https://archives.uwp.edu/files/original/0cadac3002bf86ab53be2f30c696516c.pdf 6699793873fa6548a3226ac78425e109 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource University of Wisconsin - Parkside Ranger News Description An account of the resource Student newspaper of UW-Parkside Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Headline Used for newspapers, the Headline element describes the main article of the issue. The Economics of a College Education Issue Volume 6, issue 1 Series Number The series number of the original collection. UWPAC124 Ranger News Text Any textual data included in the document mm Mm Mm A " • ' .' ^m®rr ^1PVB;i- «#f|j ^^iHBBr ilifllfflW lliwk mZ3m ' JF vv 41 A# H 1 liXWednesday, August 30, 1977 Vol. 8, No. 1 /? /'/ if a man empties his purse into Qf his head, no one can take it from him. ;BenJamin Franklin ^mmmamrn Special Registration Does it pay? The Economics of a College Education This article first appeared in the Occupational Outlook Quarterly, Summer of 1977. by Neale Baxter Prophets live in fear that their forecasts will be remembered. Although predictions are-sometimes right, they are often wrong and occasionally foolish. One can spend an amusing hour on a rainy day reading late 19th century prophecies about the 20th century. One forecaster saw a day coming when every woman in America would work as a telephone operator. The reasoning behind the prediction was flawless, given the rate of growth of the telephone industry, though it did not allow for the invention of automatic switching equipment. Another forecaster looked into the future and beheld New York City under 5 feet of horse manure. That prediction too was well founded: given the rate at which the equine population was growing; but the seer might have, done a better job if he had seen a Ford in his future. Not all prophecies look so silly 25 years after they are made, however. Consider this one, made in 1949 by Seymour Harris, "A large proportion of the potential college students within the next 20 years are doomed to disappointment after graduation, as the number of coveted openings will be substantially less than the numbers seeking them" (The Market for College Graduates). Harris wasn't silly. He was merely wrong. If the college graduates of the 1950's and 1960's were disappointed, surveys of their economic status, job satisfaction, and general well-being have failed to reveal their chagrin. Today's doomsayers may be no better at seeing into the future than was Harris. Predictions of disappointment for college graduates during this decade and the next must not be ignored, however. They are based upon two important facts and a reasonable hypothesis. Fact 1: College has been a profitable investment for most graduates in the past. Fact 2; Most students attend college because it is a gateway to better paying jobs, as well as for other reasons. Hypothesis: Between now and 1985, investments in college will be less profitable, and many college graduates will not be able to enter well-paid occupations that now employ college graduates. The hypothesis can be simply stated. To explain it, however, we must examine three related questions in more detail. First, what effect did a college education have on incomes during most of this century? Second, what changes took place in the labor market during the first half of this decade? Third, how accurately can we estimate what will happen during the next decade? Each of these questions leads to further complications in its turn. For example, college graduates earn more money than high school graduates. But why they earn more, how much more, and whether the amount earned exceeded the amount spent on their education are more problematic topics, each of which deserves further examination. Why College College graduates bring many advantages to the labor market. They are generally intelligent, diligent, innovative, productive, and flexible when faced with changing duties. These attributes are not necessarily the result of a college education. However, whether colleges help people develop their ability or not, employers associate the college graduate with a preferred group of workers, just as an angler returns to a favorite pool when fishing for trout. Trout might be swimming elsewhere in the stream, but the chances of catching them at the pool are greater. Not everyone wants to catch trout, of course, and no one wants trout all the time. But during most of this century, more jobs have been offered to college trained workers than there were graduates available to fili them. Employers therefore have been willing to pay college graduates substantially more money than high school graduates. Male college graduates aged 25 and over earned an average of $14,925 in 1968, according to the U.S. Department of Commerce, Bureau of the Census; high school graduates earned $9,793. If employers were willing to pay college graduates more, students were also more willing to go to college because of the promise of higher earnings. A College Placement Council (CPC) study, College Graduates anf/ Their Employers, based on a survey conducted in 1971, reports that high earnings were an important consideration in career choice for more than 50 percent of the male college graduates working as accountants, administrators, computer personnel, sales representatives, engineers, physicians, optometrists, dentists, veterinarians, and lawyers. Two-thirds of the men surveyed, who started college in 1961, worked in these occupations. College graduates not only received higher pay in the late 1960's, they were also more likely to be employed than high school graduates. According to a U.S. Department of Labor study, 22 percent of the white male high school graduates aged 16 to 26 in 1968 experienced at least one spell of unemployment between 1966 and 1968. Only 6 percent of the college graduates had experienced any unemployment. The CPC survey already mentioned found that only 2 percent of the freshman class of 1961 were unemployed and looking for work in 1971. The 2 percent included those who did not finish college. College graduates have also earned more than high school graduates because they loss less income as a result of illness and injuries. College graduates more often work in occupations that have very low injury and illness rates. They also tend to have better sick pay and health insurance benefits than does the average worker. How Much? How much more money does a college graduate earn during a lifetime than a high school graduate? $331,685, maybe. This 1972 estimate of the Census Bureau is the most recent available. It represents the difference between the expected earnings from age 18 to death for a male college graduate ($710,569) and the earnings expected for a high school graduate ($478,874). Unfortunately, the ringing precision of the $331,685 difference drowns out several qualifications. The most important of these is that it allows neither for inflation nor increased productivity. As a result of inflation, a given amount of money will buy more goods and services. Estimates of lifetime earnings can be made that do allow for inflation and increased productivity. These estimates assume a constant rate of inflation or a constant increase in productivity. Depending on how much one allows , for each of these variables, the value of a college education in 1972 to a 25-yearold male could have been as much as half a million dollars or as little as 56 thousand dollars. One additional qualification: those figures are based on mean incomes during 1972; changes in the rate of unemployment for college graduates relative to the rate for high school graduates also affect lifetime income. How much more money does cont. paae ? education 2 Econ from p. | — a college graduate make? Maybe a little, maybe a lot. Is the Return Worth the Investment Rates of return are simple ways to speak of the value of a college education. They are similar to interest rates. If a $100 deposit in a bank yields $106 dollars at the end of a year, the rate of return is 6 percent. If a $10,000 education yields $102,857.17 after 40 years, the rate of return is also 6 percent. foregone income — the money that a student who chose not to go to school would make working. It is similar to the money a farmer does not make when a field lies fallow. Like the farmer, the student hopes that sacrificing earnings this year will yield higher returns next year. One can form a very rough idea of the value of foregone earnings from the average annual income of the college age population. This figure, however, would overstate the amount of Table 1: Tuition subsistence, student aid, and foregone income as percentages of the cost of a college education. 1929- 1939- 1949- Tuition and fees Subsistence Foregone income less subsistence Student aid 30 23.0 58.7 20.4 -2.1 40 25.8 52.6 24.4 50 16.3 51.6 75.6 -2.9 -43.5 1959- 60 16.2 27.2 62.8 -6.2 1969- 70 18.4 24.3 67.1 -9.8 Source. Higher Education: Who Pays? Who Benefits? Who Should kSr TheuC.f"eg!e Commission on Higher Education. New York' McGraw Hill Book Co., 1973. To calculate a rate of return, one needs to know how much an education costs, how much the college educated earn compared to those without a college education, and how much those future earnings are worth today. The cost of an education is the amount paid to the school for tuition and fees, plus expenditures for food, clothing, and shelter (subsistence), plus the value of the income a student could have earned by working (foregone income), minus any assistance received as student aid. The relative size of each slice of this pie has changed considerably during this century. Table 1 provides estimates by the Carnegie Commission on Higher Education for each item. The difference in the importance of foregone income during the depression years of 1939^0 and the high employment years of 1949-50 is especially striking. The actual cost of tuition, fees, and subsistence can be readily determined. In 1969-70 they cost $1,362 at public universities and $2,919 at private ones, according to the Office of Education, U.S. Department of Health, Education, and Welfare (DHEW). Four-year colleges were somewhat less expensive than universities. These costs had risen substantially by 1975-76 when public universities charged $2,104 and nonpublic ones charged $4,644. Two factors make this increase less dramatic, however. First, much of the increase is due to inflation. Second, the importance of the cost of subsistence depends on the individual. If a family is paying to send children to college and if those children would be self-supporting were they not in college, subsistence is a real expense. But if an individual is self-supporting, subsistence is not a cost of education since people must eat even when they don't go to school. Subsistence accounted for almost two-thirds of