For Reference
Not to be taken from this room
liilioduciii3 Nonhcaslciii
Unhfenity
freshman PiOQiains 1973-74
Equal Opportunity Policy
Northeastern University is committed to a policy of providing equal opportunity for all. In all matters involving admission, registration, and all official relationships with students, including evaluation of academic performance, the University insists on a policy of nondiscrimination. Northeastern University is also an equal opportunity employer; it is institutional policy that there shall not be any discrimination against any employee or applicant for admission because of race, color, religion, sex, age, or national origin.
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The New England Association of Colleges and Secondary Schools accredits schools and colleges in the six New England states. Membership in one of the six regional accrediting associations in the United States indicates that the school or college has been carefully evaluated and found to meet standards agreed upon by qualified educators. Colleges support the efforts of public school and community officials to have their secondary schools meet the standards of membership.
Inliodudns Northeastern
Unhiersily
Enjoy learning on the world-famous Cooperative Plan
Boston-Bouve College
College of Business Administration
College of Criminal Justice
College of Education
CoiJege of Engineering
College of Liberal Arts
Lincoln College
College of Nursing
College of Pharmacy and Allied Health Professions
Freshman Programs
A Message from the President
When a college or university is located in an urban setting, its students have num- erous opportunities to relate what they learn in the classroom to the world outside the campus, and to share their experiences with fellow students and professors.
When such an urban institution is operated on the Cooperative Plan of Education — in which students alternate regular periods of classroom study with periods of paid employment in positions directly related to their academic major — the oppor- tunities are multiplied even further. This is what Northeastern University has to offer. Through the unique mix of work and study, Northeastern students are not only widening their own career horizons, but are also involved in activities of great benefit to others. You might find a Northeastern student singing in the chorus for a Boston opera performance, doing research at the Boston Athenaeum or l\/lassachusetts H/'s- torical Society, tutoring Spanish-speaking residents in English, or teaching physi- cally handicapped children to swim.
What type of student is this so-called "co-op"? Our experience has shown that the 1 great majority of them are career-oriented, with their goals already clearly defined; 1 if they have not reached that point as yet, they are keen enough to seek an educa- \ tional experience best suited to help them do so. Co-op students place a high value on education, and particularly on one which prepares them for vocational or profes- sional career opportunities. They have a deep appreciation of the value of the off- campus experience, and regard it as a significant part of their overall educational processes. I Among today's college students, the co-op is indeed fortunate. He is able to take ' advantage of an educational system which has a built-in financial aid feature of great
I benefit to him. Without it, he might not ever have gone to college. His academic curriculum is relevant, innovative, and individualized. His off-campus experience gives him a career head start on his counterparts at traditional institutions, and he is generally able to command a higher starting salary in his first job after graduation. , The co-op student has a coordinator who meets with him frequently to discuss his educational program, his career objectives, and his personal problems. Through such personalization of the educational process, the student's motivation is en- hanced, both in class and on the job, and he develops skills in human relations i which would otherwise be impossible.
I Today Northeastern University is the world leader in cooperative education, as well I as its prime consultant for other institutions interested in adopting the system. Many I of its cooperative employers are located in Boston, although there are numerous others in urban centers from New York to California. Cooperative positions are found in virtually every career area — the arts, science, technology, health, education, busi- ness, industry, research, communications, just to name a few.
As a prospective college student, you are no doubt wondering how to select an institution. During these times of increased social awareness you will probably wish to study in a college or university which is truly part of the world around it. To be in the mainstream of urban life, where the city and the man teach each other, I urge you to give Northeastern University your serious consideration.
ASA S. KNOWLES
Contents
A Message from the President
Part I About Education
A Message from the Dean of Admissions
Part II The Academic Programs Boston-Bouve College College of Business Administration College of Criminal Justice College of Education College of Engineering College of Liberal Arts
Lincoln College 89
College of Nursing 97
College of Pharmacy and Allied Health Professions 103
ROTC 117
Part III The Particulars of Education 121
Department of Admissions 122
General Requirements for Entrance 123
Applying for Admission 126
Expenses 129
Financial Aid 132
Scholarship Programs 133
Student Loan Programs 135
Part-Time Work 136
Housing 137
Student Activities 137
Department of Athletics 143
Freshman Orientation Programs 144
Counseling and Testing Center 144
Faculty Advisory System 145
Part IV The Pillars of Education 149
The University Library 151
Learning Resources 152
Research 152
The Computation Center 153
Part V Freshman Course Descriptions 155
Map of the Main Campus 176
Freshman Academic Calendar 1972-73 Inside back cover
Admissions Application Insert at back
Tuition rates, all fees, rules and regulations, courses and course contents are subject to revision by the President and Board of Trustees at any time.
We hope that you will enjoy reading Introducing Northeastern Univer- sity. This publication has been designed to help you in your educational and career planning, and to provide the kind of information you will need as an applicant for admission.
Quite naturally, we are enthusiastic about what Northeastern can offer you: an attractive combination of an exciting urban location, fully accredited programs of study in the Undergraduate Colleges, and unique learning experiences provided by the Cooperative Plan of Education. North- eastern University is now recognized as the international center for co- operative education. Through the Cooperative Plan, now being adopted by increasing numbers of colleges and universities, you will profit from chal- lenging employment in a wide variety of fields of work.
We encourage early application for admission, and we hope that we can be of service to you as you make plans to continue your education. Your admissions application may be found at the back of this catalog.
The Committee on Admissions Department of Admissions Northeastern University 360 Huntington Avenue Boston, Massachusetts 02115 Tel. (617) 437-2200
parti
About Education
The Philosophy of Education
Northeastern has never forgotten its original purpose: to offer an education to all qualified students who possess both the desire for additional knowl- edge and the determination to acquire it in spite of possible hardships.
The University's long experience in offering a realistic type of education that provides an opportunity for productive work as a part of the total edu- cational experience is particularly significant today, since Northeastern is fully aware of the innportance of bringing its full resources to bear in helping to solve monumental — and universal — social problems. It has also made it possible for many additional members of minority groups to obtain an education.
Northeastern's location in Boston and the fact that it is the largest Cooperative Plan university in the world are significant factors which pro- vide opportunities for student involvement in areas of national concern. For example, undergraduates have cooperative work assignments in such areas as air pollution research, rehabilitation, medical research, social service, environmental studies, and law enforcement. Student activities, too, offer a chance to "be where the action is": namely, in a wide variety of community-action programs, many of which help handicapped people, ghetto residents, and minority groups.
Today's socially conscious and alert students often wish to continue their education on the graduate level. In response to this desire, North- eastern has extended its Cooperative Plan to some areas of graduate education. One example is the School of Law, which stresses a curriculum substantially shaped around the significant social issues of contemporary society.
Many prominent educators, including those who are graduates of tradi- tional, non-Cooperative Plan schools, are now urging that all college students have opportunities for on-the-job experience before graduation. These educators realize that the practical experience thus gained can complement college curricula.
Thus by alternating between classroom instruction and cooperative assignments, a Northeastern student is in a much better position to ex- amine, to doubt, and to explore than his counterpart at other educational institutions. By constructive criticism he can justify the opinions he has
8
formed. He sees society not for what it is, but for what it can be, and is determined to help his country reach its full potential.
This is the challenge of opportunity which Northeastern provides. It is the challenge of the Age of Social Conscience which is being met effectively by its students and graduates.
The Problem of Education
"To teach them to think: that is the problem. It is impossible, today, for any school, undergraduate or professional, to equip its students with all the knowledge they will need to become competent" in their special fields of endeavor. "On the other hand, it can provide its students with a chance to discover something with which, on their own, they can live an extraordi- nary life: their ability to think."
Since 1898 Northeastern has helped young men and women to think — to think in the classrooms; to think in the laboratories. But the development of their ability to think for themselves, to weigh all sides of an issue or prob- lem, and to analyze, has always been due, in large part, to the Cooperative Plan of Education.
Under this plan you and your classmates will learn to think — to think on the job as well as in the classroom.
If your goals are well defined, cooperative education can give you the opportunity to obtain practical experience in your field. Theories learned from books and classroom discussions can be put into actual practice.
If you are still considering alternate career paths, cooperative education can provide the opportunity to test your ideas and help you decide. Obser- vation of career fields through your experience on co-op adds a new dimension to helping you choose your career.
Your various cooperative work assignments will speed your progress in the art of thinking for yourself.
The Plan of Education
The Cooperative Plan is a dynamic system of education which helps to fit you in your career and personal development. It requires both concentrated study and hard work, but its rewards for you are many.
Upon graduation you will not only have a degree, but also a substantial amount of experiences to offer your potential employer. You'll find out just how important these experiences are when you begin your job interviews for after-graduation employment.
The "Co-op Plan" demonstrates that practical experience, when com- bined with excellent classroom instruction, challenges you to your greatest effort, in many instances, you will earn enough money to defray the cost of your tuition, books, and incidentals.
The Cooperative Plan
After your freshman year you will alternate periods of classroom at- tendance at Northeastern with periods on cooperative assignments. With
9
the exceptions noted below, it will take you five years to complete degree requirements.
In the College of Liberal Arts each of the majors offers the option of a four-year plan in which eight quarters of upper-class study are completed in three upper-class years.
All programs in Boston-Bouve College are on the five-year Cooperative Plan.
The Associate Degree program in the College of Nursing is completed in three years, with cooperative experience provided during the second and third years. Students holding an L.P.N, designation who wish to apply their credits to the Associate Degree will complete their program in two years.
John Ruskin once wrote: "Education is leading human souls to what is best and making what is best of them . . . the training which makes men happiest in themselves also makes them more serviceable to others."
Under the careful personal guidance of your faculty advisers and co- ordinators at Northeastern and the supervisors of your various cooperative work assignments where you are employed, you will be assisted in dis- covering the type of career which will bring you most genuine satisfac- tion . . . the kind which will make you happiest and most serviceable to your community and nation.
The Place
From what was once a barren circus ground and baseball field, the North- eastern University campus of today has emerged on Huntington Avenue in Boston's Back Bay.
Today the University campus is one of the city's finest and most modern centers of education. Under the Diamond Anniversary Development Pro- gram, a master plan was drawn up in 1961 for the expansion of facilities on this 48-acre site, with completion scheduled for 1973, Northeastern's 75th anniversary.
Many steps have been taken to implement the plan: two women's dormi- tories, Speare Hall and Stetson Hall, housing 1,200 coeds; the addition to the Carl Stephens Ell Student Center, giving the students a much-needed cafeteria and expanded areas for extracurricular activities; Mary Gass Rob- inson Hall, housing the College of Nursing, the Division of Health Science of the College of Pharmacy and Allied Health Professions, and the Riesman Biology Center, as well as physical therapy classrooms, offices, and labora- tories, and educational television facilities; the Sarkis and Vosgitel Mugar Life Sciences Building, housing the College of Pharmacy and the Depart- ments of Biology, Chemical Engineering, and Psychology; and the Charles A. Dana Research Center, providing facilities for the research programs of the Departments of Physics and Electrical Engineering. The Edward L. Hurtig Chemistry Building was opened in 1968 and the Asa S. Knowles Center for Law and Criminal Justice opened in 1969.
Ethel G. and Reuben B. Gryzmish Hall, the section of the Knowles Center in which the School of Law is housed, was opened in 1970. Gryzmish Hall is a building especially designed for the School's distinctive program of
10
legal education. It contains a law library, student lounge, moot courtroom, jury room, judge's chambers, classrooms, and offices.
John A. Voipe Hall, the second section of the Knowles Center, is the headquarters of the College of Criminal Justice. VoIpe Hall was dedicated in the spring of 1972.
Two facilities for Boston-Bouve College have also been opened: one, Charles and Estelle Dockser Hall, a five-story structure housing class- rooms, laboratories, libraries, gymnasium, dance studio, recreation center, and faculty offices; and the other, the Barletta Natatorium, consisting of a swimming pool, four handball courts, and a practice tank for the crew.
Another facility for Boston-Bouve College, the Warren Center for Physi- cal Education and Recreation Education, has been developed in Ashland, Massachusetts, to serve as an outdoor laboratory for students majoring in Physical Education, Recreation Education, Physical Therapy, and Health Education.
Freshmen in the Colleges of Liberal Arts, Criminal Justice, Education, Business Administration, and Engineering who prefer a suburban atmos- phere may attend classes on the 165-acre Suburban Campus, located near Route 128 in Burlington, Massachusetts. After their first year, they will transfer to the Huntington Avenue Campus in Boston.
Prospective students will find another good reason for attending North- eastern besides the wide range of programs and facilities which it offers its students. This is the location of the main campus. In very few instances are educational institutions situated in such a varied cultural and social environment as Northeastern.
Within walking distance from the University are the Museum of Fine Arts, Symphony Hall, the Gardner Museum, the New England Conservatory of Music and Jordan Hall, and the Boston Public Library. Upon boarding a bus or the subway, students can easily travel to the theatre district, where pre-Broadway plays are often "tried out" and smash hits staged. Among the numerous cultural organizations that call Boston home are the Boston Symphony Orchestra, the Boston Pops, the Boston Ballet Company, The Opera Company of Boston, and the Theatre Company of Boston.
Boston offers students every range of shopping facilities, from tiny boutiques to huge department stores, all within a short distance of the University. And nearby restaurants serve everything from soul food to sukiyaki for that special weekend date.
11
The Faculty
It has been said that "the most essential thing in the work of education is that sympathetic touch of life on life. It is by that fine process that per- sonality is developed, matured, and enriched in all the younger candidates for human existence."
One reason for the success of the Cooperative Plan at Northeastern University is the "touch of life on life" which is made possible by the close association between more than 700 scholars on the faculty of the Basic Colleges and their students. This is made possible by the University's advisory system. Although these scholars represent the best in American education and are alumni of distinguished colleges and technical institu- tions, Northeastern insists that their achievements in every case be supple- mented by such important factors as enthusiasm for teaching, ability to stimulate intellectual and scientific curiosity, and genuine understanding of young people.
As a student at Northeastern you will have the advantage of studying under a faculty chosen for these qualities, and through the time-tested advisory system you will be certain always of seasoned and sympathetic guidance and assistance in developing your particular talents.
A Message from the Dean of Admissions
To put into words the true story of Northeastern University and the challenging opportunities which it presents to young men and women is a very difficult task. As one student said: "You almost have to live it in order to appreciate it."
A recent full-page news story carried the headlines: "Northeastern's Co-op Pro- gram Comes Into Its Own — A f\Aodel For Nation." But even this fails to tell the full story of the excitement of our educational programs. It can be sensed in the com- ments of a student as he returns from his cooperative work assignments and shares his experiences with a close friend. It can be appreciated by observing a student as she relates to children with special learning disabilities, or by watching one who works as a team member on a problem in environmental engineering. It can be understood when one talks with a student about the challenge of his job at the National Archives in the Nation's Capital or at the famed Oceanographic Institute at Wood's Hole, Cape Cod.
Northeastern University is cooperative education at its best. Our students seek relevancy and involvement in their educational experiences, and they find these qualities as they are able to relate the theory of the classroom to the actual world of adult employment. In so doing, they gain a good measure of financial indepen- dence through salaries paid for services rendered. Cooperative education has, in fact, prospered because of its uniqueness, its relevance, its built-in financial aid feature, and its direct orientation to the individual student. No other type of higher education can make these claims.
Each fall about 3,500 freshmen arrive on this campus. Approximately one half are resident students and one third are girls. They come to us from 30 states and 40 for- eign countries. They represent a wide range of student aptitudes and career interests. Together they participate in a student activity program of social, musical, dramatic, literary, and athletic events which contribute greatly to enjoyable and meaningful student life.
The University is located in the very heart of what is perhaps the greatest con- centration of college and university students in the world. They make extensive use of the cultural and recreational opportunities available in the City of Boston and its suburbs. It is an exciting place in which to prepare one's self for the challenges of tomorrow. Yet, in the midst of excitement and change. Northeastern places the emphasis where it properly belongs — upon the student.
We cordially invite you to visit our campus. Please let us know if we may assist you in your educational and career planning.
GILBERT C. GARLAND
part 2
The Academic Programs
Catherine L Allen, Dean
Boston-Bouve College
Boston-Bouve College offers degree programs in professional education for both men and women in:
Health Education
Physical Education
Physical Therapy
Recreation Education
Programs
Each curriculum combines basic liberal education and professional prep- aration including related supervised field experience. The Cooperative Plan of Education of Northeastern University affords diversified opportunities for alternating terms of work and study beginning in the sophomore year in every department. All programs in the College are five years in length.
Aims
To meet demands for fully qualified personnel in Health Education, Physi- cal Education, Physical Therapy, and Recreation Education, modern edu- cation seeks to develop the independent, self-reliant individual, liberally educated and professionally skilled, who is a socially responsible and contributing member of society.
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Facilities
Dockser Hall houses administrative and faculty offices, libraries, gymna- sium, dance studio, physiology of exercise laboratory, classrooms, locker and shower facilities; and the Department of Recreation Education with the community recreation laboratory, cultural arts area, seminar and research center. Within the Barletta Natatorium the swimming pool, weight room, handball courts, offices, and shower and dressing facilities are located.
The Physical Therapy Department is located in Mary Gass Robinson Hall. On the third floor are the physical therapy faculty offices, a library, classrooms, and laboratories. One of the laboratories is specially designed to simulate a modern physical therapy department and is well equipped for the practice of clinical procedures. These rooms are wired for closed circuit television to carry programs pertinent to the profession. This is also true of Dockser Hall.
Degrees
In Health Education, Physical Education, and Recreation Education, the degree of Bachelor of Science in Education is awarded; and in Physical Therapy, the Bachelor of Science in Physical Therapy. All programs are accredited.
Your Freshman Year in Boston-Bouve College
The academic curriculum in your first year of college is planned pri- marily to provide basic foundation and knowledge in the physical and social sciences, the humanities and arts, although these courses and those offered in each of the major fields, Health Education, Physical Education, Physical Therapy, and Recreation Education, differ because of increasing special- ization in upper-class years. Later, you have the opportunity to select electives which enrich your program and help you to recognize and develop other talents and interests.
Your cooperative work assignments bring insight and responsibility as you apply your knowledge, skills, and resources acquired in both the general and professional studies of your college education. The abilities to work well with others and to appreciate the associations are important attributes in your profession.
Upper-class students and graduates say that the most exciting chal- lenge of their college careers is experienced when the field work assign- ments, whether recreation leadership, student teaching, or clinical practice, reveal the significance of the role of professional service.
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EALTH EDUCATION
Description
Health education is a teaching profession. The primary goal of the pro- gram in Boston-Bouve is the preparation of professional students for careers as teachers of health education in elementary and secondary schools, colleges and universities, and in community centers and agencies.
The way of life that an individual chooses in health matters will affect all that he does and dreams of being. The health educator teaches people about health concepts and health maintenance throughout life; the use of health services; active community involvement in health; the solution of individual, family, and community health problems; the fulfillment of poten- tial; and the living of a fuller, better, more useful life.
Your Program of Study
Your program of study includes the liberal arts and sciences concen- trated in the first two years, with a major concentration in the last three years on professional courses, student teaching, or field experience. In the third year a student may select either the School Health or Community Health track.
Cooperative education, beginning in the sophomore year (in alternate periods of paid employment and study), has exciting possibilities for place- ment in health agencies, schools, community and continuing education j centers, housing complexes, and halfway houses.
Special Requirements
Uniforms. All Health Education majors are required to purchase an activity uniform for physical education. Information is furnished at the appropriate time by Boston-Bouve College.
Student Teaching/ Field Experience. The requirement in supervised stu- dent teaching in the School Health track or supervised field experience in the Community Health track is completed during one quarter of the senior year.
Your Future
As a graduate, you will be qualified to teach in schools at all levels and/or in community centers and agencies.
The need for health educators is increasing with constant requests for highly qualified personnel. There is growing concern about problems of society: drugs and alcohol, smoking, family life and sex education, the environment, nutrition, consumer education, and other aspects related to the quality of life. Health educators are concerned about such things; in fact, health and education are inseparable.
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Sample Freshman-Year Program of Studies in Health Education
First Quarter Second Quarter Third Quarter
12.101 General Chem. 12.102 General Chem. 10.104 Mathematics*
18.141 Biology 18.142 Biology Gen. Studies Elect.
50.116 Social Science I 50.117 Social Science II Gen. Studies Elect.
65.110 Foun. Health Educ. Gen. Studies 19.102 Bas. Psych.
BBC elective Elect. Phys. Educ.
Physical Educ.
'Students with a mathematics proficiency may elect a general studies course. In addition to the above courses, a student may elect to fake Basic ROTC. Please see back of catalog for full course descriptions.
PHYSICAL EDUCATION
Professional Program
The professional program in Physical Education is designed to prepare specialists capable of developing the materials and methods appropriate to teaching physical education In public and private schoolsat all levels: ele- mentary, secondary, and college. Its graduates are qualified as athletic coaches, physical education teachers, directors of athletics, supervisors of physical education, and leaders in YMCAs, YWCAs, and other youth organizations.
Students majoring in this program receive a strong background in edu- cation and liberal arts. Elective hours are required in each of the areas of science, social science, and humanities. Specialization in Physical Educa- tion Includes such courses as History, Philosophy, Principles, Curriculum Development, and Class Procedures, Measurement and Evaluation, Kinesi- ology, Exercise Physiology, and Perceptual-Motor Development. Students are well grounded in the techniques of coaching the various individual, dual, and team sports, and in adapting these activities to the needs of the handicapped. Because of the close and overlapping relationship of physical education, health, and recreation. Physical Education majors may take courses in these areas and are also afforded laboratory experiences in them.
