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O I- III-l -(- Niki-3‘3 AA ' ' l I 'l-JA v- ‘57)." ‘r uL-V' ' '-‘,.~v 4 q r ~HlVET I 41: A SURVEY OF THE OPINIONS OF SPEECH GRADUATES ON THE MASTEh'S LEVEL CONCfltNII‘JG SELECTED ASPEIITS OF THEIR SPLU‘CH TRAINING AT RICHIGAN STATE bNIVEHJITY By Roland Edwin Kalmbach Jr, A THESIJ Submitted to the College of Communication Arts of Piichigan State University of Agriculture and Applied Science in partial X{ fulfillment of the requirements for the degree of fl,” // MLSTLH CF ART“ ,3 Department of Speech ‘fff/j /%>/ _,, V” ‘ "-* 93 1956 .“uii'ggg, The an pm . JA. a-JSV' CCTSDIEE at: n w; H 1 .. Dr. Us. '1: UL, ‘i and V4-13. . m - ’1‘”. :‘L: ,9 ‘yfilv “a. 9 “1'9- :1 u * "I 7"} '. Y‘fi'q '*\'1 .‘thAC LLUkn’i‘H F The author wishes to express his sincere thanks to Dr, Hugo J. David, under whose helpful encouragement, constant supervision, and unfailing interest this investi- gation was undertaken, he is also greatly indebted to Dr. David C. Ralph for his kind guidance, consideration, and valuable advice, Grateful acknowledgment is also due to Dr. Ralph R, Leutenegger for his constructive suggestions which were instrumental in the final completion of this study, The writer is very appreciative of the valuable assistance and encouragement received from Dr. Wilson B. Paul, Head of the Department of Speech at Michigan State University, and the entire Speech faculty. Sincere grati- tude is also extended to the Master of Arts graduates who responded so Splendidly and without whose COOperation this study would not have been possible, ‘ ’ _v N.)- ‘L.v_.."_y _\' ‘ndnnu‘nnndfi' ...—‘w-' A“ I 91. «i L: B .nl—J- 7“ ‘ He J,_. ”8"“ ‘ VVI'V I 45H” , 33~0~l€d A SURVEY or TEE cpnelors or SPEECH cammms ON THE 131m as LEVEL comesmmc SbILLCTJD 1511:1313 or THEIR SPEECH TRAINING AT MICILTC-AN 311-115 UNIVEnSI‘l‘Y 5y holand Edwin Kalmbach Jr. AN AB STILAC T Submitted to the College of Communication Arts of Michigan State University of Agriculture and Applied Science in partial fulfillment of the requirements for the degree of HASTSR OF ARTS Department of Speech fear 1956 / I —»17 . Approved ./Ab/L cg, 141:4L421/aa_/aax\ O U w“ '2‘ L- AL I? ’c E ‘, x 1. EV’QLL ’cI‘L-f C and s g “o .‘ilSC: ma 1 77 T univc , “NEH“ .I'.; ‘y be}, 03‘ 'i This study proposed to examine and analyze the opinions of 95 former michigan State University students who were graduated with a Master of Arts degree in speech between l9hl and 1955. A questionnaire, sent to each graduate, was so devised as to consist 1. 2. of 18 items divided into eight areas listed below: Summary of Speech background and training prior to graduate school. Factors determining the selection of Michigan State University as the school at which to do graduate speech work. Extra-curricular activities participated in by graduates and the number who have received advanced degrees since completing the Master of Art program. Data relating to the graduates' present and past occu- pations and the influence their graduate Speech training has had on their work since they received the degree. Evaluation of the guidance received during their graduate work.- The value of a thesis, the value of a minor area of study, and Specialized versus generalized speech programs, Evaluation of Speech courses based upon content, instruction, and methods, Miscellaneous criticisms, suggestions, or comments regard- ing the graduate speech program at Michigan State University. Seventy, or 73.7 percent, of the questionnaires were returned, The reSponses were organized into three nearly equal chronological periods, and into groups according to whether the graduate was teaching, not teaching, or had completed a doctorate, The responses were further 71‘ " ;;r;.:1ngs C - 143.9 mm an m hum >_ 1 L '2 KdauES in», A Lie »‘ ~ \.>ii’ " ' “ Cdtej tL, A.QI analyzed by areas within the Department: theater, radio and tele- vision, correction, public address, and speech education. Findings of this study reveal that the majority of the respondents came from an undergraduate background which was directly or closely allied to speech work. The areas of theater, radio and television have granted the largest number of Master of Arts degrees, Graduate assistantships, held by 70 percent of the reSpondents, were considered to provide highly valuable experience. Six of the respondents have received doctoral degrees and are currently teaching. Most of the graduates have taught at one time or another and over half of them are engaged in some phase of teaching at the present time, More respondents have taught at the college level than at any other, The majority of the respondents favored specialized Speech train- ing and minoring in a subject-area outside the Department of Speech, Generally, graduates indicated satisfaction with the guidance they received and placed considerable value on the writing of a thesis which provided them with a wide variety of learning experiences. Most of the respondents, also, expressed favorable reactions toward the courses they took during their graduate study, Nearly all of the graduates indicated they liked the instructor. Nearly all of the reSpondents, regardless of their occupations, indicated that their Speech training on the master's level adequately prepared them for positions they have held since graduation. On the whole, this study reveals that the Department of Speech has been successful in providing its students with the basic knowledge "‘“"‘;fia'1 .oU ‘n‘a; 7‘” in... and training necessary for progress in a changing society, The reSpondents indicated they were generally well satisfied with their speech training at Michigan State University, vi ,.. -- , ggjfl , p'rr”‘\""' ‘.‘-..'\u~ .t u. ’7 ’V ”'7?" " 1 e u H _.. Uri-L |'- .A A. “* 1' V)" q w n... apval-l- u..- 7? EF'TY"-3 ‘U‘J- A Cflr’na L‘a L. 1.1 Ccme Cofma '14 '; fin":- .v ‘Q Sula—14:1 I—q. “V a . . 1-. 1'71: _—‘.~ 2‘ ‘ «'4'4- a“) TiELE CF CONTENTS CHAPTER PAGE I. INTRODUCTION AND ELSKGROUND.,............................. 1 II. GROWTH AFD PHILCSCFHY OF THE DEPARTMENT OF SPSECH......... 8 III. PRCCEEURE AND MATdRIALS................................... 15 IV. ANALYSIS OF h35ULT3....................................... 19 Comments by Graduates l9hl-19h7........................ 50 Comments by Graduates l9h5-1951........................ 51 Comments by Graduates 1952-1955........................ 5h V . SJI‘TPIAHY AND CONS-JUDING CQ'EIEI‘YTS ..... . . . . . . . . . . . . . . . . . . . . . . 67 A Final WOrd........................................... 75 BIBLIOMHYOOOOO0OOOOOO00 ....... 000.00.00.00. 000000 0000000000000 77 ‘iPPflJDIXESO00OO0000000000000000000000000000000000.000000000000000 78 vii r. .2 by ' :m‘oer of 33-111 Deoarment of I '. n”, .nmoer of rat I, Lumber of Lira Idw5:7mary of D: ppppppp """ umary ofor 19Ll to 19:- III V, Unfilergraduat ..... Graduates ..................... II. b m‘erg ad u+a *adua u€S ............ -------------- "’T ....... . ,.. .......... u"? aCUOI‘S Ct; E U of :zichi gar. AL ‘ ............................... . Unues axte ....... .- . .............. . imam-mum H A .evel 111-7 t x. Summary of Heceiving ‘ XI. Present Cng 1119 Stio [1:]: TABLE II. III. IV. VI. VII. VIII. IX. XI. XII. -XIII. XIV. LI§T OF TABLES PAGE Lumber of Courses Offering Graduate Credit in the Department of Speech Each Academic Year and the Total :\mber Of Pfiaculty for ElaCII year...000000000000000000000000 11 Lumber of Graduates who Returned Questionnaire,.....,..... 20 Summary of Graduate Master of Arts Degrees in Speech by Iear‘ and by Ikr‘ea000.00000.000000000000000000000000000.0000 21 Summary of Seventy Returns According to Speech Area 19m to 19550000000000.000000000000000000000000000.000000. 22 Undergraduate Major Fields of Concentration of Seventy GraduateSO0 00000 0000000000000000000000.0000000000000000000 22 Undergraduate Minor Fields of Concentration of Seventy Graduat880000000.0000000000.000000000000000000000000000000 23 Factors Other Than an Assistantship Determining Selection of Michigan State University, and the Extent to Which Grad- uates ixpeCtations were FUlfilled.......,................. 26 Extra-Curricular Activities of Seventy Graduates.,,....... 28 summary of Degrees Received by Seventy Graduates Since Receiving the Master's Degree at Michigan State University 29 Summary of Degrees in Progress by Seven Graduates Since Receiving the Master's Degree at Michigan State University 30 Present Occupations of Seventy Graduates Eho Returned QueStionnaireso000000000000000000000000000000000000000000. 31 Public School Systems in Which Graduates have Taught Since deceiving Master's Degree................................. 32 Colleges and Universities in Which Graduates have Taught Since Receiving Master's Degree........................... 3b Areas of Speech Instruction in Which Graduates have Taught Since Receiving the Master's Degree and Areas in Which They would Take Less or More Training..................... 35 Attitudes of Twenty-Seven Non-Teaching Graduates Towards Usefulness of Speech Training at Michigan State University 37 viii ~ a?“ f! 7'4" CF :th - tor III. Graduates' .l.‘ in Relaticn ' HIE. Graduate-5‘ .‘I o _ St ech "."I" i: ..-- ' a I 3.4. Grad‘ua tes' .4 of Speech 0: HI, Graduates | "‘ I ‘ '- u-mance :;-: 1:. Gradu 1,951 ‘3'? IT ‘ . ~“-;. E-a:’jatnsi c‘ .- .3 wring Ina}; LIST OF TABLES - Continued XVI. XVII. XVIII. XIX. XXII. XXIII. Graduates| Attitudes Toward Adequacy of Speech Training in Relation to Positions held Since Graduation............ Graduates‘ Attitudes Toward Specialized and Generalized Speech Training at the Raster's Level..................... Graduates' Attitudes Toward Minoring Within the Department of Speech or in Another Department........................ Graduates' Attitudes Toward Guidance in Selection of Courses on Master's Level................................. Graduates' Attitudes Toward Guidance Received in Selecting aq‘heSiS 1‘Opico0.0000000000000000000000000000.00.00.00.000 Graduates' attitudes Concerning Adequacy of Help and Guidance Received from Thesis Committee.............,..... Graduates' Attitudes Toward Value of a Thesis............. Graduates' Responses Evaluating Speech Courses Taken During Master's Program at Michigan State University..,... PAGE 38 hi t2 D3 145 D6 L7 61 'T‘ ‘_ regress, Ioaay, mo .' . . - in. ‘. mmoasly sway, serve effectively LI: principles of the 3.; 2": I: ‘_ f" I ’ than state Univ 14.0339“, need t - i IID ‘ I ' u. '1 In CORNET}: ~f m .1U~C.X STORES.” fam' mine these 1‘ ~1tu ‘Lu‘. “.63 a‘ - .‘ a - Julv direcv tiCnn W "H. I C 1"; - ...‘S St‘LlQVY r I b _. :21; g V ‘ On tr c. ..., VI4§35>~ (SHIPTER I IKERCDUCTICN ANV JACKGROUuD One of the basic beliefs upheld by a democratic philosophy is the right to give and receive constructive criticism. We have long held to the idea that careful, analytical, and honest criticism is a key to progress. Today, more than ever before, colleges and universities must continuously study, adapt, and revise their curriculums in order to serve effectively the needs of their students in a changing society. The same principle is applicable to the pedagogical practices and principles of the Easter of Arts program of the Department of Speech at Michigan State University. This study stems from the conviction that students' opinions, past and present, need to be systematically gathered from time to time and studied in connection with efforts directed toward improving an edu~ cational program. mhis type of study is one means of helping to de- termine these future needs. The writer does not presume to suggest that the student always knows what is best for him. The writer does, however, believe that many sources of information must be used as a basis for improving educational services. One of these sources must be the student himself; without his retrospective views, no study in this direction would be complete. This study proposes to examine and analyze the opinions of Speech graduates on the master's level concerning selected aSpects of their Speech training at Michigan State University from l9hl through 1955. "1° ‘zosed tiat Me is 1 o 1 =: "re educational mte results re 54.‘ 31" a questionnaire, racer 01 £33 gra. tsp: of the ques' 1-15 survey covered .3291 SCION: I. Samar}: oj SChCOl. 2. Factors d: 'iniversi: work. Emra-C‘Uflr and the I CORR-Le ti: K...» O patiODS ; has 1,8“3 \I I. a work. ‘he Wilt and SDEc and me t! ‘ H 4» ‘m ' “in; ~ I "v Shhqai - | _,_ ,, r . ,\~ r, ~Un 1‘” A, 3 0963.“ . A AP“. KEJ*.l It is hoped that the results of this study will serve as a helpful guide to the Department of Speech and its staff in determining its future educational program. The results reported in this study were obtained through the use of a questionnaire, designed to survey the Opinions of all former Master of Arts graduates in Speech about their graduate work in speech. A copy of the questionnaire may be found in Appendix B. Questions in the survey covered selected aSpects of the graduate speech program listed below: 1. 8. Summary of Speech background and training prior to graduate school. Factors determining the selection of Michigan State University as the school at which to do graduate Speech work. Extra-curricular activities participated in by graduates and the number who have received advanced degrees since completing the Master of Arts program. Data relating to the graduates' present and past occu- pations and the influence their graduate Speech training has had on their work since they received the degree. Evaluation of the guidance received during their graduate work. The value of a thesis, the value of a minor area of study, and Specialized versus generalized Speech programs. Evaluation of speech courses based upon content, instruction, and methods. Miscellaneous criticisms, suggestions, or comments regarding the graduate speech program at Michigan State University. Since 1636, when Speech training was first introduced into America 1 at Harvard College, the form and expansion of that training has 1Anthony F. Blanks, £2 Introductory Study i2 the History 2£_Teaching pf Public Speaking in the United States, (Unpublished Doctoral Disserta- tion, Stanford UnIversity, 1927). I ‘ L h ~::"-a3'1dlI'BCt€O to 3 ,w “I“ . - E 1' v ‘5 p Megs nave 38811 Wawv tent educational o: taveli‘emse been re; meme} mt}; progra :: me SBUQIBS will 5 interest. attache-1 to .1 Study was cor. 3 53.93% 3. Cnenowetn min of the train: Baz'relor of Arts "r 1.9.? . The study at .I’rLC‘llar pro gram M'WH +~' y. . 'HiyauiOuS, to a” .‘l tafia Nb ' J :1: positions a 5; 3‘33“” a - a- toners f" a L J Cl "C" . luh L ., ~ P-‘I r.‘ ."“o . 1.9:; ”C we I h :- “min: f‘ . 53V V v 0 CILEY‘A J; I’m \ ‘1‘ \ a 33.01: fi‘L M V" a- "* ‘ undergone various modifications. In recent years increasing attention has been directed to problems of college curriculum and instruction; books have been written analyzing efforts to adapt instruction to 2 current educational objectives. Several analyses of speech programs have likewise been reported. however, only a few of these have been concerned with programs on the colle ege level. A brief report on a few of the studies will serve to acquaint the reader with the apparent interest attached to this type of research. A study was completed at the State University of Iowa in l9h2 when 3 Eugene C. Chenoweth conducted by means of a questionnaire an investi- gation of the training and occupations of BhS University of Iowa Bachelor of Arts graduates in Speech and dramatic arts from 1931 through l9hO. The study attempted to analyze the colleg 2e curricular and extra- curricular programs of these graduates; to ascertain their various occupations; to analyze thoroughly the nature of the teachers' first and second positions after receiving the first degree; and to interpret these findings with the view to defining general college academic and extra-curricular programs for prOSpective teachers of Speech working toward the undergraduate degree. This study revealed that graduates in Speech compare favorably in scholarship with those in other departments 2 Kenneth L. Heaton and G. Robert KOOpman, A College Curriculum Based On Functional Needs of Students, (Chicago: University of Chicago Press, 19LOI. 3 Eugene C. Chenoweth, An Investiggation of the Traininrr and Occupations of Iowa Bachelor Graduates in Speech and Dramatic Arts, l93l-lQUO. (Unpublished Doctoral Dissertation, University of Iowa, 19h2). ‘ ‘ 4 ' -' . o. ii 2129 'L’AVBI‘SI uj , . ‘ . § " in)" ::£:310ma1.e ‘18.;5“L ..- :‘ , _. ~ . :3- :n'? pI‘CIb- it“ o, , ,_ Sizsmcst of the u: A ‘ . ”I 1 '3 each subject ..m Eaters of Spa-73:. ppm of 111573;; {.7 Q. 2335?; two In; H 7‘ 2933156 1n many so 3-3 'n‘ 4.31 4:35, CTOS‘C‘E I;&3]\qa‘n‘l .nc q a- ‘i ,.