V “"5...“ . A STUDY OF GRADUATE RE ‘CTION TO THE ANIMAL INDUSTRIES CURRIC‘ULA AT MICHIGAN STATE COLLEGE Thesis for flue Degree of Ed. D. MICHIGAN STATE COLLEGE Howard C. Zindel I953 O 1'39 This is to certifg that the thesis entitled - ‘ a" .,-;‘.‘- ,.« ‘- A‘,» ‘ :¢fi A: “41‘ u: .I‘ .«l--o'“ >hr‘t; \v‘ t.) .451; .‘Lllo is“. J V In n.1,.»trie: L‘ur'ricviiz. cf .Liclzibxn gate (33112;. presented bg notarr; I... :Llfilel has been accepted towards fulfillment of the requirements for “Hint/l m Y»/.‘ I; r MJ.t3r - degree in w 95“.} ' '1 Tau; Major professor hate W 3 REMOTE STORAGE PLACE IN RETURN BOX to remove this checkout from your record. TO AVOID FINES return on or before date due. DATE DUE DATE DUE DATE DUE 2/I7 20:: Blue FORF S/DateDueForms_2017.mdd - 99.5 A STUDY OF GRADUATE REACTION TO THE ANIMAL INDUSTRIES CURRICULA AT MICHIGAN STATE COLLEGE By Av Howard C? Zindel A THESIS Submitted to the School of Graduate Studies of Michigan State College of Agriculture and Applied Science in partial fulfillment of the requirements for the degree of DOCTOR. OF EDUCATION School of Education 1953 THESIS ii ACKNCNLEDGMENTS The writer is very grateful to the many peOple whose c00peration and assistance made possible the completion of this study. Members of the guidance committee consisting of Dr. G. H. Hill, chairman, Dr. C. R. Megee, Dr. H. M. Byran, Dr. M. Malter, and Professor C. G. Card were very helpful during the progress of the study. The author appreciates a grant of $100 .00 given by the Michigan State College Alumni Fund Council and its director, w. L. Davidson, whose interest and cOOperation made it possible to complete this investigation. The writer is greatly indebted to Dr. G. H. Hill and Dr. D. I. Gibson for their valuable guidance and suggestions in the preparation and the develowent of questions for the survey form. m-ateful acknowledgment and sincere thanks are due to Mr. Hans Haugard, Miss Mary Lou Jameson, Mrs. Virginia Ross and other workers who, on numerous occasions, helped to address envelopes, do mimeograph work and tabulate information, and without whose assistance, this study would not have been possible. The writer appreciates the help given by I. R. Wyeth, the Alumni Office, the Registrar's Office, and the eleven graduates who were personally contacted and who gave time and help in pretesting prepared questions for each of several revisions. The investigator thanks all of the two hundred agricultural gradu- ates of Michigan State College who took time and made the effort to furnish the requested information; and all others who offered their service and advice to make this study a reality and a success, especially my wife whose constant advice, editing and moral support aided in the completion of this study. 3.312753% 3 ii A STUDY OF GRADUATE REACTION TO THE ANIIIIAL INDUSTRIES CURRICULA AT MICHIGAN STATE COLLEGE By \ Howard CfTZindel .AN ABSTRACT Submitted to the School of Graduate Studies of Michigan State College of Agriculture and Applied Science in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION School of Education Year 1953 Approved i7! 1/. 3W Howard C. Zindel A STUDY OF GRADUATE REACTION TO THE ANIMAL INDUSTRIES CURRICULA AT MICHIGAN STATE COLLEGE The study analyzed the responses of 737 graduates who were asked to evaluate the agricultural phases of the Animal Industries curricula at Michigan State College. The investigation consisted of two distinct but correlated parts. First, the writer analyzed the answers of two hundred graduates to 254 specific and detailed questions on the value of agricultural courses to livestock students. The graduates were asked such questions as the following: 1. Was the undergraduate curriculum adequate in terms of the graduate's present job or future career? 2. To what extent, if any, should the curriculum be modified, expanded, extended, or shortened? 3. Should more or fewer departmental courses be required of all majors in the livestock field? 4. Should a student be allowed more credits for exploratory courses outside his major? Second, the writer analyzed the answers to the more general questions of Dean Anthony's 1952 survey of five hundred thirty-seven livestock graduates on the value of general fields of study to the livestock student. Howard C. Zindel Responses from the two hundred graduates in the first part of the study revealed the following major facts: 1. 2. 3. 40 5. Ninety-seven percent of all graduates recommended that one-fourth to one-half of college time be set aside for electives. Seventy percent favored one-third to one- half time, and forty percent favored one-half or more time. In general, livestock graduates considered the 100 series of courses in Agriculture of little or no practical value. Animal Husbandry majors preferred a broad training in Agriculture, with special emphasis on Animal Husbandry courses. This finding coincides substantially with the results of the Anthony survey. Dairy Production majors preferred a broad training in agricultural and non-agricultural courses, with empha- sis upon Bacteriology, Chemistry, and Dairy Husbandry. The Anthony survey obtained essentially the same answer. Dainy Manufacturing majors, like Dairy Production majors, preferred a broad training. Poultry Ensbandry graduates favored courses in their own specialized field over those considered to be non-technical agricultural courses. Howard C. Zindel 7. In answer to the question of what would enhance the value of the agricultural curriculum and in what areas the college curriculum had failed to meet real needs, the graduates supplied a wide variety of suggestions and criticisms. Their answers showed clearly that these graduates would like to have had (in order of preference) (1) Courses giving more practical training. (2) Required Business Administration courses. (3) More Public Speaking courses. (4) More Journalism or Business writing courses. (5) Better teaching methods or better instructors. (6) "0n the job" training for credit. (7) Better counseling. (8) Better guidance. The preceding information was supplemented by the writer's break- down of the general data in the Anthony survey. This analysis revealed other facts important for any future curriculum remodeling: l. Livestock graduates placed an overwhelming importance upon the technical agricultural courses such as Agri- cultural Economics. This held true even when the graduate had received college training in that specific area. Howard C. Zindel 2. 3. 4. 5. In evaluating non—agricultural courses, the graduates ranked accounting and bookkeeping at the highest. This was true whether the graduate was trained in those areas or not. One out of every three livestock graduates preferred a curriculum combining "broad training" and "specialization". This group preferred taking two or more courses in several departments in agriculture, with the remaining technical courses in some field of specialization. Mbre than one graduate out of three felt the "ability to get along with people" was the most important ability essential for job success. The replies did‘ngt substantiate the frequent claims that the student selects his courses on the basis of the teacher's personality and teaching ability. The preceding facts are of course valuable guides for any future agricultural curriculum planning at Michigan State College. iii TABLE OF CONTENTS CHAPTER PA GE I 0 INTRODUCTION 0 Q C . O I O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O 1 Importance of Problem................................ 2 Purposes of Study.................................... 17 Method of Study...................................... 20 Basic Assumptions............................. ....... 22 Limitations.......................................... 23 Definition of Terms.. ................. . ............ .. 2h II. REVIEW OF RELATED STUDIES................. ..... ... ...... 26 University of Missouri............................... 27 University of Connecticut....... ...... ............... 27 University of fibst Virginia.............. ........ .... 31 University of Maine.................................. 31 Kansas State College................................. 27 University of wyoming............ ...... ..... ..... .... 32 University of Vermont............. ...... ............. 27 ‘ 30 Pennsylvania State College ................. .......... 28 University of Illinois............................... 33 University of California............................. 35 Texas A. &.M....................... ..... ............. 38 University of Arizona................................ 39 Purdue University.................................... hfi Cornell University................................... hl Ohio State University................................ Ah Michigan State College.. ............ .... ............ . 26 Iowa State College................................... AS Results of Other Surveys Made in Fields of AgriCIfl-turGOOOOOOOOOOOOOOOOOOIOOOO. 00000000000000 0 119 III. TECHNIQUES USED... ..... ..... St N. GRADUATE REPLIES IN RESPONSE TO THE ANTHONY SURVEY...... 57 Agricultural Curriculum.............................. 5? Value of College Course Areas to Graduates........... 58 Factors Influencing Selection of Study............... 61 Evaluation of Course Wbrk Areas...................... 63 TABLE OF CONTENTS - Continued CHAPTER PAGE Broad Training Versus Specialization................. Essential Skills and Abilities....................... smaryOf Chwter IVOOOO0.0.0.0000.........‘OOOOO0.. V. GRADUATE REPLIES IN RESPONSE TO THE AUTHOR'S QUmIOWAIREOOOOOOOOOOOOOOCO.....OOOOOOOOOOOOOOCOOOO Distribution of Graduates............................ questionnaire Response...coco-00000000Cocoon-.0000... VI. TABULAR AND STATISTICAL SUMMARY OF REPLIES FROM TWO HUNDRED LIVESTOCK GRADUATES OF MICHIGAN STATE COLLEGE Section A. General Agricultural Series.............. Section.B. Animal Hquand y Majors.................. Section.C. (1) Dairy Production.Majors.............. (2) Dairy Manufacturing Majors . . .. . . . . . . . Section D. Poultry Hquand y Majors............ .... Section IIIB. Non-Required Courses.................. Section IV. Evaluation of Electives................. Qualitative Analysis of Technical Agricultural CourseS. .. Qualitative Analysis of NonJTechnical Non-Agricultur- al CourseS........................................ Section V. Electives................................ Section VI. Professional Positions.................. Sections VII, VIII, and IX, Graduate Suggestions..... VII. SUMMARY; CONCLUSIONS AND RECOMMENDATIONS,,,.,........... summaryooooooocoo-00000000000000.0000.coo-coo00000000 Conclusions and Recommendations...................... PrOblemS for Further Studyoooooooooooooo0000000900000 BIBLIOGRAPHYOOOOOOO. ..... c0000 ...... 0000.00.00.00...-oooooooooooo APPENDIX... 0............OOOOOOO0.0.IIO0.00.0.0.0.........OOOOO... Cover Letter AnthonyQuestionnaire................. ..... Zindel Questionnaire................................. Tables I A - VIII A.................................. Tables IX A - XXXI A................................. 71 72 77 80 82 85 87 87 91 93 95 97 99 100 101 110 130 131; 1M 1M 1M: 15h 159 161 165 166 167 168 169 172 iv LIST OF TABLES TABLE PAGE I. Value of College Course Area to Agricultural Graduates in Relation to heir Present Work. First Most Important course AreaOOOOOO00.000.00.00.OOOOOOOOOOOOOOOOOOOOOOOOOOO II . Value of College Course Area to Agricultural Graduates in Relation to Their Present Work. Second Most Important course AreaOOOO0.0OOOOOOOOOOOOOOOOOO......OOOOOOOIOOOO... III . Value of College Course Area to Agricultural Graduates in Relation to Their Present Work. Third Most Important course Area.0.0.0.0.........OOOOOOOOOOOOOOOOOOO0.0.0....- IV. Factors Influencing the Selection of College Course Areas.. V. Evaluation of Agricultural and Non-igricultural Course Areas Based on College Training for Graduates Majoring in the Livestock Courses . Took Courses in College. . .. . . . VI. Evaluation of Agricultural and Non-Agricultural Course Areas by Livestock Graduates Not Having Courses in callegeOOOOOIOOOCO.......OOOOOOOO0.0.0.000...0.0.00.0000. VII. Recommendations by Graduates for Type of College Training in Preparation for Work in Which Graduates are Engaged... VIII. Most Important Skill and Ability Found to be Essential to Job Success by GraduateS................................. II. Year of Graduation of Respondents Who Returned QueStionnaj'reSOOOO.....OOOOOOOOOOO.IOOOOOOOOOOOOOOOOOOOO. X. Distribution of Livestock Graduates by Year and Major S‘ubjectOOOOOOOCOOOOOOOO0....0.0.0.0.......IOOOOOOOOOOOOOO XI. Questionnaire Re8ponse..................................... XII . Respondent's Views Regarding Required Courses Listed Under the General Agricultural SerieS................ XIII . Opinions of Livestock Graduates Re'garding Required Subjects Which Were Thought to be Non-Essential and Should Not Be Required of All StmentSOOOOOOCOOOOOOOOO.0....00000...... XIV. Opinions of Animal Husbandry Majors Regarding Subflects Required by Their Department............................. 58 59 62 6h 68 73 75 76 81 82 88 92 LIST OF TABLES - Continued TABLE PAGE XV. Opinions of Dairy Production Majors Regarding Subjects Requiredby Their DepwmentOOOOOOOOOOO......OOOOOOOOOOOO 9h XVI. Opinions of Dairy Manufacturing Majors Regarding Subjects Required by Their Department............................. 96 XVII. Opinions of Poultry Husbandry Majors Regarding Subjects Required by Their Department............................. 98 XVIII. Quflitative Evaluation of Elective Agricultural Engineering Courses By Livestock Graduates of Michigan State College. 102 XIX. Qualitative Evaluation of Elective Animal Husbandry Courses by Livestock Graduates of Michigan State College. . . . . . . .. 103 XX. Qualitative Evaluation of Elective Dairy Husbandry Courses by Livestock Graduates of Michigan State College . . . . . . . . . 10h XXI. Qualitative Evaluation of Elective Economics Courses by Livestock Graduates of Michigan State College . . . . . . . . . . . . 106 XXII. Qualitative Evaluation of Elective Farm Craps Courses by Livestock Graduates of Michigan State College . . . . . . . . . . . . 107 XXIII. Qualitative Evaluation of Elective Horticulture Courses by Livestock Graduates of Michigan State College . . . . . . . . . . . . 108 XXIV. Qualitative Evaluation of Elective Poultry Husbandry Courses by Livestock Graduates of Michigan State College. 108 XXV. Qualitative Evaluation of Elective Soils Courses by Live- stock Graduates of Michigan State College . . . . . . . . . . . . . . . . 109 XXVI. Qualitative Analysis of Elective Non-Technical Agricultural Courses, Based on the Judgment of Livestock Graduates of Michigan State College AgiCfltureOOOOOo......OOOOOOOOOOOOOOO.0.00....O. .......... n1 XXVI-Io AnatomYOOOOOOOOOOOOOOOOOOOOOOOOOOOIOOOOO00000.. .0000. ..... 112 XXV-III. AnimaJ' PathOJ-ogoooo0.000....coo.oooooooooooooooooo0.000000 113 m. ExteriOIOgOOOOOOOOOO. ....... O 000000 ... ....... O ...... 000.01lh In. Business Administration ............ ...... ...... 115 m1. Chmistm ..... O ..... ......OOOOOOOOOOOOOO. ...... O....OO.OOO.116 LIST OF TABLES - Continued TABLE PAGE XHII. Civil Engineering......................................... 117 HXIII.Conservation............... ...... ..... .....118 XXIIV. Entomology............................ ...... ...... ....... . 118 XXIV. Engineering‘Drawing....................................... 119 XHVI.Forestry.. ..... ......... ....... 119 XXXVII. Geology................................................... 120 XXXVIII. Hygiene and Public Health..... ..... . ........... ... ....... . 120 XXIII. Journalism................................................ 121 XL. Landscape Architecture ........... .......... ....... ........ 122 x11. Mathenatlcs 123 XLII. Mechanical Engineering“............ ........... .. ...... 12h XLIII. Physics.................................... ......... ...... 12h XLIV. Physiology......... ....... ...... ............. ............. 125 XLV. Bolitical.$cience......................................... 126 'XLVI. Sociology................................................. 126 XLVII. Speech.................................................... 127 XLVIII. Zoology................................................... 128 XLIX. Preportion of College Time (Course Credits) Desired for Electives Based on.College‘Training..................... 133 L. Evaluation of General Agricultural Series Courses Listing Those Thought Not Important Enough to be Required of All 135 LI. Evaluation of General Fields of Study by Animal Husbandry Graduates Holding Professional Positions................ 137 LII. Evaluation of General Fields of Study by Dairy Hquandry Graduates Holding Professional Positions................ 138 viii Llsr OF TABLES - Continued ' TABLES PAGE EIII. Evaluation of General Fields of Study by Poultry Husbandry Graduates Holding Professional Positions. .. .. . 139 LIV . Evaluation of General Fields of Study by Livestock Graduates of Michigan State College Holding Professional POSitiOIISOOO00.00.000.000.0.0.000...OCOOOIOOOCOOOOOOOOOO 1&0 LV . Curricula Revision Suggestions by Livestock Graduates After Emerience onthe JObOOOOOOOCOOOCO......OOCOOOO...1112 CHAPTER I CHAPTER I INTRODUCTION Democracy and Education.have advanced as partners in the United States of America. Our system of education has produced the doctor, the lamyer, the business man, the farmer, the teacher, the engineer, the scientist, the informed citizen, but most of all, it has helped deve10p the free and inquisitive mind, without which progress is not possible. Through their course work, research work, adult education program and other public services, America's colleges and universities have also contributed immeasurably to the strength and maturity of our democratic society. The more college administrators know about the ideas and attitudes of the youth they serve and their environment, the more efficiently they can interpret their colleges to that segment of youth seeking to advance its education. The Basic College oijichigan State College recently completed a survey (March, 1953) which showed that one of the most frequently mentioned reasons why students selected Michigan State College as the place to con- tinue their education was that the Basic College offered them a.curriculun which fitted their needs, and which, in their estimation was outstanding. Many faculty and staff members, and graduates, through the years, have long realized the need for a type of college curriculum which.uou1d be both functional and yet less formal. A few minor curriculum changes may have occurred down through the years but certainly few major re- visions have been realized. A desire to learn some of the facts, emressed by graduates, to assist in the formulation of curricula plans by which the college administration could make some needed changes, re- sulted in this study. A desire to know what constitutes a desirable curriculum for under- graduates majoring in the livestock industry courses at Michigan State College according to their reactions prompted this investigation. This study involves the area of agricultural curriculum or ganiz ation based upon the written Opinions of two hundred out of 390 graduates of Michigan State College. These graduates matriculated with a Bachelor of Science Degree in Agriculture, having majored in either Animal Husbandry, Dairy Husbandry or Poultry Husbandry and graduated during the years 1910-52. IMPORTANCE OF PROBLEM The knowledge of what type or types of curricula should be made available to college students today presents a problu to every college administration and faculty. However, this problem is not new , it has been confronting our educators down through the years . Some of the prob- lms such as: 'What is college for”, "The Principles of College ' Education“, "What courses should be taught”, "Of what use is a college degree7', "What electives should be given”, "Are curriculums obsolete?‘, and 'Should the curriculum be cultural, scientific, vocational, disciplinary?l have been discussed by educators and phiIOSOphers from the time of’Confucius until the present. There is much discussion about the important factors in curriculum construction. Many deans of agriculture emphasize subject matter, others place emphasis on.method, some few occasionally take into account the finished product. Rarely, does one consider whether the institution is bringing the student in touch with the whole situation. There is an appreciable number of peeple who feel that there is a great need for integrating the agricultural college curricula with the life of today. ‘we find the colleges of agriculture with their Short Courses and Extension Courses adapting their teaching to the needs and activities of the farmers in the most practical way. They not only emphasize the ac~ tivities of the farmers as they exist, but they also point to better ways of doing things, thus raising the ideals and living standards of the farmers. This teaching could not be otherwise because if it were, the discussions, lectures and demonstrations would be unattended. Yutang1 in his translation, states that Confucius says, The principles of college education are as follows, First prevention or preventing bad habits before they arise. Secondly, timeliness or giving the students things when they are ready for them. Thirdly, order or teaching the different subjects in prOper sequence. Fourthly, mutual stimulation (literally 'friction'), or letting the students admire the excellence of other students. These four things insure the success of education. Former President Wilson,2 as a teacher and then President of Princeton ¥Lin Yutang, The Wisdom of Confucius, (New York: Random House, Inc., p. 216, 1938). 2Woodrow Wilson, The Public Papers of Woodrow Wilson-College and State. Edited by R. S. Baker and'W} C. Dodd, (New York: Harper and Brothers Publishers, 1925) Volume II, p. 161. University, had definite ideas regarding the reasons why youth should attend college for he said, "What should a lad go to college for, -- for work, for the realization of a definite aim, for discipline and a severe training of his facilities, or for relaxation, for the release and exercise of his social powers, for the broadening effects of life in a sort of miniature world in which study is only one among many interests?" In addition, Wilson: stated that college had a definite purpose when he declared, "We must distinguish what the college is for, without dis- paraging any other school, of any other kind. It is for the training of the men who are to rise above the ranks.” Unfortunately, too many students graduate from college without the preper training to take their place in society. Wilson‘ argued as follows: 'College men, it is said, and often said with truth, come out undisciplined, untrained, unfitted for what they are about to undertake. It is argued, therefore, that what they should have been given was special vocational instruction; that if they had had that they would have been interested in their work while they were undergraduates, would have taken it more seriously and would have come out of college ready to be used, as they now cannot be." The probl- of what type of training should be given and how much time should be allotted for electives is discussed. Wilsona conits himself again saying , ’Ibid., p. 166. ‘Ibid., p. 168. ‘Ibid., p. 167. By a general training I do not mean vague spaces of study, miscellaneous fields of reading, a varied smattering of a score of subjects and the thorough digestion of none . The field of modern knowledge is extremely wide and varied. After a certain number of really fundamental subjects have been studied in the schools, the college undergraduate must be offered a choice of the route he will travel in carrying his studies further. The former president of the University of Chicago, Robert H. Hutchins, has certain ideas about college, its objectives, curriculum, and intellectual virtues. Hutchins‘ says, I suggest again that the primary object of institutions with this aim will be the cultivation of the intellectual virtues which can be accomplished through the communication of our in- tellectual disciplines. This means understanding the great thinkers of the past and present, scientific, historical and phil030phical. It means a grasp of the disciplines of grammar, rhetoric, logic and mathematics; reading, writing and figuring. Whenever educators discussed curriculum and value for future living, Hutchins’ felt, "A second consequence of American ideals in an American education is that we have a tendency to base the curriculum on 'useful' information." He'' did feel that success in life was a test of education when he stated before a group of educators at Louisiana University, "for no one will deny that the test of education is whether the graduates succeed in life, and even those who argue for intellectual deve10pment as the aim of education are constrained to add that the man with a develoPed in- tellect will make more money than a man with an undeve10ped one.” ‘Robert H. Hutchins, Education for Freedom, (Baton Rouge, La.: Louisiana State University Press, 19h?) p. 60. 71bit, p. 53. ’Ibid., p. b2. Furthermore, Hutchinsg thought too much emphasis in college was being placed on course work which was concerned with making a living, for he said, ''what the pupil must have is some sort of strictly practi- cal, technical training in the routines of a vocation that will enable him to fit into it with a minimum of discomfort to himself and his em- ployer. The tendency is more and more to drive out of the course of study everything which is not immediately concerned with making a living." When he reminisced about his own college education and observation of his fellow students , Hutchinslo vividly points out that, College was a lot of courses. You toiled your way through those which were required and for the rest, wandered around taking those which seemed most entertaining. The days of the week and the hours of the day at which courses were offered were perhaps the most important factor in determining the stu- dent's course of study. whenever a survey is planned, many leaders question the validity of the responses even though the questionnaire has been well prepared, pre- tested and validated. The National Society for the Study of Education has reported much on this subject. Kelly“ reported that it was freely acknowledged that alumni are not always able to render judgnents upon questions with due respect to or recognition of the more subtle values of the courses previously studied. However, he declared that if this 9Ib_i_d01 Pp. 50-51. 