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Wed, 11/29/2023 - 16:57
Edited Text
President's Report-1968-70
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CALIFORNIA STATE POLYTECHNIC COLLEGE
SAN LUIS OBISPO
President's Report- 1968-70
The theme of this college during the period covered by
this report might be characterized as "working together."
It has been a time of progress at Cal Poly in the involvement of students in the governance of the college.
More than ever I am convinced that Cal Poly students
are prepared to learn and to accept responsibility. The
faculty and staff members are characterized by cooperativeness, willingness to work, genuine respect for one
another, and friendly interest in their colleagues and
their students.
There are three possible responses to college unrest:
it can be ignored, it can be suppressed, or it can be
reconciled; at Cal Poly we prefer reconciliation. We
acknowledge as a fact of life that some rules of conduct
are necessary for all members of the academic community, including students, faculty, and administrators. The
application of these rules, however, must be determined
in the light of each college's objectives and with appropriate consultation. This has been a paramount guideline
for the operation of Cal Poly.
The faculty has continued to demonstrate its genuine
interest in students, and in creating an environment in
which problems are capable of solution. During 1968-70
student representatives served on every college committee and council which was concerned with student
affairs. Their advice in many instances helped the administration to make decisions vital to the college. They
participated in discussions wth faculty members, department heads, deans, and vice-presidents without reticence,
but with dignity, dedication, skill, and integrity.
Elsewhere in this report attention is given to the college's growth and progress during 1968-70. Cal Poly is
the product of continued communication, consultation,
and teamwork by those who are dedicated to building
together.
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Many publications of the college are not printed at
state expense, but receive support from the Alumni Association, the Cal Poly Foundation, and private· business
and industry. The information program for prospective
students and their parents, those interested in higher
education, and the general public, helps to assure that
qualified individuals from throughout the state have an
opportunity to participate in Cal Poly's significant statewide programs. Detailed ·information on specific topics
may be obtained by writing to the following:
The above symbol, which appears on Cal Poly publications, along with the college's official seal, shown on
page one, contributes to the college's graphic image.
Application for Admission
Campus Tours/ Publications
Catalogs (Enclose $ 1.25)
Entrance Examination
Extension/ Summer Sessions
Director, Admissions
Information Services
El Corral Store
Test Officer
Associate Dean,
Continuing Education
Graduate Study
The new symbol, used first in I 968, contains the college's initial letters; the small figures in the circle were
designed by Robert Reynolds to convey the college's coeducational nature and suggest affirmative teamwork.
This seal appears on the college's redesigned catalog,
on new publications describing curricula, and on the
newspaper Cal Poly Today, distributed to alumni and
friends of the college five times a year.
Associate Dean,
Graduate Studies
Scholarships and Loans
Financial Aid Counselor
Student Employment
Placement Office
Teaching Credential Programs Education Department
Veterans Affairs
Records Office
~@113
California State Polytechnic College
San Luis Obispo, California 93401
[3]
WORKING TOGETHER
Policy Development
Consultation
Major revision of the collegewide policy
and procedures manual has been completed.
The College Administrative Manual provides in an updated form general information on the college's administrative structure,
guidelines, and internally-developed guiding
regulations; it serves as a ready reference of
useful information on externally developed
policy statements under which the college
operates.
The dedication of individual organizations is not alone the basis for Cal Poly's
ability to demonstrate "working together."
Interaction is the key. This is most significantly expressed in a report to the Chancellor and the Board of Trustees of the
California State Colleges.
Entitled "Progress in the Educational
Process" the report notes: "Students are
h eavily involved in the policy-shaping responsibilities with membership on virtually
all of the committees. A simple procedure
to facilitate instruction in experimental
courses, provision for independent study,
special topic courses, the Senior Project, and
the Undergraduate Seminar all help to
make the curriculum Hexible and responsive
to changing needs. Heavy involvement by
students in various clubs and government
justifies the use of the term co-curricular
rather than extra-curricular. Students have
just published their first effort at evaluating
the quality of instruction."
The concept of working together is expressed in the bylaws of the Academic
Senate and of the Staff Senate and in the
constitution of the Associated Students, Inc.
These three bodies are the principal consulting groups to the college administration.
A Joint Assembly of the Academic and
Staff Senates represents all employees in the
formulation, recommendation and continuing review of the general educational policies and operating procedures of the college.
In addition, officers of both senates and of
the ASI have voting memberships on the
Administrative Council and President's
Gmncil which recommend policy actions
to the President.
[4]
Both communications and public relations
are stressed in the recruitment and training
of college staff members.
The college has also made progress in the
employment of minority group members, increasing 56 per cent during the I 969 calendar year. Some minority applicants who do
not pass the screening test have been employed in temporary junior clerk positions
to gain experience and trainin g for retesting
six months later to qualify for permanent
appoin tmen ts.
In a systematic series of meetings during
the period of this report the President has
met wi th every academic department and
with all the college's consultative groups to
keep open communications and to promote
the exchange of viewpoints. At times. it ~as
been h elpful to address letters of policy mformation to all students, faculty and staff
members. On other occasions Dr. Kennedy
has personally met with and joined in long
discussions with groups of students who had
concerns to express.
Communication of college policies relies
upon an internal weekly newsletter, Cal
Poly Report, frequent meetings among all
college groups, a newspaper published five
times per year for alumni and friends of the
college, Cal Poly Today, and reports by the
student news media, Mustang Daily and
KCPR-FM.
Wide dissemination of information about
college policies is practiced , and constructive
suggestions for improvement are welcomed.
During the nationwide period of tension
in M ay, 1970, wh en violence erupted on
many campuses, Dr. Kennedy twice met
with students on the library lawn for a
question-and-answer period resulting in increased mutual understanding.
Student concerns with the war in Vietnam, the environment, minority problems,
and a host of other issues are not alien to
Cal Poly. Ecology Action, Black Stu~e?ts
Union, Students for New Action Politics,
Movimiento Estudiantil Chicano de Aztlan,
and other groups have been formed by Cal
Poly students. They have met with ~allege
officials and worked for the resolution of
problems of mutual concern.
LEARNING TOGETHER
Academic Master Plan
Cal Poly's Academic Master Plan provides flexibility and innovation in the developmen t of curricula. Greater faculty
participation in long-range planning is encouraged.
Mathematics curriculum; and concentrations
in Economics under Business Administration , Government Service under Social Sciences, and Pollution Control under Environmental Engineering.
During 1969-70 the college initiated
Bachelor of Science degree programs in
Computer Science and in Engineering
Technology, Bachelor of Arts curricula in
History and Speech, and the Master of
Science in Agriculture with concentrations
in Soil Conservation and International Agriculture. Concentrations were developed for
Printing Management and Printing Education within the Printing Technology and
Management degree.
Options and concentrations also give the
Cal Poly student an opportunity to pursue
special interests and qualify for new job
opportunities.
Student involvement in practical aspects
of a future career help bring about a deep
commitment to the field , or result in a decision to choose another area of endeavor.
Ability to change is often cited as the key
to academic relevance; Cal Poly curricula
during the past two decades has continually
changed and expanded.
Future Programs
The changing curricula are reflected in
the new academic organization of seven
schools announced in the spring of 1970.
The seven schools are: Agriculture and
Natural Resources, Architecture and Environmental Design, Business and Social
Sciences, Communicative Arts and Humanities, Engineering and Technology, Human
Development and Education, and Science
and Mathematics.
Academic programs put into effect during
1968-69 were: Bachelor of Science degree
curricula in Child Development, City and
Regional Planning, and Natural Resources
Management; the Master of Arts in English
and in Mathematics; Master of Science in
Applied Mathematics, Home Economics,
and Physical Education; options in Computer Science and in Statistics within the
Authorized for 1970 are the Bachelor of
Science in transportation engineering, bringing to 42 the number of bachelor's degree
curricula offered, and two new master's degree programs. The Master of Engineering
degree and the Master of Business Administration will be offered in addition to the
graduate degrees available in Agriculture,
Applied Mathematics, Biological Sciences,
Education, English, Home Economics,
Mathematics, and Physical Education.
During 1970 the college will also introduce eight additional concentrations for
both undergraduate and graduate studies.
These include Plant Protection ( under
Crops Science); Manufacturing Management and Sales, and Service and Teaching,
( under Mechanized Agriculture); Public
Relations-Advertising, Photo-journalism and
Broadcast Media (under Journalism) ; and
General Agriculture under the M.S. degree
in Agriculture.
Included in the Academic Master Plan
for future years are the following degree
programs: B.S. in Animal Technology,
Behavioural Science, Construction Engineering, Economics, Engineering Science,
Industrial Arts, Landscape Architecture,
Measurement Science, and Statistics; B.A.
in Political Science; Master of City and
Regional Planning; Master of International
Agriculture; and Master of Science in Architectural Engineering, Chemistry, Computer
Science, Construction Engineering, Industrial Arts, Landscape Architecture, and
Physics.
[5]
Elementary Supervision, Secondary Supervision, Elementary Principalship and Secondary Principalship. The credential programs are accredited by the California State
Board of Education.
Opportunity and Relevance
Reflecting contemporary concerns are a
new interdisciplinary program in Ethnic
Studies and a growing Educational Opportunity Program. In the former, over 45
courses were separately listed in the catalog
and a collegewide interdisciplinary committee was established to guide the program,
followed by formation of an Ethnic Studies
Department. The underlying premise of
Ethnic Studies is that in studying the society and culture of a people, a combination
of several disciplines can be utilized to produce comparative insights and a more comprehensive knowledge.
In 1968 the College began participation
in the Educational Opportunity Program
jointly sponsored by federal and state agencies. Designed to help minority and low
income students get a college education, it
provides financial assistance, tutoring, curriculum advisement, counseling, and vocational guidance services. California State
Colleges entrance requirements may be
waived for a limited number of high school
graduates and college transfers. A total of
22 EOP students were enrolled during
1968-69, and 49 during 1969-70. Pending
availability of funds, EOP enrollment is expected to be 100 by September, 1970.
[6]
Accreditation of Cal Poly as a four-year
degree-granting institution was renewed by
the Wes tern Association of Schools and
Colleges in 1970.
Library
Accreditation
During 1969 five programs were submitted for consideration by the Engineers'
Council for Professional Development, and
all five received accreditation: aeronautical,
electrical, electronic, industrial and mechanical engineering. Prospects for additional accreditation in engineering and technology
programs in the near future are favorable.
In addition the curriculum in chemistry has
been reaccredited by the American Chemical Society. The five-year curriculum leading to the Bachelor of Architecture degree
is fully accredited by the National Architectural Accrediting Board.
In the spring of 1970 two teacher education programs were reaccredited for full
five-year terms: the program leading to the
Standard Teaching Credential with Specialization in Elementary Teaching, and the
Standard Teaching Credential with Specialization in Secondary Teaching. Three-year
initial accreditation was granted to programs
leading to the Standard Designated Services
Credential with Specialization in Pupil Personnel Services, and to the Standard Supervision Credential with Specializations in
The Walter F. Dexter Library has been
adding to holdings at a greatly-increased
rate, and has been experiencing growing requests for service.
Total holdings increased from 338,644_ to
561 14 7 with non-book materials increasmg
fro~ 129,027 to 272,935. The figures reflect current research needs for microfilms,
microcards and microfiche.
Cataloged book materials increased from
205,659 volumes to 271,219, including
many gifts. Outstanding among the latter is
the personal library of Dr. Harold W. Hoots
of Menlo Park, a collection of $4,000 worth
of geology materials.
