The Rice Thresher (Houston, Tex.), Vol. 53, No. 1, Ed. 1 Thursday, September 16, 1965 Page: 1 of 10
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Freshman Course
Evaluation
The Rice Thresher
CELEBRATINC THE THRESHER'S 50TH YEAR
New Uniforms?
Page 7
Volume 53-Number 1
HOUSTON. TEXAS
THURSDAY. SEPTEMBER 16, 1965
The Freshman Curriculum
A SCEP Evaluation Of The 1964-65 Courses
Campanile Photo
Freshmen College Boards Slump,
Merit Scholars Set New Record
By RICHARD DARILEK
Editorial Assistant
With a record breaking in-
crease in National Merit Schol-
arships and a decrease in av-
erage College Board scores, an
increase in class size and a de-
crease in applicants, the 1965
Freshman Class makes its sta-
tistical debut at Rice.
A profile of the entering class
released by the University Ad-
missions Office shows that 56
Freshmen are National Merit
Scholars—a record number for
Rice, the national leader per-
centage-wise two years ago
with 55.
There were 38 such awards in
the group last year.
CEEB's Down
The figures also show a class
average of 677 in College Board
scores. One year ago, the av-
erage for incoming Freshmen
was 688.
From a total of 1850 appli-
cants, 650 less than applied for
-Rice's last tuition-free class in
1964-65, over 490 — about 40
more than the previous group—
were accepted.
This is in keeping with the
University's policy, announced
last year, of progressively in-
creasing enrollment.
More than 69% of the Fresh-
men ranked in the upper 5%
of their high school graduating
classes, an increase of -5% over
the 1964 entrants. Seventy-nine
graduated as valedictorian and
30 as salutatorian—not as many
as last year's all-time high of 93
first ranked and 31 second
ranked graduates.
Presidential Scholars
Six members of the incoming
class wer^Presiden^ial Schol-
"Of admitted students who
took the National Merit Schol-
arship Qualifying Test," the
Office of Admissions reported,
"93% made selection scores
above 130, 67% made above 140,
and 20% made above 150."
Enrollment in the -Academic
division of studies increased to
39% of the entering class, while
the Science-Engineering section
dropped to 55%, with Archi-
tecture holding steady at 6%.
Men ciut-averaged the women
in College Board Scores in all
three divisions.
Of the more than 490 Fresh-
men, 32% are women and 68%
are men, a difference from 1964
of 3% more women, less men
respectively.
According to Director of Ad-
missions, James B. Giles, the
same number of women were
accepted this year as in the
past. The increase of those ac-
tually entering Rice is due to
the University's recent ability,
with the opening of. Brown Col-
lege this year, to provide ade-
quate campus living facilities.
Outlanders
Out of state students scored
somewhat higher on their Col-
lege'" Boards than the others,
Giles revealed. The reason for
this, he said, was that compe-
tition among them for admis-
sion was greater.
Under present University pol-
icy, admission of non-Texans,
this year just under 50% of
those applying, is restricted to
30% of the class.
Five Negro students com-
pleted their application to Rice,
said Giles. All five were admit-
ted. Three did not come here
because of scholarship offers
(Continued on Page 8)
History 110
The material covered in History 110 is
generally thought to be interesting (to a
limited degree) and well covered (at least
as well as possible for a survey course of
this type).
A few people think that some of the
material is covered too rapidly, and one
of the most common complaints is that
too much emphasis is put on minor de-
tails, neglecting too often the important
historical trends and processes.
Dr. Masterson's lectures are highly
praised as being- pertinent, informative,
and interesting. The basic textbook—
Hicks, Mowry, and Burke—is criticized
by some for its low-level presentation and
its failure to provoke thought.
Most of the students think that the
tutorials are very valuable, giving an
insight to history that would otherwise
be missed in the course. Some students
favored an increase in the number of
tutorials per week.
A few complained that their tutorials
re-hashed too much of the material which
had already been covered in the .lectures
or the text.
