Descriptive Summary |
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| Creator: | Douglass College. Office of the Dean. |
| Title: | Inventory to the Records of the Dean of Douglass College (Group II) |
| Dates: | 1965-1981. |
| Quantity: | 6.4 cubic ft. (16 manuscript boxes) |
| Abstract: | Records generated by the Office of the Dean of Douglass College during the administrations of Margery Somers Foster, Paula P. Brownlee, and Jewel Plummer Cobb, 1965-1981. During this time period Rutgers University witnessed enormous change, much of which had an impact on Douglass College, including the move to turn the previous all-male Rutgers College into a coeducational unit of the university, student protests over civil rights and the Vietnam War, and a major reorganization of Rutgers that transformed Douglass College from an academic college to a residence college. The records vividly document the position of the Douglass College deans in reaction to this events. |
| Collection No.: | RG 19/A0/02 |
| Language | English. |
| Repository: | Rutgers University Libraries. Special Collections and University Archives. |
Douglass College presently enrolls some 3400 students, which makes it the largest women's college in the United States. The school enjoys a national reputation as a center for research, public service, and community outreach focusing on women, and it is the home of a premier women's studies program. The inclusive dates of the Dean's Files II --1965-1981)--which are described below, encompass an important period in the college's history, a period that helped to direct the school to its present identity. Administratively, it was a time of transition. The basic functions of the Dean's Office were altered, reflecting what amounted to a redefinition and restructuring of the college's relationship with Rutgers University.
Because a relationship between Douglass College and Rutgers has existed since the school's founding, and because the functions of the Dean's Office have evolved in a proportional manner to the changes occurring to that relationship, an examination of this relationship seems in order. The brief review that follows provides a context for understanding the affiliation between Douglas College and Rutgers, and contribute to a greater appreciation of the many references which are made in the Dean's records to federation, centralization and reorganization.
Early Years, 1918-1967: Douglass College was established in 1918 as New Jersey College for Women. In the larger scheme of things, its founding represented broad historical forces at work, and may be understood as both the outcome of Progressive Era activism and the product of national and state feminist mobilization. But the immediate impetus for creating a women's college for New Jersey, which was without a college for women, came from the vigorous lobbying of the New Jersey State Federation of Women's Clubs. A committee, led by Mrs. Mabel Smith Douglass, was constituted to organize support for the project. Its members came to recognize that affiliation with Rutgers College would provide a firm foundation for the new school, which was without a major benefactor who might otherwise endow the college so that it could stand alone. The arrangement they conceived resembled Barnard College's association with Columbia University and Pembroke's with Brown. Through persuasion and persistent pressure on those in positions of influence, the idea of a women's college gained favor and a connection with Rutgers College was given serious consideration. It was the passage of the Smith-Hughes Act in 1917, however, (which enlarged on the Morrill Act of 1862), that provided the all important mechanism for financing the establishment of the college. It also cemented the new school's alliance with Rutgers. The Smith-Hughes Act appropriated funds for the teaching of Home Economics at land-grant colleges. Since Rutgers was a land grant college the Trustees of Rutgers College agreed to allocate these funds to support the formation of New Jersey College of Women. They preceded to organize it as a department of Rutgers. It is noteworthy that they determined that financial maintenance was to be kept strictly separate from Rutgers. The legislature's underwriting for the new school resembled the structure for the College of Agriculture. In this manner, NJC (its popular acronym), was granted autonomy while at the same time it was incorporated as part of a larger whole. This status was given official recognition in 1930, when the State Board of Regents identified the women's division as an autonomous college within Rutgers University.
Thus from its inception, Douglass College occupied its own orbit within the larger university system. Management of the college was entrusted to a committee of Rutgers Board of Trustees, which included members of the State Federation of Women's Clubs. This was a policy making body whose actions were subject to review by the Rutgers Trustees. A separate fiscal office was set-up and the college was given a separate budget. In keeping with their mandate, it fell to the Deans to go to the state legislature in Trenton to make their requests for the college's appropriations.
It was fitting that Mabel Smith Douglass accepted the position as NJC's first dean. She served until 1933. Her administration is often portrayed as highly personal. Her forceful character and strongly opinionated views on women's education left an imprint on the school that lasted well beyond her deanship. Administrative precedent that shaped future policy, as well as college social traditions were her legacy. Under her supervision the college's first buildings were erected and student enrollment grew to 1,157.
In 1927 NJC was authorized to enlarge its faculty, which had previously been composed mainly of Rutgers professors. This allowed NJC to attract and cultivate a faculty whose allegiance was to the women's college. Dean Douglass also expressed reluctance to allow NJC faculty participation in graduate teaching. These dual aims for faculty development - college loyalty and emphasis on undergraduate instruction - continued to shape relations between the Dean's Office, NJC faculty, and Rutgers University administrators well into the Deanship of Margery Somers Foster.
Throughout its early history, NJC charted a middle of the road course, intentionally avoiding controversies that might jeopardize its position. Although the school enjoyed the status its association with a colonial college bestowed, but it never achieved the prestige held by the elite colleges for women found in the east. Its student body, drawn from the state's public school population, did not represent members of the upper economic strata, as students at the "sister"colleges did, but, rather, reflected the population diversity of the state.
Margaret Trumbull Corwin became Dean of NJC in 1934 and guided the school with a steady hand through the Depression and War years. At the end of her tenure, the name New Jersey College for Women, a confusing and awkward appellate, was changed to Douglass College, honoring its first Dean. A year later Rutgers passed under the control of the State of New Jersey by legislative amendment to the original colonial charter. A Board of Governors was created to oversee the institution's affairs. By this action, Douglass College along with it parent institution became a part of the State University, a public corporation.
Dean Corwin was followed in 1955 by Mary Ingraham Bunting, a geneticist from Yale University. As a vigorous proponent for expansion in order to meet the changing needs of New Jersey's young women, Bunting was also an advocate for programs opening the doors to "returning women students. "A second wave of construction and enrollment growth began in the mid 1950s, and continued through the 1960s, reaching almost 3,000 in 1966. There was considerable expansion of its physical plant, which continued under Dean Ruth Marie Adams, (1960-1966), who succeeded Dean Bunting. At this time the college entered more fully into mainstream university involvement. Nevertheless, Adams saw to it that Douglass Deans preserved their authority for the college's affairs, a cause carried forth since the days of Dean Douglass and bequeathed to Adam's successors. A separate budget was retained with the university auditor's blessing. Significantly, the College became the model for the undergraduate colleges within the university system. That model gave each college its own faculty and its own student-life and student services apparatus, and encouraged definition by geographic residency. The college model called for multi-purpose educational goals.
The Federated College Plan, 1967: The decade of the 1960s was notable for the tremendous challenges that demographic changes and social responses to those changes brought to American education. At this time Rutgers University confronted new demands on its resources created by the need to accommodate projections of increased enrollment and unique opportunities for physical expansion. As a consequence of the problems such growth created, a period of reorganization and restructuring was launched. The process and results profoundly altered the relationship of Douglass College to the University. In 1967 the Board of Governors directed the University to formulate a plan to deal with the effects of rapid physical expansion and a transformed educational mission. What emerged was the Federated College Plan. An important conceptual aspect of the Federation Plan included the reconciliation of collegiate and disciplinary interests, which had seemed increasingly at odds as the university grew. The Plan in its ideal form was to preserve the interests of the colleges by continuing their budgetary and academic autonomy. The interests of the disciplines, in turn, were to be augmented by the appointment of New Brunswick Chairman, who reported to a new Dean of the Liberal Arts Faculty. The new Dean was charged with mediating between the needs of the colleges and those of the disciplines, and the University's Provost was authorized to work with a Council of Deans to coordinate a wide range of academic activities. The implementation of the Federated College Plan initiated movement toward the centralization of university operations, and it represented a significant increase of authority over the individual colleges. The commencement of this process coincided with the beginning of the deanship at Douglass College of Margery Somers Foster.
