um...“— AN ASSESSMENT OF THE STATUS OF JOURNALISM EDUCATION. IN JUNIOR COLLEGES IN MICHIGAN: A SURVEY OF TEACHERS AND ADMINISTRATORS Thesis for the Degree of M. A. MICHIGAN STATE UNIVERSITY NEAL EDWARD BANDLOW 1972 - LIBRARY gMichigan State ,, 3 University amines BY E "DAB 8: WIN mm RY INC. LIBRARY BINDERS , SPHIHE?E_!!_?,.“..!CIIIGAI ' III I IIIIIIIIIIIIIIIIIIIIIIIIIIIII ‘ 3 1293 01096 8976 ABSTRACT AN ASSESSMENT OF THE STATUS OF JOURNALISM EDUCATION IN JUNIOR COLLEGES IN MICHIGAN: A SURVEY OF TEACHERS AND ADMINISTRATORS By Neal Edward Bandlow The purpose of this study was to assess the status of journalism education in the junior colleges in Michigan. A mail survey questionnaire was developed and sent to teachers and administrators in 28 public junior colleges. The findings reported: (1) the characteristics of the teachers and administrators; (2) the background and quali- fication of the journalism teachers; (3) the standing of journalism education; and (4) the attitudes of teachers and administrators toward journalism education. It was concluded from this study that the goals and objectives of journalism education in junior colleges in the sample are quite diverse. Ninety-five per cent of the journalism curricula, for example, are guided by the de- partments of English, language or communication, and Neal Edward Bandlow taught by faculty members with minimum qualifications in journalism. In fact, 29 per cent of the journalism teachers in the sample have never taken a journalism course for col- lege credit. The study reported that 85 per cent of the junior colleges offered at least one journalism course. However, 64 per cent of the colleges offered no program in journal- ism. Sixty per cent of the respondents indicated that introductory and advanced journalism courses should trans- fer as comparable credit to four-year schools of journalism. In general, there was some evidence that the re- spondents considered a variety of mass media curricula as part of a definition for journalism. An average of 70 per cent of the respondents rated journalism as having less academic respectability than programs in English, history and social science. It was assumed, then, that journalism is not accorded the same professionalism given to other academic disciplines in junior colleges. Some of the assumptions from this study have set the stage for additional data analyses. AN ASSESSMENT OF THE STATUS OF JOURNALISM EDUCATION IN JUNIOR COLLEGES IN MICHIGAN: A SURVEY OF TEACHERS AND ADMINISTRATORS By Neal Edward Bandlow A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of MASTER OF ARTS School of Journalism 1972 To mankind: There is no way to peace. Peace is the way. War has no meaning. When will we ever learn? ACKNOWLEDGMENTS I wish to express my gratitude and appreciation to Dr. Vishwa M. Mishra for his direction of this study. I also want to acknowledge the interest and en- couragement rendered to me by my wife, Carol. ii TABLE OF CONTENTS Page LIST OF TABLES . . . . . . . . . . . . . . . . . . . . iv LIST OF APPENDIXES . . . . . . . . . . . . . . . . . . v CHAPTER I. THE PROBLEM AND DESIGN OF THE STUDY . . . . . . 1 Introduction . . . . . . . . . . . . 1 Theoretical Considerations . . . . . . . . . . 9 The Problem . . . . . . . . . . . . . . . ll Concerns of the Study . . . . . . . . . . . . 12 Definition of Terms Used . . . . . . . . . . . l3 Hypotheses . . . . . . . . . . . 15 Methodological Considerations . . . . . . . . 16 Review of Literature . . . . . . . . . . . . . 17 An Overview . . . . . . . . . . . . . . . . . 22 II. THE SETTING AND FINDINGS OF THE STUDY . . . . . 23 A Brief History of the Junior Colleges of Michigan . . . . . . . . . 23 Characteristics of Respondents . . . . . . . 29 Qualifications of Journalism Teachers . . . . 34 Status of Journalism Education . . . . . 4l Attitudes and Opinions Toward Journalism Education . . . . . . . . . . . . . . . . . 54 III. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS . . . . 63 Summary and Conclusions . . . . . . . . . . . 63 Recommendations . . . . . . . . . . . . . . . 72 BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . . . 75 APPENDIXES . . . . . . . . . . . . . . . . . . . . . . 83 iii LIST OF TABLES Table Page 1. A comparative assessment of the status of journalism programs . . . . . . . . . . . . . . 55 2. A comparative assessment of the status of journalism programs . . . . . . . . . . . . . . 56 iv LIST OF APPENDIXES Appendix A. B C D. E F Advanced Letter Cover Letter Mail Questionnaire Post Card Reminder Reminder Letter Marginal Findings Page 83 84 85 93 94 95 Accepted by the faculty of the School of Journalism, College of Communication Arts, Michigan State University, in partial fulfillment of the requirements for the Master of Arts degree. V~IVI. “Maia: Director of Thesis vi CHAPTER I THE PROBLEM AND DESIGN OF THE STUDY Introduction Since the junior college has become an essential component of higher education, a variety of academic areas have felt the impact. Therefore, an assessment of jour- nalism education at the junior college level is necessary in order to understand the future status of journalism at these two-year colleges.1 To more fully understand an assessment of jour- nalism education at the junior college, it is necessary to examine (1) the plight of journalism education at the junior colleges, (2) the qualifications and contributions of journalism instructors at the two-year colleges, and (3) the attitudes and opinions of administrators at the junior colleges. 1Gerald F. Demel, "A Survey of Journalism in Kansas Public Junior Colleges," Journalism Abstracts, XI (1968), 91. By and large, research findings indicate that more than half of the two-year colleges in the United States offer a variety of journalism programs. Yet a national survey of journalism education in junior colleges con- ducted in 1967 reveals: . junior college journalism is drifting aimlessly with little indication that many of the schools have planned programs to meet specific objectives. Only in California, which has some eighty junior colleges, is there an active organization seeking to supply some guidance and direction to the deve10pment of sound journalism curricula. Benz found, for example, that 77 per cent of the responding junior colleges offered courses in journalism or published one or more student publications.3 It is obvious from his study that the existing attitudes, opinions and judgments of journalism teachers and administrators of the two-year colleges play a vital role in determining the success or failure of established and proposed journalism programs. It can be assumed here, then, that if journalism programs of junior colleges are to continue to progress, both teachers and administrators must reflect a favorable desire to improve and expand the academic standards of such programs. 2Lester G. Benz, ”Journalism Teaching in the Junior Colleges," Journalism Quarterly, XLIV (Spring, 1967), 121. 3 Ibid., p. 118. The critical question, therefore, is what effect do two-year college administrators and journalism teachers have on the motivation and direction of journalism edu- cation in junior colleges in Michigan? It is of considerable importance to assess the perspective, and often imperceptive, values attached to two-year journalism programs by faculty members. Perception, as used in this study, means "the awareness of the exist- ence of some situation requiring collective concern with potential success and program possibilities”4 of jour- nalism curriculum. It must be noted that "imperception is not always over-sight; in many cases it is a well- cultivated habit.”5 At first glance, it may seem that "a key factor in determining the conception of journalism education is 6 William L. found in the administrator of the program." Clamp, a researcher of education at junior colleges, ex- presses that ”the modern administrator must continually 4William J. Gore, Administrative Decision—Making (New York: John Wiley and Sons, 1964), p. 49. 5Ibid., p. 50. .6Pau1 L. Dressel, Liberal Education and Journalism (Columb1a: Bureau of Publications, 1960), p. 98. be concerned about provision of resources necessary for . . . ' . . 7 Open1ng new 1ns1ghts 1nto curr1cu1a." The administrator, however, is not the focal point for determining the success of journalism education in junior colleges. It is generally assumed that the journalism teacher is responsible for influencing and perpetuating the journalism program. In simple fact, then, it is the attitude, belief, and moti- vation of the journalism teacher which enhance and promote, as well as improve, journalism education in junior colleges. Yet, Benz indicates that 20 per cent of the journalism teachers in junior colleges have never taken a single journalism course in college. Only three out of ten have earned over 30 hours of semester credit in journalism in college. Moreover, most teachers have had only minimum experience in professional journalism, including those that had little or no academic credit.8 In 1970, Fred A. Barfoot, after examining the journalism programs in the junior colleges of the Middle Atlantic states, concluded that "junior college journalism 7William L. Clamp, "Educational Research and the Junior Colleges," Improving College and University Teaching, XVII (1969), 83. 8Benz, "Journalism Teaching," p. 118. faculty members are unprepared to teach journalism and usually were not hired for the specific purpose of teaching journalism."9 He added that the methods for teaching vary widely and while more junior colleges offer journalism education than ever before, the teaching quality and pro- fessionalism have not increased pr0portionate1y. For the most part, researchers indicate that junior college journalism is supervised by an English, language or communication department. It is found, for example, that an English faculty member, who is not teaching a full load of courses, usually is called upon to teach journalism. In fact, dissatisfaction arises among English instructors who have had to add journalism courses to their teaching load. In this respect, researchers agree that these journalism teachers, while deficient in the training and enthusiasm of journalism, knowingly or unwittingly adhere to nebulous objectives and aims. In simple truth, rather than reinforce the attitudes of students toward journalism education, pseudo-journalism teachers are, instead, discouraging and impeding student interest.10 9Fred A. Barfoot, "A Survey of Journalism Education in the Middle Atlantic States,” (unpublished Master of Science thesis, University of Pennsylvania, 1970), pp. 6-7. 10Fred A. Barfoot, "English Departments Run Most Journalism Courses," Journalism Educator, XXVI (Fall, 1971), 26. The point of issue here is that the journalism teacher must facilitate reinforcement for journalism education. In his study of professionalism among jour- nalism teachers in junior colleges, Walker stresses "there is for the progressive junior college journalism teacher the possibility of taking an active role in assisting to 11 In support of this up-grade standards of journalism." logic, Barfoot adds that journalism programs and teachers at the junior college level must be coordinated on a statewide, regional or national basis to serve specific purposes that are spelled out, agreed upon, and worked toward.12 The foregoing conclusions indicate that journalism education at the two-year college is not taught with the same professionalism accorded other academic subjects. Moreover, progress toward professionalism has been slow and achievements limited. In this context, Dressel says that "many persons now present on journalism faculties are either unsympathetic or unfamiliar with newer ideas and hence unlikely to modify their views and practices unless strong leadership is present."13 11Fred Walker, Jr., "Professionalism Among Junior College Journalism Teachers; Some Proposals," Journalism Quarterly, XLVI (Spring, 1969), 152. 12Barfoot, "A Survey of the Middle Atlantic States," 13Dressel, Liberal Education and Journalism, pp. 98-99. In general, the findings of researchers indicate that borrowing teachers from other academic affiliates to teach journalism education is not a stablizing criterion for implementing and retaining a respectable journalism program. Researchers agree, then, that journalism programs in junior colleges must have able and dedicated teachers who commit themselves to a career in junior college teaching. Furthermore, it is recommended that future research should call for a more precise definition of what kind of jour- nalism instruction is taking place under that definition.14 As expected, little has been researched concerning the role of the administrator in the junior college in promoting favorable attitudes toward journalism programs. For certain, the administrators face a most difficult problem of meeting the demand for a complete, comprehensive curriculum. In effect, a junior college should meet as many academic needs as possible, but curricular prolif- eration has to be limited. More often than not, admin- istrators are quite often unaware if journalism education is part of the curriculum at their colleges. It has normally been the case that journalism education at the two-year college is usually included, 14Walker, "Professionalism; Some Proposals," p. 153. inconspicuously, as part of an English department. Some administrators consider that journalism is strictly a pro— fessional subject, and should not be included as a com— ponent of the liberal arts. When asked to assess the importance of journalism education to the junior college curriculum, administrators are quick to label it inconsequential and nothing more than an academic by-product. In this context, often a student publication, such as a newspaper or yearbook, is the sole reason for a journalism program at most junior colleges.15 -The research findings report, therefore, that more penetrating analysis and more definitive commitments of journalism education are needed by the administrators in junior colleges. Contributing to this logic, Walker purports in his pr0posals: We need to address ourselves to improve those categories. . .to win for junior college journalism earned respects and approbation from our journalism teacher colleagues. . .and from our junior college administrators, most of whom, at least are quite conscious of disciplines' comparative prestige and individual teachers' growth.16 Based on preceding discussion, it is safe to assume, therefore, that a two-fold dilemma surfaces in journalism education in junior colleges: (1) the journalism faculty 15Joe W. Milner, "J-Majors Become Bitter When Universities Refuse Junior College Credits," The Journalism Educator, XXV (Fall, 1970), 24. 16 Walker, "Professionalism; Some Proposals," p. 152. members, imparting minimum qualifications and desire, tend to inhibit the favorable attitudes toward journalism education by failing to strive for more recognition of curricula, and (2) the administrators of junior colleges, mosdyoblivious and imperceptive to journalism education, stagnate the growth of journalism programs by failing to ascertain the importance of journalism to their college curricula. Theoretical Considerations Researchers have examined some of the ramifications concerning the prevailing attitudes, judgments and opinions of journalism education in junior colleges. These re- searchers identify certain factors, then, which are associated with the journalism curriculum in the junior college. These factors are (l) the amount of journalism credits transferable to the four-year journalism college curricula,17 (2) an awareness of the academic requirements at the four-year college level, and (3) the rec0gnition of that awareness by two-year journalism and administrator faculty members.18 17Milner, "J-Majors Become Bitter," pp. 22-23. 