classrooms How to Create? I Flip, You Flip, We All Flip: Setting Up a Flipped Classroom (Video: 24:09) https://www.youtube.com/watch?v=ZRvmjjeZ9CA https://net.educause.edu/ir/library/pdf/ELI7081.pdf 9 8/13/2017 May 18, 2014 How to Create? Creating videos for flipped learning, eSchool News http://www.eschoolnews.com/2013/09/09/educators-video-flipped-008/2/?ast=123&astc=11015 Joe Zisk: http://teacheronline.us/screencapture/ Harvard goes all in for online courses The stress is on production values, props, and, yes, scholarship The Boston Globe, Marcella Bombardieri Screencasting software for iPads includes: https://www.bostonglobe.com/metro/2014/05/17/behind-harvard-explosion-online-classes-flurry-lights-cameraaction/BybPhkyfX59D9a7icmHz5M/story.html Replay Note ($4.99), Explain Everything ($2.99), Screenchomp (free), and ShowMe (free). Screencasting software for a laptop or desktop includes: Jing (free), Snagit ($29.95), Screencast-o-matic (free), Camtasia Studio ($179), Camtasia for Mac ($75 for a single educator license), and aTube Catcher (free). Laurel Thatcher Ulrich, a Harvard historian, was filmed in the HarvardX studio for her class, Tangible Things. April 21, 2014 (6:52 video) Multimedia Assignments: Not Just for Film Majors Anymore (student and instructor produced videos) Chronicle of Higher Education, Danny Ledonne http://chronicle.com/article/Multimedia-Assignments-Not/145939/?cid=at&utm_source=at&utm_medium=en How long is an ideal YouTube video? (Lin, Bonk, et al., 2010) 64.05% 70.00% 60.00% 50.00% 40.00% 30.00% 24.53% 20.00% 4.57% 4.57% 10.00% 2.28% Part 2: The Rise of Shared Online Video, the Fall of Traditional Learning Dr. Curtis J. Bonk, cjbonk@indiana.edu Professor, Indiana University Why Use Video? 1. David Ausubel (1978) argued that knowledge was hierarchically organized. 2. New learning concepts and ideas to be subsumed under or anchored within prior learning experiences (i.e., meaningful info must be related to what already know). 3. Advance Organizers: Per Ausubel, we must provide a context, richer, deeper learning. 0.00% 1-4 minutes 4-7 minutes 7-10 minutes Less than a minute Over 10 minutes 10 8/13/2017 Why Use Video? 4. Dual coding theory (learning information verbally and visually is more richly stored): Alan Paivio. 5. Anchored instruction and macrocontexts: John Bransford and colleagues. 6. Multimedia theory: Richard Mayer. Short Educational Videos: CNN, BBC, TED, TED-Ed, ForaTV BBC One-Minute World News (August 31, 2015) http://www.bbc.com/news/business-34105708 April 2, 2017 BookTV on C-Span2 (author interviews) https://www.c-span.org/series/?inDepth Anchored Instruction through Short Online Videos Videos with Test Questions (e.g., TEDEd) (Lessons about every single element on the periodic table) http://ed.ted.com/periodic-videos?utm_source=TED-Ed+Subscribers&utm_campaign=92b1054add2013_09_219_19_2013&utm_medium=email&utm_term=0_1aaccced48-92b1054add-46761201 March 7, 2016 Brief Info Videos, Chief Learning Officer http://www.clomedia.com/media/videos/play/306?utm_source=MyEmma&utm_medium=Email&utm_campaign=CLO%20Today&utm_source=newsletter&utm_mediu m=email&utm_content=Is%20Online%20Education%20Up%20For%20a%20Facelift%3F&utm_campaign=CLO_Today_101615 11 8/13/2017 January 20, 2017 The Changing Earth (Aaron Doering) http://thechangingearth.com/ Which of these video sharing sites do you use? 