CUE Report: Conclusion & Appendices
CUE REPORT: CONCLUSION AND APPENDICES Section 14 & Appendices
======================================
-----------------------------------------
14. CONCLUSION: UNDERGRADUATE EDUCATION
AT A RESEARCH UNIVERSITY
-----------------------------------------
In the preface to his classic treatise, The Idea of a University, John
Henry Newman wrote: "To discover and to teach are distinct functions;
they are also distinct gifts, and are not commonly found united in the
same person." Universities like Stanford are based on the conviction
that Newman was wrong, that discovery and teaching are mutually
enriching activities, and that it is possible to pursue excellence in
both. Indeed we would like to believe that, in the words of President
Nannerl Keohane of Duke, "the functions of discovering and sharing
knowledge are intimately related . . . two ways of defining the same
experience." (John Henry Newman, The Idea of a University (1852,
reprinted Notre Dame, Ind., 1982), p. xl; Nannerl O. Keohane, "The
Mission of the Research University," Daedalus (Fall 1993), p. 105.)
In the course of our report, we have had many occasions to point out the
close relationship between teaching and research. We have noted the
growing involvement of our undergraduates in the university's research
activities. This involvement, we believe, is Stanford's most apparent
"competitive advantage" in undergraduate education. Enabling students to
work at the edge of knowledge, to explore with the faculty new subjects
and modes of inquiry, and to use the university's extraordinary
resources gives them opportunities available at few other places. There
is ample evidence that students value these opportunities highly and use
them well. Several of our recommendations point to ways they might be
expanded.
While we do not doubt that teaching and research can often be
productively related, they are not always the same thing. Some research
will not be accessible to undergraduates. And there are important
aspects of our teaching mission, especially in the student's first two
years, that will have relatively little to do with the faculty's
research interests. We should not use the valuable goal of connecting
teaching and research as an excuse to undervalue or avoid the kind of
instruction through which students are introduced to elementary material
and learn basic skills. Because the institutional grain of the
university so manifestly runs toward research, it is especially
important that this kind of foundational teaching be sustained and
rewarded.
No matter how ingenious we are about combining them, there will always
be a certain tension between teaching and research, in the daily lives
of individual faculty members and in the values and organization of the
university. From this tension comes the question recently posed by
Jonathan Cole of Columbia University: "Is it possible in the highly
competitive world of research universities . . . to produce faculty
members who are among the most distinguished in the world in terms of
research productivity and who will devote sufficient time and energy to
teaching, particularly teaching undergraduates?" (Jonathan R. Cole,
"Balancing Acts: Dilemma of Choice Facing Research Universities,"
Daedalus (Fall 1993), p. 23.) We are firmly convinced that the need to
find an affirmative answer to this question has never been more
pressing, nor the consequences of failing to do so more perilous for our
well-being.
We view our report as the beginning of a process of reflection about the
proper role of undergraduate education at Stanford. We recognize that
lasting change at the university must come from within, from the
commitment and energies of those who will have to develop particular
courses and programs, assume the responsibility of advising students,
direct their research projects, and perform all of those other tasks
that contribute to the education of Stanford undergraduates. We have
tried to encourage this commitment and suggest ways to channel these
energies; without them our words will have no life. Our worst fear is
not that the Commission's recommendations will be rejected, but that
they will be ignored. Our best hope is that our report will become the
occasion for sustained debate and creative innovation. We will regard
our enterprise as successful if, now that we have fulfilled our charge,
our work becomes the work of the university.
