This is to certify that the thesis entitled A STUDY OF THE CHARACTERISTICS OF STUDENTS, TEACHERS, AND THE CURRICULUM OF INDUSTRIAL-TECHNICAL EDUCATION IN THE PUBLIC COMMUNITY JUNIOR COLLEGES OF MICHIGAN presented by Milton Erving Larson has been accepted towards fulfillment of the requirements for Ed. D . degree in Industrial Education Major professor 0%, Date August 6, 1965 0-169 ABSTRACT A STUDY OF THE CHARACTERISTICS OF STUDENTS, TEACHERS, AND THE CURRICULUM OF D‘IDUSTRLAL— ECHNICAL EDUCATION IN THE PUBLIC COI‘MUNITI JUNIOR COLLEES OF MICHIGAN By Milton E. Larson The purpose of this dissertation was to study the characteristics of the students, teachers, and the curriculum of industrial—tectmical education in the public corrmnmity junior colleges of Michigan. To achieve the purpose required research in three areas. The data relative to teachers was secured from the files of the office of the Superintendent of Public Instruction. Information about the curricula was obtained from the catalogs and brochures of the colleges. A follow—up study was made of all students who initially enrolled in industrial-technical curricula during the school year 195 - 59. This study included both drop-outs and graduates. Seventy-two per cent or 297 of the M2 in the total population responded. Sumyry 2: £132 Characteristics 3:; the Teachers During the school year 1960-61, 138 teachers were employed by the public community junior colleges on programs of industrial-technical education involving monies allocated in accordance with the provisions of the National Defense Education Act, Title VIII. Seventy-five of these instructors were employed by S of the 11 colleges. One-half of these instructors had earned at least the master‘s degree industrial arts was heavily represented among the bachelor's .—-— Milton E. Larson degrees. Forty-one of the 59 teachers who had master's degrees received them in industrial education, industrial arts, or vocational education. Sixty-five per cent of the instructors listed 12 semester hours or less in courses of teaching methods. The median number of semester hours in technical subject matter courses reported by the instructors was 18. One instructor in h had taken more than h8 semester hours in technical courses. Two of every 3 instructors earned the bachelor's and master's degrees in Michigan. Twenty-one of the 138 instructors had completed an apprenticeship. The median of closely related work experience was 50 months. But, the median number of years of teaching experience was 8. Thirty-eight per cent of the instructors had community college certificates as well as vocational certificates. §umma§y g: the Characteristics 2f the Curricula Industrial-technical curricula were listed by each of 13 different public community junior colleges in Michigan. A composite list of 38 different programs was classified under the 13 main curricular headings. The most common curriculum was drafting technology while the least frequently listed curricula were architecture, body drafting and industrial management technology. The most common admission requirement was graduation from high smhool. ‘While most colleges required successtl completion of 62 saunter hours with an honor point ratio of 2 for graduation, one college ramired 83 semester hours with an honor point ratio of 2. ii Milton E. Larson Summggy‘gf the Characteristics 2: All Student Respondents All 297 respondents were male with 7h per cent under the age of 21. Only 12 per cent were married at the time of initial enrollment. Fifty~four per cent were residents of the local district. Sixty-five per cent of the enrollees said they earned a C average in high school. Ten per cent had previously attended another college or university. Sixty per cent came from homes in which the father worked as either an unskilled, semiskilled, or skilled worker. Work, financial assistance from parents, and personal savings were the most important methods of financing the education of these people. Thirty-four per cent of the students indicated less than 3 semesters of full-time college work. Over one-half of all the respond- ents had taken some work in college on a part-time basis. Thirty-eight per cent completed 61 or more semester hours while 85 per cent reported continuous enrollment on a sequential program. Fifty-two per cent of the students worked on part-time jobs and 22 per cent on full-time jobs while attending college. Thirty-nine per cent said they would select the same occupation now as they had previously indicated. With the exception of the placement function, the students were well satisfied with the manner in which the counseling and guidance functions were performed. Four of every 10 students indicated securing the first job iii Milton E. Larson through their own efforts and only 8 per cent through the college place- ment service. The most helpful subjects in college, named by the respondents were those in drafting and design, mathematics, electricity and elec- tronics, English, and the technology subjects. English drew the largest number of respondent's votes as the subject that needed to be geared more to the needs of technicians; with mathematics, second. Eighty-three per cent were of the opinion that the community junior college offered a good environment in which to study and learn. Nineteen.per cent of the students believed the courses were too general and 27 per cent thought that a two-year program was too short. Thirty-one per cent said that too much emphasis was placed on theory and not enough on practical applications, and hh per cent believed that the time devoted to developing hand and machine skills should be increased. Considering as a group the respondents who had not graduated, 8 per cent were still attending the community junior college; 7 per cent had transferred to another college; 5 per cent had accepted an appren- ticeship; 7 per cent had entered the military services, and 19 per cent accepted employment. Eighty-four per cent were presently employed on either a full or aapart-time job. Twenty-four per cent were employed on a job they considered a technician's job, while 15 per cent were working on skilled jobs. Most of the respondents, that is, nearly three—fourths of them were employed in Michigan with h? per cent working in the same community iv Milton E. Larson in which the college attended is located. The median salary on the first job after college was $87 per week and on the present job, $101 per week. Even though 58 per cent believed they could have obtained their present job without their community junior college education, 39 per cent believed their college education was helpful in securing the first position, and hO per cent said that their present job was closely related to the education acquired at college. One student in h said he needed additional training to fulfill the job requirements of the first position. Approximately one-half of the students were well satisfied with their job even though only 35 per cent were working at the kind of job prepared for while attending college. Summary pf the Characteristics 2f the Students Who Graduated One hundred one students, 3h per cent of the group graduated from the industrial-technical curricula of the Michigan public community junior colleges. More than three-fourths of the graduates started college between the ages of 17-20 inclusively. Fourteen per cent had previously attended another college or university. Most of these students were enrolled continuously on a sequential program. Nearly one-half attended classes on a part-time basis at some time during college. Sixty-two per cent completed the curricula in two years. Approximately 60 per cent of the graduates earned grade averages in college of C while about hO per Milton E. Larson cent had grade averages of B. Seventeen per cent worked on full-time jobs and 66 per cent on part-time jobs while attending college. A desire for additional courses in mathematics and leadership was the expression of the largest number of students who wished to take additional courses. Drafting and design, and technology were considered by most as the courses most helpful while physical education and social science were considered least helpful. English and mathematics were considered to be the courses most in need of revision in order to meet the needs of technicians. Most felt that courses were not too specific but 20 per cent thought the courses were too general. Twenty—two per cent said that too much emphasis was placed on theory. 'About one-half of the graduates felt the time devoted to development of hand and machine skills should be increased. Sixty-eight per cent expressed a desire to take more courses. After graduation 77 per cent found full-time employment and 6 per cent part-time work. Forty per cent were employed on jobs they consid- emed technician's jobs. Seventy-two per cent found employment in the home community or within 50 miles of the college attended. Four out of every 10 believed they could have obtained their present position without attending the community junior college. Only 58 per cent said their present position was closely related to the education received. Sixty per cent agreed that the education received at college helped them secure their first position. Forty-five per cent were well satisfied with their present position. About one—half said vi Milton E. Larson they were working at the kind of position prepared for at college. Forty-five per cent believed the education would help them achieve "middle—management" positions. vii A STUDY OF THE CHARACTERISTICS OF STUDENTS, TEACHERS, AND THE CURRICULUM OF INDUSTRIAL-TECHNICAL EDUCATION IN THE PUBLIC COMMUNITY JUNIOR COLLEGES OF MICHIGAN By "i . ‘ K r \ l 8 Milton E. Larson A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION Department of Secondary Education and Curriculum 1965 ‘ - ‘v ACKNOWLEDGMENTS The cooperation of many individuals made this study possible. To all those who assisted in any way, the author wishes to express his appreciation. The author is grateful to the members of the staff of the State Department of Public Instruction; to the chief administrator and the contact person from each of the eight participating community colleges; to those who provided the constructive evaluation and criticism of the research instruments and methods; and finally to all those respondents who gave of their time and experiences in the completion of the questionnaire. The writer wishes to express his sincere appreciation to the members of his Doctoral Committee: Dr. Lawrence Borosage, Chairman; Dr. George Brandon; Dr. William Roe, and Dr. Rollin Simonds. To his wife, Mildred E. Larson, the writer is especially indebted for her encouragement and assistance throughout the program of the doctoral study. TABLE OF CONTENTS _. _. .‘a‘h‘ , (HMPTER PAGE I. INTRODUCTION TO THE PROBLEM, DEFINITION OF TERMS, AND INVESTIGATIONAL PROCEDURES EMPLOYED . . . . . . . . . . . . l E The problem . . . . . . . . . . . . . . . . . . . . . . . . 1 i Statement of the problem . . . . . . . . . . . . . . . . 1 Importance of the study . . . . . . . . . . . . . . . . 2 Objectives of the study . . . . . . . . . . . . . . . .. 6 Delimitations of the study . . . . . . . . . . . . . . . 7 Definition of terms used . . . . . . . . . . . . . . . . .. 8 Meanings applicable to this study . . . . . . . . . . .. 8 Community college . . . . . . . . . . . . . . . . . . 8 Cooperative work program . . . . . . . . . . . . . .. 8 Closed-form questionnaire . . . . . . . . . . . . . . 8 Drop-out . . . . . . . . . . . . . . . . . . . . . .. 9 Equated full-time college credit . . . . . . . . . .. I Follow-up letter . . . . . . . . . . . . . . . . . .. 9 } Industrial-technical education . . . . . . . . . . .. 9 Junior college . . . . . . . . . . . . . . . . . . .. 9 Non-resident . . . . . . . . . . . . . . . . . . . .. 9 Non-respondent . . . . . . . . . . . . . . . . . . .. 9 i One-hundred per cent sample . . . . . . . . . . . . . 9 Open-end or free-response questionnaire . . . . . . . 10 Per capita operating cost . . . . . . . . . . . . . . 10 Resident . . . . . . . . . . . . . . . . . . . . . .. 10 I Wagmem n; .. ._ _ (REPTER Random sample . . . . . . . . . . . . . . . . . . . . Reliability . . . . . . . . . . . . . . . . . . . . . Respondent . . . . . . . . . . . . . . . . . . . . .. Sampling the non-respondents . . . . . . . . . . . .. Stratified population . . . . . . . . . . . . . . . . Technician . . . . . . . . . . . . . . . . . . . . .. Technical education . . . . . . . . . . . . . . . . . Technical institute . . . . . . . . . . . . . . . . . Technological team . . . . . . . . . . . . . . . . .. Terminal curricula . . . . . . . . . . . . . . . . .. Total number enrolled . . . . . . . . . . . . . . . . Validity . . . . . . . . . . . . . . . . . . . . . .. Investigational procedures employed Introduction . . . . . . . . . . . . . . . . . . . . . . Techniques and methods employed . . . . . . . . . . . .. Questionnaire . . . . . . . . . . . . . . . . . . . . Pilot study . . . . . . . . . . . . . . . . . . . . . Preparation of final forms . . . . . . . . . . . . .. One—hundred per cent sample . . . . . . . . . . . . . Identification of respondents . . . . . . . . . . . . Envelopes . . . . . . . . . . . . . . . . . . . . . . Expedition of returns . . . . . . . . . . . . . . . . Termination of collection of data . . . . . . . . . . Results in terms of response . . . . . . . . . . . .. PAGE 10 IO 10 IO 10 ll 11 11 12 12 12 13 13 13 1h 15 15 16 16 16 17 18 18 CHAPTER PAGE Indicators of reliability and validity . . . . . . . . 18 II REVIEW OF THE LITERATURE OF INDUSTRIAL-TECHNICAL EDUCATION . 20 Importance of movement . . . . . . . . . . . . . . . . 20 Vocational education . . . . . . . . . . . . . . . . . 22 Industrial education . . . . . . . . . . . . . . . . . 2h What is a technician? . . . . . . . . . . . . . . . .. 26 The technological team . . . . . . . . . . . . . . . . 30 Meeting the needs for technicians . . . . . . . . . .. 31 Literature of technical institutes . . . . . . . . . . 32 Literature relative to community junior college . . .. 33 Philosophy and function . . . . . . . . . . . . . . .. 3h Industrial-technical education . . . 3 . . . . . . . . 35 Michigan community junior colleges . . . . . . . . . . 36 Introduction to selected studies . . . . . . . . . . . 36 Improving Vocational Education in Rhode Island . . . . 37 Vocational Needs in Lane County . . . . . . . . . . .. 37 Vocational and Technical Education in Illinois . . . . 37 Report of a Study of General Education Programs in Community Junior Colleges . . . . . . . . . . . . . .. 38 The Community College in Michigan . . . . . . . . . .. 39 Twin Cities Technicians . . . . . . . . . . . . . . .. 39 Vocational-Terminal Education in the Public Community Colleges of Michigan: Its Present and Its Future . . . 39 xi CHAPTER Educational Program and Administrative Survey --— Flint Community Junior College . . . . . . . . . . . Analysis of Institutional Objectives in Michigan Community Colleges . . . . . . . . . . . . . . . . . A Follow-Up Study of Students Graduating from the Applied Sciences Curricula at Flint Community Junior College . . . . . . . . . . . . . . . . . . . Results of Graduate Survey, Flint Community Junior College . . . . . . . . . . . . . . . . . . . III. CHARACTERISTICS OF THE TEACHE. . . . . . . . . . . . . . . Number of teachers . . . . . . . . . . . . . . . . . Amount of education of instructors . . . . . . . . . Major subject matter areas of instructor's education . . . . . . . . . . . . . . . . . . . . .. Teacher education . . . . . . . . . . . . . . . . .. Technical preparation . . . . . . . . . . . . . . .. Institutions granting instructor's degrees . . . . . Apprenticeships served by instructors . . . . . . .. Kinds of vocational certificates . . . . . . . . . . Teacher's general education certification . . . . .. Types of programs instructors' participated in . . . Instructors' number of years of teaching experience. Instructors' other work experience . . . . . . . . . Sex of instructors . . . . . . . . . . . . . . . . . PAGE to ho hi hi h3 LLB CHAPTER Length of all—day trade courses . . . . . . . . . . Length of evening extension and apprentice courses Industrial-technical curricula and enrollment . . . Summary of enrollments by years . . . . . . . . . . suImaI'yl O O O O O O O O O O O O O O O O C O O O O 0 IV. CHARACTERISTICS OF THE CURRICULA . . . . . . . . . . . . Automotive technology . . . . . . . . . . . . . . . Architecture . . . . . . . . . . . . . . . . . . . Body drafting technology . . . . . . . . . . . . . Chemical technology . . . . . . . . . . . . . . . . Civil technology . . . . . . . . . . . . . . . . . Draftj-Ilg teCImOlogy. Q . O O O O O O O O O O O O O 0 Electrical technology . . . . . . . . . . . . . . . Electronics technology . . . . . . . . . . . . . . Engineering technology . . . . . . . . . . . . . . Industrial technology . . . . . . . . . . . . . . . Industrial management technology . . . . . . . . . Mechanical technology . . . . . . . . . . . . . . . Metallurgical technology . . . . . . . . . . . . . Admission requirements . . . . . . . . . . . . . . Graduation requirements . . . . . . . . . . . . . . SW 0 O O O O O O O O I O O O O O O O O O O O 0 V. CHARACTERISTICS OF THE STUDENTS . . . . . . . . . . . . . General information relative to respondents . . . . . xiii PAGE CHAPTER PAGE Age 0 O O O O O O O 0 O I O O O O O O O O O 0 O O O 109 Twital Status 0 O O O O O O O O O O O O O O O O O 0 11]- Residence . . . . . . . . . . . . . . . . . . . . . 113 Previously enrolled in another college or university . . . . . . . . . . . . . . . . . . . .. 11? Father's occupation . . . . . . . . . . . . . . . . 120 Average high school grade . . . . . . . . . . . . . 122 Financial arrangement most important for attending college . . . . . . . . . . . . . . . . . . . . . . 126 Students' methods and educational achievement . . . .. 129 Full-time college work . . . . . . . . . . . . . .. 129 Part-time college work . . . . . . . . . . . . . .. 132 Semester hours earned . . . . . . . . . . . . . . . 135 Continuous enrollment . . . . . . . . . . . . . . . 139 Completion of requirements in a two—year period . . lhl Number of school years on.program . . . . . . . . . lh2 Grades earned in college . . . . . . . . . . . . .. 1R6 Students employed while attending college . . . . . lh8 Average weekly income from employment while attending college . . . . . . . . . . . . . . . . . 151 Counseling and guidance . . . . . . . . . . . . . . .. 152 Occupational choice if made now . . . . . . . . . . 152 Assistance in arriving at an occupational choice .. 155 Assistance in becoming adjusted at college . . . .. 159 xiv , “—— .Qev' , V v < . a , . ‘ . , , \ ' 1 . , t v , v . O , ‘ a . , v . I v v ‘ . . . v \ o . r- . . ~ . v CHAPTER PAGE Counseling on school problems . . . . . . . . . . . 162 Counseling on personal problems . . . . . . . . . . 16h Assistance in securing a job . . . . . . . . . . .. 167 Manner of securing the first job . . . . . . . . .. 169 Relationship of high school quartile rank to college grade point average . . . . . . . . . . . . 172 Relationship of high school quartile rank to number of semester hours earned in college . . . .. 17h Relationship of high school quartile rank to the quartile rank of the student on the college entrance test . . . . . . . . . . . . . . . . . . . 175 Relationship of the average grade earned in college to the number of semester hours earned in college . 177 Relationship of average grade earned in college to the quartile rank on the college entrance test . .. 179 Relationship of the students' quartile rank on the college entrance test to the number of semester hours earned . . . . . . . . . . . . . . . . . . .. 180 Curriculum and instruction . . . . . . . . . . . . .. 181 Courses the students indicated as very helpful . .. 182 Courses not very helpful . . . . . . . . . . . . .. 185 Areas in which additional courses would have been helpful 0 O O O O O O O 0 O O I O O O O O O O O O I 188 CHAPTER Courses that need to be geared more to the needs of the technicians . . . . . . . . . . . . . . . were the college facilities and classroom activities conducive to studying and learning? . Courses too general or too specific . . . . . . Curricula too short or too long . . . . . . . . Theory or practical applications . . . . . . . . Plans for more course work . . . . . . . . . . . Experiences of those who terminated . . . . . . . . Reasons for not graduating . . . . . . . . . . . Transfers to other colleges . . . . . . . . . . Accepted apprenticeship . . . . . . . . . . . . Other reasons for termination . . . . . . . . . Employment experiences . . . . . . . . . . . . . . Present employment status . . . . . . . . . . . Present type of employment . . . . . . . . . . . Location of employment relative to college attended . . . . . . . . . . . . . . . . . . . . Income on first job after college . . . . . . . Most recent salary . . . . . . . . . . . . . . . Respondents having drawn unemployment cmpammnmz... ... ... ... ... ... Could have obtained job without community junior college education . . . . . . . . . . . . xvi PAGE 191 1911 196 201 2014 212 21h 2114 217 217 217 220 222 221; 231 233 238 2&1 2th CHAPTER Present job closely related to college education? Did the community junior college education help in securing the first job after leaving college? Requirement of additional training . . . . . . . . Keeping up with new developments . . . . . . . . . Union membership . . . . . . . . . . . . . . . . . Those who graduated . . . . . . . . . . . . . . . . . Number graduating . . . . . . . . . . . . . . . .. Job satisfaction . . . . . . . . . . . . . . . . . .. Satisfied with job . . . . . . . . . . . . . . . . working at the kind of job prepared for . . . . .. Other information . . . . . . . . . . . . . . . . . . Company training program . . . . . . . . . . . . . "Middle-management" positions . . . . . . . . . .. Comments and suggestions . . . . . . . . . . . . . .. Summary . . . . . . . . . . . . . . . . . . . . . . . Summary - total respondents . . . . . . . . . . .. Summary - graduates . . . . . . . . . . . . . . .. VI. SUMMARY AND CONCLUSIONS . . . . . . . . . . . . . . . . .. Recapitulation of the characteristics of the teachers . . . . . . . . . . . . . . . . . . . . . .. Recapitulation of the characteristics of the curricula O O O O C O O O O O O O O O O O O I O I O O 2118 2 51 253 255 257 257 260 260 261 265 26 S 266 270 272 272 27b 279 280 281 CHAPTER Recapitulation of the characteristics of the students VII. RECOMMENDATIONS . . . . . . . . . . . . . . . . . . . . .. Education of instructors . . . . . . . . . . . . . .. Selection and certification of instructors . . . . .. Reevaluation of courses and curricula . . . . . . . . Placement . . . . . . . . . . . . . . . . . . . . . . High school quartile rank . . . . . . . . . . . . . . Other items . . . . . . . . . . . . . . . . . . . . . SELECTEDBIBLIOGRAPH‘I..................... DMTORY OF APPENDICES O O O O I O O O O O O O O O O O O O O O xviii TABLE I. III. VI. LIST OF TABLES Number and percentage of instructors and coordinators of industrial-technical curricula teaching in the N.D.E.A. Title VIII programs in the following institutions during 1960-61 . . . . . . . . . . . . . The amount of education indicated by the instructors cf industrial-technical curricula at the time of the most recent vocational certificate renewal . . . . .. Degrees earned and major subject matter areas of instructors of industrial-technical curricula during the school year 1960-61 . . . . . . . . . . .. Number and percentage of semester hours in professional vocational education in the categories listed below indicated by the instructors of industrial-technical curricula at the time of the most recent renewal of the vocational certificate . . Number and percentage of semester hours in courses of technical content indicated by the instructors of industrial-technical curricula at the time of the most recent renewal of the vocational certificate . . . . . . . . . . . . . . . . . . . . . Institutions at which degrees were earned as indi- cated by the instructors at the time of the most recent renewal of the vocational certificate . . . .. PAGE be A? A9 51 53 » a. PAGE ‘VII. Number and percentage of instructors who have during previous years completed the serving of an apprenticeship . . . . . . . . . . . . . . . . . . .. 55 VIII.The kind of vocational certificate held by the instructors of industrial-technical curricula with the number and percentage of each . . . . . . .. 57 IX. The kind of general education certificate held by the instructors at the time of the most recent renewal of the vocational certificate . . . . . . . . 58 X. Type of instructional activity indicated of the instructors and coordinators of industrial-technical curricula during the school year 1960—61 . . . . . .. 60 XI. The number of years of teaching experience indicated by the instructors of industrial-technical curricula at the time of the most recent renewal of the vocational certificate . . . . . . . . . . . . . . .. 61 XII. Number of months of work experience other than teaching at the time of the most recent renewal of the vocational certificate . . . . . . . . . . . . 63 XIII. Number of months of closely related work experience other than teaching at the time of the most recent renewal of the vocational certificate . . . . . . . . 6h XIV. Length in weeks of all-day trade courses taught in the public community junior colleges under Title VIII during the school year 1960-61 . . . . . . 66 XX TABLE PAGE XV. Number of classes and the length of evening extension and apprentice programs in hours under Title VIII during the school year 1960-61 . . . . . . 67 XVI. Schools, curriculum and course titles, and enrollments in industrial-technical curricula in N.D.E.A. Title VIII programs in public community junior colleges in Michigan during the years 1958-59, 1959-60, and 1960-61 . . . . . . . . . . . . 68 XVII. A summary of the total enrollments by schools in N.D.E.A. Title VIII programs in public community junior colleges in Michigan during the years 1958-59, 1959-60, and 1960-61 . . . . . . . . . . . . 7h XVIII. An analysis of the course offerings of the public community junior colleges of Michigan in the industrial-technical curricula as given in the most recently published catalogs . . . . . . . . . . 79 XIX. An analysis of the industrial-technical curricula in automotive technology given by the Michigan public community junior colleges offering this program during 1960-61 . . . . . . . . . . . . . . . . . . . 80 XX. An analysis of the industrial-technical curricula in architecture given by the only Michigan.public community junior college offering this program during 1960-61 . . . . . . . . . . . . . . . . . . . 81 xxi TABLE XXI. XXII. XXIII. XXIV. XXVI. An analysis of the industrial-technical curricula in body drafting technology given by the only Michigan public community junior college which offered this program during 1960-61 . . . . . . . . . . . . . . .. An analysis of the industrial-technical curricula in chemical technology given by each of the Michigan public community junior colleges offering this program during 1960-61 . . . . . . . . . . . . . . . An analysis of the industrial-technical curricula in civil technology given by each of the Michigan public community junior colleges offering this program during 1960-61 . . . . . . . . . . . . . . .. An analysis of the industrial technical curricula in drafting technology given by each of the Michigan public community junior colleges offering this program during 1960-61 . . . . . . . . . . . . . . .. An analysis of the industrial—technical curricula in electrical technology given by each of the Michigan public community junior colleges offering this program during 1960-61 . . . . . . . . . . . . . . .. An analysis of the industrial-technical curricula in electronics technology given by each of the Michigan public community junior colleges offering this program during 1960-61 . . . . . . . . . . . . . . .. xxii PAGE 83 87 88 91 93 TABLE XXVII. XXVIII. XXIX. XXXI. XXXII. XXXIII. The industrial-technical curricula in engineering technology given by the Michigan public community junior colleges offering this program during 1960-61 . . . . . . . . . . . . . . . . . . . . . .. The industrial-technical curricula in industrial technology given by the Michigan public community junior colleges offering this program during 1960-61 The industrial-technical curricula in industrial management given by institution 2 during 1960-61 . . The industrial-technical curricula in mechanical technology given by the Michigan public community junior colleges offering this program during 1960—61 The industrial-technical curricula in metallurgical technology given by institution 5 which offered this program during 1960—61. . . . . . . . . . . . . The admission requirements of the Michigan public community junior colleges in the industrial- technical curricula as given in the most recently catalogs . . . . . . . . . . . . . . . . . . . . . . . The graduation requirements of the Michigan public community junior colleges in the industrial-technical curricula as given in the most recently published catalogs O O O I O O O O I O C O O O O O O C O O O O O xxiii PAGE 96 97 99 100 103 105 105a TABLE XXXIV. XXXVI. XXXVII. XXXVIII. XXXIX. XLI. XLII. Number and percentage of student respondents for each college . . . . . . . . . . . . . . . . . . . .. Number and percentage of student respondents for each college according to age at the time of first enrollment at community junior college . . . . . . .. Number and percentage of respondents by programs who indicated the following age at the time of initial enrollment . . . . . . . . . . . . . . . . . . . . .. Number and percentage of student respondents for each college according to marital status . . . . . .. Number and percentage of respondents by programs who indicated marital status as given below . . . . . . . Number and percentage of student respondents for each college according to residence while attending the institution . . . . . . . . . . . . . . . . . . . Number and percentage of respondents by programs according to residence while attending the institution . . . . . . . . . . . . . . . . . . . . . Number and percentage of student respondents from each college having previously been enrolled in another college or university . . . . . . . . . . . . Number and percentage of respondents by programs having previously been enrolled in another college or university . . . . . . . . . . . . . . . . . . . . xxiv PAGE 108 109 110 112 1111 115 117 118 TABLE XLIII. XLIV. XLV. XLVI. XLVII. XLVIII. XLIX. L. Number of student respondents indicating previous attendance at the following colleges and universities . . . . . . . . . . . . . . . . . . . .. Number and percentage of student respondents for each college according to the father's pccupation at the time of enrollment at community junior college . . .. Number and percentage of respondents by programs according to the father's occupation at the time of enrollment at community junior college. . . . . . . . Number and percentage of student respondents for each college according to grades earned in high school . . . . . . . . . . . . . . . . . . . . . . .. Number and percentage of respondents by programs indicating the following grades earned in high school . . . . . . . . . . . . . . . . . . . . . . .. Number and percentage of student respondents for each college indicating the financial arrangement most important for obtaining community college education . . . . . . . . . . . . . . . . . . . . . . Number and percentage of respondents by programs indicating the financial arrangement most important for obtaining community college education . . . . . . Number and percentage of student respondents for each college according to the number of semesters of PAGE 119 121 12h 125 127 128 LI. LII. LIII. LIV. LV. LVI. LVII. full-time college work taken . . . . . . . . . . . .. Number and percentage of respondents by programs according to the number of semesters of full-time col- lege work taken . . . . . . . . . . . . . . . . . . . Number and percentage of student respondents for each college according to the number of semesters of part-time college work taken . . . . . . . . . . . .. Number and percentage of respondents by programs according to the number of semesters of part-time college work taken . . . . . . . . . . . . . . . . .. Number and percentage of student respondents for each college according to total number of semester hours earned in community junior college. . . . . . . Number and percentage of respondents by programs according to the total number of semester hours earned in community junior college. . . . . . . . . . Number and percentage of student respondents for each college indicating continuous enrollment in community junior college on a sequential program until graduation or termination . . . . . . . . . . . . . . Number and percentage of respondents by programs indicating continuous enrollment in community junior college on a sequential program until graduation or temnfllation O O O O O O O O O O O O O O O O O 0 O O C .xxvi PAGE 130 131 133 136 137 139 lhO TABLE LVIII. LIX. LXI. LXII. LXIII. LXIV. LXV. LXVI. Number and percentage of student respondents for each college indicating completion of requirements of curricula in a two-year period. . . . . . . . . .. Number and percentage of respondents by programs indicating completion of requirements of curricula in a two—year period. . . . . . . . . . . . . . . . . Number and percentage of student respondents for each college indicating the number of school years enrolled on the program . . . . . . . . . . . . . . . Number and percentage of respondents by programs indicating the number of school years enrolled on the program. . . . . . . . . . . . . . . . . . . . .. Number and percentage of student respondents by colleges according to grades earned in college . . .. Number and percentage of reSpondents by programs according to grades earned in college . . . . . . . . Number and percentage of student respondents by colleges who were employed while attending college .. Number and percentage of respondents by programs who were employed while attending college . . . . . . Number and percentage of student respondents for each college indicating the average weekly income from employment while attending community junior conege O O O O O O O O O O O O O O O O O O O O O O C xxvii PAGE 1h2 1113 1‘45 1A6 11:? 11:9 150 151 TABLE LXVII. LXVIII. LXIX. LXXI. LXXII. LXXIII. PAGE Number and percentage of respondents by programs indicating the average weekly income from employ- ment while attending community junior college . . . . 153 Number and percentage of student respondents for each college indicating the occupational choice they would make at the time of this study. . . . . . 15h Number and percentage of respondents by programs indicating the occupational choice they would . (e at the time of this study. . . . . . . . . . . . 156 Number and percentage of student respondents for each college indicating quality of guidance received from the community junior college in making an occupational choice. . . . . . . . . . . .. 157 Number and percentage of respondents by programs indicating quality of guidance received from the community junior college in making an occupational choice . . . . . . . . . . . . . . . . . . . . . . .. 138 Number and percentage of student respondents for each college indicating the quality of guidance received from the community junior college in getting adjusted at college . . . . . . . . . . . . . 160 Number and percentage of respondents by programs indicating quality of guidance received from the community junior college in getting adjusted at COllege O O O O O O . O O O O O O O O O O O O O O O O O 161 xxviii TABLE LXXIV. LXXV. LXXVI. LXXVII. LXXVIII. LXXIX. PAGE Number and percentage of student respondents for each college indicating the quality of guidance received from the community junior college in counseling on school problems. . . . . . . . . . . .. 162 Number and percentage of respondents by programs indicating quality of guidance received from the community junior college in counseling on school problems . . . . . . . . . . . . . . . . . . . . . .. 163 Number and percentage of student respondents for each college indicating the quality of guidance received from the community junior college in counseling on personal problems . . . . . . . . . . . 105 Number and percentage of respondents by programs indicating quality of guidance received from the community junior college in counseling on personal problems . . . . . . . . . . . . . . . . . . 166 Number and percentage of student respondents for each college indicating the quality of assistance received from the community junior college in obtaining a job. . . . . . . . . . . . . . . . . . .. 167 Number and percentage of respondents by programs indicating the quality of assistance received from the community junior college in obtaining a job . . . 168 Number and percentage of student respondents for _ xxix TABLE LXXXI. LXXXII. LXXXIII. LXXXIV. each college indicating the manner of securing the first job after leaving the community junior college Number and percentage of respondents by programs indicating the manner of securing the first job after leaving the community junior college . . . . .. Number of students with the relationship of high school quartile rank to college grade point average indicated in participating community junior college number 6 . . . . . . . . . . . . . . . . . . . . . .. Number of students with the relationship of high school quartile rank to the number of semester hours earned in college indicated in participating community junior college number 6 . . . . . . . . . . Number of students with the relationship of high school quartile rank to the quartile rank on the college entrance test in participating community junior college number 6 . . . . . . . . . . . . . . . Number of students with the relationship of the average grade earned in college in participating community junior college number 6 . . . . . . . . . . Number of students with the relationship of the average grade earned in college to the quartile rank on the college entrance test in.participating community junior college number 6 . . . . . . . . . . JOCK PAGE 170 171 173 175 178 179 TABLE LXXXVII. LXXXVIII. LXXXIX. XC. XCI. XCII. XCIII. XCIV. PAGE Number of students with the relationship of the students' quartile rank of the college entrance test to the number of semester hours earned in college in participating community junior college number 6 . . . . . . . . . . . . . . . . . .. 181 Number of student respondents for each college indicating the following courses as very helpful . .. 183 Number of reSpondents by programs indicating the following courses as very helpful . . . . . . . . . . 18h Number of student respondents for each college indicating the following courses as ggt_very helpful 186 Number of respondents by programs indicating the following courses as ppt_very helpful . . . . . . . . 187 Number of student respondents for each college indicating areas in which additional courses would have been helpful . . . . . . . . .. . . . . . 189 Number of respondents by programs indicating areas in which additional courses would have been helpful . 190 Number of student respondents for each college indicating the following course areas as needing change to be geared more to the needs of the technicians . . . . . . . . . . . . . . . . . .. 192 TABLE XCV O XCVI. XCVII. XCVIII. XCIX. CI. CII. Number of respondents by programs indicating the following course areas as needing change to be geared more to the needs of the technicians . . . . . Number and percentage of respondents for each college indicating that the college facilities and classroom activities were conducive to studying and learning . . . . . . . . . . . . . . . . Number and percentage of respondents by programs indicating that the college facilities and classroom activities were conducive to studying and learning .. Number and percentage of respondents for each college indicating that the majority of courses were too general . . . . . . . . . . . . . . . . . .. Number and percentage of respondents by programs indicating that the majority of courses were too general . . . . . . . . . . . . . . . . . . . . . . . Number and percentage of respondents for each college indicating that the majority of courses were too specific . . . . . . . . . . . . . . . . . . Number and percentage of respondents by programs indicating that the majority of courses were too specific . . . . . . . . . . . . . . . . . . . . . .. Number and percentage of respondents for each college indicating that the program of study was too short . . . . . . . . . . . . . . . . . . . . xxxii PAGE 193 19h 195 197 198 199 200 201 CIII. CIV. CV. CVI. CVII. CVIII. CIX. CX. CXI. Number and percentage of respondents by programs indicating that the program of study was too short .. Number and percentage of respondents for each college indicating that the program of study was too long . . . . . . . . . . . . . . . . . . . . . .. Number and percentage of respondents by programs indicating that the program of study was too long . . Number and percentage of respondents for each college indicating too much emphasis on theory and not enough on practical application . . . . . . . . . Number and percentage of respondents by programs indicating too much emphasis on theory and not enough on practical application . . . . . . . . . . . Number and percentage of respondents for each college indicating too much emphasis on.practical applications and not enough on theory . . . . . . . . Number and percentage of respondents by programs indicating too much emphasis on.practical applica- tions and not enough on theory . . . . . . . . . . .. Number and percentage of respondents for each college indicating that the amount of time devoted to developing hand or machine skills should be increased . . . . . . . . . . . . . . . . . . . . . . Number and percentage of respondents by programs ’xxxiii PAGE 202 20h 205 207 208 209 210 TABLE CXII. CXIII. CXIV. CXV. CXVI. CXVII. CXVIII. CXIX. PAGE indicating that the amount of time devoted to developing hand or machine skills should be increased . . . . . . . . . . . . . . . . . . . . . . 211 Number and percentage of respondents for each college indicating an intention of taking more college courses in technical or related subjects . .. Number and percentage of respondents by programs 212 indicating an intention of taking more college courses - technical or related subjects . . . . . . . 213 Number and percentage of respondents for each college indicating the reasons for not graduating . . 215 Number and percentage of respondents by programs indicating the reasons for not graduating . . . . . . 216 Number of respondents that indicated transferring to the following colleges or universities . . . . . . 218 Number of respondents indicating acceptance of an apprenticeship in the fields given . . . . . . . . .. 219 Number and percentage of respondents for each college indicating the reasons for termination without graduating . . . . . . . . . . . . . . . . .. 220 Number and percentage of respondents by programs indicating the reasons for termination without graduating. . . . . . . . . . . . . . . . . . . . . . 221 Number and percentage of respondents for each xxxiv TABLE PAGE college according to present status of employment. .. 222 CXXI. Number and percentage of respondents by programs according to present status of employment . . . . . . 223 CXXII. Number and percentage of respondents for each college according to present type of employment . . . 225 CXXIII. Number and percentage of respondents by programs according to present type of employment . . . . . . . 227 CXXIV. Number of respondents indicating employment in jobs they considered technicians' jobs . . . . . . . . . . 229 CXXV. Number and percentage of respondents from each college according to location of present employment relative to community junior college attended . . . . 232 CXXVI. Number and percentage of respondents by programs according to location of present employment relative to community junior college attended . . . . 23h CXXVII. Number of respondents indicating employment in states other than Michigan . . . . . . . . . . . . .. 235 CXXVIII. Number and percentage of respondents for each college indicating average weekly income from employment on first job after college . . . . . . . . 236 CXXIX. Number and percentage of respondents by programs indicating average weekly income from employment on first job after college . . . . . . . . . . . . .. 237 CXXX. Number and percentage of respondents for each TABLE CXXXI. CXXXII. CXXXIII. CXXXIV. CXXXV. CXXXVI. CXXXVII. college indicating average weekly income from employment on most recent or present job. . . . . . . Number and percentage of respondents by programs indicating average weekly income from employment on most recent or present job. . . . . . . . . . . .. Number and percentage of respondents for each college having drawn unemployment compensation since leaving college . . . . . . . . . . . . . . . . Number and percentage of respondents by programs having drawn unemployment compensation since leaving college . . . . . . . . . . . . . . . . . . . Number and percentage of respondents for each college indicating that he could have obtained present job without attending community junior college . . . . . . . . . . . . . . . . . . . . . . . Number and percentage of respondents by programs indicating that he could have obtained present job without attending community junior college . . .. Number and percentage of respondents for each college indicating that the present job is closely related to the education received at the community junior college . . . . . . . . . . . . . . . . . . .. Number and percentage of respondents by programs indicating that the present job is closely related xxxvi 239 2110 2A2 2143 21411 2115 2116 TABLE CXXXVIII. CXXXIX. CXL. CXLI. CXLII. CXLIII. PAGE to the education received at the community junior college . . . . . . . . . . . . . . . . . . . . . . . 2A7 Number and percentage of respondents for each college indicating that education at the community junior college helped in securing the first job after college . . . . . . . . . . . . . . . . . . . . 2R9 Number and percentage of respondents by programs indicating that education at the community junior college helped in securing the first job after college . . . . . . . . . . . . . . . . . . . . . . . 250 Number and percentage of respondents for each college indicating whether the first employer required additional training in order to fulfill the job requirements . . . . . . . . . . . . . . . .. 251 Number and percentage of respondents by programs indicating whether the first employer required additional training in order to fulfill the job requirements . . . . . . . . . . . . . . . . . . . .. 252 Number and percentage of respondents for each college indicating that it is hard to keep up with new developments . . . . . . . . . . . . . . . . . .. 253 Number and percentage of respondents by programs indicating that it is hard to keep up with new developments . . . . . . . . . . . . . . . . . . . .. 