- . ‘ wmmum m comm m meals {For the Degree (>5 M A. mam 5mm UNIVERSITY DAVID RICH SlEEPER I 970 ca "I--¢-r.‘.$" . ,m'AvCI-‘hf I. {bf-{AR Y 11‘ 163115213 State University “Luau-£1 VHF-7‘“? ABSTRACT BROADCASTING CURRICULA IN COMMUNITY COLLEGES By David Rich Sleeper Broadcasting curricula offered in two—year commu— nity colleges are serving two very different groups of students. The terminal student plans to complete a two- year Associate in Arts Degree from a community college and then seek employment in the broadcasting industry. The future transfer student intends to enroll in a community college for the first two years of his college education and then transfer to a four—year college or university where he will earn a baccalaureate degree with a major in broadcasting after completing the junior and senior year of college. - A problem arises in trying to differentiate be— tween the goals of the future transfer student and the terminal student in the broadcasting instruction. The curricula must successfully serve the needs of both groups of students if those students are to achieve academic and/or vocational success. In this present study, students and faculty in community colleges were surveyed to find out how they perceived the broadcasting curricula in their community colleges. Did the broadcasting instruction in their David Rich Sleeper community colleges offer what they expected? Several broadcasting stations were surveyed to uncover attitudes about the community college graduates as competent employees. ' The primary technique used for gathering data for this present study was a mailed questionnaire. Two sets of questionnaires were designed to survey the students enrolled in broadcasting curricula in the community colleges and the broadcasting faculty in the same commu- nity colleges. A pilot Study also was designed to test the accuracy of the questionnaires in obtaining the necessary data for the study. Interviews were obtained from three sources for the purpose of checking the reliability of the informa- tion obtained from the questionnaires. Two broadcasting faculty from community colleges and one administrator in higher education were interviewed. , Historical documentation for this present study was obtained from books and periodicals. Recent histor- ical data were found primarily in periodicals with much of the data from "The Junior College Journal." A major finding of this thesis indicates that broadcasting students in the community colleges may be- lieve that they are obtaining more from their broadcast- ing education than they actually are. The faculty in the community colleges who were queried in this study believe that they offer to both the terminal student and David Rich Sleeper the future transfer students a better education in the two-year broadcasting curricula than they actually do. The faculty also believe that most of their broadcasting students are trained to job entry levels and find employment in broadcasting. The findings also show that some of the represent- atives of the broadcasting industry are satisfied with the work performed by community college broadcasting graduates. Most of the positions held by those graduates are operational in nature and most of the jobs are . .- secured in small and medium size markets. Accepted by the faculty of the Department of Television and Radio, College of Communication Arts, Michigan State University, in partial fulfillment of the requirements for the Master of Arts degree. #324) 02. [ye/l; Director of Thesis BROADCASTING CURRICULA IN COMMUNITY COLLEGES By David Rich Sleeper A THESIS Submitted to Michigan State University , in partial fulfillment of the requirements for the degree of MASTER OF ARTS Department of Television and Radio 1970 t Woes ACKNOWLEDGMENTS Three individuals deserve recognition for their greatly appreciated assistance and guidance in the research and writing of this thesis. They are Professor Leo Martin, my thesis director, who burned the midnight oil many times while reading, correcting and critiqing this writing effort; William Ballard, Director of _ Broadcasting and Manager of WUCM-TV at University Center, Michigan; and Thomas Callahan, a graduate student in philosophy at Michigan State University, who assisted in proofreading portions of this thesis. ii TABLE OF CONTENTS PAGE ACKNOWLEDGMENTS . . . . . . . . . . . . . . . . . . ii LIST OF TABLES . . . . . . . . . . . . . . . . . . Vi CHAPTER I. THE EXPENDING OBJECTIVES OF THE COMMUNITY COLLEGE . . . . . . . . ... . . . . . . . 1 History of Junior Colleges . . . . . . . . 3 History of Radio Curricula in Community Colleges . . . . . . . . . . . . . . . . 15 History of Television Curricula in Community Colleges . . . . . . . . . . . 21 Purpose of the Present Study . . . . . . . 26 Definition of Terms . . . . . . . . . . . 27 Hypotheses . . . . . . . . . . . . . . . . 29 Hypothesis 1 . . . . . . . . . . . . . . 31 Hypothesis 2 . . . . . . . ._. . . . . . 31 Hypothesis 3 . . . . . . . . . . . . . . 32 II. THE METHODOLOGY OF THE STUDY . . . . . . . . 33 Interviews . . . .q. . . . . . . . . . . . 33 Pilot Study . . . . . . . . . . . . . . . 37 The Questionnaires . . . . . . . . . . . . 38 iii CHAPTER _ PAGE The Student Questionnaire . . . . . . . . 39 The Faculty Questionnaire . . . . . . . . 42 cover Letter 0 O O O I O O i O O I O O O O O 43 The Process of Selecting the Sample . . . 44 Radio and Television Stations Surveyed . . 48 Report from the College of San Mateo . . . 49 III. PROFILES OF THE COLLEGES . . . . . . . . . . 51 Community College of Baltimore . . . . . . 53 Palmer Junior College . ... . . . . . . . 56 Odessa College . . . . . . . . . . . . . . 58 Ricks College . . . . . . . .‘. . . . . . 61 Spokane Community College . . . . . . . . 64 San Bernardino Valley College . . . . . . 67 Pasadena City College . . . . . . . . . . 7O Grossmont College . . . . . . . . . . . . 73 Delta College . . . . . . . . . . . . . . 75 College of San Mateo . . . . . . . . . . . 78 Summary . . . . . . . . . . . . . . . . . 80 IV. THE RESULTS OF THE SURVEY . . . . . . . . . 83 The Student Questionnaire . . . . . . . . 83 The Faculty Questionnaire . ... . . . . . 111 Letters from Broadcasters . . . . . . . . 129 Conclusion . . . . . . . . . . . . . . . . 130 V. CONCLUSIONS . . . . . . . . . . . . . . . . 133 Hypothesis 1 . . . . . . . . . . . . . . . 134 iv CHAPTER BIBLIOGRAPHY APPENDIX APPENDIX APPENDIX APPENDIX APPENDIX APPENDIX APPENDIX Hypothesis 2 . Hypothesis 3 . Final Summation A. Q'IdthOtfi PAGE 139 142 144 146 148 151 155 159 161 162 163 TABLE I. II. III. IV. VI. V111 VIII. IX. LIST OF TABLES Length of Attendance in the Community College . . . . . . . . . . . . . . . . Radio and Television Majors . . . . . . . Length of Time as Broadcasting Major . . The Number of Courses in Broadcasting that Students have Studied in the Community College . . . . . . . . . . . . . . . . Experience in Broadcasting Outside of the Community College Now Attending . . . . Experience in Radio and/or Television at the Community College the Student is Now Attending . . . . . . . . . . . . . Broadcasting Interests of Students . . . . The Students Self—Evaluation of his Qualifications in the Chosen Area of Interest in Broadcasting . . . . . . . . Students Evaluation of the Training in Broadcasting They Have Received at Their Present Community College . . . . . . . Location of First Broadcasting Employment vi PAGE 85 85 87 88 89 9O 91 92 94 96 TABLE XI. XII. XIII. XIV. XVI. XVII. XVIII. XIX. XXII. XXIII. XXIV. XXV. XXVI. Recommendations to Continue Education 0 O O O O O O 0 Difference Between Two-Year Broadcasting Programs . . .Average Age of the Students The Sex Distribution of the Broadcasting. Surveyed Students The Marital Status of the Students Parent's or Guardian's Occupation . Grade Point Averages of the Career Plans of the Students Educational Philosophy and Objectives Broadcasting Curricula How Long Community College Has Offered Broadcasting Courses . . Background of Broadcasting Faculty in the Community College . . Students ... Size of Enrollments in Broadcasting Courses . . . . . . . . . Radio/Television Facilities Community College . . . . Radio/Television Courses in Community Colleges . . . . . . . in the Departments Where Broadcasting Curricula are Found . . . . . . . . College Administrative Support for the Broadcasting Curriculum vii PAGE . 99 . 101 o 107 . 108 . 108 . 109 O 111 .' 112 O 114 116 . 117 . 118 119 '122 . 123 124 TABLE PAGE XXVII. Relationships with Local Broadcasters 1 in Developing the Curriculum and Placing Students . . . .-. . . . . . . . 126 XXVIII. ,Radio and Television Stations Employing Broadcasting Students . . . . . . . . . 127 XXIX. Four—Year Colleges Accepting Transfer Students . . . . . . . . . . . . . . . . 129 XXX. Reports from Radio and Television Broadcasting Stations . . . . . . . . . 131 - .- viii CHAPTER I THE EXPANDING OBJECTIVES OF THE COMMUNITY COLLEGE Since 1945, when junior colleges began to change their names from junior colleges to community colleges, problems related to expanded curricula and objectives have occurred. The emphasis started to change from a concentration on the preparation of future transfer~ students who planned to complete their education at four-year degree granting institutions, to the addition of an emphasis on terminal two-year programs. The com— munity colleges' rationale for this additional emphasis was that many of their students did not transfer to four—year institutions and were left without skills for immediate employment. Another factor which contributed to the expanded objectives of the community college was the increased pressure of numbers of people seeking semiprofessional education beyond high school. The increased importance placed on technology by American industry forced more people to learn semiprofessional skills in order to obtain employment. Community colleges could offer semi— professional curricula to people who did not want degrees from four—year institutions. Many community colleges 1 introduced semiprofessional curricula to meet this need. The addition of the semiprofessional curricula for terminal non-university-directed students created new problems for community colleges. They were confronted with the task of developing new curricula that could be adequately taught in two years of instruction. It was believed that there were a number of curricula that did not require a four-year college education. Preparation} in fields such as general business, journalism, recre— ational leadership, police science and others possibly . s -. might be taught in a two-year program. Courses in these areas were made available to both ‘ future transfer and terminal students. For example, some future transfer students, who were planning to major later in journalism at four-year institutions, were enrolled in the same journalism courses as the terminal students. Sometimes a problem occurred in not differen- tiating between the goals of different types of students who were enrolled in the same curricula but for differe ent reasons. The terminal student wanted a curriculum that would qualify him for immediate employment after two years, but the future transfer student desired a preparation for advanced courses at a four-year insti- tution. This created problems for the instructors of the courses because they had to meet the objectives of both types of students. When both terminal and future transfer students 3 were mixed in courses in a semiprofessional or vocational curriculum, the instructor's attention might have been .directed toward one group at the expense of the other. If too much attention was given to the terminal students, the future transfer students might not have received adequate preparation for successful transfer to a four- year institution. If too much attention was directed primarily toward the future transfer students, the termi- nal students might not qualify for immediate employment after two years in a community college. Another problem area was in the counseling of future transfer students. Quite often they were not counseled to enroll in those courses which met university liberal arts requirements. As a result those students enrolled in too many courses in their major area of inter— est but neglected other courses which were required for successful transfer to a four-year institution. Proper counseling by the student's advisor could have eliminated improper selection of courses in the community college. These three problem areas developed as the commu— nity college changed its emphasis to include more diver- sified and conflicting objectives. I. HISTORY OF JUNIOR COLLEGES A new era in higher education began in 1920 when, for the first time, junior college enrollments reached 4 1 15,000 in the United States. Although there were only 200 junior colleges in 1920, these figures were signif- icant when compared with the 8 junior colleges which operated in 1900 with a total enrollment of only 100 students. From 1920 to 1928, enrollments had increased to 50,000 students in two-year institutions. In 1934, the enrollments reached at least 100,000. By 1940, enroll— ments peaked at 250,000; and in only one decade, from 1940 to 1950, enrollments more than doubled in community colleges. Possibly part of this increase might have been attributed to the post World War Two educational boom which increased enrollments in all types of educa- tional institutions. The period from 1950 to 1969 saw enrollments climb to one and a half million students attending community colleges in the United States. Up to 1925, the objectives of the American junior college had been directgd toward the future transfer student. The courses paralleled the freshman and sopho- more years in four—year colleges and universities. The objectives of the junior college in 1925, as stated by representatives of American two—year colleges, were as follows: The junior college is an institution offering two years of instruction of strictly collegiate grade. The curriculum may include those courses usually offered in the first two years of the four year college; in which case these courses must be iden— tical, in scope and thoroughness, with corresponding courses of the standard four year college.1 This definition of objectives was the standard for two- year American junior colleges. It was developed by the Committee on Standards of the Ammerican Association of Junior Colleges in 1925. The latter part of the statement of objectives proposed by the Committee introduced a possible new con— cept for junior college education and showed the emergence of a new direction for curricula. -The report continued: The junior college-may, and is likely to, develop a different type of curriculum suited to the larger and ever changing civic, social, religious, and vocational needs of the entire community in which the college is located. It is understood that in this case also the work offered shall e on a level appropriate for high school graduates. A new direction into the vocational fields for the junior college curriculum was implied in this statement of objec- tives. This was to lead to new curricula for the termi- nal student. Engineering, electronics, general business, police science, recreational leadership and other two- year terminal programs developed in the ten year span from 1925 to 1935. In 1926, Frank W. Thomas, in a doctoral disserta— tion at Stanford University, isolated the four most widely recognized functions of the junior college. The 1Tyrus Hillway, The American Two—Year College (New York: Harper & Brothers, 19587, pp. 7-8. 2Ibid., p. 8. 6 four functions were: the p0pularising function, the pre- paratory function, the terminal function and the guid- ance function. The first of these functions was described as follows: Popularizing function: the function of extending education of a general nature to secondary school graduates who, for geographical or economic reasons, could not otherwise secure it; and of giving similar benefits to mature residents of the community. The second part only of this function did not make the junior college different in function from four-year institutions because the concept stated here was similar to the extension and continuing education roles of ' senior colleges. The second function as defined by Thomas was: Preparatory function: the function of giving two years of college work, equivalent to that offered in the freshman and sophomore years of standard univer- sities, which will prepare students adequately for upper division specialization in the university. The “Preparatory" function was duplicating what fourn yearginstitutions had been doing all along. Possibly the junior college offered the freshman and sophomore years because it provided geographical and economic convenience for the student who did not want to leave home for the first two years of college. 3Walter Crosby Eells, Why Junior College Terminal Education?, Terminal Education Monograph No. 3 (Washing— ton: American Association of Junior Colleges, 1941),p. 3. 41bid., p. 4. 7 A third function, stated by Thomas, was created specifically for the junior college. This was the termi- nal function. Thomas defined this as: Terminal function: the function of giving specific preparation along vocational lines for occupations on the semiprofessional and other levels which will qualify students who finish them for immediate places in specific life occupations; and of giving general education for citizenship and for life to other students who cannot continue their formal education beyond the junior college. Most terminal programs consisted of vocational curricula combined with selected liberal arts courses. The liberal arts courses gave each student a general education. A guidance function was stated by Thomas: Guidance function: the function of taking scien— tific interest in the individual traits and abili- ties and in the personal welfare of the student, of training him to think, of helping him to organize his studies effectively, of making his college and life experiences profitable to him to an optimum degree, and of assisting him to fit into his place after leaving the junior college, whether in a higher educational igstitution, in a life occupation, or in a way of life. This.concept of guidance was the most important function, according to Thomas. He believed that guidance was a necessary base for the other three functions because it coordinated the preparatory function and the terminal function and, as a result, developed the popularizing function. Thomas said that for both the terminal func- tion and the preparatory function to operate properly _iiin_'—-—a-o\ ---~ 8 ". . . and in appropriate relationships to each other, and made fully effective through an adequate and vital organization for guidance in all of its aspects, the result will be the popularization of the junior college in democratizing education of a variety of types for the entire community which it serves meeting the needs not only of the youth of typical junior college age but the needs of adults as well."7 Thomas's four functions, written in 1926, contin- ~ually changed during the following ten years as the study of psychology brought new interpretations to the guidance function. In following years the guidance function continued to expand in definition and cencept. Tyrus HillWay wrote' in 1947: Many junior colleges offer to a student the opportunity of exploring several fields of study during his two-year program in the belief that he may use this gethod ultimately to select his own proper field. Since 1947 to the present, Hillway's function of provid— ing opportunities for exploration has expanded to include more junior colleges in the United States. The United States President's Commission of Higher Education in 1947 defined the primary objectives of the junior college as these: Ibid., p. 5. 8Hillway, 3p. cit., p. 67. 9 (1) Training for the semiprofessions, or occupa- tions requiring no more than two years of college; (2) general education for students who will complete their formal education at the end of the fourteenth grade; (3) adult education in late-afternoon and evening classes; and (4) some provision for those young people who will transfer after two years to colleges offering more advanced studies. The Commission listed "training for the semiprofessions" as the first objective of the junior college. The transfer objective was listed last. This arrangement of objectives possibly indicated a changed emphasis in junior college objectives. As early as 1939, the Committee on Vocational Education in the Junior College had defined a semiprofes- sional. Its definition stated: The term "semiprofessional" has distinct junior college implications. Writers on the junior college movement have defined the professions as fields requiring at least a four-year college or university course and the trades and clerical occupations as fields in order to enter which a high school training or its equivalent is sufficient. They have defined a middle group of occupations for which the consensus of opinion seems to be that approximately two years of education beyond the high school are necessary and sufficient. A professional man must be more than a technician else he has no right to the designation "professional." "Semiprofessional" does and should have the same connotation on a less extensive scale. The difference should be in the amount, not in qual— ity or type. Real semiprofessional training must be more than mere vocational training. The Committee's definition of semiprofessional stated that it was any type of education that fell between 91bid., p. 71. 