18Theodore Kruglak, "Junior College Journalism Education," The Journalism Educator, XX (Fall, 1965), 132. 10 Stressing planned remedies to challenge these factors, Milner recommends, above all else, that journalism education in junior colleges should be given the same pro- fessionalism as any academic discipline. He suggests, too, that junior colleges should offer a maximum of nine hours which will transfer to four-year colleges and universities.19 To insure viable transfer credit, he adds that courses should be selected from a composite of an introduction to jour- nalism, news writing, photography, reporting and the survey of the mass media. Citing a specific example in Oregon where junior college journalism courses correlate to lower divisional requirements at state universities, Milner advises jour- nalism teachers in junior colleges to study the curricula of the state four-year colleges, and match their courses with the journalism programs of senior schools. He adds that to eliminate the transfer uncertainties, advisers at junior colleges should obtain facsimiles of journalism programs from four-year schools of journalism and make this material assessable to transfer students.20 19Milner, "J-Majors Become Bitter," pp. 24-25. 2”mm. 11 It is assumed here, therefore, that the relation- ships between these factors and the nature of the jour- nalism programs at junior colleges are constant and cumulative. The Problem The study, then, proposes: (l) to survey journalism curricula in junior colleges in Michigan, (2) to assess the attitudes of the journalism teacher, the department head and the administrator toward journalism education in these.junior colleges, (3) to delineate the interaction of the teacher and the administrator attitudes in their respective junior colleges, and (4) to determine the predictors of these attitudes toward journalism curricula. In general, therefore, this study examines an assessment of the attitudes of junior college teachers and administrators and raisesquestions about the quantity and quality of journalism education at junior colleges. The scholars in junior colleges define a curriculum as an education which prepares a man to live more fully as 21 a person and more effectively as a citizen in his community. Some see it, too, as a social change that involves a 21James W. Thornton, The Community Junior College (New York: John Wiley and Sons, Inc., 1966), p. 199. 12 change in the human relations structure among individuals within the society of schools. Still other researchers define it as a program of responsibility designed to pre- pare people, young and old, for participation in a wide range of life's activities. For purpose of this study, curriculum will mean a common basic pattern of study designed for a common outcome of a fundamental educational experience--in this case, journalism education in junior colleges. This "experience" includes the attitudinal habits of the admin- istrators and the journalism teachers in junior colleges, including an assessment of their opinions and judgments. Concerns of the Study The study examines the following questions: 1. To what extent are the attitudes toward jour- nalism education by journalism faculty members and admin- istrators in junior colleges affecting the growth of the journalism programs? 2. To what extent does the importance of journalism education compare with the importance of the other academic programs in the junior colleges? 3. How does the nature of a journalism program associate with the feelings of administrators and faculty members toward journalism transfer credit in the junior colleges? 13 4. To what extent does a definition of journalism include also a definition of all or some of the academic areas of a mass communication program? 5. .What are the qualifications of the journalism instructors, and how do these qualifications influence the respectability which is attached to the journaIism cur- riculum at junior colleges? 6. When non-journalism majors teach journalism courses in junior colleges, to what extent are they influencing the journalism curriculum. In addition, how are they influencing the respectability of that curriculum as viewed by administrators and other faculty members in junior colleges? 7. Finally, what kind of journalism courses are offered in junior colleges in Michigan, and how prevalent are they? Definition of Terms Used A. Attitude.--An attitude is defined here as an enduring organization of beliefs around an object or sit- uation pre-disposing one to respond in some preferential manner. . .the elements are underlying beliefs rather than expressed opinions.22 22Milton Rokeach, Beliefs, Attitudes and Values (San Francisco: Jossey-Bass Inc., 1969), p. 112. 14 A favorable attitude is defined as supporting or promoting an expression of an attitude. An unfavorable attitude is defined as an adverse or negative expression of an attitude. B. Lower Divisional Journalism Courses.--The lower divisional journalism courses are defined as that journalism curriculum identified as freshman and sophomore levels of courses at colleges and universities. C. Upper Divisional Journalism Courses.--The upper divisional journalism courses are defined as that journalism curriculum identified as junior and senior levels of courses at colleges and universities. 7D. Social Responsibility of the Press.--The social responsibility of the press is defined as the requirement of the media to include a truthful, comprehensive account of the day's.events and to provide a forum for an exchange of comment and criticism.23 The press responsibility includes the projection of a representative picture of the constituent groups in society and the presentation and clarification of the goals 24 of society. All to often, society believes that the press is too sensational, over-emphasizes entertainment 23A Free and Responsible Press, Robert M. Hutchins, chairman (Chicago: University of Chicago Press, 1947), p. 21. ‘ 24Ibid. 15 and is deficient in interpreting the news. It is assumed, then, that the foregoing definition of the social respon— sibility of the press will focus on some important attitudinal considerations.for junior college journalism education in this study.' Hypotheses The following five hypotheses were formulated for the study:25 1. The larger the junior college, the more likely it will have a journalism education program. In this context, the term "larger" will include junior colleges with a student enrollment of more than 1,000. 2. The more positive the attitudes of teachers and administrators are toward journalism education, the more likely there will be favorable consideration for a journalism curriculum at junior colleges. 3. The more academic respectability assigned to a journalism curriculum, the more likely that a journalism program will exist at junior colleges. 4. The higher'the level of journalism education the teacher has, the more favorable his attitudes will be toward journalism education. 25Additional data analyses are being done to test the hypotheses. 16 5. The teachers and.administrators who subscribe to the social responsibility theory of the press are more likely to have a favorable attitude toward journalism education in junior colleges than those teachers and admin- istrators who do not accept the press responsibility theory. Methodological Considerations A. Methods.--Mail survey research techniques were employed in the execution of this study. An advanced letter explaining the proposed study was sent to respondents at 28 junior colleges in Michigan. Three days following the advanced letter the mail question- naire was sent to respondents with a covering letter and a self-addressed stamped envelope. Then, three days later a post card reminder was sent to each respondent. Finally, to insure a high return rate, a second mailing of the questionnaire was sent to each respondent about five days following the mailing of the post card. B. Sample.--The sample consisted of the college president, academic dean, journalism teacher and chairman of the English department of each 28 Michigan junior college, for a total sample size of 108 respondents. The journalism teacher is defined here, also, as the advisor to the college yearbook. Of the total sample size of 108 respondents, 58 questionnaires were sent to journalism teachers and English 17 Department chairmen, and 50 were sent to administrators. The total completion rate was 71 per cent. The individual completion rate for each stratum was as follows: journalism teacher and English chairmen, 81 per cent; and administrator, 58 per cent. C. Instruments.--A mail survey questionnaire was developed and pretested for this study. Pretesting was done on a sub-sample of 12 respondents in four junior colleges in Michigan not included in the sample. Pre- testing completion rate was only 50 per cent. The questionnaire, therefore, was revised. The processing and analyses of the data was com- pleted at the Michigan State University Computer Center, East Lansing, Michigan. The author expresses gratitude to the National Science Foundation for support, in part, to the computer data analyses. Review of Literature It was found that the research of journalism and educational organizations, published documents and other informational sources of journalism education of junior colleges.reveal, at best, only a sketchy estimate of its current national status. Even less is known of journalism education in junior colleges in Michigan. 18 The most comprehensive study, the Benz findings of 1967, reported in a nation-wide survey: . .far too many schools of journalism in junior colleges seem to exist for the sole rpurpose.of serving staffs of the school publications and rewarding staff msgbers with credit for publications work. Kruglak supports this assertion with "most junior college teachers of journalism have little time for teaching, so they largely give credit for working on school publi- cations."27 Benz suggests, then, that junior colleges need help in raising the level of the professional stature of journalism education. He emphasizes that this can be done through teacher and administrator involvement. In general, these findings are in keeping with other re- searchers who report that junior college journalism programs cannot function on existing superficial objectives, especially if they expect to serve the aims of transfer credit for students. In 1969, Hefner surveyed the areas of curriculum, transfer programs, facilities and qualifications of jour- nalism teachers in 16 junior colleges. He reports that journalism education, as part of a junior college curric- ulum, will become firmly fixed in the future. He adds, 26 27 Benz, "Journalism Teaching,” p. 121. Kruglak, "Junior College Journalism Education," p. 132. 19 too, that a core of journalism transfer curriculum seems to be crystallizing as a maximum of 12 semester hours.28 Hefner, however, recognizes little of the attitudes of teachers and administrators toward journalism education and.programs of the mass media. At the University of Oregon, Reagan researched a profile of the journalism teacher at the Idaho, Oregon and Washington junior colleges. He found, for example, that "the typical junior college journalism instructor to be the holder of a bachelor's degree, and there is slightly more than.a 50 per cent probability that he majored in journalism." Moreover, he adds, that the chances are about 50-50 that the teacher will teach only journalism. Finally, he found that 90 per cent of the instructors had some professional experience, and in nine out of ten cases the instructor will advise the student newspaper.29 In support of findings for this study, Reagan indicates that there is an 80 per cent probability that the instructor is either undecided if he wishes to con- tinue teaching journalism at the two-year level or whether 28Lillian L. Hefner, "A Study of the Communication Programs in 16 American Junior Colleges," Journalism Abstracts VII (1969), 114. 29Everett E. Reagan, "A Profile Study of the Jour- nalism Instructors in the Junior Colleges of Idaho, Oregon and Washington," Journalism Abstracts, V (1967), 145-146. 20 he definitely wants to quit or leave for another assign- ment. Furthermore, to help improve the image of journalism, Reagan recommends a ”teaching program for the person who wants to teach journalism at the junior college." In this context, then, he advises "a more uniform journalism program for two-year schools, with credits acceptable for transfer to four-year colleges."30 Joining other researchers in emphasizing a limited journalism curriculum for the junior college, Demel, after surveying Kansas.junior colleges, urges only introductory study and basic skills for the journalism program.31 Another study in 1970 revealed that "privately operated junior colleges have little interest in education for journalism."32 The study found, for the most part, that limited budgets and insufficient student enrollment discouraged the hiring of bona fide instructors or the offering of a qualified curriculum. In contrast, the study indicated that public supported junior colleges reported a trend toward including one or two introductory courses in journalism education. 301bid. 31Demel, "A Survey of Kansas," p. 91. 32Mary L. Miller, "The State of Mass Communications Education in Junior Colleges of Georgia: 1970," Journalism Abstracts, IX (1971), 150. 21 Fred A. Barfoot, an instructor at Peirce Junior College in Pennsylvania, contributed the most significant findings.in support of this study. After surveying the junior colleges of the Middle.Atlantic states, he con- cluded that few faculty are prepared to teach journalism. Most often, he continues, it is the case that "an individual is hired to teach a discipline such as English, then he is encouraged, urged or required to teach a 33 journalism course." In fact, after a faculty member, with no qualifications for teaching journalism, has actually taught it, "he may grow defensive of his role."34 Barfoot discovered, too, another particularly disturbing finding. He suggests that some faculty members, who teach journalism and appear to be somewhat qualified, have not constructed their journalism classes to meet realistic objectives. Neither have they improved, he adds, the standards of the student newspaper so that it reflects a realistic praticum or laboratory experience.35 In conjunction with findings for this study, Barfoot asks for a "more penetrating analysis and more definitive commitments by junior college administrators and educators . . . . 36 concernlng journalism educat1on." 33Barfoot, "A Survey of the Middle Atlantic States,” pp. 193-195. 341bid. SSIbid. 