Approximately 200,000 government d?cuments, maps, and pamphlets are not mcluded in the above statistics. Through the
efforts of Congressman Burt L. Talcott th~
library was designated as a federal depository in 1969 , becoming an important document and research resource for the central
coast of California.
The rise in service requests is shown by
a loan increase of 23.2 per cent, in-library
use increase of 52. 5 per cent and reference
question increase of 35.3 per cent.
College of Further Education. Since 1967 it
has had a basically agricultural orientation,
assisting the Natural Resources Development College.
In 1969 Cal Poly began programs to
assist the University of Botswana, Lesotho
and Swaziland in teacher training and agriculture. The Cal Poly program is the first
Agency for International Development project in these three independent countries in
southeast Africa.
A proposed $6 million dollar library
structure designed to serve 12,000 full-time
equivalent students is among several seriously-needed college facilities now being
considered for funding in the 1971-72 State
budget. Last year 11,300 students used
library facilities intended for a student body
of 6,600.
The Office of International Education coordinates a Peace Corps internship program
preparing Cal Poly agriculture graduates for
volunteer service in Thailand, and supervises study abroad by Cal Poly students.
For 18 years the college has cooperated
in training foreign students for the Agency
for International Development.
Enrollment for the Fall Quarter, 1969,
neared 11 ,300 and the college, handicapped
by lack of office space for instructors and the
delay of such needed facilities as new classrooms and the library, was compelled to
tum away large numbers of qualified students for the Fall Quarter, 1970.
By the spring of 1970 it was evident that
thousands of eligible applicants who hoped
to enroll for the Fall Quarter, 1970, would
not receive acceptances.
As with other colleges in California, Cal
Poly's enrollment surge is the result of several factors. More students are deciding to
attend college after high school graduation,
more of those who do attend continue until
they earn a degree, and more remain for
graduate studies. In addition, Cal Poly offers
subjects not common to all state colleges,
attracting students from throughout California.
International Education
The college programs in international
education have continued to grow. Under
contracts with the Agency for International
Development of the United States Department of State, the college continued programs in Guatemala, Thailand and Zambia.
Cal Poly instructors work in Guatemala
at the National School of Agriculture,
Barcena, and with an experimental mobile
school project which has proven successful
in improving agriculture. In Thailand, Cal
Poly provides assistance in development of
agricultural education teacher training and
provides advice to Bangpra Agricultural College. The Zambia project, initiated in 1963,
began with assistance to the Evelyn Hone
would probably be ahead of schedule. The
college began the development of criteria
which would insure the admission of students to programs of a statewide nature,
provide for redirection of those unable to
find majors of their choice, and give appropriate recognition to the priorities of community college transfers, local high school
graduates, veterans and others.
Enrollment Trends
The growth of enrollment to 9711 by
the Fall Quarter of 1968 indicated the approach to the college's planned 1972 ceiling
of 12,000 full time equivalent students
With classroom and laboratory utilization
at or above standards, Cal Poly can't readily
solve enrollment problems by hiring more
faculty members, even if funding for salaries
were available. Until the college is able to
obtain actual facilities , further increases in
enrollment must be postponed.
At the beginning of the 1970-71 academic year it appeared that additional facilities were deferred indefinitely.
[7]
BUILDING TOGETHER
Facilities
Building projects completed or under
construction during 1968 included Yosemite
residence hall, one of the three best dormitory designs in the nation's colleges for
1969. The federally-financed $3. 7 million
complex houses both men and women students.
provide right of way for a new campus entry
via Highland Avenue, but lack of State
funds deferred the new road construction.
In the spring of 1970 a previously-funded
relocation project located a $188,000 track
and field facility along Slack Street.
The major campus building project for
1970 remained the Julian A. McPhee College Union, a $3 million building paid for
by student fees and student store proceeds,
and planned to include a new student store.
Economic Impact
Science North is a $1.67 million addition
to the college science facilities. The buildhas more than 40,000 square feet of instructional capacity including lecture rooms,
science laboratories and a marine biology
laboratory. Some 3 50 biological science
majors and 25 graduate students are among
those utilizing these new facilities.
The Computer Science Building, completed at a cost of $ 1.5 million, houses the
Computer Center, instruction in the new
Computer Science degree program, general
lecture rooms and drafting laboratories.
Relocation of the Ornamental Horticulture Unit and additional construction during 1969 developed a modem $300,000
instructional laboratory and field area. In
1970 relocation of the Swine Unit at a cost
of $160,000 was undertaken in order to
[8]
Cal Poly's influence on the economic
well-being of the surrounding community is
significant. It is the largest industry in the
area, creating great demands for housing,
goods and services in San Luis Obispo and
surrounding towns. The college not only
attracts students and faculty members, but
brings many visitors to the Central Coast,
through the prestige of its programs in agriculture, engineering, architecture and other
subjects.
The total college payroll increased
from $13 , 830,053.45 in 1968-69 to
$16,792,434.31 in 1969-70. The combined
economic impact of the total college payroll
(State, Cal Poly Foundation, Associated
Students, Inc., Federal and other programs)
can only be estimated; by 1972 it is expected to reach $26 million.
In 1968 Eugene L. O 'Connor of the
Business Administration Department reported that each additional 100 Cal Poly
students represents $73,560 on the payroll.
Financed by a grant from the State Real
Estate Education and Research Fund,
O'Connor's study noted that Cal Poly students comprised 21.6 per cent of the San
Luis Obispo population in 1967. It esti-
mated student expenditures at $1170 each
for rent, food , gas, services, entertainment
and other living costs.
Aecom pl ishment
The process of creating Cal Poly involves
more than constructing new buildings and
increasing enrollment and faculty numbers.
The confidence which society places in Cal
Poly is the product of a reputation which
has been developed over a long period of
time by hard work and solid accomplishment.
The size of the campus is directly related
to its historic role as a leading school of
agriculture. With one of the nation's largest
undergraduate enrollments the School of
Agriculture and Natural Resources offers 14
undergraduate degree programs, some of
which were among the first offerings of the
college and led the way in bringing national
recognition to Cal Poly.
Regarded by the architectural profession
as one of the strongest programs of its kind
in the United States, Cal Poly's School of
Architecture and Environmental Design is
also the country's largest. Attracting visiting
lecturers from throughout the world, the
school stresses faculty-student interchange
and laboratory application of theory.
The School of Engineering and Te~hnology is a major source of engineers for mdustry in the Western U .S. Uniqu~ de~ree
programs in Transportation Engme~rmg,
Environmental Engineering and En~meering Technology attract national attention.
Among the best known of Cal Poly's
seven academic schools, these three are
representative of the college's aims and
achievements.
CO-CURRICULAR
ACTIVITIES
president. The CUBG began to function in
1969 and appointed both building and program managers in l 970.
Student Government
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A highly-developed system of student
government at Cal Poly is the outstanding
feature of the college's co-curricular programs. Experience of a practical nature, not
as an "extra" activity, is the keynote.
The Associated Students, Inc. operates
through a legislative branch, the Student
Affairs Council; an executive branch, the
Student Executive Cabinet; and a Student
Judiciary.
Student committees important to the
functioning of the co-curricular programs
include election, finance, awards, fundraising, and codes and bylaws committees.
Students work in committees to carry the
responsibility for such important college~ide events as homecoming, faculty evaluation by students, the intramural program,
leadership conference, spring sing and development of a traditionally-prizewinning
Rose Parade Boat.
College Union
Completion of the Julian A. McPhee
College Union will fulfill a long-time campus need for a central meeting place, student government location and recreation
center.
The students have developed a separate
governing body for management and use of
the Union. The College Union Board of
Governors includes 12 students, representatives of faculty, staff and alumni organizations, business managers of two auxiliary
organizations of the college, and the college
Student Orientation
A unique program for Cal Poly's new
students is known as WOW. Week of Welcome is an on-campus program which brings
new students together, along with faculty
members and returning students who serve
as welcoming counselors.
In addition to campus actIV1t1es, which
usually include a personal visit to the President's office, some of the new students attend camping sessions on the coast for two
and one half days of recreation and discussion at Ocean Pines and Pinecrest.
The Union will include offices for student government, the activities program,
business operations of the Union itself, the
Associated Students, Inc., the Cal Poly
Foundation, and the college store. The
latter will occupy a specially-designed area
of the building with all operations moved
from the library area which has been utilized in past years.
Recreational facilities of the building will
include a IO-lane bowling alley, 12 billiard
tables, a hobby and handicraft shop, a
photographic darkroom, and poster and
duplicating services shop.
Other facilities of the College Union are
a snack bar and lounge, barber shop, information desk, study lounge, several conference rooms and a large multi-purpose room.
The latter will seat from 1200 to 1400 persons for movies and lectures and may be
used also for dances, banquets, and other
activities.
A large patio connecting the College
Union, store area and student cafeteria will
provide a natural meeting place and forum
for students.
The WOW program helps to convey to
new students the many ways in which Cal
Poly is their college and to prepare them
for responsible citizenship in the Cal Poly
community.
For freshmen the WOW program combines guidance testing and registration with
campus tours, a beach party, hikes, dances
and other events. To increase their understanding of Cal Poly's programs, parents are
also invited to a reception during WOW
week.
[9]
Governing Boards
Special Interest Groups
Six groups organized by students to
govern their own activities include the Publishers Board, College Program Board, Welcome Week Board, Music Board of Control,
Board of Athletic Control, and Poly Royal
Board.
College records show that each student
is involved in an average of two Cal Poly
activities per quarter. Special interests may
range from international student organizations, service organizations and honor societies, to hobby and special interest clubs or
departmental organizations. Many have been
part of Cal Poly campus life for decades,
such as the Rodeo Club, the Young Farmers, Cal Poly 4-H Club and Block P lettermen's society. Others emerged during recent
years, such as Youth for a New America,
California College Republicans, and People
to People.
Their activities are many and varied. Cal
Poly's student newspaper, Mustang Daily,
became an offset paper during 1969. Edited
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Athletics
The athletic program continues to be an
integral part of the total physical education
program, an important part of campus life,
a motivator for student participation in collegiate or intramural sports, and a builder
of esprit de corps among students, alumni,
faculty and staff.
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by journalism students and printed by students in graphic communications, it is
supervised by the Publishers Board. During
1969 and 1970 the college FM station,
KCPR, also developed an extensive boardcasting schedule and became part of the
Journalism Department's instructional program.
Through their boards the students conducted music tours of various California
communities, hosted some 60,000 visitors to
the annual Poly Royal open house, and
fielded athletic teams of national note.
[IO]
In contrast to colleges which concentrate
on building a one-sport dynasty, Cal Poly's
broadly balanced eleven-sport intercollegiate
program achieved national attention in more
than one area.
The wrestling team won the college division national championships in 1966, 1968,
1969 and 1970. Cal Poly grapplers are undefeated by any California college or university team in 90 consecutive dual meets;
the California league championship has
been Poly's for the last eight years. In the
university division the wrestlers placed fifth
in 1969, the highest NCAA university division ranking ever won by a California team.
In 1969-70 the track and field team won
the NCAA college division championship
for the third consecutive year, including the
college's first individual track and field
championship in the university division, in
the triple jump.
The Cal Poly rodeo team won the National Intercollegiate Rodeo Association
championship for 1969-70, as well as continuing its traditional state leadership. The
tennis team finished second in the NCAA
college division tournament in 1970.
Football fans enjoyed two consecutive
winning seasons; the Mustangs finished
1968 with a 7-3 record; and 1969 with 6-4.
