xt70vt1gms77 https://exploreuk.uky.edu/dips/xt70vt1gms77/data/mets.xml Kentucky. Department of Education. Kentucky Kentucky. Department of Education. 1963-04 bulletins  English Frankford, Ky. : Dept. of Education  This digital resource may be freely searched and displayed in accordance with U. S. copyright laws. Educational Bulletin (Frankfort, Ky.) Education -- Kentucky Educational Bulletin (Frankfort, Ky.), "Selection and Admission in Teacher Preparation - Toward Quality Teachers for the Future Through A Program of Selection", vol. XXXI, no. 4, April 1963 text 
volumes: illustrations 23-28 cm. call numbers 17-ED83 2 and L152 .B35. Educational Bulletin (Frankfort, Ky.), "Selection and Admission in Teacher Preparation - Toward Quality Teachers for the Future Through A Program of Selection", vol. XXXI, no. 4, April 1963 1963 1963-04 2022 true xt70vt1gms77 section xt70vt1gms77 I

 

 

  

0 Commonwealth of Kentucky 0

EDUCATIONAL BULLETIN

 

 

 

SELEOTION AND ADMISSION IN TEAOH‘ER
PREPARATION—TOWARD QUALITY TEAOHERS
FOR THE FUTURE THROUGH A PROGRAM

OF SELEOTION

 

DEPARTMENT OF EDUCATION

WENDELL P. BUTLER
Superintendent of Public Instruction

m

ISSUED MONTHLY
Entered as second-class matter March 21, 1933, at the post office at
Frankfort, Kentucky, under the Act of August 24, 1912.

Vol. xxx: April, 1963 No. 4

 

 

 

 

 

 

 

  

 

 

  

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 FOREWORD

In providing an “efficient system” of education throughout the
State it is necessary that there be an adequate supply of competent
teachers. On a nationwide basis selection of those admitted to teacher
preparation programs has been identified as one positive approach
to the development of competent teachers.

Selection in teacher preparation has been accepted by all the
colleges and universities in Kentucky as an area of responsibility.
Part II of this Bulletin presents the program, plans, and criteria for
selection and admission to the programs of teacher preparation in
the twenty~four colleges and universities in Kentucky. The new guide-
lines for a revision of teacher preparation programs, adopted June 23,
1959, by the State Board of Education, included, among others, the
following:

“There shall be a planned program for selection,
admission and guidance of prospective teachers.”

In each college and university the revised teacher preparation pro-
gram, including selection as an integral part, became effective with
the college freshmen class of 1960-61. The graduates of these pro-
grams, those selccted with promise for teaching, will be ready to
enter the teaching profession in 1964. Our proposed safeguard against

incompetent teachers in the classrooms of tomorrow is that of selec-
tion today.

Appreciation is expressed to the college officials who made the
material in Part II available for publication. Special appreciation is
expressed to Sidney Simandle of the Division of Teacher Education
and Certification for the preparation of Part I and for the compilation
0f the total publication.

A companion to this Bulletin will be released within the next few
months. The companion bulletin will present to the public and to the
profession the work of a State Committee on Selection and Admission
t0 Teacher Preparation Programs. The work of this Committee has
fooused upon ways to strengthen and to make more effective these
Programs of selection and admission.

Wendell P. Butler
Superintendent of Public Instruction

3

 

 

 

 

 

 

 

 

  

 
 

  

 

 

 

PART I
PREPARED BY

SIDNEY SIMANDLE

DIVISION OF TEACHER EDUCATION AND
CERTIFICATION

 

 

 

 

 

 

 

  SELECTION AND ADMISSION IN TEACHER
PREPARATION

ALL KENTUCKY TEACHER EDUCATION INSTITU-
TIONS NOW HAVE FORMAL PLANS OF SELECTION
AND ADMISSION TO THE FOUR-YEAR TEACHER
EDUCATION PROGRAMS FOR ELEMENTARY AND
SECONDARY TEACHERS.

In the last three to five years there has been an increased concern
in Kentucky for the importance of establishing more formal and
detailed procedures for screening teacher candidates at the college
level. It can now be reported that all Kentucky teacher education
institutions which offer four-year programs of preparation for ele-
mentary and secondary teachers have established formal plans of
selection and admission to these programs. Furthermore, the junior
colleges have agreed to follow procedures on their own campuses
which are comparable to those being followed by the senior colleges
during the first two years of the programs.