10 Eells, pp. cit., pp. 6-7. 10 education for the professions and education for the trades. It was the Committee's belief that in two years of college a semiprofession could be adequately taught.. A semiprofessional education in junior college consisted of a combination of specialized subject-matter and general education liberal arts courses. Students in semiprofessional curricula were taught the skills of the tradesman and introduced to the liberal arts. It was h0ped that the student was given a-well-rounded terminal education. In 1937, two years before the Committee on voca— tional Education in the Junior College defined semipro- fessional education, Harlan H. Horner, formerly Associate Commissioner of Education for the State of New York, believed that the concept of the semiprofession should isolate a student from the prospect of advanced study. Horner said: 4 Semiprofessional and vocational courses on the junior college level ought to have a dignity and a purpose of their own and ought to be expecially fitted to the needs of individual students and not hampered in any way by the prospect of adyanced courses or graduate study in later years. What Horner said was that the immediate education of students enrolled in semiprofessional curricula should be the primary concern of the junior college. Horner did not mention the future transfer student enrolled in a 11Ibid., p. 313. 11 semiprofessional curriculum who planned to transfer to a four—year institution for advanced studies. Still, one of the chief functions of the junior college in the late 1930's and through the 1940's was the transfer or preparatory function. Attempts were made by junior colleges to duplicate liberal arts courses in four-year institutions for the freshman and sophomore years. However, some private junior colleges continued to offer only liberal arts curricula because they lacked the funds needed for new facilities required by semipro— fessional curricula. Some other junior coIleges believed that their prestige as institutions of higher learning would be down—graded if they included vocational courses in their curricula. As a result they did not offer semi— professional curricula. These junior colleges were con— vinced that their prime objective, as two-year colleges, was liberal arts preparatory for the student who planned further studies in a four-year institution. During the 1950's, the goals and functions of the junior college again expanded. The name for most junior colleges had been changed to community colleges or com- munity junior colleges (because of increased attention toward the community they served). A new function, referred to as an "equalizing opportunity" by Tyrus Hillway, developed in the 1950's. Hillway stated: Without much question, the democratization of higher education ranks as the single most signifi- cant purpose or function of the two-year college. 12 Very simply, this entails the provision of better opportunities for more students to enter collegiate courses of study. BaSically the problem or barrier which this type of institution attempts to overcome is one of finances. By saving money for the student both on tuition costs and, especially in the local community college, on the cost of room and board in a dormitory, the new institution makes it possible for some students to attend gollege who might not otherwise be able to do so.1 The "equalizing opportunity" function was a factor that contributed to increased enrollments in community colleges during the 1950's. Enrollments in 1955 reached nearly 700,000 students for 581 community colleges. More young people, as well as adults, were offered the oppor- tunity to attain college educations because of the low tuition charged by community colleges. Another function of the community college which developed in the 1950's was in the area of continuing education for adults. Hillway stated: "If a school or college really intends to serve its community, it must be ready to meet every type of educational need that can be detected. This invariably includes those of the adult student."13 With the expansion of academic objectives in the community college to include offering a college education to the adults in the community, the two-year college had further diversified. The community college had reached 12Hillway, pp. cit., p. 78. 13Ibid., p. 81. 13 even further into the community with a new function called community services. Hillway said of community services: A community-serving institution ought to be one in which the students are recruited largely from the local area. When this is true, the curriculum can be planned not upon the basis of a fixed pattern imposed by tradition or by abstract educational theory but upon the basis of the students' demon— strable needs. In this statement, Hillway had pointed out a new develop— ment for the community college. He was proposing an independent and individualized concept for curricula which met the needs of students who attended the college. Therefore, in 1958, Hillway had stated a'new direction for community college curricula expansion. He had pro— posed a curriculum developed by each community college to meet the special needs of the community it served. Hillway expanded on the definition of community services, in 1958, when he stated: . Community service may, of course, involve activi— ties in addition to the curriculum. The true commu— nity college becomes an integral part of the social and intellectual life of its locality. Through lectures, musical programs, community surveys, in- formal study groups, cooperation with employers and placement agencies, donation of its facilities for civic functions, and a hundred similar methods, the institution raises the cultural, social and economic level of its town or district.15 It appeared that the community college served the needs 14Ibicl., pp. 79-80. 15Ibid., p. 80. 14 of the community to obtain the popularity and support that the college believed it needed. Community services - have.remained a function of the community college through the 1960's. I. The curricula found in community colleges in the 1960's indicated a trend toward diversification. The standard semester or quarter system was abandoned for some courses. A course for truck drivers at Lansing Community College in Lansing, Michigan, for example, lasted for four weeks and was offered once a year in the Fall. One community college, Grossmont College in El Cajon, California, encouraged students to drop courses in the middle of a term and enroll in other courses they believed they might like better.' The dropping and the adding of courses at any time may have allowed the student to discover the field best suited for him. The philosophy of curricula development in the 196013 was to develop courses in areas where there was demonstrable interest by the residents of the community. Curricula development was flexible in order that it would satisfy the diverse interests of residents in the commu- nity. If there was interest shown in a particular sub— ject area, the community college tried to find some way to offer a course in that area. A trend toward further expanded functions with an attitude of "if it is needed, then we will try it," may be expected in the future. 15 II. HISTORY OF RADIO CURRICULA IN COMMUNITY COLLEGES The history of broadcasting curricula in community colleges in the United States probably began sometime between 1929 and 1934. Incomplete records of that period of development make tracing the actual introduction of broadcasting courses difficult. Sometime during the five year period between 1929 and 1934 a course in radio was started at Los Angeles Junior College. Records showed that the course was called "Radio and Sound.". It was listed with a group of semiprofessional curricula. In 1933, a study was conducted by the United States Department of the Interior for the sole purpose of discov- ering which institutions of higher learning were offering courses in radio and what the content of those courses was. The results of the survey were incomplete. Results showed that out of 1,500 institutions of higher education surveyed, only four and one half per cent of the institu- tions returned the questionnaires. The questionnaires were returned from those institutions which offered some type of instruction in radio broadcasting. Seventeen institutions reported that they offered at least one course in radio. Sixteen of those institutions were degree—granting four-year colleges or universities and one was a two-year junior college in California. According to the 1933 survey, Pasadena Junior 16 College was the only two-year college reporting a course in radio. Los Angeles Junior College apparently did not return the questionnaire, or perhaps they had not estab- lished their course in "Radio and Sound" before the 1933 survey. . I The survey results showed that fifty other four- year institutions claimed to offer some radio instruction but not a single course devoted entirely to radio. Pasadena (California) Junior College's course in radio was called "Radio Speaking." The contents of the . ~ course were described as follows: Includes ear—training, speech training, bodily poise and control, training in voice placement and breathing for artistic speaking, articulation, enunciation, phonetics, vocabulary building; the' relation of the customer, announcer, and listener in advertising continuities, the composition of continuities6 and practice of speaking into a microphone.1 The primary emphasis in the course was in speech and elocution. The course was offered in the speech depart— ment, as indicated by the title of the course and by its content. The business and economic aspects of radio were discussed in this course as indicated by the references to the customer, advertising continuities and the listener. It appeared also that the techniques of speaking into a microphone were ineluded in the "Radio Speaking" course. 16Cline M. Koon, "Radio Broadcasting Courses," School Life, XVIII (April, 1933), 158. 17 In 1937, Stockton Junior College in Stockton, California developed several courses in engineering, one .of which was a course in radio technology. .A rationale for the several courses offered in engineering was stated: Stockton Junior College, California, has appointed George S. Eby and Herbert F. Welch as associate professors of engineering and technology. They will offer courses, beginning this fall in radio technol- ogy, electrical technology, mechanical and structural drafting, and photographic technology. New courses in these fields are to be combined with work in science and engineering to provide a program of training to fit young men and women for the semiprofessions such as electrical and radio sales, service, and operation; mechanical and struc- tural drafting; surveying, commercial art, and photo- graphy. The nature of the work and place of the courses lies between the trade skills, and the train- ing of the professional engineer, which deals with advanced theory and design.17 Stockton Junior College had started courses in technolog- ical areas such as radio technology, and hoped to combine them with "work in science and engineering." Stockton hoped that by combining these trade fields, radio tech- nology, electrical technology, mechanical and structural drafting and photographic technology, with courses in science and engineering, semiprofessional men and women would be educated. Radio sales was one area referred to in Stockton's rationale for developing semiprofessional curricula. 17"The Junior College World," Junior College Journal, VIII (November, 1937), pp. 90—91. 18 This reference to radio sales may have referred to the sales of technical equipment involved in broadcasting 'such as transmitters or receiving sets, or it may have referred to selling broadcast time to clients who wanted to advertise over a commercially licensed radio station. At least this statement introduced the economic aspects of radio broadcasting into two-year colleges for perhaps the first time. The Stockton Junior College rationale for develop- ing semiprofessional curricula also introduced other reasons for semiprofessional curricula. These reasons were stated by the College: The work in these courses of study will emphasize the personal development and adjustment values which are gained through courses in business administration, public speaking, applied psychology, and social science. One report shows over 80 per cent of the failures in these fields to be due not to a lack of trade skills but to wgakness in personality factors involved in the job.1 Stockton's new program included general background liberal tarts courses such as psychology, social science and public speaking. The purpose of the program was to develop the semiprofessional's personality. It was hoped that the 'courses might have helped him adjust to his job and to his personal life. This effort reflected the philosophies which developed in the late thirties and early forties in two-year colleges. Community colleges seemed to support 19 the combining of the trades with the liberal arts cur- ricula. Radio courses appeared in another discipline in 1937. Los Angeles Junior College believed that radio was an important part of an opera curriculum. Los Angales Junior College wrote: Cognizant of the demands of the modern radio and screen, a special radio and sound studio with the most modern equipment, and an experienced technician in attendance, will be constructed on the campus for, the use of the opera studio. The following studies will form the basis for the opera curriculum: operatic repertoire, radio record- ing, style, interpretation, pantomine and speech, acting, fencing and dancing, languages. In 1940, a dean at the University of Chicago in— cluded a radio broadcasting course in a list of courses that should be provided in the community college for students who could not, because of low ability or lack of funds, have attended a four—year college or university. Aaron J. Brumbaugh, Dean at the University of Chicago said: The junior college in extending the period of general education must provide and is providing special education for those who because of lack of ability or because of economic limitations cannot progress beyond the junior college level. This emphasis is forcefully indicated by the growing provisions in junior college curricula for courses .in aviation, drama, horticulture, pharmacy, business, architecture, nursing, forestry, radio broadcasting, merchandising, banking and finance, and in techni- cians' work in engineering, nursing, chemistry, and 19"Junior College World," Junior College Journal, VIII (October, 1937), 36. 20 medicine., Semiprofessional courses combined with certain basic courses in general education undoubt- edly provide a much needed type of preparation for participation in current social life at the end of the junior college. Brumbaugh believed that the vocational courses should be. combined with courses in general education for the termi- nal student who could not go beyond the junior college. Therefore, semiprofessional programs gave the student a general education while offering him education in a spe- cialized field. The interest in radio courses and the development of radio curricula continued through the 1940's and into the 1950's. In 1957, an all women's community college received an FM construction permit from the Federal Com- munications Commission. Edward W. Seay, President of Centenary College in Hackettstown, New Jersey made the announcement: Centenary College for Women, Hackettstown, New Jersey, has received from the Federal Communications Commission, according to an announcement made by President Edward W. Seay, a construction permit for an FM broadcast station. Programs of an educational and community service nature will originate from campus studios in Van Winkle Hall and will be heard over a 50—mile radius. According to current radio directories, Centenary will be the only independent two—year pollege in the nation to have an FM station.2 With that development at Centenary College and subsequent 20Eells,_9_p_. cit., p. 291. 21Jesse P. Bogue, "Junior College World," Junior College Journal Vol. 28 (September 1957), p. 55. 21 development of broadcasting curricula in community col- leges, radio had achieved some acceptance in two-year .'colleges. By 1964, there were 700 community colleges in the United States with 32 community colleges that offered broadcasting curricula. In 1969, 39 community colleges offered instruc— tion in radio either through single courses or within complete broadcasting curricula. III. HISTORY OF TELEVISION CURRICULA IN COMMUNITY COLLEGES The history of television in the community col— lege can be traced to 1950. In that year, records indi— cate that Stephens College in Columbia, Missouri estab- lished a television curriculum. It was reported that: Television will be incorporated into the curricu- lum at Stephens College at the beginning of the 1950-51 fall term. . . . Plans for the new televi- sion unit will include a two camera chain and a non— commercial closed circuit [sic.] with receivers located only on the central campus of the college. A stage area 64 by 38 feet will be used as a studio unit. In the backstage area will be located an announcer's booth, a control room, film projec- tion £30m, backstage work space, and a studio class- room. Stephens College claimed that the facilities would include the most modern equipment available for 22"TV at Stephens College," The Journal of the Air, IX (Association for Education by Radio: ChIEago, Illinois), April, 1950, p. 96. 22 television. The equipment included a kinescope recorder to record all programs produced. Stephens College allowed members of the graduat- ing class of 1950, who had majored in radio, to come back the next fall and enroll in television courses. They said: Members of the 1950 graduating class at Stephens who have majored in radio and who desire specialized training in the field of television will be permit- ted, by special arrangement, 33 return next year to continue their studies in TV. Also, at Stephens College, there was interest in using television for closed-circuit instructional pur- poses: In addition to providing instruction and prac- tical experience for students in television programf ming and production, television will be integrated into the total instructional program at the college, transforming many classroom procedures and improving present instructional methods.24 Records indicate that this was the first time that tele— vision was planned to be used for closed—circuit instruc— tion in a community college. In 1954, according to one source, there were 14 community colleges which offered instruction in televi— sion broadcasting out of 596 community colleges in the United States: Only 14 schools were offering instruction in tele- vision, in spite of the large development in this 23 field. Many morS were offering instruction in radio and electricity. However, another source showed that there were only 6 community colleges in the United States that offered instruction in television during 1954. The American Junior College written by Jesse P. Bogue and published by the American Council of Education listed only 6 com- munity colleges that taught television. One of these community colleges, Parsons Junior College in Parsons, Kansas said it had "communication workshops in radio and television commanding almost 100 percent student parti- cipation."2 _ Whether it was 6 or 14 community colleges that offered instruction in television broadcasting in 1954, the number was certainly not large. It would be diffi- cult to determine why there was so little instruction in television by 1954. Perhaps, the expense of the equip— ment required for television was a prohibitive factor for wide acceptance of television in two—year colleges. In 1956, three community colleges had experi- mented with both closed—circuit and broadcast instruc- tional television. The three colleges were Chicago City Junior College, Chicago, Illinois; Odessa College, . 25Raymond M. Hughes and James A. Starrak, The Com- munity College in the United States (Iowa State College Press: Ames, Iowa), 1954, p. 38. 26Jesse P. Bogue, American Junior Colleges (Amer— ican Council on Education: Washington, D. C .), 1956, p. 222. 24 -Odessa, Texas; and Stephens College, Columbia, Missouri. Their use of television was experimental: Television teaching in junior colleges is in the experimental stages, but it is being attempted in a number of places as another technique for further extension 3f educational opportunities to the masses of people. 