Margery Somers Foster, 1968-1975: Margery Somers Foster was born in Boston in 1914. She graduated from Wellesley College and earned her Ph.D. at Radcliffe. Before assuming her position at Douglass, she had most recently been Dean of Hollins College. Her tenure at Douglass College spanned seven years, 1968-1975, after which she remained at Rutgers University as an Economics Professor. Dean Foster's scholarly research focused on the economic history of colonial America. She had been a lecturer at the Harvard School of Business Administration, and her particular interests included public education and the special role of women's colleges.
Dean Foster was a forceful proponent for a federated college system for the various colleges and schools that composed Rutgers University. She was also a strong advocate for the maintenance of an independent Douglass College. Agreeing with her predecessors, Dean Foster believed that autonomy was essential if the school was to carry out its "special mission," the education of women. One paradigm mentioned in her notes proposes that the colleges at Rutgers be organized according to a Cambridge/Oxford model. In a document composed in October,1969 Dean Foster summarized her philosophy of higher education. She argued that a university should realize its unique position and do things in an "un-business like" way. Efficient corporate structures, she admonished, stymied academic freedom, which required protection if learning and research were to flourish. She asserted that decision making should be more dispersed and that faculty should have most of the power. In these statements, Dean Foster alludes to her study of the Overseers of Harvard University to support her contentions. She sums up by concluding that the situation at Rutgers did not require radical measures, but rather needed only a simple tune-up.
Her draft, Goals and Operating Objectives of Douglass College, composed in 1973, provides a snapshot of her conception of the college's "special mission," as well as the modifications of some of her previous positions. She states:
"The over-riding objective of Douglass College is, as one of the Federated Colleges: a) fully to participate in the graduate, research, and service activities of Rutgers University while at the same time b) providing rigorous academic training and career orientation for women who seek distinction in their chosen fields of post-graduate and professional endeavor, and c) serving as an experimental center and role model for furthering the development of women's talents."
Dean Foster struggled throughout her tenure to protect Douglass College's historic autonomy. During the period of reorganization she defended the college against what she considered unwarranted usurpation of its independence and sought to prevent the diminution of the authority of the Dean's Office. She went on record with her criticisms of the many studies, reports, recommendations and resolutions that were generated during this period. She was particularly disparaging of the ERA report, which she believed was premised on faulty and insufficient data. As noted, she was an advocate of a federated form of university management. The problems confronting the university, she believed, were the product of poor internal communications, and the solution did not require a new structure, but rather a modification of the Federated College Plan. Her continued opposition to centralization led to her resignation in 1975, (along with Dean Hess of Cook College).
Jewel Plummer Cobb, 1975-1981: Jewel Plummer Cobb was Douglass College's sixth dean, assuming her position a year after Foster's resignation, during which time Paula P. Brownlee had been Acting Dean. Cobb was born in Chicago in 1924, where she spent her childhood. After graduating from Talladega College in Alabama, Cobb received her MA and Ph.D. from New York University. Considered an eminent cell biologist and cancer researcher, she authored over 30 publications, served on numerous civic, corporate and educational boards, and received many honorary degrees. Immediately prior to becoming Dean of Douglass College, Cobb had served as the Dean of Connecticut College, where she also taught zoology.
Dean Cobb professed a general concern for the education of women and a special interest in the development of minority women. It would appear that she was under no illusions about the new role of Douglass College's Dean. She recounted to her Alumnae Bulletin interviewer that she understood her function at Douglass College "as that of academic leader of the college community with the commitment to provide a constantly stimulating atmosphere for students and faculty." The Dean's Office, having lost the battle for autonomy adjusted its concerns toward the retention of Douglass College's "special mission," within the University. Cobb promised to preserve the school's identity as a women's college situated within the framework of the Federated College Plan. In support of this position she wrote:
"There is no doubt that a women's college, at least at this moment, is the only place where one can see in the classrooms a significant number of women role models as professors. And there is a freedom for students to develop themselves in the total lifestyle of a women's college that many young women at 17 and 18 might be reticent to maximize in a co-educational environment."
Dean Cobb represented these interests and throughout her Deanship worked to make the school's mission more inclusive. She left Douglass College in 1981 to become the President of California State University at Fullerton.
University Reorganization, 1967-1981: The process of reorganization discussed above entailed a number of structural changes that were effected between 1967 and 1981. The process began with the Federated College Plan of 1967. By the end of the 1969 academic year, there were already university administrators calling for a major revamping of the plan. Meanwhile, the proposed creation of Cook College generated more views and counter views on the means to accomplishing university expansion. Dean Foster opposed a proposed merger of Cook with Douglass, but worked out a "partnership" plan in 1971, and Cook College was fashioned according to a Douglass College model. In another move toward greater centralization, the Board of Governors in 1972 approved the creation of a number of new vice presidencies and established a New Brunswick Provost. New Brunswick departments were formed to enhance the disciplines on a university wide basis. These revisions strengthened the Provost's position at the expense of the college deans.
Almost immediately, the revisions came under attack. The findings and recommendations of two committees, the Effective Resource Allocations Committee, appointed by Rutgers University President Edward J. Bloustein in January of 1973, and the Task Force on a Master Plan for New Brunswick, appointed by Provost Kenneth Wheeler in February 1973, called for more radical corrections to the Federated College Plan. The report on the Master Plan advised forming a single university wide school of arts and sciences, which would have overall responsibility for undergraduate education in liberal arts at New Brunswick. Individual college diversity was to be maintained by "special college programs." The ERA committee went even further and urged scuttling the Federated College Plan. Their blueprint proposed: 1) giving the Provost authority over budget and personnel matters for all college departments in New Brunswick. 2) Providing the college deans with responsibility for coordinating operations on their campuses. 3)Consolidating business offices under the Provost. And 4) letting the various college faculties retain their power to determine curriculum and degree requirements on their own campuses, subject to University Senate approval.
What ensued after the circulation of these reports included debates, discussions, counter recommendations and the formation of more committees to study the problems and proposed solutions. Trying to reconcile differences, Provost Wheeler advised reform rather than abandonment of the Federated College Plan. In April, 1974, the Senate appointed the Ad Hoc Committee to Evaluate the ERA and other Reports. This committee recommended retention of the Federated College Plan, but suggested, among other things, that cross-registration be made easier. This was an issue that was but the tip of the iceberg of a hotly contested problem pertaining to the integrity of college based curricular and graduation requirements. Referring to the mass of reports as "The Great Debate," President Bloustein asked the Board of Governors in October, 1974, to continue with the Federated College Plan, but to accept a list of eight resolutions he had set forth. The changes Bloustein requested shifted the balance of power from the colleges to the Provost' Office and the New Brunswick departments. Concurrently, directions were given to begin centralizing student services. These reforms, in fact, represented a major overhaul of the university system, and had an especially critical impact on Douglass College, dramatically altering the powers, functions and relationship vis-a-vis the university of the Dean and Douglass' faculty.
University wide acceptance for reorganization and the implementation of restructuring measures took years to achieve. In concluding his history of the Federated College Plan, Richard P. McCormick wrote that even by 1978 the plan and its revisions lacked consensual support. In 1980 the Provost in his annual report related what had taken place so far with regards to academic reorganization. A New Brunswick faculty of Arts and Sciences had been established to strengthen the college disciplines and other programs were in the process of being organized with various professional schools. The undergraduate colleges, he explained, still retained responsibility for achieving their special missions, administering student life programs, establishing admission and graduate requirements, and undertaking general advising. The newly created Body of Fellows at each college along with the college deans oversaw implementation of these activities. In 1982 the Provost reported that substantial progress had been made to fulfill the "educational objectives and recommendations set forth in the academic reorganization resolutions of the Board of Governors." (Which had adopted President Bloustein's resolutions). His report also mentioned that Cook College had been re-created as a professional school and that programs in Home Economics had been transferred into the college, signaling a new era for Douglass College.