Selection and admission plans are also in operation at the grad-
uate level for the fifth and sixth year programs for teachers and for
the preparation programs for school administrators, but this Bulletin
is limited to the information relating to the four-year preparation
programs for elementary and secondary teachers.

STATE ACCREDITATION HAS SERVED TO
STRENGTHEN PROGRAMS OF SELECTION AND
ADMISSION TO TEACHER EDUCATION.

Accreditation of teacher education institutions has been trans—
ferred from the University of Kentucky to the State Department of
Education. The University of Kentucky, through the Kentucky Asso-
ciation of Colleges, Secondary and Elementary Schools, announced
1n 1947 that accrediting privileges were being withdrawn in an
effort to help set up other accrediting plans which would prove more
effective. There was really an eight—year transition period. State
Department accreditation got under way in 1955. This involved ac-
creditation of all teacher education institutions which are not on the
NCATE list. The official responsibility rests with the Division of
Teacher Education and Certification; however, the program of ac-
creditation is a cooperative one. A team approach is used. Each

7

 

 

 

 

 

 

 

 

 

 

  

 

evaluation team is composed of members of the Advisory Committee
on Teacher Education, at least one member from the Commission
on Teacher Education and Professional Standards, members of the
public school teaching staffs, and one or more members of the State
Department of Education. The NCATE standards and the minimum
standards for State Approval of Teacher Preparing Institutions de-
veloped cooperatively by the directors of teacher education and cer«
tification across the country are used as a basis for the evaluation.
Also, the Kentucky Standards on Professional Laboratory Experiences
developed over a two-year period of study are used.

The accreditation standards include one section dealing specifically
with the processes of selection and admission throughout the teacher
preparation program. In preparation for the accreditation visits,
the institutions did self-studies in which they evaluated their own
teacher education programs—including provisions for selection and
admission to teacher preparation. During the accreditation visit the
team members rendered valuable consultative services and supple-
mented the informal discussions with written evaluation reports.
As a result of this accreditation process, a greater concern was estab-
lished for maintaining an adequate program of selection and admis-
sion in the Kentucky colleges which were evaluated by the State
Department of Education for State accreditation.

NEW DEVELOPMENTS IN TEACHER PREPARATION-
CERTIFICATION HAVE IMPLICATIONS F OR SELEC-
TION.

The new developments in the plans for selection and admission to
teacher education are “new” only to the degree that they represent
actual practices. The concept of selection for teacher preparation
has been accepted for many years. As long as twenty years agO,
the Kentucky State Board of Education adopted a regulation which
directed the teacher education institutions to establish a system
of selection for prospective teachers. The text of this regulation
may be found in the Department of Education Bulletin for May, 1941,
Page 108. The regulation was never implemented to any appreciable
extent because of the conditions which attended the World War II
period. The war emergency caused such a shortage of teachers that
the regulation was repealed.

In 1958, plans were made to discontinue the initial issuance of
elementary certificates based on two years of preparation, and re-
newed attention was given to the need for establishing adequate

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programs of selection and admission to teacher preparation. After
a period of study by the Advisory Committee on Teacher Education,
the Council on Public Higher Education made a recommendation
which was adopted in 1955 by the State Board of Education. It de-
veloped, however, that the minimum standard of four years of prep-
aration and the bachelor’s degree for elementary teacher certification
did not become finally effective until 1959. For this reason, the
regulation developed in 1955 was not fully implemented until a
later date.

In June, 1959, the State Board of Education adopted a compre-
hensive revision of the programs of preparation—certifieation for ele-
mentary and secondary teachers, following a two-year study by the
Council on Public Higher Education and its Advisory Committee for
Teacher Education. The new programs became effective with the
college freshman classes for the 1960—61 school year and the first
group of teachers to come through the new programs of preparation
will graduate in June, 1964.

An integral part of the new program is a plan for the selection,
admission and guidance of prospective teachers in terms of the com-
petencies which are considered desirable for professionally educated
teachers. The State Board Regulations which call for this plan were
originally adopted in 1955 and have been carried forward in the new
programs of preparation. Following are the excerpts from the regu-
lations which relate to selection, admission and guidance:

“Provision shall be made for identifying, developing and
evaluating the competencies which are considered desirable
in professionally educated teachers. The processes involved
in this phase of the professional program should begin early
and continue throughout the professional program of each
prospective teacher.