7 Chicago City Junior College was broadcasting four courses over WTTW, the local Chicago educational tele- vision station. The recipients of any of the four courses viewed the courses at home on their own televi- sion receivers. Odessa College " . . . began its tele- vision educational program in June over station KOSA— TV."28 They employed the same system as Chicago City College by using a local station to broadcast the instructional programs. However, Odessa College used the facilities of KOSA—TV, a commercial station in Mid- land, Texas, whereas Chicago City Junior College used an educational television station to carry its programs. .Stephens College in Columbia, Missouri employed closed circuit campus instructional television to carry its programs to students. Stephens College " . . . is now in its second year of closed-circuit television teaching."29 27Jesse P. Bogue, "Junior College World," Junior Colleges Journal Vol. 27 (September, 1956), p. 175. 281bid. 291bid. 25 In the fall of 1958, the American Council on Education reported that there were eight community col— leges which offered instruction in television broadcast- ing. Two of those eight community colleges were pri- vately controlled. One of the private colleges, Taft College in Taft, California enrolled only two students in broadcasting but said that there were "regular radio pro- grams presented by broadcasting [sic.] class as well as 30 educational TV shows." Enrollments of students in broadcasting at these eight community colleges in 1958 ranged from two students at one college to 35 students at another. Endicott Junior College in Beverly, Massachu- setts, enrolled 12 students in its broadcasting depart— ment. This privately controlled two—year college operated a closed—circuit television network within its campus for use in teaching students the fundamentals of television and for carrying instructional programs to various classrooms on campus. The Milwaukee Institute of Technology was the first two-year college to operate its own educational television station (WMVS—TV). In 1958, it enrolled 29 students in the Telecasting Department at the Institute. During the Fall of 1961, 10 community colleges in the United States claimed the offering of courses in 30Edmund J. Gleazer, Jr., Editor, American Junior Colleges (American Council on Education: Washington, D.C.), 1960, p. 107. 26 television broadcasting. By 1962 the number of commu- nity colleges offering instruction in television had not increased. In 1969, there was a total of 23 community col- leges, both private and public, which offered instruc- tion in television. A total of four community colleges operated their own television broadcasting stations. E? They were the College of San Mateo, San Mateo, Califor- if nia; San Bernardino Valley College, San Bernardino, E California; Milwaukee Technical Institute, Milwaukee, 5 Wisconsin; and Delta College, University Center, Michigan. Beyond these four colleges, there were 19°additional community colleges which offered instruction in televi- sion without specific facilities allocated for the teaching of broadcasting or through the use of closed— circuit campus television facilities. The expansion of television instruction in the community college to only 23 out of a total of more than 900 community colleges in 1969, certainly indicated that growth was not widespread in the United States. IV. PURPOSE OF THE PRESENT STUDY The purpose of this research was to study broad- casting curricula, students and faculty in community colleges within the United States to determine whether community colleges are meeting the intended goals of 27 both the future transfer student as well as the termi— nal student. Those goals, as identified earlier in .this chapter, are to receive two years of academic course work which would prepare the future-transfer student for successful transfer to a four-year degree-granting col— 1ege or university and to teach the terminal student the skills of a trade plus the general background education of a semiprofessional. V. DEFINITION OF TERMS .The term community college is referred to in this study to mean any two—year academic institution which grants associate degrees to students who complete 60 or more credits with passing grades. These institutions used to be called junior col— leges but the names of most junior colleges changed to community colleges in the 1940's when the colleges extended their functions. By 1969, some community col— leges still retained the name "junior" but added to it the name "community." What resulted was a community junior college or a junior community college. There are more than 900 community colleges which exist in 1969. The community college offers curricula for future .transfer students in the liberal arts and general educa- tion areas. It also offers vocational and semiprofes- sional courses for terminal students. In addition, 28 adult education for part-time adult students is offered in late afternoon and evening courses.‘ In 1969, there were two types of community col- 1eges. One type was referred to as a public community college which was basically supported by local and state taxes. The other type was a private community college .1‘0" which drew most of its support from tuitions paid by the ...-g -. tuVJ-_ students. The terms terminal student and future transfer & student are used in this study to differentiate between i the two categories of students who attend community col- leges. A terminal student is defined by the goals he establishes for his education. " . . . it is a type and quality of college education which is intrinsically immediate in its appeal, its usefulness, and benefit to the participant."31 This definition implies that the terminal student's education prepares him to enter a vocation of some type immediately following his commu— nity college education. The terminal student stays in the community col— lege for about two academic years. Most terminal stu- dents require at least two years to complete a community college curriculum but many have taken longer. The 31Alfred W. Nall, "What About 'Terminal' General Education in the Junior College? " Junior College Journal Vol. 33 (September, 1962 , p. 20. 29 broadcasting curricula referred to in this study are all two year programs. Ordinarily, the terminal student .expects that the community college will be the last formal education he will attain. The future transfer student intends to take the freshman and sophomore years of his education in the com- p. munity college, then transfer into the junior year at a ‘1 four—year institution. He enrolls in the courses at the 1 community college which parallel courses at a four-year i institution. He generally enrolls in courses in Eng— ‘ lish, the humanities and the social and natural sciences that are required for graduation from the four-year institution. Courses in the student's major field gen- erally are limited during the freshman and sophomore years at the community college. Often, only one or two courses are permitted in the major during the first two years for students who enroll as freshmen at the four— year institution. Therefore, the student should be expected to enroll in not more than one or two courses in the community college in order to meet the require— ments in the major at the four-year degree granting insti— tution. VI. HYPOTHESES Three hypotheses were proposed at the beginning of this present study. The hypotheses were projected based 30 on hunches that had developed from early 1968 to the time this study was conducted. In the Spring of 1968, a conversation with a transfer student, then attending San Diego State College, indicated that he was satisfied with the training he had received in broadcasting at a community college. At the time of this conversation the student had not achieved grades above "C". 9 In December of 1968, an informal interview with a former chairman of a Communication Arts Department in a California community college revealed that he felt his broadcasting students were given as good an education, if not better, than the freshman and sophomore students who then attended San Diego State College, a four—year institution. He believed that his students were given more personal attention and instruction than the students in the first two years at San Diego State College. In addition, he said that most of his terminal students were employed in broadcasting. The only job descrip— tions he named for his graduates working in the industry were those of announcers and audiovisual assistants. He did not know of any of his graduates who were in televi- sion. This fact seemed unusual since the curriculum in broadcasting at that community college placed an emphasis on television production. I This was the first indication that the education in broadcasting that community college students were 31. receiving might not have been preparing them for many employment opportunities in the radio and television industry. This suspicion was strengthened by an inter- ' view with an instructor of broadcasting at a Michigan community college in March of 1969. He was not exactly sure what his purpose was in training students. He thought perhaps they were finding employment in local area broadcasting stations but he did not know what type of jobs his former students had obtained. As a result of these findings, three hypotheses were projected. Hypothesis 1 Students of broadcasting in community colleges perceive that they receive a better education in broad— casting than they actually do. Community college broad- casting students, both terminal and future transfer, believe they are given a complete and thorough back- ground in broadcasting. Hypothesis 2 The community college broadcasting faculty believe that the two-year community college radio/tele- vision curricula prepare students for job entry levels in broadcasting. The faculty believe that the majority of their graduates find employment in the broadcasting ~32 industry after graduation from the community college. Hypothesis 3 Managers of broadcasting stations are not com- pletely satisfied with the caliber of work performed by community college broadcasting graduates. The managers believe that the graduate is not properly trained for entry into the broadcasting industry. Employers find that the graduate has not received the necessary tech- nical skills such as announcing, writing and production to enter the industry in those areas. Basic skills are not developed in the community college to prepare the student properly for successful work in the industry. In this chapter, an introduction to the study of the community college broadcasting curricula, students and faculty has been given. A history of the development of broadcasting curricula in community colleges for both radio and television was described. Three projected hypotheses for this present study were also outlined. . Chapter II will describe the methodology employed in gathering the data for this study. CHAPTER II THE METHODOLOGY OF THE STUDY In this study, six techniques were employed in gathering data. These six techniques were: interviews, a pilot study, two sets of mailed questionnaires, a letter to nine radio and television stations to find out if they were satisfied with the work that community college graduates have done for them, and a complete report from one community college which did not wish to participate in the study by completing the questionnaire. In addition to these techniques for gathering data, books and periodicals provided historical data on the develop- ment of broadcasting curricula in the community college. I. INTERVIEWS The interviews were probably most significant in establishing what some community colleges had accom- plished in broadcasting curricula. They tended to reveal any problem areas that might have existed in community college radio/television curricula. Three men in broad- casting education and one man in higher education admin— istration were interviewed. 33 34 Interviewed first was Mr. John D. scouller, former Chairman of the Communication Arts Department at Gross- . mont College in El Cajon; California. Mr. Scouller was interviewed on December 18, 1968, as he went through his daily activities of teaching a course in technical opera- tions for radio and television and as he supervised a television production and counseled broadcasting students. {5 This interview was the first attempt, in this study, to 3 visit a community college and observe what was taught in E broadcasting. It was an informal unstructured interview i conducted during the morning and afternoon of December 18, 1968. The purpose of the field interview at Grossmont College was to examine the feasibility of conducting a study of community college broadcasting curricula in the United States. The interview with Mr. Scouller revealed three things about Grossmont College's broadcasting curriculum. First, Mr. Scouller traced the history of the Broadcasting Department from the introduction of the first broadcasting course to the establishment of the fully equipped radio and television studios at Grossmont College. Second, Mr. Scouller discussed the organization of the Communication Arts Department within which the Broadcasting Department was located. Third, he commented on the difficulties of teaching students with low intel- ligence and poor academic abilities. On March 20, 1969, an interview was conducted at 35 Delta College in University Center, Michigan with Mr. William J. Ballard, Manager of WUCM Television and Director of Television for the College.v Mr. Ballard was interviewed for the purpose of learning what type of student studied broadcasting at a community college. He revealed the academic backgrounds of his television and radio students. The high school grade point averages of V F? his students were compared to the students' community ‘ college overall grade point averages. These were then 1 broken down to reveal their grade point averages in i broadcasting courses and their grade point averages for the liberal arts courses completed. Mr. Ballard reported that there were eighteen students at Delta College majoring in broadcasting. He stated that the collective high school grade point averages of these students was 1.85 on a 4.0 maximum scale. According to Mr. Ballard, the students had earned an overall grade point average of 2.32 at Delta College. In broadcasting courses the students had earned a 2.75 grade point average but in all other courses at Delta College the students had a 2.19 grade point average. Mr. Ballard commented that seventy-five percent of the broadcasting majors at Delta College ranked in the lower half of their high school graduating classes. Mr. James L. Heiss, a member of the Delta College Television/Radio Faculty, was interviewed on March 20, 1969, for two purposes. The first purpose was to learn 36 about his attitudes towards broadcasting students at Delta College. Mr. Heiss was asked how successfully he believed Delta College broadcasting students were educated for immediate employment in the broadcasting industry after graduation from the community college. The second purpose of the interview was to learn how Mr. Heiss dif— ferentiated between the goals of the terminal student and the goals of the future transfer student in his teaching. He was asked whether Delta College's broadcasting curric- ulum served the intended goals of both categories of students. A final interview was conducted on June 5, 1969, with Dr. Gerald Beckwith, Director of Program Planning in Higher Education for the State of Michigan. The purpose of that interview was to learn his opinions on how suc- cessful community college students were after transfer— ring into four-year broadcasting curricula upon comple- tion of two—year broadcasting curricula. Also, Dr. Beckwith was asked about employment opportunities in broadcasting for the two—year terminal student after com— pletion of a two-year college broadcasting curriculum. The results of these interviews have been reported in Chapter III. 37 II. Pilot Study A pilot study was conducted at Delta College, University Center, Michigan on April 8, 1969. The pur— pose of that pilot study was to test the student question- .naire used in this study for: (1) the range of responses to the questions asked in the questionnaire, (2) the com— prehensibility of the questionnaire, and (3) the reada- bility of the questionnaire. Readability referred to the clarity of expression for each question contained in the student questionnaire. The student questionnaires designed for this pilot study were three pages in length and contained ten questions (See Appendix A). The questionnaires were typed on mimeo stencils using a pica typewriter. In the pilot study at Delta College, eighteen television and radio students were given questionnaires. Mr. Thomas Haskell, the Operations Manager for WUCM—TV at Delta College, assisted in the administration of the experiment. He asked all of the eighteen declared Radio and Television majors at Delta College to participate. Approximately fifteen minutes were required for each student to complete the questionnaire; The student questionnaires were delivered to Delta College on April 8, 1969, and were administered to the eighteen broadcasting students during a two hour period of time. Ten of the questionnaires were administered to .38 students simultaneously in one classroom. Eight were administered individually to students in Mr. Haskell's . office. All students were instructed not to ask any 7 questions and they did not converse with other students while they were completing the questionnaires. This procedure was to insure individual responses from each student. The pilot study provided a useful tool for the design of the student questionnaire which later was administered to a national sample of twelve community colleges. III. THE QUESTIONNAIRES Most of the data for this study was obtained from two sets of mailed questionnaires. Both questionnaires were sent to the twelve community colleges sampled. One questionnaire was designed to be filled out by the commu- nity college students who were enrolled in one or more broadcasting courses. The other questionnaire was designed to be completed by the head or chairman of the broadcasting department in the community college or the chairman of the department in which the broadcasting courses were offered. 39 IV. THE STUDENT QUESTIONNAIRE The student questionnaire consisted of thirteen questions on four pages. The questionnaires were typed on mimeo stencils using an elite typewriter. The ques- tionnaire was titled, "MICHIGAN STATE UNIVERSITY'S SURVEY OF BROADCASTING CURRICULA IN COMMUNITY COLLEGES." In the Ft upper right hand corner of the front page of the ques— tionnaire the word "STUDENT" was enclosed in parentheses. (See Appendix B) W.wx1l :. ‘ " ‘ ‘ Page one of the student questionnaire asked the student to give data related to his attendance at the community college where he was then enrolled. Question one asked for the length of attendance at his present college and the length of attendance as a radio and/or television major at the college. Question two asked the student to indicate whether he was a terminal student or a future transfer student. An "other" category was provided for those students who were not radio and/or television majors. The students were asked to indicate whether they were radio and/or television majors. If they were unclassified as to a major, they were asked to indicate this. I Question four asked the student to give the number of radio and/or television courses he had studied at the community college he then attended. He was asked to lie; those courses taken in radio and/or television. Question 40 five was designed to learn about the student's profes— sional radio and/or television experience accumulated in operations not connected with the community college he was then attending. Question six asked the student what experience in radio and/or television he had accumulated in radio and television facilities at the community college he then attended. C'Ou-Eh- Question seven asked the student to identify one mill 1- 1" A area in broadcasting that interested him most and then to explain why he chose that one area of radio and/or “5.535117. 