the cost of attending a State supported university in 1975-76. Current tuition and subsistence costs would dent anyone's budget. But, as table 1 shows, the largest single expense is income foregone, unless the amount was adjusted for unemployment and for the number of weeks a student actually attends school. The income lost by students who do not work during vacations should not be charged against their education. Elchanan Cohn made these adjustments in his Economics of Education and estimated that foregone income in 1968 amounted to $2,952.49. A slightly higher figure would probably be more accurate because Cohn based his estimates on a 25-week school year. Since tuition, room, and board cost $1,245 at public universities during 1968-69, according to the Office of Education, foregone income is by far the greatest expense in obtaining an education. But, like subsistence, the importance of lost income depends on the individual. It is a very real expense for the student who gives up a job to attend college. And yet, as the Carnegie Commission notes in Higher Education: Who Pays, "For the typical parent, the choice may be between paying for college costs, or having the son or daughter become an independent economic unit. Thus no income to these parents is foregone Two further adjustments must be made to the cost of attending school before we can estimate the rate of return. First, we must deduct the cost of room and board from the amount of earnings foregone since these expenses would also be incurred by a self-supporting student. The $1,245 charged at public universities in 1968-69 included $868 for room and board. A student's foregone income at such a school would, therefore be about $2,100 rather than $2,952.49. Second, we must deduct the money that students actually earn - the average assistance received in the form of scholarships and aid - from the foregone income. Information on the average amount of aid received by a student in 1968 is not available, but in California by a student in 1968 is not available, but in California in 1971-72 the average was $410. Assuming that the amount of aid available in California was higher than the national average and that the amount available in 1971-72 was greater than the amount available in 1968, the cost of going" to a public university in 1968 was somewhat more than $1,700. The cost of a private school was at least $1,000 higher. We now have an estimate of the cost of attending a university for 1 year. The cost for each of the 4 years would need to be calculated in the same way. Students who graduated after the 1968-69 academic year had a cost of less than $6,800 since their senior year was the most expensive. If they graduated at age 21, they would have been 25 in 1972, and their estimated lifetime earnings are discussed in the section "How Much?" To determine the rate of return, it is neccessary to pick an estimate and establish what percentage of $6,800 compounded annually for a given number of years yields that figure. A 21-year-old graduate would work for 44 years before reaching the usual retirement age. Invested at 5 percent for 44 years, $6,800 yields $58,188; invested at 10 percent, $450,595; invested at 12 percent, $995,639. Several economists have estimated the rate of return for college students who graduated before 1970 to be done, but one needs a wide graduates, the lifetime earning margin of error. of seventies' graduates may akn The Big Bust be lower than the lifetime Up to this point, we have been earnings of sixties' graduates if discussing the value of a college seventies' graduates do earn less education received before 1970. their rate of return for the cost of We did so for a good reason. The college will be lower than the 10 college labor market in the early 1970's was like an overenthusiastic celebrant on New Year's Day: it was hurting. What happened? Throughout most of this century, more jobs were available for college graduates than there were college graduates who wanted them. In the 1970's, the opposite has been true. College graduates looking for work in the 1970's were caught in a three-way squeeze: more people were graduating than in the 6Cs, a larger percentage of the graduates wanted to go to work rather than continue their schooling, and large numbers of students who had attended college in the 1960's completed their postgraduate training. As a result of the surplus, many college graduates were hired at salaries that did not keep pace with inflation, some could find no job at all, and others were unable to find a job usually given to college graduates. Starting salaries are sensitive to the general health of the economy and to the supply of 22 2: gta,fing monthly salaries of college graduates in current dollars and adjusted for inflation, 1967 and 1976. 1976 salary adjusted for Percent inflation change in since purchasing power -15.4 -5.0 Salary offered' Major Business Accounting Humanities and social sciences Chemical engineering Civil engineering Biological sciences * Co I lege Placement Council, "Salary Survey: A Beginning Offers, Final Report." June 1967, and Study of 1975-76 Beginning Offers. Final Report,' 1967 1976 1967 613 872 518 637 1,028 605 589 804 478 733 1,279 760 706 1,108 659 N/A 810 482 -18.8 + 3.6 -6.7 -11.3 Study of 1966-67 'Salary Survey: A luly 1976. between 10 and 12 percent. As we shall see, however, those who graduated after 1970 may receive lower return. Once we know the rate of return, we can determine whether or not college was a prof jle investment for the stuaei.t by comparing the rate of return with the prevailing interest rate. In simplest terms, if the rate of return is higher than the highest available interest rate, college is a profitable investment. This was the case through most of this century. For the past three highly speculative pages, we have been concerned with establishing the rate of return for the graduating class of 1969. It is well to point out that the actual rate of return cannot be determined for another 50 years or more. The class of '69 will not even reach retirement age until 2011. And many more years will pass before the final pension and survivor benefits - both are higher for college graduates than for nongraduates are paid. Projecting the rate of return of 1969 college graduates is a little like estimating how much water will pass through the grand Canyon in the next half century; it can be college trained workers. Since he supply of college graduates jn the ear'y 1970's was greater than the economy could absorb the starting salaries of mosi college graduates actually dechned during this period when adjusted for inflation, a fact P°!nted out bv Richard Freeman UTabbllee 2 shows thatA msetralcrtainng' salaries in selected disciplines weT? itween 1967 and by as „ rt earningS declined oy as much as 18 percent ir, contrast, real earnings of ^onsuPervis°cyproductioH workers advanced by 8.6 percent during this period. Since the starting salaries adjusted for inflation f0^ seventies' graduates have'been 'ower than those of sixdes to 12 percent estimated for the class of '69. Richard Freeman estimates that the rate of return for the class of '73 could be as low as 7.5 percent, still a better return than most savings banks, but a lower return than that offered by some investments. Underemployment Working for a relatively lower salary than the one paid to the previous years' graduates may be disappointing. Not working at all is worse. In October 1972, the unemployment rate for recent college graduates stood at 11,7 percent, according to the U.S. Department of Labor, Bureau of Labor Statistics (BLS); the rate for high school graduates in the same age group was 7.7*. A CPC survey of 1972 graduates conducted during the summer and fall of that year discovered an 18 percent unemployment rate. An astonishing 21 percent of the male arts and humanities graduates had not even received a job offer. These extremely high unemployment rates for recent college graduates should not be confused with the unemployment rates for all college graduates. In March 1972, the unemployment rate for college graduates was 3.1 percent, according to BLS; the rate for high school graduates was 5.6. In March 1976, the college rate was 2.8 percent, less than half the high school rate of 8.2 percent. One might also note that by November 1974 the unemployment rate for liberal arts majors in the class of '72 was almost the same as the national average, according to a survey Michael Walsh describes in Change, September 1975. The unemployment rate in Walsh's sample was 6.4 percent. The national average in November 1974 was 6.2. The anger and despair caused by unemployment can be understood even by people who have never had difficulty finding work. Underemployment, working in a job that does not make full use of a person's education and ability, exerts more subtle pressure. Underemployment is extremely difficult to measure, in part because many people feel underutilized even though they work at jobs usually held by college graduates and receive a salary higher than the national average for college educated workers. Walsh found that more than 20 percent of the 1972 liberal arts graduates he surveyed considered themselves underemployed; however, half Cont. Daae 3 sixties — ********••••••*++ZTT7] Cont- p°ge 3 Ranger is written and * ************** University of Wisconsin^ H<?i by stud«*ts of the responsible for its editorial r thcy arc so,cly editorial policy and content. Philip L. Livingston 4.53-2295 Thomas R. Cooper 5S3-?287 John Gabriel Hanger Newsrape^ Unive;°Ly"w°r *" * * * * * * * * r s h a - r 3 , 1 s : r n p a r k s i d e ***************************** education Occupational forecaster explains statistical difficulties 3 by Philip L. Livingston Ranger contacted Neale Baxter, staff writer for Occupational Outlook Quarterly and author of The Economics of a College Education. He spoke about his article. Scarce College Unemployment figures classVheVoZopt^8 une™P|oYment figures for ever'y graduating class. The College Placement Council publishes an annual (listing of fe funded'h 8°uvernment for co"ege graduates), but this stirtino I d,yert'SeDrs who are main|v interested in competitive has neithe/Th ^ tHat the DePartment has neither the time, money, or authorization to pololf Levaberoyr graduating class in every college/university in the country. covert point in the article is whenever you make a prediction in H y W°n,t know the actual imPact 40 or 50 years. You simply do not know what will happen. There are just to i™rZrreY S3id Baxter" Baxter went to explain this time lag is due to the nature of most post college careers. Most graduates will change jobs until they are satisfied or can no longer advance, but this is not predictable. There are as many careers as there are people. To measure the payoff of a particular college