COMMUNITY
RELATIONS
Town and Gown
Relations between the College and the
community have continued to progress. Faculty, staff and students participate amicably
in community affairs. Student-initiated community services ranged from individual volunteer programs, such as the One-to-One
Tutorial Project for which direction was
provided by Education Department faculty
members, to large-scale assistance provided
during a flood.
Town-gown relationships are best illustrated by the fact that a member of the
faculty, Kenneth Schwartz, was elected
Mayor of San Luis Obispo in a 1969 election not dominated by Cal Poly voters.
Trustees Visit
Cal Poly hosted the Board. of Tr1:1stees of
the California State Colleges m Apnl, 1969.
Some 35 news media representatives accompanied the trustees and viewed Cal Poly.
During the meeting students ~verflowed _the
final camps session, quietly dis:pl~yed signs
both for and against trustee policies. ~overnor Ronald Reao-an received a letter signed
by more than 1~000 students praising the
no-strike attitudes of Cal Poly faculty. T mstees responded with a resolution commending faculty and students who upheld orderly
process and show~d respect f?r the cause
and integrity of higher education.
Convocations
In a series of convocations and special
events a yariety of speakers representing
various viewpoints have addressed Cal Poly
audiences.
In 1968-69 speakers included Richard
Armour, satirist and author of many books
of humor, and Dick Gregory, black comedian and lecturer. George L. Brand, editorin-chief of the San Luis Obispo TelegramT ribune, then director of the Office of
Public Information, U. S. Department of
Health, Education and Welfare, delivered
the commencement address.
The visit was marked by repeated expression of admiration for Cal Poly's spirit of
courtesy and friendliness. Dissent wa~ publicly expressed, it was noted, but did not
exceed the bounds of responsibility.
Nearly 200 men and women students
joined in Operation San Luis Obispo, the
instantaneous response to the plight of flood
victims during the January, 1969, "hundredyear" storm. They helped protect threatened
homes alono San Luis Creek, assisted in
rubbish rem~val and worked at night to fill
1,200 sand bags at the city corporation yard.
Convocation speakers in 1969-70 "."ere
William Randolph Hearst, Jr., Pulitzer
Prize winning journalist, who spoke o~ the
international scene, and attorney Loms H.
Heilbron of San Francisco, past president of
the State Board of Education and first chairman of the Board of Trustees of the California State Colleges.
In Operation Handclasp students collected 43,000 pounds of clothing, toys ~nd
candy and $1,200 for additional clothmg,
and arranged for its distribution by an alm~nus serving with the Marine Corps m
Vietnam.
In his nationally-syndicated "Editor's Report" Hearst wrote of Cal Poly : "I want to
take this opportunity to person~lly th~nk
the student body for its courtesy m hearmg
me out and for making academic freedom
a living truth. It was hard to believe that
[11]
even at that time hundreds of other college
campuses were either shut down or in utter
disorder because of student anti-war demonstrations. Were these a special breed?"
As 1970 commencement speaker, S. I.
Hayakawa, President of San Francisco State
College, was well-received by his audience
of graduates and their parents and families.
"I was assured that there were many in
my audience who also felt strongly against
the war. Disorder and the shouting down
of unwanted opinions, however, are not the
rule of life at Cal Poly."
"There, all points of view are examined
and discussed in an atmosphere of true
academic freedom."
"The stress on practical education for
future employment is so dominant that the
first thing you see when entering the administration building is the placement
bureau."
Discussing the goals of education, Dr.
Hayakawa said that one goal is that everyone must be able to earn a living, an area
in which Cal Poly excels.
Placement
In a college which stresses occupational
preparation, as Cal Poly does, the acce~tance of its graduates is perhaps more crucial
and also easier to evaluate than that of colleges with more abstract goals and int~~gible indicators. The men in the best position
to know believe that employment placement
opportunities for students at Cal Poly_ are
the best among public colleges and umversities in the Western United States. They
have rated Cal Poly's placement operation
first among those of 39 tax-supparted c~lleges and universities studied by a c~mm1ttee of specialists in employee recru1t~ent
representing business, industry, and h1~her
education. The study was under ausp1~es
of the Western College Placement Association.
A student comes from Cal Poly, he said,
prepared for "a life where his services are
important enough to society so someone
other than the welfare department will pay
him to keep him alive."
He cited the diversity of people attending
Cal Poly as evidence of substantial freedoms
in an open society.
"There is more to it than that, of course.
Obvfously the spirit which prevails at Cal
Poly is also the result of teaching by a staff
dedicated to the job of providing such an
education . . . It is high time the system
got a top to bottom overhauling. With Cal
Poly as the model."
[12]
Later, in a news column, Dr. Hayakawa
wrote in praise of instructors with practical
experience in industry: "Such faculty
'models' at Cal Poly influence their students
not only through their intellectual knowledge, but also through the wisdom they
have gained from practical experience. Perhaps that's what all colleges need . . . more
professors who are acquainted with the
world outside the classroom."
In addition to its first place among taxsupported colleges and universities, Cal Poly
was second among a total of 61 public and
private colleges and universities rated by
the recruitment representatives.
It is in the world of work and in the
larger community of every day life and
interaction, that the test of Cal Poly takes
place. Graduates who are involved, produ_ctive, and constructive take their place m
countless communities which have need of
their practical skills and active leadership.
Table I.
Major
TOTAL ENROLLMENT BY MAJOR
Fall 1962 - Fall 1969
Table II.
1962
1963
1964
1965
1966
1967
1968
1969
182
22
91
437
109
100
133
21
40
102
225
17
87
446
130
95
135
29
39
107
252
47
97
434
128
95
160
27
47
98
279
32
93
438
129
96
158
46
38
106
312
30
82
450
116
100
149
57
38
107
337
61
97
425
117
100
137
55
29
120
81
32
68
98
40
65
109
38
73
110
49
70
108
58
67
134
52
53
378
38
104
469
135
93
153
62
28
122
21
157
36
68
428
62
79
484
113
106
146
69
36
130
88
194
45
81
1418
1513
1605
1644
1674
1717
1864
2070
293
331
387
484
553
615
667
1
311
69
141
110
575
76
336
72
146
133
422
183
377
57
168
128
369
268
462
63
194
123
357
306
531
64
220
123
425
319
664
81
242
105
684
46
553
381
733
120
337
119
803
195
520
439
734
118
443
150
34
TOTALS
1592
Applied Sciences
Biochemistry
17
Biological Sci.
201
Chem.
Comp. Sci.
History
Mathematics
181
Physics
Social Sci.
259
1669
1722
1963
2154
2451
2973
3436
19
242
23
268
19
278
45
28
318
51
42
350
70
50
374
76
200
238
309
58
565
331
603
406
64
636
71
424
75
70
153
482
82
735
Agriculture
Ag. Bus. Mgmt.
Ag. Ed.
Ag. Engr.
Animal Hush.
Crops
Dairy
Farm Mgmt.
Food Ind.
Fruit Prod.
Mech. Ag.
Nat. Res. Mgmt.
Orn. Hort.
Poultry Ind.
Soil Science
TOTALS
Applied Arts
Business
Child Devel.
Educ.
English
Home Ee.
Journalism
Physical Ed.
Printing
Speech
TOTALS
Architecture
Architecture
Arch. Engr.
City Reg. Plan
ENROLLMENT OF REGULAR STUDENTS BY CLASS LEVEL,
LIMITED STUDENTS, AND MEN AND WOMEN STUDENTS,
Fall 1960 - Fall 1969
393
514
290
57
543
729
916
1118
1232
1329
1456
1006
2092
461
554
693
705
518
931
1281
1248
102
63
461
554
693
705
518
931
1281
1413
60
TOTALS
Engineering
Aeronautical
Electrical
Electronic
Engr. Tech.
Environmental
Industrial
Indus. Tech.
Mechanical
Weld. & Met.
180
148
496
202
143
516
216
159
574
214
140
470
225
132
463
260
125
492
286
139
568
85
112
131
375
41
104
101
131
395
45
109
111
140
398
36
105
101
212
397
42
125
119
244
408
49
147
112
253
363
48
148
103
290
411
42
336
139
626
145
122
111
352
386
51
TOTALS
Unknown
Campus Totals
1898
33
5801
2060
21
6310
2296
23
6904
2174
2339
1547
1987
2268
7225
7740
8355
9711
11279
Part A.-Enrollment of Regular Students by Class Level, & % Lower Div.
Year
(Fall)
Fresh
Soph
Junior
Senior
1960
1961
1962
1963
1964
1965
1966
1967
1968
1969
1438
1736
1872
1901
2244
2233
2059
2088
2473
2927
1357
1359
1661
1761
1301
1502
1629
1700
1830
2463
1000
930
1015
1218
1386
1356
1567
1662
2114
2306
654
761
846
940
1481
1633
1993
2255
2607
2832
Part B-Enrollment Status
Fall
Under- % Lower
Grads Division Grads.
4449
4789
5394
5820
6412
6724
7248
7705
9024
10528
Fall
Men
4.6
5.2
6.8
6.4
5.6
5.1
4.1
4.9
10.6
10.8
1960
1961
1962
1963
1964
1965
1966
1967
1968
1969
3886
3999
4386
4778
5211
5348
5653
5946
6915
7999
216
263
339
402
382
370
321
412
1034
1225
4713
6101
6801
6310
6904
7225
7740
8355
9711
11279
48
49
68
88
110
131
171
238
687
751
4497
4838
5462
5908
6522
6855
7419
7943
9711
11279
Part C-Enrollment by Sex
Individuals
%
Reg. Limited Total Limtd.
1960 4497
1961 4838
1962 5462
1963 5908
1964 6522
1965 6855
1966 7419
1967 7943
1968
8677
1969 10054
62.8
64.6
65.5
62.9
55.3
55.5
50.9
49.2
48.7
46.7
Total
Reg.
%
Women Total Worn.
827
1102
1415
1532
1693
1877
2087
2409
2796
3280
4713
5101
5801
6310
6904
7225
7740
8355
9711
11279
17.5
21.6
24.4
24.3
24.5
26.0
27.0
28.8
28.7
29.1
[13]
Table Ill.
AVERAGE SCHOLASTIC APTITUDE TEST SCORES OF
GEOGRAPHIC ORIGIN OF STUDENTS
Table IV.
FIRST-TIME FRESHMEN, BY MAJOR
Fall 1960 and Fall 1969
Fall 1963 and Fall 1969
Counties
of Origin
Fall 1969
Fall 1963
Major
ABM
AE
AH
Crops
Dairy
FM
Food Ind.
FP
MA
NRM
OH
ss
TOTAL
No. of Average SAT Scores No. of Average SAT Scores
Students Verbal Math Total Students Verbal Math Total
421
446
406
402
334
402
467
646
437
462
339
487
854
723
889
396
392
426
472
821
864
433
480
553
463
986
943
29
6
45
3
4
2
5
1
6
12
16
7
142 Av. 413
462
875
29
8
49
9
4
20
0
4
4
878
991
843
0
7
5
443
468
486
386
437
611
461
412
432
496
476
444
480
561
522
644
536
492
500
403
511
521
477
475
924
1019
1008
929
973
1004
961
815
943
1018
954
919
136
466
504
970
505
470
462
478
466
488
471
488
964
930
971
965
1013
923
914
1004
450
483
933
439
435
490
415
428
426
442
429
430
457
865
877
919
845
885
70
21
40
122
30
32
16
17
459
460
509
486
520
434
443
516
TOTAL
226 Av. 443
445
887
348
479
483
962
B. Chem.
Bio. Sci.
Chem.
Com. Sci.
History
Math
Physics
Soc. Sci.