‘ v$y JV 84C“: "#11,“? U ‘- I .g a .. u. Calif 338931; in the university. Sixty-five percent of those who returned the questionnaire taught after leaving college. It was therefore concluded that the program of this department was chiefly one of teacher training. Since most of the teaching positions filled by graduates required them to teach subject matter in two or three areas, it was suggested that a broad basic training in speech and dramatic art be given prospective teachers of Speech on the undergraduate level. Since ninety percent of the Speech teachers were required to include other subjects in their programs of instruction, it was recommended that future teachers have at least two minors, preferably English and social studies. Finally, because in many positions Speech teachers must direct extra—class activities, prospective teachers of Speech and dramatic art might reasonably be expected to participate in a wide variety of extra- curricular Speech activities in college. Donald Paul McKelvey4 in l9h3 completed a doctoral study at the University of Wisconsin in which he undertook to secure general re- a~JuauanreJanJkJna 14ro FJRJU1 FJVJ ,v,h\y}h,4 H c-‘wmt‘mw 1414 1 2 HKJJ NWH 1" Total -J O 25 15 13 8 6 3 Percentage of Returns 35.? 21,1 18,6 11.h 8.6 u,3 TABLE V UNDERGRADUATE MAJOR FIELDS OF CONCENTRATION OF SEVENTY GRADUAIES Major Number of Graduates Speecll h English Education history Political Science Music home Economics Psychology Advertising Art Chemistry l—‘l—JHHMMNNWNCD Total .\3 O 23 In Table VI the undergraduate minor fields of concentration of the 70 graduates are listed. The largest number (23) in any single area was English, followed by education with ten, and Speech with eight. Except for education, and Speech, the Table indicates that graduates did not tend to concentrate their study in any one particular field. English did appear in several of the combination minors. Speech appeared twice as part of a combination minor. TABLE VI UNDERGRADUATE MINCE FIELDS OF CONCENTRATION OF SEVENTY GRADUATES Minor Number of Graduates Englisl1 2 Education 1 Speech Social Science English and French Physical Education and Social Science German and Chemistry Music Political Science History Advertising English and Education English and History English and Social Science Psychology, English, Social Science French and Latin Music and Philosophy Economics Education and Speech history and Political Science English Composition and Music English and Speech Agricultural Economics and Journalism German and History Political Science, French Speech and German Latin, Spanish, and Education F’F‘P’F‘F‘FJFJFJFJFJFJFJP’F‘FJFJFJRDFJFJFJRDthuCDCD\U Total -\J O Tables V and VI indicate that 59 of the respondents experienced Speech training either as a major or minor field of study during their undergraduate years. Eleven received little or no speech training as undergraduates. Did you hold a graduate assistantship while at Michigan State University? NOuld you hold an assistantship if you were doing it over again? Explain. Forty—nine of the 70 reSpondents held graduate assistantships dur- ing the course of their Speech training. Of this total, only one said he would not hold a graduate assistantship if he were doing it over again. He expressed his reason for this by saying: “I would not accept a graduate assistantship again from the practical point of view of the amount of additional time it requires to Obtain the degree." Five graduates who did not have graduate assistantships during their period of study responded by stating that they would not accept a graduate ‘assistantship if it were offered. Reasons stated for this were: "Cannot carry enough credit to make it pay for compensation offered on assistantship." "It takes too long to get degree." I"Full time is needed for studies." Some of the reasons given by the h9 graduates for saying they would hold an assistantship again were: 'By holding the assistantship the ‘Naster of Arts candidate is able to be close to faculty and students alike, and much is gained by seeing both sides of a situation." "For reasons of experience gained and for the financial aid." "The reSpons— ibility was a good challenge." "I believe it gives you a clearer 25 picture of your needs and weaknesses as you are matriculating." "I felt the assistantship was at least of equal value to the course work pursued." Generally Speaking, the primary reasons stated by the majority of the reSpondents in favor of graduate assistantships were those of needed financial assistance and greater experience gained. What factors other than an assistantship determined your selection of hichigan State University as the school in which to do your graduate work? To what extent were these expectations fulfilled? This question, consisting of two parts, received 6h replies. Six failed to answer the question. Table VII Shows the major factors other than an assistantship which determined the selection of Michigan State University as the school in which to do graduate Speech work and lists the extent in which their expectations were fulfilled. Of the 6h graduates who replied, 29 stated that they attended Michigan State University because of the Department‘s facilities, faculty, and repu- tation. Twenty-one attended because of convenience and location of the school. Six attended because Michigan State University was recommended to them; six attended because of the curriculum and facilities offered in television, and two gave miscellaneous reasons. Almost 69 percent of the 6h who answered this question stated that their expectations rwere fulfilled and 7.8 percent stated they were partially fulfilled. Only h.7 percent felt their expectations were not fulfilled and 18.7 percent failed to answer this portion of the question. Characteristic reasons listed by graduates for selecting Michigan State University were: "The outstanding record of the Speech Department, TABLE VII FACTORS OTPLflP. THAN AN ASSISTANTSICIP DETETdfiIT-IDJG SELECTION OF MICHIGAI‘I‘ STATE UNIVERSITY. AND THE EXTENT TO WHICH GHADUATES EXPECTAT IONS HERE F ULFILLED Number Who Answered Question............. 6h Number Not Answering Question............ 6 Percent Rho Answered Question............ 91.h% Factors Deter- Expectations Expectations mining Selec- Expectations Partially Not No tion of N.S.U. Number Fulfilled Fulfilled Fulfilled Answer Facilities, Faculty and Reputation of 29 27 l 1 the Department of Speech Convenience and Location 21 9 l l 10 of M.S.U. Recommended by h.) l*-' l\) H Other College 6 or Professional People Television Facilities and 6 5 1 Curriculum Miscellaneous 2 ’ 1 1 i__ Total eh Lb 5 3 12 Percent of 6h Answering_ 100 68.7 7.8 h.7 18.7 27 the variety of courses, and the well trained instructors helped in my selection." "Recommendation of a professor from South Lancaster, Massachusetts." ll'Since my home was here, and wife worked for the college, I worked on my degree at E. S. U. for convenience." "Proximity of East Lansing to city where I was living at the time." "Curriculum and facilities available in television." I'The Speech Department had classes which fitted my needs." Characteristic comments listed by graduates as to the extent expectations were fulfilled were: "Expectations were fulfilled in an excellent manner." "Expectations were thoroughly and completely ful- filled." "Expectations were fulfilled adequately." I'Expectations were fully realized. I spent two wonderful years at M. S. U." Reasons listed by graduates for expectations not being fulfilled were: I“The course work, on the whole, fell below my expectations." I'I was disappointed in some of the courses I took." "Graduate students could be extended more actual responsibility in productions, in the T. V. program; but no actual difference in treatment is extended the graduate in letting him get all practical experience possible in di- rection, which was my major field of interest in drama." what extracurricular activities did you participate in as a graduate student? ’ Figures concerning participation in extra-curricular activities may be found in Table VIII. The average number of activities per graduate, found in the bottom row of the Table, was ascertained by dividing the total number who participated by the number who returned the questionnaire. 2E| More people have participated in theater than in any other activity. Radio is second in number of participants. A total of 16 different extra-curricular activities were listed. Of the 70 persons who returned the questionnaire, 51.7 percent had participated in at least one extra-curricular activity, and h2.9 percent participated in none. On the average, each participated in 0.83 activities as graduate students, or less than one activity per person. The major comment made by those who did not participate in extra-curricular activities was that there was not enough time. TABLE VIII EXTF‘-CURRIGULAR ACTIVITIES OF SEVENTY GRADUATES Number Who Participated in Activities......... hO Number Who Did Not Participate in Activities.. 30 Percent Who Participated in Activities........ 57.1% Extra-Curricular Number Rho Participated Activities In Each Activity Theater 19 Radio 13 Television Speakers Bureau Forensics Alpha Epsilon Rho Orchesis (Dance) Interpretation womens Debate Graduate Club State News Advisor, Fraternity Music Band Towne Girls Taking Care of Family e4»:rJeJeJeaqu4e1n>u2UJc~t' \n Q) Total Average Number of Activities_per Graduate 0.83 What advanced degrees in addition to the Master of Arts degree in Speech do you hold? Ghen and where did you receive these degrees? 0f the 70 peOple who returned the questionnaire, five have received Doctor of Philosophy degrees and one a Doctor of Education degree. Table IX lists the advanced degrees which have been earned by the 70 graduates, the institutions which conferred the degrees, and the number of the Specified degrees given by each school to graduates. TABLE IX SUMMARY OF DEGREES RECEIVED BY SEVENTY GRADUATES SINCE RECEIVING THE MiSTER'S DEGREE AT l-IICHIGAI‘I STATE UNIVERSITY ==-— —————— ma.- Degree Institution 4. -_Number of Dggrees Ph.D. Cornell University 1 Ph.D. Illinois University 1 Ph.D. State University of Iowa 1 Ph.D. Michigan State University 1 Ed.D. University of Mississippi 1 Ph.D. Northwestern University 1 Total 6 Seven persons stated that they were working toward Doctor of . Philosophy degrees. Two graduates indicated that they plan to begin work toward the Doctor of PhilOSOphy degree in the near future. Table X lists the advanced degrees presently in progress by graduates, 'the institution from which they expect to receive the degree, and the number of persons concerned. 3O TKSLE X SUMMARY OF DEGREES IN PROGRESS BY SEVEN GRADUATES SINCE RECEIVING THE EASTER'S DEGREE AT MICHIGAN STATE UNIVERSITY Number of Persons Degree Presently horking Toward being Pursued Institution ___§§mmletion of Degpee__ Ph.D. Columbia University 1 Ph.D. University of hichigan 1 Ph.D. Nontclair State Teachers College 1 Ph.D. horthwestern University 1 Ph.D. Ohio State University 1 Ph.D. Stanford University 1 Ph.D. Wisconsin University__ 1 Total 7 List the positions you have held Since you received your Master of Arts degree at Michigan State University. (a table was provided to list the job description, employer, location, and dates.) Thirty-three persons are at the present time engaged in some phase of teaching; 19 in colleges, 12 in high schools, and two in elementary schools. Six are Speech correctionists and nine are homemakers. Three of the graduates in college teaching are heads of departments of Speech. One graduate is temporarily employed as a mail and information clerk in a hotel pending induction into the army. Another graduate is working as a hotel house detective in New York City with the ultimate objective of becoming a dramatic writer. In Table XI the present occupations are listed along with the number and percentage of graduates in each. 31 TASLE XI PRESENT OCCUPATION-S CF SEVE‘INTY GR-‘LDUATES WHO RETURNED QU EST IONIQAIRES Number of Percent in Each Occupations Graduates Occupation |'—’ K1 High School Teacher 1 Elementary Teacher Elementary Principal College Teacher Head of College Speech Department Speech Correctionist Homemaker United States Army Captain, U. S. Air Force Businesswoman Graduate.issistant (Ph.D. Candidate) Actor Television Coordinator Television Program Director Extension T. V. Specialist Television News Writer Salesman Hotel House Detective hotel Mail and Information Clerk Teacher of Creative Dance Businessman Music Librarian for T. V. Station President of Advertising Agency Consumer Marketing Specialist ',_.I HHHmt—IHHmI—‘HHHHC‘HHNmmr’mr-JH O O . C‘E'E’\OJ:‘E'E'\O rt-rc-c—mt-t-xoxoxiwxortm HHHMI—II—JHml—‘I—‘HI—Jr—Iwi—‘HN\OO~.\»O\HF—’I\> m H Total 100 .07; \‘1 O hirty-five respondents have taught in public school systems, and 60 have taught in colleges and universities. 0f the 35 graduates who -have taught in public schools, 21 have been employed in Michigan. Seven have taught in New Jersey, Colorado, irizona, Illinois, Ohio, Louisiana, and California. One is teaching in a high school in hawaii. Table XII lists all the public schools in which graduates who returned -the questionnaire have taught. The list refers not only to schools where graduates are currently teaching, but also includes schools at which graduates have formerly held positions. TABLE XII PUBLIC SCHOOL Sl’ ST ENS m WHICH GPRDUATES HAVE TAU GHT SINCE RECEIVING MASTER'S DEGREE School System Number of Graduates Holland Junior high Schooln Adrian Public Schools Morenci Public Schools Grand Rapids Public Schools Owosso Public Schools Flint Central High School Brighton High School Monroe Public School Grand Ledge High School St. Ignace High School Scott High School, East Orange, New Jersey Yale Public Schools Plymouth High School Denver Public Schools, Denver, Colorado Phoenix Public Schools, Phoenix, Arizona Newark Public Schools, Newark, Ohio Bay City Public Schools Lansing Public Schools Perry School Chicago Public Schools, Chicago, Illinois Saginaw Public Schools Romulus Public Schools Bessemer Junior High School Santa Paula Junior High School, Santa Paula, California Vermilion Parish School Board, Abbeville, Louisiana Mount Clemens Public Schools Menominee Public Schools Michigan School for the Blind wallace Rider Farrington High School, Hawaii +4+4+4+4+4}4}4s4+4:oralvxht4:o:4+4|414s414r4r4I4+A:vt4+4t4 Total 35 *Unless otherwise designated, schools are in the state Of Michigan. 33 Of the 60 graduates who have taught in colleges and universities, 12 have been employed by Michigan State University. however, only nine were in the Department of Speech. Three taught in the Department of Communication Skills. Table XIII lists all the colleges and universities at which graduates who returned the questionnaire have taught. The list refers not only to schools where graduates are currently teaching, but also includes schools at which graduates have formerly held positions. Please indicate areas you have taught since receiving your Easter of Arts degree. (Table was provided to list information.) Twenty-five of the respondents have taught Speech fundamentals in colleges and 2? have taught public Speaking. Eleven have taught drama in high school, and nine have taught public Speaking. In addition, nine taught fundamentals and nine were Speech correctionists at the secondary level. In the elementary grades 13 have worked in the areas of voice science and Speech correction. Thirteen of those who have taught indicated that they needed more training in Speech correction, and 12 felt they needed more work in phonetics and voice science. Of this latter group four were active speech correctionists. Four said they would Spend less time in radio, while four others indicated they would devote less time to interpretation. Table XIV Shows the complete figures of the number of graduates who have taught Speech in grade school, high school, and college. It also shows areas in'which the students felt they should have had more train- ing and those in which they would Spend less time. TABLE XIII COLLEGES AND UhIVEhSITIES IN WHICH GRADUATES RAVE TAUGHT SINCE hECEIVING MASTEh'S DhGfidS Institution Number of Graduates Adrian College, Adrian, hichigan Allegheny College, fleadville, Pennsylvania University of Arkansas, Fayetteville Arkansas Baldwin Wallace College, berea, Ohio Bay City Junior College, Bay City, Michigan bemidji State Teachers College, Bemidji, Minnesota Bethel College, McKenzie, Tennessee ” Brigham Young University, Provo, Utahw University of Chicago, Chicago, Illinois Cornell University, Ithaca, New York Denison University, Granville, Ohio General Motors Institute, Flint, Michigan Goshen College, Goshen, Indiana Grinnell College, Grinnell, Iowa Hockaday Junior Colleze, Dallas, Texas HOpe College, hope, Michigan University of Idaho, Moscow, Idaho University of Illinois, Urbana, Illinois Illinois Wesleyan University,.bloomington, Illinois Iowa State Teachers College, Ames, Iowa Louisiana Polytechnic Institute, Huston, Louisiana University of haine, Orana, haine University of haryland, College Park, Maryland University of Miami, Miami, Florida Michigan State University, East Lansing, Michigan 1 Minot State Teachers College, Minot, North Dakota horningside College, Sioux City, Iowa University of Nebraska, Lincoln, Nebraska University of North Carolina, Chapel hill, North Carolina North Carolina State College, Raleigh, North Carolina North Texas State College, Denton, Texas Northwestern University, Evanston, Illinois Ohio University, Athens, Ohio Oklahoma College for Women, Chickasha, Oklahoma San Jose State College, San Jose, California State Teachers College, Whitewater, Wisconsin Stephens College, Columbia, Missouri Syracuse University, Syracuse, New York Texas College for Women, Denton, Texas University of Vermont, Burlington, Vermont western Michigan College, Kalamazoo, Michigan Whitman College, Walla Walla, Washington University of Wisconsin, Madison, Wisconsin 3 F‘FJFJFJFJFJUJFJFJFJRJFJFJFJFJFJF‘FJRDF‘FJFJF‘FJF’FJF‘FJFJRDFJR)FJRDF‘F‘FJF‘FJFJFJPJF‘ O\ Q Total h} * , . . Teacning outSlde the area of Speech. TABLE XIV AREAS OF SPEECH INSTRUCTION IN WHICH GILTDUATES HAVE TAUGHT SINCE flflCEIVING THE MASTSE'S DEGhEE AND AREIS IN WHICH THEY hDULD TAKE LESS Oh MORE THAINIhG Area of Number Who have Taught Number Who Number Who Instruction In the Area Feel They Would Spend Needed More Less Time Grade High Training In In Area Than School School College The Area They Did Fundamentals 3 9 2S 3 1 Interpretation 1 7 13 h h Drama 1 ll 16 IO 2 Radio (3 l3 6 h Television 1 8 6 Public Speaking 2 9 27 3 Discussion 1 o 13 b 2 Debate 5 10 3 . 