1°Ibid., p. h. J~11“. J. Kelly, Chapter mIII, Curriculum Reconstruction in the College. The Foundations and Technique of Curricullm Making: Past and Present. The Twenty-Sixth Yearbook of the National Society for the Study of Education, edited by G. M. Whipple, Bloomington, Illinois; Fuhlic School Pub—“lishing Company, p. 381, 1930. sampling is representative of competent alumni Opinion, one can no longer, either by specific requirements or by group requirements, demand the study of those subjects which seem to alumni to have so little value. Kelly's)“2 investigation reveals that the method of curriculum build- ing is still a matter of controversy to all concerned. He states that a study of the prograu at most colleges reveals that their curricula are constructed very much as a tariff bill is built in the Congress of the United States. "The final result is an agreement based upon strains and tensions, concessions and exchanges between administrations and depart- mental representatives." Finally Kelly” says, "but even to date, cur- ricula which have resulted from the struggle by departmental specialists on the faculty for recognition of their particular fields of subject matter are in vogue throughout the country as a whole.“ The problem of curriculum building has been with us always and will probably confront educators as long as education is one of mankind's chief concerns. There are some leaders who feel that a curriculum should be uniform with definite subjects and subject matter being required for mastery. However, there are others who disagree . Bobbitt“ feels that a uniform curriculum, even though it might be effective, is a clear denial _ J“mid” p. 382. ”raid, pp. 393 and 39h. “Franklin Bobbitt, Chapter III, The Orientation of the Curriculum Maker, Part II, The Foundations of Curriculum Making. The Foundations and Technigue of Curriculum-Construction. The Twenty-Sixth Yeagfigok of fig National §_o_giety_for A3 Study of Education edited by G. M. Whipple. Bloomington, Illinois: Public School Publishing Company, p. M, 1930. Of the right of the individual pupil to initiate plans and tO carry through the activities in which he can most fully realize the ends Of his existence. Bobbitt“ further believes that education should be administered to individuals Of am age, by giving them the greatest amount Of in- dividual freedom providing this freedom is accompanied by a sense of responsibility. ”Curriculum-making is mainly concerned with the making Of the in- dividual curriculum for the individual boy or girl, by himself, or her- self, as guided by teacher and parents," according to Bobbitt.16 Originally the word 'curriculum' meant 'race course' . Robert Ulich" in a recent book says that is still just what a curriculum is. Young people still go round and round but seldom go to the heart of life and its maznr problems. He feels that the curriculum tOO seldom meets human needs. One educator having a definite Opinion about and in regard to our-- riculum is: Morrisonla who believes that "The curriculum is crowded with material unteachable because Of its lack of any significant connection with modern life ." J"’Ibid., p. 1:7. :°I_b__id., p. 1:7. 1”Robert Ulich, Introduction to Philosgp—hy of Education by Henderson, Stella. Chicago, Illinois: University of Chicago Press, 1910, p. 355. 1”Henry Morrison, Holders of the Americanw Mind by Norman Woofel, New York: Columbia University Press, 1933, p.—S'7. Cubberleyl9 notes that "in curriculum content, deepite the nominal similarity Of the school subjects of today to those at the turn Of the century, there has been veritable revolution. TOO little study, however, has been made Of instructional results and not much effort has as yet gone into the intensive study Of local educational needs am of general community problems in their educational bearings.‘ Finneyzo considers that "The curriculum problem becomes simply that of selecting subject matter relevant to modern life and grading it accord- ing to stages of mental developuent.‘ Thorndike“ says “Every subject and every method must be appraised in terms of the degree to which it contributes improvement in fundamental adjustments of human beings to increase bodily and mental health, and to greater recreational, ethical, and intellectual resources ." Horne2 suggests ”constant study Of the functioning of particular subjects in life Outside the school, the clearer definition of what know- ledges, abilities, skills, attitudes and appreciations are needed tO fulfill the functions of life, the determination Of prOper grade placement Of subject materials, the organizing Of more valid methods of teaching, and the develOpment Of measurment devices and techniques corresponding to each type and unit Of instruction." . 19Elwood P. Cubberly, Molders of the American Mind by Norman Woefel, New York; Columbia University Press, 1933, p. 67. . 20Ross L. Finney, Molders of the American Mind by Norman Woefel, New York: Columbia University Press, 1933, p. 79. 2“Edward L. Thorndike, Holders of the American Mind by Norman Woefel, New York: Columbia University Press, 1933, p. 96. "Herman H. Horne, Holders of the American Mind by Norman Woefel, New York: . Columbia University Press, 1933 , p. 103. 10 In order to understand the necessity for remaking a curriculum or even considering changes in a curriculum, one must realize that the modern social and thinking worlds have brought significant new develOpments which make demands On schools that our intelligent and conscientious educators can no longer disregard. This is the chief reason for a new curriculum and educational procedure according to Kilpatrick.23 He“ further states that the aims Of any prOper educational system is to study life and how to enrich it, to study our customs and institutions and how to improve them and to educate our youth so they may grow up socially capable. Mam educators advise the necessity for a gradual working over of existing curricula, the elimination of obsolete materials and methods, the addition of new elements from a comprehensive inventory Of skills, knowledges, ideals and attitudes. Chm'ters25 is one Of the exponents Of this necessity. He“ further feels that an immediate need presents itself to execute hundreds of technical studies designed to throw a light on the probla: of material selection in the field of curricular reorganization. Charters", defines the essential steps in curriculum construction as follows: ”William. H. Kilpatrick, RemahnLthe Curriculum, New York: Newsom and Compaq, 1936, p. l. 2“Ibidu p. ’45. 3W. W. Charters, Holders of the American Mind by Norman Woefel , New York: Columbia University Press, 1933 , p. 107. 26Ibid. , p. 108. ”w. w. Charters, Molders of the American Mind by Norman Woefel, New York: Columbia University Press, I933, p. 108 and 109. 7. 11 A comprehensive analysis Of man's social life to set up general objectives of education. The breaking up of these objectives into particular ideals, activities and basic working units. The arrangement of curricular elements or working units into an order Of importance. The placing high on the list Of those ideals and activities which are high in value for children and low in value for adults. The detennination of those items the teaching Of which will be the school's responsibility. The collection of the best practices with respect to the techniques for incalculating the selected ideals and atti- tudes. The arranging of the selected list of elements into prOper instructional order by reference to the psychological nature of children. Herrick and Tyler:as have as their concept of curriculum design, a triangle showing the purpose or outcomes supported on legs of needs plus interests of students and needs of society plus resources of a school which in turn gives a philOSOphy of life and education for those respons- ible for educational programs . Purposes or Outcomes Needs and Interests Needs of Society Of Students and Resources of a School Philosophy Of Life and Education of Those Responsible for Educ a- tional Programs . ”V. E. Herrick and R. U. Tyler, Chapter IV, The Concept of Curricu- lum Design, Toward Eproved Curriculum Theogy, Chicago, Illinois: The University of Chicago Press, Supplementary Educational Monographs No. 71, p. 38, March 1950. 12 This is the curriculum design for the General College at the University Of Minnesota. Both Herrick and Tyler29 feel that four important elements must be considered in curriculum development. These are: 1. That a curriculum is developed on the base of the educational beliefs and convictions Of the persons responsible for its develOpment; 2. That the purposes of the General College provide the means for selecting and giving direction to the needs of the student; and 3. That the individual needs of the students cannot be considered in isolation but must be recognized in relation to the needs of society and the capacity of the resources of the school to meet them. 1;. The elements must be combined in such a manner as to produce a well-balanced curriculum. Woefela0 states the American university and college students, in recent years, have amen signs of a self-conscious maturity and an inde- pendence which in the past has been almost completely lacking. This independence reveals itself in marry varied forms, one of which is the increasing discrimination in the choice of courses or course work to be undertaken. This idea leads one to entertain the thought of an "elective system” or ”free choice" of subjects. Lodge“n reports that several years ago, under ths'"elective system" in force at one of the eastern univer- sities , several students actually received their B . A. degree for 39Ibid., p. 39. 3°92. gi_t_., p. 32. a”Rupert C. Lodge, PhilosOphy Of Education. New York: Harper and Brothers, p. 62, 191:7. 13 completing the required number of credits in rather an unusual manner . He“ stated, They elected courses entirely on the basis of their be ’ courses, independently Of their content. 'French 1' , 'English 1', 'Physics 1' , etc. were selected. In their final year, these stu- dents were somewhat put to it to find enough courses numbered '1' to complete the required number of 'credits' . But by taking 'Assyriolog 1' and similar courses, the record was finally estab- lished. Henderson” feels that perhaps in the past we went too far with the elective system for college students seldom have the maturity or the judg- ment to make wise choices. Chancellor Hutchins“ says that when President Eliot of Harvard instituted the elective system, he robbed youth Of their cultural heritage. Hutchins felt that few young peOple have the wisdom or the self-discipline to choose difficult but rewarding subjects. These students have a tendency to pile up credits in so-called “snap" courses. The growth of this elective system has resulted in a bewildering number of subjects aong which it is difficult to choose. 0n the other hand, Callous” warns against merely a cultural education or merely a scientific or vocational education. He feels that a merely cultural education, at the expense Of scientific or vocational training, will not be adequate for the life that one must lead in society today. Nor will a merely vo- cational or scientific education set apart from the development Of any ”Ibid., p. 62. 3392. 933., p. 356. “Robert Hutchins , Introduction to Philosgplluf Education by Stella Henderson, Chicago, University of Chicago Press, 19:7, p. 356. “C. w. Callom, Chapter III, PhilosOphical Principles. W Personnel Services in General Education edited by P. J. Brewer. Washington, D. 0.: American Council on Education, 19149. p. 282. 1h cultural insights or appreciations, be thought to be adequate for a good life in today's society. There is a need for selecting material which is pertinent to the problems of the present and this is forcefully substantiated by George Lunberg.“ He says, there is no doubt that much of what we now teach is worse than useless because it consists merely of transmitting the errors, prejudices, and speculations of bygone generations. Through the years, much has been said about the importance of subject matter versus the teachers or teaching methods. One idea is adequately expressed by Edman" while reminiscing and writing about his former stu- dents, when he said, ”As in the playing of music, it is the music, not the musician, that is ultimate. And in the art Of teaching, it is what is taught that counts, not the teacher.” Sometimes the "Public" is neglected when education and educational features are discussed. One of the Opinion Research Centers recently de- voted a report on the subject, "The Public Looks at Education."38 In this survey, they asked a number Of questions, one of which is discussed herewith: 1. "What do you think is the most important thing for children to get from their education in school?‘ as(.‘aeorge Lunberg. Practical Applications of Democratic Adminis- tration, edited by Clyde M. Campbell. New York: Harper 8: Bros. , 1952 37TH?— "Irwin Edman, Chapter VI Former Students, PhilosOpher's Holidgy, New York: The Viking Press, Inc ., 1938. "National Opinion Research Center, Report NO. 21, The Public looks at Education. Denver, Colorado: University of California. 15 The response was: 311% Mastery of regular school subjects. 334% Character education. 26% Preparation for earning a living. 111% Citizen education. 11% Teach how to get along with other peOple. 7% Not specific in suggestions. Even the question is raised regarding the value of a college train- ing. In fact, James39 raises the question, 'Of what use is a college training?" He goes on to say, "A certain anOunt Of meditation has brought me to this as the pithiest reply which I myself can give: The best claim that a college education can possibly make on your'respect, the best thing it can aspire to accomplish for you is this: that it should 11.9.12 you to know Lgood man whenng see him.” Apparently, curriculum requirements are currently a problem in Land Grant Colleges. E. L. Anthomr, Dean Of Agriculture, Michigan State College, in a recent release ’40 discussed the requirements necessary for a degree in Agriculture. Dean Anthony stated that one Of the most discussed ques- tions before teachers and administrators of professional education in Agriculture was the question regarding the requirements for the Bachelor's degree in Agriculture. He said, ”To my mind it is one of the most impor- tant questions confronting the Land Grant Colleges today and is much over- due in its discussion and determination!“- 39Hilliaun James, The Social Value of the College-Bred. Memories and Studies. New York: Iongmans, Green 8: Company, 1911. 40E. L. Anthony, Minimum Requirements for the Bachelor of Science degree in Agriculture. (Oral communication with mimeographed data). East Lansing, Michigan: Michigan State College. Fall, 1951. 411bid., p. 1. 16 The early promoters and fathers of higher education in Agriculture had this to say in the passage of the first legislative act establishing the first agriculture college in 1853 (Michigan State College). "The day has gone by when an enlightened liberal education was deemed useful for a farmer. Agriculture has risen into a science, too, the most comprehensive Of all others and which demands not alone strong hands and bodily labor but active, vigorous, cultivated minds. Nor should the claims of literature and the five arts be wholly neglected, as tending to polish the mind and manner, refine the taste, and add greater luster and dignity to life 3'“ Dean Anthony stated that any consideration of higher education in agriculture must start with the sciences, in view of the fundamental basis of science in all modern agriculture today. It was his Opinion,“3 that at least half of the credits required for a B. 8. degree in Agri- culture should be in the fields of technical agriculture. This means that in colleges on a term basis of 200 credits, about 100 credits are required in agricultural fields. Therefore, at least 25 to 110 different three to five credit courses should be required Of the agricultural stu- dent and in addition, as mamr more as are available so that selection and election may be possible.“ “lbidu p. 2. “Ibid” p. 3. “Ibid., p. h. 17 The Association Of Land Grant Colleges46 and Universities devoted several years to studying the problems involved in the qualifications for a Bachelor's degree in Agriculture. This group, in a report on the training of teachers Of Vocational Agriculture, set up criteria“ for a curriculum. "The theory upon which current curricula have usually been con- structed maintains that the content of the curricula should come from the specialist and be applied by the individual to the activities in which he engagesafter he has learned them. The specialist in Chemistry for instance, constructs a course in that subject which presents the fun- damental facts and principles Of the science as the chemist uses them. The same material is taught to chemists, engineers, farmers, doctors, housekeepers and laymen, with the expectation that each will apply such Of it as he may need, to the activities Of his vocation or Of his leisure."7 In May of 1950, the All College Educational Research Committee issued to staff nenbers, a mimeographed leaflet (6359, May 18, 1950) entitled, "Explanatory Statement and Credit Pattern Recommendations to the Staff.‘ In the report, it was shown that the current Michigan State College catalog lists two thousand nine hundred thirty six courses. This picture is some- what distorted in view of the fact that some courses, for example, “Association of Land Grant Colleges and Universities. Report of the Senate Committee on TrainingLTeachers of Vocational Agric ture. Vashifigton, D. 0., 1952. ‘°Ibid., p. 2. “W. W. Charters. Activity Analysis and Curriculum Construction. Journal Of Educational Research, Volume V, p. 357. 18 French 101 a, b and c, while covering three terms, is not really three courses, but one. There are many instances, where subject matter has been divided and redivided far beyond the point Of necessity. Under the subtitle of “Discussion of Curricular Problems" this report reads as follows: I'There are instances where courses indifferent departments or even different schools, have almost the same title and course descrip- tion, and it may be assumed, cover the same subject matter. The situ- ation is not peculiar to Michigan State College. It is characteristic Of programs offered at a great many—~perhaps most colleges and universities. Michigan State College need not pattern its program after that of any other institution. This is a time when this institution may again show its readiness to pioneer and develop the kind Of program which best meets the needs Of its students . . . . As the reader has readily seen, there seems to be a difference in the criteria held by different schools of educational philosOphy as to the intent, the type and the methods of higher education. The reading of great books is advocated by one school, memorization of facts by another, and the translation of facts into action by the third group. However, it appears that slinost everyone is consulted in the field of curriculum revision except the products of that curricu1um--the s’mdent . With all of the theorizing about what should be taught, and how it should be taught, and in spite Of all of the investigations which have been made, it appears as though we are still at sea at Michigan State College as indicated by the All College Research Committee. The author proposes to bring into the picture, the Opinions of a segnent of those graduates who have been affected by these curricula. 19' Finally the following three points must be considered while dis- cussing the importance of this problem: 1. Educational leaders and teachers at Michigan State College reCOgnize that the agricultural curricula Offered at Michigan State College may be inadequate and possibly should be changed and improved. 2. Opinions of students presently enrolled can be solicited, but due to their lack of experience, these students can give only immature answers. 3. Graduates, who majored in livestock courses in Agriculture, and who have been out earning a living are in a better position to supply the proper information and necessary facts for modifi- cation of the curricula, if needed. In sumary, Michigan State College School of Agriculture feels the need to improve its instructional program in various phases Of its present status. It believes that it can best serve its true purpose when it is serving its constituents. Hence, the findings of this study should con- tribute to the information necessary to change the agricultural curricu- lum to meet changing human needs. PURPOSES OF THE STUDY 1. To follow up a selected number of graduates majoring in livestock courses given in the School of Agriculture at Michigan State College, in order to ascertain their Opinions on the adequacy of the agricultural curricula received while matriculating as students at Michigan State College in terms of their present jobs. 2. To ascertain evaluative information regarding specific course work taken by a selected group of graduates, majoring in livestock courses. 20 3. To determine whether and to what extent the agricultural curricu- la at Michigan State College should be changed, modified, expanded or shortened in light of these findings. METHODS OF STUDY It was prOposed: 1. To review the literature to ascertain what previous studies, carried out by Land Grant Colleges, United States Department of Igficul- ture, or recognized leaders in the field of agriculture curricula had to contribute to the present problan . 2. To secure lists of graduates majoring in Animal Husbaniry, Dairy Husbandry and Poultry Husbandry who graduated from Michigan State College with a degree of Bachelor of Science in Agriculture during the period from 1910-1952. 3. To verify the addresses of the above-mentioned graduates by checking the files of the Michigan State College Alumni Office for any recent address changes. 1;. To secure photostatic capies of transcript of grades for each graduate listed. These transcripts to be sent out to each graduate with questionnaire to assist in recalling course ncnes and numbers. 5. To develop a valid questionnaire based upon course names and numbers listed in Michigan State College catalogs during the period 1910-1952. This questionnaire is designed to secure the Opinions of graduates as to the adequacy of the curricula they had in college in terms of their present job. 21 6. To pretest questionnaires with known graduates of all three segments of the livestocklindustry to perfect the questions. An attempt was made to eliminate repetitious, ambiguous, leading, stereotyped phrases and questions. 7. To interview a certain number of respondents for pretesting in order to verify the written results obtained. 8. To prepare questionnaires in such a manner as to allow, by sub- stitution of a different page three (3) for each major (Animal Husbandry, Dairy Husbandry, and Poultry Husbandry), a reduction in the total pages in the questionnaire and so that a graduate in one field of interest would not receive questions concerning the other two seguents of industry. 9. To formulate questions to yield exactly the infomation desired. 10. To follow up after one month had elapsed, a letter in an attempt to secure additional questionnaire returns. 11. To test the questionnaire for reliability by: (a) Including a few questions to serve as checks on the accuracy and consistency of the questions as a whole. (b) Using the questionnaire as a personal interview schedule to allow reviewing of questions and problems as they arose on part of inter- viewee. (c) Using a saeple run of the questionnaire among local grad- uates. (d) Using statistical tests such as item analysis and cross tabulation . 22 12. To tabulate the results and prepare a report allowing com- prehension of the facts, maps, charts and statistics. To evaluate the responses of entire group of graduates to certain "required" and "elective” courses. To evaluate certain factor differences to course work by Animal Husbandry, Dairy Husbandry and Poultry Husbandry graduates. 13 . To report the results of this study to the administrative group in charge of curricula planning at Michigan State College. BASIC ASSJMPI'IONS 1. That this type of study will make a contribution to curriculum study at the college level. 2. That one of the better ways to determine the value of a curricu- lum is to ask the graduates, who took the courses, to evaluate it. 3. That former graduates who majored in the livestock courses in Agriculture at Michigan State College and who, subsequently, have been owning a living, are in a position to supply some intonation of value in appraising the course work they took as undedgraduates. h. That the selected graduates will give reliable responses to questions asked of them. i 5. That former students will recall course work of practical and non-practical value, when supplied with a transcript of grades and courses. 6. That the curriculum builders in the School of Agriculture at Michigan State College will utilize the findings of this study in an attempt to improve its curriculum. 23 LIMITATIONS 1. This study was confined to graduates of the School of Agriculture of‘Michigan State College who graduated during the years l9hO-1952 and whose correct mailing addresses were available. 2. Questionnaires were sent only to those graduates, who majored in Animal Husbandry, Dairy Husbandry or Poultry Husbandry at Michigan State College. 3. This Questionnaire, as developed, was rather lengthy as it con- tained two hundred fifty-four questions on 13 pages of mimeographed copy. This large number of questions and number of pages would doubtlessly result in a poorer response than a questionnaire with fewer questions and fewer pages. h. Some courses titles and/or numbers were modified or changed during the period from l9h0-l952, which resulted in duplicate numbers or titles for acne courses. 5. Introduction of Basic College at Michigan State College at the beginning of the Fall term l9hh necessitated a.change of requirements and prerequisites for the period 19hb-l952 when compared to the period 19hO-l9hh. This conflict limited the responses of those who graduated prior to l9hh. 6. Recent graduates may have been inducted into armed services immediately following graduation and are not vocationally utilising course work taken as a student and therefore are not in the position to evaluate the courses taken as an undergraduate, in the light of the use they are making«of then. 2h 7. No attempt was made to analyze or correlate the likes uni dis- likes of courses based upon the grades received or personalities of instructors who taught the course. 8. The data contained in Section I of page 1 of the Questionnaire were not used in this study because the information contained therein was used only as a "Foot in door” or flCan opener" technique to secure the human interest appeal. This technique is suggested by both Mildred Parten in ”Surveys, Polls and Samples: Practical Procedures ," and w. J. Geode and P. x. Hatt's 'Methods in Social Research." ' 9. No effort has been made in this study to ascertain the effective- ness of a college degree in terms of benefit to society unless such effectiveness is reflected in rewards to individuals. Definitions of Terms 1. Agicultural Curriculum -- Course work required of an undergraduate in the School of Agriculture. 