7" television. The structured choices were: continuity or script writing, directing, producing, sales, management, production, news, programming, research, talent and an "other" choice. Question eight asked the student to evaluate his qualifications in the area he selected in question seven. The student was instructed to indicate on a semantic differential scale how he rated his quali~ fications at the present time in the area he selected in question seven. In question nine the student was asked to identify,on another semantic differential scale, how . he felt about the training he had received at the commu- nity college he presently attended. Question ten asked the student where he hoped to look for his first full—time job in broadcasting. Ques— tion eleven asked the student to indicate the four-year college where he hoped to transfer after completing the work at the community college he attended. Question 41 twelve concerned the attitudes of students toward broad— casting curricula in four-year institutions. The stu- dents were asked to report what their radio and tele- vision instructors had told them about any differences in broadcasting curricula in community colleges and in four—year institutions. Question thirteen asked the student for personal information including his age, sex, marital status, and permanent address. He was asked to indicate his par- ents' occupations and to state the last full-time or _ al.flL.o-%&"‘3 ‘1'? I part—time employment that he had held. Another part of question thirteen asked the student for his overall grade point average for his course work at the community col- lege. Part "j" of question thirteen asked the student what his career plans were at that time. This part of the question was designed to learn what job aspirations the student held at this point in his broadcasting educ- ation. The student questionnaire was administered to three categories of students. One category consisted of future transfer students who were broadcasting majors in community colleges. Another category was broadcasting students in the community colleges who were terminal stu- dents. The third category was listed as "other" in order to designate those community college students who were not radio and television majors but who filled out ques— tionnaires. This latter category included students who ’42. were enrolled in the broadcasting courses in which the student questionnaires were administered but were not 'broadcasting majors. Exactly 275 student questionnaires were mailed to the twelve community colleges sampled. Out of 275 questionnaires sent, 167 completed questionnaires were P returned. This attrition of student questionnaires was 7 due to several factors. First, out of the twelve com- munity colleges sampled, only eight returned the ques- » tionnaires. Second, one community college returned all i twelve of the student questionnaires uncompleted. The reason given for the uncompleted questionnaires was that students had left the college for the Summer before the college had received the questionnaires. Third, 38 of the individual questionnaires either were not completed or were not returned. V. THE FACULTY QUESTIONNAIRE The second questionnaire used in this research was a three-page, eleven-question, faculty questionnaire designed to be completed and returned by the chairman of the broadcasting department in the community college or by anyone else who served as director in charge of broad— casting. This questionnaire was typed on a mimeo sten— cil with an elite typewriter. (See Appendix C) The eleven questions on the faculty questionnaire 43 were divided into five categories. They were: (1) a definition of the objectives and educational philosophy of broadcasting curricula or courses in the community college, (2) background questions on each person on the teaching faculty in the community college, (3) equipment and facilities for teaching broadcasting in the commu- nity college, (4) the curriculum in broadcasting, and (5) F. placement of students in broadcasting as well as follow— E up studies of graduates. In this study, the twelve community colleges in was-n. h“&r ’ . I I the sample were each sent one faculty questionnaire. Eight of those questionnaires were returned from the eight colleges which participated in this study. VI. COVER LETTER A one page cover letter (See Appendix D) was enclosed in the envelope containing the questionnaires. The purpose of the cover letter was to instruct the per- son(s) who administered the student questionnaires in the procedure for completing them. A return date for mailing the completed questionnaires to Michigan State University was included in the cover lttter. The cover letter requested the community colleges in the sample to return all the student questionnaires, including those that were not completed. It was the intent of this instruction to maintain a record of all 44 questionnaires completed and all of those not completed. This was a precaution to prevent completed student ques- -tionnaires from being pulled out by the person(s) admin- istering the survey. The cover letter endeavored to maintain uniformity in administering the questionnaires. In addition, a friendly opening and a sincere appreciation at the close gave the letter a personal touch which may have had a -—‘-'—- . '1. ’ J'k positive effect on responses to the survey. 4 VII. THE PROCESS OF SELECTING THE SAMPLE Before a sample could be drawn for this study, it was necessary to know the number of community col- leges offering curricula in radio and/or television. "The Directory of Junior Colleges" published in 1966 by the American Association of Junior Colleges, was con- sulted for this information. The 1966 edition of this Directory was used because it listed the names of commu- nity colleges with broadcasting curricula. In order for this study to be significant, it was necessary to sample. community colleges that had had broadcasting curricula for at least three years. Therefore, they would have students who had attended the college for two or more years and would also have had graduates who could have been employed in the broadcasting industry for at least one year. These time periods were necessary in order 45 that a range of students attitudes could be sampled. The Directory revealed that in 1966 there were 34 ~community colleges in the United States which had some type of radio and/or television broadcasting curricula. In the Directory, the curricula were listed as: radio broadcasting; television broadcasting; radio and televi- ‘sion broadcasting; telecommunications; radio; televi- sion; and radio and television. The Directory did not include descriptions of curricular content. With this list of 34 community colleges, the selection of the sample began. A letter was sent to each of the 34 community colleges. The letter explained that a study was being conducted and asked the colleges for their support and participation in the study. (See Appendix E) Enclosed with the letter to the community col— leges was a self—addressed postcard. The chairman of the broadcasting department in the college was asked to check "yes" on the postcard if he would agree to participate in the survey or to check "no" if he did not want to par— ticipate. The chairman was also asked to indicate the number of students at his college who were radio and/or television majors. In addition, he was asked to give the number of people on the faculty at his college who taught radio and/or television courses. The letters were mailed to the 34 community col- leges on April 8, 1969. The colleges were requested to 46 mail the postcards back to Michigan State University on or before April 18, 1969. However, by May 5, only 22 out of the 34 postcards were received. The information given on the returned postcards showed that ten community colleges, of those which agreed to participate in the study, claimed to offer broadcast— g ing curricula. One community college reported that it E would be offering a broadcasting course for the first time starting in the Fall of 1969. A community college in Michigan stated that it did not want to participate in ’ the study because it offered only two broadcasting courses. Six community colleges, which returned the post— cards, refused to participate in the study but stated no explanations for their refusals. Three community col- leges agreed to participate in the study but they did not write the name of their colleges on the postcards and therefore the colleges could not be determined.* From the postcards returned, a sample of twelve community colleges offering broadcasting curricula was selected. After all twelve community colleges had been selected, the questionnaires were sent to them. The number of student questionnaires sent was determined by the number of broadcasting majors reported as enrolled *It might have been advisable to write the name of the community college on the postcard for easy iden— tification of the sample. 47 in each college. If a college had 60 or more students enrolled as broadcasting majors, then fifty percent of -the broadcasting majors were sampled. Seventy-five per- cent of the broadcasting majors were sampled in those cases where radio and television enrollments were between 30 and 60 students. In cases of enrollments of under 30 students, one-hundred percent of the broadcasting majors’ were sampled. The student questionnaires, one faculty question— : naire and a cover letter explaining how the questionnaires . i were to be administered were sent to each school in the sample. Also enclosed was a self-addressed stamped envelope for the return of the completed questionnaires. The cover letter asked the community colleges to return all completed questionnaires within ten days from the postmarked date on the envelope. Three and one-half weeks after the date the ques- tionnaires were sent to the community colleges, a tracer letter was sent to ten community colleges which had not returned the questionnaires at that time. (See Appendix F) That letter pointed out the importance of their par— ticipation in the study and asked them to please complete the questionnaires and return them as soon as possible. Two weeks after the tracer letter was sent to the ten community colleges, a total of seven colleges had returned the questionnaires. One additional community _ 48. college did not complete the student questionnaires but did complete the faculty questionnaire. The reason given by the college for not completing the student ques— tionnaires was that the Spring semester had ended before they had received the questionnaires; students had left for the Summer of 1969 and would not be back on campus a until the Fall. 3 The final tabulation of the returned question- naires indicated that seven community colleges had com- 1. pleted both the student questionnaires and the faculty i questionnaire. One community college completed only the faculty questionnaire. VIII. RADIO AND TELEVISION STATIONS SURVEYED Additional data for this study was obtained from four radio and two television stations which employed people who had been enrolled in broadcasting courses at community colleges. Two of these stations employed students who were still enrolled in a community college broadcasting curriculum. Initially, seven letters were sent on June 7, 1969 to radio stations and two letters were sent to television stations. The selection of these stations was based on the faculty responses to question ten on the faculty questionnaire which asked for the names of radio and television stations where broadcasting graduates of their 49 community colleges were then employed. A letter was sent to each of the stations, asking only one question. (See Appendix G) The letter asked the program director of each of the stations to give his opinion concerning how well the community college broadcasting graduates that they employed were performing. The letter contained a self—addressed airmail- stamped envelope for the stations to use in replying. Each letter sent to the stations was individually typed and was sent airmail. -Within two weeks, six replies were received from the nine stations contacted. Both television stations and four of the seven radio stations replied. The purpose of this survey of broadcasting sta- tions was to learn the attitudes broadcasters held toward broadcasting instruction in the community colleges. IX. REPORT FROM THE COLLEGE OF SAN MATEO In May of 1969, the College of San Mateo in San Mateo, California, answered a request for their parti— cipation in this study by sending a twenty-one page report titled, "Self-Study of the College of the Air for Inclusion in the Accreditation Report." However, the College did not agree to participate in the survey. The contents of that report were used in this study to make comparisons with the eight community colleges which were . w 5O surveyed. The subjects of comparison between the eight col- leges and the Report from the College of San Mateo were: (1) the philosophy of the broadcasting curricula, (2) the placement records of graduates, (3) the procedures for organizing the broadcasting curricula, (4) the his- tory of the broadcasting department, (5) the availabil- ity of facilities for teaching broadcasting, and (6) the emphasis of the curricula. The results of the compari- sons are given in Chapter III. This chapter has dealt with the methodology used in the present study. The various techniques employed for gathering data were described. In the next chapter, profiles of each of the community colleges in the sample are presented. CHAPTER III PROFILES OF THE COLLEGES This chapter describes representative types of broadcasting curricula in ten community colleges within the United States in 1969. Each of the ten community colleges sampled for this present study is described separately to make a distinction in the types of broad- casting curricula in community colleges. This present study of ten community colleges with broadcasting curricula may be representative of community colleges with broadcasting curricula in the United States. This assumption is made for two reasons. First, broad- casting curricula of various sizes were included in the sample. Community colleges enrolling broadcasting majors of from eight to one—hundred students were sampled. Second, the community colleges sampled were remarkably evenly distributed geographically within the United States. The community colleges surveyed for this present study were: Community College of Baltimore, Baltimore, Maryland; Palmer Junior College, Davenport, Iowa; Odessa College, Odessa, Texas; Ricks College, Rexburg, Idaho; Spokane Community College, Spokane, Washington; San 51 ‘52 Bernardino Valley College, San Bernardino, California; Pasadena City College, Pasadena, California; Grossmont College, El Cajon, California; College of San Mateo, San Mateo, California; and Delta College, University Center, Michigan. This relatively scattered distribution of the sample increases the representativeness of these commue nity colleges and therefore enables more accurate gener- alizations to be derived from this study. Six categories have been established for describ- ing the type, structure and philosophy of each broadcast- .ing curriculum sampled. The categories are: (1) the emphasis in the broadcasting curriculum,°whether tele- vision or radio, (2) the number of courses offered in broadcasting, (3) the number of years that the curriculum has been offered, (4) the extent of the facilities for teaching broadcasting, (5) the educational functions and philosophy of each broadcasting curriculum, and (6) whether the broadcasting curriculum is directed toward the terminal student or the future transfer student. The first category, the emphasis of the broadcast 'ing curriculum, whether television or radio, refers to one medium being emphasized more than the other. The second category simply means the number of courses in broadcasting offered by each community college. The third category gives the number of years a community college has had a broadcasting curriculum. The fourth category gives the type, quality and amount of 53 broadcasting facilities at a community college used for teaching broadcasting courses. The fifth category - identifies the goals and purposes of the broadcasting curriculum at the community college. The sixth category identifies whether a broadcasting curriculum meets the intended goals of either or both the terminal student and the future transfer student. These six categories are the bases used for describing each of the community colleges sampled. Following are descriptions of the community colleges sampled. I. COMMUNITY COLLEGE OF BALTIMORE The curriculum in broadcasting at the Community College of Baltimore does not appear to emphasize one medium more than the other. The College offers the broadcasting student courses in both radio and television. The student has an opportunity to work in a campus oper- ated FM radio station as well as in the closed—circuit television studio. It therefore appears that the Community College of Baltimore equally emphasizes radio and television instruction. The curriculum in broadcasting consists of seven courses. The courses are: Introduction to Radio and Television, Radio Production, Radio Copy Writing, Television Techniques, Radio and Television Announcing, 54 and two courses in Television Production. A portion of the broadcasting curriculum is devoted to the placement - of students in internship programs at local radio or television stations. Some students work in the news departments in some local radio and television stations on weekends writing news and working with newsfilm cameramen. A few students are assigned internships as assistant or operational directors. The internship programs are for one term of a student's two year educa— tion at the Community College of Baltimore. Mr; Clarence T. DeHaven, the present Head of the Department of Speech, Dramatics and Radio and Television, has been at the College since the broadcasting curriculum was established in 1950. Mr. DeHaven is the person who completed the faculty questionnaire sent to the Community College of Baltimore. For the teaching of broadcasting at the Community College of Baltimore, there is a fully equipped FM radio station with a transmitting power of 5,000 watts. The radio facilities consist of a Gates transmitter, an audio console with twelve "pots," turntables, tape recorders and RCA, Shure and Electro Voice microphones. The dimen— sions of the radio station are fifteen feet by twenty feet. The television facilities at the Community College of Baltimore consist of a closed—circuit television studio that is eighty feet by forty feet which is used “"1 55 for laboratory work by the broadcasting students. The studio has three vidicon monochrome camera chains with RCA Fearless pedestal mounts, Kleig lighting instruments. a monochrome film chain and one videotape recorder. The curriculum in broadcasting at the College is described as two-fold by Mr. Clarence T. DeHaven: Our function is two-fold. (1) To provide the transfer student with an adequate background in broadcasting to aid him in his further studies. (2) To prepare him for entrance into the field directly. We are called by all local stations for personnel. It appears from this statement of functions of the cur? riculum in broadcasting that this curriculum is designed to meet the goals of both the terminal student as well as the future transfer student. There are three full-time instructors on the broadcasting faculty at the Community College of Balti- more. Two of the instructors have worked in the broad- casting industry prior to accepting their teaching appointments. Mr. Frank Holston, one member of the faculty, was an announcer for three years prior to enter— ing broadcasting education. Mr. Clarence T. DeHaven, (the Head of the Department, had a five year career as free-lance talent. Another member of the faculty was a student before his appointment. All three instructors have been at their present positions for at least ten 32Clarence T. DeHaven, Faculty Questionnaire, Com- munity College of Baltimore, Baltimore, Maryland, May 1969. 56 years. The Statement of functions stated by Mr. DeHaven, the courses offered in broadcasting as well as the intern— ship programs, and the background of the faculty, point out that the broadcasting curriculum at the Community College of Baltimore attempts to meet the goals of both the terminal student and the future transfer student. II. PALMER JUNIOR COLLEGE The broadcasting curriculum at Palmer Junior College in Davenport, Iowa seems to emphasize television more than radio instruction since students receive labor- atory experience at local commercial television stations while producing four programs per year. Radio is dis— cussed in course work but students do not receive actual radio experience. Palmer Junior College offers students a limited curriculum in broadcasting. Two courses listed as Commu— nications 101 and 102 provide a survey of the broadcast- ing industry. Communications 102 is a continuation of Communications 101. The course description for this broadcasting sequence states: ' This course is designed to acquaint the student with basic radio broadcasting and television tech- niques and assignments. The course content includes staff announcing, broadcast journalism, continuity 57 writing, sales, management practices and engineering standards. - - The content in this course is covered in lecture except for the laboratory work at two local commercial tele- vision stations. Courses have been offered in broadcasting since 1965 at Palmer Junior College. Broadcasting students have the opportunity to produce four television productions at the two local commercial stations. Students work with image orthicon color television cameras. Students are responsible for every stage in planning and in executing the television productions. They operate the two color cameras and serve in other crew functions during each of the four_ telecasts. The College has no facilities for teaching broadcasting and therefore it is dependent on local commercial stations for giving students laboratory expe- riences in broadcasting. No local radio stations are used for this function, however. Mr. Johnson, the instructor in Communications 101 and 102, describes his educational philosophy for the broadcasting curriculum as follows: I feel a need for exposure of students to the broadcast media, not only for those planning a career in the field but those in allied fields eg: advertising-—public relations etc. We, at the moment are attempting primarily history, theory 33Paul E. Johnson, Faculty Questionnaire, Palmer Junior College, Davenport, Iowa, May 1969. 