1 Speech Education 1 l S h Phonetics and Voice Science 2 2 IO 12 3 Speech Correction ll 9 8 l3 3 Total 22 6o 1&8 7h 2 3 In view of your experiences Since receiving the Master of Arts degree, what other courses would have benefitted you the most? - N. In view of their experiences since receiving the Master of Arts degree, respondents generally said courses in the areas of speech correction, phonetics, voice science, drama, and rhetoric and public 'address would have been most beneficial to them. These comments came from graduates not only in teaching, but other fields of employment as well. Thirteen students listed courses outside the area of Speech as ones which would have benefited them most. Several of these 13 students are now employed in business. I 30 If you are not a teacher, has your Speech education been useful in your occupation? hhy or why not? Some of the comments made by graduates in reply to this question were: I'ill teachers of speech should take voice science and phonetics." l"Some courses in television and radio, as well as some courses designed eSpecially for people interested in professional theater." “A course concerned only with the cerebral palsied chi d." l"Course work in the rea of the deaf and hard of hearing." "Radio production, programming, and direction." "More work in interpretation. Personally, I feel this is the foundation for work in radio." II'Possibly more relationship between Speech and sales work." ”A little more of the historical and theoretical concept of public Speaking as found in rhetoric and public address." 'Some courses in business management, advertising, layout, and window display." "More courses in the field of psychology." "Courses in writing for television, film production, and editing." ”Statistics. Also, better coverage of organic disorders." Do you now feel that your graduate program at Michigan State University adequately prepared you for the positions you have held Since graduation? Explain. This question applied to only 27 graduates who answered. Of these, 23 stated their speech education has been useful, two said it had not ‘been useful, and two gave qualified answers. Table XV reveals the breakdown in attitudes to this question. Characteristic reasons stated for the usefulness of speech train— ing in non-teaching occupations were: "In the advertising field in TABLE XV ATTITUDES OF TWEHTY-SEVSN EOE-TEACHING GRADUATES TOHAhDS USEFULNESS OF SPEECH TRAINING AT NICLJGIN STATE UNIVEhSITY Attitude Lumber Percent Speech Training is Useful in Non-Teaching 23 85.2 chgpation Speech Training is Not Useful in Non-Teaching 2 7.h Occupation Qualified 2 7.b New'York, which is to a large extent public relations, I found much use for Speech and related fields." "Useful in general discussion, conver- sation, and ability to look at a problem in a more thorough manner." "In both jobs since leaving H.S.U., my speech training has been invalu- able, both in sales and in civic duties." mSpeech education of great value in the army. Due to training in research and ability to express myself orally as well as in writing, "I have to use very forceful speech on numerous occasions in my present employment; also has given me confidence and poise." I"Valuable for my outside interests in drama groups." "My combined background of writing and speaking with emphasis on broadcasting is perfect for the position I assumed upon graduation. I've written Speeches, written research papers on various subjects, and am now producing my own T.V. series." Those who thought Speech training was not useful in non-teaching occupations said: "Casting directors and producers are not interested in formal education, and ignore it as being theatrical experience." excellent army assignments received." - 38 "It has not been useful in my occupation, but has helped me greatly in my outside activities in interpretative and choral reading." Table XVI shows that h? of the respondents replied that their speech program adequately prepared them for positions held since graduation, nine stated it did not adequately prepare them, ten gave a qualified answer, and four did not answer. TABLE XVI GRADUATES ATTITUDHS TOWARD ADEQUICY OF SPEECH TRAINING IN RELATION TO POSITIONS HELD SINCE GRADUATION Attitude Number Percent Graduate Program in Speech Adequately Prepared Them h? 07.1 for Positions Held Since Graduation Graduate Program in Speech Did Not Adequately Prepare 9 12.9 Them for Positions Held Since Graduation Qualified Answer 10 lh.3 No Answer h §.7 Total 70 100.0% Of those graduates now possessing doctoral degrees, four said their Speech training on the master's level adequately prepared them for positions held Since graduation, and two said it was inadequate. Almost 70 percent of those now teaching said their Speech training had adequately prepared them for positions held Since graduation, 11.1 percent said it was inadequate, 16.7 percent gave a qualified answer, 39 and one student did not answer. Of those graduates in non-teaching occupations, 73.? percent stated their speech training had adequately prepared them for positions held since graduation, 7.3 percent stated it was inadequate, and 11.5 percent gave a qualified answer. Two people failed to answer. The total reSponses show that the majority of the graduates, regardless of their occupations, felt their speech training on the master's level had adequately prepared them for posi- tions held since graduation. Characteristic reasons listed by graduates believing that speech training had adequately prepared them for positions held since gradu- ation were: I'hegardless of what producers think, I feel much of my knowledge of theater was gained at Michigan State University. I am also glad to have the theoretical knowledge of dramatic arts." I'It has prepared me to become more realistic and tolerant." IllIn so far as I had absolutely no idea of what sort of job I would take after gradu- ation, I think the department did as well as it could." From the very beginning I felt capable and well prepared in my position." "It has helped me because I was given freedom to choose a program that fit my needs." "I received outstanding Speech correction teacher training." "I feel the past year of graduate studies did prepare me suitably for a commercial job; however, no Single year of special training can be too complete." Reasons given for believing that their speech training had not adequately prepared them for positions held since graduation were: nI was completely unprepared in the area of statistics, and my pathology courses had not acquainted me with the empirically derived information to in my area, nor the results of scientific experimentation." "I do not feel M.S.U. has an adequate program (Specialized) in speech therapy. Should be a wider and more advanced program in speech pathology." I"Course offerings were too limited. A student took courses because they were the only ones available." "No real professional training in preparation for business life." "I have drawn on my undergraduate work, and graduate work done elsewhere, much more." I'It was inadequate in preparing me for further study." In view of your experiences would you recommend that Michigan State University emphasize a generalized program or a Specialized Speech program at the master‘s level? (Specialized refers to emphasis in primarily one area; generalized refers to attention in several areas.) Table XVII shows graduates' attitudes toward generalized and specialized speech training. The responses indicated that L2 graduates favored a specialized speech program on the master's level, 20 favored a generalized program, seven gave a qualified answer, and one did not answer. Five of the graduates now possessing Doctor of Philosophy degrees favored a generalized program, and one favored a Specialized program. Of those graduates now teaching, 62 percent favored a Specialized pro- gram, 25 percent favored a generalized program, and 13 percent indicated that it would depend upon the individual's background. Those in non- teaching occupations were largely in favor of a Specialized program. General comments by the respondents regarding generalized and Specialized Speech training were: "I favor a Specialized program if student had a generalized speech program at the undergraduate level." hl TABLE XVII GRADUATES' ATTITUDES TOWARD SPECIALIZED AND GENERALIZED SPEDSH'TRAINIHG AT THE MASTSR'S LEVEL Attitude Number Percent Favor a Specialized . Speech Trainingg h2 SO. Favor a Generalized Speech Training 20 28.6 Qualified Answer 7 10. _1_ No Answer ' l l.h Total 70 100.0% I'Should be left up to the individual. There is value in both." "I don't truthfully believe you can get an M. A. in Speech without obtaining both a generalized and Specialized training program." "It would depend upon your aims and needs after graduation." "Depends upon the individual. At the graduate level an individual Should have the right to Specialize if he wants to. But in the Speech field, particularly for those going into teaching, a generalized program would usually be more helpful." would you recommend that graduate students minor within the Speech department or in another department? (Minoring within Speech department means a theater major might minor in public address rather than English or history.) The attitudes of the respondents towards minoring within the Department of Speech or in another department outside of speech are shown in Table XVIII. The replies reveal that h3 graduates favor minor- ing in another department outside of Speech, 15 favor minoring within the Department, 11 gave a qualified answer, and one did not answer. h2 TABLE XVIII ... UATES' ATT ITUDES 1‘01.le MINORDJG WITHIN THE DEPAPJI‘IJIEI‘J‘I‘ or Spams ow IN ANOTh’jlt DzlPihTIVIEITT Attitude Number Percent Favor Minoring in Another Department Outside of Speech h3 bl.h Favor Minoring Within the Department of Speech 15 2l.h Qualified Answer 1._ 11 15.7 No Answer 1 1.5 Total 70 100.0% Five of the reSpondents now possessing Doctor of PhilOSOphy degrees favor minoring in a department outside of Speech, and one said that it would depend upon the individual's needs. Of those graduates now teaching, almost 57 percent favored minoring outside the Department of Speech, and a few said it Should depend upon the student's interests. Likewise, nearly 7h percent of the non-teaching graduates were in favor of minoring in another department, and 15.h percent favored minoring within the Department of Speech. Three students stated it ShOUId be left to the student's own choice. The total responses Show that 61.h percent of the reSpondents are in favor of minoring in another depart- ment. General comments made by graduates concerning a minor within the Department of Speech or in another department were: “My only regret was that I had to take twelve credits in another department. I felt the credits were wasted and I would much rather have taken them in b3 speech." I'It depends entirely upon the needs and interests of the student." I"It Should be left to the students' own choice." "Perhaps Split minor with six credits in another department and Six in Speech; or choice of all Speech." "Student Should minor in department outside of Speech that is closely related to his area." Do you feel you might have been more effectively advised concerning your selection of courses? Specify how. Table XIX summarizes the responses to this question. Forty—seven believed they were effectively advised in their selection of courses, 17 felt they were not, three gave a qualified answer, and three did not answer. TABLE XIX GRADUATES' ATTITUDES 1‘03me GUIDANCE IN SELEJTION OF COURSES ON MASTERTSLEVEL Attitude Number Percent Felt they were Effectively Advised h? 67.1 Felt they were Not Effectively Advised 17 2h.3 Qualified Answer 3 h.3 No inswer 3 h.3 Total I 70 100.0% Some of the comments listed by graduates concerning guidance in selection of courses were: "I am persuaded that there is an element of luck connected with this business of advising; if in the light of ML future jobs you secure, your course work prepared you adequately to meet the assignments, you probably will conclude that you had a good advisor; it can work the other way, too." "I took some courses for which I was not prepared." “I started an art minor but was later advised that I couldn't complete it." "Hy program was completely out- lined at the beginning of the year and never changed." ''I had no guidance whatsoever in my selection of courses. I think there probably has been a change Since that time." "I did a great deal of research work in graduate school and felt this was extremely beneficial. was very much pleased at prof'S cooperation in suggested projects." "My program was set up upon my entrance, and has served me well." I'Z‘Jeed advice from professor of major interest area, rather than by head of department who wanted to select courses for you." "I Should have taken Speech 510 earlier in my graduate work than I did; however, the choice was largely my own." ''On the graduate level a student Should basically plan his own program." "Staff personnel more experienced in TV could have led me more directly toward my goal." Do you feel you received sufficient guidance in selecting a thesis topic? Table XX Shows how the graduates felt about the guidance they received in selecting a thesis topic. Fifty-four said they received sufficient guidance, 11 said they did not receive sufficient guidance, three gave qualified answers, and three did not answer. General comments made by graduates concerning guidance in selecting a thesis topic were: I'I had my mind made up before I came here." hS "Received too much help." "Did not receive enough help at the outset." "Not adequate. I did a thesis they wanted to have carried out for Sponsors Magazine. I wanted to do research in educational radio and was not permitted to write any drama for my thesis project. Writing is my field." "I appreciated the help I received in selecting a thesis tepic." TABLE XX GRADUATES' ATTITUDES TOWARD GUIDANCE RECEIVED IN SELECTING A THESIS TOPIC Attitude humber Percent Received Sufficient Guidance Eh 77.1 Received Insufficient Guidance 11 15.? Qualified Answer 2__ h.3 No Answer 2 2.9 .11 Total 70 100.0% Do you feel you received adequate help and guidance from your thesis committee? Fifty-five graduates said they did receive adequate help and guid- ance, 11 said they did not, one gave a qualified answer and three did not answer. Table XXI summarizes the responses to this question. Some of the comments by graduates concerning help and guidance from thesis committee were: "I received proper guidance from some." 