2. Animal Husbandry -- A department in the School of Agriculture spec- ialising in the feeding, managment, and breeding of Beef Cattle, Swine, Sheep, and horses, and care of meat products. 3. Curriculum -- Course work, both required and elective, required of undergraduates to fulfill the requirements for graduation. '4. Dairy Husbandry -- A department in the School of Agriculture special- izing in the feeding, management, breeding of Dairy cattle, and the techniques involved in the manufacture am care of dairy products. 5. Dairy Manufacturing -- One phase of Dairy Husbandry, specializing in the methods and techniques of the manufacturing and preserving of dairy products . 6. Dairy Production -- One phase of Dairy Husbandry, specializing in the feeding, breeding and management of dairy cattle. 25 Graduate -- A recipient of a B. A. or B. S. degree from a recognized college . Livestock Division -- An arbitrary grouping of Animal Husbandry, Dairy Husbandry and Poultry Husbandry departments in the School of Agriculture at Michigan State College. 9. Major -- indicates one's major interest area as an undergraduate in 10 . 12. 13. 1h. 15. 16. college . Poultry Husbandry -- A department in the School of Agriculture specialising in the feeding, management and breeding of poultry and the care of poultry products . Pretesting -- technique used to test questionnaire in field in order to remove flaws, ambiguous statements and hazy questions from ques- tionnaire . Questionnaire -- type of survey used to secure answers, from a large umber of respondents, to a large number of questions. Respondent -- A person who completes questions on survey form and returns it for compilation. Selected Graduates -- Group of graduates selected by author for candi- date respondents based on year of graduation, major emphasis as under- graduate and correctness of address. Transcript of (irades -- A photostatic cepy of course title, mrmber, grades and credits given to re3pondent as an undergraduate. These copies prepared by the Registrar's office at Michigan State College. Undergraduate -- refers to that phase of college work prior to receipt of degree. CHAPTER H CHAPTER II REVIEW OF RELATED STUDIES This chapter will summarize some of the results of studies which are related to the curricula derived from: (1) The minds of professors and the catalogs of other institutions. (2) The Opinions of the students who have been exposed to the courses. (3) The surveys made in the various fields of agriculture. The major findings of these investigations as they relate to the present study will be presented. Studies of Institutions of Higher Learning Dean E. L. Anthony, School of Agriculture, Michigan State College made an effort in 1951 to ascertain whether any study had been made or was being made at any other School of Agriculture regarding the graduates' views of the curricula. The following institutions reported no work having been done , nor any in progress: Colorado Agricultural and Mechanical College, Cornell University, State College of Montana, North Dakota State College, University of Hawaii, University of Kentucky, University of Minnesota, University of Mississippi , University of Nebraska, and University of Nevada. 27 In the summer of 1950, a survey was made of the Agricultural Economics and Agricultural Administration graduates of Kansas State College.“8 The objective of this penny postcard survey was to determine present occupation, correct addresses and to obtain the names of those who wished to consider other employment Opportunities. There was no particular consideration of curriculum or courses taken by these graduates except as current occupations revealed suitability of undergraduate courses. The University of Missouri49 reported that a Personal Data sheet had been sent‘out, which proved to be unsatisfactory as it was too detailed and did not fit their needs. This questionnaire did not take any con- sideration of curricula or course work. An occupational survey was sent out to graduates of the University of Connecticut.'50 However, a 32% return revealed very little. Perhaps the aim of our land grant colleges should be restated. Because the University of Vermont conducted a similar study of graduates' reactions, their aim, as reproduced in their annual report ,51 is given: “G. Montgomery, Head, Department of Economics and Sociology, ”Occupations of Graduates in Agricultural Economics and Agricultural Administration“, (written coumunication with mimeographed data) (Manhattan, Kansas: Kansas State College, August 13, 1952) . “San. B. Shirkey, Dean, College of Agriculture, "Personal Data Sheet of Graduates of the University of Missouri College of Agriculture", (written communication with mimeographed data) (Columbia, Missouri: University of Missouri, July 30, 1952) . 50A. I. Mann, Assistant Dean, College of Agriculture "Occupational Survey“ . (written communication with mimeographed data) Storrs , Connecticut: University of Connecticut, August 18, 1952) . “College of Agriculture, University of Vermont, Annual Report #2, Burlington, Vermont, December, 19146. p. S. 28 Aim of the College of Agriculture of the University of Vermont is to provide general training in agriculture and to prepare young men and women so they can fill farm positions, teach agriculture in school, and carry on extension work and field service work for various commercial firms which service agriculture. At the same time it aims to provide Specialized training in agricultural economics, agricultural engineering, agronomy, botony, dairy pro- duction, dairy manufactures, horticulture and poultry husbandry. Specific recommendations for curriculum improvement at the University of Vermont52 are below: Comment Number Percent More manual art 61 , 26 More basic courses 26 11 More social studies 13 6 Better counseling 13 6 Combine practice with theory 9 h Better facilities 7 3 More specialization 6 3 Better instruction 3 1 Miscellaneous 8 2 NOne _82 ‘__8 Total 235 100 Vice-Dean H. K.‘W'ilsonas of the School of Agriculture of Pennsylvania State College, in.l9h9 made a survey of other land grant institutions on Common Practices in Agriculture in the First Two Years in Our Land-Grant Institutions. The object of this survey was to learn what methods were being followed in.making the very important first two years in college most effective in the educational pattern. This survey showed that most land grant colleges have the fixed curriculum in the first two years and I52Ihid., Table 13, p. 15. 63H. K.'Wilson, 'Common.Practices in Agriculture in the First Two Years in Our Land Grant Institutions", (State College, Pennsylvania: Pennsylvania State College School of Agriculture, March, 1919) . 29 allow for more electives in the later years. However, the University of Minnesota permits much latitude on the part of the student and his advisor. The Junior ani Senior years at Minnesota are almost entirely determined by the combined action of advisor and student according to the interest and aims of the student. Conrad White .64 in his doctoral dissertation, studied the curricula in agricultural education at Michigan State College in an attempt to secure reliable and valid information in the area of subject-matter preparation. White showed that subject matter and methods of presentation are constantly changing in the field of agriculture; that teachers of vocational agriculture do not have the Opportunity to take enough courses in Animal Husbandry in their undergraduate work; that there seems to be varied opinions as to what should be included in the Animal Husbandry courses taken by majors in Agricultural Education, that teachers need occupational ability in any vocational subjects taught; and that teachers of vocational agriculture need to be competent in technical agriculture. The l953-Sh Michigan State College Bulletin's" description of the School of Agriculture reads as follows: a“'Conrad P. White, "Factors Associated with Certain Abilities Possessed and Jobs Taught in Selected Livestock Enterprises by Teachers 01' Vocational Agriculture in Michigan.” Unpublished Ph. D. Thesis, Michigan State College, 1951. 165 pp. “E. L. Anthony and E. R. Megee, School of Agriculture, Michigan State College Bulletin, Michigan State College, East Lansing, Michigan. Volume Ad, Number ll, May, 1953. 30 Modern training in agriculture is based upon an understand- ing of the sciences and a knowledge of effective agricultural organization, practices, processing, and marketing. The curri— cula of the various departments of the School of Agriculture are planned: (1) To give fundamental training in the basic sciences; (2) to give the broad, eneral educational experience provided by the Basic College; and $3) to establish a direct contact with the field of technical agriculture during the freshman and saphomore years and provide a course of study for Specialization during the junior and senior years. A sufficient number of subjects in the various technical agricultural fields are offered in the first two years to acquaint the student with several phases of agricul- ture and to furnish a foundation for the final decision in regard to the course in which he wishes to specialize. It should be noted that several institutions reported no curricula studies completed or in progress. Most of the surveys that were made by these institutions were for the purpose of obtaining information regm‘ding correct addresses and occupations. ,Very little work was done on a School of Agriculture level although the University of Vermont secured general recomendations regarding possible curriculum improve- ment. The work reported by the author concurs with most of the Vermont‘s recommendations . The Pennsylvania State College survey revealed that most land grant colleges have a fixed curriculum in the first two years and allow for more electives in later years. A notable exception is the University of Minnesota. The author's work reveals that Michigan State College has a fixed curriculum for the first two years plus requiring certain subjects in each department in the School of Agriculture. The definition of the School of Agriculture at Michigan State College ‘18 given in the catalog, reveals that the curricula. of the various de- Pal‘taents are planned: (1) To give a fundamental training in the basic sciences; (2) To give the broad general educational experience provided by Basic College; and 31 (3) To give a direct contact with the field of Technical Agriculture during freshnmn and sephomore years. (1:) To provide for a course of study for specialization during the junior am senior years. It is with this description of the purposes of the School of Agri- culture, that the graduates disagree as shown by their opinions. This will be discussed in the summary. The Department of Rural Organization of the University of West Virginia" sent out a vocational agricultural study questionnaire on January 12, 1952 . This nine-page questionnaire tried to determine the value of courses taken as undergraduates. This questionnaire showed a wide variation of answers in rating course work in the teaching of vo- cational agriculture. The courses in theory rated much lower than those of a practical nature. However, this study attempted to evaluate course work by asking for a reply of "most essential” , “desirable, but not essential“. This questionnaire did list required and non-required courses as well as course title and munber. Associate Dean Libby” of the University of Maine sent a question- naire to one hundred College of Agiculture graduates in the classes of 19142, 191:3, 19146 and 1914?. He received a 55% response. The responses “J. P. Bail, Assistant Professor, College of Agriculture, "Teacher Education in Agriculture” , (written communication with mimeographed data) ggrgantown, West Virginia: University of West Virginia, August 11:, 2 . "W. C. Libby, Associate Dean, School of Agriculture, (written com- :ggzzlgation with mimeOgraphed data) (Orono, Maine: University of Maine, 32 were tabulated, based upon the respondent's occupation. The most interesting question asked in this survey was: "To your way of thinking, what is the most important single thing that the College of Agiculture could do to improve the effectiveness of its teaching program (avoid personalities)?" The Answers: (Numbers in brackets refer to frequency of mention.) 1. Related to students -- Eliminate poor students (3); more strict discipline (1); better guidance program early in college experi- ence (l); closer faculty/student relationships (1). 2. Related to facult -- Employ permanently only teachers of roven effectiveness (11 ; encourage leave of absences for staff (1); more dignity from staff (1); eliminate tenure for staff members (1); better salaries for good teachers and early release of poor ones (6) . , 3. Course or Program of Study -- Student trainee program involving practical supervised farm experience (12); field trips to suc- cessful farms (3); require overhauling and modernization of courses periodically (2); broaden all curricula (1) require mathematics (1); require business administration (1 ; stress through organized courses the value of social poise and personality (1); work in agricultural" courses entirely too simple and easy (3). 1.. Methods -- Stimulate students to think, talk, and discuss (A); greater use of visual aids and classroom demonstrations (5) . 5. No suggestions -- (h). A one-page questionnaire was sent out by the University of Wyoming in 19148 in an effort to obtain information for curriculum revision. Mr. H. W. Benn)" Assistant Dean, in a letter to Dean Anthony dated August 12, 1952, said, "The major difficulty was in identifying the courses by the names which the graduates listed." Dean Benn felt that L ”H. H. Benn, Assistant Dean College of Agriculture, "Special Questionnaire on Courses, 19148", written communication with mimeographed data) (Laranie, Wyoming: University of wyoming, August 12, 1952). 33 the major benefit was from suggestions as to the courses and general nature of subject matter which the graduate in each of the various vo- cations found to be the most useful. In the Wyoming questionnaire, the graduate was asked to give his or her frank Opinion on features of college work which helped the individual. The respondent was asked to rank 5 or 10 courses in order of their value. Likewise courses which were of the least value were requested. An unusual feature of this questionnaire was the request that the graduate was asked to list the courses which he didn't take and which he would recommend for students planning to enter the work in which he was engaged. Carter and Fenix‘g attempted to learn how well these aims were being met. They questioned graduates for the period DOG-M. One of the most significant points brought out by the study was the importance of a broad, well-rounded background of college studies, as compared with a narrow concentration. This is indicated by a comparison of Vermont's graduates' life work with their major interest while in college. Hall ani Judelson5° sent out questionnaires to 1,7140 University of Illinois graduates in agriculture who matriculated in 191:0 or before. The bulletin is based upon replies received from these one thousand seven hundred forty graduates . Their findings indicate the improvements in igicultural curricula, suggested by graduates in the following table:31 89R. M. Carter and R. E. Fenix, ”Vermont's Agricultural College Graduates" . Bulletin 5A1 (Burlington, Vermont: University of Vermont and State Agricultural College, April, l9h8) . pp. 111-16. 601). M. Hall and R. a. Hudelson, "The Agricultural Student, His Opportunities and Choice of Job', Bulletin Number 3, Volume 131, (Urbana, Illinois: University of Illinois, September, 191:3) . °1Ibid., Table 3, p. 13. 3h Se am 0 8 mm 3 cm a as am an acres ...a access use new mam and 3: has c.m mi: «.8 0.: Reg ecsseeeadeH senescence 0.0m em one 3: as: and 3: OR m.m~ as? essence descend s.m we 7: m1... in and one 0.4 0.~ mu: ecsssm cameraman a: 0.2 m: 0.0m as: 0.0 08 in? use.” assesses: encflnsm .5 momhsoo one: room» mm as «A mm as an N; hm men can: 838cc ones oneness one 0.3 has 0.0m 92 mom 3: «.3 u: no.5 sacs seasons assess sees n m n a an as .....v a an as in r n m m me me mm. am so mm mm s a a n an am we a a an s. e n m c e as am e an as. as cm W m um 89 B»... J SH. 0 B s m P m s w u a e r ZOHBODmHMZH Egon—”mam mom 3935.58 mHoaHAAH ho Hafiz: Hm flange mgomg 35 Hall and Hudelson reported that a complete list of individual sug- gestions suhnitted by the alumni had been placed in the hands of all members of the teaching staff of the College of Agriculture. This was done with the hOpe that suitable adjustmentw would be made in courses and curricula. Furthermore, it was indicated that some progress had already been made along the suggested lines and college procedures had been modi- fied somewhat to permit adaptations of curricula to the individual needs. The College of Agriculture of the University of California at Davis in conjunction with the Division of Education” surveyed the degree graduates of the College of Agriculture. ‘ One of the purposes of this away was to obtain from graduates, for period 1933-37 , suggestions for making adjustments in under graduate curricula. Questionnaires were sent out to four hundred sixty-six graduates. Sutherland and LeCount63 reveal that reapondents, in the main were satisfied with their undergraduate courses and training. However, the graduates indicated that they would like to have had: a. A broader pragram of courses; more agricultural and other courses outside their major field. b. More courses in Agricultural Economics, Business Law, Bookkeeping, Farm and Business Management. c. More practical instruction in agricultural courses. “s. s. Sutherland and s. N. LeCount "Survey of Degree Graduates of the College of Agriculture, Davis, (written communications with mimeographed data) (Davis, California: University of California, College of Agriculture) April 8 and 21, 1953). ”Ibid., p. h. 36 d. More practical field work and experience. e. More courses in Agricultural Engineering. This California report shows that, based upon occupations, the under- graduate training provided more nearly meets the needs of students enter- ing research or college teaching than it does of those entering other occupations. It appears that a much larger percentage of graduates in research or college teaching expressed complete satisfaction with their undergraduate training than in arm other occupational group.“ As part of the California summary, each respondent was asked which courses or training he or she would take if they were to start college over again. Also, what improvements would be suggested as to courses, activities and curriculum. The most frequent suggestions regarding courses and curricula by graduates from the various majors were as follows: ;_Ani__.r_aa_l_ Science (Animal Husbandry) -- Graduates in this major suggest- ed the following in order of frequency: (1) A broader program of Agri- cultural courses--more courses outside the major; (2) more practical field work and farm experience, (3) more instruction in farm management, business law, and farm accounting. Dairy Industry -- Only one suggestion was made by majors in this division with arm frequency, but more than half of the reapondents mention- ed it. They suggest more training in plant and business management, accounting, and business law. The graduates' suggestions“ as to improve- ments based on occupation are given in the following table: “Ibid., p. 9. 66Ibid., Table Number 7, page 37 mum a HH pm .3 No on m N. H309 0N H N N H H a 0 snowmen 3 eseeseoaefi oz .haopommmemm aHHHdaoH—oo .m a 0 0 N H H 0 m assuage use 833820 season .s 0H H 0 H H m 0 n eeHearHeoe aeHseHaasonsafio sacs .m mm o m m m m 0 4H oocmHAodNo one sac: eHeHm HeoHeoshe sacs .N mH o N H m m 4 : wagons oHHQsQ .anchm .. seas HessHH 3 N m S H H m H condenses Schneider ecoHpeapmHanfim .smH mmofimdm R o o a w w o mH wsHaoosHmcm HmhspHsOHHMH .3 o H m m OH 5 m Seaweed uommoananHon sense we oeHmpso thnflSHHMH mm o H o a HH H 0H ocspdclowm Hag—”posed 0H 0 o H m H o o oosoHom eHmmm NH o o H w m w m 00:33 empmHmm 3H essence 090: .H L 0 S H H V M H d H LA m. a a m a e mm m Wm mm s n e n a. a a a a a a as s W. m m. m m. m u a m8 popmomwam Ma S a. "on u. s mpsogbonmsfl I m m c D. W. E583 muse 0223026 mama 9535 E «meanness Hm .HHzmofiHco a0 Hangs: .mmBHsonee e0 unease use no 32846 gaggle Hm 8588 22858.3 38 A study was made by C . N. Shepardson,“ Dean of Agriculture, of the Apicultural graduates of Texas Agricultural and Mechanical College, to answer two basic questions: I 1. Why go to college to learn to farm? and 2. Why do your Agricultural Graduates not go back to the farm? A comprehensive questionnaire was mailed to 11,702 graduates. Graduates were asked to list the outstanding educational and vocational contributions which the Agricultural and Mechanical College of Texas had made toward their success. While the nature of the replies varied, about three- fourths of them fell under five headings . These are worth mentioning for comparative purposes. They are: Technical foundation and development of the ability to find needed in- formation was given by 2h.8 percent, 20.5 percent listed applied training, 11; .3 percent listed develOpment of self confidence, 7.9 percent thought that contacts made were of most importance, 6.3 percent listed military training and citizenship, 10 percent listed a wide variety of points and 16.2 percent failed to answer. Another question of Dean Shepardson had to do with the major criti- cisms of the college. The major criticisms of the college by graduates according to fields of study are as follows: First, was the lack of practical application in their college courses. The second was lack of vocational guidance and coordination between 66Charles N. Shepardson, 'A Study of the Agricultural Graduates of the Agricultural and Mechanical College of Texas', Bulletin Number 7, Series 5, Volume 7 (College Station, Texas: Agricultural and Mechanical College of Texas, July, 1951) . 39 departments in their advice to students. Lack of training in the eco- nomics of Agriculture was listed by six percent and lack of training in social relations by 5.5 percent. Insufficient technical training and insufficient work in English and Public Speaking were each listed by h.3 percent.67 Vice-Dean R. S. Hawkins Of the College of Agriculture, University of Arizona reported the results of a survey completed in 1950. This report lists the alumni estimation Of required courses in Freshman and Sophomore years as follows:68 ALUMNI ESTIMATION OF USEFULNESS OF REQUIRED FRESHMAN AND SOPHOMORE COURSES AT UNIVERSITY OF ARIZONA of Don" b"t'r'u1‘ subject Most Useful Useful Value No. g No. % No. % Agronomy 1 (Princ.) 155 1.6.7 155 1.6.7 22 6.62 Aninal Husbandry 1 (Princ.) 152 1.7.8 120 37.7 1.6 11..1.7 Horticulture 1 (Princ.) 123 37.6 150 1.5.9 51. 16.5 Dairy Husbandry 1 (Princ.) 81 26.1. 136 1.1..3 90 29.31 Poultry Husbandry 1 (Princ.) 75 211.6 125 1.1.0 105 31.13 Agricultural Chemistry 1 (Soils) 212 67.5 88 28.0 11. 1.1.6 Chemistry la or 2a (General) 169 50.9 11.1 1.2.5 22 6.62 Plant Pathology L05 (Disease) 1H9 90.9 116 39.6 28 9.56 Botany 1 (General) . 158 1.7.6 11.2 1.2.8 32 9.61. English la and 1b (Composition) 152 1.6.2 11.1 1.2.9 36 10.91. Bacteriology 10? (General) 121 37.9 153 h8.0 h5 1h.11 Chemistry 1.0 (Organic) 152 1.6.1 131 39.7 1.7 11.21. Botany 103 (Physiology) ‘ 121. 1.3.1. 121 1.2.3 1.1 11..31. Animal Pathology 116 (Anatomy) 126 1.8.3 85 32.6 50 19.16 Zoology ha (General) - 96 30.5 157 h9.8 62 19.68 Math 70 (Agricultural) 99 31.7 137 143.9 76 211.36 Physics 11 (Elements) 76 23.8 163 50.9 81 25.31 77 23.5 150 h5.9 100 30.53 Economics la (Introduction) °7Ibid., p. 30. ”R. s. Hawkins (written communication with milieographed data) (Tucson, Arizona: August 9, 1952. University of Arizona, College of Agriculture) 1.0 E. H. Anderson69 showed that the best learning situation probably involves practical experiences as well as theoretical concepts. Both are needed, and it is possible that poultry departments have been so in- terested in building up Poultry Husbandry as a science that they may have tended to stress the physical sciences more than applied husbandry. It was significant that very few hatcherymen gave even faint praise to the agicultural colleges from which they graduated. The necessity of understanding the practical, or economic and business type of problans faced by poultrymen was stressed. The entire study showed that all gradu- ates stressed the necessity for ability to communicate with other people; this ability to include understanding of both written and spoken English plus the problems of effective advertising and salesmanship. Many re- spondents felt that more curricular emphasis should be placed upon the applied principles and practices of business management. The most fre-- quently mentioned and strongest suggestions made for the improvement of curricula of Poultry Departments were to increase practical emerience. Irving R. Wyeth” in his recent study prepared, tabulated and ana- lyzed the reactions from 2,902 graduates of the Department of Agriculture at Michigan State College, toward the curriculum studied. “E. W. Anderson, "A Study of the Curriculum and Its Organization in Departments of Poultry Husbandry." (Unpublished Ph. D. Thesis) Purdue University, 1953 . "Irving R. Wyeth, 'A Study of the Agricultural Graduates of Michigan State College! (Unpublished Master of Science Thesis) East Lansing, Michigan: 1953. ' ‘ hl This comprehensive study reported in detail the information supplied by these graduates am suggested suitable courses of action that the School of Agriculture might initiate, based on the opinions of graduates. Wyeth"- reported that the administrative staff of the School of Agriculture, Michigan State College, has long recognized the need to adjust its training prOgram to best meet needs of an ever-changing Ameri- can Agriculture. Plans were originally made in 1951 to conduct a follow-up study of agricultural graduates to obtain information for use in revising the agricultural curriculum. In 1952, the dean's questionnaire was pre- pared, pretested, revised and finally mailed on October 25, 1952. Surveys were sent out to all known addresses of 11,500 graduates holding Bachelor of Science Degrees in Agriculture from Michigan State College. On March 9, 1953, all I.B.M. card punching had been completed on 2,913 returns or a 65% response. Answers to all questions were tabulated and statistical relationships between various factors were computed. The data from this survey is discussed in detail in a later chapter. D. Coaken Jones" made a study based upon the practices found in the various teacher training institutions as they related to training Vo- cational Agricultural teachers. Jones prOposed a plan“ for determining the training program for vocational teachers, based upon practices. "Ibid., p. 13. "D. Coaken Jones. ”Plans for Training Teachers of Vocational Agriculture". (Unpublished M. S. Thesis), Cornell University, 1930. 