25h vxxxvii TABLE CXLIV. Number and percentage of respondents for each CXLV. CXLVI. CXLVII. CXLVIII. CXLIX. CL. CLI. CLII. college indicating union membership . . . . . . . . . Number and percentage of respondents by programs indicating union membership . . . . . . . . . . . . . Number and percentage of respondents for each college indicating graduation from industrial- technical curricula. . . . . . . . . . . . . . . . .. Number and percentage of respondents by programs indicating graduation from industrial-technical curricula . . . . . . . . . . . . . . . . . . . . .. Number and percentage of respondents for each college indicating that they were 3211 satisfied with their jobs . . . . . . . . . . . . . . . . . . . Number and percentage of respondents by programs indicating that they were well satisfied with their jobs . . . . . . . . . . . . . . . . . . . . .. Number and percentage of respondents for each college who indicated working at the kind of job prepared for while attending the community junior college . . . . . . . . . . . . . . . . . . . . . . . Number and percentage of respondents by programs who indicated working at the kind of job prepared for while attending the community junior college . .. Number and percentage of respondents for each xxxviii PAGE 255 258 259 261 262 263 26h CLIII. CLIV. CLV. CLVI. college who indicated that the employer provided a company training program . . . . . . . . . . . . .. Number and percentage of respondents by programs who indicated that the employer provided a company training program . . . . . . . . . . . . . . . . . .. Number and percentage of respondents for each college who indicated that community junior college courses would help them secure "middle-management" positions . . . . . . . . . . . . . . . . . . . . . . Number and percentage of respondents by programs who indicated that community junior college courses would help them secure "middle-management" positions . . .. Comments and suggestions made by student respondents. PAGE 266 267 268 269 270 CHAPTER I INTRODUCTION TO THE PROBLEM, DEFINITION OF TERMS, AND INVESTIGATIONAL PROCEDURES EMPLOYED Recognition of the need for additional education for the large segment of youth who do not enter four-year colleges led to the develop- ment of so-called terminal.curricu1a in the community junior colleges. Many of these colleges offered curricula of the industrial-technical type employing faculty members and providing facilities to educate enrolled post-high school youth to take their place in industry and in related activities. The graduates of these occupational Curricula often become members of the technological team. This team usually is composed of scientists, engineers, technicians, and craftsmen. I. THE PROBLEM Statement E: the problem The purpose of this problem was to identify some of the basic characteristics of (1) students in industrial-technical education in Michigan public community junior colleges (2) the faculty engaged in industrial—technical education in Michigan public community junior colleges and (3) the curricula in institutions offering programs in industrial-technical education in Michigan public community junior colleges. [‘0 Importance 2£_the study The community junior college has frequently been described as the fastest growing educational institution in the State of Michigan as well as in the United States. As has been stated by B. Lamar Johnson writing for the Fifty-fifth Yearbook of the National Society for the Study of Education, "The junior college represents more than a promise for the future. It is a vital present-day reality, a vigorous institution."l As the community junior college has become more firmly estab- lished its five—fold purpose has become more clearly understood and more universally accepted. Tyrus Hillway described the purposes of the two-year college as follows: The philosophy of the modern two-year college, while there are wide variations among the specific programs, mainly centers around (1) the democratization of higher education through extension of greater opportunity to all youth; (2) community service; (3) voca— tional training for the semiprofessions; (h) more effective adult education; and (5) guidance and rehabilitation.2 James Bryant Conant recognized the importance and the potential of the community college when he wrote: Those institutions which are now coming to be called "community colleges" offer the best hope of meeting the postwar surge for vast expansion of education beyond_the high school. They likewise can serve most effectively as centers for adult education. Their 1Nelson B. Henry, The Public Junior College -- The Fifty—fifth TYearbook of the National Society for the Study of Education *(Chicago: (The University of Chicago Press, 1956), p.5. 2Tyrus Hillway, The American Two-Year College» (New York: Harper Brothers, Publishers, 1958), pp. 82—83. curricula should combine general education and vocational training, and they should be defined as terminal two—year colleges. Industrial-technical education is one of the important functions of the community junior college. Some authors describe it as the "vocational training for the semi-professions". Improvement of industrial-technical education necessitates greater information about the programs, instructors, and students functioning on the local level. Students educated as technicians often become members of the technologi- cal team. The importance of the technological team was stressed by Henry Armsby when he said: ...This small body of men and women who have made our industrial team, our engineers, scientists, and technicians, constitute our best hope of success in either hot or cold war -- our prime source of progress in peace. This team has been the major cause of the real standard of living in America doubling every hO years and the reduction of the average work week from 65 hours in 1880 to hO hours in 1953. This team has given America the equivalent of 60 mechanical slaves for each citizen, the largest number available in any nation on the globe. If we multiply our actual population by 60 we have what we might call a technical population of 7% billion peoplefl This is why we are able to produce more than the rest of the world. Education is the fundamental source of strength for potential members of the technological team. The importance of dynamic education, vital education and balance in education has been stressed by such leaders as Roy E. Larsen, President of Time Incorporated,S Doctor 3James Bryant Conant, Education in _a_ Divided World (Cambridge: Harvard University Press, l9h3), pp. ECO—201. hHenry H. Armsby, "Technological Team; Most Valuable National Resource," School Life, 37:58—9, January, 1955. 5Raymond F. Howes, Higher Education and the Society It Serves (Washington: American Council on Education, 1957), p. 12. «I‘- , . ‘3‘ vi. '\ ‘- ,' "Q. - f. r P ‘1! CF) Ernest 0. Kelby and Doctor Morton Puner in the book Freedom and Public W} and Dr. Caswell, President of Columbia Teacher's College.7 Inprovement in education must be built upon an understanding of the present state of educational development, present accomplishment, and realistic appraisal of the needs of the future. This places educational research of an applied nature in a very strategic position. that is the status of industrial-technical education in mall-Egan? Is it really geared to the present and future needs of the people? Is 1 our educational program a well balanced program for those who attend the public Michigan community junior colleges in the industrial-technical departments? Are these institutions providing the vital education essential for immediate occupational employment for those students who can only devote two years in addition to the years of high school to the vital preparation for positions as technicians? Doctor Hollis L. Caswell made the point very clear when he stated that, "...The most dangerous educational mistake that could be made in a democracy would be to assume that only the gifted::are worth education to their full potential."8 Most of the advances in technoloy are the result of people who have a strong dedication and understanding of the philosophy, processes, 6Ernest 0 . Melby and Morton Puner, Freedom and Public Education (New York: Frederick A. Praeger, Inc. , 1953) pp. 1-15. 7Grant 3. McClellan, America's Educational Needs (New York: H. W. Wilson Conpany, 1958) pp. 39-70. 8mm. p . 1.7. and techniques of technology. The great inpact of technolog upon the growth, development, and position of the United States as a world power is clearly indicated in the following quotation from the book, A Policy £25 Scientific ad Professional flower: The United States has only about 6 per cent of the world's population. America's position as a world power, its ability to produce almost half of the world's output of goods, and its standard of living depend far more upon the advanced technology and the quality of its manpower than on the size of its working force. This study is inportant because it provides an opportunity for those individuals in positions of leadership in education in Michigan to learn more about the adequacy of opportunities provided in the occupational curricula of the connmmity junior colleges. This study provides information as to what the students are like, what they thinkkof their experiences in industrial-technicallprograms and how successful they are in securing employment. In short, what are the characteristics of the students who enter and later graduate or drop- out? Equally important, what are the characteristics of the instructors who teach these students and what are the characteristics of the curricula in which these students participate? Answers to these and similar questions are significant not only for adndnistrators and leaders in the connlunityi‘colleges, but for the employers of these students as well. The viewpoint of James Bryant Conant on new curricula is worthy of consideration. He stated that, " . . .The administration should be 9National Manpower Council; ,5 Policy £03: Scientific and Professional flower (New York: Columbia University Press, 1933,, PP :82— 3. ready to introduce new vocational programs as opportunities open in the community or area."lo What implications for the future will be revealed by this study? The rapid Changes in science and technology emphasize the seriousness of trends for the future. Grant McClellan suggested some of the problems for the future when he wrote: The pattern of future population will.present two vital problems. The first concerns the flood of young people who will place an immense pressure on educational institutions in the next twenty years, and on the labor market shortly thereafter. The second problem involves the social and individual problems posed by a rapidly expanding older group. Objectives 2f the study In 195k a book was published under the title, A Policy for Skilled Manpower. A partial view of the objectives of this study is reflected in the summary of the recommendations by the National Manpower Council as presented in these statements taken from the book. A close parallel exists between the broad objectives of this study and the five major long-range objectives which the author of A Policy for Skilled manpower said must be pursued if we are to strengthen the rmrtion's resources of skilled workers and technicians. These are: 1. To strengthen the contributions made by secondary education to the acquisition of skill. 2. To develop a more effective program for vocational guidance. 10James Bryant. Conant, The American High School Today New York: I-IcGraW-Hill Book Co., 1959), p. 52. , llMCClellan, 92. 933., pp. 2‘48-2h9. 3. To provide more equal opportunities for all individuals to acquire skill. h. To improve the facilities and methods used to train skilled and technical manpower. 5. To increase knowledge about our manpower resources.12 It is hoped that the results of this study will definitely help to strengthen the total field of knowledge as stated in Number 5 above. Delimitations 2£.E§E.§EE§X Necessarily, the research will be limited in point and scope. The focal point of the study will be on industrial-technical education as practiced in the public community junior colleges of Michigan. The Characteristics of the instructors will be limited to those factors essential for an evaluation of eligibility for vocational certification as required for instructors in industrial-technical community junior college programs requesting reimbursement under National Defense Education Act, Title VIII as reported on Form 151. The characteristics of the students will be limited to the responses of the students themselves to a questionnaire. The question- naire will attempt to determine certain general information, the extent of educational participation, and the degree of occupational success, as well as the reactions of the students to educational and occupar tional environmental conditions. This part of the study will be limited to eight Michigan public community junior colleges offering l2National Manpower Council, §_Policy for Skilled Manpower (New York: Columbia University Press, 195h)’p.h. industrial-technical programs and accepting students in these curricula during the school year 1958-59. Graduates and drop-outs alike will be studied. The characteristics of the curricula will be limited to those types and kinds of information available by an analysis of the catalogs or programs of curricula offerings of those Michigan.public community junior colleges having sequences in industrial-technical education during the school year, 1960-61. II DEFINITION OF TERMS USED Meanings Applicable 333 This Study Terms needing further Clarification have been defined for the purpose of this study as follows: Community college. The term "junior college" and "community college" are almost synonymous and are used interchangeably. In bfichigan these institutions are legally designated as "community colleges".13 Cooperative work program. A program of education combined with a supervised and coordinated work experience program. The student may attend classes for one half of the time and work for the other half. Closed-form questionnaire. A form used to secure categorized data. This form is time saving for both questionnaire and interviewing 13Michigan Council of Community College Administrators, Michigan Ccmmunity Colleges (Jackson: Michigan Council of Community College .Admdnistrators, 1960), p.2. techniques, exercises a direct influence in securing responses, and greatly facilitates the process of tabulating and summarizing. Drop-out. A person who terminates enrollment prior to graduation without completing the courses of the curriculum selected. Equated full-time collgge credit. The adding up of all courses being taken by all part-time enrollees with less than 12 credits and dividing the total by 12 credits. The result so obtained is the equated number.1h Followanp letter. A letter to a person who is a non-respondent for the purpose of attempting to secure a response to the questionnaire. Industrial-technical education. This is technical education having an industrial orientation. Junior college. This is a two-year college offering curricula both of terminal and transfer courses. The college also recognizes its objectives as related to community services, educational and vocational guidance, and adult education. Non-resident. A person who resides outside of the boundaries of 15 the taxing district operating the community college. Non-respondent. A member of the stratified populations studied who failed to complete and return the questionnaire form. One-hundred per cent sample. This is a term used to designate zisample which consists of the total population. l‘hMichigan Council of Community College Administrators, 132, git. lsMichigan Council of Community College Administrators, 123. git. u.u \k lO Qpen-end 25 free-response questionnaire. A questionnaire that uses essay type responses to questions. While it may provide a more adequate picture of how the respondent feels about a topic, it is more time consuming and difficult to tabulate and summarize. P_e_r m operating £933. The cost of educating each yearly member (equated full-time credit student) based on operational costs only.16 Resident. A person residing within the boundaries of the taxing district operating the commity college.l7 m m. This is a sanple so taken that all possible combinations have an equal chance of being drawn.18 Reliability. This refers to the consistency of the responses of an individual to the same question when asked at different times. Resppndent. A member of the stratified populations studied who conpleted and returned the questionnaire form. M the non-respondents. A random sample drawn from those who did not respond to the questionnaire after a period of time. This is used as the basis for determining whether or not those who did not respond are truly the same as those of the population who did respond to the questionnaire prior to this part of the study. Stratified population. This is a division of the total popula- tion into smaller groups that are homogeneous in some predetermined 2L6Michigan Council of Community College Administrators, 129. £i_t_. 17mchigan Council of Community College Administrators, 129. E13: 183. F. lindquist, Statistical sis _i_r_:_ Educational Research (Boston: Houghton Mifflin 00., I955), pp. - . , “ha. manner. Technician. The widespread use of technology and mechanization has led-to the growth of a group of skilled workers who understand the functioning of equipment and have the ability to detect and repair defects. These workers make up the group of technicians. They include all workers, below the level of professional engineers, whoperform specialized tasks requiring a basic knowledge of principles in design, manufacturing, installation, operation, maintenance, and repair of equipment.19 Technical education. Technical education is the preemployment preparation of persons for technical occupations, and upgrading train- ing for persons already employed in such occupations.20 Technical institute. A technical institute is a postsecondary institution whose curriculums (1) are of one to three year's duration, (2) are technological in character, and (3) emphasize understanding and application of scientific principles more than manual skills.21 Technological tgim. A term used to describe cooperative activities of several individuals in industry as the engineer, mechanic, 19C. S. Department of Labor, lo cut Outlook in Skilled Electrical ;a_n_d Electronic Occupations (Washington: Superintaent of Documents, Dec. , 1955), p. hl as cited in George L. Brandon, Twin Cities Technicians (East Lansing: College of Education, Michigan State University, 1958), p- ’41. 201mm Emerson, "What is Technician Training?" S_£__hools hop, 18: 20—22, April, 1959. . . 2J-Leo F. Smith and Laurence Lipsett, The Technical Institute (New York: McGraw-Hill Book Company, Inc.,1—56T, pp. l--5~ pl; 00“} i1: 5... 1 - I .... 1" .. .h'o. a. u ...- ... ‘2 ...l I”. . "¢-‘:‘c ”vi‘m M : n 'I avg. ‘ hh . . ‘i.\ a . u... M‘.‘ ‘ a. .I;-\. ‘"r... 12 and technician working to attain a common objective relative to an industrial-technical job. Terminal curricula. ‘While this is really a misnomer, it is frequently used to describe curricula which is mainly designed to prepare the student for immediate employment rather than for transfer to another educational institution. Total number enrolled. This is the head count of all persons enrolled for courses on the fourth Friday in the fall period. Head count is the typical enrollment figure used by U. S. colleges.22 Validity. This is used to describe the consistency of the research findings with data of known accuracy. 22Michigan Council of Community College Administrators, 123. git. a 13 III. INVESTIGATIONAL PROCEDURES EMPIOYED Introduction Two main investigational procedures were employed to secure the data used in this study. The first investigational procedure consisted of using existing sources. of materials. This method was employed to secure information about the characteristics of the faculty involved in industrial- technical education, and in identifying the characteristics of the curricula in the institutions offering programs in industrial-technical education. The latter was conpiled from the catalogs and brochures made available by each of the colleges. The former was secured through a study and analysis of records in the Department of Public Instruction of the State of Michigan. The second principle method consisted in the use of a question- naire directed to students who entered industrial—technical curriculum during the school year 1958-59 in the community junior colleges that participated in the study. T_eghniques and Methods Employed Determination of the characteristics of the teachers was enhanced by the cooperation of the Assistant Superintendent for Vocational Education of Michigan. His approval made possible a careful review and analysis of the information provided on Form 151 by each of the instructors seeking and receiving vocational certification. 1h The study of the characteristics of the curricula took the form of a documentary study. Copies of the catalogs and courses of study were secured and carefully studied. The analysis of this material was used in making a broad comparison of the educational emphasis of the various colleges in the preparation of students for technical occupations. Since some colleges operated on the basis of quarter-hour credits while others had semester-hour credits, the credits of all colleges were converted to semester hours for purposes of couparison. The ground work for the portion of the study relative to the characteristics of the students was laid by the Michigan Vocational Education Eyaluation Project through the cooperation of the Council of Michigan Junior College Administrators. A number of letters written by the director of the project to the administrative heads of the colleges aided to produce excellent cooperation. Each of the administrative heads or his representative provided a list of the addresses and tele- phone numbers as well as the names of the students composing the popu- lation of the study. The list of names of students included all those entering industrial-technical programs during the year 1958-59 since the objective of the investigation was to study students who dropped out without graduation as well as those who did complete the curricula and graduate. Some students terminated without earning a single credit; others, before the completion of the first day in college. Questionnaire. The major instrument of research was the question- naire. After a study of the literature, review of other questionnaires, 15 and discussion with the major advisor, other members of the faculty, fellow instructors and students, the first instrument was develOped. This was reviewed, modified, and revised many times before the pilot instrument was used. The first pilot instrument was given to two students on a trial basis. The comments, criticisms, and reactions of the students were noted and used in making revisions. The time required for each to complete the form was recorded. filo}; 11.31.91. Thirty students were selected for the pilot-study group . The letter of transmittal together with the pilot-study questionnaire form as given in Appendix A was mailed to members of this group with a stamped, self-addressed envelope for the return of the form. Sixteen of the thirty responded. In some cases, the response was received only after repeated telephone calls. Careful study of the responses and the comments, and the apparent reactions of each of the individuals responding resulted in further refinement of the instrument. Preparation 9}; fin_al_ fo___rm. To further validate the instrument, guidance was sought from experienced researchers. Very helpful comments and suggestions were received from some of the members of the faculty of Michigan State University, the University of Michigan, and Flint Community Junior College. Upon approval of the content, wording, and form of the final instrument, it was released for printing. The printed questionnaire form together with the letter of transmittals as given in Appendix B was mailed together with a stanped, 16 self-addressed envelope to each of the students on the lists secured from the participating colleges. The initial letter of transmittal was reproduced by the multilith process and personalized by typing in the heading and salutation of the person to whom the letter was directed. One-hundred per cent sanple. While the original dissertation prospectus was based on the assumption of a random sample of approxi- mately 31: per cent, the determination to use a 100 per cent sample was made after the size of each stratified population had been ascertained. In several cases the total size of the stratified population was so small that a partial sampling procedure would reduce the size of responses to a number inadequate for worthy statistical prediction. With the approval of the major adviser a 100 per cent sanple was used instead of the 31: per cent sanple as the basis for this part of the study . Identification 93 respondents. Code numbers were assigned to each individual of each stratified population for purposes of identi- fication of those who responded in order that follow-up techniques could be used to induce a large return. Envelwes. As an aid to securing a higher per cent of returns the envelopes used for mailing the questionnaires and letters of transmittal had printed in the lower lefthand corner the words, "Imortant!" and "PIEASE FORNARD IF NECESSARY". The envelopes were Printed with theconplete return address in the upper left-hand 1? corner. The cover enveloped. were size Number 10 and the return envelopes‘were size Number 9. The return envelopes were printed with the investigator's name and address and were stauped prior to mailing. Eagledition 91." returns. With one exception, Institution 5, three mimeographed follow-up letters were used. These are given in Appendix B of this study. The list of students from Institution 5 was secured at a late date, consequently only two follow-up letters were used. Several telephone calls were made to expedite the returns. Approximately ten per cent of the letters mailed initially were returned with notations "address unknown", "moved left no address" or "uncalled for", and approadmately five per cent of these could not be subsequently located. The efforts made to trace these were through the registrars of the colleges, the telephone book and various other methods of contacts. Shortly before the termination of the study the major advisor contacted by letter the chief administrators of the various partici- pating colleges submitting a list of names of students whose status in the study were as yet that of non-respondents. His suggestion that someone from the college call the non-respondents was in some cases very effective. For a breakdown of the number and percentage 91' respondents and non-respondents see Appendix 0. Even though consideration was given to the utilization of the technique of sanpling the non-respondents, the percentage returns was deemed adequate so that this technique was not necessary. 18 Termination 9f collection 2f data. May 1:, 1962 was the final day for the collection of the data from students. Approximately two months had elapsed since the first stratified population, Institution 6, was contacted. Only about one month elapsed between the initial and final contact with members of the stratified population of Institution 5. Results in 22323:. 23: re§onse. Results in terms of the number and percentage of responses as well as the size of each stratified population is given in Appendix C. Indicators _o_f_ reliability .5199. validity. As an indication of the reliability and validity of the study, test checks were made utilizing one of the eight stratified populations for this purpose. Stratified population Institution 6 was selected for this purpose with the follow- ing results. The split-half test was used on Item Number 18 in relation to Item Number hh of the final questionnaire. Both of these items asked the same question. Of the fourteen respondents to this item, twelve gave the same response in both places indicating a reliability of 85 per cent. The split-half test was also utilized for Item Number ll-12 as comared with Item Number 141:, part 2 of the final questionnaire. Both of these items related specifically to the same question. Fifty-five of the fifty-six students gave the same responses in both places for a reliability of 98 per cent. The test-retest method was used for Item Number 9 of the pilot 19 study as compared with Item.Number 16 of the final study. To the same basic question twelve of the thirteen responses were the same in both cases for a reliability index of 85'per cent. Another test-retest item consisted of using Item Number 15 of the pilot study in comparison with Item.Number 23 of the final study. Ten of the thirteen respondents answered both items the same in both cases for a reliability index of 77 per cent. As an indicator of the validity of the study, Item Number 15 dealing with student's grades in college was compared against the actual records in the office of the registrar.filn 61 of the 86 cases the letter grade average indicated was the same. This indicates a validity index of 70.9 per cent. CHAPTER II REVIEW OF THE LITERATURE OF INDUSTRIAL-TECHNICAL EDUCATION A review of the literature of industrial-technical education resulted in greater understanding and better knowledge of the basic considerations important in both industrial-technical and vocational education. Several research studies previously conpleted were carefully reviewed for method and content. Books, magazine articles, and pamphlets of governmental and private organizations provided a vast source of information and data relative to the history, growth, development, and current status of the total field of vocational education and its more specialized division, industrial-technical education. To effectively build upon previous accomplishments, it is essential that an understanding of those accomplishments are recognized. The review of the literature is intended to reflect an understanding of the importance of the educational movement, the historical development, the philosophy and practices, and significant information gained from Similar studies . Imortance of the movement. The rapid growth of the labor force With an increasingly larger part of the manpower of the nation enployed in some aspects of science and technology emphasizes the imortance of industrial-technical education today. Howard F. Foncannon pointed out that since 1870, the labor force as a whole has increased about five 20 21 times but, enployment in science and technology has increased more than eighty-five times or seventeen times as fast.23 Industrial-technical education is more and more being recognized as a vital force in education by persons at the local, state, and national level. With the present population explosion, and the increas- ing demand for technical workers possessing greater skill and knowledge, every effort must be made to improve individual competence and develop the talents of every worker to the fullest extent. This concept is presented in the booklet, H_a_1§ower Challgge 9_i_' the 1960's as follows: We must strive to place every worker in a job that best fits his talents and then press for full use of these talents on the job. We must use all our manpower resources without regard to race, sex, age or physical handicap. We must plan on my: use of better quality as well as increasing quantity of manpowe . The contribution of industrial-technical education is not only significant for a peace-time econonw but, it may be the factor which provides the added advantage in our present world situation. As T. A. Hippaka has stated, "today's world totters perilously on the verge of chaos that can hardly be imagined, held in place by a balance of terror between giant superpowers, Russia and the United States."25 23Howard F. Foncannon, Trends in the Enplo ment and Training of Scientists and Engineers, National Science Foundation, Circular NSF-5541 (Washington: Government Printing Office, 1956), p. h. V 2’4— - -M_anpower Challenge of as 1960's, (Washington: Government Printing Office, 19 , P. 22. 25"T. A. Hippaka, "Education for Peace," Industrial Arts and Vocational Education, 1:7: 8h-92, March, 1958. 22 Vocational education. Learning to work is a simplified statement describing vocational education. Roy Roberts has stated this in his book. He said, "the history of vocational education is the history of man's efforts to learn to work."26 But it was George H. Ferns who pointed out that, "the honor and dignity of work were basic in the creed of the founders of the American democracy."27 Vocational education is a kind of education whose purpose is to teach individuals to work and to perform useful services for society. As expressed in the book, 9333s: Construction i_n_ Industrial Arts and Vocational Education, "vocational education presupposes that the student is beyond the exploratory state and that his special interests are from the occupational standpoint only."28 Is vocational education important? John A. McCarthy has clearly expressed how sigzificant he thinks vocational education is in our society today when he wrote: Vocational education -- and this includes the facilities of private and public trade schools as well as the training facilities of industry and commerce -- thus constitutes America's greatest resource. Without these training facilities, our raw materials are of little value; our ability to cope with W aggressor nation would be pitifully limited; and the level of craftsmanship and effective 26Roy W. Roberts, Vocational and Practical Arts Education (New York: Harper & Brothers,Pum511 she-s, I9 575, . 33. 27George H. Fern, What is Vocational Education (Chicago: American Technical Society, 1913), pp. 7-9. 28.1 W. Giachino and Ral hO Gallin n Course Construction In Industrial Arts and Vocational0 Education Chiraguv' , Wilmerican Technical Society, 1951;), p. 51;. 23 citizens? in our occupational democracy would be disastrously lowered. Herbert Hoover and Dwight D. Eisenhower both recognized the value of vocational education. When Herbert Hoover was Secretary of Commerce, he once said that, "we in this country believe that education pays for itself and is worthvdIile and if this is true of any sort of education it is certainly true of vocational education."30 Dwight D. Eisenhower recognized the contribution of vocational education when he stated that, "the wealth of the world is created by the work of skilled hands on raw materials."31 Franklin Keller has characterized vocational education in very exciting and vivid terms. His realistic summary of the philosophy of vocational education is worthy of study by all Americans. Vocational education is not something presented to or done for young people or for men and women. It is an opportunity for vibrant, eager, growing human beings to do something they want to do for themselves. ...Vocational education is concerned with every vocation. ...The key words are purpose, diversity, unit, democracy, service, and work. The greatest of these is work. ...Modern vocational education. for all vocations -- industrial, agricultural, comercial, professional -- comprises no? only performance and theory but the whole life of the worker. 2 Vocational education is an inclusive term. Industrial education 29John A. McCarthy, Vocational Education: America's Greatest Resource (Chicago: American Technical Society, 195D, p. viii. 3OByram, Harold M. and Ralph Wenrick, Vocational Education and Practical Arts in the Community School (New York: The MacMillan Co., 19335, pp. 39-55? 31Ibid. 32Franklin J. Keller, Principles of Vocational Education - (Boston: D. c. Heath and Co., 19118), ppm-36. - v; \\.. .t. ,,.\\ 2h is a part of vocational education. The place of vocational education in maintaining the prosperity of the'nation is excellently described by George Fern. He wrote that, "the nation's greatest resource, in peace as well as war, is the skill of the craftsmen. Without that skill the 'wheels of industry' move hesitantly in spite of today's amazing mechanical improvements and inventions."33 Industrial education. Frank Dalton,3h Arthur Mays35 and several others have written about the place of industrial education in the total sphere of vocational education. In fact an abundant number of references are available in the review of the literature 'high-lighting' the historical development, philosophy, practices, and present trends in industrial education. Are the educational institutions meeting the challenge of providing adequate Opportunities for those interested in industrial education? A recent study made in Ohio emphasized that: ...ohio is an industrial state as indicated by the fact that 10.3 per cent of her employed population are working as skilled workers and technicians. Yet it is found that only 5.1: per cent of the eligible high school enrollment in Ohio is provided preparation for entrance into skilled fields.36 33Fern, 92. 93515., p. 50. BhFrank w. Dalton, The Development 93 Industrial Education _in_ Michi an (Ann Arbor: The Michigan Industrial Education Society, 1950,, p. iii. . 35Arthur B. Mao-s, Essentials of Industrial Education (New York MoGraw-Hill Book Company, "'In—""5’c., 19 27,“ p"'"'E. -l""§"7 . """""""' 36- -- - Meeting Ohio's Needs for Vocational and Technical Education (Col 3: Ohio State University, 1957), Po. iv. ‘. ‘1 ... l.._—v —-wr — "w ~4 ...—.r-a a r r"— _‘-v-———‘r_.._. ,_ “‘n'. 25 A few years ago the Department of Public Instruction of Michigan in one of its brochures strongly suggested a more realistic relation between the emphasis of education and the positions of a majority of the labor force. The following quotations are indicative of this point of view expressed. in the brochure: ...Approximately 65% of Michigan's labor force is employed in trade and industrial occupations. The workers in this general area are distributed as follows: supervisory, 6%, technical, 1%, skilled, 19%, semiskilled, 53%, and unskilled, 21%. ...Approximately 50% of Michigan's youth do not conplete high school, and most of those who do have received a college preparatory academic program. Education must improve and change its program to meet better the needs of youth who will enter trade and industrial occupations.37 While additional study is necessary to determine whether the needs at the present time are the same as indicated above, it is certainly important to recognize the fact that persons in positions of leadership in various parts of the United States are concerned about the effective- ness of the present offerings in meeting the occupational needs of individuals. Considering this background of information, it was quite natural that industrial-technical education should come more and more into focus. In Michigan the community junior colleges during the latter 1950's and early 1960's assumed the role of providing opportunities for post-high school students to acquire industrial-technical education of the type connnonly considered technological education or technician 37Trade and Industrial Education Division, Office of Vocational Education, Department of Public Instruction, Recommendations for _T___rade and Industrial Education Service in Michi an Public Schools (Lansing: Department of Public Instruction, —May219§5, pp. 1-2. 26 training. What is‘a technician? Much has been written recently about technicians, their education and job activities. The term technician still means many different things to different people. In examining the literature on this subject some very interesting statements are feund. While many writers have defined the word technician, two of these definitions are especially useful for this study. Lynn Emerson provides the following definition: A general term.applied to an individual who assists with technical details in a trade or'profession. Uses tools, instruments, and/or special devices to design, illustrate, fabricate, maintain, operate, and test objects, materials, or equipment. Performs mathematical and scientific operations reporting on and/or carrying out a.prescribed action in relation to them. Examines and evaluates plans, designs, and data; determines action to be taken on the basis of analysis; assists in determining or interpreting work proc ures and maintains harmonious relations among groups of workers. George L. Brandon, in his study, Twin Cities Technicians, used as the definition the same one employed by the U. S. Department of Labor in.its publication, Employment Outlook in Skilled Electrical and Electronic Occupations. This very practical working concept of the term.fbllows: The widespread use of technology and mechanization has led to the growth of a group of skilled workers who understand the functioning of equipment and have the ability to detect and repair defects. These workers make fig the job group of technicians. They include all workers, below e level 0 professional engineers, who perform specialized tasks requiring a basic knowledge of principles in 38LynnA. Emerson, Vocational-Technical Education for American Industry (Circular Number 530. washington: United States Government Printing Office, 1953), PP. l-2. 27 design, manufact uringé installation, operation, maintenance, and repair of equipment Additional study of the literature provides further character- istics of the job of the technician. According to K. C. Cummings the job of the engineering aide is subdivided according to (1) type of industry, (2) type of engineering performed, and (3) the work itself.l‘O However, C. J. Freund explained the great variation in the work of technicians from job to job and from one plant to another by mcplaining that the engineers in one plant or corporation perform tasks which technicians perform in another plant or corporation.hl The relative position of the technician to the engineer and the craftsman as a member of the team has been stated as follows, "the technician holds a key spot between the engineer and the craftsman in industry, between theory and production. ... He turns the ideas and theories of the engineer into mass-produced items . "hz What degree of intelligence is most desirable for a person to be 39D. s. Department of Labor, Enplgyment Outlook in _S______killed Electrical and Electronic Occupations (Washington: Superintendent of Documents, December, 1955), p. hl as cited in George L. Brandon, Twin Cities Technicians (East Lansing: College of Education, Michigan State University, 1958), p. bl. hOK. C. Cummings, "Characteristics of the Technician as an Engineerisng Aid, a Journal 93 Engineering Education, h7: hid-50, Jan., 19 7 1‘10. J. Freund, "The Technician and the Engineer," Journal 2}: W E_d_____ucation, hh: 108-9, October, 1953. thational Association of Manufacturers, Your ortunities in Indust (New York: National Association of Nana—f acturers, I9 577, 7' ..Ex 28 a successful technician? One of the references describes a small statistical check which was performed on the correlation between job performance and certain inherent personal characteristics. This firm carefully rated a group of fifty engineering and research technicians by their supervisors and divided them into two groups as to performance: above average, and below average. Then the:naw scores of these men on the Otis General Ability test were checked. While the results of this study may not be conclusive, it did indicate that, "technicians who scored between 100-125 on the Otis test were more likely to be good technicians then those who scored higher than 125 or below 100.",43 As has been indicated there are many different definitions of technicians. There are also several different kinds of technicians and the educational requirements for these different kinds of technicians vary considerably. .A detailed study of the educational requirements for engineering technicians by G. Ross Henninger suggested that: ... The engineering technician does not need to have either the depth or the extent of mathematical or scientific understanding required by the engineer. However, the engineering technician does need to have a.practical working understanding of essentially the same subject matter. ... The engineering technician does need to have a general working knowledge and appreciation of the manufactur- ing or operational manual skills related to his area or occupational and subject-matter interest. The applications of knowledge of technicians have been contrasted h3Cummings,‘lggt‘git. uhG. Ross Henninger, "Functions of’the Engineering Technician in Industry" (Paper read at the American Society for Engineering Education, Detroit, Michigan, May 9, 1959), Do 3. ‘4 I I 29 with those of engineers by C. J. Freund as follows: The engineer understands principles and fundamentals of mathematics, physics, and chemistry. He uses his knowledge in research, design, and development. The technician likewise knows mathematics, physics, and chemistry.. But, he uses his knowledge to perform cfilculations, run tests, make estimates, and prepare diagrams. Diligent study of the literature and review of the curricula of many institutions has firmly established the conviction that the kind of education technicians need must be an outgrowth of the basic needs of industry, identified objectives, kinds of technology, and degree of involvement in engineering and scientific principles. Constant attention must be given to the changing needs of industry. Extensions of science and technolog have produced the need for greatly upgraded engineering levels of work. This in turn has resulted in a shortage of workers prepared to function at the level at which engineers were previously functioning. Ralph J. Smith discussed this concept in his book by explaining, "the new technicians are performing work which 20 years ago would have been performed by the engineer.“46 Most sources are in agreement that more and better education for technicians is essential if industry is to be provided with an adequate supply of skilled and qualified employees. Statistics vary from industry to industry and from firm to firm as to the best ratio of technicians to engineers. While the present average ratio is less than 1:1 some authors have expressed the point of view that industry could effectively hSFreund, 193. git. h5Ralph J. Smith, Egineerigg' a_s_ a Career (New York: McGraw-Hill Book Company, Inc., 1956), p. ‘ . u l ’3 ‘ \“ - — v———- #4 30 utilize five technicians for each engineer. Manpower statistics clearly indicate that the demand for technicians is steadily increasing. The technological team. Industry, more and more has developed the team concept. One of these teams has been described as the "technological team". ‘While differences seem to exist in the interpretation of the importance and contribution of the various members of the team, the following are typical of the ideas expressed in the literature on this subject. There is increasing recognition of the trio of skills required for the manufacturing and proper maintenance of electronic, and electro-mechanical devices. This requires the: 1. Engineer with his thorough training in mathematical, physical, and engineering science. 2. Mechanic (machinist or assembler) with his skill for fabricating products in conformance with engineering drawings. 3. Technician, who combines some knowledge, experience and skill of both the engineer and the mechanic. In the words of Henry H. Armsby, "this technological team is chiefly-responsible for the existance in the United States of the highest standard of living the world has ever known.“48 Technicians make an important contribution to the technological teamt In fact many jobs can be performed better by technicians than by engineers, especially in laboratories and shops where manipulative skill is involved. In a recent article, Hertensteen stated, "a technician's understanding of “Earl MacCormac, "Industry Takes a look at Industrial," American Vocational Journal, 33: 22—23, February, 1958. haflenry H. Armsby, "Technological Team; Most Valuable National Resource," School Life, 37: 58-9, January,.l955. 31 hardware, production, and maintenance methods make him valuable on the . . 1 engineering team."49 Meeting the needs for technicians. Even though technicians are being educated this year in larger numbers than a few years ago, the enrollment of technicians is not adequate to meet the increasing demand. Armsby states that the enrollment of technicians in 195h-55 was 50,300. This was a 12% increase over the previous year.50 Information relative to the number of students participating in training programs under Title VIII of the National Defense Education Act of 1958 is provided in the Technician Education Yearbook 1963-6h. "Nearly 150,000 men, women, and school youth were enrolled in 1962 in 630 institutions. ... This represents a three-fold increase since 1959, when the first programs began."51 The number of persons working as technicians in 1963 as compared with 19h0 is an indication of the rapid growth in this field. According to figures of the National Science Foundation, 300,000 persons worked as technicians in 19h0; 550,000 in 1950; 875,000 in 1960; and 1,000,000 at the end of 1963. The official estimate for 1970 is 1,600,000 persons 52 working as technicians in the United States. h9H. N. Hertensteen, "What Happens to Technicians?" American Vocational Journal 32:31, April, 1957. SOArmsby, loc. cit. 51--- Technician Education Yearbook 1963-196h (Ann Arbor: Prakken Publications, Inc., 1963. 