The Dean's files are arranged into three series: Subject Files, Budgets Files, and Committee Files. The Subject Files series comprises the largest part of the Dean's Files - Group II. The inclusive dates span 1965 through 1981 and the bulk of the material relates to the years 1972-1976.
The types of records included in the series represent an array of communications that took place between the Dean's Office and various departmental and administrative branches of Douglass College, as well as communications between the Dean's Office and administrators and personnel throughout the university. These communications take the form of formal reports, financial records, meeting agendas and minutes, memoranda, correspondence, and informal notes. They deal with financial and budgetary matters, data collection and statistical analyses, program and curricular proposals, personnel issues and evaluations of faculty/staff, discussions and dissemination of policies and procedures, and many other topics that were of concern to the Douglass College Dean's Office. Many of the documents are copies - carbon, mimeograph and xerox, (the later deteriorating most rapidly). Some of the documents have handwritten margin notations or attachments, revealing what were no doubt spontaneous reactions to issues that were more deliberative in subsequent formal responses .
The Subject Files are an important source of information concerning the ways and means by which the Dean's Office functioned during the period of reorganization. Records generated for mundane purposes as well as documents with a higher profile reflect how various activities were being redefined and redirected. They also provide a window into moments of resistance, capitulation, and resolution.
The primary purpose of most of the communications in the Subject Files series was to impart routine details about administrative operation. One has to pick through these vital but unexceptional documents to find their connection to loftier educational goals. Exploring the file's contents for a closer reading of the story of women's education at Douglass College and employing them to trace the evolution of Douglass College's special mission during this critical period is problematic. While there are many references made to Douglass' "special mission," nowhere is there in the documents a definitive explanation of that mission. It's meaning was always assumed. Likewise, the importance of women's education is defended on numerous occasions, and the records include evidence of discussions concerned with single sex education versus co-education. (There were some at Douglass College who believed that the new coeducational opportunities offered at some of the other Rutgers colleges were undermining Douglass' attractiveness.) But the records in this particular series contribute little about the theoretical underpinnings of women's education. In several other ways the Subject files are limited. Many folders contain documents that omit coverage of certain years. For instance, one department file may contain documents created after Dean Foster left office and another file may totally lack evidence beyond 1976. Other folders appear incomplete because only a few documents have been inserted, and these pertain to only a single issue - budgetary matters, for example. It is also interesting to note that the transfer of authority from one dean to the next appears seamless. There is no mention of resignation, search, disruption or inconvenience.
The above caveats not withstanding, the Subject Files do provide a vital record of the administrative functioning of the Dean's Office. Files related to the Associate Alumnae Office offer evidence of the important public relations and development role Douglass College Deans played. They indicate the considerable amount of time the Dean devoted to attending special occasions, lending herself out as a figurehead and embodiment of Douglass College. The admissions files show how the Dean and the college sought ways to respond to a number of factors having an impact on applications and enrollment. Demographic changes, the centralization of admissions and registration, and new state mandates for education were a few of the areas that were under investigation. The department files are particularly informative with regards to instruction and the extent to which the Dean had authority over the disciplines. The Dean's Office and Douglass College departments mediated between a conception of a college as an organization of students and an understanding that instruction involved faculties and disciplines. Closely related to this issue was the tension that existed between undergraduate teaching and graduate supervision and research. The department files demonstrate on a case by case basis how these problems were worked out in practice. (The folders that relate to the topic of reorganization provide a view of the problem worked out conceptually, however incompletely, on a university wide level.) It is also clearly evident in the department files that Douglass College Deans occupied the uncomfortable position of go-between. They represented the interests of both their own departments and the university administration, pleading and placating with both as required. The process of incorporation into the New Brunswick Departments and the effects of physical relocation are also exposed in these types of files
A fairly comprehensive collection of documents are related specifically to the university's reorganization plans. Reports, memoranda, as well as personal correspondence and notes on the topic are found in the Centralization subseries, the Master Plan subseries, and the folders titled University Organization and the Provost's Office. It should be noted that reactions and responses to the various reorganization plans are abundant and scattered among all of the files.
The administration of three deans are represented in the Subject Files series: Margery Somers Foster, 1967-1975; Paula P. Brownlee, 1975-1976 (acting); and Jewel Plummer Cobb, 1976-1981. (The voice of Dean Brownlee is almost indiscernible in the files, but Deans Foster and Cobb are prominent, though rarely equally represented in any individual file.) The files reveal an almost seamless transition from one dean's tenure in office to the next. None of the records indicate that Dean Foster resigned due to differences with University administration, nor do they record any reactions to the new dean resulting from any sort of trauma due to these events. Differences in administrative style and professional focus, however, may be discerned, and, more significantly, clear evidence is available of the changing demands required from the Dean's Office. The records illustrate that both Foster and Cobb sought ways to make relevant for a new generation of women Douglass College's mission. The deans encouraged efforts to put Douglass College at the forefront of women's studies and they emphasized the preparation of women for careers outside traditional fields. It is significant that the discipline that was foremost in establishing Douglass College, Home Economics, was eschewed by both Dean Foster and Dean Cobb.
The files of the Douglass College Dean's Files (Group II) are primarily ordered alphabetically by subject. Within each folder the records exist in a chronological sequence, with the most recent date at the front. The physical arrangement of the files was initially completed in 1981 and 1982. The present file description has not altered in any way the original order or intellectual arrangement of the files. Each folder has been replaced at the time of producing this description with acid free folders and labeled according to the original title assignations. It should be noted that several significant folders originally described on the 1982 folder list were found to be no longer in the file boxes in 1995. The missing folders are: Administration - Job Descriptions. 1970-1971 (includes "Views on Douglass Deanship" 1976); Centralization - Special Reports; Women's Center (Studies). 1972-1975 (includes status reports); and from the Associate Alumnae File, "Brief Summary of Alumnae Highlights" 1973-1978.
Below are descriptions of the contents of the folders that comprise the Subject Files series of the Dean's Files II group. The intent of this finding aid is to provide a more detailed description of the folder's contents to complement the already existing series list. An effort has been made to draw attention to particularly significant records. The descriptions, however, are summaries, and there has been no attempt to catalog individual documents. The evaluation of the intellectual content has been mainly concerned with an analysis of the evolving functions of the Dean's Office and its relations with other college and university offices and departments.
Each folder description indicates the approximate file size and denotes which dean or deans were in office during the file's creation. A description of the type of records found within the file follows and includes a brief comment regarding the over all significance of the documents. If specific records are noteworthy, this is mentioned. At the end of each folder description are the names of college and university personnel associated in some meaningful way to the records.