'I received help, but it was minimal." I"I received a great deal of help." b6 TABLE XXI GRADUATES' ATTITUDES CONCEFNING ADEQURCY OF HELP AND GUIDANCE TUSCEIVSD FROM THESIS C(IVH‘IIITEE Attitude Number Percent Received adequate Help and Guidance 55 78.6 Received Inadequate Help and Guidance 11 15.7 Qualified Answer 1 l.h No Answer _~_ 3 h.3 Total 70 100.0% "Received excellent help." "In general there was good guidance and help, but there should have been more general meeting of whole committee to strive for some consensus of opinion." "The committee functioned only at the very last." "Excellent cooperation from one person. Practically none from the rest." "Only in the final stages when thesis chairman was appointed." Do you feel the writing of a thesis was valuable to you? Fifty-six reSpondents said writing the thesis was valuable, ten said it was not valuable, two gave qualified answers, and two did not answer. Table XXII summarizes the responses to this question. Five of the graduates now possessing Doctor of PhilOSOphy degrees stated that the writing of a thesis was valuable to them, and one gave a qualified answer. Almost 79 percent of the graduates new teaching felt the writing of a thesis was valuable, 18.h precent felt it was not h? ‘ABLE XXII GRADUATES' ATTITUDES TOWARD VALUE OF A THESIS Attitude Number Percent writing a Thesis was Valuable 56 80.0 Writing a Thesis was Not Valuable lO 1h.2 Qualified Answer 2 2.9 No Answer 2 2.9 Total 70 100.0% valuable, and one person gave a qualified answer. One teacher did not answer the question. Of those graduates in non-teaching occupations, nearly 81 percent said that the writing of a thesis was valuable, 11.5 percent said it was not, and one student gave a qualified answer. One person failed to answer. The total reSponses indicate that the writing of a thesis was considered valuable regardless of the graduates' present employment. Those people who now hold the Doctor of PhilOSOphy degree seem to feel that the writing of thesis on the master's level was excellent training in preparing them for their dissertation. Characteristic reasons stated in support of writing a thesis were: "Participating in a thesis project helped me to become acquainted with research technique and experimentation skills." "It made me more analytical. I learned procedure and method. My writing is now clearer. I learned how to prune." "AS the thesis dealt strictly with acting, it gave me an opportunity to crystalize in my mind my entire philosophy Cf— CD of creating a role." "Writing a thesis helped give me more insight into problem-solving techniques, an everyday occurrence in life." "It taught me self-discipline and organization." "The thesis I prepared has been most helpful in training others as a source for a publication I have prepared, and in learning more about writing." "Aided me in preparation for the dissertation." "The effort, time, and self- discipline involved in research and actual writing of a thesis under expert critical guidance were a tremendous challenge to me. I consider it the most valuable educational experience I have ever had." "My thesis was primarily concerned with phonetic transcriptions. This helped train my ears and eyes in identification of phonetic deviations." -was extremely helpful in later professional work." Typical of the reasons stated for not writing a thesis were: "My thesis was a design-production thesis. The extra writing after the production contributed nothing." "I moved bones from one grave yard to another: Ten additional hours of course work would have been much more valuable." "I did a grueling piece of work that took two years of drudgery in interviewing. It was entirely unrelated to my need and my interest." "Material was worthless; busy work!" "In relation to the time and effort Spent, I don't feel that the return justified the effort. If one has a true interest in the research phase of a topic then a thesis is fine, but not all peOple have such an interest. I felt my time and efforts might have been better spent." Qualified answers toward the value of a thesis were: "Undecided. wrote a play and produced it. This was good training. Explained what h9 I did and why-~a lot of hogwashl" "Let's put it this way; it was interesting, but I doubt very much if I'll ever have occasion to use the skills I learned." Additional comments by graduates relating to the thesis were: "I do not believe that a thesis should be required on the master's level." "I think it would be a very definite mistake to ever discon- tinue the writing of a thesis as a requirement for a master's degree. Such a gratifying feeling when it's all completed." "I think the student Should have a choice as to whether he wishes to write a thesis or not. My tOpic didn't benefit me greatly. I did not find the seminars very helpful as usually it amounted to seeing a graduate student suffer through a grilling from professors. I feel it could have been handled so much better as a consultation period, seeking advice and receiving advice." "I would like to say that my M. A. degree means more to me than what the M. A. means to others who get theirs by taking a few extra hours of courses, rather than the thesis and oral exam plan." "I believe writing a thesis was my most valuable experience in graduate school." If you have any criticisms, suggestions, or comments regarding the graduate program at Michigan State University, please write them on the back of these sheets. Sixty percent of the 70 graduates replied to this question. These reSponses have been grouped into three periods in which students graduated: l9h1 through l9h7, 19h8 through 1951, and 1952 through 1955. The first period from 19h1-19h7 represents the Department of Speech under the chairmanship of Doctor Donald hayworth and Professor Paul Bagwell. The last two periods represent the Department under Doctor Wilson 3. Paul. The purpose of utilizing the three periods has been to eliminate the identity of the respondents. cl large number of critical comments have been included for the purpose of revealing where weaknesses were believed to exist and to indicate where improvements might be desirable. These comments, however, should not be interpreted as reflecting the total point of view of the respondents, but should be considered in conjunction with the responses to the specific items in the questionnaire. Characteristic replies to this question, identified by the period in which the student graduated and his current employment are included below: Comments by Graduates l9hl-l9h7 College Instructor: Speech training I obtained at M.S.U. has been extremely valuable to me, not only in teaching skill to others, but also in meeting and dealing with other neOple. Any objection I may have indi- cated is due primarily to the emphasis I placed on certain impractical areas, (to me) like radio and drama. I enjoyed these areas as pastimes, but they have had little relationship to my work since graduation. Part of the difficulty probably was caused by the fact I had already taken so many of the courses as an undergraduate that there was very little left to do. If I had to do it over again, I think I would put more time in subject matter areas like English and American Litera- ture, Psychology, and history. One suggestion I have for your graduate program is this: require, or at least strongly urge, speech majors to acquire knowledge in related subject-matter areas. Too many speech people have a great deal of skill in talking, but they have very little to talk about. I feel this need so strongly that I made a drastic shift in major on the Ph.D level; I am still not completely satisfied, and I hope to continue studying in widely divergent fields in years to come. 51 high School Teacher: Masters students who may be teaching should certainly know the fundamentals of good Speech thru voice science and phonetics; they should also have some knowledge of corrective techniques. This is vital background for any English or speech teacher. Homemaker: I learned at the first pass at my oral examinations, that my radio major meant very little toward a degree in speech. The questions were almost entirely based on one course, "Voice and Its Production." It would seem to me that a major in radio and a minor in general Speech, or other field needed for background, could be arranged. I personally was interested in radio work, with or without an advanced degree, but had to become involved in several courses for which I did not have the undergraduate background. Speech Correctionist: My instruction in speech 559 was excellent and I thoroughly enjoyed the instructor, but I preferred the courses dealing with things other than drama. some of the courses from which I derived the most, had an instructor to whom I was indifferent-- neither liked nor disliked. Let us say I reSpected the instructor. College Instructor: The program seems to be excellent. I have been so satisfied with the training I received that I have recommended it to my students and have sent some to you. Comments by Graduates l9h8-l95l Homemaker: Based on the courses I took five years ago, I feel you would have to greatly increase the quality of your graduate courses; and decrease the amount of undergraduate courses available to the graduate student. My best training came with a few good graduate courses plus the thesis. The other courses did not come up in quality to courses I had as an undergraduate. Elementary Teacher: I think the student should have a choice as to whether he wishes to write a thesis or not. My topic didn't benefit me greatly. I did not find the Seminars very helpful as usually it amounted 52 to seeing a graduate student suffer through a grilling from Professors. I feel it could have been handled so much better as a consultation period, seeking advice and receiving advice. It seems to amount to the fact that I felt the well organized courses were a challenge but felt that I wasted my time where the instructor only filled up time or eat and dictated notes (word for word) from his notebook, and we were required to copy and hand them back in a notebook. Is this a learning process?—-not according to education standards. (This is a true experience). Other courses I checked as having disliked also seemed to lack objectives and offer no motivation. One exception was in hadio Announcing. I have a Special dislike for opera, but know it is necessary in this field. however, I still disliked the course because of a previous dislike for the instructor (personal). Speech Correctionist: M.S.U. is extremely fortunate in having people like , , , in the speech correction field. They are very capable and always inspiring. Any good I have done in my teaching is directly attributable to at least one of them. deserves much for his kindness and helpfulness. Every graduate student should have this considerable man on his oral exam committee. Salesman: hhy not inaugurate a sales training course in your department? College Instructor: Enjoyed my work at M.S.U. very much. Believe I would favor more seminars. Also think at this level more emphasis should be placed on the theories of dramatic art form-~less emphasis on practical; the practical should be at the undergraduate level. homemaker: The Seminar in Speech 510 was extremely helpful. Oral exami- nation was a gruelling but good experience! College Instructor: My chief criticism is that my frontiers of knowledge were not perceptibly enlarged. I was not stimulated to produce more than was easy for me to handle. I was not stimulated to attack certain research in my area. I was fed too many "cook-book- recipes" without being stimulated to inquire of their source, or to diSpute them. homemaker: I appreciate very much the high quality of guidance I received in my thesis project and also in my selection of courses. The freedom to choose a program to fit my professional needs was greatly appreciated. I'd hate to see the graduate program become "straight-jacketed" by too many specific requirements. United States Air Force: I believe that it is most important for the graduate student in radio to get more practical work under professional radio people. From practical experience gained since graduation, I can see many weaknesses in this reSpect. we worked too much on the large station theory, not concentrating on small stations where most people are going to have to start. In the field of radio announcing, I am thoroughly convinced that all instruction should be based on an interpretative approach because I believe that the reading of commercials and radio acting are applied interpretation. Had I had more knowledge in the field of interpretation, I believe I would have tried to write an announcing text book using this approach. College Instructor: Find myself ill—prepared to do work in history and criticism of public address at Ph.D level because no such courses were offered at M.S.U. This is an important area which M.S.U. neglects. All students in speech need, at least, to know the traditions and history of Speech and at least a nodding acquaintance with classical Rhetoric if they are to consider themselves educated in our area. Homemaker: An occasional luncheon, or some such activity for graduate speech students, undergraduate majors, and speech faculty at which they could hear some leader in the field would have been helpful when I was there. Morale was low among the graduate students. Too many were putting in time or just trying to get through instead of working hard, enjoying their work and being glad to be in a great profession. They needed "in group" feeling, psychological status. Speech and Hearing Therapist: Anatomy of the head and neck and Physiology could have been very useful and practical--if taught by someone who was speech orien- tated. It proved to be too much a part from, instead of a part Sb of, my training. Otherwise, I feel the graduate program is an excellent one, expecially in my area, as I noted other college programs. Comments by Graduates 1952-1955 Television Coordinator: One thing I appreciated most about the graduate program was the excellent cooperation of two out of three members of my thesis committee in doing all they could in helping me to expedite my project. Dr. and Dr. both returned chapters twenty—four hours after they were submitted and this was a great deal of help. I felt that my advisors were interested in helping in any way they could; they were not fighting my prog- ress but always encouraging and assisting. I certainly have no derogatory comments concerning any phase of the graduate speech program. My only regret was that I had to take twelve credits in another department. I felt the credits were wasted and I would much rather have taken them in speech. College Instructor: Perhaps I misunderstood my advisor on the following point; however, during the writing of my thesis it was never clearly understood when the material to be changed was that of content or form. When grammatical changes were needed, the point was never made clear. As a consequence, the context was changed and the form was still at fault. College Instructor: Something that could be stressed in drama at M.S.U. is a basic set up of a strong work shop theater in the little theater there where graduates can direct many one acts and experiment in pro- duction. Of course, the actual production facilities there are extremely bad, the working set up down stairs is miserable, as is well known by the staff I am sure. It is very trying to do good work and my actual experience was made more rewarding by having the opportunity to work with a visiting professor who was brilliant in design, color, and theater experience, Mr. Wilbur Dorsett. There should be established graduate training in TV so that graduates can work in direction in the studio and not be thrown in with the undergraduates. College Instructor: The graduate committee I had in 1950 I feel, was inadequate. I did not get the help I should have. Writing the research part 55 of the thesis demanded that I change from a creative style of writing to a more specific style of writing. At first I did not realize that this was my difficulty. The graduate committee should have given me some help in that regard. In the graduate school there is insufficient training in the mechanics of thesis writing. I was told, "just write something and hand it in." help given to me by my commit tee in 1955 was much better. Pettiness was lacking. Concrete suggestions were given, flavoring each consultation with a positive, not negative, approach. Better rapport should be established between student and graduate committee. Sarcasm is all right in some situations, but hardly helps when a student is looking for some real help. The Lord and Masters (or Mistresses) of the graduate committee (in my experi- ence) certainly like to "lord it over" the lowly graduate student. This, unfortunately, seems to be the attitude of graduate com- mittees. I had to put up with this kind of stuff when I was in the graduate school, and now I've got a chance to be on the other side. Television Sales Representative: More instructors of the calibre of , , and who are sympathetic to student problems, and who will give of themselves in aiding the graduate student, would Speed the student towards achieving the goal best suited to him. College Instructor: I feel that the graduate program as far as theater is concerned needs complete revision. In my field, technical theater, there was no organized plan to guide me through my thesis planning. Every member of the department had his own ideas as to how the thesis should be organized as to content. After having spent six years in the theater department of M.S.U. with my work primarily in technical theater and design, and three summers in summer stock as a designer, I was urged not do a design thesis. It took me a whole year and four attempts before I could get a design thesis approved by the department. My plans both as an undergraduate and graduate student were di- rected at work as a designer-~technical director in educational theater at the college level. At no time in my work as a graduate student was I encouraged to pursue this type of work, although I had done some exceptionally good work for the depart- ment in this field. Since M .S .U. had such a turnover in techni- cal directors (four) while I was there, no one could adequately judge my work and give aid to my choice of work in design and technical theater. Ul 0\ Television News writer: Extra-curricular activities on the masters level in Speech Department should be encouraged. high School Teacher: I believe that too much of the graduate study is directed toward the ideal teaching situation, not always practical when working in the field. Speech Correctionist: Very outstanding speech correction teacher training at M.S.U. however, in Speech correction the outstanding deficiency is in clinical training. Poor supervision; not enough testing for clinical cases; does not prepare students for severe cases encountered in public school or clinical work of any kind. College Instructor: Departments change over a period of years, so I‘m not sure that my comments are still true or pertinent. My feeling has been that the general level of instruction was too low for graduate school. Since I've been working in the field I've discovered gaps in my background which should have been covered in courses I took. The reason for this seems to me to have been the general philOSOphy of the department which tended to think in undergraduate terms. The most valuable part was my assistantship which gave me a chance to do a lot of practical work. I think another look at what the actual objectives of the graduate school program are is in order. I don't mean the educational "double talk" kind of thing. Perhaps I'm being a bit hard on.M.S.U. but there's a lot of competition today and to hold a job you've got to be well trained. I believe more and more that there should be more content and more work for the graduate student. It may not be fun at the time, but it pays off later. Also, until the M.S.U. theater department gets a decent theater which is theirs and in which they can work all the time, the department is fighting a losing battle. The situation when I was there was very poor. For that reason, if no other, I would not recommend the M.S.U. graduate school to anyone interested in theater. The lack of adequate theater facilities is a very great handicap to the whole program. 