education you must first find out how far that person advanced in a field that just might not even be the field of the person's educational intention. Some unpredictable variables In using variable on the earnings figures Baxter explained that speculated increases in averages in Gross National Product, infusion of capital into the economy, energy costs, unemployment, and women s participation in the workforce, can be compared with the earnings to predict the future of an occupation. "If you look back fifty years ago, there was a depression, wars, and practically no industrial computer applications. No one could have accurately predicted the impact of these developments on the labor market. But for the most part our (Department of Labor) prediction methods are very good for the training period of most occupations. Once you get ten years away from that it becomes more difficult" said Baxter. Econ from p. 2 — of those who felt underemployed had jobs traditionally held by college graduates and earned more than $8,000 in 1974. What's Past Is Prologue When a cow finds a bale of hay in the same place every mornng, she's likely to expect it to be there the next morning. If the hay isn't there one day, she might be puzzled. What will happen tomorrow? Will there be hay or not? The same question confronts those who try to estimate the value of a college education. Were the low starting salaries of the seventies a temporary phenomenon or the first sign of a lasting decline in the profitability of a college degree? To answer that question, we must know how much college will cost in the future, how many students will graduate, and how many jobs will be available for the graduates. The National Center for Education Statistics, DHEW, estimates that students in public institutions of higher education will pay about $200 per year more for tuition, fees, room, and board in 1984-85 than they had to pay in 1974-75. The cost of a private college or university could rise $400. The average expense to a student will increase even more if less scholarship money is available in the future than was available through the early seventies. The National Center for Education Statistics also estimates that the number of bachelors' degrees conferred will rise from 944,000 in 1974-75 to I,076,000 in 1984-85. A total of II,328,000 bachelors' degree may be awarded between 1975 and 1985. Not all college graduates go to work , and not all entrants to the labor market with college degrees come right out of school. But if past patterns of entrance into the labor market remain unchanged, about 10.9 million people with bachelors', masters', doctoral, or first professional degrees will start looking for work between 1974-1985, according to estimates by BLS. An additional 2.25 million people with college diplomas will reenter the civilian labor force. They include people separating from the Armed Forces and women returning to the labor force after raising children. A total of 13.1 million college graduates will, therefore, be reading the want ads and sending out applications. During this same period, BLS estimates that only 12.1 million jobs requiring a college degree will be open. What will the million g r a d u a t e s w h o c a n n o t f i n college level jobs do? The degree holders are not likely to be unemployed. They are more likely to be underemployed, to push young people without a college degree out of jobs that do not now require a college degree. But although those with a bachelor's degree will have a clear advantage over those without any degree, college graduates will face considerable competition in some occupations from graduates of community and junior colleges and other postsecondary institutions. In additon, although college graduates may initially be underemployed, one study indicates that college graduates stand a better chance of being promoted than do nongraduates. The period of underemployment might thus be limited if a college graduate was hired initially for a noncollege position. Caveat Counselor One final possibility concerning the projected surplus of college graduates deserves emphasis: some eggs do not hatch. The projections discussed in this article contain many assumptions. The projections will be wrong, one way or another, unless each variable behaves as it is supposed to — a s it behaved in the past few years — or unless any changes cancel out each other. Projections of the supply of college educated workers will prove to be too high if a smaller cont. page 5 Wl\atevef~ Subjects YoutG Carrying, We've €jot 1% Books! That's; our specialty! Of course we handle a lot of other supplies too but textbooks are the main event. Whether you're into art or zooloqv we re the guys who can help make sure you get the books you need no matter what subjects you're carrying. ' UW Parkside Bookstore August, 1969, when Greenquist Holl stood alone on the prairie. A Brief History of Parkside Old "PU" is relatively young. Some of those eastern schools have Parkside beat by a couple of hundred years. Parkside awarded its first bachelors degree in 1969. Before that, Parkside was a combination of the two UW-Centers in Racine and Kenosha. The Racine Center is now the Gateway Technical Institute and the Kenosha Center is presently the Reuther Alternative High School. When Parkside was planned and developed it was to be one of the four original University of Wisconsin campuses, UW-Milwaukee, UW-Madison, and UW-Green Bay. In October 1971, the state university system members, Plateville, LaCrosse, Superior, Oshkosh, andEauClaire, all were swallowed in the UW-System under a bill that became known as the merger law. They dropped the State University designation and became UW campuses. This same piece of legislation gave students control over the part of their tuition known as segregated fees. Segregated fees are used to fund the student government, newspaper, entertainment activities and guarantee loans and debts of union buildings. Parkside's first chancellor was Irvin G. Wyllie. He oversaw the early development of the educational program as well as all major construction of the Parkside Campus. At the accreditation of the school by North Central. Wyllie penned a brief history of the campus. Ranger reprints this history courtesy of the Archives in the Wyllie Library Learning Center. Legislative Authorization of New Campuses In the early 1960's three considerations sparked Wisconsin interest in new campuses. The first was that some campuses in the state — Madison, Milwaukee, Whitewater, and Oshkosh — were already overcrowded and beginning to experience difficulties relating to size and rapid growth. The second was that two of the richest and fastest-growing parts of the state (the Racine-Kenosha area in southeastern Wisconsin, and the Appleton- Green Bay area in the northeast) were not being served by public degree-granting universities. The third was that new :ampuses promised to be publicly and politically popular, as such campuses had proved to be in California, New York, and elsewhere. These thoughts and enthusiasms were more widely shared by Democrats than by Republicans, who were wary of the fiscal costs that might be involved. The legislature authorized new campuses in 1965, with bipartisan support, Put it fell to Republican administrations to fund them (not gladly) between 1966 and 1971. The 1965 legislative authorization was limited, and silent or obscure on many critical points (Chapter 259, Laws of 1965). It did not provide for full four-year institutions, but merely authorized two "new 3rd or 3rd and 4th year institutions of academic instruction" in northeastern and southeastern Wisconsin. That provision took cognizance of the presence of freshman-sophomore Centers in those areas, but said nothing about what the relationship should be, if any, between the Centers and the new 3rd and 4th year institutions. The law set no date for the opening of the new campuses, saying only that they should be established "as soon as is practicable." It vested their control in the Regents of the University of Wisconsin, and specified that courses of study should be "consistent" with those of other campuses of the University. It also authorized the state Coordinating Committee for Higher Education to 'formulate a plan and schedule for the development and implementation of the new institutions," and to approve their educational programs. Various provisions of the law got everybody into the act — Regents, the Governor, and state Building Commission, the legislature, the Coordinating Committee for Higher Education, the state architect, the state planning director, and a site selection committee appointed by the Governor. The authorizing legislation provided no money, but said that after the necessary preliminary planning had been done the state Building Commission could allocate from its own funds "monies adequate for all purposes which in its judgement are appropriate to the planning of the new collegiate institutions." With such a foggy mandate, and with so many rival parties involved, it is a miracle that any institution of any kind ever materialized. Site Selection and Acquisition The 1965 authorizing legislation provided for a site selection committee, to be appointed by the Governor. The committee was to consist of the state architect (now the Director of Planning and Construction at UW-Parkside), a representative of the Regents, the state planning director, and a representative of the state Building Commission. The committee was responsible for setting site criteria, reviewing proposed alternative sites, and making a recommendation to the Governor, the Building Commission, and the Coordinating Committee for Higher Education. Governor Warren P. Knowles named the committee on September 6, 1965, and seven months later, on April 14, 1966 the committee made its final recommendations. The dominant participant was Fred Harvey Harrington, President of the University of Wisconsin, who served as the Regents' representative. After setting criteria regarding site size, topography, and the like, the committee invited proposals from the communities of southeastern Wisconsin. The understanding was that a local unit of government would be obliged to purchase the selected site, convey it as a gift to the University, and extend sewer and water lines to the location at the expense of the local community. Kenosha and Racine Proposals Rejected Of the several sites proposed, only three received serious consideration, and all three were rejected. The first was the vast, abandoned Bong Air Force base near Burlington, Wisconsin. It was ruled out on grounds of topography (flat and uninteresting) and remoteness from the centers of population. Eighty percent of the population of southeastern Wisconsin is concentrated in a six-mile strip bounded by Lake Michigan on the East and Highway I-94 