The Records of the Douglass Dean's Office are arranged into the following thress series:
| Series I. Subject Files, 1965-1981 | |||||||||||
| Box | Folder | ||||||||||
| 1 | 1 | Accreditation, 1975 | |||||||||
| A very thin file, containing a list of agencies responsible for accreditation. No policy statements or references to issues concerning accreditation. | |||||||||||
| 2 | Admissions, 1972- June 1976 | ||||||||||
| A thick file, bulk dates 1974-1976. Dean Foster, Dean Brownlee and Dean Cobb.The contents of this file concern admissions data for Douglass College in particular and for the other colleges at Rutgers University for comparison purposes.Many of the documents represent statistical reports relating to numbers of admitted students, enrollment figures, SAT scores and HS class rank, and surveys of students admitted but who chose not to enroll.Correspondence between administrators and admissions committee chairs indicate particular concern with declining SAT scores and explanations for the phenomena. Analyses consider effects of mandate to meet educational needs of state residents, effect of co-ed status of Rutgers College and the transformation of Cook into a Liberal Arts College. Memoranda and correspondence deal with issues of centralized admissions process, minority recruitment, admissions standards and their relationship to Douglass College's special mission. Foster, Brownlee and Cobb all give opinions on the state of admissions, relationship between the University and Douglass, and all complain about the process and its effects on Douglass. It seems evident from the documents in this file that budget cuts and reorganization combined to create problems in the University's admissions process. | |||||||||||
| 3 | Admissions, July 1976-1978. | ||||||||||
| A thick file with documents similar to those found in folder 2.All files created during the tenure of Dean J. P. Cobb exclusively.As in folder 2, contents include reports, memoranda and correspondence concerned with the admissions process - recruitment, processing, and selection - and the outcomes of the process - student enrollment profiles and projections. Issues of concern pertain to employment of various selection standards, minority recruitment, the special needs of "sophias" (older women students), and revamping marketing to emphasize Douglass as a women's college. Mention of Department of Academic Foundations for supporting minority students and citing of various special recruitment efforts such as Scholars Day. | |||||||||||
| 4 | Advisory Committee, Trustees, 1972-1980 | ||||||||||
| 5 | Administration, Job Description, 1970-71, 1976 | ||||||||||
| 6 | American Studies Department, 1969-1976 | ||||||||||
| Dean Foster, Dean Brownlee, and Dean Cobb.Contents reflect the everyday relations between the Dean of Douglass College and department heads. American Studies was a relatively new department. Requirements for growth had to be tempered with budget restraints. Dean Foster concerned with curriculum development at the macro level. All Dean's involved in executing budget cuts that translated into dropping faculty and staff lines. Special mention made of the department's publication, Salad Bowl. | |||||||||||
| 7 | Annual Reports, Departments | ||||||||||
| 8 | Annual Reports, Administrative Units, 1975 | ||||||||||
| 9 | Art Department, 1972-1977 | ||||||||||
| Bulk dates 1974-76. Dean Foster.Contents reveal the particular concerns of the Art Dept., such as requests for new studio space and equipment, as well as the typical issues arising between the Dean's office and departments - budgets, faculty/staff line allocations, evaluations, etc. Personnel issues dominate. Documents include mostly memoranda and correspondence. A portion of the documents refer to a hiring issue that became very contentious and unpleasant and involved issues of scholarship competency and discrimination. Another document explicitly directs the search committee for a new department head to try and find a woman and/or black candidate. This file in particular, contains sensitive material and should be restricted. | |||||||||||
| Box | Folder | ||||||||||
| 2 | 1 | Arts Building, Preliminary Description, March 1, 1968 | |||||||||
| 2 | Arts Building, Design Review, Concept Review, etc., 1969-1971 | ||||||||||
| 3 | Arts Complex Center, 1969-1975 | ||||||||||
| 4 | Associate Alumnae, 1976-June 1977 | ||||||||||
| The Associate Alumnae was founded by the first graduating class of NJC in 1922 and its journal, the Alumnae Bulletin, was first published in 1926. This office worked closely with the college's deans, and, among other things, provided a source of contributions for annual scholarships and, most importantly, the unrestricted Dean's Fund, used to finance special projects at the Dean's discretion.Thick file. Begins with the commencement of Jewel Plummer Cobb's deanship.Documents include records relating to special trusts and bequests, memoranda, correspondence, some chapter newsletters, as well as several editions of the Alumnae Bulletin. There is a copy and mention of a Freshman Survey conducted by the Assoc. Alumnae. Contents provide evidence of the important role played by Douglass alumnae in areas of fund raising and student recruitment, as well as career counseling, financial aid/scholarship assistance, and networking. Involvement of Dean required personal appearances at functions and on-going correspondence.A portion of the folder's documents relate to the Nielson Project, an oral history project that was initially endorsed by various state alumnae associations, but controversy arose over the projects director and continued support was rescinded. | |||||||||||
| 5 | Associate Alumnae, September 1977 - 1979 | ||||||||||
| Bulk dates, 1978. Dean Cobb exclusively.Same types of documents as found in folder 6. Mention of a new program for using alumnae for high school recruitment programs and the inauguration of the Mary I Bunting Program for mature women at DC. More discussion of the on-going debate over the Nielson project, its funding and continuation. Home Economics a major receiver of gifts. Evidence provided of the active working relationship between the Dean's office and the Assoc. Alumnae office. | |||||||||||
| 6 | Associate Alumnae, Auditors Reports, 1977-1978 | ||||||||||
| Two reports conducted by Pogash & Company, accounting for the General Fund Balances. | |||||||||||
| 7 | Bacteriology Department (Includes Microbiology Dept.), 1972-1975 | ||||||||||
| Contents are confirmation memoranda of teaching line allocations. | |||||||||||
| 8 | Basic Skills (includes NJ State Proposals), 1976-1978 | ||||||||||
| Bulk dates 1977.Contents include reports, memoranda, correspondence, and statistical reports all concerned with the general issue of decline in the caliber of students and their lack of proficiency in basic skills. Documents represent DC's response to state directives and initiation of Basic Skills Assessment Program.Noteworthy is Dean Cobb's establishment of a Task Force on Basic Skills and hosting of a conference on the subject. Also included is a discussion of the issue of remedial education and whose job it is - secondary or higher education? | |||||||||||
| Box | Folder | ||||||||||
| 3 | 1 | Biological Sciences (Restructuring in New Brunswick), 1971-1974 | |||||||||
| Bulk years 1972-1974. Dean Foster exclusively.Folder contents include the whole array of records exchanged between a department and the Dean's office, including budget memoranda, correspondence, curriculum proposals, requests for equipment and personnel issues, including hiring and firing. This particular folder provides documentation on faculty response at DC to reorganization/centralization plans. It also provides an excellent example of the Dean's office serving as middleman between University administration and DC faculty. Dean functions as messenger and conciliator. Finally, this folder is interesting for the forcefulness of the department head and draws attention to the management problem for the Dean's office of dealing with exceptionally talented but independent minded individuals.Portion of documents related to a proposal to establish a graduate program in Human Genetics and Genetic Counseling. | |||||||||||
| 2 | Biological Sciences (Restructuring in New Brunswick), 1975-1977 | ||||||||||
| Acting Dean Brownlee and Dean Cobb.Folder contents include copies of proposals, notes, memoranda, and correspondence.Three issues dominate: Cell Research Center Proposal, merger of biological sciences and microbiology, and the debate over resource needs for teaching v. resource allocations to support research and resources for maintaining and upgrading physical plant and equipment.There is evidence of both Dean's going to bat for this department, but Dean Cobb, as a scientist herself and a part-time faculty member teaching Tissue Culture, is particularly involved in the department's affairs. | |||||||||||