57 high School Instructor: I have only the highest praise to offer in comment on the graduate program at h.S.U. The only suggestion that I might offer is that there be more opportunity in the summer session for the Speech Department, students and staff, to get together outside the classroom. Speech convocations or luncheon meet- ings at which able Speakers or entertainers appeared would tend to unify the group and be very stimulating professionally. Television Program Director: High Graduate courses on the whole should be more challenging. The graduate student should progress along a prescribed course to an ultimate goal. This goal Should be established early in his particular field with the guidance of his graduate advisor and committee which later becomes his thesis committee. He should know where he stands at all times i.e., with the objectives of his field of study clearly outlined so that he knows immediately when he is not meeting the minimum standards of a graduate stu- dent. Some graduates have been allowed to complete their thesis and course work only to find that there was some question as to their qualifications for an advanced degree. Graduate standards Should be adhered to. Graduate students in speech should be required to successfully pass a platform test in public speaking, as well as to present a dramatic Sketch, interpretative reading, speech correction demonstration, and radio TV demonstration before the graduate faculty and graduate students in order to be eligible for an advanced degree. ‘ School Teacher: It seemed to me, at the time, that more Specialization was needed for those advanced degree candidates who had had a great deal of generalization in the Speech field. I felt this was especially true for those of us who had spent several years working in a field and who came back for greater Specialization in that one area. Also, it seemed to me, that the practice of having the Department Head register all graduate students rather than the area professor was in error for the best program. If a student could get this help as well, the program was probably o.k.; but if not, I question whether he got the best schedule. School Teacher: I feel that more attention should be placed on the problems of high school dramatic productions, i.e., limited funds, space, etc.; choice of dramatic materials for this age level. 55 College Instructor: Before and Since I have gone to M.S.U., I have attended five other universities. I feel that the primary criticism I would level at M.S.U. is the instruction. Comparatively, it is inferior in quantity and quality. I Should warn that I took very few courses in Speech at M.S.U. I believe I met four Professors in Speech. This is hardly representative of the Department. United States Army: My orientation, as given by Speech 510 was adequate, but three weeks work was drawn out over a full quarter. Generally the instruction was good, but I actually feel that my assistantship in the scene Shop was of more value to my specific objectives at State. The other courses broadened my general Speech knowledge, but applied less directly to my Specific purposes. Homemaker: There Should be more guidance when you enter graduate school as to requirements, planning the schedules, meeting instructors, etc. Extension T.V. Specialist: Although I have no fault to find with the assistance I got or the courses I took, it seems that professors who work with graduate students should be given a maximum amount of time for this. It would allow for more opportunity to do Special problems with more thorough supervision. Professional Actor: The course, hh2, Acting Problems, was supposed to be advanced problems in acting. AS far as I am concerned, it was a waste of time. As I recall, we learned how to (I) take snuff, (2) become knighted, (3) bow 17th century style, (h) wave a handkerchief, 17th and 18th century styles. The time would have been better spent studying the theories of acting, i.e., Stanislavski, Boleslavsky, James Lang, etc. Also, areas in which each of the particular students were weak in their acting techniques. Enjoyed taking the course, but was disappointed. More or less the same criticisms apply to the 3h2 series. The classes are much too large, not allowing students to act enough. I realize the hesitancy of all the instruction in the Drama Department to encourage any person to pursue professional theater. However, the fact remains that some students come to classes with that desire in mind, and I think that Special courses should be given to prepare them for what they will meet in New York. Also, there is much information which will make their beginning much easier, certain places for beginners to go, ways to prepare auditions, what publications to obtain, which best dramatic classes have the best reputation, etc. A beginning actor needs all the help he can get, and I see no reason why some of that assistance shouldn't come from his university. The last portion of this chapter is devoted to data gathered by means of the check-list devised for recording opinions regarding each speech course taken by the respondents. Table XXIII Shows how many responses were recorded for each course under each descriptive term, how many took each course and how many rated each course. In some instances these data parallel data gathered in the free responses found in the previous question and in certain other items of the questionnaire. During the Department's growth several course numbers were changed. Included in the Table are some course numbers and titles which do not appear in the current catalogue. Some of the early courses have new numbers, even though the content has remained practically the same. In these instances the writer has listed all the responses under the new course number. Where courses of several years ago have been com- bined under a new name and number, the writer has listed responses under both numbers since content and instruction were changed. Several Speech courses may be repeated for variable credit. Therefore, although only ten students may have rated a certain course, there might be fourteen responses to one descriptive term found in the check list. The tabulation of these reactions is found in Table XXIII. Each Speech course which the respondents have taken is listed by number and 60 name in column one on the left-hand Side of the page. Column two shows the total number who took the course, and column three the number who rated the course. Across the top of the page are a series of descrip- tive terms which might be applicable to the courses. These terms were grouped under four headings: content, instruction, methods, and general. The remaining columns Show the total number of responses recorded for each course under each descriptive term. Through examining the courses evaluated in Table XXIII on the following page, it is necessary to keep in mind that these ratings are opinions which show graduates' attitudes toward courses that have been taken since graduate work in speech was first offered in 1937. The purpose of the course evaluation check sheet was to attempt to acquire a general picture of graduates' reactions to their courses taken in terms of course content, course instruction, and course methods. The responses are intended to give an over-all picture of the general attitudes of graduates towards their course work. The writer is aware that the validity of these reactions is limited and that it would be impossible to arrive at any definite or Specific conclusions. At the same time, it is felt that these opinions do warrant interpretation and that general inferences can be made from the responses. Further- more, the question arises whether or not the respondents were reacting objectively and truthfully. The course evaluation check sheet included the descriptive terms: Liked Instructor or Disliked Instructor, and Liked Course or Disliked Course. These descriptions were used to help check on the degree of objectivity applied by the graduates. While no GRADUATES ' RE SP ON ‘1 ES EVALUATING SPEECH COURSES TAKEN DURING ill TAB LE XX II I I—fICHIGAN ST ‘LTE UNIVERSITY srsats Phoenra AT Content Instructi n Lethods General H“ ----- 11.1 '33 -fi _ .p {1' (*3 a re 0} L 'd H E? 01 F? ~51 f; ‘43, B e! t3 a ’3 a e 1 a d a , ~a=1 '% Courses laken for o 3 g 3 o .m z: .1 . 0 CD ffi - 5 “4 (t); F“! 5-1 Graduate Credit . m oi r*,0 ,9 Qa'fi '9 "Ki 6 rflj F‘j H . q r S 1 U} 31:; ‘I" \2 O 3 rd 1 r7.) 3‘ — P St, :3 Li '3 . (“"1 C» U) i» - 4 O O m ’3 B V 'Q 73 HI 0 m r"i O 'E 0 ’E 'U '1 s .3 3* a 11 -e . . ci e« e ,a ,s o E E ~53 ’3 5-1—1 E E. E s 1:? i3 a e o 1 .Q 0 m 9< h 9 3 ‘J B '8 3*»9 L a r1 a; .9 O -P '1 E? E) 8 3 -P ’P E (5 5 Q 5* O o e a o is o rt ri o o o 11 "h 1 fl 5 d +3 0 L) H +3 ~€ . "“ ' " 5 to 0 <1) a ti; 0’5 :1? <2) ‘53 U r’ f; h h p ~P vH fl .3 0 P 9 a w c« ‘. a Cl is E3 is {a O 9 cu ’EJ -%3 C3 T) F‘4 K? 7:1 ti ‘Zf “4 >3 .-1 ‘ 01 in i0 U? . 1, E3 C) 33 Q Q "I” '75 (D . H O ‘ 0 O ' J U U 0 if“. ‘ "(j "(3 To (1.) (D (D >3 {1: ”1) ,. 1; if, .5 +3 of) L. G C :3 Q 13,”: j S “-3 rd 0 c3 :> ‘94 ;> if» 8 O D, B ‘1“ - a» a I“ r n ,1 4. ~ : 1. . ~ , .__ .. , .11 * Q o 1 H a; "' .8 g 3 '3 8 "s 14 is {a rd 9 $2 :3 n3 <3 .e ,fi -3 13 13 _p $1 ;1 , ,e '3 ‘ E1 cc r*i £3 ;3 rLT (p ,Ci m “a 55 $4 :3 8) cos 3:; ti £3 (3 t) a) f) U? ’9 it? ' l ” ri c1 5 re o S 43 -9 i k g '> 51 S _S 5 p4 d c m 1p c) o) m w o 1— 7“ 33 J3 0‘ (D 5 . ”“’ '1 n to C4 U) go 73.0 '2' ' to ' I" : Hf) as '. 5 4-4, U} «“4 -;3 g; a; 5) .+3 C) (3 <3 {—4 _13 r3; 'Ei g% L3 r1 ;;4 ”11 :1 1 ,5; 3;; [(1 ,3; :~% {'4 fr: :1; ,S3 :3 i3 :Ci (ii is: $3 "C3 ~53 i3 <3 23> ‘3 Pd k¥i ¢~+ 141 7 history of Theater 13 9 3 h l l o 5 l 2 h b 2 o h 2 S h, t. t l tsc history of Theater 15 10 5 3 1 2 7 1 7 2 2 3 c 2 5 c 2 3 3 3 7 h59 history of Theater 15 ll 3 b 2 3 l 9 t 3 2 h 7 l 2 7 h 3 5 2 h 3 IO hoh Interpretation of ‘1 Dramatic Literature o S " 2 l 2 l l 3 3 2 2 2 2 2 3 cos Childrens Theater 5 3 3 9 3 3 2 2 3 3 g 3 hcc Dramatic Lecture Recital l l l l l l l l l l l h67 Foreign and U. S. Dialects 9 E 3 5 1 1 p 1 g 1 g 7 5 h 5 O .G h69 Creative Dramatics for Children 1 l l l l l l l l 1 h7O Speech Correction for Teachers 3 2 2 2 2 2 2 2 l l l l l h73 Advanced Speech Pathology . . 2 l l l l l l l l l l h7h Clinical Practice in Speech Correction 17 I; IS 12 lO 1 h 2 l9 5 h lb 2h lb 10 ll 3 ll 3 5% 5 25 h7o Psychology of Speech la 9 3 h 1 1 2 3 1 5 1 2 L p 2 3 g l 3 1 h 1 5 1 L77 Speech Correction w dethods m . . 9 c l h 1 1 3 2 5 5 g g 2 1 h l hSS hadio and ielev1Sion ‘5‘ Station Management 2 l l l l l l l l l 1 hioa Radio Practices o 7 3 2 l l 3 2 2 h l S l 2 2 3 l 3 l 3 h péob Station Management 12 7 2 l l 2 l h 2 5 1 3 3 3 1 1 3 l 1 2 p_ 3 1 gppc Program Planning .10 K 3 2 2 2 3 2 h l h l 3 l l 2 l l l t 3 hc7 Radio Workshop 10 S 2 2 l 1 3 L 1 3 1 2 2 ‘ b‘ g g h hb9 Radio and Television ”' L ‘ . H1 . . 4‘ -J .1 ... m , ,1 192 gm ”ducation , o p 1 2 ,2 l l l 2 2 2 3 2 h l 3 2 2 2 2 2 l 3 2 2 i , irecting of Debate h 3 2 1 1 1 1 2 1 2 2 l 2 l 7 900 Teaching College 1 g H Speech _ 23 16 t h 3 2 2 2 2 8 3 u c 2 8 h h 5 h S 3 2 h 5' 7 a 2 '.910 Introduction to Grad- ' ' / J ‘ r ' a F] 'T “ 1 / '3 r~ Hat? Study in Speech 25 M1 19 11 7 2 IO 1 c c 13 c c is 10 23 c 20 23 13 17 3 15 13 17 10 1 511 Seminar in Organiza- ‘- * tion and Administra- tion or Speech Curri- culum for Public Schools o S l h 2 h 2 h 3 2 i 3 h 530 Advanced Problems in ’ J = J Telev151on Production 7 o h h 2 1 g 1 l 3 h 3 h l 3 3 l p 531 hesearch in broad- ' L casting 3 3 1 1 1 2 2 l l l 2 1 1 532 Telev1s1on Summer * j Workshoo n 539 Semi ari' R t ° 6 h i 2 1 l 2 l 2 l 2 2 2 1 1 2 1 1 1 1 2 1 o 2 p.n 1 in he oric 35 18 9 7 b 2 l 10 l 9 3 1 IO 8 10 h h 3 IO 1 J g . 550 Seminarin Oral ‘ “ 4 2 Q h 9 l . e . \ h - ’ r r- ' 2 Intérpr Fabio“ 18 9 b 3 4 2 1 i 5 5 1 h 2 1 2 3 2 u t 2 t 1 1 2 2 251 Seminar in History of ' * i — 5 H H Oral Interpzetation 3 3 l l 2 l l l l l l 1 1 l l a 953 Seminar in lheater c l 1 Practice 10 S 1 1 ) a 556 Seminar-in Scene 111111, ““”‘—“*'* DeSign, Construction, 559 :nd.8tag.e Lighting 11 C’ 2 3 2 1 1 E 3 2 5' 3 1 3 l ' seminar 1n Drama to 29 9 19 h h o lo 22 S 7 1c 21 7 15 1V 2 1 / T ~ 4 1 57h Speech Correction / 9 ( *3 U 1: lb 9 2 ,1 , worksho r 1 r» \ 579 “e ‘ p‘ J L 2 2 C 3 3 l U 1 1 2 1 1 p , D minar in Speech 5 1 3 Correction and Voice Science r - 1 1 , g _ 22 1h 7 S 3 l 3 lo 2 1 3 5 11 3 c c 1 p 580 Experimental 2 U 1 l o 3 11 1 2 1 . Plonetics . 2 2 2 l 2 2 2 1 2 585 Advanced Radio - 2 2 2 Dramatic ' 2 / ~ . J O . 'Production 19 1c 9 o 2 1 u 9 1 1 u 5 c 1 3 a r ~ - 59/ Spec1al Problems in ' ' U K 1 b 2 h 3 5 l Speech and Communi- cation H . 