on the West. The Bong site was an additional 20 miles west of Highway I-94. The second proposed site was in downtown Racine, immediately adjacent to the Racine Center on the shore of Lake Michigan. That site was rejected because it was small, difficult of access, dependent on lake fill for future expansion, and tied in with other uncertain downtown Racine redevelopment schemes. The third site, on ** the western edge of Kenosha, consisted of an automobile graveyard and other unattractive land lying immediately adjacent to the existing Kenosha Center. A member of the committee that proposed that site recalls President Harrington's cold and curt response to Kenosha's enthusiastic presentation. "What else do you have to show us?" he asked, leaving no doubt that the proposal was completely unacceptable. Since Kenosha had already taken an option on the land, the blow hit with extra force. Committee Finds a Parkside Having infuriated the cities of Burlington, Racine, and Kenosha, the site committee then proceeded on its own initiative to select an attractive 700 acre tract in northern Kenosha County immediately adjacent to the beautiful 350 acre Petrifying Springs Park. The proposed site was on almost-neutral ground equidistant from the cities of Racine and Kenosha, and readily accessible to Burlington by car. It was also, despite its rural character, in the middle of the developing population corridor that stretches from the Chicago metropolitan area up to Milwaukee and beyond. In retrospect virtually all parties agree that the committee made an excellent choice, but in 1966 the committee's action inspired acrimonious charges and countercharges, which aggravated the longstanding hostilities among the communities that the campus was supposed to serve. By the time the legal challenges were settled and the site selection was finally ratified, everybody was angry, and new campus enthusiasm had waned both in Madison and in southeastern Wisconsin. The problem of acquiring and conveying the site fell to Kenosha County. A to tal of 31 properties was involved, some of which were acquired through negotiation, but most of which went through condemnation proceedings. The condemnation actions, though necessary, did not endear the County or the campus to those who were displaced. The costs of the site, which amounted to $2.1 million, and of the sewer and water extensions, which added another $1 million, were also a source of grievance for Kenosha taxpayers. Nevertheless, through campus, County, and City cooperation the site was acquired, serviced, and conveyed in the course of the next two years. Backlash There were various backlash effects, however. In Racine the Mayor and the Council, together with the community leaders who had proposed the lakeshore site, perfected plans to sell the Racine Center to the vocational-technical school, well in advance of the availability of replacement space at the new campus location. This move, though explained in terms of City financial problems and the vocational-technical school's need for space, was generally viewed as an act of revenge. It was aimed at the University, at the site selection committee, and at Kenosha, the surprise victor in the site struggle. Through various challenges and delaying actons the UW-Parkside administration succeeded in delaying forced evacuation from Racine until July 1, 1972, and meantime secured state funding for the necessary replacement space. In Kenosha the community outlay for site and utilities brought a public demand that Kenosha reclaim its Center facility and use it to meet the school district's need for a new high school. campu s 5 Editor's File by Philip L. Livingston, Editor ••••••* on working for the school paper toppthl events (n0t offered this semester), putting together a newspaper every week is a unique experience Stories are just about everywhere. Ranger is trying to become more of a feature newspaper. Why try to compete with the Journal-Times of Racine and the Kenosha News (Ha ha!)? Smart publishers are aware of the limited P^Uple,ninPrbt,n8H-tra|i8htAneWS^Pe°Ple 'ike ^ ^ ab°Ut °ther people periodicals. Around Parkside, most people have dace for'Tf mtereSti?8 backgrounds. Parkside is an excellent place for a feature or.ented paper. Who knows, perhaps some people in the surrounding communities might even mail in a $5 00 subscription check. While features are sometimes easier to write, hard news is usually more urgent and there fore more care must be taken to maintain an accurate editorial posture. You really can't blow people out of the water unless you have some hard facts organized in a somewhat professional manner. Ranger needs writers who understand this. It really makes little difference how much experience one has. It doesn't make any difference what you major is. Enthusiasm is our most valuable resource. You can move enthusiasm around. Apathy stinks! If you can take the time to write a story a week or can lend any photographic skills to help the paper, please get in touch with me in room 208, Tallent Hall or call 553-2295. Ranger also needs production workers for layout and paste-up on Monday nights and Tuesday mornings. If you learn these skills in school, it will enable you to understand offset printing (a nice addition to any resume). The segregated fee part of student tuition supports the expenses of the Ranger. The printing costs (over $550.00 each week) are supported entirely by our advertising. The more advertising in each issue, the thicker your Ranger i$. Advertising salespeople get 10% of what they sell. Advertising in Ranger is fairly easy to sell. We have a nice looking publication that is read by about 12,000 extremely intelligent people who are trying to get ahead. Anyone interested in selling advertising space in Ranger should contact John Gabriel, our ad manager, at 553-2287 or come to room 294 in Tallent Hall. Ranger can offer some fine leadership opportunities. Presently, the Feature Editor and News Editor have not been selected yet for this semester. This December a new Editor-in-Chief will be interviewed and selected from applicants. I can only say being Editor of Ranger is the best job I have ever had. It's fun, interesting, and dangerous (what more could you ask for?). Well, keep us in mind. If you care to do something worthwhile during your education, Ranger can offer an exciting alternative. I can't stress enough that we need more people. Students help pay for this paper and it is up to students to make it respectable and unpredictable. next week: Dean Dearborn's Farewell Banquet Econ from P 3 percentage of high school graduates go to college during the next 10 years than did so in the last decade. We do not now know if many young people will decide not to go to college, but we do know that entering freshmen make decisions influenced by what happens in the job market. The single most striking example of students' reaction to the job market is the sharp decline in the number of women entering college who plan careers as teachers. In 1966, 35.6 percent of the first-year class did; in 1974, only 12.7 percent did. The fluctuation in engineering enrollments also indicates that some young people will not go to college unless they think a degree will open employers' doors to them since fewer students enroll in engineering schools when unemployment among engineers rises. Prospective collegians might also be deterred by the rising cost of higher education, further decreasing the actual number of degrees conferred. The estimates could also be too low. Financial rewards are not the only reason students attend college. The rate of return for a college education was only 5 percent in Norway in 1973, according to the Carnegie Commission, but this did not discourage attendance. Also, while the employment problems of college graduates might influence some students against 4-year schools, the employment problems of high school graduates might encourage other students to spend 4 years surrounded by ivied walls. Furthermore, although the relative salaries of college graduates might decline, a college degree will still be a minimum qualification for millions of jobs. Every humanities graduate might not be hired for a college level occupation, but nongraduates won't even be interviewed. Projections of the demand for college graduates contain even more uncertainties. BLS projections assume that the percent of college graduates in clerical and blue-collar occupations will remain at 1974 levels through 1985 and that the proportion of college graduates in other occupations will increase as they have in the past. The number of job openings projected will, therefore, be too low if new technology makes better educated workers necessary for certain jobs. Such a change is highly improbable, however. Projections also assume that industries will grow at a certain rate relative to each other. More openings will be available if industries that employ many college graduates — f inance, for example — grow at a faster rate than expected, even if the economy as a whole does not perform well. By the same token, slow growth in a single industry could make the outlook much worse than expected, as was the case with the poor performance of the aerospace industry in the 1970's. In order to make its projections, BLS assumes that the rate at which college graduates enter the labor force will remain unchanged. Sudden changes in this rate therefore affect the accuracy of the projections. As already noted, one problem during the early seventies was that a larger proportion of college students entered the labor market upon graduation than had done so in the sixties. The percentage of college educated women who remain in the labor force or reenter the labor force after a few years of work in the home might also change. The projections assume that these rates will increase, but any change in the rate of increase will affect the accuracy of the projections. cont. page 11 Business Department ranks first Students Choose courses and majors by Philip L. Livingston What courses to take and what major to declare are two questions in the minds of many freshmen and sophomores this Fall. Last Spring, the Faculty Senate attempted to reorganize the present procedure for getting advice and counseling as well as set definite deadlines for declaring a major. The Faculty Senate will be working on an academic advising proposal in addition to a, breadth requirement (required courses for freshmen in a degree program) this Fall. Ranger will keep you posted on developments in these two important areas in upcoming issues. , Planning your schedule If you are attending Parkside for a degree and don't want to waste time and money, you have probably already sought advice from counselors in Tallent Hall or from professors. If you haven't you should, especially if you have never wandered through