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. April 2, 2017 Weekly 1 minute Video Updates (e.g., Pinkcasts from Daniel Pink ) http://www.danpink.com/pinkcast/ There s so much video that BBC News Video and Audio CNN.com Video MSNBC.com Google Video, Yahoo Video Current TV Fora TV MIT World YouTube, YouTube Edu TeacherTube Link TV, Explore, Global Pulse, Latin Pulse Howcast, Big Think, WonderHowTo, Explo.TV, NASA TV, ClipChef, TV Lesson, BookTV, Edutopia videos, MonkeySee, doFlick, the Research Channel, iVideosong Big Think (April 2, 2017) (short topical video interviews and blogs posts from famous people) http://bigthink.com/ https://www.youtube.com/watch?v=TAYhj-gekqw http://bigthink.com/laurie-vazquez/the-sooner-you-expose-a-baby-to-a-second-language-the-smarter-theyll-be Big Think (April 1, 2017) (short topical video interviews and blogs posts from famous people) http://bigthink.com/ http://bigthink.com/david-ryan-polgar/38-of-american-jobs-could-be-replaced-by-robots-according-to-pwc-report http://bigthink.com/paul-ratner/elon-musk-creates-new-company-to-merge-human-brains-with-computers 12 8/13/2017 January 20, 2016 Embedded Videos Why the Future Is Bright for the World s Poorest Farmers, Gates Notes, the blog of Bill Gates Link TV (April 2, 2017) (Television without Borders) https://www.linktv.org/ https://www.gatesnotes.com/Development/The-Future-ofFarming?WT.mc_id=01_20_2016_20_FutureofFarming_BG-LI_&WT.tsrc=BGLI March 10, 2016 Watch SXSWedu Live, Connie Yowell http://sxswedu.com/live?utm_campaign=Edu+2016&utm_source=hs_email&utm_medium=email&utm_content=27144469 &_hsenc=p2ANqtz--ag6U7VJGlpYaciareNq6mryKvA63kCR5O3U8JVQkfAYp7yiTnncHnxw7_PmMpcjioI9V7z101hvyCrDPVEAR-x6HwQ&_hsmi=27144469 February 16, 2017 Woolly Mammoth Could Be DeExtinct In 2 Years, Scientist Says Hillary Hansan, CNN (video: 3:22) http://www.huffingtonpost.com/entry/woolly-mammoth-elephant_us_58a62fa7e4b037d17d264477?gn4kyqd2ystpousor& http://www.huffingtonpost.com/entry/woolly-mammoth-elephant_us_58a62fa7e4b037d17d264477 August 1, 2017 Going All In on Personalized Learning March 29, 2017 Paul Fain, Inside Higher Ed Every industrial robot takes up to 6 jobs, study finds March 20, 2017 http://www.marketwatch.com/story/over-6-million-jobs-at-risk-from-robots-new-study-finds-2017-03-29 https://www.insidehighered.com/news/2017/08/01/national-u-experiment-combines-multiple-pieces-personalized-learning National University Precision Education Initiative (3:04) https://www.youtube.com/watch?v=qfUbVfD5VVs Steve Goldstein, MarketWatch Video: 1:46 http://curtbonk.com/futureandroids.html Video: .49-1:12: http://curtbonk.com/futureandroids2.html Video: .01 to .49: http://curtbonk.com/futureandroids3.html Video.01-.25: http://curtbonk.com/futureandroids4.html 13 8/13/2017 August 3, 2017 See the exquisite fossil that revealed the colors of a giant armored nodosaur Ben Gaurino, The Washington Post Discuss Videos (e.g., Grockit Answers and Vialogues; https://vialogues.com/) https://www.washingtonpost.com/news/speaking-ofscience/wp/2017/08/03/see-the-exquisite-fossil-that-revealed-thecolors-of-a-giant-armored-nodosaur/?utm_term=.d5e8dc6c978f Video (2:33): http://curtbonk.com/dinosours.html Video: 01-.20: http://curtbonk.com/dinosours2.html Video: .47 to 2:26: http://curtbonk.com/dinosours3.html Collaborative Video Annotations and Discussions (Craig Howard, IU) http://scholarworks.iu.edu/journals/index.php/ijdl/article/view/853/912 Want to Repeat this Talk on Flipping Bonk in HD: https://www.youtube.com/watch?v=g4p2FAdoMfU (20:16) Bonk in Regular: https://www.youtube.com/watch?v=V2LeFfywSPM (20:16) Ask students to watch weekly lectures. Reflect on key concepts. Instructors helps moderate it. Next Steps for you? And Next Steps for me Slides at: TrainingShare.com Papers: PublicationShare.com Free book: http://tec-variety.com/ cjbonk@indiana.edu Questions, Comments, Share Ideas (Will Work, might work, won t work) 14  ...