21 15 3 11 2 1 1 IO 13 2 2 t 7 1t 1 1 g g 3 1 9 0 h 13 l 3 o2 statistical evidence is available, the writer believes that the responses to course evaluation, considered as a whole, are reasonably reliable for several reasons. Keither the University nor the Department of Speech had any control over the answers of these peOple, There was nothing to compel or force the graduates to complete this portion of the questionnaire. Respondents had nothing to lose by telling the truth, nor anything to gain. For the majority of graduates surveyed, neither their economic nor professional status appears to be affected by any agency of the tniversity, The honesty and objectivity of one graduate is illustrated in reference to the course evaluation check sheet when he failed to rate one course by explaining: "I was totally unprepared for the course; consequently, I cannot be objective," Graduates who rated courses in the area of theater indicated that course content was well above average, and that material proved to be of considerable cultural value. Content material was rated exception- ally high in terms of occupational value, Responses toward course instruction revealed a high degree of satisfaction with the majority rating instruction as superior. Students appeared to enjoy their instruction since an exceptionally high percentage of the reSpondents liked the instructors. Courses in theater were generally considered well organized, and clear as to objectives. The majority of the course objectives were apparently accomplished. The majority of the reSpondents rated classroom methods stimulating and indicated they liked their courses in theater, More graduates took Speech 559, Seminar in Drama, than any other single course in this area, Those respondents who rated courses in rhetoric and pdblic address seemed to feel that course content, on the average, was slightly better than adequate. Some graduates felt not enough material was attempted in certain courses. The majority strongly believed that course content was of cultural and occupational value. A high percentage of the stu- dents said they liked the instructor. Graduates felt instruction tolme well above average. Although the majority rated instruction superior, there were enough who considered instruction poor, or only adequate, to lower the general rating. Classroom methods were considered stimulat- ing and a majority of the peeple liked the courses. Although several graduates felt certain courses were poorly organized, more than twice as many rated them as well organized. More students took Speech 539, Seminar in Rhetoric, than any other course in the public address area. The area of speech.correction, phonetics, and voice science was rated by the graduates to be generally above average in terms of course content, although slightly less than one fourth of the group felt not enough material was attempted. This may be partly attributed to the lack of certain equipment which apparently limited some courses from offering as much material as might have been possible had equipment been available. A strong majority rated the content as occupationally valu- able. The majority of the respondents rated instruction as being adequate, and practically everyone indicated they liked the instructor. It is significant to note that graduates taking courses in this area are apparently being very objective since their strong liking for the instructor as a person does not prevent a low rating of his instructional oh procedures. Courses were generally rated as well organized, and objectives appeared clear and accomplished. A high percentage of the graduates liked the courses, but it seemed that more than a few felt classroom methods could have been more stimulating. More students took peech 579, Seminar in Speech Correction and Voice Science, than any other single course in this area. Graduates who rated courses in the area of radio felt content was slightly better than adequate. Several indicated that not enough material was attempted. The majority rated radio courses as being valu- able occupationally. Students' attitudes toward instruction was quite evenly divided. The total responses equalled an adequate rating for instruction although the graduates were unanimous in indicating they ‘liked the instructor. Courses were generally rated exceptionally good in terms of organization and objectives being clear and accomplished. Although the majority of the respondents rated classroom methods stimu- lating, almost as many indicated they were not stimulating. A large percentage indicated they liked the courses in radio. More graduates took Speech SEE, Advanced Radio Dramatic Production, than any other single course in this area. Those graduates who rated courses in the area of television indi- cated that course content was somewhat above average, although more than a few felt not enough material was attempted. More than two-thirds of the group rated the content as valuable occupationally. The majority of the graduates rated instruction as being adequate although almost 3 as many felt it was superior, and a few considered it poor. Generally, the instruction was rated somewhat above average. .Almost everyone 65 indicated they liked the instructor. The majority of the respondents felt that the organization of the courses was good, although nearly LO percent rated organization as poor. This apparent division in opinion concerning organization may be partly attributed to the fact that the television curriculum was still in the pioneering stage when many graduates were taking these courses. Consequently, it would seem likely that in developing the television curriculum a certain amount of experimentation was necessary and resulted in some organizational confusion for the graduates. Likewise, the majority of people rated the objectives clear, although approximately 35 percent felt objectives were not clear. The majority, however, rated the course objectives as being accomplished, and indicated that classroom methods were generally stimulating. All but 12 percent said they liked the courses taken in television. More graduates took Speech L30, Introduction to Television, than any other single course in this area. Courses offered in the area of Speech education were rated by graduates as being above average in content material. A small percent- age indicated that not enough material was attempted in certain courses and that other courses tended to be too theoretical. The majority of graduates considered the content material to be of occupational value. Opinions of graduates concerning course instruction seem to be somewhat divided. The majority of peOple rated instruction as being adequate, although almost 36 percent considered instruction superior, and close to 20 percent evaluated instruction as poor. Generally, it would appear that instruction was above average. Responses showed that the instructor was liked by almost everyone. Courses were generally considered to be well organized, although approximately 37 percent of the reSpondents felt organization was poor. The graduates were divided in their opinions about the clarity of course objectives; a slight majority thought they were not clear. Only a slight majority felt classroom methods were stimulating. host of the respondents liked their courses although almost 30 percent indicated a dislike. This general division of opinion concerning courses taken in speech education seem to indicate graduates use a wide variety of criteria in rating the desirability of such courses. All the major Speech areas were represented since at least one methods course is offered by each. More graduates took Speech SOO, Teaching College Speech, than any other single course in this area. Although relatively limited in the number of courses offered, the area of interpretation was rated by the graduates as being more than adequate in course content.A Several peOple felt not enough material was attempted, but content was generally considered valuable culturally and occupationally. Reactions to instruction ranged from one extreme to the other. In the main, instruction was considered stimulating and better than adequate and the majority of the people indicated they liked the instructor. Although approximately one-third of the respondents indicated they disliked courses taken in interpretation, courses were considered well organized and the objectives clear and accomplished. More students took courses in Speech 550, Seminar in Oral Interpretation, than any other single course in this area. CHAPTER V SJIVEVIAKY AND CONCLUDING COI‘flVIENTS Of the 9S Questionnaires sent to graduates, YO or 73.7 percent, were returned. Each year from l9hl to 1955 was represented in these returned questionnaires. This representation has given added breadth to the study and has helped in comparing responses and observing any trends that might have developed over a period of years. Theater has had the largest number of Master of Arts graduates with h2.7 percent of the degrees. This reveals that theater has been by far the most active area of the graduate speech program at Michigan State University. Two of the respondents in this field hold doctorate degrees and two are now occupying positions as heads of departments of speech on the college level. Generally, the graduates in theater expressed a high degree of satisfaction with their graduate Speech training. Their major criticism was that production facilities and working space were below standards and needed much improvement. Radio, with 20.8 percent of the graduates, and television with 6.3 percent, are the second largest area to award Master of Arts de- grees in speech. Since 1952, a year after the television curriculum was instituted, radio seems to have been less active on the graduate level. The television curriculum may have drawn people away from radio in anticipation of the growth of a new medium. One reSpondent in this area now holds the doctorate. Generally, the graduates in radio and television expressed satisfaction concerning their Speech training. 65 One comment made by several students suggested that guidance in selecting courses might receive closer attention if the major professor were to handle their enrollment each term. Speech correction has awarded 15.6 percent of the Master of Arts degrees in speech. One of the respondents in this field holds a Ph. D. degree, and one is presently the head of a department of Speech on the college level. On the whole, graduates in Speech correction expressed satisfaction concerning their graduate speech training. Free responses indicated that outstanding Speech correction teacher training existed; however, the main weaknesses seemed to be clinical training and the lack of necessary equipment in some areas. Rietoric and public address have awarded 9.h percent of the Master of Arts degrees in speech. One of these graduates now holds a doctorate. On the whole, graduates in this area expressed Satisfaction with their speech training. Responses were few and no particular pattern emerged from their comments. Speech education has awarded the least number of Master of Arts degrees in Speech with a total of 5.2 percent. All three respondents in this area are now teaching. On the whole, graduates expressed satis- faction with their speech training, although indications reveal that a wide variety of criteria are used in evaluating training in this area. The only comments made in this area were that teacher training in speech correction was excellent. The general picture seems to indicate that television is growing in popularity and that public address and speech education have not 69 been particularly active on the masters' level. This does not necessarily mean that these areas were weak or inadequate in quality. It does indicate, however, that their popularity was far below that of theater, radio, and television whiCh together account for 69.8 per- cent of the graduate degrees granted. In their undergraduate training, 80 percent of the respondents majored or minored in Speech. English was the major area of under- graduate study for ten percent of the respondents. Thus, most of the graduate students came to the program with a speech undergraduate back- ground or with one closely allied to Speech work. Graduate assistantships were held by 70 percent of the reSpondents and only one person indicated he would not accept an assistantship if he were doing his work again. It appears that an assistantship has been an important, in Some instances no doubt a necessary, aid to the student in that he gained experience, an added sense of responsibility, and financial assistance from it. These advantages seem to be appreci- ated by the graduates. The graduate assistantship also gives added advantage to the student in his being selected for future employment, especially to the prospective teacher. The Department of Speech at Michigan State University appears to have granted the majority of its Master of Arts graduates assistantships and to have served their inter- ests well in this respect. A variety of reasons were given by respondents for selecting Michigan State University as the school in which to do their graduate work. Generally, the University's location and the good reputation of the Department of Speech were the major reasons. Only h.7 percent 70 of the respondents said expectations concerning their speech training were not fulfilled. The major portion of the respondents indicated their expectations were fulfilled and expressed satisfaction with their choice of university. Extra-curricular activities were participated in by 51.7 percent of the respondents. Theater and radio graduates were more active in activities than were those in the other areas. Public address, however, had several graduates who participated in extra-curricular work. The fact that 70 percent of the respondents held assistantships and that most extra-curricular activities seem primarily designed for under- graduates, may account for the low percentage of participation. Six of the reSpondents have received doctoral degrees since com- pleting their Master of Arts in speech and seven others are apparently working towards that goal. All of those holding the doctorate are now teaching. Most of the reSpondents have taught at one time or another since receiving their Master of Arts degrees. More than half of them are engaged in some phase of teaching at the present time. Most of the graduates in the teaching profession have taught in colleges, although a substantial number have also taught in high schools. Business and industry have claimed several graduates. Television graduates have generally gone into television fields on a professional basis. The majority of those graduates now teaching have taught in all areas of Speech with the largest number being in fundamentals, public speaking, and drama. Respondents indicated they needed more training in speech correction, voice science, and phonetics than in any other area. These responses came from teachers in all phases of Speech and do not indicate that correctionists were necessarily lacking in train- ing or in greater need than others. Generally, it would seem that Speech teachers should not ignore work in the field of correction. Apparently a better knowledge of this field is valuable to the teacher in all areas of Speech concentration. According to the respondents, it seems desirable that more training in drama would be of great assist- ance to the high-school Speech teacher. All respondents indicated that in view of their experiences since receiving the Master of Arts degree, certain additional courses would have been beneficial to them. Courses in speech correction, phonetics, voice science, drama, and public address were most frequently cited. The fact that these additional courses were listed, does not necessarily mean that graduates were dissatisfied with the courses taken during their Master of Arts program. However, the listing of additional courses does indicate that most graduates would have taken these courses if time and circumstances had permitted. Those graduates in fields other than teaching expressed a desire for courses outside the area of speech such as advertising, psychology, or personnel management. Non-teaching graduates generally considered their Speech training to be useful in their occupations. This view conforms with those of the great majority of the graduates, regardless of their occupations, that their speech training on the masters' level adequately prepared them for positions they have held since graduation. The Department of Speech has apparently been successful in supplying its students with the basic knowledge and techniques necessary for progress in a variety of positions in business as well as in teaching and related fields. 