2
54
12
0
0
39
12
104
448
461
464
456
469
504
904
930
968
474
464
458
582
504
438
1056
963
896
13
69
12
13
14
72
21
83
523
494
536
485
499
485
484
567
528
591
585
518
609
621
488
1090
1022
1128
1070
1017
1094
1167
973
TOTAL
223 Av. 462
476
938
297
495
549
1045
Arch.
117
449
544
992
147
499
593
1092
Aero
EE
EL
Environ.
ET
IE
IT
ME
Metall.
46
23
101
11
0
499
473
498
410
590
575
579
499
1089
1048
1077
909
466
394
468
388
566
479
572
428
1032
873
1040
816
87
24
109
21
4
21
61
5
493
501
494
462
494
471
468
485
466
588
622
598
572
493
602
519
597
506
1081
1123
1093
1035
988
1073
987
1083
1072
TOTAL
274 Av. 457
544
1002
338
488
593
1082
543
1030
Bus.
Child Dev.
Eng.
HE
Journ.
PE
Pr.
Speech
College
53
0
24
80
13
32
24
0
13
14
61
5
970 Av. 452
602
954
6
1267
545
486
Note: Excludes first-time freshmen in two-year technical programs in
Agriculture. Figures for averages are rounded.
[14]
1960
No.
%
Alameda
178 3.3
Amador
3 0.1
Butte
8 0.2
Calaveras
2
Colusa
4 0.1
Contra Costa 126 2.7
Del Norte
3 0.1
El Dorado
14 0.3
Fresno
82 1.7
Glenn
11 0.2
Humbgldt
30 0.6
Imperial
31 0.6
Inyo
14 0.3
Kern
168 3.6
Kings
38 0.8
Lake
12 0.2
Lassen
11 0.2
Los Angeles 946 20.1
Madera
27 0.6
Marin
37 0.8
Mariposa
0
Mendocino
21 0.4
Merced
30 0.6
Modoc
3 0.1
Monterey
94 2.0
Napa
16 0.3
Nevada
6 0.1
Orange
115 2.4
Placer
15 0.3
Plumas
4 0.1
Riverside
63 1.3
Table V.
1969
No. %
379 3.58
10 .09
47 .41
8 .08
20 .18
472 4.19
7 .06
21 .19
241 2.13
16 .14
54 .48
42 .37
15 .13
484 4.3
118 1.05
14 .12
11 .2
1734 15.3
55 .49
149 1.32
7 .06
47 .4
83 .73
8 .07
316 2.8
57 .5
21 .19
338 3.
28 .25
3 .03
151 1.12
1960
No.
%
1969
No. %
Sacramento 110 2.3
12 0.2
San Benito
S.Bernardino 116 2.4
San Diego 107 2.3
San Francisco 79 1.7
San Joaquin 46 1.0
S. L. Obispo 473 10.0
San Mateo 129 2.7
Sta. Barbara 263 5.6
Santa Clara 133 2.8
47 1.0
Santa Cruz
14 0.3
Shasta
11 0.2
Siskiyou
42 0.9
Solano
40 0.8
Sonoma
67 1.4
Stanislaus
13 0.3
Sutter
10 0.2
Tehama
1
Trinity
83 1.8
Tulare
8 0.2
Tuolumne
116 2.5
Ventura
16 0.3
Yolo
3 0.1
Yuba
224 1.98
31 .27
202 1.8
226 2.
167 1.39
186 1.65
154513.2
338 3.
806 7.1
615 5.4
100 .89
37 .33
23 .2
81 .72
99 .87
147 1.3
57 .5
17 .15
1
284 2.52
31 .27
324 2.87
47 .41
9 .7
Counties
of Origin
California 4053 86.0
OtherStates 374 7.9
286 6.1
Foreign
Total
Enrollment 4713 100.0
FINANCIAL AID TO STUDENTS -
10544 93.5
248 2.2
488 4.3
11279 100.0
LOANS
1969-70
1968-69
Students Amount Students Amount
Loans:
30-day loans
(applications: 2652, 2668)
1-year institutional Joans
1562
121
$
79,560
1351
24,200
165
77,040
$
30,887
39
18,780
23
15,230
National Defense Student Loan
426
266,902
470
303,318
Federal Guaranteed Student Loans
998
795,887
1653
1,650,653
85
42,917
99
162
55,725
134
3698
$1,400,632
3895
United Student Aid Fund
Educational Opportunity Grants
Work Study Program
TOTAL
-
56,247
48,464
$2,181,839
Tobie VI.
BACHELOR'S DEGREES AWARDED BY MAJOR,
Tobie VII.
COMPONENTS OF FALL ENROLLMENT, 1962 -
1969
AND TOTAL MASTER'S DEGREES
1959-60 Major
Agriculture
Ag. Bus. Mgmt.
Ag. Engr.
Animal Hush.
Crops
Dairy
Farm Mgmt.
Food Proc.
Fruit Prod.
Mech. Ag.
Orn. Hort.
Poultry Ind.
Soil Science
1968-69
Undergraduate Students
Fall
59-60 60-61 61-62 62-63 63-64 64-65 65-66 66-67 67-68 68-69
10
43
12
17
17
16
28
17
10
11
14
20
37
18
13
10
7
17
5
7
19
6
25
4
8
12
154
1
15
9
7
19
19
17
43
15
17
22
3
5
16
7
3
12
22
11
58
21
17
23
5
10
12
8
6
13
43
15
63
20
15
19
3
7
17
9
4
15
46
16
57
29
13
17
7
7
19
16
5
19
44
9
59
16
15
37
10
11
25
11
12
18
64
16
67
24
15
28
11
8
14
9
11
4
45
18
57
20
13
31
20
8
25
18
9
16
137
163
179
206
220
251
267
271
278
2
39
15
17
17
11
19
13
61
1
16
6
23
14
24
34
63
1
36
10
32
12
37
32
72
0
40
10
26
13
31
56
95
3
57
7
29
21
31
85
71
34
64
9
33
13
46
89
13
67
56
7
31
27
66
117
1
63
99
9
38
21
72
137
1
114
133
8
49
26
TOTALS
114
Applied Sciences
B~oche_mistry
4
B10log1cal Sci.
14
Mathematics
70
Physics
8
Chemistry
8
Social Sci.
16
120
158
225
224
299
365
346
420
468
8
12
49
14
14
17
9
15
48
14
14
12
6
19
53
12
12
16
6
26
61
10
10
29
8
32
57
7
7
46
6
53
61
5
5
50
6
32
77
9
8
102
10
51
80
9
3
112
13
62
94
9
13
120
TOTALS
Architecture
4-year degrees
5-year degrees
112
100
98
106
132
150
180
234
265
311
45
43
36
42
67
71
6
67
7
80
39
92
47
117
65
TOTALS
Engineering
Aeronautical
Electrical
Electronic
Environmental
Industrial
Indus. Tech.
Mechanical
Metallurgical
45
43
36
42
67
77
74
119
139
182
53
30
54
18
15
38
25
68
18
16
40
17
58
14
23
25
26
64
17
13
31
21
57
12
26
22
28
73
24
21
33
24
69
25
17
31
25
48
24
17
37
21
55
15
22
111
112
77
6
68
11
73
7
71
5
50
11
83
8
67
8
35
34
70
27
31
75
75
16
TOTALS'
Applied Arts
Business
Education
English
Home Ee.
Journ.
Physical Ed.
Printing
Tech. Arts
TOTALS
29
9
12
1
26
21
16
326
320
271
266
294
706
51
677
65
690
53
776
66
856
70
315 296 316 225 363
984 1082 1163 1273 1537
98 135 163 149 199
Campus Totals 757 742 743 842 926 1082 1217 1326 1422 1736
I
Technical Certificates in Agricultural curricula (not included above):
30
21
14
35
47
41
51
44
27
29
Bachelor's
Master's
First-Time New Returning &
Freshmen Trsfrs. Continuing
1962
1963
1964
1965
1966
1967
1968
1969
Tobie VIII.
1297
1258
1499
1116
1304
1285
1595
1721
760
319
881
875
1035
1136
1581
1714
3486
3897
4223
4884
5016
5448
5848
7093
Totals
Graduate
Students
Total
Enrollment
258
336
301
339
384
501
687
751
5801
6310
6904
7214
7739
8370
9711
11279
5543
5974
6603
6875
7355
7869
9024
10528
LIBRARY HOLDINGS, JUNE 30, 1968 -
JUNE 30, 1970
Holdings
7/1 / 68
Net
Add.
Holdings
6/ 30/ 70
160,970
13,471
17,268
5,746
695
492
7,017
3,958
54,350
2,320
6,404
149
10
168
2,159
13,035
215,320
15,791
23,672
5,895
705
660
9,176
16,993
209,617
78,595
288,212
5,321
9,631
12,750
5,297
94,643
1,385
279
3,985
2,389
1,809
49,810
85,631
05
5,600
13,616
15,139
7,106
144,453
85,631
1,390
129,027
143,908
272,935
338,644
222,503
561,147
Volumes
L. C. Collection
Children's Books
Bound Periodicals
Bound Documents
Herd Books
Pre Catalog
Textbooks
Non-Processed Books
Non Book Materials
Curriculum Guides
Audio-Visual & Teaching Aids
Senior Theses
Microfilm
Microcards
Microfiche
College Catalog
TOTALS
[15]
Table IX.
COMPARATIVE DISTRIBUTION OF ENROLLMENT IN
PROGRAMS LEADING TO A BACHELOR'S DEGREE, CAL POLY,
SAN LUIS OBISPO, AND ALL STATE COLLEGES, FALL 1969
Subject Fields
Agricultural Sciences 1
Area and Ethnic Studies
Biological Sciences
( & Biochem.)
Business Administration
Creative Arts (Art, Music,
Speech, etc.)
Education (Includes Child
Dev.)
Engineering 2
Environmental Design 3
Foreign Languages
Health Sciences & Nursing
Home Economics
Humanities 4
Industrial Arts & Tech. 5
Law Enforcement & Admin.
Mathematical & Computer
Sciences
Natural Resources
Physical Ed. & Recreation
Physical Sciences 6
Social & Behavioral Sciences 7
Special Major
Undeclared Major
TOTALS
1 Excludes
2 Excludes
3 Includes
4 Includes
5 Includes
6 Includes
7 Includes
Cal Poly SLO
No.
%
All State Colleges
No.
%
Percent
Cal Poly
of All SC
1,462
14.4
2,820
897
1.6
0.5
51.8
466
803
4.6
7.9
8,074
21,623
4.7
12.6
5.8
3.7
34
0.3
14,152
8.3
0.2
195
2,097
1,311
1.9
20.6
12.9
7.1
5.1
4.9
0.6
6.3
1.0
2.1
2.3
2.2
8.7
2.4
1.2
18.5
19.6
73.1
721
522
502
1,053
10,708
1,793
3,522
3,976
3,734
14,900
4,036
2,034
511
401
157
888
5.0
0.9
3.9
1.5
8.7
5,003
1,327
6,544
3,797
45,397
199
15,676
2.9
0.8
3.8
2.2
26.5
0.1
9.2
10.2
6.6
6.1
4.1
2.0
10,158
99.7
171,265
100.0
5.9
88
19.3
3.5
12.4
Ag. Engr., NRM, and enrollment in technical programs at SLO.
Ind. Tech; includes Ag. Engr., Arch. E.n gr.
Architecture and City & Regional Planning.
English & Journalism.
Industrial Technology and Printing.
Chemistry and Physics.
Social Sciences and History.
Source: Preliminary data from Division of Institutional Research, Chancellor's Office.