2814 pp. "Ibid., pp. 27h—281. h2 He lists the general course areas plus the percentage of time for each course area, according to the Opinions of the graduates. Sexauer," in his dissertation, gave the techniques involved in pre- paring a curriculum in Dairy Husbandry by using as a basis, the major activities of the better dairy farmers. Some of those dairy farmers may have been college graduates but for the most part, they were not. The most important contribution by Sexauer was his animation" about how agriculture curricula was developed. He said: In new of the colleges of agriculture and vocational schools, the curricula are made by a group of men who get together in an office and select from the catalogues there assembled, the courses they think should go into curricula. Their decisions may be based on their special training, available funds, or lack of funds. In fact, many times it is based on less than any of these conditions; it is likely to be based on tradition and prejudice. He" further states that “what is needed in agricultural curriculum construction, is man who can take an overview of the whole situation, and not be influenced either by prejudice and thus misplace their emphasis." Most of the material used in agiculture curriculum construction has been based on tradition and Opinion, sometimes on prejudice. In a few cases mall, incomplete surveys or analyses have been made, but even when results are tabulated and presented, the pressure from conservative faculty groups is so strongly against changes, that little has been done toward curriculum improvement . "T. E. Sexauer,'A determination of the Major Activities of Dairy Farmers of New York as a Basis for a Curriculum in Dairy Husbandry”. Unpublished Ph. D. Thesis, Cornell University, 1927. 721 pp. "Ibid., p. 1. "Ibid., p. 2. h} Much of the college teaching in agriculture today does not bridge the gap between college and farm life, between the things taught and the develOpment of the student. In many colleges of agriculture there has been a tendency to neglect the cultural side of life, but the curricula that can bring together the currents of cultural and practical life must be fashioned from the materi- als of student activity and of farm life. Seldom does a group of agricultural educators take a view of the whole agricultural situation. The chief causes lie in the lack of vision in the personnel. This is not so in our college degree courses. Many courses are Offered and required which probably have very little, if any, bearing on the activities in.which students will engage, the idea.still being to '7 get ready for life. Sexauer 7 suggests that The Colleges of Agriculture now have in their possession the best possible basis for curriculum surveys, rural life surveys, economic surveys, production surveys, livestock surveys, social surveys, and numbers of other kinds of surveys. In these sur- veys may be found.the scientific material for curriculum.conr struction such as we have not been able to get otherwise. The Farm Management records in the different states furnish an in- valuable source of activity material. For instance, Departments of Field Crops, Departments of Animal Husbandry, Poultry Departments, Soils De- partments, Rural Life Departments, Dairy Departments, in fact all Agri- culture Departments, could well spend.time and money studying survey records as a means of better adapting their curricula to the needs of the students and the State. __ "Ibid., pp. 693-69h. a Sexauer" shows that a careful study of farm managanent survey records would in most cases, barring prejudice, revolutionize our course content. Very frequently we find professors including in their courses, content that is of little value to students and is of little interest to anyone except the person teaching it. For instance, the teaching of history of breeds of livestock is referred to as an example. In most Departments of Animal Husbandry, a study of various breeds of all classes of livestock is included in the courses. A careful study of surveys would eliminate much dead timber such as the above, from college courses. Sexauer also stated that the same thing happens in all departments, but some still try to justify some of the courses and course content from the standpoint of formal discipline and culture. If students' years of training were not limited, many things might be included, but since they are limited, the things that are of most worth should be taught. Sexauer felt that, in his Opinion, based on a study of the activities of the successful farmers within a state, the prOper curriculum for dairy- ing could be formulated for that state. At Ohio State University, 0. L. Young-'9 in his Masters Thesis stated that Dean Vivian of the College of Agriculture, Ohio State University had felt, for many years, the need for a study to determine what subject matter is functioning in the lives of the Agricultural College graduates. "Ib___i_d_., p. 695. "Orville L. Ioung,"Functioning Sublect Matter in Poultry Husbandry for __Students in the College of Agriculture as Adjudged by Teachers of Vocational Agriculture in Ohio. " Unpublished M. S. Thesis, Ohio State University, 1931, p. 66. hS He wished to know what subject matter was and was not functioning and also what could be added to the courses already offered in the college to make the courses the most effective in the lives of the graduates. Young indicated that to that date, no such study had been made, eSpecially at any other agricultural college. Young specifically tried to determine the subject matter that should be included in courses in Poultry Husbandry in the College of Agriculture at Ohio State University. It was his view that if subject matter could be adjudged necessary or desirable, then courses could be arranged to contain this subject matter. In this manner, Young revealed that: 1. Students will have had training in fundanental information. 2. Students will be protected from wasting valuable time in college getting information seldom used. 3. Students will be assisted in his learning process by being able to assure himself that he is getting the prOper subject matter. Mark Rhea80 in an unpublished thesis, secured opinions of Iowa State graduates, who received degrees in Agriculture, regarding recommended changes in emphasis on subject fields by curriculum. He gave his re- spondents three choices: 'increase emphasis", Isame emphasisI and ”decrease emphasis". However, Rhea only requested Opinions on ”Communi- cations”, "Natural Science", and "Social Science.” Rhea's Table 6h reveals that based upon l,l2h replies, the majority of respondents, except for Dairy Husbandry graduates, replied they preferred the ”same emphasis“ for the above mentioned subject fields. 8oMark B. Rhea,"Present Status and Opinions of Graduates Granted Bachelgr of Science Degrees Since 1932 in Agricultural Curricula at Iowa State College.” Unpublished Ph. D. Thesis, Iowa State College, 1953, p. 12h. h6 REVIEW OF THE OPINIONS OF CfliADUATES The related studies reported upon in Chapter II, have in new cases, a similarity to, while in other cases, a difference to the author's investigation. This fact will be pointed out in the more important contri- butions that are reviewed. The surveys reported in this section were based upon the Opinions, ideas and suggestions of the students who had been exposed to the cm'ricula. The West Virginia report shows that the courses in theory rate much lower than those of a practical nature. This report cOncurs with the re- actions of the Michigan State College graduates. University of Wyoming experienced a problem similar in many respects to the Michigan State College study, in that they reported difficulty for the graduate to identify courses by the nae and number. This same prob- 1em confronts every survey or stuck involving graduates and curriculum study. Carter and Fenix reported that the University of Vermont's graduates stressed the importance of a broad, well-rounded background of college studies. This goes hand in hand with the author's findings. The University of Illinois work lists the improvements suggested by their agricultural graduates and these agree with the Michigan State College findings . The most complete study, to date, involving degree graduates in agriculture end one which requested suggestions for making adjustments in undergraduate curricula was the work completed by Sutherland and LeCount of the University of California. This California survey was close in A? line with the facts learned at Michigan State College. The more important agreements showed that the graduates indicated.they would liked to have had: ' (1).A broader program of courses; more agricultural and other courses outside their major field. (2) More courses in Agricultural Economics, Business Law, Bookkeeping, Farm and Business Management. (3) More practical field work and experience. Dean Shepardson of Texas Agricultural and Mechanical College found that their graduates' principle criticism was the lack of practical appli- cation in college courses, lack of vocational guidance, and coordination between departments in their advice to students. This confirms the author's findings. Dean.Hawkins of the University of Arizona.reported the results of a survey completed in 1950. This study reveals that University of Arizona, like.Michigan State College, has required courses in each department for Freshman and Sophomore years. The value given each of the required courses varied in the three categories of “Most Useful", ”Useful", and "Of Doubtful Value”. Although these categories are somewhat different than those used in the present Michigan study} the results closely correlate one another. Dr. Anderson of Purdue University and I. R. Wyeth at Michigan State College both found that graduates stressed the necessity for applied husbandry instead of physical sciences. In both of these studies, the results parallel the findings of the author. T. E. Sexaner in his Doctorate dissertation points out the inconsist- encies in the methods of preparing a college agricultural curricula. b8 These facts presented by Sexauer caused many hours of conjecture as to the method or methods used by the faculty or administration at Michigan State College. The author suggests several solutions to this problem of curriculum building in the summary of this thesis. 0. L. Young at Ohio State University set out to learn what subject matter was, and was not functioning; and also what might be added to the courses already offered at Ohio State to make these courses the most effective in the lives of the graduates. Young's work differs from the author's in as much as he attempted to correlate what subject matter was functioning in the lives of agricultural college graduates, while the author requested information regarding likes and dislikes in course work without correlating this function of courses in the lives of the. graduate. In the minds of some staff manbers and students, there are evidences that there seems to be reasonable grounds for doubting that the School of Agriculture at Michigan State College has a basic philosophy of edu- cation, or at least it has not as yet been defined. There appears to be a conflict among staff members, as to exactly what and how the students should be taught. The School of Agriculture Educational Research Com- mittee, studying course and curriculum changes, revealed tremendous differences of opinions among the committee members as to whether education should be a thinking expsience, a memorization or mental discipline exercise, or action experience. Even within department educational re- search comittees, members failed to agree upon an ideal system of what and how to teach the student. 1L9 In.spite of all the theorizing about what should be taught and of all the investigations which have been.nade, it appears as though we are still at a loss at Michigan State College as to the prOper curriculum. The author prOposes to bring into the picture, the opinions of a segment of those graduates who have been affected by these curricula. RESUBTS OF OTHER SURVEYS MADE IN FIELDS OF EDUCATION Havemann and.West in their survey, reported in the book entitled They went to Collggg, found that about an equal number of respondents indicated that they wished they had taken a.more specialized or general- ised curriculum. The Land-Grant College Association expressed a definite undergraduate training in percentages of time. Fiftybfive percent of the studies should be basic work in agriculture subject matter and natural sciences with 25 percent devoted to basic work in the humanities and social sciences. Only 10 percent of the course work should be scheduled for professional preparap tion and only 10 percent was left for electives. The work at Michigan State College shows the respondents disagree particularly in the amount of ttne recommended for electives. These findings are discussed more completely in later chapters. C. R. Pace analysed course programs of 19h? graduates of Syracuse University and found his tabulations revealed that two-thirds of the storage student's work was primarily specialized. 50 Whether training should be based upon specialization, a broad train- ing or a combination of both, has long been a problem of American edu- cators.°1 Thirtybfive out of 100 respondents indicated they wished they had specialized more, twenty-five out of 100 wished they had followed a more generalized curriculum .83 Perhaps the ultimate meaning is that the colleges have not yet found the happy medium between two types of edu- cation. It appears that in our tremendously complicated modern world, for a student who must learn both to earn a living and to live with his conscience, a question arises as to whether either the general or the special education is sufficient. Havemann and West mailed a thirteen-page questionnaire” to a list of 17,053 college graduates in October, 19M. A total- of one thousand thirty-seven colleges, or 53.1% replies were received. The most cannon complaint“ voiced by the graduate was on the matter of general prepara- tion for life, for citizenship, for a mature adulthood and for all the many intangible things that make up a useful and happy existence in the postgraduate years. One respondentae voiced a criticism expressed by the majority, that very little or no guidance or advice of any kind is offered to the 81E. Havemann and P. S. West. TheyjIent to College. (New York: Harcourt, Brace and Company, 1952) p. 127. “'Ibid., p. 156. "Ibid., pp. 268 and 269. °‘Ib1d., pp. 2h8 and 2&9. °‘Ibld., p. 255. 51 student by the colleges. A lm‘ge number of graduates cite this as an outstanding defect of all colleges, a fact ”that should disturb every college president." The gist of the comments86 of graduates is perhaps this: 'by devoting insufficient thought to the quality and the inspira- tion of the teaching, and especially by failing to provide advice, guidance, and some rounded explanation of the curriculum, the colleges are succeeding the least with the type of students they could help the most.“ The members of the Senate Committee on preservice and graduate train- ing for Extension personnel of the Land—Grant College Association" recommended definite undergraduate training for prospective extension workers. This committee expresses this progran for undergraduates in the following percentages?Ba 1. Basic work in major fields of subject matter in Agriculture -- 35%. 2. Basic work in the natural sciences (biological and physical) -- 20%. 3. Basic work in the humanities -- 15% h. Basic work in the social sciences -- 10%. 5. Basic work in courses for professional preparation -- 10%. 6. Electives -- 10%. a‘BIbid., p. 261. "Land Grant College Association, ”Undergraduate Training for Pros- pective Extension Workers'l (recommendations of the Senate Committee on Preservice and Graduate Training for Extension Personnel) (Washington, 1:. 0.3) U. S. Department of Agriculture Extension Service Leaflet 1100. 1051 . °°Ibid., pp . 1-2. 52 0. Robert Pace89 analyzed the course programs completed at Syracuse 'uy a sampling of one thousand nine hundred fortybseven graduates. The programs of approximately 2h0 graduates were tabulated. These tabular tions showed that two-thirds of the average student's work was primarily specialized. The remainder of the work was distributed as follows: four percent in the sciences, ten percent in the social sciences, fifteen percent in humanities and four percent in miscellaneous categories not included above, such as education and radio, etc. The typical one thousand nine hundred forty-seven graduates left the University of Syracuse having taken, outside his major field, one course more of sciences, two courses in social sciences, and work in the humanities which seldom went beyond freshman English and English Literature. The results of this study are based upon tabulations of two question- naires, viz: I. Dean Anthony's Survey, reported by I. R. Wyeth.90 II. H. C. Zindel's Questionnaire reported in this dissertation. As a result of a conference with the Guidance Committee Chairman, it was decided to include the results of the tabulation of the Anthony Survey. These I.B.M. Cards were processed from the returns of the Questionnaire91 sent out to the graduates majoring in the span of years, 1895-1951. ' 896. R. Pace, University-Wide Studies in Evaluation of General Education at Syracuse. (Unpublished Manuscript) October 15, 1953, Syracuse University: Syracuse, New York. 909.2- 935.” PPo 17'18- 9I’See Appendix C . 53 A total of 537 cards were used. The tabulations were as follows: 208 indicating Animal Husbandry majors, 275 indicating Dairy Husbandry majors, 5h indicating Poultry' Husbandry'majors. It must be assumed that some graduates may have answered both question? naires. However, no attempt was made either to segregate those dupli- cations or to correlate studies made. The summaries of the graduates responding to the Anthony question- naire are reported in Chapter IV. CHAPTER III CHAPTER III TEHNIQUES USED In arriving at a decision as to the prOppr method of collecting data for a research survey, many references were examined. Various techniques have been devised for this purpose. Among these are interviews, observa- tion, case study, schedules and questionnaires. In the planning of the proposed study, it was decided that the information to be gathered could best be done through the use of a mail questionnaire. Accordingly, a suitable questionnaire involving three departments , Animal Husbandry, Dairy Husbandry and Poultry Husbandry was develoPed. Michigan State College catalogs for the years 1939-1952 were thoroughly examined and course names, numbers and content were analyzed for duplica- tion, deletion and changes. Marv revisions were made in the question- naire based on the pro-testing results and the combined thinking of various faculty mmbers and the guidance committee . In the preparation and segregation of course titles and numbers, it was quickly ascertained that duplication, changes in title, overlapping of courses and course numbers would be a problem. A discussion with Kermit H. Snith, Assistant Registrar, Michigan State College, verified that this had been true in the past. However, a new system in the Registrar's office prevented a department from re-using an old course title or number for a new course. 55 Every effort was made to construct clear, concise and complete questions. Every attempt was made to eliminate duplications, vagueness, or confusion . Realizing that response to a lengthy mail questionnaire was influ- enced largely by the introductory remarks and the cover letter, a great deal of attention was paid to wording of the cover letter. Lists of agricultural graduates since 1910, majoring in Animal, Dairy and Poultry Husbandry Departments were secured frm these depart- ments and were checked against master lists in the Alumni Office for any address changes. Realizing that reSponse to a lengthy survey would be dependent upon the personal appeal, the investigator employed the most successfully used devices known to him of arousing the interest of the respondent. Several of these techniques included: 1. 6. The Recorder of the Michigan State College's Record Office prepared grade transcripts for each of the selected graduates. ,It was decided to offer this transcript in a ”token" payment for completion of the questionnaire. The respondent was aware that these manuscripts must have cost someone at least $1.00. The transcript allowed him to review his college days quickly. Use of lemon yellow paper and black ink made the material easy to read. Mildren Parten91 states that yellow colored paper secures the best questionnaire return. Poultry Department stationary was used for the cover letter. . Each cover letter was personally signed in green ink. The return address was that of the writer, rather than of a department of the College. 9J-Parten, Mildred. Surveys, Polls and Samples: Practical Procedures. (New York: Harper and Brothers) 1950. 56 7. Stamps were placed on both envelopes, a technique which is thought to provoke more interest than the commercial-type business reply envelopes . A nine-cent stamp was placed on outgoing letter and a six-cent stamp on return envelope. 8. Two sizes of enveloPes, a #10 and #9, which allowed easy stuffing, were sent out to the reapondent. The #9 envelope was used for the return of the completed questionnaire. CHAPTER IV CHAPTER IV (BADUATE REPLIES IN RESPONSE TO THE ANTHONY SURVEY A summary of the general information furnished by the S37 graduates of the livestock division of the School of Ayiculture at Michigan State College is presented in this chapter. An interpretation is made of the more significant data. The tables included in this chapter give a tabular summary of the replies to pertinent questions furnished by 537 respondents, irreSpective of such factors as age, occupation, etc. u Agricultural Curriculum College graduates everywhere have formed Opinions of their own re- garding courses, their value, and their practicality based upon year of graduation and occupation. This section will attempt to show the value placed on course areas by the graduates majoring in Animal Husbandry, Dairy Husbandry and Poul- try Husbandry. The data in Tables I, II, and III depict the values placed on certain course areas by graduates in relation to their present work. Table I illustrates the ”First Important Course Areaa while Table II depicts the "Second Host'Inportant Course Area“ and Table III shows the 'Third Most Important Course Area." 58 TABLE I VALUE OF COLLEGE COURSE AREA TO ACRICULTURAL CBADUATES IN RELATION TO THEIR PRESENT WORKi First Most Important Course Area Area Animal Dairy' Poultry Husbandry; Husbandry Husbandry. Totals 1. Technical-Professional % 69 63 57 65 Agriculture I 11.3 1714 31 3&8 2. BiOIOgical Sciences % h S 11 S # 9 1h 6 29 3. Physical Sciences % S 8 2 6 # 10 23 1 3h h. Social Sciences % 2 2 6 3 # 51 6 3 1). 5. Communication Skills % 7 7 ll 7 # 15 19 6 to 6. Literature and z 0 0 0 0 Fine Arts I O O O O 7 . Other S l h h 3 i 3 12 2 7 8. No Response % ll _ 10 9 ll # 23 27 S 55 Totals S 100 100 100 100 i 208 275 Sh 537 {This Table and all following'Tables are based on.percentage distribution N.B. Read the table as follows: 1&3 or 69% of the graduates who majored in.AnMnal Husbandry rated the technical professional agriculture courses as most important. The rest of the table is read in the same manner. The contrast between the value of Technical and Professional courses in Agriculture and all other courses listed is striking. All of the groups were agreed on the positive value of communication skills and the sciences as well as upon the lower value of literature and fine arts courses. 59 TABLE II VALUE OF COLLEGE COURSE AREA TO AGiICULTURAL (RADUATES IN RELATION TO THEIR PRESENT WORK Second Most Important Course Area Area Animal ‘ Dairy Poultry Husbandry Husbandry Husbandry Totals 1. Technical-Professional S 58 53 39 53 Agriculture f 120 1146 21 287 2. Biological Sciences S S 7 13 7 . # 10 18 7 3S 3. Physical Sciences S 9 ll 15 10 I 19 28 8 55 a. Social Sciences as 3 2 o 2 # 6 S o 11 5. Communication Skills S 9 9 l9 , 10 # 18 26 10 Sh 6. Literature and S 0 0 2 0 Fine Arts # O 0 l 1 7. Other 7» 1 3 h 2 # 2 8 2 12 8. No Response S 16 16 9 15 # 33 M 5 82 Totals S 100 100 100 100 # 208 275 Sh 537 N.B. In general, the figures in Table II, recording the graduates' second most important course area duplicates the results of Table I. These statistics reveal an overwhelming importance attached to the agri- culture professional courses such as Agricultural Engineering, Dairy, etc. The main difference in the two tables is that the figure recorded for the Professional Agricultural courses in Table I drapped SS in Table II, while the Sciences and Comunication Skills came up 2 to AS. Again, Literature and Fine Art courses received the lowest consideration. TABLE III VALUE or COLLEGE COURSE AREA T0 ACHQICULTURAL caADUATEs IN RELATION TO THEIR PRESENT worm" Third Most Important Course Area Area Animal Dairy Poultry Husb andry Husbandry Husbandry Totals 1. Technical-Professional S ’47 A3 19 M Agriculture 5‘ 97 119 10 237 2. Biological Sciences S S 3 13 5 I 11 9 7 27 3. Physical Sciences S 7 10 13 9 # b. 28 7 ’49 A. Social Sciences as 5 3 2 h # IO 9 l 20 S. Comunication Skills S 7 11 9 g # 15 31 5 51 6. Literature and S _ 0 0 O 0 Fine Arts. # 1 ' l 0 2 7. Other S 5 15 6 5 # 11 15 3 29 8. No Response S 2).; 23 22 23 # A9 63 12 12h Totals S 100 100 100 100 i ”208 275 St 537 N. B. The figures in Table III show that even when the graduates rated their third most important course area, the agricultural professional courses maintained their lead over the other areas. However, this lead was somewhat lower but still almost twice as high as the combined im- portance of the other course areas. 