The reading load is judged as moderate
to heavy, but most students agreed that
the reading was important and necessary.
There were a number of complaints about
the sourcebook, Builders of American
Institutions.
This reading was regarded to be all too
often boring to the extreme and not very
useful in relation to the rest of the course.
The tests seem to be a bit heavy on the
regurgitation. The grading puts too much
emphasis "On bare facts and the student's
speed in writing them down in some loose
order.
The tests are viewed as being too long,
as merely having the student write down
everything he can in one hour, without
bothering to think a great deal.
At times the grading doesn't seem to
be consistent among different 4ests and
different graders.
This course has been very well received
in general, with most of the complaints
directed against the ovei'emphasizing of
memorized facts and minor details.
History 100
The great majority of students indi-
cated pleasure. Although most complained
of the length of the reading assignments
in Contemporary Civilization, they seem
to believe that most tests only require ^
general idea of topics in that book, and
not every detail of what was read.
Palmer was considered by the majority
to be a worthwhile investment of money
and time, and there were no complaints
and quite a few praises of the extra read-
ing assignments, such as Alexander de
Tacqueville's The American Regime.
Lectures were considered good by some,
merely interesting by others, and worth-
less by the rest. There was no clear cut
majority opinion although 25% thought
the lectures a waste of time.
organized and not always sticking to the
material covered. There seems to be too
much generalized discussion that the stu-
dent realizes is a waste of time and will
not help him intellectually or on the
tests.
Dr. Lowenheim was often mentioned as
a possible "honors" tutorial leader or one
having only history majors. No tutorial
instructor received anywhere near unani-
mous praise from his students.
Everyone was in agreement that the
tests asked good questions and were in-
teresting and profitable to take. Appar-
ently having only two hour quizzes a
semester was appreciated.
There was a great amount of complaint
against the grading system. It was IVlt
that different tutorial leaders varied
greatly in grading and there was no ap-
parent explanation of the method of grad-
ing.
Architecture 100
Material covered: "just about right," "ter-
rific," "great projects" generally praised
and found to be valuable and adequate.
Assignments: Generally summed up as
considered carefully, r.ot too long.
Mostly work in class.
Labs: Only class sessions. Lab techniques
developed well, worthwhile; one recom-
mendation for some textbook to be
used.
Classes: Generally thought to be all right.
Grading: Since there are no tests, grades,
which are fair, reflect work output and
quality.
Influence on future careers: Most of thej
reports indicate desire to continue u|
the courses in the future. Several pecj
pie have become discouraged and have
decided to drop altogether or postpone
until a future date the conclusion of
architecture training.
Other comments: Miss Evans has im-
proved the basic freshman course
greatly. "Very motivating and exciting
course." "It provides, a sound basis in
basic design and good sections on realis-
tic architecture problems."
One plea for better problem descrip-
tions, perhaps on mimeographed sheets.
One comment for S. E.'s: They ought
to take a similar course.
Physics 100
ft
Tutorials0 were Criticized for being un-
A little less than fifty-five per cent of
the students enrolled in Physics 100 re-
turned their evaluation sheets. While
reading this report, one must realize that
all figures refer to this majority of those
taking the course and reflect their opin-
ion as nearly as possible.
When questioned about' the material
which is studied, some 56% of those re-
plying expressed various degrees of sat-
isfaction with the material per se; how-
ever, a large 40% felt that the material
resembled too closely their high school
course. A negligible number expressed
concern about the difficulty of the ma-
terial.
The query concerning assignments re-
(Continued on Page 3)
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Kelly, Hugh Rice. The Rice Thresher (Houston, Tex.), Vol. 53, No. 1, Ed. 1 Thursday, September 16, 1965, newspaper, September 16, 1965; Houston, Texas. (https://texashistory.unt.edu/ark:/67531/metapth244948/m1/1/: accessed June 30, 2024), University of North Texas Libraries, The Portal to Texas History, https://texashistory.unt.edu.; crediting Rice University Woodson Research Center.