THE UNIVERSITY OFCHICAGOJune 5, 1972 An Official Publication Volume VI, Number 4CONTENTS57 AIR POLLUTION CONTROL59 VENTURING, IN A CHANGING WORLD— ANNUALREPORT OF THE STUDENT MENTAL HEALTH CLINIC65 UNIVERSITY REAL ESTATE HOLDINGSIN THE CAMPUS AREA69 WHERE WE ARE AND WHERE WE ARE GOING—339TH CONVOCATION ADDRESS71 SUMMARY OF THE 339TH CONVOCATION72 PLACEMENT AND ACCREDITATION EXAMINATIONS:REPORT OF THE AD HOC COMMITTEE75 ANNUAL REPORT ON THE OUTSIDE USEOF ATHLETIC FACILITIES78 VISITING COMMITTEES79 COMMITTEE ON EXTENSION:REVISED LIST OF MEMBERS80 PRESIDENT'S SEMINAR, 1971-1972:REVISED LIST OF MEMBERSTHE UNIVERSITY OF CHICAGOFOUNDED BY JOHN D. ROCKEFELLER© 1972 by The University of Chicago. All rights reserved.THE UNIVERSITY OF CHICAGO RECORDAIR POLLUTION CONTROLBy WALTER L WALKER*May 3, 1972In recent years, we have all become more conscious of the quality of air in our environment.The City of Chicago on July 1, 1969 becamesubject to one of the toughest antipollution ordi nances in the country. Even though enforcementwas postponed until July 1, 1970 to allow sufficient quantities of low sulphur fuel to be madeavailable for the heating plants of the City, theresults have been dramatic. The figures shownbelow are illustrative of the improvement:TABLE IChicago: Suspended Particulate Concentrations (Micrograms Per Cubic Meter)Arithmetic Mean for Twelve Months at Selected Reporting STATiONsf1964 1965 1966 1967 1968 1969 1970 1971Hyde Park-Kenwood H.S. 173 164 177 147 194 172 140 118Cooley H.S. 186 166 175 167 173 166 150 145Austin H.S. 139 135 143 132 132 133 112 107Fenger H.S. 124 118 131 117 119 122 105 103GSA Building 178 173 174 172 161 160 134 125TABLE IIChicago: Sulphur Dioxide Concentrations (Parts Per Million in Chicago)Arithmetic Mean for Twelve Months at Selected Reporting STATiONsf1964 1965 1966 1967 1968 1969 1970 1971Hyde Park-Kenwood H.S. .120 .092 .090 .068 .054 .041 .051 .030Cooley H.S. .080 .076 .055 .023 .034 .029 .058 .027Austin H.S. .100 .078 .083 .071 .044 .029 .007 .015Fenger H.S. .040 .020 .039 .024 .005 .013 .023 .012GSA Building .170 .102 .073 .082 .056 .052 .050 .022tHyde Park High School6220 South Stony Island Ave.Cooley Vocational High School1225 North Sedgwick StreetAustin High School231 North Pine StreetFenger High School1 1220 South Wallace StreetGSA Building538 South Clark Street*Walter L. Walker is Vice-President for Planning and Associate Professor in the School of Social ServiceAdministration.57A more detailed examination of the air overHyde Park-Kenwood confirms the previouslyThe same dramatic decrease in sulphur dioxide concentrations was recorded in the HydeWhile Hyde Park-Kenwood in 1971 (.030arithmetic twelve-month mean) obviously had along way to go to equal the quality of air inand around Calumet High School, 8131 SouthMay Street (.010 arithmetic twelve-month mean)or Chicago Vocational High School, 2100 East87th Street (.006 arithmetic twelve-month mean)in terms of sulphur dioxide concentration, thecommunity certainly had come a long way sinceits arithmetic mean figure of .249 in January1966.In terms of particulate concentration, air inthe Hyde Park-Kenwood community in 1971,with a twelve-month arithmetic mean of 118micrograms per cubic meter, was not as goodas the air found in the community aroundSteinmetz High School, 3030 North MobileAvenue (80 micrograms per cubic meter), andthe Lindblom area, 6130 Wolcott Avenue (91micrograms per cubic meter), but it is heartening to note that Hyde Park-Kenwood's arith- documented downward trend.Park-Kenwood community. A look at themonth-by-month figures reveals the following:metic mean had dropped from 241 in January1966 to 84 micrograms per cubic meter in December 1971.The combination of prevailing winds and thefuel burned in the various communities in theCity tends to affect each area differently. Theage of the housing typical in a particular community tends to correlate with the age and typeof furnaces that prevail in the community. Whilethe University has spent 2.5 million dollars inconverting its heating plants to a gas systembacked up by low sulphur oils for emergencies,other fuel burners in the community have notyet converted from coal as a primary source offuel. As these conversions are accomplished,we can all anticipate a further decrease in thesulphur dioxide and suspended particulate concentrations in the air we breathe.The statistics quoted above were provided bythe Technical Services Division, Department ofEnvironmental Control, City of Chicago.TABLE IIIHyde Park-Kenwood: Suspended Particulate Matter (Micrograms Per Cubic Meter)Arithmetic MeanJan. Feb. March April May June July Aug. Sept. Oct. Nov. Dec.1966 241 193 188 148 168 172 135 132 155 191 209 1951967 220 175 184 131 141 131 101 114 145 113 160 1451968 157 234 209 151 182 168 130 155 179 265 210 2881969 250 180 217 188 213 144 114 158 121 156 176 1411970 246 188 120 146 130 124 113 120 99 138 139 1171971 130 134 101 108 119 121 85 92 114 101 100 84TABLE IVHyde Park-Kenwood: Sulphur Dioxide Concentration (Parts Per Million) Arithmetic MeanJan. Feb. March April May June July Aug. Sept. Oct. Nov. Dec.1966 .249 .183 .112 .062 .041 .030 .016 .034 .033 .072 .086 .1591967 .157 .121 .111 .043 .047 .027 .029 .019 .029 .026 .122 .0891968 .121 .086 .063 .051 .034 .022 .009 .010 .042 .048 .042 .1201969 .104 .079 .070 .010 .002 .008 .008 .010 .015 .036 .061 .0901970 .140 .113 .053 .063 .028 .022 .019 .023 .027 .026 .052 .0491971 .061 .056 .047 .014 .011 .014 .010 .008 .014 .015 .024 .02358VENTURING, IN A CHANGING WORLDANNUAL REPORT OF THESTUDENT MENTAL HEALTH CLINIC, 1970-1971March 1, 1972We are often asked what the prevailing emotional problems of today's students are, howthey differ from those of students in previousyears. Although we would gladly join the volume of phrase coiners and "youth explainers,"some sixteen years of scanning clinic use onthis and other campuses leads us to concludethat labels have a brief vogue.Thus, in the past half century, the period ofadolescence has been characterized as prolongedand as vanishing. Rapidly passing generationshave been described as lost, beat, silent, alienated, uncommitted, or too radically committed.Life styles have been typified as flaming, hippie,flower, or drug. Young people so labeled ignorethe labels as irrelevant, and those who enrollthemselves under such descriptive terms seemto do so in order to rescue themselves fromgroping in a nameless void. Perhaps more important, labeling has little predictive value.The analogy of forecasting weather conditionsis not far afield. If weather, scanned by highlysophisticated electronic equipment which bringsthe entire globe under scrutiny, still respondswith whimsicality to embarrass the forecaster,how infinitely more elusive is the prediction ofbehavior. For labels tend only to be descriptiveof states of emotional imbalance of varyingseverity resulting from a subtle interplay between individual and the cultural conditions inwhich he lives and moves.Our purpose then is to identify, so that theycan be modified, the conditions which appearto undermine the process by which an individualdefines and equips himself for his life work,and to suggest certain supports which, if introduced, may facilitate the process of growth.By relating high clinic users to their proportionate registration in the University, we seekto share what we have learned of persistentareas of discomfort without breaching confidentiality. Those with responsibility for improving conditions of living and learning can then determine what changes they may wish to initiate.UndergraduatesWe noted the trend for lower use by undergraduates generally in 1969-1970. In 1970-71there was a slight rise, but this appears to berelated to an increase of over 100 in the sizeof the class that entered in the fall quarter of1970. That there was a rise of only 2 percentin undergraduate use over last year (Table 3)is suggestive that certain changes have beeneffective. More particularly, the gains made inthe past two years in easing the transition fromhigh school to college for first-year studentsappear to be holding. This fall, first-year