“There shall be a planned program for selection, admis-
sion and guidance of prospective teachers. The college shall
Show evidence of follow—up activities which will serve as a
check on the quality of its teacher education programs. The
college shall conduct periodic surveys to discover the teacher
education needs of its service area.”

Kentucky was one of the pioneering states in the nation (if not the
first) to adopt the competency approach for the preparation of teach-
61‘8, and a set of competencies have been incorporated into the
Programs of teacher preparation for elementary and secondary teach-
ers for many years.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  

 

There has been a renewed interest in the competency approach as
it relates to the development and operation of processes of selection
and admission. The desirable competencies of teachers represent the
goals toward which the teacher candidates are being developed and
the competencies provide a frame of reference for assessing potential
success in teaching as the students move through the preparation
program.

he new curriculum in teacher education calls for a planned pat-
tern of general education for all teachers based on the objectives of
general education as given in the report of the Presidents Commission
on Higher Education. The general education aspect of the curriculum
requires a minimum of forty—five semester hours credit distributed
among several areas of learning according to certain guidelines. Since
a teacher is expected to be a generally well educated person, it nat-
urally follows that one of the features of a plan of selection and
admission to the teacher education program would be an appraisal
of the candidate’s background of general education. Perhaps the
greatest value of such an appraisal is that the candidates who fall
short of the minimum standards will have the areas of weakness
identified and will have an opportunity to strengthen these weak-
nesses and reapply at a later date for admission to teacher education.
Such persons will be stronger teachers in the end than they would
have been had no appraisal been made of their general education
development.

The teacher education curriculum also calls for competency in the
subjects which are to be taught. It follows that a depth of prepara-
tion is necessary in the courses relating to the subjects which the
teacher will teach. Each institution prescribes its own scope and
sequence of courses for specialization in a particular subject field-
The teacher must be able to relate the separate courses which he has
taken in a given subject field into a unified and systematic body 0f
knowledge which he can apply in the teaching situation. Somewhere
in the selection process the teacher candidate must be appraised for
competency in the teaching specialty.

Most institutions offer an introductory course early in the prepara'
tion program in order to acquaint the teacher candidates with the
teaching profession and in order to permit them to make a self—ap-
praisal of their potential for becoming members of the teaching pfO'
fession. The introductory course also serves to provide important
information to the committee which will later review the individual
applications for admission to the teacher education program. Although

10

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an effort is made to recruit promising prospects for the professional
education sequence, it is still necessary to apply selection criteria
during the professional preparation period.

The latter part of the teacher preparation program includes the
professional education courses which are designed to give the candi-
date an understanding of the organization of public and private
education in the United States, including some related history and
philosophy; an understanding of how children grow and develop
physically and mentally, and how the process of growth relates to the
learning situation; an understanding of the teaching-learning process
and the techniques involved. The professional courses are then
elimaxed by a period of internship, or “student teaching,” under the

guidance of a recognized professional teacher in an actual school
situation.

THE GOVERNOR’S COMMISSION ON PUBLIC EDU-
CATION HAS EXPRESSED A DEEP CONCERN FOR
STRENGTHENED PROGRAMS OF SELECTION AND
ADMISSION IN TEACHER EDUCATION.

The Program Evaluation Survey which was made for the Com—
mission on Public Education by the firm of Booz, Allen, and Hamilton,
Management Consultants included a chapter on Teacher Education.
This chapter presents a rather comprehensive overview of teacher
education in Kentucky and devotes considerable space to an analysis
Of the practices in selection and admission. The following excerpt

from the Program Evaluation Survey gives the specific recommenda-
tion.

“Admission to teacher education should occur at the be-
ginning of the third year, particularly in the absence of
demonstrably effective methods of selecting the best prospec-
tive teachers from among entering freshmen.

“Students indicating an interest in education as a career
should be assigned an education advisor upon entering col-
lege and should elect the three semester hour introductory
course in education in one of their first three semesters in
college. This will permit them to assess the field and to be
assigned as prospective candidates for admission to teacher
education. The course should include one or more well-
planned field experiences (see the recommendation below
On elementary certification), giving students an opportunity

11

 

 

 

 

 

 

 

 

 

  

 

to studv children in classroom situations. This would permit
candidates to evaluate more effectively both their attitudes
and aptitudes for careers in education.