*************************************
APPENDIX 1
STANFORD UNIVERSITY
COMMISSION ON UNDERGRADUATE EDUCATION
*************************************
----------
MEMBERSHIP
----------
David W. Brady
Bowen H. and Janice Arthur McCoy Professor of
Ethics, Political Science, Business and the Changing Environment;
Professor of Political Science, School of Humanities and Sciences;
Senior Fellow (by courtesy), Hoover Institution
John C. Bravman
Senior Associate Dean for Student Affairs, School of
Engineering; Associate Professor, Materials Science and
Engineering
Donald J. Brown
Professor of Economics
Albert M. Camarillo
Professor of History and Associate Dean of Humanities and Sciences
Wanda M. Corn
Professor of Art History and Director, Stanford Humanities Center
Geoffrey M. Cox
Vice Provost for Institutional Planning and Financial Affairs
Lorraine S. Fox
Senior Manager, Marketing Communications and
Programs, Sun Microsystems, Inc.
H. Craig Heller
Lorry Lokey/Business Wire Professor of Biological
Sciences and Human Biology
Luz Elena Herrera
Undergraduate Student Representative; Senior/Political Science
Charlotte D. Jacobs
Senior Associate Dean for Education and Student
Affairs, School of Medicine
Nelee Langmuir
Senior Lecturer in French and Italian
David G. Lowell
Graduate Student Representative; Engineering-Economic Systems
Gail A. Mahood
Professor of Geological and Environmental Sciences
Brad G. Osgood
Associate Professor of Mathematics
M. Kenneth Oshman
Chairman/CEO, Echelon Corporation
John Russell Rickford
Professor of Linguistics
James J. Sheehan
Dickason Professor in the Humanities and Professor of History
Guadalupe M. Valdes
Professor of Education and Professor of Spanish
Robert Weisberg
Vice Provost for Faculty Recruitment and Development and Professor
of Law
-------------
STAFF SUPPORT
-------------
Lowell W. Price
Senior Associate Provost for University Governance
Mary Jane Reese
Administrative Assistant
*************************************
STANFORD UNIVERSITY
COMMISSION ON UNDERGRADUATE EDUCATION
CHARGE
*************************************
The Commission on Undergraduate Education has been established to
address fundamental issues pertaining to the undergraduate curriculum
and related programs and services at Stanford. The goal of the
Commission, broadly stated, is to clarify the goals of a Stanford
undergraduate education and to recommend ways to insure that our
programs are appropriate and effective in support of those goals. The
Commission should review the undergraduate curriculum and related
programs with regard to the changing needs and expectations of our
students and their families, the emerging opportunities and challenges
of the 21st century, and the unique strengths and resources of Stanford
University.
The Commission is encouraged to pursue the broadest possible range of
issues touching on undergraduate education, including the curriculum,
teaching practices, advising and other extra-curricular aspects of the
college experience at Stanford. Within this comprehensive scope,
however, the Commission is specifically charged with the following
responsibilities:
- to articulate the educational goals of Stanford's undergraduate
program.
- to consider whether the present curriculum, including the range
of undergraduate degrees, majors and distribution requirements,
adequately and effectively meets the needs of our students.
- to consider whether it is possible and desirable to give more
students the opportunity to graduate in less than four years.
- to consider the special educational requirements of students in
the engineering and science disciplines.
- to consider whether various modalities of teaching are used
effectively, including individual tutorials, seminars and
research projects, and to consider new ways of instruction made
possible by computers, video equipment and other forms of new
technology.
- to review the purposes and quality of ancillary services such as
the undergraduate advising system and the residential education
program.
The Commission is asked to report its findings and make recommendations
for change by October 1, 1994.