[16]
/4 1
Not printed at State expense.
OI
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CALIFORNIA STATE POLYTECHNIC COLLEGE
SAN LUIS OBISPO
President's Report- 1968-70
The theme of this college during the period covered by
this report might be characterized as "working together."
It has been a time of progress at Cal Poly in the involvement of students in the governance of the college.
More than ever I am convinced that Cal Poly students
are prepared to learn and to accept responsibility. The
faculty and staff members are characterized by cooperativeness, willingness to work, genuine respect for one
another, and friendly interest in their colleagues and
their students.
There are three possible responses to college unrest:
it can be ignored, it can be suppressed, or it can be
reconciled; at Cal Poly we prefer reconciliation. We
acknowledge as a fact of life that some rules of conduct
are necessary for all members of the academic community, including students, faculty, and administrators. The
application of these rules, however, must be determined
in the light of each college's objectives and with appropriate consultation. This has been a paramount guideline
for the operation of Cal Poly.
The faculty has continued to demonstrate its genuine
interest in students, and in creating an environment in
which problems are capable of solution. During 1968-70
student representatives served on every college committee and council which was concerned with student
affairs. Their advice in many instances helped the administration to make decisions vital to the college. They
participated in discussions wth faculty members, department heads, deans, and vice-presidents without reticence,
but with dignity, dedication, skill, and integrity.
Elsewhere in this report attention is given to the college's growth and progress during 1968-70. Cal Poly is
the product of continued communication, consultation,
and teamwork by those who are dedicated to building
together.
[I]
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[2]
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Many publications of the college are not printed at
state expense, but receive support from the Alumni Association, the Cal Poly Foundation, and private· business
and industry. The information program for prospective
students and their parents, those interested in higher
education, and the general public, helps to assure that
qualified individuals from throughout the state have an
opportunity to participate in Cal Poly's significant statewide programs. Detailed ·information on specific topics
may be obtained by writing to the following:
The above symbol, which appears on Cal Poly publications, along with the college's official seal, shown on
page one, contributes to the college's graphic image.
Application for Admission
Campus Tours/ Publications
Catalogs (Enclose $ 1.25)
Entrance Examination
Extension/ Summer Sessions
Director, Admissions
Information Services
El Corral Store
Test Officer
Associate Dean,
Continuing Education
Graduate Study
The new symbol, used first in I 968, contains the college's initial letters; the small figures in the circle were
designed by Robert Reynolds to convey the college's coeducational nature and suggest affirmative teamwork.
This seal appears on the college's redesigned catalog,
on new publications describing curricula, and on the
newspaper Cal Poly Today, distributed to alumni and
friends of the college five times a year.
Associate Dean,
Graduate Studies
Scholarships and Loans
Financial Aid Counselor
Student Employment
Placement Office
Teaching Credential Programs Education Department
Veterans Affairs
Records Office
~@113
California State Polytechnic College
San Luis Obispo, California 93401
[3]
WORKING TOGETHER
Policy Development
Consultation
Major revision of the collegewide policy
and procedures manual has been completed.
The College Administrative Manual provides in an updated form general information on the college's administrative structure,
guidelines, and internally-developed guiding
regulations; it serves as a ready reference of
useful information on externally developed
policy statements under which the college
operates.
The dedication of individual organizations is not alone the basis for Cal Poly's
ability to demonstrate "working together."
Interaction is the key. This is most significantly expressed in a report to the Chancellor and the Board of Trustees of the
California State Colleges.
Entitled "Progress in the Educational
Process" the report notes: "Students are
h eavily involved in the policy-shaping responsibilities with membership on virtually
all of the committees. A simple procedure
to facilitate instruction in experimental
courses, provision for independent study,
special topic courses, the Senior Project, and
the Undergraduate Seminar all help to
make the curriculum Hexible and responsive
to changing needs. Heavy involvement by
students in various clubs and government
justifies the use of the term co-curricular
rather than extra-curricular. Students have
just published their first effort at evaluating
the quality of instruction."
The concept of working together is expressed in the bylaws of the Academic
Senate and of the Staff Senate and in the
constitution of the Associated Students, Inc.
These three bodies are the principal consulting groups to the college administration.
A Joint Assembly of the Academic and
Staff Senates represents all employees in the
formulation, recommendation and continuing review of the general educational policies and operating procedures of the college.
In addition, officers of both senates and of
the ASI have voting memberships on the
Administrative Council and President's
Gmncil which recommend policy actions
to the President.
[4]
Both communications and public relations
are stressed in the recruitment and training
of college staff members.
The college has also made progress in the
employment of minority group members, increasing 56 per cent during the I 969 calendar year. Some minority applicants who do
not pass the screening test have been employed in temporary junior clerk positions
to gain experience and trainin g for retesting
six months later to qualify for permanent
appoin tmen ts.
In a systematic series of meetings during
the period of this report the President has
met wi th every academic department and
with all the college's consultative groups to
keep open communications and to promote
the exchange of viewpoints. At times. it ~as
been h elpful to address letters of policy mformation to all students, faculty and staff
members. On other occasions Dr. Kennedy
has personally met with and joined in long
discussions with groups of students who had
concerns to express.
Communication of college policies relies
upon an internal weekly newsletter, Cal
Poly Report, frequent meetings among all
college groups, a newspaper published five
times per year for alumni and friends of the
college, Cal Poly Today, and reports by the
student news media, Mustang Daily and
KCPR-FM.
Wide dissemination of information about
college policies is practiced , and constructive
suggestions for improvement are welcomed.
During the nationwide period of tension
in M ay, 1970, wh en violence erupted on
many campuses, Dr. Kennedy twice met
with students on the library lawn for a
question-and-answer period resulting in increased mutual understanding.
Student concerns with the war in Vietnam, the environment, minority problems,
and a host of other issues are not alien to
Cal Poly. Ecology Action, Black Stu~e?ts
Union, Students for New Action Politics,
Movimiento Estudiantil Chicano de Aztlan,
and other groups have been formed by Cal
Poly students. They have met with ~allege
officials and worked for the resolution of
problems of mutual concern.
LEARNING TOGETHER
Academic Master Plan
Cal Poly's Academic Master Plan provides flexibility and innovation in the developmen t of curricula. Greater faculty
participation in long-range planning is encouraged.
Mathematics curriculum; and concentrations
in Economics under Business Administration , Government Service under Social Sciences, and Pollution Control under Environmental Engineering.
During 1969-70 the college initiated
Bachelor of Science degree programs in
Computer Science and in Engineering
Technology, Bachelor of Arts curricula in
History and Speech, and the Master of
Science in Agriculture with concentrations
in Soil Conservation and International Agriculture. Concentrations were developed for
Printing Management and Printing Education within the Printing Technology and
Management degree.
Options and concentrations also give the
Cal Poly student an opportunity to pursue
special interests and qualify for new job
opportunities.
Student involvement in practical aspects
of a future career help bring about a deep
commitment to the field , or result in a decision to choose another area of endeavor.
Ability to change is often cited as the key
to academic relevance; Cal Poly curricula
during the past two decades has continually
changed and expanded.
Future Programs
The changing curricula are reflected in
the new academic organization of seven
schools announced in the spring of 1970.
The seven schools are: Agriculture and
Natural Resources, Architecture and Environmental Design, Business and Social
Sciences, Communicative Arts and Humanities, Engineering and Technology, Human
Development and Education, and Science
and Mathematics.
Academic programs put into effect during
1968-69 were: Bachelor of Science degree
curricula in Child Development, City and
Regional Planning, and Natural Resources
Management; the Master of Arts in English
and in Mathematics; Master of Science in
Applied Mathematics, Home Economics,
and Physical Education; options in Computer Science and in Statistics within the
Authorized for 1970 are the Bachelor of
Science in transportation engineering, bringing to 42 the number of bachelor's degree
curricula offered, and two new master's degree programs. The Master of Engineering
degree and the Master of Business Administration will be offered in addition to the
graduate degrees available in Agriculture,
Applied Mathematics, Biological Sciences,
Education, English, Home Economics,
Mathematics, and Physical Education.
During 1970 the college will also introduce eight additional concentrations for
both undergraduate and graduate studies.
These include Plant Protection ( under
Crops Science); Manufacturing Management and Sales, and Service and Teaching,
( under Mechanized Agriculture); Public
Relations-Advertising, Photo-journalism and
Broadcast Media (under Journalism) ; and
General Agriculture under the M.S. degree
in Agriculture.
Included in the Academic Master Plan
for future years are the following degree
programs: B.S. in Animal Technology,
Behavioural Science, Construction Engineering, Economics, Engineering Science,
Industrial Arts, Landscape Architecture,
Measurement Science, and Statistics; B.A.
in Political Science; Master of City and
Regional Planning; Master of International
Agriculture; and Master of Science in Architectural Engineering, Chemistry, Computer
Science, Construction Engineering, Industrial Arts, Landscape Architecture, and
Physics.
[5]
Elementary Supervision, Secondary Supervision, Elementary Principalship and Secondary Principalship. The credential programs are accredited by the California State
Board of Education.
Opportunity and Relevance
Reflecting contemporary concerns are a
new interdisciplinary program in Ethnic
Studies and a growing Educational Opportunity Program. In the former, over 45
courses were separately listed in the catalog
and a collegewide interdisciplinary committee was established to guide the program,
followed by formation of an Ethnic Studies
Department. The underlying premise of
Ethnic Studies is that in studying the society and culture of a people, a combination
of several disciplines can be utilized to produce comparative insights and a more comprehensive knowledge.
In 1968 the College began participation
in the Educational Opportunity Program
jointly sponsored by federal and state agencies. Designed to help minority and low
income students get a college education, it
provides financial assistance, tutoring, curriculum advisement, counseling, and vocational guidance services. California State
Colleges entrance requirements may be
waived for a limited number of high school
graduates and college transfers. A total of
22 EOP students were enrolled during
1968-69, and 49 during 1969-70. Pending
availability of funds, EOP enrollment is expected to be 100 by September, 1970.
[6]
Accreditation of Cal Poly as a four-year
degree-granting institution was renewed by
the Wes tern Association of Schools and
Colleges in 1970.
Library
Accreditation
During 1969 five programs were submitted for consideration by the Engineers'
Council for Professional Development, and
all five received accreditation: aeronautical,
electrical, electronic, industrial and mechanical engineering. Prospects for additional accreditation in engineering and technology
programs in the near future are favorable.
In addition the curriculum in chemistry has
been reaccredited by the American Chemical Society. The five-year curriculum leading to the Bachelor of Architecture degree
is fully accredited by the National Architectural Accrediting Board.
In the spring of 1970 two teacher education programs were reaccredited for full
five-year terms: the program leading to the
Standard Teaching Credential with Specialization in Elementary Teaching, and the
Standard Teaching Credential with Specialization in Secondary Teaching. Three-year
initial accreditation was granted to programs
leading to the Standard Designated Services
Credential with Specialization in Pupil Personnel Services, and to the Standard Supervision Credential with Specializations in
The Walter F. Dexter Library has been
adding to holdings at a greatly-increased
rate, and has been experiencing growing requests for service.
Total holdings increased from 338,644_ to
561 14 7 with non-book materials increasmg
fro~ 129,027 to 272,935. The figures reflect current research needs for microfilms,
microcards and microfiche.
Cataloged book materials increased from
205,659 volumes to 271,219, including
many gifts. Outstanding among the latter is
the personal library of Dr. Harold W. Hoots
of Menlo Park, a collection of $4,000 worth
of geology materials.