52 Ibid . ..fN .. ... - .. ...\ 3.. 32 A few years ago Kahler and Hamburger described the lack of education for the skilled labor force as follows, ... the United States is replenishing scarcely half of its total skilled labor force. ...Four per cent of the children in secondary schools are attending industrial or trade schools."S3 While definite shortages still exist in many fields of technical occupations, the effects of recent legislation seems to be beneficial in easing the critical shortages. Literature of technical institutes. To supplement a large number of magazine articles and bulletins devoted to the various aspects of the technical institute, the book by Smith and Lipsett, The Technical Institute, was studied. This book describes the historical development, the philosophy and practices of technical institutes, as well as identifying potential students. A picture of the scope of technical education is suggested by the fact that in 19514-1955 a total of 31.7 different curriculums was offered. . .. The curriculums most frequently reported were those in electrical technology. ... In 1951; a total of 9,132 students graduated from technical institute curriculumsfih The result of the intensive study conducted by G. Ross Henninger was reported in the book, The Technical Institute _i_n America. This was 53Kahler and Hamburger, Education for in Industrial Age as cited in Trade and Industrial Education Division, Office of‘vocational Edycation, Department of Public Instruction, Recommendations for Trade and Industrial Education Service _i_.n_ mchi an Public Schools (Lansing: Department of Public Instruction, May , 1955;, pp. 1-5. 5hLeo F. Smith and Laurence Lipsett, The Technical Institute (New York: McGraw—Hill Book Compam', Inc. , 1%), pp. l-2h7. 33 a study of the technical institutes, the students, curricula, and industrial opportunities for technicians. Among several conclusions derived by Henninger, one relates to the significance of technical education. He stated that, "the technical institute curriculum is aimed principally at the development of intellectual capacity, supple- mented by development of directly related manual skills."55 Literature relative to; community lunior college. The rapidly growing Junior college movement has reached the point where one student in four begins his program of higher education in the United States in a junior college. James W. Thornton, Jr. reported in his book that according to the Junior College Directory, 677 junior colleges were in edstence in 1960 having an enrollment of 905,062 students.56 Seashore in tracing the historical development of the junior college movement, described it as, "the most significant mass movement in higher education that this or any other country has ever witnessed in an equal period of time."57 Dr. James Bryant Conant, former president of Harvard University, recommended that the expansion of our college system in the next decade SSCy. Ross Henninger, Th_e_ Technical Institute i_n_ America (New York: HcGraw-Hill Book Coupany, Inc., 1959), pp. 1-153. 56m J. Gleaser, Jr. , Junior College Directo , 1960 (Washington: American Association of Junior Colleges, 1960) as cited by James W. Thornton, Jr. , The Community Junior College (New York: John Wiley 8:. Sons, 1960), p. v. 57Carl E. Seashore, The Junior Collgge Movement (New York: Henry Holt and Compatw, 19146)? p_. "1'.“ [/44 3b. should be almost exclusively at the-two-year level;8 Dr. John Dale Russell, speaking before the national convention of the American Association of Junior Colleges said, "the development of an adequate system of junior colleges will be the best method of maintain- ing universities at a reasonable size."59 Dr. George D. Stoddard, formerly president of the University of Illinois, once stated, "... if a full comrmmity college program of the type we are advocating, were established along academic, recreational, artistic, and vocational lines, 80 per cent of our high school graduates would enter."60 Philosophy and function. As has been described by Tyrus Hillway, the philosoptv of the modern two-year college centers around: 1. The democratization of higher education through the extension of greater opportunity to all youth. 2. Community service. 3. Vocational training for the semiprofessions. h. More effective adult educatigp. 5. Guidance and rehabilitation. Jesse P. Bogue and LeLand L. Medsker as well as marw others concurred in the. basic mnctions of the two-year college. Jesse P. Bogue called attention to the place of the junior college in the American 58James A. Starrak and Raymond M. Hughes, 1129 Commit College 1.3 3929. United States (Ames: The Iowa State College Press, 195E), p. . 59mm, pp. 21-22. 60113310: PP- Sit-55 6 s Hillway, '_1‘_h_e_ American Two-Year College (New York: Harper 8: Brothers, 1958), p. 83. . 35 plan of education when he suggested a thorough examination of life situations and a study of the identifiable problems that need solution on the local, state and national level as related to the basic functions of community colleges.62 Medsker describes the junior college as, "... bringing higher education to the students' own doors."b3 Industrial-technical education. Industrial-technical education is a part of vocational education and one of the five goals of the junior college. Tyrus Hillway places vocational education in.perspec- tive in these words: Since the liberal arts college no longer considers vocational or special education as its proper function and since training for the professions is now provided by the professional schools, the junior college has been left with responsibility for special education in those fields requiring more training than the high school can give and yet less than that usually required for the recognized profes- sions. These are precisely the fields in which employment has risen in the mofit noticeable degree during the past three-quarters of a century.0 Industrial-technical education in the junior colleges is part of the content of a book by Phebe Ward, Coordinator for Terminal Education at San Francisco Junior College. The first part of the book presents an over-all view of the philOSOphy of terminal education, curriculum, and student personnel services. The second part provides a detailed examination of the activities as community services and resources, 62Jesse Parker Bogue, The Community College (New York: McGraw-Hill Book Company, Inc., 1950), p. 76. 63Leland L. Medsker, The Junior College: Progress and Prospect (New York: MCGraw-Hill Book Company, Inc., 1960), p. v. 6hHillway, op. cit., pp. 105-11. 36 cooperative work programs, student guidance, testing and follow-up and evaluation as developed and carried out in nine junior colleges. Phebe Ward states that the junior college program must be built upon a careful analysis of the needs of the community with constant reappraisal of the occupational trends.65 Michigan community_junior colleges. As the numbers of students in Michigan of college age increased rapidly due to the high birth rate following the second world War, the public community junior colleges of Michigan became more and more important as institutions of higher education. A study of the literature of the Michigan Council of Community College Administrators as released in 1960 indicated that: 1. If one considers only public colleges and universities, hl% of all freshmen enrolling for the first time in higher education came to the 16 Michigan community colleges in 1959. 2. Twenty-five per cent of first-time enrolled freshmen at all Michigan colleges and universities enrolled at our community colleges according to Michigan Department of Public Instruc- tion data. 3. Sixteen per cent of Michigan's college and universit' students enrolled in 1959 in the sixteen community colleges.06 Introduction 39 selected studies. Several studies were carefully reviewed both for method and content significant to the current study. The "high-lights" of these studies were included as a background for 65Phebeward, Terminal Education in the Junior Colleggf (New York: Harper & Brothers Publishers, l9h77, pp.—6L7. 66William N. Atkinson, Michigan Community Colleges (Jackson:_ Fuchigan Council of Community College Administrators, 1960), pp. 2-6. .lki \ \‘. u‘. 37 this thesis. The studies reviewed first are those from other states. Improving Vocational Education EE.§§2§§.l§iEE§° This was a study of the vocational education needs in the fields of agriculture, business, guidance, home economics, and trades and industry. Recommendations were made for improving state leadership and service as well as for*providing adequate financial support.67 Vocational Education Needs i2 Lane County. The basic purpose of the study was to ascertain the most important needs for vocational education in the area. Consideration was given to public relations, counseling and placement. Revision of present courses and the appoint- ment of occupational subcommittees were studied. Vocational and Technical Education ig Illinois. In the words of this study, the objectives were identified specifically as: The purpose of the study is to examine the broad range of vocational education in the public schools, beginning with the programs in the high schools and extending to the more specialized or technical programs beyond the high schools. The study is cone cerned not only with programs ggr training youth but also with programs for educating adults. This study was concerned about occupational education in the 67- - - Igproving'Vocational Education i5 Rhode Island (Providence: Rhode Island State Department of Education, 19%), P. 5. 68Eugene School District #SOh-C, Vocational Education Needs in Ianew munty (Eugene: Eugene School District #555— -C, 1957), p. 1x-x.~ 69W'illiam.P. MCLure,'Vocational and Technical Education in Illinois (Springfield: Office of Superintendent of Public Instruction, 38 junior colleges. It was also concerned about a unified system of education for Illinois which would eliminate the piecemeal status of technical education. As a conclusion of the study a recommendation was made for a system of junior colleges designed to serve both the transfer and the occupational needs of potential students. M g: _a_ m 23 General Education Piograms 21. Community Lug-12.25 Colleges. While this study was basically designed to reveal the characteristics of commrn'.ty junior college academic programs as related to general education, some references were made to terminal education. The study included commmity junior colleges in various parts of the United States reporting the results of the findings from those 137 colleges participating. Some statements significant for persons concerned with occupational curricula follow: 1. Thirty-five per cent of the public community junior colleges responding offered cooperative work-study terminal programs. 2. The median per cent of the student body in terminal curricula for all respondents was 20% in the public community colleges. 3. A median of 5% of the student body that graduated from a term’nal curricula transferred to a senior college. )4. Seventy-eight per cent of the public community junior colleges indicated that they did not place terminal students in separate homogeneous classes in general education courses. 5. Thirty-six per cent of the public community colleges indicated that different courses are taught in the same subject matter fields for terminal programs than for transfer programs. 6. Sixty-nine per cent of the public institutions responding indicated that their terminal students are accepted with full credit given for their community junior college terminal7O general education upon transferring to a senior college. 70William G. Dwyer, R§ort 2; g m 9; General Education Flogging in Community Junior Colleges (A study under the direction of Max Smith, Michigan State University, Middletown: Curriculum Connnission of the American Association of Junior Colleges, 1960), pp. 1-17. 39 T_h_e_ Communigy College in Michigan. This was part of the "Survey of Higher Education in Michigan" prepared for the Michigan Legislative Study Committee on Higher Education. Several recommendations mentioned the junior colleges and occupational programs. The report enphasized the need for more organized occupational programs to "fill the gap" in the structure of higher education in Michigan. The report recognized the commnity junior college in Michigan as the best potential source of occupational education and strongly recommended that the most direct answer to its needs at this time appeared to be a strengthening and expanding of the comrrnmity college movement in the state.71 Twin Cities Technicians. This was a survey of technicians in the Benton Harbor-St. Joseph area. The study indicated the nature of the work of the technicians and suggested the type of desirable related instruction for these work activities.72 Vocational-Terminal Education _i_n_ 1113 _P_u_bl_ig Community Collgges gf MicE‘gan: I23 Present £1.19 £133 _F\_l_t_u_r_§. As a part of the requirements for the Doctor of Education degree at Wayne State University in 1956, this study was made of vocational-terminal programs offered in the Michigan public comrmmity colleges. A conclusion implied that many of 713 v Martorana The C ° y g ' ° hig (Staff . . ,___omnmnit Collee_i_._n_Mlc an Study Number 1, The Survey. of Higher Education in Michigan, Lansing: Michigan Legislative Study Committee on Higher Education, 1957): PP.3-7. 72George L. Brandon, Twin Cities Technicians (East Lansing: College of Education, Michigan State University, 1958), pp. vi-vii. 140 the terminal engineering aide programs were simply "watered down" versions of college transfer engineering programs. Another statement in the recommendations indicated the need for administrative assistants in the community colleges with broad understanding of vocational-terminal education.73 Educational Program and Administrative Survey -- §l_i£t Community M Colleg . Booz, Allen, and Hamilton, in an intensive study of the entire operation of the Flint Comnnmity Junior College, devoted considerable attention to the occupational curricula offered in the Department of Applied Sciences. Attention was called to the need for clarification of the basic objectives of the occupational curricula, increasing the enphasis on this curricula, and offering courses uniquely designed for the education of technicians. Included in the recommendations were greater emphasis on practical applications, and the development of such instructional methods as essential to provide opportunities for design, production, and construction.“ was 9f Institutional Objectives _i_n_ Michigan Cormmmity College . This was'another study in partial fulfillment of the doctor's degree at Michigan State University. The purpose of the study 731). R. Sherman, "Vocational—Terminal Education in the Public Community Colleges of Michigan: Its Present and Its Future" (Summary of the unpublished Doctor's thesis, Wayne State University, Detroit, 19%), pp. 5.8. 7l-‘Educational Proggam and Administrative SurvEy (A study of Flint Comrmmity Junior College, Chicago: Booz, Allen, Hamilton, 1961), pp‘ 716-950 Ill was to conduct an analysis of the objectives of the community colleges of Michigan and to determine relationships existing between the perceptions of teachers and those of administrators in selected community colleges of Michigan.75 _A_ Follow-Up Study at; Students Graduating from the Applied Science Curricula _a_1_;_ Flint Community Junior College. The purpose of the study was to obtain information concerning types of employment, location of employment, and other significant current information about the graduates of the Applied Sciences Department. The study was completed in 1961 by the Department of Student Affairs of the college. The findings indicated that most graduates were satisfied with their current employment and that the education received at college helped them to obtain their present employment . 76 Results 2.1... Graduate My, Lligt Community Junior Colleg . This was a follow-1n) study conducted by two instructors of the department as part of the requirements of a graduate course at the University of Michigan. This study was concerned with those persons who graduated from the department up to and including 1959. Conclusions of the 75 John Robert Kimball, "Analysis of Institutional Objectives in Michigan Community Colleges" (unpublished Doctor's thesis, Michigan State University, East Lansing, 1960), pp. 1-3. 76James E. Lorion, "A Follow-Up Study of Students Graduating from the Applied Science Curricula at Flint Community Junior College" (Flint: Flint Community Junior College, April 21;, 1961), p. i. h2 study indicated that two-thirds of the graduates were employed within a thirty-mile radius in employment directly related to their college training.77 77Jacob L. Burger and Edmund N. Kogut, "Results of Graduate Survey, Flint Community Junior College, Department of Trades and Industry" (Flint: Flint Community Junior College, 1959). CHAPTER III ' CHARACTERISTICS OF THE TEACHER It was the purpose of this study to identify the characteristics of the faculty of Michigan community junior colleges who teach industrial- technical subjects to students in terminal curricula. The information in the tables was gathered from the records of the Department of Public Instruction (DPI) at Lansing, Michigan during August, 1961. In order to provide anonymity to the individual community junior colleges, the institutions are identified by number only. All of the data relates to instructors, coordinators, and/or supervisors certified by the Michigan DPI to teach industrial-technical subjects during the school year 1960-61 in programs being partially reimbursed in accordance with the provisions of the National Defense Education Act (NDEA) under Title VIII. W 2.1:. teachers. The number of certified teachers in each of the eleven public commnity junior colleges of Michigan that qualified for NDEA, Title VIII reimbursement is given in Table I. The percentage of the total enployed by each of the participating colleges is given as an aid in understanding the relative enphasis this type of program has received in the various participating colleges. The information Provided was selected from the most recent school year for which couplets information was available, 1960-61. 1:3 hh Over 75 per cent of the instructors were employed by five of the institutions. Two of the institutions employing the largest number of instructors had nearly 50 per cent of the faculty members teaching in this field. The composite total of instructors employed by the six smallest institutions was less than the number employed by the one TABLE I NUMBER AND PERCENTAGE OF INSTRUCTORS AND COORDINATORS OF INDUSTRIAL- TECHNICAL CURRICULA.TEACHING IN THE N.D.E.A. TITLE VIII PROGRAMS IN THE FOLLOWING INSTITUTIONS DURING 1960-61 Institution Eggpg§ed igiaiefitmggr l. 3 2.17 2. 5 3.62 3. 27 19.56 h. 6 h.3h 5. 11; 10.15 6. 1.2 30.hh 7. 5 3.62 8. 9 6.53 9. 13 9.h3 10. h 2.89 ll. 10 7.25 Total 138 100. ll I45 institution utilizing the largest.number of certified instructors. :5mggnt 2: education 9f instructors. Table II shows the amount of education of each of the 138 instructors who taught industrial-technical courses. The education of the instructors as contained on the applica- tion for vocational certification and retained in the files of the Superintendent of Public Instruction has been classified into seven categories. The categories indicated in Table II are as follows: Less than bachelor's degree, bachelor's degree, bachelor's degree plus, master's degree, master's degree plus, doctor's degree, and no informa- tion given. An analysis of the data indicated that the median of the 138 instructors from the point of view of educational status was in the master's group. Twenty-three per cent of the instructors had earned master's degrees and another group of 23 per cent had earned more than the master's degree but had not received the doctor's degree. gajor subject matter areas cf instructor's education. The various subject majors of these instructors is presented in Table III. This table makes apparent the number having earned each of the various degrees. Mbst of the instructors having master's degrees selected majors in either education or industrial education. Two other substan- tial groupings earned master's degrees in industrial arts and in vocational education. Fortyacne of the 59 teachers receiving master's degrees, received educationeoriented degrees. The single largest group from.the point of view of subject majors earned the bachelor's degree in the field of industrial arts. This fact h6 TABLE II THE AMOUNT OF EDUCATION INDICATED BY THE INSTRUCTORS OF INDUSTRIAL- TECHNICAL CURRICULA AT THE TIME OF THE MOST RECENT VOCATIONAL CERTIFICATE RENEWAL Inst. Less than Bachelor's Bachelor's Master's Master's Doctor's No bachelor's degree degree degree degree degree infor- degree plus plus nation 1. O 0 0 l 2 O 0 2. O O O 3 2 O O 3. 1 3 S 9 h 1 h h. o l 2 1 2 o o S. 2 1 9 2 O O O 6. l 8 6 10 16 1 O 7. O 2 l 1 1 O O 8. 2 3 2 2 O 0 O 9. O 3 l 2 3 O h 10. O O 2 0 2 O 0 ll. 3 h 2 l O O 0 Total 9 25 3O 32 32 2 8 (138) Per cent 6.53 18.12 21.7h 23.19 23.19 l.hh 5.79 (100) $.1- h? TABLE III DEGREES EARNED AND MAJOR SUBJECT MATTER AREAS OF INSTRUCTORS OF mwmmummmmuCMMWMDMMGMEmmmTMwaml Subject of major Bachelor's Master's Doctor's Degree Degree Degree Architectural Engineering 1 O 0 Biology 1 O 0 Business Administration 2 O 0 Business Education 1 0 0 Business Management 1 O 0 Chemistry' 8 2 O Chemistry-Mathematics 1 O 0 Civil Engineering 3 1 0 Counseling and Guidance 0 2 O Drafting and Design 2 O 0 Economics 1 O 0 Education 3 17 0 Electrical Engineering h 0 O Electricity-Mathematics l O O Electricity-Science l O 0 Electronics 1 0 0 English 3 2 l Foresty l O 0 Industrial and Engineering Education 0 l 0 Industrial Arts 32 6 0 Industrial Education 7 10 0 Industrial Engineering 3 O 0 Industrial Supervision l 0 0 Mathematics 12 h 0 Mathematics-Physics 2 O O Mathematics-Science h 0 0 Mechanical Arts 2 O O MeChanical Engineering 6 l O Metallurgy 1 O 0 Physics 3 O O Physics-Chemistry 2 O 1 Physical Science 1 2 0 Psychology 1 O O PsychologyeEducation l l 0 Sanitary Engineering 0 1 O Speech-Political Science 0 l 0 Social Science 1 O 0 Vocational Education 5 8 0 Total 119 B9 2 ‘ fl h8 suggests the possibility that the public community junior colleges benefited from the experiences of industrial arts trained teachers who may have taught in the high schools prior to employment at the community junior college level. Other subject matter areas were also well represented. For instance, 12 of the 119 instructors had bachelor's degrees in mathematics. Further examination indicates that several of the teachers had mixed majors such as science and mathematics, or physics and mathematics. It is only reasonable to expect that some of the teachers in industrial-technical curricula may have been recruited from industry or directly from the engineering colleges of the universities. Study of Table III shows that six instructors earned bachelor's degrees in mechanical engineering, four in electrical engineering, and five in civil engineering. A total of 38 different subject matter fields was represented within the industrial-technical faculty. Teacher education. The extent to which the instructors of industrial-technical subjects have gained preparation in the techniques and methods of teaching is indicated in Table IV. It was necessary in some cases to equate quarter hours with semester hours to provide a common base of comparison. While the practice has been followed in this table of indicating the hours earned in increments of 12, an exception has been made in the third column from the left. This column gives the number of instructors having earned exactly 12 semester hours h? TABLE IV NUMBER AND PERCENTAGE OF SEMESTER HOURS IN PROFESSIONAL VOCATIONAL EDUCATION IN THE CATEGORIES LISTED BELOW INDICATED BY THE INSTRUCTORS OF INDUSTRIALPTECHNICAL CURRICULA AT THE TIME OF THE MOST RECENT RENEWAL OF THE VOCATIONAL CERTIFICATE fl N Inst. Semester Hours Total None or None 1-11 12 13-2h 25.36 37-h8--h9-6o Over 60 Given (Inc.) 1. 2 O O O l O O O 3 2. l O 0 1 3 O O O 5 3. 21 2 l 2 O O l O 27 h. 1 3 O 2 O O O O 6 5. 2 3 3 S o 1 o o u, 6. l3 6 2 13 2 )4 2 O 112 7. l 2 l O O l O O S 8. 6 2 O 1 O O O O 9 9. 9 O O 3 1 O O O 13 10. 2 O O l 1 O O O h 11. 2 3 2 3 O O O O 10 Total 60 21 9 31 8 6 3 O 138 Per Cent h3.h7 15.22 6.53 22.1.? 5.80 h.3h 2.17 o 100 SO in professional courses in education. This is a significant number because of certification requirements in Michigan. Further investigation May be necessary as the instructors may not have listed all of the desired information on Form.lSl since over h3 per cent of the instructors indicated no semester hours earned in courses in teaching methods and related subjects. Sixty-five per cent of the instructors had 12 or less semester hours in this kind of academic course work. Approximately 21 per cent had earned more than 2h semester hours in professional vocational education courses. Considering the total number of instructors in the industrial- technical curricula as a population, the median was in the l-ll semester hour group in professional vocational education courses with the mid- point at approximately 6 semester hours. Technical preparation. Table V indicates the preparation of the instructors from the point of view of semester hours earned in basically technical courses. Additional investigation may be necessary as it appeared that some of the applicants may have omitted desirable information from Form 151 as it is difficult to believe that to per cent of the instructors had no formal preparation in the technical fields as indicated by their completed Form.1§l. The median falls in the 13-2h semester hour group with a midpoint of 18 semester hours. 51 TABLE V NUMBER AND PERCENTAGE OF SEMESTER HOURS IN COURSES OF TECHNICAI.CONTENT DEDICATED BY THE INSTRUCTORS OF INDUSTRIAL-TECHNICAL CURRICULA AT THE TIME OF THE MOST RECENT RENEWAL OF THE VOCATIONAL CERTIFICATE Inst. Semester Hours Total None or none 1-12 13-2h 25-36 37-h8 h9-6O Over 60 given (Inc.) 1. o 1 o l o 1 o 3 2 . 2 o o 1 2 o o 5 3. 17 o 2 2 1 2 3 27 h . o o o 1 o 3 2 o 5 . S 1 u 2 1 o 1 1n 6. 13 3 3 h S 7 7 h2 7 l o o 3 o 1 o S 8 8 O o 1 o o o 9 9 7 o 2 o o 3 1 13 10. o o o 1 2 o l h 11. 5 1 2 2 o o o 10 Total 58 6 13 18 11 17 15 138 Per cent 112.03 14.311 9.112 13.05 7.97 12.32 10.87 100 52 Institutions gpanting instructor's degrees. Table VI has been divided into two parts. In the first part is a list of the out-of-state colleges and universities from.which the faculty members have received degrees. The second part lists the state institution granting degrees to the instructors of industrial-technical subjects. The out-of-state institutions most frequently mentioned as the source of bachelor's degrees were Stout State College, Purdue University, Bowling Green State University, and the University of Minnesota. The largest single group of those having earned master's degrees out-of—state, earned them at the University of Minnesota. Many institutions were represented in both degree groups. The one out-of-state Ph. D. was from Carnegie Institute of Technology. Two out of every 3 instructors earned the B. A. and the M. A. degree from Michigan. 'Western Michigan University, Michigan State University, and Central Michigan University, in the order named, were the main state sources of B. A. degrees. On the graduate level, the University of Michigan supplied 29 of the M; A. degrees. Twelve of the instructors received M; A. degrees from.Michigan State University and 2 from western Michigan University. One person earned a doctor's degree at the University of Michigan. Apprenticeships served by instructors. Only 21 of the 138 instructors completed an apprenticeship as revealed in Table VII which lists 12 apprenticed trades. The closely related fields of tool making, tool and die making, and machining constituted nearly half of the total 53 TABLE VI INSTITUTIONS AT WHICH DEGREES WERE EARNED AS INDICATED BY THE ”INSTRUCTORS AT THE TIME OF THE MOST RECENT RENEWAL OF THE VOCATIONAL CERTIFICATE Institution granting degree Bachelor's Master's Doctor's Degree Degree Degree (Institutions out of Michigan) St. Olaf College St. Cloud State College Indiana State College Emmanual Mississippi College Pennsylvania State College Canisius College Illinois Institute of Technology Valley City Teachers College Ball State Teachers College 10. Wisconsin State College (Platteville) University of Minnesota 12. Illinois State 13. Eastern Illinois University 1h. Brigham'Ioung University 15. Tri-State College 16. University of Wisconsin 17. Yale University 18. Colorado State College 19. University of Colorado 20. Stout State College 21. Purdue University 22. Murray College 23. Carnegie Institute of Technology 2h. Otterbein College 25. Bowling Green State University 26. Buffalo State College 27. Ohio State University 28. City College of New York 29. Wisconsin Central State College 30. Western Illinois University 31. Oklahoma State University 32. Fairmont State College 33. University of Vermont \ooo-qoxma-‘wmI-I F HHHHHHHHNHHerOOHHHHHHNHHHHHHHHHH C>C>C>C>C>C>C>C>C)C>FJFJFJnJFJFJC>C>C>C>C>CDFrC>C>C>C>C>C>C>C>C>C> oooooooooowoooooooooooooooooooooo Sh TABLE VI (continued) Institution granting degree Bachelor's Master's Doctor's Degree Degree Degree 3h. Iowa State Teachers College 35. St. Louis University 36. Indiana University 37. University of Buffalo 38. Northwestern University 39.'West‘Virginia,University hO. University of Missouri hl. University of Illinois h2. Iowa State University N3. University of Connecticut Total out-of-state institutions laOOOOOOOOl-‘H ISIHHNHHHHNOH 'l—‘IOOOOOOOOOO (Institutions in Michigan) 1. Mayne State University 2. western Michigan University 3. Albion College N. University of Michigan 5. Michigan State University 6. Central Michigan University 7. General Motors Institute 8. NCrthern Michigan College 9. University of Detroit 10. Olivet College 11. Eastern Michigan University 12. Michigan College of Mining and Technology Total inestate institutions N earlo\ HM lard lgo oooooomwomo ['31P @HHUIUIOOOD Il—‘lO OOOOOOOl-‘OOO Grand total of number of degrees earned in both groups 121 67 N 55 TABLE‘VII NUMBER AND PERCENTAGE OF INSTRUCTORS WHO HAVE DURING PREVIOUS YEARS COMPLETED THE SERVING OF AN APPRENTICESHIP r r Apprenticed trade Number who served an apprenticeship —- ‘- Per cent of those who served apprenticeship in each trade 1. Airplane engine mechanic 1 h.76 2. Auto mechanics 2 9.53 3. Cable splicing 1 h.76 h. Carpentry l h.76 5. Foundry 1 h.76 6. Instrument making 1 h.76 7. Machinist 3 1h.29 8. Sheet metal 2 9-53 9. Tile and terrazzo l h.76 10. Tool and die making 6 28.57 11. Tool making 1 h.76 12. welding 1 h.76 Total 21 100. number. Linda 2}: vocational certificates. Five different categories of certificates were listed on the applications of the teachers requesting vocational certification as shown in Table VIII. These were: 1-year special, 3-year special, 5—year special, secondary provisional, and permanent. The total number of instructors granted l-year special and 3-year special certificates constituted 55 Per cent of the total certificates in force of a vocational nature in the industrial-technical field. While only 13 per cent had permanent certificates nearly 29 per cent had the secondary provisional certificate. The median was slightly above the 3-year special group. The policy of the local administration of the community junior colleges, the policy of the State Department, and rapid growth of the vocational programs may have been factors in the employment of new teachers who had been issued l-year special certificates. Teachers' general education certification. In addition to vocational certification about two-thirds of the instructors had general education certification. As some of the instructors had been teaching in Michigan for many years, they indicated possession of "life" certificates; others had secondary provisional and secondary permanent certific ates . Study of Table IX shows that 38 per cent had received conmmnity college certificates and most of these instructors qualified for the permanent certificates . 57 TABLE'VIII THE KIND OF VOCATIONAL CERTIFICATE HELD BY THE INSTRUCTORS OF INDUSTRIALPTECHNICAL CURRICULA WITH THE NUMBER AND PERCENTAGE OF EACH Institution Certificate Total Special Special Special Secondary Permanent l-year 3-year S—year provisional —..__.——: fl 1. 1 0 0 2 0 3 2. h 0 0 0 1 5 3 . 7 16 O l 3 27 h. 0 0 0 5 1 6 5. 0 l 0 6 7 1h 6. 12 1h 1 13 2 h2 7. 1 1 0 2 1 5 8. 5 2 0 2 0 9 9. h 3 2 3 1 13 10. 1 0 0 3 0 h 11. 1 3 1 3 2 10 Total 36 to h to 18 138 for cent 26.09 28.99 2.89 28.99 13.0h 100 l.l,._,, __F— a - 58 TABLE IX THE KIND OF GENERAL EDUCATION CERTIFICATE HELD BY THE INSTRUCTORS AT THE TIME OF THE MOST RECENT RENEWAL OF THE VOCATIONAL ,CERTIFICATE Inst.; Kindngichigan.general education certificate : Total :None :Kind :Given :Secondary:Secondary:CommunityzCommunity: :or :not :as :provi- :permanentzcollege :college : :none :given :"1ife":sional : :special :permanent: :given : :only : : : : : 1. 0 0 0 0 2 0 3 5 2. 1 O 1 O O O 2 h 3 . 6 0 7 h 3 2 6 28 h . 0 0 2 1 2 0 1 6 S. 3 0 1 0 3 0 7 1h 6. 7 0 h 3 6 5 21 no 7. 1 O O O 3 O h 8 8. 7 O O 1 1 O O 9 9. 6 l h 2 O 2 1 16 10. O O O l 1 O 2 h 11. 3 0 1 S 0 0 1 10 Total 31. l 20 17 21 9 148 150 I’er cent 22.67 .67 13.33 11.33 111.00 6.00 32.00 100 J. 59 Thirty- eight per cent had secondary certification. This is exactly the same percentage that had been granted community college certification. Some of the instructors were certified for more than one field. This accounts for the fact that 150 instead of 138 constitute the total of this group . m _o_f_ programs instructors participated i_n_. Table I depicts the functional assignments of the faculty. The data was organized relative to participation in all-day trade programs from the point of view of full-time or part-time service. It was found that in 2 cases instructors served in dual capacities of teacher and coordinator. The information in the files indicated that only 1 institution specifically listed instructors as being in apprentice programs; whereas, 2 colleges listed instructors separately in evening trade extension programs. While the other colleges have listed only all-day trade programs on the report, this does not necessarily indicate that all of the courses are taught during the day. Forty-seven per cent of the instructors were listed as full-time all-day trade instructors and over 30 per cent as less-than-full-time all-day trade instructors. One college employed 2 individuals in the single capacity of coordinators. Instructors' number 2f years if teachl__ng' eyerience. Table XI Shows the number of years of teaching experience indicated by the instructors of industrial-technical curricula. The data has been 60 TABLE X TYPE OF INSTRUCTIONAL ACTIVITY INDICATED OF THE INSTRUCTORS AND COORDINATORS OF INDUSTRIAL-TECHNICAL CURRICULA DURING THE SCHOOL YEAR 1960-61 Inst.: All-day trade programs :Evening trade:Apprentice :Total : __ :extension :programs : : Full time:Less than:Both :Coord. : : : : to :fifll timezteach :only : x : : N.D.E.A. :to :and : :Instructors :Instructors: : classes :N.D.E.A. :coord.: : : : : :classes : : : : : l. O 3 O O O 0 3 2. l )4 O O O O 5 3. h 10 O O 13 O 27 h. 5 l O O O O 6 5. 6 6 2 0 0 0 1h 6. 32 h h 2 O 0 AZ 7. 2 3 O O O O 5 8. 1 3 0 0 5 0 9 9. ll 2 O O O O 13 10. 2 2 O O O O h 11. l h 0 O O 5 10 Total 65 1.2 6 2 18 5 138 Per cent h7.ll 30.hh h.3h l.hh 13.05 3-62 100 r j NOTE: The individuals are counted only once and listed with the area of major activity. 61 TABLE XI THE NUMBER OF YEARS OF TEACHING EXPERIENCE INDICATED BY THE INSTRUCTORS OF INDUSTRIAL-TECHNICAL CURRICULA AT THE TIME OF THE MOST RECENT, RENEWAL OF THE VOCATIONAL CERTIFICATE Inst. Years of teaching experience Total gins 1-3 h-6 7-9 10-12 13-15 16-18 19-21 22.217 25-27 28-30 Over none (Inc.) 30 given 1. 0 0 1 1 0 0 0 0 0 0 1 0 3 2. 1 0 0 1 1 l 0 0 0 0 1 0 5 3. 3 h h 1 2 2 2 l 2 1 1 h 27 h. 0 1 0 2 0 0 0 2 0 1 0 0 6 5. 0 3 1 2 2 1 0 1 3 0 0 1 it 6. 3 7 7 7 h 1 3 3 1 2 1 3 M 7. 1 1 1 0 1 0 0 0 0 0 1 0 5 8. 6 0 1 0 0 1 0 0 l 0 0 0 9 9. 1. 3 2 1 0 0 0 1 1 0 0 l 13 10. 0 2 0 1 0 0 0 1 0 0 0 0 h 11. 0 2 5 0 0 0 2 0 1 0 0 0 10 Total 18 23 22 16 10 6 7 9 9 h S 9 138 Per 13.05 15.95 7.25 5.07 6.52 3.62 100 cent 16.67 11.60 11.311 6.52 2.89 6.52 62 summarized into time periods of intervals of three years by colleges. Nine teachers, 6.52 per cent of the total of 138, had been teaching for over 30 years. Approximately 145 per cent of the instruc- tors had over 10 years of teaching elqlerience. In fact, the median is in the 7-9 year group. One out of every 1; indicated 3 years or less of teaching mcperience and over 13 per cent indicated no experience in teaching at the time of the certificate application. Instructors' other work eaglerience. Table XII shows the amount of total work experience and the amount of closely related work experi- ence is in Table XIII. All work experience, related and unrelated, is listed for the instructors in Table XII. The median work experience is in the group 73-81; months at. approximately 76 months. The importance of work experience depends upon how closely the work experience relates to the subjects being taught. Thus an analysis was made (1) of the work experiences listed by each applicant and, (2) the subjects the individual was certified to teach, then (3) the number of months of work experience in fields closely related to the certified subjects was determined. The median of closely related work experience is in the group 119-6O months at approximately the 50-month level. Since the State Department of Education requires work experience, further investigation may be necessary as Form 151 does not indicate the 63 TABLE XII NUMBER OF MONTHS OF WORK EXPERIENCE OTHER THAN TEACHING AT THE TIME OF THE MOST RECENT RENEWAL OF THE VOCATIONAL CERTIFICATE Inst. Months of other work experience Total * gins 1-12 l3-2h 25.36 37448 149-60 61-72 73-81; 85—96 97-108 Over none (Inc.) 109 given 1. 0 0 0 l 0 0 0 1 0 0 1 3 2 1 0 1 2 0 0 0 1 0 0 0 5 3. 1 3 2 2 7 0 0 5 1 1 5 27 h. 0 0 0 0 0 0 0 1 0 1 h 6 5. 0 0 0 2 0 A 2 0 1 1 1; 1h 6. 0 1 h 1 5 S 3 1 h 2 16 1.2 7. 0 0 0 0 1 0 l 0 0 0 3 5 8. 0 0 1 1 1 0 1 0 0 0 5 9 9. 0 0 1 1 2 1 2 2 0 1 3 13 10. 0 0 0 l 0 0 0‘ 1 l 1 0 h 11. 0 0 0 0 2 1 1 1 1 l 3 10 Total 2 h 9 11 18 ll 10 13 8 8 hh 138 Per cent 1.11. 2.89 6.52 7.981105 7.98 7.21: 9.1.3 5.79 5.79 31.89100 6h TABLE XIII NUMBER OF MONTHS OF CLOSELY RELATED WORK EXPERIENCE OTHER THAN TEACHING AT THE TIME OF THE MOST RECENT RENEWAL OF THE VOCATIONAL CERTIFICATE Inst. Months of other work experience Total _ None . or 1-12 13-2h 25—36 37-148 119-6O 61-72 73-81; 85-96 97-108 Over none (Inc.) 109 given l. 0 2 0 1 0 0 0 0 0 0 0 3 2. 2 l l 0 1 0 0 0 0 0 0 5 3. 6 5 1 1 h 0 2 3 l 0 h 27 h. 0 0 1 0 0 0 0 1 1 1 2 6 5. 0 0 0 2 h 1 1 0 2 2 2 1A 6. 3 8 h 0 3 7 3 l h 2 7 1:2 7. 0 1 0 1 0 0 0 2 0 0 5 8. 1 0 1 1 0 0 2 0 1 1 2 9 9. 0 0 2 2 1 1 2 l 1 0 3 13 10. l 1 0 0 1 0 0' 0 l 0 0 u 11. 2 0 0 0 3 1 l 0 1 0 2 10 Total 15 18 10 8 17 10 11 8 12 6 23 138 Per . cent 10.88=~7' 7.25 12.32 7.98 8.70 16.67 13.05 5.79 7.25 5.79 17.31: 100 65 work experience of 10 per cent of the applicants. The next group making up about 13 per cent of the total, listed between 1 and 12 months of closely related work emperience. Twenty-three of the instructors, 16.66 per cent of the total,=had more than 109 months of closely related work experience. ‘ng‘gf instructors. Review of the findings indicates that only one woman was employed for this type of teaching. This woman shared the duties as a member of the faculty of Institution 7. Length 2: all-day trade courses. In Table XIV the reports of the participating community junior colleges suggested considerable variation in the length of the courses offered under Title VIII of the NDEA in Michigan. Lgpgth pf evening extension and apprentice courses. Table XV lists the hourly length of the different classes offered as evening extension classes and also those designated as apprentice classes. Only Institution 11 listed apprentice classes on the annual report, while Institutions 3 and 8 listed specific evening extension classes. The number of hours selected for the table coincide with those given on the annual report of the college. Industrial-technical curricula and enrollments. Growth in number of‘programs and enrollment within the programs is seen in Table XVI. while the 1958-59 report listed 8 institutions having 18 different programs, the 1960-61 report had 11 institutions offering A9 different 66 TABLE XIV LENGTH IN WEEKS OF ALL-DAY TRADE COURSES TAUGHT IN THE PUBLIC COMMUNITY JUNIOR COLLEEES UNDER TITLE VIII DURING THE SCHOOL YEAR 1960-61 II Inst. Varying length of courses in weeks Total 11 12 18 19 19.5 20 32 36 38 39 no an as 52 l. * * 2 2. * l 3. * l h. * * *. 3 S. * 1 6. * -x- 2 7. * «x- 2 8. I * at 2 9. * * 2 10. * * * 3 11. ’ r 1 Total 1 2 2 1 1 2 1 2 3 1 1 1 1 1 20 l’er cent 5 10 10 5 s 10 5 10 15 S 5 S S 5 100 67 programs. The enrollments are shown by both.preparatory and extension curricula, as well as by the sex of the students enrolled. A wide variety of preparatory and extension curricula was offered by some of the institutions. Institution 3 offered 23 different curricula, while Institution 1 offered only 1 curriculum. Some of the more common curricula listed were in the field of electronic and electrical technology, industrial technology, and mechanical technology. TABLE XV NUMBER OF CLASSES AND THE LENGTH OF EVENING EXTENSION AND APPRENTICE PROGRAMS IN HOURS UNDER TITLE VIII DURING THE SCHOOL YEAR 1960-61 Inst. Number of classes of hours duration Total 30 36 5h 68 102 10h 108 120 136 168 180 20h 272 3. o o o 1 9 1 o o 5 h o 5 1 26 8. o 1 6 o o o 1 o o o o o o 8 11. 1* o o o o o o 1* o o 3* o o 5 Total 1* 1 6 1 9 1 1 1* 5 h 3* 5 1 39 Per 2.56 15.39 23.08 2.56 12.31. 7.69 2.56 cent 2.56 2.56 2.56 2.56 10.25 12.83 100 68 ea ema ea end «5H wnwuooaamno once» ounH on mm mm mm um mm em mma amodoqsoo» adaupuquH «no «no woo scandaonvdfi wnauoomawnm m mom m mom flew mwononnoop wnauooowwqm an an an . hmOHoqaoo» canouvooam «mm «mm «mm weapmdnn on» on» on» no-uooonm . H¢o«Soao new new 3.6. E 63 on 62 6.: on i. am i. E. 1832263 adoafioeo on ow 0m 00 wndphdua no 8 no 332363 adowqdnooz on m» an an hw0H0dnoov wnuuooqawqm mm mm aw amononnooa uoaqoupooam oo 3. oo wigs A m ”E m HE R ”a supp. h “E m ”E h ”E Anon m “a h “E h ”a Anon one not ~38 one no...” :58 the noun its 853 :33 nausea asnsoaunso ofioflaohm $.83 ofiofiaohm 8:33 .fiofiaoae $663 8.333 attack 53H 3.82 a: .8663 .3663 an» era 6sz8 2.336% E ”8.6.58 892. 3238 3.38 E 62.56% H; Ba: 455% an «Bataan flouaoeatamagnfi .5 3263on 65 63a: woman a: sausage .3688 Hbuumumda Ain’t-..- . .u. nhi A,- v .h .> .'V «‘3. . ~ <1 i. 69 ocean—moaned .. mm. a» an .3qu _ 4 anon—55H 2 2 2 2 2 2 2 2 2 .3223... oaootroofi 3. 2. 2. n... n... 2 3223..» 82.3 .6 Ho Ho .3 once». moan 2 mm mm .225 .8 on on .8 no 3 322.266. 0.3 odd H009 .&m mm mm upudnEoda 0320254 .3 an an 336333.62 .2 2 2 2 2 2 .2323: 3 .2 E «2 S» 3223..» 22.9.32 2 2 2 83896.2 6 2 2 2 sotflono 2 2 2 922.: an an an 33.3% ma 3 on wad-1:33 23.: m2 m2 N2 “.1965 3.21.2 2 2 2 .3225...» 1.3.2 2 2 2 62.8 _ 826.: .» expanses»... amusements teammafion one no.2 32 owe no.2 1.2. one no.2 its .22» .22» 3.560 5363.30 .fiofiaohm 3.82 385265 66-82 .2238 2.22 82.6.3 5.3.3.2 3.2 bi|l “6.8.383 EN 23 Rut-unlisvnllunoV fl): h.‘l.~<.s. 70 30.32.8254... .2. m a .228 2.0.3 5.38034 ... .. .m .. . . .q2o2pn. ... .. .. ... .. .. 2.... no... *3 mm mm .8 mm mm 23.8.2.2 -....2...2m ... o. o. .. . . .....an.....m ..2 .2 .2 ..2.....a . Gogofig ...2 ...2 .2 $2 .2 .2 £25.... ... .. .. ... .. .. 2..2....2. .... ... ... ...2 ..2 ..2 ....a .2. ..2 ..2 ..2 ..2 ..2 ..2 .. .. .. ...2ong... _ . ; Adogoofi «.2 ..2 ..2 ..2 ..2 ..2 .22 .22 .22 ...2...... 2..2....2m .. 2. 2. 2. 2. 2. 2. .. .. .. ...2onnooa . 282.322.... .. .. .. .. .. .. n. .. .. ..2no....2. . . IHdOAQPOOHfl .. .. .. 2.2 2.2 2.2 .22 .22 .22 ...2...... _ ..2....n ... a. a. 0.2 0.2 .02 a. a. N. ...2oqgoos 32.25.54 .. 2. 2. 2. .. .. .. n. n. n. ...2...... z 7.33.32 .. .2.=.a§3 .=.2.2§B mamzmafion BE ....2 2.... fin ....2 2.... an. ....2. 2.... 32.2. 32.2» Iguanas 26.-coma apnea—Hog oolmmmd nfiofiddoam mmlmmad $.35... 22 2.4. 3226.. 352522.23 fled-2203 5.8992123." .932 'l A licNu-h d. «yd-ti: P! .v H‘>|‘ kr‘ I is ‘.~n 71 on «m om mu db mm am on ¢m 00 m. H. mm mm on #m 00 as H. mm mm m HE h “a. h ”2 Avon fin ...... H6009 aanaHAOMQM Holcoma mfi mm m m b a N0 0H mm H pm $0 «w N¢ om H¢ 28 HOP-IOU) mm am pm #0 ¢m mfi on H¢ 8 IONIC” mm mm 5m ¢w #w N¢ om H¢ h ”a h ”E m “E anon an. .8. H6309 Cohen—.308 Condom." .. .. .. o. .. .. .. .. .. .. .. .. 2. 2. 2. .« .w .w m ”a .Vuz . “a a... fin .2. 2.... anQaHHOAnm antenna noncomnna hsnnwfim .53... 2.993 pougm .qflppflmauopm cowbhou candgonz .mon. unfinods ......poo2m ...»...n ......auxo¢2. ..2... 00.5.50 nadlnoenfl hmoaoqgoov adaupusfinH hwoaoqnoop adouq¢nonfi hMoaonnoo» adofiupboam hwoaonnoov aflpao honQnAoov Hdoaupooam hwoaonnoov addupusvna hmonoqnoov “doandnonfi andqnnoua ..2».. asanoauuao .0H .m .0 ob huapandmohm ..nuH €33.83 E 3.4. 72 .0238.“ .8.“ m E... .02.... no... 2 «28.3.3.8 .39 aka 3.3.3.93...“ mom monm «Goad. aflOHPdebhflfld DEB 0N .ooflhoummd nopdoflHH To .H 5.52 32 ......n {ma ...OH mm “vm am 8 'l «a N...” 2“ OH mm #N am “3” 5” ma 0H mm «N Hm mm hfimfihfinnbn on. no... 23.. unhoSHoafl leomma am pm Cd mod“ mm am pm 9v mo .. am pm ow H mod” «N ll‘ 1" mzmfihfinabn. hahfimanvop an. ...... nanofindohufl oolmmmd din—be ”HM no.“ .7909 nfiofiamoam mmlmmma noxda own and aooa Hunts noon» aonenoo .32.... noxuanuopnsm nofiuouvooam 2doaupooam hwoaoflnoop AdoHQdaomfi hwoaonaoop 3...»...an hwoaoqnoov o2uoupouHM hwoaonnoop 9.3.5.5 hwoaqnaoov phagqaopud .HH :2... 32.3 nuance asanoaunso nuaunoenm huuaindmoum .aunH Acoéafioov E 3.4. 73 The extension courses utilized for related training for the apprentices were listed under extension course titles which were similar to those of the names of the trades. The number of apprentices was marked with the asterisk. Only Institution 3 reported female students in'these curricula. This institution reported 335 female students in Chemical Processes curriculum.and 65b in the Engineering mathematics curriculum. In Table XVI the following abbreviations have been employed: Prep for preparatory; Ext for extension; M for male and F for female. My pi enrollments by 23.33;. The total enrollment by institu- tions is shown in Table XVII for each of the commnity junior colleges for the school years 1958-59, 1959-60, and 1960-61. The organization of the table and the abbreviations used are the same as for Table XVI. As the number of students enrolled in each of the curricula was provided in Table XVI, Table XVII provides a recapitulation of the total data on enrollment by institutions. While the final total enrollment of all institutions increased from 2871 (1959-60) to hOhZ (1960-61) some of the institutions had smaller enrollments during 1960-61 than during 1959-60. The total enrollment approximately doubled from l958-59 to 1959-60. During the three year period only 1 institution.had a stabilized level of enrollment. The greatest relative growth was in Institution 3, 6, 7, and 8. Institution 5 experienced a definite drop iii-enrollment from 1959-60 to 1960-61. 7h .onEom pom m on. moans now 2 macamempxo now .xm mhMOpmhmmonm now mmnm ”poms meowpmfl>onpbm one ”@902 E 0 mm. mwm 40mm mam mmom ~40: m cm. .mH mmma 04H Hm.m mem .m 4mm mm NmHH mm omqa meH Hmpoa .m .m2 .2. .2. .4 0.2 .2. .2. .22 om om om .4 .4 .4 4m 4m 4m ..2 mm. mm. mm. ..H m4. 4.. 4.. .m2 .m2 .ma .. .m2 .m2 .m2 .. .. .. 2. 2. 2. .. .. .. .. 24 24 24 .4 .4 .4 .. 2.. ... , mm. mm. ... ... .4. .4. .2. .2. .2. .. ..2 ..2 ..2 0.4 0.4 0.4 .4. .4. .4. .m .. .. .. ..2 ..2 ..2 m. m. m. .4 0 .. ... 