*************************************
APPENDIX 2
STANFORD UNIVERSITY
COMMISSION ON UNDERGRADUATE EDUCATION
SUBCOMMITTEES
*************************************
--WRITING AND CRITICAL THINKING
Nancy S. Kollmann [Chair]
Associate Professor of History
David B. Abernethy
Professor of Political Science
Michael E. Bratman
Professor of Philosophy
Paul R. Ehrlich
Professor of Biological Sciences
Gail A. Mahood
Professor of Geological and Environmental Sciences
Gilbert M. Masters
Professor of Civil Engineering
Elizabeth C. Traugott
Professor of Linguistics and English
Ellen R. Woods
Assistant Dean of Humanities and Sciences for Undergraduate Studies
--THE LANGUAGE REQUIREMENT
Guadalupe M. Valdes [Chair]
Professor of Education and Professor of Spanish
Wanda M. Corn
Professor of Art History and Director, Stanford Humanities Center
Shirley Brice Heath
Professor of English
Josh Kallmer
Student: Senior/History and Public Policy
Nelee Langmuir
Senior Lecturer in French and Italian
Norman M. Naimark
Professor of History
--BREADTH REQUIREMENTS
James J. Sheehan [Chair]
Dickason Professor in the Humanities and Professor of History
David W. Brady
Bowen H. and Janice Arthur McCoy Professor of
Ethics, Political Science, Business and the Changing Environment;
Professor of Political Science, School of Humanities and Sciences;
Senior Fellow (by courtesy), Hoover Institution
Greg Gilchrist
Student: Senior/Philosophy
Laura Regina Goodrich
Student: Junior/Human Biology
Luz Elena Herrera
Student: Senior/Political Science
Gail A. Mahood
Professor of Geological and Environmental Sciences
Brad G. Osgood
Associate Professor of Mathematics
M. Kenneth Oshman
Chairman/CEO, Echelon Corporation
Robert M. Polhemus
Howard H. and Jessie T. Wakins University Professor of English
Alice A. Rayner
Associate Professor of Drama
Richard N. Zare
Marguerite Blake Wilbur Professor of Chemistry
--MAJORS
Donald J. Brown [Chair]
Professor of Economics
Theodore M. Andersson
Professor of German
Stephen Boyd
Associate Professor of Electrical Engineering
David W. Brady
Bowen H. and Janice Arthur McCoy Professor of
Ethics, Political Science, Business and the Changing Environment;
Professor of Political Science, School of Humanities and Sciences;
Senior Fellow (by courtesy), Hoover Institution
Anne Fernald
Associate Professor of Psychology
Lorraine S. Fox
Senior Manager, Marketing Communications and Programs, Sun
Microsystems, Inc.
H. Craig Heller
Lorry Lokey/Business Wire Professor of Biological
Sciences and Human Biology
Jon Levin
Student: Senior/English and Mathematics
Shayne M. Spalten
Student: Senior/Political Science
--ACADEMIC ENVIRONMENT
Albert M. Camarillo [Chair]
Professor of History and Associate Dean of Humanities and Sciences
Diana Estela Cardenas
Student: Senior/Chemical Engineering
Nelee Langmuir
Senior Lecturer in French and Italian
David G. Lowell
Student: Graduate/Engineering-Economic Systems
John Russell Rickford
Professor of Linguistics
Chloe Rebecca Sladden
Student: Sophomore/History
Robert M. Waymouth
Associate Professor of Chemistry
Robert Weisberg
Vice Provost for Faculty Recruitment and Development and Professor
of Law
--ACADEMIC CALENDAR
Geoffrey M. Cox [Chair]
Vice Provost for Institutional Planning and Financial Affairs
Hester G. Gelber
Associate Professor of Religious Studies
H. Craig Heller
Lorry Lokey/Business Wire Professor of Biological Sciences and
Human Biology
Marsh H. McCall, Jr.
Professor of Classics and Dean of Continuing Studies and Summer
Session
Roger Owen Printup
University Registrar
Smeeta Ramarathnam
Student
Ali Rowghani
Student: Junior/International Relations
Robert Weisberg
Vice Provost for Faculty Recruitment and Development and Professor
of Law
--TECHNIQUES AND TECHNOLOGY IN TEACHING AND LEARNING
John C. Bravman [Chair]
Senior Associate Dean for Student Affairs, School of Engineering;
Associate Professor, Materials Science and Engineering
Andy DiPaolo
Associate Dean, School of Engineering; Director, Stanford
Instructional Television Network
Jack R. Farrell
Associate Registrar
Charlotte D. Jacobs
Senior Associate Dean for Education and Student Affairs, School of
Medicine
Michele D. Marincovich
Director, Center for Teaching and Learning
Brad G. Osgood
Associate Professor of Mathematics
Lowell W. Price
Senior Associate Provost for University Governance
Geoffrey H. Shaevitz
Student: Sophomore/Undeclared
Anthony E. Siegman
Burton J. and Anne M. McMurtry Professor of Electrical Engineering
Richard H. Stolz
Student: Sophomore/Undeclared
Guadalupe M. Valdes
Professor of Education and Professor of Spanish
--INNOVATION
Wanda M. Corn [Chair]
Professor of Art History and Director, Stanford Humanities Center
Lorraine S. Fox
Senior Manager, Marketing Communications and
Programs, Sun Microsystems, Inc.