Approximately 200,000 government d?cuments, maps, and pamphlets are not mcluded in the above statistics. Through the
efforts of Congressman Burt L. Talcott th~
library was designated as a federal depository in 1969 , becoming an important document and research resource for the central
coast of California.
The rise in service requests is shown by
a loan increase of 23.2 per cent, in-library
use increase of 52. 5 per cent and reference
question increase of 35.3 per cent.
College of Further Education. Since 1967 it
has had a basically agricultural orientation,
assisting the Natural Resources Development College.
In 1969 Cal Poly began programs to
assist the University of Botswana, Lesotho
and Swaziland in teacher training and agriculture. The Cal Poly program is the first
Agency for International Development project in these three independent countries in
southeast Africa.
A proposed $6 million dollar library
structure designed to serve 12,000 full-time
equivalent students is among several seriously-needed college facilities now being
considered for funding in the 1971-72 State
budget. Last year 11,300 students used
library facilities intended for a student body
of 6,600.
The Office of International Education coordinates a Peace Corps internship program
preparing Cal Poly agriculture graduates for
volunteer service in Thailand, and supervises study abroad by Cal Poly students.
For 18 years the college has cooperated
in training foreign students for the Agency
for International Development.
Enrollment for the Fall Quarter, 1969,
neared 11 ,300 and the college, handicapped
by lack of office space for instructors and the
delay of such needed facilities as new classrooms and the library, was compelled to
tum away large numbers of qualified students for the Fall Quarter, 1970.
By the spring of 1970 it was evident that
thousands of eligible applicants who hoped
to enroll for the Fall Quarter, 1970, would
not receive acceptances.
As with other colleges in California, Cal
Poly's enrollment surge is the result of several factors. More students are deciding to
attend college after high school graduation,
more of those who do attend continue until
they earn a degree, and more remain for
graduate studies. In addition, Cal Poly offers
subjects not common to all state colleges,
attracting students from throughout California.
International Education
The college programs in international
education have continued to grow. Under
contracts with the Agency for International
Development of the United States Department of State, the college continued programs in Guatemala, Thailand and Zambia.
Cal Poly instructors work in Guatemala
at the National School of Agriculture,
Barcena, and with an experimental mobile
school project which has proven successful
in improving agriculture. In Thailand, Cal
Poly provides assistance in development of
agricultural education teacher training and
provides advice to Bangpra Agricultural College. The Zambia project, initiated in 1963,
began with assistance to the Evelyn Hone
would probably be ahead of schedule. The
college began the development of criteria
which would insure the admission of students to programs of a statewide nature,
provide for redirection of those unable to
find majors of their choice, and give appropriate recognition to the priorities of community college transfers, local high school
graduates, veterans and others.
Enrollment Trends
The growth of enrollment to 9711 by
the Fall Quarter of 1968 indicated the approach to the college's planned 1972 ceiling
of 12,000 full time equivalent students
With classroom and laboratory utilization
at or above standards, Cal Poly can't readily
solve enrollment problems by hiring more
faculty members, even if funding for salaries
were available. Until the college is able to
obtain actual facilities , further increases in
enrollment must be postponed.
At the beginning of the 1970-71 academic year it appeared that additional facilities were deferred indefinitely.
[7]
BUILDING TOGETHER
Facilities
Building projects completed or under
construction during 1968 included Yosemite
residence hall, one of the three best dormitory designs in the nation's colleges for
1969. The federally-financed $3. 7 million
complex houses both men and women students.
provide right of way for a new campus entry
via Highland Avenue, but lack of State
funds deferred the new road construction.
In the spring of 1970 a previously-funded
relocation project located a $188,000 track
and field facility along Slack Street.
The major campus building project for
1970 remained the Julian A. McPhee College Union, a $3 million building paid for
by student fees and student store proceeds,
and planned to include a new student store.
Economic Impact
Science North is a $1.67 million addition
to the college science facilities. The buildhas more than 40,000 square feet of instructional capacity including lecture rooms,
science laboratories and a marine biology
laboratory. Some 3 50 biological science
majors and 25 graduate students are among
those utilizing these new facilities.
The Computer Science Building, completed at a cost of $ 1.5 million, houses the
Computer Center, instruction in the new
Computer Science degree program, general
lecture rooms and drafting laboratories.
Relocation of the Ornamental Horticulture Unit and additional construction during 1969 developed a modem $300,000
instructional laboratory and field area. In
1970 relocation of the Swine Unit at a cost
of $160,000 was undertaken in order to
[8]
Cal Poly's influence on the economic
well-being of the surrounding community is
significant. It is the largest industry in the
area, creating great demands for housing,
goods and services in San Luis Obispo and
surrounding towns. The college not only
attracts students and faculty members, but
brings many visitors to the Central Coast,
through the prestige of its programs in agriculture, engineering, architecture and other
subjects.
The total college payroll increased
from $13 , 830,053.45 in 1968-69 to
$16,792,434.31 in 1969-70. The combined
economic impact of the total college payroll
(State, Cal Poly Foundation, Associated
Students, Inc., Federal and other programs)
can only be estimated; by 1972 it is expected to reach $26 million.
In 1968 Eugene L. O 'Connor of the
Business Administration Department reported that each additional 100 Cal Poly
students represents $73,560 on the payroll.
Financed by a grant from the State Real
Estate Education and Research Fund,
O'Connor's study noted that Cal Poly students comprised 21.6 per cent of the San
Luis Obispo population in 1967. It esti-
mated student expenditures at $1170 each
for rent, food , gas, services, entertainment
and other living costs.
Aecom pl ishment
The process of creating Cal Poly involves
more than constructing new buildings and
increasing enrollment and faculty numbers.
The confidence which society places in Cal
Poly is the product of a reputation which
has been developed over a long period of
time by hard work and solid accomplishment.
The size of the campus is directly related
to its historic role as a leading school of
agriculture. With one of the nation's largest
undergraduate enrollments the School of
Agriculture and Natural Resources offers 14
undergraduate degree programs, some of
which were among the first offerings of the
college and led the way in bringing national
recognition to Cal Poly.
Regarded by the architectural profession
as one of the strongest programs of its kind
in the United States, Cal Poly's School of
Architecture and Environmental Design is
also the country's largest. Attracting visiting
lecturers from throughout the world, the
school stresses faculty-student interchange
and laboratory application of theory.
The School of Engineering and Te~hnology is a major source of engineers for mdustry in the Western U .S. Uniqu~ de~ree
programs in Transportation Engme~rmg,
Environmental Engineering and En~meering Technology attract national attention.
Among the best known of Cal Poly's
seven academic schools, these three are
representative of the college's aims and
achievements.
CO-CURRICULAR
ACTIVITIES
president. The CUBG began to function in
1969 and appointed both building and program managers in l 970.
Student Government
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A highly-developed system of student
government at Cal Poly is the outstanding
feature of the college's co-curricular programs. Experience of a practical nature, not
as an "extra" activity, is the keynote.
The Associated Students, Inc. operates
through a legislative branch, the Student
Affairs Council; an executive branch, the
Student Executive Cabinet; and a Student
Judiciary.
Student committees important to the
functioning of the co-curricular programs
include election, finance, awards, fundraising, and codes and bylaws committees.
Students work in committees to carry the
responsibility for such important college~ide events as homecoming, faculty evaluation by students, the intramural program,
leadership conference, spring sing and development of a traditionally-prizewinning
Rose Parade Boat.
College Union
Completion of the Julian A. McPhee
College Union will fulfill a long-time campus need for a central meeting place, student government location and recreation
center.
The students have developed a separate
governing body for management and use of
the Union. The College Union Board of
Governors includes 12 students, representatives of faculty, staff and alumni organizations, business managers of two auxiliary
organizations of the college, and the college
Student Orientation
A unique program for Cal Poly's new
students is known as WOW. Week of Welcome is an on-campus program which brings
new students together, along with faculty
members and returning students who serve
as welcoming counselors.
In addition to campus actIV1t1es, which
usually include a personal visit to the President's office, some of the new students attend camping sessions on the coast for two
and one half days of recreation and discussion at Ocean Pines and Pinecrest.
The Union will include offices for student government, the activities program,
business operations of the Union itself, the
Associated Students, Inc., the Cal Poly
Foundation, and the college store. The
latter will occupy a specially-designed area
of the building with all operations moved
from the library area which has been utilized in past years.
Recreational facilities of the building will
include a IO-lane bowling alley, 12 billiard
tables, a hobby and handicraft shop, a
photographic darkroom, and poster and
duplicating services shop.
Other facilities of the College Union are
a snack bar and lounge, barber shop, information desk, study lounge, several conference rooms and a large multi-purpose room.
The latter will seat from 1200 to 1400 persons for movies and lectures and may be
used also for dances, banquets, and other
activities.
A large patio connecting the College
Union, store area and student cafeteria will
provide a natural meeting place and forum
for students.
The WOW program helps to convey to
new students the many ways in which Cal
Poly is their college and to prepare them
for responsible citizenship in the Cal Poly
community.
For freshmen the WOW program combines guidance testing and registration with
campus tours, a beach party, hikes, dances
and other events. To increase their understanding of Cal Poly's programs, parents are
also invited to a reception during WOW
week.
[9]
Governing Boards
Special Interest Groups
Six groups organized by students to
govern their own activities include the Publishers Board, College Program Board, Welcome Week Board, Music Board of Control,
Board of Athletic Control, and Poly Royal
Board.
College records show that each student
is involved in an average of two Cal Poly
activities per quarter. Special interests may
range from international student organizations, service organizations and honor societies, to hobby and special interest clubs or
departmental organizations. Many have been
part of Cal Poly campus life for decades,
such as the Rodeo Club, the Young Farmers, Cal Poly 4-H Club and Block P lettermen's society. Others emerged during recent
years, such as Youth for a New America,
California College Republicans, and People
to People.
Their activities are many and varied. Cal
Poly's student newspaper, Mustang Daily,
became an offset paper during 1969. Edited
ii
Athletics
The athletic program continues to be an
integral part of the total physical education
program, an important part of campus life,
a motivator for student participation in collegiate or intramural sports, and a builder
of esprit de corps among students, alumni,
faculty and staff.
I
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by journalism students and printed by students in graphic communications, it is
supervised by the Publishers Board. During
1969 and 1970 the college FM station,
KCPR, also developed an extensive boardcasting schedule and became part of the
Journalism Department's instructional program.
Through their boards the students conducted music tours of various California
communities, hosted some 60,000 visitors to
the annual Poly Royal open house, and
fielded athletic teams of national note.
[IO]
In contrast to colleges which concentrate
on building a one-sport dynasty, Cal Poly's
broadly balanced eleven-sport intercollegiate
program achieved national attention in more
than one area.
The wrestling team won the college division national championships in 1966, 1968,
1969 and 1970. Cal Poly grapplers are undefeated by any California college or university team in 90 consecutive dual meets;
the California league championship has
been Poly's for the last eight years. In the
university division the wrestlers placed fifth
in 1969, the highest NCAA university division ranking ever won by a California team.
In 1969-70 the track and field team won
the NCAA college division championship
for the third consecutive year, including the
college's first individual track and field
championship in the university division, in
the triple jump.
The Cal Poly rodeo team won the National Intercollegiate Rodeo Association
championship for 1969-70, as well as continuing its traditional state leadership. The
tennis team finished second in the NCAA
college division tournament in 1970.
Football fans enjoyed two consecutive
winning seasons; the Mustangs finished
1968 with a 7-3 record; and 1969 with 6-4.