61 The tabulations, shown in tables I, II, and III revealing the im- portance given the course areas, conclusively indicate the overwhelming inportance placed on the agricultural courses such as Agricultural Engineering, Animal Husbandry, etc. Communication Skills, although second in importance, are mentioned five to six times less frequently than the professional agricultural courses. On a percentage basis, the professional agricultural courses are rated 211 times more important than the other areas of Biological, Physical and Social Sciences, Comunication Skills and Literature and Fine Arts combined. For years, it has been frequently asserted that the teacher plays the most important role among the factors influencing the selection of college course areas. In an effort to learn exactly what plays that important role, the graduates were asked to list the factors in their, order of importance. The results of this portion of the Anthony Survey are tabulated in Table IV. An examination of Table IV‘ fails to substantiate the claim that the teacher plays the most important role in the determination of course work. Barely 17 percent of all respondents in the livestock division, answering this question, thought the instructor and how he taught the course was most important. Surprisingly, a broad, general working know- ledge, specific information and a confidence to tackle problems were thought to be more important than the teacher. Irwin Edman agrees with these findings as he said I'and in the art of teaching, it is what is taught that counts, not the teacher)” ”£9.2- 912., Chapter VI. 62 TABLE IV FACTORS INFLUENCING THE SELECTION OF COLLECE C(XJRSE AREAS“ Animal Dairy Poultry Factors Husbandry Husbandry Husbandry Totals 1. Specific information S 19 22 22 21 received in course i 103 157 30 290 2. The instructor, and the S 17 16 18 17 way he taught # 91 118 2b 233 3. The knowledge of where S 11; 17 10 15 and how to find inform- # 79 125 1h 218 ation when needed 1;. A confidence to tackle S 18 l9 17 18 problems in subject area # 98 1140 23 26 when required by one's work 5. A broad, general working S 25 20 23 22 knowledge of the subject # 139 1147 31 _ 317 that the course gives graduates 6. Other S h 2 5 3 i 22 17 7 146 7. No Response S 3 3 h 3 # 15 25 6 146 8. Totals S 100 100 100 100 3 5’47 729 f 135 lhll * Based on answers to multiple choice questions. 63 An evaluation of college work will undoubtedly vary with the date of graduation and the nature of one's work. It is conceivable that a certain course may be of particularvalue to scientists whereas it may have little or no value to a.hatchery servicemen. Table V reveals data which seem to indicate the general importance of some courses and the relative unimportance of other courses for graduates majoring in Animal Husbandry, Dairy Husbandry and Poultry Husbandry. This table shows replies from those animal industry graduates who 2225 courses in college. The respondents were asked to evaluate whether a course, either agri- cultural or non-agricultural, was ”Very Important," "Important," or "Not Important." The Technical Agricultural Course is marked with a (T). A study of Table V reveals information which seems to indicate the importance of certain courses and the relative unimportance of certain courses. For example, Public Relations is one course that was rated high by a large majority of the reSpondents. In fact, among those who received some training in Public Relations, 82 percent classed this train- ing as Very Important in the pursuit of their everyday work. Surprisingly enough, both English.and Speech.rated high on the Important list. Ninety- three percent of the graduates having received training in English, classed this training as'Very Important or Important, while 95 percent of the graduates said the same for Speech. These facts are significant and based on these replies, it seems advisable for the Sohool of Agriculture to include appropriate courses in Public Relations, Speech and English or increase these courses in its curriculum. TABLE V EVALUATION OF AGRICULTURAL AND NON—AGRICULTURAL COURSE AREAS BASED ON COLLEGE TRAINING F OR GRADUATES MAJORING IN THE LIVESTOCK COURSES Took Course(s) in College Course VEry ‘ Not No Total Are a Dep artment Import ant ImporWant To tals Reply Re turns Accounting Animal S 32 511 111 100 Husb andry 3% 12 2O 5 37 O 37 Dairy S A); AS 11 100 Husbandry S 29 3O 7 66 l 67 Poultry S A6 SA 00 100 Husb andry # 6 7 O 13 0 13 Totals % A1 A9 10 100 :77 A7 57 12 116 l 117 Agricultural Animal % L0 A8 12 100 Economics Husbandry if 62 7A 18 1511 521 208 Dairy % 32 A9 19 100 , Husbandry # 61 9A 35 190 85 275 (T) Poultry % 21 56 20 100 husbandry # 8 l9 7 3A 20 5A Tot als S 35 50 15 100 A“ 131 187 60 378 159 537 A gri cultural Animal S 2 5 52 23 100 Engineering Husbandry ., # 36 7 6 33 1115 6 151 Dairy S 29 55 16 100 (T) Husbandry # 55 1011 30 189 5 19).; Poultry S 22 , 50 2 8 100 Husb andry # 7 16 9 32 2 311 Totals S 27 511 19 100 A? 98 196 72 356 13 379 Animal Animal % 65 31 ' h 100 Husbandry Husbandry # 110 52 8 173 3 173 Dairy % 37 A8 15 100 (T) Husbandry # 73 97 30 200 12 212 Poultry S )19 32 19 100 Husb andry # 18 12 7 37 3 L10 Tot 213 S A9 110 11 100 y 201 161 A5 A07 18 A2 5 Basic Anim 21 S 26 511 20 100 Cells ge Husb andry 344 111 2 9 11 511 l 55 Dairy 3 3h 52 1A 100 Husb andry :4 26 39 ll 7 6 2 78 Poultry % AA 56 0 100 Husbandry # 7 9 o 16 l . 17 To tals S 32 53 15 100 .# A7 7 7 2_2_ 1146 A 150 Bookkeeping Anim a1 S 19 69 12 100 Husb andry # 3 ll 2 16 O 16 Dairy S 38 53 9 100 Husb andry S 12 17 3 32 1 33 Poultry S A5 55 o 100 husbandry # 5 6 o 11 o 11 Totals % 3A 58 8 100 20 3A 5 59 l 60 Botany Animal S 211 50 26 100 Husbandry ,4; 32 67 36 135 9 lhh Dairy 2 15 51 3A 100 Husb andry # 26 88 58 17 2 19 191 Poultry S 10 58 32 100 Husoandry A 3 18 10 31 7 38 T 0 t als S 18 51 31 100 if 61 173 th 338 35 373 Business Anim al S 19 7O 11 100 Law Husbandry # 5 19 3 27 0 27 Dairy % 31 A5 2A 100 Husbandry # 9 13 7 29 1 30 PWltrY % 111 57 29 100 Husbandry # 1 A 2 7 1 8 , Totals S 211 57 19 100 fi“ 15 36 12 63 2 65 Chemistry Animal % A1 A5 13 100 Husb andry # 68 7).; 22 1611 6 170 Dairy % A8 Al 11 100 Husbandry # 10h 89 23 216 16 232 Poultry % Al 38 21 100 Husbandry A! 1A 13 7 3A 8 A2 Totals % A5 A3 12 100 # 186 17 6 52 All; 30 AAA Dairy Animal S 52 36 12 . . , 100 Husb andry # 83 57 20 160 6 166 Dairy % 79 17 A 100 Husbandry # 173 38 8 219 6 225 (1“) Poultry % 36 , 31 33 100 Husb andry if 13 11 12 36 11 L10 Tot als S 65 2 6 9 100 E 269 106 A0 A15 16 A31 (T) = Technical Agricultural Courses 0‘ ' Continued next page E- I 1 LADIES V - Continued Took Course(s) in College Course Very not No Total Are a Dep ar tment Important Import ant Import ant T otals Reply Retur_1_l_§__ Ec onom 10 3 1911337181 S 27 62 11 100 (other than Husb andry S 32 7A 1A 120 5 120 Husbandry S A6 78 22 1A6 13 159 Poultry S 35 52 13 100 Husbandry S 11 16 A 31 2 33 Tot als S 30 57 13 100 S 89 168 A0 297 20 317 Educ ation Arum al S 35 A8 17 100 Husb andry S 28 3 8 1A 80 6 86 Dairy S 36 37 27 100 husbandry # 32 33 234 89 )4 93 Poultry S A8 39 13 100 Husb andry # ll 9 3 23 3 2 6 To tals S 37 A2 21 100 at 71 80 A1 192 13 205 English Animal S 59 35 6 100 Hus o andry S 95 57 10 162 12 17A Dairy S 511 39 7 100 Husbandry S 112 79 15 206 16 222 Poultry S 58 33 9 100 Husb andry # 19 11 3 33 7 L10 Tot als S 56 37 7 100 S 226 1A7 28 A01 35 A36 Entomology Animal S 2A 53 23 100 Hus b andry # 3O 66 2 8 12A 7 131 Dal S 18 5A 2 8 100 11qu andry # 2 8 8A A5 157 18 175 Poultry S 11 37 2 100 Husbandry S 3 10 1A 2 7 8 35 Totals S 20 52 2 8 100 S 61 160 87 308 33 3A1 F arm Crops Animal S 50 36 1A 100 Husb andry S 79 58 22 159 9 168 Dairy S 38 A5 17 100 Husbandry S 71 86 32 189 15 20A (T) Poultry S 3A 37 29 100 Husb andry S 12 13 10 35 A 39 Totals S A2 A1 17 100 S 1 62 l 57 6A 383 2 8 A11 Guidance and Animal S 15 62 23 100 C ouns eling 11qu andry S 2 8 3 13 2 15 Dairy S AA 56 O 100 Husbandry 7r" 7 9 O 16 l 17 Poultry S 67 33 O 100 Husbandry S 2 1 O 3 0 3 Tot als S 35 56 9 100 r S 11 18 3 3 2 3 35 History of Animal S 10 A8 A2 100 A gri culture Husb andry S 9 A3 3 8 9O 6 96 " Dairy S 6 A8 A6 100 Husbandry S 7 50 A8 105 10 115 Poultry S ‘15 15 70 100 Husbandry S 3 3 1A 20 1 21 Totals S 8 A5 A7 100 S 19 96 100 215 17 232 Horticulture Animal S 1A 38 A8 100 Husbandry # 21 58 72 151 1A 165 Dairy S 8, 3A 58 100 Husb andry S 15 62 107 18A 16 200 ('1 ) Poultry S 3 AA 53 100 Husbandry S l 15 18 3A 5 39 To tals S 10 37 53 100 if 37 135 197 3 69 35 369 Journalism Anim a1 S 2 6 53 21 100 Husbandry S 17 35 1A 66 2 68 Dairy S 36 50 1A 100 Husbandry # 2o 28 8 56 6 62 Poultry S A2 33 25 100 Hqu andry # S A 3 12 o 12 Tot als S 31 5O 19 100 3‘ A2 67 25 13A 8 1A2 Mathem atic S Animal S 38 A7 15 100 Husbandry # 56 69 23 1A8 10 158 Dairy S 38 A6 16 100 husbandry S 7 8 9A 33 205 11 216 Poultry S 33 A2 25 100 Husbandry # 12 15 9 36 6 A2 Totals S 38 A6 16 100 # 1A6 178 65 389 27 A16 Poultry Animal S 32 A2 26 100 Husbandry Husbandry S 146 61 39 1A6 6 152 Dairy S 11 A3 A6 100 (T) Husbandry S 21 79 85 185 13 198 Poultry S 58 22 20 100 Husbandry # 21 8 7 36 A A0 Totals S 2A A0 36 100 S 88 1A8 131 367 2 3 390 ('1‘ = Technic 21 Agricultural Courses Continued next page If 59 W1 1, Table V — Continued fi-v Took Course(s) in College Course Very Not No Total Are a Dep artm ent Import ant Import ant Important T ot als figply Returns Public Animal % 92 8 O 100 Rel ations Husbandry ,# ll 1 O 12 O 12 Dairy % 71 29 O 100 Husb andry f? 10 0 ll; 1 15 Poultry 76 100 O O 100 £1qu andry # 2 O O 2 O 2 Totals 56 82 18 O 100 ,3? 23 5 o 28 1 29 Radio and Animal % 30 to 30 100 Television Husb andry # 3 LL 3 10 1 11 Dairy % 75 2 5 o 100 Husb andry # 3 l O L; O )1 Poultry % O 50 50 100 Husbandry # O 1 l 2 O _ 2 Totals 76 38 3 8 2b 100 if? 6 6 1; l6 1 17 Recre atio n Animal % 1h 63 23 100 Husb andry # 5 2 2 8 35 3 3 8 Dairy 7; 11; 50 36 100 Husb andry .# 6 22 16 ML 1 LLB Poultry % 3h 33 33 100 Husb andry ,7,“ 2 2 2 6 2 8 Totals % 15 511 31 100 # 13 [L6 26 8S 6 91 Rural Sociology Animal 3% 21 MT 35 100 and Anthropology Husbandry # ll; 30 2h 68 5 73 Dairy % 15 to AS 100 Husb andry # 10 26 29 65 5 70 (T) Poultry % 2 5 17 58 100 Husbandry # 3 2 7 12 O 12 Totals % 19 to I11 100 # 27 58 60 1115 10 155 Sociology and Animal % 15 118 37 100 Anthropology Husb andry # 9 30 23 62 2 6h Dairy 7; 19 1:9 32 100 , Husb andry # ll 2 8 18 57 6 63 Poultry % 27 27 L6 100 Husb andry 3% 3 3 5 ll 2 13 Totals 36 18 h? 35 100 5!? 23 61 116 130 10 1110 Soil Science Animal 5’6 52 38 10 100 Husb andry # 814 61 1? 162 3 165 Dairy % ho Lo 20 100 Husbandry # 77 76 39 192 10 202 (T) Poultry 73 3b 33 33 100 Husbandry i? 11‘ . 11 11 33 )4 37 Totals 76 ll 38 l? 100 it 172 168 67 387 1? bob Speech Animal % S7 39 h 100 Husb andry # 81 SS 5 1111 8 1149 Dairy at 60 31; 6 100 Husbandry # 115 66 11 192 6 198 2oultry % 72 21; 1b, 100 nusb andry if 18 6 l 25 5 30 Totals % 6O 3 5 5 100 33‘ 21b 127 17 358 19 377 Typing Anim al % 0 SO 50 100 Husb andry # O 2 2 Lt 0 1; Dairy % 8 69 2 3 100 husb andry # l 9 3 l3 0 13 Poultry % 33 o 67 100 Husb andry 4% 1 O 2 3 0 3 Totals % 10 55 35 100 # 2 11 7 2O 0 2O Zoology Animal % 22 SO 28 100 Husb andry # 29 66 38 133 13 1146 Dairy % 12 A6 )42 100 Husbandry # 19 72 65 156 19 175 Rum? 75 to 30 30 100 Husb andry # 1 2 9 9 3O 7 37 To tals % 19 1L6 35 100 35‘ 60 11;? 112 319 39 35 8 All Other Animal % 711 23 3 100 Courses Husbandry if 22 7 l 30 O 30 Dairy % 76 22 2 100 Husbandry # 2 8 8 l 37 l 38 poultry % 73 18 9 100 Husb andry 3‘ 8 2 1 ll 0 11 To tals % 7h 22 )4 100 # 58 l? 3 78 1 7 9 (T) = ‘l'echnic 81 Agricultural Courses / ‘1’ A z \ 99 67 Among the agricultural technical courses, Horticulture was rated lowest. Only 10 percent of those livestock graduates who took a course in Horticulture deemed it Very Important and 37 percent more declared it Important. This revelation poses the necessity for the Agriculture School curriculum to restudy its requirements necessitating a livestock major to take a course in Horticulture. As can be expected, Anim&l Husbandry and Dairy Husbandry courses rated high with 81 percent and 91 percent graduates, respectively rating these courses Very Important and Important. Poultry Husbandry lagged somewhat with only 611 percent recognizing it to be Very Important or Important. An interesting revelation among the non-agricultural course areas shows a high value placed on Accounting, Bookkeeping, and Guidance and Counseling, with over‘90 percent of livestock graduates rating them to be both Very Important and Important. In comparison, a low rating was given to Botany, History of Agriculture, Typing, Sociology and ZOOIOgy. An attempt was made to determine the‘difference, if any, in the value placed on certain course work by the reapondent providing the course hid: not 2935} £3332 £1313 i_n_ college. This posed a problem because the survey asked for a "guesstimation" by the respondent on the relative value of course work even though the respondent had not received any training as a student in that course area. He again, was asked to evaluate a course area as being "Very Important ," "Important" and "Not Important." The Technical Agricultural Course is marked with a (T). A complete evaluation of agricultural and non-agricultural course areas for those livestock graduates who did not take courses in college is found in Table VI. E TABLE VI EVALUATION OF AGRICULTURAL AND NON-AGRICULTURAL COURSE AREAS BY LIVESTOCK GRADUATES NOT HAVING THESE COURSES IN COLLEGE Did Not Take Course(s) in College Course Very Not N 0 Reply To Tot a1 Are a Dep artment Import ant Import antflrt ant Totals mt ance Retur_n_s_ Accounting Animal o/é 23 112 35 100 Husbandry # 2 5 L7 39 111 60 171 Dairy % 20 My 35 100 Hus b andry .# 29 63 50 1112 66 2O 8 Peultry % 12 110 118 100 Husb andry r’f' 3 10 12 25 19 91 Totals 76 21 173 36 100 if 57 120 101 278 1112 1120 Agricultur 81 Animal % 113 117 10 100 Economic s Husbandry if l7 19 h 110 ll 51 Dairy % 25 53 22 100 Husb andry i? 13 2 8 12 53 2 7 80 (T) Poultry % 116 11.6 8 100 Husb andry # 5 5 l 11 8 19 Totals 70' 311 5O 16 100 y 35 52 17 101; A6 150 Agricultural Animal % 22 39 39 100 Engineering Husbandry # 8 15 15 3 8 19 57 Dairy % 21 56 20 100 husbandry # 13 31 ll 55 2 6 81 (T ) Poultry % 10 60 30 100 Husbandry # l 6 3 10 10 20 Totals 95 21 51' 2 8 100 1,}; 22 5 2 2 9 103 55 15 8 Animal Animal % 7 8 ll 11 100 Husb andry Hus b andry 33‘ 2 1 3 3 2 7 8 3 5 Bairy % 17 AB 35 100 (T) husbandry a 7 20 15 112 21 63 Poultry % S7 29 11; 100 Husb andry 17‘ LL 2 1 7 7 111 Totals 75 112 33 2 5 100 i?! 32 25 l9 7 6 3 6 112 B as ic Colle ge Aniln al 73 2 5 50 2 5 100 Courses Husbandry # 15 3O 16 61 92 153 Dairy 2 19 57 23 100 Husbandry # 15 1121 18 77 120 197 Poultry % 7 29 611 100 husbandry 2? 1 )4 9 lb 23 37 Totals % 2O 51 29 100 2‘ 31 31 1L3 152 235 387 Bookkeeping Animal % 20 216 3).; 100 Husbandry # 25 57 112 1211 68 192 Dairy % 11L 51 35 100 husbandry # 2 2 80 5).; 156 86 2112 Poultry % 2 6 39 35 100 Husbandry # 6 9 8 23 20 143 Totals 2 17 18 35 100 # 53 1116 th 303 178 M77 Botany Animal % 17 33 50 100 Bus 0 andry # 8 15 2 3 )46 18 61; Dairy % 8 32 60 100 Husbandry # 5 19 35 59 25 81L roultry 3; 2 5 2 5 so 100 Husbandry 5? 3 3 6 12 h 16 Totals 58 1h 32 511 100 r 16 37 oh 117 17 16h Bus ines 5 Law Animal % 12 111 117 100 Husb andry 17‘ 13 85 51 109 7 2 181 Dairy % 12 Al 17 100 Husbandry r 18 63 73 151: 91 215 Poultry 2‘?» 8 116 A6 100 Husbandry # 2 11 11 2h 22 b6 Totals % ll )12 117 100 £5 33 119 135 287 185 LL72 Chemistry Animal 73 50 23 27 100 Husb andry # l3 6 7 2 6 l2 3 8 Dairy 7.; 212 A2 16 100 husbandry y 13 13 5 31 12 Le Toultry % 57 29 111 100 Husbandry # h 2 l 7 5 12 Totals 2 A7 33 20 100 y 30 21 13 6h 29 93 Dairy Animal 5’6 50 33 17 100 Husbandry # 15 10 5 3O 12 Ag Dairy 7 62 3o 8 100 (T) Husb andry # 23 ll 3 3 7 13 50 P0111131? % )43 111 113 100 Husbandry 5'3 3 l 3 7 7 lb Totals % 55 3O 15 100 ,7 bl 22 11 7b 32 106 ex Continued next page on ' f TABLE VI - Continued Did Not Take Course(s) in College Course Very Not No Reply To Total Are a Department M Import ant Import ant ‘1‘ ct als Import ant Re turns Economics Anim al % 15 55 30 100 (other than Husbandry i? 7 25 111 116 37 83 Agriculture) Dairy % 19 85 36 100 Husbandry # 111 33 27 711 112 116 Poultry % 39 23 38 100 Husbandry # 5 3 5 l3 8 21 Tot als % 20 116 311 100 13‘ 26 61 116 133 87 220 Educ ation Anim a1 % 15 29 56 100 Husbandry # 12 211 116 82 no 122 Husbandry # 19 36 714 129 53 182 Poultry % 2 2 2 8 50 100 Husbandry # h 5 9 18 10 28 Totals % 15 28 57 100 a 35 65 129 229 10 3 332 English Animal % 611 211 12 100 Husbandry # 16 6 3 25 9 311 D airy % 50 311 16 100 Husbandry #- 19 13 6 38 15 53 Poultry % 8 8 O 12 100 Husb andry # 7 O 1 8 6 111 Totals 73 59 27 111 100 a“ 112 19 10 71 30 101 Entomolo gy Animal % 111 37 119 100 Husb andry # 8 21 2 8 57 20 77 Dairy % 3 31 66 100 Husb andry 9' 2 22 117 71 29 100 Poultry % 1 6 112 112 100 husbandry 51‘ 2 5 5 12 7 19 Totals 76 9 311 57 100 a? 12 118 80 1110 56 196 Farm Crops Animal % 113 113 111 100 Husbandry ,9 12 12 11 28 12 to Dairy 5 26 30 1111 100 Husbandry # 13 15 22 50 21 71 (T) Poultry 9; 1111 33 23 lOO Husb andry # 11 3 2 9 6 15 Totals 2; 33 311 33 100 a“ 29 30 28 86 39 125 Guidance and Animal 36 17 119 311 100 Counseling Husbandry #4 19 55 38 112 81 193 Dairy 71 211 36 110 100 hush andry # 3 8 57 63 158 100 2 58 Poul try % 3 110 57 100 Husb andry ,3} 1 12 17 3O 21 51 To tals % 19 111 110 100 j? 58 1211 118 300 202 502 History of Anim al % 3 37 60 100 A griculture Husb andry 9‘ 2 25 110 67 115 112 Dairy 71 5 33 62 100 hush andry ( 9% 5 33 61 99 61 160 Ruhr-Y % 0 29 71 100 Husb andry 9,4 O 5 12 17 16 33 Totals % 11 3h 62 100 # 7 63 113 183 12 2 305 Horticulture Animal % 33 17 50 100 Husbandry a; lo 5 15 30 13 113 Dairy % h 25 71 100 (T) Husbandry a? 2 13 37 52 23 75 Poultry 94 16 50 311 100 Husb andry # 1 3 2 6 9 15 Totals 9; 15 211 61 100 84 13 21 511 88 115 133 Journalism 1mm a1 95 2o 39 111 100 Husbandry 3% 18 35 36 89 51 1110 255W 75 13 32 55 100 husbandry 91% 17 y 1111 75 136 77 213 Poultry % 27 116 27 100 Husbandry {,4 6 10 6 22 20 112 Totals 5 17 36 D7 100 if 111 89 117 2117 1118 395 Mathematics Animal 91 211 62 111 100 Husbandry a! 8 21 5 311 16 50 Dairy % 29 £17 2b 100 Husbandry # ll 18 9 38 21 59 Poultry 5 67 o 33 100 Husbandry # h 0 2 6 6 12 Totals 75 29 5o 21 100 a" 23 39 16 78 113 121 Poultry Animal % 211 » 37 39 100 Husb andry Husb andry # 9 111 15 3 8 l 8 56 Dairy % 17 23 a) 100 (T) Husbandry # 8 11 29 118 29 77 Poultry 5 6o 30 10 100 Husb andry # 6 3 l 10 11 114 Totals 9; 211 29 117 100 £5 23 2 8 115 96 51 1117 5 Continued next page 69 TABLE V1 - Continued Did Not Take Course(s) in College Course Very Not No Reply To Total Are a, Dep artment 1mmrt ant Import ant Import ant Tot als W Public Relations Animal % 117 37 16 100 Husb andry ,# 61 118 20 129 67 196 Dairy 73 53 311 13 190 Husb andryr 7% 97 62 25 1811 7 6 26C Poultry % 62 211 16 100 Husbandry a 61 8 5 311 18 52 Totals % 52 311 111 100 79 175 118 50 3117 161 - 508 Radio and Anim al % 16 2 3 61 100 Television Husb andry ,# 18 26 ' 69 113 811 197 Dairy 9 111 22 611 100 Husb andry # 22 36 103 161 110 271 Poultry 9: 25 21 511 100 . Husb andry 99 7 6 15 2 8 211 52 Totals % 16 23 61 100 a" £17 68 187 302 . 218 520 Re cre ation Animal % 7 111 52 100 Husbandry 6" 7 Al 52 100 70 170 Dairy 5 9 1111 117 100 Husb andry 3‘ 13 67 71 151 79 230 Poultry 9’6 8 31 61 100 Husb andry # 2 8 16 2 6 20 116 Totals 95 8 112 50 100 ff 2 2 ll 6 139 2 7 7 169 11116 Rural Sociology Animal % 13 33 511 100 and Anthropolo gy Husb andry ,9? 12 2 9 118 89 116 135 Dairy 76 7 211 69 100 Husb andry ,# 10 3 5 101 1116 59 2O 5 (T) Poultry 9: 26 9 65 100 Husb andry a? 6 2 15 23 19 112 Totals ‘ 97$ 11 26 63 100 ,9‘ 28 ' 66 ' 1611 258 1211 382 Sociolo gy and Animal 36 10 2 8 62 100 Anthr Op 010 gy Husb andry ,9 9 2 5 55 89 55 11111 Dairy % 7 19 711 100 Husb andry 19' 10 25 100 135 77 212 Poultry 5% 8 17 75 100 Husb andry ,9 2 11 18 2 11 17 111 Tot als 76 8 22 70 100 a"! 21m 511 173 2118 1119 397 Soil Sc ienc e Anim al 76 5O 37 13 100 Husb andry , ’ 15 ll 11 3O 13 113 Dairy % 26 211 50 100 , ) Husb andry # l3 1 2 25 5O 23 73 ‘1 Poultry 9: 11 22 31 Husb andry 9‘ 1L 2 3 9 8 17 Totals % 36 2 8 3 6 r7" 32 25 32 89 1411 13 3 Speech Animal % 62 211 111 100 Husb andry # 2 8 11 2 6 115 111 59 Dairy % St 33 13 100 Husbandry a? 2 9 18 7 51-1 23 77 Poultry 7; 27 611 9 100 Husb andry 99‘ 3 7 l 11 13 211 Tot als 93 55 33 12 100 ‘9‘ 60 36 111 110 50 160 Typing Animel 91 111 29 57 100 Husb andry 9‘ 19 39 76 1311 10 11111 Dairy % 7 3o 63 100 husbandry ,9“ 12 51 105 168 911 2 62 Poultry 74 lo 32 58 100 Husbandry ,6 3 lo 18 31 20 51 Totals % 10 3O 60 100 9 3A 100 199 333 1811 517 Zoology Animal % 22 112 36 100 Husbandry 79‘ 8 15 13 3 6 2 6 62 Fairy “A 7 23 70 100 Husbandry 9‘ 11 111 L3 61 39 lm Poultry 5‘6 20 6O 20 100 Husb andry jg" 2 6 2 10 7 17 Totals % 13 33 SA 100 2 77‘ 111 35 58 10 7 7 2 17 9 All Other Animal 96 5O 0 50 100 Courses Husbandry rt 1 O l 2 176 178 fiairy % 50 33 22 100 b dI‘ , us an y 9‘ 3 2 1 6 231 2 37 Poultry % O O O 0 Husbandry if 0 0 O O 143 113 Totals 5 50 33 22 100 1'“ 2 2 8 AW 01 71 A study of Table VI indicates that even though certain course areas 322 932 pursued while in college, the respondent, based on his judgment of job requirements, deemed it to be important. Courses in Dairy, Agri- cultural Economics, Animal Husbandry, and Agricultural Engineering were demed most valuable in the technical agricultural field. In comparison, Rural Sociolog and Horticulture are rated extremely low by the respondents. Further stucv in the non-agricultural course areas , revealed that the livestock graduates thought Speech, English, Chemistry, Mathematics and Public Relations extruely important in their life's work. The course areas low on the valuation, pole were Botarw, Education, Entomology, Sociology, Typing, Radio and Television, and History of Agriculture. The results of Tables V and VI force one to recommend to the admini- stration the necessity of reconsidering the curriculum requirements for undergraduates majoring in any one of the three livestock courses. Broad Training In College Versus Specialization in College One of the problems confronting educators 9’ is whether college train- ing should be based upon specialization, a broad training, or a combination of both. It must be realized, that agriculture, in itself, is a special- ized field. As used in this stuck, I'specialization" means concentration upon a special subject of a given department such as Animal Husbandry, Dairy Husbandry, or Poultry Husbandry. ”Broad training" implies that the 93E. Havemann and P. S. West, The Went _t_g College. (New York: Harcourt, Brace & Co., 1952). p. 127. . 72 study has not been confined to any one single department within the School of Agriculture . The respondents were given a choice between six evenly divided recommendations, ranging from intensive Specialization to intensive broad trflning. The recommendation of the graduates based upon the work in which they were engaged is shown in Table VII. The agricultural graduates favor taking two or more courses in several agricultural departments, and the remaining technical courses in their field of Specialization. Approximately one out of every three graduates, who replied, favored this middle of the road point of view. Only seven percent of the respondents selected intensive specialization whereas seventeen percent favored intensive broad training. It is statis- tically significant that 314 percent, or 1714 replies out of a possible 507 replies, of the graduates preferred a combination of broad training and specializ ation . This preference by Michigan State College graduates agrees with Carter and Fenix's study at Vermont, Sutherland and LeCount's findings atthe University of California, Shepardson's results at Texas, Anderson's study at Purdue, and Wyeth's tabulations at Michigan State College. In addition, Havernann and West in their survey found the same results, as did Pace at Syracuse. Hhen one ponders the abilities and skills necessary to hold a job successfully, mamr skills or abilities are reviewed. The graduates were asked to designate the skills and abilities essential to job success. The respondents were asked to list the one most important skill. or ability 73 Rm Sm ooa mm 5H mm ha a: an 0.3 mm mm s OH Om 0H 4H mu m 4H m5 0H mmm 00H mm ma .3 0H mm mm 50 em mu 2 wow OH mma OOH ma mm ma mm H: mm M: m N RN: bQ‘h‘li m’fi Rat: NW: oases. hamom oz oofloom H33 .88 .pcosvhwmov Hwaspasouamw sawed» mo ampemsrpeofinsn cw possess oposnssm a no ouaamaoodm hao>ausopsfi can» use sneaewuadwwomdm prone“: onsedsoflaww ca masseuse massednwuoess neonn.w oxse .onspHSOwnws cw vsosphmdoo sawsau one has dd sowesufidmaomam arena“: .onspasoanwm cw oHnwnmom no wsHsHsap s nacho an oxsa .soapsuaauaommw no name“ one» an momnsoo caspasoanwo assesses» masses a»? .oafidsflws 5 385 reasons Hmam>on ca mmmnnoo ones so or» case .psofinwmoe one s33: soaps» adaafioomu Ho macaw ween ca moansoo canvass urea toasts» sagas.“ a»? $8332? ca upsoaaawdoo Huaobom ea mousse one axes .obfigoflmns. 5“ psofihomoc 0.34? w mo aoaeas_puonn=u ca onaasaoomn_ham>wmsopsH nausea huenmnmsm hueswnmsm hwvsmnns: anodes.” than Hag amoiuzm a 394% MUHmS 2H 553 mom ZOHBEEQ 2H GZHZEB @3400 me wanna mom 3.28% Hm mZOHadnzmgBm HH> and; 7h out of the eight given. Table VIII indicates the re5pective values of certain skills and abilities held by livestock graduates. A study of the tabulations presented in Table VIII reveals that, for the most part, the graduates in the three departments agree with one another fairly well. The Poultry graduates place less importance on the "ability to accomplish things" and.more importance on the ”ability to speak to individuals and groups" than either the Dairy or Animal Husbandry graduates. The statistics in this table show that more than one person out of every three responding, felt that the "ability to get along with.peOple" *was the most important ability essential for jOb success. "Skill in using technical knowledge" and the "ability to work hard” received second and third mention reapectively in role of importance. The abilities least mentioned were: 'ability to write ," "ability to Speak to individuals and groups" and "ability to sell.” Perchance the deans and the professors may find themselves at loggerheads With the graduates on these values. The livestock graduates reaponding to the Anthony survey graduated from Michigan.State College during the period 1895-1951. These 537 re- spondents were divided into 208 Animal Husbandry majors, 275 Dairy majors and Sh Poultry majors. A time distribution of these graduates appear in Table II. It’nust be noted that although the predominance of Animal Husbandry and Dairy graduates matriculated after 1910, this is not true for Poultry graduates. As previously mentioned, it is conceivable that some graduates reaponded to both the Anthony survey and the Zindel questionnaire. 75 emm am mam mom x mHH :H as an R aHeem oz am: on mHm meH \ 00H 00H 00H 00H m meHHaem Heeea 0H m e H a m e w H a tease .m m o m o * aoHpHeHeee haHnsseee H o H o m 5 was 338 8 £3 3 Sane. .w MH 4 m o a m OH H a a mason» new nHeseaeHeea on same» op apHHHee .a msH MH as me x mm mm Hm mm a eHeeee seas meeHe pew es asHHHee .e o o o o a o o o o u eeHes op aeHHHea .m me a on mm * mH mH NH 0H m ease nee: op mpHHHna .4 He m mm :m a NH m NH :H u mmeHee emHHaeeeee e» aeHHHee .m mm a mH NH * m OH e a m Hupeseeee no neeeHv HHee op huHHHbe .N am a on em x cm mH um NH m emeeHueax HeeHeeeoe meHms eH HHaxm .H uHeeea accesses: hteeeeusm “cementum asHHHea he HHme hen—H58 ban HeaHfiH 39¢; Hm maooa m9e On. gamma am On. 028% 5% 92¢ 3% 33.50% “no: HHHP @933. 76 amm am maN woN nHeeoa 4N H NH 0H Hm om m 8 N ommH m ... m m NN NN N 4H HH 3 N N N m HN eN N 4H NH 3 m H H m oNeH NH H e m S a .. 