The development and demonstration of personal skill in performance and teaching are an integral part of the professional program. Each student will be expected to demonstrate a level of personal proficiency in one activity from each of these areas: aquatics, dance, gymnastics, racquet sports, individual activities, and team sports. The degree of skill may be demon- strated through proficiency testing or by taking appropriate courses from among electives offered by Boston-Bouve College. Major students are assigned supervised student teaching responsibilities in elementary and secondary schools throughout the Greater Boston area. In addition, stu- dents increase their experience with children through their cooperative work assignments and as counselors in summer camps.
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Special Requirements
Approximately $85 is required for physical education uniforms. Fees may be assessed in courses requiring highly specialized equipment, sup- plies, or off-campus facilities. In the spring quarter of the freshman year there is a required two-week resident program at the Warren Center. An additional fee is charged for room and board.
Student Teaching — The requirement of student teaching is completed dur- ing one quarter of the senior year. Students are assigned to public schools in the Greater Boston area.
Resident Camping — Students are scheduled for their resident camp coun- seling experience during the third- or fourth-quarter summer quarter. This program is conducted at the Warren Center in Ashland, approximately 25 miles west of the Huntington Avenue Campus in Boston.
Cooperative Education — Under the Cooperative Plan of Education, majors receive unique experiences after the freshman year working in Boys' Clubs, YMCAs, YWCAs, hospitals, and community recreation programs, or under the direction of master teachers in public schools.
Your Future
As a qualified graduate, you will be certified for positions in physical education according to your individual career preference: teaching in elementary and secondary schools, colleges or universities; coaching or directing sports and athletics; or conducting seasonal camping and year- round physical activity programs.
Sample Freshman-Year Program of Studies in Physical Education
First Quarter Second Quarter Third Quarter
62.201 Human Movt. 30.114 English 62.249 Phys. Science
30.113 English 18.142 Biology II Found.
18.141 Biology I 50.117 Soc. Sci. II 62.203 Group Dynam.
50.116 Soc. Sci. I Gen. Studies Elect. Practicum
Prof. Skills Elect. Prof. Skills Elect. 62.215 Observ. of Stud.
Behavior 65.130 Health Prob. of The Coll. Stud. 62.206 First Aid
Prof. Skills Elect(s).
In addition to the above courses a student may elect to take Basic ROTO. Please see back of catalog for full course descriptions.
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PHYSICAL THERAPY
Description
The qualified physical therapist is a highly skilled member of the health professions concerned with the total rehabilitation of the patient and con- tributing to the present-day challenge of comprehensive medical care. He (or she) carries out evaluation and treatment procedures which are care- fully planned and directed toward helping the patient regain functional independence. Treatment procedures include the use of heat, cold, mas- sage, hydrotherapy, electrotherapy, and therapeutic exercise for the specific purpose of restoring the disabled individual to the optimum of his capacity. In addition, the responsibilities of a physical therapist may include health planning and community service. The qualified physical therapist admin- isters physical therapy only upon referral by a licensed physician.
Your Program of Study
Your program of study includes the liberal arts and sciences as well as professional courses. Major emphasis is placed On liberal arts and sci- ences in the first two years and on professional preparation in the last three years.
Your professional studies include Anatomy, Kinesiology, Physiology. Clinical Medicine, Pathology, Physical Therapy Procedures, and supervised practical experience in various hospitals and clinics.
Lecturers from Tufts University School of Medicine and the New England Medical Center, as well as from the many medical and social agencies in the Boston area, augment the professional staff in the approved Physical Therapy program. Graduates are eligible to take the state examination for registration.
Special Requirements
Uniform. A basic activity uniform is required for Physical Education and Physical Therapy laboratory classes beginning in the freshman year. White uniforms are required at the appropriate time for supervised clinical practice.
Your Future
The need for registered physical therapists is critical, and the opportuni- ties for employment are unlimited and challenging. Positions are available in general hospitals, children's hospitals, university hospitals, rehabilitation centers, schools or centers for crippled children, and community, state, and governmental agencies.
In addition, there are increasing opportunities in teaching and research in physical therapy.
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Sample Freshman-Year Program of Studies in Physical Therapy*
First Quarter Second Quarter Third Quarter
10.104 Fund. Math. 10.105 Fund. Math. 12.107 Gen. Chemistry
18.141 Basic An. Biology 12.106 Gen. Chemistry 18.142 Basic An. Biology
30.113 English 30.114 English 64.113 Intro. Ph. Th.
65.129 Health Education 64.111 Intro. Ph. Th. Elective
Physical Educ. Physical Educ.
In addition to the above courses a student may elect to take Basic ROTC. Please see back of catalog for full course descriptions.
'Prerequisite subjects are concentrated in the first two years
REATION EDUCATION
Description
The recreation educator is a qualified, broadly skilled member of the community team. He or she serves boys, girls, and adults in a recreation center or a hospital; teaches crafts in a settlement house; develops year- round enrichment programs in school systems and agencies for afternoon, evening, weekend, and summer fun and learning; works in service clubs on military bases or in the Peace Corps or the Red Cross; organizes em- ployee and family recreation for industry and business, including vacation periods; teaches children and youth in recreation for the mentally re- tarded; supervises the school camping program; or directs a resident or day camp.
Your Program of Study
The recreation educator builds tastes and talents, interests, skills, appre- ciation, and knowledge; is sensitive to the needs of people; is a leader dedicated to service.
Your program of study as a Recreation Education major is based in the liberal arts and sciences, with professional education beginning in the freshman year. Academic and professional preparation continue as parallel programs, with electives in areas of interest, supervised field experiences in selected settings, and cooperative opportunities.
Special Requirements
Uniforms. All Recreation Education majors are required to purchase pro- fessional activity uniforms. Information is furnished at the appropriate time by Boston-Bouve College.
Outdoor Education and Camping are integral parts of the curriculum, with both resident and year-round opportunities in the out-of-doors.
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Your Future
Cooperative Education offers excellent employment opportunities in schools, hospitals, social agencies, and in community recreation settings.
Field Experiences in the junior year consist of selected placement, qualified supervision, and graded evaluation in institutions, schools, and hospitals, in agencies, and in community recreation settings.
Sample Freshman-Year Program of Studies in Recreation Education
First Quarter
18.141 Basic Biology 29.106 Speech
Fundamentals 50.111 Social Science
63.120 Orient. Rec.
63.121 Rec. Skills I
Second Quarter
18.142 Basic Biology 30.113 English 50.112 Social Science 63.122 Rec. Skills II
Quarter 3A
63.125 Outdoor Educ. & Camp Leadership
Third Quarter
30.114 English 50.113 Social Science 63.123 Rec. Skills III 65.129 Health Education
In addition to the above courses a student may elect to take Basic ROTC. Please see back of catalog for full course descriptions.
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Industrial Relations
International Business
Management
Marketing
Small Business Management
Transportation
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James S. Hekimian, Dean
The College of Business Administration
The College of Business Administration offers programs of study to pre- pare men and women for positions of administrative responsibility in busi- ness, governmental, and other organizations. Preparation for administrative positions requires a subtlety of mind in the recognition and solution of problems. In order to accomplish this, the business student is given a broad understanding of business and organizational problems, as well as first-hand knowledge of effective methods of solving them. In addition, the broader scope of the business firm must be understood, especially its role and responsibility in community, national, and international relations.
Aims
In keeping with the current trends in collegiate education, the educa- tional policy of the College has the following aims:
1. To develop attitudes and ideals that are ethically sound and isocially desirable.
2. To cultivate an appreciation of the social, political, and economic :developments to which the business firm must adjust and adapt.
3. To develop the habits of accurate thinking that are essential to sound judgment.
4. To provide an opportunity to develop a specialization in business in accordance with the student's interests and talents.
The Cooperative Plan is particularly helpful to the student in attaining these goals. To accomplish these objectives, the fundamental skills and tool subjects are dealt with in their relation to the broader context of the business firm.
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The upper-class program of study assimilates the practice of modern business management and administration with elective courses in Liberal Arts and other non-business areas.
The courses in the curriculum fall into four broad categories: (1) re- quired liberal arts courses; (2) business administration core courses; (3) courses in several business administration concentrations; and (4) elec- tives in business administration, liberal arts, or other nonbusiness areas.
Students may decide to concentrate in Accounting, Finance and Insur- ance, Industrial Relations, International Business, Marketing, Small Busi- ness Management, or Transportation; or they may structure their own concentrations suitable to their specific educational goals.
Method
The College makes use of the problem and the case methods of instruc- tion in addition to the lecture and recitation system. Students should learn to analyze every proposition, to challenge unsupported assertions, to think independently, and to support their thinking with logic and facts. Hence, concrete problems and cases which executives have faced in accounting, marketing, organizing, and the like constitute a large proportion of class- work in the upper-class years.
Degree Granted
The Bachelor of Science in Business Administration degree is awarded to qualified candidates.
Your Freshman Year in the College of Business Administration
You will find that the freshman year is devoted primarily to a survey of the political and social institutions that significantly influence the conduct of business and nonbusiness organizations. You will also be introduced to a basic tool of business — accounting — and have an opportunity to choose electives from the humanities, behavioral and social sciences, and natural' sciences, or from history and political science. '
Throughout your upper-class programs of study other courses in the lib- eral arts, such as philosophy, literature, history, political science, psychol- ogy, and sociology, will be available as electives. Therefore, in addition to! the depth of instruction provided in a business concentration, you will also] be able to take numerous courses in the liberal arts areas. Courses in i other colleges within Northeastern University will also be available as' electives.
Through the Cooperative Plan, Business Administration students develop first-hand knowledge of management practices, together with an under- standing of the basic principles of business which have been studied In the classroom.
Your Future
A concentration in Accounting will prepare you for professional public accounting, as well as for positions in private industry or government service.
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I
The concentrations in Finance and Insurance, Industrial Relations, Inter- national Business, Management, Small Business Management, and Trans- portation, when combined with the experiences gained in both business and nonbusiness organizations on your cooperative work assignments, will give you the experience and educational background for almost any type of administrative position for which your interests and abilities qualify you.
The business training and experiences which you undergo during your eight cooperative work periods will be most important factors in helping you to determine the specific type of work and kind of organization with which you would like to be associated after graduation.
An increasing number of qualified graduates of the College of Business Administration see fit to continue their formal education in graduate pro- grams in order to extend their professional and research abilities to better serve employers in business and industry or to prepare themselves for careers in college-level teaching.
Students who plan to continue their formal education by enrolling in a law school after graduation will find that the undergraduate program in the College of Business Administration provides an excellent foundation. Many careers in law are directly involved in the business world: in large corpora- tions or in private practice. The College's curriculum provides a broad understanding of the business environment, as well as specific skills in the problems of operating a business in the socio-legal environment.
While the Association of American Law Schools does not recommend particular courses or curricula for prelegal students, it does advise that undergraduates build skills in comprehension and oral expression; critical understanding of the human institutions and values with which the law deals; and the development of the creative power of thinking. The flexi- bility and liberal arts content of Northeastern's Business Administration curriculum allows a student to fulfill these requirements, while at the same time acquiring a specialized skill in and knowledge of the field of business management.
Sample Freshman-Year Program of Studies in the College of Business Administration
First Quarter Secor^d Quarter Third Quarter
19.105 Psychology 19.106 Psychology Liberal Arts
Liberal Arts 10.124 Math. Elective
Elective Liberal Arts 10.125 Math.
30.113 English Elective 30.114 English
49.100 Intro, to Business 41.111 Accounting 41.112 Accounting
In addition to the above courses a student may elect to take Basic ROTC. Please see back of catalog for full course descriptions.
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ACCOUNTING
Description
Accounting encompasses a broad range of activities. These include all phases of record-keeping, internal reporting, financial planning, cost con- trol; the design and installation of systems and procedures; and the appli- cation of electronic and other modern business methods to these activities.
Type of Work
Accounting is the second largest field of professional employment for men. Of more than 400,000 accountants and auditors engaged in profes- sional accounting work, over 60,000 are certified public accountants who have passed rigorous examinations prescribed by law in their states. The certified public accountant has been called "the guardian of the con- science of the business community."
Your Program of Study
Accountants in any of the three major fields of employment — public, private, and government — may specialize in such areas as auditing, tax work, cost accounting, budgeting and control, or systems and procedures. The Federal Government employs accountants as Internal Revenue agents, investigators, and bank examiners, as well as in regular account- ing positions.
Accounting, the nerve center of business today and one of the fastest- growing professions in the United States, is an exacting field. It seeks men and women who like to solve mathematical problems, who enjoy working with statistics, who are accurate, and who enjoy the process of reasoning and interpretation which characterizes accounting.
You will spend the first year surveying the political and social institu- tions that underlie the conduct of business. As you approach your second year, you will consult with your faculty adviser and your coordinator from the Department of Cooperative Education about your work assignment.
In the Accounting concentration, your courses may include such techni- cal subjects as Accounting Theory and Practice, Cost Accounting, Auditing, and Taxes, along with Economic Problems, Statistical Analysis, Govern- ment Regulations, and General Studies.
MARKETING
Description
Without successful marketing and advertising, the products of industry remain unsold. More and more companies are finding that today's tempo of progress and high levels of production require up-to-date techniques of marketing to generate an increasing volume of sales.
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Your Program of Study
A business organization not only designs and produces products, but must also market and sell them — to manufacturers, to wholesalers, to re- tail stores, and to consumers. With a concentration in Marketing, this is what you will study in class.
Weekly meetings of the Advertising Club and the student chapter of the American Marketing Association give you an opportunity to further your interests in these areas and to discuss issues with leaders in these fields.
In a variety of courses, by lectures and class discussion, through analysis of case material and preparation of written reports, you will learn how goods and services are marketed.
Your Future
You will find marketing a challenging field . . . one that puts responsi- bility squarely on the shoulders of the individual ... a field that rewards maturity of judgment together with effectiveness in getting results ... a field that increasingly leads to executive and top administrative posts. The Cooperative Plan is particularly valuable in preparing young men and women for careers In marketing.
ANCE AND INSURANCE
Aims
The Finance and Insurance concentration of Northeastern's College of Business Administration has two chief objectives:
1. To provide a series of courses that will acquaint you with the tech- nical aspects of all fields of finance and the fundamentals of insur- ance, and
2. To provide a broad, general knowledge of the field of business.
Type of Work
Today there is a real need for young men and women who have been well trained in investment analysis and investment management. Other opportunities may be found in banking, with brokerage firms or with in- vestment trusts, in business forecasting, or with an insurance company. Business leaders are seeking for administrative positions young men and women not only competent in the basic skills of communication and in tech- nical knowledge, but also endowed with the knowledge and skills of finance and management.
Northeastern University is ideally located to train young men and women for work in these important fields. The City of Boston, a leading center of finance and insurance, does a great volume of trust work — the managing of estates and investment programs for other people.
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Your Program of Study
As a sophomore, you will study Introduction to Finance, together with introductory courses in other business fields. Specialization will occur In the upper years, as you study advanced courses in insurance, investments, and security markets. Other courses, particularly in the broad field of eco- nomics, are available to provide a well-rounded education.
Your Future
Financial institutions perform indispensable services for present-day business and industry. A list of these institutions must include banks, insurance companies, investment houses, credit concerns, financial ex- changes, business forecasting organizations, financial service institutions, mortgage companies, national and local real estate brokerage firms, and appraisers.
There are career opportunities in all areas of business, industry and government, where financial planning and operation are a vital necessity.
INDUSTRIAL RELATIONS
Aims
Industrial relations personnel, working closely with engineers and pro- duction supervisors, are primarily concerned with workers as people. They must, therefore, become skillful in the art of human relations. The program in Industrial Relations will lay a sound base for the development of this skill.
Type of Work
Industrial Relations is closely related to Management. If you were to choose this program of studies, you might be employed as a supervisor in job analysis or placement, employment interviewing, industrial accident prevention, public relations, labor-management relations, training or recre- ational programs for employees, or psychological and aptitude testing. You might supervise an employee suggestion system, or direct a company training program. Responsibility for the development of industrial publi- cations is usually carried by members of the industrial relations staff.
The day is past when "anyone" can direct labor-management relations. Therefore, a host of opportunities exists in this field, the human side of conducting a business. Both unions and management offer a wide selec- tion of positions in personnel, bargaining, wage administration, and public relations. The government, too, has many openings for men and women who have taken this program of studies.
Your Program of Study
After the freshman year your program of studies will include such courses as Labor Economics, Personnel and Industrial Relations, Collective Bar-i gaining, and Labor Law.
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ITERNATIONAL BUSINESS
Aims
Several factors in recent years have contributed to a rapidly increased need for qualified people in the field of international business. The growth of multinational firms, expansion of international trade, and the growth of regional international trading blocs have created a shortage of skilled managers who are qualified in analyzing the complexities of international business problems. This concentration aims at developing students to meet these management needs.
Your Program of Study
Students who choose this concentration will develop an understanding of the environmental, economic, political, and social constraints impinging on international business. They will also develop skills in analyzing the financial, marketing, and operational strategy of the multinational firm.
The curriculum of the College of Business Administration provides an opportunity for the student concentrating in International Business to com- plement his business studies with liberal arts electives appropriate to the understanding of international relations. These can include studies in the modern languages, political science, international economics, and the geography and history of the world's nation-states.
Your Future
Careers in international business are available in most companies which carry on trade or manufacturing operations in foreign countries. An in- creasing number of multinational firms are requiring that candidates for their top management positions have gained experience in international operations. Large banks and insurance companies also need managers who understand international business.
Students following this concentration may find employment opportunities both in the United States and in foreign locations. Needless to say, the op- portunity for foreign travel is frequently available. The government, trade associations, and large unions also provide employment opportunities for students who have studied international business.
XNAGEMENT
Aims
The curriculum in Management is designed to appeal to you if your in- terests lie in the broad areas of business rather than in more spe- cialized fields.
It seeks to encourage the breadth and depth of vision demanded for successful business leadership in a highly complex society.
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Your Program of Study
As a student who concentrates in Management, you will study accounting as a tool of management rather than as a means of developing proficiency as an accountant. You will study several areas of marketing to gain a better appreciation of its role in business operations. Likewise, the role of a sound human-relations program in the modern business organization will be considered. In addition, you will study problems relating to the physical aspects of management: the plant, its facilities, its internal organization, and the problems involved in the production of goods and services.
The courses in Management vary a great deal in their content and in the way they are taught. Several courses of study pertain to theory and are con- ducted on a straight lecture basis. Other courses, especially in the last two years of college, afford an opportunity for research, new ideas, and self-expression. Together, these courses will provide a foundation for a successful career in management.
SMALL BUSINESS MANAGEMENT
Aims
The concentration in Small Business Management is offered to provide students who plan to operate their own businesses with an opportunity to develop skills necessary for the effective management of small enterprises.
Your Program of Study
Students following the Small Business Management concentration will take courses which will develop their ability to find and evaluate business opportunities, to secure adequate sources of funds, and to organize and manage the various facets of the small business: marketing, manufacturing, finance and control, and personnel.
Your Future
Small business management presents a student with the opportunity to prepare for a career in which he can be involved in the management of business while maintaining a significant degree of autonomy and inde- pendence. Some students will enter this career at graduation, or sometimes even before it. However, many find that first they will obtain experience through their cooperative work and postgraduate employment prior to establishing their own enterprise.
TRANSPORTATION
Description
The need for qualified people in the field of transportation and business logistics has increased rapidly in recent years. In the industrial setting, con-
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tinued emphasis on cost control and the pressures of widespread distribu- tion have created a demand for personnel who understand the dynamics of logistical function, involving inventory control, warehousing, and trans- portation, and the interaction of these activities with other functional operations.
Growing concern with the economic and service conditions of the trans- portation industry has created many governmental positions with Federal, state, and local agencies which are engaged in policy development and administration. Similarly, carriers such as airlines, railroads, and trucking companies are interested in hiring those familiar with the operational and regulatory-oriented aspects of their business. Employment opportunities may also be found in consulting and teaching.
Your Program of Study
Course offerings in Transportation and Business Logistics are sequenced so that students who desire only an introductory exposure to the field may take one or several courses as part of a broader business background. However, a sufficient number of courses will be offered to enable students to choose a concentration in Transportation and Business Logistics in preparation for a career in this field. By electing a specific combination of courses, students may tailor their program to meet the requirements of several of the previously mentioned occupations.
The graduate of the College of Criminal Justice must be pre- pared to judge objectively the many socio-economic problems inherent in the administration of justice in contemporary Ameri- can society. Obsolete and intel- lectually antiquated methods of administering justice have no place in the modern world.
Norman Rosenblatt, Dean
The College of Criminal Justice
The College of Criminal Justice, first of its kind in New England and the only one In the nation operating on the Cooperative Plan of Education, opened in the fall of 1967.
Methods of police administration, law enforcement, forensic science, rehabilitation, and corrections are changing drastically to cope with con- temporary developments; and those who intend to become professionally engaged in these important services, as well as in other areas of social and community service to society, now need much more formal education than in the past.
Aims
A grant of $90,000 has been made by the Ford Foundation in partial support of the program. The purpose of the five-year curriculum is to pre- pare students for careers in law enforcement, corrections, rehabilitation, and delinquency prevention.
It is Northeastern University's hope and expectation that the College of Criminal Justice will make a substantial contribution to the education of professional personnel in these important services in the years ahead and thus will provide a real service to community, state, and nation.
Co-opportunities
After your freshman year, consisting of 36 weeks of full-time study, you will alternate periods of study at Northeastern with periods of paid em- ployment in cooperative work assignments. You will find that a wide range of assignments will be available to you, including work in ballistics and
37
chemical laboratories, record and identification bureaus, planning and community relations groups, and a number of private and public agencies associated with problems of a criminal justice nature.
Most cooperative work opportunities are In New England, but there are also many elsewhere in Federal, state, and local agencies, as well as in private business and industry.