H. Craig Heller
Lorry Lokey/Business Wire Professor of Biological
Sciences and Human Biology
David G. Lowell
Student: Graduate/Engineering-Economic Systems
Student Advisory Group on Undergraduate Education (SAGUE) Steering
Committee
Edward O'Neil Garcia [Chair]
Senior/Mechanical Engineering
Joanna L. Dyl [Historian]
Sophomore/Undeclared
Ying-Ying Goh [Council of Presidents Liaison]
Senior/Public Policy
Houman David Hemmati [Residential Program Director]
Freshman/Biological Sciences
Luz Elena Herrera
Senior/Political Science
David G. Lowell
Graduate/Engineering-Economic Systems
Roopal Anil Mehta [Focus Group Coordinator]
Senior/English
**********
APPENDIX 3
DATA
**********
Table 1
Stanford University Distribution of Language Requirement
(Frosh Cohort 1984-93: All Languages)
_______________________________________________________________________
LANGUAGE ENTRY YEAR
REQUIREMENT
STATUS 1984 1985 1986 1987 1988 1989 1990 1991 1992 1993
_______________________________________________________________________
Advanced
Placement 112 144 156 175 1 2 0 1 1 2
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Exempt 2 0 1 3 3 3 1 0 1 0
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
High School 877 846 901 835 928 980 963 959 978 940
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Native
Speaker 33 19 51 65 132 46 98 146 155 273
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Alternate
Case 0 3 2 1 7 1 0 0 0 0
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
S.U. Course 284 242 226 170 162 110 92 110 2 0
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Transfer 18 24 21 20 15 11 5 5 5 0
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Achievement 237 230 197 209 328 379 367 284 308 256
Exam
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Department 7 8 1 5 3 2 3 0 0 0
Exam
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
NOT MET 44 15 17 20 20 32 69 114 145 137
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
TOTAL 1614 1531 1573 1503 1599 1566 1598 1519 1595 1608
_______________________________________________________________________
Table 2
Stanford University Distribution of Undergraduate Majors
(Annual Degrees Conferred; Alpha Order)
_______________________________________________________________________
CONFERRAL YEAR*
SCHOOL:
EARTH 1984- 1985- 1986- 1987- 1988- 1989- 1990- 1991- 1992- 1993-
SCIENCES 1985 1986 1987 1988 1989 1990 1991 1992 1993 1994
_______________________________________________________________________
MAJOR
Earth
Sciences 16 14 9 6 6 6 12 9 7 4
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Earth
Systems 0 0 0 0 0 0 0 1 4 9
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Geo & Env
Sciences 0 0 0 0 0 0 0 0 0 6
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Geology 10 3 6 8 3 3 0 2 4 3
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Geophysics 3 1 2 1 0 0 1 0 1 0
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Petrol
Eng 16 13 6 7 1 0 1 0 2 1
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
TOTAL** 45 31 23 22 10 9 14 12 18 23
_______________________________________________________________________
* Degree Conferral Year: July 1 to June 30
** Numbers are based on counts of majors, not students
Table 2
Stanford University Distribution of Undergraduate Majors
(Annual Degrees Conferred; Alpha Order)
_______________________________________________________________________
CONFERRAL YEAR*
SCHOOL: 1984- 1985- 1986- 1987- 1988- 1989- 1990- 1991- 1992- 1993-
ENGINEERING 1985 1986 1987 1988 1989 1990 1991 1992 1993 1994
_______________________________________________________________________
MAJOR
Chemical
Engineering 13 14 11 12 6 9 19 12 13 23
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Civil
Engineering 27 25 35 33 27 23 15 19 34 47
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Computer
Science 0 0 8 18 26 39 37 46 43 52
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Electrical
Eng 122 103 113 109 79 59 68 63 53 73
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Engineering 0 0 0 10 13 19 14 27 48 45
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
General
Engineering 23 17 23 25 25 24 25 20 1 1
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Industrial
Engineering 77 88 76 76 58 43 57 52 48 41