students made the lowest use (Table 4) of theclinic; it is the older undergraduate whom wenow see more frequently. The introduction ofsenior faculty into the housing system, provisionfor ready access to seasoned adults in the advisory system, clarification in undergraduateacademic programs, and more informal opportunities to hear from faculty members abouttheir work, has been influential, we believe, inreducing the tension and anxiety to which newcomers are subject, and which in a peer culturecan more readily reach epidemic proportion.Young Women and Young MenThere is no longer the disproportionately highincidence of very young women seeking ourservices. Undergraduate women generally tendto use the clinic at a rate 20 percent above theirproportionate representation, graduate womenat about 10 percent above.Our own and other studies have demonstratedthe tendency for women to admit a need forhelp more readily than men. But this shouldnot obscure the need for and the value to youngmen of an opportunity to come in for help.Their anxiety, their confusion and apathy, thesense of inadequacy they experience, all theproblems with self-image which young women59feel more permission from society to express,occur as frequently among young men. Theyneed some aid in accepting help with theirproblems.Clinic Use By Undergraduate MinoritiesIn 1970-1971 blacks were 11.9 percent ofthe entering class. Their use of the clinic wassomewhat under that of whites. With the current entering class, black students are now making use of the clinic at a rate slightly higherthan their proportionate registration. In general,from all academic ranks, the use of the clinicby black students has increased and is currently8.7 percent of the number of students undercare.Although Orientals, Latin Americans, American Indians, and foreign undergraduates in theirinitial year on campus tend not to appear inthe clinic, by the end of their stay they willbegin to seek help for emotional difficulties, ata lower rate than their proportionate representation. They more commonly seek help forphysical problems and are, in turn, referred tous when their distress appears to center in emotional difficulties.We do not at this point have a clear recordof the vicissitudes of minority students duringtheir stay on campus. In general, the difficultiesfor which they seek help are common to theirage. We are searching for ways to increaseour usefulness to them. The question we areexploring is under what circumstances and forwhich students do certain provisions in theircampus experience invite or inhibit optimumacademic performance and a gratifying personal life.The Classes of 1971 and 1972Previous studies have indicated no significantdifference, measured by admissions standards,between clinic user and non-user in intellectualability or personal endowment.What is it then that determines who will become a clinic user? Are there subtle differencesin sensitivity, skill in developing or maintainingrelationships, problems in binding anxiety? Wehave had no vivid insights to offer. Not alltroubled students find their way to our door,but, with those who do, our recourse has beento free them from difficulties which stand inthe way of an effective experience while theyare here as students. Throughout the undergraduate years of theseclasses, the disruptive and distorting influenceof an undeclared and unpopular war has intensified, and has permeated every aspect of theirlives. Its impact is difficult to measure. For,encouraged and disciplined to use reason andlogical discourse and to bring these to bear onpersonal and social choices, these students haveoften found themselves in painful dilemmaswhich stimulated ungovernable rage or its silentreversal, depression. In their idealism and zeal,they have questioned all values and social institutions. Many had become uninvolved, withdrawn, and confused. Locally, the sit-in andits aftermath pjayed a role.We would expect a higher rate of dropoutsfor clinic-users, since many seek help or arereferred when confusion over their difficultiesappears to be insurmountable. But we foundthe dropout rate for the class graduating lastspring only 5 percent larger for users than non-users. For the class that will graduate thisspring, there is not yet a difference in dropoutsbetween clinic-user and non-user. In each category, two-thirds of those who entered originallyas first year students are still enrolled.The Clinic ExperienceSince students can be seen within a week or10 days — immediately if there is an emergency— we can begin to establish a working alliancewithin the first interview. The problem may bethat of immobilization from which the studentcannot rescue himself. Such immobilization mayarise from a severe personal loss or from anemotional injury which somehow activates earlier difficulties. This may also arise from achronic state of dissatisfaction which he hopedto relieve in a new environment. He may withdraw into isolation, insomnia, unmanageableanxiety, and on occasion, destructive rages orsuicidal states. At another extreme, we maywitness cynical reversal and depreciating attackupon the efforts of others, buffoon-like behavioror clown-like self -mockery.If these states receive early attention beforethey become too deeply entrenched, the studentcan be freed from his crippling difficulty withinseveral sessions. This accounts for the fact thatabout three-fifths of our students find themselves ready to leave the clinic in five interviewsor less. We do not limit the number of interviews in an arbitrary or artificial way. Thisdepends for the most part on the nature of the60difficulty. With ready access to our clinic anda good past experience, it is possible for students to return before they again become severely incapacitated. Almost one-fifth do returnin each year, and the effect of the renewedcontact may be to improve and integrate insights they have achieved.There has been a popular assumption thatlengthy treatment is better. Students have oftenwaited in silent pain a very long time beforecoming in, and there is some expectation thatthere must be an equal length of time spent inthe clinic.Brief treatment may be all that is indicatedat this point in their lives, and healing may flowfrom several well-focused interviews. With anincrease in self-esteem, a student will then beable to draw on his own resources.But certain conditions do require a periodof therapy extending over several years. Whereit is clear that a more intensive form of treatment is indicated, or that it is wiser for a student to interrupt his schooling at this pointbecause of persistent and pervasive issues, wedo assist him to find private treatment or otherclinic resources. Last year, 8 percent of thoseconsulting us were referred to private therapy,7 percent to the Out-Patient Department ofPsychiatry, and 1 percent to other clinics.GraduatesBecause we have been seeing an older agegroup this past year, we have been hearingmore about specific problems of the youngadult. And with older students, the difficultiesthey struggle with may be of a more chronicnature. Throughout all graduate schools anddivisions, we encounter students so invested inintellectual achievement that they have postponed gratification in their emotional life. Difficulties long submerged surface in a disturbingand persistent manner.Students in professional training which requires them to assume an early responsibilityfor others recognize this more readily. Theiraspirations for themselves, and for those whomthey would help, impose a strain which makesthem more aware of inner dissatisfaction, asense that they are not living up to their idealsand that the profession they have chosen isdisappointing. Where specific educational practices seem to be affecting a number of students,we have, on occasion, shared our general impressions with the particular school or division. Students may also come in with issues aroundsome crucial step in growth, as a master's ordoctoral examination, or preparation of a dissertation. Clustering around this, and often atthe base of their floundering, are all the issuesof a faltering