58 and philosophy of broadcast [sic.] and journalism with a second semester semi lab situation using local commercial TV and our school paper. 4 It can be said that Palmer Junior College is offering a limited curriculum in broadcasting primarily for stu— dents in other allied fields. The faculty in broadcasting consists of only Mr. Paul E. Johnson.. He has been on the staff for three years. Prior to beginning his present position he was a staff announcer and a film producer for twenty years. The terminal student function appears to be the focal point of the broadcasting curriculum at Palmer Junior College. In the last two years, three students have been placed in two local television stations. All of these students have been promoted since they started working. No four-year colleges or universities were listed where graduates, who had taken the broadcasting courses at Palmer Junior College, had transferred. III. ODESSA COLLEGE The broadcasting curriculum at Odessa College in Odessa, Texas seems to emphasize radio broadcasting even though four courses are devoted in part to television. Only one of these courses offers laboratory experience in television. 59 Odessa College offers the student in broadcasting eight courses in radio and television. These courses include one titled Survey of Radio/Television. This course concentrates on the history of broadcasting. Another course gives the student credit for working on KOCA Radio, the Odessa College radio station. Students can receive six credits for taking Radio Laboratory for two terms. A course called Fundamentals of Radio/Tele- vision covers the technical operation of studio broadcast equipment for both radio and television. Voice and Diction introduces the student to the study of phonetics and public address. The College has a course called Announcing in which the student is given experience with several styles of announcing. 'Writing for Radio/Tele- vision prepares the student for both continuity and dramatic script writing. A course in Radio and Tele- vision Production gives the student experience with several formats in radio and television programs. Stu— dents are given an opportunity to produce and direct radio and television programs which they have created. The curriculum in broadcasting was established in September of 1963. In January of 1964, KOVC Radio, the College operated station, went on the air. By 1969, there were fifteen students at Odessa College who were classified as Radio—Television majors. The facilities at Odessa College for the teaching of broadcasting consist of an FM radio station operating 60 at 5,000 watts. Students receive credit for their work on the FM radio station. There are two radio studios and - one control room. The audio console is comprised of ten "pots." All of the microphones used at Odessa College by the broadcasting students are manufactured by Electro- voice. The studio is equipped with Ampex reel-to—reel tape recorders but there are no cartridge tape recorders. There are three Sony vidicon cameras, monitors and video tape recorders at Odessa College. These three monochrome systems are used for closed-circuit instructional tele- vision as well as for student laboratory work in the Radio-Television Department. The three cameras are equipped with pedestal camera mounts. No studio space is provided except the available space in a classroom. There is no control room for the television system at Odessa College. Sterage space is limited to storage closets and office space. Mr. Wallace Jackson, Chairman of the Radio—Tele— vision Department at Odessa College, states the objec— tives of the broadcasting curriculum as follows: The ultimate aim of the radio-TV program at Odessa College is to give the student two years of academic training and credit as well as two years of practical experience. The student should finish his years at the College with a third class engi- neer's license. A prime aim of the program is to provide the student with a solid foundation for senior college work and to give a foot-in-the-door for radio/television work. An outstanding plus is the opportunity to work in the college owned FM 61 radio station Kocv with 5,000 watts of power.35 This statement provides for the student who plans to transfer to a four-year college as well as for the stu— dent looking for immediate broadcasting employment upon completion of the two-year program at Odessa College. Mr. Jackson is the only person who teaches broad- casting at Odessa College. He has been in broadcasting education for seven years. Before he joined the staff, he had twenty years of experience in commercial broad- casting as an announcer, program director, news director and station manager. Curricular emphasis is placed more on the future transfer student at Odessa College than on the terminal student. The Department is primarily interested in pre- paring students for transfer to senior colleges. Mr. Jackson says, ". . . most of my students work with the local stations only while they are students here, then 36 go on to Sr. colleges." IV. RICKS COLLEGE It is difficult to determine whether one broad— casting medium is emphasized more than the other at Ricks College in Rexburg, Idaho. All indications point to a 3SWallace Jackson, Faculty Questionnaire, Odessa College, Odessa, Texas, May 1969. 36Ibid. 62 neutral position with both radio and television being given equal treatment in the instruction. Three courses are offered in broadcasting at Ricks College. Introduction to Radio and Television is a course which includes the history of broadcasting and broadcast law, as well as a description of foreign broad- I ~r.v 0 Q3 casting systems, radio and television networks and broad- casting management. This introductory course also re- quires a laboratory in which students serve on crews for radio and television productions. A course called Radio- ! Television Control Room Techniques gives the students instruction in the operation of studio broadcasting equipment. Students learn more about radio—television production and performance in the Radio-Television Announcing Workshop. Students prepare and perform in I commercials and give newscasts in this course. None of these courses uses the lecture method exclusively. Even the Introduction to Radio and Television course includes a laboratory. The curriculum seems to be production oriented and concentrates on techniques both for radio and television. Ricks College offered its first course in radio in 1945. Today, there are approximately fifteen students who are majoring in radio and television broadcasting. The facilities for teaching broadcasting at Ricks College include two radio studios with a full audio console, turntables and tape recorders including a 63 cartridge tape deck. The radio studio measures nine feet by twelve feet as does the radio control room. There are eight mixer "pots" on the Gates audio board plus one monitor "pot" and one master "pot." The two types of microphones used are the Electrovoice 635A and the Shure 5455. These microphones are equally used in the radio facility at Ricks College. These facilities are used to give broadcasting students laboratory expe- rience in radio and for the operation of the campus closed—circuit radio system. Television facilities at Ricks College include one television studio which is 33 feet by 35 feet and one control room measuring 33 feet by 16 feet. The studio contains three vidicon monochrome cameras with tripod mounts and wheel dollies. There are two video tape recorders, control consoles, lights, switcher and moni— tors. Storage space is limited to the control room. This equipment is used for the campus closed-circuit instructional television and for the broadcasting stu— dents to give them laboratory experience in television. One instructor teaches the three broadcasting courses. Mr. Kay Wilkins has been at Ricks College for twelve years. He was an announcer for one and a half years prior to his appointment to the staff at Ricks College. Mr. Wilkins described the educational philos— ophy and objectives of the Radio-Television Department as follows: 64 It is our attempt to attract and interest young people in the broadcasting field. Our classes hopefully let the students see the challenge and excitement of the industry. With some basic skills and information they are more capable of entering the iield.37 " The broadcasting curriculum at Ricks College is primarily designed for the terminal student who plans to enter the broadcasting industry upon graduation from the two—year institution. The curriculum seems to be produc- tion oriented and concentrates on techniques both for radio and television. V. SPOKANE COMMUNITY COLLEGE The courses in broadcasting at Spokane Community College in Spokane, Washington seem to give equal cover- age to both radio and television. The core of the cur— , riculum is generally built around the operation of KSCC Radio, the campus operated closed-circuit radio station. However, three courses are devoted exclusively to tele- vision production. The Radio and Television Department at Spokane Community College offers eight courses in broadcasting. They include: Introduction to Broadcasting, Broadcast Announcing, Television Studio Production, Survey of Radio, Radio Production and Radio Copy Writing. 37Kay Wilkins, Faculty Questionnaire, Ricks College, Rexburg, Idaho, may 1969. 6.5 The Introduction to Broadcasting course includes a study of the history of broadcasting, the organization of a broadcasting station, broadcast regulations and pro- gramming. Television Studio Production is comprised of three separate courses with the latter two being more advanced. Both the Survey of Radio and Radio Production are workshops in which the students are given practical experience in the operation of radio equipment. The Radio Copy Writing course is a workshop in writing com- mercial announcements, learning various script forms and writing station program promotions. The Radio and Television Department was developed with the assistance of Washington State University in late 1967. The facilities at Spokane Community College for teaching radio are quite extensive. The College operates a campus closed—circuit radio station which is organized and managed by the Radio and Television Department. Students receive credit for their work on KSCC Radio which includes assignments to all operational positions. , The radio equipment includes: two studios, one 1968 model Gates Yard Audio Console, one production board made by the electronics class, four three—speed transcription turntables, four reel-to—reel tape recorders, seven microphones and two Sony cassette tape recorders. Spokane Community College does not have any facil- ities on its campus for teaching television production. 66 The Radio and Television Department uses the facilities of KSPS-TV, Spokane's educational television station, -for instruction in television. The educational philosophy and objectives of the broadcasting curriculum at Spokane Community College are described by Richie G. Caldwell, an instructor in radio and television: The department of Radio—Television provides a dual curriculum and an extracurricular program help- ful for dual training purposes: First, to make the student a more understanding and skilled radio and television listener and viewer; second to provide the student with a "practical" working knowledge of elementary broadcasting procedures and demands. The College has one full-time instructor in the Television and Radio Department. Mrs. Richie G. Caldwell has been at Spokane Community College in the broadcasting department for one year. She has been at the College since 1964 teaching speech and English. Her professional experience in the broadcasting industry includes: talent on radio programs, continuity editor, traffic manager, assistant program director and work in broadcasting sales. Also on the staff of the Radio and Television Department is a KHQ newsman who is hired to teach part-time. The curriculum in broadcasting at Spokane Commu— nity College emphasizes the transfer function. Students are encouraged to continue their education in four—year 38Richie G. Caldwell, Faculty Questionnaire, Spokane Community College, Spokane, Washington, May 1969. 67 colleges or universities. ‘Undoubtedly, the assistance that Washington State University gave the Department has had much to do with its emphasis on education for the future transfer student. However, since the Department has only been in full operation since September of 1968, there are no students as yet who have transferred to 9 four—year institutions. VI. SAN BERNARDINO VALLEY COLLEGE The emphasis in the broadcasting curriculum is evenly distributed between instruction in radio and tele— vision. The curriculum in broadcasting at San Bernardino Valley College in San Bernardino, California is the largest in this present study. The Department of Tele— communications offers students up to twenty-nine courses in radio and television. These courses include: two courses in Introduction to Broadcasting, four courses in Radio Broadcast Operations, News for Radio and Televi- sion, two courses in Introduction to Television Technol- 'ogy, two courses in Introduction to Television Production, Introduction to Television Materials and Techniques, Speech for Radio and Television, two courses in Televi— sion Technology Laboratory, two courses in Radio Produc- tion Laboratory, two courses in Television Production Laboratory, two courses in Advanced Television Directing, 68 two courses in Cinematography, four courses in Television Broadcast Operations, two courses in FCC Basic Review, .and two courses in Radio and Television Dramatic Writing. San Bernardino Valley College operates its own radio radio and television stations. KVCR—FM and KVCR-TV are staffed primarily by students majoring in broadcast- ing. Students are given assignments in most of the operational areas. Students therefore fulfill their I laboratory requirements through their work on the broad— cast stations. Since 1953, San Bernardino Valley College has offered courses in broadcasting. In 1969, there were eighty-five students majoring in telecommunications at the College. The facilities for teaching broadcasting at the College include an FM radio station with two fully . equipped radio studios and a mobile radio unit. There are two audio consoles, four turntables, four reel-to- reel tape recording decks, two portable reel—to—reel tape recording units, three cartridge tape recorders, a record library and newswire. The FM radio station operates at 5,000 watts and broadcasts educational programs week—days. The College also owns and operates a UHF televi- sion station. KVCR—TV has two studios with six image orthicon monochrome television cameras. There are also two monochrome film chains, four two—inch video tape recorders and a television mobile unit. The College 69 operates a closed-circuit instructional television system as well. These elaborate facilities are used extensively for student laboratory work by the Department of Telecommunications. The Department of Telecommunications at San Bernardino Valley College is designed to meet four pur— poses: 1. To provide specific pre—employment training for students who desire to prepare for careers in professional radio and television. 2. To furnish the necessary background courses for students who plan to seek a baccalaureate or higher degree in telecommunications at a senior col- lege. 3. To offer instruction and experience in radio and television to students who plan careers in advertising, journalism, drama, or any field that involves public information or public opinion. 4. To give opportunity for the general citizen to better utilize and more critically evaluate radio and television broadcasting by getting information and experience in a radio and television station.39 The College had three full—time instructors on the faculty of the Department of Telecommunications. All three instructors have had some professional experience in the radio—television industry. This experience includes positions as radio announcers, radio and tele— vision writers, television producer—directors, and radio and television production assistants. 39Edward R. Rothhaar, Faculty Questionnaire, San Bernardino Valley College, San Bernardino, California, May, 1969. a 70 It is difficult to determine whether the curric- ulum in broadcasting is oriented more towards the . terminal student or the future transfer student. The large number of courses offered in the Department of Telecommunications as well as their nature would seem to indicate that the terminal function is emphasized more than the transfer function. Courses in advanced televi- sion directing, cinematography and dramatic script writ— ing are generally considered upper level courses. VII. PASADENA CITY COLLEGE The broadcasting curriculum at Pasadena City Col— lege in Pasadena, California emphasizes both radio and television in its broadcasting instruction. Eighteen courses in radio and television are offered by the Department of Communications. Included in this curriculum are three courses in Radio Controls Laboratory, two courses in Television Controls Labora— tory, two courses in Radiotelephone License Review, Sur— vey of Telecommunications, Radio and Television Announc— ing, Radio Production and Directing, Radio and Television Continuity Writing, Television Production and Directing, Television and Society, Radio and Television Sales and ‘ Advertising, Television Script Writing, Workshop and Broadcasting Rules and Regulations. There are two areas of specialization which a student may elect to choose. 71 He may wish to specialize in telecommunications control or he may choose telecommunications production. The telecommunications control major is designed primarily for the two-year terminal student whereas the telecom— munication production major can be either a future trans- fer student or a terminal student. Students in telecommunications at Pasadena City College work in the educational FM radio station or in the fully equipped closed—circuit television studio. According to Dr. John F. Gregory, Head of the Department of Telecommunications at Pasadena City Col- lege, the College has offered a complete curriculum in telecommunications for ten years. The facilities for teaching broadcasting at the College include a 4,000 watt FM stereo radio station. There are three radio studios, three control consoles, five reel—to-reel tape recorders, six turntables, a radio remote unit and a record library. The microphones used in the radio facility are all Electrovoice. The FM station is operated completely by the students. Television is confined to closed-circuit instruc— tional television for the campus. The one television studio is equipped with RCA TK-4O image orthicon mono- chrome television cameras. The three camaras are mounted on pedestal bases. The studio has two film chains one of which is monochrome and one is color. The switcher in the control room is equipped with a special effects 72 generator. There is a one-inch video tape recorder and a two-inch helical video tape recordar. Students have .an opportunity to practice with the equipment while they are fulfilling their laboratory requirements. Dr. John F. Gregory states the educational phi— losophy of the telecommunications curriculum as follows: We are endeavoring to train students to become a viable force in the field of broadcasting by being responsible broadcasters. We emphasize the tremen- dous influence of TV/radio on our society. A broad- caster with some depth can use his influence for the public good. We try to show what is good and what is bad in today's electonic media. ‘ All of the four instructors on the telecommunica- tions faculty at Pasadena City College have been in the broadcasting industry prior to their appointment to the College staff. One instructor was a producer-director in television and another was involved in commercial television management. Two members of the faculty were broadcast engineers prior to their teaching appointment. The nature of the courses offered at Pasadena City College and the depth to which some of the courses in telecommunications seem to go indicates that the curriculum is oriented more to the terminal student then to the future transfer student. The courses in Broad- casting Rules and Regulations, in Television Script Writ— ing and in Television and Society are generally offered 40John F. Gregory, Faculty Questionnaire, Pasadena, City College, Pasadena, California, May, 1969. 