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E—t an. 84 Animal Husbandry 301 or A02 5 73 22 (110) (90) (12) 13 Animal Breeding Animal Husbandry 302 (202) 10 76 1A ( 83) (117) ( 8) 7 Study of Breeds Animal Husbandry 30Ab 7 51 A2 (107) (93) ( 8) 9 Applied Feeding Animal Husbandry 305a 7 77 16 ( 81) (119) ( 6) 5 Stock Judging Animal Husbandry 311 13 79 8 ( A8) (152) (10) 7 Horse Breeding & Management Anm' al Husbandry 312 2 65 33 ( 52) (1A8) (1A) 9 Swing Breeding 8r. Management Animal Husbandry 320 A 83 13 ( A8) (152) (3A) 22 Meat Selection & Use Animal Husbandry A01 - 80 20 ( 15) (185) (A3) 23 Advanced Animal Breeding Animal Husbandry A05 10 77 13 ( A0) (160) (1A) 9 Advanced Stock Judging Animal Husbandry A06 2 80 18 ( A5) (155) (11) 7 Meat Production Animal Husbandry A07 2 65 33 ( A9) (151) (20) 13 Livestock Production & Manage- ment Animal Husbandry A13 2 73 25 ( A0) (160) ( 6) A Sheep Breeding 8: Management . Animal Husbandry MA 8 A3 A9 ( 39) (161) (17) 11 Beef Cattle Breeding 8.: Management Animal Husbandry A15 A 80 16 ( A6) (15A) ( 3) 2 Special Problems Animal Husbandry A2A - §9_ 22 (10) (190) (28) 15 Advanced Meat Selection and Grading Totals 6 71 23 (813) (2187) (23A) 11 TABLE XX QUANTITATIVE EVALUATION OF ELEETIVE DAIRY HUSBANDRY COURSES BY LIVESTOCK (BIADUATES OF MICHIGAN STATE COLLE(E 10h ho ho Course Number 3 5 g and a o o 8 +7 a '8 .3 Course Title :2 {b I; § 1;; g 8 q 13 3 o H +7 o ' ‘0 43 .3 7:: on: H a o a no a :a c a: 2: t-J CD a) £1 a) 0 8 3 ° 8% Ed 89 38 a a a as an as an Dairy Husbandry 230 5 67 28 (A3) (157) (17) 11 Dairy Sanitation Dairy Husbandry 301. a b 5 87 8 (7A) (126) ( 6) 5 Market Milk Dairy Husbandry 305 8L a h 60 36 (A?) (153) ( 3) 2 Ice Cream Manufacture Dairy Husbandry 306 10 72 18 (51) (1A9) (12) 8 Advanced Dairy Cattle Judging Dairy Husbandry 309 3 69 28 (39) (161) (23) 1h Dairy Herd Operations Dairy Husbandry 311 a a. 27 60 13 (30) (170) (19) 11 Dairy Cattle Dairy Husbandry 318 2 73 25 (A0) (160) (15) 9 Advanced Dairy Products Judging Dairy Husbandry 326 7 78 15 (A0) (160) ( 5) 3 Laboratory Methods Dairy Husbandry A02 10 73 17 (A1) (159) ( 2) l Butter Making Dairy Husbandry M; a b 5 7A 21 (38) (162) ( 6) A Concentrated Milk Products ' Dairy Husbandry A05 a b A 85 ll (26) (17A) (. 9) 5 Cheese Making Continued next page TABLE XX - Continued 105 W °° :3 Course Number 3 5 .2: ma a a as as s 2 Course Title 3 g, g g; g3 g3 E8 3 33 3 a8 a tap as: 4sin: 2 .4 m a) a) m 2 0 ga 33 gr as E 3 a 25 as as 35 Dairy Husbandry 1.11 a b 3 8h 13 (38) (162) (13) 8 Milk Production Dairy Husbandry 1412 5 8O 15 (no) (160) (30) 19 Dairy Farm Management Dairy Husbandry 1.15 & M6 5 78 17 (D2) (158) ( 7) h Dairy Seminar Dairy Husbandry 1121 9 31 59 (32) (168) ( 8) 5 Plant Management . Dairy Husbandry 1423 . 7 81 12 (113) (157) (35) 22 Dairy Cattle Nutrition Dairy Husbandry 1421; 6 71 23 (17) (183) ( 7) h Advanced Dairy Technology Dairy Husbandry D31 6 72 22 (32) (168) (22) 13 Dairy Inspection & Ordinances . Totals 7 73 20 (713) (2887) (239) 8 TABLE XXI 106 QUANTITATIVE EVALUATION OF ELEETIVE ECONOMICS COURSES BY LIVESTOCK GRADUATES OF MICHIGAN STATE COLLEGE an 1%? Course Number 8 :3 1:3 and, +2 o o 3 +3 5‘ n 3: Course Title 4% g; g g g 8 g 3 a a a a as s a 3 go 8 gm 5: z .p 9.54 pg .0 .5. 0h o m o g o 5 5 o no 0 :5 o o .c: 0:. e-i *2 :-- 29 z s-c 2 as of; Economics 211 a, b a c 20 70 10 (105) (95) (10) 11 Agricultural Economics Economics 307 - 199 - ( u) (196) (1(2) 21 Personnel Management . Economics 318 53 27 20 ( 15) (185) (37) 20 Money, Credit & Banking Economics 322 15 60 25 ( no) (160) (3h) 21 Agricultural Marketing Economics 323 _3_§_ £1; £2 ( 13) (187) (2b) 13 COOperatives in the Economy , Economics 338 - 83 17 ( 2b) (176) (26) 15 Marketing of Dairy Products . . Economics 3143 8 _9_2_ - ( 12) (188) (25) 13 COOperative Business Management Economics M6 11 67 22 ( 27) (173) (26) 15 Agricultural Prices Economics 1150 g; _6_§ .13 ( 111) (186) (30) 16 National Agricultural Policies Farm Management 202 (302) 7 71 22 ( 97) (103) ( 6) 6 Farm Management Farm Management 301 ll 72 17 ( 35) (165) ( 9) 5 Farm Management Farm Management 303 _2__]_._ 1g 1 ( lb) (186) ( 7) ’4 Farm Management 14014 S 86 9 (22) (178) (18) 10 Successful Michigan Farms Totals 15 70 15 (L22) (2178) (29h) 13 107 TABLE XXII QUANTITATIVE EVALUATION OF ELECTIVE FARM CROPS COURSES BY LIVESTOCK GRADUATES OF MICHIGAN STATE COLLEGE an Course Number 0) E10 51 n -H .n c angitl '” ° ° 3 ‘” a '5 SE ow” e : fi g é? 28 £3 #3 3 a H in) am am a: 22 A O (D 5 Q d) +2 .o .3: n .0 >3 0 h 8 2 8 5 _8 5 a 5 £3 a A a w 9 2H 29 2H my Farm Crops 303 h 70 26 (23) (177) (10) 6 Special Field Craps Farm CrOps 308 2 82 16 (62) (138) (20) 1h Forage Crops Farm Crops 305 - éQ ‘EQ ( S) (195) ( 9) 5 Cereals, Grain Grading and Marketing Farm CrOps hos a a b - §_7_ 33 ( 3) (197) (11) 6 Techniques & Principles of Plant Breeding Farm Crops U39 h 59 37 (A9) (151) (35) 23 Grassland Management Totals 3 71 26 (1)12) (858) (85) 10 TABLE XXIII 108 QUANTITATIVE EVALUATION OF ELECTIVE HORT ICULTURE COURSES BY LIVESTOCK GRADUATES OF MICHIGAN STATE COLLEGE H an :3 Course Number 3’, .5. E and 8 3 ° g 8 8 E 5 Course Title '3 § :3 § g z o :5 '8 +3 53 :5 a: «4 a o a no a a: c: :r: z +3 '4 .3 as .3 g ,8 as 3 >. 3 a 8 83 8 as as e-a r-a a z a z 24 z :-.-c a. e-c Horticulture 1416 35 _2_5_ _S_Q ( 8) (192) ( 9) 5 Storage and Transportation TABLE XXIV QUANTITATIVE EVALUATION OF ELEETIV E POULTRY HUSBANDRY COURSES BY LIVESTCEK GRADUATES OF MICHIGAN STATE COLLEGE to Course Number m g” .5 Cours:1n Title *3 0 ° 33 ‘p g :5) g ' a *5" § g E 2 3 5 a a H :5 EH «4 a o a no a :1: r: :1: :2: .4 m 0) .5 m m r. o ...s o '0 '53 '0. '0 5’ 2 a) a a o 80 .88 _8a as E—a *3 34 ze-s EE-i z. s—« ass-4 Poultry Husbandry 302 6 81 13 (31) (169) (12) 7 Poultry Judging 8c Breeding Poultry Husbandry 303 - 68 32 (25) (175) (17) 10 Marketing of Poultry Poultry Husbandry 309 - £9 £2 ( 5) (195) ( 9) 5 Domestic Prepagation of Turkeys Totals 3 7h 23 (61) (539) (38) 7 TABLE XXV 109 QUANTITATIVE EVALUATION OF ELECTIVE SOILS COURSES BY LIVESTOCK GRADUATES OF MICHIGAN STATE COLLELE so 2? Course Number 3 g E 0 “3m 2 :3 559g? 88 3 Q ourse e .2 no 4, 23‘) :3 2 8 83 ss 23 23 +2 pa: n 9:» 0:». 2 a 8 88 813 82 82 5" "3 [-4 ZE—I zit-4 264 015-! Soils llha 216 2 89 9 (1011) (96) (9) 9 Soil Science 3611s 306 3 8h 13 ( 31) (169) (37) 22 Fertilizers Soils 308 - 88 12 ( 25) (175) (36) 21 Soil'Management Soils not b 8 92 - ( 12) (188) (35) 19 Soil Fertility " '- Totals 2 89 9 (172) (628) (117) 19 The reader's attention is directed to the fact that the evaluation of individual course work within each subject matter department varies with the reSpondents' replies. The reader is cautioned against accept- ing percentages without first ascertaining the siZe of the sample. Evalu- ation of the respondents' replies is based, not upon individual courses, but upon all courses given within a department. A lack of space prevents an evaluation of the replies for each course within the subject matter departments. 110 Although not significant, the respondents taking these courses felt that "Too Little'I was given in both Agricultural Engineering and Farm Craps. Only the Agricultural Economics and Farm Management Courses received responses with 15% of these having had the courses rating the subject matter "Too Much" and also 15% listing "Too Little." For those graduates who failed to take the course and indicated their desire to do so, under the heading, "Wish I Had,” it was interesting to note that Agricultural Engineering and Soils Science, by far, are the ones the graduates wished they had taken. It appears that the value of these two courses is not known during the undergraduate days. Apparently, after graduation, however, the use, practicality and value of both Agri- cultural Engineering and Soil Science courses forge to the front. This poses a real problem as to when a course actually has or becomes valuable. . The non-technical, non-agricultural and elective courses were evalur ated by graduates of Michigan State College, who majored in Animal Hquandry, Dairy Husbandry and Poultry Husbandry, These courses, too, ‘were evaluated under the categories of "Too Much," "Too Little," ”Just Right" and "Wish I Had.” The purpose of this section was to evaluate the reactions of the graduate regarding elective, non-technical, and.non- agricultural courses taken as an undergraduate in light of their present work. This evaluation of course work differs from that described in Tables XVIII to XXV,only in that the courses listed include only non- agricultural courses and exclude all technical agricultural course work. Tables XXVI through XLVIII give the quantitative evaluation of these non-agricultural courses by departments by the livestock graduates of 111 Michigan State College. Tables II A to XXXI A list the evaluation of these same courses by the graduates who majored in Animal Husbandry, Dairy Husbandry and Poultry Husbandry. These tables are found in the Appendix C . TABLE XXVI QUANTITATIVE ANALYSIS OF ELECTIVE NON-TEEHNICAL AGRICULTURAL COURSES, BASED ON THE JUDGMENT OF LIVESTOCK GRADUATES OF MICHIGAN STATE COLLEGE Agriculture Total so no :4 Course Number 3 5 E Courszng'tl g) 3 ° 8 E g E ‘5 l e . a .... :3 § 8 z 9 3 a e a a a a s 9 8 a 8 a 8 a 4: .o .54 .o H .o >. o >: 8 3 8 58 as 53 82 E-c “'3 c-c z e-« z e-c z. E—c o. E-! Agriculture 201 6 72 22 (32) (168) (18) 11 COOperative Extension Work ' Agriculture 205 8 75 17 (53) (1h?) (26) 18 Nutrition Totals 7 7h 19 (85) (315) (uh) 1h TABLE XXV II 112 QUANTITATIVE ANALYSIS OF ELECTIVE NON-TEEHNICAL AGRICULTURAL COURSES, BASED ON THE JUDGMENT OF LIVESTOCK GRADUATES OF MICHIGAN STATE COLLEGE Anatomy Total to DD Course Number 3; g a and a) .c: In Course Title 1: 3531, 3": if: a E g £3 E: 'o 8 a a a 8 a a ..e 8 a z +2 '4 .3 as .8 .8 >. 8 5. 8 8 8 a 8 83 5.8 8 a a “a a z E! z E-«‘ z a n. 9 Anatomy 305a, b &,c ‘g; ‘51 -- ( 7) (193) (13) Gross & Microsc0pic Anatomy Anatomy-307 -- §§_ 15g (12) (188) (12) 6 Avian Embryology . Anatamy 308 22 1}, -- ( 7) (193) ( 8) h Avian Embryoler Anatomy h03a 22 18 -- ( 9) (191) (10) 5 Cytology & Histology ' Anatomy b.03b 19 _8_g 19 ( 9) (191) (16) 8 finbryolog . Totals 18 68 1h (uh) (S9) 6 (956) 113 TABLE XXV III QUANTITATIVE ANALYSIS OF ELFDTIVE NON ~THJHNICAL AGRICULTURAL COURSES, BASED ON THE JUDC'ME‘JT OF LIVESTOCK GRADUATES OF MICHIGAN STATE COLLEGE Animal Patholoy Total to Course Number 3 fi if and +2 o o 3 +3 S ’3 :1 Course Title .2 '5, :1 g g g8 $13 3.3 3 a E 8 3 8 8° 88 8‘8 +2 .D a: .o b. 8 a 8 a 8 8% 8 .8 88' 5.. re e—c z e-c z a z a not-0 Annual Pathology 301 .2 73 18, (11) (189) (32) 17 General Patholog Animal PathoIOgy 301a - 81, 1;_ ( 8) (192) ( 9) 5 General 8: Systemic Pathology Animal Pathology 30lb - 81 1; ( 8) (192) ( 7) h Systemic PatholOgy Animal Pathology'hlz &.a. h us 51 (h?) (153) (39) 25 Livestock Hygiene 8: Disease Control Totals h 58 38 (7h) (726) (87) 12 TABLE XXIX QUANTITATIVE ANALYSIS OF ELECTIV E NON-TEHNICAL ACBICULTURAL COURSES , BASED ON THE JUDCMENT OF LIVESTOCK GRADUATES OF MICHIGAN STATE COLLECE Bacteriology Total so Course Number 3 3° 5 and +7 0 O 3 +3 B a £33 Course Title g “Eb r3 g g g 8 g ,3 9 '3 ‘3 33 3 A 8 53 an S a: g a: 7“ 8 ’2 3 8 8g 8 8 8 8 3 3 - o 5 o 5 5.x: 0 .s E—0 *1 E—0 z a z e-a z e-o m E-¢ BacteriOIOgy 201s 8 78 lb ( 36) (16h) (1h) 9 Applied Bacteriology Bacteriolog 3014a -- 87 13 (16) (1811) (31) 17 Antiseptics & Disinfectants . Bacteriolog 3014b -- 86 Lb ( 7) (193) (2’4) 12 Water & Sewage Bacteriolog 301m 23 99 39 ( S) (195) (33) 17 Food Preservation and Decomposition BacteriolOgy 3017f -- _8_?_ ll ( 9) (191) (22) 12 Pathogenic Bacteriology Bacteriology 30hj 17 ‘§; -- ( 6) (198) (13) 7 Imunology & Sero10gy Totals 6 81 13 (79) (1121) (137) 12 115 TABLE XXX QUANTITATIVE ANALYSIS OF ELECTIVE NON-TEEHNICAL AGiICULTURAL COURSES, BASED ON THE JUDGMENT OF LIVESTOCK GRADUATES OF MICHIGAN STATE COLLEGE Business Administration Total no 2? Course Number 3 a ".3 CoursznTitle *3 .3 g: g ‘3 8 g g 8 g 8 8 z 9 9 8 s 8 5 3 8° 8” 8m 8” i g .0 .1: pg .0 h o g: o :3 8 5 8 5 5 .3 E .c: E-' "3 E4 Z E-I Z 94 2 E4 an E4 Business Administration 200 7 7o 23 (uh) (158) (ha) 31 Introduction to Accounting Business Administration 203a, E! 89 - (lb) (186) (30) 16 b 8: c Principles of Accounting Business Administration 236 -- .§2 ‘11 ( 6) (19h) (27) 1h Principles of Insurance Business Administration was 11; 67 19 (21) (179) (149) 27 8: b Business Law a . Business Administration 14118 £2. 88 -- (8) (192) (31) 16 Sales Administration . Totals 10 7h 16 (93) (905) (185) 20 116 TABLE m1 QUANTITATIVE ANALYSIS OF ELECTIVE NON-TEHNICAL ACRICULTURAL COURSES, BASED ON THE JUDGTENT OF LIVESTOCK GRADUATES OF MICHIGAN STATE COLLEGE Chemistry Total 3 gr Course Number 8 E E and +3 o o 3 +3 g In ‘9. Course Title ,4 “Eb g § 5 z° 8 g: '3 3'8 3 29' B a 3 .. B s == ‘5: S +3 .4 .D .54 .8 .0 b. o >a o m s 5 ° BE 52 5.39 :3 g a z :3 z E-c 2: as of; Chemistry 207 32 65 3 (98) (102) (13) 13 Quantitative Analysis Chemistry 208 35 59 6 (135) (65) (2) 3 Bi010gical Chemistry Chemistry 221 17 75 8 (2b) (176) (19) 11 Physiological Chemistry Chemistry 3h1a, b s o 16 68 16 (25) (175) (15) 9 Organic Chemistry Chemistry 353 10 58 32 (82) (118) (2h) 20 The Chemistry of Nutrition Chemistry 383, 38h & 385, 1g 1g 13 (7) (193) (12) 6 390 & LS7 Physical Chemistry wmuuyM%&o 32 fl -- (m) aw) no 9 Biological Chemistry Totals 25 63 12 (381) (1019) (103) 10 117 TABLE XXXII QUANTITATIVE ANALYSIS OF ELEIITIVE NON-TEDHNICAL ACHIICULTURAL COURSES, BASED ON THE JUDCMENT OF LIVESI‘Q'SK GRADUATES OF MICHIGAN STATE COLLEGE Civil Engineering Total on no CourseNumber 8 g a and o o as; as s .2: Course Title :2 .50 3 § 3 g 8 g E 3 :3 o H +2 o is 3 an: 3 no 3w 3:: gs: ‘1‘ +7 3.2 pg Db. obs O O O 0) $40 0 B a so 5 gs as 2-1 to E-« 239-. 294 :4 “CE-4 -- -- 100 (1) (199) (11) 6 Civil Engineering 360 (San. Eng. 301) Water Treatment Technique Civil Engineering 36’4- -- L192 -- (l) (199) (10) 5 (San. Eng. 302) Sewage Treatment Technique Totals -- 50 50 (2) (398) (21) S 118 TABLE XXXIII QUANTITATIVE ANALYSIS OF ELEETIVE NON-TEEHNICAL AGRICULTURAL COURSES, BASED ON THE JUDGMENT OF LIVESTOCK GRADUATES OF MICHIGAN STATE COLLELE Conservation Total to Course Number a, g0 3 and o a E '5) Course Title 4" 0 ° “1 +" m .s a 33 ea as sg Es 28: m 3 h o 5 w B a: g :1: o B 3% cg 9s as o :3 8 E o 5 g .c: o :1 £4 '3 as g a a a g a g. a Conservation 201 5 36 59 (Al) (159) (15) 9 Introduction to Conservation TABLE XXHV QUANTITATIVE ANALYSIS OF ELECTIVE NON-TECHNICAL ACBICULTURAL COURSES, BASED ON THE JUDGMENT OF LIVESTOCK WADUATES OF MICHIGAN STATE COLLECE EntomoILOgy Total no on Course Number 3'; 5 a and p m g .5 a Course Title 4: 3 o m B o a; ‘3 s °° :3 g 5 z o r a s B 7:: 2'2 "-1 B 8 i. no t. a: I: :d z: A a) 5 o m o B a at D 9s as o a o 5 8 5 '3 5 .c: o .r: [-4 *7 a z a z e-c z a as 5.. Entomology 201 22 73 5 (63) (137) (11) 8 Introduction to Entomology 119 TABLE XXXV QUANTITATIVE ANALYSIS OF ELECTIVE NON-TECHNICAL AGRICULTURAL COURSES, BASED ON THE JUDGVIENT OF LIVESTOCK GRADUATES OF MICHIGAN STATE COLLEGE E . Drawing Total w... 50 :3 Course Number 3’, E E and +2 o o 8 +2 B m :3 Course Title B “So '3 § 3 2 8 E g "‘ g S 33 fi 34 8 h ‘10 s3 :1: 4:: :I: z r—‘l o B a o .p ..Q .5: 0H .0 >~o 2 {>5 8 B 8 B 8 BB BB s B E-« v-a 94 z a z a z 5.. n. {—0 E. Drawing ZOhc 13 81 6 (31) (169) (21) 12 Mechanical Drawing TABLE mVI QUANTITATIVE ANALYSIS OF ELECTIVE NON-TECHNICAL AGRICULTURAL COURSES, BASED ON THE JUDG’IENT OF LIVESTOCK GRADUATES OF MICHIGAN STATE COLLEGE Forestry Total on on Course Number 3‘3 g g CoursznTiitle a .3 ° 8 B E E g ”B B 3 TB T. :2 :3 BE ’3 B ’2 3 B 3 5 3 B As 8 s o 5 0 EB 5s o s [-c '1 a z s—« z [—c z 54 m e-w Forestry 100 § _5_§ _3_1§ (12) (188) (9) 5 DeveIOpment of Forestry 120 TABLE XXIV II QUANTITATIVE ANALYSIS OF ELECTIVE NON-TECHNICAL ACEICULTURAL COURSES, BASED ON THE JUDCMENT OF LIVESTQ'JK (RADUATES OF MICHIGAN STATE COILECE Ge010gy Total 2° Course Number g 3° 2 and p o o a 4, a E 5” Course Title :: .50 g g g 5 8 g 'u E ,3 o H +1 o a: +1 g a: :3 g o 3 no a :1: g a: g 3 ii ifi EE’ B “3 H z [-4 z [-4 z e—a an E—« Geology 208 11 78 11 (18) (182) (21) 12 Introduction to Geology TABLE XXIV III QUANTITATIVE ANALYSIS OF ELECTIVE NON-TEHNICAL AGRICULTURAL COURSES, BASED ON THE JUDGIE‘JT OF LIVESTCXIK (RADUATES OF MICHIGAN STATE COLLEGE Hygiene 8: Public Health Total no no Course Number 3 g a and o g .c: n +3 0 O In +’ 0) H Course Title .. H o o H E: a 33° a é E33 2 0 3 a a a :5 a: :3 g o a an S a: g :1: f a 0 De 3% is a; o :5 o g o 5 S x: a) .c: e-c '1 E-« z E4 2 E-! z e-c m E-c__ Hygiene & Public Health 1103 7 ho 53 (15) (185) (13) 7 Poultry Hygiene & Sanitation Hygiene & Public Health 11128 - 39 61 (23) (177) (36) 20 Livestock Hygiene & Disease Control Totals 3 39 58 (38) (362) W9) 1h TABLE XXIII 121 QUANTITATIVE ANALYSIS OF ELECTIVE NON-TEEHNICAL AGRICULTURAL COURSES, BASED ON THE JUDCMENT OF LIVESTOCK GRADUATES OF MICHIGAN STATE COLLEGE Journalism Total m on Course Number 3 a E and. a o o a o a g g Course Title .2: go :3 ,3: g g 8 _ 3 '3 ,3 '3 3 E E a 0 as °° :3 === 5 == 2 4: .o x: .0 g .0 b. o b. o m o 5 o g 5 o :4 an O :3 O O ..C Q) .G e-u T: 54 z 94 z e-c z. s-c 91 c—c ‘ Journalism 302 9 7o 15 (85) (115) (28) 21; Business Writing Journalism 302n & 318 13 61 26 (23) (177) (16) 9 Technical Writing Journalism 302p & 321 -- {39 fl (5) (195) (lb) 7 Bulletin Writing Journalism 3023 a 319 _l_2_ _6}_ _2__5_ _ (8) (192) (17) 9 Farm 8: Home Writing Journalism 305 9 56 35 (23) (177) (29) 16 Principles of Advertising . Journalism 309 -- £32 29, (5) (195) (25) 13 Feature Article Writing Totals 9 7o 21 (1&9) (1051) (139) 13 .i ill! 1: 122 MMEHl’ QUANTITATIVE ANALYSIS OF ELECTIVE NON-TECHNICAL AGRICULTURAL COURSES, BASED ON THE JUDGMENT OF LIVESTOCK GRADUATES OF MICHIGAN STATE COLLEGE Landscape Architecture Total b0 Course Number m E? .5 and a o o a +3 S a 3 Course Title '5: H O O H 3 a a a §§ 20 aa pa _5 a: v1 Ala u :43: at: F2 r4 m m o m +3 .o.¥ .n .0 >5 2 b; 8 3 8 5 8 5 g 5 B o B a '1 a as 29 25 EB Landscape Architecture 22 AB 35 (5h) (lh6) (15) 10 101 &.102a Elements of Landscape Architecture 123 TABLE XLI QUANTITATIVE ANALYSIS OF EIECTIVE NON-TECHNICAL AGRICULTURAL COURSES, BASED ON THE JUDCMENT OF LIVESTOCK GRADUATES OF MICHIGAN STATE COLLEGE Mathematics Total an O Course Number 8 a .55 '3 and .p 0 o g 4’ g 3 Eu; :1: Course Title 5 '51, 3 § Q g o :3 '3 p g. 3 E 3 $4 8 a no a. :1: c: .c‘. E: .4 m o a) 0 Ed +2 .n.x .n .o >. o 8 a 3 as fig 52 tg £4 "a E—o z E-i Z 64 Z {-4 0-. Mathematics 102 17 81 2 (78) (122) (h) 3 Trigonometry Mathematics 103 29 71 -- (17) (183) (S) 3 Analytic Geometry Mathematics 201; 38 62 -- (8) (196) (12) 6 Elementary Calculus Mathematics 225 _7_ g; 36 (it) (186) (17) 9 Statistics Mathematics 308g 2 §g_ 9 (11) (189) (1b) 7 Elementary Statistics Mathematics 325 -- 100 -- (6) (1914) (9) 5 Statistical Methods Totals 17 77 6 (13A) (1070) (61) 6 TABLE XLII 12h QUANTITATIVE ANALYSIS OF ELECTIVE NON-TECHNICAL AGRICULTURAL COURSES, BASED ON THE JUDGMENT OF LIVESTCXJK GRAIIJATES OF MICHIGAN STATE COLLEGE Mechanical Engineering Course Number and Course Title Mechanical Engineering 209 Refrigeration Mechanical Engineering 218 Plumbing & Fitting Mechanical Engineering 320 8: 321 Mechanical Equipment of Hotels Totals Total 3’3" +2 a) on +3 '53 3: H O a f? :3 §§ 23 5:3 28 5 j :3 a; a? 3“ §: Q .0 D 5 ,3 g 58 at a? a2 7 33 60 (15) (185) (29) 16 A}, (7) (193) (32) 17 (6) (19A) (2) 1 TABLE XLIIl (28) (572) (63) 11 QUANTITATIVE ANALYSIS OF EIECTIVE NON-TECHNICAL AGRICULTURAL COURSES, BASED ON THE JUDG’IENT OF LIVESTOCK CRADUATES OF MICHIGAN STATE COLLECE Total to Course Number q) E” a 0) and a 0 am a % a CourseTitle .s: H é; ‘30 H .151 .3 .50 4+; o 20 3'3 3 :5 a: «I no am 34:: 73:: 2': 4a "a 3.2: 3.5 m m o In a o ’05“ 2’“ o :1 o 50 5’5 5.2: 02 E-4 *3 E-I 2.5 Zia-c g5 9,5 Physics 158 17 78 5 (63) (137) (10) 7 General Physics TABLE XLIV 125 QUANTITATIVE ANALYSIS OF ELEETIVE NON-TECHNICAL ACBICULTURAL COURSES, BASED ON THE JUDGMENT OF LIVESI‘CXZK GRADUATES OF MICHIGAN STATE COLLEGE Physiology Total Course Number 3 5° 2? an; +7 a a a a a a 2% Course itle '8 30 g g g g 8 E '3 a 3 :7 as: 3 3 o 3 31 7.. :1: g :1: f +1 n .54 .o .3 h o bs o 3 8 E 8 E a 5 2 a B e-c "a e—« z E4 z a 2 £4 a. a. Physiology 302 a 301; 9 75 16 (69) (131) (15) 11 Physiology of Domestic Animals Physiology 310, 311, 312 -- _7_1_ £2 (7) (193) (6) 3 Advanced Physiolog Physiology 31b, hlh -- -— y; (1) (199) (h) 2 Abnormal Physiology Physiology ulo, Ml, M2 -- g; _6_7_ (3) (197) (5) 3 Advanced Physiology Physiology A13 -- _7_S_ §__S_ (8) (192) (S) 3 Internal Physiology 7, Totals 7 73 20 (88) (912) (35) h TABLE XIV QUANTITATIVE ANALYSIS OF ELEC‘TIVE NON-TEEI-Il‘IICAL AGRICULTURAL COURSES, BASED ON THE JUDCMENT OF LIVESTOCK GRADUATES OF MICHIGAN STATE COILEGE Political Science Total b0 Course Number (9 ED .5 and ...: a) g J3 '53 Course Title .2: .9: 9 m '3 o ,3 E‘ .: tm .9 SE B 25:: rr'g '3 o H +2 o ...) :3 oz: W4 3.. o n no :4 :1: n :1: z A o o c: o m +3 Q .3: .o «4 .0 g. o g. 8 2 8 58 5% in se E-¢ -: :—u z 94 z a .2 5-4 a. E-| Political Science 203a §_ §g_ 'g (13) (187) (18) 10 National Government ‘ Political Science 203b - g; 17 (6) (19b) (18) 9 State Government Totals 5 85 10 (19) (381) (36) 9 TABLE XLVI QUANTITATIVE ANALYSIS OF ELIEDTIVE NON-TECHNICAL AGRICULTURAL COURSES, BASED ON THE JUDGMENT OF LIVESTOCK MATE-S OF MICHIGAN STATE COLLEGE SociOIOgy Total no no Course Number 3 a a and p m a) g (D . o m +2 no H Course Tltle H .50 H § ‘5 o o «a 3 '8 .H 3 o z o 3 E +2 E a a :2 53 o a; w a; m s m .p .0 .3: Q .o 5‘ 0 >2 8 2 8 5 8 5 5.: a £3 E4 '1 E4 :2: E4 z e-a z E—c ‘11 E4 25 50 25 (32) (168) (9) 5 Sociology 201 Principles of Sociolog TABLE XLVII 127 QUANTITATIVE ANALYSIS OF ELECTIVE NON-TECHNICAL AGRICUDTURAL COURSES, BASED ON THE JUDGMENT OF LIVESTOCK GRADUATES OF.MICHIGAN STATE COLLEGE Speech Total no Course Number a, 25° .‘3 and o a :3 'g +3 0) O In +3 m ...-1 Course Title '8 E g g g :2 8 E 3 :3 a a :2 a: o e an 5: === 5 == 3 § 8 fig E% ”E 5’ 3 5’ E4 ’1 91 :258 :ZE4 zzéi 33$} Speech 128 a 228 8 75 17 (2b) (176) (38) 22 Parliamentary Procedure Speech 303a -- 77 23 (143) (157) (1‘5) 27 Business Speaking Totals 3 76 21 (67) (333) (83) 25 TABLE XLVIli 128 QUANTITATIVE ANALYSIS OF ELECTIVE NON-TECHNICAL AGRICULTURAL COURSES, BASED ON THE JUDGMENT OF LIVESTOCK GRAWATES OF MICHIGAN STATE COLLEGE Zoology Total no Course Number 8 2:0 a Courszngitle *3 0 ° 8 ...: B a 2‘ a E 33' § § § 8 g a 3 a ,2 a: :3 s o 3.. no 3 :x: 43 :2: o 1; o o .55: .3 g ,o P. 3 5; o :5 o 5 o 5 5 .3 53' .c: 64 T: 94 z E4 z 54 z a a. a Zoology 207 & 208 29 68 3 (28) (172) (9) 5 Introductory Zoologr Zoology 313 5 81 lb (21) (179) (11;) 8 Human Heredity . ' Zoology 333 a a 12 73 15 (3b) (166) (12) 7 momentary Genetics Totals 16 73 11 (83) (517) (35) 7 129 A scanning of the tables showing the quantitative evaluation of the nonpagricultural courses, reveals that the majority of the reapondents indicated the content of the courses which they took was "Just Right." The reader's attention is drawn to the fact that evaluation of course work within each subject matter department varies as to the reapondents' re- plies. The reader is cautioned against accepting the percentage figures without first ascertaining the number of replies involved. Evaluation of course work as described in.Tables XXVI to XLVIII is based upon all courses within a given department. Significant differences were noted for two separate departments. These departments were Conservation, and Hygiene and Public Health. In each of these courses, the reapondents indicated that "Too Little" was required of them. Over 50 percent of the fonmer students who had taken course work in those departments indicated that "Too Little" was required of them. All Chemistry, Sociology, Ento- mology and Landscape Architecture courses received the largest percentage of votes, by those having taken course work, as requiring ”Too'Much" work of the student. Among those graduates who failed to take certain course work, and due to his or her present work, could now see the value of this course work, the following fields were classified as being important. These included: Speech, Business Administration, Hygiene and Public Health, and Agriculture. It was interesting to note that in the case of Hygiene and Public Health, the replies of those who took the course indicated that “Too Little” was required of the student, and the replies of those who failed to take these courses indicated a high desire to take this course. 130 Significant difference in.percentages was noted between the replies of the Animal Husbandry majors versus the Dairy Husbandry majors for courses which they failed to take while undergraduates. The Animal Husbandry graduate significantly indicated that he would have preferred to have had the Agricultural Engineering;Course #201, entitled "Farm Mechanics.” In evaluating course work taken the Animal Husbandry gradu- ates showed a significant difference from the Dairy Husbandry major in favor of Economics 211, A, B and C, entitled “Agricultural Economics” and Dairy h23 entitled "Dairy Cattle Nutrition.I An explanation for the latter is difficult, and so the author ventures only a.supposition that the Dairy majors responding were largely Dairy Manufacturing majors rather than Dairy Production majors. In.many instances, a:Significance of differences between.percentages might have been found except that the number of reaponses for either the Antmal Husbandry or Dairy Husbandry'majors fell below the accepted limit of fifteen (15) for reasons previously explained. A summation.of the Dairy-Husbandry graduates who took the course work; reveals that the following three courses are significantly more important to the Dairy graduates than the Animal Hquandry graduates: Dairy Hquand y 306, entitled "ldvanced Dairy Cattle Judging," Farm Craps 305, entitled 'Forage Craps,” and Soils 111;, entitled "Soil Science." Section V of the questionnaire dealt with the graduatesl viewpoints regarding electives. For many years, the amount of time which should be allotted for electives has plagued the educators. One school of thought feels a rigid 131 system of required courses should be prescribed, whereas, another school of thought feels that the student should have but a.few requirements, if any, and much leway for selected courses. Hoodrow Wilson1°° stated that the undergraduate, after a certain number of really fundamental subjects have been studied, must be offered a.choice of the route he will travel in carrying his education further. Robert Hutchins101 pointed out that a student toiled his way through a.few'required courses and wandered around taking those which seemed the most entertaining. Rupert C. Lodge102 reported that under an "elective systan" in force at one of the eastern universities, several students actually received a.B. A. degree by electing only beginning courses, independent of their content. ' Again Hutchins1°3 felt that President Eliot of Harvard robbed youth of their cultural heritage when.Harvard instituted the elective system. He thought that few'young people have the wisdom or the self-discipline to choose difficult but rewarding subjects, but have a tendency to elect ”snap” courses. Stella.Henderson1°‘ stated that perhaps in the past, the elective system went too far for college students seldom have the maturity or 10°93. 213., p. 167. “1303. 933., p. 1:2. 102322, £13,, p. 62. 