0.. ... ... .m.2 . 44. ..2 .24 .42 2.. 20. .m 4.. .m .0. m. .0. m.. .m m. m. m. w c .. ..2 ..2 ..2 .2 . z m z m z ..o. m z m z N z n.o. . z m z m z ..o. new monm a.poe gum monm annoy pxm monm Hmnoa .....22onn. 2.-...2 ....E22onqm 0.-...2 ....22o... ..-...2 ....H HOIOQmH 92¢ «oonmmma .mmnwmmH mm¢mw Ema SZHMDmAz¢mHmOHE 2H mmoaqqoo mOHZDh MBHZDEEOU UHAmDm 2H mz MQBHB .¢.m.m.z 2H mqoomom Mm mazmzqqomzm Q '5 ”" 8 w '3 3 o ’8 '8 “ >a a: z: e: 5: 119 TABLE XLIII NUMBER OF STUDENT RESPONDENTS INDICATING PREVIOUS ATTENDANCE AT THE FOLLOWING COLLEGES AND UNIVERSITIES . =======:— Number of Institution Address students 5 Michigan State University East Lansing, Michigan A General Mbtors Institute Flint, Michigan 3 Eastern Michigan University Ypsilanti, Michigan 3 Lawrence Technical Institute Detroit, Michigan 2 ‘Wayne State University Detroit, Michigan 1 Flint Community Junior College Flint, Michigan 1 Henry Ford Community College Dearborn, Michigan 1 Alabama State College Florence, Alabama 1 western Michigan University Kalamazoo, Michigan 1 Calvin College Grand Rapids, Michigan 1 Coyne Electronics Chicago, Illinois 1 Toledo University Toledo, Ohio 1 Jackson Junior College Jackson, Michigan 1 University of Illinois Urbana, Illinois 1 Ferris Institute Big Rapids, Michigan 1 Graceland College Lamoni, Iowa 1 Alma College Alma, Michigan 1 Kalamazoo College Kalamazoo, Michigan 120 Further insight into the matter of transfer students may be gained by the study of Table XLII. This table reveals that in the cases of architectural technology, and civil technology nearly one-half or more of the students had previously enrolled in another college or university. However, only 2 students were respondents enrolled in architectural technology, of which 1 was a transfer student. None of the students who changed curriculum.had been previously enrolled in another college or university; whereas, one-half of those who did not indicate their program had been enrolled previously in some other college or university. While the enrollees who had previously attended other institutions were divided among 18 different institutions, most of them had attended 1 of 5 Michigan colleges or universities. In Table XLIII is a list of the institutions mentioned as previously attended by the transfer students. Only 5 of the 31 students who transferred had enrolled at out-of- state schools. Three of those who transferred had previously enrolled in some other public Michigan community junior college as shown in Table XLIII. Father’s occupation. Table XLIV describes the father's occupation at the time of the respondent's enrollment. One of every h fathers was a skilled laborer while l out of every 5 fathers was a semi-skilled laborer. Twelve per cent of the fathers were unskilled at the time of the son's enrollment. The number of students indicating fathers who were engaged in sales work or in service work was very small. Likewise, only 3 per cent 121 TABLE XLIV NUMBER AND PERCENTAGE OF STUDENT RESPONDENTS FOR EACH COLLEGE ACCORDING TO THE FATHER'S OCCUPATION AT THE TIME OF ENROLLMENT AT COMMUNITY JUNIOR COLLEGE Father's : occupation Institution Total Per : Graduates at time of 2 5 6 7 8 9 10 11 cent : No. Per enrollment : cent Unskilled : labor 0 6 16 u o 1 3 S 35 13 : 11 31 Semi-skilled : labor 2 1h 20 2 3 11 h 3 59 21 : 18 31 Skilled : labor 3 25 23 h 5 8 h 2 7h 26 : 32 A3 Profes- : sional o 3 2 1 o 1 1 o 8 3 : h 50 Business : owner 0 l 8 2 l 2 2 2 18 6 : h 27 Farm : worker O O 2 O 3 5 3 0 13 h : 9 69 Phnager or : executive l 7 h 3 h 5 1 2 27 6 : 11 RI Clerk or : sales : worker O 2 1 1 2 l O l 8 3 : O 00 Service : worker O 2 l O O l O l 5 2 : 2 NO Other 3 occupation l h h 5 l 5 l 3 2h 8 : h 17 Other as : father : deceased or : disabled 1 3 ll 2 l 2 l l 22 7 : 5 23 Not given 1 o 1 1 o 1 o o h 1 : 1 25 Total 9 67 93 25’ 20 h3 2O ‘20 297 100 : 101 Per cent 3 23 31 8 7 lh 7 7 100 : 3h indicated that the father was engaged in a profession while 6 per cent listed manager or executive as the occupation of the father. Ownership of the source of income was true of approximately lO per cent of the father's occupation. Six per cent of these were business owners and h per cent were agricultural workers. Some of the agricul- tural workers undoubtedly were farm owners. The percentage of fathers in the unskilled labor group was larger than 12 per cent in the group represented by students at Institutions 6 and 11 and smaller at Institutions 2, 8, and 9. Only at Institution 5 was the professional category represented by approximately 5 per cent of the sons. Institutions 5 and 9 had a larger than average representation from the category "manager or executive". Table XLV suggests that approximately 25 per cent of the students entering automotive technology, drafting technology, and electrical technology came from homes where the father was an unskilled laborer. None of the students entering architectural technology, civil technology, engineering technology or industrial management technology came from homes in which the father was listed as an unskilled laborer. The percentage distribution between the various technologies listed is about the same for semi-skilled and skilled laborers in each technology. Average high school grade. The respondent was asked to indicate his average grade earned in high school. This information is contained in Table XLVI according to colleges attended and in Table XLVII according to the various curricula of the respondents. According to Table KLVI none of the students had an average of E 123 03 H e n «a ”H o H. a HH S s H u once tom 03 3» H. «H 3 8 an H NH mm H.» as 8 m 3 Hats H H. o o o H o o H o o N o o o €th 82 , _ _ . ooHpenHv ... «a o e H n m o o ... e a H o H 8338 none: .... .38 m He. 0 H H e m o H m m n n H a 83238 n28 m n o o H H o o H H o o H o o with .352 ... n o o o H H o H m H o o H H tonnes and... .8 888 e S H .c. a a n o H N H a n o n 33838 .8 nomad: e ...H o H o n e H o H H o m o . o acute 1.393384 c 3 H H H n m o H. o H o o o o tense 32525 ... m o o H H H o o H H a o o H 1883.88 8 2. a H a »H a o H S a 3 n o m 82H eoHHua Hm an o m ... 2 a o a n n ”H n o H 82H ecHHanaom ”H n» o H H n n o o n e u o o H. 88H 3:338 Tu o a... a a m m «a mm mm Mme am an me me mm m. as a n n a mu m n. men n no we mm mm mm an n mp am. e am pm». em mu on new. m. on on 2328.8 I o oo 0.... o .... o: 0 00 o o oo or. Susan»..- m em en an new nm am an. e e em en sass... n. n. clone-m ago“... gun—HE. HRH—32200 ad Egomzm .5 EH9 mma a4 ZOHQRDOS mLEmadh «EB 09 wan—”good 9230mm Hm mggammm ho madazmommm 9,: g bflH H349 12h in high school; however, only 1 student said that he had an A average in high school. Sixty-five per cent of the students stated that they had 0 averages in high school. While 29 per cent claimed they had B averages, only 2 per cent admitted that they had D averages in high school. If any distinction is to be made between the students of the various colleges on the basis of their high school performance it would seem.that Institution 9 and Institution 2 had students with a higher high school average than the majority of the institutions studied. Institu- TABLE XLVI NUMBER AND PERCENTAGE OF STUDENT RESPONDENTS FOR EACH COLLEGE ACCORDING TO GRADES EARNED IN HIGH SCHOOL J: 1 Students' Institution Total Per : Graduates statement cent : No. Per of average : cent grade 2 5 6 7 8 9 10 ll : A O O O O O 1 O O l O : O 00 B h 23 16 7 6 20 8 2 86 29 : 38 Ah C h h3 63 16 1h 20 12 18 192 65 : 61 32 D 1 l 3 l O O O O 6 2 : 2 35 E O O O O O O O O O O : O 00 Not : given 0 o 9 1 o 2 o o 12 h : o 00 Total 9 67 93 25 20 h3 2O 20 297 100 : 101 _ ' : Per cent 3 23 31 8 7 1h 7 7 100 3 3h TABLE XINII NUMBER AND PERCENTAE G" RESPONDENTS BY FROM INDICLTING THE ROI-LOVING WES EARNED IN HIGH SCHOOL mace and 1734055 'mntnotmxno pcSueqo £01110 fictomceq. trutfi-mttvaow Afiotouqoea I'OIE‘QOQN Afiotouqoea 1911431113111 flotouqoea anemoSwuem nmzumpux flotouqoeq. Sutaooutfiug fictouqocq. cowoaaceta flotouqoeq. 12'“ 1140913 fictouqcea Sum-ta motouqcea {INFO flotouqoea tum 041310-11 Botouqocq. OM; 40310 “7 of everege grede Students ' etatemcnt 125 29 86 19 10 .14 10 65 192 57 27 10 22 55 15 12 Not given 297 100 4 14 12 65 59 28 12 49 19 Total. 100 22 13 11 17 Per cent 126 tions 5, 6, and 11 were drawing heavily from students whose high school average was C or below. While none of the students who graduated from college had straight A's in high school, 2 students who had a D average in high school did graduate from college. Most of the college graduates, 61 of 101, had a C average in high school. In Table XLVII is shown the various technologies with the average high school grade indicated. The only student having an A average enrolled in civil technology. One half of the students in civil technol- ogy, and in metallurgical technology had B averages in high school. Only 1 of the 12 students in engineering technology had a high school average of B. Approximately 20 per cent of the students enrolling in automotive technology, electrical technology, electronics technology, and industrial technology had high school grades of B or better. Two of the 39 industrial technology students indicated a high school average of D. An average of D in high school was indicated by 1 student from each of the following: electrical technology, electronics technology, mechanical technology, and metallurgical technology. Financial arrangement most important for attending college. Table XLVIII and XLIX reveal information in the important field of financing education. Table XLVIII provides an analysis by colleges attended of the most important arrangements for financing the education of the respondents. Almost one-third of the respondents cited employment as the most important method of financing their education. Financial assistance from parents 127 and personal savings were second and third in order of importance as methods of providing funds for securing the education Ten per cent TABLE XLVIII NUMBER AND PERCENTAGE OF STUDENT RESPONDENTS FOR EACH COILEGE INDICATING THE FINANCIAL ARRANGEMENT MOST IMPORTANT FOR OBTAINING COMMUNITY COLLEGE EDUCATION 4 Z- __ r r‘ r :- " Most Institution Total Per : Graduates important cent a No. Per financial : cent arrangement 2 5 6 7 8 9 10 ll : Personal 3 12 2O )4 6 3 l 3 52 18 : 13 25 saving : Scholarship 1 1 O l O O l O h 1 : l 25 assistance : Financial 0 17 32 9 S S h h 76 26 : 29 38 assistance : from parents : Financial 0 O O O O l O O 1 O : O OO assistance : from others : Borrowed O O l O O O O O l O : O 00 money , Work 3 19 2O 6 6 2O 10 7 91 32 : 31 31; CI bill 1 6 13 2 1 h 3 2 32 10 : 13 Al Other 0 1 l O l 3 O l 7 2 : 2 29 Not given 1 ll 6 3 1 7 l 3 33 ll : 12 36 Total 9 67 93 25 2O h3 20 20 297 100 : 101 Per cent 3 23 31 8 7 1h 7 7 100 : 3h : 128 SH SH H. «H «H 3 a» H «H 2 H.» 3 8 N 2 Hats HH 2 H o m s a o n m n a. m H ... 8.5m 82. a a. o o o .c. o o o o H H a o H ~38 3 an o a a a n o H e n a H o H :3 He a» He 6 H. n «H ”H o n m 6H 3 3 o H. H8: o H o o o H o o o o o o o o 0 Hence Hen-2.18m o H o o o o o o o H o o o o 6 ...-see 88 . 3893a: HcHoHHcHHHm R 2. a a n as a o n e a 3 o o H. .898 .88 . .eoneothne RENE . H c o o o H H o o o o H o o H 858.83 senescence 2 mm H e m «H n H m n H m o H n muni- H888 1. e w m. a an mm mm Mme mm me me as mm mm .m . a n. 3%. w. Nu. m. Ween mi... W“... WM... mm W... WW Wm Hangman: c .... a a. o c u. o m o ... o 1 o .... o o a. o m. 9 mm. WT. .L m...— T. 3 To ....0 It. 1% T. ....e .... Hades.“ W T. on 00 0.... out. an... cm. 00 o 0 on. em. Hogan.“ m am an en. can an a“ nun e an e t... n. E anaobfim Egon Mega OZHZHdamo 8m gag..." moo: Baa—Mug 3“.th a GZHHHUHQHH gm Hm mg .3 @4925»me g mam—52 a mafia 129 still were recipients of the GI bill. Apparently scholarships are not utilized by many of the students in the industrial-technical curricula in the Michigan public community junior colleges as important aids in securing an education. One out of every 2 students attending Institution lO worked his way through college. Nearly as large a percentage managed in the same way at Institution 9. Approximately hh per cent of the students who graduated financed their education by personal savings or work. Only 1 per cent indicated scholarship assistance as the most important financial arrangement used in financing their education. Students' Methods and Educational Achievement The investigator has related together in this section data pertain- ing to a number of items reflecting the pattern of student approach to his educational environment and the results of his endeavor. Considerations typical of this section relate to the number of semesters attended and whether attendance was on a full or a.part-time basis. A factor related to such data is the matter of whether attendance was continuous or intermittent. Other similar items compose this section as well as tabulation of the statement of grades earned in college by the students. Full-time college work. The number of semesters of full-time college work as indicated by the students is given in Table L and LI. Table L, listing the information by colleges attended, emphasizes the great variation in the mean number of full-time semesters attended by 130 students in the various participating colleges. In Institution 10 the mean was h semesters while in Institution 6 it was only 2 semesters. In all other participating colleges, with the exception of Institution 9, the mean number of full-time semesters attended was 3. Institution 9 TABLE L NUMBER AND PERCENTAGE OF STUDENT RESPONDENTS FOR EACH COLLEGE ACCORDING TO THE NUMBER OF SEMESTERS OF FULL-TIME COLLEGE WORK TAKEN —:i r — _- *1 J Lkmn 1 (i '3 3 2 3 3 5 h 3 Extended Number of Institution Total Per : Graduates semesters 2 S 6 7 8 9 10 11 cent : No. Per _:=::_ : cent None 0 2 18 2 l 2 2 l 28 9 ; 5 18 l l h 19 3 O l O l 29 10 i 2 7 2 2 13 18 h 1 h 1 1 A6 15 i 3 7 3 3 h 7 h 1 7 1 3 30 10 i 3 10 u 2 21 15 12 7 2 15 12 86 29 : DE 52 5 O 15 6 O 5 2 O l 29 10 : 21 72 6 l 3 l O O 20 1 O 26 9 : 18 69 7 O O O O O 1 O O l 00 i 1 100 8 O l O O l O O O 2 l : 2 100 9 0 O O O 0 3 0 O 3 l i l 33 Other 0 2 3 O 2 O O l 8 3 i O 00 NOne given 0 O 6 O 2 l O O 9 3 : O 00 Total 9 67 93 25 2O h3 20 20 297 100 : lOl Per cent 3 23 31 8 7 1h 7 7 : 3h TABLE LI queo Jag 13401 mntnotzxno peSuvqg JOQQO Afiotouqoea natfimttom £Sotouqoeq I‘Otu‘qofifl Afiotouqoea T‘tJQBNPuI Afiotouqoeq aneuefiwuvm T‘IJ49“PEI Afiotouqoeq Sutseeutfiua Aflotouqoeq Iotuoaqoetz WORK TAKEN £Sotouqoeq 1‘01149013 Aflotouqooq Sumac Afiotouqoea 11410 Afiotouqooa I‘¢“4°94Iq°¢v £Sotouqoez GAIQOWDQWV NUMBER AND PERCENTAGE (F RESPONDENTS BY mm ACCORDING TO THE NUMBER a! SEMESTERB (F FULL-TIME 001133 Number of semesters 131 OHHONOOOOO HONHHd'OOOO HONHCOMHOOO Q HQOODOOH H Fl In H ooooqooono NHH'HQHOOOO QOV'Q'QHNHOH DGDOFQHOOO OOHNON£OOH OOOHHOOOOO OHHHO’Q‘NOHO ZHNDfl‘DObQQ Other Not given 4 297 100 63 14 12 39 28 12 49 19 Total 100 22 13 11 17 Far cont 132 operated on the quarter-hour basis. The mean for this institution was 5 quarters of full-time attendance. Nine per cent of the respondents did not attend college at all on a full-time basis. Two students indicated 8 semesters and 3 students checked 9 semesters of full-time college work. Over hO per cent of the 101 students who graduated attended more than the h semesters usually required to complete the program. Thirtyefour per cent of the students indicated less than 3 semesters or equivalent of full-time college work. In Institution 6, 55 per cent of the respondents attended for 2 semesters or less on a full-time basis. The number and percentage of student respondents by programs is shown in Table L1. The largest percentage, 29, reflects full-time college work of h semesters or equivalent. or the 39 respondents having enrolled in industrial technology, 22 completed h or more semesters or equivalent of full-time college work. Over one-third of the students in mechanical technology completed 1 semester or less while about two-thirds of the enrollees in civil technology completed 1h or more semesters or the equivalent of full-time college work. Even though lb of the 3b respond- ents in electrical technology took 1 semester or quarter or less, 17 of the 3h students took h semesters or more. One person from each of mechanical technology, and electronics technology as well as 1 from civil technology indicated having taken 9 semesters of full-time college courses. Part-time college work. The extent to which the students partici- pated in.part-time college work is the subject of Table LII and Table LIII. 133 In Table LII the amount of part-time college work is given by colleges. Thirty-sinper cent did not have any part-time college work, while 15 per cent had 1 semester of part-time work and 13 per cent had 2 semesters of part—time college work. The percentage of students who took TABLE LII NUMBER AND PERCENTAGE OF STUDENT RESPONDENTS FOR EACH COLLEGE ACCORDING TO THE NUMBER OF SEMESTERS OF PART-TIME COLLEGE WORK TAKEN Number of Institution Total Per : Graduates semesters 2 5 6 7 8 9 10 11 cent : No. Per 2., : cent NOne 1 27 28 9 2 17 12 11 107 36 ; 39 36 1 3 7 20 3 b S 2 1 us 15 i 17 38 2 2 ll 12 6 3 l O 3 38 13 : 10 26 3 1 h S l 3 7 l 3 2S 8 : 9 36 h o 3 7 o 1 h 2 o 17 6 i 9 53 5 1 2 h o 2 2 o o 11 h i h 36 6 0 7 3 l 3 3 l O 18 6 : 2 ll 7 O O l 1 l O O O 3 l i O OO 8 O O 2 O O O O O 2 l : O OO 9 O O O O l O O O l O : O 00 Other 0 1 h 0 O O O O S 25 : 1 20 None given 1 5 7 b O h 2 2 25 8 : 10 no Total 9 67 93 25 2O h3 20 20 297 100 : 101 Per cent 3 23 31 8 7 1h 7 7 100 g 31 .Mean 2 2 2 1 3 2 l l ; attended TABLE 1111 queo 1a; ‘ Afiotouqsea ASotouqoes I‘I-IQSHPUI WORK TAKEN T391340 913 111410 NUMBER AND RECENTAGE (F RESPONDENTS BY FEW ACCORDING TO THE NUMBER CF SEMESTERS CF PART-THE COLIBGE Number of semesters I‘QOI _ 'mntnotssno 5 2931mm 'e some T‘O'Fg-mtt‘a-Ofl . tsotusqoqn § Afiotouqoez f I‘Vflnpul £Sotouqoea : quanefim ’ Afiotouqoeq = Squaring ; Afiotouqsea i OOTUOJ$9°I3 f Afiotouqoeq : 130101111094 ; mama 5 ASotouqoes ; Afiotouqoeq : I‘Jn4094TQOJV lactouqoea ; an 9.0m 411v ; FLOQLOb-Ha) 2¢DNHHH OHNOOHOOOO ”HHONNOOHO IDHHIOHONOOO~ agmmdtnnoao :CDNDOHI-IHHOH OOHOOOOOOO NNNVJHOOOOO- gnfldflflflu—IOO aoaouacousamooo OQHDOOIDHOO H H 2NOHHONOOO OOHOOOOOOO- fifiNOOHr-COOO Zamndtocosmc» Other Not given 297 100 4 63 39 28 12 34 49 19 Total 14 12 100 22 15 11 17 Per cent 135 more than 3 semesters of part-time college work becomes rather small. Only 1 per cent had as many as 8 semesters of part-time college. One student of every 3 utilized the opportunity for part-time classes at Institution 2. One student out of 6 took part-time courses for 3 semesters at Institution 9. At Institution 5, approximately one student in 10 participated in.part-time college work for 6 semesters. In the table, a mean has been determined by colleges as an aid in making comparisons. The mean value is based on the calendar period used by the college. The significance of availability of part-time classes by programs is apparent in Table LIII. Over one-half of all the student respondents had taken some work in college on a.part-time basis. Also, nearly SO per cent of the graduates had taken some part-time college work. Over 60 per cent of the respondents in the following programs had not taken part-time classes: automotive technology and civil technology. Approximately two- thirds of the respondents enrolled in electrical technology and in engineering technology availed themselves of the opportunity to take 1 or more semesters of part-time college work. Two students in industrial technology and 1 student in mechanical technology were enrolled in part- time college work for 8 or more semesters. Semester hours earned. The picture of how many semester hours were earned by students enrolled in the various colleges is given in Table LIV while Table LV relates this information to the programs of study. A review of Table LIV indicates that more than 10 per cent of those enrolled took less than 13 semester hours of work. In fact, in 136 TABLE LIV NUMBER AND PERCENTAGE OF STUDENT RESPONDENTS FOR EACH COLLEGE ACCORDING TO TOTAL NUMBER OF SEMESTER HOURS EARNED IN COMMUNITY JUNIOR COLLEGES Students' Institution Total Per : Graduates indication cent : No. Per of semester 2 S 6 7 8 9 10 ll : cent hours earned g 0-12 0 3 26 l O 1 O l 32 ll : O OO l3-2h l 8 l2 3 2 3 2 O 31 10 : 2 6 25.36 0 5 1h 3 3 0 1 1 27 9 : o oo 37-h8 1 S 8 2 1 2 o 2 21 7 i 3 11 h9-6O 3 10 3 3 3 3 8 6 39 1h : ll 28 61-72 3 21 18 S 6 1 6 h 68 22 : hB 75 73-8h l 8 O 2 3 2 O O 16 5 : 9 56 8596 O O 1. O l 11 O O 6 2: 3 50 97-108 0 3 O o o 13 0 o 16 5 : 10 63 109-120 0 O O O O 9 O O 9 3 : 9 100 121 & over 0 O O O O 2 O l 3 1 : l 33 Not given 0 h 11 6 1 3 3 5 33 11 : 5 15 Total 9 67 93 25 2O h3 2O 20 297 100 : 101 Per cent 3 23 31 8 7 1h 7 7 100 : 3h Mean hours : earned hS h6 23 32 h? 10h hl 32 f TABLE.UV NUMBER AND PERCENTAGE a? RESPONDENTS BY PROGRALS ACCGDING TO THE TOTAL NUMBER 05‘ SEMESTER HOURS EARNED IN COMMUNITY JUNIOR COLLEGE Studenta' #390 3‘! I‘QOI 'untnotzxno pews JOQQO £Sotouqoaq Fats-mums}! Aflotouqooa IVOIUVQOQH Afiotouqoeq t‘tzasnvur ABotouqooq quemefivuvm I‘TJQFnPUI ABotouqoaq Sutieoutfiua ASotouqooq Iotuozqoota Afiotouqooq- 1‘01149013 fifiotouqooa Mmza Aflotouqoog Ittto Afiotouqooq nmaoozmoxv ASotouqooa 9‘140W04WY indioction of computer hours earned 137 r4C303b-d‘ HH H NHFHQ nnmfln oaoon IOONNH OHHHH NOOCDQ' r-l NnIOI-Iu-l ... OOOOO HHI-INQ' finOHH. mwmflfl 01¢an H OHOOH ONOOO 0.04004» 0-12 13-24 25-36 57-48 49-60 NONI-DUO N 64 16 16 HHOOO 000000 {000000 QHOHfi‘ r-INHOO .... HOOOO HOOOO ”NNNN “09300 H «#000 H HHHOD Fl 00000 «mono 61-72 73-84 85—96 97-108 109-120 121 and over Not given 4 63 14 12 39 54 28 12 49 19 Total 297 100 100 22 13 11 17 Pbr cant 138 in Institution 6, nearly one-third of the students completed 12 or fewer semester hours of college work. Another 10 per cent terminated their experiences in the community junior colleges after taking less than 25 semester hours of college work. Thirty per cent completed one year or less of college work and 50 per cent completed less than 62 semester hours of work. Nine of the students completed over 108 semester hours in the community junior colleges. For these people this was a great deal more than a two-year college experience. Sixteen of the 101 graduates earned less than the minimum 62 credits in the community junior colleges; therefore, these students transferred credits from other institutions. A high.percentage of the students who earned less than 13 semester hours, as reflected by Table LV, were concentrated in 2 programs; electrical technology and mechanical technology. No one earned less than 12 semester hours in any of the following programs: automotive technol- ogy, architectural technology, civil technology, industrial management technology, and metallurgical technology. Nearly one-half of the enrollees had terminated prior to the completion of 37 semester hours in the elec- trical technology, electronics technology, or the mechanical technology curricula. Ninety per cent of the students enrolled in civil technology completed 61 or more semester hours of college work. Over 50 per cent of the enrollees in metallurgical technology completed at least 61 semester hours of the program. Only approximately 20 per cent completed the pro- gram in mechanical technology and less than 10 per cent in engineering technology. Both of the students studying architectural technology terminated before having completed 25 semester hours. Two students in 139 civil technology and 1 student in drafting technology earned more than 120 semester hours of college credit. Continuous enrollment. For 86 per cent of the students enrolled, their college experience was a continuous one on a sequential program as shown in Table LVI by each of the participating colleges. The data by programs is contained in Table LVII. Ninety-five per cent of those who graduated participated continuously on a sequential program. The fact that only 5 per cent of the graduates had an intermittent college experi- ence is very significant. Only 13 per cent of the respondents engaged in an intermittent type of college education. All of the respondents from Institution 2 continued in college until final termination without interruption. Less than 10 per cent of the respondents from Institutions 11, 10, 8, and 5 TABLE LVI NUMBER AND PERCENTAGE OF STUDENT RESPONDENTS FOR EACH COLLEGE INDICATING CONTINUOUS ENROLLMENT IN COMMUNITY JUNIOR COLLEGE ON A SEQUENTIAL PROGRAM UNTIL GRADUATION OR TERMINATION Continuous Institution Total Per ; Graduates enrollment 2 S 6 7 8 9 10 11 cent : No . Per : cent Yes 9 59 71 22 19 38 18 18 258 85 2 96 38 No 0 6 20 3 1 h 2 2 38 13 E 5 13 Not given 0 2 2 o o 1 o o 5 2 Q o 0 Total 9 67 93 25 20 h3 20 20 297 100 E 101 Per cent 3 23 31 8 7 1h 7 7; 100 : 3h TABLE EUII #390 sea 19401 mntnorzsno peSusqo JOQQO Agotouqoea nofimunen Afiotouqooq tnorquoqn factouqoeq I‘TJQBnPuI Afiotouqoea mnemefiwuwm tutaqsnpux Afiotouqooq Sutsoeutfiua Afiotouqooq sotuosqoeta factouqoeq I‘OIJQOOIE ASotouqoea 3111:1419-th ASoIouqooa ITAIO ON.A SEQUENTIAlnPROGRAM UNTIL GRADUATION OR TERMINATION Afiotouqooq I‘Jn40941q017 SPONDENTB BY PROGRAI-B INDICATING CONTINUOUS ENROLLMENT IN COMMUNITY JUNIm COLLEGE ASotouqoeq GAIQOWOQWV mm mm PERCENTAGE OF RE Continuous enrollment 140 85 254 52 14 34 42 27 19 18 The 13 38 10 No Not given 297 100 4 14 12 63 59 28 12 49 19 Total 100 22 15 11 17 Pbr cont 1hl followed a pattern of intermittent enrollment. Table LVII provides information by programs as to the nature of the continuity of the college experience of the population studied. For instance, none of the students in the following curricula indicated a pattern of intermittent enrollment: automotive technology, architectural technology, industrial management technology, and metallurgical technol- ogy. Lack of a continuous pattern of enrollment was more evident in the programs of mechanical technology and electrical technology, in which cases over 15 per cent followed this pattern. The percentage of respond- ents indicating irregular enrollment in the drafting technology curriculum was approximately the same as for the total group. Completion 2£_requirements‘in‘a two-year period. The community junior colleges are considered two-year institutions. What percentage of students in the current study were successful in completing the require- ments of their program in a two-year period? Table LVIII relates the analysis to the colleges attended and in Table LIX according to the programs at the community junior colleges. According to Table LVIII, only 25 per cent of the respondents were able to complete the requirements of the program in the two-year'period. Sixty-three per cent responded negatively to this question and 11 per cent did not reveal the nature of their experience. Further insight is provided by a study of Table LIX. In this table the number and percentage of student respondents by'programs who indicated completion of the requirements of the curriculum in a two-year period is shown. None of the students enrolled in architectural technol- 1&2 ogy were successful in completing within this time. Approximately one- half of the students were able to complete the programs in the two-year period in automotive technology, civil technology, industrial technology, and metallurgical technology. Approximately 10 per cent of the respond- ents in electrical technology and mechanical technology completed the requirements during the two-year period. ‘Ngmhgg of school years on program. The number of school years enrolled on this program is the subject of Tables LX and LXI. The analysis of the number of school years on the program is covered by Table LX from the point of view of the college attended. Approximately one-fourth of the students spent 1 year on the program while about one-half of the students spent 2 years on the program. Less TABLE LVIII NUMBER AND PERCENTAGE OF STUDENT RESPONDENTS FOR EACH COLLEGE INDICATING COMPLETION OF REQUIREMENTS OF CURRICULA IN A TWO-YEAR PERIOD Completion Institution Total Per ; Graduates in a two- cent : No. Per year period 2 S 6 7 8 9 10 11 : cent Yes 0 19 6 s 8 16 13 8 75 252 62 83 No 8 36 82 17 11 20 6 8 188 611; 28 16 Not given 1 12 S 3 l 7 l h 3h 11 2 ll 32 Total 9 67 93 25 20 h3 20 20 297 100 2 101 Per cent 3 23 31 8 7 ' 111 7 7 100 : 31; : TABLE LII NUMBER AND HERCENTAGE CF RESPONDENTS BY mom INDICATING CCMPIETION (F REQUIREMENTS G‘ CURRICULA IN A TWO-YEAR PERIOD an» .ch I‘QOI ‘mntnotixno pews mm ASotouqoea no Ifimttuem £Sotouqoeq I‘OIU‘QOQN Aflotouqoea I‘IJQ'HPHI Afiotouqoea muomefiwuem I‘Tl4flnpul ASoIouqoei SutzeouISug Aflotouqooq sotuosqoetg Afiotouqoea T‘OIJQOOIS Afiotouqoea Satan-ta Afiotouqoei IFAIO Afictouqoeq I‘Jn8994Fq°¢7 Afiotouqoea 04140m94fl7 Completion 1n.a'hwo- 'yeer period I 0‘. vii—1.4L 143 25 75 17 12 11 YOU 64 188 52 20 29 19 53 No 11 34 Not given 4 297 100 63 14 12 39 28 12 49 19 Total 100 22 13 11 17 For cent 188 than one-fifth of the students used 3 years on the program and only h per cent were enrolled on the program for h years. While approximately 80 per cent of the graduates devoted only 2 years to the program, 8 per cent required 3 years to complete the two-year program. The program upon which students were enrolled for l, 2, 3, and h years are reported in Table LXI. In two programs, mechanical technology and electrical technology, approximately one-third of the students were enrolled only 1 year. But, in electrical technology 13 of the 3h students were also enrolled for 3 years. Drafting technology enjoyed the distinc- TABLE LX NUMBER AND PERCENTAGE OF STUDENT RESPONDENTS FOR EACH COLLEGE INDICATING THE NUMBER OF SCHOOL YEARS ENROLLED ON THE PROGRAM Number of Institution Total Per : Graduates school cent : No. Per years 2 S 6 7 8 9 10 ll : cent 1 O 12 37 8 O 7 O 2 66 22 : l 2 2 3 26 26 9 ll 21 16 13 125 h2 : 80 6h 3 h lb 16 h 6 8 1 1 5h 18 : 8 15 h 1 3 h 1 1 o 1 o 11 h i 1 9 Not given 1 12 10 3 2 7 2 A hl 1h : 11 27 Total 9 67 93 25 20 RB 20 20 297 100 : 101 Per cent 3 23 31 8 7 1h 7 7 100 : 3h TABLE LII NUMBER AND PERCENTAE or RESPONDENTS BY PROGRAM INDICATING THE NUMBER or SCHOOL YEARS ENROIIED ON THE mow 4u°° 5‘! I'QOI WhInOIJJnO pews 40820 Afiotouqooa maximums?! Afictouqoea I‘OTH'QOQN ASotouqoea tutzqsnpux Afiotouqoea quemefiwuem twtsqsnpux Afiotouqoea Sutmeoutflua Afiotouqoea eetuoaaoeta ASotouqoea I'OIJQOOIE Afiotouqoeq Sumac Afiotouqoea 11410 ASotouq094 nmoamoxv ABotouqoeq easaoubanv of school yours number 145 66 11 125 42 1 19 27 13 18 14 12 18 54 13 10 11 14 41 Not given 14 12 4 297 100 63 39 12 28 49 34 2O 19 Total 100 22 13 11 17 For cent lh6 tion of having nearly 10 per cent of the students enrolled on the program for h years. Grades earned in college. What were the average grades earned by the respondents in college? Summaries of the answers to this question are contained in Table LXII and LXIII. While the information reported is based on the students' responses, a test check of validity employing the official records of Institution 6 based upon the students' statement of grades as compared with the official in the registrar's office revealed a validity of 70.9. TABLE LXII NUMBER AND PERCENTAGE OF STUDENT RESPONDENTS BY COLLEGES ACCORDING TO GRADES EARNED IN COLLEGE Students' Institution Total Per ; Graduates statement of cent : No. Per average : cent grade 2 S 6 7 8 9 10 ll : z z A O O O O 2 l O O 3 l : O O B 3 16 16 6 8 20 6 9 88 28 Q hl 89 x C 6 h? 53 10 10 19 1h ll 170 58 = 59 35 D o 3 17 8 o o o o 28 9; o o E o 0 h o o o o o h 1; o 0 Not given 0 l 3 l O 3 O O 8 3 2 l 13 ; Total 9 67 93 25 2O h3 2O 20 297 100 z 101 : Per cent 3 23 31 8 7 1h 7 7 100 : 3h Nearest 0. mean grade 0 C C , C B B C C TABLE LIIII NUMBER AND PERCENTAGE (F RESPONDENTS BY PROM momma TO GRADES EARNED IN COLIEE quoo Jag I‘QDI mntnotasno pofiueqo 1‘Q4O Lfiotouqoea vofimu'qem fifiotouqoeq I‘OIU‘QOGN Afictouqoeq 1‘11439PUI ASotouqoeq muonofiwuvm tvtzqsnpux ASotouqoeq Sutseouxaug Afiotouqoea Iotuoxaoetg ASotouqoeq t‘°¥1$°°tfl factouqoeq guIQJ‘JC Afiotouqoea 17410 Afiotouqoea I9194°°4Iq017 ASotouqoea fitIQDWD4fiV of sverege Studente' statement grade 147 16 13 11 11 10 m 58 170 32 11 24 15 14 31 13 O o: as g; d! c: c: as c: c: C) :N F! <3 c: c: '4 c: a: <3 no co co (3 c>~ c: c>~ c> c> c> Cl HI Not given 4 297 100 63 14 12 39 12 28 49 19 Total 100 22 13 11 17 Per cent 1h8 Only 1 per cent of the students reported earning grades in college of A or E. While 28 per cent said they earned an average grade of B, only 9 per cent of the students admitted having earned an average grade of D. Over half, 57 per cent to be exact, reported earning an average grade of C. The mean grade earned in 6 of the 8 colleges was C while in 2 of the colleges it was B. Forty-one of the 101 graduates said they earned grades of B while 59 stated their average grade was C. Table LXIII which.provides an analysis by program of the average grades earned in college shows that one of the 3 students having the average grade of A was enrolled in electrical technology and another was a student taking electronics technology. However, 2 of the h students who reported an average grade of E were also in electrical technology while the other 2 were studying mechanical technology. Not any of the students in automotive technology, architectural technology, civil technology, industrial management technology, or metallurgical technology reported earning average grades less than C. Approximately 15 per cent of the enrollees in mechanical technology and electronics technology indicated grade averages of D. Students employed while attending college. Table LXIV and LXV describe the employment status of students while at college. As shown through Table LXIV, 52 per cent of the students worked on part-time jobs and 22 per cent of the students held full-time jobs while attending college. Only 16 per cent of the students stated that they did not hold jobs. Sixty-six per cent of the graduates held part-time jobs and about 17 per cent held full-time jobs. 189 Electrical technology and electronics technology, as recorded in Table LXV, had the largest percentage of enrollees holding full-time jobs -- over 32 per cent. Next, in this category was industrial technology. Nineteen of the 20 students in civil technology worked on part- time jobs as compared with 8 of the 19 enrollees in automotive technology who were employed on.part-time jobs. About one-fourth of the students in automotive technology, drafting technology, and mechanical technology were not employed. The only student taking industrial management technology was employed on a full-time job. TABLE LXIV NUMBER AND PERCENTAGE OF STUDENT RESPONDENTS BY COLLEGES WHO WERE EMPLOYED WHILE ATTENDING COLLEGE Employment : status while Institution Total Per : Graduates attending cent : No. Per college 2 5 6 7 8 9 10 ll : cent : Part-time : job 6 38 38 13 10 30 11 9 153 S2 : 67 88 Full-time 2 job 3 10 28 1 7 h 5 8 66 22 : 17 26 No job 0 12 1h 8 2 6 3 2 h? 16 2 12 26 Not given 0 7 17 l l 3 1 l 31 10 : 5 16 Total 9 67 93 25 20 NB 2O 20 297 100 : 101 Per cent 3 23 31 8 7 1h 7 7 100 : 3h : ¥ Ii TABLE LIV NUMBER AND PERCENTAGE or RESPONDENTS BY FEW WHO WERE EMPIDYED WHILE ATTENDING CONE-fl ence sea I‘QOI mntnctxxno pefiueqo JGQAO Afiotouqcea mafimuvm Aiotouqcea I‘97u‘q09fl Afiotouqcea tetaqsnpux Afiotouqcea queueSeuem I‘Tlfiflnpul Afictouqeea Sutaeoutfiua ASotouqcea eotuozaeotg ASotouqcea I‘OIJQOOIE Afiotouucea 9111mm Afiotouqcea IIAIO Afiotouqceq t‘anOOQTQOIV Afictouqcea GAIQOWDQflV Employment statue while attending college 150 52 28 14 16 27 19 153 Partitime job 22 11 66 11 11 Fulldtime job 16 47 12 No job 10 31 Not given 4 297 100 63 14 12 39 49 12 19 Total 100 22 13 11 17 Per cent 151 Average weekly income from emplgyment while attending college. Table LXVI provides ananalysis by colleges attended of the average weeldy income from employment while attending the community junior college. TABLE LXVI NUMBER AND PERCENTAGE OF STUDENT RESPONDENTS FOR EACH COLLEGE INDICATING THE AVERAGE WEEKLY INCOME FROM EMPLOYMENT WHILE ATTENDING COMMUNITY JUNIOR COLLEGE Average Institution Total Per : Graduates weekly cent : No. Per income 2 S 6 7 8 9 10 11 2 cent Less than : $10 0 5 7 h 1 o 1 o 18 6 : 6 33 $10-$11; 0 S )4 l 2 3 l O 16 3 : 10 63 $15-$19 1 5 6 ll 3 O l O 20 7 : 10 SO $20-$2h O 8 5 h 2 h 3 l 27 9 : 9 33 $25-$29 1 6 h 3 l 3 2 l 21 7 7 33 $30-$31. 0 6 s o o h 2 u 21 7 1h 67 $35-$39 0 2 2 1 o 9 0 1 15 5 6 ho $110—$111; 2 2 u o o 5 o o 13 h 3 23 $115-$179 0 O O O O 2 l O 3 l : l 33 $5018: over h 13 31 1 9 14 6 10 78 27 : 21 27 Not given 1 15 25 7 2 9 3 3 65 22 : 1h 22 Total 9 67 93 25 20 h3 20 20 297 100 101 Per cent 3 23 31 8 7 11L 7 7 100 : 3h 152 Twenty-one of the graduates earned weekly salaries of over $50 while attending college. Twenty-seven per cent of all the respondents were earning $50 or over per week while attending college. The next group in size, consisting of 9 per cent, earned between $20 and $2h.per week. ‘While 18 per cent earned less than $20 per week, 31 per cent earned $h0 per week while going to college. Further information concerning earnings is given in Table LXVII which provides the analysis by programs. Approximately 10 per cent of the employed students in drafting technology and mechanical technology earned less than $10 a week while none of those enrolled in engineering technology who were employed earned less than $20 per week. All of the students studying civil technology were employed and earning $30 a week or more. Twenty-one of the 62 students in electrical and electronics technology earned $50 or over per week, as compared with about 27 per cent of the students in the same income bracket studying industrial and mechanical technology. Twenty-seven.per cent of all of the students reporting full-time employment were earning in the $50 and over category. Counseling and Guidance Counseling and guidance is usually considered one of the five main functions of the community college. The importance of this function.has been emphasized in many of the responses to items on the questionnaire. Occupational choice if made 923' Table LXVIII provided an oppor- tunity for the respondents to suggest what might have been their occupa- TABIE IXVII quec Jag W203 mntnotazno pefiuvqo JOQQO Afiotouqceq Wetfimttvaen ABotouqcea I‘OMOGN Afiotouqcea I‘IJ4BRPUI Afiotouqcea anomaSeuem T'Vflnpul Afiotouqoea Butxeoutfiug Afiotouqcea cctuozaeetg ASotouqeea I‘OIJ$°°IS ABoIouqoeq 9111mm ATTENDING COMMUNITY JUNIOR COLIEE 580101177094 IPA-IO Isotouqoea I‘J“40941q017 Afiotouqcea GAIQDWDQWV NUMBER AND RECENTAGE OF RESPONDENTS BY mow INDICATING THE AVERAGE WEEKLY INCOME FROM EMPLOYMENT WHILE Average weekly income 153 «DI-0250b- 18 16 20 27 21 00000- OOHOH ”HNHO hd‘fl'fi‘d‘ NDNQID OOOOO OOOIOH HDNV'N omnnm #Hcotofi' 00000. 00000- HOONN less than 310 3 10-3 14 820-324 315-819 ”543’ blOfi‘o-l COCO HOOD “000 ”“00 “00:4 0000 rev-+00 Flu-4000 N000 IONIOO ”03¢“ OOOO IOOOO $30-$34 $35-$39 $40-$44 $45-$49 27 22 78 65 HO '0“) $50 and over Not given 4 297 100 63 14 12 39 20 49 12 19 Total 100 22 13 11 17 Per cent 15h tional decision if made at the time of the study rather than during the school year 1958-59. Thirty-nine per cent said they would select the same occupation. Ten per cent indicated they would select a trade, 15 per cent a profes- sion, and 11 per cent would enter business. The appeal of agriculture as a life occupation is slight to this group since only 1 per cent would make this choice. 'While approximately the same per cent of the graduates as TABLE LXVIII NUMBER AND PERCENTAGE OF STUDENT RESPONDENTS FOR EACH COLLEGE INDICATING THE OCCUPATIONAL CHOICE THEY WOULD MAKE AT THE TIME OF THIS STUDY Occupational Institution Total Per ; Graduates choice - now2 5 6 7 8 9 10 11 cent : No. Per .31, : cent Select the : same one 5 2h 26 1h 10 17 8 8 11h 39 : 38 33 Select a : trade 1 9 13 2 O 2 l l 29 10 : 5 17 Select a ‘ : profession O 11 16 3 h 6 3 2 h5 15 : 23 51 Enter : business 0 7 1h 1 3 2 3 h 31; 11 : 10 29 Enter : agriculture 0 1 2 O O 0 0 O 3 1 : 1 33 Other 1 3 0 l l 7 1 2 25 8 : 5 20 None given 2 12 11 h 2 9 h 3 h7 16 : 19 to Total 9 67 93 25 20 113 20 20 297 100 E 101 Per cent 3 23 31 8 7 1h 7 7 100 : 3h 155 of the total respondents would have selected the same occupation if the choice were presently made, only about half as many of the graduates would have selected a trade and over 50 per cent more would have selected a profession. How satisfied were the respondents with the occupational choice they had made? Table LXIX offers some answers to this question. Fifty- five per cent of the respondents who studied civil technology would select the same field now. Eight of the 1h respondents enrolled in metallurgical technology would again make the same choice. But, only about 1 of every 3 enrolled in automotive technology, drafting technology, industrial technology, or mechanical technology would select the same field today. The largest percentages of those who would select a.profes- sion were concentrated in the group of individuals who had chosen civil technology, drafting technology, and/or mechanical technology. Six of the 28 individuals enrolled in electronics technology indicated that they would have entered business. Assistance in arriving at an occupational choice. The number of individuals in need of assistance in arriving at an occupational decision suggested the importance of this guidance and counseling function. The results of the tabulation of the responses pertaining to this point is given in Table LXX by colleges and in Table LXXI by programs. In general, the students seemed well satisfied with the way the counseling function was being performed. On a numerical rating scale with 1 as the highest value and S as the lowest value, most of the respondents from the participating colleges rated this function, 2. 156 OOH OOH van w choc you ad Hanna ma Ha ma OH a» rd mu ad mm ind d‘ ¢~O HOO O~O n 55» 82 .38 D caspasoanwd uoawm on. c:- nuoflansp wanna o nonouomobm d vooaom w each» d phenom b one case one vooaom qneo as; T9%01 139311qu JGQQO Aflotouqoeq 17001311111349?! Kfiotouqoea {sotusqoen Afiotouqoea Istaasnpux Afiotouqoeq qnemefiwusm IVIJQBHPUI KSoIouqoea Sutzeeutfiug Afiotouuoeq coruoaaeotg £Sotouqooa {cotaqoota ABotouqooq Bum-Ia Aflotouqoeq IIATO AfloIouqoeq Ivanqoeqxqozv mntnotzxno to: I coaGAo Hunoupamaooo mm Mm mm. F 1 hnbam mHma ma MEHH Hun 84 g 38..» Emma MOHomO ASSHBSWDOB nae mszHOHfi—ZH 34.80% Mm mazmnzommmm .3 madamommfi 924 g HHHH wands 157 nearly one-half of the graduates also rated this 2 with 10 per cent rating it 1. The composite results indicated that 11 per cent considered the performance of this function to be excellent; whereas, only h.per cent considered it to be very poor. Thirty-one per cent said that it was good and only 16 per cent stated that it was poor. Twenty-seven.per cent rated the performance of the function as fair. TABLE LXX NUMBER AND PERCENTAGE OF STUDENT RESPONDENTS FOR EACH COLLEGE INDICATING QUALITY OF GUIDANCE RECEIVED FROM THE COMMUNITY JUNIOR COLLEGE IN MAKING AN OCCUPATIONAL CHOICE Mean of 2 2 2 3 2 2 3 2 student ratings Quality Institution Total Per ; Graduates of cent : No. Per guidance 2 S 6 7 8 9 10 ll : cent Excellent 2 10 8 3 2 3 l h 33 11 8 10 30 Good 3 20 28 5 s 19 6 7 93 312 1.2 us Fair 1 16 23 11 8 9 6 s 81 28 E zu 30 Poor 2 12 15 5 l S S 2 h? 16 ; ll 23 Very poor 0 2 h l 1 3 2 O 13 h 8 7 5h Not given 1 5 15 O 3 h 0 2 30 10 8 7 23 : Total 9 67 93 25 2o h3 20 20 297 100 : 101 Per cent 3 23 31 8 7 1h 7 7 100 8 3h 2 TABLE III! NUMBER AND PERCENTAGE CF RESPONDENTS BY PROGRAM INDICATING QUALITY OF GUIDANCE RECEIVED FROM THE COMMUNITY JUNIOR COUEGE IN MAKING LN CBCUPATIONAL CHOICE qnoo Jed roan; untnotzano pmo aeqao Afiotouqoei vofimnmen ASotouqooq {sotuuqosm Afiotouuooq tfitaqsnpux Afiotouqoeq guemefiwuum tttzqsnpux Afiotouqoeq maemfius Afiotouqoeq sotuosqoota £Sotouqooq I‘OIJ4OGI3 Afiotouqooa htmxa Afiotouqoei IIAIO ASoIouqoeq trmzooamoxv ASotouqoog 94140WD¢NV guidance Quality of 158 11 33 Excellent 31 93 19 14 14 14 10 Goad 28 81 20 13 16 Fair 16 47 12 11 Pour 13 Very poor 10 30 Not given 4 297 100 63 14 12 39 28 12 34 49 19 Total 100 22 13 11 17 Per cent 159 Table LXXI provides an analysis of the reaction of individuals by programs to the assistance received in making an occupational choice. Fifty per cent of those who studied automotive technology gave the performance of this function a rating of good or excellent. The same is true of the students enrolled in civil technology, electrical technology, industrial technology, and metallurgical technology. The number of students who rated the performance of counseling poor or very poor was higher among the enrollees in industrial technology and mechanical technology than that of the group as a whole. Assistance in becoming adjusted at collgg . The quality of the counseling and guidance in assisting the students to become well adjusted at college as rated by the respondents is reported in Table LXXII accord- ing to colleges attended and in Table LXXIII according to curricula followed. According to Table LXXII the mean rating by the students of this function was 2 for each of the colleges with the exception of Institution 7 which received a rating of 3. The rating scale had 1 as the highest rating and 5 as the lowest rating on a fiveepoint continuum. Considering all respondents as one population, 11 per cent rated the performance of this function as excellent; 39 per cent, good; 29 per cent, fair; 9 per cent, poor; and only 3 per cent, very poor. A higher percentage of graduates checked ratings of excellent and good than of the total respondents. How did the member respondents in the various curricula view the effectiveness of the colleges in this very'important aspect? While 50 160 per cent of the total respondents gave a composite rating of excellent or good for this function, about 60 per cent of those from civil technology, industrial technology, and metallurgical technology rated this as good or excellent. Twenty-two per cent of the students in drafting technology were unhappy with the way they were given assistance in adjusting to the college environment since they gave either a rating of poor or very poor to this item. TABLE LXXII NUMBER AND PERCENTAGE OF STUDENT RESPONDENTS FOR EACH COLLEGE INDICATING THE QUALITY OF GUIDANCE RECEIVED FROM THE COMMUNITY JUNIOR COLLEGE IN GETTING ADJUSTED AT COLLEGE Mean of 2 2 2 3 2 2 2 2 student ratings Quality Institution Total Per : Graduates of cent : No. Per guidance 2 5 6 7 8 9 10 ll : cent Excellent 2 6 5 1 h 8 5 3 31; 11 : 20 59 Good 3 25 32 11 8 19 9 8 115 39 an 38 Fair 2 21 29 6 3 1h 6 S 86 29 : 28 33 Poor 0 8 10 S 2 O 2 27 9 : 2 7 Very poor 1 1 h 2 o o o o 8 3 2 25 Not given 1 6 13 o 3 2 o 2 27 9 5 19 Total 9 67 93 25 2O h3 20 20 297 100 : 101 Per cent 3 23 31 8 7 1h 7 7 100 : 3h : TABLE IZIIII NUMBER AND PERCENTAGE CF RESPONDENTS BY FEW INDICATING QUALITY (F GUIDANCE RECEIVED FROM THE COMMUNITY JUNIGZ COLLEGE IN GETTING ADJUSTED AT COLLEGE r -—_‘ quec Jed I‘QOL umtncumo pofimo mm Afiotouqcea tufi-mumon flotouqoeq. tectunqoen £Sctouqceq I‘VWPUI 5301;011:1094 anemeficuwm Fun-““1331 Afiotouqcen 311139 91113113 Afiotouqceq ectuoxqcetg Afiotouqoei IVOIJQOGIH fictouqceq. 