36Ibid. 22 An Overview Except for the research by Barfoot and Benz, fore— going findings, for certain, provide only a vague, incomplete depiction of journalism programs in junior colleges. Although, at best, most of the literature appears to be sketchy, none of it, however, measures the attitudinal judgments and opinions of journalism teachers and administrators, especially the latter. It must be remembered, too, that Benz conducted his survey in 1967 and since then the junior colleges have changed considerably and journalism education at the two-year colleges has taken on new dimensions. In general, Barfoot's findings seem to be the most detailed of the recent surveys, but his findings are applicable only to the Middle Atlantic states. It is safe to assume, therefore, that for purposes of this study, little or nothing is known about journalism education in two-year colleges in Michigan. CHAPTER II THE SETTING AND FINDINGS OF THE STUDY This chapter examines the setting in which the study was conducted and the findings of the survey research. First, a brief history of the junior college in Michigan is reviewed. It is necessary to investigate the two-year college dev¢10pment in Michigan to more fully under- stand the current status of journalism education in the junior colleges. A Brief History of the Junior Colleges of Michigan A 1970 survey revealed that there are 29 public community colleges in Michigan with a total enrollment of more than 114,000 students. It was found, for example, that more than half of all the college freshmen in Michigan are enrolled in the junior colleges. It is estimated, then, that by 1980 more than 75 per cent of the college freshmen in Michigan, and 40 per cent of the total College enrollment in the state, will be attending the two-year college.1 l p. 6B. William Connellan, Sunday News, July 19, 1970, 23 24 Nevertheless, Michigan, with its highly respected and power- ful system of state universities and colleges, was slower than most states in developing a community or junior college system. Before the turn of the twentieth century, no junior colleges existed in the United States. In fact, the first junior college in Michigan was not established until 1914. In general, the growth of the junior college system in Michigan was due to (1) the desire of students and parents to provide more economical means of attending college, and (2) efforts of university and four—year college administra- tors to rid their curricula of SOphomore and freshmen courses.2 It is safe to assume, then, that the foregoing logic established the two-year college as a key element in the educational system of Michigan. In 1914, Jesse Davis, a principal at Grand Rapids Central High School, organized the first junior college in Michigan. Forty-nine students enrolled in the fall of that year. The faculty consisted of Central High School instruc- tors, and courses were patterned after freshmen and sopho- more curricula of the College of Literature, Science and the Arts at the University of Michigan. Financial support for the junior college was authorized by the Grand Rapids 2Willis F. Dunbar, The Michigan Record in Higher Education (Detroit: Wayne State UniversityTPress, 1963), p. 239. 25 Board of Education, even though "there was no state law at the time which authorized a school board to offer courses beyond the high school level."3 Special legislation was passed in 1917 authorizing the school districts in Michigan to establish and financially support junior colleges, providing the population was more than 30,000 in each district. Taking advantage of this legislation, the cities of Highland Park and Pontiac opened junior colleges in 1918., Although Pontiac Junior College experienced financial difficulty and was discontinued in 1928, Highland Park, however, developed one of the most successful two-year colleges in Michigan.4 For the most part, the courses at these early institutions correlated to first and second year requirements at the University of Michigan. The decade of the 19203 saw an additional six junior colleges Open in Michigan. While working closely with the University of Michigan, Bay City Junior College Opened in 1922, and it became the first two-year college in Michigan to issue a certificate "granted by the State Board of Edu- cation to those students who had completed two years of work in higher education."5 31bid.,p. 241. 41bid., p. 242. 5Ibid., p. 243. 26 During this decade, the first junior college occupational curriculum--a secretarial and business program--was intro- duced at Bay City Junior College. It should be noted that a new state law in 1923 lowered the minimum population required by a school district to maintain a two—year college from 30,000 to 25,000. As a result, junior colleges were started at Port Huron, Flint, Muskegon, Jackson and Calumet, the latter the Upper Peninsula's first junior college. The decade of the 19305 saw additional legislation passed that broadened support for the junior colleges in Michigan. For example, legislation in Wayne County author- ized school districts to pay the tuition of the student in the junior college and, in some cases, also the transpor- tation costs of the student. Discouraging as it may seem, though, the total enrollment at junior colleges in Michigan increased only from 2,000 in the 19205 to approximately 2,500 in the 19305. This slow growth was surprising, since it was thought that the "depression" might have forced the students to abandon the more expensive four-year college in favor of the less costly junior college. The opposite, however, was true. It was suggested that one reason was that junior colleges offered little more than the standard courses of the first two years of four-year colleges. Bur- dened by financial needs, the school boards were unwilling to expand the two-year college curriculum to include the technical and vocational fields.6 6Ibid., p. 302. 27 During World War II, the plight of the junior college worsened in Michigan. The crucial factor indicated that the enrollment in eight Michigan junior colleges was 3,154 in 1941, but by 1944 enrollment had dropped to 1,300 students.7 Most certainly, the war affected all of the higher education enrollment, but it was feared that the falling attendance might phase out the junior college system in Michigan. Contrary to expectations, the end of the war helped revitalize the junior college in Michigan. The changes were two-fold: (1) the 6.1. Bill of Rights enabled thousands more to attend college, and (2) the junior colleges added technical and vocational academic areas to curricular offer- ing. Helped along by these factors, then, the student enrollment doubled to nearly 7,000 in the late 19405. Re- sponding to the public demand for better higher education, the state legislature appropriated $650,000 to school dis- tricts maintaining a four-year college or junior college.8 During the 19505, the junior college enrollment in Michigan increased to 23,000 students at 16 colleges. Ad- ditional legislation in 1951 recognized the new concept of serving not only vocational and transfer students, but "also the needs of all youths and adults in a community for 71bid., p. 337... 8Ibid., p. 246.‘ 28 9 Other decisive education beyond the high school level.” legislation contributed to the continuing success of the junior college: (1) The minimum population needed to main- tain a junior college was lowered to 10,000 in each school district, and (2) the state legislature authorized any two counties in Michigan the power to locate, establish and maintain a community college.10 By 1956, state aid for junior colleges was determined on the basis as that for elementary and high schools. During the 19605, the two-year college concept be- came accepted by all of the educators of Michigan and gained in popularity with the public. In 1969, for example, the junior colleges of Michigan had the third largest increase of enrollment among the junior colleges of the nation with 15,600 additional students.11 In general, journalism programs manifested little importance to the curriculum of the junior college during the first four decades of the two-year college movement. Then, in the late 19505, an increasing number of high school graduates and the growing number of junior colleges in- fluenced two-year colleges to include some journalism edu- cation in their curricula. 91bid. lolbid. llWilliam A. Harper, ed., 1970 Junior Colle e Di- rector (Washington, D.C.: American Association 0 Jfinior CoIIeges, 1970), pp. 41-43. 29 Within this preceding historical context, findings pertaining to journalism education of junior colleges in Michigan will now be examined. The findings are reported in the following parts: {(1) characteristics of respondents; (2) background and qualification of journalism teachers; (3) status of journalism education; and (4) attitudes toward journalism education. Characteristics of Respondents In terms of enrollment, the findings indicated an even percentage of distribution of students among four cate- gories of enrollment in 28 junior colleges in Michigan. Twenty—four per cent (n=18) of the respondents reported en- rollment of 500 to 1,000 students; 24 per cent (n=18) between 1,000 and 3,000; 24 per cent (n=18) between 3,000 and 5,000; and 24 per cent (n=18) reported enrollment of 5,000 or more students.12 In comparison, the 1970 Junior College Directory revealed comparable data in two enrollment categories; 24 per cent in 500 to 1,000; and 24 per cent in 1,000 to 3,000.13 The findings in this study, however, did not compare favorably with the Directory in two other enrollment cate- gories. The Directory reported that 16 per cent of the 12The figure in parenthesis and/or the letter n represents the total number of respondents who replied. 13Harper, 1970JuniOr College Directory, pp. 41-43. 30 enrollment fell in the 3,000 to 5,000 category and 28 per 14 cent in the 5,000 or more category. In effect, two years have elapsed since the 1970 Directory was published. As a result, the findings in this study indicated that in junior colleges in Michigan the percentage of enrollment has in- creased in the 3,000 to 5,000 category and decreased in the 5,000 or more category. This may be an indicator, therefore, of changing patterns of enrollment in junior colleges. In terms of average enrollment in junior colleges in Michigan, the findings indicated a decrease from the 1970 average. The findings reported an average student enrollment Of 3,000 per junior college. In contrast, the Directory 15 reported an average of 3,400. The difference could be explained in terms of the low return rate of questionnaires from large enrollment junior colleges in Michigan. This assumption, however, needs to be tested. A majority of the respondents indicated that junior colleges in Michigan operated on a semester system. Seventy- five per cent (n=57) indicated Operating on semester; 15 per cent (n=11) quarterly; and 9 per cent (n=7) trimester. In general, this finding followed a national trend in which technical, vocational and occupational programs at junior colleges were more likely to require the longer semester sequence. 14Ibid. lslbid. 31 Nearly two-thirds of the journalism teachers in junior colleges in Michigan had a master's degree. In fact, more than twice as many teachers had master's (62 per cent; n=22) as bachelor's (26 per cent; n=9) degrees. In com- parison, a national survey reported almost four times more teachers who held master's than bachelor's degrees.16 Hefner's findings compared favorably with the present study. He reported that the qualifications for journalism teachers in junior colleges was almost certainly established at the 17 master's degree level. Reagan's study, too, lends support to the findings since he found that 82 per cent of the journalism teachers held a master's degree.18 As expected, none of the respondents indicated edu- cational achievements of less than four years of college. But, surprisingly, 12 per cent (n=4) of the responding teachers reported holding a doctorate. In contrast, a national finding in 1967 reported that only 4 per cent of the journalism teachers in junior colleges held a Ph.D. 19 degree. The difference may be explained in terms of the 16Lester G. Benz, "Journalism Teaching in the Junior Colleges," Journalism Quarterly, XLIV (Spring, 1967), 120. 17Lillian L. Hefner, "A Study of the Communication Programs in 16 American Junior Colleges," Journalism Abstracts V11 (1969), 114. 18Everett E. Reagan, "A Profile Study of the Jour- nalism Instructors in the Junior Colleges of Idaho, Oregon, and Washington," Journalism Abstracts V (1967), 145. 19 Benz, "Journalism Teaching,” p. 120. 32 declining demand for the doctorate in the four-year col- leges and universities. This finding was considered especially significant because more junior colleges may be employing journalism teachers with a doctorate. This assumption, too, needs to be tested. It should be noted that 54 per cent (n=4l) of the respondents did not answer the question concerning the "level of education Completed." Seventy-one per cent (n=29) of that total were administrators who were not required to answer the questions pertaining to their educational background. Insofar as family income level was concerned, most (92 per cent; n=25) of the teachers in junior colleges in Michigan reported an annual income of $12,000 or more. Moreover, 33 per cent (n=9) of the teachers indicated a family income of more than $18,000. In fact, none of the respondents indicated an income of less than $9,000 annually. In general, then, the income figures were un- expectedly high. Contrary to expectations, the findings reported an average annual family income of $12,000-$14,999 for the sample respondents. The findings do not compare favor- ably with Reagan's study which reported an average income of slightly more than $7,000 annually.20 2‘OReagan, "A Profile Study,” p. 145. 33 A possible explanation for this difference may be that 42 per cent (n=20) of the teachers in this study did not answer the question concerning "family income." Other possible explanations may include: (1) there is a dif- ference of earning power of other economic regions of the country, (2) there has been a significant increase of income for teachers in junior colleges in Michigan, or (3) there are more spouses of journalism teachers working, thereby increasing the family income. In terms of sex distribution, there were more males than females among the respondents. Sixty-two per cent (n=21) of the respondents were male, and 38 per cent (n=13) were female. As expected, this finding follows a national trend in higher education in which males out number females in the teaching profession. In terms of age distribution, most (76 per cent; n=26) of the respondents were 31 years of age or older. The age of 35 per cent (n=12) of the respondents ranged from 31 to 40 years, and 29 per cent (n=10) from 41 to 50 years. The high percentage of re5pondents over the age of 31 could indicate that a majority of the journalism teachers in junior colleges have worked professionally in the media before accepting employment in the academic field. 21 Researchers seem to support these findings. Later in lebid. 