At the successful completion of your program, you will be awarded the degree of Bachelor of Science in Criminal Justice.
Your Program of Study
As shown below, you will study Political Science, English, Economics, Psychology, Sociology, and Criminal Justice as a freshman. You may also elect to take Basic ROTC Training or Physical Education.
In subsequent years you make take such professional courses as Criminal Investigation, Evidence and Court Procedure, Criminalistics, Corrections, Police-Community Relations, Criminal Law, Civil Liberties, Law Enforce- ment Administration, Rehabilitation, and Research Methods.
Your professional study will also include many liberal content courses, giving you a broad, general background in the liberal arts and behavior- istic sciences.
Your Future
The College of Criminal Justice prepares young men and women for professional careers in law enforcement and corrections. The curriculum has been designed primarily for students interested in municipal and state police service and correction agencies. However, Federal agencies and industrial security operations in private industry also offer many challenging and rewarding opportunities. It is expected that a number of graduates will choose to pursue advanced study in academic fields such as social work, criminology, law, and public administration.
Sample Freshman-Year Program of Studies in the College of Criminal Justice
First Quarter Second Quarter Third Quarter
21.100 Principles of Soc. 19.105 Found, of Psych. 19.106 Psychology
30.113 English 22.101 Intro, to Pol. Sci. 22.102 Intro, to Pol. Sci.
39.115 Economics 30.114 English 39.116 Economics
92.201 Hist, of Crim. Just. 92.202 Hist, of Crim. Just. 92.203 Hist, of Crim. Just.
In addition to the above courses a student may elect to take Basic ROTC. Please see back of catalog for full course descriptions.
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f
N
Elementary Education
With a concentration in one of the following:
Humanities Social Science Mathematics-Science Reading-Language Special Education
Secondary Education
With a major in one of the following:
Earth Sciences
English
Social Studies
Mathematics
General Science
Biology
Chemistry
Physics
Modern Languages
Special Program
Speech and Hearing Therapy.
Frank E. Marsh, Jr., Dean
The College of Education
Aims and Programs
The general objective of the College of Education is to develop teachers adequate to do America's most important work — guiding the young to maturity.
All programs in Teacher Education are built upon a broad liberal arts base. Professional competence is added to this understanding of our own and past culture. The College believes that an effective elementary teacher requires this broad, liberal experience as a base for professional develop- ment.
Secondary education students should be prepared to continue graduate work either in education or in the major subject-matter area.
The course of study in Teacher Education has several distinctive fea- tures. A unified professional sequence starts in the first year with social science (Anthropology and Sociology) and continues in the second year with Human Development and Learning. In the third year this program in- cludes the Analysis of Teaching; in the fourth year, Methods and Materials (in specific subject fields), and Measurement and Evaluation; and in the fifth year, Backgrounds of American Education (history and philosophy).
Secondary School Preparation
If you are preparing for secondary school teaching, you must meet the same requirements in your major field as a student in a liberal arts pro- gram (30 semester hours above the freshman year). You have a choice of English, Social Studies, Mathematics, Biology, Chemistry, Physics, General Science, Earth Sciences, or Modern Languages. If you wish to major in
41
Modern Languages, you must continue in college with one language studied previously and add a second one. (See page 43.)
A special program in Speech and Hearing Therapy also is available.
Elementary School Preparation
If you are enrolled in Elementary Education, you must complete 40 quarter hours in one of the following areas:
A. Science and Mathematics (biology, chemistry, geology, mathematics, natural science, physics).
B. Humanities (art, drama, literature, languages, excluding freshman English and elementary modern language, music, philosophy, speech).
C. Social Sciences (economics, history, political science, psychology, sociology-anthropology).
D. Language-Reading (modern language, linguistics, semantics, speech and hearing, reading, literature).
E. Special Education (mental retardation, emotional disturbance, psy- chology of personality, abnormal psychology, sociology, industrial arts and crafts, rehabilitation).
In addition to the sequence of professional education courses listed above, preparation Is given in the content and methodology of arithmetic, reading, language arts, social studies, arts and crafts, music, science, and physical education.
The Teacher Aide Program
Opportunities are steadily increasing for selected students to participate as employees of cooperating school departments. If your record justifies your selection, you will assist in administrative as well as instructional functions. Thus you will enjoy a unique opportunity to develop broad view- points and gain rich experience which will greatly enhance your con- fidence and effectiveness as a teacher.
Degrees
The College of Education will award the degree of Bachelor of Science in Education to those who successfully complete the program of prepara- tion for teaching at elementary or secondary school levels.
Your Freshman Year in the College of Education
There are several programs of study in the freshman year, depending upon your field of interest. Common to all programs are English and social science. Specific courses for each major are shown on the following pages.
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Sample Freshman-Year Program of Studies in the Teaching of Nonscience Fields
ELEMENTARY EDUCATION/SPEECH AND HEARING THERAPY/ ENGLISH/SOCIAL STUDIES/MODERN LANGUAGES
Mathematics or a modern language may be substituted lor Political Science upon approval ol the dean during orientation week.
First Quarter Second Quarter Third Quarter
16.104 Earth Science 16.105 Earth Science 23.102 Western Civ.
22.101 Political Science* 22.102 Political Science* 30.114 English
30.113 English 23.101 Western Civ. 50.113 Social Science
50.111 Social Science 50.112 Social Science Elective
'Students may substitute Basic Mathematics or a modern language for Political Science.
In addition to the above courses a student may elect to take Basic ROTC. Please see back of catalog for full course descriptions.
EMENTARY EDUCATION
Your Program of Study
Each student must complete a concentration in one of the following subject-matter areas: social science, the humanities, science and mathe- matics, language-reading, or special education. The social science field includes anthropology-sociology, history, political science, economics. The humanities include literature, art, music, philosophy, and foreign languages. Special education includes studies in those areas of psychology and sociology most concerned with mental retardation, emotional disturbance, and rehabilitation.
Other courses provide the necessary professional equipment of the teacher. They include Human Development and Learning, Analysis of Teach- ing, Methods and Materials in Elementary Science, Arithmetic, Reading, Language Arts, Arts and Crafts, Music, Social Studies, Physical Education, Evaluation and Measurement, and Backgrounds of American Education.
The program culminates in a quarter of supervised student teaching in the senior year. Elementary Education students are assigned to a grade in a public elementary school and work under the supervision of the regu- lar classroom teacher and a Northeastern faculty member. They will be actually teaching a good share of the time and observing and assisting the I critic teacher the rest of the time.
ji Your Future
1} Many persons are content to make a career of classroom teaching in
1,1 the elementary school and find this a completely rewarding vocation.
43
others are interested in qualifying eventually for administrative positions, supervisory positions, or careers in the special education of exceptional children. Such persons will want to go into graduate work to prepare themselves for these positions. A very common practice is for in-service teachers to work part time toward the master's degree while continuing their regular employment as classroom teachers.
With the added experience gained from Northeastern's unique Teacher Aide Program and the opportunity to not only learn the mechanics of your profession but to also make invaluable contacts with various school sys- tems, you should be in an enviable position to find the type of teaching opportunity for which you are best qualified and trained.
SECONDARY EDUCATION
Description
As a Secondary Education major (English, Social Studies, Earth Sciences, Biology, Chemistry, Physics, General Science, f^athematics, Modern Languages), you will teach several classes daily in your main field or in one or two related subjects.
Type of Work
In addition to giving 20 or 30 hours of classroom work per week, you will have many other duties — which always are part of a teacher's job — from correcting papers and planning programs to interviewing parents or directing extracurricular activities.
Your Program of Study
The sequence of professional education courses is essentially the same for both elementary and secondary teachers. Turn to pages 43 and 46 for your program of study. The program culminates in a quarter of supervised student teaching in the senior year. Under the supervision of a regular classroom teacher and a Northeastern faculty member, you will teach three or more classes a day in a public senior or junior high school.
Your Future
Most persons who have mastered a secondary school subject look for- ward to teaching in the classroom for many years. Some, however, desire to move eventually into administrative or supervisory positions, or into the field of guidance. Such persons will want to go into graduate work to prepare themselves for these positions. A very common practice is for in-service teachers to work part time toward the master's degree while continuing their regular employment as classroom teachers.
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•EECH AND HEARING THERAPY
Description
The profession of speech pathology and audiology (speech and hearing therapy) is concerned with problems and disorders of human communi- cation as manifested in the processes of speech and hearing. It is devoted to providing clinical services to children and adults, as well as to related basic and applied research. Some personnel concern themselves primarily with speech disorders or with hearing disorders; nevertheless, speech and hearing are so interrelated that professional competency requires familiarity with both.
Such terms as speech correctionist and speech and hearing therapist have been used to identify professional persons; however, the American Speech and Hearing Association (ASHA), the national scientific and pro- fessional organization devoted to encouraging basic study of the processes of speech and hearing, recommends the use of speech pathologist (or speech clinician) and audiologist.
Type of Work
Duties vary constantly with the individual and the setting. Most individ- uals will be engaged in two or more of the following types of activity: Clinical: evaluation of the speech and/or hearing impairment by a wide variety of diagnostic procedures, followed, when indicated, by a thera- peutic program. These activities involve cooperative endeavor with many specialists — physicians, educators, psychologists, social workers, rehabili- tation workers, etc. Research: those pursuits which seek to increase basic understanding of the complex processes of speech and hearing. Teaching: primary concern of members of college and university facul- ties. Administration: constitutes some responsibility of most individuals in this profession.
These duties are carried on in clinical service centers, hospitals, public school systems, health departments, colleges and universities, industry, research centers, and private practice.
Your Program of Study
In your upper-class years, you will have such subjects as: Science of Voice and Speech, Introduction to Speech Pathology, Introduction to Audi- ology, Psychology, Phonetics, Clinical Practice, Dynamics of Language Development, Psychological Speech Disorders, Speech Reading and Audi- tory Training, and Organic Voice and Speech Disorders.
Your freshman-year program of studies as a major in Speech and Hear- ing Therapy will be found on page 43.
Your Future
There is a great demand for speech pathologists and audiologists in the
45
United States. The employment outlook is especially favorable for speech clinicians in public schools.
Sample Freshman-Year Program of Studies in the Teaching of General Science, Earth Sciences, or Biology
First Quarter
10.101 Basic Math.
or Calculus 12.106 Gen. Chem. 18.131 Basic Animal
Biology 50.111 Social Science
SECONDARY LEVEL Second Quarter 10.102 Basic Math.
18.132 Basic Animal
Biology 30.113 English 50.112 Social Science
Third Quarter 10.103 Basic Math.
12.107 General Chem. 30.114 English 50.113 Social Science
In addition to the above courses a student may elect to take Basic ROTC. Please see bacl< of catalog for full course descriptions.
Sample Freshman-Year Program of Studies in the Teaching of Mathematics or Physics
First Quarter
10.181 Calculus 11.117 Physics 30.113 English 50.111 Social Science
SECONDARY LEVEL
Second Quarter
10.182 Calculus 11.118 Physics 23.102 Western Civ. 50.112 Social Science
Third Quarter
10.183 Algebra
11.119 Physics
30.114 English
50.113 Social Science
In addition to the above courses a student may elect to take Basic ROTC. Please see back of catalog for full course descriptions.
Sample Freshman-Year Program of Studies in the Teaching of Chemistry
First Quarter
10.150 Calculus
12.103 General Chem.
18.131 Biology
30.113 English
SECONDARY LEVEL
Second Quarter
10.151 Calculus
12.104 General Chem.
18.132 Biology
50.112 Social Science
Third Quarter
10.152 Linear Algebra
12.105 Analytical Chem.
30.114 English
50.113 Social Science
In addition to the above courses a student may elect to take Basic ROTC. Please see back of catalog for full course descriptions.
46
f
Chemical Engineering Civil Engineering Electrical Engineering Industrial Engineering Mechanical Engineering
General Engineering
^^-
I
Melvin Mark, Dean
The College of Engineering
The College of Engineering prepares students to participate constructively in a technologically changing world, contributing to the accumulation and application of new knowledge as professional engineers. Fundamentals are emphasized to provide the future engineer with the basic technical knowledge that will enable him to practice in a variety of positions. At the same time study of the social sciences and humanities provides an op- portunity to develop an awareness of the social, economic, political, aesthetic, and philosophical influences that are part of the context in which he will practice his profession.
Aims
The concept of education as a continuing, lifelong process necessary for effective work in an environment of constantly new facts, ideas, and scientific principles underlies the complete structure of the engineering curriculum.
Engineering education is directed toward assisting you to:
1. Understand the scientific principles and knowledge of that particu- lar branch of engineering you may choose.
2. Comprehend and develop competence in the engineering method and its application.
> 3. Communicate effectively and succinctly the important results of any technical study both verbally and graphically. 4. Acquire the motivation for continuing professional growth.
49
Women in Engineering
More women are entering the field of engineering each year, recog- nizing the opportunities present. Aware of their qualifications and potential, industry and government provide positions of responsibility for competent woman engineers. Any woman with scientific or technical interests should consider the many possibilities offered in engineering.
Degrees Granted
The College operates on the Cooperative Plan and offers five-year pro- grams of study leading to Bachelor of Science degrees in Chemical, Civil, Electrical, Industrial, and Mechanical Engineering.
Your Freshman Year in the College of Engineering
The freshman year in Engineering consists of the prescribed courses shown in the program below. Study during the first year will build your understand- ing of mathematics and the physical sciences, and improve your ability to communicate ideas both by verbal and graphic means. Since the first year of study is identical for all Engineering students, you may change your choice of engineering specialization at the end of your freshman year with- out loss.
Your freshman courses act as a foundation for your upper-class studies , which will develop your basic understanding of concepts in the engineer- ing sciences and introduce you to the engineering method and its ap- plication. About four fifths of your upper-class program is devoted to scientific and technological study, and about one fifth to humanistic-social courses, with the aim of balancing your growing technical proficiency with a similar development of your appreciation of the nontechnical as- pects of society and culture.
Cooperative work in the branch of engineering which you choose will begin upon completion of your freshman year and continue throughout your remaining upper-class years. Your work assignments during this time will prove to be most valuable in helping you to integrate the important elements of both an engineering and a liberal education. They will be in- strumental in teaching you the value of teamwork while, at the same time, helping you acquire insight into the problems of actual engineering practice.
Your Freshman-Year Program of Studies in the College of Engineeringt
First Quarter Second Quarter Third Quarter
10.150 Calculus 10.151 Calculus 10.152 Calculus
11.203 Physics 11.204 Physics 11.205 Physics
* 9.106 Basic Eng. ** 9.107 Basic Eng. *M2.115 General Cham.
*30.114 Intro, to Lit. M2.114 General Chem. **30.115 Great Themes
In Lit.
In addition to the above courses a student may elect to take Basic ROTC.
fFor information and specimen program in General Engineering, see pages 61 and 62. 'First lialf of a two-quarter sequence. ** Second tialf of a two-quarter sequence.
50
With respect to the courses in Basic Engineering, Chemistry, and Literature, as indicated by * and **, only two of these three are tal<en in any given quarter. The order in which these courses are taken will vary according to the section in which students are enrolled. At no time are first-year students required to carry more than four freshman courses.
Please see back of catalog for full course descriptions.
I1ICAL ENGINEERING
Description
Chemical engineering has grown out of the discoveries in the chemical laboratories, which have served as a foundation for a great many new industries whose production processes involve chemical as well as physical changes.
Petroleum refining, plastics, manufacture of synthetic fibers, and hun- dreds of other industries require men and women trained in chemistry as well as in engineering. Moreover, much of the training received by the chemical engineer is now being applied to the rapidly developing fields of nuclear engineering, space engineering, and environmental controls. Many older industries, such as foods, textiles, paints and varnishes, and leather are also employing chemical engineers.
Type of Work
The chemical engineer has been defined as a "professional man ex- perienced in the design, construction, and operation of plants in which materials undergo chemical and physical change." It is the task of the chemical engineer to reduce the costs, increase production, and improve the quality of the products in the industry.
Your Program of Study
After you have taken the fundamental courses in chemistry, mathematics, and physics required of all Engineering students, you will go on to ad- vanced courses which apply these fundamentals to the solution of engi- neering problems. These upper-class courses are a skillful blend of the latest mathematical and theoretical analysis with the practical aspects of the profession.
I Your instructors in the Department of Chemical Engineering have ob- itained advanced degrees in this field and are directing research programs aimed at solving tomorrow's problems in the area of chemical engineering.
Advanced degree programs, M.S., Ph.D., and D.Eng., available in the IDepartment enhance the undergraduate training.
; Since the field of chemical engineering is so varied, your program of |Study has been designed to provide you with a broad training in which
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fundamental principles are stressed. This training will enable you to ac- climate yourself readily to graduate school or to whatever industry you may choose.
Your Future
Chemical engineering is one of the fastest-growing major fields of engineering.
The reason is tremendous growth of research and development, espe- cially in such fields as petroleum and chemicals (about one third of all chemical engineers are employed in these fields).
Demand for good chemical engineers is expected to continue in the foreseeable future. Biggest demand is being made by chemical and petro- leum industries.
Other opportunities exist in government agencies, consulting firms, and in college teaching.
Chemical Engineering Laboratories
The chemical engineering laboratories are designed to acquaint the student with the experimental approach to the solution of engineering problems and to develop research interests.
Experimental Methods Laboratories — The student is first taught the basic measurements in engineering with emphasis on temperatures, pres- sure, and flow rate. Following this, he is given problems in such areas as transport properties, kinetics, thermodynamics, and process dynamics, which he must solve experimentally. He is required to design the experi- ment, conduct it, reduce the data using computers, and to write a final report. In the experiments he uses pilot scale chemical engineering equip- ment when applicable.
Research Laboratories— Used by advanced undergraduates and gradu- ate students to carry out research in the various areas of chemical engi- neering. Analytical laboratories and shop facilities are available to support these research projects.
The Nuclear Engineeririg Laboratory — This laboratory contains a subcritical-reactor purchased in part from funds supplied by the U. S. Atomic Energy Commission. The assembly is fueled with natural uranium and is water-moderated.
The installation also includes a reactor simulator which has the same type of instrument panel and gives the same responses and reactions as any critical reactor in the country.
CIVIL ENGINEERING
Description
"Civil engineers influence the quality of life by shaping the environment and by effecting the ecology."'
• From Statement of Policy on Environmental Systems by the American Society of Civil Engineers.
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Civil engineering deals with the conceiving, planning, designing, con- structing, and operating of environmental systems in the air, on water, and on land. Each project or system is unique, designed to fit the particular requirements of a single location and purpose. These projects or systems help shape man's environment by making beneficial use of his natural resources. Competent design solutions represent the most economical solu- tions, with due regard to a structure's effect on the environment and its satisfactory performance during its design life.
In general, civil engineering work includes housing, transportation, and communications; and more specifically, highways, airports, spaceports, pipelines, rail lines, bridges, dams, irrigation works, water treatment plants and distribution systems, wastewater treatment and recovery plants, air pollution treatment, solid waste disposal operations, and the design of buildings of all sizes for all purposes.
Traditionally, civil engineers have been leaders of an interdisciplinary approach to the improvement and protection of environmental quality. They will continue to work toward this betterment as they improve and develop the science and technology necessary to provide broad and fundamental benefits for an improving quality of life and a social consciousness to match their technical know-how.
Type of Work
Civil engineering is as old as civilization itself and, until recent times, it embraced all phases of engineering except those of a military character. Today its major branches include topographical, municipal, railroad, high- way, structural, hydraulic, and environmental engineering.
Civil engineers work with facts rather than fancies, but also work on problems for which the answers are not known and for which there are likely to be several possible solutions. They must have imagination and be Inventive and not be afraid of the unknown or untried.
Civil engineers work to improve man's environment; they help produce industrial plants, great public works, housing, bases for space exploration and travel, and transportation networks. The work areas range from the cities to the wilderness, in developed and developing countries, and from the equator to the polar regions.
Your Program of Study
Since the first step in every civil engineering project involves accurate measurement of the surface features of the land, of the nature of the soil, and of the character of the underlying rock, the study of Surveying and related subjects, such as Geology and Soil Mechanics, will be included in your program of study.
You will also study in detail such subjects as the Mechanics of Static Bodies, Strength of Materials, and Theory of Structures, since the primary consideration in designing any structure is to make certain that it will safely withstand any force to which it may be subjected.
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Your program of study is thus intended to prepare you for graduate school or to take up the work of design and construction of structures, and to solve the problems of water supply and waste water disposal, along with other problems of pollution of our environment. You will also learn to undertake intelligently the supervision of work in allied fields of engineer- ing and in general contracting.
Your Future
Your work as a civil engineer will be relevant to man's present culture and future needs.
Largest employment field: Federal, state, and local government agencies.
Second largest group: construction and consulting engineering offices.
Other major employers: public utilities, railroads, banks, finance, insur- ance and real estate firms, colleges and universities.
Civil Engineering Laboratories
The Cement and Concrete Testing Laboratories, among the finest in the United States, are equipped to conduct the standard physical tests in cement and concrete as specified by the American Society for Testing Materials. Additional equipment is available for research work. The re- search facilities are used in conjunction with others throughout the United States and Canada for work of the A.S.T.M. technical committees.
Ttie Hydraulics Laboratory is designed as a teaching aid and is used in conjunction with hydraulics courses.
The Environmental Engineering Laboratories are used by both under- graduate and graduate students. The laboratories are fully equipped to perform any analysis on the examination of water, waste water, and in- dustrial wastes. Research in many areas is also conducted.
The Air Sampling and Analysis Laboratory contains sophisticated equip- ment for sampling and conducting physical and chemical analysis of pollu- tants in the atmosphere.
The Soil Testing Laboratory is equipped to conduct the usual tests re- quired to evaluate soil as a construction material and is also equipped and used for research.