391mm fictouqceq. HATS motouqcci “mil-094131017 motouqoeq. entqomcquv Qualit y of guidance 161 11 Excellent 39 115 22 18 14 Good 29 86 22 11 12 13 Fair 27 Poor Very poor 27 Not given 297 100 4 14 12 63 39 12 28 49 20 19 Total 100 22 13 11 17 Per cent 162 Counseling on school problems. A companion guidance function to facilitating adjustment to the college environment is assisting students in solving school problems. How did the students feel about the way the colleges served them in this area? As we study Tables LXXIV and LXXV student satisfaction is apparent. In Table LXXIV, the figures indicate that 78 per cent rated the performance of this guidance function as excellent, good, or fair; while only 13 per cent rated it as poor or very poor. Approximately 88 per TABLE LXXIV NUMBER AND PERCENTAGE OF STUDENT RESPONDENTS FOR EACH COLLEGE INDICATING THE QUALITY OF GUIDANCE RECEIVED FROM THE COMMUNITY JUNIOR COLLEGE IN COUNSELING ON SCHOOL PROBLEMS Mean of 2 2 2 3 2 2 2 2 student rating Quality Total Per : Graduates of cent : No. Per guidance 2 5 6 7 8 9 10 11 : cent Excellent 0 6 7 l 3 7 7 2 33 1.1 : 2h 73 Good )4 22 36 9 12 17 6 7 113 39 : M; 39 Fair )4 2h 22 7 l 12 5 8 83 28 : 21 25 Poor 0 9 8 h 0 S O 2 28 9 i 6 21 Very poor 0 l S h 1 O 1 O 12 b, : 3 25' Not given 1 S 15 O 3 2 3 2 28 9 : 3 11 Total 9 67 93 25 20 143 20 20 297 100 : 101 Per cent 3 23 31 8 7 11$ 7 7 100 : 3h H TABLE LEIV NUMBER AND PERCENTAGE CF RESPONDENTS BY HIGGRAMB INDICATING QUALITY (F GUIDANCE RECEIVED FROM THE COMMUNITY JUNIGI COLLEGE IN COUNSELING ON SCHOOL PROBLEMS xuec deg IVQOI mntnctaxno peSueqo JGQQO Afiotouqceq I9013Jn1194éfl ABotouqceq I‘OTU'HOQN ffiotouqoei I‘IJQBnPUI ABotouqceq quemefieuem tvtzqsnpux Afiotouqoeq Sutxeeutfiua Kfiotouqceq ecruozqcetg fifiotouqcea {301149913 Afiotouqcea 391mm Afiotouqceq IFATO Afiotouqceq tnanceatqcxv ASotouqceq OAIQOW0¢WV Quality of guidance 11 33 Excellent 163 39 113 19 17 16 16 Good 83 21 11 10 19 Fair 28 Poor 12 Very pour 28 Not given 4 63 14 12 39 28 12 49 19 Total 297 100 100 22 13 11 17 Per cent 16h cent of those students who graduated rated this service as being fair, good, or excellent. The analysis by programs in Table LXXV, show that over 20 per cent of the students in drafting technology were unhappy with the way this function was performed within the college. While nearly 50 per cent of the group as a whole rated the performs ance of this function to be excellent or good, almost 60 per cent of the students in automotive technology and industrial technology gave it this rating. Only 1 of the 12 respondents in engineering technology gave the performance of this function a poor or very'poor rating. Counseling on personal problem . The general feeling of most stu- dents was that the community junior colleges were effective in providing good assistance in adjusting to college life and also in counseling on school problems. How did these students feel about the assistance in counseling on personal problems? The tabulation of this information is given by colleges in Table LXXVI and also summarized according to programs in Table LXXVII. Comparison of Table LXXVI and Table LXXIV revealed that the mean rating, using the same five-point rating scale, of both tables is the same. ‘While the mean ratings were identical, the evaluation by percent- ages shows a definite downward shift in the ratings of excellent, good, and fair. The distribution of student ratings by colleges more nearly approximates a normal distribution for this item than for the previous one with the exception of the ratings given the performance of the activity within Institution 9. Again, a large percentage of the graduates 165 checked excellent and good than of the total respondents. The high degree of student satisfaction of students from industrial technology and mechanical technology was apparent as a result of studying Table LXXVII. General satisfaction was also apparent among the respond- ents from automotive technology, civil technology, and electrical technology. However, the feeling of satisfaction was not shared to the same degree by 12 of the h9 respondents from drafting technology who gave this item a poor or a very poor rating. TABLE LXXVI NUMBER AND PERCENTAGE OF STUDENT RESPONDENTS FOR EACH COLLEGE INDICATING THE QUALITY OF GUIDANCE RECEIVED FROM THE COMMUNITY JUNIOR COLLEGE IN COUNSELING ON PERSONAL PROBLEMS Mean of 2 2 2 3 2 2 2 2 student ratings Quality Institution Total Per : Graduates of cent : No. Per guidance 2 5 6 7 8 9 10 11 : cent Excellent 1 2 3 2 l 5 3 2 l9 6 : 9 A? Good 1 18 21 7 8 l3 5 3 76 26 i 39 51 Fair 5 21 29 7 7 1h 6 8 97 33 i 27 28 Poor 0 ll 8 h 0 5 l 1 30 10 : 7 23 Very poor 1 2 7 h 1 O 2 l 18 6 : 6 33 Not given 1 13 25 l 3 6 3 5 57 19 : 13 23 Total 9 67 93 25 20 113 20 20 297 100 101 Per cent 3 23 31 8 7 1h 7 7 100 : 3h 1 166 pom «N no mm on an hm ma on hm ma H case 82 noon knob Loom hack 600$ pfloaaoowm pefiquo JGUQO Afictouqceq mntnctzznc maximums! IUOIuvqoaw I‘IJASUPUI ASotouqoea Sutzeeutflug Afiotouqcei ectucxacetg Aflotouqcea ASotouqoeg fifiotouqceq t‘01349013 Afiotouqcea flaw-ta IIAIO Afictcuqceq teznqceqtqcxv Afictouqcei OAIQOWDQWV’ Afictouqcea condone» no .1335 amomm £420”th 20 GZHHMQSOO 2H Hannah—$30 may 30mm Emoflm $.02be .3 hagd czHadoHn—ZH 250% Nm mazmnzommfim .3 Edgcmflm 924 g HHEHHH Mandy mumaaoo mUHZDfi 167 Assistance in securing a job. An important outcome of industrial- technical education normally is achieved only upon securing employment. Did the respondents believe that they had received adequate assistance from the college in this task? The results of the tabulation of the opinions of the students are provided in Tables LXXVIII and LXXIX. Employing the same five-point rating scale as previously indicated, the students' mean rating in four of the institutions was 3, while in TABLE LXXVIII NUMBER AND PERCENTAGE OF STUDENT RESPONDENTS FOR EACH COLLEGE INDICATING THE QUALITY OF ASSISTANCE RECEIVED FROM THE COMMUNITY JUNIOR COLLEGE IN OBTAINING A JOB mean of 3 3 2 3 3 2 h 2 student ratings Quality Institution Total Per ; Graduates of cent : No. Per guidance 2 5 6 7 8 9 10 11 : cent Excellent 0 h h o 2 11 2 3 26 9 2 1h 51 Good 2 10 ll 7 2 10 h 3 U9 1? 8 21 h3 Fair 2 10 19 S 3 10 1 8 5h 18 Q 16 3o : Poor 1 13 6 6 5 l 2 3 37 12 : 13 35 Very'poor 3 19 1h h h 3 10 3 6O 20 ; 30 50 Not given 1 ll 39 3 h 8 l h 71 2h 8 7 10 Total 9 67 93 25 20 N3 20 20 297 100 8 101 Per cent 3 23 31 8 7 1h 7 7 100 ; 3h ; TABIEIXXII NUMBER AND PERCENTAGE OF RESPONDENTS BY PROGRAMS INDICATING THE QUALITY OF ASSISTANCE RECEIVED FROM THE COMMUNITY JUNIOR COLLEGE IN OBTAINING A JOB Quelit y 41:90 .tea: 1:1-40.1 'mntnctxxnc pefimo mm Afiotcuqcei race-mutant Aflotouqceq FOWOM Afiotouqcea I‘IJQBHPUI Afiotouqoea queuefiwm I‘IJQBNPUI fictouqceq. $119st ABotouqceq ectuoxaoeta fictouqccq, FOI-IWOIE motouqoeq. Batman £90 touqceq. 1111410 Borouqoeq. I‘maoeamozv £20 touqceq. 9M: 401110 ADV guidance Excellent 168 17 49 Good 18 54 15 11 Fair 12 37 10 Po or 20 60 15 12 Very poor 24 71 20 15 Not given 4 297 100 63 14 12 39 12 28 49 20 19 Total 100 22 13 11 17 Per cent 169 three other institutions it was 2 and in one institution it was h. The downward trend is apparent also, from a study of the percentages listed in the table. The quality of assistance received from the colleges in obtaining a job were rated as follows: excellent, 9 per cent; good, 17 per cent; fair, 18 per cent; poor, 12 per cent; and very poor, 20 per cent. For the first time in the study of the major guidance functions 1 of every 5 students stated that these colleges were doing a very poor job in a guidance function. Approximately 30 per cent of the graduates agreed with the opinion of the total respondents in characterizing the assistance in obtaining a job as being very poor. The feeling of deficiency among the total number of respondents was especially strong in several of the institutions. Only respondents who had attended Institu- tion 9, strongly persisted in the feeling that the colleges had done a good job in the performance of this function. Thirtybone of the h3 students who responded indicated excellent, good, or fair as the rating of the assistance received in securing employment. Further study of this topic as presented in Table LXXIX suggested feelings of dissatisfaction in the programs of automotive technology, drafting technology, electrical technology, electronics technology, industrial technology, and mechanical technology. Manner 2£_securing the first job. The manner of securing the first job is the subject of Table LXXX and LXXXI. Four of every 10 respondents as shown in Table LXXX secured the first job through their own efforts. Sixteen.per cent stated that they secured the first job through friends and relatives, while only 8 per 170 cent obtained the position through the college placement service efforts. Five per cent used an employment agency successfully for this purpose. Twenty per cent had the job when they enrolled. While approximately 36 per cent of the graduates secured their own positions, about 15 per cent were placed by the college placement services. TABLE LXXX NUMBER AND PERCENTAGE OF STUDENT RESPONDENTS FOR EACH COLLEGE INDICATING THE MANNER OF SECURING THE FIRST JOB AFTER LEAVING THE COMMUNITY JUNIOR COLLEGE Manner of Institution Total Per : Graduates securing cent 3 No. Per firstgjob 2 5 6 7 8 9 10 11 : cent College : placement 3 service 1 8 h 0 O h 2 h 23 8 z 16 70 Friends : and : relatives 1 13 12 7 6 3 3 2 h? 16 : 11 23 My own : efforts-- : letters, : etc. 3 29 37 10 7 ll 12 10 119 hl : 37 31 Employment : agency 2 3 3 h 1 o 1 2 16 3 : 7 11 Had job : before 1 5 28 2 h 17 2 1 6O 2O : 18 30 Other 0 2 l 2 1 h 0 O 10 3 : 6 60 Not given 1 7 8 O 1 h 0 l 22 7 : 6 27 : Total 9 67 93 25 20 h3 2O 20 297 100 : 101 Per cent 3 23 31 8 7 11 7 7 100 : 3h TABLE IXXXI NUMBER AND PERCENTAGE OF RESPONDENTS BY FROGRAMB INDICATING THE MANNER OF SECURING THE FIRST JOB.AFTER LEAVING THE COMMUNITY JUNIOR COLLEGE ence sea IEQDI mntnotzznc Pfimo 39990 fifiotouqoeq twatfimu'eaen Afiotouqcea IBOIUVUOQN factouqcea I‘TJASNPUI Afiotouqeea muemeaeuem I‘IJABnPuI Afiotcuqceq Sutxeeutfiug Afiotcuqoea ectucaacetg Afiotouqcea I‘OTJ49913 EBatouueea 9111mm Kfiotouqcea IVAIO Aflotouqcea t‘194904tq017 Afiotouqeea GAIQOWDAUV manner of securing first job College placement service 23 47 171 16 2 Friends and relatives my own efforts - 41 119 34 17 10 10 11 23 ads, letters, etc. 16 Employment agency 60 10 11 14 Had job before Other 22 Not given 297 100 4 63 22 39 28 12 49 .19 Total 14 12 100 13 11 17 Per cent 172 The college placement service was most effective in placing individuals who studied metallurgical technology according to Table LXXXI. Six of these 1h individuals were placed by the institution. None of the students who studied architectural technology, electronics technology or industrial management technology obtained their positions this way. One- half of those enrolled in engineering technology secured their positions through the efforts of friends and relatives. Fourteen of the 20 students in civil technology had the job when they enrolled. This was also true of about one-third of those in electronics and electrical technology. Relationship of high school quartile rank to college grade point average. The relationship between the quartile rank of the high school graduates and the grade point average earned in college by the same students has been tabulated in Table LXXXII for a select group, the respondents from Institution 6, as an indicator of the possible use that could be made of this kind of an instrument as a guidance tool. While 93 individuals from Institution 6 responded, the high school quartile average was not available for 30. The investigator secured from.the registrar the grade point average of the respondents. After consideration of the use of correlation, the decision to employ a two-way table presenting all of the data was deemed more meaningful. In order to understand this table it is important to remember that the order of quartile arrangement used designates l as the highest quartile and h as the lowest quartile. Also, the college grade point average is the students' honor point ratio resulting from all of the courses taken in the community junior college. 173 Only 1 student enrolled who ranked in the highest quartile in high school. He earned grades between C and B at the community junior college. On the other hand, h students who ranked in the second quartile in high school earned grades between B and A in college. No one ranking in the third and fourth quartiles in high school earned average grades higher than B in college. Twelve of the students were in the fourth quartile in high school. Only 1 of these 12 had average grades in college of C or better while 7 of the 12 had D averages in college and h of them had averages of less than D in college. Sixteen of the 26 students who were in the second quartile in high school, were successful in maintaining average grades of C or better in college. TABLE LXXXII NUMBER OF STUDENTS WITH THE RELATIONSHIP OF HIGH SCHOOL QUARTILE RANK TO COLLEGE GRADE POINT AVERAGE INDICATED IN PARTICIPATING COMMUNITY JUNIOR COLLEGE NUMBER 6 . High school College grade point average Total quartile Not rank 0.01-0.99 1.00-1.99 2.00-2.99 3.00-3.99 given 1 0 0 l O O l 2 2 8 12 h 0 26 3 2 10 6 O l 19 h h 7 l 0 S 17 Not given 2 7 1h 1 6 3o Total 10 32 3h 5 12 93 17h While students who are in the third or fourth quartiles in high school may be successful in industrial-technical curricula in the Michigan.public community colleges, their chances of success, according to this indicator, is much less than those who ranked in the first and second quartile in high school. Relationship» f high school quartile rank 23 number 2; semester hours earned in colleg . Another indicator which may be a useful instrument in predicting the success of high school graduates in indus- trial-technical curricula, is the relationship between the student's high school quartile rank and the number of semester hours earned by the student in college. This relationship is indicated in Table LXXXIII for a selected group, Institution 6, as a means of exploring the possibility of utilizing this type of information for guidance and counseling. In this table also, the order of the quartile arrangement used designates l as the highest quartile and h as the lowest quartile. Only 1 person who ranked in the fourth quartile in high school earned more than hO semester hours in college; whereas, 2 students from the third quartile in high school earned 60 or more semester hours in college. Seven students who were in the second quartile earned 60 or more semester hours in college. The person who ranked in the first quartile in high school also earned 60 or more semester hours in college. After consideration of the possibility of using correlations to show this relationship, the decision to use the two-way table was made in order to present the total data. 175 TABLE LXXXIII NUMBER OF STUDENTS WITH THE RELATIONSHIP OF HIGH SCHOOL QUARTILE RANK TO THE NUMBER OF SEMESTER HOURS EARNED IN COLLEGE INDICATED IN PARTICIPNTING COMMUNITY JUNIOR COLLEGE NUMBER 6 Semester hours earned in Quartile high school rank Not Total college 1 2 3 h given 0-9 0 h S l 6 l6 10-19 0 3 1 5 3 12 20—29 0 h h h h 16 30-39 0 h 3 2 h 13 hO-h9 O 2 l O O 3 50-59 0 2 2 o o h 60-69 1 5 2 1 7 16 70-79 0 l O O O 1 80-89 0 O O O O 0 90-99 0 l O O O 1 Not given 0 O l h 6 ll Total 1 26 19 17 30 93 This table does seem to indicate a definite relationship between the high school quartile rank and the number of credit hours earned by the students in college. Relationship 2; high school quartile rank 22 the quartile rank 2f the student 22 the college entrance test. What is the relationship between 176 the student's quartile rank in high school and the quartile rank on the college entrance examination? This answer is shown in Table LXXXIV. Unfortunately, information was not available for several of the individuals involved. Also, none of the students taking the college entrance test placed in either the first or the fourth quartiles. The one individual who ranked in the first quartile in high school, ranked in the second quartile on the entrance test. Ten of the 26 students who were in the second quartile in high school, ranked in the second quartile on this test; while 1h who were in the second quartile in high school were in the third quartile on the test. Nineteen individuals were in the third quartile in high school; but, in college, h of these students were in the second quartile, 1h in the third and no information TABLE LXXXIV NUMBER OF STUDENTS WITH THE RELATIONSHIP OF HIGH SCHOOL QUARTILE RANK TO THE QUARTILE RANK ON THE COLLEGE ENTRANCE TEST IN PARTICIPATING COMMUNITY JUNIOR COLLEGE NUMBER 6 High school Quartile rank on college Total quartile entrance test Not rank 1 2 3 h given 1 O l O O O 1 2 O 10 1h 0 2 26 3 o h 1h 0 1 19 h 0 3 l2 0 2 17 Not given 0 2 21 O 7 30 Total 0 20 61 o 12 93 177 was available for the other students. The effect was even more pronounced as related to those students who ranked in the fourth quartile in high school. Two ranked in the second quartile on the entrance test and 12 were in the third quartile. The two-way table indicates a trend in the relationships of the two factors being considered. Relationship ngthe average grade earned in_college‘tq_the number ‘qf semester hours earned in college. Another relationship which may be useful for guidance purposes and also as an aid in the identification of the characteristics of the industrial-technical student was the relation- ship between the average grade earned in college and the number of semester hours earned in college. This is shown in Table LXXXV. The organization of the table follows the same plan as used in the three previous tables with the data obtained from the office of the registrar. Is the old saying true in this instance, that nothing succeeds like success? That is, do the students who achieve the higher academic success continue in school and thus finish the larger number of semester hours? Study of the table confirms this fact. No one earned over 29 semester hours who had a grade point average of less than 1.0; but, 2 students earned as many as 60 semester hours even though they had a grade point average of less than 2. Fifteen students earned over 60 semester hours who had a grade point average between 2.0 and h.0. This table suggests that several good students terminated their 178 experience in the industrial-technical curricula without acquiring many semester hours. One student whose average grades were B or better earned 9 or fewer semester hours. Eleven students whose grade average was between C and B earned 9 or fewer semester hours. Sixteen of the 39 students whose average grades were C or better earned 60 or more credits; while, only 2 of the NZ students whose grade TABLE LXXXV NUMBER OF STUDENTS WITH THE RELATIONSHIP OF THE AVERAGE GRADE EARNED IN COLLEGE IN PARTICIPATING COMMUNITY JUNIOR COLLEGE NUMBER 6 Semester Total hours College grade point average earned in Not college OeOl-Oe99 1e00'1099 2000-2099 3e00'3e99 given 0-9 2 1 11 1 1 16 10-19 5 7 o o o 12 20-29 3 8 h 1 o 16 30-39 0 13 0 O O 13 uo-u9 o 1 1 1 o 3 50-59 0 o h o o A 60-69 0 2 12 2 o 16 70-79 0 o 1 o o 1 80-89 0 o o o o 0 90-99 0 o 1 o o 1 Not given 0 o o o 11 11 Total 10 32 3h 5 12 93 179 averages were less than C, earned 60 or more semester hours of credit. Relationship 2: average grade 225229.22 °011963.22MEE§ quartile £22§.23 the college entrance test. Table LXXXVI is devoted to presenting the relationship between the average grade earned in college and the quartile rank on the college entrance test. The order of quartiles, sources of data, and organization of the table is the same as for the previous tables. NOne of the students were ranked in the first or in the fourth quartile on the college entrance test. In addition, there was a lack of information concerning some of the individuals. None of the students who ranked in the third quartile on the college entrance test, had an honor point ratio higher than 2.99; that is, TABLE LXXXVI NUMBER OF STUDENTS WITH THE RELATIONSHIP OF THE AVERAGE GRADE EARNED IN COLLEGE TO THE QUARTILE RANK ON THE COLLEGE ENTRANCE TEST IN PARTICIPATING COMMUNITY JUNIOR COLLEGE NUMBER 6 Quartile rank College grade point average Total on college Not entrance test 0.01-1.99 1.00-1.99 2.00-2.99 3.00-3.99 Agiven 1 O O O O O O 2 O 6 8 h 2 2O 3 9 2h 20 o 8 61 h 0 O O O O 0 Not given 1 2 6 l 2 l2 Total 10 32 3h 5 12 93 180 they earned average grades of less than B. Twenty-four of these 61 students earned less than an average grade of C and 9 of them earned less than an average grade of D. Analysis of those who placed in the second quartile on the college entrance test reveals that h of the 20 earned grades of B or better, 8 earned average grades of C or better, and 6 earned average grades of D or better. No one who placed in the second quartile had an average college grade of less than D. Relationship gf the students' quartile rank 22 the college entrance test 22 the number 2; semester hours earned. Utilizing the information on quartile rank on the entrance test and the number of semester hours earned in college the investigator sought to derive further characterization of the students in industrial-technical curricula. The results of the tabulation of this data is given in Table LXXXVII. Since none of the students studied were in either the first or the fourth quartile on the college entrance test, the interpretations available from this table were somewhat limited. While more than three times as many students were in quartile three as in quartile two, the number of students who were in quartile three that earned over 60 credits was less than twice as many as in quartile two. Even though there were some variations, the ratio between the number in quartile two and quartile three was close to the ratio of 3:1 on several of the steps. This fact would seem to justify the assump- tion that while there was somerelationship between the two variables, it 181 ‘was not a consistent and dependable predictor of behavior for the data available. Curriculum and Instruction A determination of the effectiveness of the curriculum and the efficiency of the instruction was the nextlproblem in the evaluation by the students who had pursued the community junior college educational TABLE LXXXVII NUMBER OF STUDENTS WITH THE RELATIONSHIP OF THE STUDENTS' QUARTILE RANK ON THE COLLEGE ENTRANCE TEST TO THE NUMBER OF SEMESTER HOURS EARNED IN COLLEGE IN PARTICIPATING COMMUNITY JUNIOR COLLEGE NUMBER 6 11h Semester Quartile rank on college Total hours entrance test Not earned in given college 1 2 3 h 0-9 0 3 9 0 h 16 10-19 0 l 9 O 2 12 20-29 0 3 10 O 3 16 30-39 0 l 12 O O 13 hO-h9 O 2 1 O O 3 So- 59 o 1 3 o o A 60-69 0 6 10 0 O 16 70-79 0 0 0 O l 1 80-89 0 O O 0 0 0 90-99 0 l 0 O O 1 Not given 0 2 7 O 2 ll Total 0 2O 61 O 12 93 182 program. 'With this purpose in mind the questionnaire contained items probing into the student opinions to ascertain their ideas on many curriculum.matters: for example, which courses were helpful and which were not; which ones were geared to meet the needs of technicians and which ones were not; whether the program was too long or too short; too theoretical or too practical. Courses the students indicated as very helpful. Devoted to the topic of courses that were deemed very helpful are Tables LXXXVIII and LXXXIX. On the questionnaire the student was asked to check all the courses that were very helpful. In some cases only one course was checked while in other cases several were checked. The number of respondents commenting from each of the participating colleges is given in the next table, Table LXXXVIII, as well as the course areas at the left in the table. The row at the bottom gives the number of respondents from each of the colleges as a means of comparison. The graduates identified as most helpful courses in descending order: drafting and design, technology, mathematics, and English. In general, the industrial-technical students who responded felt that the most helpful areas in order of decreasing importance were: drafting and design, mathematics, electricity and electronics, English, and the technology subjects. The course areas that received the least number of votes as the most helpful were in order of ascending frequency: art, architecture, business, leadership training, and social science. The pattern of responses was quite consistent for respondents from all of 183 TABLE LXXXVIII NUMBER OF STUDENT RESPONDENTS FOR EACH CO “ E INDICATING THE FOLLOWING COURSES AS VERY HELPFUL Number of Institution Total ; Graduates respondents : No. Per in course 2 5 6 7 8 9 10 ll : cent areas : Architecture 0 3 l 12 1 2 2 2 23 2 6 26 Art 0 l O 2 l O l l 6 g 2 33 Business 2 s 3 u 3 2 1 u 2t 2 10 u2 Drafting and ; design 9 u2 s3 18 15 33 16 10 196 : 80 Al Electricity 3 13 22 O 5 ll 1 2 S7 ; 25 Ah Engineering h 16 8 ll 5 l9 9 3 75 : hl 55 English 8 32 26 7 9 32 8 13 135 2 S7 D2 Leadership ; training 2 3 6 l 8 7 6 9 h2 : 27 6h Mathematics 8 33 h3 19 12 32 1h 10 171 § 62 36 Physical ; education 3 22 26 9 7 ll 6 l 85 : 26 31 Physical science 6 l2 l6 9 9 10 6 l 69 - 33 NB Psychology 7 19 11 h 7 2 9 6 65 : 31 EB Social Science 2 18 8 3 3 8 3 0 AS 2 23 51 Technology 7 3h 28 10 ll 21 13 s 129 E 65 50 Total number ; of respondents : in 8 colleges 9 67 93 25 20 RB 20 20 297 : 101 Per cent 3 23 31 8 7 1h 7 7 : 3h TABLE LIXXII NUMBER OF RESPONDENTS BY PROGRAMS INDICATING THE FOLLOWING COURSES AB VERY’BELPFUL Incl mntnotasno ”Sumo Isaac ASotouqoea rectimttuen Afiotouqoea I‘OTUVQOGH Afiotouqoea I‘TJQBUPUI Afiotouqoeq anemefieuem I‘IJQFnPHI Afiotouqoen gutleeutfiug Afiotouqoen soruoaqoetg ASoIouqoon I‘OIJQOGIS Afiotouqoea Mama Afiotouqoea IIAIO Afiotouqoeq IVJnQOGQIHOJV Afiotouqooq GAIQOWD4WV respondents intoourse Number of areas 184 23 6 24 196 84 OOOIOO OOOCOIO OOOmv-I ”ring-CID. no OOH-40 HHOOH H OOH¢O HH OOH ' 53$ momma): r-l HHOHO~ HOtOmO- H Drafting and design Electricity Architecture Art Business I‘DCONH abnd‘il‘ H H OONHN OHl‘I-Gd' HEDNO¢ DNO’Qd“ POI-l t0 3 11 17 11 23 OHHHH HDCDNGO a 33° 2: stair 23523 22333 85 69 66 45 129 ”HNHN semen» ONIOQDm ONE“) oz... 23 ONDd'N HH N HHHHH deacon-no HIDHIOH .... HHOOO BONGQ'O H Physical science Social science Technology Psychology Physical education 185 the participating colleges. Analysis of this information according to programs is shown in Table LXXXIX. A study of this table suggests, for instance, that the students in automotive technology believed that the most helpful courses were: electricity, English, mathematics, and technology. English, drafting and design, engineering, and mathematics, in descending order were named as very helpful subjects for students in civil technolOgy. In drafting technology, industrial technology, and in mechanical technology, in descending order, the subjects named as most helpful were: drafting and design, mathematics, English, and technology. Students who had been enrolled in programs such as electrical technology and electronics technology, indicated that electricity and electronics, mathematics, drafting and design, and technology, in descending order, were most helpful to them. Courses not very helpful. A composite of student opinion as to the courses that were not very helpful is provided in Table X6 and XCI. The organization of this table is similar to Table LXXXVIII with the summary number and percentage of respondents from each college omitted. Considering the views of the respondents from all of the colleges as a composite, physical education, social science, and English in descending order were named as the three subject areas not very useful for students following industrial-technical curricula. Differences of opinion existed among students at different colleges. Similarly, students from various curricula areas differed. The 186 respondents from the various curricula listed those course areas which were not helpful in descending order of helpfulness as follows: civil technology: social science and electricity; drafting technology: social TABLE XC NUMBER OF STUDENT RESPONDENTS FOR EACH COLLEGE INDICATING THE FOLLOWING COURSES AS NQT'VERX HELPFUL Number of Institution Total : Graduates respondents : No. Per in course : cent areas 2 5 6 7 8 9 10 ll : Architecture 0 5 6 l l 3 3 2 21 : 12 57 Art 1 a s 6 5 u 3 1. 36 Q 20 56 Business 1 7 3 3 l 3 l l 22 ; 9 hl Drafting and : design 0 2 11 o o 2 o 2 17 : h 21; Electricity 0 5 9 O l h 0 l 20 : 8 hO Electronics 0 3 2 O l 3 l 1 ll : 5 145 Engineering 0 l 3 O O O l O 5 : 2 be English 0 N 9 23 s 2 2 2 3 h6 ; 12 26 Leadership : training 1 6 2 3 O l O 1 1h : S 36 Mathematics 0 S 1 o 1 1 o 2 10 § 1 10 Physical education 2 19 21 8 h 6 6 2 68 : 3O hh Physical science 0 6 2 3 l 6 2 3 23 : lO h3 Psychology 0 ll 5 h 0 3 2 3 28 : 13 h6 Social science 2 l9 8 7 6 ‘12 6 h 6h ; 30 h? Technology 1 1 3 1 o 2 o 2 10 ; o 00 WW TABLE 131 NUMBER (F RESPONDENTS BY PROGRAM INDICATING THE FOLLOWING COURSES A8 NOT VERY BEWUL Number of 13401 untnotaxno peSunqo Jeqqo fifiotouqoea vats-mums?! Kfiotouqoea tectunqoem Afiotouqoea I‘IJQBDPUI fifiotouqoea magnogeunm tntzasnpux Kfiotouqoeq Sntzeeutfiug Kfiotonqoeq sotuozqootg fifiotouqoea I‘°IJ4OOIE ASOIouqoea Suzanna KSotouqoei IIAIO £3otouqoeq I'd-macaw“ Afiotouqoeq 9A140W04WV respondents in course areas 187 OHOOO Or-IOOr-l NNNOu-l ”HI-6N5 DCONOH OF‘OOO‘ Pit-1000 K‘FIDCOI-l NNNQOH «Geode: .... HNNOQI; OOOOO NNONN. Drafting and design 5.2 +3 «4 E32: 2 2 2 :32 2 11 5 46 14 10 00000» HHHHH HOOOH NHd‘r-lr-l OOOOO OONON HHNNN NOO’bl-O- ”0000 00000 OONHH 2? 2 :2 2: 22.22 t :18}! 22222 68 23 28 64 10 OOH-10 ”OONO #ONl-Io-l enacts» l-I ”HNDN b03050 hODtOI-C Nat-1CD". OOOOO DDMCDO E. §§ g ”'6' e 35222 32222 >200 €522: 188 science, physical education and art; electrical technolggy: English and physical education; electronics technology: social science, physical education, art and architecture; industrial technology: social science and physical education; mechanical technology: English and physical education; metallurgical technology: physical education. The graduates identified the following subjects as least helpful, listed in descending order: physical education, social science, art, English, and architecture. égggg 22 which additional courses would have been helpful. The respondents were provided an opportunity to suggest which additional courses would have been helpful. Table XCII summarizes this information according to the colleges attended by the respondents, while Table XCIII tabulates the responses according to the program studied by the students. More students indicated mathematics than any of the other subject- matter areas as the field in which more courses would have been helpful. The next three in descending order of student votes were leadership training, engineering, and electricity. A slightly different conclusion is arrived at by studying the course areas identified by the graduates in which additional courses would have been helpful. The graduates listed in descending order: mathematics, leadership training, psychology, engineer- ing and English. Table XCIII shows that the students studying automotive technology would have preferred more courses in technology and also in engineering, while those taking civil technology would have liked more courses in leadership training and physical education. Engineering and mathematics 189 were at the top of the list of most desired additional courses for the students in drafting technology; whereas, the students studying engineering TABLE XCII NUMBER OF STUDENT RESPONDENTS FOR EACH COLLEGE INDICATING AREAS IN WHICH ADDITIONAL COURSES WOULD HAVE BEEN HELPFUL Number of Institution Total : Graduates respondents = No . Per in course : cent areas 2 S 6 7 8 9 10 11 : Architecture 1 7 3 O l h 1 h 21 : 11 52 Art 0 h 2 o 1 3 o 2 12 : S 12 Business 1 7 3 l 2 8 3 1 26 i 15 58 Drafting and : design 0 6 9 5 1 1 1 h 27 : 8 30 Electricity 0 5 12 6 2 3 h 5 37 : l6 h3 Electronics 0 7 8 h 2 8 2 3 3h : 1h hl Engineering 2 l2 6 2 S 5 O 6 38 : 18 h? English 0 9 6 h 1 6 h o 30 : 18 60 Leadership : training 1 9 7 3 l 11 7 l 39 : 20 51 Mathematics 0 16 18 2 h 1 O S h6 : 26 57 Physical education 0 3 l l O 5 2 3 15 : 9 60 Physical science 1 S 3 2 l S h 2 23 : 1h 61 Psychology 1 8 3 3 3 8 h 3 33 : 20 61 Social science 1 h 1 1 2 5 2 h 20 : 9 hS Technology 0 9 7 2 O 2 2 h 26 ; 1h 5h TABLE XCIII NUMBER CF RESPONDENTS BY mm INDICATING AREAS IN WHICH ADDITIONAL COURSES WWII) HAVE BEEN HEIHUL I‘QDI 'untnotaznc pefiusqo JGNQO ASoIouqoea mtfimttuew Afiotouqoea I‘OIU‘QOQH ffiotouqoea I‘TJ4BDPEI ASotouqoea anemefieunm I‘IJ4'DPUI Afiotouqoea Sntaeeutfiug Afiotouqoea sotuoaqoetg Aflotonqoeq I'OTJ490I3 ASotouqoea Sumac "Afiotouqoea 13430 ASotouqoeq I‘ln4094Tq0IV ASotouqoea OIIQDWOQNY Number of respondents in course areas I-IIOI-ION HHIONO s-IOHu-IH NNHQO I-I momma) 00000 NNOHN HDOOH 000-4530 COHOOCOCO ”HIGH!" OOHOH NNr-INN Drafting and design Electricity Architecture Art Business 34 38 3O 39 46 NHHOH NNOHN CEONNF‘ COthr-i H financed! OOOOO HNHD‘DH 003K303) IDs-INNE fi‘wfl'd'b ”Hf-330° l-IOHHO “$030” 3° ‘8 ‘2 4‘3 22 m2 ognag 138.3: :ppeé Smmfifi 15 23 33 20 26 OHOI—IO HHNHH 00-10-1000 HQ'I-OOBO HQ‘FMN OOOOO NHHNV' accustom OHOOI-l NEOCDBOH IONQINH OOHHH cacacapcec 8 22 2% § 1:??? 22222 55325 191 technology wanted more courses in technology, and in leadership training. ‘Nhile the respondents from programs of electrical technology wanted more mathematics and electricity; those in electronics wanted more engineering, business, electronics, and, perhaps surprisingly, more social science. The respondents from industrial technology desired more courses in leader- ship training and psychology; while, those from mechanical technology desired more mathematics and electricity. The enrollees who studied metallurgical technology believed they would have benefited by more courses in mathematics, technology, and engineering. Courses that need tg_bg geared more tg‘thg needs 93 the technicians. The purpose of this item of the questionnaire was to identify, from the students' point of view, courses or course areas where revision or modification of content or presentation would provide more practical education for students in industrial-technical curricula. This item is presented in Table XCIV according to colleges and in Table XCV according to the programs pursued. English drew the largest number of responses as the course that needed to be geared more to the needs of technicians, the graduates also agreed on this subject.In descending order, mathematics was named second, with electronics third, while electricity and leadership training were tied for fourth.position on the table. Detailed analysis is provided in Table XCV of the reactions of those who studied in the various program areas. Automotive students listed drafting and design as the subject that needed to be geared more to meet their needs; while the students from the drafting technology 192 curriculum listed art and technology as the ones that needed revision. English was listed as the subject most in need of being geared to the needs of the technicians by students from the programs of electrical TABLE XCIV NUMBER OF STUDENT RESPONDENTS FOR EACH COLLEGE INDICATING THE FOLLOWING COURSE AREAS AS NEEDING CHANGE TO BE GEARED MORE TO THE NEEDS OF THE TECHNICIANS Number of Institution Total : Graduates respondents : No. Per in course : cent areas 2 5 6 7 8 8 10 ll : n================================================ Architecture 0 3 O l 3 l 1 O 9 2 8 89 Art 0 3 o h o o l 1 9 6 67 Business 0 h 3 O l 2 2 l 13 2 8 62 Drafting and 2 design 0 8 2 l 2 3 2 O 18 : 6 33 Electricity 1 h 3 2 3 2 3 l 19 ; 8 h2 Electronics 1 3 3 2 3 h 3 1 20 Q 11 55 Engineering 0 2 3 2 O l l O 9 : 2 22 English 1 9 10 s 3 l u o 33 £12 36 Leadership 2 training 1 5 3 h 2 2 2 0 l9 : 8 h2 Mathematics 1 5 5 3 l 3 5 0 23 : 9 39 Physical education 0 3 O O O 1 O 2 6 ; 3 50 Physical science 0 8 O l l l 1 l 13 : 8 62 Psychology 0 2 2 o 2 o 2 o 8 Q h 50 Social Science 0 3 l 2 O 2 2 l 11 : S 115 Technology 0 5 3 2 2 3 l O 16 ; h 25 W TABLE XCV NUMBER OF RESPONDENTS BY PROGRAMS INDICATING THE FOLLOWING COURSE AREAS AS NEEDING CHANGE TO BE GEARED MORE TO THE NEEDS OF THE TECHNICIANS IEQOL untnotazno pofiuvqo JGHQO Afiotouqoei uni-munch Afiotouqoea IVOTUVQOGN ASotouqoea I‘IJQFUPUI Afiotouqoea muemefinunm I‘IJQBBPUI Afiotouqoea Sutaeeutfiug ESotouqoea sotuoaaoeta ASotouqoea I‘01140913 ASotouqoei Sumac Afiotouqoea IIAIO ASotouqoeq I‘JBAOOQFQOJY Afiotouqoea OAIQDWDTWV respondents in course Number of areas 193 13 18 19 00000 000-000 OOHHl-l 0NN0¢ ”NMN<‘ H000H OONOr-l NOOMN 0094000 ”Dr-lfi‘l“) OOHNH 00000 001-393” Drafting and design Electricity Architecture Art Business 20 9 33 19 23 00000 0090-40 HOQ'NH #Ntod‘fl' V'Obtoco H0000 HHHOH NHIQION HH‘Q‘ON 3000000” NHHON 00000 HOHHN Leadership‘training Engineering mathematics English Electronics 00000 0H000 H0000 HHHl-IIQ Nnfi'nfl 00000 00000 HONOO OOOHN Hd‘HNI-D OHOI-IN 00000 000004 £3 '5 n e 33 3 ‘60 O °'E"5's>o‘ EHS'S 030:0 art-04.5: .5 ”floss-II “2288 a Ema 19h technology, electronics technology, industrial technology, mechanical technology, and metallurgical technology. Mathematics was named second by students in industrial technology. Students from programs of mechanical technology cast the same number of votes for electricity, electronics, leadership training, and mathematics as the course areas second on the list as needing change for the technicians. 'Were the college facilities and classroom activities conducive tg studying and learnigg? The atmosphere for learning is involved in this item. The results are presented in two tables, Table XCVI for each of the participating colleges and Table XCVII for each of the curricula. A glance at Table XCVI indicates that most students were firmly convinced that the community junior colleges offered a good environment TABLE XCVI NUMBER AND PERCENTAGE OF RESPONDENTS FOR EACH COLLEGE INDICATING THAT THE COLLEGE FACILITIES AND CLASSROOM ACTIVITIES WERE CONDUCIVE TO STUDYING AND LEARNING Response Institution Total Per : Graduates 2 5 6 7 8 9 10 11 2 cent : No. Per : cent Yes 6 55 81 l9 17 39 16 10 2113 83 i 85 35 No l h 2 h l l 3 6 22 7 : 7 32 Don't know' 0 3 2 2 O 2 1 3 13 h i h 31 Not given 2 S 8 O 2 l O l 19 6 : S 26 Total 9 67 93 25 20 E3 20 20 297 100 : 101 Per cent 3 23 31 8 7 1h 7 7 3h TABLE.IDVII NUMBER AND IERCENTAGE CF RESPONDENTS BY PROGRAMS INDICATING THAT THE COLLEGE FACILITIES AND CIASSROOM ,ACTIVITIES'WERE CONDUCIVE TO STUDYING.AND IEmRNING queo Jag 13401 untnotxxno pefimo .1qu0 ABotouqooq flora-mums?! Afiotouqooq I‘OTU‘WOQW £Sotouqoeq tttzasnpuI Afiotouqooz qnemeSuuum IvtaannpuI Afiotouqooa Sutzeougfiua ASotouq004 sotuoaqoetg Afiotonqoeq 1‘013409I3 Afiotouqoeq Slum-Ia Kfiotouqoei IIAID Afiotouqoea I‘JHQOOQTQOIY Afiotouqoea “#140W04n7 Response 195 83 243 12 53 37 29 28 19 16 Yb: 22 No 13 Donfit know 19 Not given 14 12 4 297 100 63 39 49 34 28 12 20 19 Total 100 22 13 11 17 Pbr cent 196 in which to study, since 82 per cent responded positively. Only 7 per cent said the colleges did not provide a good environment for learning and h per cent did not know whether the environment was good or bad. The larger percentages of those whose responses were negative or uncertain were reflected by respondents who had attended several institutions. The collective opinion of the graduates was very similar to that of the total respondents. Table XCVII presents the data as tabulated by programs. Nineteen of the 20 students in civil technology felt the educational environment was conducive to learning. The response was 100 per cent affirmative from those enrolled in electronics technology and industrial management technology. Only 1 of the 3h respondents in electrical technology indicated that the environment was not conducive to studying and learning. The largest number of "no's" was expressed by the enrollees in drafting technology, engineering technology, industrial technology, and automotive technology. Thirty-three per cent of the respondents in engineering technology were critical of the climate for learning. This was the highest percentage expressed by individuals in any of the programs affected by this study. Courses too general or too specific. Are the courses offered to industrial-technical students in the public community junior colleges too general or too specific? The next four tables are devoted to this question. Tables XCVIII and XCIX deal with whether or not the majority of the courses were too general; whereas, in Table C and CI the reaction of the students was directed towards the issues of whether or not the 197 majority of the courses was too specific. The graduates agreed very closely with the expression of the total number of respondents on the issue of whether or not the majority of the courses were too general. In response to the item on the questionnaire as to whether or not the majority of the courses was too general, 68 per cent responded negatively, as reported in Table XCVIII. Nineteen.per cent of the respond- ents stated that they were too general and 8 per cent did not know. The response by programs of the participants is given in Table XCIX. One of every 3 students in engineering technology said that the courses were too general. Approximately 20 per cent of the respondents who studied industrial technology and also who took metallurgical technol- TABLE XCVIII NUMBER AND PERCENTAGE OF RESPONDENTS FOR EACH COLLEGE INDICATING THAT THE .MAJORITY OF COURSES WERE TOO GENERAL. m Response Institution Total Per : Graduates 2 5 6 7 8 9 10 11 cent : No. Per : cent, Yes 1 16 11 6 h 6 s 8 s7 19 2 20 3s No S h3 6h 16 1h 3h 15 10 201 68 : 72 36 Don't know 1 5 9 3 2 2 o 2 2h 8 i 7 29 Not given 2 3 9 O O l O O 15 S : 2 13 Total 9 67 93 25 20 h3 20 20 297 100 : 101 Per cent 3 23 31 8 7 1h 7 7 100 : 3h H TABLE.ICII NUMBER AND PERCENTAGE CF RESPONDENTS BY PROM INDICATING THAT TIE MAJORITY (F CWRSES WERE TOO GENERAL an» see two; untuetxxno pefiueqa £011 30 ABotouqoea nevi-munch ASotouqoeq teetuoqoen ASotouqoea I‘IJ49nPuI Afiotouqeea auomefieusm totxqsnpux Afiotouqeoa Eutaeoupfiua Kfiotouqoea setu0J40013 ASotouqoea 1‘01340918 Afiotouqoea 3‘1th Afiotouqooa IIAIO Afiotouqoea I‘Jn4994IQOIV fifiotouqoea OAIQDWD4WV Response 198 19 57 11 11 You 68 201 12 45 24 20 30 17 13 No 24 Don't know 15 Not given 14 12 4 297 100 63 39 12 49 34 28 20 19 Total 100 22 13 11 17 For cent 199 ogy felt that the courses were too general. Eighty-five per cent of the students in civil technology stated that the courses were not too general. Most of the students in the other programs shared this point of view. Eighty-four per cent agreed that the majority of the courses were not too specific according to the information.presented in Table C. Only h per cent said that the courses were too specific and another 7 per cent did not know. A review of Table CI indicates that none of the individuals in the following curricula felt that the courses were too specific: automotive technology, architectural technology, civil technology, engineering technology, industrial management technology, and metallurgical technology. Three of the 3h respondents from electrical technology believed that the courses were too specific. This group was the largest that held this opinion. TABLE C NUMBER AND PERCENTAGE OF RESPONDENTS FOR EACH COLLEGE INDICATING THAT THE .NMJORITY OF COURSES WERE TOO SPECIFIC Response Institution Total Per : Graduates 2 S 6 7 8 9 10 11 cent : No. Per : cent Yes 0 2 6 1 l O 1 l 12 h : 3 25 No 7 58 7o 22 17 38 19 18 289 81; 93 37 Don't know 0 h 9 2 2 3 O l 21 7 : h 19 Not given 2 3 8 o o 2 o o 15 S 1 7 Total 9 67 93 25 2O h3 2O 20 297 100 : 101 Per cent 3 23 31 8 7 1h 7 7 100 ; 3h TABLE CI NUMBER AND PERCENTAGE (F RESPONDENTS BY PROGRAMS INDICATING THAT THE MAJORITY OF COURSES WERE T00 SECIFIC sues sea 19401 mntnotszno peSusqo JGWQO fifiotouqoea rants-mum.” Aflotouqeea tearusqesx Afiotouqoea 1911499PUI Afiotouqeeq anemefiouem tetaasnpux Afiotouqoea Sutaeoutfiug Afiotouqoeq sotuosqoetg Afiotouqoea T30114°9I3 Afiotouqoeq 9111mm flfiotouqoeq IIAIO ASotouqoeq I‘Jn40941q017 Afiotouqeea on ammo znv Response 200 YO I 249 84 3 13 11 47 34 43 25 24 11 19 17 No 21 Don't know 15 Not given 297 100 4 63 39 12 28 49 20 19 Total 14 12 100 22 13 11 17 For sent 201 Curricula too short 25 too long. ‘Were the industrial-technical programs of the community junior colleges too short, too long, or just right? In order to obtain the viewpoint of students who had experienced the program, the question was inserted in the questionnaire. In Table 011 and CIII respondents reacted to whether or not the program of study was too short; while in Tables CIV and CV their reaction was to whether or not the program of study was too long. The tables follow the basic pattern established for the four previous ones, providing both total number of respondents and percentages of the totals as well as data, according to the colleges and with reference to the program.in which they'participated. The opinions of the students are tabulated in Table 011 in accord- ance with the college attended, to reflect their views on the question of TABLE CII NUMBER AND PERCENTAGE OF RESPONDENTS FOR EACH COLLEGE INDICATING THAT THE PROGRAM.OF STUDY WAS TOO SHORT ' Graduates Response Institution Total Per 2 5 6 7 8 9 10 11 cent 2 No. Per : cent Yes 1 1h 20 6 7 12 12 8 80 27 : hh 55 No 6 h2 56 1h 11 28 7 8 172 58 : SO 29 Don't know 0 7 9 5 2 2 1 3 29 10 6 21 Not given 2 h 8 o o 1 o 1 16 5 1 6 Total 9 67 93 25 2O h3 2O 20 297 100 : 101 Per cent 3 23 31 8 7 1h 7 7 100 TABLE CIII NUMBER AND PERCENTAGE (F RESPONDENTS BY PROGRAMS INDICATING THAT THE FEW 0? STUDY WAS TOO SHCRT sues sea t‘403 mmxnetaane paSusqo mm Afiotouqoeq I90 73 mm! 407! ASotouqeea teotusqosw Afiotouqooa I‘IlzflnPUI Afiotouqoeq quomeSeuwm Intaqsnpux Afiotouqoea Butseeutfiug Afiotouqoeq setuoaqoetg Afiotouqoea 1‘01140913 £Sotouqeeq 931343-10 ASoIouqoea IIAIO Afiotouqoea I'Jn4904TROIT £Sotouqoea OAIQDWDQWV Response 292 27 80 12 22 Yes 58 172 10 10 2 4O 14 20 15 30 15 No 10 Don't know 16 Not given. 4 297 100 63 14 12 39 12 28 19 Totu1 100 22 13 11 17 Per cent 203 whether the program of study was too short or not too short. Considering the 297 individuals as the total population, 27 per cent believed the program was too short, 58 per cent did not, and 10 per cent indicated they did not know. However, h3 per cent of the graduates said the program was too short while 50 per cent said that it was not too short. The fact that 12 of the 20 respondents from Institution 10 said that the course was too short is worthy of further study. It is apparent from Table CIII that the greatest support for the view that the total program of study was too short was among those enrolled in industrial technology and in automotive technology. Very strong proponents of the opinion that the total program of study was ngt too short were those who studied civil technology, electronics technology, and metallurgical technology. The converse of the previous idea was expressed in the item on the questionnaire which sought the reactions of the respondents to the assumption that the program of study was too long. The results as summarized in Table CIV indicate that 80 per cent did not believe the program too long, 3 per cent did, while 9 per cent did not know. Among the graduates 92 per cent believed that the program.was not too long and only 1 per cent thought it was too long. The largest group within any one program that felt the program was too long was in mechanical technology, as shown in Table CV. Even within this group only h of the 63 respondents reported that the program of study was too long. Further study of the table will emphasize the fact that none of the students who had experienced the courses of eight 20h of the curricula held the viewpoint that the program was too lone. Theorv'gg practical gpplications. What should be the position of the Michigan public community junior colleges relative to the division of emphasis between theory and practical applications? Again, one of the sources of information worthy of some consideration is the opinion of the student. The next six tables are devoted to this theme. Is too much emphasis placed on theory and not enough on practical application? This is the subject of Tables CVI and CVII. A variation of the above state— ment was asked, is too much emphasis placed on practical applications and not enough on theory? Tables CVIII and CIX present this data. Next, the students' reaction was determined as to whether or not the amount of time devoted to developing hand or machine skills should be increased, and the findings are in Tables OK and CXI. TABLE CIV NU MBER AND PERCEI‘JTAGE OF RESPONDENTS FOR EACH COLLEGE INDICATING THAT THE PROGRAM OF STUDY WAS T00 LONG r ..