SR_DPI_DNE_Special_Subject_File_B1F9_Curriculum_Expansion_NC_Negro_Colleges

2. Hence, much fruitful work could be embarked upon within the existing framework of the teacher education institutions. Primarily, this means the (1) preparing of a better overall product qualitatively than is now the case, and (2) preparing for the particular or specialized needs of the profession in the developing specialized areas.

3. Specialzed and developing areas seem to be as follows:

a. Teacher - Librarians

b. Teacher - Lunchroom, nutrition experts

c. Teacher - Special Education-(Mentally retarded, hard of hearing, crippled, emotionally unstable et al.)

d. Teacher - School plant, sanitation, manual training

e. Teacher - Landscaping, gardening, "Home Living"

f. Teacher - Administrative assistant - typing, bookkeeping school savings, clerical

g. Teacher - Audio-visual Aids

h. Teacher - Health, recreation, community center

i. Teacher - Reading specialist

j. Teacher - Guidance and counselling

k. Principal - Administrative

4. By fulfilling these needs, and meeting developing ones in the years to come, it is my opinion that the Teacher training institutions would be rendering invaluable service for the most part in a non-competitive field.

CONFERENCE OF THE THREE TEACHER EDUCATION INSTITUTIONS WITH OFFICIALS OF THE STATE DEPARTMENT OF PUBLIC INSTRUCTION, RALEIGH, JANUARY 13, 1950

THE PROBLEM - There is a surplus of Negro elementary teachers as contrasted with a shortage of white elementary teachers. There are three teacher education institutions for both races, although the Negro population constitutes only about 27.5% of the total population. The teacher education institutions for white students educate high school teachers also, the ones for colored students educate only elementary school teachers. The catalogs of the institutions for white students indicate the giving of pre-medical, pre-law courses, etc., and also the granting of master's degrees in education. Neither feature is so indicated in the catalogs of the institutions for Negroes. There is no institution for Negroes comparable to NCCW and Greensboro for white students, hence it seems logical to assume that many colored students (females) that would naturally be expected to attend such an institution enroll instead in the teacher education institutions in part.

POSSIBLE APPROACHES TO THE PROBLEMS

I. Increase, expand and enrich the offering possible under present set-up.

(a) Piano playing, music in general (b) Playground supervision, games, basketball coaching (c) Courses (limited) in Library methods and management for teacher librarians (d) Typewriting (e) Audio-visual aids and instruction (f) Manual Training and Industrial Arts (g) Special teachers of the handicapped or atypical children (Blind, dead, etc.)

(The items above are calculated to produce more desirable elementary teachers.)

(h) Offer courses that in effect will serve as pre-nursing, pre-medical, pre-dental courses, etc. Courses in Chemistry and Human Anatomy are examples.

(i) Arrange curriculum in general education in the Freshman and Sophomore years, so as to effect smooth transfer at the end of the Sophomore year to other colleges, thus causing the three intitutions to serve also as regional junior colleges.

(j) Continue to plan and strive for the giving of graduate studies in the summer quarter to teachers-in-service either under guidance of North Carolina College at Durham or independently.

(k) Provide for the awarding of the bachelor's degree, without practice teacher and without certain methods courses, to students desiring this.

(l)

(m)

Conference, Raleigh, N. C. - 2 - January [begin crossed out] 15 [end crossed out] 23, 1950

II. APPROACHES TO THE PROBLEM BY CHANGING THE SET-UP, EVEN BY LEGISLATIVE ENACTMENT IF NECESSARY

1. Educate high school teachers as well as elementary school teachers. Not only is this done at the teachers colleges for white students in this State, but also is the general practice in the United States. Two strong objections to this suggestion are: (1) The cost would be heavy; (2) There is a surplus of Negro high school teachers in this State.

RECOMMENDATIONS OF FACULTY GROUP ON EXPANDED SERVICES OF THE ELIZABETH CITY STATE TEACHERS COLLEGE 1. That a comprehensive survey of the functions, purposes, and needs of higher education for Negros in North Carolina be made by a comittee or group of competent persons and that the recommendations of such a group serve as a basis curriculum offerings at state institutions in the future. 2. Possible courses of action that can be taken by the Elixabeth City State Teachers College are: A. Offer courses to meet both needs and interests of students other than teacher preparation: Examples: Pre-proffesional training Terminal vocational training Terminal general education B. Broaden the present curriculum to include areas closely related to classroom teaching: Examples: Public health educators Nursing education Physical education majors Guidance workers Early childhood education Training in supervision Music teachers and supervisors Art and drawing teachers and supervisors Audio-visual education Education of exceptional children Home economics Extension and consultant service Graduate work in elementary education Agricultural education 3. Two significant questions were raised: 1. To what extent will we be permitted to offer training now being offered at other state institutions? 2. How will we justify the expenditure of setting up and maintaining courses and curriculums for the few people who may be enrolled in them? 4. A point to remember: At present we have inadequate funds, personnel, and facilities for the job we are now attempting.