| 3 | Biological Science Building Renovations, 1968-1971 | ||||||||||
| 4 | Biological Science Building Renovations: Blue Prints, 1969 | ||||||||||
| 5 | Black Concerns, 1974 | ||||||||||
| Folder contains a copy of a document written in 1972 and a letter attached dated 11/11/74. Both documents concern faculty at DC who were upset by the proposal to arm campus police and its implications. The "memory of Kent State" is evoked. They believe the issue has racial consequences. There are no other documents to follow up on this one. | |||||||||||
| 6 | Bloustein, Edward J., University President, 1972-1976 | ||||||||||
| Dean Foster and Dean Brownlee. Contents include a number of copies of reports concerned with the evaluation of the Federated College Plan, The ERA, the Schwebel Report, Senate Resolutions, the Reorganization plan, austerity program draft, "The Great Debate," (Bloustein's history of the Federated College Plan). This is the first folder with documents specifically addressing the issue of reorganization. Many of the reports and issues are also included in folders on Centralization, folders on the Master Plan, and a folder on the Organization of the University.October 1974 memo to Bloustein from Dean Foster expressing specific concerns regarding the Reorganization, especially the idea of a "universal major."Also of importance are documents that address that issue of affirmative action regarding women faculty at DC during Dean Foster's tenure, and defense of single sex education by Acting Dean Brownlee. | |||||||||||
| 7 | Bloustein, Edward J., University President, confidential file (included letters evaluating people), 1971- 1972 | ||||||||||
| Folder contains several documents from Dean Foster To President Bloustein evaluating faculty and administrators at DC. Access restricted. | |||||||||||
| 8 | Campus Improvements, Task Force on, 1978 | ||||||||||
| 9 | Capital Expansion, 1967-1973 | ||||||||||
| 10 | Capital Improvement Program, 1968-1975 | ||||||||||
| Box | Folder | ||||||||||
| 4 | 1 | Career Counseling Office, 1968-1976 | |||||||||
| Concerned with the classes of 1969 through 1975, primarily summary sheets with information on what graduates were doing by job categories and by major.Career Counseling office and Associate Alumnae sharing information. | |||||||||||
| 2 | Center for Computer (and Data) Information Services (CCIS), 1969-1971, 1977-1978 | ||||||||||
| Folder contents concern very early, preliminary discussions regarding the use of computers at DC. Use centered on college/faculty needs, not on student use. Predates a concept of computers as tools for all aspects of learning. | |||||||||||
| 3 | Centralization - General Files, 1968-1970 | ||||||||||
| Dean Foster.Folder contains a copy of the Federated College Plan and memoranda related to the topic. Comments by Dean Foster are penciled on margins.Issue discussed in documents concerns the relationship between professional schools and multi-purpose colleges, policies, procedures and distribution of faculty among colleges and schools. | |||||||||||
| 4 | Centralization - General Files, 1971-Oct 1972 | ||||||||||
| Dean FosterContents include memoranda, correspondence, proposals with cover sheets and reports with Dean Foster's comments in margins.All documents concerned with the theme of centralization. Bulk of materials focus on the issue of student services in general and specifically health services at DC. Attempt made to evaluate centralization through cost analysis.Documents reveal Dean Foster's opposition to centralization based on belief in its adverse effect on student services. | |||||||||||
| 5 | Centralization - General Files, November 1972-1975 | ||||||||||
| Bulk dates - Nov 1972-Jan. 1973Folder contents relate to the Associate Alumnae Task Force on Centralization, memoranda concerned with Douglas College functions with respect to centralization, and correspondence concerned with above.Several documents from 1974 and 1975 concerned with student health services at DC. | |||||||||||
| 6 | Centralization - Special Reports: New Brunswick Business Affairs Study, March 1975 | ||||||||||
| Single report is 70 pages plus, prepared by the Universities Study Office, Office of the VP for Progress Development and Budgeting, RU. Response to ERA's recommended consolidation of business offices. | |||||||||||
| 7 | Centralization - Special Reports: Report on Health Services, 1970-72 | ||||||||||
| Centralization/decentralization models and cost analysis. | |||||||||||
| 8 | Centralization - Special Reports: Report Submitted by the University Task Force on Student Health Services, June 1974 | ||||||||||
| 25 page report with members list and summary of recommendations. Dean Foster's comments indicate a desire for in-patient services to remain at DC. | |||||||||||
| 9 | Centralization - Special Reports: A Report on Recommendations for Formula, Budgeting, and Student Affairs Areas, 1974 | ||||||||||
| 174 page report prepared by the University Affairs Office, 1974. Student Affairs areas: Counseling Services, Career Development and Placement Services, Student Health Services, and Student Development Services. | |||||||||||
| 10 | Centralization - Special Reports: Study of Selected Student Services for Fiscal Years, 1972-1973, 1973-1974 | ||||||||||
| Prepared by University Studies Office. | |||||||||||
| 11 | Centralization - Special Reports: Student Services Space Requirements: New Brunswick, 1974 | ||||||||||
| Prepared by Irby, Alice J., VP for Student Services, RU for EJB. | |||||||||||
| Box | Folder | ||||||||||
| 5 | 1 | Chemistry Department, 1972-1974 | |||||||||
| Bulk date 1974. Dean Foster.Documents in this folder and the following reflect the kind of general concerns existing between a DC department and the Dean's office, as well as specific issues related to the Chemistry Department. Budget issues, space requirements, enrollment figures, defense of faculty/staff lines, lab safety, and reports of grants and gifts comprise folder contents. Dean's office had to provide extra resources to meet the demands increased enrollment in the department had created. | |||||||||||
| 2 | Chemistry Department, 1975-1976 | ||||||||||
| Dean Cobb.Briefing memorandum for in-coming Dean Cobb.Similar types of documents as in folder #27. Includes a department annual report for 1975-76, mention of Cell Research Center, and discussion of creating a central New Brunswick research facility. | |||||||||||
| 3 | Classics Department, 1971-1976 | ||||||||||
| Dean Foster, Dean Brownlee, Dean CobbFolder contents cover a range of typical issues facing DC departments - budget, tenure/reappointment recommendations, outside evaluation report, relocation and reorganization due to the master plan.Discussions with Dean's office also concern cross department course representation and grant proposal for a summer institute for secondary teachers.There is a sense that the classics department at DC was a beleaguered entity. It is also evident from file documents that faculty felt frustrated with financial cutbacks and discontented with reorganization.Access restricted. | |||||||||||
| 4 | Commencement (includes Baccalaureate), 1977 | ||||||||||
| 5 | Cook College Teaching Forum, 1975 | ||||||||||
| Five DC faculty served on the forum as non-voting members. | |||||||||||
| 6 | Cooper Hall Replacement, 1967-1969 | ||||||||||
| 7 | Cooper Hall Replacement, 1970 | ||||||||||
| 8 | Cooper Hall Replacement, 1971-1975 | ||||||||||
| Box | Folder | ||||||||||
| 6 | 1 | Dean's Office, 1972-1973 | |||||||||
| Staffing and budgetary matters concerning Dean's office, as well as some faculty/staff issues. | |||||||||||
| 2 | Department Chairperson's Meetings, 1972, 1975, 1976-1977 | ||||||||||
| Bulk dates 1976-1977; primarily Dean Cobb.Documents represent communications between the DC department chairs and Rutgers U administration.Includes response of Deans of all colleges to "Operational Implementation of Actions on the Federated System," Bd of Gov. Oct 1974. A portion of documents from Dean Cobb dealing with budget, tenure/promotions process, summaries of meetings, allocation of faculty lines and other memoranda to department chairs. Minutes to Chairmen meetings, 1976-1977. Discussion of Master plan. | |||||||||||
| 3 | Dormitories/Housing | ||||||||||
| 4 | Economics Department, 1972-1976 | ||||||||||