73 to upper division college students.' VIII. GROSSMONT COLLEGE The emphasis of the broadcasting curriculum at Grossmont College in El Cajon, California seems to be evenly divided between radio and television. However, students can specialize in either medium if they choose. Fifteen courses in broadcasting comprise the 'curriculum at Grossmont College. These courses include: Introduction to Broadcasting, Technical Operations for Radio and Television, Radio Programming and Production, Film Production, Educational Television, Television . Directing, Writing for Radio—Television, Mass Communica- tion, Film Aesthetics, Propaganda Analysis, and Radio and Television Newswriting. In addition to these courses, a workshop in educational television is offered in which students serve as crews for the campus closed-circuit instructional television productions. Broadcasting courses were first introduced at Grossmont College in 1965 when Introduction to Broadcast- ing was the only course taught. In 1969, there were fifteen courses offered to students and about thirty—five students majoring in broadcasting. Grossmont College has a fully equipped radio studio for student use. The modern radio facilities include two turntables, three cartridge tape decks, a 74 Gates audio console, four reel-to-reel tape recorders and other professional equipment. RCA and Electrovoice . microphones are consistently used. The radio facili- -ties are only used for closed—circuit student laboratory practice. The College operates a fully equipped television studio with three vidicon monochrome cameras, one mono- chrome film chain, and three one-inch Ampex video tape recorders. There is a profeSsional lighting control panel and grid as well as a seven dimmer board. A seven "pot" audio board and several lavalier and table microphones comprise the audio system. The television facilities are used jointly by the College for closed- circuit instructional television productions and by the students for laboratory productions. Mr. John D. Scouller, former Chairman of the Department of Communication Arts at Grossmont College, described the philosophy of the broadcasting curriculum as follows: Education involves thinking and responding to the world about us. Telecommunications are one small part of this world with a profound effect on society. We must understand what "communications" means and how it functions. We are taught abdut literature, art, music, drama, history, physical and social sciences—~why not teach communications and all related aspects of it? While this is a somewhat general philosophy for the 41John D. Scouller, Faculty Questionnaire, Gross- mont College, El Cajon, California, May, 1969. 75 curriculum, it does refleCt a need to teach telecommuni- cations. Mr. Scouller has taught broadcasting at Grossmont College since 1965. He was a radio announcer for two years and was a producer/director at the University of California in Davis, California for three years. Also on the faculty is an instructor who was a television producer-director and another man who was an announcer and an operations director before entering broadcast education. There is also a local radio newsman on the faculty who was hired to teach part-time. Grossmont College attempts to prepare the terminal student for immediate employment in the broadcasting industry and also to prepare the future transfer student for the Junior and Senior years at four-year colleges. Most of the future transfer students go to San Diego State College for completion of their broadcasting edu- cation. IX. DELTA COLLEGE The broadcasting curriculum at Delta College, University Center, Michigan was the subject of a pilot study conducted for this present study. The emphasis of the broadcasting curriculum at Delta College is in television. There are no facilities for teaching radio although radio production is covered 76 in lecture. Twelve courses in broadcasting are offered at . Delta College. They include: Radio and Television Work— shop, Fundamentals of Broadcasting, Radio and Television Speaking, Advanced Radio and Television Workshop, Radio and Television Announcing, Radio and Television Opera- tions, Radio and Television Lighting Shop, Television Studio Operations, Broadcast News, Radio and Television Writing Workshop, Broadcast Sales, and Television Produc— tion and Direction. The curriculum in broadcasting was formally intro- duced in September of 1968. Since 1965, courses have been offered in the basics of broadcasting but there has not been a complete curriculum. Delta College owns and operates a UHF television station as well as a closed—circuit operation. There are no radio studio facilities._ The television station includes one studio with two TK-6O RCA image orthicon monochrome television cameras with pedestal mounts. There are two monochrome film chains, a six mixer audio console, four Ampex reel-to—reel tape recorders, RCA BK—6 and lavalier microphones as well as an Electrovoice boom microphone. A special effects generator is built into the switcher. There are four two—inch Ampex video tape recorders and two one—inch video tape recorders. Mr. William Ballard, Director of Television and Station Manager for WUCM—TV states the educational 77 philosophy and objectives of the broadcasting curriculum as follows: The Delta College Broadcasting Curriculum com- bines special radio-television courses with general education classes. Students work with professional broadcasters who serve as teaching faculty. Experi- ence in the College's Television Department may be coupled with on-the—air training at local commercial stations. Each student is expected to participate in special radio—television workshops run by the profes- sional staff of WUCM—TV. The purpose of these "seminars of the air" is to measure and improve stu- dent efficiency in lighting and staging, coordinat— ing studio personnel and supervising production equipment.4 This statement indicates that most of the broadcasting instruction takes place in the form of a workshop. There are five instructors at Delta College who teach broadcasting. They are all part-time teachers and part—time on the staff of WUCM—TV. All of the instruc— tors have had professional experience in the broadcasting industry. They also all hold Master's Degrees. The curriculum seems to be oriented toward the terminal student. One instructor was quoted as saying, " . . . we aim towards those who are not prone toward abstract reasoning and we pick up those, it is assumed, that are capable of abstract reasoning."43 42William Ballard, Faculty Questionnaire, Delta College, University Center, Michigan, April, 1969. 43James L. Heiss, Private Interview, Delta Col- lege, University Center, Michigan, March 20, 1969. 78 X. COLLEGE OF SAN MATEO The emphasis of the broadcasting curriculum at the College of San Mateo in San Mateo, California is directed toward television. Although considerable train- ing is offered in radio and the College does operate an educational FM radio station, more students have been placed in television positions than in radio positions upon completion of the two-year program. Thirteen courses in radio and television broad- casting are offered through the Department of Telecommu- nications at the College of San Mateo. These courses include: Broadcasting Communications, two courses in Radio Studio Techniques, two courses in Television Studio Techniques, two courses called Projects in Radio-TV Production, two courses in Radio and Television Announc— ing, Commercial Licenses, Radio Announcing and Microphone Techniques, and two courses in Radio and Television Installation and Maintenance. Since the Fall of 1964 the College of San Mateo 'has offered a broadcasting curriculum to students. In 1964 the College had one hundred students enrolled in the broadcasting program. In 1968 the enrollment had increased to two hundred and eighty-five students enrolled in telecommunications courses. The facilities for teaching broadcasting at the College of San Mateo include the facilities of KCSM-FM 79 and KCSM-TV. The radio facilities include: a fully equipped radio studio with two audio consoles, six reel- to-reel tape recorders, three cartridge tape recording decks, four Electrovoice microphones and two RCA table microphones, four turntables, a remote unit, a record— library and production room where continuity, traffic and programming control are handled. The television facili— ties include: two studios with dimensions thirty—two feet by forty—eight feet and thirty-three feet by thirty- eight feet, two control rooms, a video tape recorder room, five image orthicon monochrome television cameras with pedestal mounts, two vidicon monochrbme television cameras with tripod mounts, five two inch video tape recorders, three one inch video tape recorders, three monochrome film chains, two 16 millimeter sound—on—film cameras, two silent news—reel type cameras, one 16 milli— meter film processor and film editing facilities. There are also two audio consoles in the television control rooms. Students have an opportunity to serve as crews .for most of the radio and television productions. In the evenings the students earn laboratory credit for work- ing on television productions for broadcast as well as for closed—circuit. The educational functions and objectives of the broadcasting curriculum at the College of San Mateo are as follows: 80 In the Telecommunications Division, courses are offered in radio and television broadcasting. These courses parallel thoSe given in the lower division at state colleges and also provide instruction for those who are intending to go directly into the broadcast field. While this program does provide courses that are acceptable for transfer to the state colleges, mainly San Francisco State College and San Diego State College, many students find employment directly after completing the two—year program. The curriculum in broadcasting seems to be serv- .ing the needs of both the terminal student and the future transfef'student. Community college curriculum planners appear to be working with curriculum planners in the California state colleges. The data reported on the College of San Mateo was not obtained from a questionnaire but was obtained from a report written in June of 1968 titled "Self—Study of the College of the Air for Inclusion in the Accreditation Report." XI. SUMMARY From the profiles of the community colleges in this present study it was learned that sixty percent of the community colleges surveyed gave equal emphasis to both radio and television in their broadcasting instruc— tion while thirty percent of the colleges emphasized 44Jacob H. Wiens, Self—Study of the College of the Air for Inclusion in the Accreditation Report, Col— lege of San Mateo, San Mateo, California, June, 1968, pp. 7, 11. 81 television and ten percent of the colleges emphasized radio. It was also learned that the average number of broadcasting courses offered by the colleges was 11.5 courses. Ninety percent of the broadcasting curricula offered some type of introductory survey course in broad- casting. The average number of years that a broadcasting curriculum had been offered was 9.1. The number of years ranged from twenty-four to one. I It was learned from the colleges surveyed that seventy percent of them have facilities on their campuses for teaching both radio and television. Ten percent have facilities for teaching radio only and ten percent are equipped with only television facilities. Fifty percent of the colleges own and operate their own FM radio stations as part of the curricula. Thirty percent own and operate UHF television stations. About forty percent of community colleges with television facilities have vidicon monochrome television cameras and thirty percent have image orthicon monochrome cameras. Ten percent of the colleges sampled have both vidicon and image orthi- tcon monochrome television cameras. One of the colleges surveyed had a color film chain. This was the only color equipment in any of the community colleges surveyed. Ninety percent of the community colleges claimed that they offered a terminal occupational program in 82 broadcasting. Forty percent stated that they offered a broadcasting curriculum for the future transfer student. Twenty percent stated that one function of their broad- casting curriculum was to give a broadcasting background to students majoring in allied fields. Thirty percent of the colleges believe that one of their objectives is to train the general listener or viewer to be a more critical recipient of the broadcasting media. ‘ The profiles of the colleges in this survey showed that fifty percent of the broadcasting curricula were directed toward the terminal two-year student while twenty percent were directed toward the future transfer student. However, thirty percent of the colleges attempted to meet the needs and goals of both the terminal student and the future transfer student. In the next chapter, the data obtained from the questionnaires sent to the community colleges and the data obtained from commercial radio and television broad— casters is reported. CHAPTER IV THE RESULTS OF THE SURVEY In this chapter the results of the survey are reported. The data obtained from the student question- naire is reported first followed by the data from the faculty questionnaire. In addition, the attitudes that the broadcasting industry holds towards broadcasting education in the community college are reported. Seven community colleges completed both the stu- dent questionnaire and the faculty questionnaire. One community college completed only the faculty question- naire. I. THE STUDENT QUESTIONNAIRE The results obtained from the student question- naire, completed by seven community colleges, follows. Question one on the student questionnaire asked students how long they had attended their present commu- nity college. The responses to question one are given in Table I for the three categories of students surveyed. The three categories of students were "future transfer students," "terminal students" and "other students." 83 84 "Other students" referred to non radio and television broadcasting major students and students who were undecided about their academic major. It was important for the success of this study to survey students who had attended the community college for at least one year. The reason for this was that the student who had attended the community college for at least one year could better evaluate the broadcasting curriculum than the student who just began the curricu- lum. The "other student" category was included only to show that not all of the students surveyed were broad— casting majors. Table I shows that most of the surveyed future transfer students attended the community college for at least one year. Seventy out of one-hundred and nine future transfer students had attended the community col- lege for at least nine months. Fourteen out of twenty— three terminal students had attended the community col— lege for at least nine months. Question two on the student questionnaire asked whether the student was a radio and/or television major. The responses to this question were either "yes," "no" or "unclassified." If the student was unclassified this meant that he had not decided on his academic major. The "other" student category was included for students who were not working for a college degree, not a 85 broadcasting major, or undecided as to their academic major and therefore unclassified. The responses to question two of the student questionnaire are given in Table II.- TABLE I LENGTH OF ATTENDANCE IN THE COMMUNITY COLLEGE L—:_r_‘ - ‘1 I ‘— Attendance Future Transfer Terminal Other Students Students Students (non major) 0-3 months 3 h 1 3 4—8 months 36 8 7 9—12 months 39 7 14 more than 2 ~ years 14 5 3 other (1—2 years 17 2 3 TABLE II RADIO AND TELEVISION MAJORS Responses Future Transfer Terminal Other Students Students 'Students (non majors) . (not working for a degree) Yes - R/TV Major 99 27 2 (Not a broad— casting major) No — Not . Major 1 — 14 Unclassified (as to a major) 1 1 9 86 Table II shows that ninety-nine of the radio and television majors surveyed were future transfer students while twenty-seven said they were terminal students. Fifteen of the students surveyed were not radio and tele- vision majors and therefore their responses were disre- garded. Eleven students surveyed were unclassified as to a major. In this present study one-hundred and twenty-six future transfer and terminal students with_ broadcasting majors comprise the sample. In order to determine how long the students had been broadcasting majors it was necessary to ask them to indicate the length of time they had been'broadcasting majors at their present community college. It was impor- tant in this study to sample broadcasting students who had been broadcasting majors for at least one year. The assumption was that students probably could better evaluate the broadcasting curriculum in their community college after participating in it for at least one year. Table III gives the length of time as a broadcast- ing major indicated by the students surveyed. The responses of the future transfer students shown in Table III indicate that over half of them had been broadcasting majors for at least one year at the time they were surveyed. This was also true for the terminal students surveyed. The term year refers to the academic school year which generally consists of at least nine months. 87 TABLE III LENGTH OF TIME AS BROADCASTING MAJOR Length of Time Future Transfer Terminal Other Students Students Students , 0—3 months 6 3 3 4-8 months 39 9 2 9-12 months 25 A 6 3 E 1-2 years 31 7 1 L more than 2 years 7 _ 2 — . not a broad— i casting major 2 - 3 It was important to determine the average number of broadcasting courses studied by the students surveyed in order to better evaluate how much the students in the sample had been involved in their broadcasting curricu— lum. The more courses the students had studied perhaps influenced the degree of reliability of his responses to other questions in the survey. Table IV shows that 4.4 broadcasting courses had been studied by the future transfer students in this present survey. The average number of courses studied by the terminal students surveyed was 4.3 courses. Three community colleges sampled did not report the responses of terminal students probably indicating that their broadcasting curriculum enrolled only future transfer 88 TABLE IV THE NUMBER OF COURSES IN BROADCASTING THAT STUDENTS HAVE STUDIED IN THE COMMUNITY COLLEGE W M Community Future Transfer Terminal Other Students Colleges Students ' Students Pasadena City College 5.8 6.5 2.6 Community Col— lege of Baltimore 4 3.8 3 Grossmont Col— lege 3.7 2 1.5 Palmer Junior - College 1 — 1 San Bernardino . Valley College 8.3 ' 5 14.5 Spokane Commu— nity College 4.5 — 2 Odessa College 3.7 - 1.5 Averages = - 4.4 4.3 3.7 students. It was necessary to determine in this present study .how much broadcasting work experience the students sur— veyed had obtained outside of their community college course experience. This work experience in broadcasting might have had an affect on the responses of the students to some of the questions. Table V shows the number of students surveyed with broadcasting work experience out— side of the community they were attending. More future C" -.., 89 TABLE V EXPERIENCE IN BROADCASTING OUTSIDE OF THE COMMUNITY COLLEGE NOW ATTENDING W Experience Future Transfer Terminal Other Students Students Students Experience 44 14 8 No Experience 67 14 20 m1 transfer students had not obtained broadcasting work experience outside of the community college than those that had obtained actual broadcasting work experience. Among the terminal students surveyed about the same number of students had experience as those that did not have work experience. Students who had obtained work experience in some phase of radio and television at their community college were also measured. This did not refer to experience gained in radio and/or television course work. It refer- red to experience gained at the community college on a pay basis working in radio and/or television. It was felt this work experience might have an influence on the responses of the students sampled. Table VI gives the responses of the students. Table VI indicates that more future transfer stu— dents did not have radio and/or television experience than those students that did have work experience. The same was true for the terminal students surveyed. 