Northeastern University - Cauldron Yearbook (Boston, MA)

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program work in hospitals and community centers, learning about family and community health problems. Recreation education majors specialize in community recre- ation, therapeutic recreation or outdoor education and con- servation. The program is wide-rang- ing — and includes study in arts and crafts, music, thera- peutic recreation sports, out- door education, school camp- ing and park programming. Students work indoors and out with children and adults in youth agencies, recreation departments, hospitals and other institutions. In addition, students spend time at the university ' s Warren Center, in Ashland, which Dean Catherine Allen calls an outdoor lab for Boston Bouve College. The department conducts during the summer a six-week camp for the severely handi- capped, in conjunction with the Easter Seals program. The physical education majors are trained to teach at elementary and secondary lev- els, and may minor in athletic training, coaching, dancing, or the sciences. They also spend time at Ashland, and in their senior year are assigned to various student teaching positions in schools in the Boston area. Boston Bouve has changed with the times, according to Dean Allen. An associate degree was established in therapeutic rec- reation for nursing home directors, and was run out of University and Lincoln Col- leges. A part-time master ' s pro- gram in physical education and recreation education in 1970. The growth has been enor- mous — 10 graduates in 1915, and 1500 last year. Health and recreation edu- cation have become increas- ingly attractive to incoming freshmen, and physical ther- apy and physical education continue to grow. — Mary Concannon

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Boston Bouve Still growing In liberal arts, they concen- trate on the mind — the mean- ing of life, the social sciences. In business they deal with the numbers — the costs, the prof- its. But in Boston Bouve College, they work for the body. Physical education, recrea- tion education, physical ther- apy and health education are all part of Boston Bouve. The Boston School of Physi- cal Education was founded in 1913 to train women in physi- cal education. Those women, unlike today ' s student, paid $100 year tuition and a per- centage of their first-year ' s sal- ary after graduation. In 1964, the school became part of Northeastern and was rechristened Boston Bouve. From there it was golden. The only majors available when the school merged with Northeastern were physical education and physical ther- apy. A year later, in 1965, rec- reation education was added and health education came along in 1972. Perhaps one of the most demanding majors in the entire university is physical therapy. Students are pre- pared, through classwork and hospital experience, to work with the physically disabled of all ages in hospitals, clinics, and nursing homes. It ' s tough, demanding and — if you make it — rewarding. Students concentrate on the more liberal arts as well as sci- ences during the first two years and then move on to the more professional courses — anatomy, kinesiology, neurol- ogy, physiology and clinical medicine. Field experience comes in the form of cooperative place- ment in various hospitals, clin- ics and other health institu- tions. Working with the disa- bled, young and old, can be a frustrating, depressing and, fortunately, often happy expe- rience. The job and classwork demand intense concentration, perseverance and drive. Health education majors are concerned with teaching and all levels — with emphasis on drug abuse and use, mental health, aging and health prob- lems. Students in this five-year

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Education Changes In the past five years, there have been three basic changes in the College of Education: enrollment has progressively decreased, students now have a wider choice among required electives, and there appears to be a changing atti- tude among students and fac- ulty. Prof. John Herzog cited the following statistics showing the declining enrollment: undergraduate membership in 1971 was 1238, and in 1975 was 744; and the number of enroll- ing freshmen in the same period decreased by more than 50 per cent, from 330 to 160. While enrollment in the col- lege has continually declined, there has been a steady increase in the distribution of students in various majors and concentrations. In 1971, 86 percent of the college ' s population was enrolled in teacher training programs. The remaining 14 percent was in speech and hearing. By 1975, only 34 per- cent was enrolled in teacher training programs, while 33 percent was in speech and hearing. Growing in popularity was the special education concen- tration, involving 28 percent of the college ' s enrollment. This concentration began in 1972. The Human Services Department was created in 1974 and by the next fall five percent of the college ' s stu- dents were in this major, and the majority of them were freshmen. The college ' s declining enrollment is primarily a direct result of the nation ' s economic situation, according to Dean Frank Marsh. Associate Dean Charles Haley supported this, saying that the economy forced a need for specialization, which provides students with that extra edge in a tight job mar- ket. In addition, Haley said, public schools ' population has decreased and there is there- fore less of a demand for teachers. The changing enrollment patterns resulted in the forma- tion of two new concentra- tions within the elementary education major: special edu- cation and early childhood. The former became an ele- mentary education concentra- Dean Frank Marsh tion in 1972, and Chairman Matt Luzzi indicates that this concentration is partially in response to the passage of the state ' s Chapter 766, a law forc- ing the public schools to meet the needs of learning disabled students. The law brought about a suddenly greater need for teachers specializing in this field. The early childhood concen- tration was formed in this period, under Chairman Mary Lee. A unique major was estab- lished in 1974 — human ser- vices. This major combines courses from the Colleges of Education, Liberal Arts and Criminal Justice. Director Barbara Schram said that the major explores behavioral sciences and offers students a variety of humanis- tic courses, attracting those who wish to work with people. The establishment of these new majors and concentra- tions indicate that the College of Education is no longer just a teacher training center but now involves a variety of applications within the field of education. In addition to enrollment and study changes, there has been a shift in faculty and stu- dent attitudes. Professors seem to be getting more involved and students less involved with college activities. Marsh suggested that the faculty is more willing to use a broader definition of educa- tion, because of the economy and the teachers ' own profes- sional growth. According to Haley, more professors realized that pass- fail courses might benefit the students and that the students themselves initiated the avail- ability of pass-fail courses. Professor Wendell Brown commented that there is more informality within the class- room and that the emphasis has switched from structure set by faculty to student initia- tive. During the 1971-75 period, the general student attitudes altered. Students are not as active in voicing their con- cerns. Many students need to work part-time to meet rising tuition costs and consequently they aren ' t becoming as involved with college activities as did students in the 60s and early 70s. Students who took part in