| Dean Foster.Folder contents document the usual communications and activities between the Dean's office and DC departments. Dean Foster, who was an economist, taught courses within this department. Of interest is the amount of discussion between Cook College and DC. The documents also concern the role of DC faculty with the graduate program. This is an issue that was of particular concern to DC. An on-going concern of Douglass College Dean's involved maintaining their faculty's commitment to DC undergraduates. In discussions of course offerings, mention of professional training v liberal arts broad curriculum is under consideration. | |||||||||||
| 5 | Education Department, 1972-1975 | ||||||||||
| Dean Foster.Folder contains the usual communications between a department and the Dean's office plus considerable discussion of DC's role in undergraduate teacher preparation. University was in process of evaluating undergraduate education programs and feasibility of a university wide education department. DC Education Department considered especially weak in art, music and health education.Noteworthy is "Statement Regarding the Teacher Education Program at Douglass College," authored by Dean Foster, which recommends continued emphasis on secondary not elementary education teacher training, and also advises that no Education Majors be offered. | |||||||||||
| 6 | Education Department, 1976 | ||||||||||
| Dean Cobb.Folder documents contain several reports evaluating undergraduate teacher education at DC and Rutgers and proposals for Teacher Education programs. There is mention of merits of bilingual program. Memoranda also reveal that budget cuts had created a crisis in student teaching assignments, which could not be fulfilled.Position Paper on Undergraduate Teacher Education," by Dr. Ardath W. Burks addresses problems and generates considerable response and discussion which is documented in this file. | |||||||||||
| 7 | Education Department - Special Reports, 1973-1976 | ||||||||||
| Report on Alumnae and Employer Evaluations of the Teacher Education Program - Douglass College, April 1973 by Margaret E. Baskenor.Report on Evaluation of Undergraduate Teacher Education Programs at Douglass College, Rutgers, The State University and College of Agriculture and Environmental Science," April 1973, NJ Dept of Ed, Div of Field Services Bureau of Teacher Education and Academic Credentials.NCATE Report, 1975. Grant proposal for 6 week program for seniors. | |||||||||||
| 8 | Educational Opportunity Fund (EOF), | ||||||||||
| History of EOF at Rutgers: In 1963 Rutgers Educational Action Program was inaugurated to aid recruitment of minority students. In 1966 the Upward Bound Program was initiated to support minority students at Rutgers. The Urban University was instituted in 1969 at Newark, New Brunswick, Piscataway and Camden. The program greatly expanded opportunities to disadvantaged students (economically and educationally). In that same year the Educational Opportunity Fund was created to provide financial aid for disadvantaged students. The Urban University Department developed academic foundation centers in all of the individual colleges by 1972. | |||||||||||
| Box | Folder | ||||||||||
| 7 | 1 | Educational Opportunity Fund (EOF), 1972-1975 | |||||||||
| Dean Foster. Folder contains numerous reports, memoranda, and proposals concerned with minority student issues in general and EOF at DC in particular.Noteworthy is a proposal and budget for EOF at DC, 1973-1974, a Statement of Goals, 1975, and a EOF/ Educational Foundations Program for DC, 1976. | |||||||||||
| 2 | Educational Opportunity Fund (EOF), 1975-1976 | ||||||||||
| Acting Dean Brownlee. Folder contents include numerous reports and statistical data, memoranda, proposals, responses, evaluations, and correspondence between the Dean's office and the EOF office in Trenton. A special concern pertained to tracking the academic performance of EOF students, expediting their admissions process and providing them with academic support.Documents reveal that the Dean's Office was specifically concerned with admissions issues and compliance with state regulations in order to receive funding for EOF programs. | |||||||||||
| 3 | Educational Opportunity Fund (EOF), 1976-1977 | ||||||||||
| Dean Cobb. Folder contents include reports, correspondence, memoranda, budget summaries and projections, and communiques to and from Department of Higher Ed - EOF. Topics within are concerned with staffing issues, job descriptions, admissions/recruitment issues, and especially the need for more and better statistical data.Documents reveal that Dean Cobb expressed interest in EOF in general, and was particularly concerned with promoting more EOF programs at DC. | |||||||||||
| 4 | Educational Opportunity Fund (EOF), 1977 | ||||||||||
| Dean Cobb. Folder contents include Dept H E - EOF communiques, EOF recruitment proposal, statistical reports, memoranda, and correspondence concerning the use of an outside consultant for organizing a training. Dean Cobb's approval of an EOF reorganization plan. | |||||||||||
| 5 | Educational Opportunity Fund (EOF), 1975-1977 | ||||||||||
| EOF financial memos concerning checks for payments from EOF to DC/RU. | |||||||||||
| 6 | English Department, 1971-1977 | ||||||||||
| Folder contents include the usual array of department/Dean's office communications dealing with budget allocations and tenure issues, concerns about teaching loads, salaries and assignment of faculty lines, course offerings, and new course proposals. The folder also contains some faculty evaluations by the department head, as well as a series of letters to Bloustein from DC Dept Chairs over what they perceived as unfairness regarding budgetary allocations. A 1974 document relates department response to the Master Plan and ERA.Access restricted - confidential personnel reports. | |||||||||||
| 7 | Faculty Publications, List of, 1974-1975 | ||||||||||
| 8 | Financial Aid Office, 1972 | ||||||||||
| One document concerned with adding a staff line. | |||||||||||
| 9 | Fine Arts Collection, 1976 | ||||||||||
| 10 | Fine Arts, Development of Program, 1968, 1971-1974 | ||||||||||
| A few documents indicating that loans had been made from the collection. | |||||||||||
| Box | Folder | ||||||||||
| 8 | 1 | Foster, M.S., Correspondence, 1973-1974 | |||||||||
| A few letters, pro-forma. Nothing remarkable. | |||||||||||
| 2 | German Department, 1973-1975 | ||||||||||
| A few documents related to the assignment of faculty lines. | |||||||||||
| 3 | Health and Physical Education Department, 1970-1976 | ||||||||||
| Dean Foster.Folder contents include proposals and memoranda concerned with the question of continuing with a Physical Education program at DC, dropping the Phys Ed requirement, and discussions regarding combining programs with Cook College. Shared facilities necessitated a new facility, which is mentioned in documents. | |||||||||||
| 4 | History Department, 1970-1977 | ||||||||||
| Dean Foster.Folder contents include memoranda and correspondence that reveals the tensions between the DC history department and the RU administration in the debate over college department independence and intercollegiate cooperation. The specific issues arose over cut backs in faculty, resulting in loaning and borrowing faculty between the colleges. A proposal for DC to take over history for Cook is shot down by DC.Noteworthy is mention of the first conference on women's history held at Douglass in 1973 sponsored by the Berkshire Conference of Women Historians. Correspondence from Dean Foster indicates her enthusiastic endorsement. Reveals DC advancing its women's studies programs with Dean's encouragement. Future Dean Mary Hartman co-chaired the conference with Lois Brener.Documents also deal with a topic found in many of the departments folders and of direct concern to the DC Deans, which was the issue of coordination and cooperation between undergraduate and graduate departments. Discussed was the question how could the departments offer enough research opportunities for faculty and attract quality graduate students without compromising the quality of undergraduate teaching. DC Deans were protective of undergraduate teaching. | |||||||||||
| 5 | Home Economics Department, 1967-1976 | ||||||||||
| Dean Foster and Acting Dean Brownlee; (very little of Dean Cobb).Douglass College's connection with Rutgers and its funding was based on Rutgers' Land Grant College status and the inclusion of Home Economics in DC's curriculum.Folder Contents include correspondence, memoranda, budget memoranda, program proposals. Documents reveal several functions of the Dean - intervening in squabbles between departments, in this case Home Ec and Psychology, placating disgruntled parents, and appearing in person for various occasions.Noteworthy is a confidential memorandum by Dean Foster to Dean Torrey, in which she suggests that Home Ec not be emphasized at DC. | |||||||||||