self-image occasioned by thethreatened loss of support from some importantfigure should they fail. If they are married,and both husband and wife are students, theymay find themselves at odds, in competitiveconflict with each other at just that point whenthe most exacting educational demands mustbe met. We shall have more to say in a laterreport about married students, but what is implicit in this behavior is the need for emotionalsupport each partner requires from the otherat a time when their emotional energy is boundup in intellectual endeavors.Among graduate students the problem of theforeign student who becomes too ill to continuehis study looms large by impact, but the actualnumber of such students is small. The absenceof relatives, the distance from home, and thefact that, in illness, a newly acquired acculturation often drops away, makes it difficult to planeffectively for his return home or to contactfacilities where his treatment can continue infamiliar surroundings.Often such a student does not come to theattention of the Health Service until he hasbecome an emergency. A great deal of effortgoes into enabling him to continue his studiesbecause of the disappointment at not completinghis plans, the financial burden, and for somea loss of face at having to return home, where,in addition, conditions may have changed. It isessential that there be a continued, mutuallycandid appraisal of host institution and studentin the decision to remain, for there is a pointat which continuing in residence here is againsthis best interests.Though we note this as an exceptional experience, when the various helping services keepbumping into each other as their assistance isenlisted, we know that we are dealing with astudent whose adroit ability to play one groupoff against the other is a manifestation of hisillness. In danger of having to confront thereality of his own illness, he turns from oneindividual to another, arousing guilt and frustration along the way.There are no simple rules to apply, and nonewhich will be binding for all situations. Ourfocus has to be on assisting him to accept the61reality of his illness and to work out plans fortreatment at home in familiar surroundings.Venturing, in a Changing WorldIn these changing times the immediacy ofcommunication from any part of the globe andthe neighborly closeness of widely divergentcultures have brought about a sense of abruptdiscontinuity. It would seem that the novel,and at times what is simply bizarre, attracts attention and is rewarded. Traditional approachesto the solution of persistent problems of ourtime seem to be under sharp attack. With thepressures of economic retrenchment, supportfor higher education has been decreasing. This,in tandem with the widely advertised over-supply of personnel in most academic fields,has forced a re-appraisal of the work in whichmany of our graduate students at varying levelsare engaged. It has been easy to forget theearlier lonely path of the educator-researcher,the isolation of the educational institution. For,during the past two decades, laboring intellectuals have been competed for, highly publicized,and at times even well-rewarded. Now thereappears to be a sudden loss of need for theseservices and withdrawal of financial support.We are in a period of ambiguity which givesrise to anxiety. It affects all levels of the university, but the young adult who has begun todefine his interests, and has pursued them forsome years, does not have the background ofexperience upon which his elders can draw.Many are at a nebulous phase of their education in which they must still prove their abilityand test their worth. Their ideas and techniquemust be challenged and they must be encouraged to find new paths to their life work whenwhat they have chosen appears to be unrealistic. At times, out of a need to wall ourselvesaway from the stress which the failure ofanother's goal stimulates, we appear indifferentto their struggles. And such indifference canincrease the sense of loss of personal worthwhen excellence in a given field appears to beslipping away. It robs an individual of theinitiative these critical times require. He needs to know that there is no shame inhaving given his utmost, though there can bekeen disappointment when it does not meetapproval. In our work with young adults whosedestiny is intimately linked with our own, understanding and support can restore their senseof self-esteem. Experiencing this, they can resume a realistic assessment and a redirectionof their ability with the vigor to try new ventures in a changing world.Five Year TrendThe following tables describe clinic use forthe past five years. The percent of all studentsusing the clinic was 8 percent of campus registration. Although the number of students whoconsulted us in 1970-71 declined by 4.9 percent, when related to the number of registeredstudents, the rate of use per thousand declinedby only 0.1 percent (Table 1). The number ofhospitalizations declined. A total of 16 percentof those consulting us were referred to privatetherapists, to the Out-Patient Department ofPsychiatry, or to other clinicsJohn F. KramerMiriam ElsonClinic StaffPsychiatristsPeter B. JohnstonJohn F. KramerJerome A. WinerPsychologistAlba Watson Muhlenberg(through 6-30-71)Psychiatric Social WorkersMiriam ElsonAlice IchikawaBetty KohutAnna Mary WallaceSecretariesGail O'ConnorMargaret White62TABLE 1Student Mental Health Clinic UsageRate Per Thousand Studentsfor the Five Year Period July 1, 1966 through June 30, 1971Academic Number of Students Number of Studentsyear in Degree Programs* consulting MHC RatePer 1,000Students1970-71 10,9071969-70 11,4571968-69 12,6501967-68 12,5011966-67 12,794 614646735704652 56.256.358.156.350.9* Prepared by the Registrar's Office, this number represents students enrolled in a degree program for at least one quarter during the academicyear.TABLE 2Annual Use of the Student Mental Health Clinicfor the Five Year PeriodJuly 1, 1966 through June 30, 1971Academic Year1970-71 1969-70 1968-69 1967-68 1966-67NewFormer* 405209 474172 568167 559145 490162Unduplicated totalReturningwithin the year 61455 64662 73551 70471 65268Total under care 669 .708 786 775 720* Carry-over from previous academic year included in totals.TABLE 3Graduate and UndergraduateClinic Population Compared with Total Quadrangle Registrationfor the Five Year PeriodJuly 1, 1966 through June 30, 1971Undergraduates i GraduatesYearMHC Quadrangles MHC Quadrangles1970-71 47.5% 29.9% 52.5% 70.1%1969-70 45 31 55 691968-69 50 31 50 691967-68 51 31 49 691966-67 51 31 49 69TABLE 4Class Use of Mental Health ClinicDuring First Two Years of Residencefor the Five Year PeriodJuly 1, 1966 through June 30, 1971Class of1971 1972 1973 1974 1975Size of entering class 727 734 506 608 563Year of first clinic contactIn 1st year 89 113 55 68 15*In 2nd year 77 63 40 30*Total in 1st two years 166 176 95 98*Through December 31, 1971.TABLE 5Students Hospitalized in Albert Merritt BillingsHospital for Emotional Difficulties for the FiveYear Period July 1, 1966 through June 30, 1971Through ThroughYear Total Other Services MHC1970-71 12^ 4 81969-70 18b 14 41968-69 25a 5 201967-68 28b 7 211966-67 17a 8 9aTwo students in this total were hospitalized twice.bThree students in this total were hospitalized twice.TABLE 6Annual Number of Interviews by Percentagefor the Five Year PeriodJuly 1, 1966 through June 30, 1971Academic YearNumber ofInterviews 1970-71 1969-70 1968-69 1967-68 1966-671 22% 25% 31% 29% 29%2-5 44 48 48 54 496-10 20 16 14 12 1311-20 8 7 5 3 6Over 21 6 4 2 2 3UNIVERSITY REAL ESTATE HOLDINGSIN THE CAMPUS AREAAs of May 1, 1972The following is a listing of property The University of Chicago owns near the main campus.This list does not include two residences whichhave been given to the University where thedonors have retained use during their lifetimes.Where a mixed use exists, the property is designated in its primary use.The University owns nothing north of 47thStreet, west of Cottage Grove Avenue, or, withone exception, south of 62nd Street. This exception is a piece of ground, but not the building, on 63rd Street