———v uJ Response Institution Total Per : Graduates 2 S 6 7 8 9 10 11 cent : No. Per 1:_ 3:7 : cent Yes 0 2 3 0 l 1 O 1 8 3 : 1 13 No 7 S2 73 21 17 36 16 15 239 80 ; 92 38 Don't know 0 8 8 3 l h 1 1 26 9 : 7 27 Not given 2 5 9 l l 2 l 3 2h 8 : 1 h Total 9 67 93 25 20 h3 2O 20 297 100 : 101 Per cent 3 23 31 .8 7 1h 7 7 100 2 3h It TABLE CV NUMBER AND PERCENTAGE (F RESPONDENTS BY PROGRAMS INDICATING THAT THE PROGRAM (1“ STUDY WAS T00 LONG ones Jog ream mntnetszno 993mg ammo KSotouqoeq I‘OISJRII‘49N Afiotouqoea I‘OIURWOGN Afiotouqoea thsosnpux Afiotouqoea anomefisuom I‘IJQBnPuI Afiotouqoea 9u1199u19ug ASotouqeea sotuosqoeta Afiotouqoea 1‘01140913 Kfiotouqoba mama ASOIouqooa IIATO Afiotouqoea tvmaoeamoxv Afiotouqoea OAI4UWO¢WV Response 205 Yes 239 80 2 48 12 11 34 10 23 34 18 16 No Donit know 24 Not given 4 297 100 63 14 12 39 28 12 49 19 Total 100 22 13 11 17 Per cent The basic plan and pattern of organization has been continued in these tables as previously explained. Table CVI provides information to substantiate the assumption that as a whole the industrial-technical students do not believe that too much emphasis is placed on theory. Fifty-five per cent said "No", while 31 per cent said "Yes", and 8 per cent did not know. Considerable variation, however, was expressed by respondents who had experienced the curricula of the eight institutions. The strongest feeling of the students that too much emphasis was placed on theory and not enough on the practical applications was from the group that studied mechanical technology as shown in Table CVII. Students who enrolled in civil technology took a firm stand upholding the present emphasis, since 90 per cent stated that the emphaSis was n23 too heavy on theory. TABLE CVI NUMBER AND PERCENTAGE OF RESPONDENTS FOR EACH COLLEGE INDICATING TOO MUCH EMPHASIS 0N THEORY AND NOT ENOUGH 0N PRACTICAL APPLICATION Response Institution Total Per : Graduates 2 5 6 7 8 9 10 ll 6 cent : No. Per : cent Yes 2 21 36 10 7 6 h 5 91 31 : 22 2h No 3 38 hO 13 11 32 16 13 166 55 : 73 hh Don't know 2 h 9 2 2 h 0 0 23 8 i S 22 Not given 2 h 8 o o" 1 o 2 17 6 : 1 6 Total 9 . 67 93 25 2O h3 2O 20 297 100 : 101 Per cent 3 23 31 8 7 1h 7 7 100 : 3h W TABLE CVII NUMBER AND PERCENTAGE OF RESPONDENTS BY’EROGRAMS INDICATING TOO.MUCH.EMPHASIS ON THEORY'AND NOT ENOUGH ON ERACTIOAL.APPLICATION ones sea I‘QOJ mntnetssno pefiuvqo sauna Afiotouqoeq IvOISJnttvaaw Afiotouqoea IROIUVROBW ASOIouqoeq I‘IJ4'UPUI Kfietouqeeq onemefieuem I‘IJQSRPUI Afiotouqoeq Rutaoeu19ug Afiotouqoea setuosaoetg Afiotouqoea I‘OII4OGIE Afiotouqoeq fiutasnza Afiotouqoea IIATO Afiotouqoeo tranqoeatqoxv Afiotouqoea 94140W04NV Response 207 31 91 10 13 14 Yes 55 166 18 16 18 11 No 23 Don!t know 17 Not given 297 100 4 63 39 12 28 49 20 19 Total 14 12 100 22 13 11 17 Per cent 208 Table CVIII presents an analysis according to colleges of the opinion of the respondents as to whether or not too much emphasis was placed on practical applications and not enough on theory. The response of the total population was: yes, 8 per cent; no, 77 per cent; and don't know, 6 per cent with 9 per cent failing to check the item. Table CIX reflects the viewpoint of the students according to the programs on this same item. Approximately 15 per cent of the respondents who studied civil technology, electronics technology, and metallurgical technology felt that too much emphasis was placed on practical applications. It is hard to understand, however, that approximately 15 per cent of the students who had studied automotive technology also shared this point of view. TABLE CVIII NUMBER AND PERCENTAGE OF RESPONDENTS FOR EACH COLLEGE INDICATING TOO MUCH EMPHASIS 0N PRACTICAL APPLICATIONS AND NOT ENOUGH 0N THEORY Response Institution Total Per ; Graduates 2 5 6 7 8 9 10 11 cent : No. Per : cent Yes 0 7 5 1 1 5 1 A 2A 8 Q 13 Sh No S h? 70 22 15 311 19 15 227 77 Q 81 36 Don't know 2 5 8 l l 2 0 0 19 6 2 3 16 Net given 2 8 10 1 3 2 O 1 27 9 2 h 15 Total 9 67 93 25 2O h3 2O 20 297 100 2 101 Per cent 3 23 31 8 7 1h 7 7 100 2 3h TABLE 011 tAND NOT ENOUGH ON THEORY NUMBER AND PERCENTAGE (F RESPONDENTS BY HIGGRAMS INDICATING TOO MUCH EMPEASIS ON PRACTICAL APPLICATIONS woo 10¢! mom mtnoumo Pefimo mac Afiotouqeea 13013311194977 ASoIouqoea I‘OIUVQOGH Afiotouqoea I‘IIABUPUI ASotouqoea onemeSsuem T'IJQSNPUI Afiotouqeea Rutseeutfiug ABotouqoeq setuosqoetg Afiotouqoea 1901140913 Afiotouqoea 9111mm KSotouqoea IIAIO ffiotouqoeq t-mzoomoxv Afiotouqeea GAIQOND4UV Response 209 24 Yes 77 227 10 48 33 10 22 16 13 No 19 Donfit know 27 Not given 4 297 100 63 14 12 39 12 28 49 2O 19 Total 100 22 13 11 17 Per cent 210 That the issue of whether the amount of time devoted to the development of hand or machine skills should be increased is controversial as supported by the weight of student opinion in Table CX. While the division of opinion is rather close, h3 per cent said the amount of time should be increased for this purpose; 36 per cent said it should not be increased; and 12 per cent did not know. The percentage of graduates who felt that the amount of hand or machine work should be increased was approximately the same as the total respondents. However, nearly 10 per cent more of the graduates believed that the amount of hand or machine work should not be increased as compared with the total group. In some fields of work, hand and machine skills are more essential than in others. This is also true of the technologies. Table CXI supports this contention. Approximately one-half or more of the students TABLE CX NUMBER AND PERCENTAGE OF RESPONDENTS FOR EACH COLLEGE INDICATING THAT THE AMOUNT OF TIME DEVOTED T0 DEVELOPING HAND 0R MACHINE SKILLS SHOULD BE INCREASED Response Institution Total Per : Graduates 2 5 6 7 8 9 10 11 cent : No. Per : cent Yes 3 28 N8 12 8 9 ll 10 129 hh : h2 33 No 3 23 21 10 8 26 8 8 107 38 i h? hh Don't know 1 10 12 3 3 6 l 1 37 12 i 8 22 Not given 2 6 12 o 1 2 o 1 28 8 h 17 Total 9 67 93 25 20 h3 20 20 297 100 : 101 Per cent 3 23 31 8 7 1h 7 7 100 : 3h TABLE CII NUMBER.AND PERCENTAGE OF RESPONDENTS BY PROGRAMS INDICATING THAT THE.AMOUNT OF TIME DEVOTED T0 DEVELOPING HAND OR MACHINE SKILLS SHOULD BE INCREASED ones so; IRTOI mntnotsxno pefiueqo JGQQO Afiotouqoea I‘O‘FS-mtt'OQ-BN Kfiotouqoea IROFUVROGN Afiotouqoea IRIltflnPUI Afiotouqoea ouemeSwuom tetsasnpux Afiotouqoea Smxeeufiua Afiotouqoea soruosaoeta Afiotouqeeo I‘OIJQOOIH Afiotouqoea Sunsets Afiotouqoeq LIAIO Afiotouqoea I‘maooamoxv Afiotouqeea OAIQOWDAWV Response 211 129 30 22 12 18 Yes 36 107 19 13 11 16 14 No 12 37 Donlt know Not given 4 63 14 12 39 12 28 49 20 19 Total 297 100 100 22 13 11 17 Per cent 212 felt that more emphasis needed to be given to the development of hand and machine skills in the curricula of automotive technology, electrical tech- nology, industrial technology, and mechanical technology. Students who studied civil technology, engineering technology, and metallurgical technology seemed to place less emphasis on the need for devoting more time to the development of hand or machine skills than those in some of the other programs. Plans for more course work. Do the students plan to take more courses? Fifty-three per cent of the students expressed a desire to take more courses in the technical field or in related subjects as shown in Table CXII. Sixty-eight per cent of the graduates indicated they desired additional courses. Only lb per cent of the total respondents stated TABLE CXII NUMBER AND PERCENTAGE OF RESPONDENTS FOR EACH COLLEGE INDICATING AN INTENTION 0F TAKING MORE COLLEGE COURSES IN TECHNICAL OR RELATED SUBJECTS Response Institution Total Per : Graduates 2 5 6 7 8 9 10 11 cent : No. Per : cent Yes A 6 37 h2 15 12 28 10 6 156 53 ; 68 hh No 1 5 16 3 3 6 2 6 82 1h : 10 28 Don‘t know 2 20 29 7 5 7 8 6 86 29 : 23 27 Not given 0 5 6 o o 2 o o 13 h z 0 00 Total 9 67 93 25 20 R3 20 20 297 100 : 101 Per cent 3 23 31 8 7 1h 7 7 100 : 3h TABLE CXIII NUMBER AND PERCENTAGE OF RESPONDENTS BY PROGRLLB INDICATING LN INTENTION or TAKING MORE COLLEGE COURSES " TECHNICAL (R RELATED SUBJECTS anon Jed 19403 mntnotzxno peSuuqo JGWQO Afiotouqoeq Forsmumem fifiotouqooq {notutqoqm EgoIouqoeq I‘TlfiflnPUI ABotouqoeq qnemefiuuvm {filialnPuI Kfiotouqoeq Butaoeutfiug Afiotouqoeq cotuomaootg ASotouqoeq Isotzqoetg fifiotouqoeq firm-ta fifioIouqoeq ITAIO KSotouqoeq I‘Jn4094tq017 Afiotouqoea onxaombauv Response 156 53 1 33 18 17 14 15 10 Ibo 14 42 13 No 29 86 14 18 11 17 Doth know 13 Not given 14 12 4 297 100 65 39 49 54 28 12 20 19 Total 100 22 15 11 1? Par cont 21h that they did not plan to take more such courses and 29 per cent were uncertain. The uncertain plans of a large number of students is reflected in the responses to this item. The continued quest for education is suggested by the fact that in Table CXIII three-fourths of those who studied civil technology planned to take more course work. 'While 6 of the 1h respondents from metallurgi- cal technology were interested in taking more courses in this field, 6 were uncertain. None of these individuals indicated that they were not planning to take more courses in industrial-technical subjects. Experiences of Those Who Terminated The community junior college for many students is the final experience with formal education. That is why it is often called terminal education. Some students drop out without completing the requirements for the degree or certificate. Why did these people terminate? Some students accepted apprenticeships in various fields. What fields of apprenticeship did they enter? Others terminated their education at the community junior college and transferred to other colleges. What colleges did they transfer to? These are some of the many facts the investigator desired to ascertain of those students who terminated without graduation. Reasons for not graduating. While many students did not divulge the reasons for not graduating, enough of the 297 respondents did, to provide some insight into this problem. Tables CXIV and CXV present the reasons given by the students for not graduating. As shown in Table CXIV, four years after the initial enrollment, 215 8 per cent were still attending the community junior college. Seven.per cent had transferred to another college while S'per cent had accepted an apprenticeship. Another 7 per cent had entered the military service. But the largest group, consisting of 19 per cent of the total, either had accepted a new job or continued on a job previously held. However, hO per cent of the respondents did not indicate the reasons for termination, while 13 per cent had other reasons, not listed above. Examination of the data of Table CXV reveals that most of the TABLE CXIV NUMBER AND PERCENTAGE OF RESPONDENTS FOR EACH COLLEGE INDICATING THE REASONS FOR NOT GRADUATING Reasons Institution Total Per 2 5 6 7 8 9 10 11 cent Attending same college 1 9 8 O 2 3 O 1 2h 8 Attending other college 0 8 2 2 0 6 O 2 2O 7 Accepted apprenticeship O l 8 h 0 3 O 0 l6 5 In military service 0 6 12 1 1 1 o 1 22 7 Accepted or continued on a job h 8 26 7 3 3 3 3 57 19 Other 1 6 1h 7 h h l l 38 13 Not given 3 29 23 h 10 23 16 12 120 hl Total 9 67 93 25 2o hB 2o 20 297 100 Per cent 3 23 31 8 7 1h 7 7 100 TABLE CIV NUMBER AND PERCENTAGE OF RESPONDENTS BY PROGRAMS INDICATING THE REASONS FOR NOT GRADUATING 216 quec Jag I‘QOJ mntnctzxnc pefiqua JORQO Afiotouqoec reorfimttuen Afiotouqeec I‘Otu‘qofifl Kfiotouqeei I‘TJ%9UPRI Afiotouqeea anemcSuuwm tttxalnpul ABotouq094 Sutzeeutfiug Afiotouqoeq eoruozccetg ABotouqoeq I‘OTJ409IH Afiotouqoei 3111mm Afiotouqeec IFAIO ASotouqeea I'Jn49941q017 Afiotouqoeq OAIQOWO4WV Ree-one 24 20 college Attending other college Accepted Attending acme “Id! d'uzb- O 2 8 6 13 1 O 1 2 14 00‘ DPI“ H ‘U 3% SEE figs R969 5 OHOO Efifigsn ‘33 22': ‘100 297 100 4 14 12 63 22 39 13 34 28 12 11 49 17 19 Total Pbr cent 217 students continuing in the community junior college after four years were studying courses in drafting technology, electrical technology, or metallurgical technology. Four of those who transferred to another college were students from drafting technology and 3 were from metallurgical technology. Twice as many students accepted an apprenticeship who were enrolled in mechanical technology as those in all the rest of the program combined. Nearly one—half of those who entered the military service were students from mechanical technology. About 25 per cent of those who accepted a job or continued on a job previously held, were enrollees from drafting technology, electrical technology, or industrial technology. Transfers to other colleges. Further information concerning the students who continued their education by transferring to another college is shown in Table CXVI. Michigan State University and Western Michigan University each received 6 transfer students from the industrial-technical curricula of the community junior colleges. Seven of the 9 colleges or universities the students transferred to were located in Michigan. Accepted apprenticeships. As previously mentioned most of those who accepted apprenticeships were from the mechanical technology program. Ten of the 18 students entering apprenticeships selected tool and die work or a machine shop related occupation. Eight of the students became apprentices in seven different skilled trades as shown in Table CXVII. Other reasons for termination. While over one-half of the respondents preferred to omit this item of the questionnaire, those who did respond helped to provide some insight into this problem. The results 218 of the responses have been recorded in Tables CXIX and CXX. Table CXVIII indicates that the six reasons given most frequently with the percentages listed were: occupational goal uncertain, 7 per cent; financial, 6 per cent; personal, 6 per cent; low grades, 6 per cent; and, courses too general, 3 per cent. Low grades and uncertainty of the occupational goal were frequently mentioned by "drop outs' from Institution 6. The most significant reasons according to the programs studied are given in Table CXIX. TABLE CXVI The reason listed most frequently for each of the NUMBER OF RESPONDENTS THAT INDICATED TRANSFERRING TO THE FOLLOWING COLLEGES OR UNIVERSITIES Number of Institution Address students 6 Michigan State University East Lansing, Michigan 6 'Western Michigan University Kalamazoo, Michigan 2 Central Michigan University Mount Pleasant, Michigan 1 wayne State University Detroit, Michigan 1 Michigan College of Mining and Technology Houghton, Michigan 1 University of Louisville Louisville, Kentucky 1 Cedarville College Cedarville, Iowa 1 Ferris Institute Big Rapids, Michigan 1 Detroit School of Announcing Detroit, Michigan 219 following curricula was: automotive technology, personal and high tuition; civil technology, financial; electrical and electronic technology, low grades; industrial technology, personal, and low grades; mechanical technology, occupational goal uncertain; metallurgical technology, personal, and also high tuition. The number of respondents checking each reason was very small in each of the above curricula. TABLE CXVII NUMBER OF RESPONDENTS INDICATING ACCEPTANCE OF AN APPRENTICESHIP IN THE FIELDS GIVEN _z— -———- Number of Field of apprenticeship students =========L__ _;[l _;[_ h Tool and die maker 3 Tool maker 2 Die maker 2 Pattern maker 1 Jeweler l Appliance serviceman l Pipefitter 1 Printer 1 Millwright 1 Model maker 1 Carpenter 220 TABLE CXVIII NUMBER AND PERCENTAGE OF RESPONDENTS FOR EACH COLLEGE INDICATING THE REASONS FOR TERMINATION WITHOUT GRADUATING Reasons Institution Total Per 2 5 6 7 8 9 10 11 cent vlg================================================ Financial 1 3 7 2 1 2 O l 17 6 High tuition O 3 O O O O O O 3 1 Personal 0 h 8 3 O 1 2 O 18 6 Occupational goal uncertain O S 10 3 2 l O l 22 7 Family 0 1 2 1 o o 0 o h 1 Low grades 1 l 13 l O 1 O l 18 6 Courses too general 0 l 5 2 O l O l 10 3 Courses too "deep" 0 O l l O O O O 2 l Learned what I wanted 0 1 2 O O O l O h 1 Attending another college 0 5 l l O 5 O l 13 h Other 2 6 9 S 2 h l 2 31 11 Not given , S 37 35 6 15 28 16 13 155 53 Total 9 67 93 25 20 RB 20 20 297 100 Per cent 3 23 31 8 7 1h 7 7 100 =============i 11:. 1============== Employment Experiences Information was sought from the respondents relative to the number who had full-time jobs, the type of jobs held, the location of the TABLE cm NUMBER AND PERCENTAGE G‘ RESPONDENTS BY PROM INDICATING TEE REASONS Fm TEMEINATION WITHCXIT GRADUATING mwaq ode roan; S no a umtnotmo o o 0 Demo Jeqqo c>c>c> flotouqoeq. o H a vats-mutant fictou'qoeq. «3| 0 co I‘OIE'QOEN flotouqoeq. H o o: t‘T-IQBY‘PUI 530101111er 0 O 0 queueSUuem I‘TJQ’Y‘WI 50101111er 0 o a Sutxeoutfiug motouqoeq. N o N sotuoaqoeta flotouqoeq. <0 o .9 FONS-“IR 4301101111994 00 o 14 3111mm 530101111094 0 o o INTO 530101111er 0 o o ttznqeeqtqoxv fiotouqoeq. o o: c: eaxqomoinv 8 a3 :3. a .. a «3 a in: a: a. a: II uncertain Family Occupational goal tows-0H 18 10 0000 0000-! OOOI-I d‘i‘OO “Ho"! 0000 OHOH ”~00 00:40- #HHO CHOO- 0000 0000 a1 Courses too gener Courses too "deep“ Learned what.I wanted Attending another Lal' grades 11 53 100': 31 166 13 297 100 4 63 14 12 22 39 13 12 28 11 49 17 19 college Other Not given Per cent Total 222 positions in relation to the colleges attended, the level of wages, whether or not a very large per cent of these people had experienced unemployment, and similar data. The opinions of the respondents concern- ing the contribution of the community junior college education to job success were deemed valuable for this study. Present employment status. What was the per cent of respondents who were employed or unemployed? Tables CXX and CXXI indicate that 78 per cent of the respondents were employed on full-time jobs, as employees of others, while 6 per cent were part-time employees working for others. TABLE CXX NUMBER AND PERCENTAGE OF RESPONDENTS FOR EACH COLLEGE ACCORDING TO PRESENT STATUS OF EMPLOYMENT Present Institution Total Per ; Graduates status 2 5 6 7 8 9 10 11 cent : No. Per : cent Employed by : others : full-time 8 h6 77 21 16 3O 16 17 231 78 : 77 33 Employed by ; others : part-time o 7 3 o 2 h 2 o 18 6 : 6 33 Self employed ; l l l O l l O l 6 2 : 2 33 Unemployed o S S h 1 S 1 1 22 7; 1h 61; Not given 0 8 7 O O 3 1 1 2O 7 2 2 10 Total 9 67 93 25 20 AB 20 20 297 100 ; 101 Per cent 3 23 31 8 7 1h 7 7 100 : 3h TABIE cm NUMBER AND PERCENTAGE (F RESPONDENTS BY PROCRAMS ACCORDING TO PRESENT STATUS w EMPIDMNT an» sea 13940.1 mnxnotszno pear-no 1°an ABotouqoeg mtg-mums}! ASotouqeec 1790 WW0 07! ASotouqoec 1:1-14491110111 ASotouqoea anemofieueu I‘I-IflnPuI Afiotouqoea Sutseeutfiug ASotouqoea sotuozsoeta Afiotouqoe; FOTJQOGIH Afiotouqeea him-ta Afiotouqoeq IT-AIO Afiotouqoea I‘In4994Tq017 Aflotouqoea 0414““04W7 Present status 78 231 12 45 33 36 29 15 15 Employed by others full-time 18 part-tine Employed by others Self employed 22 Unemployed Not given 297 100 4 63 14 12 39 28 12 49 19 To‘ba1 100 22 13 11 17 Per cent 22h Two per cent were self-employed and 7 per cent were unemployed. Another 7 per cent did not indicate their employment status. This total of 86 per cent were employed on a full or a part-time job. Table CXXI provides information which shows that the number of unemployed were mainly among those who had taken drafting technology and mechanical technology. None of the students who had enrolled in automo- tive technology, engineering technology, industrial management technology, or metallurgical were unemployed. Only one person from electronics technology and one person from industrial technology were unemployed. Three of the 6 individuals who were self-employed had studied mechanical technology while the others were single representatives of automotive technolor‘, engineering technology, and industrial management technology. Present type of employment. Twelve classifications are utilized to provide an analysis of the job classifications of the respondents. This analysis is shown in Table CXXII. The largest group of the respondents, 2h per cent, were employed at a job which they considered as a technician's job. Further analysis is provided by a list of the jobs which the respondents considered technicians' jobs in Table CXXIV. The second largest group, 15 per cent, reported employment on skilled jobs. The third category, unskilled workers, constituted 10 per cent of the respondents. Eight per cent were employed at semiskilled jobs. Only 3 per cent were employed at service jobs and 7 per cent in a.professional capacity. Two per cent had secured positions as foremen or "firstline" supervisors and another 2 per cent had gained positions on a type of "middle-management" job. While only 1 225 TABLE CXXII NUMBER AND PERCENTAGE OF RESPONDENTS FOR EACH COLLEGE ACCORDING TO PRESENT TYPE OF EMPLOYMENT Present Institution Total Per : Graduates employment 2 5 6 7 8 9 10 11 cent : No. Per __ : cent Technician : job 3 20 1h 5 L; 18 5 2 71 2h : to 56 Unskilled : labor 1 9 9 2 3 3 O 3 3O 10 : 10 33 Semiskilled 3 job 0 6 12 1 2 1 1 1 2h 8 : 1 h Skilled job 1 11 19 S 2 l S 2 R6 15 : 11 2h Clerical or : sales job 2 7 ll 2 2 2 O l 27 9 : S 19 Service job 0 2 l O O 2 1 2 8 3 : h 50 Farmer or : farm worker O O l O 1 O O O 2 1 : O 00 Professional : worker O l 5 h 1 S h l 21 7 : 6 29 Foreman or : "firstline" : supervisor l O 1 O 1 1 l O S 2 : 3 60 "middle- ‘ management" : job 0 1 l 1 1 1 O O S 2 : h 80 Other 1 S 9 h 2 L; 1 6 32 10 : 9 28 Not given 0 S 10 l l S 2 2 26 9 x 8 31 Total 9 67 93 25 20 h3 20 20 297 100 : 101 Per cent 3 23 31 8 7 1h 7 7 100 : 3h per cent was employed in agriculture, 9 per cent worked at clerical or sales jobs which was a larger percentage than was employed on semi- skilled jobs. Sixty per cent of those who studied civil technology considered themselves employed on a technician's job according to the data shown in Table CXXIII. Even a higher per cent, 66 per cent, of the respondents from metallurgical technology were employed on technicians' jobs. Ten of the 28 who studied electronics technology were working on technicians‘ jobs. The largest percentage of those employed on unskilled jobs had studied drafting or industrial technology. Approximately 1 out of 28 individuals who studied electronics technology was also working on technicians' jobs. The largest percentage of those employed on unskilled jobs had studied drafting or industrial technology. Approximately 1 out of 6 of those who enrolled in electrical technology ended up at a semiskilled job. One of every h who studied mechanical technology was a skilled worker, and nearly 1 in 5 who studied automotive technology or industrial technology was in the skilled job classification at the time of the study. Those who were working on service jobs had studied automotive technology, electronics technology, industrial technolov‘, or mechanical technology. The preparation of the largest number of those who considered themselves employed in a profession was through industrial technology. Nine individuals from electronics technology, industrial technology and mechanical technology assumed positions in supervision and management. TABLE CIXIII NUMBER AND PERCENTAGE OF RESPONDENTS BY PROGRAMS ACCORDING TO PRESENT TYPE (F EMPIDYMENT queo sea team mntnotzxno pofimo JORQO ABotouqoeq vofimtncen Afiotouqoei I‘OTEFQOQN Afiotouqoeq I‘IJQIFPUI Afiotouqoog enemefisuem I‘IJ4BBPVI Afiotouqoea Sutzeeu19uz Afiotouqoea sotuosqoeta Afiotouqoea 1‘013409I3 £90touqoeq $1th ABotouqoea IIAIO Afiotouqoei I‘ln4093Tq0JV Afiotouqoca fiAI¢UWDTOV Present employment 24 10 8 15 9 71 30 24 46 27 NOOOH d‘HOfi'O O’HIQOO Qd‘COQLO e-l L‘tONQI-i OOOOH NNHr-IO OHMNQ‘ H COMIOd‘CD 11 10 2 6 6 NHOOO- H OOOHO NHNd‘B’) '8 'n 3 .0 H 623% 8 fiend-08 5.2% cr'IOe-I H OH '6 3335: o a'§.a o O 0MP! c—«Dmeco 000 t 5% .2 £53 ?3% we: eEr Foreman or ”first-line“ N N ID to 0-0 0-0 0 O N N N H O O. O O H H O O 0 rd 0 O O O O O supervisor ”Middle-management” position Not given Other 4 297 100 63 14 12 12 39 13 22 28 34 11 49 19 Total 100 17 Per cent -..“w-'--‘- -'. 228 The background of those who had accepted positions in clerical or sales work was quite varied but the largest percentage had enrolled in automotive technology. Forty-nine different jobs were listed by the respondents as jobs they considered technicians' jobs as shown in Table CXXIV. Fourteen of these were in the draftsman—detailer family of jobs. Six were jobs as metallurgical technicians, 3 as electronics technicians, and 3 as labora- tory technicians. Several technicians were employed on jobs related to highway construction and maintenance work. Two students stated that they were working on jobs as engineering technicians. In a large number of situations only 1 person was employed at the specific job title. The titles are those supplied by the respondents and may as a result vary from those used by the employers or those that might be listed by a standard reference source in this field. The code number of the institution listed in the table on the right side provides identification with the participating institutions for the benefit of the reader. While most of the titles which are listed were either related to the electrical or the mechanical field, a few like dental technician, fireman, and packaging engineer seem far removed from either the electri- cal or the mechanical fields. Several of the technicians' jobs also, were related to metallurgy. Even though graduates constituted only 3h per cent of the respond- ents, approximately hO per cent of the employed technicians were graduates 229 TABLE CXXIV NUMBER OF RESPONDENTS INDICATING EMPLOYMENT IN JOBS THEY CONSIDERED TECHNICIANS' JOBS Number of Title of job Institution attended students by each student 1h Draftsmen-detailer 3-5-5—7-7-8-8-8—9-9-9-9-11-9 6 Metallurgical technician 5-5-5-5-5-11 3 Electronics technician 5-5-6 3 Laboratory technician 6-5-8 3 Instrument Man I 9-9-9 2 Highway traffic technician 9-9 2 Highway laboratory technician 9-9 2 Engineering technician 9-10 1 Automotive repairman 6 1 Engineering assistant 2 1 Technical researcher 2 1 Draftsman conveyor engineer 2 1 Maintenance technician 3 1 Research technician S 1 Heat treat technician S 1 Electronics service technician 5 1 Quality control inspector 5 1 Automotive researcher S 1 Assistant analysist 5 1 Customer engineer 5 Number of students 230 TABLE CXXIV (continued) Title of job Ground equipment technician Analytical research technician Special metals inspector Electronics testing inspector Appliance service technician Dental technician Radar specialist System engineer Laboratory tester IBM control operator Machine repair machinist Welder repairman Machinist technician Packaging engineer Junior engineer Engineering aide I Fireman Trouble shooter Property technician B Electrical model maker Computer technician Institution attended by each student O\O\O\O\O\O\O\O\O\UIUIUIUI co -c \o -J ~a -o -q \0 231 TABLE CXXIV (continued) m — Number of Title of job Institution attended students by each student 3:“ Z: 1 Radio and radar maintenance technician 9 1 Audio—visual repairman 9 1 Radio repairman 9 l Cartographer and compilation aide lO 1 Quality control technician lO 1 Specialized vehicle development technician lO 1 Industrial radiographer 10 1 Materials handling technician S at the time of the study. However, 10 per cent of the graduates were employed on jobs as unskilled labor. This is exactly the same per cent as of the total respondents. The percentage of graduates employed on the following types of jobs was somewhat smaller than of the total respond- ents: semiskilled jobs, skilled jobs, clerical or sales job, farmers or farm workers, and professional workers. Location of employment relative to college attended. The next three tables are designed to provide information as to the location of the respondents' employment relative to the site of the college attended. In Table CXXV the statistics indicate that 77 per cent were 232 were employed within Michigan, only 6 per cent were employed in other states, while 16 per cent either failed to indicate location of employ- ment or checked "other" on the item of the questionnaire. Nearly one- half of the individuals, h8 per cent to be exact, were employed in the TABLE CXXV NUMBER AND PERCENTAGE OF RESPONDENTS FROM EACH COLLEGE ACCORDING TO LOCATION OF PRESENT EMPLOYMENT RELATIVE TO COMMUNITY JUNIOR COLLEGE ATTENDED Graduates No. Per cent Present Institution Total Per employment cent location 2 5 6 7 8 9 10 11 O. O. .0 C. O. n I In same community as college 6 10 S3 l9 17 21 9 9 lhh A9 0. O. .0 .0 N7 33 Other community but within 50 miles 1 38 16 2 l 6 2 S 71 2h 25 35 2 5 Other Michigan community but more than 50 miles 1 S 1 1 O S 2 1 16 5 State other than Michigan 0 3 8 O O 2 2 2 l7 6 Other 1 2 h 2 1 2 h l 17 6 29 Not given 0 9 ll 1 l 7 l 2 32 10 10 31 Total 9 67 93 25 20 h3 20 20 297 100 Per cent 3 23 31 8 7 1h 7 7 100 233 same community in which the community junior college attended was located. Analysis of the table suggests very little difference in this respect between the graduates and the body of total respondents as far as the location of employment relative to college attended is concerned. Thirteen of the 1h who enrolled in metallurgical technology were employed in Michigan according to Table mom, 11 of them within a radius of 50 miles of the college attended. Ten of the 20 students in civil technology were employed within 50 miles of the college attended and 5 more within the state beyond the 50 mile radius. About two-thirds of the enrollees in electrical technology were employed in the same community as the college attended. Seventeen individuals composing 6 per cent of the respondents were employed in states other than Michigan. Eight of these were students who had enrolled either in electrical technology or in electronics technology. Three from mechanical technology, and 2 each from industrial technology and automotive technology were employed in states other than Michigan. California attracted h students (See Table CXXVII.) the largest number employed in a state other than Michigan. Two students listed the following states as their present home: Illinois, Missouri, Nevada, and Florida. Ten other states made up the list of other states in which the respondents were employed. Income op first job after college. The income on the first job after leaving college is the subject of the data of Tables CXXVIII and CXXIX. The first job after college provided a compensation of $ 75 to $89 TABEE CIXVI NUMBER AND PERCENTAGE OF RESPONDENTS BY PROGRALB ACCORDING TO WATION w PRESENT EMPLOYMENT REMTIVE TO COMMUNITY JUNICR COLLEGE ATTENDED ance sea 13403 mntnotxsno postman J9me ASctouqcei rang-runner: ASotouqoea I‘OIU‘ROGN Afiotouqoeq I‘IJQSRPUI Afiotouqoeq anemefieuwm I‘TJ39nPUI fifiotcuqoea Sutxeeutfiug ABotouqoea sotuosacotg £Sotouqoeq I‘OTJQOOIR ASotouuoeq 9121mm Afiotouqoea 11470 Afiotouqceq I91n4°°4Tq°17 Afiotouqoeq OAIQDWOQHV employment location Present 234 144 43 O 25 21 12 22 college In some community as 24 71 1O 13 16 Other community but within 50 miles 16 Other Michigan community but more than 50 miles 17 Michigan State other than 17 Other 10 32 Not given 4 63 14 12 39 12 49 34 28 20 19 Total 297 100 100 22 13 11 17 Per cent 23S inclusively for the largest group, 21 per cent of the respondents. Nine- teen per cent of the total earned less than $60 a week and only 1 per cent earned more than $180 a week on the first job after termination of college. The median salary for the total group was approximately $87 per TABLE CXXVII NUMBER OF RESPONDENTS INDICATING EMPLOYMENT IN STATES OTHER THAN MICHIGAN : W Number of State students h California 2 Illinois 2 Missouri 2 Nevada 2 Florida 1 west Virginia 1 Texas 1 'Wisconsin 1 North Carolina 1 New York 1 Colorado 1 Ohio 1 ‘Washington 1 Arkansas 1 Tennessee 236 week on the first job after college. Seven per cent of the respondents indicated earnings per week of $120 or over. An idea of the potential earning capacity of the first job of the individuals who pursued the various curricula is possible by studying Table CXXIX. TABLE CXXVIII NUMBER AND PERCENTAGE OF RESPONDENTS FOR EACH COLLEGE INDICATING AVERAGE WEEKLY INCOME FROM EMPLOYMENT ON FIRST JOB AFTER COLLEGE Average Institution Total Per : Graduates weekly cent : No. Per income 2 S 6 7 8 9 10 ll : cent Less than : $60 a week 1 10 20 6 6 3 7 2 55 19 : 21 38 $60-$7h 2 6 6 7 2 s o S 33 11 i 8 2t $75-$89 1 15 9 7 h it 7 7 6h 21 : 35 SS $90-$1oh o 10 1h 2 h 10 h 2 t6 15 : 20 A3 $1os;$119 2 5 13 o 1 3 o 0 2t 8 i 5 21 $120-$13h o 2 h 1 o 3 o l 11 h i 3 27 m39$ue o 1 0 c1 1 o o c) 2 l: o 00 $150-$16h 1 o l o o o l o 3 1 : 2 67 $165-$179 0 o o o o o o o o o o 0 $180- over 0 O 2 O O O O O 2 l : l 50 Not given 2 18 2h 2 2 5 1 3 S7 19 i 6 ll 3 Total 9 67 93 25 20 h3 20 20 297 100 : 101 Per cent 3 23 31 8 7 1h 7 7 100 : 3h TABLE GXKIX NUMBER AND PERCENTAGE CF RESPONDENTS BY PROGRAM INDICATING AVERAGE WEEKLY INCOME FROM ELTLOYMENT ON FIRST JOB AFTER COLLEGE queo sea I‘QOL 'mntnotazno p99quo JGHQO Afiotouqoea 19013111119qu Afiotouqoea I‘OIUFHOQN Afiotouqoea tetaqsnpux ASotouqoea quomeSwuem I‘IJABBPUI Afiotouuoeq BEIJOGUIBHQ Afiotouqoeq sotuoaqoeta Afiotouqcea I‘°114°913 Afiotouqoea mamas ASotouqoeq IFAIO ASotouqceq I‘Jn40941H017 dfiotouqcei 04140m04fl7 Ayerage weekly income oarqrduaaa HHNH mm cnSSE oaooo HOHBOH 009310!) 16 11 5 10 3 12 1 13 4 3 OOOOH Hd'Q'HO QNBOLOIO .9005“) 11 OONd‘N H 00000 '30an- Less than $60 a week 860-374 890—3104 875-389 3106-3119 Q‘HHO HNIOO H 0000 HOOO OOOO ”ONO HHOO OOOO OOHO $000 OHOO 0000- “COO 0000 0000 $120-$134 $135-$149 $150-$164 8165-6179 3180 and over Not given 5 16 11 62 39 49 34 28 12 20 19 Total 297 100 100 22 13 11 17 Per cent 238 Thirty per cent of the persons who studied electronics technology and industrial technology earned less than $60 per week on the first job after college. Twelve of the 20 students from civil technology earned between $75 and $89 a week on the first job after college. No one who studied civil technology earned less than this. The highest weekly salary for any of the students in civil technology was between $120 and $13k per week. Even though the range of wages in metallurgical technol- ogy was from $75 a week to over $180 a week, only 1 student was in the latter category. The earnings of the respondents in engineering technology range from less than $60 a week to the interval $135—$1h9 which is the same range reported for students who studied mechanical technology. The highest salaries after college were reported by students who had studied metallurgical technology, mechanical technology, and engineering tech- nology. Eighty-three per cent of the graduates earned less than $105 per week on the first job. The largest group, 35 per cent, had a starting salary of between $75 and $89 per week. Most recent salary. The most recent information of the earning power of the 297 students who entered the curricula in industrial- technical programs is provided in Tables CXXX and CXXXI. Table CXXX indicates that 50 per cent of the respondents had at this time, wages between $75 and $120 a week, inclusively; The median wage was $101 a week. This represents a median wage $lh higher than that received at the first job after college. While the percentage of 239 individuals in the top bracket was only 1 per cent as on the first job after college, the percentage of individuals earning over $120 per week had increased from 7 per cent on the first job to lb per cent at the present position. While 19 per cent earned less than $60 a week on the TABLE CXXX NUMBER AND PERCENTAGE OF RESPONDENTS FOR EACH COLLEGE INDICATING AVERAGE WEEKLY INCOME FROM EMPLOYMENT ON MOST RECENT OR PRESENT JOB Average Institution Total Per : Graduates weekly cent : No. Per income 2 S 6 7 8 9 10 11 : cent Less than : $60 a week 1 8 10 o 1 2 h l 27 9 : 8 3o $60-$7h o t 2 7 1 h 1 6 25 8 : 10 to $75¥$89 2 9 ll 6 S 6 S ht 15 : 1h 32 $90-$10h 2 13 19 h 6 15 3 h 66 23 i 28 h2 $105-$119 1 16 18 O h 9 2 l 51 17 : 15 29 $120-$13h 0 6 7 2 l 3 2 1 22 7 : 11 50 $135¥$lh9 O 1 h 2 1 O O O 8 3 : O O $150-$16h l O h 0 O 1 O l 7 2 : 2 29 $165-$179 0 O 2 O O l O O 3 l : 0 OO $180-over O O 2 O O O O O 2 1 : l 50 Not given 2 10 1h 8 1 8 2 1 A2 in : 12 29 Total 9 67 93 25 20 R3 20 20 297 100 : 101 Per cent 3 23 31 8 7 1h 7 7 100 : 3h : TABLE cm: NUMBER AND IERCENTAGE (F RESPONDENTS BY FEW INDICATING AVERAGE WEEKLY INCOME FROM EMPLOYMENT ON MCBT RECENT 0R RESENT JOB moo 19:: Imam mntnctaanc 2631mm mac KSotouqoeq vofimttuen Afiotouuceq 190M091! £Sotouqceq I‘Ilflnpul Afiotouqoea auemeSmm I‘TJQSRPUI ASOIouqooq Sutseoupflug Afiotcuqoeq sctuoaqoeta ASotouqceq “[130 11.140913 580107117er. Sum-ta Afiotouqoeq IT—A‘FO £90 touqoeq. I‘m4094W0-W EBatouqoeq OAIQDWO4EV Ayeragc weekly income 240 9 8 15 23 17 27 25 44 66 51 OHHHO NOHNN OOHEOLD «snatch H IONOECO OOOOO NEONNH “350me NHBOlDO .... Dbmnfi‘ H OOONU) H OOOOH CLDNNH Less than $60 a week $60-$74 375-389 390-3104 3105-3119 FIONH NCOEIQ N 0000 NOOH HOOO NDnH NNHH HOOO HOOO IQOHO ”HHO IOOOO- NOHO 0000- N000 3120-3134 3135-8149 $150-$164 $165-$179 OH 3180 and over Not given 4 63 14 12 39 28 12 34 49 19 Total 297 100 100 22 13 11 17 Per cent Zhl first job after college, the percentage of individuals in this group had dropped to 9 per cent for the most recent salary. Further analysis of the present or most recent wage structure is available in Table CXXXI according to the program pursued. None of the following programs represented respondents whose current wages were less than $60 a week: automotive technology, architec- tural technology, civil technology, industrial management technology, metallurgical technology. The bottom of the lowest interval for civil technology was $90 a week and for metallurgical technology $75 a week. The present top interval for respondents from automotive technology, civil technology, drafting technology, electronic technology, engineering technology, industrial management technology, and metallurgical technology were all within the same interval of $135F$1h9 a week, inclusively. One of the 2 individuals in the bracket of $180 a week and over had studied mechanical technology. Over 75 per cent of the graduates were earning between $60 and $13k inclusively on the present or most recent job held. Respondents having drawn unemployment compensation. The picture of the employment status of the respondents is not complete without an analysis of the number having drawn unemployment insurance. Table CXXXII and Table CXXXIII supply this information. Twenty-five per cent had drawn.unemployment compensation, 68 per cent had not, and 7 per cent failed to indicate the response to this item. The percentage of graduates who had drawn unemployment compensa- tion since leaving college was somewhat less than for the total respondents 2h2 as shown in Table CXXXII. Additional insight into the stability of employment in the areas of occupational education is obtained by a study of Table CXXXIII. None of the 20 respondents who studied civil technology needed to utilize the benefits of unemployment compensation. Less than 15 per cent of those who studied either electrical technology or metallurgical technology had up to the time of the study needed to draw unemployment compensation. But during the short time elapsed since these students enrolled on the various programs of study, approximately 1 person in 3 of those who had studied drafting technology, engineering technology, industrial technol- ogy, and mechanical technology had drawn unemployment compensation. TABLE CXXXII NUMBER AND PERCENTAGE OF RESPONDENTS FOR EACH COLLEGE HAVING DRAWN UNEMPLOYMENT COMPENSATION SINCE LEAVING COLLEGE so co co co ee u co co co co so so eeflee ee ee co co Response Institution Total Per Graduates cent No. Per 2 5 6 7 8 9 10 11 cent Yes 3 15 19 11 3 6 9 9 75 25 19 25 No 5 h6 63 1h 16 3h 11 11 200 68 77 39 Not given 1 6 11 o 1 3 o o 22 7 5 23 Total 9 67 93 25 2o 83 2o 20 297 100 101 Per cent 3 23 31 8 7 1h 7 7 100 3h TABLE CXIIIII NUMBER AND PERCENTAGE w RESPONDENTS BY PROGRAMS HAVING DRAWN UNEMPIDYMENT COMPENSATION SINCE LEAVING COHEGE 243 an» .19.: tum mntnotxzno pews mm ASotouqooq Ivofimttmem KSotouqooq I9°IU?QOQN Afiotouqoaq I'Ilzflnpul Afiotouqood qnemefiuuum I‘IJQRHPVI Afiotouqoeq Sutaaeurfiug Afiotouqoog aoxuoaqoeta Afiotouqooq T‘OIJ4°°IS Afiotouqoeq Barman fifiotouqoeq IIAIO Afiotouqooq I‘1n4094tq01v Agotouqooq GAIQOWOQWY Rfiaponae 75 19 15 16 Yes 68 37 11 24 22 51 19 13 No 22 Not given 4 63 14 12 59 28 12 49 19 Total 297 100 100 22 13 11 17 Pbr cont 2th Could have obtained job without community_junior college education. Fifty-eight per cent of the students believed they could have obtained their present job without having attended the community junior college according to Table CXXXIV. Another 25 per cent did not believe they would have secured their present job without such education, while 10 per cent said they did not know. However, bl per cent of the graduates said that they would not have obtained their present job without the college education. This problem is further analyzed in Table CXXXV. While many of the students may have seriously overrated their previous knowledge and competencies, approximately two-thirds of those in the automotive technology, electrical technology, engineering technology, industrial TABLE CXXXIV NUMBER AND PERCENTAGE OF RESPONDENTS FOR EACH COLLEGE INDICATING THAT HE COULD HAVE OBTAINED PRESENT JOB WITHOUT ATTENDING COMMUNITY JUNIOR COLLEGE ‘- j Response Institution Total Per : Graduates 2 S 6 7 8 9 10 11 cent : No. Per 4 :==;, : cent Yes 5 35 66 16 12 17 9 11 171 58 : hl 2h No l 21 13 6 S 17 7 h 7h 25 : bl 55 Don't know 1 h 7 3 3 7 h 3 32 10 i 15 h? Not given 2 7 7 o o 2 o 2 20 7 h 20 Total 9 67 93 25 2O h3 20 20 297 100 : 101 Per cent 3 23 31 8 7 1h 7 7 100 2 3h W TABLE CXXIV BY PROGRAMS INDICATING THAT HE COULD HAVE OBTAINED PRESENT JOB'WITHOUT NUMBER AND PERCENTAGE OF RESPONDENTS ATTENDING COMMUNITY JUNIOR COLLEGE 245 dueo Jag mom mntnotizno pom: ammo Afiotouqoeq Ivofimttmem Afiotouqoea I9°TUVQOGN Afiotouqoeq Intaasnpux Afiotouqoeq quemefiwuwm I‘IJ4BHPUI Afiotouqoeq 3utaeeu13u3 Afiotouqoaq cotuoaqoeta ASotouqoeq T‘°¥¢4°°IS Afiotouqoeq Emma: EBatouqoeq ITAIO ASotouqoeq IVJHQOGQTQOIV Afiotouqoeq Guanine anv Response 58 171 22 19 22 12 You 74 13 10 12 10 No 10 32 Don't know Not given 4 297 100 63 14 12 39 28 12 34 49 19 Total 100 22 13 11 17 Fur cent 2A6 technology, and mechanical technology curricula fields nonetheless believed that the knowledge and skill gained in the community junior colleges was not absolutely essential for them to secure their present job. Less than 1 student in 3 who studied civil technology or metallur- gical technology shared this point of view. Present job closely related 29 college education? Is your present job closely related to the education received at the community junior college? This question from the questionnaire brought somewhat different responses than the previous one. The results are given in Tables CXXXVI and CXXXVII. Forty per cent said that their present job was closely related, 50 per cent said it was not, and only 1 per cent did not know. However, TABLE CXXXVI NUMBER AND PERCENTAGE OF RESPONDENTS FOR EACH COLLEGE INDICATING THAT THE PRESENT JOB IS CLOSELY RELATED TO THE EDUCATION RECEIVED AT THE COMMUNITY JUNIOR COLLEGE ‘ ‘- _———— ‘ Response Institution Total Per : Graduates 2 5 6 7 8 9 10 11 cent : No . Per : cent Yes 2 2h 26 16 12 2S 8 8 121 to : 53 Ah No 5 3h 59 7 6 16 12 10 1&9 51 : to 27 Don't know 0 l l l l O O O h l i l 25 Not given 2 8 7 1 1 2 O 2 23 8 : 7 30 Total 9 67 93 25 20 h3 20 20 297 100 : 7 30 Per cent 3 23 31 8 7 1h 7 7 100 E 3h ‘ TABLE CXXIVII NUMBER AND PERCENTAGE OF RESPONDENTS BY PROGRAMS INDICATING THAT THE PRESENT JOB IS CIDSELY REIATED TO THE EDUCATION RECEIVED AT THE COMMINITY JUNIOR COLLEGE 247 aneo as; 13401 mntnotaxno POSUWO mm Afiotouqoea IEOIfi-mtt'oaeu Aflotouqoeq IVOIURQOGN Aflotouqoeq I‘IIQSHPUI Afiotouqoeq anemefiwuwm IVTJQBBPUI Afiotouqoeq Sutaeeutaug ASotouqoea sotuoxqoota ABoIouqoeq {301140013 Afiotouqoeq 3:114:6ch Afiotouqoea 11410 Kfiotouqoeq tuznaoeqrqoxv Kfiotouqoea 9AI4OWDQWV Response 121 10 22 17 16 13 17 Yes 51 149 36 22 19 17 10 No Donflt know 23 N at given 14 12 4 297 100 63 39 49 34 28 12 20 19 Total 100 22 13 11 17 Per cent 2h8 53 per cent of the graduates said that their present job was closely related, to per cent said that it was not, and again only 1 per cent did not know. Eighty-five per cent of the individuals who studied civil technology stated that their present job was closely related to the community junior college education. Table CXXXVII is the source of this and related data. Only approximately 1 student in 3 from the curricula of drafting technology, electrical and electronics technology, and mechanical technology felt that they held jobs closely related to their college educational experience. While less than one-half of the students in engineering technology believed that there was a close relationship between the two, 10 of the 1A respondents from metallurgical technology felt that in their case a close relationship existed between the educa- tional experiences in the community junior college and their present job. Did the community junior college education help in securing the first job after leaving college? While somewhat related to the previous two questions, the degree of the implication is different. The opinions of the students are recorded in Tables CXXXVIII and CXXXIX. ‘In spite of the slight shift in emphasis only 39 per cent of the students believed the community college education did help them secure their first job. Fifty per cent did not agree, while 2 per cent did not know. A study of the graduates indicates that 60 per cent believed the education helped and only 32 per cent took the position that it did not help in securing the first job. Worthy of diligent study and concentrated effort by many of the 2A9 institutions are the implications contained in Table CXXXIX relating to the analysis of this problem by programs. A strong positive approach was expressed by 19 of the 20 students who studied civil technology. They maintained that their community junior college education did help in securing the first job. Eleven of the 1A respondents from the curricula of metallurgical technology supported this position. Only 6 of the BA students who studied electri- cal technology, and 3 of the 12 students who studied engineering technol- ogy believed that their education helped them to secure their first position. expressed the same point of view. TABLE CXXXVIII Five of the 19 students enrolled in automotive technology NUMBER AND PERCENTAGE OF RESPONDENTS FOR EACH COLLEGE INDICATING THAT EDUCATION AT THE COMMUNITY JUNIOR COLLEGE HELPED IN SECURING THE FIRST JOB AFTER COLLEGE Response Institution Total Per ; Graduates S 6 7 8 9 10 11 cent : No. Per 3 cent Yes 27 16 1o 8 28 13 9 115 39 Q 60 52 No 30 66 13 1o 13 7 7 119 50 Q 32 21 Don't know 1 l 2 1 O O O 5 2 ; 2 No Not given 9 10 o 1 2 o u 28 9 § 7 25 2 Total 67 93 25 20 AB 20 20 297 100 z 101 Per cent 23 31 8 7 1h 7 7 100 ; 3h TABLE CXXXIX NUMBER AND PERCENTAGE OF RESPONDENTS BY Him INDICATING THAT EDUCATION AT THE COMMUNITY JUNICR COLLEGE HELPED IN SECURING THE FIRST JOB AFTER COLIEGE o”~;— -—- 250 queo Jed 13403 'mntnotazno pefiquo JORQO Afiotouqoea IVOIB-rntreaen Afiotouqoeq teotquoam Afiotouqoeq I‘IJ4SHPUI Afiotouqoeq anemefiwuwm tetxqsnpul ABotouqoeq Sutaeoutfiug Afiotouqoeq sotuoaqoeta Afiotouqoag I‘OIJ409I3 Afiotouqoez Sum-ta Afiotouqoea IIAFO Afiotouqoei IBJ“4°94¥HOIV Afiotouqoea GAIQOWO4HV Response 39 115 11 18 10 19 Yes 50 147 38 17 23 17 22 11 No Donflt know 28 Not given 4 297 100 63 14 12 39 28 12 34 49 19 Total 100 22 13 11 17 Per cent 251 Requirement gf additional training. In this item the effort was made to ascertain whether or not the first employer required additional training of the respondent in order to fulfill the requirements of the position. The analysis according to colleges is given in Table CXL and according to program studied in Table CXLI. One student in h said that he needed additional training to fulfill the job requirements. A slightly smaller per cent of the gradu- ates indicated that they also needed additional training to fulfill the requirements of the first job. Twenty-four of the 63 students from mechanical technology needed additional training for the job. While the percentage of students of the other curricula did not as often require additional training, some TABLE CXL NUMBER AND PERCENTAGE OF RESPONDENTS FOR EACH COLLEGE INDICATING WHETHER THE FIRST EMPLOYER REQUIRED ADDITIONAL TRAINING IN ORDER TO FULFILL THE JOB REQUIREMENT _—’ A Response Institution Total Per : Graduates 2 S 6 7 8 9 10 11 cent : No. Per girl : cent Yes 2 12 31 7 2 9 7 3 73 25 : 23 32 No 5 h? 52 16 15 31 13 1h 193 65 : 7O 36 Don't know 0 2 O 2 l l O O 6 2 : 3 50 Not given 2 6 10 O 2 2 O 3 25 8 : 5 20 Total 6 67 93 25 20 N3 20 20 297 100 : 101 Per cent 3 23 31 6 7 1h 7 7 100 ; 3h TABLE CILI NUMBER7AND PERCENTAGE OF RESPONDENTS BY PROGRAMS INDICATING‘WHETHER THE FIRST EMPLOYER REQUIRED.ADDITIONAL TRAINING IN CRDER TO FULFILL THE JOB REQUIREL'ENTS 252 ance Jag razor mntnotaxne peBquo J°QQO Afiotouqeeq IVOTSJn1194QH Afiotouqoea {notueqeem Afiotouqoeq I‘IJQSRPUI Kfiotouqoeq anemoiwuwm IRIJQBUPUI Afiotouqoea 9utseeu19ug Afiotouqeea servosaoetg Afiotouqeeq I‘OIJQOOIE Kfiotouqoea Entasvza EBatouqoea IIAIO Afiotouqeeq 191n$°°4Tq°IY Afiotouqoea OAIQOWOAHV Response 25 73 24 10 10 Yes 65 193 11 32 19 33 14 15 No Doth know 25 Not given 4 63 14 12 39 49 34 28 12 20. 