Surveying Equipment is complete and is capable of coping with the most complex surveying projects encountered in engineering, including the electronic method (geodimeter) of measuring linear distances.
ELECTRICAL ENGINEERING
Description
Electrical engineering today embraces a continually widening sphere of activity. It ranges in scope from laboratory and theoretical studies in ap- plied physics to the economic design of communications and energy sys-j tems, serving not only the land-based requirements of entire continents but also the needs of space exploration.
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Because electrical properties, concepts, instrumentation, and control are basic to much of modern technology, the electrical engineer is often engaged in interdisciplinary activities. Examples are biomedical elec- tronics, electro-optics, and machine translation of languages.
Type of Work
Research and development, feasibility studies, design, supervision of manufacturing or installation, and operation — all involving electrical de- vices, components, or systems of components — make up the typical work of the electrical engineer.
Your Program of Study
Since electrical engineering obtains much of its impetus from pioneer- ing developments in the pure sciences, your program of study will start with fundamental courses in mathematics, physics, and chemistry. In the Department of Electrical Engineering, your courses will be divided into five related sequences: circuits and systems, including feedback control; electronics and communications, including an introduction to solid-state physics; electromagnetic field theory and microwave devices; energy con- version, emphasizing electromagnetic devices; and laboratory work asso- ciated with all of the foregoing.
In the senior year, engineering electives are offered in order that you may have the experience of depth and specialization.
Power Systems Engineering
A program in Power Systems Engineering is conducted in cooperation with electric power companies in New England and other eastern states. The master's degree can be obtained in six years of cooperative education. Students should write to Philip R. McCabe, Director of Admissions, for further information.
Your Future
Employment opportunities are found both in large industrial companies and small business firms. Satisfying jobs exist in the great university, in- dustrial, and government laboratories.
Advanced degrees and continuing education courses beyond the bacca- laureate degree will be of increasing importance to those who wish to prac- tice electrical engineering as a profession. For others whose inclinations are directed toward science and technology but who do not intend to prac- tice electrical engineering professionally, an undergraduate education in this field is an excellent preparation for a variety of careers. Some electrical engineering graduates enter graduate programs in the biomedical field, computer sciences, and other related areas. Still others enter industry and graduate toward management positions in technically oriented companies.
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Electrical Engineering Laboratories
The Northeastern electrical engineering laboratories are patterned after a composite of typical industrial research and development labora- tories. Boasting a wide variety of modern testing and measuring equip- ment, the laboratories are an excellent adjunct to the classroom. Here the student may simulate or fabricate devices or systems which have been studied in his lecture courses.
From light machinery and power equipment to microwave precision sys- terms, students plan and pursue their projects in the laboratory. The recent acquisition of a digitally programmed analog computer also permits the study of larger or more complex systems than can be realized in the lab- oratory itself.
The laboratory programs are organized to provide an atmosphere of freedom, and students can exert considerable influence on their own study efforts.
The laboratory program consists of six courses. The first is devoted to contemporary measurement techniques involving wide-band oscilloscopes, various test generators, elementary potentiometric systems, and studies of nonlinear devices. The second course is designed to demonstrate the significance of device parameters, which must be experimentally deter- mined to characterize devices completely for incorporation into systems. The third course shows methods of testing to establish significant com- parisons of experimental models with analytical models.
The remaining courses depend largely on the individual student. More than one third of the laboratory program is devoted to laboratory projects in which students devise and carry out experimental studies under the guidance of faculty members and laboratory instructors.
Spacious and well-lighted, the laboratories are operated from early morning to late evening, giving students the utmost freedom in pursuing their experimental interests in electrical engineering.
INDUSTRIAL ENGINEERING
Description
Industrial engineering, one of the most rapidly expanding fields of engi- neering, is concerned with the design, control, and operation of productive systems along with manufacturing and service organizations.
The recognition that many management problems can be formulated and solved with the aid of mathematical or scientific methods has created a demand for men and women with training in engineering and science to assume administrative responsibility in industry. Today industrial engineers are found not only in manufacturing, but also in government service, hos- pitals, banks, transportation, law, medicine, research, and many other areas requiring broad engineering and managerial skills. |
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Should I Study Industrial Engineering?
Do you like to work with things: e.g., machines and automobiles? Do you like to experiment and make changes? Do you like to get results through working with people? Do you like (can you tolerate) mathematics and sci- ence? Do you like to plan projects before doing them? Do you like to save money? If you answer "yes" to many of these questions, you should con- sider Industrial Engineering as a concentration.
What Is Industrial Engineering?
Everyone knows what a kitchen is and what activities take place there. Let us draw the following comparisons between what the industrial engineer does and activities in the kitchen.
Kitchen Activities
1. Timing preparation of a meal so that all items are cooked and ready at mealtime
2. Location of stove, sink, refrigerator, etc. in the kitchen
3. Moving hot and cold foods from kitchen to dining room and return- ing dirty dishes
4. Arranging ingredients and cooking utensils for the preparation of a pie
5. Persuading the children to wash the dishes
6. Checking the quality of job the chil- dren do at dish washing
7. Determining the quantity of can goods to stock in the pantry
Industrial Engineering Activities 1. Production scheduling
2. Facilities planning and plant layout
3. Materials handling of production items
4. Arranging a work place with proper tools and materials to perform an assembly easily — work design
5. Personnel relations
6. Quality control of production items
7. Inventory control of goods
Your Program of Study
The extensive sequence in physics, mathematics, and engineering sci- ences in your program sharply differentiates your education from that of the student of business management.
Your first two years will be devoted primarily to building a strong foun- dation through the study of mathematics, physics, English, chemistry, and the engineering sciences.
In your junior and senior years more advanced subjects will be In- cluded. Among these are statistics, probability, operations research, qual- ity control, computer science, management information systems, and plant layout.
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Your Future
Occupational outlook: excellent
Factors in your favor as an industrial engineer will be:
1. Expansion of automation.
2. Increasing complexity of industrial operations.
3. Vital role of the industrial engineer in reducing costs and increasing productivity.
4. Increasing acceptability in nonmanufacturing business: e.g., hos- pitals, newspapers, airlines, and other service industries.
Integrated Industrial Engineering Laboratories
The facility provides resources for students to work on projects in the area of plant arrangement and tool location, and studies of production equipment. Students work as individuals or in groups at the projects, de- pending on the scope and complexity of the problem. Extensive laboratory project work is also conducted in outside industrial plants and service organizations on actual problems, combined with occasional plant visits to view actual operations.
The Computer
Students are required to learn basic computer programming in their first year. In later years they are asked to solve complex problems by computer. The University Computation Center provides a service to the student where he can leave his program at the Computation Center. An experienced computer expert will then run the program on a high-speed digital computer and, in a short time, the student can pick up his results. The computer is of particular interest to the industrial engineer, since many complex problems such as assembly line balancing, mathematical modeling, and industrial simulations require a computer solution.
For further information about the Industrial Engineering curriculum, com- municate with the Chairman, Department of Industrial Engineering, in 590 United Realty Building, or call (617) 437-2740.
MECHANICAL ENGINEERING
Description
Mechanical engineering has been traditionally defined as that branch of engineering which is concerned with design, development, and manu- facture of machines which do work or produce power. Included are such well-known machines as the internal combustion engine, heating and air conditioning systems, machine tools, printing presses, and rolling mills. What is not generally appreciated is the role which the mechanical engi- neer plays in developing new machines which operate in unique ways under special conditions. For example, the space program requires engines] which operate in the vacuum of outer space; power supplies for satellites]
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which operate reliably for long periods of time on a single charge of fuel; and materials to survive the severe conditions of reentry into the atmos- phere. Deep-sea exploration requires vehicles which can operate under enormous pressure loads. Production of electrical power requires effi- cient operation under conditions which maintain a clean environment and conserve limited fuel resources. The mechanical engineer is participating actively in all these areas and many others.
Your Program of Study
The curriculum is designed to accommodate the broadening demands on the mechanical engineer by first establishing a firm foundation in the basic sciences and then permitting the student the option of directing his studies toward a chosen area of interest.
In the first three years the student in Mechanical Engineering studies the basic sciences (mathematics, physics, and chemistry), the engineering sciences (mechanics, thermodynamics, fluid mechanics, and materials science), and the humanities. As an upperclassman he can elect to con- centrate his studies in the areas of thermofluid engineering, mechanics and design, or materials science and engineering.
Thermofluid engineering is concerned with the properties and character- istics of the working fluid of machines. For example, the ability of an air- craft to fly depends upon the manner in which air flows over its lifting sur- faces. The engineer must understand the characteristics of fluid flow. The energy to run a turbine is extracted from the steam or combustion gases which pass through it and the engineer must have a knowledge of the concepts of thermodynamics; the efficiency of a cooling tower depends upon the mechanisms by which fluids transfer heat to surfaces and the engineer must have a firm grasp of the principles of heat transfer.
Mechanics and design are based upon the fundamental scientific and mathematical tools which are utilized in the analysis of mechanical con- figurations as they evolve in the design of machines and power-producing devices. For example, the engineer in the area of mechanics and design will analyze and design plate and shell components for nuclear power plants and deep-sea oceanographic vessels; he will develop new methods for evaluating filamentary composite structures; in the modern machine tool industry he will be concerned with computer control of machine tools; in the engine industry he will analyze stresses in such components as tur- bine blades. To prepare for this the upper-class student will elect such courses as experimental stress analysis, advanced strength of materials and deformation of solids, vibrations, numerical and computer methods in engineering analysis.
Materials science and engineering are concerned with understanding the relationships between the structure and properties of materials and with control of the structure to achieve desired properties. Only recently have engineers come to realize that an understanding of the principles of mater- ials science enables them to design more creatively and with greater freedom than the traditional reference to handbooks. Examples of areas
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where mechanical engineers find materials properties a part of the basic design function are: manufacturing techniques, structures (vehicles, build- ings), energy conversion, electronic devices (including computers), pack- aging, and prosthetic devices. For those mechanical engineers who desire further knowledge in the materials field, advanced courses are available.
Your Future
It is to the credit of the mechanical engineer that he has accepted the challenge of new technologies and has expanded his areas of competence to meet this challenge. Today he is found contributing in an important way to many industries which have not been considered the traditional domain of the mechanical engineer. Because of this, the opportunities for the mechanical engineering graduate have been considerably broadened.
The mechanical engineer has played a major role in the development of new technologies such as space, direct energy conversion, nuclear power, and materials science. He can be expected to make important contributions to current problems of environment, pollution, transportation, and ecology.
Mechanical Engineering Laboratories
The concept of instruction in the mechanical engineering laboratory has departed from the traditional program of a series of separate designated experiments to one in which the laboratory is used primarily as a vehicle for investigating a problem of interest to the student. This permits the stu- dent to examine the problem in greater depth and serves as an introduction to the manner in which an engineer will function in industry.
The student has free access to the facilities of the various mechanical engineering laboratories, which include:
Materials and Metallurgy Laboratories — These laboratories are well equipped to treat the physical examination of materials and their struc- tures. The equipment includes modern apparatus for vacuum melting technology. X-ray diffraction, and thermal expansion studies, two research metallographs, an electron microscope, and a fluid-to-fluid extrusion press.
Fluid ar)d Gas Dynamics Laboratory— Designed to study aerodynamic and hydrodynamic phenomena such as vortices, separation streamlines, and shock waves. Equipment includes an aerodynalog, an axial flow fan, shock tube, subsonic wind tunnel, and a supersonic wind tunnel.
Materials Testing and Stress Analysis Laboratories— Equ\pped to handle both the destructive and nondestructive testing of materials, this labora- tory has a 300,000-lb. Universal testing machine provided with an auto- matic electronic stress-strain recorder and a high-temperature tensile test furnace.
Stresses and strains may be determined experimentally by the use of strain gage, photoelastic, photostress, and brittle lacquer techniques.
Recent additions include a fatigue testing machine of 2,000-lb. capacity, and vibration testing units.
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Heat Engineering Laboratories— These laboratories include:
1. A refrigeration unit which may also operate as a heat pump.
2. Two solid injection diesel engines provided with a continuous
oxygen analyzer, one equipped with a strain gage torque meter.
3. A CFR fuels research engine equipped with a strain gage pressure
transducer.
4. A 60-h.p. Rover gas turbine with automatic controls and Froude
dynamometer.
5. Apparatus for study of steam-to-water heat transfer, comparison of
film versus dropwise condensation, heat transfer to a boiling liquid, and thermocouple recovery factor.
6. A thermoelectric generator to study the direct conversion of heat
into electrical energy.
7. A thermoelectric refrigeration test facility for development of single
and multi-stage thermoelectric coolers.
8. A Curtis steam turbine and condenser. Automatic Control Laboratory — This new area includes:
1. A feedback control system.
2. Analog computers for simulation of engineering problems, fluid
power testing units.
ERAL ENGINEERING
Description
Engineering and technology influence all areas of endeavor and have a profound effect on the lifestyle and institutions of the society. The impact is both cultural and scientific and is manifested by the awareness that solu- tions to society's problems are, in part, technological. The major purpose of the General Engineering Program is to provide flexible, interdisciplinary educational opportunities based on fundamental engineering concepts. Its interdisciplinary nature allows the student to develop other areas of inter- est in which an engineering background is professionally useful.
Type of Work
The program Is designed for students whose Interests are in engineering- related professions rather than In the traditional profession of engineering. It is expected that the work engaged In by graduates of this program will encompass the entire spectrum of professional activity. Typical areas in- clude urban planning, technology of health-care and public administration, and legal aspects of technology. In addition, opportunity exists In the emerging, highly interdisciplinary fields, such as ocean engineering, bio- engineering, and systems science.
Your Program of Study
The General Engineering Program is highly elective and gives the student the opportunity to develop. In conjunction with his adviser, a program de-
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signed to meet his own career objectives. To achieve this goal, the student is exposed to the fundamental engineering areas of electric circuits, systems, mechanics, thermodynamics, and materials. These courses are based on basic principles developed in early courses in the mathematics and physics. Since the computer is a basic tool in any technological environment, each student is required to learn the elements of computer programming.
Specimen Freshman Year
Quarter 1 Quarter 2 Quarter 3
10.150 Calculus 10.151 Calculus 10.153 Calculus
11.203 Physics 11.204 Physics 11.205 Physics
9.106 Basic Eng. 9.106 Basic Eng. 30.115 Grt. Them, in Lit.
30.114 Intro. Lit. * Liberal Arts Elective * Liberal Arts Elective
'Chemistry or Biology may be substituted for the Liberal Arts Elective provided that the latter is taken in place of an upper-class elective. In addition to the above courses, the student may elect Basic ROTC.
Your Future
All of society's forecasting indicators point to a bright future. It is diffi- cult to imagine how society will grow and solve its problems without relying on personal knowledge in engineering. A wide variety of employment op- portunities exists in both the private and public sectors of the economy.
Graduate education and continuing education are becoming increasingly important in professional life. By appropriately planning his program, the student will be able to satisfy the prerequisites necessary for admission into all types of graduate and professional schools.
BIOPHYSICS AND BIOMEDICAL ENGINEERING
An education, which includes a strong background in physical and engineering science together with studies in biological sciences and hu- manities, prepares the undergraduate for several careers. These include medicine, dentistry, biophysics, and biomedical engineering.
There is no special curriculum in Biomedical Engineering. Several of the engineering disciplines provide the student with a strong background in physical science and engineering, together with education in the humanities. The purpose of the Department of Biophysics and Biomedical Engineering is to help the student choose courses in the biological sciences and to in- tegrate his program in order for him to achieve the above career objectives.
Students who are interested in the above careers should take biological sciences in their freshman year. The freshman program in Engineering per- mits one to do so, since Biology can be substituted for a portion of Basic Engineering in the freshman year. Students who wish to take an integrated program directed toward one of the above areas must contact the Depart-
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ment on their arrival as freshmen. This will permit arranging for the above substitution and for further planning of the student's career.
The Department also provides guidance for students, other than fresh- men, who are interested in the above careers.
Bachelor of Arts
or Bachelor of Science
Art History
Biology
Ciiemistry
Drama
Economics
Englisti
Geology
History
Independent Major*
Journalism
Mathematics
Modern Languages
Philosophy
Physics
Political Science
Psychology
Sociology and Anthropology
'Bachelor of Arts only.
Robert A. Shepard, Dean
The College of Liberal Arts
Today it is widely accepted that a liberal education, which guides young men and women toward intellectual maturity, must prepare them for both the art of living and for the earning of a living. The College of Liberal Arts holds that a truly liberal education and preparation for a career go hand in hand.
As a liberal arts student at Northeastern, your academic study may be complemented by experiences on the Cooperative Plan, which will enable you to develop such desirable traits as self-reliance, initiative, and the ability to work harmoniously with others.
You may also choose to attend Northeastern on a four-year non- Cooperative Plan instead of on the Cooperative Plan.
Aims
As a student in the College of Liberal Arts you will learn to appreciate the basic values upon which civilization and culture rest, and perceive and accept your responsibilities as an active participant in social groups — the family, the community, the nation, and the world. At the same time you will be aided in the development of a resourceful and independent mind; the ability to use, as well as to accumulate, knowledge; and the awareness of your mental strengths and weaknesses.
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Degrees Granted
Students in the College of Liberal Arts may earn either the Bachelor of Arts or the Bachelor of Science degree. The Bachelor of Arts degree requires proficiency in a foreign language and supplementation of study in your major area with a range of courses in the humanities, social sci- ences, and sciences. The Bachelor of Science degree provides an oppor- tunity for greater concentration in courses in the major. This concentration is possible because there is no language requirement (except in the Biology and Chemistry programs) and because there are comparatively few require- ments in fields outside the major.
Preprofessional Preparation
In the College of Liberal Arts you will be able to get the necessary preparation for professional education in dentistry, law, library science, medicine, social work, and theology.
Since admission requirements of these programs vary, upper-class ad- visers counsel students on their choice of courses.
Combined Degree Programs
Under Northeastern's combined program with professional schools, stu- dents may reduce by one year the time ordinarily required to obtain the Bachelor of Arts and the professional degree. After completing three fourths of the requirement for the Bachelor of Arts degree and being admitted to a professional school of dentistry or medicine, students may qualify for that degree at the end of their second year in profes- sional school.
Students preparing for dentistry or medicine normally enroll in the Bio- logical Sciences program. Those preparing for law normally enroll in the Political Science or History curriculum. However, it is possible to prepare for ttiese careers with other majors. Professional advising is available and should be sought before selecting a major.
Your Freshman Year in the College of Liberal Arts
As a student in the College of Liberal Arts, your freshman-year program will be determined partly by your probable major, and partly by your choice of courses. It is important that you discuss your particular area of interest with an admissions or guidance counselor. Entrance requirements will vary according to the general area for which you have applied, and the extent of your verbal and mathematical aptitudes will have a direct bearing upon your success as a student.
During much of your first two years you will study a series of basic subjects which are determined by your choice of a program. If you are to obtain a liberal education, you must have preparation in several basic fields.
Thereafter, in your upper-class years, you will have the choice of a wide range of Liberal Arts electives which will enable you to plan a program in
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keeping with your particular interests and aptitudes. Certain courses offered in the other Basic Colleges will be open to you.
Through a comprehensive guidance program you will be advised in your selection of courses so that you may attain reasonable academic objectives.
Sample Freshman-Year Program of Studies for Liberal Arts Students
All students in the College of Liberal Arts have the opportunity to choose courses from the following list of subjects:
American History Geology Psychology
Art German Russian
Biology Italian Spanish
Economics Music Sociology
English Philosophy Theatre
French Political Science Western Civilization
Geography
In addition, separate courses, differing in approach, are available in each of the following subjects; one approach is appropriate for science-oriented students, one for social science- and humanities-oriented students.
Chemistry
Mathematics
Physics
Your freshman program will consist of either five or six subjects, de- pending on your intended major. You will take four subjects each quarter. An example of a six-subject program is shown below.*
First Quarter Second Quarter Third Quarter
Political Science Art English
Spanish Spanish Geology
Art English Sociology
Geology Sociology Political Science
The above is only one of many possible combinations of courses in the freshman year. You will be asked to select the combination which best matches your interests and your intended major. This selection will be made using forms sent to you in the late spring of the year in which you enter Northeastern.
Honors Program
For qualified students, the College of Liberal Arts offers a more chal- lenging course of study in certain courses in the social sciences and hu- manities. The program offers the student smaller classes, more individual
*ROTC possible.
Please see back of catalog lor full course descriptions.
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attention by teachers, and greater opportunities for independent study. The participating student receives special recognition for his honors work and the chance to take part in the more specialized honors work of sub- sequent years. The University will send invitations to eligible students after their applications have been processed.
\RT HISTORY
Description
The Art Department offers courses covering the history of art to the present, with the objective of developing a knowledge of the various forms and styles of expression in the visual arts.
Your Program of Study
If you major in Art History, you will study the evolution of architecture, sculpture, painting, graphic arts, photography and film art, and the most modern trends in European and American art. All courses are presented by illustrated lectures using slide projection or films, and students study origi- nal works of art in various museum collections. You will start by being introduced to all the art forms in a course titled History of Art I and II; and then choosing from a variety of courses in the Art Department curriculum, you will continue through the college years to explore in greater depth all western and oriental arts.
Your Future
Many Art History majors eventually teach in secondary schools or junior colleges where there is a considerable demand for people trained in the arts. Some people work in museums or go on to graduate school involving art research, writing, and teaching in universities.
The Full-Time and Cooperative Plan Programs
Art History majors may follow a full-time or cooperative program in the Art Department. Full-time students graduate in four years rather than in the five-year cooperative program. For students on the Cooperative Plan, jobs are available in museums, government, and related artistic positions.