34 this study another possible explanation may be determined from respondents who will indicate the total number of years they were employed in the professional media. One of the concerns of this study was the admin- istrator and teacher response rate. The findings indicated that 62 per cent (n=47) of the total respondents were teachers and.38 per cent (n=29) were administrators. Moreover, the individual completion rate for each stratum reported that 81 per cent of the teachers responded and 58 per cent of the administrators responded. This finding was especially valuable. It indicates that administrators may be reluctant and often indifferent about completing a questionnaire of journalism education. Qualifications of Journalism Teachers The findings indicated that almost two-thirds (66 per cent; n=22) of the teachers did not take journalism as a major field of study in college. Only 34 per cent (n=12) indicated that they had majored in journalism. In comparison, a national survey reported that only 27 per cent of the journalism teachers took journalism as a major 22 in college. In contrast, however, a regional finding 22Gordon Greb, ”The Place of Journalism in the Junior College," Journalism Quarterly XXXI (Summer,, 1964), 356. 35 found that 50 per cent of the teachers had a journalism major.23 It appears, then, as if the responding teachers in this study are better qualified academically than the journalism teachers of a national level. However, re— sponding teachers appear.to be less qualified academically than those journalism teachers of the regional survey. Maybe time will come when journalism teachers in junior colleges in Michigan will equal the educational achieve- ments found by Reagan and still surpass the national level. An additional 18 per cent (n=6) of the respondents reported that they had taken a minor in journalism in col- lege. Surprisingly, 29 per cent (n=10) of the respondents have never taken a journalism course for college credit. In comparison,.a national finding reported that 20 per cent of the journalism teachers have not taken a journalism course.24 Furthermore, Benz reported that 30 per cent of the journalism teachers earned more than 30 credit hours in journalism.25 In contrast, this study indicated that 20 per cent (n=5) of the journalism teachers took 30 or more credit hours in journalism. It appears, then, that two out of three teachers 23Reagan, "A Profile Study," p. 145. 24Benz, "Journalism Teaching," p. 118. 251bid. 36 in this study have not majored, minored or taken a single course in journalism in college. Moreover, 50 per cent (n=l4) of the teachers have taken less than 10 credit hours in journalism.. Seemingly, most journalism teachers in junior colleges in Michigan are far from qualified. In general, researchers agree favorably with this assumption. They report that most junior college journalism programs are taught by instructors with minimum qualifications in journalism.26 Unlike most other academic curricula, journalism education encourages, and Often requires, its teachers to have a sufficient measure of professional experience. The findings in this study indicated the journalism teachers in junior colleges in Michigan are no exception. In general, most (73 per cent; n=24) Of the journalism teachers had some professional experience in the media. This finding compared favorably with the national finding which reported that 80 per cent of the two-year college journalism teachers worked in broadcast media or for news- papers and magazines.27 Reagan's study, too, lends support 26Fred A. Barfoot, "English Department Run Most Journalism Courses," Journalism Edgcator, XXVI (Fall, 1971), 26. 27Greb, "The Place of Journalism," p. 356. 37 to this study. He found that 90 per cent of the journalism teachers had previous.professional experience.28 Furthermore, a national finding indicated that journalism teachers in two-year colleges averaged three 29 In years of professional experience in the media. comparison, this study reported that journalism teachers averaged slightly more than five years of professional experience in the media. In terms of junior colleges in Michigan, it appeared as if journalism teachers were em- ployed in the professional ranks longer than the national average indicated. This finding may be an indicator of changing patterns of recruitment of journalism teachers by junior colleges. It may be, also, a predictor of more job satisfaction among professional peOple employed in the media. Both assumptions, however, need to be tested. A majority of junior college journalism teachers in Michigan teach courses other than journalism. Seventy per cent (n=22) of the respondents reported teaching other courses. Reagan, however, reported that only 50 per cent of the journalism teachers taught additional academic subjects.30 In any case, researchers agreed, with rare 28Reagan, "A Profile Study,” p. 145. 29Greb, "The Place of Journalism," p. 356. 30Reagan, ”A Profile Study," p. 145. 38 exception, that junior college journalism teachers were not hired for the specific purpose of teaching journalism.31 This.finding is considered especially significant because it indicates that journalism teaching in junior colleges commands little academic support among curricular planners. Barfoot, for example, reported that an individual is hired to teach an academic discipline, then is encouraged, urged or required to teach a journalism course.32 With regard to the nature of other courses taught, 81 per cent (n=30) of the respondents identified the courses as part of the English department. The courses reported most often were freshman composition (51 per cent; n=19 of the English department total) and English literature (22 per cent; n=8). Among the additional courses taught, and contrary to expectations, only 16 per cent (n=6) of the respondents reported that those courses were media other than jour- nalism. The courses included speech, communication, film production and theater. None of the respondents indicated teaching advertising or public relations curricula. A possible explanation may be that the advertising curriculum is often considered to be synonymous with journalism 31Fred A. Barfoot, "Journalism Education in Middle Atlantic Junior Colleges in the Fall of 1970," (unpublished Master of Science thesis, Temple University, 1970), p. 7. 32Ibid. p. 193. 39 education. This assumption will be examined later in this study. In general, journalism teachers in the findings indicated that they taught a variety of 15 academic sub- jects other than the journalism curriculum. In addition to English and other media, those academic subjects re- ported most Often included French, German, history and psychology curricula. In effect, then, journalism courses are often taught by faculty members who have had no academic preparation in any of the related media subjects. This could be an indicator of an existing pattern of con- cern for journalism education in junior colleges in which the journalism curriculum fosters little academic dis- tinction. Moreover, if journalism education in junior colleges is to gain some measure of academic respectability, it must be given the same professional recognition which is accorded to other academic subjects. Insofar as length of service is concerned, 65 per cent (n=18) of the journalism teachers indicated that they taught journalism at the college level for three years or less. Surprisingly, only 10 per cent (n=3) reported teaching journalism for four or five years. It is assumed that this supports a pattern of turn-over of academic duties among journalism teachers during the first three years of teaching. A possible explanation for this 40 assumption may be that teachers teach journalism courses long enough to earn some seniority, then request academic subjects more to their liking. This assumption, however, needs to be tested. Seventy-seven per cent (n=19) of the teachers reported teaching less than five academic hours each week in journalism. An even greater percentage (92 per cent; n=23) indicated they teach less than 10 hours a week in journalism. Only 8 per cent (n=3) of the teachers teach more than 11 hours a week in journalism. In general, a pattern seems to be developing in junior colleges in which journalism teachers teach the journalism curriculum only part-time. This finding is essentially in keeping with previous findings in this study in which two out of three journalism teachers teach courses other than journalism. In this conjunction, it is unlikely that teachers will be employed full-time to teach journalism in junior colleges in Michigan. A majority of the teachers indicated that they served as an adviser to the college newspaper. Eighty-five per cent (n=26) indicated that they advised "just" the newspaper. As expected, only 7 per cent (n=l) reported that they advised the college yearbook. This finding was especially valuable because it lends some support to the assumption that college yearbooks have lost popularity an 511 th St te we of jOL tim fac thr app. the] Eig} that COUr PEr ¢ 118115 41 and have been phased out at some two-year colleges. Pre- sumably, this assumption needs to be tested. The findings indicated that nearly two-thirds of the teachers received supplemental pay for advising a student publication. Ninety-six per cent (n=24) of the journalism teachers indicated that they received no release time each week for teaching journalism courses. Only 4 per cent (n=1) indicated that they received three or more hours of release time each week. Likewise, a majority of the journalism teachers reported that they received no release time for advising the college newspaper or yearbook. In fact, only 14 per cent (n=3) indicated that they received three or more hours of release time each week. Status of Journalism Education The findings indicate that journalism courses appear more frequently in junior colleges in Michigan than they appear in the similar colleges in a nation-wide sample. Eighty-five per cent (n=62) of the respondents indicated that their junior colleges offered at least one journalism course. In contrast, a national finding reported that 77 per cent of the junior colleges offered at least one jour— nalism education.33 Moreover,~ a regional finding reported 33Benz, "Journalism Teaching," p. 118. 42 that 90 per cent of the junior colleges included journalism courses in their curricula.34 Within this perspective, it appears as if journalism education continues to grow in junior colleges. Presumably, journalism education may be offered as an academic discipline in all junior colleges in the near future. In terms of the number of journalism courses offered, 60 per cent (n=43) of the respondents reported that their junior college offered one or two courses in journalism. Only eleven per cent (n=8) of the junior colleges offered three courses; 9 per cent (n=7) four courses; and 5 per cent (n=4) five or more courses. This finding is con- sidered especially important since it indicates that jour- nalism course offering in most of the junior colleges in Michigan is most certainly established at the level of one or two courses per college. Barfoot's findings lends support to this study. He reported that most junior col- leges offered one or two journalism courses.35 More than three-quarters (84 per cent; n=51) of the respondents reported that their colleges offered less than 10 hours of journalism credit in a given semester. 34Hefner, "A Study of the Communication Programs," p. 114. 35Barfoot, "English Departments Run Most J-Courses,” p. 26. 43 As a result, this finding indicated a significant association with the preceding finding that most junior colleges of- fered one or two journalism courses. Researchers in four- year schools of journalism, reportedly, have encouraged junior college coordinators of journalism education to 36 In offer no more than 10 semester hours of credit. this conjunction, this study indicated that only 13 per cent (n=8) of the junior colleges offered more than 10 hours of semester credit in journalism. Finally, some of the respondents reported that junior colleges offer a minimum amount of journalism credit because students demonstrate little interest in the journalism classes. This finding, however, is merely a hunch and needs additional testing. Most (95 per cent; n=61) of the journalism courses in junior colleges are supervised by other academic dis- ciplines. Only 5 per cent (n=3) of the respondents reported that their junior colleges had departments of journalism. Moreover, the findings in this study indicated that 70 per cent (n=45) of the journalism courses were guided by an English department. This finding is essentially in keeping with a national finding which reported that a 36Delbert McGuire, "What Junior Colleges Mean Now for 4-Year Journalism Programs," The Journalism Educator, XXII (Summer, 1967), 21. 44 majority of the journalism programs in junior colleges are directed by an English department.37 With regard to a definition of journalism edu- cation, there was some evidence that the respondents considered a variety of mass media curricula as part of a definition for journalism education. For example, 56 per cent (n=30) of the respondents included the advertising curriculum as part of a definition for journalism education. Also, many (17 per cent; n=8) of the respondents indicated that their junior colleges offered advertising content under the rubric of journalism courses. In this context, then, it appears that: (l) a journalism curriculum may be an inclusive.academic composite for mass.media subjects, such as advertising content, or (2) the advertising cur- riculum may be synonymous in.content with the journalism curriculum. Both assumptions, however, need more testing. In terms of defining the mass media curricula as part of the journalism curriculum, surprisingly, only 6 per cent of the respondents reported knowing nothing about the definition. This finding is valuable since it con- tradicts the assumption that most junior colleges remain undecided as to what is defined as journalism education. 37Barfoot, "English Departments Run Most J-Courses," HIE 111111 45 Nevertheless, the respondents were less sure that a definition of journalism education included a composite of advertising and other mass media curricula. In this respect, 26 per cent (n=14) of the respondents agreed that a definition of journalism education included advertising and television-radio curricula; 35 per cent (n=18) agreed that a definition of journalism included advertising and a survey of the mass media curricula; and 37 per cent (n=20) agreed that a definition of journalism education included advertising and public relations curricula. Presumably, there appears to be some confusion about a definition of journalism education. These findings may be an indicator of a prevailing pattern in junior colleges in which faculty members and administrators remain divided as to what constitutes.a definition of journalism education. Some researchers have reported that junior college teachers and administrators have had difficulty in defining jour- nalism education.38 With regard to the type of a journalism curriculum offered in junior colleges in Michigan, the most frequently mentioned courses were news writing, reporting, mass com- munication and photo-journalism. Fifty-four per cent 38Paul V. Peterson, "Journalism Majors Offered by 212 Colleges, Survey Shows," Journalism Quarterly, XEVII (Spring, 1970), 162. 