COMMUNITY
RELATIONS
Town and Gown
Relations between the College and the
community have continued to progress. Faculty, staff and students participate amicably
in community affairs. Student-initiated community services ranged from individual volunteer programs, such as the One-to-One
Tutorial Project for which direction was
provided by Education Department faculty
members, to large-scale assistance provided
during a flood.
Town-gown relationships are best illustrated by the fact that a member of the
faculty, Kenneth Schwartz, was elected
Mayor of San Luis Obispo in a 1969 election not dominated by Cal Poly voters.
Trustees Visit
Cal Poly hosted the Board. of Tr1:1stees of
the California State Colleges m Apnl, 1969.
Some 35 news media representatives accompanied the trustees and viewed Cal Poly.
During the meeting students ~verflowed _the
final camps session, quietly dis:pl~yed signs
both for and against trustee policies. ~overnor Ronald Reao-an received a letter signed
by more than 1~000 students praising the
no-strike attitudes of Cal Poly faculty. T mstees responded with a resolution commending faculty and students who upheld orderly
process and show~d respect f?r the cause
and integrity of higher education.
Convocations
In a series of convocations and special
events a yariety of speakers representing
various viewpoints have addressed Cal Poly
audiences.
In 1968-69 speakers included Richard
Armour, satirist and author of many books
of humor, and Dick Gregory, black comedian and lecturer. George L. Brand, editorin-chief of the San Luis Obispo TelegramT ribune, then director of the Office of
Public Information, U. S. Department of
Health, Education and Welfare, delivered
the commencement address.
The visit was marked by repeated expression of admiration for Cal Poly's spirit of
courtesy and friendliness. Dissent wa~ publicly expressed, it was noted, but did not
exceed the bounds of responsibility.
Nearly 200 men and women students
joined in Operation San Luis Obispo, the
instantaneous response to the plight of flood
victims during the January, 1969, "hundredyear" storm. They helped protect threatened
homes alono San Luis Creek, assisted in
rubbish rem~val and worked at night to fill
1,200 sand bags at the city corporation yard.
Convocation speakers in 1969-70 "."ere
William Randolph Hearst, Jr., Pulitzer
Prize winning journalist, who spoke o~ the
international scene, and attorney Loms H.
Heilbron of San Francisco, past president of
the State Board of Education and first chairman of the Board of Trustees of the California State Colleges.
In Operation Handclasp students collected 43,000 pounds of clothing, toys ~nd
candy and $1,200 for additional clothmg,
and arranged for its distribution by an alm~nus serving with the Marine Corps m
Vietnam.
In his nationally-syndicated "Editor's Report" Hearst wrote of Cal Poly : "I want to
take this opportunity to person~lly th~nk
the student body for its courtesy m hearmg
me out and for making academic freedom
a living truth. It was hard to believe that
[11]
even at that time hundreds of other college
campuses were either shut down or in utter
disorder because of student anti-war demonstrations. Were these a special breed?"
As 1970 commencement speaker, S. I.
Hayakawa, President of San Francisco State
College, was well-received by his audience
of graduates and their parents and families.
"I was assured that there were many in
my audience who also felt strongly against
the war. Disorder and the shouting down
of unwanted opinions, however, are not the
rule of life at Cal Poly."
"There, all points of view are examined
and discussed in an atmosphere of true
academic freedom."
"The stress on practical education for
future employment is so dominant that the
first thing you see when entering the administration building is the placement
bureau."
Discussing the goals of education, Dr.
Hayakawa said that one goal is that everyone must be able to earn a living, an area
in which Cal Poly excels.
Placement
In a college which stresses occupational
preparation, as Cal Poly does, the acce~tance of its graduates is perhaps more crucial
and also easier to evaluate than that of colleges with more abstract goals and int~~gible indicators. The men in the best position
to know believe that employment placement
opportunities for students at Cal Poly_ are
the best among public colleges and umversities in the Western United States. They
have rated Cal Poly's placement operation
first among those of 39 tax-supparted c~lleges and universities studied by a c~mm1ttee of specialists in employee recru1t~ent
representing business, industry, and h1~her
education. The study was under ausp1~es
of the Western College Placement Association.
A student comes from Cal Poly, he said,
prepared for "a life where his services are
important enough to society so someone
other than the welfare department will pay
him to keep him alive."
He cited the diversity of people attending
Cal Poly as evidence of substantial freedoms
in an open society.
"There is more to it than that, of course.
Obvfously the spirit which prevails at Cal
Poly is also the result of teaching by a staff
dedicated to the job of providing such an
education . . . It is high time the system
got a top to bottom overhauling. With Cal
Poly as the model."
[12]
Later, in a news column, Dr. Hayakawa
wrote in praise of instructors with practical
experience in industry: "Such faculty
'models' at Cal Poly influence their students
not only through their intellectual knowledge, but also through the wisdom they
have gained from practical experience. Perhaps that's what all colleges need . . . more
professors who are acquainted with the
world outside the classroom."
In addition to its first place among taxsupported colleges and universities, Cal Poly
was second among a total of 61 public and
private colleges and universities rated by
the recruitment representatives.
It is in the world of work and in the
larger community of every day life and
interaction, that the test of Cal Poly takes
place. Graduates who are involved, produ_ctive, and constructive take their place m
countless communities which have need of
their practical skills and active leadership.
Table I.
Major
TOTAL ENROLLMENT BY MAJOR
Fall 1962 - Fall 1969
Table II.
1962
1963
1964
1965
1966
1967
1968
1969
182
22
91
437
109
100
133
21
40
102
225
17
87
446
130
95
135
29
39
107
252
47
97
434
128
95
160
27
47
98
279
32
93
438
129
96
158
46
38
106
312
30
82
450
116
100
149
57
38
107
337
61
97
425
117
100
137
55
29
120
81
32
68
98
40
65
109
38
73
110
49
70
108
58
67
134
52
53
378
38
104
469
135
93
153
62
28
122
21
157
36
68
428
62
79
484
113
106
146
69
36
130
88
194
45
81
1418
1513
1605
1644
1674
1717
1864
2070
293
331
387
484
553
615
667
1
311
69
141
110
575
76
336
72
146
133
422
183
377
57
168
128
369
268
462
63
194
123
357
306
531
64
220
123
425
319
664
81
242
105
684
46
553
381
733
120
337
119
803
195
520
439
734
118
443
150
34
TOTALS
1592
Applied Sciences
Biochemistry
17
Biological Sci.
201
Chem.
Comp. Sci.
History
Mathematics
181
Physics
Social Sci.
259
1669
1722
1963
2154
2451
2973
3436
19
242
23
268
19
278
45
28
318
51
42
350
70
50
374
76
200
238
309
58
565
331
603
406
64
636
71
424
75
70
153
482
82
735
Agriculture
Ag. Bus. Mgmt.
Ag. Ed.
Ag. Engr.
Animal Hush.
Crops
Dairy
Farm Mgmt.
Food Ind.
Fruit Prod.
Mech. Ag.
Nat. Res. Mgmt.
Orn. Hort.
Poultry Ind.
Soil Science
TOTALS
Applied Arts
Business
Child Devel.
Educ.
English
Home Ee.
Journalism
Physical Ed.
Printing
Speech
TOTALS
Architecture
Architecture
Arch. Engr.
City Reg. Plan
ENROLLMENT OF REGULAR STUDENTS BY CLASS LEVEL,
LIMITED STUDENTS, AND MEN AND WOMEN STUDENTS,
Fall 1960 - Fall 1969
393
514
290
57
543
729
916
1118
1232
1329
1456
1006
2092
461
554
693
705
518
931
1281
1248
102
63
461
554
693
705
518
931
1281
1413
60
TOTALS
Engineering
Aeronautical
Electrical
Electronic
Engr. Tech.
Environmental
Industrial
Indus. Tech.
Mechanical
Weld. & Met.
180
148
496
202
143
516
216
159
574
214
140
470
225
132
463
260
125
492
286
139
568
85
112
131
375
41
104
101
131
395
45
109
111
140
398
36
105
101
212
397
42
125
119
244
408
49
147
112
253
363
48
148
103
290
411
42
336
139
626
145
122
111
352
386
51
TOTALS
Unknown
Campus Totals
1898
33
5801
2060
21
6310
2296
23
6904
2174
2339
1547
1987
2268
7225
7740
8355
9711
11279
Part A.-Enrollment of Regular Students by Class Level, & % Lower Div.
Year
(Fall)
Fresh
Soph
Junior
Senior
1960
1961
1962
1963
1964
1965
1966
1967
1968
1969
1438
1736
1872
1901
2244
2233
2059
2088
2473
2927
1357
1359
1661
1761
1301
1502
1629
1700
1830
2463
1000
930
1015
1218
1386
1356
1567
1662
2114
2306
654
761
846
940
1481
1633
1993
2255
2607
2832
Part B-Enrollment Status
Fall
Under- % Lower
Grads Division Grads.
4449
4789
5394
5820
6412
6724
7248
7705
9024
10528
Fall
Men
4.6
5.2
6.8
6.4
5.6
5.1
4.1
4.9
10.6
10.8
1960
1961
1962
1963
1964
1965
1966
1967
1968
1969
3886
3999
4386
4778
5211
5348
5653
5946
6915
7999
216
263
339
402
382
370
321
412
1034
1225
4713
6101
6801
6310
6904
7225
7740
8355
9711
11279
48
49
68
88
110
131
171
238
687
751
4497
4838
5462
5908
6522
6855
7419
7943
9711
11279
Part C-Enrollment by Sex
Individuals
%
Reg. Limited Total Limtd.
1960 4497
1961 4838
1962 5462
1963 5908
1964 6522
1965 6855
1966 7419
1967 7943
1968
8677
1969 10054
62.8
64.6
65.5
62.9
55.3
55.5
50.9
49.2
48.7
46.7
Total
Reg.
%
Women Total Worn.
827
1102
1415
1532
1693
1877
2087
2409
2796
3280
4713
5101
5801
6310
6904
7225
7740
8355
9711
11279
17.5
21.6
24.4
24.3
24.5
26.0
27.0
28.8
28.7
29.1
[13]
Table Ill.
AVERAGE SCHOLASTIC APTITUDE TEST SCORES OF
GEOGRAPHIC ORIGIN OF STUDENTS
Table IV.
FIRST-TIME FRESHMEN, BY MAJOR
Fall 1960 and Fall 1969
Fall 1963 and Fall 1969
Counties
of Origin
Fall 1969
Fall 1963
Major
ABM
AE
AH
Crops
Dairy
FM
Food Ind.
FP
MA
NRM
OH
ss
TOTAL
No. of Average SAT Scores No. of Average SAT Scores
Students Verbal Math Total Students Verbal Math Total
421
446
406
402
334
402
467
646
437
462
339
487
854
723
889
396
392
426
472
821
864
433
480
553
463
986
943
29
6
45
3
4
2
5
1
6
12
16
7
142 Av. 413
462
875
29
8
49
9
4
20
0
4
4
878
991
843
0
7
5
443
468
486
386
437
611
461
412
432
496
476
444
480
561
522
644
536
492
500
403
511
521
477
475
924
1019
1008
929
973
1004
961
815
943
1018
954
919
136
466
504
970
505
470
462
478
466
488
471
488
964
930
971
965
1013
923
914
1004
450
483
933
439
435
490
415
428
426
442
429
430
457
865
877
919
845
885
70
21
40
122
30
32
16
17
459
460
509
486
520
434
443
516
TOTAL
226 Av. 443
445
887
348
479
483
962
B. Chem.
Bio. Sci.
Chem.
Com. Sci.
History
Math
Physics
Soc. Sci.