“As sophomores, in the fourth semester, candidates should
make formal application for admission to the program of
teacher edu 'ation. A screening committee at each institution
composed of college zulministrators and members of the lib-
eral arts and education faculties, working together, should
admit candidates to the program of teacher education on the
basis of clearly definec admission standards.

“A state—wide committee, carefully selected for the pur—
pose by the state superintendent of public instruction and
representing adequately those concerned with problems of
teacher education, should develop criteria for admission to
teacher education programs. These criteria should be stand-
ardized, to the extent possible, for use throughout the entire
state. They might well include grade point standings, meas-
ures of motivation, competence in English and mathematics
as demonstrated by scores on standardized state-Wide pro-
fiency examinations, recommendations of faculty, scores on
standarized tests such as the Graduate Record Examination
(sophomore norms), and any other criteria deemed sufficiently
important.

“At the close of the junior year, when all candidates
should file for permission to do student teaching, a screening
committee representing the entire college faculty should eval-
uate the qualifications of the applicant for admission to
student teaching, the threshold of professional service. Here
again, established selective criteria should be used.

“This approach, While not significantly different from
that now employed at several institutions of higher education
in Kentucky, would be a first step in achieving state—wide
standards of excellence in the selection of candidates for
teacher education.”

It is significant that the new developments in teacher prepara-
tion—certification discussed in the previous section of this Bulletin
took into account the need for strengthened procedures in selection
and admission to teacher education well in advance of the study
authorized by the Commission on Public Education. Furthermore, a
State Committee on Selection and Admission to Teacher Education was

12

 

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e, a
was

appointed in July, 1960, also in advance of the beginning of the Pro—
gram Evaluation Survey conducted by the Booz, Allen and Hamilton
Associates. Actually, the recommendation regarding the nature of the
State Committee and its functions is identical with that of the Com-
mittee which was already in operation. The report of the State
Study Committee on Selection and Admission to Teacher Education
is being published as a companion report to this Bulletin.

AN ANALYSIS OF THE PROGRAMS WHICH WERE
SUBMITTED BY THE TEACHER EDUCATION INSTI-
TUTIONS REVEALS SEVERAL NEW DEPARTURES
WITH RESPECT TO SELECTION AND ADMISSION IN
TEACHER EDUCATION.

In this Bulletin is reproduced the descriptions of the plans for
selection and admission to teacher education just as they were sub-
mitted by the respective institutions. It should be noted that several
institutions which are known to have commendable plans have writ-
ten brief descriptions of them. Therefore, the quality of the programs
should in no way be judged by the mere length of the written descrip-
tion.

A review of the various plans reveals several new departures with
respect to selection and admission, which are presented below.

1. All of the Kentucky teacher education institutions now
have a deep commitment toward the concept of selective
admission to teacher education curricula. It has always
been recognized that such a program was desirable but
in previous years it was not considered feasible because
of the severe shortage of teachers, the pressures which
might be exerted on tax—supported institutions, the pres-
sures which might be exerted on denominational institu-
tions, the absence of defensible criteria upon which to
make sound judgments, etc. There is now a climate of
both public and professional opinion that the quality of
teachers entering the profession must be safeguarded,
beginning with the program of preparation on the college
campus.

P0

General admission to college is no longer an automatic
admission to teacher education as well. It is clearly indi—
cated in the programs which have been reproduced in
this Bulletin that even in the institutions which are con-
sidered as “teachers colleges” the students who are gen-

13

 

 

 

 

 

 

 

 

 

 

 

  

 

erally admitted at the freshman level must go through a
further process of admission to teacher education. In
almost all institutions, the point of application for ad-
mission to teacher education is during the latter part of
the sophomore year.

The general education portion of teacher preparation is
no longer assumed to be satisfied by an accumulation of
courses from several different subject areas. Each institu-
tion has a prescribed plan for general education which is
often further supplemented by comprehensive examina—
tions for evaluation purposes. In the screening process,
attempts are made to determine the adequacy of the
general education background and to prescribe remedial
programs for areas of weakness in the individual student’s
background.

There is increasing emphasis on the competency of the
teacher in the field of specialization. The notion is that
the teacher must be a scholar in the subject to be taught.
This notion of the teacher—scholar calls for judgments and
evaluations from the respective academic departments.
Many faculty members now observe their students during
the period of directed student teaching and there is in-
creasing interest in the follow-up of new teachers on the
job as a means of securing information which will help
make better judgments of the candidates still on the col—
lege campus. In almost every program in this Bulletin
the faculty representatives from the academic depart-
ments are specifically named as members of the institu-
tional committee on selection and admission to teacher
education.