46 (n=34) of the respondents reported offering a beginning news writing course; 30 per cent (n=19) indicated a begin- ning reporting course; 27 per cent (n=l7) indicated a mass communication course; and 25 per cent (n=16) indicated a photo-journalism course. The findings of a national level compare favorably with this study. In contrast, the national study indicated that copyreading and editing curricula were the fourth most frequently reported jour- 39 nalism course. Photo-journalism curriculum, however, was the next most commonly reported journalism course in the national study.40 In general, these findings indicate a pattern of curricular development in which most of the journalism education in junior colleges is limited to offering the lower divisional journalism classes. As expected, the respondents reported that the more advanced journalism courses were offered less often in junior colleges in Michigan. In fact, a much smaller percentage (usually less than 10 per cent) of the respond- ents reported that their junior colleges offered journalism classes in feature writing, editorial writing, law and press ethics, a history of journalism, or advanced re- porting. The findings in this study are essentially in 39Benz, "Journalism Teaching," p. 119. 4OIbid. 47 keeping with researchers who have reported that junior colleges should offer a.limited journalism program for the specific purpose of meeting the lower divisional re- quirements at four-year journalism schools.41 One of the most interesting findings of this study centered about the position of the junior college yearbook and newspaper. A national finding indicated that 66 per cent of the journalism courses offered in the junior col- 42 leges assist in school publications. Surprisingly, only 6 per cent of the journalism courses assisted in publishing the yearbook.43 The findings in this study reported that only 3 per cent (n=2) of the journalism courses are of- fered to help publish the yearbook. The respondents in- dicated that only 5 per cent (n=3) of the junior colleges gave academic credit to students for working with the year- book. In contrast, a national study indicated that 25 per cent of the two-year colleges offered academic credit for assisting the yearbook.44 It appears, then, that the position of the yearbook in junior colleges in Michigan has less importance than the yearbook in two-year colleges nationally. 41John A. Gothberg, "The Junior College Journalism Curriculum," Journalism Quarterly, XLII (Autumn, 1965), 667. 42 Benz, "Journalism Teaching," p. 119. 43Ibid. 44 Ibid. p. 120. 48 As expected, though, most (83 per cent; n=48) of the junior colleges in Michigan offered journalism courses to help publish the college newspaper. However, the findings indicated that few (42 per cent; n=29) of the junior colleges gave academic credit for working with the college newspaper. This finding is essentially in keeping with the national study in which 40 per cent of the junior colleges permit students to earn credit for working with 45 Additionally, only 3 per cent (n=2) of the newspaper. the respondents indicated that their colleges gave credit for working with the local newspaper. It is assumed, therefore, that students in junior colleges may fulfill journalism course requirements by working with the college newspaper, but they will receive academic credit in less than half of the cases. One of the concerns of this study was the deter- mination of the respondents' opinions toward the academic objectives of journalism education. The respondents were asked to express their degree of agreement with four statements so as to determine the importance of the jour- nalism curriculum for students. Sixty per cent (n=38) of the respondents indicated 451bid. 49 that it was important for students to understand news to become better citizens, while 38 per cent (n=24) perceived the statement very important. In contrast, only 2 per cent (n=2) of the respondents indicated that it was not important for students to comprehend and interpret the news to insure better citizenship. In effect, these findings suggest a pattern of agreement among junior colleges in Michigan in which journalism programs should provide the student with a satisfactory understanding of the respon- sibility of the press in society. Furthermore, 30 per cent (n=19) of the respondents indicated that it was very important for students to learn grammar, spelling and punctuation in journalism classes offered in junior colleges. Another 54 per cent (n=35) of the respondents reported that this statement was important. A much smaller percentage (16 per cent; n=ll) of the respondents indicated that it was not important for students to learn the fundamentals of grammar and punctuation. These findings indicate, then, the concern for students to acquire linguistic skills in journalism programs in junior colleges. Thirty-four per cent (n=22) of the respondents indicated that it was very important that junior college students study the survey of the mass media. Another 53 per cent (n=34) of the respondents perceived the statement T6 in 50 important. Again, a.much smaller percentage (13 per cent; n=8) of the respondents reported that the study of the mass media was not important. In general, the respondents seem to agree, then, that it is important for journalism programs in junior colleges to examine and discuss the survey of the mass media. Finally, only 55 per cent (n=34) of the respondents indicated that it was very important or important for the junior college student to absorb the history of journalism. Surprisingly, 45 per cent (n=28) of the respondents indi- cated that it was not important for the student to study the history of journalism. This finding was especially interesting. It could be an indicator of the fact that other areas of journalism curricula in junior colleges receive more attention in journalism classes than a study of the history of journalism. This finding is merely a hunch and needs additional testing. In addition, the educators at four-year journalism schools stress that the history of journalism curriculum is strictly an upper divisional course and should not be offered as a journalism class in junior colleges. With regard to the nature of the journalism programs in junior colleges in Michigan, 64 per cent (n=45) of the respondents reported that their colleges offered no program in journalism. Twenty-one per cent (n=15) indicated a 51 preparatory or transfer program. As expected, only 1 per cent (n=1) of the respondents reported that their junior colleges offered a terminal vocational program. This finding is essentially in keeping with researchers who report that there is no place at the junior college level for a terminal journalism program.46 Moreover, another 10 per cent (n=7) of the respondents reported that their colleges offered both a terminal program and a transfer program. In general, these findings are especially valuable. They indicate that almost two-thirds of the journalism programs in junior colleges offer the student little assurance that journalism courses will transfer to a four- year journalism school or whether the courses will prepare him for a vocation in the professional journalism field. In contrast, 80 per cent (n=53) of the respondents agree that their colleges should offer transfer credit in jour- nalism to four-year schools. Another 70 per cent (n=39) of the respondents in the study agree that it is the re- sponsibility of their colleges to offer journalism education to prepare the student for future four-year journalism programs. It appears, therefore, that there is an important difference among respondents between theory and practice. 46Gothberg, "The Junior College," p. 666. 52 The administrators and teachers may hold an ideal about journalism education, but they may not always practice it. In terms of the students who transfer, almost half (48 per cent; n=31) of the respondents indicated that they did not know how many of their journalism students transfer to four-year journalism schools. This finding may indicate an important association with the respondents who report "no program" in journalism at their schools. It appears, then, that those respondents who indicate "no program" would also demonstrate little knowledge about transfer procedures in journalism.education. Again, this is merely a hunch and needs to be tested. Furthermore, the respondents in this study indicated that 45 per cent (n=34) of the journalism students attending junior colleges transferred to four-year schools of jour- nalism. This finding is essentially in keeping with Crawford's findings. He reported that 50 per cent of the junior college journalism students successfully completed transfer plans to four-year schools of journalism.47 One of the main concerns of this study was transfer credit at two-year colleges in Michigan. With regard to the kind of journalism courses that transfer, 43 per cent 47Calvin Crawford, "What Junior Colleges Mean Now for 4-Year Journalism Programs," The Journalism Educator, XXII (Summer, 1967), 38. 53 (n=26) of the respondents indicated that "just” introduc- tory courses in journalism should transfer. An even greater percentage (60 per cent; n=38) reported that introductory and advanced courses should transfer to four-year journalism schools. This finding indicated a possible association with the previous finding which reported that two-thirds of the junior colleges in Michigan have no program in journalism education. In essence, if most junior colleges offer no program in journalism, then it could be assumed that the two-year college teacher and administrator might agree that all courses offered in journalism should transfer as com- parable credit. Researchers caution, however, that 80 per cent of the four-year journalism schools will not accept ad- vanced journalism classes as comparable transfer credit in 48 Although moSt of the respondents indicate that journalism. introductory and advanced courses should transfer, 81 per cent (n=48) report that "just" advanced courses in journalism should not transfer. Presumably, the respondents felt strongly in favor of some transfer credit since 84 per cent (n=48) of those indicated "no" to the statement which said that none of the courses in journalism should transfer. 48Joe W. Milner, "J-Majors Become Bitter When Lhriversities Refuse Junior College Credits," The Journalism Educator, Fall, 1970, p. 24. 54 Attitudes and Opinions Toward Journalism Education One of the main concerns of this study was the determination of the respondents"Opinions toward the im- portance of journalism education compared with the importance of other academic programs in junior colleges in Michigan. Importance is defined here as having or bearing academic respectability. In this respect, then, it was hypothesized that if more academic respectability is assigned to the journalism curriculum, then it is more likely that a journalism program will exist at the junior colleges. The hypothesis will be tested through further data analysis. The findings reported that only a very small percentage (less than 2 per cent) of the respondents indicated that.journalism education was more important than other academic programs in junior colleges. The other. academic programs include business, English, history, social science, mathematics, natural science, engineering and vocational-technical curricula. In fact, the findings indicated that none of the respondents considered journalism education more important than business or vocational- technical curricula. These findings were expected, however, the following opinions were surprising and not anticipated. The findings indicated that less than one out of five of the respondents considered journalism education 55 as important as the other academic programs in junior col- leges. This is indicated in Table 1. Table l. A comparative assessment of the status of journalism programs. Journalism is as significant Respondents who as academic programs in: agree (n) Per cent business 10 17 English 11 18 history 12 20 social science 9 15 math 10 17 natural science 9 15 engineering 12 20 vocational-technical 12 20 The point at issue is that only an average of 18 per cent of the respondents indicated that journalism education was as important as academic programs in English, history and social science--usually thought to be jour- nalism's closest liberal arts competition. This finding is especially valuable. It is in keeping with the findings of researchers who report that teachers in English, history and social science curricula scoff at journalism education because it contains practical work or technique work shOps.49 49John C. Merrill, ”Journalism Education is Liberal Education," The Journalism Educator, XVII (1962), 59. 56 Moreover, these educators argue that journalism education does not encourage intellectual curiosity, nor does it stimulate thought and inspire an individual to use this thought in tangible social involvement.50 It is assumed, therefore, that the academic respectability of journalism education in junior colleges may correlate with the status of journalism education in general. This assumption, however, needs to be tested. The crucial finding in this study pertains to the status of journalism education in comparison with other programs.. Two out of three of the respondents rated jour- nalism education less important than other academic cur- ricula in junior colleges. This is indicated in Table 2. Table 2. A comparative assessment of the status of journalism programs. Journalism is less significant Respondents who than academic programs in: agree (n) Per cent business 43 72 English 42 70 history 40 67 social science 44 73 math 43 72 natural science 43 72 engineering 40 67 vocational-technical 41 69 50 Ibid. 57 The findings indicated that an average of 70 per cent of the respondents rated journalism education as having less academic respectability than programs in English, history and social science. Some of the respondents inquired why journalism, strictly a professional subject, is included as part of the liberal arts education in junior colleges? It is assumed, then, that junior college teachers and administrators might include journalism education as an elective, but are less likely to accept it as a prominent part of the junior college curriculum. Although most of the respondents in this study indicate that journalism education is less important than other academic areas, the following sets of attitudinal items indicate that journalism should occupy a respectable place in: (1) the junior college curriculum, and (2) a liberal arts program. The respondents in this study were asked to indi- cate the degree of their agreement or disagreement con- cerning various attitudinal items pertaining to journalism education. The indices are: (l) the positive attitudes and academic respectability of journalism programs; (2) the journalism education for journalism teachers; and (3) the attitudes toward the social responsibility theory of the press. It was hypothesized that the more positive the 58 attitudes of teachers and administrators are toward jour— nalism education, the more likely there will be favorable consideration given to the journalism curriculum in junior colleges. The analysis of future data will be done to test the hypothesis. The findings indicated that 88 per cent (n=61) of the respondents strongly agreed or agreed that