just off Woodlawn Avenue,which came to this institution as a gift approximately 45 years ago. The University owns nothing in South Shore.A student building is an apartment propertyassigned for student use. A student house is aresidence where students live as a group. Afaculty-use building is an apartment property;faculty and staff are given preference whenapartments are vacant, but the general publicmay also be housed. A faculty house is asingle-family residence; faculty and staff aregiven preference if it is vacant.The percentage of units occupied by University-affiliated persons is indicated for "faculty-use buildings," "faculty houses," and "mixedUniversity and non-University housing" that,as of May 1, 1972, housed some non-affiliatedhouseholds. (Commercial units are excludedfrom percentage calculation.)AREA I (47th Street to 51st Street, DrexelAvenue to Lake Park Boulevard)Ellis Avenue :4827 Vacant Lot4933 Vacant LotHyde Park Boulevard:1310-16 (1311-17 Madison Park) MarriedStudent Housing1318-24 (1319-25 Madison Park) MarriedStudent Housing1334-40 (1335-41 Madison Park) Married Student Housing1400-12 Married Student Parking LotAREA II (51st Street to 55th Street, CottageGrove Avenue to Woodlawn Avenue)Drexel Avenue:5315 Boucher Hall, Single Student Housing& Storage5436 Vacant Lot5442 Mixed University & Non-UniversityHousing [50% University]Greenwood Avenue:5233-37 Married Student Housing5400-10 Single Student Housing5427-29. Faculty Use Housing5470 Mixed University & Non-UniversityHousing [66.7% University]5482 Married Student Housing5486-88 Married Student Parking LotEllis Avenue:5468 Single Student HouseIngleside Avenue:5440 Single Student HouseUniversity Avenue:5136-42 (1120-26 East 52nd Street) VacantLot5408 Faculty House5410-12 Faculty Use HousingEast 55th Street:1160-66 University Administrative Services1168-74 CommercialAREA III (51st Street to 55th Street, east ofWoodlawn Avenue)Blackstone Avenue:5107 (1429-43 Hyde Park Boulevard) Piccadilly, Married Student Housing andCommercial5409-11 Faculty Use HousingDorchester Avenue:5316 Gaylord, Married Student Housing65Harper Avenue:5345 Harper Crest, Married Student Housing5426 Harper Surf, Single Student HousingHyde Park Boulevard:1215 Married Student Housing1361-65 Married Student Housing Playground1369 Fairfax, Married Student Housing (includes 5110 Dorchester Avenue)1401 Married Student Housing, Residentsand Interns1405-21 Married Student Parking Lot1425 (5100-14 Blackstone) Married StudentParking LotKenwood Avenue:5100-06 Married Student Parking Lot5110 Married Student Housing5114-16 Married Student Parking Lot5117 Married Student Housing Play Lot5125 Chicago Arms, Married StudentHousing5220 Grosvenor, Married Student Housing(with Parking Lot)Kimbark Avenue:5301-23 (1301-09 East 53rd Street) Commercial; Mixed University & Non-University Housing [76.7% University]5428-32 Married Student HousingRidgewood Court:5410-18 Married Student HousingWoodlawn Avenue:5439-45 Faculty Use Housing[88.9% University]5447-57 Faculty Use Housing[83.3% University]East 54th Street:1514-16 Married Student Parking LotAREA IV (55th Street to 56th Street, University Avenue to Lake Park Boulevard)Blackstone Avenue:5519 Laughlin Hall, Single Student Housing5533-35 Faculty Use HousingUniversity Avenue:5537 Faculty House5545 Faculty HouseWoodlawn Avenue:5548 Faculty House AREA V (56th Street to 57th Street, CottageGrove Avenue to the alley east of DrexelAvenue)Cottage Grove Avenue:5601 Commercial5625-29 Vacant Lot5631-39 Mixed University & Non-UniversityHousing [7.7% University]5643-49 Storage, Physical EducationDepartmentDrexel Avenue:5604-06 Plant Dept. Storage Lot5609 Vacant Lot5613-21 Faculty Use Housing5614-20 Plant Dept. Storage Lot5622 Vacant Lot5623 Faculty House5631 Faculty House5632 Vacant Lot5637 Vacant Lot5642-44 Faculty Use Housing5648 Play Lot5648 Vacant Lot5655 Faculty House5659-61 (908-10 East 57th Street) MarriedStudent HousingMaryland Avenue:5601-05 (835-39 East 56th Street) MarriedStudent Housing5604 Single Student House5606 Single Student House5608 Faculty House5610 Vacant Lot5625 Vacant Lot5631-33 Faculty Use Housing5638 Faculty House5640 Faculty Use Housing [50% University]5644-46 Faculty Use Housing5645-49 Married Student Housing5650-52 Plant Dept. Storage LotAREA VI (56th Street to 57th Street, University Avenue to Lake Park Boulevard)Dorchester Avenue:5623-25 Faculty Use HousingEast 57th Street:1400-12 Single Student Housing66AREA VII (57th Street to 58th Street, Cottage Grove Avenue to Drexel Avenue)Drexel Avenue:5700-02 (845-47 East 57th Street) MarriedStudent Housing5706-08 Faculty Use Housing5710-12 Faculty Use Housing5716-18 Faculty Use Housing5724-26 Faculty Use Housing5728-30 Faculty Use Housing5736-38 Faculty-Staff Parking Lot5742-48 Faculty Use HousingMaryland Avenue:5700 Faculty Use Housing5701 Faculty House5705 Faculty House5708-10 Faculty Use Housing[83.3% University]5712 Faculty Use Housing5716 Faculty Use Housing5717 Faculty House5720-26 Faculty Use Housing[91.7% University]5725 Faculty House5730 Faculty Use Housing[66.7% University]5732 Faculty Use Housing[66.7% University]5734 Faculty Use Housing[66.7% University]5741 Faculty House5746 Faculty Use Housing5750 Faculty Use Housing5756-58 (816-24 East 58th Street) MarriedStudent HousingEast 58th Street:804-12 Married Student Housing (includes5753-59 Cottage Grove Avenue)AREA VIII (57th Street to 58th Street, Unlversity Avenue to ICRR)Blackstone Avenue:5706-10 Faculty Use Housing[77.8% University]5748 Blackstone Hall, Single StudentHousing Kenwood Avenue:5700 (1329-37 East 57th Street) Commercial5721 Parking LotUniversity Avenue:5727-29 Statistics — Mathematics5733 Alumni Association5737 College Office of Admissions and AidWoodlawn Avenue:5720 Center for Health AdministrationStudies5730 Committee on Human Development5736 Far Eastern Languages andCivilizations5740 Nursery School5750 Nursery School5757 Robie House, Adlai Stevenson InstituteEast 57th Street:1155 Quadrangle Club, with tennis courts1323 Commercial1413-15 Faculty Use Housing[83.3% University]AREA IX (58th Street to 59th Street, Dorchester Avenue to ICRR)Dorchester Avenue:5821-33 (land owned by University; buildingprivately owned)East 59th Street:1414 International House1442 Breckenridge House, Single StudentHousingAREA X (55th Street to 59th Street east ofthe ICRR)Everett Avenue:5555 Faculty House (Condominium Unit)Hyde Park Boulevard:5540 Broadview, Single Student HousingAREA XI (60th Street to 61st Street, Cottage Grove Avenue to Ingleside Avenue)Cottage Grove Avenue:6001-17 Commercial6021-23 Storage, Plant DepartmentDrexel Avenue:6000-10 Hospitals Parking Lot600 1 -09 Faculty-Staff Parking Lot676022-24 Married Student Housing, Nurses'Residence6051-57 Married Student HousingIngleside Avenue:6016 Midway Studios6020-22 Faculty Use Housing6026-28 (rear only) Temporary HospitalsParking Lot (as of June 1 )6034-36 Play Lot6044-52 Married Student Housing6054-56 Married Student HousingAREA XII (60th Street to 61st Street, University Avenue to Stony Island Avenue)Blackstone Avenue:6018 Maintenance Department6037-6129 Power Plant6050 Power Plant Parking LotHarper Avenue:6026-32 Vacant LotKimbark Avenue:6018-22 Illinois Drug Abuse ProgramDept. of Psychiatry6021-37 Faculty Use Housing[83.3% University]6042 Student Activities Woodlawn Avenue:6005-11 (1201-09 East 60th Street) Colmar,Faculty Use Housing [92.6% University]East 60th Street:1225 Mott, Industrial Relations Center, withParking Lot1307 Center for Continuing Education, withParking Lot1313 Public Administration Center, withParking Lot1365 Orthogenic School1401-07 Orthogenic School Play Yard1411-13 Population Research Center1445-49 Commercial1545 Plaisance, Mixed University & Non-University Housing and Commercial[64% University*]East 61st Street:1300-18 Vacant LotAREA XIII (South of 61st Street)University Avenue:6105-21 Vacant LotEast 61st Street:1001-21 Commercial* Vacant units excluded from jpercentage calculation.68THE 339th CONVOCATION ADDRESS:WHERE WE ARE AND WHERE WE ARE GOINGBy RICHARD McKEON*March 17, 1972We are assembled — students, relatives, facultyand friends, — at