Guidance of Graduate Students

T OGETHER with many other institutions the University of Colorado in recent years has faced the problem of providing adequate graduate-study programs and guidance for an increasingly large number of candidates for the Master's degree in education. The situation, which has arisen in almost all American universities, has strained almost to the breaking point the limited facilities for graduate instruction and has led in nearly all instances to some modification in administrative and instructional organization and policy. Some institutions have solved the problem, from the administrative viewpoint at least, by reducing the requirements for the Master's degree to the satisfactory completion of a prescribed number of courses or the accumulation of a stipulated quantity of academic credits. Emphasis on specialization in many cases has weakened; considerable leniency is shown the student who wishes to fulfill the requirements by offering a preposterous array of unrelated and unco-ordinated courses. Deterioration is less pronounced in some institutions where the degree is granted on the basis of course requirements and a comprehensive written or oral examination. Other institutions have maintained the traditional requirements except for permitting a report to be substituted for the thesis. A few universities, of course, have been able to embark on a program of increasing both the quantity and quality of work required, extending and enriching it; but in general, universities have been forced to compromise with the situation to the extent that the traditional requirements of a certain number of courses carrying graduate credit, a thesis, and an oral or written examination have been considerably modified, largely because of the overwhelming increase in amount of guidance necessitated by the large influx of seekers for the Master's degree. The traditional requirements are still in force at the University of Colorado; but because of the increasing number of students to be accommodated during the summer quarter, it has been necessary to devise methods of guidance which in a measure would accomplish the same purposes as individual methods which are practicable during the regular year. The guidance program is begun by resident faculty members who advise students individually at the

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