19 Total 297 100 100 22 13 11 17 Per cent 253 students in all programs except industrial management technology and architectural technology, did need additional training to fulfill the job requirements. Keeping ER with new developments. Tables CXLII and CXLIII reflect the opinions of the respondents relative to the problem of keeping up with new developments. Twenty-nine per cent said that it was difficult to keep up with new developments but 53 per cent said that it was not difficult to do so. The very obvious fact that new developments are much more impor- tant in some fields than in other fields and also much more numerous in some of these fields is brought out in Table CXLIII. While approximately TABLE CXLII NUMBER AND PERCENTAGE OF RESPONDENTS FOR EACH COLLEGE INDICATING THAT IT IS HARD TO KEEP UP WITH NEW DEVELOPMENTS m Response Institution Total Per ; Graduates 2 5 6 7 8 9 10 ll . cent : No. Per : cent Yes 2 2h 19 6 5 17 8 5 86 29 2 to N7 N0 h 28 59 13 10 22 7 12 155 52 : N9 32 Don't know 1 9 h 5 2 3 h 2 30 10 2 9 30 Not given 2 6 11 1 3 1 1 1 26 9 3 12 Total 9 67 93 25 20 AB 20 20 297 100 ; 101 Per cent 3 23 31 8 7 1h 7 7 100 ; 3h TABLE CXLIII NUMBER.AND PERCENTAGE OF RESPONDENTS BY PROGRAMS INDICATING THAT IT IS HARD TO KEEP'UP‘WITH NEW DEVELOPMENTS 254 ance sea I‘TOL mntnotaxne 2933qu demo EBatouqoea Ivofimtt'eaew Afiotouqeea I‘OTUVWOGN Afiotouqeea 1‘1149nPuI Afiotouqoea anemeSeusm IVIJ4SWPUI Afiotouqoea Rutseeutfiug Afiotouqeea seruosqoetg Afiotouqoea t301149913 ASotouqoeq autumn Afiotouqoea IIAIO Afiotouqoea I3194°°4Iq017 Afiotouqoea estqomoanv Response 86 13 11 16 Yes 155 53 2 36 17 12 18 11 No 31 1O 1 Donlt know 25 Not given 4 297 100 63 14 12 39 28 12 49 19 Total 100 22 13 11 17 Per cent 255 one-half of those who were working in an occupation resulting from the study of automotive technology, civil technology, electronics technology, and metallurgical technology felt that it was hard to keep up with new developments, none of the respondents from engineering technology and a fairly small percentage of those from electrical technology and also from mechanical technology took the same position. 4 Ten per cent of the total population reporting had difficulty in deciding whether or not it was hard to keep up with new developments. A larger percentage of the graduates than of the total respondents stated that it was hard to keep up with new developments. Union membership. Union membership of the respondents is the subject covered in Table CXLIV and CXLV. Twentyhthree per cent of the respondents had union membership and 70 per cent did not, as shown in TABLE CXLIV NUMBER AND PERCENTAGE OF RESPONDENTS FOR EACH COLLEGE INDICATING UNION MEMBERSHIP Response Institution Total Per : Graduates 2 S 6 7 8 9 10 11 cent : No. Per 3 cent Yes 3 lb b0 3 2 2 2 3 69 23 : 16 23 No 5 b8 b2 2O 17 38 18 17 205 70 i 82 b0 Don't know 0 O O l O O O O l O i O 00 Not given 1 5 11 l l 3 O O 22 7 : 3 1b Total 9 67 93 25 20 b3 20 20 297 100 i 101 Per cent 3 23 31 8 7 lb 7 7 100 ; 3b TABLE CXLV NUMBER.AND PERCENTAGE OF RESPONDENTS BY PROGRAMS INDICATING UNION MEMBERSHIP 256 sues sea I‘QDI mntnorisno pesumm some Afiotouqoea “(9013-311134911 ABotouqoea [sotuvqoom ASotouqoea 137349nPuI Afiotouqoeq anemefieusm I‘FJQBBPUI Afiotouqoei Sutseeutfiua Afiotouqoea sotnoaaoeta Afiotouqoea I‘OIJ40913 £9010uqoea film-ta Afiotouqoea IIAIO AfioIouqoea namqoozmoxv Afiotouqoeq GAIQOWO4HV Response 69 17 13 10 13 Yes 70 205 36 13 28 34 17 18 10 20 16 No Don't know 22 Not given 63 14 12 4 297 100 39 28 12 49 34 20 19 Total 100 22 13 11 17 Per cent 257 Table CXLIV. Sixteen per cent of the graduates were union members while 82 per cent were not. None of the students who studied architectural technology, civil technology, or industrial management technology had joined the unions. But approximately one-third of those who studied electrical or electronics technology or mechanical technology were members of the unions. While some of the other respondents had joined the unions, the percentage in most cases was not large. About 20 per cent of those who studied metallurgical technology, engineering technology, and automotive technology were members of the unions. Those Who Graduated At the beginning of this chapter we were concerned about 297 individuals who initially enrolled in a number of different programs in eight public community junior colleges in Michigan. Throughout the chapter efforts havebeen made to identify and characterize these individuals, the programs they participated in and to some extent the institutions they attended. Now the concern is directed specifically to the number of these 297 students who successfully completed the program and graduated. Number graduating. The number and the percentage of the graduates is given in Table CXLVI and CXLVII. Thirtyefour per cent or a total of 101 students graduated while 63 per cent did not. According to Table CXLVI, 3 per cent failed to indicate whether or not they graduated. The statistics by institutions suggest considerable variation in 258 the percentage that graduated from each of the participating colleges. Institution 10 ranked highest with 80 per cent of the respondents graduating. Institution 7 had only 12 per cent of its respondents that had graduated, and Institution 6 had 15 per cent that graduated. Nearly one-half of the students who responded from Institutions 5, 8, 9 and 11 completed the program and graduated. One student in Institution 3 that entered Institution 2 in industrial-technical programs had graduated by the time of this study. Institution 2 had approximately the same percentage as the average of all the participating colleges for the population in this respect. Table CXLVI provides data according to the programs enrolled in. Two out of every 3 students that enrolled in metallurgical technology graduated; whereas, none of the 2 students from architectural technology secured their diplomas. Over one-half of the students studying TABLE CXLVI NUMBER AND PERCENTAGE OF RESPONDENTS FOR EACH COLLEGE INDICATING GRADUATION FROM INDUSTRIALPTECHNICAL CURRICULA Response Institution Total Per cent 2 S 6 7 8 9 lo 11 Yes 3 28 1h 3 9 19 16 9 101 3b No 6 36 79 21 10 22 3 10 187 63 Not given 0 3 o 1 l 2 1 1 9 3 Total 9 67 93 25 20 b3 20 20 297 100 Per cent 3 23 31 8 7 lb 7 7 100 W TABLE CXLVII NUMBER AND PERCENTACE (F RESPONDENTS BY BIOGRAMS INDICATING GRADUATION FROM INDUSTRIAL-TECHNICAL CURRICULA 259 ance as; I34°I mntnotaxno pefiquo J‘WQO KSOIouqoea tactfimuuew Afiotouqeea I‘OTU9QOGN Afiotouqoeq I‘quflnPuI Afiotouqoes anemeflnuwm tetsasnpux £90touqoea Sutseeutfiug Afiotouqoea sotuosaoeta Afiotouqoea 1301149913 ASotouqoea 3111mm Afiotouqoea IFAIO motompei I9134°941q017 EBatouqoeq entqomoanv Response 101 22 13 11 11 10 Yes 63 187 54 15 23 21 34 No Not given 63 14 12 4 297 100 39 12 49 34 28 2O 19 Total 100 22 13 11 17 Per cent 260 automotive technology, civil technology, or industrial technology graduated; on the other hand only about 25 per cent from drafting tech- nology and 15 per cent of those who began the study of mechanical tech- nology completed the program and graduated. Job Satisfaction Industrial psychologists and many others are concerned about the problem of job satisfaction. The purpose of this investigation was also to ascertain from the individuals who had experienced the educational program and later had joined the "world of work", the degree of their job satisfaction. ;Another factor significant in the evaluation of job satis- faction was whether or not the individuals were employed on the kinds of jobs they had prepared for at the community junior college. Satisfied with job. As indicated in Table CXLVIII, 178 per cent said that they were well satisfied with the job, 35 per cent said they were not well satisfied, 7 per cent did not know, and 10 per cent failed to check a response for the item. A study of this table suggests that the job satisfaction is not closely related with graduation as about the same percentages are reflected in each category for the graduates as for the total respondents. Study of Table CXLVIII reveals that actually there is very little difference between the colleges attended in the degree of job satisfaction reported by the respondents. There were some differences when curricula are examined. Fifteen of the 20 enrolled in civil technology were highly satisfied with their jobs as reported in Table CXLIX. Eleven of the 19 261 that studied automotive technology were also well satisfied with their jobs. About one-half or less of those who studied drafting technology, electrical technology, electronics technology, industrial technology, mechanical technology, and metallurgical technology were well satisfied with their occupations. Only b of the 12 that pursued the engineering technology curriculum were well satisfied with the position they obtained. Working at the kind pf job prepared for. In order that students who enroll in a certain curriculum may realistically have some idea as to whether or not most students who have studied the same curriculum succeed in finding employment in it, this item was included in the questionnaire. TABLE CXLVIII NUMBER AND PERCENTAGE OF RESPONDENTS FOR EACH COLLEGE INDICATING THAT THEY WERE WELL SATISFIED WITH THEIR JOBS Response Institution Total Per : Graduates 2 5 6 7 8 9 10 11 cent : No. Per : cent_ Yes b 31 b3 17 8 22 9 8 lb2 b8 : b5 32 No 3 27 30 s 6 15 9 9 10b 35 39 38 Don't know 1 2 6 1 3 b 2 1 2o 7 8 no Not given 1 7 lb 2 3 2 o 2 31 10 9 29 Total 9 67 93 25 20 b3 20 20 297 100 : 101 Per cent 3 23 31 8 7 lb 7 7 100 : 3b TABLE CXLIX NUMBER AND PERCENTAGE OF RESPONDENTS BY PROGRAMS INDICATING THAT THEY“WERE‘WELLrSATISFIED‘WITH THEIR JOBS 262 ance and 19903 mntnotsxne pefinsqo IOQQO Agatouqeea now-Intranet Afiotouqoea tsetuvqeem Afiotouqoea IfitlaflnPUI ASoIouqoea anemefisusm tstsasnpux ASotouqeea Rutxeeutfiug Afiotouqoea sotuosaoetg A9010uqoea t‘°¥1%°°tfi £9010nqoea 3111451310 ASOIouqoea IFAIO ARotouqeea tsxnaoeatqoxv Afiotouqeea OAI4OW04WV Response 142 17 11 22 16 15 11 Yes 104 35 O 21 16 11 15 18 No 20 Donfit know 10 31 not given 14 12 4 297 100 63 39 49 34 28 12 20 19 Total 100 22 13 11 17 Per cent 263 A brief summary of the findings show that 35 per cent were working at the kind of job prepared for while at the college and 55 Per cent were not, as shown in Table CL. However, b7 per cent of the graduates were working at the kind of job prepared for while in college. A high degree of correlation seemed to exist between the kind of position prepared for and the kind of position secured by those who selected to study civil technology and metallurgical technology as indicated in Table CLI. On the other hand, less than 30 per cent of those who studied automotive technology, electrical technology, electronics technology, or mechanical technology were presently working at the kind of job prepared for while at college. TABLE CL NUMBER AND PERCENTAGE OF RESPONDENTS FOR EACH COLLEGE WHO INDICATED WORKING AT THE KIND OF JOB PREPARED FOR WHILE ATTENDING THE COMMUNITY JUNIOR COLLEGE Response Institution Total Per : Graduates 2 5 6 7 8 9 10 ll . cent : No. Per "‘ #:b_j:r : can Yes 3 2O 21 13 8 2b 7 8 10b 35 : b7 b5 No b 38 63 10 10 16 12 9 162 55 : b5 28 Don't know 0 2 O l l l l 1 7 2 : 2 29 Not given 2 7 9 l l 2 O 2 2b 8 : 7 29 Total 9 67 93 25 20 b3 20 20 297 100 i 101 Per cent 3 23 31 8 7 1b 7 7 100 : 3b u ___ TABLE CLI ATTENDING THE COMMUNITY JUNIOR COLIEGE NUMBER AND PERCENTAGE (F RESPONDENTS BY momma WHO INDICATED WORKING AT THE KIND OF JOB PREPARED Fm WHILE 264 ance and I94OI mntnotssno peSquo demo Afiotouqoea I‘OI3JnIIFQQN Afiotonqoea {sotueqoom Afiotouqoea tttsasnpux ASOIouqoea anemefieusm I‘IJ49nPuI Afiotouqoea Sutseeutfiug Afiotonqoea sotuosaoeta Afiotonqoea twatzaoeta £90touqoea 9117mm Afiotouqoea IFAIO Afiotouqoea IRJnQOGQFQOIY ABotouqoea oasaombanv Response 104 35 1 18 14 17 16 Yes 55 162 37 26 11 No Don't know 24 Not given 14 12 4 297 100 63 39 12 49 34 28 20 19 Total 100 22 13 11 17 Per cent 265 The average of 35 per cent working at the kind of job prepared for while at college is a rather close representation of the response from the students who studied engineering technology, and industrial technology. Other Information In this miscellaneous classification are four tables dealing with the students' responses to two items. The first series relates to the item, "Has the employer provided for you a company training program?" The second series relates to the item, "Do you think the community junior college courses you took will help you secure a position in 'middle management' if you so desire?" The final table of this section summarizes the specific comments and suggestions made by the reSpondents on the questionnaire. Company training program. Data relative to the fact that a large percentage of the respondents was in need of additional training to meet the needs of the first job were presented in Table CXL. The item under consideration relates to whether or not the employer provided a company training program.for the employees. The tabular information in Table CLII provides an analysis according to the college attended, while that in ifable CLIII presents the statistics analyzed according to the program Studied . Thirty-three per cent of the respondents stated that the company dici provide a training program, but 55 per cent said that no training PPc>gram'was provided by their employer. Two per cent did not know and 10 :per cent failed to check this item on the questionnaire. 266 Table CLIII provides information indicating that in mechanical technology 25 of the 63 respondents were employed by firms that did provide a company training program. About one-third of the respondents who studied drafting technology also reported that the employer provided a company training program. But in the field of employment of those who studied metallurgical technology, only 1 of the lb respondents stated that the employer provided a company training program. "Middle-management" positions. To what extent will the courses taken at the community junior college in the industrial-technical curricula help these individuals obtain positions in "middle-management"? To learn how the students viewed this question, see Tables CLIV and CLV. TABLE CLII NUMBER AND PERCENTAGE OF RESPONDENTS FOR EACH COLLEGE WHO INDICATED THAT THE EMPLOYER PROVIDED A COMPANY TRAINING PROGRAM Response Institution Total Per ; Graduates 2 5 6 7 8 9 10 11 cent : No. Per 1_ : cent : Yes 3 13 b2 11 3 11 6 7 96 33 : 29 30 No b b5 37 13 13 29 13 11 165 55 x 60 36 Don't know 0 1 2 O 2 l l O 7 2 ; b 57 Not given 2 8 l2 1 2 2 O 2 29 10 ; 8 28 z : Total 9 67 93 25 20 b3 20 20 297 100 z 101 3 Per cent 3 23 31 8 7 lb 7 7 100 : 3b TABLE CLIII NUMBER AND PERCENTAGE OF RESPONDENTS BY PROGRANS'NHO INDICATED THAT THE EMPLOYER PROVIDED.A COMPANY'TRAINING PROGRAM 267 ance sea IVQOL mntnotasno pefiusqo JGHQO ASOIouqoea IvOIBmII'e 49m Afictouqoea [netusqoom Afiotouqoea IVIJ4BRPUI EBatouqoea quemcfisusm Intaasnpur Afiotouqoea Sutaeeutfiug Afiotouqoeq sotuosaoetg KBOIouqoea TVOTJQOGIS Afiotouqoea Burners-ta Aflotouqoea 11410 ASOIouqoea 191n3094Fq017 ABOIouqoea enxqomoqnv Response 33 96 25 12 13 13 14 Yes 55 196 28 12 23 28 14 15 14 15 No Donit know 10 29 Not given 14 12 4 297 100 63 39 49 34 28 12 20 19 Total 100 22 13 11 17 Per cent 268 A little more than one-third of the students said that these courses would help while exactly one-third said that these courses would not help and somewhat less than one—third indicated they did not know whether these courses would help or not to obtain a position in "middle- management". Table CLIV provides information suggesting that a higher percentage of graduates believed that courses taken will help them secure Imiddle-management" positions. While extreme positions by any of the groups is not indicated by the tabular data.provided in Table CLV, approximately 50 per cent of the students who were optimistic concerning the benefit of the courses, had studied either civil technology or industrial technology. But only 25 TABLE CLIV NUMBER AND PERCENTAGE OF RESPONDENTS FOR EACH COLLEGE WHO INDICATED THAT COMMUNITY JUNIOR COLLEGE COURSES WOULD HELP THEM SECURE "MIDDLE- MANAGEMENT" POSITIONS : Response Institution Total Per : Graduates 2 5 6 7 8 9 10 11 cent 2 No. Per : cent -1. ~—-_-_. — —- Yes 3 21 33 13 7 21 11 b 113 37 : b5 b0 No 2 28 3o 7 7 11 h 7 96 33 i 211 25 Don't know 2 13 19 3 5 9 5 8 6b 22 i 26 bl Not given 2 5 1.1 2 l 2 O 1 2b 8 . 6 25 Total 9 67 93 25 20 b3 20 20 297 100 101 Per cent 3 23 31 8 7 lb 7 7 100 3h ‘ ‘ TABLE CLV NUMBER AND PERCENTAGE OF RESPONDENTS BY PROGRALB WHO INDICATED THAT COMMUNITY JUNIOR COLLEGE COURSES WOULD HELP THEM SECURE ”MIDDLE-MANAGEMENT” POSITIONS. 269 ance Jag I93DI mntnctssno pefiu‘em demo Afiotouqoea t'ecIB-muvaew Aflctouqoea tectunqoem Afiotouqoea I‘IIABnPUI Kfiotouqoea anemefisuwm tstsqsnpnx Aflotouqcea Sutaeeu79ug Agotouqooa sotuozaoetg Afiotouqoea I‘OIIQOGIS ASotouqoea firm-Ia Afictouqoea IIAIO Afiotouqoea [panacearqcxv Afiotouqoea a4140m04nv Response 37 113 24 19 14 12 11 Yes 33 96 14 13 14 18 No 22 64 14 10 13 Donflt know 24 11 Not given 14 12 4 297 100 63 39 12 49 34 28 2O 19 Total 100 22 13 11 17 Per cent 270 per cent of those who had studied automotive technology, or engineering technology felt that the courses they had taken would be of help in securing positions in "middle-management". Comments and suggestions. The students were invited to make any comments or suggestions which they thought would be helpful in making improvements in the community junior college programs or in other ways to improve learning. Many of the respondents availed themselves of this opportunity. In order to tabulate these comments they were classified under four headings: counseling and guidance, curricula, instruction, and general. In some cases more than one individual commented on the same subject in about the same way, in which case, as found in Table CLVI, these have been designated by an asterisk in front of the number. Those items which do not have the asterisk reflect the point of view of only one individual. TABLE CLVI COMMENTS AND SUGGESTIONS MADE BY STUDENT RESPONDENTS Classification Comment of comment Counseling and *1. Students should be counseled more and better. guidance *2. College should help a graduate to get a job. *3. Not enough guidance in educational selection b. While still in high school, a young man should be shown and told what problems he will face when he is out. 5. There are too many social activities and very, very poor counseling service. “— - Classification of comment Curricula Instruction General 10. 11. 12. 13. 1b. 150 'x'le *2. *3. *1. *2. 271 TABLE CLVI (continued) Comment On-the-job training would be very beneficial in technical programs. College should scale their technical program to the demands of industry. Two years of college is not enough. Industry will not recognize a two-year curriculum as enough. Suggest more courses that are transferable. Courses were too general in scope. Electrical technicians should have a better mathematics background. Too much theory and not enough practical applications. Need more emphasis on trades and less on English and history. Have the college work along with industry in planning the curriculum. Not enough subjects are offered. The training in electronics was not complete enough for a job. Should have more theory. Any person.preparing for an industrial career should have at least one course in industrial relations. Place greater stress on leadership. Need more technical English; less of the other. Part-time instructors from surrounding industry should be "screened" more carefully. Have instructors who are interested. One instructor knew less about the welding field than the students. Should have more discipline for immature students. Community college gave a good background for the industrial education curriculum. Fully satisfied with the community college. The supply of mechanical draftsmen is greater than the demand at the present time. About 15 boys started the drafting technology course. One finished. Fourteen would have liked to have finished but how could anyone make it! 272 TABLE CLVI (continued) Classification Comment of comment 6. The college shows little interest in students who must attend classes at night. 7. The college is too crowded; there is not enough time or equipment. Summary The study of the students who initially enrolled in industrial- technical programs during the school year 1958-59 resulted in many inter- esting findings. The respondents numbered 297, of these 101 (3b per cent) graduated. The summary is divided into two distinct parts, the summary as related to the total respondents and the summary as related only to the graduates. Summarz - total respondents. 1. One hundred per cent were male. 2. Slightly over one-half were residents of the local district. 3. Two out of every 3 students came from homes where the father's occupation was either unskilled, semiskilled or skilled labor. h. Ten per cent had previously enrolled in another college or university. 5. Only 29 per cent completed h semesters of full-time college work. 6. Twenty-two per cent completed between 61 and 72 semester hours, while 20 per cent completed 2h semester hours or less of college work. 7. Approximately seven-eighths of the students were in continuous _—_, 10. ll. 12. 13. 1h. 15. l6. 1?. 18. 273 enrollment. Thirty-eight per cent would make the same occupational choice as they did at the time of their initial enrollment. While most guidance functions were given ratings by the students of "good", many of them were highly critical of the assistance received from the college in obtaining a job. Eight per cent of those who did not graduate were still attending the community junior college, 7 per cent had transferred to another college, while 5 per cent had accepted apprenticeships. Seven per cent of those who terminated without graduation indicated that their occupational goals were uncertain, 6 per cent listed financial problems, while another 6 per cent gave low grades as the reason for termination. Only 6 per cent were employed in states other than Michigan. Twenty-five per cent had drawn unemployment compensation at some time since termination of college. About one out of every h respondents were members of unions. Nearly 75 per cent of the students were in the age group of 17 through 20 with only about 1 per cent over the age of 30 at the time of initial enrollment. About one—half of the respondents were well satisfied with their jobs. Over one-half of the respondents expressed the opinion that they could have secured their present position without attending the community junior college. Thirty-nine per cent were willing to admit that the community junior 19. 20. 21. 22. 230 2h. 25. 2711 college education did help them secure their first job, and DO per cent said that the present job was closely related to their community junior college education. Only 35 per cent said they were working at the kind of job they prepared for while at college. Twenty-five per cent stated that the first employer required addi- tional training for the job. Thirty-three per cent said that the employer did provide a company training program. Over 80 per cent indicated that the college facilities and classroom activities were conducive to studying and learning. A few respondents felt that the courses were either too general or too specific. Thirty-one per cent felt that too much emphasis was placed on theory and not enough on practical applications. Nearly one-half of the students indicated that more time should be devoted to developing hand or machine skills. Summary - graduates. Approximately 80 per cent were between the ages of 17 and 20, inclusively. Over one-half were single while in college. The percentage of residents and non-residents was about the same as for the total respondents. Fourteen per cent were previously enrolled in another college or university. 13. lb. 15. 16. 17. 275 About one-third had fathers who were employed in the skilled labor field. Most, 61 of 101, were C students in high school, but, 2 had a D average. Approximately Lb per cent of the students financed their education by personal savings or work. While hS per cent attended the regular h semesters, 21 per cent attended 5, and 18 per cent attended 6 semesters. Approximately one—half were in.part-time attendance at some time prior to graduation. Ninety-five per cent participated continuously on a sequential program. . Sixty-two per cent completed the curricula in a two-year period. Eighty per cent devoted only two years to technical curricula in college. Forty-one per cent said they had a B average in college and 59 per cent indicated a C average. Sixty-six per cent held part-time jobs and l? per cent held full- time jobs while attending college. Twenty-one per cent earned $50 or more per week while attending college. A higher percentage than of the total respondents believed that the assistance rendered in helping the students adjust at college was either good or excellent. Sixty-eight per cent rated counseling on school.problems as excellent or good while only 50 per cent of the total respondents rated these 18. 19. 20. 21. 22. 23. 2h. 25. 26. 27. 28. 276 services as good or excellent. Approximately 30 per cent characterized the assistance in obtaining a job as very poor. The most helpful courses, in descending order, were drafting and design, technology, mathematics, and English. The least helpful courses, in descending order, were physical education, social science, art, English, and architecture. The areas in which additional courses would have been helpful, in descending order, were mathematics, leadership training, psychology, engineering, and English. Subjects that need to be geared more to the needs of the technicians, in descending order, were English, mathematics, electronics, electricity, and leadership training. Only 3 per cent said that the majority of courses were too specific, while 20 per cent said the courses were too general. Forty-four per cent believed the courses were too short; only 1 per cent said that the program.of study was too long. Twenty-two per cent said that too much emphasis was placed on theory and 13 per cent indicated that too much emphasis was placed on practical applications. Forty-two per cent indicated that the amount of time devoted to developing hand or machine skills should be increased. Sixty-eight per cent indicated a desire to take additional courses. The percentage employed on full-time jobs (77 per cent) and on.part- time jobs (6 per cent) after leaving college was almost identical with the total respondents. 29. 30. 31. 32. 33. 3h. 35. 37. 38. 277 Forty per cent of the graduates were employed on technician jobs as compared with 2h per cent of the total respondents. Seventy-two per cent of the graduates were employed in the same community or within an area of 50 miles of the community college attended. Only 7 per cent were being employed in states other than lfichigan. There was very little difference in the median salary as compared with the total respondents on the first job after college and, also, as reported on the most recent or present job. Nineteen per cent indicated having drawn unemployment compensation since leaving college as compared with 25 per cent of the total respondents. Forty-one per cent said they could have obtained their present job without attending the community junior college as compared with 58 per cent of the total respondents. Fifty-three per cent indicated that the present job was closely related to the education received at college; hO per cent of the total respondents agreed. Sixty per cent indicated that the education at college helped in securing the first job after college but only 39 per cent of the total respondents took the same viewpoint. Twenty-three per cent stated that the first employer required additional training in order to fulfill the job requirements. Forty per cent said that it was hard to keep up with new developments. Sixteen.per cent of the graduates were members of the unions; 23 per 278 cent of the total respondents were union members. 39. Forty-five per cent were well satisfied with their jobs. hO. Forty-seven per cent were working at the kind of job prepared for at college. hl. Forty-five per cent believed that the courses taken would help them secure "middle management" positions; however, only 37 per cent of the total respondents shared this position. CHAPTER'VI SUMMARY AND CONCLUSIONS The purpose of this part is to briefly review the nature of the study and present a recapitulation of the more significant findings. The objective was to study the characteristics of the students, the teachers, and the curriculum of industrial-technical education in the public community junior colleges of Michigan to gain information and suggest possible improvements. Two distinct methods were employed. The documentary approach was utilized in securing information to characterize the teachers and the curriculum. The questionnaire was employed to secure information to characterize the students. In order to secure authentic information about the teachers, permission was secured to utilize information in the files on vocational certification of teachers as contained in the office of the Superinten- dent of Public Instruction. The use of the documentary method involved study and analysis of the literature of various community junior colleges offering programs in industrial-technical curricula. Careful preparation of the questionnaire and the contact letters utilized for securing the data from the students resulted in a response from 297 individuals constituting 72 per cent of the population. The high percentage of responses resulted from.numerous followeup letters, personal telephone calls, contacts with the administrative personnel of the various participating colleges, and excellent cooperation from all individuals concerned. 279 280 Tabulation of the data was expedited by the use of the facilities of the Data Processing Center of Michigan State University. Recapitulationigf_the characteristics 2: the teachers. During the school year 1960-61, 138 teachers were employed by the public community junior colleges in Michigan on.programs of industrial-technical education involving monies allocated in accordance with the provisions of the National Defense Education Act, Title VIII. Seventy-five of these instructors were employed by 5 of the 11 colleges. The 2 largest colleges employed nearly one-half of the faculty members teaching in this field. One-half of these instructors had earned at least the master's degree; many had exceeded this mark. Industrial arts was heavily repre- sented among the bachelor's degrees of the instructors. Forty-one of the 59 teachers receiving the master's degrees, received an education-oriented degree in such an area as industrial education, industrial arts, or vocational education. The median of courses in teacher education was 6 semester hours. In technical courses the median was 18 credits. Approximately 55 per cent of the instructors had taken less than 25 semester hours in courses of technical subjects even though 1 in h had taken more than h8 credit hours of course work in technical subjects. Two of every 3 instructors earned the bachelor's and the master's degrees in Michigan. To what extent did the instructors have an intimate knowledge of industry? Twenty-one of the 138 instructors had completed an apprentice- ship. The median work experience of these instructors was 76 months with a median of 50 months in closely related work experience. 28l Eighteen per cent of the instructors had permanent vocational certificates. Twenty-six per cent were teaching with a one-year special vocational certificate. Nearly two-thirds of the instructors also had general education certificates. Thirty-eight per cent had community college certificates of which 32 per cent were community college perma- nent certificates. Forty-seven per cent of the instructors were classified as full- time, all-day trade instructors. Slightly over 30 per cent were listed as less than full-time, all-day trade instructors. The median number of years of teaching experience was approxi- mately 8. However, one out of every h indicated 3 years or less, and 13 per cent indicated no previous teaching experience. The male sex composed most of the group as only 1 instructor was female. Recapitulation 2f the characteristics 2; the curricula. College catalogs and brochures contained the industrial-technical curricula of 13 different public community junior colleges. Some colleges listed only one curricula, others listed several. Thirty—eight different programs were classified under 13 main headings. The most common curriculum was drafting technology. The least frequently mentioned were architecture, body drafting, and industrial management technology. Each of the programs of the various colleges were identified, analyzed by courses, tabulated, and compared with the course offerings of the other colleges having the same curricula. While the catalogs and brochures did not provide great detail, 282 most gave some indication of the objectives. Inherent in these objec- tives were expressions of some individual experiences and philosophies. This seemed apparent in the shifting of the emphasis of the subject matter from.program to program and college to college. For instance, within the same general curricula some colleges had provided a much heavier emphasis on mathematics than others, or on applied sciences than others, or upon business and economics than others. Some colleges had provided courses that were more theory-oriented. Other colleges leaned more toward practical applications. Each of the colleges had established requirements for admission and graduation. While differences did exist, and are indicated in Chapter IV, the most common admission requirement listed was graduation from high school. Three colleges listed in their catalogs additional requirements for admission. M05t of the colleges required successful completion of 62 semester hours for graduation. Successful completion required in most cases an honor point ratio of 2. One college required 83 semester hours with an honor point ratio of 2 for graduation. Recapitulation‘2£_the characteristics 2f the students. Question- naires were returned by 297 students, 72 per cent of the total population. These students initially enrolled in industrial-technical curricula in 8 public community junior colleges in Michigan during the school year, 1958-59 . All of the 297 students were male and about 75 Per cent were under the age of 21 at the time of initial enrollment. Only 12 per cent were married and 5h per cent were residents of the local district at that time. 283 Ten per cent had previously attended another college or univer- sity. Sixty-five per cent said they had a C average in high school. About 60 per cent came from homes in which the father worked as either an unskilled, semiskilled, or a skilled worker. werk, financial assistance from.parents, and personal savings were the most important methods of financing the education for these students. Thirty-four per cent indicated less than 3 semesters of full-time college work. Over one-half had taken some work in college on a.part- time basis. While more than 10 per cent took less than 13 semester hours, 39 per cent completed 61 or more semester hours. Eighty-sinper cent of the students were enrolled on a continuous sequential program even though only 25 per cent completed the requirements of the program in the two-year period. Four per cent of the students that enrolled during the year 1958-59 were still on the program h years later. Fifty-two per cent of the students worked on.part-time jobs and 22 per cent on full-time jobs while attending college. Twenty-six per cent of the respondents earned $50 or more per week while attending college. Thirty-eight per cent said that they would select the same occupa- tion now as they initially selected. Ten per cent said that they would select instead a trade and 15 per cent indicated they would enter a profession if the decision were to be made now. On the whole the students were well satisfied with the way the various guidance and coun- seling functions were being performed with the exception of the placement function, which was considered poor or very poor by several respondents. 28h Four of every 10 students secured the first job through their own efforts. Only 8 per cent obtained the job through the college placement service. Some effort was made to establish the high school quartile rank as an effective tool for predicting success or failure in college. A strat- ified population was selected and a number of relationships was estab- lished. Some of these included the relationship between high school quar- tile rank and other factors such as college grade point average, number of semester hours earned in college, and quartile rank on college entrance tests. Two-way tables were employed for multiple cross checking of the relationships between the variables. Continuous study of this instrument over a period of time could result for each of the colleges in the estab- lishment of relationships which would permit highly valid predictors of success in college. Students were given the opportunity of expressing their opinions as to the courses they felt were very helpful, and those not helpful. Also, the students were invited to indicate what courses, in addition to those available, they would have found helpful. Another item.provided opportunity for students to indicate courses they believed needed to be geared more to the needs of the technicians. In general, the industrial- technical students indicated as the most helpful course areas, drafting and design, mathematics, electricity and electronics, English, and tech- nology subjects. English drew the largest number of responses as the course that needed to be geared more to the needs of technicians, with mathematics second. Eighty-three per cent were of the opinion that the community 285 junior colleges offered a good environment in which to study and learn. Nineteen per cent of the students thought the courses were too general. Only h per cent thought the courses were too specific. Twenty- seven per cent believed that a two-year program was too short; whereas, 3 per cent believed it was too long. Thirty-one per cent said too much emphasis was placed on theory and not enough on practical applications. Eight per cent indicated that too much emphasis was placed on practical applications and not enough on theory. Forty-three per cent believed that the amount of time devoted to the developing of hand and machine skills should be increased. Over one-half of the students expressed a desire to take more courses in industrial-technical subjects. What happened to the students that had not graduated? According to the responses received, 8 per cent were still attending the community junior college; 7 per cent had transferred to another college; 5 per cent had accepted an apprenticeship; and 7 per cent had entered the military services. Most of the students who transferred to another institution, transferred either to Michigan State University or Western Michigan University. Ten of the 18 who entered apprenticeships, selected tool and die work or a related apprenticeship. The reasons for termination are given as follows with the percentage of students indicating each: occupa- tional goal uncertain, 7 per cent; financial, 6 per cent; personal, 6 per cent; low grades, 6 per cent; and, courses too general, 3 per cent. Eighty-six.per cent of the respondents were presently employed on either a full-time or a part-time job. Twenty-four per cent were employed 286 at a job which they considered to be technician's job, while lS’per cent were employed on skilled jobs. More than three-fourths of the students were employed in Michigan with h9 per cent being employed in the same community in which the community junior college was located. The largest number employed in a state other than Michigan, was in California. The median salary of the total population on the first job after college was $87 per week while on the present job it was $101 a week. Twenty-five per cent of the group had drawn unemployment compensation at some time since leaving college. The students were asked to express their opinions on several items relating to their educational and occupational experiences. Some of the interesting opinions expressed by the students were as follows. Fifty- seven per cent believed that they could have obtained the present job without having attended the college. Only hO per cent said that their present job was closely related to the education they acquired at college. Thirty-nine per cent believed that the community junior college education helped secure the first job after leaving college. One student in b said that he needed additional training to fulfill the job requirements, but only 29 per cent believed that it was difficult to keep up with new developments. Twenty-three per cent were members of unions. Approximately one-half of the students were well satisfied with their jobs, even though only 35 per cent were actually working at the ,kind of job prepared for while at the college. Thirty-four per cent or 101 of the 297 respondents completed the 287 curricula and graduated. The remainder of this section is devoted to the characteristics of these graduates. More than three-fourths of the graduates started college between l7~20. Fourteen per cent had previously attended another college or university. Most had only average grades in high school. Savings and work provided the money for education for about one-half of the graduates. Most were enrolled continuously on a sequential program, but, nearly one- half took some part-time classes. Sixty-two per cent completed the curricula in 2 years. Grade averages of C characterized the efforts of nearly 60 per cent while in college although hO per cent had B averages. Seventeen per cent worked on full-time jobs and 66 per cent on part-time jobs while attending college. The graduates expressed the opinion that most helpful of the courses were drafting and design, and technology while the least helpful were physical education and social science. A desire for additional courses in mathematics and leadership was identified. English and mathe- matics were selected as the courses most in need of revision to be geared to the needs of the technician. Most felt that courses were not too specific but 20 per cent thought the courses were too general. Twenty- two per cent said that too much emphasis was placed on theory. About one-half felt that time devoted to development of hand and machine skills needed to be increased. Sixty-eight per cent wanted to take more courses. After graduation 77 per cent found full-time employment and 6 per cent part-time work. Forty per cent were employed on technician jobs. Seventy-two per cent found work in the home community or within 50 miles 288 of the college. Information provided from the study indicated little difference in the median salary of the graduates as compared with the total respondents. Four of each 10 believed they could have obtained their present job without attending the college. Only 53 per cent said that their present job was closely related to the education received; however, 60 per cent admitted that the education did help them secure the first job. Forty-five per cent were well satisfied with their jobs. About one-half said they were working at the kind of position they prepared for at college. The possibility of advancement was indicated by the fact that h5 per cent believed that the education at college would help them move into "middle management" positions. CHAPTER'VII RECOI"~‘II~IENDAT IONS Recommendations growing out of this study fall into two catego- ries: first, considerations relative to the facts indicated by the study; second, general recommendations resulting from the performance and activities of the study. Emphasis is placed on several areas by the facts of this study which suggest the following recommendations: Education 9: instructors. The scope of industrial-technical " curricula in the public community colleges of Michigan encompasses a significant number of students and instructors. A need for uniformly high standards of teacher qualifications must exist if quality instruc- tion is to be provided for all. The facts of the study indicate consid- erable variation in the preparation of teachers as to formal education in pedagogy, and subject-matter content courses and, also, in actual, closely related work experience. If quality instruction is to be pro- vided for all students in industrial-technical curricula, procedures must be developed that will insure instructors' proficiency in the three areas mentioned above. Since the scope of this study did not include the determination of minimum competencies essential for these instructors, the recommendation is in order that further studies be made to identify these characteristics. Related to this problem is the subject of how ‘Uiese instructors could best secure these competencies. The role of cxnirse work, teaching experience, and industrial experience in develop- 289 290 ing teaching proficiency at this level is worthy of additional explora- tion. Study of the merits of a cooperative work experience plan of teacher education may provide additional insight for the solution of this problem. Selection and certification 2f instructors. The facts of the study introduced the question of the role of certification requirements in the selection of instructors. Adjusting certification requirements to increase teacher qualifications is one method of securing more come petent teachers. This method is worthy of consideration. Another method of achieving the same objective is to adjust the standards of the accrediting associations to require higher teacher qualifications for the accreditation of the community junior colleges. In accordance with the findings of this study one or both of these approaches or some other effective method that would raise standards of teacher preparation is recommended. This recommendation includes careful review and analysis of teacher competencies including: (1) preparation in.pedagogy, (2) subject-matter content courses in technical specialty, and (3) number of years of closely related work experience. Identification of the minimum standards in each of the above areas should result in steps to implement strengthening teacher competencies through additional closeLy related education or experience prior to and during the initial years of teaching. Careful evaluation of teachers entering the field and upgrad- ing of teachers presently employed through arrangements with industrial firms for summer employment and also during the year for part-time 291 employment through a controlled system of "externships" might be an effective solution. Reevaluation of courses and curricula. Even though this study has revealed the characteristics of the curricula at this time, contin- uous examination and comparison is desirable. Each institution must view its courses and curricula from the point of view of the objectives established and the needs of the students and the prospective employers. Each institution needs to be continuously concerned about the effective- ness of its educational program, the strength of its guidance and its administrative services, as well as the total role of the institution as an instrument of education in achieving its identified objectives. It is recommended that each institution utilize a carefully planned follow-up study of graduates and drop-outs at intervals of three or five years as an aid in appraising its success. It is further recommended that each institution reexamine the course offerings from the point of view of the objectives of the institution. Cooperative efforts between institutions in the development of curricula are highly recommended. Each and every course selected as part of a curriculum needs to produce an impact on the total objectives of that particular curriculum. These and other findings suggest merit in additional study, care- ful analysis, and evaluation of the objectives of the institution, course offerings, course content, and manpower needs within the communities. Placement. While most of the students seemed quite well satisfied with the counseling and guidance functions as presently performed, many ’.I 11". I‘ll!