| 6 | Language Arts Building: Dedication, 1974-1975 | ||||||||||
| 7 | Language Arts Building: Fundraising, 1969-1971 | ||||||||||
| 8 | Language Arts Building: Fundraising, 1972-1975 | ||||||||||
| 9 | Language Arts Building: General Information, 1972-1975 | ||||||||||
| 10 | Language Arts Building: Phase 3–Master Plan, 1973 | ||||||||||
| 11 | Language Arts Building: Photographs, 1968 | ||||||||||
| 12 | Language Arts Building: Renovation, 1972-1975 | ||||||||||
| 13 | Language Laboratory, 1972, 1974 | ||||||||||
| Two short documents on use and equipment. | |||||||||||
| Box | Folder | ||||||||||
| 9 | 1 | Library, 1969-1971 | |||||||||
| 2 | Library, 1972, 1975-1976 | ||||||||||
| Library. 1972, 1975-1976 1/4" file. Some library procedures and policies documents, budget and personnel concerns, archival questions, as well as matters relating to Women Artists program. | |||||||||||
| 3 | Library, 1977-1978 | ||||||||||
| Dean Cobb.Noteworthy documents concern Dean Cobb's request for support from the Douglass Library for a fund raising effort to begin a women writers manuscript collection at the library. Dean Cobb emphasizes the growing eminence of Douglass in the field of Women's Studies. | |||||||||||
| 4 | Library Renovation, 1967-1975 | ||||||||||
| 5 | Master Plan (For earlier material relating to these records see Centralization in Box 4): Federated College Plan, Resolution D, 1967, 1969, 1973-1976 | ||||||||||
| Dean Foster, with a final document created during Acting Dean Brownlee's tenure.The documents in this file include the reports, plans and resolutions concerned with the Federated College Plan and proposals to revise the plan. The documents are copies, widely distributed, but these particular ones have many comments made by Dean Foster in the margins. There are also a series of memoranda circulated between the college deans and Richard McCormick pertaining to the 1975 Senate Resolution D, concerning trans-college course registration and majors. The issue addressed in the documents in this folder involves the degree of autonomy the colleges would enjoy. These documents show the evolution of the issue and reflect the critical areas of concern. | |||||||||||
| 6 | Master Plan: "Operational Implementation of Actions on the Federated System taken by the Board of Governors, October, 1974." 1974-1975 | ||||||||||
| Dean Foster.The documents contained in this file, as in the previous file, include a series of reports and revisions, which when examined together reveal the process and focus of the on-going debate over the Federated College Plan, and certainly points to the areas of greatest contention. | |||||||||||
| 7 | Master Plan: Report of the Committee on Effective Resource Allocation.(confidential), October 1973 | ||||||||||
| Folder contains a single document, 116 pp. Dean Foster's notes on margins. Reveals Dean Foster's feelings about committee representation. | |||||||||||
| 8 | Master Plan: Efffective Resource Allocation (MSF's folder), 1972-1975 | ||||||||||
| Dean Foster and Acting Dean Brownlee.Folder contents include portions of ERA materials and copies of several reports by The Task force on Internal Allocation of Resources, Feb 1973 and Feb 1974.Two significant documents, a 1972 mission statement for Douglass College drafted by Dean Foster, and a memorandum from Dean Foster to Deans Bishop, Bowers, Carey, Easton, and Hess. This document is an outline of Dean Foster's criticisms of the Federated College Plan and its revisions, and records her notion of a desired future direction for the university. Reference to the education of minority students may be found in this document. | |||||||||||
| 9 | Master Plan: Reactions/Suggestions to the Master Plan and ERA Reports, 1973-March 1974 | ||||||||||
| Dean Foster.Folder contents include reports, memoranda, correspondence and margin comments. Some documents are specifically addressed to Dean Foster, but most were distributed to a number of interested parties.Common to all of the documents is a sense of unhappiness with the proposed and planned changes to the Federated College system. Responses include students at DC and alumnae, as well as the other college deans.Noteworthy is a mission statement published by the DC Associate Alumnae and unofficially endorsed by Dean Foster. | |||||||||||
| Box | Folder | ||||||||||
| 10 | 1 | Master Plan: Reactions/Suggestions to the Master Plan and ERA Reports, April 1974-1976 | |||||||||
| Dean Foster, Acting Dean Brownlee.Folder contents include similar documents as other folders in the master plan subseries. The time frame is significant because it covers the period before and after Dean Foster's resignation. The external issues leading to her resignation are clearly defined in the documents and point concern for college autonomy and the growing power of the Provost.A copy of a handwritten document prepared by R. Ostroff for Dean Foster in particular expresses concern of Provost's interference in curricular matters. | |||||||||||
| 2 | Mathematics Anxiety Seminar, 1977 | ||||||||||
| Dean Cobb.Folder contents include minutes of meetings concerned with the problem of "math anxiety" experienced by sophias (returning mature women). Led to a survey and special course. | |||||||||||
| 3 | Mathematics Department, 1970-1976 | ||||||||||
| Dean Foster, Dean Brownlee and Dean Cobb.Folder contents include reports, memoranda, correspondence, and statistical data that pertain to the on-going operation of a DC department and its relationship with the DC Dean's office. Communications regarding tenure and hiring issues, faculty lines and other budgetary concerns, predominate. A specific issue for the mathematics department pertained to courses open to Cook College students and the impact on department resources. | |||||||||||
| 4 | Mathematics Department, 1970-1976 | ||||||||||
| Dean Foster, Dean Brownlee and Dean Cobb.Folder contents include reports, memoranda, correspondence, and statistical data that pertain to the on-going operation of a DC department and its relationship with the DC Dean's office. Communications regarding tenure and hiring issues, faculty lines and other budgetary concerns, predominate. A specific issue for the mathematics department pertained to courses open to Cook College students and the impact on department resources. | |||||||||||
| 5 | Music Department, 1972-1976 | ||||||||||
| Dean Foster.Folder contents concern budgetary issues and physical plant improvements. Documents reveal that the music department provided classes for Cook students. | |||||||||||
| 6 | Organization, University, 1967-1972 | ||||||||||
| Dean Foster.Folder contains only several documents. A noteworthy document is the earliest, which summarizes Dean Foster's views on higher education in general and solutions for Rutgers University's federated college system. | |||||||||||
| 7 | Philosophy Department, 1972, 1974-1976 | ||||||||||
| Folder documents concern budgetary matters, faculty appointments and evaluations, and course descriptions. Compared to other department files, this one is rather incomplete and not particularly revelatory. | |||||||||||
| 8 | Political Science Department, 1972, 1974-1977 | ||||||||||
| Bulk of documents created during Dean Foster's tenure.Folder contents include memoranda and letters concerned with the relationship between DC and the Graduate School, a description of the certificate program, departmental response to the Master Plan and various other common department matters needing the Dean's attention. | |||||||||||
| 9 | Promotions and Appointments, 1971-1974 | ||||||||||
| 10 | Promotions and Appointments, 1975-1978 | ||||||||||
| 11 | Provost's Office (Kenneth Wheeler), 1973-1976 | ||||||||||
| Dean Foster, Dean Brownlee and Dean Cobb.Folder contains documents that range in significance from critical discussions of reorganization to snow cancellation policy.Several documents are particularly noteworthy: "Tentative Responses to Wheeler - Questions," 2/5/74. In this document Dean Foster compares the arrangement of Rutgers' colleges with those at Cambridge and Oxford. The series of memoranda between Acting Dean Brownlee and Provost Wheeler provides information regarding Brownlee's actions, which elsewhere are mostly submerged. There is also a statement by Dean Cobb describing DC's unique position in the area of women's studies. | |||||||||||
| 12 | Provost's Office (Kenneth Wheeler), 1977 | ||||||||||