Professional education courses are being used for the
general education of persons who are not planning to
become teachers, for exploratory experiences for persons
who are considering the teaching profession as a career,
and for screening purposes for persons who are planning
for a teaching career. It is recognized that certain courses
such as General Psychology, Introduction to Education,
and Human Growth and Development, for example, have
general education value as well as professional or pre—
professional value. Most institutions have now made
courses of this nature prerequisite to the other profes-

14

 

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 sional education courses. There is usually an opportunity
for the members of the professional education faculty
to become personally acquainted with the prospective
teachers before a decision is made regarding their admis-'
sion to the teacher education program.

The supervised student teaching experience is not the
first contact that the teacher candidate has with children
or youth. The preprofessional and professional education
courses are designed to provide observational experiences
and limited participation with children at all grade levels.
This gives the teacher candidate an early and continuing
opportunity to associate with children of different school
ages; consequently, the teacher candidate can make a
better decision regarding the area of service for which
to prepare. In previous years, many persons who had
planned to be secondary teachers discovered too late that
they would really prefer working with elementary school
children.

The professional education courses for the most part
have been shifted upward to the junior and senior years.
This provides an opportunity for making a later decision
on the area of service—elementary or secondary. It also
makes it possible for persons who did not make a de-
cision regarding the choice of a career until the end of
the sophomore year to enter the teacher education pro-
gram with less less of time.

CERTAIN INSTITUTIONAL REPORTS ON SELECTION
AND ADMISSION TO TEACHER EDUCATION DE-
SERVE A WORD OF EXPLANATION.

As indicated above, the plans for selection and admission to
teacher education have been reproduced just as they were received
fI‘Om the respective institutions. No specific directions were given
for the preparation of the written description of the plans; thus each

institution felt free to present the plans to their own satisfaction.

Asbury College had just completed a self-study in preparation
for an evaluation visit from the National Council on the Accreditation
0f Teacher Education. The college has given permission to reproduce
Part III of their self-evaluation study which deals with selection and
admission. The Asbury College report provides an example of the
types of information requested by the accrediting agency as well as

15

 

 

 

 

 

 

 

 

 

 

  

 

depicting the plan of selection and admission. It should be noted
that the NCATE standards were adopted by the State Board of Edu-
cation for purposes of State accreditation of the institutions which
are not now accredited through NCATE.

The report submitted by Campbellsville College includes a
description of follow-up activities conducted by the college as a
check on the quality of its teacher education programs. It should
be pointed out that Campbellsville College has recently moved from
a two—year program as a junior college to a four—year program of
teacher preparation as a senior college. This institution adopted the
new program of teacher preparation from the very beginning and
has already graduated teachers who have come through the new
program. The other institutions where commitments must be ob-
served for students who started the old program the first group of
new graduates will finish in June, 1964. Campbellsville College was
in position to make some earlier follow-up studies.

Georgetown College submitted all of the forms used in their
selection and admission program. A careful study of their report
will show the operation of a program in all its facets—including the
forms used for the internal administration of the program. In order
to conserve space, it was necessary to describe many of the forms
and reports rather than reproduce them in their entirety.

Several institutions submitted their programs with the notation
that they were currently being revised during the 1962-63 school
year. Because of the rapid development in this area, it is anticipated
that most of the programs included in this Bulletin will be out of
date within two or three years. Nevertheless, it is felt that the publi-
cation and distribution of this information will be particularly valu-
able at this time, when the institutions are searching for ideas and
procedures which will improve their own programs.

16

 

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and

PART II

PREPARED AND CONTRIBUTED BY

C. J. Pike

Father John R.
Clancy

Louis Smith
Joseph H. Young

Sister Joan Marie
John M. Carter

Frank H. Heck

E. C. Masden
W. J. Moore

Henson Harris”

Rollin S. Burhans
David H. Bradford
Ray N. \Vaggoner
Warren C. Lappin
William G. Nash

Sister Mary
Charlotte

Sister Agnes
Geraldine

V ice—President and
Dean

Registrar
Dcan

President

President
President

Dean

Academic Dean
Dean

Administrative
Vice-President
and Dean

President

Dean and Registrar

Director of
Teacher Education

Dean

Dean

President

Dean

Asbury College

Bellarmine College

Berca College

Bowling Green Col-
lege of Commerce

Brescia College

Campbellsville
College

Centre College
of Kentucky
Cumberland College
Eastern Kentucky
Stat-e College
Georgetown College

Kentucky Southern
College

Kentucky State
College

Kentucky Wesleyan
College

Morehead State
College

Murray State College

Nazareth College,
Louisville

Nazareth College,
Nazareth

“Dr. Harris is not at present on the staff of Georgetown College.

