For Reference

Not to be taken from this room

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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.

17

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.

19

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.

21

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.

22

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.

23

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.

24

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Accounting

Finance and Insurance

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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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 Account