a registration at Parkside before. At registration there are counselors and professors sitting under signs proclaiming their specialty. Don't hesitate to approach them with any question. If you have a problem registering it is probably because you missed something they didn't. If you need help — seek it! The Ranger Popularity Polls Now, if what everybody else does interests your curiousity, you might be interested in two lists Ranger compiled using data from last Spring Semester. List No. 1 is the total credit hours students registered for last Spring after the first two weeks of classes. From looking at the numbers, it looks like Parkside students enroll in a good List No. 1 University of Wisconsin-Parkside Total Student Credit Hours Spring 1977 Registration 1. Business Management 6448.5 2. Mathematics 4050.5 3. English 3458.5 4.Psychology 3227.5 5. Education 2554.5 6. Life Science 2503 7. Sociology 2365.5 8. Economics 2014.5 9. Chemistry ( ± under 2000 credits) 10. Physical Education 11. Music 12. Communication 13. History 14. Art 15. Political Science 16. Applied Science 17. Philosophy 18. Earth Science 19. Geography 20. Anthropology 21. Humanities 22. Physics 23. Engineering Technology 24. Labor Economics 25. German ( 4 26. Spanish 27. Theatre 28.French 29. Medical Technology ( 4 30. Science 31. Social Science ( | 31. Behavioral Science | under 1000 credits) under 500 credits) under 200 credits) under 100 credits) number of Business courses. Math and English courses are the next biggest concentration, probably because of requirements. Psychology courses are fourth in popularity. General Psychology and "pop" courses like the Psychology of Drug Abuse and other high enrollment classes make Psychology an attractive science elective. Education courses come in fifth. This is an interesting division because although students must take required courses for teaching certification, there is no Education major at Parkside as in many other UW schools. The rest of the top ten in List No. 1, Life Science, Sociology, Economics, Chemistry, and Physical Education (also not a major) make up over half the total credit hours enrolled by students. The rest of the 32 course areas taper down drastically from the top. It must be remembered that many of the general headings only have a handful of courses and it is not fair to compare the popularity of these courses with, say, the whole Education Division. While it is not fair to compare all of the course areas, it is obvious that Parkside students are not all fine arts students. List No. 2 is a list of all Parkside students who declared a major as of the first two weeks of classes in Spring semester. Declaring a major is an official action by a student that involves signing a special form available at student records in Tallent Hall and selecting an advisor. Again the Business Management Division leads the pack with an overwhelming 677 students majoring in the program. Second place is Psychology with 181 students. The top four most popular majors make up one half of all Parkside students declaring majors last Spring. The real number one slot is not listed. 1,447 students at Spring registration said they were undecided. Of this number 523 said Business was their area of interest. List No. 2 Declared Majors Spring 1977 Registration 1. Business Management 677 2. Psychology 181 3. Sociology 129 4. Life Science 123 5. Music 96 6. Communication 89 7. English 84 8. Chemistry 79 9. Medical Technology 67 10. Mathematics 61 11. Art 59 12. Political Science 57 13. History 52 14. Economics 49 15. Geography 45 16. Earth Science 44 16. Engineering Science 44 17. Applied Science and Tech. 43 18. Applied Science 29 19. German 23 20. Physics 21 21. Spanish 20 22. Philosophy 19 23. Modern American Society 16 24.French 9 25. Comparative Modern Industrial Societies 3 Librarians are available at the Information Desk on Level One to assist you in using the materials and resources of the Library/Learning Center. If you need help, be sure to ask. In addition there are more than 30 printed guides to aid you. Some of these will enable you to find your way around the building while others will assist you in finding materials in a specific subject area. Library hours The weekly hours of the Libary/Learning Center are: Sunday— 1:30 p.m.- midnight Monday-Thursday— 7:45 a.m.- midnight Friday— 7:45 a.m.- 5 p.m. Saturday— 8:30 a.m.- 5 p.m. During vacation and holiday periods, hours vary and are posted at the entrance to the complex. UW-P Library/Learning Center Warm welcome to all students The entire Library/Learning Center staff wishes to express a warm welcome to all students, new and returning! The Library/Learning,Center offers each of you a wide variety of services as well as an outstanding collection of materials, both print and non-print. The information on these two pages lists only part of what is available to you as a Parkside student. We hope that you will make extensive use of the collection during the coming year and that you will find it to be a valuable asset in you academic work. Even more than the facilities and materials, we want to stress the human resources which are at your disposal. The staff of professional librarians, technologists and support personnel are all eager to help you. As a group, and individually, we are committed above all to service — service to you, the Parkside students. We wish you a successful and rewarding academic year. Joseph A. Boisse Director of the Library/Learning Center The Library/Learning Center contains a wide variety of materials for class needs and recreational use. These include books, periodicals, maps, government documents and nonprint materials such as video-tapes, filmstrips, recor cassettes and slide tape combinations. Most of these mate als may be checked out for use at home. committed to service • m Abundant study space and pleasant surroundings can be found throughout the complex. Interlibrary loan Copy machine (5 cents per page) Telephone Typewriters Calculators Microformat equipment Listening and viewing areas for nonprint materials Seminar rooms for small group study Other services and facilities: Key phone numbers Information Desk 553-2360 Circulation Print 553-2238 Non-Print 553-2282 Reserves 553-2282 Media Services 553-2567 Public Services 553-2356 Technical Services 553-2167 Archives 553-2411 Area Research Center 553-2411 LLC Director 553-2221 Paid advertisement Most materials that circulate may be checked out for two weeks. Instructors may place items in heavy demand on reserve for shorter periods. If an item is still needed at the end of the check-out period, it may be renewed for the same loan period as long as no one has requested the item. Materials must be renewed in person at the appropriate check-out desk. To borrow materials you will need to fill out a check-out card for each item. These are located at the two check-out desks. The Print Check-Out Desk is located on Level One and the Non-print Check-Out Desk on Level D-1. A valid I.D. card must be presented each time material is checked out. classes Tech students must follow schedule At Parkside the Medical Technology program is highly structured. The courses should be taken in sequence. Before going through FurthermoreV°U ^ Ur8ed l° St°P ^ ^ Medical TechnQlogy table. a. To register in certain medical technology courses, you would need written permission from Professor S.P. Datta. These permission slips are available at the medical technology tablefa. If you plan to begin the final year of your program - clinical internship - m June '78 or January '79, please get in toUch with Professor S.P. Datta, Director Medical Technology program by September 9th at the latest; c. If you are a newcomer to UW-Parkside, come to an informal getogether at 1:00 p.m. on Friday, September 9th, in room D-137 of Oeenquist Hall. Is teaching the career for you? nv 4UA ix* * • 8 Film makin g course, others offered by the Education Division Interested in Teaching as a possible career? Enroll in Education 200 Field Experience and Education 202 Methods of Teaching and you will know by the end of Fall Semester whether teaching is the career for you. A total of four credits is all that's involved in helping you make this vital decision. Students from past semesters have made the following comments about Field Experience: •The Education 200 course helped me to decide whether teaching was really for me. It has been a meaningful experience for me. I would recommend this course highly to anyone interested in the education field. • Field Experience has given me an excellent start in teaching. I am now sure that teaching is what I want to do. • I enjoyed my Field Experience very much. I think its' an excellent course and it really helps acquaint prospective teachers with all the things a teacher does . . . I got to do a variety of activities. I h ated to see it end. • She (the cooperating teacher) was very encouraging. She made this experience more meaningful by allowing me to work with a wide variety of activities. She was never critical or inhibiting and added helpful comments and gave me many new ideas. She made the experience a success for me. Education 202 Methods of Teaching is taken concurrently with Field Experience. Mrs. Diane Johnson, an experienced elementary teacher and reading specialist, is the instructor. Methods of Teaching is designed to provide the Field Experience student with the basic skills neccessary for teaching and functioning in the classroom — lesson planning, selection of instructional materials, methods, and classroom management. Methods is an elective for art and music majors. Mrs. Johnson supervises approximately half of the Field Experience students. The remaining Education 200 students are supervised by Mrs. Lenore Burckel who has experience teaching at both the elementary and secondary levels as well as at the university level. Both supervisors have experience working in this program and thus are able to relate to the concerns of the Field Experience student as well as those of the teacher with whom the student works. For information stop at the Education table during registration or contact Vicki Burch in Greenquist 210. Students in Field Experience must have at least second semester Freshman standing. ganger is looking for advertising sales people for the fall semester. Contact John A.Gabriel, Ranger office. Tallent Hall, UW-Parkside, Kenosha, Wi. 53141, or call 553-2295 by Humanities Division More film courses, an expanded introductory humanities course, and the return of several popular courses will make up the interdisciplinary humanities curriculum this fall. The courses, announced by Professor Peter Hoff, Humanities Program Co-ordinator, include the following: Three film courses will be taught by Walter Ulbricht: "Basic Film Making," "Introduction to Film," and a special module