17

 

 

 

 

 

 

 

 

 

 

 

 

  

 

Rediford Damron
L. A. Brown
John H. Boyd

Emmett Burkeen

Frank H. Stallings
Sister M. Madeleine
Reverend Anthony

H. Deye

Raymond L. Cravens

Dean
Dean
Dean

Coordinator of
Admissions School
of Education

Head, Department
of Education
Dean

Academic Dean

Dean

18

Pikeville College
Transylvania College
Union College

University of
Kentucky

University of
Louisville

Ursuline College

Villa Madonna
College

Western Kentucky
State College

5

 

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ASBURY COLLEGE
Wihnore, Kentucky

(Note: This institution was visted in February, 1963 for re—evaluation by the
National Council for the Accreditation of Teacher Education. As a description
of the Asbury program of selection and admission in teacher education, the
college has given permission to reproduce Standard III of the Self-Evaluation
report in its entirety.)

STUDENT PERSONNEL PROGRAMS AND SERVICES

Asbury College is a liberal arts institution awarding the A. B.
degree and is engaged in the preparation of teachers at both the
Elementary and Secondary level.

There is no directed recruitment program conducted by the
college, since voluntary applicants greatly exceed vacancies available.
Students apply for admission on recommendation from Alumni and
other interested constituents. In the academic year 1961-1962, the
student body represented 36 states, the District of Columbia, and
17 foreign countries. At present, a maximum of 54 quarter hours of
transfer credit may apply toward graduation.

1. AS A PART OF THE PREPARATION FOR TEACHING, EX-
PERIENCES AND MEMBERSHIP IN VARIOUS VOLUN-
TARY, ON-CAMPUS ORGANIZATIONS ARE AFFORDED.

a. Student National Education Association

Asbury College has had an actiVe chapter of the profes-
sional organization for students for thirteen years. During
this time the Asbury Chapter has furnished one national presi-
dent, three state presidents, and eight other state officers. In
addition, Asbury College is now furnishing the State First
Vice-President.

For the school year 1961-62, membership reached a total
of 314, which is second highest in the entire State of Kentucky.

The program for the past academic year included: A
social get—together for those interested in the organization
and its purposes; presentation of two films on some phase of
teacher education; an address by the President of the Kentucky
Education Association, who is also President of the Asbury
College Alumni Association, relative to personal qualifications
for teaching; a program in which two supervising teachers

19

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  

 

ASBURY COLLEGE (Continued)

gave some of their expectations of student teachers; a panel
of four student teachers designed to share some of their ex-
periences while doing student teaching; and a social get
together conducted by the incumbent officers of the SNEA.

The SNEA instituted a scholarship program during the
1961—62 school year. Four, thirty—dollar scholarships were
awarded to prospective teachers.

The Asbury Chapter of the SNEA attended the Ken-
tucky Student Education Association annual Fall workshop.
This statewide workshop provides opportunities for experi-
ence in leadership and professional growth in the teaching
profession.

In the spring during the KEA Convention, the Asbury
College SNEA participated in the KSEA Convention. Every

voting delegate (81) was present. Our Chapter furnished the
State First Vice-President.

. Other Organizations Maintained for Student Teacher Edu-
cation

Local chapters of the following organizations are main-

tained on campus for the professional advancement in spe-
cialized fields of teacher education:

(1) Music Educators National Conference. (MENC)
Asbury College has the largest chapter in the State of
Kentucky.

(2) American Guild of Organists.

(3) The Student Association for Health, Physical
Education and Recreation.

2. ADVANCED PROFESSIONAL OR GRADUATE STUDY
INFORMATION

Information is obtained from several campus sources by students
who are interested in advanced education. Such information may be
obtained from the Academic Dean, Registrar, special faculty repre-
sentative who compiles current information on Fellowships and the
like, direct