BIOLOGY
Description
The world of living things — from microbes to men — is the concern of the biologist. Biological scientists can be grouped into three broad and gen- eral subdivisions on the basis of the variety of organism with which they work: botanists (plants), microbiologists (microorganisms), and zoolo-
gists (animals). There are many subspecialties in each of these three main subdivisions.
Type of Work
By majoring in Biology at Northeastern you may prepare for many dif- ferent occupations in the biological sciences, and for dentistry, medicine, or teaching.
If you have a degree In biology, you may study to become a bacteriolo- gist or a pathologist, or engage in sanitation work, biological surveying, or biological engineering. It is also the background for nutritionists, who study the processes through which human beings and animals utilize food.
Many graduates with degrees in biology are employed in the fisheries or forestry services, public health, or county agency work. Some under- take specialized study to prepare for work in museums as botanists or zoologists; others became interested in various types of experimental research work. Many Northeastern students have also undertaken gradu- ate work in these areas, often on fellowships or as teaching assistants.
Premedical
Predental and premedical students major in Biology to obtain the neces- sary courses for admission to dental or medical school. A predental and premedical adviser counsels students in their upper-class years to make certain that the proper courses are elected, since the admission require- ments of professional schools vary. Premedical students are cautioned that the successful completion of the required premedical program by no means ensures admission to a medical school. Since most medical schools have far more applicants than they can admit, standards of selection are most rigorous. Premedical students who elect to be excused from the Co- operative Plan are able to complete the five-year program in four years.
Predental
Predental students at Northeastern ordinarily need three years to meet dental school admission requirements. Under Northeastern's combined program with professional schools, predental students may reduce by one year the time ordinarily required for obtaining the Bachelor of Arts and the professional degree. After completing three-fourths of the requirement for the Bachelor of Arts degree, they may qualify for that degree at the end of the second year in dental school.
Your Program of Study
In your initial classwork you will be introduced to several branches of the biological sciences. This is to enable you to understand and appreciate how each related field contributes to the overall view.
Your basic course work will include such subjects as Organic Chemistry, Physics, and Mathematics, and many hours of laboratory instruction. Stu- dents interested in experimental biological research should seek additional training in chemistry, mathematics, statistics, and physics.
Your Future
The demand for biologists fluctuates with general economic conditions, the supply of graduates, and other factors. Most biologists are employed by local, state, or Federal government agencies or in private and public educational institutions, mainly in teaching and research, which are largely financed, either directly or indirectly, by the public. In the 1970s the amount of money allotted for conservation, environment protection, and public health will influence the demand, inasmuch as biologists are in- volved in these areas at all levels of training.
Because the supply of graduates of dental and medical schools is con- trolled by the number of spaces available in these professional schools, and the number of graduates lags behind the demand, the outlook in these fields is excellent. The nation's expanding population and a rising concern for medical and dental care ensure an increased demand for trained per- sonnel which can be expected to continue even if the capacity of profes- sional schools should be significantly increased.
As a result of the increased needs for medical care, there has been a trend toward increasing the number of persons in paramedical professions, most of which require some training in various areas of biology.
Biology Laboratories
The Department of Biology includes major laboratories, aquarium rooms, stockrooms, preparation rooms, research areas, and a large suburban greenhouse.
The laboratories are self-contained units fully equipped for the work to be undertaken in them. Appropriate museum preparations, models, charts, specimens and slides are present in the laboratories, which include gen- eral biology, anatomy, bacteriology, microscopic anatomy, and physiology.
Special equipment for field studies on mammals, histochemical investi- gations, and hematological studies is also available. The Department has a close association with the University's Marine Science Institute at Nahant.
CHEMISTRY
Description
Many of the startling discoveries affecting man's way of life, and a myriad of others which add to his comfort and welfare, are the result of chemi- cal research. Detergents, antibiotics and other wonder drugs, new fabrics made from synthetic fiber, and rocket fuels — these are just a few examples of the wide range of products which research chemists have helped to make possible. To make these discoveries, chemists — through either basic or applied research — have had to understand the composition of sub- stances and the transformation which they undergo.
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Type of Work
Graduates of the Chemistry program at Northeastern are employed in a wide variety of technical functions, such as research and development, production, sales, market analysis, purchasing, and teaching. They are able to offer prospective employers the benefits of practical experience in some of these fields as a result of the cooperative work program at Northeastern. Many graduates decide to continue in graduate studies, for which the Chemistry program at Northeastern provides an excellent foundation.
Your Program of Study
The Chemistry program at Northeastern is approved by the American Chemical Society.
In the freshman year the courses taken will generally be Chemistry, English, Calculus, Physics, a foreign language, and an elective. Upper-level courses include Organic, Inorganic, Physical, and Analytical Chemistry, and Advanced Chemical Topics. Qualified students are encouraged to undertake a research project under the supervision of a faculty member. For the especially able student, an honors program is available.
Your Future
Chemists find employment in many industries. Good opportunities exist in the plastics manufacturing industry, the iron and steel industry, rubber and allied products industries, petroleum production and refining opera- tions, and in the pharmaceutical industry.
Best bets are research in industrial, foundation, and government labora- tories. Teaching and research assistantships are generally available while students are working toward advanced degrees, so that graduate study is not a financial burden. Research and development is the likeliest spot for those with Ph.D. degrees.
Chemistry Laboratories
Hurtig Hall, the chemistry building, provides modern, air-conditioned laboratories for gaining experience in experimental chemistry. The basic courses include experiments that use up-to-date techniques: i.e., potenti- ometric and colorimetric analysis, spectroscopy, gas chromatography, calorimetry, and mass spectrometry. In addition, the excellent research equipment of the Department of Chemistry is available to upper-class students who participate in original research conducted by the faculty.
MA
Description
As a student of drama and theater arts, you can cultivate an understand- ing and appreciation of one of society's main civilizing forces; develop your creative, emotional, and intellectual powers, and your standard of
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taste and craftsmanship; master the tools of your future life — professional, educational, or avocational; and gain an insight into human behavior and emotion.
Your Program of Study
If you have chosen to major in Drama, you have probably already been exposed to theater as an art form or as an extracurricular activity. You have no doubt already discovered the excitement of either acting a role or helping in the mounting of a play. As an undergraduate Drama major, you will be required to follow a program of studies which will introduce you to the total theater experience, as well as to each of the individual theater arts and crafts.
You will study theater history and drama criticism, dramatic literature and play-writing, acting, directing, and technical production. You will learn in the classroom and perform in the laboratory — the theater and its shops. You will learn the many interpretative and creative arts and crafts which compositely and collectively make for the art of the theater. You will be able to express your creative and interpretative gifts in your courses, in your laboratory classes, in your working in the casts and on the crews of productions, and in your seeing and testing of the productions of profes- sionals and of students in sister institutions. As a senior, you will be able to demonstrate your artistic abilities in independently organized but faculty-directed projects in play-writing, acting, directing, or design.
Your Future
Theater is not just acting. The activities which make up the theater involve writing, designing, publicizing, criticizing, organizing the business forces, preparing budgets, estimating costs, and creating and executing costumes. Studying in the theater can prepare a student for many jobs exclusive of those waiting for the gifted in professional theater. You can prepare yourself for journalistic play reviewing, public relations and advertising, television and radio production and writing, or interior decora- tion. Of course, you may go on to graduate work in the theater to gain professional proficiency in one specific area; or you may teach in high schools and colleges, two of the most active theater-producing agencies in the country. Also, you may major in the theater in the liberal arts tradi- tion, to use theater avocationally.
ECONOMICS
Description
Economists study the ways in which men make their living and the factors which determine their success or failure in satisfying their material needs.
Some economists are concerned with such problems as the control of
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inflation, the prevention of depression, the elimination of poverty, the regu- lation of pollution, and the development of farm, wage, tax, and tariff policies. Others develop comprehensive theories to explain the causes of unemployment and employment or the ways in which international trade influences world economic conditions. Still others are concerned with the collection and interpretation of data on a wide variety of economic problems.
Type of Work
A graduate of the program of study in Economics may be employed in a community action program, or in the business world as an industrial econ- omist, in general management, in banking, in industrial relations, or with a labor union; he may be in foreign trade, advertising, in economic research on a subject such as plant location; or he may qualify for entrance into the Civil Service.
A person trained in economics may become expert in analyzing con- sumer demands, the marketing and developing of new products, or the making of financial studies. He may conduct research, provide specialized services on a consulting basis, or go into teaching. Economists are found in almost every area of human endeavor.
Your Program of Study
You may have several reasons for your interest in majoring in Eco- nomics. Perhaps you are planning a specific career or wish to study economics in conjunction with other areas of knowledge in order to obtain a liberal education.
The core courses will provide training in economic theory, money and banking, public finance, labor, international trade, growth and development, and urban problems. In addition, courses are available in the use of such tools as statistics and the computer. A large number of electives are pro- vided which permit you to study more deeply in areas of your own interest.
Your Future
Employment outlook: Demand for well-trained economists will increase throughout the 1970s; those with a bachelor's degree will continue to be in demand as market research assistants and as administrative and management trainees.
About one half of the professional economists are employed by colleges and universities, and a master's degree is usually the minimum require- ment. Another third of the economists are employed by government agencies, mostly Federal.
For those starting with research jobs compiling data, a thorough knowl- edge of statistical procedures will be very helpful.
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ENGLISH
Today, perhaps more than ever before in the history of the United States, a high value is placed on the individual who can express himself well in both the written and the spoken word. Clarity, a precise choice of words, accurate description, and brevity in communication are vital to most phases of business and industry.
Type of Work
After graduation English majors secure permanent employment in pub- lic relations, advertising, journalism, radio and television, or related fields. Many go on to graduate study in order to qualify for careers in education, library service, religion, or other professions.
Your Program of Study
If you are thinking of becoming an English major in Northeastern's College of Liberal Arts, you have very likely already formed the habit of reading for pleasure and of jotting down, at least occasionally, some ideas that you think worth expressing.
Your goal as an undergraduate will be to become acquainted with the best examples of literature and to develop skill in communication with others. In addition to the freshman course in English composition, you will have a chance to take two courses in creative writing and will decide whether to compose short stories, poems, short plays, magazine articles, or some of each.
In literature you will survey the outstanding English and American works from the earliest days to the present. You may also wish to learn some- thing about the nature and structures of language itself — how words are formed and why we spell them as we do; how words are borrowed from other languages and remodeled to suit our English vocabulary; and how word meanings change.
While much of your study will be concerned with language and litera- ture, you will also study other subjects as a foundation for well-rounded thinking: history, economics, government, science, and, perhaps, sociology.
GEOLOGY
Description
Mountain peaks and ocean deeps, volcanoes and earthquakes, trilobites) and dinosaurs, gemstones and precious metals: all materials and features] of the earth are investigated by geologists. Many unexplored frontiers await each new geologist, as only small portions of the earth have yet been studied in detail.
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Type of Work
Most geologists are people who enjoy the out-of-doors. While laboratory analysis, microscopy, x-ray crystallography, and computer programs may all be used in various aspects of the geologist's work, he first collects his data in the field. The various geological specialties include mineralogy, economic geology, glacial geology, geophysics, geochemistry, paleontol- ogy, geological oceanography, and the very new specialty of astrogeology associated with the space program.
Geologists find employment opportunities in the Federal and state agen- cies, many segments of private industry (but particularly the petroleum and mining industries), and in universities where they engage in both teaching and research.
Your Program of Study
The undergraduate Geology program introduces students to several areas of geological study. An understanding of minerals and rocks is fundamental for every geologist, however. Courses in Mineralogy and Petrology are required of each student following introductory courses in Geology, Mathematics, Chemistry, and Physics. Students will elect at least six additional geology courses during their last three years. While not required, students are strongly urged to include Paleontology, Structural Geology, and Sedimentation-Stratigraphy among their elective courses.
Field work will be a significant portion of each course wherever appro- priate. Students will be assigned local areas which they will investigate under the direction of a faculty member. A presentation (both oral and written) of the investigation will be made. Cooperative work assignments will complement the classroom work whenever feasible. The opportunity to work directly with a practicing geologist is a distinct advantage of the Cooperative Plan. A full-time option is also available.
Your Future
Most professional geologists hold advanced degrees, so students in geology should plan now to continue with graduate study. An increasing number of opportunities for geologists is anticipated during the next 10 years as more emphasis is placed on the environment and natural re- sources. Problems of land use and water resources are only two of the many areas where geological knowledge will be needed in the near future.
The rapid increase in earth science courses in the secondary schools will also provide employment opportunities for many geologists.
ORY
Description
History courses at Northeastern seek to describe and explain the varied activities and problems of human beings from ancient times to the present.
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Your Program of Study
If you major in History, you will study the development of western civili- zation and American history during the first two college years. A course, The Historian's Craft, focuses on problems, methods, and philosophies of historians. The History curriculum permits considerable opportunity for electives both in the major and in the other liberal arts.
Honors in History
Qualified juniors and seniors are urged to follow a program of inde- pendent study guided by professors in the Department of History.
Your Future
While many majors hope to spend their professional lives as historians, a considerable number study history to broaden horizons and develop understanding of themselves and of past and present society. Upon gradu- ation they may become businessmen or lawyers.
Historians Who Teach
Most majors intend to teach. Students in the College of Liberal Arts may take a sequence of courses offered in the College of Education which will prepare them to teach in the public schools; those not taking the educa- tion courses may teach in private secondary schools, or, after obtaining master's or doctor's degrees, in junior colleges and universities.
Historians Who Do Not Teach
Not all history jobs involve teaching. Some men and women work for museums, restoration projects, or archives. Others spend their lives in research and writing.
The Full-Time and Cooperative Plan Programs
History majors may pursue either a full-time or cooperative program of study, thereby qualifying for graduation in either four or five years. Co- operative jobs might be in locations such as Minute Man National Histori- cal Park, Massachusetts Historical Society, and Statue of Liberty National Monument.
NDEPENDENT MAJOR
A student in the College of Liberal Arts has the opportunity to design his own program if he is able to demonstrate that none of the established programs provide preparation for the professional goal which he has seti for himself. The Independent Major leads to the Bachelor of Arts degree only and must center on a discipline or combination of disciplines in the liberal arts.
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A student interested in designing his own program should discuss his aims and ideas for an Independent Major with a counselor in the Liberal Arts office who will help assign him to one or more faculty advisers.
The following are among the criteria which an Independent Major must meet:
1. The proposal should be based on educational, professional, or voca- tional goals.
2. The proposed major should be comparable in depth and scope to a departmental major.
3. The proposed major should help meet the student's objectives.
hNALISM
Description
In this modern world it is evident that society relies increasingly on the mass media so that its members may keep abreast of rapidly changing conditions all around them. It is the role of the journalist to observe, under- stand, analyze, explain, report, and interpret, as well as to provide leader- ship in ideas and information through the many outlets of the mass media.
Type of Work
Graduates of a journalism program secure positions with newspapers, television, radio stations, general and specialized magazines, and other publications. In recent years allied fields have developed alongside the traditional media, providing rewarding careers for those with a journalism background. Such fields include public relations, publicity, industrial jour- nalism, technical writing, and, of course, advertising and teaching.
Your Program of Study
A journalist should have a broad background of liberal arts courses on the undergraduate level, and most university-level journalism programs have long recognized this need. Along with this, he should have some undergraduate background and professional courses, but not to the point of overspecialization.
The generally accepted formula in journalism for the bachelor's degree is a combination of approximately 80 percent liberal courses and 20 percent professional courses. This combination is preferred by most graduate schools of journalism, as well as by professional journalistic leaders.
In the freshman year at Northeastern all courses are in the liberal arts, primarily the humanities. In each of the upper-class years the ideal arrange- ment is to take one journalism course each term with three liberal courses in the humanities, social sciences, and languages, or in a so-called dis- ciplined area.
Because journalism thinking and skills can be better expanded and understood with the aid of a laboratory, upper-class Journalism majors are
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encouraged to participate in the Cooperative Plan of Education. Co-op jobs with newspapers, radio and TV stations, news bureaus, and public relations offices provide a laboratory experience. This is quite important to one who wishes to be part of the world of communications. In addition, such experience gives a student a major advantage if he or she decides to seek admission to a graduate program in journalism following graduation from Northeastern.
Your Future
Many opportunities exist in the growing field of journalism. A Journalism major would be qualified for openings with daily and weekly newspapers, news departments of radio and TV stations, news bureaus, wire services, general and specialized magazines, industrial journalism, public relations, publicity, and many other fields not directly related to mass media. A jour- nalism education actually provides an excellent background for many non- media fields where the communications process is important.
MATHEMATICS
Description
From programming and coding for digital computers to solving problems in engineering; from research on the behavior of the atom to calculating orbits of earth satellites — these are a few examples of the varied accom- plishments and activities of those engaged in mathematics — one of the oldest and most basic fields of science, as well as one of the most dynamic and most rapidly growing.
Type of Work
Mathematics majors are employed in industry, educational institutions, insurance companies, mathematical laboratories, engineering research organizations, and government agencies. They do statistical, computa- tional, and analytical work.
Your Program of Study
Your interest in studying an exact science such as mathematics must be supported by a school record which indicates that you have laid a strong foundation in this field.
During your freshman year the mathematics courses deal mainly with differential and integral calculus, supplemented by plane analytic geom- etry, and linear algebra. These provide the groundwork for a variety of courses in the upper-class years.
Since there are many fields in which mathematical work plays an im- portant part, you should acquaint yourself with some of these areas. This! may be done through the Cooperative Education Program and through introductory courses in such subjects as Physics, Chemistry, Mechanics, Electricity, and Economics.
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Your Future
Outlook: continued rapid growth of employment in mathematics, espe- cially for those with advanced degrees, which are required for many positions, particularly those in research and teaching. There are many opportunities in the electronics manufacturing field where mathematicians work with scientists and engineers on complex mathematical problems.
ERN LANGUAGES
Description
Some students choose an academic program in Modern Languages be- cause they are interested in elementary, secondary school, or college teaching, international business relations, government service, journalism, or library science. Others major in this field because of their interest in world affairs or travel, or because they are looking forward to creating the proper home atmosphere in which to bring up world citizens.
A major in Modern Languages requiring advanced courses in two lan- guages is available to students who have acquired in high school a strong foundation in French, German, Italian, Russian, or Spanish. Those who mean to continue into graduate study will do well to have also two or three years of high school Latin.
Your Program of Study
The Department of Modern Languages offers in each of the five lan- guages at least three full literature courses during the regular college year, and a conversational course.
The study of modern languages has a particular appeal for the person whose interests are not limited to his immediate neighbors and contem- poraries. If you desire to become familiar with world affairs, to travel abroad, and to understand the customs and traditions of peoples in other countries, you will find great satisfaction in study and research in for- eign languages.
Your Future
Many professional careers in addition to elementary and secondary school teaching, are open to the graduate who has majored in Modern Lan- guages. Those who wish to teach in college must plan on graduate study. There are challenging opportunities in government service, international business relations, journalism, and library science. In each of these fields a knowledge of modern languages is either required or highly desirable.
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PHILOSOPHY
Description
Philosophers from Socrates to the present time have studied the ques- tions and the wider issues which arise out of human experiences and beliefs in all their rich variety — man's art, his religion, his moral values, his pur- poses, his science, and his social order. The philosopher's approach be- gins in his profound wonder about the meaning and importance of these experiences for human existence as a whole. Philosophy helps man to create, refashion, and justify the divergent beliefs about the nature of things. It makes him more aware that the kinds of beliefs he holds or re- jects govern lives, careers, hopes, and fears.
In this age men have been philosophically reawakened by new and ex- citing developments in philosophy and in the physical and social sciences. Philosophers, through discussion and writing, reexamine and reinterpret such issues as the justification for belief in God, the nature of moral judg- ments of right and wrong, the questions surrounding the quest for knowl- edge and value, and the nature of the logic and methods of the sciences. Through his vigorous analyses, the philosopher questions, increases, and deepens human understanding and insight. One of his functions is to add meaning to the fragmentary details resulting from specialization.
Your Program of Study
Northeastern's program for a Philosophy major is designed to provide you with a balanced understanding of the nature of philosophy and partic- ular philosophical problems which arise in the various arts and sciences. A maximum number of electives has been provided so that you may choose in accordance with your own background and interests.
in your sophomore year, you will begin your study of philosophy with a two-term History of Philosophy course designed as an introduction and as a preparation for more specialized study later. By the third or fourth year, you will find particular areas and seminars within philosophy which have \ special appeal for you.
Philosophy majors may pursue either a five-year co-op or a four-year full-time course of study. '
Your Future
Upon graduation, some Philosophy majors go on to graduate school to prepare to teach not only philosophy but also subjects in many other fields. This major gives the student the opportunity to discover and communicate ideas through research, writing, and personal encounter.
Many select philosophy in order to develop a broad background in the humanities and to sharpen their critical abilities for later specialization in law, history, political science, education, and literature in graduate school. Other students find their background in philosophy an excellent prepara-
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tion for the ministry, priesthood or rabbinate. Indeed, former Philosophy majors can be found in most of the major types of professional careers, including those in school, college, and university administration.
;ics
Description
In physics one studies nature experimentally in order to develop a gen- eral theory of the universe. The physicist's laboratory extends from a bench microscope to the body of an exploding superstar, and the theories which he uses attempt to explain the forces that shape all of nature. For example, the theory of the chemical bond, and chemical and biological processes, as well as the formulas of engineering, are all derived from physics.
Physics should be of interest to every educated man because of its gen- eral nature. It is important to the philosopher interested in epistemology (the theory of knowledge), as well as to the man with natural curiosity about his world.
Type of Work
Professional physicists work in industry and in government laboratories on research, and in colleges and universities as teachers and researchers. At Northeastern the Department of Physics is especially strong in both theoretical and experimental high-energy (nuclear-particle) and solid-state physics. There is also a strong program in statistical mechanics, field theory (including general relativity), and nuclear theory.