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Material
Sciences 2 4 1 2 5 9 0 1 3 7
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Mechanical
Engineering 58 77 68 64 59 62 46 59 50 69
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
ST&S 0 0 0 0 0 0 0 0 0 8
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
VTS&S 0 0 0 0 0 0 0 0 10 0
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
TOTAL** 322 328 335 349 298 287 281 299 303 366
_______________________________________________________________________
* Degree Conferral Year: July 1 to June 30
** Numbers are based on counts of majors, not students
Table 2
Stanford University Distribution of Undergraduate Majors
(Annual Degrees Conferred; Alpha Order)
_______________________________________________________________________
CONFERRAL YEAR*
SCHOOL:
HUMANITIES 1984- 1985- 1986- 1987- 1988- 1989- 1990- 1991- 1992- 1993-
& SCIENCES 1985 1986 1987 1988 1989 1990 1991 1992 1993 1994
_______________________________________________________________________
MAJOR
Afr-Afroam 2 0 1 3 1 1 4 1 3 6
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Am Studies 16 15 16 26 42 41 42 40 48 48
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Anthro 11 8 22 25 23 29 17 30 17 15
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Anthro: S S 1 4 2 0 8 4 4 4 4 6
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Art 20 21 31 18 25 13 27 25 29 18
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Bio Sci 142 139 136 163 149 159 149 162 152 193
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Chemistry 26 17 15 11 9 12 13 17 16 15
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Chinese 3 0 0 2 0 1 1 0 2 4
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Classics 9 11 7 10 7 5 6 11 7 4
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Communic 32 38 35 38 40 41 23 28 31 33
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Communic:
S S 1 1 0 0 0 0 0 0 0 0
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Drama 4 7 2 4 6 13 8 7 6 10
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
East Asian
ST 4 5 2 3 6 8 8 8 4 2
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Economics 204 221 207 210 160 190 185 139 149 169
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Eng-Frh Lit 2 2 1 3 3 5 3 2 3 3
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Eng-Ger Lit 1 2 1 0 0 0 0 0 0 0
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Eng-Itl Lit 1 0 0 3 0 1 1 0 2 0
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Eng-Sp Lit 0 0 2 2 2 1 0 1 1 1
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
English 98 91 85 107 99 122 97 101 112 97
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Fem Studies 0 0 0 0 0 0 1 3 4 3
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
French 6 8 5 8 5 4 3 1 4 1
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Frh-Eng Lit 0 0 0 0 1 0 0 0 0 0
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Frh-Itl Lit 0 0 0 0 0 0 0 0 0 1
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
German St 6 5 4 7 7 5 4 6 8 2
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
History 94 85 92 76 73 81 71 76 94 71
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Human
Biology 158 178 128 170 140 124 144 128 160 155
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Humanities 7 8 9 10 11 11 16 27 19 8
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Indiv Design 22 16 11 7 9 17 10 11 8 6
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Intl Rel 75 86 79 132 98 93 92 90 94 81
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Italian 2 5 2 3 2 0 1 4 2 3
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Itl-Eng Lit 0 0 0 0 0 1 0 0 0 0
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Japanese 3 0 2 4 4 3 3 4 0 8
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Latin Amer 2 1 1 0 0 4 2 1 4 1
St
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Linguistics 10 10 12 8 6 7 4 10 3 5
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Math & Comp
Sci 40 50 33 27 20 25 14 7 11 2
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Mathematics 9 11 11 13 13 9 7 7 11 9
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Music 8 6 12 8 8 10 11 5 18 9
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Phil-Rlg St 3 1 3 0 1 4 7 4 6 5
