Seminars for Graduate Study
AMONG the key words in the revision of practices in higher education today are "orientation," "integration," and "comprehensive examination." In the graduate work of the Teachers College of the University of Cincinnati a serious attempt has been made for the past two years to give concrete expression to the ideals back of these catch phrases. The chief medium for this purpose is a general graduate seminar covering the main fields of education, and shared by both students and the entire graduate faculty in education. This provides upwards of half of the instructional program for the degree of Master of Education. At the close of the year comprehensive examinations on the various areas of the seminar replace the oral examination on courses for Masters' candidates. Through this program the faculty hopes to produce candidates for the higher degrees who have perspective and depth of insight, coupled with critical and problem-solving attitudes, rather than candidates notable for high degrees of specialization or for some specific indoctrination. At the same time, the project is designed to stimulate the participating staff members to personal growth, to develop in them tolerance and understanding of each other's views, and to encourage a reasonable integration of their teaching. A brief explanation of the general organization of the seminar system will give a setting for a more detailed account of objectives and procedures in the various major fields. Four areas were first blocked out, and faculty chairmen and committees selected to have primary responsibility for these fields. These major divisions of the seminar work are as follows: the school in relation to society and the social order, organization of the American school system, educational psychology and principles of learning and teaching, and scientific method and research in education. More conventionally, these deal in turn with educational history, sociology, and philosophy; educational administration; educational psychology; and educational measurement and research. Each of these topical areas or sections is scheduled for a seminar session of two hours once every two weeks. A student registered, as most of the twenty-five or thirty members of each section are, for all four sections of the seminar, thus attends