90 TABLE VI *EXPERIENCE IN RADIO AND/OR TELEVISION AT THE COMMUNITY COLLEGE THE STUDENT IS NOW ATTENDING Experience Future Transfer Terminal Other Students Students Students Experience 49 11 4 No Experience 62 17 ' 24 ‘ i —7 _ *This does not refer to experience gained in radio and/or television course work. It refers to experience gained at the community college on a pay basis working in radio and/or television. Question seven on the student questionnaire asked in what area of broadcasting the student was most inter— ested at that time. The purpose of this question was to find out how realistic the students interest were for the level of education they had achieved at that time. Table VII shows the responses to question seven. The responses charted in Table VII tell that the future transfer student had the greatest interest in talent, production and directing. The terminal student was interested most in engineering, talent and production. The students were asked to indicate on a semantic differential scale their present qualifications in their chosen area of interest in broadcasting. The purpose of obtaining the students selféevaluation was to discover how realistically the student perceived his broadcasting preparation with the limited amount of education he had 91' TABLE VII BROADCASTING INTERESTS OF STUDENTS Transfer Terminal Other Students Students Students Talent 28 6 9 Production ' 23 4 2 Engineering 10 7 2 Directing 15 3 1 News I 11 2 2 Programming 2 3 1 g! Producing 1O 2 1 ' ETV/ITV ' 1 — . 1 Management 6 , — 2 Teaching — _ _ Sales/advertising 1 — 2 Writing 1 1 3 Public relations/ promotion 1 _ _ attained. Table VIII shows his responses. The future transfer students generally felt that they were average between the "strong" and "weak" poles. However, they indicated that they were completely ade- quate in their interest area. The majority of the future transfer students indicated that they were not completely qualified but that they were almost completely qualified in their area of interest in broadcasting. 92 PI N1 m1 eoamnflesa nonessssess F1 N1 m1 meande©< mpdddcpecH F+ N+ m+ 3.603 MGOHPW pcmcspm shoneo: . m+ N+ P+ 0 Pl NI ml coaunnosa eoeeenosess F1 NI ml ovcswoc< opsswcwenH _+ N+ m+ . xmoz machpm P:o@:pm Henwsaoe F1 NI m1 eoeMeHosa eoeeeaesuss F1 N1 m1 newswo©< opssvmwenH _+ N+ m+ xsoz muonpm ecovSpm nowadays museum wzHemMImqmm mezmnbem mme HHH> mqmHmOmm m>M mezmnbem NH mqmO\UI b.) . tr'x .~..Ax.i' ." .--.y—usn u u . 123' for the name of the department where the broadcasting courses were taught. The purpose of this question was to learn what other areas of study such as speech or theater were included along with broadcasting. Table XXV shows the responses to this question. Three out of ‘ the eight community colleges surveyed included drama and speech in the radio-television department. Two of the colleges had a separate radio-television department. Another two community colleges included their broadcast- ing courses in a department of communications and still another college offered broadcasting courses under creative arts. All this showed that there were several department areas where broadcasting courses were offered. TABLE XXV DEPARTMENTS WHERE BROADCASTING CURRICULA ARE FOUND :- -‘ Number of Community Departments Colleges Drama/Radio-Television/Speech 3 Department of Communications 1 Communication Arts 1 Creative Arts 1 Radio—Television Department : 2 J _: ‘- t One question on the faculty questionnaire asked the respondents to indicate the degree of support that the broadcasting curricula at their community college had 124 received from the colleges' administration. It was hoped that these responses might provide more insight . “into the reasons for establishing broadcasting curricula in the community colleges. Table XXVI lists these responses. COLLEGE ADMINISTRATIVE SUPPORT FOR THE BROADCASTING CURRICULUM Degree of Support Full Support (Six Colleges) Some Support (Two Colleges) TABLE XXVI - '0 l: v"‘ AQ‘O‘ a Reasons for Choice _ ___. _t-- n. 0 ll. ..- ‘ ‘ l ‘3 The administration is in full sup- port of the program as a training facility as well as a means of com- municating and disseminating news. We have a nice budget and get about what we want and need in equipment and operational money. Money is the best "support" you can get. President is the main instigator for use of radio and television. Money Six community colleges reported that they received the full support of their college administration. Two broadcasting departments said that they were given some support from the administration. Table XXVII shows the various relationships with local broadcasters that the community colleges have established through their broadcasting departments. It 125 was important to determine the degree and nature of involvement with local broadcasters while the community colleges developed their curricula in broadcasting. The local broadcasters could answer questions as to the various needs for certain skilled jobs in the broadcast— ing industry and how the community college could help prepare students for those jobs. The responses listed in Table XXVII included everything from local stations offering scholarships and apprenticeships to the community colleges producing pro— grams for the local stations. One community college stated that a university offered much assistance in the establishment of their broadcasting program. Another college said that it had an advisory council composed of local broadcasters. Only one community college pointed out that it had students in most area radio and televi— sion stations. I I Some measurement of the effectiveness of the broadcasting curricula was needed for this present study. One criterion might be the number of radio and televi— sion stations that have employed broadcasting students from the community college broadcasting programs within a certain stated period of time. The time period in this study was from May 1968 to May 1969. Table XXVIII lists the radio and television stations that employed community college broadcasting students. It should be noted that these employers were listed by the 126 TABLE XXVII RELATIONSHIPS WITH LOCAL BROADCASTERS IN DEVELOPING THE CURRICULUM AND PLACING STUDENTS 1. Working with local stations for scholarships and apprenticeship program 2. Based on casual talks over lunch or socially 3. Advisory council from local radio and television stations 4. We do two programs per year at each of the two local VHF television stations. Students do most of the studio jobs for these programs 5. All of them work with us quite well, but not to the extent of trying to run our business. We have stu— dents in most area radio and television stations , . munt'\'\ P v.:!. .‘- . 6. We produce programs for local stations 7. Speaking to classes, general suggestions, tours, appointments with students . . . Washington State University offered much assistance in the establish— ment of our program respondents completing the faculty questionnaires and that out of the eight community colleges surveyed only four colleges listed radio and television stations employing their students. Table XXVIII shows that twenty-one radio stations and seven television stations employed community college broadcasting students and graduates between May 1968 and May 1969. The Voice of America and the Associated Press Service were also listed as employers of graduates. Another criterion for measuring the effectiveness 127 TABLE XXVIII RADIO AND TELEVISION STATIONS EMPLOYING BROADCASTING STUDENTS *Radio and Television Stations Which Have Employed Broadcasting Students from the Community College Within the Past Twelve Months (May 1968—May 1969) Employer Location KPRO—Radio Riverside, California KRNO-Radio San Bernardino, California KMEN—Radio San Bernardino, California KFWB-Radio Los Angeles, California KPLM-Television Palm Springs, California KIMRaTelevision Palm Springs, California WANN—Radio Annapolis, Maryland WAYE—Radio Baltimore, Maryland WBMD—Radio Baltimore, Maryland WCBM-Radio Baltimore, Maryland WFBR-Radio Baltimore, Maryland WITH-Radio Baltimore, Maryland WBAL—Television Baltimore, Maryland WJZ-Television Baltimore, Maryland WMAR—Television Baltimore, Maryland KNFM—Radio Midland, Texas KOYL-Radio Andrews, Texas KBZB—Radio Andrews, Texas KCRS-Radio Andrews, Texas KQIP-Radio Andrews, Texas ‘m-us. ,“nm 9 ‘. ‘i 4 ‘ .- . "*‘_§E"?I::E7 _ - 128 TABLE XXVIII (continued) Employer ' ‘ Location KACT—Radio Andrews, Texas KWEL-Radio ’ Midland, Texas KJBC—Radio Midland, Texas KOSA—Television ‘ Midland, Texas t KMID-Television Midland, Texas ' E KXLY-Radio Spokane, Washington 3 KTWD-Radio Spokane, Washington KJRB-Radio . Spokane, Washington Voice of America Associated Press Service *Only four out of eight community colleges surveyed listed radio and television stations which had employed broadcasting students and graduates from the community college between May 1968 and May 1969. of the broadcasting curricula in the community colleges surveyed was the number of four—year colleges and univer- sities which had enrolled transfer students from broad— icasting programs in the community colleges. Table XXIX lists the colleges listed by the community colleges sur— veyed. Eight universities and two state college were listed by only four out of the eight community colleges surveyed. Four community colleges did not complete this 129 TABLE XXIX FOUR-YEAR COLLEGES ACCEPTING TRANSFER STUDENTS *Four-Year Colleges and Universities which Former Community College Broadcasting Students have Entered During the Last Academic Year University of Southern California San Francisco State College F5 San Diego State College 5? Eastern Washington University L University of Texas . 3 University of Houston i Baylor University University of Maryland American University Towsen State University *Four community colleges surveyed did not complete this portion of the questionnaire and therefore they are not represented in this Table. Part of the faculty questionnaire. III. LETTERS FROM BROADCASTERS A letter was written to each of nine radio and television stations who were known to have employed broadcasting students or graduates from a community col- lege. Replies were received from six out of the nine broadcasting stations contacted. 130 The broadcasting stations were asked to report on the quality of work performed by employees who parti- ‘cipated in the broadcasting program at a community col— lege. The responses from six broadcasting stations are reported in Table XXX.’ The purpose of surveying broad— casting stations was to learn how well the terminal broadcasting student from a community college broadcast- T ing program performed in the broadcasting industry. i Two television stations and four radio stations E reported that with few exceptions graduates from commu- % nity college broadcasting curricula and students then taking a broadcasting program in the community college performed well in their stations. The jobs held by com— munity college broadcasting educated employees were in news, announcing, directing, production and engineering. IV. CONCLUSION In this chapter the data from two sets of ques— tionnaires that were administered to eight community colleges in the United States and the data from six letters written by both radio and television broadcasters was reported. This data will be analyzed in the following chapter and conclusions will be drawn based on the reports in Chapter IV. 131 TABLE XXX REPORTS FROM RADIO AND TELEVISION BROADCASTING STATIONS Station WFBR-Radio Baltimore, Maryland WBAL-Television Baltimore, Maryland KJBC—Radio Midland, Texas KWEL-Radio Midland, Texas KMID—Television Midland, Texas Report Students work part-time on week- ends in the news department. We are very pleased with our student employees. None have become permanent members of our staff. One of our operation directors, for the past two years, is a grad- uate of the community college. He also teaches a course in tele— vision production in the community college. We have two news photographers on our staff who served in the appren- ticeship program while attending the college and are now hired ful— time on our staff. We now have four part-time announcers on our staff who attend the community college. Two of our announcers have since gone on to senior colleges. I feel our part— time announcers received an excel— lent background at the two-year college. We are pleased for the most part with our part—time weekend announcers from the community col- lege. They are lacking a bit in voice quality but that will develop in time. Students who have attended the com— munity college or who are now at- tending the community college are employed by us in production and engineering. They have proven to be quite satisfactory and in some cases exceptional. 132 TABLE XXX (continued) 4 Station ' KJRB-Radio Spokane, Washington E Report We have one student working for us. He was an employee before he began his studies at the community col- lege. He is now a freshman and it is too early to tell what benefit he has received from the college broadcasting program. --...- . .. Ira—z - y a tuna?) CHAPTER V CONCLUSIONS 1‘ At the beginning of this present study three 5 hypotheses were projected. They were: (1) Students of broadcasting in community colleges perceive that they L receive a better education in broadcasting than they i actually do. Community college broadcasting students, both terminal and future transfer, believe they are given a complete and thorough background in broadcast- ing. (2) The community college broadcasting faculty believe that the two-year community college radio/tele- vision curricula prepares students for job entry levels in broadcasting. The faculty believe that the majority of their graduates find employment in the broadcasting industry after graduation from the community college. (3) Managers of broadcasting stations are not completely satisfied with the caliber of work performed by commu- nity college broadcasting graduates. The managers believe that the graduate is not properly trained for job entry into the broadcasting industry. Employers find that the graduate has not received the necessary technical skills such as announcing, writing and pro— duction to enter the industry in those areas. Basic 133 134 skills are not developed in the community college to prepare the student properly for successful work in the - industry. In this study, one-hundred and eight future transfer students and twenty-seven terminal broadcast- ing students were surveyed. Over half of the students surveyed had attended a community college from four . “cu-“hr -1 months to one year. About thirty percent of the students had attended a community college for more than one year. wfl-.~_‘*‘ ' v . . . . —. I. HYPOTHESIS 1 This study showed that there was some evidence to support the hypothesis that the community college broadcasting students thought they were receiving a better broadcasting education than they actually were. The first indication of this was found in the survey of the students area of interest in broadcasting. The future transfer students greatest interest was in the talent area of broadcasting. This interest constituted only twenty—five percent of the future transfer students surveyed but this was significant when compared to the other areas of broadcasting interest which were at least five percentage points below this figure. Why was broadcast talent important to one—fourth of the future transfer students surveyed? This study 135 found that only one course in announcing was offered in each of six community colleges sampled. The other two colleges in this survey did not offer a course in announcing. How was the future transfer student's interest in broadcast talent related to the hypothesis that he believed he was receiving a complete background in r broadcasting from the community college? If it was true i that the student's specific area of interest in broad— E casting reflected an emphasis of the broadcasting E curriculum, then the future transfer students might have believed that their community college broadcasting edu— cation was preparing them for a career in broadcast talent. However, the only conclusion that could be reached from the evidence presented here was that there was considerable interest shown by one—fourth of the future transfer students sampled toward the talent area of broadcasting. There was no evidence to support a relationship between the students interest in broadcast talent and any direct influence from the community col- 1ege broadcasting curricula. This research also showed that one-fourth of the surveyed terminal students were interested in the engineering area of broadcasting. At least two of the eight surveyed community colleges offered courses in some area of broadcast engineering. This might explain this interest in broadcast engineering shown by twenty- '13'6 five percent of the terminal students in this study. According to the course descriptions from two of the sampled community colleges more emphasis was placed on the technical and engineering aspects of broadcasting in their two-year terminal programs. Therefore, a link may exist between the terminal student's interest in engineering and the courses offered in some of the com- munity college broadcasting curricula. The career plans of the community college stu— dents majoring in radio and television broadcasting may ..A vn—ufl 0"“- E Q! Q ' u, be another reflection of what students expected from their broadcasting curricula. Again it was shown in this present study that twenty-five percent of the future transfer students and nearly seventeen percent of the terminal students planned to pursue a career in the talent area of broadcasting. Development of on—the-air talent was not one of the objectives given by community college broadcasting department heads as one of the stated objectives of their curricula. Therefore, it might be assumed from this evidence that some of the stu— ‘dents surveyed had a somewhat unrealiStic understanding of what their two—year broadcasting education was offer- ing them. What the students surveyed understood to be the differences between broadcasting programs in four-year colleges as compared to their own two-year program might have also indicated what the community college students 137 expected from their two-year broadcasting program. Fifty future transfer students responded by listing their opinions as to the differences between broadcasting curricula in two-year colleges and four-year colleges. Twenty percent of those fifty students listed negative comments about their community college broadcasting cur— ricula while twenty—eight percent of the future transfer 1 students listed positive comments about their two-year A 1 program. It should be noted that fifty-two percent of the respondents were too vague to determine whether their -A- _ -‘.fl&"’1..".‘ e .L. responses were positive or negative towards their commu— nity college broadcasting education. Perhaps all that this indicated was that there were some negative comments about the two—year program expressed by a few of the future transfer students. However, a greater percentage of future transfer students were favorable about their community college education. Among the terminal students surveyed fifty per— cent spoke favorably about their broadcasting education while thirty percent responded negatively. More of the terminal students surveyed were satisfied with their two-year program compared to the future transfer students. This might have indicated that the terminal students believed they had received a better broadcasting edu- cation at their community college than they might have received had they attended a four—year college. Most of the future transfer students were of the opinion that 138 the broadcasting education which they expected to receive in‘a four-year college would be more complete than their present two-year broadcaSting program. There may have been some indication here that some of the terminal stu— dents believed they were receiving a complete background in broadcasting from their community college. One part of the survey asked the students to E1 evaluate their present qualifications in their chosen E area of interest in broadcasting. It might be signifi- t cant to note that the future transfer students felt more b qualified than the terminal students. However, the margin of difference between how the future transfer students and the terminal students rated themselves was only one and a half points on a seven point scale. Still, this was the largest margin between the two groups of students responding to this question. A major question should be raised regarding the student's Self evaluation of his broadcasting interest area qualifications. Why did some of the terminal stu— dents rate themselves lower than some of the future .transfer students? It would seem logical that the ter- minal students would have felt more qualified since they were in their last formal level of broadcast education. Therefore, it might be assumed that the future transfer students would have felt less qualified since they still had two more years in a four-year college to develop their qualifications. There may have been a prestige 139 bias projected into the responses of the students because of thephrasing of the question. The future .transfer students may have felt superior to the terminal students and therefore believed that they were highly qualified in their broadcast interest area. However, no evidence was revealed from this present study to sup- r port this assumption. $1 If the responses of both the terminal students and the future transfer students to their qualifications % were honest, then this might have indicated that the i terminal students were realistic in what they thought their community college broadcasting education was offer— ing them. They possibly felt that the two-year program would make them only somewhat qualified for entry into the broadcasting industry. On the other hand, the future transfer students might have been answering the question in terms of the qualifications they hoped to attain when they finished their education in a four—year college. However, it would be difficult to draw any con- clusions from these assumptions. II. HYPOTHESIS 2 The second hypothesis postulated that the commu- ' nity college broadcasting faculty believed their broad- casting curricula prepared students to job entry levels in the radio and television industry. This hypothesis 140 referred primarily to the terminal students graduating .from a community college broadcasting program. This present study revealed some evidence to partically sup- port this proposition. The faculty representative completing the faculty questionnaire was asked to state the philosophy and objectives of his broadcasting department. The responses E provided by faculty representatives of the eight commu— : nity colleges surveyed showed that over one—half of the ? broadcasting departments intended to prepare terminal E students for entrance into the broadcasting field. Six of the eight community colleges stated that one of the functions of their broadcasting curricula was to train students so that they would be more capable of entering the field. Another way of surveying community college broad— casting curricula for the purpose of determining how well the programs were designed to prepare students for job entry was to examine the courses offered by each of the colleges. One—half of the surveyed community col- .leges offered courses in Introduction to Broadcasting, Radio/Television Operation of Equipment, Radio/Televi- sion Announcing, Television Production and Radio Produc— tion. These courses may not have constituted a complete curriculum but their array indicated that the students were exposed to many facets of the broadcasting indus- try. However, the content of the courses was not 141 elaborated on by several of the community colleges. The relationships established between community - college broadcasting departments and local broadcasting stations for the purpose of placing students in jobs upon their graduation could be another way of measuring the job placement objective of the departments. Three out of seven community colleges stated that they had definite methods of introducing the students to broad- casting employers. One method was setting up appoint— ments for the students at local stations. Another method _ . _ ____.....