1°3_I_:_o_c_:_. $1., p. 356. “Egg. 9;}, p. 356 132 the judgment to make wise choices. This, of course, is always debatable. H. K. Wilsonlos surveyed theland grant institutions on the common practices in the first two years of agriculture. His survey showed that most land grant colleges have the fixed curriculum in the first two years and allow for electives in the later years. An exception was the ‘ University of Minnesota, which permits much latitude on the part of the student and his adviser beginning with the freshman year. C. P. White106 showed that the teachers of Vocational Agriculture at Michigan State College do not have the Opportunity to take enough courses as an undergraduate in certain specialized fields in agriculture because of the large number of required courses. Sexauerlm’ stated that if a student's years of college training were not limited, many courses might be included. R. s. Hawkinsma reveals that the University of Arizona like Michigan State College has required courses in each department for Freshman and Sophomore years. The Land Grant College Associationl09 expressed a definite under- graduate training in percentage of time as they allowed only 10 percent for electives. This again is based upon a philosophy of discipline versus utibitarianism . 1051.92 , 22. Mimeographed folder. 106922. £1.33. Unpublished Ph. D. Thesis. 1°7L_9_<_:_. 923. P. 695 1°°_19_c_. 933. Written communic ation with mimeographed data. , ice-122. git. United States Department of Agriculture Extension Service Leaflet 100. - 133 Section V of the questionnaire attempted to learn what preportion of college time, in terms of course credits, the reapondent, when still an undergraduate, would like to have used in exploring his own interests (electives). The former student was offered a number of choices, ranging from one-eighth, one-fourth, one-third, to one-half, or any other fraction between. When the livestock graduates of Michigan State College were asked their Opinions about the amount of electives or elective time which they wanted, it was apparent that electives were very important. The pro- portion of college time, in course credits, desired by these graduates for electives is tabulated in Table XLDK. TABLE XLIX PROPOrfl' ION OF COLLEGE TD’lE (COURSE CREDITS) DESIRED FOR ELECTIVES BASED ON COLLEGE TRAINING Proportion of Time for Electives Course Area 173 1714 1/3 1/2 Other Total Animal Husbandry z 6 27 25 31 11 100 ' f 5 2h 22 a 27 10 88 Dairy Husbandry % l 26 32 32 9 100 5‘ l 23 29 29 8 9O Poultry Husbandry % - 30 140 30 - 1m # - 6 8 6 - 20 Total 7: 3 27 30 31 9 100 if 6 53 S9 62 18 198 131: An amazing 99 percent of the respondents answered this question, and 70 percent of those, wanted one third to one-half and more of their college time set aside for electives. Thus, werfind here grounds for controversy between the formal dis- ciplinarians and the functionalists in education. The so-called tradi- tionalist believes in the absolute good of a gubject; the functionalist in its value as a means to a.practical end. Section E was designed to secure suggestions as to which courses listed in the General Agriculture Series, reguiged £2372$$ students in The replies listed courses, both.in technical agriculture, and non- technical agriculture, which these graduates felt were of little value to them. An evaluation of the courses n23 thought tg.bg_important 32 be required 22.5%; agricultural students is given in Table L, Section.VI of the survey was devoted to those livestock graduates who formerly held, or now hold a professional position for which agri- cultural training was required. An effort was made to learn which of the fourteen General Fields of Study in Agriculture were most valuable in the minds of those graduates holding professional positions. The re- spondent was given four columns to check. If a course had been taken in the field of study, column number one, entitled "Took" would be checked. If those courses were valuable professional training in preparing for present job, column two, entitled "Valuable", would be checked. If these courses were of little value in professional training, column three, entitled "Little Value", would be checked. Finally, if these courses TABLE L 135 EVALUATION OF GENERAL AGRICULTURAL SERIES COURSES LISTING THOSE THOUGHT NOT IMPORTANT ENOUGH TO BE REQUIRED OF ALL A g s a? s , '3 c 3% .9'3 '3 S Course Number Course Title a g ' Q r; 9 +3 2 e: 3 ‘3 3 :2 3 E“ 31'; :n a: :1 Ag. lOl Develcpment of Agriculture 5 9 3 17 16.0 Ag. Econ. 211 Agricultural Economics A l - 5 h.7 Ag. Eng'r. 1111 Rural Electrification 7 7 l 15 111.2 Ag. Eng'r. 109 Farm Equipment - - 2 2 1.9 An. Hub. 115 Types of Livestock 2 l 9 3 2.8 Basics History of Civilization ()4) Effective Living (3) Literature & Fine Arts (2) Social Science (2) English (1) Total Basic Courses 12 11.3 Bact'y 201 are b General Bacterioloty h - - u 3.8 Botany 101 a General Botany 1 S - 6 5.7 Chem. 101, 2 a 3 General Chemistry 6 1 . 1 8 7.5 Education 101 Orientation for’Men 2 - - 2 1.9 Farm Craps 101a Field Crap Industry - 3 - 3 2.8 Farm Management 202 Farm Management — l - l 1.0 Horticulture 100 A General Horticulture 3 l l S h.7 Math. 100 A Elementary Algebra 1 - 2 3 2.8 Math. 100 C Algebra.for Statistics 1 l l 3 2.8 Poultry 101 Farm Poultry 1 8 - 9 8.5 Rural Soc. 337 Rural Sociology 6 - l 7 6.6 Soils 11h Soils Science - l - l 1.0 AB 39 12 106 Totals ' H .8 o 136 were of doubtful value, or if the value were not known, then column A four, entitled "Don't Know", would be checked. An evaluation of these general fields of study by graduates of Animal Husbandry, Dairy Husbandry and Poultry Husbandry Departments is tabulated in Tables LI; LII and LIII. A summary of all livestock graduates of Michigan State College is found inTTable LIV. I In reviewingthe evaluation of the General Fields of Study by the graduates of Animal Husbandry, Dairy Husbandry and Poultry Hquandry, holding professional positions, it was quickly noted that too few re- epondents answered this phase of the questionnaire. However, the Anhmal Hquandry graduates evaluated four general fields in sufficient numbers to warrant consideration here. Of those who actually had course work in a general field, Horticulture received.more replies and also the highest percentage figure as to its value to the respondent. Ninety-five percent of the graduates evaluated Horticulture general field to be ”Valuable” and only 5 percent "Little Value". It should be noted that a discrepancy exists between this statement and the third statement in the Summary of Chapter IV. However, it must be pointed out that the graduates evaluating these General Fields of Study were holding professional positions whereas the graduates summarized in Chapter IV were livestock graduates holding all types of jobs. Closely following, were Agricultural Economics and Agricultural Engineering, which received an evaluation of eightybnine percent and eighty-four percent as "valuable" from 19 reapondents. Rural Sociology 137 TABLE LI EVALUATION OF GENERAL FIELDS OF STUDY BY ANIMAL HUSBANDRY GRADUATES HOLDING PROFESSIONAL POSITIONS 2.10 -H cm .9 'o no a 33 g, fie '3 :> a. 8* o 8 General Fields .3 ‘> a: .3 a: :3 E" 3 or m i it E: i; Q E 3 EA is 58 Agricultural 89 11 (19) (0) (21;) Economics ' Agricultural _3_2 fl (9) (0) (11) Education Agricultural 8h 16 (19) (o) (18) Engineering Agricultural ‘21 ‘9; (8) (0) (9) .Extension Animal 0 l92_ (1) (0) (A3) Husbandry Conservation _ ‘gg '21 (ll) (2) (1h) Dairy 122 o (7) (o) (32) Husbandry Farm Craps §9_ 29' (10) (O) (31) Food Technologr 16 All (6) (o) (1) Horticulture 95 5 (22) (0) (17) Landscape ll ‘EQ (7) (l) (5) Poultry g: 13 (8) (o) (36) Husbandry’ . Rural Sociology 53 h? (17) (0) (3) & AnthrOpology Soil Science ‘lé 25 (8) (0) (35) N.B. Explanation of figures, parenthesis, and underlined figures are explained after Table II. 138 TABLE LII EVALUATION OF GENERAL FIELDS OF STUDY BY DAIRY HUSBANDRY WADUATES HOLDING PROFESSIONAL POSITIONS a 71% I; 5’ a General Fields a, E [S a E E £3 :5 °f W it a is is 2% Agricultural Economics _1_o_9_ o (s) (o) (27) Agricultural Education £32 _2_9_ (10) (O) (15) Agricultural Engineering 2_1_ 2 (11) (o) (21) Agricultural Extension 199 o (1) (o) (6) Animal Husbandry .82 _11 (12) (o) . (17) Conservation _7_5_ g_5_ (u) (o) (21) Dairy Husbandry :_Lp_g o (2) (0) (3h) Farm Crops 62 31 (13) (0) (18) Food Techn010gy o o (1) (1) (S) Horticulture 7h 26 (23) (O) (8) Landscape ll 32 (1h) (0) (1) Poultry Husbandry 65 35 (23) (0) (11) Rural Sociology 67 (9) (0) (h) §_3_ Soil Science 83 ll (12) (O) (19) 139 TABLE LIII EVALUATION OF GENERAL FIELDS OF STUDY BY POULTRY HUSBANDRY GRADUATES HOLDING PROFESSIONAL POSITIONS a 5% '3 E 3 g a General Fields o E :5 a S 8 9:5 “3;“; i: ii”: A? i; a a at as as Agricultural Economics ’ 15 _2_S_ (h) (0) (7) Agricultural Education _5_g fig (2) (o) (5) Agricultural Engineering $99 0 (S) (0) (5) Agricultural Extension 0 o (o) (o) (2) Animal Husbandry 9.7. _32 ( 3) (o) (10) Conservation _7_2‘ g_5_ (h) (o) (3) Dairy Husbandry 8_3_ _11 (6) (0) (7) Farm Crops _52 £9 (2) (o) (10) Food Technology 0 o (o) (0) (0) Horticulture _6_7_ _3_3_ (9) (0) (h) Landscape §9_ _2_0_ (5) (0) (0) Poultry Husbandry 19g 0 (1) (0) (1h) Rural Sociology 59 _59 (b) (o) ()1) Soil Science 100 O (2) (o) (9) TABLE LIV 1b0 EVALUATION OF GENERAL FIELDS OF STUDY BY LIVESTOCK GRADUATES OF MICHIGAN STATE COLLEGE HOLDING PROFESSIONAL POSITIONS b0 b0 .5 8 1% no 3 GeneralFields a, E {S 503 H of Study :3 m h m h m ‘g m g g ,8“) BU) mm a a 52 58 88 > 0-3 20 2:.) (1.0 Agricultural Economics 89 ll ' (28) (58) AB Agricultural Education 57 AB (21) (21) 100 Agricultural Engineering 89 ll (35) (Ah) 80 Agricultural Extension gg g9 (9) (17) 53 Animal Husbandry- 75 25 (16) (70) 23 Conservation 71 29 (17) (19) 89 Dairy Husbandry 93 7 (15) (73) 21 Farm Craps 72 28 (25) (59) A2 Food Technology ‘gz .§2 (6) (1) 600 **’ Horticulture 81 19 (Sh) (29) 182 '* Landscape 72 28 (36) (11) 327 ** Poultry-Husbandry 72 28 (32) (61) 52 Rural Sociology 57 h} (30) (ll) 272 ** Soil Science 82 18 (22) (63) 3s N.B. Percentage figures marked with two asterisks in the right hand column of this table under the caption, "Percentage Evaluating Courses" ran beyond 100 because the number of graduates evaluating that particular course area exceeded the number of graduates who actually took the course as an undergraduate. lhl was given an evaluation of 53 perCent "Valuable," and forty-seven percent ”Little Value" by 17 reSpondents. The Dairy Husbandry majors evaluated only two general fields of study in sufficient numbers to be enumerated here. Twenty-three respondents evaluated Horticulture to be 7h percent "Valuable” and twenty- six percent of “Little Value." A like number of replies listed Poultry Hquandry to be 65 percent "Valuable" and thirtybfive percent of ”Little Value". The Poultry replies were so few as Table LIII will show, that no further comment is made of them. Sections VII, VIII, and IX of the questionnaire requested suggestions for improvements or changes which would enhance the value of the agri- cultural curriculum or to state in what areas the college curriculum failed to meet a real need of the graduate. As one can expect, a wide variety of ideas and suggestions was prOposed. After carefully summariz- ing and evaluating these suggestions, the broad categories of ideas are given in Table IV in the order of frequency of mention. In reviewing the suggestions for curriculum revision, it was noted that almost nine out of every ten reapondents had an idea or two to offer. By all odds, the one idea mentioned most was the need for a more practical training in all college courses. The "learning by doing" philosophy was enhanced by the plea of the reapondent for a.more "practi- cal training" in course work as well as "on the job" training for credit. Seventybeight, or thirty-nine percent of the respondents entered a "learning by doing" plea. 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This is naturally expected because students too have opposing philosophies of education. However, for the most part, those suggestions mentioned most often, did not contradict one another. One suggestion was followed closely byithe desire for more courses in business administration and in many cases, the specific courses were mentioned. In third place, the need for more training in public speaking was regarded as being valuable. Then in close order came requests for more Journalism or Business writing courses and the need for better teaching methods or instructors. Better guidance and counseling were listed as possible items which needed further study. Several Dairy Husbandry majors felt that Dairy Production and Dairy Manufacturing should be completely separated. One Dairy Manufacturing major went so far as to suggest transferring the Dairy Manufacturing curriculum out of the School of Agriculture. CHAPTER VII SUWLARY, CONCLUSIONS AND REEOMMENDATIONS SUIMARY This investigation had as one of its purposes, the desire to secure information from a.selected number of recent graduates from the School of Agriculture at Michigan State College. The survey was made primarily of graduates who graduated during the years l9h0-1952 and who majored in the department of Animal Hquandry, Dairy Hquandry and Poultry Husbandry in the School of Agriculture. In addition to the author's questionnaire, subsequent data were secured from Dean Anthony‘s survey in as much as it included generalized data from 537 livestock graduates. The information asked of the former student was for the purpose of testing the following: ‘ 1. Whether or not, the curricula they had while undergraduates at Michigan State College, are adequate in terms of their present jobs or careers. ‘ 2. Whether, and to what extent, the agricultural curricula at Michigan State College should be changed, modified, expanded, extended, shortened, eliminated. 3. Whether fewer or more departmental courses should be required of all students majoring in the livestock field. 1145 h. Whether or not a greater prOportion of college time athichigan State College, in terms of course credits, should be allowed the student for use in exploring his own interests, such as elective courses. 5. What kind of improvements or changes would enhance the value of the agricultural curriculum athichigan State College? Finally, after considerable planning and preparatory work, a thirteen page, 25h item questionnaire was develOped and sent to 391 selected recipients of the baccalaureate degree in agriculture from the School of Agriculture at Michigan State College. These Bachelor of Science degree holders majored in Antmal Husbandry, Dairy Husbandry or Poultry Husbandry and graduated during the years l9h0 - 1952. A return of 51 percent or 200 replies was received. Additional generalized data were secured from the Anthony survey, summarized by I. R. Hyeth. This study has been limited to an evaluation based upon those who received a Bachelor of Science Degree, ignoring the effectiveness or lack of effectiveness in terms of attrition or in terms of student selection of a terminal curriculum not primarily designed for a degree bound student. The limitation in this study to individuals who were granted their Bachelor of Science Degree in Agriculture athichigan State College, was made in the interests of feasibility and economy; However, this limita- tion should not be interpreted to mean that former students who did not graduate frcthichigan State College were unimportant in any complete evaluation of the effectiveness of the agricultural curricula. 1146 An objection might be raised, on theoretical considerations, to a survey of former graduates, reflecting implications not for the present day program, but rather for a past program which has been modified and improved over a period of time. In spite of this theoretical objection, the vocational competency of graduates, their Opinions concerning curricu- lum content courses, requirements and electives, plus suggestions for improvements or changes are considerations of vital importance to present day students, faculty, and college administration. A poll, informal and subjective, by staff members, students, or administrators, unplanned as they may be, should not be neglected by those individuals primarily interested in the improvement of the School of Agriculture curricula. This study attempted to assemble in a more complete and satisfactory manner some of the evidences of graduate evaluation, generally found by keeping the ear to the ground. Examination of the catalogs over the years have shown that the cur- riculum administrators of the School of Agriculture of Michigan State College have been sensitive to the needs of the student and have made changes from year to year in the catalog requirements. In summarizing the conclusions, it is necessary to review the facts portrayed by both the Anthony survey and the Zindel questionnaire. In many instances, these facts may agree and when this occurs, that fact will be emphasized. The Anthony survey shows: 1. An overwhelming importance is placed upon the technical agri- cultural courses such as Agricultural Economics etc., by 1h? livestock graduates. This fact was true, regardless of whether or not, the graduate received training in that course area as a student. In the non-agricultural courses, the areas of Accounting and Bookkeeping were of most importance. This fact, again, was true even though the graduate may not have received training in that course while a student. Courses in Horticulture and Rural Sociology in the technical field and.Botany, Education, Entomology, SociolOgy, and Typing were given a low valuation by livestock graduates. One out of every three livestock graduates preferred a curricu- lum utilizing a.combination of "broad training" and "specializa- tion." The respondents indicated they preferred taking two or more courses in several departments in agriculture, with.remaining technical agricultural courses in some field of specialization. More than one person out of three re3ponding, felt the "ability to get along with.pe0ple" was the most important ability essential for job success. The claim of’many, that ”the teacher and how he taught the course" was the most important item in determination of course work, was not substantiated by the replies. On the contrary, a broad general working knowledge, Specific information, and a confidence to tackle problems were thought to be more important than the teacher. lb8 The author's survey revealed some rather significant facts as well as observations based upon the replies of the livestock graduates. 1. When graduates were asked to mention course work:having little or no practical value, twentybfour (2h) percent mentioned Agriculture 101, entitled, "Development of Agriculture." A second course mentioned.most often as being of little value was Agricultural Engineering 11h, entitled, "Rural Electrifica- tion." In general, the 100 series in the agricultural courses lacked something which lessened their value to the student. 2. The Animal Hquand y majors indicated that they preferred a broad training in agriculture with a Special emphasis on.Animal Husbandry courses. This fact substantially agrees with the re- sults of the Anthony survey. 3. The Animal Husbandry majors gave the least valuable rating to the following required courses: PsycholOgy 201, (General Psychology) Landscape Architecture 102a, (Elements of Landscape Architecture) Economics 211a, (Agricultural Economics) Economics 211b, (Agricultural Economics) Mathematics 102a,(Trigonometry) Conservation 201, (Introduction to Conservation) The course of study of the School of Agriculture at Michigan State College appears to be revised year by year as evidenced by the fact that many of these courses are no longer listed as required courses for live- stock undergraduates. 1&9 h. The Dairy Production majors reveal they preferred a broad train- ing in agriculture and non-agricultural courses with an emphasis in fields of Bacteriology, Chemistry and Dairy Husbandry. This fact differs from the Anthony results only in that the Dairy Production majors preferred courses classified as non-technical agricultural courses. 5. The Dairy Production majors concur with the Animal Husbandry majors in placing a low value on courses in Landscape Architecture 102a and Mathematics 102a. In addition, these additional required courses are listed as being of lesser value: D a n zouc, (Mechanical Drawing) Physics 158, (General Physics) Physics 168, (General Physics) Soils 201, (Soils Science) 6. The Dairy Manufacturing majors agreed somewhat with the Dairy Pro- duction majors, but they felt that the Bacteriology and Chemistry courses were far more important than any other courses, including the required Dairy courses. 7. The majority of Dairy Manufacturing majors felt they were not Animal Industry graduates. 8. The courses thought to be the least valuable to the Dairy Manu- facturing major were: Agricultural Engineering 111;, (Rural Electrification) Mathematics 102a, (Trigonometry) 9. 10. ll. 12. 13. 1h. lSO Physics 158, (General Physics) Physics 168, (General Physics) The Poultry Husbandry graduates preferred courses in.their own Specialized field to those courses considered to be non-technical agricultural courses. The courses thought to be of least value included: Physics 158, (General Physics) Physics 168, (General Physics) Mathematics 102a, (Trigonometry) Bacteriology 201b, (Morphological & Cultural) In passing, it should be noted that the majors in Animal Husbandry, Dairy Production, Dairy Manufacturing and Poultry Husbandry all agreed that Mathematics 102a, entitled, "Trigonometry” was of the least value to them. ‘With the exception of the Animal Hquand y majors, the other graduates indicated that the two Physics courses #158 and #168 were of little value to them. The Animal Hquandry and Poultry Hquand y majors agreed that Psychology 201 was of little importance to them. The Animal Husbandry and Dairy Production majors indicated the value of Landscape Architecture 102a was questionable. The evaluation of the technical agricultural courses by the livestock graduates revealed that a.majority of the graduates indicated the content of these courses to be "Just Right." However, although not significant, the re3pondents who took 15. 16. 151 these technical courses felt that "Too Little" was given the student in both Agricultural Engineering and Farm CI‘OpS. For those graduates who failed to take the course and indi- cated their desire to do so, it was interesting to note that Agricultural Engineering and Soils Science, by far, are the ones the graduates wished they had taken. It appears the value of these two courses is not known during the undergraduate days but after graduation, the use, practicality and value are realized. The evaluation by the livestock graduates of the non-agricultural courses, as well as the technical courses indicated that the majority of the reSpondents judged the content of the courses which they took to be "Just Right.“ Significant differences were noted for Conservation and Hygiene & Public Health. In.each of these courses, the respondents indicated that "Too Little" was required of them. The courses listed as requiring "Too Much“ work of the students included: Chemistry, Sociology, Entomology and Landscape Architecture. 1 In the case of graduates who failed to take certain course work and yet wished they had, the following fields were classi- fied as being important: Speech, Business Administration, Hygiene & Public Health, and Agriculture. It was interesting to note that in the case of Hygiene & Public Health, the replies of those who took the course indicated 17. 18. 19. 152 that "Too Little" was required of the student and the replies of those who failed to take these courses, indicated a high desire to take this course. Significant difference in percentages was noted between the replies of the Animal Husbandry majors and the Dairy Husbandry majors in several courses which they failed to take as under- graduates. Significantly, the Animal Husbandry graduate stated he preferred the Agricultural Engineering course number 201, entitled "Farthechanics." In evaluating course work taken while in college, the Animal Husbandry graduate showed a signifi- cant difference over the Dairy Husbandry major for Economics 211a, 211b and 21 c entitled, "Agricultural Economics" and Dairy £23, entitled, "Dairy Cattle Nutrition." The following three courses, which had been taken by the gradu- ates while in college, are significantly more important to the Dairy graduates than the Animal Husbandry graduates: Dairy Husbandry 306, (Advanced Dairy'Cattle Judging) Farm Craps 305, (Forage Craps) Soils 11h, (Soil Science) The livestock graduates gave the best reaponse (99 percent) to the question regarding the prcportion of college time desired for elective courses. Ninety-seven (97) percent answered in favor of one-fourth to one-half of their college time set aside for electives. Seventy (70) percent of the reapondents favored one-third to one-half of their college time for elective credits. 153 Forty (AO) percent indicated one-half or more time should be reserved for electives. 20. Certain courses, required of all agricultural students, listed in the General Agricultural Series, are thought to be of such little value that they felt these courses should not be re- quired of all. These courses included: Agriculture 101, (Development of Agriculture) Agricultural Engineering 11b, (Rural Electrification) Poultry lOl, (Farm Poultry) Rural Sociology 337, (Rural SociolOgy) The first two courses listed have been mentioned several times as being of little or no value. 21. Too few livestock graduates, holding professional positions, evaluated the general fields of study to give an accurate accounting. However, of those who took the course work, ninety- five (95) percent of the Animal Husbandry respondents rated the Horticulture field to be "Valuable.” Agricultural Engineering and Agricultural Economics followed very closely in the graduates' evaluation. The Dairy graduate also rated Horticulture high in the valuation column. 