jour- nalism education needed to occupy a respectable place in the junior college curriculum. In general, a much lesser percentage, but still more than half (55 per cent; n=39) of the respondents strongly agreed or agreed that jour- nalism education was a vital part of a liberal arts program in junior colleges. In contrast, 21 per cent (n=15) of the respondents reported no Opinion and 24 per cent (n=l7) indicated that they disagreed with that statement. It seems, therefore, that junior colleges in Michigan agree that journalism education should be accepted as part of the curriculum, but are less inclined to accept it as a vital part of a liberal arts program. Furthermore, only 43 per cent (n=30) of the re- spondents agreed that junior college faculty members con- sider journalism education desirable. Surprisingly, 41 per cent (n=29) held no Opinion and 16 per cent (n=11) disagreed. In this conjunction, it is assumed that junior college faculty members, in general, have less positive 59 attitudes towards journalism education than the journalism teachers and administrators in the two-year colleges. In essence, 82 per cent of the administrators and teachers considered journalism education "a good thing." The point of issue, then, is that journalism education needs to be elevated to a respectable position of importance in the junior.college curriculum. But first, however, jour- nalism must engage a shield of respectability in the eyes of all faculty members at the junior college. The next set of attitudinal statements dealt with the academic and professional qualifications of journalism teachers in junior colleges. Surprisingly, only 68 per cent (n=48) of the respondents strongly agreed or agreed that journalism teachers needed a college level education in journalism. .Fourteen per cent (n=10) held no opinion and 18 per cent (n=13) disagreed. This may indicate an existing pattern in which teachers and administrators hold that journalism education is "strictly" a profession and not necessarily a legitimate academic subject. Or, since the journalism curriculum demonstrates that it has little respectability as an academic discipline, this may be equally true for the prOfession of journalism teaching. Both of the preceding assumptions, however, need additional testing. Concerning previous professional working experience, 60 62 per cent (n=43) of the respondents strongly agreed or agreed that journalism teachers in junior colleges needed a professional background in the media. Sixteen per cent (n=ll) held no opinion and 22 per cent (n=15) disagreed with that statement. Other researchers have found similar findings concerning four-year schools of journalism. They report that 66 per cent of the journalism educators agree that journalism teachers at four-year schools of journalism should have some professional experience in the media.51 It is expected, then, that the same holds true for jour- nalism teachers in junior colleges in Michigan. Moreover, there appears to be more of an emphasis on media experience than on the formal academic training in journalism for junior college journalism teachers. The entire area of the social responsibility of the press emerged as a most interesting attitudinal finding. It was hypothesized that the teachers and administrators who subscribe to the social responsibility theory of the press are more likely to have a favorable attitude toward journalism education in junior colleges than those teachers and administrators who do not accept the press responsi- bility theory. This hypothesis, too, will be tested 51John L. Hulteng, "What Editors and Journalism Educators Expect from Journalism Education," News Research Bulletin, No. 12, September, 1971, p. 65. 61 through further data analysis. In general, 56 per cent (n=38) of the respondents strongly agreed or agreed that journalism education in junior colleges met the student's need of learning a truthful, comprehensive and intelligent picture of society. In contrast, 28 per cent (n=19) of the respondents held no opinion and 16 per cent (n=ll) disagreed with that statement. In other words, almost half of the respondents indicate that journalism education might be failing in part of its responsibility. This finding is considered especially valuable. It is in keeping with research findings which indicate that public respect for the leadership of the press has declined in the last decade. The Harris Survey, conducted in 1971, reported that 31 per cent of the American public indicated ”hardly 52 Furthermore, only 51 per any confidence" in the press. cent indicated ”some confidence" in the responsibility performed by the press.53 It appears from this study, then, that there is an existing pattern among teachers and administrators in junior colleges which parallels the thinking of the public concerning a lack of confidence in the credibility of the press. 52Louis Harris, "Respect Plunges for Leaders of U.S. Institutions," State Journal, November 1-30, 1971. 53Ibid. 62 Concerning another of the functions performed by the press, less than half (46 per cent; n=32) of the re- spondents strongly agreed or agreed that journalism edu- cation should teach the student how to guide and influence the formation of opinions by readers. In contrast, 33 per cent (n=23) of the respondents strongly disagreed or disagreed with that statement. Another 21 per cent (n=15) of the respondents held no opinion. It appears, then, that more than half (54 per cent; n=38) of the journalism teachers and administrators of junior colleges.do.not approve that the press should influence or guide the Opinions of readers. This.finding is in keeping with a national survey which reported that.58 per cent of the journalism educators attached only "some or little importance" to that state- ment.54 In contrast, only 30 per cent of the newspaper editors indicated that newspapers should not guide reader opinions.55 Assumedly, teachers and administrators sub- scribe to that value of the social responsibility of the press held by the journalism educators of a national level. It is equally true that the journalism teachers of junior colleges who were former professional newspapermen might subscribe to that value held by editors of a national level. Both assumptions, however, need to be tested. S4Hulteng, "What Editors Expect," p. 59. 55Ibid. III pr sa; ig; ma j 3C3 the CHAPTER III SUMMARY, CONCLUSIONS AND RECOMMENDATIONS Summary and Conclusions This study reported the results of a survey de- signed: (1) to investigate the characteristics of journalism teachers and administrators in junior colleges in Michigan; (2) to examine the background and qualification of journalism teachers in these colleges; (3) to assess the current status of journalism education in the two-year colleges in Michigan; and (4) to assess the attitudes and Opinions of administrators and teachers toward journalism education in these colleges. The author surveyed 28 public junior colleges in Michigan. A mail survey questionnaire was developed and pretested for the study. Pretesting was done on a sub- sample of 12 respondents of four junior colleges in Mich- igan not included in the sample. After some revision, a mail questionnaire was sent to each college president, the academic dean, the journalism teacher and the chairman of the English department of each junior college. In all, 63 64 108 questionnaires were sent to the respondents and 76 questionnaires were returned for a completion rate of 71 per cent. Sixty-two per cent of the respondents were teachers and 38 per cent were administrators. One of the concerns of this study was the deter- mination of the enrollment patterns of junior colleges. It was hypothesized that the larger the junior college, the more likely it will have a journalism education program. In this context, the term ”larger" included junior colleges with a student enrollment of more than 1,000. The hypothesis will be tested through further data analysis. It was found, however, that the size of the enrollment in the junior college had no bearing as to whether journalism courses were offered or not. The study also indicated that the percentage of student enrollment had increased in the 3,000 to 5,000 enrollment category of junior colleges and decreased in the 5,000 or more enrollment category. It should be pointed out that any change in the enrollment patterns was based upon a comparison with enrollment figures in the 1970 Junior College Directory. The findings indicated that 75 per cent of the junior colleges operated on a semester basis. As expected, nearly two-thirds of the journalism teachers in junior colleges in the sample hold master's degrees. This finding compared favorably with the findings 65 of a national level. The findings also indicated an average of three times more doctorates in junior colleges than the average of Ph.D.‘s in a national study. Surprisingly, respondents reported a higher family income than expected. In fact, 92 per cent of the teachers reported an annual income of more than $12,000. Futhermore, the findings indicated an average annual family income for journalism teachers of $12,000-l4,999. A possible expla— nation for the unusually high income could be that 42 per cent of the teachers in the sample did not respond to the question on family income. One of the concerns of this study was the deter- mination of the academic training of journalism teachers in junior colleges. The findings indicate that 66 per cent of the journalism teachers have not taken journalism as a major field of study in college. An additional 18 per cent of the teachers indicate that they have not taken a minor in journalism in college. Moreover, the findings indicate that 29 per cent of the teachers have not taken a jour- nalism course for college credit. These findings are mostly in keeping with the findings of a national study. The findings indicate that on the average the teachers in the sample have at least five years of media experience. In contrast, other researchers report that journalism teachers in two-year colleges average about three years of experience in the media. 66 As expected, most (70 per cent) of the journalism teachers in the sample teach courses other than journalism education. The findings of a national study lend support. to this finding. Eighty-one per cent of the teachers identified the journalism related subjects taught as parts of the courses offered by the English departments. These courses were mostly composition and literature curricula. In fact, teachers in the sample taught as many as 15 different academic disciplines. Obviously, journalism is allowed to be taught by instructors with heterogeneous academic backgrounds. Seemingly, there is a pattern of development in junior colleges in which journalism teachers teach the journalism curriculum only partetime. Three out of four teachers reported teaching journalism less than five academic hours each week. It is apparent, then, that junior colleges in the sample do not allow the journalism faculty the opportunity to teach journalism classes on a full-time basis. As expected, a majority (85 per cent) of the journalism teachers served as an adviser to the college newspaper. Only 7 per cent of the teachers indicate that they serve as advisers to the college yearbook. This finding may generate the impression that college yearbooks have lost popularity and have been rejected at some junior 67 colleges. However, additional data is needed to deter- mine the tenability of this assertion. The findings also indicated that nearly two-thirds of the teachers received supplemental pay for advising a student publication. In contrast, 96 per cent of the journalism teachers indicated that they received no re- lease time for teaching journalism courses. The findings indicated that 85 per cent of the junior colleges in the sample offered at least one jour- nalism course. The findings of a national study reported that 77 per cent of the junior colleges in 1967 offered journalism education. In addition, 60 per cent of the respondents reported that their junior colleges offered one or two courses in journalism. Only 25 per cent of the respondents reported that their colleges offered three or more journalism courses. It appears, then, that jour- nalism education offering is most certainly established at the one or two course level in junior colleges in the sample. It was found that a majority (95 per cent) of the journalism courses in junior colleges are offered under the jurisdiction of academic disciplines other than journalism. In fact, 70 per cent are guided by the English departments. Furthermore, the respondents reported that 25 per cent of the journalism classes are directed by the 68 departments of language or communication. The findings will show later on in this summary that journalism education has failed to make satisfactory progress or achieve recognition under the guidance of a variety of these academic programs. One of the concerns of this study was the deter- mination of a definition of journalism education in junior colleges. There appeared to be a division of opinion among respondents concerning a definition of journalism. For example, 56 per cent of the respondents included the advertising curriculum as part of a definition for jour- nalism education. Other respondents indicated that a definition of journalism education included a composite of advertising and other mass media curricula. In this respect, 26 per cent of the respondents agreed that jour- nalism education included advertising and television-radio curricula; 35 per cent included advertising and a survey of the mass media as part of the journalism curriculum; and 37 per cent included advertising and public relations as part of journalism education. It appears, then, that junior colleges remain uncertain as to what constitutes a definition of journalism education. It is an equal fact, then, that journalism education in junior colleges offers a diverse curriculum of varied and differing objectives. 