Co-op students and graduates find jobs in the above field, many of them in the Department itself, as well as in other areas of physics: i.e., under- water sound, space physics, and plasma physics. Some graduates continue in the Northeastern Physics program and obtain the Ph.D. degree here. Others go to different graduate schools, such as Cornell, M.I.T., and Chi- cago, depending on their interests and abilities.
Program of Study
The program of study is quite flexible, reflecting the various interests of students majoring in Physics. The first course in Physics is common to all science and mathematics majors. It is a three-quarter course covering three areas: mechanics; fluid mechanics, heat, wave motion, and optics; and electricity and magnetism. It should be taken either with or after the three-quarter freshman Calculus course. Freshman Physics and Mathe- matics majors usually start it in the fall, but it can be begun in any quarter. Furthermore, only the first quarter is a prerequisite to the other two; the second and third quarters can be taken in reverse order.
The three-quarter introductory course is followed by two-quarter courses in physics and mathematics, and a two-quarter laboratory in General Physics. Beyond that, three courses in physics, three laboratories in phys- ics and one course in mathematics are the only Departmental requirements
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for the Bachelor of Arts degree. Most Physics majors will want to take more physics courses, and many more are offered, including Mechanics, Wave Motion and Optics, Thermodynamics, Modern Physics, Electricity & Mag- netism, Quantum Theory, Mathematical Physics, and an additional labora- tory course. The Physics major can be taken as a four- or five-year program.
Your Future
Currently there is a falling-off in demand for all scientists and pro- fessionals, including physicists. Although it is difficult to predict job opportunities five and 10 years from now, the following facts should be considered.
1. Physicists are just beginning to understand the nature and dynamics of the physical universe. The aspiring researcher will find plenty to do in physics, assuming society will find the search for truth suffi- ciently important for it to support this search adequately.
2. Physicists should be able to make a contribution to the development of the new technology needed to solve problems resulting from the old technology if society decides to solve these problems.
There is also much overlapping between applied physics and engineer- ing. Physicists, chemists, biologists, and engineers will frequently work on the same problems. However, when a new field must be developed, such as nuclear energy or the taming of the fusion ("H-Bomb") reaction, physi- cists are at an advantage because of the flexibility and fundamental character of their education. Majoring in physics does not necessarily imply making physics a career: one may end up in allied fields such as biophysics, chemical physics, medical physics, astrophysics, geophysics, oceanography, meteorology, or a completely new field of the future.
Physics Laboratories
The Northeastern University Physics laboratories are under the super- vision of individual professors who are outstanding researchers in various fields of physics. Techniques, equipment, and ideas are all stimulating and up-to-date, from the general physics laboratory (sophomore year) to the advanced laboratory (senior year).
POLITICAL SCIENCE
Description
Political science is concerned with the study of political institutions, the social and economic forces which shape them, and the cultural context within which they operate.
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The Department of Political Science at Northeastern University has three objectives: (1) to educate within the framework of the best liberal arts tradition; (2) to heighten a student's awareness of political forces in the environment and to sharpen his or her perception of a student's role as a citizen in a democratic society; and (3) to provide a solid academic founda- tion for those who elect political science or the law as a professional career.
Your Program of Study
Undergraduate work in the Department is designed to give students a broad and comprehensive exposure to the data of politics, while encourag- ing them to pursue extensive work in related social sciences. In addition to elective courses, they will pursue studies in comparative government, American government, international relations, public administration, and political theory. If they elect the Bachelor of Science program, they are required to take courses in quantitative analytical methods.
Your Future
For all students, the study of political science can be the gateway to a liberal education with its benefits of broadened interests, sharpened sensi- bilities, and a quickened sense of civic responsibility. If you have a special interest in politics, studies in this field provide excellent preparation for governmental services, the study of law, the teaching of government and related subjects, or for a political career.
For the student who wishes to pursue his professional studies at the graduate level, concentration in political science opens up many attractive opportunities. Opportunities for research are available in governmental re- search bureaus in the universities, in government agencies — state, local, and federal — and in private institutions teaching careers are opened. The growth of specialized agencies in international bodies like the United Na- tions calls for the skills of the political scientist. Individuals with specialized training in political science are in demand also in some less obvious areas: in the public service programming of educational and commercial television, in journalism, and in legislative study and public relations activities with private associations.
The Department will give assistance as professional objectives are planned and will help to alert the student to professional opportunities and the means for taking the greatest advantage of them.
rCHOLOGY
Type of Work
Psychologists study the way organisms behave and the reasons for their behavior. The profession of psychology includes a number of different
areas of specialization. Some psychologists direct their efforts toward the application of psychological knowledge and techniques to the solution of human problems, while the main concern of others is basic scientific research.
The majority of psychologists are engaged in providing services in clini- cal, counseling, industrial, educational, and engineering psychology. These applied areas are oriented toward helping not only individuals with severe emo+ional disorders, but also those with normal, everyday problems such as social, educational, and vocational adjustment. Employers for these psy- chologists include business and industry; clinics and hospitals; and local, state and federal governmental agencies. Some psychologists are self- employed.
Research-oriented psychologists concentrate their study and work toward understanding the behavior of man and lower animals through scientific experimentation. Their research activities are diverse and numer- ous. They are primarily employed by colleges and universities in a teaching as well as a research capacity. Opportunities for employment are also available in a variety of other public and private institutions.
Your Program of Study
The undergraduate program for Psychology majors at Northeastern is designed to meet a number of educational objectives. First, it provides preparation for graduate study leading to a variety of professional careers in psychology. Second, recognizing that not all undergraduate students majoring in Psychology can or want to become professional psychologists, the program provides training for individuals who want careers where a background in psychology is relevant and beneficial: i.e., in personnel work, advertising, social work, and teaching. Finally, the course of study provides a liberal arts major that should enable the student to understand himself and his world of experience more perceptively and sensitively.
In the freshman and sophomore years you will begin the study of your major with courses designed to acquaint you with the scope of modern psychology and give you the fundamental background for your later, more specialized, upper-class program. As an advanced student you will take courses which treat specific aspects of behavior in considerable detail. Among the advanced courses are Abnormal Psychology, Experimental Psy- chology, and seminars dealing with the development of psychology as a behavioral science and contemporary psychological issues. You will have a choice of upper-class electives in such fields as personality development, social influences on behavior, principles of growth and adjustment, physio- logical determinants of behavior, and principles of psychological testing.
In the experimental courses you will study scientific techniques for in- vestigating human and animal behavior. You may also have the opportunity to conduct your own research under the guidance of one of the faculty members.
In the cooperative work phase of your studies, all efforts will be made to provide you with valuable and relevant work experiences in research labo- ratories, clinics, mental hospitals, or social service agencies.
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Your Future
The field of psychology offers a wide variety of opportunities for both men and women. Many factors point to the continued expansion of the profession, which tripled in size between 1945 and 1955 and has since grown by almost 1,500 annually. However, an advanced degree has be- come a necessity for professional employment. Approximately 70 percent of the 25,000 members of the American Psychological Association, the national society of professional psychologists, hold the doctorate degree. While there will continue to be employment possibilities for psychologists with master's degrees, all indications point to an increasing demand for the doctorate degree as the standard educational requirement.
The employment outlook for the 1970s will depend upon such trends as the following.
1. Continued utilization by schools, government agencies, and private industry of contributions that can be made by psychologists.
2. Funding to meet the growing concern about mental health needs.
3. The availability of government or foundation grants to sponsor psy- chological research in universities and private industry.
4. Continued expansion of high school, junior college, college, and university facilities employing psychologists as teaching and coun- seling personnel.
Psychology Laboratories
The experimental facilities are well equipped for psychological demon- strations, training, and research with human and animal subjects. Instruc- tion is provided in human and animal learning, physiological psychology, sensation, and perception, with emphasis on the visual and auditory processes and personality and development.
OLOGY AND ANTHROPOLOGY
Description
Sociologists and anthropologists study the various forms of group ar- rangement found in the world of man — families, communities, tribes, and nations; and the wide variety of organization types — religious, business, professional, and others. The origin and growth of these groups are traced and analyzed, and their activities are considered as they relate to the in- fluence they have on their members.
Type of Work
Within the Department of Sociology and Anthropology, you can enroll in a wide range of courses which provides background for courses in such
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professional fields as medicine, college and secondary school teaching, race relations, social research, law, international relations, history, human relations, social work, and field research in other cultures. Groundwork in sociology and anthropology can be also increasingly valuable for the ministry, priesthood, and rabbinate, and will be directly relevant to almost any career in Federal or state government, from poverty programs to the foreign service.
Your Program of Study
Two "concentrations" are possible within this Department, although there is much overlapping in course requirements which will allow flexibility in planning your courses.
As a Sociology concentrator, you will have a full complement of theory and research courses in this field and will deal primarily with theoretical and applied aspects of contemporary urban and industrial societies. If you are an Anthropology concentrator, you will pursue your studies more in the direction of tribal and peasant societies, as well as with economic and technological change in developing societies of the world.
Your Future
A majority of sociologists and anthropologists are employed by colleges and universities in teaching and research; many others work for Federal, state, local, or international government agencies; some are employed in private industry.
Employment opportunities are in college teaching or in social action pro- grams. Other employment opportunities may exist for research workers specializing in such areas as social psychology, urban sociology, com- munity development, and educational and industrial sociology, as well as in the field of criminology.
\
Bachelor of Engineering Technology
Electrical Engineering Technology Mechanical Engineering Technology
Associate Degree
Aviation Technology
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William F. King, Director
Lincoln College
Lincoln College prepares students to enter the technological world as active participants whose mission is, simply stated, to get things done. The engineering technologist works with the professional engineer, scien- tist, medical doctor, supervisor, and craftsman in converting scientific knowledge and craftsmanship into products and techniques. Fundamentals are related to current practice, providing a supportive "why" for the prac- tical "how". At the same time, study of the social sciences and humanities gives an opportunity for students to develop an awareness of the social, economic, and political influences that are part of the real world.
Aims
The structure of the Engineering Technology curriculum is based upon the dual need for relevant technical skills and the foundation for future growth. Engineering technology education will assist students to:
1. Understand the scientific principles that govern the current techno- logy of that particular branch of engineering which they select.
2. Develop competence in the application of technology to problem- solving.
3. Communicate effectively the important implications of technological advancements.
4. Acquire the motivation for continued relevance in technical skills.
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Women in Engineering Technology
Many women enter the technology field each year. Both government and industry provide positions of responsibility for women technologists. Any young woman with technical or scientific interests should consider en- gineering technology as a career.
Degree Granted
Lincoln College operates on the Cooperative Plan and offers five-year programs of study leading to Bachelor of Engineering Technology degrees in Electrical and Mechanical Engineering Technology.
Your Freshman Year in Lincoln College
The freshman year in Engineering Technology consists of the pre- scribed courses shown below. Study during the first year will build your understanding of mathematics and the physical sciences, and improve your ability to communicate ideas both by verbal and graphic means.
Since the first year of study is identical for all technology students, you may change your choice of specialization at the end of the freshman year without loss.
Your freshman courses act as a foundation for your upper-class studies which will develop your basic understanding of concepts in the technical application of the sciences. They will also introduce you to current tech- nical hardware and its applications. About four fifths of your upper-class program is devoted to scientific and technological study, and about one fifth to humanistic-social courses, with the aim of balancing your growing technical proficiency with an appreciation for the nontechnical aspects of society and culture.
Cooperative work in the branch of engineering which you choose will begin upon completion of your freshman year and continue throughout your remaining upper-class years. Your work assignments during this time will prove most valuable in helping you to integrate the important elements of both a technical and a liberal education.
Sample Freshman-Year Program of Studies in Lincoln College
First Quarter Second Quarter Third Quarter
10.307 Algebra & Trig. I 10.308 Algebra & Trig. II 10.320 Calculus I
11.317 Physics I 11.318 Physics II 11.319 Physics III
30.113 Freshman Writing 30.114 Intro, to Lit. 30.115 Great Themes in Lit
9.451 Graphics I 9.452 Graphics II 9.453 Comput. Prog. ;|
11.173 Physics Lab. I 11.174 Physics Lab. 11
In addition to the above courses, a student may elect to take Basic ROTC.
Please see back of catalog for full course descriptions.
90
LCTRICAL ENGINEERING TECHNOLOGY
Description
Electrical engineering technology deals with the design and operation of equipment and systems related to power, communications, data process- ing, and electrical control. Its major functions are:
1. The generation, transmission, and distribution of electrical energy for light and power purposes.
2. The development and production of equipment for telephone, radio, television, radar, and communication.
3. The design and construction of data-processing systems and analog or digital computers.
4. The application of electrical and electronic devices in the control of processes and manufacture.
Type of Work
Employment opportunities for the electrical engineering technology grad- uate are in public and private laboratories; engineering consulting groups dealing with industrial and plant applications; design organizations dealing with operation and manufacture; sales engineering; and the electric utility industry.
Your Program of Study
Since electrical engineering technology derives many of its fundamentals from developments in the pure sciences, your program of study will begin with basic courses in mathematics and physics. In addition the freshman year will include literature and engineering graphics, to aid in developing your self-expression.
In the upper-class years your courses will be divided into five related sequences: circuits and systems, including feedback control; electronics and communications, including an introduction to solid-state physics; elec- tromagnetic field theory and microwave devices; energy conversion, em- phasizing electromagnetic devices; and laboratory work associated with all of the foregoing. Current practice is stressed.
In the senior year electives are offered in order that you may have the experience of depth and specialization.
Your Future
Opportunities for technologists are increasing at a faster rate than for any other occupational group: a 50 percent increase is expected in the next five years. More than 100,000 technologists will be needed each year, whereas schools now graduate only 25,000 per year.
Since this program has been designed to prove an educational exper- ience different from that of the College of Engineering, it does not prepare
91
the student for direct admission into graduate schools of engineering. In most cases, however, graduates will be eligible for programs such as busi- ness, law, and education. In exceptional cases students may gain admission to engineering graduate programs by taking additional undergraduate course work in engineering.
Electrical Engineering Laboratories
The Northeastern electrical engineering laboratories are patterned after a composite of typical industrial research and development laboratories. Boasting a wide variety of modern testing and measuring equipment, the laboratories are an excellent adjunct to the classroom. Here the student may simulate or fabricate devices or systems which have been studied in his lecture courses.
From light machinery and power equipment to microwave precision sys- tems, students plan and pursue their projects in the laboratory. The recent acquisition of the digitally programmed analog computer also permits the study of larger or more complex systems than can be realized in the laboratory itself.
The laboratory programs are organized to provide an atmosphere of freedom, and students can exert considerable influence on their own study efforts.
VIECHANICAL ENGINEERING TECHNOLOGY
Description
Mechanical engineering technology deals with the harnessing of power resources by means of machinery to perform useful work. In contrast to civil engineering, which deals primarily with static forces and structures, mechanical engineering is more concerned with the motion and kinetics of devices which are activated by hydraulic, electrical, mechanical, or thermodynamic forces. Major functions of the mechanical engineering technologist are:
1. Design and installation of all kinds of machinery, from pocket watches to the largest of steel boring mills.
2. Development and production of engines and transport equipment (automobile, aircraft, ship, railway, etc.).
3. Construction and operation of furnaces and boilers, as well as heat- ing and air-conditioning equipment, for the control of atmospheric and environmental conditions.
Type of Work
Employment opportunities for Mechanical Engineering Technology graduates are in the following areas: 1. Research and design development; 2. Production, operation, testing, or control; and 3. Installation, mainten-
92
ance, and sales. In performing these functions, graduates of the Mechanical Engineering Technology program work in close association with profes- sionals in the field. They may develop technologically to function inde- pendently and hold positions of managerial responsibility.
Mechanical Engineering Laboratories
The Mechanical Engineering Department includes the following labora- tories:
Materials and Metallurgy Laboratories — These laboratories are well equipped to treat the physical examination of materials and their struc- tures. The equipment includes modern apparatus for vacuum melting tech- nology, X-ray diffraction, and thermal expansion studies, two research metallographs, an electron microscope, and a fluid-to-fluid extrusion press.
Fluid and Gas Dynamics Laboratory — Designed to study aerodynamic and hydrodynamic phenomena such as vortices, separation streamlines, and shock waves. Equipment includes an aerodynalog, an axial flow fan, shock tube, subsonic wind tunnel, and a supersonic wind tunnel.
Materials Testing and Stress Analysis Laboratories — Equipped to handle both the destructive and nondestructive testing of materials, this labora- tory has a 300,000-lb. Universal testing machine provided with an automatic electronic stress-strain recorder and a high-temperature tensile test furnace.
Stresses and strains may be determined experimentally by the use of strain gage, photoelastic, photostress, and brittle lacquer techniques.
Recent additions include a fatigue testing machine of 2,000-lb. capacity, and vibration testing units.
Heat Engineering Laboratories — These laboratories include:
1. A refrigeration unit which may also operate as a heat pump.
2. Two solid injection diesel engines provided with a continuous oxyen analyzer, one equipped with a strain gage torque meter.
3. A CFR fuels research engine equipped with a strain gage pressure transducer.
4. A 60-h.p. Rover gas turbine with automatic controls and Froude dynamometer.
5. Apparatus for study of steam-to-water heat transfer, comparison of film versus dropwise condensation, heat transfer to a boiling liquid, and thermocouple recovery factor.
6. A thermoelectric generator to study the direct conversion of heat into electrical energy.
7. A thermoelectric refrigeration test facility for development of single and multistage thermoelectric coolers.
8. Curtis steam turbine and condenser.
Automatic Control Laboratory — This new area includes:
1. A feedback control system.
2. Analog computers for simulation of engineering problems, fluid power testing units.
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Your Program of Study
Since machinery is predominantly the concern of the mechanical engi- neer, your program of study is designed to give you considerable training in the principles underlying the design and operation of engines, power transmission devices, machine tools, and other machinery. This, of course, implies a thorough study of the physical laws concerning motion and trans- fer of energy. Applied mechanics, thermodynamics, and study of materials will occupy prominent places in your program.
Your studies will thus provide you with a broad foundation in those fundamental subjects essential to the understanding of current practice. In your junior and senior years you will have considerable elective choice and opportunity for specialization.
Your Future
Opportunities for technologists are increasing at a faster rate than for any other occupational group: a 50 percent increase is expected in the next five years. More than 100,000 technologists will be needed each year, whereas schools now graduate only 25,000 per year.
Since this program has been designed to provide an educational ex- perience different from that of the College of Engineering, it does not pre- pare the student for direct admission to graduate schools of engineering. However, in most cases graduates of this program will be eligible for pro- grams such as business, law, and education. In exceptional cases students may gain admission to engineering graduate programs by taking additional undergraduate course work in engineering.
AVIATION TECHNOLOGY
Lincoln College also offers on a full-time basis a program in Aviation Technology leading to the Associate Degree. This program operates out of the Norwood Municipal Airport in cooperation with Wiggins Airways, Inc. Students having a strong interest in flying as an integral part of their ca- reers should investigate this unique opportunity by communicating with the Director, Lincoln College Aviation Program, at (617) 762-5690.
94
I
"The essence of nursing is caring for humanity. Excel- lence in nursing can be achieved only through the preparation of men and women who are knowledgeable in liberal arts as well as the science upon which the practice of nursing is founded."
Juanita O. Long, Dean, College of Nursing
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Juanita O. Long, Dean
The College of Hursing
The College of Nursing, first in the nation to operate on the Cooperative Plan, was established by Northeastern University in the fall of 1964. The College offers two distinct educational programs which prepare individuals to practice nursing, an Associate Degree Program and a Baccalaureate Degree Program.
The Associate Degree Program, established in 1964, which is three years in length and leads to the degree of Associate in Science, has as its pur- pose the preparation of a beginning practitioner whose goal is to give di- rect patient care at the technical level.
The Baccalaureate Degree Program, initiated in 1966, leading to the de- gree of Bachelor of Science, is designed to prepare students for profes- sional nursing practice. The curriculum is five years in length and serves as a foundation for further professional development and graduate study.
Selection of Your Program
You are encouraged to acquaint yourself with the two programs offered by the College of Nursing. An understanding of both programs will assist you in selecting the one which will best contribute to your personal satis- faction and success as you continue your education beyond high school. Counselors in the Department of Admissions will be glad to discuss the programs with you and to help you in making your decision.
Method
Freshmen in the College of Nursing remain on campus for three con- secutive quarters of academic study, and students in succeeding years
97
alternate periods of study at Northeastern with periods of work in partici- pating health agencies. The quarters of cooperative employment afford a valuable work experience, as well as a source of income. Academic studies in both the Associate Degree and the Baccalaureate Degree Programs in- clude courses in nursing and general education. Under the guidance of the College of Nursing faculty, clinical experiences in the care of patients are introduced in the first year of the Associate Degree Program and in the second year of the Baccalaureate Degree Program.
Type of Work
It is expected that the majority of new graduates of either program will be employed as staff nurses in a variety of health agencies. The graduate of the Baccalaureate Degree Program has the academic prerequisites for graduate study in nursing.
Your Future
The demand for nurses is increasing steadily. You can be confident that you will be able to secure a position in the field of your competency, a choice that will be both satisfying and challenging.
Degrees Granted
At the successful completion of your selected program of study you will be awarded the degree of Associate in Science or Bachelor of Science. Graduates of both programs are eligible to take the State Board Examina- tion required to become a Registered Nurse.
The Associate Degree Program
Your freshman year will be one of full-time study and will include courses in nursing, liberal arts, and the biological and social sciences. Se- lected clinical experiences in the nursing care of patients are an integral part of the first year. Special emphasis is placed upon the responsibility! of the nurse in the promotion of health and the development of basic nursing skills.