a Convocation. Convocationsare also called Commencements. It is appropriate and inevitable, on such an occasion, touse the language of a decade or a century ago,but the traditional language uncovers problemswhen it is applied to present circumstances.Your graduation is a commencement, a beginning, and an end. You are ready to leave aschool, in which you have learned somethingor done something, to enter another world, whichmay or may not be another school, in whichyou may learn something or do something, orin which you may be sold something or besubmitted to something. Education would seemto provide a continuum between that end andthat beginning, and even to further ends fromthat beginning, an unchanging process ofadapting increasing knowledge to changing circumstances.The language and manner of the convocationaddress is no less definitely fixed by proprietiesand customs than the ceremony itself. Thespeaker commends the graduates for havingcompleted their formal education, or one stageof it, and then, at greater length and with moreenthusiasm, expounds some of the dangers,challenges, and opportunities they will encounter or hear about in the larger world ofaction, or some of the developments andpromises of the more disciplined worlds ofgraduate research or professional specialization.The continuity of education is apparent inmany ways as well as in its function of transmitting knowledge. Even in that function, whatpasses for knowledge may be degraded to theinculcation of error, the planting of prejudice,or the fixing of dogma. We have long beenconvinced that one of the dimensions of the*Richard P. McKeon is the Charles F. GreyDistinguished Service Professor of Philosophy andGreek in the Departments of Philosophy and Classical Languages and Literatures and in the College. continuity of education is in its universalization— in making it available to all men — and another is in its equalization — in providing equalityof opportunity for each man to develop hisabilities to the full. But continuities encounterdiscontinuities in all dimensions, and methodsof integration become, or are used as, methodsof division and segregation. The privileged student often discovers, well along the road of hiseducation, that he lacks the preparation to goon to the higher studies of his choice, thatindeed he would have been prepared only if hehad known from childhood where he was going.Privileged and underprivileged students oftendiscover, when they have been admitted to aprogram of education, that it contains nothingrelevant to their lives, their traditions, or theiraspirations. Almost all students become dropouts from that education which should be alife-long enterprise. If education is the transmission of knowledge, it is important to askwhat knowledge is; and implicit in that questionare questions about the significance of knowledge and the relevance of knowledge. Consequently, instead of saluting you and wishingyou well on your further journeys, I shouldlike to raise with you questions about wherewe, assembled here, The University of Chicago,are, and where we are going — not by consulting a map of statistics and projections, ora manifesto of specifications and demands,but by asking how knowledge is used in reckoning locations and in choosing directions.Let us suppose that this Convocation weredisrupted peacefully, and the leaflets were distributed informing you that you have beenduped in your education and that somethingshould be done about the education offeredhere to preserve the genius of The University ofChicago, which consists in discovering andwarranting significant knowledge and in makingit relevant to the life of man and the valuesof communities of men. You will shortly receive diplomas certifying that you have achievedcompetence in some branch of knowledge. Howwill you judge whether you have come into69the possession of knowledge, or whether theknowledge you have acquired is significant andrelevant? What knowledge will you use inmaking that judgment? Is the knowledge youwill appeal to a body of facts and information?That information was established and certifiedin the solution of problems, but is it still pertinent to the problem you now face? Is theknowledge a group of techniques and attitudesadapted to the solution of problems? Can yourskills and perspectives be used in recognizingand finding a new problem, instead of reducingit and all other problems to instances of problems that you are familiar with and that havebeen solved?The genius of The University of Chicago,when it was founded eighty years ago consistedin a unique set of answers to these questions,derived from the conviction that the discoveryof knowledge is inseparably related to the transmission of knowledge, that research gives substance to and is stimulated by teaching, thatthe parts of the university are independent,autonomous disciplines but integral parts of aninterdisciplinary whole, and that the universityhas extensions to adult students, to relatedinstitutions, and to society and culture in general. The problem of where we are is whetherwe have continued that genius and how weshall extend it to the new circumstances andsituations we shall face. It was a new beginning, but it was based on the experience ofother universities stretching back to the University of Paris, which received its charter in1200, 690 years before the incorporation ofThe University of Chicago in 1890, and beyondthat to other institutions which related education to the acquisition of knowledge in othercircumstances long before universities werethought of or named. The problem of wherewe are might be clarified by glancing at someof the ways in which knowledge was used toguide education with successes and frustrationsthat sometimes suggest the topography of thepresent situation.If you had been born in Athens at any timefrom the Age of Pericles through the periodof the defeat of Athens by Sparta to its conquest by Alexander the Great, you would havereceived your elementary education at home,usually from a slave pedagogue (paidagogos) ,and you would have gone on to higher education by talking with philosophers in publicplaces or private academies, with paid travelling sophists, or with fellow citizens. You wouldprobably have been convinced that Athens wasfree and the school of all Greece, and youmight have been ashamed that philosophers,poets, and artists were prosecuted, exiled, andcondemned to death. The teachers pursued inquiry in all branches of knowledge and wrote"treatises." If you had been born after thedeath of Alexander in one of the Hellenistickingdoms, the Porch of the Stoics and theGarden of the Epicureans would have beenadded to the walks of the Academy and theLyceum as institutions of higher education.The libraries of Alexandria and of Pergamonhad been built, and higher education had become learned and science empirical. The teachers wrote "handbooks" (encheiridion) of logic,grammar, morals, and science, and on theorganization of knowledge. You might havebeen puzzled about how the brotherhood ofman had been broken up into aggressively rivalcommercial dictatorships. If you had been bornin the Roman Empire, you would have studiedthe liberal arts which had been derived from theGreeks but organized and named by the Romans, and you would have graduated to thestudy of rhetoric, law, or technology. Youmight have remembered how the free institutions of the Republic had been transformed,with little change in structure or letter, into thelaw and order of the Empire, which extendedpeace throughout the world by power and conquest, and which degenerated into tyranny anddespotism. The educators included emperors,like Marcus Aurelius, and advisers of emperors and despots, like Seneca, who wrotecollections of "Maxims," "Consolations," and"Reflections." If you had been born during thefirst millennium of Christianity you would havewitnessed the struggle between the liberal artsand Christian doctrine, between the study ofhuman and divine letters. You would havelearned that we tend to forget, that doctrine(doctrina) means both the process of teachingand what is taught, and that