69 The findings seem to indicate a pattern of develop- ment in junior colleges in which the journalism curriculum is limited to offering just the lower divisional courses. The most frequently mentioned courses were news writing, reporting, mass communication and photo-journalism. As expected, the advanced courses were reported less often. Less than 10 per cent of the respondents reported that journalism classes in feature writing, advanced reporting, editing, or the history of journalism appeared in their college curriculum. Three out of four of the junior colleges in the sample offered journalism courses to help publish the college newspaper. Just less than half, however, of the junior colleges gave academic credit for working with the college newspaper. It appears, then, that the students may fulfill the requirements for the journalism classes by working with the newspaper, but usually they will not receive academic credit. Another concern of this study was the determination of the objectives of the journalism curriculum for students. Ninety-eight per cent of the respondents indicated that it was important for students to learn grammar, spelling and punctuation in the journalism classes. Eighty-seven per cent of the respondents reported that it was important for students to study a survey of the mass media. In contrast, 70 \ only 55 per cent of the respondents reported that it was important for students to study the history of journalism. Presumably, this could be an indicator of the fact that other areas of the journalism curriculum in junior colleges receive more preference. Furthermore, the findings also reported that 64 per cent of the junior colleges did not have a journalism program. Moreover, 21 per cent of the respondents indi- cated a preparatory or transfer program. As expected, only 1 per cent of the respondents reported a terminal program in journalism education. It appears, therefore, that nearly two out of three journalism programs do not prepare the student for transfer to a four-year journalism school. However, 80 per cent of the respondents agree that their colleges should offer transfer credit in journalism to schools of journalism. In summary, then, the admin- istrators and teachers hold an ideal about journalism education, but do not practice it. It was found that over half of the journalism students in the junior colleges transferred to four-year schools of journalism. Forty-three per cent of the re- spondents agreed that "just" introductory courses in journalism should be transferred. The most disturbing factor, however, remains that 60 per cent of the respondents reported that introductory and advanced courses should be 71 transferred to journalism schools. This finding could well indicate that teachers and administrators in junior colleges agree that all of the journalism courses should transfer. Yet, in reality, the four-year schools of journalism accept only lower divisional courses in journalism as comparable transfer credit from junior colleges. All too often, however, journalism students in junior colleges are unaware of the fact that journalism education of the upper divisional level will not transfer to schools of journalism. The source of this problem is usually the journalism teacher, who consciously or unwittingly fails to counsel his students. One of the more important concerns of this study was the examination of the respondents' attitudes toward journalism education in junior colleges. It was found that less than 2 per cent of the respondents considered the journalism program more important than the other academic programs in junior colleges in the sample. The comparative curricula included programs in business, English, history, social science, mathematics, natural science, engineering and vocational-technical. Moreover, the findings indicated that only 20 per cent of the re- spondents considered journalism education as important as the other academic programs. However, the point at issue is that more than two of three of the respondents 72 reported that journalism education is less important than other academic curricula. By and large, educators in the liberal arts curricula indicate that journalism education comprises too much praticum or laboratory work shops, and not enough scholarship and intellectual curiosity. An opposing view, however, maintains that journalism is one of the most powerful educational forces in society. As a result, the education of personnel devoted to this task is an essential obligation of higher education. Recommendations On the basis of the foregoing findings and the author's experience and observations, the following recommendations are submitted here: 1. It appears that journalism education in junior colleges has not progressed under the tutelage of the English, language or humanity departments. It is recommended, therefore, that in the best interest of journalism edu- cation, all of the journalism curricula should be organized and guided by a department of mass communication in junior colleges in Michigan. This should include, also, the academic offerings of advertising, public relations, mass communication and television-radio curricula. 2. Those junior colleges which offer journalism education should strive for a greater degree of cooperation 73 and understanding with four—year schools of journalism in Michigan. This should help the junior colleges (a) come to an agreement as to what constitutes a definition of journalism, and (b) make the objectives of journalism in junior colleges more uniform and precise. Additionally, the students who intend to transfer from junior colleges to four-year schools of journalism should be made cognizant of the upper and lower divisional requirements of jour- nalism education. 3. Only the lower divisional courses should be offered as journalism education for students in junior colleges. These courses may include basic news writing, beginning reporting, the survey of mass communication and photo-journalism. It is essential, too, that jour- nalism students of junior colleges should be made to understand that the more advanced journalism courses will not transfer as comparable credit to four-year schools of journalism. 4. Terminal journalism education programs should be discouraged at two-year colleges, unless the colleges are prepared to offer a vocational program which correlates to the requirements of four-year schools of journalism. 5. All journalism teachers at junior colleges should be required to have formal academic training in journalism and at least one year of professional experience in the media. 74 6. All junior colleges in Michigan should offer some rudimentary type of journalism education so that the student gets the opportunity, if he so desires, to under- stand and discuss the role of the press in society. In this respect, the administrators in junior colleges should be made aware of the fact that their college curriculum should include some journalism education. 7. The junior college journalism teachers should attempt to join the Junior College Journalism Association and the Association for Education in Journalism. This would afford teachers an opportunity to acquire new ideas in journalism education, and help them strive for more common objectives of expanding and improving journalism programs in junior colleges. BIBLIOGRAPHY BIBLIOGRAPHY Books Agee, Warren K.; Ault, Phillip H.; and Emery, Edwin. Introduction to Mass Communications. New York: Dodd, Mead and Co., Inc., 1965. Arnold, Edmund C., and Krieghbaum, Hillier. The Student Journalist. New York: University Press, 1963. Blocker, Clyde E.; Plummer, Robert H.; and Richardson, Richard C. The Two—Year College: A Social Synthesis. Englewood Cliffs, N.J.: Prentice-Hall, Inc., 1965. Cater, Douglass. The Fourth Branch of Government. New York: Random House, Inc., 1965. Crawford, John W. Advertising: Communications for Man- agement. Boston: Allyn and Bacon, Inc., 1960. Cross, Patricia K. 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"Journalism Education in the Junior College--Not Whether but What Kind." The Journalism Educator, XVIII (1963), 68-69. Zane, Lawrence. "The Demand for Community College Teachers: The Preparation Program in the College of Education." Educational Perspectives, December, 1969, pp. 21-27. 82 Newspapers State Journal. Louis Harris, ”Respect Plunges for Leaders of U.S. Institutions," November 1-30, 1971. Sunday News. William Connellan, "Community College: A Boon to Students," July 19, 1970. Unpublished Materials Barfoot, Fred A. "Journalism Education in Middle Atlantic Junior Colleges in the Fall of 1970." Unpublished Master of Science thesis, Temple University, 1970. Engellenner, Jon. "A Study of Journalism Education in Fifty-Six United States Junior Colleges." Unpublished Master of Science thesis, Ohio University, 1965. Funk, Robert Eugene. "A Study of Terminal Journalism Graduates from California Public Junior Colleges." Unpublished Master of Science thesis, University of Oregon, 1967. Harrison, Susan. "Journalism Programs in Michigan Junior Colleges." Paper prepared for the Department of Journalism, University of Michigan, December, 1971. Hilton, Carol. "Journalism and the Two-Year College: Two Perspectives." Paper presented at the national meeting of the Junior College Journalism Associ- ation, Washington, D.C., August, 1970. APPEND I XE S APPENDIX A ADVANCED LETTER 83 MICHIGAN STATE UNIVERSITY East Lansing, Michigan School of Journalism Journalism Building Neal E. Bandlow Journalism Building Michigan State University East Lansing, Michigan Dear Friend, In order to study the journalism program in junior colleges in Michigan, I am conducting a survey. You are one of the key persons who has been chosen to provide answers to a special questionnaire. Soon you will receive it. Your Opinion counts. Not only will your answers help evaluate junior college journalism programs, but will help us develop better educational programs for future journalism teachers. Of course your answers will be kept in the strictest confidence, and only summary information will be presented in my master's thesis. Sincerely, Neal E. Bandlow APPENDIX B COVER LETTER 84 MICHIGAN STATE UNIVERSITY East Lansing Michigan School of Journalism Journalism Building Neal E. Bandlow Journalism Building Michigan State University East Lansing, Michigan Dear Friend, In order to study the journalism program in junior colleges in Michigan, I am conducting a survey. You are one of the key persons who has been chosen to provide answers to a special questionnaire. You can answer the questions by placing a check by the answers you prefer. The questionnaire will only take a few minutes. When you have completed it, please return by mail in the self- addressed stamped envelope provided. Again, your answers will be kept in strictest confidence, and only summary information will be presented in my master's thesis. Would you take a few minutes to complete the survey. The findings could be very important to me. Thank you for your assistance. Sincerely, Neal E. Bandlow APPENDIX C MAI L QUEST IONNAI RE 85 JUNIOR COLLEGE JOURNALISM CURRICULAR SURVEY Q.l. What is the student enrollment at your college? 1. Under 500 3. 1000-3000 5. 5000 or more 2 500-1000 4. 3000-5000 6. Don't know Q.2. Does your college operate on a quarterly, semester or trimester basis? 1. Quarterly 2. Semester 3. Trimester Q.3. How many courses in journalism does your college offer? 1. 1 course ,3. '3 courses 5. 5 or more courses 2. , 2 courses 4. 4 courses 6. No courses [If ANSWER "NO COURSE," PLEASE SKIP TO QE Q.4. 1. How many total hours of journalism credit is offered at your college in a given academic semester or quarter? 1-5 hours 3. 11-15 hours 5. 20 hours or more 2— 6-10 hours. 4. 16-20 hours 6. No hours of credit Q.5. Under what academic unit are courses in journalism 1— 2— offered? .Department of Journalism 4. Department of Communication Department of English 5. Department of Speech 3. Department of Language 6. Other (SPECIFY) Q.6. Does your college's definition of journalism include: (11(2) (8) No Yes Don't Know Advertising and communication Advertisingand television-radio Advertisingand survey of mass media Mass media and television-radio Advertising and public relations Other (SPECIFY) 86 Q.7. Does your college offer journalism courses to: J 1 (2) No) Yes Doigi knowl Help publish the yearbook? Help publish the newspaper? Help prepare the student for transfer to a four-year journalism school? Help prepare the student for a vocation in journalism aftergjunior college? Help complete another academic area such as English? Q.8. Concerning journalism education, how much weight should be given to helping the student to: II) (21 (3) Very Not impor- Impor- impor- tant tant tant Understand news to become better citizens Learn grammar, spellihg and punctuation Survey the mass media Absorb a history of journalism Other (SPECIFY) Q.9. Does your college give academic credit for working with: No Yes Don't Kno e CO e e news a er e e e CO ear 0 e 0C3 a or wee news a er er 87 Q.10. Please check the journalism courses offered at your college under the following titles: No Yes Don't Know 55 commun C3 on e nn n HBWSWT n vanc newswr n e nn n re OT n vance re OT n O rea n an e 0 O ra ea re WT n OT a WT VET S n C re a OHS 0' e ev S on 3 OT 0 ourna sm n er re n e news ess e CS an aw ess n SOC e O ra T n n nc es 0 S n er Q.ll. What is the nature of a journalism program at your college? l.__;A terminal two-year vocational program 22__;A preparatory or transfer program 3.___No program 4.___Other (SPECIFY) 8 __;Don't know Q.12. When students transfer, approximately what per cent of your journalism students go on to a four-year journalism school? p.» . 0-25 per cent 3. 50-75 per cent 8. Don't know N . 25-50 per cent 4. 75-100 per cent Q.13. Do you think your college should offer transfer credit in journalism to four-year journalism schools? 1. Strongly agree 2. Agree 3. Don't agree 8. Don't know 88 Q.14. How well-informed are you concerning journalism transfer credit to four-year journalism schools? 1. Well-informed 2. Q.15. be transferable? US n T n TO UC OT US a vanc e COUTSOS one 0 UC OT an a vance COUTSOS COUTSOS Some informed 3. No COUTSGS Yes Uninformed What kind of journalism courses do you feel should Don't kno Q.16. Do you think it would be helpful for your college to receive a list of four-year journalism school's course offering? 1. Very helpful 3. NO help 2. Some help 8. Don't know Q.17. How does the significance of the journalism cur- ricular at your college compare with the "significance" of programs in: (1) C2) (3) (8) Journalism Journalism Journalism is more is as is less Don't siguificant significant significant know Bfisiness EninSh History Social Science Math Natural Science En ineering ocational- Technical 89 Q.18. Here is something different. Below are some state- ments concerning junior college journalism programs. Please indicate the degree of your agreement or disagreement with each item by placing an (X) in the appropriate square. >~ a) >~GJ H ' C‘. G) v-IQ) ADD A PA 0 mid flbOS-I HCIQ) NO M "'1 <60 ”5ng V00 VG) V S: V63 V066 IHH h "'4 W HUI “Do DO 00-. r-I 44-1-1 (1)66 <1. 20 Q (DD Journalism needs to occupy a respectable place in junior college curriculum. Junior college journalism is a vital part of a liberal arts program. Junior college journalism teachers need a college level education in journalism. Junior college journaliSm teachers need a profes- sional background to adequately teach. JournaIism meets the student's need of learnigg about society. JOurna 15m should teach the student how to guide the formation of reader gpinions. Journalism education at the junior college level is agood thing. Junior college faculty members consider jour- nalism education desirable. /IF YOU ARE NOT A JOURNALISM TEACHER OR NOT AN ADVISER TO THE COLLEGE YEARBOOK OR NEWSPAPER, PLEASE DO NOT ANSWER QUESTIONS 19 THRU 37. PLEASE SKIP TO Q.38/ Q. 1 N Q. NH Q. . Newspaper 2. Yearbook 3. Both 4. Neither 1 Q. 1. Q. 1 2. Q. 1 2. Q. 1. Q. 90 19. How long have you been teaching journalism at the college level? . Less than a year 3. 2-3 years 5. 6 years or more 1 year 4. 4-5 years 6. Not a journalism teacher 20. How many academic hours do you teach each week in journalism? . 1-5 hours 3. 11-14 hours 5. Other(SPECIFY) . 6-10 hours 4. 15 or more hours 6. Not a jour- nalism teacher 21. Do you serve as an adviser for the following? 22. Do you receive supplemental pay for advising the student publications? Yes 2. No 23. How much release time do you get for teaching jour- nalism courses per week? . 1 hour a week 3. 