2
54
12
0
0
39
12
104
448
461
464
456
469
504
904
930
968
474
464
458
582
504
438
1056
963
896
13
69
12
13
14
72
21
83
523
494
536
485
499
485
484
567
528
591
585
518
609
621
488
1090
1022
1128
1070
1017
1094
1167
973
TOTAL
223 Av. 462
476
938
297
495
549
1045
Arch.
117
449
544
992
147
499
593
1092
Aero
EE
EL
Environ.
ET
IE
IT
ME
Metall.
46
23
101
11
0
499
473
498
410
590
575
579
499
1089
1048
1077
909
466
394
468
388
566
479
572
428
1032
873
1040
816
87
24
109
21
4
21
61
5
493
501
494
462
494
471
468
485
466
588
622
598
572
493
602
519
597
506
1081
1123
1093
1035
988
1073
987
1083
1072
TOTAL
274 Av. 457
544
1002
338
488
593
1082
543
1030
Bus.
Child Dev.
Eng.
HE
Journ.
PE
Pr.
Speech
College
53
0
24
80
13
32
24
0
13
14
61
5
970 Av. 452
602
954
6
1267
545
486
Note: Excludes first-time freshmen in two-year technical programs in
Agriculture. Figures for averages are rounded.
[14]
1960
No.
%
Alameda
178 3.3
Amador
3 0.1
Butte
8 0.2
Calaveras
2
Colusa
4 0.1
Contra Costa 126 2.7
Del Norte
3 0.1
El Dorado
14 0.3
Fresno
82 1.7
Glenn
11 0.2
Humbgldt
30 0.6
Imperial
31 0.6
Inyo
14 0.3
Kern
168 3.6
Kings
38 0.8
Lake
12 0.2
Lassen
11 0.2
Los Angeles 946 20.1
Madera
27 0.6
Marin
37 0.8
Mariposa
0
Mendocino
21 0.4
Merced
30 0.6
Modoc
3 0.1
Monterey
94 2.0
Napa
16 0.3
Nevada
6 0.1
Orange
115 2.4
Placer
15 0.3
Plumas
4 0.1
Riverside
63 1.3
Table V.
1969
No. %
379 3.58
10 .09
47 .41
8 .08
20 .18
472 4.19
7 .06
21 .19
241 2.13
16 .14
54 .48
42 .37
15 .13
484 4.3
118 1.05
14 .12
11 .2
1734 15.3
55 .49
149 1.32
7 .06
47 .4
83 .73
8 .07
316 2.8
57 .5
21 .19
338 3.
28 .25
3 .03
151 1.12
1960
No.
%
1969
No. %
Sacramento 110 2.3
12 0.2
San Benito
S.Bernardino 116 2.4
San Diego 107 2.3
San Francisco 79 1.7
San Joaquin 46 1.0
S. L. Obispo 473 10.0
San Mateo 129 2.7
Sta. Barbara 263 5.6
Santa Clara 133 2.8
47 1.0
Santa Cruz
14 0.3
Shasta
11 0.2
Siskiyou
42 0.9
Solano
40 0.8
Sonoma
67 1.4
Stanislaus
13 0.3
Sutter
10 0.2
Tehama
1
Trinity
83 1.8
Tulare
8 0.2
Tuolumne
116 2.5
Ventura
16 0.3
Yolo
3 0.1
Yuba
224 1.98
31 .27
202 1.8
226 2.
167 1.39
186 1.65
154513.2
338 3.
806 7.1
615 5.4
100 .89
37 .33
23 .2
81 .72
99 .87
147 1.3
57 .5
17 .15
1
284 2.52
31 .27
324 2.87
47 .41
9 .7
Counties
of Origin
California 4053 86.0
OtherStates 374 7.9
286 6.1
Foreign
Total
Enrollment 4713 100.0
FINANCIAL AID TO STUDENTS -
10544 93.5
248 2.2
488 4.3
11279 100.0
LOANS
1969-70
1968-69
Students Amount Students Amount
Loans:
30-day loans
(applications: 2652, 2668)
1-year institutional Joans
1562
121
$
79,560
1351
24,200
165
77,040
$
30,887
39
18,780
23
15,230
National Defense Student Loan
426
266,902
470
303,318
Federal Guaranteed Student Loans
998
795,887
1653
1,650,653
85
42,917
99
162
55,725
134
3698
$1,400,632
3895
United Student Aid Fund
Educational Opportunity Grants
Work Study Program
TOTAL
-
56,247
48,464
$2,181,839
Tobie VI.
BACHELOR'S DEGREES AWARDED BY MAJOR,
Tobie VII.
COMPONENTS OF FALL ENROLLMENT, 1962 -
1969
AND TOTAL MASTER'S DEGREES
1959-60 Major
Agriculture
Ag. Bus. Mgmt.
Ag. Engr.
Animal Hush.
Crops
Dairy
Farm Mgmt.
Food Proc.
Fruit Prod.
Mech. Ag.
Orn. Hort.
Poultry Ind.
Soil Science
1968-69
Undergraduate Students
Fall
59-60 60-61 61-62 62-63 63-64 64-65 65-66 66-67 67-68 68-69
10
43
12
17
17
16
28
17
10
11
14
20
37
18
13
10
7
17
5
7
19
6
25
4
8
12
154
1
15
9
7
19
19
17
43
15
17
22
3
5
16
7
3
12
22
11
58
21
17
23
5
10
12
8
6
13
43
15
63
20
15
19
3
7
17
9
4
15
46
16
57
29
13
17
7
7
19
16
5
19
44
9
59
16
15
37
10
11
25
11
12
18
64
16
67
24
15
28
11
8
14
9
11
4
45
18
57
20
13
31
20
8
25
18
9
16
137
163
179
206
220
251
267
271
278
2
39
15
17
17
11
19
13
61
1
16
6
23
14
24
34
63
1
36
10
32
12
37
32
72
0
40
10
26
13
31
56
95
3
57
7
29
21
31
85
71
34
64
9
33
13
46
89
13
67
56
7
31
27
66
117
1
63
99
9
38
21
72
137
1
114
133
8
49
26
TOTALS
114
Applied Sciences
B~oche_mistry
4
B10log1cal Sci.
14
Mathematics
70
Physics
8
Chemistry
8
Social Sci.
16
120
158
225
224
299
365
346
420
468
8
12
49
14
14
17
9
15
48
14
14
12
6
19
53
12
12
16
6
26
61
10
10
29
8
32
57
7
7
46
6
53
61
5
5
50
6
32
77
9
8
102
10
51
80
9
3
112
13
62
94
9
13
120
TOTALS
Architecture
4-year degrees
5-year degrees
112
100
98
106
132
150
180
234
265
311
45
43
36
42
67
71
6
67
7
80
39
92
47
117
65
TOTALS
Engineering
Aeronautical
Electrical
Electronic
Environmental
Industrial
Indus. Tech.
Mechanical
Metallurgical
45
43
36
42
67
77
74
119
139
182
53
30
54
18
15
38
25
68
18
16
40
17
58
14
23
25
26
64
17
13
31
21
57
12
26
22
28
73
24
21
33
24
69
25
17
31
25
48
24
17
37
21
55
15
22
111
112
77
6
68
11
73
7
71
5
50
11
83
8
67
8
35
34
70
27
31
75
75
16
TOTALS'
Applied Arts
Business
Education
English
Home Ee.
Journ.
Physical Ed.
Printing
Tech. Arts
TOTALS
29
9
12
1
26
21
16
326
320
271
266
294
706
51
677
65
690
53
776
66
856
70
315 296 316 225 363
984 1082 1163 1273 1537
98 135 163 149 199
Campus Totals 757 742 743 842 926 1082 1217 1326 1422 1736
I
Technical Certificates in Agricultural curricula (not included above):
30
21
14
35
47
41
51
44
27
29
Bachelor's
Master's
First-Time New Returning &
Freshmen Trsfrs. Continuing
1962
1963
1964
1965
1966
1967
1968
1969
Tobie VIII.
1297
1258
1499
1116
1304
1285
1595
1721
760
319
881
875
1035
1136
1581
1714
3486
3897
4223
4884
5016
5448
5848
7093
Totals
Graduate
Students
Total
Enrollment
258
336
301
339
384
501
687
751
5801
6310
6904
7214
7739
8370
9711
11279
5543
5974
6603
6875
7355
7869
9024
10528
LIBRARY HOLDINGS, JUNE 30, 1968 -
JUNE 30, 1970
Holdings
7/1 / 68
Net
Add.
Holdings
6/ 30/ 70
160,970
13,471
17,268
5,746
695
492
7,017
3,958
54,350
2,320
6,404
149
10
168
2,159
13,035
215,320
15,791
23,672
5,895
705
660
9,176
16,993
209,617
78,595
288,212
5,321
9,631
12,750
5,297
94,643
1,385
279
3,985
2,389
1,809
49,810
85,631
05
5,600
13,616
15,139
7,106
144,453
85,631
1,390
129,027
143,908
272,935
338,644
222,503
561,147
Volumes
L. C. Collection
Children's Books
Bound Periodicals
Bound Documents
Herd Books
Pre Catalog
Textbooks
Non-Processed Books
Non Book Materials
Curriculum Guides
Audio-Visual & Teaching Aids
Senior Theses
Microfilm
Microcards
Microfiche
College Catalog
TOTALS
[15]
Table IX.
COMPARATIVE DISTRIBUTION OF ENROLLMENT IN
PROGRAMS LEADING TO A BACHELOR'S DEGREE, CAL POLY,
SAN LUIS OBISPO, AND ALL STATE COLLEGES, FALL 1969
Subject Fields
Agricultural Sciences 1
Area and Ethnic Studies
Biological Sciences
( & Biochem.)
Business Administration
Creative Arts (Art, Music,
Speech, etc.)
Education (Includes Child
Dev.)
Engineering 2
Environmental Design 3
Foreign Languages
Health Sciences & Nursing
Home Economics
Humanities 4
Industrial Arts & Tech. 5
Law Enforcement & Admin.
Mathematical & Computer
Sciences
Natural Resources
Physical Ed. & Recreation
Physical Sciences 6
Social & Behavioral Sciences 7
Special Major
Undeclared Major
TOTALS
1 Excludes
2 Excludes
3 Includes
4 Includes
5 Includes
6 Includes
7 Includes
Cal Poly SLO
No.
%
All State Colleges
No.
%
Percent
Cal Poly
of All SC
1,462
14.4
2,820
897
1.6
0.5
51.8
466
803
4.6
7.9
8,074
21,623
4.7
12.6
5.8
3.7
34
0.3
14,152
8.3
0.2
195
2,097
1,311
1.9
20.6
12.9
7.1
5.1
4.9
0.6
6.3
1.0
2.1
2.3
2.2
8.7
2.4
1.2
18.5
19.6
73.1
721
522
502
1,053
10,708
1,793
3,522
3,976
3,734
14,900
4,036
2,034
511
401
157
888
5.0
0.9
3.9
1.5
8.7
5,003
1,327
6,544
3,797
45,397
199
15,676
2.9
0.8
3.8
2.2
26.5
0.1
9.2
10.2
6.6
6.1
4.1
2.0
10,158
99.7
171,265
100.0
5.9
88
19.3
3.5
12.4
Ag. Engr., NRM, and enrollment in technical programs at SLO.
Ind. Tech; includes Ag. Engr., Arch. E.n gr.
Architecture and City & Regional Planning.
English & Journalism.
Industrial Technology and Printing.
Chemistry and Physics.
Social Sciences and History.
Source: Preliminary data from Division of Institutional Research, Chancellor's Office.
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OI