| Dean Cobb.Folder contents reveal that 1977 was a transition year for DC Dean's Office and provides a glimpse of Dean Cobb's style and her commitment to affirmative action. More than any other folder in this series, these documents reveal the new working relationship between the DC Dean's Office with the university administration. Numerous memoranda and correspondence reflect large and small issues from DC's participation in graduate teaching to parking policy. | |||||||||||
| Box | Folder | ||||||||||
| 11 | 1 | Provost's Office (Kenneth Wheeler), 1978 | |||||||||
| Dean Cobb.Folder contents reveal once again the go-between nature of the DC Dean's Office. The DC Dean functions as an advocate of her college's special needs and promotes its special mission, but does not have the authority of a college president with which to guide her particular projects.Of significance are Dean Cobb's comments which reflect the increasing inclusion of "mature" women in the DC mission statement. | |||||||||||
| 2 | Psychology Department, 1972-1977 | ||||||||||
| Dean Foster, Dean Brownlee and Dean Cobb.Folder contents include typical documents for a department, communicating budgetary matters, hiring issues, and discussions concerned with curriculum. There are the 1976 Five Year Plan for NB Psychology Department and proposals for a research and laboratory facility. | |||||||||||
| 3 | Recommendations, Cobb, J.P., 1976-1978 | ||||||||||
| Folder contains correspondence recommending students, staff and colleagues for employment and awards. Reveals Dean Cobb's associations with the science world and those committed to women's rights. | |||||||||||
| 4 | Recommendations, Foster, M.S., 1974, 1976 | ||||||||||
| Two documents concerned with staff and administrator career moves. | |||||||||||
| 5 | Redecorating, 1976 | ||||||||||
| 6 | Religion Department, 1974-1975 | ||||||||||
| Folder contains only two documents related to budgetary matters. | |||||||||||
| 7 | Research on Human Subjects, Protection of, 1975 | ||||||||||
| Folder contains a document concerned with the topic with an attachment with staff comments. | |||||||||||
| 8 | Romance Languages Department, 1972-1976 | ||||||||||
| Folder contents include an outside evaluation report done in 1976 and the department's responses to this report. There is also mention of the uniqueness of DC's bilingual program, the only one of its kind, apparently. Documents also concern discussion of the needs of Puerto Rican students and a Puerto Rican Studies Program. | |||||||||||
| 9 | Russian Department, 1973-1975 | ||||||||||
| Folder contains 4 documents all concerned with budgetary matters. | |||||||||||
| 10 | Scholar's Program | ||||||||||
| Folder contains several letters concerned with planning a scholar's program for 1979 that would be similar to an honor's program. | |||||||||||
| 11 | Sociology Department, 1973-1977 | ||||||||||
| 12 | Space at Douglass, 1970 | ||||||||||
| 13 | Speech Department, 1972, 1974-1975 | ||||||||||
| All of the documents in this file are budget related. | |||||||||||
| 14 | Student Government Association, 1974-1978 | ||||||||||
| Dean Foster, Dean Brownlee and Dean Cobb.Folder contents include the minutes, agendas and memoranda created by the DC Student Government Association. There are also congratulatory letters from the deans. Student Government issues include the proposed elimination of the Dean's house, various school funding matters, the Cook College Community Building, and discussions pertaining to current political and social affairs on and off campus. | |||||||||||
| 15 | Student Life - Financial Material, 1972-1975 | ||||||||||
| Dean Foster.Folder contents include correspondence and memoranda related to budgetary matters for the various subdivisions of the Student Life Office: Career Counseling, Commuter Counselor, Resident Counselor, Health Services, College Center and Student Activities.Documents reveal the struggle required to maintain services in wake of university monetary cutbacks. | |||||||||||
| 16 | Student Life - Miscellaneous, 1973, 1976, 1978-1979 | ||||||||||
| Bulk dates 1978, Dean Cobb.Folder contents include letters of condolence to students, a report on activities 1978-1979, and a Student Attitude Survey for the Provost's Office, 1976. Most of the matters were handled by the Dean of Students and with materials then forwarded to the DC Dean's office. | |||||||||||
| Box | Folder | ||||||||||
| 12 | 1 | Student Questionnaire, 1976-1977 | |||||||||
| A report on the 1976 Questionnaire on how students felt about Douglass College. The introduction is by Dean Foster, prepared by Dean Wilma Harris. Report is comprehensive and representative. | |||||||||||
| 2 | Teaching Load, 1974 | ||||||||||
| Folder contains a single memorandum from Roy E. Licklider and Robert R. Kaufman in response to the Bolton letter. | |||||||||||
| 3 | Theater Arts/Fine Arts Department, 1972-1976 | ||||||||||
| Dean Foster.Folder contents include usual departmental communications, as well as items specific to the department such as mention of theatrical performances.Unique in these documents are discussions and proposals related to the creation of the School of Creative and Performing Arts. An issue discussed concerned cross-registration and university-wide access to courses. | |||||||||||
| 4 | Transfer Students, 1973 | ||||||||||
| Dean Foster.Folder contents include "Report of Ad-Hoc Dean's Group on Full-Faith and Credit for Transfer Students" by Dean Ernest A. Lynton of Livingston College, with several copies containing Dean Foster's comments and other memoranda concerned with the report. | |||||||||||
| 5 | Willets Health Center, 1973-1974 | ||||||||||
| Folder contents include documents mostly concerned with the budget and staff needs of the Health Center, which had extended its services to include Cook College students.Documents reveal DC Dean imploring university administration for financial support and placating faculty and staff, who feel they are not getting enough. | |||||||||||
| 6 | Work Study Positions in the Dean's Office, 1979-1980 | ||||||||||
| Folder contains only several documents related to hiring students to do clerical work in the Dean's Office. Does not provide information on the program's philosophy nor is it an evaluation. | |||||||||||
| Series II. Budget Files, 1967-1980 | |||||||||||
| Box | Folder | ||||||||||
| 13 | 1 | Budget, General, 1967-1968 | |||||||||
| 2 | Budget, General, 1968-1969, 1969-1970 | ||||||||||
| 3 | Budget, General, 1970-1971 | ||||||||||
| 4 | Administration and Correspondence, 1973-1974 | ||||||||||
| 5 | Educational Departments, 1973-1974 | ||||||||||
| 6 | Budget, General, 1974-1975 | ||||||||||
| 7 | Correspondence and reports, 1975-1976 | ||||||||||
| 8 | Departmental requests, 1975-1976 | ||||||||||
| 9 | Budget Crisis, 1976 | ||||||||||
| 10 | Freeze, 1976 | ||||||||||
| Box | Folder | ||||||||||
| 14 | 1 | Committees, 1976-1977 | |||||||||
| 2 | Budget, General, 1978-1979 | ||||||||||
| 3 | Budget hearings, Spring 1979 | ||||||||||
| 4 | Budget, General, 1979-1980 | ||||||||||
| Series III. Committee Files, 1967-1978 | |||||||||||
| Box | Folder | ||||||||||
| 14 | 5 | Admissions, 1967-1976 | |||||||||
| 6 | Affirmative Action, 1972-1973, 1975 | ||||||||||
| 7 | Appointments and Promotions, 1971-1978 | ||||||||||
| 8 | Audio-Visual Aids, 1972-1973 | ||||||||||
| 9 | Bachelor of Fine Arts, 1972-1973 | ||||||||||
| 10 | Calendar, 1974-1975 | ||||||||||
| 11 | Curriculum, 1971-1974, 1976 | ||||||||||
| 12 | Counseling and Advising, 1971 | ||||||||||
| 13 | Education Committee, 1969-1971, 1973, 1975 | ||||||||||
| 14 | Faculty Council, 1970-1973 | ||||||||||
| 15 | Faculty Council, 1974-1976 | ||||||||||
| Box | Folder | ||||||||||
| 15 | 1 | Governance, 1969-1970 | |||||||||
| 2 | Health Board, 1976 | ||||||||||
| 3 | Honor System, 1971 | ||||||||||
| 4 | Honors, 1973 | ||||||||||
| 5 | Physical Education Facilities Programming, 1974-1975 | ||||||||||
| 6 | Programming for Classroom and Office Buildings, 1975 | ||||||||||
| 7 | Scholarship, 1974-1976 | ||||||||||
| 8 | Separately Budgeted Research, Future of, 1975 | ||||||||||
| 9 | Student Academic Affairs, 1972-1974 | ||||||||||
| 10 | Student Academic Affairs, 1975 | ||||||||||
| 11 | Student Academic Affairs, 1976-1978 | ||||||||||
| 12 | Academic Personnel, 1976-1977 | ||||||||||
| 13 | Council of Deans, 1969-1972 | ||||||||||
| 14 | Council of Deans, 1973 | ||||||||||
| 15 | Council of Deans, 1974-1976 | ||||||||||
| 16 | Council of Deans: Tenure Quotas, 1973 | ||||||||||
| Box | Folder | ||||||||||
| 16 | 1 | Liaison Committee on Course of Study, 1971, 1973, 1975-1976 | |||||||||
| 2 | Health Sciences, University Planning for, 1971-1974 | ||||||||||
| 3 | Post-Baccalaureate Education, 1973 | ||||||||||
| 4 | Provost Cabinet Committee on University Governance, 1969-1972 | ||||||||||
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