Students interested in the Licensed Practical Nursing Transfer Program toward the Associate Degree should write to the Admissions Department for further information.
Upper-Class Years
During your second and third years in the College, you will progress} through alternate quarters of classes at the University and cooperative work assignments in specific hospitals. Care of patients in the hospital j setting is the principal focus of the laboratory period. Cooperative work assignments are entirely supplemental to these experiences, and will en- hance your ability to function as a member of the health team.
Throughout your three years in the University, liberal arts, sciences and nursing are interwoven into a meaningful whole. This balance of liberal and technical education provides a firm foundation upon which you will
98
practice nursing in these changing times. The content of the Associate Degree Program is not identical to the first three years of the Baccalau- reate Program; therefore, direct transfer from the Associate to the Bacca- laureate Program or the Baccalaureate to the Associate Program is not feasible.
Sample Freshman-Year Program of Studies in the Associate Degree Program
Firsi Quarter Second Quarter Third Quarter
80.101 Fund. Nursing 80.102 Fund. Nursing 80.103 Fund. Nursing 18.107 Integ. Science 30.113 English 30.114 English
19.102 Basic Psychology 18.108 Integ. Science 18.109 Integ. Science
19.141 Growth and Devel. 19.142 Growth and Devel.
Please see back of catalog for full course descriptions.
The Baccalaureate Degree Program
This five-year curriculum on the Cooperative Plan provides a broad gen- eral education which includes a foundation in the sciences and humanities underlying the practice of nursing. It is designed to prepare students to provide professional nursing care in a variety of settings. In addition, the program serves as a basis for further professional development and grad- uate study essential to leadership positions in nursing.
Your Freshman Year
In the first year, learning experiences are planned that encourage per- sonal involvement of each student in looking at his or her own growth, progression, and development. Community, national, and world health prob- lems, as well as social trends and their implications for nursing, provide the students with a foundation for successive nursing courses.
Upper-Class Years
You will participate in the cooperative feature of the program through- out your four upper-class years. During the periods of academic study, liberal arts courses are concurrent with those in the Nursing major. The nursing courses include clinical laboratory experiences which are planned to implement principles presented in classroom and discussion sessions. During the periods of cooperative employment, you will work in selected health agencies.
To qualify for the degree of Bachelor of Science, you must complete 11 quarters of academic study and seven quarters of cooperative employment.
99
Sample Freshman-Year Program of Studies in the Baccalaureate Degree Program
First Quarter Second Quarter Third Quarter
18.141 Biology 12.106 General Chem. 12.107 General Chem.
23.101 Western Civ. 18.142 Biology 18.148 Anatomy
30.113 English 30.114 English 23.102 Western Civ.
80.201 Nursing 80.202 Nursing 80.203 Nursing
Please see back of catalog for full course descriptions.
100
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Bachelor of Science
Management in Health
Agencies and
Institutions Medical Record
Administration Medical Technology Pharmacy
Associate in Science
Cytotechnology Dental Hygiene Medical Laboratory
Technology
A.D. (M.L.T.) Radiologic Technology Respiratory Therapy
LeRoy C. Keagle, Dean
The College of Pharmacy and Allied Health Professions
Accreditation
Each of the programs offered by the College is accredited by the appro- priate professional group. The College holds membership in both the Ameri- can Association of Colleges of Pharmacy and the Association of Schools of Allied Health Professions.
Alms
Northeastern University recognizes the great need for well-educated allied health professionals. The College of Pharmacy and Allied Health Professions is pledged to meet this need through its program of academic and cooperative work and extracurricular activities, all of which are de- signed to prepare students effectively to become professional practitioners, to enter graduate schools, and to accept employment in the many areas responsible for the delivery of health care.
Method
The five-year curriculum for the bachelor's degree and three-year re- quirement for the associate degree provide the full amount of academic learning time required to equip the student with the scientific and technical knowledge necessary to practice his chosen profession effectively and to meet licensure or registration requirements. The "side-by-side" study for the various health professions gives students a clearer understanding of how their work fits into the broad category of health care.
103
The Cooperative Plan
The Cooperative Plan will enable you to associate with professional prac- titioners under actual working conditions. Such practical experience will give greater meaning to your academic program of study.
Many allied health practitioners, like physicians, must meet certain re- quirements to obtain licensure from the state in which they desire to prac- tice. Others must meet professional registration requirements. Such requirements may include graduation from an accredited program, passing of a licensure or professional registration examination, and completion of certain internship obligations.
The internship requirements of programs such as Pharmacy can be partially or completely satisfied during cooperative work periods.
Degrees Granted
The degrees of Bachelor of Science, Bachelor of Science in Pharmacy, and Associate in Science are awarded to qualified candidates.
Your Freshman Year in the College of Pharmacy and Allied Health Professions
Your freshman year for baccalaureate programs will include a core cur- riculum generally including English, General Biology, Basic Mathematics, a liberal arts elective, and General Chemistry. Associate degree programs will vary depending on their specific nature, but will generally include some core courses. Like other freshmen, you may also elect Basic ROTC Training or Physical Education if you desire.
Your choice of major will have some bearing on your final program. It is important that you discuss your area of interest with an admissions coun- selor or the director of the selected program.
PHARMACY
Ninety percent of the drugs on the market today were unknown ten years ago. This is an indication of the vast scope of knowledge which today's pharmacists must have at their command, whether they are at work in the familiar corner drugstore or in one of the other fast-developing fields open to members of this profession. As part of their responsibilities, they are expected to be expert advisers to other health professionals concerning the use of these new drugs. Because of the rapid expansion in medical knowl- edge in the past few years, colleges of pharmacy have assumed an even greater role in educating patient-oriented pharmaceutical personnel.
Type of Work
A majority of the pharmacists in America today work in retail phar- macies. A large number are also employed in such rapidly growing branches of the profession as hospital and industrial pharmacy. There are
104
many careers open to pharmacists in the Armed Forces, government agencies, professional associations, and colleges.
Pharmacy is not restricted to men. Women now make up 24 percent of the enrollment in pharmacy colleges, with the number increasing yearly. They comprise nearly eight percent of all practicing pharmacists and 33 percent of hospital pharmacists.
Your Program of Study
Your program of study in Pharmacy will not only prepare you to operate a retail pharmacy, but will also equip you for the other occupations men- tioned above. It will also provide an adequate foundation for graduate work.
The required curriculum includes instruction in each of three natural divisions: (1) nonscientific courses in general education (the humanities and social studies); (2) mathematics and the basic physical and biological sciences; and (3) courses in the areas of professional instruction: phar- maceutical chemistry, pharmacognosy, pharmacology, pharmacy, and pharmacy administration.
Your Future
Most pharmacy graduates can expect to find employment readily. There are increased demands for pharmacists in community practice, hospital pharmacy, and other health care agencies.
Most significant rise — employment in hospitals.
In both industrial and hospital pharmacy, the demand will be greatest for pharmacists with graduate education.
The long look ahead — continuous growth in the profession.
Pharmaceutical Sciences Laboratories
The College is housed in the Mugar Life Sciences Building on the Main Campus of the University, where the services of all other divisions of the University are available to the students. This wing was built and equipped at a cost of $2,250,000 and is considered one of the finest physical facilities devoted to pharmaceutical education.
Four floors of the five-story wing contain staff offices, classrooms, animal quarters, storerooms, and fully equipped laboratories for under- graduate instruction in General and Physical Pharmacy, Manufacturing Pharmacy, Prescription Pharmacy, Pharmacy Administration, Medicinal Chemistry, Pharmacognosy, and Pharmacology.
in addition, specially designed research laboratories are available to graduate students and faculty in the aforementioned areas of instruction. Also, a modern and well-equipped radio-isotope laboratory is available for instruction and research in radiological health.
105
Sample Freshman-Year Program of Studies in Pharmacy
First Quarter Second Quarter Third Quarter
10.101 Basic Math. 10.102 Basic Math. 10.103 Basic Math.
12.106 Gen. Chem. or or
30.113 English 10.106 Calculus 10.107 Calculus
71.201 Pharm. Orient. 12.107 Gen. Chem. 18.132 Biology
L.A. Elective 18.131 Biology 30.114 English
71.202 Pharm. Orient. L.A. Elective
In addition to the above courses a student may elect to take Basic ROTC. Please see back of catalog for full course descriptions.
MEDICAL RECORD ADMINISTRATION
Description
The medical record administrator is a vital member of the hospital team. He or she Is responsible for organizing and managing medical record de- partments; providing statistics and adequate, complete medical records; cataloging diseases and operations for research; designing recovery sys- tems; and providing instruction for medical research and clinical evaluation.
The medical record administrator's responsibility Is as follows:
1. To design health Information systems.
2. To plan, organize, and direct medical record sciences.
3. To develop, analyze, and evaluate medical records and Indexes.
4. To cooperate with the medical staff In developing methods for evalu- ation of patient care.
5. To cooperate with the medical and administrative staff In research projects utilizing health care information.
Type of Work
The medical record administrator Is found in many types of health facili- ties: heading medical record departments in hospitals, nursing homes, health centers, and satellite clinics; performing staff functions for regional planning councils or health insurance organizations; serving on faculties of colleges or schools; and acting as consultant to business In developing systems and equipment for use In hospitals.
Your Program of Study
The Medical Record Administration Program leads to a Bachelor of Science degree In five years on the Cooperative Plan. This course of study prepares students to take the registration examination given by the Ameri-
106
:an Medical Record Association to become a registered record administra- :or and use tlie initials R.R.A. after their name.
Courses at the University will consist of liberal arts subjects, plus a combination of science and business courses, including Anatomy and Physiology, Management and Organization, and Electronic Data Process- ng. The professional work includes such courses as Hospital Law, Medical Terminology, Foundations of Medical Science, Medical Record Science, and Organization and Management of the Medical Record Department.
In addition to academic courses, the student spends 300 hours in applied medical record science at an affiliated hospital. The Medical Record Ad- ministration Program is approved by both the American Medical Associ- ation and the Council on Medical Education of the American Medical Association.
four Future
Job opportunities for medical record administrators are unlimited. There are employment opportunities in hospitals, universities, businesses, and neighborhood health centers, and consulting positions connected with 3Xtended care facilities and nursing homes.
Those who wish to travel may find positions in other countries with the ^eace Corps, Project Hope, and American companies abroad. They may also work in developing schools for medical record administrators over- seas. The introduction of computers in hospitals has made the job of he medical record administrator challenging, exciting, creative, and con- stantly changing.
Sample Freshman-Year Program of Studies in Medical Record Administration
Quarter 1
8.131 Basic Animal
Biology 10.113 Freshman Writing '3.101 Western
Civilization or
Modern Language 0.101 Basic Math. 17.131 Dynamics of
Health Care
Quarter 2
18.132 Basic Animal Biology
22.101 Political Science
10.102 Math. 21.100 Principles of
Sociology 87.132 Dynamics of Health Care
Quarter 3
30.114 Intro, to Literature
23.102 Western Civilization
or Modern Language
10.103 Math.
22.102 Political Science 87.133 Dynamics of Health
n addition to above courses a student may elect to take Basic ROTC. ^lease see back of catalog for full course descriptions.
107
\/ledical Laboratory Science
/lEDICAL TECHNOLOGY
Description
In every area of medicine, the medical technologist is a vital member of. the medical team. Working with the physician, the medical technologist performs laboratory analyses which aid in the detection, diagnosis, and treatment of disease. Utilizing a strong foundation in the biological and chemical sciences, the technologist performs complex clinical labora- tory investigations.
Type of Work
The duties of the medical technologist may include testing of blood for | transfusions, preparing vaccines, identifying bacteria and parasites, ex- amining blood for malignant cells, and analyzing tissues and body fluids for inorganic and complex organic chemical substances. The individual who holds a baccalaureate degree will also be employed in medical lab-j oratory educational and supervisory positions.
Your Program of Study
Students will enter the College of Pharmacy and Allied Health Profes- sions. Medical Laboratory Science students, while working toward the Bachelor of Science degree, will register for classes during 12 quarters. The additional quarter and two interim weeks are necessary for students to complete the required academic courses, for eligibility to write the certi- fication examination in medical technology, M.T.(A.S.C.P.). It is suggested that Medical Laboratory Science students take this additional quarter during the summer following the freshman year. However, students may arrange courses so that this additional quarter is taken during the co-op period of their senior year or during any summer co-op period.
By the end of the summer quarter preceding the senior year, students must have completed all the necessary nonscience and basic professional course requirements. Junior-year students may elect advanced medical laboratory science courses and applied hospital study completion of the appropriate prerequisites. Applied study in hematology, microbiology, and clinical chemistry will be available in the New England Deaconess Hospital and New England Baptist Hospital Medical Technology Programs in Boston.
The Medical Technology program is approved by the Board of Schools and the Council of Medical Education of the American Society of Clinical Pathologists and the Council of Medical Education of the American Medical Association. After satisfactory completion of the five-year program, stu- dents will be eligible to write the Medical Technology Examination given by the Registry of Medical Technologists.
108
Your Future
Medical technologists find employment opportunities in clinical labora- tories and research laboratories in universities, medical schools, and pharmaceutical firms. Those who wish to travel may work with the Peace Corps, Project Hope, foreign missions, and private companies having hos- pital facilities abroad. There is an ever-increasing demand for qualified persons to teach in hospital schools of medical technology and colleges and universities. Graduates from this broad and intensive program quickly rise to supervisory positions.
ICAL LABORATORY TECHNOLOGY, A.D.(M.L.T.)
Description
The newest professional category in the clinical laboratory is that of the medical laboratory technician. He or she has had at least two years of college and holds an associate degree. The medical laboratory techni- cian will perform more complicated laboratory procedures than a laboratory assistant, but will not undertake the supervisory and educational responsi- bilities of a medical technologist.
Type of Work
A medical laboratory technician, A.D.(M.L.T.), will perform routine chemi- i leal, microbiological, and hematological procedures in hospital laboratories.
■ Your Program of Study
This program is available on a three-year cooperative plan, and includes Biology, Human Physiology, Chemistry, and the Basic Medical Laboratory Science courses. Supervised clinical experience is an integral part of the program.
Successful completion of the didactic and clinical portions entitles the graduate to write the appropriate examination of the Board of Registry of the American Society of Clinical Pathologists. Upon successful completion of college courses, the designation A.D.{M.L.T.) is given.
I Your Future
Employment opportunities can be expected to be widespread because of the general demands for laboratory personnel. Areas of employment include large private and hospital clinical laboratories, and physician in-office laboratories. The Associate Degree in Medical Laboratory Technology pro- vides a stepping-stone by which one may continue his education to become a medical technologist.
109
CYTOTECHNOLOGY
Description
Cancer, a disease of disordered cell growth, is apparent with microscopic examination in its earliest stages. Cytology Is the study of cells, and the cytotechnologist concentrates upon the microscopic examination of cell samplings for determinations of cancerous and benign tumor cells. North- eastern's three-year program leads to an associate degree.
Type of Work
A majority of cytotechnologists work in hospital clinical laboratories. Employment is also available in physicians' private offices, private labora- tories, and research facilities. The work requires patience, precision, and ability to work alone with minimal supervision.
Your Program of Study
During the two-year Cytotechnology Associate Degree program, the cur- riculum will be concentrated in the biological sciences. An additional 12-month professional segment will include advanced studies in the his- torical background of cytology, cytology as applied in clinical medicine, and in areas of anatomy, histology, embryology, and cytophysiology. This program is offered at the Boston School of Cytotechnology. This school was established in a combined effort by seven of the teaching hospitals in the Greater Boston area.
Upon successful completion of the 12-month professional curriculum, the student is eligible to take the certifying examination given by the Board of Registry, American Society of Clinical Pathologists.
Your Future
Thousands of skilled scientific assistants are needed in pathology lab- oratories to work as cytotechnologists, screening slides for the cellular abnormalities that are the warning signs of cancer. Opportunities exist In private and public laboratories and industries. The cytotechnology graduate may continue his education toward a baccalaureate degree.
110
Sample Freshman-Year Program of Studies in Medical Laboratory Science
Medical Technology, Medical Laboratory Technology, and Cytotechnology
|
Quarter 1 |
Quarter 2 |
Quarter 3 |
|
18.131 General Biology |
18.132 Animal Biology |
10.183 Calculus |
|
10.104 Fund, of Math. |
10.105 Fund, of Math. |
or |
|
or |
or |
•12.105 Anal. Chem. |
|
10.105 Calculus |
10.182 Calculus |
or |
|
12.103 General Chemistry |
12.104 Gen. Chemistry |
*12.171 Anal. Chem. |
|
or |
or |
87.101 Basic Med. Lab |
|
12.106 General Chemistry |
12.107 Gen. Chemistry |
Science |
|
30.113 English |
87.100 Lab. Med. Orient |
Modern Language |
|
Modern Language |
or |
|
|
or |
Elective |
|
|
Elective |
•Optional for Cytotechnology students.
TAL HYGIENE
Description and Opportunities
The dental hygienist is an important member of the dental health team. At the direction of the dentist, she is licensed to render direct preventive ; services to the patient. Her services include administering dental prophy- lactic treatment, preparing dental radiographs, and teaching prescribed methods of maintaining dental health.
Endowed with a sincere interest in people and a manner that reflects understanding and friendliness, a young woman who is qualified to render these services can look forward to a professional career that offers the special satisfaction that comes from being a respected member of a health team.
For the dental hygienist who is interested in teaching dental health In schools and other public institutions, the baccalaureate degree program is important. Not only does she have the personal satisfaction of working with teachers and health workers in promoting better health for the com- munity, but she is frequently given special status with the same rights and privileges as teachers and other health educators.
New schools of dental hygiene are rapidly developing throughout the United States, and dental hygienists with degrees in education are in in- creasing demand as clinical instructors and administrators of their programs.
Program
The Forsyth School for Dental Hygienists conducts a program of dental- hygiene education and general education in cooperation with Northeastern
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University. Students in tliis two-year program attend classes both at the Forsyth Dental Center and at Northeastern's immediately adjacent campus on Huntington Avenue. Graduates of the program will receive the Certifi- cate in Dental Hygiene from Forsyth and the degree of Associate in Science from Northeastern University. Students who are interested in this program should make direct contact with the Forsyth School of Dental Hygiene.
Sample Freshman-Year Program of Studies in Dental Hygiene
|
First Quarter |
Second Quarter |
Third Quarter |
|
|
12.101 General Chemistry |
12.102 |
General Chemistry |
18.120 Microbiology |
|
18.114 Functional Human |
18.115 |
Functional Human |
19.102 Psychology |
|
Anatomy |
Anatomy |
DH-09 Head & Neck |
|
|
DH-01 Dental Anatomy |
DH-02 |
Dental Anatomy |
Anatomy |
|
DH-20 Radiology |
DH-40 |
Nutrition |
DH-28 Dental Materials |
|
DH-11 Dental Hygiene |
DH-05 |
Histology |
DH-13 Dental Hygiene |
|
DH-11C Clinical Dental |
DH-12 |
Dental Hygiene |
DH-13C Clinical Dental |
|
Hygiene |
DH-12C |
; Clinical Dental Hygiene |
Hygiene |
Please see bacl< of catalog for full course descriptioris.
Bachelor of Science Degree
Students who complete the two-year associate degree program may apply their credits toward the degree of Bachelor of Science in Education with a major in Health Education. This three-year curriculum on the Co- operative Plan is taken at Boston-Bouve College. In addition, students who complete the two-year program may apply their credits toward a Bachelor of Science degree in Northeastern's University College.
RADIOLOGIC TECHNOLOGY
The College of Pharmacy and Allied Health Professions may announce a full-time degree program for radiologic technologists in the near future. Prospective students interested in this area of study should make inquiry at the Office of the Associate Dean of Allied Health Professions.
MANAGEMENT IN HEALTH AGENCIES AND INSTITUTIONS
For information about this program, communicate with the Office of the Associate Dean of Allied Health Professions or with Northeastern's Uni- versity College.
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»IRATORY THERAPY
Respiratory therapy, formerly known as inhalation therapy, is the most rapidly growing of the health professions. It is concerned with the diag- nosis and treatment of acute and chronic lung disease occurring in pa- tients of all ages, from newborn babies to senior citizens. Practitioners must be able to apply knowledge of basic sciences in order to use respi- rators, oxygen equipment, humidifying devices, and diagnostic tools with I patients in various health care settings.
Type of Work
Most respiratory therapists work in hospitals. Their responsibilities in- clude providing direct minute-to-minute care to patients in continuous respirators, treating some respiratory problems with intermittent therapy, teaching the patient with chronic disease to maintain his own care at home, working with outpatients, using special respiratory function equipment to aid in diagnosis, and maintaining sophisticated electronic and mechanical devices.
Therapists concern themselves with all aspects of respiratory care. They may spend part or all of any one day in the emergency room, newborn nurs- ery, children's wing, outpatient department, intensive care unit, or pulmonary laboratory. As the field expands, therapists are in increasing demand in ex- tended care facilities, community health agencies, and research laboratories.
Your Program of Study
The Respiratory Therapy Program leads to the Associate in Science degree in three years on the Cooperative Plan. It prepares you to take the examination of the American Registry of Inhalation Therapists and forms a basis for continuation of study on the baccalaureate degree level. Math- ematics and the physical, biological, medical, and health sciences provide the basis for the professional instruction in Respiratory Therapy. In addition you will study English, speech, psychology, and history to provide you with the necessary general educational background. You may round out your program with elective courses.
Your Future
Graduates of associate degree programs find themselves in demand for hospitals all over the country. Those who pass the examination of the American Registry of Inhalation Therapists are sought for leadership posi- tions in hospitals, educational programs, and research facilities. As the incidence of respiratory disease continues to rise in this country and the world, the demand for qualified therapists will continue to rise.