3 or more hours a week 2 hours a week 0. None 24. How much release time do you get for advising the newspaper and yearbook? . 1 hour a week 3. 3 or more hours a week 2 hours a week 0. None 25. Do you teach courses other than journalism? Yes 2. No 26. If yes, would you please identify them? 2. B.S. or B.A. 91 .27. What level of education have you completed? Less than 4 years 4. Ph.D. Of college 5. Specialist 6. Other (SPECIFY) 3. M.A. or M.S. H I-' HAD pawl—'20 Q 1. 2 3 .28. Did you take a journalism major in college? Yes 2. No .29. If no, did you take a minor in journalism? Yes 2. No .30. If no, did you take courses in journalism in college? Yes 2. No .31. How many credits did you earn in journalism in college? . 0 credits 4. 11-20 credits 7. Other (SPECIFY) . 1-5 credits 5. , 21-30 credits ' . 6-10 credits 6. 30 or more credits .32. Did the college you attend operate on a quarterly, semester or trimester basis? . Quarterly 2. Semester 3. Trimester .33. Have you had professional media experience in journalism? Yes 2. No 8. Don't know .34. If yes, how many years? 1 year or less 4. 11 years or more . 2-5 years 8. Don't know . . 6-10 years 0. None 92 Q.35. Would you please indicate your family's income group for 1970 before taxes? 1.___Less than $3,000 S.___$12,000-l4,999 2.___$3,ooo-5,999 6.___$15,000-17,999 3.___$6,000-8,999 7.___$18,000-and over 4.___$9,ooo-11,999 Q.36. Would you please indicate your sex? 1. Male 2. Female Q.37. Would you please indicate which of the following age groups corresponds to your age? 1. 20 or less 3. 26-30 5. 41-50 7. Over 60 2. 21-25 4. 31-40 6. 51-60 Years Q.38. Would you like to make any additional comments about journalism education at your college or in general? Q.39. Would you please indicate the position you hold at your college? 1. Administrator 2. Teacher APPENDIX D POST CARD REMINDER 93 POST CARD REMINDER: Dear Friend, Recently, you should have received my questionnaire. If you have not filled it out yet, would you please do so and send it back in the self-addressed stamped envelope provided. Thank you for your cooperation. Neal E. Bandlow School of Journalism Michigan State University APPENDIX E REMINDER LETTER 94 MICHIGAN STATE UNIVERSITY East Lansing Michigan School of Journalism Journalism Building Neal E. Bandlow School of Journalism (MSU) Journalism Building East Lansing, Michigan 48823 Dear Friend, In order to study the journalism program in junior colleges in Michigan, I am conducting a survey. You are one of the key persons who has been chosen to provide answers to a special questionnaire. You might have received a copy of the questionnaire and we have assured your anonymity. Only summary information will be used in my thesis. We do not know if you filled the original out, but if you did we thank you for your assistance. If you did not receive a questionnaire or did not find the time to fill it out, would you please do so now? ‘You can answer the questions by placing a check by the answers you prefer. When you have completed it, please return by mail in the self-addressed stamped envelope provided. Thank you for your assistance. Sincerely, Neal E. Bandlow APPENDIX F MARGINAL FINDINGS 95 Q.l. What is the student enrollment at your college? Per Cent _u_ Under 500 3 3 500-1000 24 18 1000-3000 24 18 3000-5000 24 18 5000 or more 24 18 Don't know 1 1 11m— ‘75— Q.2. Does your college operate on a quarterly, semester or trimester basis? Per Cent n Quarterly 14 ll Semester 75 57 Trimester 9 7 Blanks 2 l ‘TO'O" ‘73- Q.3. How many courses in journalism does your college offer? Per Cent .2. 1 course 20 15 2 courses 37 28 3 courses ll 8 4 courses 9 7 5 or more courses 5 4 No courses 14 11 Blanks 4 3 11m— ‘73— Q.4. How many total hours of journalism credit is offered at your college in a given academic semester or quarter? Per Cent .2. 1-5 hours 42 32 6-10 hours 25 19 11-15 hours 7 5 16-20 hours 0 0 20 hours or more 4 3 No hours of credit 3 2 Blanks 19 15 96 Q.5. Under what academic unit are courses in journalism offered? Per Cent _3_ Department of Journalism 5 3 Department of English 46 35 Department of Language 9 7 Department of Communication 12 9 Department of Speech 0 0 Other 13 10 Blanks 15 12 “TITO" ‘76" Q.6. Does your college's definition of journalism include: advertising and communication advertising and television No Yes Don't know Blanks No Yes Don't know Blanks advertising and survey of mass media No Yes Don't know Blanks mass media and television No Yes Don't know Blanks Per Cent 28 40 4 28 Per Cent 49 18 4 29 Per Cent 41 24 7 28 Per Cent 40 26 5 29 _TUU— n 21 3O 3 22 31 18 22 30 20 22 Q.7. 97 public relations and advertising No Yes Don't know Blanks other No Yes Other Blanks Does your college offer journalism courses helpgpublish the yearbook? NO Yes Don't know Blanks helppublish the newepeper? No Yes Don't know Blanks help prepare the student for transfer to a four-year journalism school? No Yes Don't know Blanks Per Cent 40 26 5 29 Per Cent 0 1 22 .77 Per Cent 68 3 1 28 Per Cent 13 63 0 24 Per Cent 20 51 5 24 1116‘ U1I'-' :1 N NM :1 mleo N-n-OO to: 15 39 18 98 help prepare the student for a vocation ifileurnalism after junior college? Per Cent n No 22 17 Yes 43 33 Don't know 11 8 Blanks 24 18 ‘TUU’ _76— help complete anotheracademic area suCh as Engl1sh. Per Cent n No 37 28 Yes 33 25 Don't know 7 5 Blanks 23 18 ‘TG'O" ‘73— . Concerning journalism education, how much weight should be given to helping the student to: understand news to become better citizens? Per Cent n Very important 32 24 Important 50 38 Not important 3 2 Blanks 15 12 learn grammar, spelling and punctuation? Per Cent n Very important 25 19 Important 46 35 Not important 15 ll Blanks 14 11 T01)— ‘76" survey the mass media? Per Cent n Very important 29 22 Important 45 34 Not important 11 8 Blanks 15 12 absorb a history of journalism? 99 M Very important Important Not important Blanks other? Very important Important Not important Other Blanks Q.9. Does your college give 5 39 37 19 Per Cent 0 1 1 17 81 "1176‘ academic credit for the college newspaper? per Cent No 46 Yes 38 Don't know 0 Blanks 16 ‘TO'O" the college yearbook? Per Cent No 78 Yes 4 Don't know 1 Blanks ‘T66_ the local daily or weekly newspaper? Per Cent No 78 Yes 3 Don't know 3 Blanks _T%%_ 1? other. Per Cent No .1 Yes 0 Other 15 Don't know 0 Blanks 84 OH—I :3 I-‘NLN :5 HLNPJHWD IhCDCLb working with: 35 29 0 12 FA (NI—IMO m|a 31 MNNKO 31.3.4 I331 #CDPHDP‘ Q.10. Please check the journalism courses offered at your 100 college under the following titles: mass communication No Yes Don't know Blanks beginning newswriting No Yes Don't know Blanks advanced newswriting No Yes Don't know Blanks beginningreporting No Yes Don't know Blanks advanced reporting copy No Yes Don't know Blanks readingand editigg No Yes Don't know Blanks photography No Yes Don't know Blanks Per Cent 60 23 0 l7 ‘TUU’ Per Cent 38 45 0 17 ‘T00_ Per Cent 70 13 0 17 ‘TUU’ Per Cent 58 25 0 17 “TUD- Per Cent 75 8 0 17 _TUU_ Per Cent 67 16 0 17 W Per Cent 63 20 0 17 “T66” n 46 17 0 13 '“76— n 29 34 O 13 ‘76— n 53 10 101 feature writing No Yes Don't know Blanks editorial writing No Yes Don't know Blanks advertising No Yes Don't know Blanks public relations No Yes Don't know Blanks radio-television NO Yes Don't know Blanks history of journalism No Yes Don't know Blanks interpretingthe news No Yes Don't know Blanks Per Cent 70 13 O 17 ‘TUU‘ Per Cent 69 14 0 l7 ‘TUU’ Per Cent 73 10 O 17 _TUU_ Per Cent 82 1 0 17 ‘TUU' Per Cent 75 8 0 17 Per Cent 78 5 0 17 Per Cent 79 4 0 17 ‘TUU’ 53 10 13 31 0'341-4 m|:1%r—I ml: 311-4 0': 511-! ml: 311—1 Hmldg1 momo (NO-{>0 (NOON LNOI-‘N mooou-u MOI-IN Q.11. 102 press ethics and law No Yes Don't know Blanks press in society No Yes Don't know Blanks typography, printing No Yes Don't know Blanks principles ofpublishing No Yes Don't know Blanks other No Yes Other Don't know Blanks What is the nature of a journalism program at your college? A terminal two-year vocational program A preparatory or transfer program No program Don't know Other Blanks Per Cent 76 7 0 17 Per Cent 76 7 0 17 Per Cent 78 5 o 17 1‘66— Per Cent 76 7 0 17 1'01)- Per Cent 0 0 26 0 74 TOT‘ Per Cent 20 51 16 _I_1_ 15 39 12 Q.12. Q.13. Q.14. Q.15. 103 When students transfer, approximately what per cent of your journalism students go on to a four-year journalism school? 0-25 per cent 25-50 per cent 50-75 per cent 75-100 per cent Don't know Blanks Do you think your college should offer transfer credit Per Cent 28 5 8 4 41 14 W n 21 4 6 3 31 11 ‘76- in journalism to four-year journalism schools? Strongly agree Agree Don't agree Don't know Blanks How well-informed are you concerning journalism transfer credit to four—year journalism schools? Per Cent Well-informed Some informed Uninformed Blanks What kind of journalism courses do you feel should be transferable? just introductory courses No Yes Don't know Blanks Per Cent 33 37 7 11 12 'TO'O— 32 29 28 11 Per Cent 33 34 13 20 1‘60— 11 25 28 5 8 10 '76— n 24 22 21 9 ”7'6— n 25 26 10 15 ‘76— 104 introductory and advanced courses Per Cent n No 20 15 Yes 50 38 Don't know 14 ll Blanks 16 12 ‘TUU— _TF— just advanced courses Per Cent n No 63 48 Yes 1 1 Don't know 13 10 Blanks 23 17 none of the courses Per Cent n No 63 48 Yes 0 0 Don't know 12 9 Blanks 25 19 TUU" ‘73— Q.16. Do you think it would be helpful for your college to receive a list of four-year journalism school's course offering? Per Cent _p_ Very helpful 47 36 Some help 30 23 No help 12 9 Don't know 0 0 Blanks ll 8 ‘TOD— ‘7'6" Q.17. How does the significance of the journalism cur- riculum at your college compare with the "significance" of programs in: business, Per Cent n Journalism is more significant 0 0 Journalism is as significant 13 10 Journalism is less significant 57 43 Don't know 9 7 Blanks 21 16 English Journalism is significant Journalism is significant Journalism is significant Don't know Blanks history Journalism is significant Journalism is significant Journalism is significant Don't know Blanks social science Journalism is significant Journalism is significant Journalism is significant Don't know Blanks math Journalism is significant Journalism is significant Journalism is significant Don't know Blanks more as less more as less more as less more as less 105 Per Cent 15 55 8 21 "TOD— Per Cent 16 53 9 21 'TO'O" Per Cent 12 58 8 21 TITO— Per Cent Q.18. natural science Journalism is significant Journalism is significant Journalism is significant Don't know Blanks engineering Journalism is significant Journalism is significant Journalism is significant Don't know Blanks more as less more as less vocational-technical Journalism is more significant Journalism is as significant Journalism is less significant Don't know Blanks Strongly agree Agree No opinion Disagree Strongly disagree Blanks 106 Per Cent 12 56 8 21 'TIUU— Per Cent 16 53 9 21 ‘TUU" Per Cent 39 41 amo-bfl 12 41 7 16 _76‘ Journalism needs to occupy a respectable place in the junior college curriculum. Per Cent 11 (N04 \IOCNU'II-‘O 107 Junior college journalism liberal arts program. Strongly agree Agree No opinion Disagree Strongly disagree Blanks Junior college journalism teachers need a college is a vital part of a Per Cent _p_ 25 19 26 20 20 15 22 17 0 0 7 5 level education in journalism. Strongly agree Agree No opinion Disagree Strongly disagree Blanks Per Cent _p_ 30 23 33 25 13 10 17 13 0 O 7 5 ‘TUU’ ‘76— Junior college journalism teachers need a pro- fessional background to adequately teach. Strongly agree Agree No Opinion Disagree Strongly disagree Blanks Per Cent _p_ 32 24 25 19 14 11 20 15 0 0 9 7 'TTUU’ ‘76— Journalism meets the student's need of learning about society. Strongly agree Agree No Opinion Disagree Strongly disagree Blanks Per Cent n 9 41 25 9 S 11 108 Journalism should teach the student how to guide the formation of reader opinions. Per Cent _p_ Strongly agree 9 7 Agree 33 25 No Opinion 20 15 Disagree 24 18 Strongly disagree 7 5 Blanks 7 6 TUD— 73‘ Journalism education at the junior college level is a good thing. Per Cent _p_ Strongly agree 29 22 Agree 47 36 No opinion 15 ll Disagree 3 2 Strongly disagree 0 0 Blanks 6 S T01)" ‘73— Junior college faculty members consider journalism education desirable. Per Cent _p_ Strongly agree 8 6 Agree 32 24 No opinion 38 29 Disagree 14 ll Strongly disagree 0 0 Blanks 8 6 ‘TO'O— “7'6— Q.19. How long have you been teaching journalism at the college level? Per Cent yp_ Less than a year 7 5 1 year 5 4 2-3 years 12 9 4-5 years 4 3 6 years or more 9 7 Not a journalism teacher 5 4 Blanks 58 44 "1'60— ‘76— 109 Q.20. How many academic hours do you teach each week in journalism? Per Cent n 1-5 hours 25 19 6-10 hours 5 4 11-14 hours 3 2 15 or more hours 1 1 Other 0 0 Not a journalism teacher 5 4 Blanks 61 46 1'01)— ‘73— Q.21. Do you serve as an adviser for the following? Per Cent n Newspaper 34 26 Yearbook 1 1 Both 1 1 Neither 4 3 Blanks 60 45 _IUU_ _76’ Q.22. Do you receive supplemental pay for advising the student publications? Per Cent n Yes 24 18 No 14 ll Blanks 62 47 "1170" ‘73- Q.23. How much release time do you get for teaching journalism courses per week? Per Cent _p_ 1 hour a week 0 0 2 hours a week 0 0 3 or more hours a week 1 1 None 32 24 Blanks 67 51 110 Q.24. How much release time do you get for advising the newspaper and yearbook? Per Cent n 1 hour a week 0 0 2 hours a week 0 0 3 or more hours a week 4 3 None 24 18 Blanks 72 55 1'00" '7'?)— Q.25. Do you teach courses other than journalism? Per Cent n Yes 29 22 No 12 9 Blanks 59 45 "TUU_ —76_ Q.26. If yes, would you please identify them? Per Cent n Other 29 22 Blanks 71 54 _TUU— _76_ Q.27. What level of education have you completed? Per Cent n Less than 4 years of college 0 B.S. or B.A. 12 M.A. or M.S. 29 22 Ph.D. 4 3 Specialist 0 0 Other 1 1 Blanks 54 41 '1'00— ‘73— Q.28. Did you take a journalism major in college? Per Cent n Yes 16 12 No 29 22 Blanks 55 42 TITO— ‘7'6— Q.29. Q.30. Q.3l. Q.32. Q.33. 111 If no, did you take a minor in journalism? Per Cent n Yes 8 6 No 20 15 Blanks 72 55 If no, did you take courses in journalism in college? Per Cent n Yes ~ 7 5 No 13 10 Blanks 80 61 How many credits did you earn in journalism in college?- ' Per Cent _p_ 0 credits 12 9 1-5 credits 4 3 6-10 credits 3 2 ll-20 credits 4 3 21-30 credits 8 6 30 or more credits 7 5 Other 0 0 Blanks 62 48 T60- ‘76— Did the college you attend Operate on a quarterly, semester, or trimester basis? Per Cent n Quarterly 11 8 Semester 30 23 Blanks 59 45 Have you had professional media experience in journalism? Per Cent n Yes 32 24 No 12 9 Don't know 0 0 Blanks 56 43 112 Q.34. If yes, how many years? Per Cent _p_ 1 year or less 4 3 2-5 years 11 8 6-10 years 5 4 11 years or more 12 9 Don't know 0 0 None 4 3 Blanks 64 49 ‘l'D'U" 73— Q.35. Would you please indicate your family's income group for 1970 before taxes? Per Cent n Less than $3,000 0 0 $3,000-5,999 0 0 $6,000-8,999 0 0 $9,000-11,999 3 2 $12,000-14,999 13 10 $15,000-17,999 8 6 $18,000 and over 12 9 Blanks 64 49 _TUU_ '—76_ Q.36. Would you please indicate your sex? Per Cent n Male 28 21 Female 17 13 Blanks 55 42 _T66— _76_ Q.37. Would you please indicate which of the following age groups corresponds to your age. Per Cent _p_ 20 or less 0 0 21-25 3 2 26-30 8 6 31-40 16 12 41-50 13 10 51-60 4 3 Over 60 years 1 1 Blanks 55 42 113 Q.39. Please indicate the position you hold at your college. Per Cent n Administrator 38 29 Teacher 62 47 ‘TUU_ ‘76— "1414414111“