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Philosophy 16 20 21 8 22 26 20 18 16 18
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Physics 15 24 11 16 23 20 22 28 20 22
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Pol Sci 84 90 105 113 88 118 136 144 110 90
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Psychology 58 54 76 84 85 102 72 94 106 129
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Pub Policy 15 14 8 7 9 11 21 27 42 40
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Relig study 2 0 1 0 0 4 3 3 3 5
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Slavic Lang 2 6 3 3 6 3 3 4 4 4
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Sociology 17 16 31 40 38 26 20 17 23 18
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Sociology:
S S 0 1 6 7 1 0 0 0 1 0
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Span & Port 1 2 6 2 7 7 4 9 5 7
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Statistics 1 0 0 0 0 0 0 0 0 0
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Symbolic Sys 0 0 8 10 17 16 30 22 30 21
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Urban Studies 0 1 3 14 13 7 12 11 13 10
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
VTS&S 0 3 9 8 15 7 8 15 0 0
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
TOTAL 1233 1283 1257 1413 1302 1391 1329 1352 1405 1358
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* Degree Conferral Year: July 1 to June 30
** Numbers are based on counts of majors, not students
Table 3
Cumulative Frequency: Time to Completion of 180 Units by Degree Type
(Combined Entering Cohorts: 1987-88, 1988-89, 1989-90)
________________________________________________________________________
SINGLE MULTIPLE DUAL ALL DEGREE
DEGREE/MAJOR MAJOR DEGREE CO-TERMINAL TYPES
Qtr Qtr Qtr Qtr Qtr
180 Cumul. 180 Cumul. 180 Cumul. 180 Cumul. 180 Cumul.
rchd perct. rchd perct. rchd perct. rchd perct. rchd perct.
________________________________________________________________________
4-8 4.73% 4-8 6.95% 4-8 30.39% 4-8 16.31% 4-8 6.80%
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
9 13.86% 9 23.56% 9 69.61% 9 41.49% 9 20.88%
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
10 33.95% 10 45.32% 10 93.14% 10 62.77% 10 39.20%
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
11 60.75% 11 74.32% 11 99.01% 11 80.50% 11 64.82%
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
12 91.55% 12 99.40% 12 100.00% 12 96.10% 12 92.47%
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
13 98.63% 13 100.00% 13 100.00% 13 99.65% 13 98.81%
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
14 99.88% 14 100.00% 14 99.91%
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
15 15
-16 100.00% -16 100.00%
________________________________________________________________________
Note: Only those students completing a Stanford degree program within 16
quarters are included in this analysis.
Table 4
Stanford University Distribution of Advanced Placement Credits
(Frosh Cohorts 1984-92)
_______________________________________________________________________
ENTRY YEAR
AP
UNITS 1984 1985 1986 1987 1988 1989 1990 1991 1992
_______________________________________________________________________
0 748 605 512 499 471 386 389 382 436
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
1.0-5.0 47 39 43 30 44 45 49 51 43
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
6.0-10.0 253 249 257 215 229 234 218 209 221
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
11.0-15.0 60 68 71 56 67 91 75 99 60
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
16.0-20.0 161 183 211 165 206 199 202 177 179
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
21.0-25.0 50 57 69 86 66 100 122 77 87
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
26.0-30.0 133 136 156 165 144 160 165 133 151
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
31.0-35.0 32 40 48 62 60 54 88 89 103
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
36.0-40.0 66 65 87 100 127 116 114 104 111
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
41.0-45.0 64 89 119 145 185 181 176 198 204
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
TOTAL
STUDENTS 1614 1531 1573 1523 1599 1566 1598 1519 1595
_______________________________________________________________________