course taught at\the Golden Rondelle Theater: "Wisconsin Artists on Film." "Introduction to the Humanities" is now a two-semester sequence. Professors Hoff and Dennis Dean will each offer a section of the course this fall. "Fiendish Heroes: Don Juan and Faust" is a brand-new offering. Professor Hoff, who will teach the course, says it will "explore the literature, music drama, and art which has been inspired by those two unusual and fascinating heroes — the 'great lover' Don Juan and the adventuresome philosopher Faust, who sold his soul to the Devil." Parkside's new French professor, Evelyn Zepp, will teach an English language section of "French Civilization and Culture," in conjunction with her French language version of the course. "Death and Dying," a humanities course which has attracted a great deal of student interest during recent summer sessions, will return to the regular academic year curriculum. Professor Wayne Johnson will teach the course. The film courses have traditionally attracted Parkside students who wish to learn about one of the twentieth century's most vital media of communication and artistic expression. Ulbricht will teach the development of American film in the fall, European in the spring. The expansion of "Introduction to the Humanities" to six credits has long been urged by students and faculty members who see the course as a good beginning for students who wish to become familiar with the interrelationships of history, philosophy, music, painting, and other arts. The Fiendish Heroes" course was designed with the hundreds of students in mind who have already taken Introduction to the Humanities; it is however, open to all interested students. According to Professor Hoff, the interdisciplinary courses available in this fall's Humanities Program represent "a good blend of, successful regular offerings ev with ewxv<c_itni.nmgg nneeww ccoouurrsseess.. " Film Artists from Wisconsin: new course A new course will be offered this semester entitled Wisconsin Artists on Film. The eight week, two credit module listed in the Humanities discipline will feature such local figures as Don Ameche, Ben Hecht, Frederic March, Spencer Tracy, Irving Wallace, and Orson Welles. "I believe this course represents the first systematic inquiry of these talented Wisconsin Film Artists," said Walt Ulbricht, the instructor of Wisconsin Artists on Film. "We will explore the significant Wisconsin heritage of each figure and discuss the film career of each individual by focusing on a representative film. Southeastern Wisconsin, for some unknown reason, has produced a prolific number of outstanding film actors, writers, and directors." In an effort to increase community involvement with the Wisconsin Artists on Film course, the Golden Rondelle Theater of the Johnson Wax Corporation will host the film screenings in Racine. "It is our intention that a larger segment of people may become interested in this course if the instruction is held off campus," Ulbricht noted. "We hope to draw the non-traditional student to Wisconsin Artists on Film and introduce the student to the educational opportunities at Parkside." Wisconsin Artists on Film will be held on Wednesday evenings, 7-9:30 p.m., October 5 - November 30 at the Golden Rondelle. Forthcoming films include: October 5 The Front Page (1931) Screenplay by Ben Hecht Alexander's Ragtime Band (1938) Starring Don Ameche The Magnificent Amersons (1942) Directed by Orson Welles The Best Years of Our Lives (1946) Starring Frederic March November 2 Adam's Rib (1949) Starring Spencer Tracy November 9 Inherit the Wind (1960) Starring Spencer Tracy and Frederic March November 16 Split Second (1953) Screenplay by Irving Wallace The Man (1969) Based on a novel by Irving Wallace October 12 October 19 October 26 November 30 Poli Sci course offered by Meier aide Politics on the local state and national levels will be the subject of SCi6nCe C0UB" thiS fa" University o, On Monday nights, James McCarville, an administrative aide to Milwaukee Mayor Henry Meier, will teach "Politics in Wisconsin " a course covering the state political scene, which will have several state politicians as guest lecturers. Tuesday nights Lynn Eley, UW-Extension professor, will teach Local Public Policy Process," an examination of how public policy is made in local governmental agencies Wednesday nights, William Murin, associate professor of political h W'" t6aCh "Bureaucratic Politics," an overview of pohcy outUpru?sUCraCVOPerateSand h°W intema' P°litiCS affect Public I n f a T a S t l r ^ German Department presents drama, audiovisual classes N Pepartment wil1 offer a new literature seminar under h d * 1 nWry Drama' MWF 1:00 P-m- to 1:50 p m given by Professor Eugene L. Norwood who has joined the German staff on a fulltime basis. The prerequisites for this 3-credit course, for which equivalent § °" mdividual basis' are German 204 or 44^90^TT n ^ermj*n' offered under No. wJk T o P r 5 P m ' 8,ven bV Professor Harry A bruck, Jhls 3'credlt course is an experimental one, aimed at the rn don rC C?erma" conversation only and has no prerequisites course) reP'aCe tHe 103/104 fu" yMr lntr°ductory German Engineers to be refreshed Three non-credit evening courses for engineers will be offered by the University of Wisconsin-Extension this fall at UW-Parkside. Basic Engineering Refresher, coordinated by Walter Feldt, P.E., and associate professor of Engineering Sciente at UWParkside, will begin August 30, 7:30 p.m., and meet on 11 Tuesdays, Concepts of Probability and Statistics will be taught by Gerald Szczepanski, Operations Research and Production Manager at S.C. Johnson and Son, Racine, beginning September 7, 7:30 p.m., 8 Wednesdays. Materials Requirements Planning will also be instructed by Mr. Szczepanski, beginning November 2, 7:30 p.m., 6 Wednesdays. Registration for these courses should be made through University Extension at UWParkside a week before the class is to begin. A number of other courses for engineers and technicians will be offered through SEEN and ETN, telecommunication networks. For a complete listing contact University Extension (phone 553-2312). people Mordecai Lee State representative teaches from experience State Representative Mordecai Lee has been appointed an adjunct professor of political science 1Q77 7A !,rS'tV °f Wisco™n-Parkside for the 1977-78 academic year. Lee was an assistant professor of political science at UW-P before his election from Milwaukee's West side in 1976, Lee s appointment as adjunct professor carries no salary. He is donating his services to,the university Rep. Lee possesses an unusual background both as an elected official and as a university teacher of political science," said Prof. Samuel J. Pernacciaro coordinator of the political science discipline. "He can offer students a unique perspective by bridging the gap between the classroom study of government and the 'real world' of public affairs Students should benefit greatly from his teaching at UW-Parkside." Mordecai Lee Pernacciaro said Lee will present seminars on such subjects as the legislative process, Wisconsin s ate government and the electoral process. Lee also is slated to be a frequent guest lecturer in a three-credit - fall evening course, "Politics in Wisconsin," which will meet Mondays from 6:30 to 7:15 p.m. and will be taught by James McCarville an administrative assistant to Milwaukee Mayoi Henry Meier. y Lee is a native of Milwaukee and holds the Ph D degree in government from Syracuse University He has been a guest scholar at the Brookings nstitution m Washington, DC., and served as legislative assistant to Milwaukee Congressman Henry Reuss. Adult students hove advantages Stuart L. Rubner has been named Director of Community Student Services (CSS) at the University of Wisconsin-Parkside. The CSS office was established recently to serve prospective and enrolled adult students. About one-third of UW-P's enrollment consists of students over 25 and nearly half of all students attend part-time. The CSS office works with individuals in such areas as career change and exploration, problems of school and work and family, and part-time educational planning. Rubner comes to UW-P from Fairfield (Conn.) University, where he has been a professor in the Division of Counseling and Community Services in the Graduate School of Education. He holds bachelor's and master's degrees from UW-Stout and earned the Ph.D. degree in counseling and guidance from UW-Madison. While at Madison, he was involved in a project directed at guiding adults toward postsecondary educational opportunities in Wisconsin, and in Connecticut he received several grants for studies of continuing an adult education. He also has served as a consultant to the Taunton, Mass., Chamber of Commerce and to the city of e ding, Conn., on continuing education projects. He is represented by articles in a number of professional journals and has lectured before counseling and guidance groups throughout the country. What do adult students returning to the classroom have going for and against them? On balance, there are considerably more plusses than minuses for most persons, according to Rubner. Whether returning to the university after some years or starting for the first time, adults have the advantages of maturity, experience and well-developed problem-solving skills — essential ingredients for performance in higher education, Rubner said. This is a particularly good time for adults to go back to school, Rubner said, since universities today have become much more sensitive to their special needs and to adult educational development. The hurdles faced by adults going back to school usually revolve around academics, careers, finances, family or strictly personal problems, Rubner said. The important thing about such hurdles, he added, is that the individual and the university work together to identify and reduce any problem areas so that the individual can get on with Stuart Rubner the job of pursuing an education. Adult students' reasons for going back to school are diverse, he said, and it's important for them to sit down with someone knowledgeable about the university and talk over reasons for returning to school, their goals and what they expect encounter at the university order to get a realistic expectation of what continuing higher education can mean for them. to in Hagarty heads basic skills program Carole E. Hagarty has been named Director of Educational Program Support in the University of Wisconsin-Parkside s Office of Educational Services. The program she will direct provides assistance and information to prospective and enrolled students with potential for college success, but who need improvement in basic learningstudy skills. The program provides testing, diagnostic assessment and tutorial and small group instruction in study skills, reading, writing, mathematics