the constructionand organization of an inclusive doctrine and auniversal community is a labor of research andlearning. The teachers wrote "Tractates," "Commentaries," and "Confessions."Universities began to emerge in the eleventhand twelfth centuries when faculties of medicineand law started their researches at Salerno andBologna, and the monastic and episcopal schoolsprepared the way for the thirteenth-century uni-70versity, in which the baccalaureate study of artswas joined to graduate faculties of theology,law, and medicine. The University of Paris wassupported by three strong and far-sighted popes,originally to improve the education of the clergy; but among the side-products of the tempestuous relations between the faculty of arts,accused of applying logic to theology, and thefaculty of theology, engaged in developingtheology as a science, theoretic, practical ormanuductive, were the development of thetechniques of scholarship and research, despiteintrusions of dogmatism, and the beginnings ofacademic freedom and freedom of speech,despite interdictions and excommunications.The teachers wrote "Sums of Theology" and"Commentaries" on Scripture, on the Book ofSentences, and on the books of Aristotle. If youhad been born in the period between theRenaissance and the nineteenth century youwould have had your undergraduate education in a college of arts and sciences and youwould have witnessed some stage of the construction and departmentalization of graduateeducation in the Humanities, the Natural Sciences, and the Social Sciences. The schools oftheology, law, and medicine were still there,but for the most part they had become "professional" schools.The University of Chicago was founded toimprove the education of the clergy, but itsprofessional schools in general took on thefunctions of research, and the Divinity Schoolhas continued the old struggle of schools oftheology to relate research and the discovery ofthe truth to the training of the ministry. Research depends on knowledge of a subject matter and competence in the methods adapted toinquiry into that matter, but disciplines andcompetences extend beyond restricted subjectmatters and transform them — sometimes extending them, and sometimes making them morespecialized. From the first, The University ofChicago has maintained a problem-oriented attitude in research, and it has tended to subordinate erudition and information to inquiryand the questioning examination of positionsand arguments in its teaching. Since facts donot exist ready-made and problems are encountered only after difficulties have been stated, it has tried to put its stress on problem-findingand problem-formulation as a preliminary toproblem-solution and to the tabulation of truthsdiscovered, information schematized, and systems organized. That genius cannot be preserved and strengthened in its operation bydescribing it or repeating what it has done,but only by continuing to seek and to analyzethe problems veiled in the confusion of feltanxieties and stated issues of our times — theparadoxes of pure and applied research, ofsignificant knowledge and relevant knowledge,of lessening the time of formal education andlengthening the time of education as an enrichment of life, of strengthening particulardisciplines and recognizing their interdisciplinary extension beyond the field of their originalapplication, of subordinating information andproblem-solving to problem-finding and analysis.This is where we are at this Convocation ofThe University of Chicago, and from this pointwe shall determine where we are going, youwho graduate and we who continue our research and teaching. The problems we shallfind will be relevant to each other, and therefore we shall not be separated into those whogo and those who stay, but we shall be able tostimulate each other, when we are successful inour search, to remain firm in our convictionthat freedom of inquiry can be the source ofprogressive agreement in the recognition oftruth, significance and relevance.SUMMARY OF THE339th CONVOCATIONThe 339th Convocation was held at 3 p.m.,Friday, March 17, in Rockefeller MemorialChapel. President Levi presided. The text ofRichard P. McKeon's address appears above.A total of 373 degrees were awarded: 43Bachelor of Arts, 114 Master of Business Administration, 98 Master of Arts, 16 Masterof Science, 4 Master of Arts in Teaching, 3Master of Science in Teaching, 6 Doctor ofLaw, 2 Doctor of Ministry, and 87 Doctor ofPhilosophy.71PLACEMENT AND ACCREDITATION EXAMINATIONSA REPORT OF THE AD HOC COMMITTEEMay 10, 1972Dean Roger H. Hildebrand appointed an AdHoc Committee in mid-January, 1972 to "studyand make recommendations concerning placement and accreditation examinations in theCollege." We have met weekly since that time,and have had the benefit of discussions withnumerous members of the Faculty of the College concerning, present and past placementexamination policies in their subject areas. Weacknowledge their valuable help and advice,but absolve them from any . responsibility forthe conclusions we draw and the policies andprocedures we recommend. Certain problemsrelated to accreditation are not considered inthis report. Among these are the evaluation ofcredit for studies at other college-level institutions by transfer students, and the certificationof competence in English composition requiredof all undergraduates.1At the outset, we point out that placementand accreditation must be based upon definedobjectives of each of the academic programs ofthe College. Where there are alternative waysof meeting the general education objectives ofthe College and the more specific objectives ofthe numerous concentration areas, it is possibleto give meaning to placement and accreditation only when these objectives are well-defined.We take the point of view that students bringa wide diversity of general and specializedknowledge and skills from their prior experience, and that in many instances these competences have some equivalence to college-levelwork. To the extent that this is true, thereshould be means for determining this equivalence in order that students may maximize theireducational opportunities and, where appropriate, accelerate their progress to the bachelor'sdegree.The terms "placement," "advanced standing,"*A committee has recently been appointed byDean Hildebrand to study the English writing competence examination problem. "accreditation," and "acceleration" are used indifferent, sometimes overlapping ways. We understand and use them in the following sense:Placement: The location of a student at a levelin an academic program that takes account ofhis prior acquired knowledge, skills, and interests with the intention of optimizing the educational opportunities available to him. It mayhave a "lateral" aspect, a "vertical" aspect, orboth. It has the former sense for those subjectfields that are so broad or many-sided that astudent may have an excellent grasp of onearea with little or no knowledge of another. Ithas a "vertical" aspect for fields, more narrowlydefined, in which there is a sequential structure."Placement," used in either sense, carries noimplication of credit, as such, to the studenttoward the realization of his program objectives. Its purpose is to determine where thestudent should be placed in a program to hismaximum intellectual benefit. Accordingly,placement examinations should serve primarilya diagnostic function, testing where among avariety of alternative courses a student best fits.Advanced Standing: A reduction in the courserequirements of a student's general education orspecialized area program on the basis of hissatisfactory performance on an examination ator near the time of his entrance. Where approved by the relevant Faculty the AdvancedPlacement Examinations of the College Entrance Examination Board may serve this purpose. Currently, advanced standing on admission based on such examinations is available inbiology, chemistry, French and German language and literature, Spanish, Latin, mathematics, and physics. In addition and alternatively,advanced placement examinations, prepared bymembers of the