72 Most of the respondents, teaching and non-teaching, were in favor of Specialized training, although the opposite was true of five of the six graduates holding the doctorate. The experiences of the six graduates now holding doctorates and teaching at the college level led them to express a preference for a general background in Speech. Graduates receiving degrees in the areas of public address and Speech education also indicated a preference for generalized training. On the whole, each graduate seems to favor a program that will fit his indi- vidual needs. The majority of graduates, regardless of occupation or advanced training, favored minoring in an area outside the Department of Speech. The only exception were public address graduates who slightly favored a minor in Speech. This consistency in favoring an outside minor agrees with the point of view of the faculty and suggests that the majority of the graduates feel the need for background in another area and that it is possible to become too narrow with speech alone. This feeling was especially expressed by those respondents holding doctoral degrees. However, there seems to be enough favorable reaction to the idea of minoring within the Department to warrant giving some thought to this possibility. Suggestions seem to indicate that an optional program based upon the students' needs should be considered. The majority of the respondents indicated that they received sufficient guidance in the selection of courses and the selection of a thesis tOpic. Adequate help and guidance from the thesis committee was also received by most of the graduates. This consistency suggests that the graduate Speech program is generally guiding its students in the 73 right direction and apparently has been successful in fulfilling most of their needs. Graduates receiving degrees in theater, speech cor- rection, and Speech education generally considered their guidance to be above average. Guidance was considered average by graduates from the areas of public address, radio and television. A few of the graduates in each of four areas felt they could have received better guidance in selection of courses and in selecting a thesis tOpic. The comment made most frequently by the respondents was the need for better guidance in selection of courses. This feeling was expressed by 2h.3 percent of the respondents. The majority of these people were from the radio and television area. From the responses it appears that graduates would prefer to have their programs outlined by their major professor rather than by the Head of the Department. Students felt that the Head of the Department was extremely conscientious but that in some instances their major professor was in a better position to advise them on certain courses. Eighty percent of the respondents said the writing of a thesis was valuable and offers a wide variety of learning experiences which are beneficial to the individual regardless of his occupation. Those graduates possessing doctoral degrees indicated that writing a thesis was excellent preparation for advanced study. Theater and speech correction graduates rated the value of writing a thesis extremely high. Graduates in speech education, public address, radio and television were also high in praise of this writing experience. However, a few graduates suggested that the thesis is of little value and should be eliminated. Eight percent of the graduates opposed the value of writing 7b a thesis, 2.9 percent were undecided, and 2.9 percent gave no answer. Most of these people are teachers and two are in other occupations. This group suggested that a thesis should not be required but be made optional in terms of an individual's purposes and needs. Perhaps their view warrants some consideration. However, the responses reveal that for the most part writing a thesis has made a valuable contribution to the students, and that those planning to enter the teaching pro- fession, or obtain Doctor of Philosophy degrees should not be without this writing experience. ‘ The majority of the respondents expressed favorable reactions toward the courses they took on a graduate level. Course evaluations in the field of theater generally received a high rating. Almost all the graduates expressed a liking for the instructor. Radio and tele- vision courses, as well as those in speech correction, seemed to be rated slightly above average with respondents indicating a strong liking for their instructor. Public address courses received somewhat divided ratings. Generally, however, courses were considered to be slightly above average with the majority indicating a liking for the instructor. Likewise, courses evaluated in speech education received divided re- actions with the general rating appearing to be average. The instructor was liked by the majority of the students. The division of opinion concerning courses in public address and speech education indicates graduates use a wide variety of criteria in rating such courses. On, the whole, speech courses on the graduate level appear to be highly satisfactory and the relationship between the student and his instructor has been pleasant and satisfactory. 75 A Final word In reviewing this study it must be remembered that rapid changes have taken place within the Department of Speech over the entire period since its beginning in 1937. New courses, changes in courses, and changes in personnel are all factors which must be considered. Praise and blame cannot readily or consistently be attributed to any one individual. Consideration must also be given to the fact that the percentage of returns for each Speech area does not necessarily reveal the complete picture for that group. For example, the 16 graduates in the area of theater who failed to respond to the questionnaire might have offered different comments and changed the over-all picture. The same might be true with radio and television who had five graduates failing to reply, or with the areas of Speech correction and speech education each with two graduates who did not reply. In the public address area only one graduate failed to return the questionnaire. As might be expected, more variable comments were given in the areas of theater, radio, television, and Speech correction. Public address and speech education, each with a small number of graduates, received fewer comments. However, the writer believes each area is represented by enough replies to give a general picture of the Department as a whole. It was made clear in Chapter I that this type of study is con- sidered one means of helping to determine how to serve effectively the needs of students in a changing society. The writer does not presume to suggest that the student knows what is best for him. The writer . .;4_Lu—_—_—-n 76 does, however, believe that many sources of information must be used as a basis for improving educational services. One of these sources must be the student himself; without his retrospective views, no research in this direction would be complete. With these ideas in mind, this study, in general, revealed that respondents approved of the graduate Speech program. Their comments, criticism, and suggestions indicate their interest in improving the speech education program in the Master of Arts program of the Department of Speech at Michigan State University. Kain-4...... B IBLIOGRAPHX 77 BIBLIOGRAPHY Blanks, Anthony F., .An Introductory Study in the history of Teaching 2f Public Speakir g in theFUnited States, (U Unpublished Doctoral Dissertation, Stanford“ University, 1927). Chenoweth, Eugene C., An Investigation of the Training and Occupations of Iowa Bachelor Graduates in Speech and Dramatic Arts 1931-19KO. (Unpublished Doctoral Dissertation, University of Iowa: 19h2). heaton, Kenneth L. and G. Robert Koopman, 3 College Curriculum Based 92 Functional heeds 2: Students, (Chica ago: University of Chicago Press, l9hC). Hughes, Thomas, A Study of the Forensic Activities at Michigan State College from 1557—1937, (Unpuolishedfl . A. Thesis, Michigan State University, 1952). Concerning Aspects of Their Undergraduate Speech Training, (Unpublished Doctoral Dissertation, University of misconsin, 19b2). Rude, Leslie G. The Graduate Speech Program on the Masters Level of the Department of Speech, Louisianag State Universigy, (Unpublished M. A. lhesis, Louisiana State University, 1953). Young, James D., A Study of the l9h6— h7 Curriculum in Speech and Dramatic arts at George Pe1oerdine College, (Un ubliShedfi h. i. Thesis, University of Southern California, l9h7 APP END IXES ""- APPENDIX A Letter sent to former Master of Arts graduates in Speech from Michigan State University explaining the questionnaire and to solicit their cooperation in furnishing the data requested. mmuunfi-SH l 75 APP EEIDIX A Department of Speech Michigan State University East Lansing, Michigan Date Dear M.S.U. Graduate: The purpose of this correspondence is to ask your assistance in a project currently being conducted aiming at an evaluation of the graduate program in speech at Michigan State University. Because we believe an ever-improving speech program needs careful examination, we are anxious to include your reactions. 'Nith this letter you will find a questionnaire and a stamped envelope, which we hOpe you will complete and return at your earliest convenience. we stress the fact that your remarks will not be used in connection with your name and all information on the questionnaires will be tabu— lated in strict confidence. If you will fill out the accompanying questionnaire carefully and critically, you will offer substantial help in the progress of this study. Your cooperation will be sincerely appreciated by me and by the department. Thank you for your help and coOperation and we will be waiting to hear from you in the near future. Cordially yours, Roland E. Kalmbach Jr. hugo David Committee Chairman APPENDIX B Questionnaire 79 APPENDIX B Questionnaire name: Ma. 19 Address: Present Position Employer 1. What was your undergraduate major? Minor? Fl 2. Did you hold a graduate assistantship while at M.S.U.? Yes___No would you hold an assistantship if you were doing it over again? Yes No Explain V.‘r . , " I'L- IHIH‘H-‘o 3. What factors other than an assistantship determined your selection of M.S.U. as the school in which to do your graduate work? a. To what extent were these expectations fulfilled at M.S.U.? h.'what advanced degrees in addition to the M. A. degree in speech do you hold? When and where did you receive these degrees? 5. List the positions you have held since you received your M.A. degree at M.S.U.: Dates Job Description Employer Location From To co 6. What extracurricular activities did you participate in as a graduate student? 7. would you recommend that graduate students minor within the speech department or in another department? (Minoring within speech de- partment means a theater major might minor in public address rather than English or history) Please check: ment . Speech Other depart— 8. Do you feel you might have been more effectively advised concerning your selection of courses? Yes No Specify how 9. Do you feel you received sufficient help in selecting a thesis topic? Yes No . lO. committee? Yes ho . ll. Explain Do you feel the writing of a thesis was valuable to you? Do you feel you received adequate help and guidance from your thesis Yes No 12. Areas you have taught since receiving your M.A. Check appropriate box. Check the areas in which Check areas in Check areas you Areas of you have taught since re- which you feel would spend Instruction ceiving the M.A. degree you needed more less time than Grade High training you did School School College Fundamentals Interpretation Drama Radio Television Public Speaking Discussion Debate Speech Education Phonetics and Voice Science Speech Correction Other: 13. 1b. 15. 16. 17. 81 If you are not a teacher, has your Speech education been useful in your occupation? Yes No why or why not? In view of your experiences would you recommend that M.S.U. empha- size a generalized speech program or a Specialized speech program at the masters level? Please check below: a. Specialized program b. Generalized program (Specialized refers to emphasis in primarily one area; generalized refers to attention in several areas.) Do you now feel that your graduate program at M.S.U. adequately prepared you for the positions you have held since graduation? Yes ho Explain In view of your experiences since receiving the M.A. degree, what other courses would have benefitted you the most? If you have any criticisms, suggestions, or comments regarding the graduate program at M.S.U., please write them on the back of these sheets. ALUATION SHEET 'V F It: COURSE 18 CZ Jecwemsa qluoq H 2’. w esanoo pexrtstq c <3 esanoo peXIq #— Butqetnwris dou Spoqqew wooassetg Butqetnmtis Spoqqem mooassetg peqsttdwoooe qou seAtqoefqo U) _— 8 peqstIdmoooe seAtioefqo :E 19810 qou seAtqoefqo r24 _— JBBIO sentiosfqo Item peztuefiao XIJOOd peztuefiao C” Joqondqsur PGXIISIG o :3 Joqonaqsut pextq 0 7T. E Jotaedns notionaqsul +, l. g eqenbepe uotqonaqsul H c L__ c JOOd notionaisul F‘— _ v Atteuoiqednooo etqenIeA 10H Atteuorqednooo GIQBHIBA theanifno BIqEUIEA qoq +3 fitteanifno etqenIeA c _g {eoruqoeq 00L c (g [eotqeaoeqi 00L peqdweiqe qonm 00L peqdmeiqe qfinoue 10m queIIeoxg sienbepv (DA g Mg m mr4 5 Mix a m o m > o 5 0 0(1) O‘D’ 0r4.: w-H m 0 $40“) a) -w m o g .c-t 0.9 m U) +3. NCDO : :g mvH'U o o 'o .p p 0H m m~H a": m +3 #SWOOFE o m-P o h-H-P :3 'H Clo-1r: L r4 Q<§4043 o -p o m -p U) (D U) c 9.x c E c H C60 ~r-lQJO o -P-H 3-9 ,x.a.p O O 0 r4 : bra m m o ,ara m {11>} UCUL. at MSU. APP ENDIX C APPENDIX C A list of all courses offered for graduate credit in speech as found in the 1955-56 Michigan State University Catalog follows. 306 ADVANCED PUBLIC SPEAKING. Fall, Winter, Spring. 3(3-0) Prerequisite: 305. Specialized forms of public address with emphasis on development of maximum effectiveness in platform techniques. 3h0 SCENE DESIGN. Fall, winter. 3(3-2) Prerequisite: 2L2 for majors. Design and painting of scenery for stage and tele- vision productions. No previous training in art required. 371 VOICE AND ITS PRODUCTION. Fall, Winter, Spring. 3(3-0) Prerequisite: 208 and three additional Speech credits. Introduction to such portions of anatomy, physiology, and physics as are directly related to production of voice. 372 SPEECH PaTHOLOGY. Winter. 3(3-0) Prerequisite: 371. Basic functional disorders of Speech. 373 SPEECH PATHOLOGY. Spring. 3(3-0) Prerequisite: 372. Basic organic disorders of Speech. 37h (formerly LSD) HEARING CONSERVATION. Fall, Spring. 3(3-0) Prerequisite: 371 or approval of Department. Nature, testing, and rehabilitation of hearing. 37; (formerly 375a and 375s) APPLIED PHONETICS. Fall, winter, Spring. 3(3-0). Prerequisite: 208 and Junior or Senior Class. The international phonetic alphabet and its application to Speech correction and to adequate pronunciation. 383 (formerly 382b,) RADIO AND TELEVISION ANNOUNCING. Winter, Spring. b(h-O) Prerequisite: 281. Training in specialized fields of announcing: news, Sports, and special events. Commercial announcing for television with practice before the camera. 386 (formerly 385b.) RADIO DRAMATIC DIRECTION AND PRODUCTION. Fall, Winter, Spring. h(2-h) Prerequisite: 283, 3h2. Techniques of radio directing and mechanics of production. hOOh HONOnS COURSE. Fall, Winter, Spring. 1 to 16 credits. Prerequisite: approval of Department. L13 hlh hlS hl6 h18 £19 U20 h21 L30 th SPBBCH FOR THE CLASSROOM TSiCHEB. Fall, Spring. 3(3—0) Prerequisite: teaching experience. Not open to majors. (formerly U09) ADVINCBD VOICE AND DICTION. Fall, Winter, Spring. 3(3-0) Prerequisite: 208 and Junior or Senior Class. Further study and practice to develop maximum effectiveness in use of voice. HIGH SCHOOL FORENSIC WORKSHOP. Summer. 3 to 6 credits. Prerequisite: approval of Department. Experience in planning and directing forensic activities for high school students. Michigan high School Speech Institute will serve as laboratory Situation. RICH SCHOOL DRAMATIC DORKSHOP. Summer. 3 to 6 credits. Prerequisite: approval of Department. Problems of dramatic production in the secondary school. Michigan High School Institute will serve as laboratory situation. HIGH SCHOOL RADIO KORKSHOP. Summer. 3 to 6 credits. Prerequisite: approval of Department. Planning and producing radio programs in the secondary school. Michigan High School Speech Institute will serve as laboratory Situation. ADVANCED GROUP DISCUSSION AND LEADERSHIP. Ndnter, Spring. 3(2-2) Prerequisite: 212 or Senior Class. Development of leadership in group situations. Semantics, group dynamics, and sociodrama,filn1forum, and related techniques. -(formerly L29) CONTEMPORARY PUBLIC SPEiKING. Fall. 3(3-0) Prerequisite: 206. Analysis of current public Speaking in its social context. (formerly 32h) SPBBCH COMPOSITION. winter, 3(3—0) Prerequisite: 305. HISTORY OF BRITISH SPEIKING. Spring. 3(3-0) Given in odd- numbered years. Prerequisite: approval of Department. Analysis of historic British Speaking in its social context. hISTORY OF iMBBICiN SPBIKING. Spring. 3(3-0) Given in even- numbered years. Prerequisite: approval of Department. Analysis of historic American speaking in its social context. INTRODUCTION TO TELEVISION. Fall, winter, Spring. 3(3-2) Prerequisite: 2h2, 281 for Speech majors. Others, approval of Department. Orientation to television techniques and pro- cedures. Basic course for television sequence. h31 b32 b33 b3h NBS h36 LB? MIC bh2 hhb 85 TELEVISION STUDIO OPERATIONS. Fall, Winter, Spring. h(2-h) Prerequisite: L30 and approval of Department. Working knowledge of Specific studio positions. Introduction to artistic possibilities of television. TELEVISION CONTROL ROOM OPERATIONS. Fall, Winter, Spring. h(2-h) Prerequisite: 283, h3l, and approval of Department for majors. Others, approval of Department. Television control room study and practice with emphasis on position of floor director, assistant director, audio director and switcher. TELEVISION DIRECTING. Fall, winter, Spring. h(3—2) Prerequisite: 386, h32 and approval of Department. Theory and practice in television directing. TELEVISION WRITING CONTINUITY. Spring. h(h-o) Prerequisite: L30 and approval of Department. Analysis and practice in writ— ing commercial continuity for television. TELEVISION WORKSHOP. Summer. 1 to 8 credits. Prerequisite: approval of Department. To give student an understanding of problems and procedures involved in television studio operations through participation and workshop activities. PROBL 43 IN TELEVISION PRODUCTION. Fall, Winter, Spring. h(3-2) Prerequisite: h33 and approval of Department. Further study in the directing of television programs with emphasis on the problems of the producer. TELEVISION PROGRAM DEVELOPMENT. Fall, winter, Spring. t(3-2) Prerequisite: h3O or approval of Department. Not open to students taking £31, h33 sequence. Course for non-specialists in television who wish to develop television programs and camera techniques for their particular areas, i.e. home economics, agriculture, or any other field that might be using television for prOgramming or public relations. (formerly NUS) ADVANCED SCENE DESIGN. Spring. 3(3-2) Prerequisite: 3&0, 3h3, or approval of Department. adaptation of historical periods and styles of stage design to modern pro- duction. Assigned problems in departmental productions. ACTING PROBLEES AND PROJECTS. winter, Spring. 3(3-2) Prerequisite: 3h2 or approval of Department. Styles of acting and research problems. ' (formerly bio and hh6) STUDIES IN THEATER PRiCTICE. Winter. 