-. ...-...)“.‘hl. ‘5'“ A" ~ A 0.. listed was to offer a student apprenticeship program in area stations. And finally one community college reported that it placed students in most of the area's radio and television stations. Less than half of the broadcasting departments surveyed had a specific plan for placing students in the industry. Some of the community colleges responded by mentioning an advisory council from radio and television stations or by starting that their rela— tionship with local stations was comprised of casual talks over lunch or socially. Two community colleges said that their students produced programs for local stations as part of the curriculum. This present study reported that four of the eight community colleges sampled had some record of where their broadcasting graduates were employed. The four community colleges that responded listed thirty broad- casting employers which hired their students during the 142 previous twelve month period. Seven of these employers were television stations and twenty-two were radio, stations. One employer was a news wire service. Each of the community colleges that responded admitted that its list of employers was incomplete. It should be noted that the four colleges which did not complete this section of the questionnaire stated that the informa- tion was not available. If one of the stated objectives of the community college broadcasting curricula was to prepare students for job entry then why were half of the sampled colleges unfamiliar with the stations employing thEir graduates? A conclusion would be that the community college broad— casting curricula were designed with the intent of pre— paring terminal students for job entry but then failed to follow through with the actual introduction of the student to the industry. There were no data provided in this present study to answer why this situation might have existed. III. HYPOTHESIS 3 The third hypothesis stated that broadcasting employers were not satisfied with the community college broadcasting graduates as employees. Six broadcasters known to have employed community college broadcasting students or graduates were surveyed. This sample 143 consisted of two television stations and foUr radio stations. Two announcers and one news writer were . employed by three of the employers. The television station that hired the part-time news writer reported that it was very pleased with his work. The respondent then went on to say that none of his employees from the community college became permanent members of his staff. t Another employer said that he was pleased with his part- time announcers and then admitted that they lacked in voice quality. One employer of a part—time announcer m-HQALNL 1‘ ’ .' '73. said that his employees received an excellent background at the two—year college. He said that some of his employees had since gone on to senior colleges. Engineering, production and photography were other areas where community college broadcasting graduates were employed in radio and television stations. Those employers who hired graduates in engineering and produc— tion wrote that they had been quite satisfactory and in some cases exceptional. One television station reported that it employed two full-time news photographers and one full-time operations director who were graduates of a community college broadcasting department. Finally, one radio station admitted that it had hired a student before he began attending a community college and that it was too early to tell what benefit the employee had received from the college broadcasting program. 144 Iv. FINAL SUMMATION There was some evidence uncovered by this study to suggest that community college broadcasting students held unrealistic ideas of what they expected from the two—year broadcasting program. This was more evident with the terminal students than it was with the future transfer students. Still, it can be reported that both groups generally felt that their community college broadcasting education was more complete than it actually was. D - The community colleges surveyed stated that one of their intents was to prepare broadcasting students for job entry. This study showed that slightly less than one-half of the surveyed colleges followed through with this objective. There was no definite plan to introduce community college broadcasting graduates to local broadcasters and quite incomplete records were kept of broadcasting employers by community college broadcasting departments. The array of courses offered to the students in the community colleges seemed to be 'quite complete which would suggest an attempt to intro— duce the terminal students to many areas of broadcasting. The third conclusion that could be arrived at from this study was that broadcasting employers in small and medium sized markets seemed to be satisfied with the performance of broadcasting students and graduates from 145 the community college. With few exceptions the employers were pleased with their community college broadcasting .employees. -1! Wu. _-‘| an A “$5.73" 5"”! - .7 BIBLIOGRAPHY “ fining-m _ _I_ 2'?! BIBLIOGRAPHY BOOKS Bogue, Jesse P. American Junior Colleges. Washington 5 D.C.: American Council on Education, 1956. Eells, Walter Crosby. Why Junior College Terminal Edu- L. cation? Washington D.C.: American Association of 1 Junior Colleges, 1941. ‘ Gleazer, Edmund J., Jr., Editor. American Junior Col— leges. Washington D.C.: American Council on Educa— tion, 1960. Hillway, Tyrus. The American Two—Year College. New York: Harper and Brothers, 1958. Hughes, Raymond M., and James A. Starrak. The Community College in the United States. Ames, Iowa: Iowa State College Press, 1954. PERIODICALS Bogue, Jesse P. “Junior College World." Junior College Journal, September, 1956, p. 175. ._______ "Junior College World." Junior College Jour— nal, September, 1957, p. 55. "The Junior College World." Junior College Journal, November, 1937, pp. 90—91. "The Junior College World." Junior College Journal, October, 1937, p. 36. Koon, Cline M. "Radio Broadcasting Courses." School Life, April, 1933, p. 158. Nall, Alfred W. "What About 'Terminal' General Education in the Junior College?" Junior College Journal, September, 1962, p. 20. 146 147 QUESTIONNAIRES Ballard, William. Faculty Questionnaire, Delta College, University Center, Michigan, April, 1969. Caldwell, Richie G. Faculty Questionnaire, Spokane Community College, Spokane, Washington, May, 1969. DeHaven, Clarence T. Faculty Questionnaire, Community College of Baltimore, Baltimore, Maryland, May, 1969. Gregory, John F. Faculty Questionnaire, Pasadena City r? College, Pasadena, California, May, 1969. Jackson, Wallace. Faculty Questionnaire, Odessa College, Odessa, Texas, May, 1969. Johnson, Paul E. Faculty Questionnaire, Palmer Junior A College, Davenport, Iowa, May, 1969. Rothhaar, Edward R. Faculty Questionnaire, San Bernardino Valley College, San Bernardino, California, May, 1969. Scouller, John D. Faculty Questionnaire, Grossmont Col- lege, El Cajon, California, May, 1969. Wilkins, Kay. Faculty Questionnaire, Ricks College, Rexburg, Idaho, May, 1969. UNPUBLISHED MATERIAL Wiens, Jacob H. "Self—Study of the College of the Air for Inclusion in the Accreditation Report," College of San Mateo, San Mateo, California, June, 1968, pp. 7, 8. (Mimeographed) APPEND IX A _—.Au.-n2_: om. Aura-d: ‘ :. ' - . - c' I. ,- -. g. i0 APPENDIX A MICHIGAN STATE UNIVERSITY SURVEY OF BROADCASTING CURRICULUMS IN TWO—YEAR COLLEGES Are you a radio and/or television major? (please check) yes No Unclassified If "yes" are you a terminal student working for an AA Degree or a transfer student planning to transfer to a four year college or university? terminal transfer If "yes" how long have you been a radio and/or tele- vision major? 0-3 months 4—8 months 9—12 months 1—2 years more than 2 years How many courses have you taken in radio and/or tele— vision at this school? (please write number) List courses here: Have you had an individual instructor for more than one course in radio and/or television? yes no If "yes" please give names of courses you took under this instructor(s). 148 149 4. What previous experience have you had in radio and/ or television outside of the school you are now attending? (briefly describe) 5. What experience have you had outside of academic course work at this school but still on cam us in radio and/or television? (briefly describe If none h please state this. XX ‘ :3 i '3 i 6. What area of broadcasting are you particularly inter- ; 1 ested in? (please indicate one area that you are most interested in, e.g., continuity or script writing, 5 directing, producing, sales, management, research, ' production, news, programming) 7. In the area you picked in number 6 indicate on the following scale your feelings about the area you selected and the training you have received at the school you are now attending. (mark a check where you think it should be on the scale) strong weak t rewarding _______ unrewarding 4 inadequate adequate challenging —-—(2H:llenging unqualified . ___ qualified tenSe relaxed confident ___, ____ ___. ____nervous fun A work bad . good superior inferior 10. 150 Only those students who are not working off campus in a radio or television station answer this question. Where will you look for your first broadcasting job? (please check) in the community where this school is located in a city with a population over 100,000 (not college city) in a small city under 50,000 population (not F college city) . <— . ...;DA: u; in this state in this county .an at .1»; a: I in the United states as: Do you have any friends who are studying broadcasting in a four—year university or college? yes no If "yes" where do they go to college? How would you compare their education in a four—year college to your education in a two—year colle e? Is there any difference in what is offered? %express your opinions) 10. 11. 12. 13. 153 Where will you look for your first full-time job in broadcasting when you complete your academic train- 'ing? (please check one only) work in the community where this school is located work in a city with a population over 100,000 (not college city) work in a city under 50,000 population (not college city) 1:! “I. I'll begin work anywhere I.’ vie? IE“- not in the United States apply for advanced study in a four—year col— lege or university other Have any of your friends, who are now studying broad- casting in a four-year college or university, recom- mended to you that you do the same after completing work at the school you are now attending? yes no If "yes" what fourmyear school do you plan to attend? Have your instructors, at the school you are now attending, mentioned any differences between radio and television courses in four—year schools and two— year schools? What do you understand these differ— ences to be? PLEASE COMPLETE THE FOLLOWING: a) your age b) male female c) single married divorced j) . father's or guardian's occupation 154 your permanent address your school address mother's or guardian's occupation what was your last full—time or part-time job? dates you worked what is your overall grade point average at this school? (Please check one) 1.0—1.5 1.5—2.0 2.0—2.5 2.5-3.0 3.0-3.5 above 3.5 what are your career plans as you see them at this time? APPENDIX C APPENDIX C MICHIGAN STATE UNIVERSITY'S SURVEY OF BROADCASTING In one paragraph please describe the educational philosophy and objective of your broadcasting cur— riculum or courses. Include the purposes of the curriculum and why there is a need for this instruc- COURSES AND CURRICULA IN COMMUNITY COLLEGES FACULTY 7 .‘ulptfitcz' ...“;- 7 _ 1 tion in radio and/or television. How long has your school offered broadcasting courses? For each instructor on your broadcasting faculty please answer the following questions. a) b) C) d) e) f) How long have you been in academic work in radio/ television? Have you ever been in the broadcasting industry? If "yes" what was your job title? How long did you work at the position? When did you begin work at the school you are now teaching in? What job did you have before joining the faculty at this school? (PLEASE CONTINUE ANSWERS ON BACK OF THIS PAGE) What would you estimate to be the average size of broadcasting classes at your school? 155 156 Please identify the radio and/or television facili- ties at your college. (check) RADIO: no radio studio facilities used for teaching only some radio equipment (describe) fully equipped radio facilities (briefly describe) closed—circuit campus radio station open-circuit AM radio station (give watts) open—circuit FM radio station (give watts) TELEVISION: no television equipment for teaching only some television equipment (describe) 'fully equipped television facility (describe briefly) closed—circuit campus instructional television open-circuit VHF television station (give watts) open-circuit UHF television station (give watts) other (please describe) 10. 157 Please list the courses you offer in radio and/or television. (briefly describe the content of each) If a prepared listing and description are available, submit. Is the broadcasting curriculum in separate department or is it within another department, e.g., speech arts (briefly describe) hi What do you feel is the attitude of your college admin— 3 . istration toward the broadcasting curriculum or courses? ' no support little support some support full support other Any reasons for your choice? Briefly describe how, if at all, you work with local broadcasters in developing your curriculum or courses and also in placing students in jobs. List the local or regional radio and television stations that have hired your students, within the last year, who have completed the broadcasting cur— riculum or courses at your school and graduated with an AS or AA Degree, or a certificate of completion. (Include in this: type of broadcast facility: call letters of the station; station manager's name; type of work; name of student. Also please indicate any allied fields that former students have entered dur- ing the last year.) WRITE ANSWERS ON BACK OF PAGE. 11. 158 List four-year colleges that former transfer stu- dents have entered during the last academic year. (Include in this: name of students; whether or.not they completed degree or program at your school; their overall grade point average in radio/televi— sion courses out of a possible maximum G.P.A.; their major and minor at the four-year school.) WRITE ANSWERS ON BACK OF PAGE. APPENDIX D APPENDIX D Thank you for agreeing to participate in the research for my master's thesis. I have enclosed two sets of questionnaires. One set is designed to be filled out by your students and the other to be completed by you. The student questionnaire should be administered in your radio/television classes. It is important to the success of this research that there be g2 discussion among students while the questionnaire is being filled out. Also, the faculty person who administers the ques— tionnaire should not answer any questions, which the stu— dents might ask, regarding the questionnaire. He should instruct the students to answer the best they can. The faculty questionnaire should also be an indi— vidual effort. One exception, where consultation with other faculty may be necessary, is in the case of ques- tions numbers 11 and 12. It is especially important on these questions that all the information asked for is given. If it is impossible to complete any part of ques— [tions numbers 11 and 12, then please leave those parts blank. An honest effort in completing these questions will be appreciated. It will be necessary for you to have all the ques— tionnaires in the mail back to me by May 15 at the very latest in order to be included in the survey. Please return all the questionnaires including the ones you may 159 160 not be able to have filled out. Please sign your name and indicate your college on the faculty questionnaire. Again, thank you for participating. The results of the survey should appear in the Junior College Jour- nal sometime in the near future. ill—‘5' APPENDIX E APPENDIX E Room 727—E Owen Graduate Hall Michigan State University East Lansing, Michigan 48823 April 8, 1969 Please refer this letter to whom it may concern. Your school was called to my attention as having a radio/ television curriculum. I am a graduate student at Michigan State University and am conducting research for my masters thesis. It would be helpful to me if I could learn something about your program in radio and/or tele- vision. I would like very much for you to participate in the sur- vey I am conducting. I have enclosed a self—addressed postcard and would like for you to check "yes" or "no" as to whether or not you will participate in this survey. If you agree to participate I will send you the necessary questionnaires. On the postcard is a space to mark the number of questionnaires you will need for each student who is a radio and/or television major. Also indicate the number of faculty in your department. Please return the enclosed postcard by April 18. I will be deeply grateful for your assistance in my research. Sincerely, DAVID R. SLEEPER 161 APPEND IX F APPENDIX F SAMPLE LETTER May 22, 1969 Chairman Television—Radio Department San Bernardino Valley College 701 South Mt. Vernon Avenue San Bernardino, California 92403 Dear Sir: I hesitate to contact you again in regard to my research project. However, time for the collection of my data is getting short. My time schedule calls for all of the data to be processed within the next two weeks in order for me to complete my thesis by the end of July. I do want to include your school in my study. If you can complete the questionnaire which I sent you recently and return it to me, your cooperation will be sincerely appreciated. Sincerely yours, DAVID R. SLEEPER .727—E Owen Hall East Lansing, Michigan 48823 162 APPENDIX G APPENDIX G SAMPLE LETTER Room 727-E Owen Hall Michigan State University East Lansing, Michigan 48823 June 7, 1969 Program Director XXXX — Radio Jonesville U.S.A. Dear Sir: It was called to my attention that you have some employees working at XXXX who are attending or have attended Jones- ville College. I am doing research on various types of programs that the community colleges offers. Broadcasting is one area included in this research. Would you be kind enough to drop me a line telling me how your employees, who attended Jonesville College, are do— ing? Please use the self—addressed stamped envelope prom vided. Thank you for your attention to this matter and I hope to hear from you soon. Sincerely, DAVID R. SLEEPER 163 I