College Staffs in the generaleducation areas and by members of departments that provide introductory college levelcourses in their subject fields, should be available to students at announced times and placesduring the first quarter of residence. Suchexaminations should reflect the aims of particu-72lar courses, and satisfactory performance onthem by the student should provide advancedstanding.Advanced standing has the effect of reducingthe number of courses required in an academicprogram and of diminishing the time for itscompletion, other things being equal.Accreditation: A reduction in the course requirements of an academic program for a student at any level on the basis of his satisfactoryperformance on an examination that tests forknowledge and skills identified with a particularcourse. Accreditation applies, in general, tocourses beyond the introductory level and tostudents who, by virtue of independent studymay feel qualified to test the equivalence oftheir acquired knowledge and skills against thenorms of required program courses.Acceleration: The reduction in the time required to fulfill an academic program by advanced standing at entrance, by accreditationexaminations at any stage, or by the student'sexercise of his privilege to take four coursesper quarter in his third and fourth years without increase of tuition.Orientation Week and thePlacement FunctionWith this lengthy glossary of terms, we turnto the placement function. Insofar as it is possible, we believe that the examinations givenduring Orientation Week should be limited asmuch as possible to those facilitating the properplacement of the student in the first quarter ofhis residence, leaving the problems of advancedstanding to examinations given during theAutumn Quarter. The period of time availablein Orientation Week is too brief, for studentand faculty alike, to accomplish more thanestablish a basis for initial placement, supplementing his scholastic record, interests, andother evidence of record.We recognize, moreover, that there are inherent differences, fundamental and practical,in examining for knowledge and skills in thedifferent subject areas that emphasize quantitative, as distinct from qualitative, reasoning.Mathematics, the natural sciences, and the syntactical and grammatical aspects of languagesare more amenable to the kinds of examinationsituation that must necessarily exist in Orientation Week, than are the social sciences and the humanities. We recommend, accordingly, thatplacement examinations in mathematics, thephysical sciences, the biological sciences, andforeign languages be available to all enteringstudents during Orientation Week, as at present,and that effort by members of the College Staffto refine their placement function continue. Wefeel that students should be advised, but notrequired, to take placement examinations inthese areas whenever relevant. The examinations provide a student with an initial opportunity to share in the design of his academicprogram, and he waives this opportunity byfailure to take them. We also recommend thatthe primary responsibility for the preparationand grading of the placement examinationsshould rest with the corresponding CollegiateDivisions under their Masters who will normally delegate these functions.For the areas of the social sciences and thehumanities the problems of placement are quitedifferent and should be met in a different manner. We see the difficulty of properly examiningfor knowledge and skills in those fields by conventional examinations of the objective typeand where quantitative answers are often notpossible. Essays and papers would be moreappropriate, but their evaluation during thebrief period of Orientation Week is clearly oufof the question. Instead, we recommend thatplacement of a student among the alternativecourses in the humanities and the social sciences be determined on the basis of secondaryschool academic records, personal interests ofthe student, and such other evidence as mayexist.With regard to the administration of Placement Examinations during Orientation Weekwe recommend that the Dean of UndergraduateStudents have the responsibility and authorityfor scheduling and monitoring. All examinations should be supplied to the Office of theDean of Students by a date established in consultation with each of the relevant Masters,and the grade results and recommendations furnished to that Office within a specified time foruse by advisers during registration.Advanced Standing: Advanced standing shouldbe available to qualified students in all fieldsincluding general education and the major field.Where appropriate, and this is a decision thatcan only be made by the faculty of the relevantprogram, the Advanced Placement Examina-73tions of the Education Testing Services, may bea basis for giving advanced standing.Where these examinations are not appropriate, we believe that the opportunity to qualifyfor advanced standing should nevertheless beavailable to students. Examinations based upongeneral education courses and introductorycourses in the program areas of the major,should be offered during the first quarter of astudent's residence. The responsibility for thepreparation and evaluation of such examinations should rest with the relevant CollegiateDivision, whose Master would delegate the taskto members of the faculty. In general, these willbe persons who are teaching the courses in thecurrent academic year or who taught themduring the preceding academic year. Announcement of the date, time, and place for examinations should be made by the Dean of Undergraduate Students, who will schedule them incoordination with the Masters to avoid conflicts for students who may take more than one.The grading of the examinations and therecommendation to grant advanced standingshould be made by the faculty member whoprepared them, and reported to the Dean ofUndergraduate Students for record-keeping andreferral to each student's adviser and to theRegistrar. The student should be promptly informed of the results of the examination, andin any case by the end of the first quarter. Werecommend that a student have only one opportunity to obtain advanced standing by examination.Advanced standing should be noted in thestudent's record as (Course) Advanced Standing by Examination (Grade P). No entry shouldbe made if the student is not given advancedstanding. Advanced standing (transcript gradeP) should be regarded as meeting a requirement in an academic program (general education or major area). It should also be regardedas fulfilling a free elective course requirement in the event that a student makes a change toa different academic program.Accreditation Examinations: At all levels of thecurriculum the opportunity should be availableto a student to take an examination that willdetermine whether his independent study hasresulted in a mastery of knowledge and skillsequivalent to that represented by passing performance in a course. Generally this will occurin the field of his concentration or in a cognatearea. Consequently, we believe that such examinations should be made available in departments or other major areas at announced placesand times, near the start of the quarter in whichthe course is given. It should be the responsibility of department chairmen to delegate thepreparation and grading of such examinationsto the member of the faculty who is currentlyteaching the course or to the person who taughtit in the preceding year. As a rule, it should befeasible to use course examinations for accreditation purposes. The grading of such examinations should be on a P-N basis, and in theevent of a passing examination, this resultshould be transmitted to the Dean of Studentsfor the records of the student's adviser and tothe Registrar for notation on the student'stranscript: (Course), (Passed by Examination.)For courses in which both experimental andtheoretical knowledge and skills are involved, astudent may be given accreditation for theformal part of the course, but required tofulfill the experimental part in the normal manner for 1/2 C. A student may take an accreditation examination