and library use. Students can use the service, a part of Parkside's Collegiate Carole Hagarty Skills Program, based on admissions requirements, placement test results, referrals by advisors or faculty members or on their own initiative. Hagarty has been a research associate in the Racine Unified School District with special responsibilities for coordination of the district's minimum standards program. She received her bachelor's degree from Duquesne University, Pittsburgh, a masters degree in nursing education and a Ph. D. degree in educational psychology with emphasis on psychology of learning, research design and statistics from Marquette University. Management Majors Important Meeting Thursday Sept. 1, 7:00 PM Classroom 0-107 BUSINESS MANAGEMENT STUDENTS The Management Science Division is looking for students to ass.st the Division and individual Faculty members with clerical, course related and research activities. Students should have good academic records. Days and hours are flexible and can be arranged around your class schedule. Preference will be given to students who qualify for work-study assistance. Salary - 82.25 - 82.75 per hour. Contact Mrs. Shelley - 553-2243 or a Faculty member 9a is looking for writers, photographers and editors for the fall semester. Contact Phil Livingston or Tom Cooper, Ranger office. Tallent Hall, UW-Parkside, Kenosha, Wi. 53141, or call 553-2295 / sports Athletics adds staff coaches Parkside's Physical Education and Athletics program has added two new staff members this year. Susan Tobachnik, from the University of Illinois-Champaign, will coach women's basketball and women's tennis as well as coordinate the activities in the Human Performance Laboratory. Linda Draft, from Michigan State, will coach women's volleyball and women's track. Golf, Basketball meetings slated Two important meetings for prospective varsity sports participants were announced by Coach Steve Stephens for September. The Varsity Golf meeting will be held in the P.E. Building, September 6, at 4:00 P.M. The Varsity Basketball meeting will also be in tl P.E. Building on September 12, at 4:00 P.M. Anyone interested but not able to attend shou contact Coach Stephens at (414) 553-2317 or leave message at (414) 553-2245. Tlje Campus Outf Allen Fredricksen photograph The Cross Country Course is gaining national recognition and is also the site of the NAIA National Cross Country Championship both this year and next year. 5 Subject Notebook Reg. $4.00 NOW $2.98 season the U.S. Track and Field Federation's Women's Nationals, Veteran's Nationals, Master's Nationals, and the Men's Mid-America Cross Country Championships beginning at 10:00 a.m., Saturday, November 5. Pencils, notebooks, pens, tape, erasers, you name it we've got it. Everything you could possibly need for getting through your college - adventure. Just stop down at the bookstore to check our vast supplies and put together your own campus survival kit. UW Parkside Bookstore Three track events open sports Three big track events will start Parkside's sports program this Fall. All three events will be run on UW-Parkside's National Cross Country Course located off Highway JR. The U.S. Track and Field Federation Midwest Collegiate Cross Country Championships will commence Saturday, September 24, at 12:00 noon (women's 3 mile) and at 1:15 p.m. (men's 5 mile). The 1977 Fall All Comers Cross Country Meets on September 18, 24, October 9 and 23, will begin at 1:00 p.m. Anyone interested in these events should contact Lucian Rosa at 553-2245 or 552-7869. Parkside will also be the site of news Internship program announces openinqs The - > Public Service \Internship Program (PSIP) at fu ^ A/; „ 6_ 'MT3irj at In the nast PCID the University of Wisconsin-Parkside has fall semester openings for students who wish to earn political science credits as interns in local, state or national government agencies. PSIP students get practical experience in working in political campaigns, helping with legal services for the poor, solving constituent problems for legislators, assisting local administrators in providing community services, working with planning agencies and assisting local court agencies. Students can earn from three to twelve credits as interns. Cavlord M ,Vear PSIP interns have worked f°r Sen. Caylord Nelson, Cong. Les Aspin, the City of Police n P°'iCe DePartment, Kenosha Defend PA«ment' Racine CountV Public Defenders Office, Racine County Planner Wisconsin Department of Local Affairs and Rarin rT?'' C°UntV JuVenile Court. Rac ne Clerk of Courts, Kenosha County Juvenile Court and other public and private agencies. ersons interested in enrolling in the PSIP program can pick up application forms in UW-P's Classroom Bldg. Room 367 (or phone 553-2316). Parkside cited by state study 11 Field Museum seeks volunteers The Field Museum of Natural History, in Chicago, Illinois, wants volunteers who will give their time and skills to the departments of anthropology, botany, geology, zoology, education, exhibition, and public relations. Opportunities range from research and manuscript editing to specimen conservation, language translation, specimen-labeling, fossil-sorting and preparation, photography, taxidermy, carpentry, figure sculpting, maintenance and repair, and book restoration! Volunteer efforts greatly enhance the quality of museum endeavors in all areas. In return, the program offers a vehicle for personal growth and continuing education. Applicants must have a strong interest or background in natural history and be willing to commit themselves to volunteering at least one day per week. On-the-job training is provided by the various departments. A formal training program for education department volunteers starts September 21. Qualified applicants should write or call Vicki Grigelaitis, Volunteer Coordinator, Department of Education, Field Museum of Natural History, Chicago, Illinois, (312) 922-9410, ext. 360. A University of Wisconsin-Parkside project was one of nine "outstanding management improvement techniques" cited in a state study of economy and productivity measures taken by various state agencies and institutions during the period of 1973-76. The Department of Administration (DOA) report cited Parkside's use of prairie grass rather than lawn turf in landscaping as resulting in a saving of more than $56,000 per year over the period studied since prairie grass needs only occasional burning for maintenance, but no mowing or watering, The study showed productivity savings of $47 million by all state agencies over the period studied. The report suggested that similar landscaping approaches should be considered for the Department of Transportation's highway program as well as at many state institutions, including other campuses. Prairie landscaping at UW-P is part of a larger effort aimed at restoring much of the unwooded portions of the 700-acre campus to the natural prairie state which greeted the first settlers in the Kenosha-Racine area. About 120 acres of the campus have been seeded over the past couple of years and are well on their way to restoration. Eugene Gasiorkiewics, professor of life science, and the UW-P Physical Plant office have coordinated the efforts of Parkside staff on the restoration project. Gasiorkiewicz also coordinates activities and management of UW-P's 500 acres of off-campus prairie holdings, which include the well-known Chiwaukee Prairie along Lake Michigan near the Illinois border, the Harris Tract in western Kenosha County and Ranger Mac's Fen near Burlington. The campus prairie grasses include big and little blue stem, Indian grass, side oats, switch grass and canary grass. In addition to serving as "classrooms by the acres" for students and area residents, UW-P's natural areas have been visited by prairie management experts and scientists from the U.S. and Canada. Econ from p. 5 The cost of college, the supply of college graduates available in the next decade, and the demand for them will determine whether or not college is a good financial investment. Although we can make estimates for each of these factors, to determine what will happen to the salaries of college educated workers over the next 40 or 50 years is far more difficult. If the supply exceeds the demand (as seems likely in the near future), salaries will not increase as they did during the first half of this century and college will not be as profitable an investment. What Should a High School Graduate Do This analysis of the economics of a college education attempts to point out the complexity of the question, "Is college a good investment?" But even granting the complexity, one cannot leap from this question to the question a student is most likely to ask, "Is college good for me?" To answer that question merely in monetary terms requires a careful review of the individual student's finances. It is all very well to say, for example, that students x and y will enjoy a higher rate of return if they invest in real estate'than if they invest in college; but, in practice, parents are neither willing nor able to present their children with the lump sums that such investments require. Nor do students have in hand and available for investment for foregone earnings that bulk so large in an analysis of the cost of college. At the same time, however, the financial return on a college education is a long-term investment. Although the average earnings of a high school graduate at every age, the difference becomes much larger only after middle age. Not all the occupations that pay well 11 Parkside Academic Calendar w. 1977-78 SEMESTER 1 » Faculty reports August 26,1977 11j Registration August 30 — Se ptember 2 >5x : Instruction begins September 6 i Thanksgiving recess November 24-26 | Instruction ends December 15 : Final Examinations December 16-23 : Commencement December 18 i SEMESTER II :x: ;• ; Registration January 10-13 w ; Instruction begins January 16 vK | Spring recess March 11-19 | Instruction ends May 12 ; Final examinations May 13-20 i Commencement May 21 \ Faculty Contract \ period ends May 25 j SUMMER SESSION lj Instruction Begins June 19 \ Instruction ends August 12 require a college education, and not all the occupations that attract college graduates pay well. Locomotive engineers, electricians, and police officers earn more than high school teachers, librarians, and registered nurses. Finally, one must remember that colleges are not banks; they do not propose to make money for investors. They do try to enlarge a student's world: to add new people, new pleasures, and new ideas. Careful addition, in short, enables us to determine the cost of a college education; but even the most accurate estimates and projections of salaries, fringe benefits, and employment levels cannot reveal its value. Both the CPC report on starting salaries and the Endicott