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Sample Freshman-Year Program of Studies in Respiratory Therapy
First Quarter Second Quarter Third Quarter
18.114 Functional Human 18.115 Functional Human 18.120 Basic Microbiology
Anatomy I Anatomy II 86.102 Hospital Law &
30.113 Freshman Writing 30.114 Intro, to Literature Ethics
10.104 Fundamentals of 10.105 Fundamentals of 86.193 Mechanical Basis
Math. Math. of Respiratory
86.191 Physical Basis 86.192 Phy. Basis of Res. Therapeutics
of Respiratory Dynamics II Soc. Sci. Elective
Dynamics I
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The Reserve Officers' Trainini Corps
The Reserve Officers' Training Corps (ROTC) of the United States Army exists for the purpose of developing officers— leaders of men. As a part of the University curriculum, it offers courses of instruction leading to a commission as a Second Lieutenant in the United States Army Reserve or the Regular Army and permits fulfillment of one's military obligation as an officer. The leadership and management benefits which accrue are as important to the individual who intends to make his place in industry as to the man who desires a military career.
Aims
Northeastern's ROTC is an Army, Senior Division, Class CC (Civilian College) unit offering instruction in military fundamentals common to all branches of the United States Army.
Record of Accomplishment
Northeastern has every right to be proud of its ROTC. With an enroll- ment of approximately 400, the Northeastern Cadet Corps is one of the largest single-campus voluntary units in the United States.
Who is Eligible?
Enrollment in ROTC is entirely voluntary and is open to all male under- graduate students of the Colleges who are physically qualified and can qualify for appointment as Second Lieutenants prior to reaching 28 years
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of age. Students may withdraw from ROTC at any time during the freshman or sophomore years.
Instruction
The Department of IVlilitary Science is the department of the University which administers the ROTC Program and conducts all military instruc- tion. It is made up of a group of U.S. Army officers and noncommissioned officers especially selected for experience and ability and assigned to Northeastern University by the Department of the Army after acceptance by the University.
Basic and Advanced Courses
ROTC is divided into a Basic Course, during which you may be ap- pointed a cadet noncommissioned officer, and an Advanced Course, in which you may be appointed a cadet officer. The University physical edu- cation requirement is satisfied by completion of the Basic Course, which extends over the freshman and sophomore years. The freshman portion of the course is offered at the Burlington Campus, as well as at the Main Campus.
The Advanced Course starts with the middler (third) year and con- tinues through the junior and senior years. Advanced Course students attend a six-week summer camp after the senior year and receive retainer pay while enrolled in the program. The Basic Course or its equivalent is a prerequisite to enrollment in the Advanced Course. Some of the Basic Colleges permit work in the Advanced Course to be substituted for cer- tain electives in earning credit for graduation.
Your Program of Study
Some people think of the ROTC as mostly drill, but you will find that this is not true. About 75 percent of your study will be classroom instruc- tion. The first and second years include Map Reading, Small Unit Tactics, Individual Weapons and Marksmanship, and Leadership Laboratory. The Advanced Course includes such subjects as Tactics and Operations, Mili- tary Leadership, Military Teaching Methods, Military Management, Logistics, Military Law, and Counterinsurgency Operations.
Deferment from Selective Service
If you are enrolled in ROTC, and remain in good standing, you will be granted deferment from Selective Service until your undergraduate educa- tion is completed.
Uniforms and Equipment
The government will provide you with all required textbooks and uni- forms without cost. A $10 deposit is required at the time of enrollment This will be refunded when you return your uniform and other property^ to the University in good condition.
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I
ROTC Pay
Advanced Course cadets receive a retainer of $100.00 per month during actual Advanced Course instruction. The total amount of retainer during the three years is $2,000.00.
In addition, Advanced Summer Camp pay is approximately $400.00 over and above food, quarters, and medical care, which are free. Transportation to and from camp is paid at the rate of six cents per mile.
ROTC Scholarship Programs
The Army ROTC Scholarship Program is designed to offer financial assist- ance to outstanding young men who are interested in the Army as a career. Each scholarship provides for free tuition, textbooks, and laboratory fees in addition to paying a retainer of $100.00 per month for the period that the scholarship is in effect. The scholarships are provided under the provisions of Public Law 88-647, The ROTC Vitalization Act of 1964.
Scholarships may be awarded for either one, three, four, or five years. Five-year scholarships are open to all students entering Army ROTC as freshmen, while the other scholarships are restricted to those students who have completed the varying degrees of ROTC and are selected for con- tinued enrollment. Applications for five-year scholarships must be sub- mitted early in January of the student's senior year of high school.
Distinguished IVIilitary Students
If you demonstrate outstanding qualities of leadership, high moral character and a definite aptitude for military service, and have attained an academic standing in the upper half of your class, you may be designated a Distinguished Military Student. This honor, conferred during the junior year, is the highest to be given to any ROTC cadet.
If you maintain creditable standing up to graduation, you will be desig- nated as a Distinguished Military Graduate. This designation will appear in the commencement program as a military honor similar to the regular academic honors. Distinguished Military Graduates are normally offered a commission in the Regular Army, which they may accept instead of a Reserve commission.
Flight Training
Northeastern was one of the original group of universities and colleges in the United States at which the Army ROTC Flight Training Program was introduced in 1956.
Under this Program, the Army will pay for flight training for selected qualified ROTC cadets. This program is offered during the senior year. To participate, the student must have an aptitude for flying and meet re- quired physical standards. He must also agree to participate in the Army Aviation Program, if selected, after entering active service.
Flight training under the ROTC Program is given at an airfield near the University by a civilian flying school which has been approved by the
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Federal Aviation Agency, Department of the Army, and the University. The instruction includes 35 hours of ground training and more than 36 hours of flight training. It is taken on an extracurricular basis. All text- books, flight clothing, and equipment required are furnished with no cost to the student.
Students who successfully complete the instruction may qualify to take the FAA examination for a private pilot's license.
ROTC Activities
Cadets are eligible for selection to membership in the honorary military societies: the Pershing Rifles, Scabbard and Blade, and the National ROTC Band Association.
In addition, they may participate in the University ROTC Band, the Uni- versity Rifle Club (Varsity, Freshman, and ROTC Rifle Teams), the Counter-Guerrilla Group, and student chapters of professional societies such as the Armed Forces Communications and Electronics Association, and the Society of American Military Engineers.
The Annual Military Ball, sponsored by the Scabbard and Blade, is one of the most outstanding and colorful events of the year, with the queen and her court ruling over the festivities.
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part 3
The Particulars of Education
The Particulars of Education
THE DEPARTMENT OF ADMISSIONS
To find a college or university where both success and happiness can be achieved is a goal of every young adult who plans to continue his edu- cation beyond secondary school. This can be realized in a number of ways — by talking with enrolled students and alumni, and by reading cata- logs. High on the list of priorities should be a visit to the college campus. The Committee on Admissions at Northeastern University extends a cordial welcome to all students and has planned a series of experiences to make their visit as worthwhile as possible.
The Admissions Conference
It is only natural that students should have many questions about North- eastern— its programs of study, its services to students, and the Coopera- tive Plan of Education in which so many of its upperclassmen are involved. For this reason, the Committee on Admissions sponsors a series of Orien- tation Conferences for the benefit of students. Offered at 10:00 a.m. and 2:00 p.m. on Mondays and Fridays during the period September 1 through! April 30 (except for legal holidays), these conferences have been most successful in helping students to understand the University better. They in- clude a sound filmstrip in color and appropriate comments by an admissionsi counselor. This is followed by an informal question and answer period.
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Special group sessions are also held in the summer between July 1 and September 1. Further information about these summer conferences may be obtained from the Admissions Department.
Guided Tours
Guided tours of the campus are held daily, Monday through Friday, at 11:00 a.m. and 3:00 p.m. Both the admissions conference and the tour should be scheduled in advance. The opportunity to visit the University's facilities and to observe student life on campus is one important way to learn about Northeastern. Commuting students who wish to visit the Univer- sity's Suburban Campus in Burlington are encouraged to do so. This will appeal especially to those whose home communities are on the North Shore of Boston.
The Interview
The interview is generally regarded as an appropriate time for stu- dents with special problems to meet personally with an admissions counselor. In studying the secondary school record, the counselor may discover some factor which merits further explanation. In this event, the applicant may be asked to arrange a visit to the Admissions Office. The in- terview, therefore, may be held at the request of the student or the counselor. Ordinarily, contacts with Admissions personnel will be more beneficial if the two publications Introducing Northeastern University and Co-opportunities have been carefully studied before the visit to campus.
Special Note
Northeastern does not hold classes for students in the Basic Colleges on Saturdays; hence, guided tours cannot be provided at that time. A weekday visit to the University is strongly recommended. Special Saturday appointments are arranged on a limited basis, however.
lERAL REQUIREMENTS FOR ENTRANCE
The Northeastern University Committee on Admissions believes that candi- dates should complete a secondary school program which is as challenging as the student's ability enables him to complete successfully. A rec- ommended program should include courses in English, foreign language, mathematics, laboratory science, and history. Of particular importance are the total quality of the school record, continuity and proficiency in sub- jects which are critical to one's area of study at the University, and a wise choice of elective courses. The high school transcript should provide clear
j evidence of sound study habits so necessary to success in college study.
I All candidates are encouraged to broaden their reading outside of class.
I It has been said that books stretch the mind. The student who can com-
: municate ideas, understand word meanings, and write effectively is at a distinct advantage in the competition for admission. Someday the period of the 1970s will be recorded as a time of great
f 123
change in the calendars and programs of both secondary schools and colleges. At the high school level such innovations as independent study, seminars for upper-level students, research projects, and active participa- tion in worthwhile community projects have become the rule rather than the exception. Many of these opportunities have come into being as the result of open-campus developments.
Northeastern University is understandably interested in the growth of the work/study concept in many secondary schools. Its Committee on Admis- sions looks with favor upon the variety of worthwhile experiences outside the classroom walls, from which so many students are profiting.
In similar vein, the University has introduced a degree of flexibility into Its programs which makes it possible for enrolled students to explore a variety of academic areas. For example, through the preregistration system In the College of Liberal Arts, candidates for admission may delay definite educational choices until after the fact of acceptance. Northeastern's con- cern is that students not be forced into making educational and career decisions before their experience can make such decisions possible.
Preparation for Study in Languages
If you hope to enroll in the College of Liberal Arts, or if you intend to elect a language while enrolled in the College of Education or the College of Pharmacy and Allied Health Professions, you must have demonstrated proficiency in a foreign language. The Committee on Admissions believes that a background of foreign language study Is desirable for all students whatever their career interests.
Preparation for Study in Engineering, The Sciences, and Mathematics
It is only natural that evidence of special aptitude and the highest pos- sible level of preparation in science and mathematics should be required of those who wish to study in the College of Engineering, or who wish to major in Mathematics, Chemistry, Biology, or Physics in the College of Liberal Arts. Such preparation is also required of those who wish to pre-| pare for the Teaching of Mathematics/Science while enrolled in the College' of Education. Demonstrated technical aptitude is of paramount importance: for those who seek admission to the Bachelor of Engineering Technology Program as offered by Lincoln College.
The Committee on Admissions requires demonstrated ability in science and mathematics in all the following areas of study:
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Boston-Bouv§ College Health Education Physical Education Physical Therapy
College of Education The Teaching of Science- Mathematics in junior and senior high schools
College of Engineering All programs
College of Liberal Arts
Biology, Chemistry, Geology,
Mathematics, Physics College of Nursing
A.S. Degree program
B.S. Degree program College of Pharmacy and Allied Health Professions
All programs
Lincoln College
B.E.T. Degree program
It is recognized that courses in science and mathematics vary to a large extent in terminology, teaching methods, and in content. Applicants are encouraged, however, to complete the full sequence of such courses if possible. Admissions counselors may recommend or require additional summer school study prior to enrollment if an examination of the school record reveals a deficiency in preparation. Despite the emphasis upon mathematics and science in these programs, study in the social sciences and humanities is considered an important foundation for subsequent pro- fessional courses.
Preparation for Study in Business and IVIanagement
Candidates for admission must have successfully completed a strong college preparatory program in high school. A primary goal of this curricu- lum is to provide a broad preparation for leadership in administration. While mathematics plays an important role in the total program, strong emphasis is also placed upon study in the liberal arts. Through the behav- ioral sciences, students are afforded opportunity to develop skills in the management of people.
Preparation for Study in the Social Sciences, Teaching, and Law Enforcement
Many candidates for admission have enjoyed their greatest success in areas other than mathematics-science. Their interests lie quite naturally in the study of the humanities and social sciences, if you are such a student, you may choose to apply for admission to one of the following programs:
Boston-Bouv6 College
Recreation Education
The major in Recreation Education is developed from a broad liberal arts foundation. Students may select an emphasis in Community Recreation, Outdoor Education and Conservation, or Therapeutic Recreation for work with the retarded, the handicapped, or the aging.
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College of Criminal Justice
By its very nature, the program in law enforcement requires a strong base of liberal arts study before professional courses are introduced. Applicants for admission should therefore demonstrate an ability to succeed in their study of the behavioral and social sciences.
College of Education
Professional courses leading to teacher certification are based upon a strong foundation of liberal arts study in the humanities and social sciences. Included in this area are programs in Elementary Education, Special Edu- cation, and the Teaching of English, Languages, and Social Studies.
College of Liberal Arts
Broad and flexible programs are offered to meet a variety of student in- terests in Art History, Drama, English, History, Journalism, Modern Lan- guages, Music, Philosophy, and the Social Sciences. A wide selection of elective courses enables students to broaden their horizons in many areas of study.
APPLYING FOR ADMISSION
An Application for Admission is included in the back of this catalog. The application should be filled out properly in ink, signed, and forwarded to the Dean of Admissions, Northeastern University, Boston, Massachusetts 02115. Checks should be made payable to Northeastern University. It is to the student's advantage to submit his application for admission promptly.
Rolling Admission Plan
Under Northeastern's Rolling Admission Plan, candidates may be noti- fied of their acceptance at that point in their secondary school careers i when there is sufficient evidence that they will be able to profit from study at the university level. This may occur early in the senior year or; after the results of College Board Examinations have been evaluated. In- all cases of early acceptance, candidates are required to complete suc- cessfully the senior year of high school.
Early Admission
In certain cases, highly talented students who have studied in an enrich- ment program of studies may enroll at Northeastern prior to high school
126
graduation. A special form provided by the Admissions Committee requires the endorsement of the school principal or guidance counselor for early admission.
Advanced Placement
The University grants advanced placement credit to those students with a score of 3 or better in their Advanced Placement Examinations. Such students are excused from the basic courses in English, History, Chemistry, Mathematics, Biology, and Physics and in the advanced courses in languages to which the Examinations apply. They receive full credit for those courses from which they are excused.
Applicants are required to write their Advanced Placement Tests of the College Board in May.
College Level Examination Program
The University cooperates with the College Entrance Examination Board in its CLEP Program. Qualified students are encouraged to write the general i and/or subject matter examinations of CLEP, with the result that college credit may be allowed upon entrance. In general, the Committee on Ad- missions accepts the score range recommendations of the College Board. Northeastern University has been designated a CLEP Testing Center. In- quiries may be addressed to Room 302 of the Carl S. Ell Student Center Building.
Entrance Examinations
The results of entrance examinations are regarded by the Committee on Admissions as a useful guidance tool. It is the quality and scope of a student's school record which is of primary importance, yet the results of aptitude and achievement tests are helpful to the admissions counselor in determining that field of study in which he is most likely to succeed. Sec- ondary schools normally forward to the Department of Admissions the results of many test batteries which were administered during grades 9 through 12. It is the consistency of these score ranges which is significant. All candidates are required to complete the Scholastic Aptitude Test land three Achievement Tests of the College Entrance Examination Board. [There is no single schedule of testing which is best for all students. As a ' basic rule, no achievement test should be attempted unless the particular (Subject is currently being studied. Students are advised to consult their .^guidance counselors for appropriate testing schedules.
All students are required to write the English Composition Achievement Test. Two other Achievement Tests are also required. In general, it is ex- pected that applicants will complete this testing requirement in the areas jin which they feel most competent. It is recognized that the senior program of studies may determine the individual student's choice of Achieve-
jl ment Tests.
127
For full information about College Board Examinations, consult your school guidance office or write directly to:
The College Entrance Examination Board
Post Office Box 592
Princeton, New Jersey 08540
or
Post Office Box 1025
Berkeley, California 94701
Programs For Minority Group Students
Northeastern University deliberately seeks to expand educational op- portunities for deserving minority group students and to recruit promising students from economically and culturally disadvantaged backgrounds. In so doing, it has increased its guidance and other supporting services in order that such students may be assured the opportunity to succeed in their chosen fields of study. These supporting services include tutorial study, programmed instruction, and summer study prior to enrollment. Other counseling services are provided by the University's Afro-American Center. Financial aid is granted as may be required to make college at- tendance possible.
General and Special Health Requirements
The general health of all applicants for admission must be satisfactory. Prior to registration at Northeastern, each applicant must submit on a Student Health Service Form supplied by the University evidence of a complete physical examination and chest X-ray. This information must be forwarded to the University physician for his review. Proper health clear- ance is considered a condition of admission.
Because of the special nature of certain professions which stress bodily coordination, physical skills, rehabilitation, and patient care, emphasis if necessarily placed upon sound health. For this reason, those who seel admission to the Boston-Bouve College or the College of Nursing are re quired to receive special health clearance prior to enrollment.
Transfer with Advanced Standing
Each year a number of qualified applicants are admitted as transfe students from other colleges and universities. In order to enter with ao vanced standing, a student must have completed the full equivalent of th freshman year at Northeastern with grades of "C" or better. Full informe tion about transferring with or without transfer credit is available upo request.
Required Deposits
If the Committee on Admissions makes a favorable decision on your af plication, you will be asked to submit a nonreturnable tuition deposit <
128
$100 by April 1. This deposit serves as an indication of your intention to enroll and is applied to your first-quarter tuition account. A dormitory de- posit of $100 is due at the same time for resident students. Requests to extend the deposit date to May 1 will be honored if they are submitted, in writing, to the Committee on Admissions no later than March 15.
Deferred Admission
Increasing numbers of accepted students seek information about a de- ferred admission policy. Those who seek a travel experience before entering college, and those who prefer to improve their financial resources through gainful employment rather than to begin college studies in the fall, will find that the following options are open to them.
1. The University now enrolls a January freshman class in most of its programs. January admission opens up travel and work opportunities through the month of December. Further information about the Janu- ary class is available upon request.
2. Accepted students who do not submit the required tuition deposit on April 1 will be placed on an inactive roster. Those students who wish to enroll a year later should communicate with the Admissions Office no later than February 1, describing the activities in which they have been involved. Normally, a new certificate of admission would be issued to them at that time.
ENSES
in considering the cost of a college education, it is well to remember that the expenses involved are an investment — an investment you and your family are making in your future. It is perhaps the most significant invest- ment you will make in a lifetime.
It is important for you to understand that the freshman year at North- eastern University is one of three quarters of full-time study. The Coopera- tive Plan of Education, under which Northeastern students are gainfully employed for services rendered, begins in the sophomore year.
In addition to serving its primary purpose of providing invaluable on- the-job training, the Cooperative Plan also makes possible an education without the accumulation of large personal debt.
Because of this Cooperative Plan of Education and Northeastern's de- termination to keep the basic expenses as low as possible, many worthy students who otherwise might not have been able to afford an education have attended Northeastern. This is why Dr. Wilson M. Compton, former President of the Council for Financial Aid to Education, has complimented Northeastern for ". . . opening college opportunity for thousands to whom the doors heretofore have largely been closed."
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Freshman Expenses (3 Quarters)
Tuition for the freslnman year is $1,815, payable in three installments as follows:
September 20, 1973 *$605.00
January 2, 1974 $605.00
April 1, 1974 $605.00
For students residing away from home, living expenses for Orientation Week and the three-quarter freshman year will vary slightly according to dormitory accommodations. These are on a seven-day-a-week basis. t
Speare and Stetson Halls $500.00 a quarter
Light, Melvin, Smith, and White Halls $485.00 a quarter
Other dormitories $460.00 a quarter
In addition, students who live in University residences are required to pay an infirmary fee of $15 per quarter. Payment is due on the dates appearing in the tuition schedule above.
Summary of Freshman Expenses
Your expenses for the three quarters of the freshman year will be dis- tributed somewhat in this manner:
Application fee $15
Tuition $1815
ROTO deposit (if applicable) $10
Books and supplies $80-120
Health Services fee $75
Personal expenses $250-350
Board and room (if applicable) $1380-1500
Infirmary fee (if applicable) $45
Student Center fee $37.50 ($12.50 for each of the three quarters)
Boston-Bouve College Professional Programs — Approximate Costs
Physical Education
Required uniform $85
Spring Practicum at Warren Center $70
Physical Therapy
Required uniform for physical therapy procedures and physical education, with clinic uniform costs in upper-class years $20 Recreation Education
Required uniform $50
Summer Camp $170 (approx.)
'Less the nonrefundable $100 tuition deposit payable on or before April 1.
tA nonrefundable deposit of $100 for board and room Is payable not later than April 1. This depositii which is applied to the first-quarter cost of residence, reserves a space for you in a University dormitory. Notices of definite room assignments are mailed by the Director of Housing in the summer'
130 I
Health Education
Required uniform for physical education $25
Because certain courses involve the use of consumable materials and the lazard of breakage, separate deposit fees of $5-$20 may be charged.
All rates and fees are subject to revision by the Board of Trustees at any time.
Between the freshman and the sophomore years, you will have a vaca- tion period of 13 weeks. Generally, Northeastern students use this period to earn money toward tuition costs.
Jpper-Class Tuition
For the