‘] Ila!‘ 292 expressed the opinion that the placement service needed to be improved. This would seem a meritorious suggestion. Such a service, carefully planned and efficiently operated, could be of tremendous help to the students and also to the institutions as an excellent medium of public relations. High school quartile rank. Careful study and analysis of the relationships between the high school quartile rank and such factors as college grade point average, semester hours earned in college, and the quartile rank on the entrance test may result in a very useful guidance tool for predicting the chances of success of the students who wish to enroll in various programs of the industrial-technical curricula. It is strongly recommended that additional study be given to this instrument as a possible indicator of student potential success in college. Other items. As a result of the findings and through the know- ledge gained during the period of this study, the following actions are recommended: 1. A state wide study of vocational-technical education should be conducted every ten years under state sponsorship. 2. More attention should be given to the part-time student in Ixrograms of higher education. Courses and curricula should be provided (hiring and after regular hours for part-time students on both occupas 'tional and college transfer curricula. 3. The community junior college is in a unique position to make a great contribution to the "war on poverty" and to participate in other 293 programs aimed at solutions of the manpower problem. It is recommended that community junior colleges assume this responsibility in a much greater degree than.presently indicated. h. The manpower needs in occupational areas are constantly chang- ing. New job opportunities are developing requiring new combinations of skills and knowledges. The role of the community junior colleges needs to be expanded to provide more experimental programs to meet the needs of the local community. 5. The occupational curricula must be "geared" to meet the needs of the prospective employers as to scope and level of course offering. Need rather than status should be the criteria applied in the selection of courses and content of courses. 6. Further study is recommended to clarify the objectives that each community junior college can serve effectively. Some may be able to serve the needs of students in both occupational and transfer curri- cula; whereas, others can only effectively serve the college transfer student. Each institution has a reSponsibility to provide a high quality program in every offering provided. It is important that each college constantly evaluate its effectiveness in meeting the objectives identified. Responsibility also rests in this area on the agencies of authorization (when establishing the college) and upon accreditation agencies (when approving colleges) to realistically appraise the ability of each institution to achieve the objectives identified. Strengthening the community junior college in occupational fields as well as in other fields will result in maximizing the contribution of 2914 a dynamic educational institution in a vital educational field during a significant period of the history of Michigan and the United States. SELECTED BIBLIOGRAPHY A. BOOKS Arkin, Herbert, and Raymond R. Colton. Tables for Statisticians. New York: Barnes and Noble, Inc., 1950. Barr, Arvil, Robert Davis, and Palmer Johnson. Educational Research and Appraisal. Chicago: J. B. Lippincott Co., 1953. Bogue, Jesse Parker. The Community College. New York: McGraerill Book Company, Inc., 1950. Brandon, George L. Twin Cities Technicians. East Lansing: College of Education, Michigan State University, 1958. Byram, Harold M., and Ralph Wenrich. Vocational Education and Practical Arts in the Community School. New York: The MacMillan Co., 1958. Conant, James Bryant. Education in‘g Divided World. Cambridge: Harvard University Press, 1958. Conant, James Bryant. The American High School Today. New York: NbGraw—Hill Book Co., 1959. Croxton, Frederick, and Dudley J. Cowden. Practical Business Statistics. New York: Prentice-Hall, Inc., l9h8. .Dalton, Frank W. The Development 93 Industrial Education i2 Michigan. Ann Arbor: The Michigan Industrial Education Society, 19 0. Dickhoff, John S. Democraey's College -- Higher Education in the Local Community. New York: Harper Brothers, 1960. Ilixon, Wilfrid J., and Frank J. Massey, Jr. Introduction tg Statistical Analysis. New York: McGraw-Hill Book Company, Inc., 1957. IFern, George H. 'What is Vocational Education? Chicago: American Technical Society, 1955. Ckiachino, J. w., and Ralph 0. Gallington. Course Construction i2 Industrial Arts and Vocational Education. Chicago: .American Technical Society, l95h. (Eleazer, Jr., Edmund J. American Junior Colleges. Washington: American Council on Education, 1960. (hood, Carter, and Douglas Scates. Methods 2; Research. New York: Appleton-Century-Crofts, Inc., 1955. 297 Hawkins, Layton 8., Charles A. Prosser, and John 0. wright. Development 2; Vocational Education. Chicago: American Technical Society, 1951. Henry, Nelson B. The Public Junior College -- The Fifty-fifth Yearbook g; the National Society for the Study gf Education. Chicago: The University of Chicago Press, 1956. Henninger, G. Ross. The Technical Institute in America. New York: NbGraw—Hill Book Co., Inc., 1959. Hillway, Tyrus. The American Two-Year College. New York: Harper and Brothers, Publishers, 1953. Howes, Raymond F. Higher Education and the Society It Serves. 'Washington: American Council on Education, 1957. Keller, Franklin J. Principles gf'Vocational Education. Boston: D. C. Heath and Co., 19h8. Koos, Leonard V. The Questionnaire in Education. New York: The MacMillan Co., 1928. Linquist, E. F. Statistical Analysis in Educational Research. Boston: Houghton Mifflin Company, l9h0. Mortorana, S. V. The Community College i2 Michigan. Staff Study Number i_gf the Survey gf_Higher Education i3 Michigan. Lansing: Michigan Legislative Study Committee on Higher Education, 1956. IMays, Arthur B. Essentials 2: Industrial Education. New York: MbGraw—Hill Book Company, Inc., 1952. MbCarthy, John A. Vocational Education: America's Greatest Resource. Chicago: American Technical Society, 1951. McClellan, Grant 3. America's Educational Needs. New York: H. w. 'Wilson Company, 1958. Iiedsker, Leland L. The Junior College: Progress and Prospect. New York: McGraerill Book Company, Inc., 1960. Theeting Ohio's Needs for Vocational and Technical Education. Columbus: Ohio State University, The Ohio Trade and Industrial Education Service, 1957. Iflelby, Ernest 0., and Morton Puner. Freedom and Public Education. New York: Frederick A. Praeger, Inc., 1953. Itational Manpower Council. :i Policy for Scientific and Professional anpower. New York: Columbia University Press, 1953. 298 National Manpower Council. A Policy for Skilled Manpower. New York: Columbia University Press, 1955. Parten, Mildred. Surveys, Polls and Samples: Practical Procedures. New York: Harper and Bros., 1950. Payne, Stanley L. The Art of Asking Questions. Princeton: Princeton University Press,1 I951. Quigley, Thomas H. In the Sweat of Thy Face. Atlanta: Turner E. Smith and Co., l9h2. _ Roberts, Roy‘W. Vocational and Practical Arts Education. New York: Harper and Brothers, Publishers, 1957. Rummel, J. Francis. An Introduction to Research Procedures in Education. New York: Harper and Brothers, 1958. Seashore, Carl Emil. The Junior College Mbvement. New York: E. Holt and Company, l9h0. Smith, Leo F., and Laurence Lipsett. The Technical Institute. New York: McGraw—Hill Book Co., Inc., 1956. Smith, Ralph J. Engineering as a Career. New York: MCGraw-Hill Book Company, Inc., 1950. Starrak, James A. and Raymond M. Hughes. The Community College in the United States. Ames: The Iowa State College Press, 1955} Starrak, James A., and Raymond M; Hughes. The New Junior College the Next Step in Free Public Education. Ames: The Iowa State College Press, 19h87 Strang, Ruth. Counseling Technics in College and Secondary School. New York: Harper and Brothers, l9h9. Technician Education Yearbook, 1963-196h. Ann Arbor: Prakken Publications, Inc., 1963. Thornton, Jr., James W. The Community Junior College. New York: John'Wiley and Sons, Inc., 1960. Travers, Robert M. _An Introduction to Educational Research. New York: The MacMillan Company, 1958. 'Walker, Helen M., and Joseph Lev. Statistical Inference. New York: Holt, Rinehart, and Winston, 1953. 299 'Nard, Phebe. Terminal Education in the Junior College. New York: Harper and Brothers, 19h7. B. PUBLICATIONS OF THE GOVERITENT, LEARNED SOCIETIES AND OTHER ORGAN IZAT ION S American Council on Education. Wanted: 30 000 Instructors for Community Colleges. ‘Nashington: American Council on Education, l9h9. Atkinson, William N. Michigan Community Colleges. Jackson: Michigan Council of Community College Administrators, 1960. Dwyer, William.G. Report ef A Study ef General Education Programs in Community Junior Colleges. A study under the direction of Max Smith, Michigan State University. Middleton: Curriculum Commission of the American Association of Junior Colleges, 1960. Emerson, Lynn A. ‘Vocational-Technical Education fer American Industry. ‘Washington: United States Government Printing Office, 1958. Foncannon, Howard F. Trends in the Employment and Training 2: Scientists eng Engineer . National Science Foundation, Circular N3F—55:Il. Washington: Government Printing Office, 1956. Improving Vocational Education in Rhode Island. Providence: Rhode Island State Department of Education, 1950. Manpower Challenge ef the 1960's. ‘Washington: Government Printing Office, 1953. MCLure, William.P. Vocational and Technical Education in Illinois. Springfield: Office of the Superintendent of Public Instruction, 1960. Michigan Council of Community College Administrators. Michigen Community College . Jackson: Michigan Council of Community College Adminis- trators, 1960. INational Association of Manufacturers. Your Opportunities in Industry. New York: National Association of Manufacturers, 195?. Sampling Procedures and Tables for Inspection by.Attributes, Military Standards. ‘Washington: Government Printing Office, 1950. fTrade and Industrial Education Division, Office of Vocational Education, Department of Public Instruction. Recommendations for Trade and Industrial Education Service in Michigan Public Schools. Lansing: Department of Public Instruction, 1956. 300 United States Department of Labor. Employment Outlook in Skilled Electrical and Electronics Occupations. ‘Washington: Superintendent of Documents, 1955. Vocational Education Needs in Lane County. Eugene: Eugene School District, 1957. Vocational-Technical Training for Industrial Occupations. Vocational Division Bulletin No. 228, Vocational-Technical Training Series No. 1. Report of the Consulting Committee on Vocational-Technical Training. 'Washington: U. S. Office of Education, l9hh. 4 Wanty, Vernon. "Governor Williams Cites Junior Community Colleges Most Important Educational Development in SO Years," M.A.J.C. Newsletter. April 1, 1960. C . PERIODICALS Armsby, Henry H. "Technological Team; Mbst Valuable National Resource," School Life, 37:58-9, January, 1955. Cox, w. w., and w. D. Purvine, "How Oregon Trains Technicians," American Vocational Journal, 31:17-19, October, 1956. Cummings, K. C. "Characteristics of the Technician as an Engineering Aide," Journal g£ Engineering Education, h7:hh3-hh9, January, 1957. Emerson, Lynn. "What is Technician Training?" School Shop, 18:20-22, April, 1959. ‘ Freund, C. J. "The Technician and the Engineer," Journal _o_f: Emgineering Education, hh: 108-9, October, 1953. jHortensteen, H. N. "What Happens to Technicians?" American Vocational Journal,32:31, April, 1957. .Hippaka, T. A. "Education for Peace," Industrial Arts and Vocational Education, h7:8h-92, March, 1958. Thibbard, Frank'w. "Questionnaires," Review oi Educational Research, 9:502, December, 1939. IiacCormac, Earl. "Industry Takes a Look at Industrial," American Vocational Journal, 33:22-23, February, 1958. Ittxon, John E. "The Mechanics of Questionnaire Construction," Journal 2£_Educational Research, h7:h81-87, march, l95h. 301 Sims, Ray. "It's Technicians, 5:1," The Texas Outlook,hl:21-22, October, 195?. Williford, E. Allan. "Engineering Technician: His Role in Industry and National Defense," Journal 2: Engineering Education, h7:hh3-hh9, January, 1957. D. UNPUBLISHED MATERIALS Alpena Community College. Bulletin 1960-61. Alpena: Alpena Community College, 1960. Bay City Junior College. Catalogue 1959-1961. Bay City: Bay City Junior College, 1959. Burger, Jacob L., and Edmund N. Kogut. "Results of Graduate Survey, Flint Community Junior College, Department of Trades and Industry," Flint: Flint Community Junior College, 1959. Community College and Technical Institute. General Information 1961-1963. Benton Harbor: Community College and Technical Institute, 1951. Educational Program and Administrative Survgy..A study of Flint Community Junior College. Chicago: Booz, Allen, Hamilton, 1961. Flint Community Junior College. 1961-1962 Catalog. Flint: Flint Community Junior College, 1961. Grand Rapids Junior College. 1961-1962 Catalog. Grand Rapids: Grand Rapids Junior College, l96I. .Henninger, G. Ross. "Functions of the Engineering Technician in Industry." Paper read at the American Society for Engineering Education, Detroit, Michigan, May 9, 1959. Henry Ford Community College. General Information and Course Descrip- tion. Dearborn: Henry Ford Community College, 1961. Jackson Junior College. 1961-1962 Bulletin. Jackson: Jackson Junior College, 1961. Kellogg Community College. Announcement 1961-62. Battle Creek: Kellogg Community College, 1951. ICLmball, John Robert. "Analysis of Institutional Objectives in Michigan Community College." Unpublished Doctor's thesis, Michigan State University, East Lansing, 1960. 302 Lansing Community College. Catalog Number h, 1960-61. Lansing: Lansing Community College, 1960. Lorion, James E. "A Follow-Up Study of Students Graduating from the Applied Science Curricula at Flint Community Junior College." Flint: Flint Community Junior College, April 2h, 1961. Muskegon Community College. Catalog 1961-62. Muskegon: Muskegon Community College, 1961. Northwestern Michigan College. 1961-1962 Bulletin 2: Information. Traverse City: Northwestern Michigan College, 1961. Port Huron Junior College, Catalogge 1961-1962. Port Huron: Port Huron Junior College, 1961. Sherman, D. R. "Vocational-Terminal Education in the Public Community Colleges of Michigan: Its Present and Its Future." Detroit: wayne State University, June, 1956. (Mimeographed summary) South Macomb Community College. Announcement 1961-1963. ‘Warren: South Macomb Community College, 1961. 303 DIRECTORY OF APPENDICES Appendix A. The exact forms as used in the pilot study, which consisted of the letter of transmittal and the questionnaire, are included in this section. Appendix B. The forms used in the actual followeup study of the students are included in this appendix. This included the printed questionnaire, the mimeographed letter of transmittal, and three mimeographed followeup letters used for this part of the study. Appendix 9. Analysis of the population giving the number and percentage of respondents for each of the stratified populations is given in this section. Appendix D. Enrollment statistics of the community colleges in Michigan for the year 1959-1960 is contained in this table. 30h APPENDIX A 825 West Dartmouth Flint 4, Michigan December 2, 1961 This is an important study of industrial-technical education in the Michigan public community Junior colleges. It is a part of a state~wide study of vocational education being conducted by the Michigan Vocational Education Evaluation Project as authorized by the legislature of the State of Michigan. This study has also been approved by Michigan State University and by Dr. Charles, Acting Dean of Flint Community Junior College. You have been selected to participate in the initial pilot study. Please read and react to each item on the enclosed form as in- dicated. This will take about twenty minutes. Part of the purpose of this pilot study is to determine whether or not any of the items need improvement or refinement in the wording. As you proceed with the form please underline any word or words whose meaning is not clear and write in the margins any comments relative to the clear- ness of any of the items. It is very important that you complete the enclosed form and re~ turn it as soon as possible. You need not sign your name. Your responses will be held completely confidential. While your identity will not be revealed, your responses will become part of the total reSponse of those students who have been enrolled in industria1~technical curricula in the Michigan public community junior colleges. If you wish results of the study should these be published, please check the Space provided on the form. An addressed envelope is enclosed for your convenience in return- ing the form within the next week. THIS IS IMPORTANT: Sincerely yours, Milton E. Larsen Enclosure 305 APPENDIX A MICHIGAN STATE UNIVERSITY PLEASE MELTON E. LARSON College of Education RETURN 825 West Dartmouth East Lansing, Michigan TO: Flint 4, Michigan A STUDY OF THE EDUCATIONAL AND OCCUPATIONAL EXPERIENCES OF STUDENTS IN THE INDUSTRIAL TECHNICAL PROGRAMS IN MICHIGAN PUBLIC COMMUNITY JUNIOR COLLEGES _ - o - _ This study is part of a state wide study of vocational education approved by Michigan State University and authorized by the legisla- ture of the State of Michigan. Your prompt cooperation in completing this form will assist in the evaluation of vocational education in the State of Michigan. . - o _ - DIRECTIONS: Please respond to each item unless otherwise indicated by either filling in the blank provided or by checking the best reSponse. Feel free to make comments in the margins or on the back of the sheet. A. GENERAL INFORMATION 1. Community Junior college attended 2. Age at time of first enrollment at community Junior college 30 Sex: __.A. Male ___B. FemAIE 4. Marital status: A. Married prior to enrollment B. Married during attendance at college C. Married after graduation or termination of college career D. Unmarried E. Divorced 5. Residence while attending college: __.A. Resident of community junior college district B. Non-resident of community Junior college district from Michigan __ C. Out-of-state non-resident of community college district __ D. Resident of community junior college district part of the time; non-resident part of the time 6. Have you previously been enrolled in another college or universit; __ A. Yes If yes, give name of college ,__ B. No location of college 7. Title of program of study you pursued at the community junior college: A. Automotive technology L. Mechanical technology B. Architectural technology M. Metallurgical technology 0. Body drafting technology 0. Other _I D. Chemical technology P. Changed curricula during E. Civil technology time of enrollment. F. Drafting technology Describe: G. Electrical technology H. Electronics technology I. Engineering technology J. Ind. management technology or up--.1--...|_..j_fi 4.--'L..-‘I-_.. (I) o B. 9. 10. 11. 12. 13. 14. 306 2 APPEI‘IDIX A Your father's occupation at the time of enrollment at community junior college: , A. Unskilled 1 her -- manual labor Semi-skilled labor -- "operatives" Skilled labor —- skilled craftsmen Professional Business owner Agricultural worker Manager or executive Clerk or sales work Service work Other occupation ' Father deceased Father disabled Other EDUCATIONAL EXPERIENCE Number of semesters or quarters full~time college work: attended during which you took __.A. One __ F. Six _ Bo TWO _ Go Seven __ C. Three _ H. Eight __ D. Four __ I. Nine ___E. Five __,J. Other number Number of semesters or quarters part-time college work: attended during which you took __ A. One __ F. Six __ B. Two __ G. Seven _ C. Three __ H. Eight __ D. Four __ I. Nine _ E. Five _ J. Other number Total number of credit hours earned Your enrollment was continuous during the regular school year (do not consider summer sessions) on a sequential program until graduation or termination: __ A. Yes __,B. No Did you complete the full requirements of your curriculum in a two—year period? __ A. Yes __.B. No Number of years enrolled Indicate the financial arrangement used for you education at the community junior college: . Borrowed money Personal savings Scholarship assistance Financial assistance from parents Financial assistance from others Work GI bill, Combination of A, B, and F above Combination of D and F above Other combination of above Other 307 3 APHflmIXIA 15. If you were to make your occupational choice today would you: A. Select the same one -- which is F. Other B. Select a trade C. Select a profession D. Enter business E. Enter agriculture 16. Did you obtain adequate to: Ill Hg NO UNCERTAIN help from your junior college relative Occupational choice Orientation ~~ getting adjusted at college Counseling on school problems Counseling on personal problems Job placement 1?. As you consider your experience at the community junior college evaluate each item listed at the top of the table in relation to each of the course areas given at the left and check your reSponses. Leave areas blank from which you did not have any 18. courses. Diurse area These IThese More of These (Consider the courses courses these needed subjects of the were were would to be area as part of very 'NQT have geared the total program) helpful helpful helped more to me need of techgigiz A. Architecture . B. Art . . . . . C. Business . . D. Drafting & design . E. Electricity . F. Electronics . 'G. Engineering . H. English. . . I. Leadership training Jo Mathematics 0 K. Physical Education . L. Physical Sciences . . M. Psychology . . N. Social Sciences . 0. Technology . Did you graduate from the community junior college in an industrial technical program? __ A. Yes 1 Year of graduation 2 Exact name of degree earned 3 Number of credits earned 4 Title of program studied 19. 20. C. JOB 21. 22. 308 4 APHEmIXIL GRADUATES OF THE ABOVE JUNIOR COLLEGE PROGRAM WILL OMIT ITEMS 19 AND 20 ONLY -- PLEASE COMPLETE ALL OTHER PARTS ~ ~ ~ - -0 u to you have not graduated is it because you: A. Are still attending the community junior college B. Transferred to another college. Name of college C. Accepted an apprenticeship. Name of trade D. Entered the military service. Branch E. Accepted a job. Name of job llllllt‘. Fe Other If you terminated your education at the junior college without graduation, check the reason or reasons. A. Financial B. Personal C. Family D. Scholastic -- low grades E. Courses too general: not specific enough for my goals F. Courses too deep"; too much like engineering courses G. Learned what I wanted to; didn't plan to graduate H. Combination of A, B, and C above I. Combination of D, E, F, and G above J. Combinations of above reasons K. High tuition L. Other EXPERIENCES (Complete this section only if you are now or have at some time since leaving community junior college been employed full-time.) Are you employed: __ A. At a job classified as a technician. If so, give the exact title of the job B. At unskilled labor ~- manual labor 0. At a semi—skilled job -- as ”operatives" : D. At a skilled job -- as a skilled craftsman .__ E. At a clerical or sales job __,F. At a service job __ G. As a farmer or farm worker __.H. In a profession e I' Present employment location relative to location of community junior college attended: __.A. Employed in the same community in which the college is located B. Employed in a community other than that in which the college is located but within 50 miles of it C. Employed in Michigan but in a community more than 50 miles from the college attended D. Employed in a state other than Michigan. Name of state employed in E. Other . ' __ o _ ‘ v . u . - u D g I- . o o . . 4 A n ‘ n .. . .. . . .. . . l i. . ' I Ilc.. . o _. . . a—. O i - . a . _ _ ' . .0 u . \ - \ A o ' rd I b - .l. ' v i , , . c a ' . I r. ' - _ ' .‘ ‘ ~ - I l. r 'n " .5 . . ‘ > ‘ . I o r J \ . ‘ Q r . ‘ l . t . - . ‘ . , ., ‘H ‘. . i . 309 5 APPENDIX A 23. Average weekly income from full-time employment: 24. 25. 26. A. On first job after B. Now, on present leaving community position junior college __. 1 Less than $60 ,__ 1 Less than 360 _ 2 361 ~ $74 __ 2 '“61 - $74 __ 3 $75 - $89 __ 3 £75 - ’89 __ 4 $90 - $104 __ 4 9o - 104 __ 5 $105-$119 __ 5 3105-- 119 __ 6 120- $134 __ 6 120- 131+ __ 7 $135~ $149 __,$7 8135- $149 8 $150 and over ‘__ 8 $150 and over In what manner did you obtain your first job after leaving the community junior college? A. School placement __'B. Friends and relatives C. My own efforts -- ads, letters, etc. D. Employment agency Ea Other Have you drawn unemployment compensation since leaving the community junior college? __,A. Yes For - number of weeks. ___B. No Indicate Your reaction to the following. Feel free to make- comments using the back side of this page if necessary. YES NO DON'T comms KNOW A. Could you have obtained your current position without attending the community junior college? B. Is your present job related in some manner to the training you had at the community junior college? C. Did your training at the community junior college aid you in getting your first job? D. Did your employer require additional training in order to fulfill the job requirements? E. was the college environment conducive to education? F. G. H. I. J. K. L. M. N. 0. P. 310 APPENDIX A Were most of the courses too general? Were most of the courses too specific? was the total program of study too short? was the total program of Study too long? was too much emphasis placed on theory and not enough on practical applications? was too much emphasis placed on practical applications and not enough on theory? Should the amount of time devoted to developing skill be increased? Is it hard to keep up with new develOpments in your field? Are you a member of a union? Are you satisfied with your job? Are you working at the kind of job you prepared for while in the community junior college? YES NO 6 DON'T COMMENTS KNOW J.’ «III-HI 1: ‘ 27. 28. 29. 30. 31. 311 7 APPENDDC A List any suggestions you may have for the improvement of: A. Individual courses of the program enrolled in B. The total educational program you participated in at the community junior college Complete either A or B below but not both. A. If you did not graduate what are your present plans relative to education? B. If you did graduate do you have plans for further education? Describe briefly. Look ahead five years. A. What job will you be definitely qualified for, if at all possible? B. What job do you really think you will have? Feel free to make any other suggestions or comments relative to industrial technical education in the community junior college or relative to your job experiences which will be helpful in evaluating and in making suggestions for improve- ment of the courses or of the total program. Do you wish to receive a cepy of the summary of this study, if one is made available? __ A. YGS __.B. No Code 312 APPEI‘IDIX B Schedule No. (1'3) MICHIGAN STATE UNIVERSITY PLEASE MILTON E. LARSON College of Education RETURN 825 West Dartmouth East Lansing, Michigan TO: Flint 4, Michigan A STUDY OF THE EDUCATIONAL AND OCCUPATIONAL EXPERIENCES OF STUDENTS IN THE INDUSTRIAL TECHNICAL PROGRAMS IN MICHIGAN PUBLIC COMMUNITY JUNIOR COLLEGES This study is a very significant part of a statewide study of vocational education approved by your community junior college and authorized by the legislature of the State of Michigan. Your prompt cofiperation in completing this form is very important to vocational education in Michigan. YOU WILL MAKE AN IMPORTANT CONTRIBUTION BY COMPLETING AND MAILING THIS FORM TODAY OR AS SOON AS POSSIBLE! DIRECTIONS: Pleare rerpond to ear/2 item by c/Jeriéin your rerponre or writing in Ilse anrwer, nnlerr otberwire indicated. Dirregard the numbering ryrtem whit i: for tabulating purposes. A—GENERAL INFORMATION 4—Community junior college attended 5-6—Age at time of first enrollment at community junior college 7—Sex : E] l—Male [:1 2—Female 8—Marital Status: C] l—Single D 2—Married prior to enrollment D 3—Married during attendance at college E] 4—Married after graduation or termination of college [3 5—Widowed D 6—Divorced 9—Residence while attending college: E] l—Resident of community junior college district [:1 Z—Non-resident of community junior college district but from Michigan D 3—Out-of-state non-resident of community college district [3 4—Resident of community junior college dis- trict part of the time, non-resident part of the time IO—Had you previously been enrolled in another college or university? E] l—Yes If yes, give name of college Location of college E] 2—No 1 l-lZ—Title of program of study you pursued at the community junior college: (check title used by college as closely as possible) D Ol—Automotive technology I] OZ—Architectural technology E] OS—Bcdy drafting technology I] 04—Chemical technology E] OS—Civil technology [:1 O6—Drafting technology [:1 O7—Electrical technology [:1 08—Electronics technology E] O9—Engineering technology E] lO—Industrial management technology E] ll—Industrial technology D 12—Mechanical technology I: 132—Metallurgical technology E] 14—Other [:j 15—Changed curriculum during time of enrollment. Describe: 13—Your father’s occupation at the time of enroll- ment at community junior college: [:1 O—Unskilled labor—manual labor [:1 l—Semi-skilled labor—"operative” D 2—Skilled labor—skilled craftsman E] 3—Professional [:j 4—Business owner [:I S—Agricultural worker [j 6—Manager or executive [j 7—-Clerk or sales worker [:j 8—Service worker [:I 9—Other grmpatinn E] X—Other as father deceased or disabled B—EDUCATION EXPERIENCE (Give approximate if exact not available) 14—Average grade in high school it But, 00.5 Ire, Eve: 1 S—Average grade in community junior college A‘lb Beg are use Eve, 16—Number of semesters attended during which you took full-time college work: (If college is on quarter system indicate the number attended and check this box—quarter system B) [j O—None E] S—Five El l—One D 6—Six [j 2—Two [:j 7—Seven El 3—Three E] 8—Eight D 4—Four E] 9-—Nine [:j X—Other E] 17—Number of semesters attended during which y0u took part-time college work (if college is on quarter system indicate the number attended and check this box—quarter system [3) E] O—None [:j S—Five E] l—One E] 6—Six [:j 2—Two E] 7—Seven [:j 3—Three [:j 8—Eight E] 4—F0ur [:1 9—Nine [:1 X—Other lS—Total number of semester hours earned in com- munity junior college (if college is on quarter system indicate the number earned and then check "quarter hours” [3) El 0— 0-12 [:1 5—61-72 [1 1—13-24 [3 6—73-84 [3 2—25-36 [:1 7—85-96 C] 3—37-48 1:] 8— 97-108 [:1 4—49-60 [:1 9—109-120 [:1 X—121 and over 19—Was your enrollment continuous during the reg- ular school year (do not consider summer ses- sions) on a sequential program until graduation or termination? E] l—Yes E] 2—No ZO—Did you complete the full requirements of your curriculum in a two-year period? E] l—Yes [j 2—No 21—Number of school years enrolled on this program at the community junior college 22—Indicate the financial arrangement which most nearly describes your case for obtaining your education at the community junior college: [:| l—Personal saving E] 2—Scholarship assistance [3 3—Financial assistance from parents [:I 4—Financial assistance from others I] S—Borrowed money I] 6—Work [j 7—GI bill [j 8—Other 23—If you were to make your occupational choice today would you: [:1 l—Select the same one—which is E] 2—Select a trade—which one [3 3—Select a profession—which one___ [:1 4—Enter business [:1 S—Enter agriculture |:] 6—Other Did you obtain adequate help from your community junior college relative to the following items given below. Rate by checking either EXCELLENT, GOOD, FAIR, POOR, or VERY POOR for items 24 to 28. 24—Making an occupational choice 25—Getting adjusted at college 26—Counseling on school problems 27—Counseling on personal problems 28—Obtaining a job (1) (2) (3) (4) (5) DExcellent |:]Good [:jFair [:jPoor E]Very Poor [Excellent [:|Good DFair DPoor DVery Poor DExcellent [:IGood [:JFair [:JPoor [_jVery Poor [Excellent [:jGood DFair DPoor DVery Poor [Excellent EIGood DFair DPoor DVery Poor As you consider your experience at the community junior college evaluate each course area at the left in terms of the statement listed at the top of the table. Check as many as apply in each group. (1) (2) (3) (4) Course Area (233$. c232: ”his? 13:3: (consider the subjects of the area $53 :3? $1113 M2310” as part of the total program) Help“ 331:3“, “$2“ “$8333; 29—Architecture [:1 [:1 [:1 [:1 3o—Art [:1 E] E] El 31—Business [:1 [:1 [:1 C] 32—Drafting and design C] [j E] D 33—Electricity [3 D [:l [:l 34—Electr0nics [:1 [:] C] E] 35—Engineering [:1 E] E] C] 36—English E] C] C] D 37—Leadership training [3 E] [:1 E] 38—Mathematics Cl C] D E] 39—Physical education [:1 1:] [:1 [j 40—Physical sciences [:1 E] D [:1 41—Psychology [:1 E] Cl C] 42—Social sciences E] Cl C] D 43—Technology E] Cl C] [:l _._-.__. __— #~——.-—- _-——.— .— v—‘n val—— h...- 44—Did you graduate from the community junior college in an industrial-technical program? [3 l—Yes Year of graduatiorL Exact name of degree earned Number of credits earned.___ (check if quarter hours [:j) E] 2—No Title of program studied 45—Do you plan to take more college courses in technical subjects or in any of the related fields? [3 1—Yes [:1 2—No E] 3—Don't know or still uncertain Graduate: of a community junior college program will omit item: No. 46 and 47 only— Pleare Complete All Other Part: 46—If you have not graduated is it because you: C] l—Are still attending the community junior college E] 2—Transferred to another college College name [3 S—Accepted an apprenticeship Name of trade [:I 4—Entered military service D S—Accepted a job or continued on a job previously held I] 6—Other 47—If you terminated your education at the com- munity junior college without graduation, check the main reason given below. While several of the reasons below may apply, check only the mott significant one. D O—Financial—lack of available funds E] l—High tuition at community junior college attended [3 2—Personal [j 3—Occu ational goal uncertain—not sure of 'nd of work wanted E] 4—Family [:l S—Scholastic—low grades I] 6—Courses too general; not specific enough for my goals E] 7—Courses too "deep”; too much like en- gineering courses [I 8—Learned what I wanted to; didn’t plan to graduate [:J 9—Attending or attended another college D X—Other 3’2b C—JOB EXPERIENCES (complete this section if you. are now or at some time since leaving the com- munity junior college have been employed on a full- or a part-time job. If you have had more than one job consider only present employment) 48—Are you now: D l—Employed full time by others I] 2—Employed part time by others [3 3—Self employed [3' 4—Unemployed 49—Are you employed: E] O—At a job classified as a technician. If so, give the exact title of job [j l—At unskilled labor—manual labor E] 2—At a semi-skilled job—as "an operative" [:1 3—At a skilled job—as a skilled craftsman [:1 4—At a clerical or sales job [:1 S—At a service job 1:] 6——As a farmer or farm worker E] 7—In a profession What profession? [:1 8—As a foreman or "first-line" supervisor D 9—On a "middle management” job [:j X—Other SO—Present employment location relative to location of community junior college attended: E] l—Employed in the same community in which the college. is located C] 2—Employed in a community other than that in which the college is located but in Michigan within 50 miles of the college E] S—Employed in Michigan but in a community more than 50 miles from the college attended I] 4—Employed in a state other than Michigan. State [I S—Other Average weekly income from employment: (check only one item in each of 51, 52, 53, 54, 55, and 56 given below) While Attending College— 51—[:] l—Part-time job [:1 2—Full-time job On First Job After College— 52—E] 1—Partotime job [:1 2—Full-time job D 3—N010b 55—D O—Lessthan360aweek 54—E] O—Less than $10a week [3 1—3 60-3 74 D 1—310-314 [3 2—3 75-3 89 [:I 2—315-319 [:1 3—3 90-3104 [:1 3—320-324 [j 4—3105-3119 E] 4—325-329 [:1 5—3120-3134 [j 5—330-334 [:1 6—3135-3149 [j 6—335-339 [:1 7—3150-3164 Cl 7—340-344 [j 8—3165-8179 D 53—345.;49 [j 9—3180 and over El 350 and over 57—In what manner did you obtain your first job after leaving the community junior college? Cl 64am- [3 l—College placement service [3 2—Friends and relatives [3 3—My own efforts—ads, letters, etc. [I 4—Employment agency E] 2—No E] l—Yes For On Present or Most Recent Job— 53—[3 l—Part-time job D 2—Full-time job [j 1—s 60-3 74 [3 2—3 75-3 89 C] 3—3 90-3104 [:1 4—3105-3119 D 5—31204134 [j 6—3135-3149 [j 7—3150-3164 [3 8—3165-8179 56—E] O—Less than $60 a week [:1 9—3180 and over [:1 5—Had job when enrolled 58—Have you drawn unemployment com since leaving the community junior no ege? (number of) weeks tion Indicate your reaction to the following. 59—Could you have obtained your present job without attending the community junior college? ............................................................................................................................ 60—Is your present job closely related to the education you received at the community junior college? ................................................................................................................. 6l—Did your education at the community junior college aid you in getting your first job after leaving college? ...................................................................................................... 62—Did your first employer require additional training in order to fulfill job requirements? 63—On the whole were the college facilities and classroom activities conducive to studying and learning? ................................................................................................................... 64—Were the majority of courses too general? .................................................................... 65—Were the majority of courses too specific? ...................................................................... 66—Was the total program of study too short? ...................................................................... 67—Was the total program of study too long? ...................................................................... 68—Was too much emphasis placed on theory and not enough on practical applications? 69—Was too much emphasis placed on practical applications and not enough on theory? 70—Should amount of time devoted to developing hand or machine skills be increased? 71—Is it hard to keep up with new developments in your field? .......................................... 72—Are you a member of a union? (Check if an apprentice union member D) ............ 73—Are you well satisfied with your job? ............................................................................ 72—Are you working at the kind of job you prepared for while in the community junior college? ............................................................................................................................ 75—Has the employer provided for you a company training program? ................................ 76—Do you think the community college courses you took will help you secure a position in "middle management" if you so desire? .................................................................... D—Present employer: Name Street Address City and State (1) (2) YES NO E] Cl C] E] Cl E] El Cl [:l E] Cl D Cl E] El El Cl E] E] E] El [:1 Cl Cl E] E] Cl E] Cl C] I] D E] E] Cl C] (3) DON 'T KNOW (uncertain) E] C] DE] DDDDUDDDDDD CH] C] E—Please feel free to make any other suggesions or comments concerning your community junior college educational experience or your later job experience which will be helpful in making improvements. F—Do you wish to receive a copy of the summary of this study, if one is made available? 2-5-62 [3 Yes 313 APEflDIXI3 825 West Dartmouth Flint 4, Michigan February 28, 1962 You are asked to co- operate with your local community junior college and with the Michigan Vocational Education Evaluation Project by participating in a study which will benefit not only your local community junior college and its students and their future employers, but will help the State of Michigan as a whole: The chief official of your community junior college has endorsed this study and given it his whole-hearted support. This study is part of a state-wide study of vocational education being conduct- ed by the Michigan Vocational Education Evaluation Project as authorized by the legislature of the State of Michigan. Michigan State University is helping to sponsor the study. Please fill out the enclosed form and return it as soon as possible. This will take only about fifteen minutes and you will be rendering an important service to education. You need not sign your name. Your responses will be held completely confidential. While your identity will not be revealed, your responses will become part of the total reaction of those students who have been enrolled in industrial—technical curricula in the Michigan public community junior colleges. If you wish results of the study should these be published, just check the space provided. PLEASE DO YOUR PART IN HELPING US TO OBTAIN A 100% RESPONSE! An addressed, stamped envelope is enclosed for your convenience in returning the form. To tabulate the reSponse and complete this state— wide study within the time allocated means that we should start tabulating the responses by March 10, 1962. We need your reSponse -- HELP EDUCATION BY COMPLETING AND MAILING THE FORM AS SOON AS POSSIBLE' 5:2:99erely yours, ,a€j3243323¥cogéi;gzgf‘~‘* ’L’ Milton E. Larson \ Michigan Vocational Education Evaluation Project Enclosure 31h APPENDIX B 825 West Dartmouth Flint 4, Michigan March 23, 1962 Alumnus Of Industrial-Technical Curriculum Public Community Junior Colleges State of Michigan Dear Alumnus: A few weeks ago you were mailed a form which is very important to all industrial—technical education in Michigan! With that form was a letter explaining the fact that this is part of the state-wide Michigan Vocational Education Evaluation Project. While the response has been quite gratifying, I would like to include your response together with the others in the final tabulation. If you attended the community junior college study- ing an industrial—technical curriculum during the school year l958~59, you can make a real contribution by completing and mail- ing the form to me. YOUR RESPONSE IS VERY IMPORTANT: This is true whether you: 1. Graduated or took only one course. 2. Terminated before completing the semester or completed it. 3. Failed the courses or graduated with honors. THIS IS YOUR CHANCE TO SPEAK YOUR MIND! We are asking you to do this because YOU are the only one who can give some Of the in~ formation we are asking for. This is your opportunity to be of service as a responsible citizen Of Michigan. If your return is already in the mail accept our gratitude. Should the previous form have been lost or mislaid an additional copy is enclosed. PLEASE COMPLETE AND RETURN THIS FORM IN THE ENCLOSED STAMPED ENVELOPE TODAY! The Michigan Vocational Education Evaluation Project is depending upon you. Fifteen minutes Of your time used now —— TO COMPLETE THE FORM ~~ may be worth many dollars to future students, taxpayers, industry, and the whole state of Michigan. DO YOUR BIT —~ NOW: Sincerely yours, ,/,. i :7 L [if-ta. 2 5;) ‘ 37";4‘ -..a r ' w." Milton E. Larson Michigan Vocational Education Evaluation Project Enclosures 315 APPENDIX B 825 West Dartmouth Flint 4, Michigan April 7. 1962 Alumnus of Industrial-Technical Curriculum Public Community Junior Colleges State of Michigan Dear Alumnus: The report of the state—wide Michigan Vocational Education Evaluation Project must soon be made! For this study to be most effective requires a very highgpercentage of returns. You will recall the complete details Of this study were given in the two previous letters mailed to you. I do hope you received them. THIS STUDY IS IMPORTANT ~- DO NOT DELAY COMPLETING THIS RETURN! We want your returned form whether or not_you: 1. Were disgusted and unhappy with your community college experience, or highly elated over it. 2. Graduated or took only one course. 3. Terminated before completing even one semester or finished many semesters. '3 Honor Roll. 4. Failed every course or made the Dean 5. want improvement in vocational education or are very happy with it as it 18. IF SOME QUESTIONS ARE TOO PERSONAL FOR YOU ~~ OMIT THEM ~~ BUT DO RETURN THE FORM IN THE ENVELOPE PROVIDED WITH AS MANY OF THE ITEMS ANSWERED AS YOU ARE WILLING TO ANSWER TO HELP IMPROVE OUR EDUCATION! I knOW'XEE are not a slacker! Good citizens respond to the needs of their community. Give fifteen minutes of your time ~— we are asking nothing more ~~ COMPLETE AND MAIL THE FCRM NOW. I hope we can count you among those who are willing to help -~ MICHIGAN EDUCATION MUST HAVE HELPED YOU! WAIT NO LONGE ~- please complete and mail the form today. Sincerely yours, jjagéilafiFieagé:¢£ZQLK>¢4¢QLJI Mil on E. Larson Michigan Vocational Education Evaluation Project Enclosures 316 APREMHILB 825 West Dartmouth Flint 4, Michigan April 21, 1962 Alumnus of Industrial-Technical Curriculum Public Community Junior Colleges State of Michigan Dear Alumnus: May 1 is the final dead-line for including questionnaires received as response to the Michigan Vocational Education Evaluation Project. If you have not as yet mailed your form please do so immediately so that I may have it by May 1. If you have already mailed the form accept our "Thank you" for assisting in this worthy effort. .As you will recall this questionnaire form is useful to the study even though you may have: 1. Graduated or taken only one course. 2. Failed every course or received ”A's" in all. 3. Had a happy experience or are still "fighting angry" at everyone connected with the college. 4. Started and did not earn a single credit - if you only Spent a day in this college, I would like you to COMPLETE THOSE QUESTIONS WHICH YOU FEEL APPLY and mail it badk to me. 'WILL YOU HONOR THE STUDY WITH YOUR EFFORTS AND RESPONSE ~- IF SO, PLEASE RETURN THE FORM TODAY,OOMPLETED! Sincerely yours, (P’ttf"672/‘(r7crfiynain4~11,l Milto E. Larson Michigan Vocational Education Evaluation Project Enclosure 317 APPENDIX C NUMBER AND PERCENTAGE OF RESPONDENTS FOR EACH OF THE STRATIFIED POPULATIONS fl ——__ ‘— Number Number of Number Non- Total Returns code of students who could respondents returns as a stratified in not be in the received percentage population population contacted armed forces of the total 2 9 O O 9 100 S 96 h 2 67 69 .7 6 119 6 h 93 78 .1* 7 39 2 l 25 6h.1** 8 31 O O 20 6h.5 9 68 7 1 N3 63.2*%* 10 26 2 2 20 76.9 11 2h 0 O 20 63.3 Totals hlZ 21 10 297 72.0 NOTE: * Responses of two additional respondents received too late to tabulate with the group. ** Responses of one additional respondent received too late to tabulate with the group. *** Responses of two additional respondents received too late to tabulate with the group. 318 owosoo 39338500 mo H3860 damaged.“ .mnm .mm .Aommm ..aopauouflofiaqm .nooxoomv oomoaaoo.quqossoo.qowmnofiz anonnmxa< .z.audaamzsm Q HHBAE Rem mom om.mmm mam mom Hmma mono escapees omH om am.mmm mes mmm.d mmma genome Epsom omm om” mm.mm¢ mmm mom.” mmmH ooaom poem mam mmH Hm.mmm moH mmfl mmma monnopom mam oom oo.mm¢ mom mee.a mama communes mam oom mo.mmm Hmm mmm emma mqauqou com com am.mmm mmm mmo.H mmma anemone mmm Sea om.mmm mmm me” mmma mooxnonH com com cm.ms¢ Rom.” mas.” mama Mean endanmmm 0mm 0mm mm.oem mem.a «mm.m «Hmfl nemmam modem 0mm can ms.mss Hmm.m mefi.e mmmn enema mom oma mm.mm¢ mmm.m omm.m mmma announce omm om” om.mmm mme «mm mema nephew nonnom 0mm 0mm em.ome mH¢.H mmu.m mama Ramon -.momo mom mom one ms.mom oom mam mmmH Romeo oupoom com omm om.mem mom mam mmmm anomd< Hanan Roch Eco p.393 you you my: pagoda row ounce @030 .30 com? .3 ow cameo Romans» demons» homage oado-aasm cannon .paouo mononaaoo nhomdeon.ooz ouoemuom new consume Hanna can» no ooaoaoqa ll it”! ZOHBUDmamzH Gama mo Hzmnzmazgm OB magma 20mm omlmmma a Mme mom maodm Magoo HBHZDEEOQ Sacha