Report, published by Northwestern University, can be inspected in the office of Verna Zimmerman, Placement Coordinator, in Tallent Hall. VA chief puts agency on alert status Administrator of Veterans Affairs Max Cleland has put his agency on 'alert status to smooth the transition to new procedures in issuing millions of dollars monthly in Gl Bill education benefits checks to veterans. In a conference call with directors of 58 Veterans Administration regional offices, Cleland recently ordered a review of all steps in the process between registration and payment of benefits to one million Gl Bill students. The VA directors were told to augment campus manning to assist schools in the certification process. School administrators have been asked by Cleland to extend help to veterans in light of the payments change. A massive publicity campaign has been aimed by the VA at the veterans themselves in an attempt to make all concerned award of the new payment procedures. Cleland's nationwide effort resulted from the decision by Congress last year to end educational payments at the beginning of each month. The law also ended automatic advance payments of as much as two month's benefits at the beginning of a school term. These must now be requested by the student. The monthly prepayments resulted in overpayment of benefits when some schools and students failed to notify the VA of student dropouts or nonattendance. The last prepayment benefits were paid in May. Continuing students received allowances for June on July 1st. Cleland has now directed attention to the fall enrollment and new advance pay procedures. Regional office directors were told "to take every possible step to assure that each veteranstudent is aware of the new payment procedures. "I don't want a single veteran to be surprised," Cleland said. "I want this change to be accomplished as smoothly as was the end of the monthly prepayments. I am confident with maximum cooperation between VA, school officials and the veterans, we can make the switch without undue hardship." If a student requests advance payment of the first month — o r partial month — of attendance, plus the following month and the school agrees to process it, the normal interval until the first recurring VA check is received will be 80-85 days. Cleland urged students to analyze what the change will mean to their individual budgets and to plan for any gap in their benefit payments. "Since advance payments for the beginning of the next school term are no longer automatic, anyone wishing to apply for them should do so as early as possible," he said, "allowing for a 30-day processing period." Students who can't find needed campus jobs should inquire about VA's work-study program, Cleland advised. The VA chief urged students having questions to contact their veterans representative on campus or the nearest VA regional office. events 12 Tuesday, August 30 Registration Begins in Wyllie Library Learning Center (Main Place) for continuing students with this date on their registration packets Bookstore Annex is Open enter through Library doors and go down the stairs to D-2 level. Wednesday, August 31 Registration in Wyllie Library Learning Center (Main Place) for continuing students with this date on their registration packets. Thursday, September 1 Open Registration 6:00 p.m. to 8:00 p.m. tor Part-time students enrolling for 6 or less credits. Main Place. Friday, September 2 Open Registration 1:00 p.m. to 3:00 p.m. and 6:00 p.m.to 8:00 p m tor new students, transfers, and re-entry students. Main Place. Saturday, September 3 Audit Registration 8:30 a.m. to 11:30 a.m. for audit students only in Mam Place. - Monday, September 5 Labor Day the University of Wisconsin-Parkside campus is closed all day. T uesday, Septem ber 6 Study Lists available in Classroom Building Concourse. These lists are from the computer center and should contain all the classes enroMed for FIRST DAY OF CLASSES of Fall Semester i9//.Open Registration Resumes in Main Place for all students. Wednesday, September 7 RANGER'S FIRST REGULAR ISSUE available in marked distribution boxes throughout the campus. Free! Drops and Adds - program changes begin in Main Place. Thursday, September 8 Last day for payment of fees and tuition without penalty Registration Ends Events and Classified forms at Tallent Hall 290 or call 553-2295 PAB presents Folk music in the Union Starting September 14, at 2:00 p.m., Parkside's Coffeehouse ' preS6nt folk musicians in Union conference rooms 104-106. The rooms are right off the main concourse overlooking the bridge. The Coffeehouse Committee is chaired by Paul Kucharski a Sturtevant junior. The committee is part of the Parkside Activities Board, the student organization that sponsors films, concerts dances, and other union events. In the past, the coffeehouse was produced in other locations throughout the campus. The Whiteskellar was in the D-2 level of Greenquist Hall. The area is now used for storage. The Student Activities Building, that metal building next to Tallent Hall, used to serve beer and food and was the site of films as well as several successful folk festivals. The building now houses the Child Care Center and Chiwaukee Prairie Food Co-op. Last semester, after the Union opened, the committee used the cafeteria and Union Square for their folk acts. Many felt these two last locations did not provide a proper atmosphere for folk type music. Many performers found it hard to play in front of stacks of beer cups in Union Square and in the always empty cafeteria. The new location in the Union conference rooms will feature good lighting, a mobile stage, and hopefully, a place where students can gather to listen to performers from the national coffeehouse circuit Wine will be served to those with proper identification. No plans were made to charge admission. Coffeehouse Schedule Union 104-106,2:00 to 4:00 p.m. Sept. 14 Oct. 5 Oct. 12 Nov. 2 Dec. 7 Louise Dimiceli-Chicago Claudia Schmidt-Green Bay area Barry Drake-New York Dick Pinney-Madison Dave Parker-Kenosha Watch Ranger for times and dates of the Fall Folk Festival sometime in November. Suck admission Fall movie schedule announced Parkside's Film Committee has released the Fall schedule of upcoming films shown at the Union Cinema in the Union building. The Film Committee is part of the Parkside Activities Board and is chaired by Doug Wright, a sophomore from Racine. Admission is $1.00 for students with proper identification. Popcorn and refreshments are sold inside. FILM Fritz the Cat Fritz {he Cat The Wild Bunch Dirty Harry Magnum Force Magnum Force Uptown Saturday Night Uptown Saturday Night Sahara Caine Mutiny African Queen African Queen What's Up Tiger Lilly What's Up Tiger Lilly My Little Chickadee The Bank Dick A Clockwork Orange A Clockwork Orange Day for Night Day for Night The Immigrants The Immigrants The Exorcist The Exorcist Dog Day Afternoon Dog Day Afternoon Mary Queen of Scotts Mary Queen of Scotts Anne of a Thousand Days Anne of a Thousand Days Date Fri., Sept. 16 Sun., Sept. 18 Wed., Sept. 21 Thur., Sept. 22 Fri., Sept. 23 Sun., Sept. 25 Fri., Sept. 30 Sun., Oct. 2 Wed., Oct. 5 Thur., Oct. 6 . Fri., Oct, 7 Sun., Oct. 9 Fri., Oct. 14 Sun., Oct. 16 Wed., Oct. 19 Thur., Nov. 2 Fri., Nov. 4 Sun., Nov. 6 Wed., Nov. 9 Thur., Nov. 10 Fri., Nov. 11 Sun., Nov. 13 Fri., Nov. 18 Sun., Nov. 20 Fri., Dec. 2 Sun., Dec. 4 Wed., Dec. 7 Thur., Dec. 8 Fri., Dec. 9 Sun., Dec. 11 Time 8:00 p.m. 7:30 p.m. 2:30 & 7:30 p.m. 2:30&7:30p.m. 8:00 p.m. 7:30 p.m. 8:00 p.m. 7:30 p.m. 2:30 & 7:30 p.m. 2:30 & 7:30 p.m. 8:00 p.m. 7:30 p.m. 8:00 p.m. 7:30p.m. 2:30 & 7:30 p.m. 2:30 & 7:30 p.m. 8:00 p.m. 7:30 p.m. 2:30 & 7:30 p.m. 2:30 & 7:30 p.m. 8:00 p.m. 7:30p.m. 8:00p.m. 7:30 p.m. 8:00 p.m. 7:30 p.m. 2:30&7:30 p.m. 2:30 & 7:30 p.m. 8:00p.m. 7:30 p.m. Classified Ranger positions News Editor — Assigns news stories and photograph assignments. Serves on Editorial Board and makes decisions on guest editorials and emergencies. Must have one or both of the following times free' Mondays 6:00 P.M. to 10:00 P.M., and/or Tuesdays 700 A.M. to 2:00 P.M. Selection: by Editorial Board. Submit a letter of intention to Philip L. Livingston, Editor, immediately. Prior newspaper exp. helpful but not required. Salary — $15.00 to $35.00 per week Feature Editor — Assigns feature stories and photograph assignments. Serves on Editorial Board and makes decisions on guest editorials and emergencies. Must have both of the following times free- Mondays 6:00 P.M. to 10:00 P.M., and Tuesdays 7.00 A.M. to 200 P.M. Selection: by Editorial Board. Submit a letter of intention to Philip L. Livingston, immediately. Prior newspaper exp. helpful but not required. Salary — $15.00 to $35.00 per week Circulation Manager — Mails out Rangers on Wednesday mornings or Tuesday nights. Plans subscription campaigns. Coordinates classified advertising. No salary. Selection: by Philip L. Livingston, Editor, call 553-2295 or come to room 290 in Tallent Hall. Photographers — Must provide own camera equipment. Temporary darkroom until new Ranger darkroom is constructed currently planned. Ranger needs photographers real bad. No salary. Selection: by Philip L. Livingston, Editor, call 553-2295 or come to room 290 In Tallent Hall. Classified Ad Charges Free: Student ads, 20 words or under for one-time run. (25 cents charge for every additional 10 words or under.) $ .50: For each additional running after the first time. $1.00: Non-student ads, 20 words or under per issue. (25 cents charge for every additional 10 words or under.) To place a classified ad phone 553-2295. WEDDING INVITATIONS FOR YOU! Come Today See Yours quality commercial printers 1417 50th street • 65 8-8990 P.A.B. Welcomes You to the First Dance of the Year! FEVER SAT. SEPT. 10 9:00 P.M. UNION SQUARE $1°" UW-P Students sl50 Guests p.a.b. presents "FRITZ T HE CAT" fri.,sept. 16- 8'00p.m sun., sept.18-7:30p.m union cinema ! $1.00 ! Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Parkside Ranger, Volume 6, issue 1, August 30, 1977 Description An account of the resource Student newspaper of the University of Wisconsin-Parkside, Kenosha, Wis. Subject The topic of the resource College student newspapers and periodicals Student publications University of Wisconsin-Parkside--Newspapers Date A point or period of time associated with an event in the lifecycle of the resource 1977-08-30 Type The nature or genre of the resource Text Format The file format, physical medium, or dimensions of the resource Newspaper Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Kenosha, Wisconsin Rights Information about rights held in and over the resource The Board of Regents of the University Wisconsin System Publisher An entity responsible for making the resource available University of Wisconsin-Parkside Language A language of the resource English courses parkside history registration