3(2-2) Prerequisite: 3h3 and 3h5 or approval of Department. Advanced studies in technical and management problems of theater production. Eh? LDC £51 NBS h56 LOU L65 (formerly bh7a) PLAT DIRECTION. Fall, Winter. h(2-L) Prerequisite: 3h1 or 3h2 or approval of Department. Funda- mentals of composition, movement, stage business, and rehearsal routine. Participation in directing departmental productions. (formerly hh7b) PLlT DIRECTION. Spring. t(2-h) Prerequisite: hh? or approval of Department. Methods of producing period plays. Directing techniques for experimental dramas. Partici- pation in directing departmental productions. (formerly hSla) Dramatic Writing. Fall, Winter, Spring. h(2-h) May be repeated for a maximum total of 12 credits. Prerequisite: 2h2 and 281, or approval of Department. Theory and techniques of playwriting for stage, radio, and television. Adapted to meet needs and abilities of individual student. -AUDIOMETRY. Winter. 3(2-2) Prerequisite: 37h or approval of Department. Measurement and evaluation of hearing acuity. Supervised testing of school children. SPEECH HEIDING. Spring. 3(3—0) Prerequisite: 37h or approval of Department. Survey of methods and practice in art of teach- ing lip reading. “ (formerly hh9a) HISTORY OF THE THEATER. Fall. 3(3-0) Juniors and Seniors. Survey of theater history from beginning to seven- teenth century. (formerly hh9b) hISTORY OF THE THEITER. ‘Ninter. 3(3—0) Juniors and Seniors. Seventeenth and eighteenth century theater, including the early American theater. (formerly hh9c) HISTORY OF THE THEiTER. Spring. 3(3-0) Juniors and Seniors. Survey of developments in the European and American theater in the nineteenth and twentieth centuries. (formerly h6ha.b) INTERPRETATION OF DRMMATIC LITERATURE. Fall. 3(3-0) May be repeated once for credit. Prerequisite: 363 or 36h. Study and preparation of literature. Advanced coverage of essential principles of oral interpretation for individual improvement and for teacher training. CHILDREN'S THEATER. Fall, Spring. 3(2-h) May be repeated for a maximum total of 6 credits. Prerequisite: 2h2 or approval of Department. Problems in selecting, directing, and staging plays with both adult and child casts for children's audiences. Participation in M.S.C. Children's Theater and Toyshop Theater. to? (formerly boa) FOREIGN AND UNITED STLTES DITLECTS. Vinter, Spring. h(h-O) Prerequisite: 375. Practice in phonetic transcriptions and speaking dialects. 87 h69 CRETTIVE DRlHiTICS FOR CHILDREN. Fall, Winter, Spring. 3(l-b) Informal dramatics for children in classroom and recreational Situations. Play-making, creative rhythms, personality develop- ment through dramatics. Observation of children's classes. L70 SPEECH CORRECTION FOR TELCHERS. Fall, winter, Spring. 3(3—0) Juniors and Seniors. Not Open to majors. Meeting needs of the speech handicapped child in classroom. L73 ADVANCED SPEECH PATHOLOGY. Spring. 3(3-0) Prerequisite: 373. Etiology, pathology, and therapeutic methods in special speech deviations as in cerebral palsy, cleft palate, asphasia. L7H CLINICAL PRACTICE IN SPEECH CORRECTION. Fall, Winter, Spring. 2 or 3 credits. Prerequisite: 373. May be repeated for credit. Six credit hours required for certification. Clinical experi- ence in handling cases. N76 PSYCHOLOGY OF SPEECH. Fall, Spring. h(h-O) Prerequisite: Psych. 201. Elemental principles of psychology as they apply to speech with emphasis on experimental research. U77 (formerly 33o) SPEECH CORRECTION METHODS. Fall, Spring. 5(3-b) Prerequisite: 372. Must be taken during term preceding or concurrent with student teaching. Administration and organi- zation of materials and methods in clinical and public school speech correction programs. £85 (formerly h86a,b) RADIO AND TELEVISION STATION MANAGEMENT. Fall. h(h-O) Prerequisite: 281 and Senior Class. Station operation and procedure, sales, promotion, personnel relations, and international broadcasting. L86 (formerly h86c) RADIO AND TELEVISION PROGRAMMING. Spring. h(h-O) Prerequisite: 281 and Senior Class. Objectives and methods of programming. Local program and network affiliation. N89 RADIO AND TELEVISION IN EDUCATION. 'Ninter. h(h-0) Prerequisite: 281 or approval of Department. Also offered for credit in Edu- cation. Analysis of recordings, transcriptions, and Classroom programs. Specific techniques for use of radio appropriate for individual school and community. L93 SPEECH CRITICISM. Spring. 3(3-0) Prerequisite: 6 credits in public Speaking. Major theories and critical standards under- lying current public speaking practice. 500 TEACHING COLLEGE SPEECH. Fall. 3 credits. 559 5714 579 585 595 68 INTRODUCTION TO GPADUATE STUDY IN SPEECH. Fall, Spring, 3 credits. SET-IINAR IN ORGANIZATION AND ADIVlINISTIfiiTION OF SPElIIH CURRICULUM FOR PUBLIC SSHOOLS. 3 to 6 credits. ADVANCED PROBLEMS IN TELEVISION PRODUCTION. 2 to 6 credits. RESEARCH IN BROADCASTING. Variable credit. SEMINAR IN RHETORIC. Minter. 3 credits. SEMINAR IN ORGAL INTERPRETATION. Spring. 3 credits. SEMINAR IN HISTORY OF ORAL INTERPRETATION. Winter. 3 credits. SPMII‘IAR IN THEATER PRACTICES. Spring. 3 credits. SEMINAR IN SCENE DESIGN, CONSTRUCTION AND STAGE LIGHTING. Spring. 3 credits. SEPILNAR STUDIES IN DRAIVLA. l to 5 credits. SPEECH CORRECTION WORKSHOP. Summer. 3 to 6 credits. SEIJIINAR IN SIDES-EH CORRECTION AND VOICE SJIENCE EXPERIMENTAL PHONETICS. Winter. 3 to 6 credits. Prerequisite: 371, 375. Sfrl'iINAR IN BRO-’LDCASTING. 3 credits. RESPARCH. SPECIAL PROBLE'IS IN SPEEH AND GEES-‘IUNICATIOI‘JS. Variable credit. For graduate students who wish to do special projects in speech communication and in speech as related to other fields. APPENDIX D A complete list of Master's theses by year, author, and title awarded by the Department of Speech at Michigan State University. 89 APPENDIX D 19h1 Luick, hilbur -- An Experimental Study on the Values of the Silent Motion Picture Conference Technique as a Teaching Aid in Classes in Public Speaking Thomas, Gordon Lawrie -- A Subjective and Objective Evaluation of the Use of Motion Pictures as a Teaching Device in Public Speaking nth-Spec1aIi eference to Transitions and Loss of Eye Centact Shea, ailliam Laurence -- Production Problems of TNELFTH’NIGHT by .Iillia.m Shakespeare--A Study of Traditional Settings and Sum vested Designs for a Unit Set 19h2 Cordier, hubert Victor -- The Oratogy of Daniel E. Voorhees 19h3 Lane, Christopher C. -- A Survey“ of Speech Defectives in the Public Schools of Ingham County, Michigan 19th Chase, Eleanor Sarah -- A Budget Plan for the Purchase 9f Stage Scenery and Lighting Equipment for the Small high School Richards, James Kenneth -- The Speech Department 93 the College and University 12 war Time Robinson, Marie Josephine -- The Production and Director's Manual of THEN IT €13 SUMMER--An Original Play by Albert Johnson 19u5 harvey, James -- A Survey of the Spe eech Background of the E‘reshman Class Enrolled in Michigan State College, 19h§_— Iiartin, Mary Jeanette -— AStudy of the Problems Involved in the Radio Adaptation and Production of i'hirteen Great Short Stories Nadal, Ruth Dillingham -- A Survey 2f Radio ip the Public School pf Michigan 9O 19h6 Eyestone, Maxine Arlane -- A Study of the Problems Involved in Jriting and Producing Six Original half- Hour Radio Plays Kinney, Stanley Newell -- A Plan for Educational Publicity Through Radio as Developed in the Lansing Public Schools Sitter, Pauline Ruth -- A Manual on the Use of Music in Radio Drama Made, Irene Esther -- An Analysis 2: the Speeches 2: Moodbridge M. Ferris 19h? Butt, Milliam Gibson -- A History_ of Dramatic Activities at Michigan State College to 1937 Forbes, Barbara Jane -- The Production of Philip Barry' 3 HOTEL UNIVEMSE for a College Audience and a_Written Analysis of the Problems Involved in Adapting the Script, Casting, Rehearsing, and Directing the Play Foresman, Shirley Jane -- A Production of Philip Barryjs Drama, HOTEL UNIVERSE, For a College Audience, and a Mritten AnaIQrsis of the Problems Involved in Designing, Setting, Lighting, and Staging Kamins, Robert Vailliam (died 6/6/h7) -- The History of Radio Broad- castigg and Radio Education at Michigan State Colleje 1917-19 h? Kennedy, Jean Granville -- The Staging of an Adaptation of a MIDSUMMER NIGHT'S DREMM by villiam Shakespeare for a Chiliren- 5 Audience, and a Mritten Analysis of the Problems Involved in Adaptin , Directing, and Staging the Play Lee, William Kennedy -- .A Survey of the Hearing and Speech Problems of gng oys_ in the Boys' VocationaI"Sohool at Lansing, Michigan l9b8 holland, Reginald Valentine -- The writing of an Original Three Act Play and the Analysis 2£_the Problems in Its Composition Irwin, Charles Gordon -- A Phonographic Study of the Speech 2£.§9 Michigan Elementary Teachers Olsen, Marguerite Mercedes -- A Descriptive Study of 65 Students Mho Failed the Mritten and Spoken Eng :lish Comprehensive Examination, Spring 9; 19K? 91 Paris, Homer L -- The Production Manual of an Original Three-Act Plav on a Small Stave with Limited Facilities l9h9 Alm, Ross Creighton -- A Survev 9:.Regional Radio Networks 2: the United States Briskin, Arthur Valner -- An Analysis of the Differences Involved in Writing the One-Act Play for Stare, and the half-Hour P_ay for Radio and for Television Brown, Robert Edward -- A Sb1dx of the Problems Involved in Finding -*-.—-———*—.— Radio Station Kranish, Carl Villiam -— A Study of the Current Sgeech ProLrams of Eleven.Michigan Junior Colleces Leutenegger, Ralph R, -- Concents of Anhasia: Historical and Contemporazz Iuiller, Melvin hull-- A Studv of the Circuit Chautauqua EB Representa- tive Michiggan Communities“ Spoth, Doris Mae -- An Analxsis of Music for Radio Dramatics Shows, Including a handbook of Musical Bridges Transitions and .. 1 -——-—-b —- ma —- 4 ’ , bacxgrounds ‘ 1950 Alexanian, Mariam Agnes -- The Creation of tle Role of Elizabeth in _—““_w——- Maxwell Anderson' 5 ELIAASLHH ThE QLN dmh and an Analzsis_ of the Acting_Problems Involved Alonso, Lulu Johnson -- Theories, Specific Therapies and Techniques for Use in Cases of Stuttering Carveth, Richard Redin -- A Phonoqranhic Study of the Phonetic Deviations of Chinese Students in the Pronunciation of Sounds of the English Lanruage Choiniere, Robert Lee --AA Survgx of Speech Therapies for the Cerebral Palsied Dean, Martin James --‘A Studzlgg Some Personality Asgects g£ Deafi Adolescents 92 Ferguson, Margaret Ellen -- A Project in Creative Dramatics for Children of the Junior High School —Level ‘Goodale, Jane Maginn -— An Analxsis_ of tie Histo_y, Organization, Financing, and Oneration of the Communiterheatres in Michigan Gregory, hilliam Alfred -- The Production of George Bernard Shaw‘s MEARTBREAK HOUSE on a Small Stage and_ a Written Analysis of the Directing Problems Involved 11amlin, Roger B -— A Comrarative Stu_y of the Effects 2: Living liabits Upon hadio Listening habits Schabel, Florence Ann —- Holidaz Series 9£_Radio Scripts for Junior and Senior high Schools Sommers, Elaine Horner —— Sillabus for Basic Communication at Goshen College Tolch, Charles John -- The Design and Execution of A Production of Georg :e Bernard Shaw' 3 LhmnltnAAM MOUSB for a Small Stage with Limited Facilities and an Analysis_ of the Problems Involved 1951 Arneson, Wilfred Milton —— A Sm wvez_ of Some Programming Practices of hadio Farm Directors Brink Donald DeLoss -- A Survey of the Soeech Training Programs in Selected Midwestern and Eastern Industries Bush, Joan Donner -- The History of Dramatic Activities at Central Michigan College o£ Education from l392 to 1930 Dye, Patricia McKenna -- HOW THE STARS HERE MADE, an Original Children' s Flax and an Analvsis of the Production Problems hackett, Joan —- The Direction of @org Kaiser' 5 FROM MOBN TC MIDNIGHT and an Analysis of the Staring Problems Irvolved in Presenting an Expressionistic B_ama Haight, Harry C -- An Investigation into Some of the Objective Data on the Interrelationshins of the human Senses as Thex Lay Be Related to Speech Correction Moffman, Marion Rose -- A Series of Music Anoreciation Radio Scripts for the Early Elementary Grades 93 Phillips, Marvin Edward -- 1 Production of Jean Giraudoux' 5 THE LHCHAHTJD with an Analzsis of the Direction Problems Involved Potter, Steven Donald -- A Survey of the Radio Listening rabits of Three Hundred Television ramilies in the Cities of Lansinq and hast Lansing_ Michigan 3 Wite, Stanley James -- A S+udx_ of Present Practices and Administrative Attitudes Toward the Drama Programs of Selected Michig an rich Schools 1952 sarrett, Dorothy Ellen - a Critical Study 9£ Bronson Howard, the Playwright Brown, Edward Devereaux -- A H1story of Theatrical .lctivities at_the Piobile Theatre, Mobile: Alabama, from 1800-1873— Fox, Jack Jacob -- An Analrsis of the Methods Used in the Production of Three Informational films for Television Frank, William Wiley -- An Inquiry into Marco-Synthesis Therapy as a Possible Diagnostic- Technique in Cases of Stuttering Hughes, lhomas -- A Study of the Forensic Activities at Michi£_n State College from 1837-1937 Liu, Herbert -- an Analvsis of the Soeeches of ”allage_ R Farrington, Governor of hawaii, 1921—1929 Simpson, William Daniel -- The Creation of the Role of Christzi John M. Svnqe' s E§§ PLAYBOY 92 THE WESTTMN INC “LB, and An Anallsis 23 the Acting Problems Involved Tomlinson, Malliam henry -- in Analysis of Techniques Used in Directing Emlyn'Williams' THE CORN IS ChrLEN for the Arena Theatre fland for Television Vogel, George Fred -- é Studx 9: the Plav§_2£ Sean O'Casey Jilson, Mary Jane McClintock -- .1 Comparative Study of the Defective SEeech of Children Found in the hural Area of Van buren Countg and tie Urban .area of the Citx_ oi‘ Muskeeon 1953 Cibula, Betty Jane -— An Original Play for Children with an Analysis of the Writing and Directing Problems Involved DeChaine, Faber Bennett -— An Historical Survey of Hultiple Theatre Architecture Since 1995— Earney, Hichael G -- The Place of the lion-Logical Proofs in Contemporary American Debate Textboo :s Ellis Hiriam D -- A nigh School Production of Shakespeare' s T ELFTH EIGHT and an Analysis of the Problems Involved ————o.--I-_~ Lambert, Clio wesley -- A Synthesis 2£ Video Effects Used in Television Programming 19Sh Andreasen, Edward Austin -- The Design and Supervision of the Settings for a Production of Plaxwell Anderson' s hLIéiqufi TEE QUE W Beckwith, Gerald G. -- An Analysis of the Problems Involved in the Adantation of August Strindbergis THE.FAIHEH for Television Boyd, William E, -- The Design of Certain Stock Chimney Pieces for the Stage '_- Dryden, Betty Haclrleman -- ASurvey of the Use of Special Equinment Emnloved in Speech Correction with“ the Cerebral Palsied Child Clark AnnaiHay -- -; Method of Recordinc Children‘ s Overt Responses to Creative Dramatics rlaterial and a Study_ of the Re sults Corwell, Marion Elizabeth -— Television Pronrams Designed To Stimulate Interest in Reading Books Franke, Dorothy E, -— History of the Use of Radio in the Flint Public Schools, 1925-1953 mauer, Ernest John -- The Designing and Staging of a High SChool Production of THE TAKING OF THE SHEEV Hulder, Dorothy Jane -- An Experiment in the Use of Television for ' Organized Viewing Grouns Murphy, Clarence R. -- The Adaptation and Direction of Shakespeare's HACBETH for Bay City Handy Hiqh School 95 Richard Chester Arlington, Jr. -- A Survey_ of Case Dismissals in the Public School Speech Correction Programs of l’fi 1chiqan in Speech Classes of Michigan nigh Schools Voorhees Ruth Mary -- A Study of A Group Educational Procram on Speech Correction for Parents oft hildren with Articulatory Problems 1955 Lottje Wayne Daniel -- A Studv of Six Representative American Post Wlorld War II Playwrights Burmeister, Barbara Johnson -- A Proposed Four—Year Plan of Dramatics Activity for the Mich Sc11ool and Communigy of Pa t Michigan Day, Janice Elaine -- The Development of a Traditional Folk Ballad as a Dance-Drama for Television Dennis, Elmer J. Jr, -- The Design and Execution of the Settings for Shaw‘s ARMS AND THE MAN for a Summer Theatre with Limited Staging Facilities nagle, Nancy -- A Survey of State Requirements for Certification of Speech T11erapists, l9>577 hazzard, Robert Tombaugh -- AA Arena Production 9A Andreyev's KATER MA 1icoson, Ronald Ray -- A Selective Analysis of Labor and Non-Labor Sponsored Radio “eve Cas, Mabel Winnetta -- A History of Legitimate Drama in the Copper Country_ of Michigan from 1900 to l9lO with Special Study of the Calumet 1'heater Serresseque, Frank V, -- The Creation of the Role of Sir Peter Teazle in Richard Brinsley S1eridan' s ThE SCHOOL FOR CCAZ.DAL and 32 Analysis of the Actinc Problems Involved Vanderslice, Ralph L, Jr. -- E Aeriments with Tubular Steel Framed Scenery Veeder, James T, -- Farm and Home Television for Extension workers datkins, {ary Jane Larson -- The writing and Production of a Children‘s 131111 Based Upon Thac keray's 11111 110311 111111 111110 Zolton, Albert Eilliam -- Five Original Radio Documentaries ROOM USE om Jul 22 Mar 17" Demco-293 I II II [I III II Ill III I