only once.Norman H. Nachtrieb, ChairmanPeter F. DembowskiHanna H. GrayJames W. MoulderLeonard K. OlsenEnid Rieser74ANNUAL REPORT ON THE OUTSIDE USEOF ATHLETIC FACILITIESMay 1, 1972To: Walter L. WalkerVice President for PlanningThe University has for some time been makingits athletic facilities available to outside organizations. This use has been contingent uponapproval by the University Committee on theOutside Use of Athletic Facilities. The following criteria have been used by the Committeein evaluating the requests of outside organizations :a. The availability of the facility, i.e., it isnot required for regularly scheduled programs or events. b. Need, i.e., the outside group has no alternative facility readily available.c. Supervision, i.e., the sponsoring organization can provide adequate supervision forthe number of participants and the typeof programming being scheduled.d. Cost, i.e., the sponsor of the event is willing and able to assume the costs of cleanup and maintenance incurred by theactivity.The table below shows the number of timesUniversity facilities were used and the numberof outside organizations using them for theperiods March 1, 1970-February 28, 1971 andMarch 1, 1971-February 29, 1972.No. of TimesFacilities Used No. of OrganizationsUsing FacilitiesMarch 1, 1970 - February 28, 1971March 1, 1971 - February 29, 1972 3339 710Following is a listing of the outside users of to February 29, 1972:athletic facilities for the period March 1, 1970Date Organization ActivityUniversity of Chicago Track Club (UCTC) RelaysBoard of Education City High School Track Meet1970March 14171928May 9152930tember 30 Amateur Athletic Union (AAU)UCTCBoard of Education Central Indoor ChampionshipOpen (Track)City High School Track MeetNational Amateur Athletic Union (NAAU) Sr. 10-kil. Walk RaceUCTC Open 4-mile (Track)75Date Organization ActivityOctober 311 UCTC31 UCTCNovember 714 UCTC2128 AAUDecember 11 UCTC18 National Collegiate Athletic Association21-23 (NCAA)*During month Hyde Park YMCA1971January 2 UCTC15 Colony Club17 UCTCFebruary 12 UCTCMarch 13 UCTC14 Catholic Schools1618 Board of Education2027 AAUMay 8 UCTC29 NAAUJune 810 Board of Education13 Central AAU19 City of Chicago, Department of HumanResources, Woodlawn Unit OfficeAugust 14 NAAU15 NAAUSeptember 25 UCTC Open (Track)4-mile5-mile (Track)Sr. 10,000-meter ChampionshipOpen (Track)Frosh.-Soph. Basketball TournamentMidget Football Team(7 home games)Open (Track)Swimming (Ida Noyes)17th Annual ChicagolandOpen (Track)Open (Track)RelaysLeague Track MeetCity High School Track MeetIndoor ChampionshipsOpen (Track)Sr. 10-kil. RaceBaseball FieldOutdoor Championships (Track)Track MeetJr. Championships (Track)Relay ChampionshipOpen 4-mile^Directed by the Office of Special Programs in the College.76Date Organization ActivityOctober 2 UCTC Open 3 -mile10 UCTC Open 4-mile17 UCTC Open 4-mile23 UCTC Open 5-mile30 UCTC Open 4-mileNovember 7 UCTC Open 5-mile13 UCTC Open 4-mile20 Central AAU 10,000-meter and OpenDecember 9 Mayor Daley's Youth Foundation Training for Women's Track11 UCTC Open (Track)20-22 NCAA Basketball23 UCTC OpenDuring month Hyde Park YMCA Midget Football Team(7 home games)1972January 6 UCTC Open15 Colony Club Swimming (Ida Noyes)29 UCTC 18th Annual Chicagoland OpenFebruary 12 UCTC Open (Track)In addition, the following programs usedUniversity facilities during the period:a. The Pritzker Children's Hospital and Center uses the Ida Noyes swimming pool onSaturday mornings.b. The Office of Special Programs in theCollege administers the National Summer Youth Sports Program, under the sponsorship of the NCAA, for students ofselected high schools.Patrick L. MyersAssistant to theVice President for Planning11VISITING COMMITTEESUpon recommendation of the Dean (or Director) of the academic area involved and with theconcurrence of the President, the followingpersons were appointed members (and Chair man as indicated) in Class 1 of the VisitingCommittees for a term of three years expiringSeptember 30, 1974:I. Council on the Graduate School of Business:Karl R. BendetsenEugene P. BergWilliam O. Beers*James W. ButtonWilliam A. Buzick, Jr.*Ralph E. Gomary*Thomas HancockWilliam G. Karnes*Raymond A. Kroc*Alvin W. Long* Ray W. MacdonaldJohn A. MattmillerOscar G. Mayer, Jr.Hart PerryEli Shapiro*T. M. ThompsonC. R. Walgreen, III*Christopher W. WilsonWilliam T. Ylvisker*II. Visiting Committee on the College:Barbara Phelps Anderson*Arthur A. BaerIra Corn*John F. Dille, Jr.William S. Gray, III John T. HortonKeith I. ParsonsChristopher Peebles*Sydney Stein, Jr.Philip C. WhiteIII. Visiting Committee on the Divinity School:Rosecrans Baldwin*Robert E. BrookerMarvin Chandler*Milton F. Darr, Jr.*Christopher H. Davison*James C. Downs, Jr. William G. KarnesEdward H. McDermottKeith I. ParsonsGeorge H. WatkinsCharles W. Lake*IV. Visiting Committee on the Graduate School of Education and the Department of Education:Luther H. FosterJames F. Redmond Sydney Stein, Jr.George H. Watkins, ChairmanV. Visiting Committee on the Humanities:James W. AlsdorfArthur A. BaerCharles BentonEdwin A. BergmanLeigh B. BlockMrs. George V. BobrinskoyMichael Braude Gay lord DonnelleyPaul FrommJames R. GetzLeo S. GuthmanCharles C. Haffner, IIIJames F. Hoge, Jr.Denison B. Hull*New appointees are indicated by asterisks.78Sigmund W. KunstadterMrs. George T. LanghorneEarle LudginMrs. C. Phillip Miller Mrs. Gilbert H. OsgoodMrs. Edward L. RyersonMrs. Sydney Stein, Jr.VI. Visiting Committee on the. Law School:Hammond Chaff etz*Frank Cicero, Jr.*James H. Douglas, Jr.*Frank Greenberg*J. Gordon Henry*William E. Jackson*Robert J. Kutak*Rex E. Lee*Frank D. Mayer, Jr.* Robert McDougal, Jr.*The Hon. Stanley Mosk*Dollin.N. Oaks*Roberta C. Ramo*Grantland E. Rice*The Hon. Walter V. SchaefferMilton Shadur, ChairmanEdward L. Wright*VII. Visiting Committee on the Oriental Institute:Arthur S. BowesMrs. G. Corson Ellis*John W. B. Hadley*Mrs. John J. LivingoodAlbert H. Newman Norman S. ParkerWilliam J. RobertsSydney Stein, Jr.Mrs. Sydney Stein, Jr.VIII. Visiting Committee on the School of Social Service Administration:Mrs. John J. BerganMrs. Robert L. FooteMrs. Zollie FrankIrving B. Harris*Kenneth F. MontgomeryKenneth Newberger Joseph Regenstein, Jr.Lawrence K. SchnadigMerrill ShepardHerbert R. StratfordMaynard I. WishnerCOMMITTEE ON EXTENSIONREVISED MEMBERSHIP LISTCyril O. Houle, ChairmanLester AsheimR. Stephen BerryJerald C. BrauerMeyer W. Isenberg Arthur MannBernece K. SimonSusan S. StodolskyBernard S. Strauss79PRESIDENT'S SEMINAR, 1971-1972Revised List of MembersDivision of the Biological SciencesRobert P. LorenzDivision of the HumanitiesCarrie Elizabeth CowherdDivision of the Physical SciencesDonald F. HellerDivision of the Social SciencesJohn Palmer HawkinsBiological Sciences Collegiate DivisionMarcis T. SodumsHumanities Collegiate DivisionEugene R. WedoffPhysical Sciences Collegiate DivisionGeraldine BradySocial Sciences Collegiate DivisionWilliam S. PollackNew Collegiate DivisionLissa Englander (Mrs.)Graduate School of BusinessGerard BadlerGraduate School of EducationKent L. GatlingThe Divinity SchoolCharles T. FaulknerThe Law SchoolJeffrey T. KutaSchool of Social Service AdministrationWilliam S. Saint, Jr.Graduate Library SchoolFrancis L. Miksa, Jr.The CollegeThomas J. Campbell 5401 Woodlawn Avenue6728 Oglesby Avenue4850 Lake Park Avenue5107 Blackstone Avenue915 East 53rd Street5131 University Avenue5748 Blackstone Avenue5332 Kimbark Avenue 324-8357667-8101X38219 (Lab)(JFI)643-6713753-3563288-3111753-3779324-04991340 East Hyde Park Blvd. 624-46765519 Blackstone Avenue 363-92925135 Kenwood Avenue 667-50751005 East 60th Street 753-35595317 Kimbark Avenue 493-245 1822 East 58th Street 324-2321404 Colony Court 739-7611Bolingbrook, Illinois199 East Lake Shore Drive 664-000780THE UNIVERSITY OF CHICAGO RECORDOFFICE OF THE VICE PRESIDENT FOR PUBLIC AFFAHtSRoom 200, Administration BuildingXmG<H><oo33o>omooDft -4 99 tfl J»4D IS # PI ©O W ft I«Ci IE •«* 3©«¦• 2C «» > «*jP* ©sag «qg §P• 8=«3 CI H>0^0-^0 a:¦¦© •< :' r* s@i r* r* f55*«4 & 8* ft &Q *¦* **'w oa as osroOQo02.ONOONUJn Z"* a: c o312 ¦u {/> ¦Vi|p p > Oen o2al a 5O o3|5*322 mC/>