22. The last request made of the graduate was to ask for suggestions or changes which would enhance the value of the agricultural curriculum or to state in what areas, the college curriculum failed to meet a real need of the graduate. As one can expect, a wide variety of ideas and suggestions was prOposed. After 15h carefully evaluating and summarizing, eight broad categories of ideas are given in order of the frequency of mention: 1. want more practical training in courses 2. Require Business Administration courses 3. want more Public.3peaking training 1),. Want more Journalism or Business Writing 5. Use better teaching methods or better instructors 6. want 'on the job" training for credit 7. want better counseling 8. Want better guidance Almost nine out of ten respondents had an idea or two to offer. Thirtyenine (39) percent of the reapondents entered a.plea.for a "learn by doing" curriculum. As one can readily expect, some of the ideas and suggestions were in themselves contradictory but, for the most part, those suggestions mentioned most often did not contradict one another. CONCLUSIONS AND RECOMMENDATIONS In light of the results of these agricultural curricula surveys, certain recommendations for the agricultural curricula.at Michigan State College seem justifiable. These are: (1) Required course work for livestock graduates should not include: (a) Agriculture 101, (Development of Agriculture) (b) Agricultural Engineering 11h, (Rural Electrification) 155 (c) Mathematics 102a (Trigonometry) (d) Physics 158, (General Physics) (e) Physics 168, (General Physics) (1') Psychology 201, (General Psychology) (g) Landscape Architecture 102a, (Landscape Architecture) (2) The Agricultural curricula at Michigan State College should con- tinue to be a combination of "broad training" and "specialization" with courses in several departments of agriculture and the remaining time for agricultural course work in the field of specialization. (3) The evaluation of course work by the livestock graduates indi- cates that the content of the majority of both technical and non-technical agricultural courses was about right. However, it must be pointed out that certain courses in every department in the School of Agriculture were evaluated as exacting either too much or too little of the student. The Opinions varied depending upon whether the courses had or had not been taken as an undergraduate. For those who took course work, in- sufficient requirements were expected of the student in the Agricultural Engineering department and the Farm CrOps department. For those who failed to take the course work, the course work in the departments of Agricultural Engineering and Soils Science was indicated as desirable. Theefore, the content of certain courses offered by these departments mentioned above should be re-evaluated by the department members, in terms of usefulness, based on the results of this survey. A course in Hygiene and Public Health should be made a required course for livestock students. The livestock graduates indicated a high 156 desire for this course and also replied that not enough work was re- quired of the student. (11) The amount of time allowed for electives in the School of Agri- culture should be from one-third to one-half of the total college credits. This means a reduction in the number of required courses both in Basic College, General Agricultural Series, and within the departments of Animal Husbandry, Dairy Husbandry and Poultry Husbandry. (5) Courses should be established in the livestock departments for "on the job training” with credit. (6) Course work given livestock majors should incorporate "practical training." This may mean that ”on the job" training for credit courses must be established within each department. This type of training re- quires close supervision by the College. I (7) Additional course work in Business Administration should be required of all majors in Animal Husbandry, Dairy Husbandry, and Poultry Husbandry. (8) Additional coursesin Journalism or Business Writing should be required of all livestock majors. (9) A better guidance and counseling service should be made available to School of Agriculture students. Therefore, it is recommended: 1. That supervised "On the Job" courses for credit be estab- lished by the departments of Animal Husbandry, Dairy Husbandry and Poultry Husbandry. 2. A guidance and counseling technician be attached to the 157 Dean of Agriculture's office for processing of all agri- cultural students. 3. The time allowed for electives in the School of Agriculture should be increased to allow from one-third to one-half of the total college credits. This means a reduction of re- quired courses in Basic College, General Agricultural Series, and within the departments of Animal Husbandry, Dairy Husbandry and Poultry Husbandry; h. The agricultural curricula at Michigan State College should be a combination of "broad training” and "Specialization" with courses in each department within the School of Agri- culture. One suggested Agricultural curriculum is as follows: PLAN A Courses Freshman Year 'SEgggsted Credits Basics Humanities Communication Skills Total Military Science Physical Education Agricultural Economics Agricultural Engineering Animal Husbandry Dairy'Husbandry Farm Craps Horticulture Poultry Husbandry Soils Science Total 158 Courses Sophomore Year Suggested Credits Basics Social Science 9 Natural Science 9 Total I8 Military Science 3 Chemistry (Agricultural) 3 General Business 3 Bacteriology 3 Journalism 3 Public Speaking 3 Hygiene and Public Health 3 Accounting 3 Conservation 3 Genetics _2 Total 30 Courses Juniot Year gigggsted Credits "Ontthe Job" Training with supervision l6 Eletives (Selected by Student and Agricultural Advisor) 32 Courses Senior Year Suggested Credits Electives (Selected by Student and Agricultural Advisor) 32 Recgpitulation of Plan A Freshman Sthomore Junior Senior Basics 18 Basics 18 "On the Job" Electives ts Military Military Training 16 Science 3 Science 3 Electives 32 Physical Required Techni- Education 3 cal Agricultural Required courses 30 Technical Ag. Courses 2h Totals AB 51 AB AS Grand Total 192 credits for four year course. 159 All students would be expected to complete a.mintmum of thirty technical agricultural credit courses (300 and too series). A total of fourteen credits are necessary for a.major in any School of Agriculture department. An alternate plan would be: PLAN B Make.Agriculture course a five year course. Only major change in this case would be to require two courses in each department in School of Agriculture instead of one. Another alternate plan would be: was Instead of a three quarter school year with a summer vacation, de- velop a.four quarter, four year agricultural course with no summer vacation. In this plan, two courses in each agricultural course would be required. PROBLEMS FOB.FURTHER STUDY There are some questions which have confronted the writer during the progress of the present study. 1. The necessity of study dealing with students electing non-degree curriculum, and also a study involving those students who fail to graduate and who drOp out of school. These might well be two companion studies to the one reported. Such a study might reveal some of the causes for drap-outs, etc. 160 2. What is the relationship between grades made in coursework and the value placed upon that course work in educating Specialists? The results of such a study might well be valuable in determining the necessity for studying the whole college grading and marking system. 3. What is the relationship between the type of job held by the graduates and the evaluation of the course work taken while an under- graduate? Such a study might assist the guidance and counseling service in their daily dealings with students . 14. Is there a necessity for a similar type of survey of Michigan State College graduates, who majored in Agricultural Engineering, Farm Craps , Horticulture, Soils Science, Agricultural Economics, Agricultural Extension, Rural Sociology, Landscape Architecture, Fisheries and Wild- life, Forestry, Forest Products, Land and Water Conservation and Agri- cultural Chemistry? The results of such a study might reveal some interesting Opinions, suggestions and recommendations for enhancing the value of the Agricultural curricula at Michigan State College. 5. When does a course or an experience have value for the student or the learner? An answer to this would go far toward settling all curricular problems . BIBLIOGRAPHY BIBLIOEAPHY A. . BOOKS Campbell, C. M., Practical Applications of Democratic Administration. New York: Harper & Bros., 1952. Edman, Irwin, Philosopher's Holiday. New York: The Viking Press, Inc . , 1938 . Goode , W. J. 8: P. K. Hatt, Methods in Social Research. New York: McGraw-Hill Book Co., Inc., 1952. Havemann, E. and P. S. West. They Went to College. New York: Harcourt, Brace & Co., 1952. Henderson, S. Introduction to PhiIOSOphy of Education. Chicago: University of Chicago Press, I917. James, H. The Social Value of the College-Bred. Memories and Studies. New York: Longmans, Green & Co., 1911. Kilpatrick, W. H. Remaking the Curriculum. New York: Newsom fit 60., 1936. Lodge, R. C. PhiIOSOphy of Education. New York: Harper & Bros., 19h7. Parten, M. Surveys, Polls and Samples: Practical Procedures. New York: Harper 8: Bros. , 195D. Wilson, Woodrow. The Public Pgers of Woodrow Wilson - College and State. Edited by R. s. Baker and w. c. fodd, New Yo: r—k: Harper & Bros., 1925. B . PERIODICAL ARTICLES Bobbitt, F. Chapter III, The Orientation of the Curriculum Maker. Part II, The foundations of Curriculum Making. The Foundations and Technique of Curriculum Construction. The Tweni’gy-fixth Yearbook of the National Society for the Study of Education. Bloomington, Illinois: Public School Publishing Co., 1930. 162 Callom, C. W. Chapter XE, PhilOSOphical Principles. Brower, P. J., Editor, Student Personnel Services in General Education. Wash- ington, D. C. : American Council on Education, 19749. Charters , W. W. Activity Analysis and Curriculum Construction. Journal of Educational Research. Volume V. Kelly, F . J. Chapter XXVEI. Curriculum Reconstruction in the College. The Foundations and Technique of Curriculum Making: Past and Present. The Twenty-Sixth Yearbook of the National Society for the Study of Education. Bloomington, Illinois: Public School Publishing Co., 1930. C . BULLET INS Anthony, E. L. and E. R. Megee, School of Agriculture. Michigan State College Bulletin. Michigan State College, East Lansing, Michigan. Volume h8, Number 11, May, 1953. Carter, R. M. and R. E. Fenix, Vermont's Aggicultural College Graduates. University of Vermont and State Agricultural College. Burlington, Vermont. Bulletin Shl, April, 191:8. Davies, Vernon. Table ShowinLSignificance of Differences Between Percentages. Washington Agricultural Experiment Station, Pullman, Washington. Circular No. 102, September, 1950. Hall, D. M. and R. R. Hudelson, The Agricultural StudentLHis @portunities and Choice of Job. University of Illinois. Urbana, Illinois. Bulletin No. 3, Volume 1L1. September, 191:3. Land Grant College Association. Underg'aduate Training for Pr0§p_ctive Extension Workers. U. S. Department of Agriculture. Washington, D. C. U. S. Department of Agriculture Extension Service Leaflet. No. 1100. October, 1951. National Opinion Research Center, The Public Looks at Education. Denver, Colorado. University of California. Report No. 21. 1951 . Shepardson, C. N. A Study of the Agricultural Graduates of the Agricultural and Mechanical College of Texas. Agricultural and Mechanical College of Texas. College Station, Texas . Bulletin No. 7, Series 5, Volume 7, July, 1951. University of Vermont, College of A.gricu1ture Annual Report No.2. University of Vermont, Burlington, Vermont, December, 1916. 163 Wilson, H. K. Common Practices in Aggiculture in the First T_w_g Years in Our Land Grant Institutions. Pennsylvania State College. State College, Pennsylvania. March, l9b9. D . UNPUBLISHED MATERIAL Anderson, E. W. "A Study of the Curriculum and Its Organization in Departments of Poultry Husbandry." Unpublished Ph. D. Thesis, Purdue University, 1953. Anthony, E. L. "Minimum Requirements for the Bachelor of Science Degree in Agriculture." Oral Communication with mimeographed data. East Lansing, Michigan: Michigan State College, Fall, 1951. Association of Land Grant Colleges and Universities. "Report of Senate Conflittee on Training Teachers of Vocational Agri- culture." Bail, J. P. "Teacher Education in Agriculture." Written communi- cation with mimeo graphed data. Morgantown, West Virginia: College of Agriculture, University of West Virginia. August 14, 1952. Benn, H. W. "Special Questionnaire on Courses, 19148." Written communication with mimeog‘aphed data. Laramie, Wyoming: College of Agriculture, University of Wyoming. August 12, 1952. Dunavin, w.‘M. Written communication. April, 1953. Hawkins, R. S. Written communication with mimeographed data. Tucson, Arizona: University of Arizona, College of Agriculture, August 9, 1952. Jones, D. C. "Plans for Training Teachers." "Unpublished M. S. Thesis ." Cornell University. 1930, 281: pp. Libby, W. C. ”Survey of Graduates.“ Written communication with mimeographed data. Orono, Maine: University of Maine . 1952 . Montgomery, G. "Occupations of Graduates in Agricultural Economics and Agricultural Administration." Written communication with mimeographed material. Manhattan, Kansas: Kansas State College. August 13, 1952 . Mann, A. 1., "Occupational Survey." Written communication with mimeographed data. Storrs, Connecticut: University of Connecticut, August 18, 1952. 16h Pace, C. R. "University-Wide Studies in Evaluation of General Education at Syracuse." "Unpublished Manuscript." October 15, 1953. Syracuse University, New York. Pollard, J. E. Written communication. April, 1953. Rhea, M. B. "Present Status and Opinions of Graduates Granted Bachelor of Science Degrees Since 1932 in Agricultural Curricula at Iowa State College." "Unpublished Ph. D. Thesis." Iowa State College, 1953. Sexauer, T. E. "A Determination of the Major Activities of Dairy Farmers of New York as a Basis for a Curriculum in Dairy Husbandry." ”Unpublished Ph. D. Thesis ." Cornell University, 1927. pp. 721. Shirkey, S. B. “Personal Data Sheet of (h'aduates of the University of Missouri, College of Agriculture ." Written communic ation with mimeographed data. Columbia, Missouri: University of Missouri, July 30, 1952. Springer, L. V. Written communication. April, 1953. Sutherland, S. S. and S. N. LeCount, "Survey of Degree Graduates of the College of Agriculture, Davis ." Written communications with mimeOgraphed data. Davis, California: College of Agri- culture, University of California. April 8 and 21 , 1953. Sutton, H. H. Written communication, April, 1953. White, Conrad P. "Factors Associated With Certain Abilities Possessed and Jobs Taught in Selected Livestock Enterprises by Teachers of Vocational Agriculture in Michigan." "Unpublished Ph. D. Thesis." Michigan State College, 1951. Wyeth, I. R. "A Study of the Agricultural Graduates of Michigan State College." "Unpublished M. S. Thesis." Michigan State College. 1953. pp. 137. Young, 0. L. "Functioning Subject Matter in Poultry Husbandry for Students in the College of Agriculture as Adjudged by Teachers of Vocational Agriculture in Ohio." "Unpublished M. S. Thesis.‘I Ohio State University, 1931. 66 pp. 165 APPENDIX Following are: 1. Cover letter sent to 391 livestock graduates who graduated in 19ho - 1952. Dean Anthony's questionnaire sent to 1500 agricultural graduates of Michigan State College, of whom 537 majored in livestock. Questionnaire used in survey showing Special insert sheets for graduates in Animal Husbandry, Dairy Husbandry and Poultry Husbandry. This technique permitted the use of only thirteen pages instead of sixteen pages. Tables I A through VIII A, showing the quantitative analysis of elective technical agricultural courses by departments and by the Animal Husbandry, Dairy Husbandry and Poultry Husbandry graduates of Michigan State College. Tables IX A through XXXI A, showing the quantitative analysis of elective non-technica1.agricultural courses by departments and by the Animal Husbandry, Dairy Husbandry and Poultry Husbandry graduates of Michigan State College. APPENDIX A 166 MICHIGAN STATE COLLEGE EAST LANSING DEPARTMENT OF POULTRY HUSBANDRY 1481.011 18, 1953 Dear Livestock Graduate: Michigan State College Needs Your Help! This letter is an attempt, through your assistance, to get your reaction to the subject matter taught while you were a ' student here. We want to arrive at the best method of practical, down-to-earth teaching, based upon your ideas, experience and comments. I am enclosing a questionnaire, which I frankly admit is lengthy and cumbersome. Its ultimate purpose is to assist in the development of studies adapted to the needs of present and future students in the field of Agriculture, majoring in livestock courses. To help you recall the course-work taken, a copy of your transcript is enclosed, which you may keep if you wish. We have tried out the questionnaire with a few peOple and most people can fill it out in less than half an hour. Won't you please look over the questionnaire now, complete and return it as soon as possible in the addressed envelOpe? We think you'll find it interesting to recall your old courses. Since course num- bers and requirements have changed in some cases, you will probably have to use course titles at times. You may have recently received another questionnaire sent out by Dean Anthony. That survey asked for general information while this one requests more specific information. No attempt will be made to identify or correlate the responses. You may wonder why or think it peculiar that a questionnaire of this broad nature is sent to you from a person specializing in one segment of agriculture, but the writer is serving as an assistant on this project. Your cocperaticn will be greatly appreciated by future agricultural students, the faculty and the writer. Sincerely, H. C. Zindel HCZ Ir Extension Poultryman enc. 16‘! gficuhure Michigan State College of A omc: or owl 5’ 19,5}: your help We need ‘mg program realistically of our graduates. r valued opinion so To get you r a few 1 pages . u to ensue mportant ing yo 6 following tions on th You alone. as one of our graduates. o experie use to help us. have th sun Wherever we go, we find that college graduates have developed opinions about the value of the courses they look. 1. Which of your college courses have you found to be most valuable to you in your present position? (List the most important first.) Course Name First Second Third 2.What made the course, that you listed first, stand out in your min (Check AS MANY as apply.) 1. The specific information you received in the course __ 2. The instructor, and the way he taught the course __ 3. The knowledge of where and how to find information in that field of study when you need it _ 4. A confidence to tackle problems in that subject matter area, when re- quired by your work __1 5. A broad, general working knowledge of the subject which the course gave you _ 6. Others (specify) Whether a graduate is in farming, busi- ness. or in some other occupation he usu- ally finds thcxt certain of his college courses help him in his job better than others. 3.For each of the courses or course areas below please check whether you have found them to be very important, important, or not important. Very Not Course or Course Area ImportantlmportantImportant H . Technical Agriculture Agriculture Economics E _ Agricultural Engineering .— Animal Husbandry __ Dairy .> Horticulture _ _— Poultry Husbandry __ __ Rural Sociology and Anthropology __ __ Soil Science _ _— FEQWF‘D CFO Farm Crops __ _ _ rs Page I . Accounting . Typing _ . Bookkeeping . Business Law . Economics History of Agriculture Botany Chemistry 1 Education 11. English 12. Entomology . Journalism 14. Mathematics _— 15. Sociology and Anthropology ____ 16. Speech E 17. Radio and Television . Zoology ._ 19. Public Relations _ 20. Recreation 21. Guidance and Counseling ...1 . Basic College Courses _— . Other (specify) selenium» .oroeo H 00 H 00 2 N 2 CA} I IJJHH H HHHH Hill Now please go back and encircle the number or letter before each of the above course areas in which you received some training in college. Some people argue that a graduate in Agriculture is better off with a general course covering many fields. while other people favor a specialized kind of training. 4. For people in your type of work, which type of training would you recommen (Check one) 1. Intensively specialize in the subject matter of a single department in the School of Agriculture. (For example: Forestry, Poultry, Horticulture, etc.) _— 2. Take one course in several different departments of the School of Agricul- ture, with remaining technical agri— cultural courses in some field of spe- cialization within one department Page 2 3. Take two or more courses in several departments in the School of Agricul- ture, with remaining technical argicul- tural courses in some field of speciali- zation _ 4. Try to get as broad a training as pos- sible in agriculture, without speciali- zation in any one single department in the School of Agriculture _— 5. Try to get a broad undergraduate training in agriculture without special— ization, and then intensively special- ize as a graduate student in the sub- ject matter of a single department in the School of Agriculture 5.Which of these ways is most helpful in getting the FIRST position following graduation? (Check one) E 1. Take specialized training in agriculture __ 2. Take a broad general training in agri— culture __ 3. Take a combination of specialization and broad training Every person who selects a career is usually influenced by several factors in making his decision. Knowledge of these factors helps in planning adequate coun- seling services for students. 6.When did you first make up your mind about following your present career? ( Check one) 1. Before college ___ 2. Freshman year 3. Sophomore year E! 4. Junior year I 5. Senior year 6. After graduation from college 7.Who was most influential in your decision to select your present career? (Check AS MANY as apply.) 7 1. High School teacher 2. Someone in the dean’s office 3. Members of the department in which you majored 4. Other faculty members of Michigan State College 5. College Counseling Center ___ 6. Parents E 7. Relatives and ”or friends ___ 8. Others (specify) Page 3 Now please go back and place a star (‘4‘) oppo- site the one most helpful. 8.What kinds of help should freshmen be given regarding a choice of career? (Check As MANY as apply.) _ 1. An orientation course including infor- mation about agricultural occupations EE 2. A Personal Counseling Service in the School of Agriculture E 3. Appropriate tests _— 4. Freshman seminar given by each de— partment 5. Individual conferences to help stu- dents make wise career choices Getting that first position is an anxious moment for every college senior. Know- ing how you and others went about it is a step in assisting seniors in the future. 9.What was your first civilian position after grad— uation from Michigan State College? (Be as specific as possible. For example: Dairy Farm- er; County Agricultural Agent; Agricultural Chemist.) 10. What part did your college training play in helping you to get your first civilian position? (Check one) 1. Gave specific preparation _ 2. Provided general background 3. Provided little specific or general background 11. Did this first position provide you with a good opportunity for advancement? (Check one) 1. Yes _— 2. No 12. How long did you hold this first position? 13. Which of the following contacts were MAINLY responsible for your getting this first position? (Check one) Michigan State College Placement Service Other employment agencies Michigan State College faculty mem- ber or adviser Friends (include schoolmates) or rela- tives Your own individual efforts Other means (specify) H J. L .L Page 4 Every educational institution has to keep up—to-date on the kinds of occupations available for its graduates. This knowl- edge again will make the counseling task easier. 14. What is your present major occupation? (Be as specific as possible. For example: Dairy Farm- er; County Agricultural Agent; Agricultural Chemist, etc.) 15. How many years have you held this position? 16. What is the nature of your present employment? (Check one) 1. Public employment (Federal, State, County employee, etc.) . Private employment (working for a company, corporation, etc.) . Self-employed (in business for your- self such as farming) _.__ 4. Any other type of work L O) 17 Check AS MANY of the following job descrip— tions that best apply to your present major occupation. __ Farming Management Teaching Research Sales Public Relations Supervision Organization Administration Other (specify) HHHHI ... Proposesnewor 18. What MAJOR POSITIONS have you held prior to your present one? (Begin with your first posi- tion after graduation from college. Please in- clude military service, if any.) ‘ ’orr Years Held 19. Are you interested in changing from your pres- ent work to another type of position? ( Check one) 1. Yes __ 2. No __ 3. Uncertain Page 5 Being successful on a iob usually requires more than practical information. For ex- ample. personal skills and abilities often determine how well one gets along. 20. What skills and abilities have you found to be most essential in making a success of your pres- ent occupation? (Please list in order, “1, 2, 3, etc.,” the most important first. 1. Skill in using technical knowledge _ 2. Ability to sell (products, ideas, etc.) .__ 3. Ability to accomplish things _ 4. Capacity to work hard _ 5. Ability to write _. 6. Ability to get along with people __ 7. Ability to speak to individuals and groups _._ 8. Ability to take an active part in com- munity services ___a 9. Others (specify) 21.Do you have a supplementary occupation in addition to the one that you listed above? (Check one) 1. Yes W 2. No 22.If answer is YES, what is the occupation? 23.How many years have you been engaged in part time work of this kind? ____.___ Every student counselor is asked about the salaries that may be expected regarding job opportunities. Your answers to the fol- lowing questions will bring us up-to—date information on this matter. 24.Please check ONE Of the following that best applies to your 1951 income (less expenses and before taxes) for your present major occupa— tion. (This information is for averages only. Only averages will be tabulated. Individual answers will not be divulged.) 1. Less than $2000 _.._ 2. $2000—$4000 ..._. 3. $4000—$6000 ._ 4. $6000—$8000 _ 5. $8000—$10,000 __~ 6. Over $10,000 Page 6 Finally. we would like a little personal in- formation in order that we may develop a good directory of graduates of the School of Agriculture. 25. Name Last First Middle 26. Present Address: Route No. or Street City or Town State 27. Year of graduation from M.S.C.? Age at time of graduation? 28.Major field of specialization in School of Agri— culture (if any). (For example: Agricultural Education; Dairy; Farm Crops; etc.) 29.MINOR field of specialization in School of Agri- culture (if any). 30.Additional degree(s) received after graduation from M.S.C.? 1. Degree_ 3. Major 2. Year received 4. Institution THANK YOU FOR ANSWERING THESE QUESTIONS. Now please put this folder in the stamped, self- addressed envelope which is enclosed and drop it in the mail. Sincerely yours, DEAN, SCHOOL OF AGRICULTURE Page 7 I. II. 168 A. Study of the Reactions of the Graduate to the Agricultural Curricula of the Animal Industry Division of Michigan State College Please complete the following information about yourself: 1. 2. 3. 4. 9. I was graduated from Michigan State College in .(year) (1) I majored in (Animal) (Dairy) (Poultry) Husbandry. Circle correct one. (2) I (have) (have not) done griduete work. If so, how much? (years).(3) I am presently engaged as: (check one or more, or add any position (1.) not listed. Occupation Years worbd in each occtpation E i A. Farmer ; B. Agricultural Teacher ( ) 0. Extension Worker E; D. Research Uorksr E. Agricultural Salesman ( g r. 4-H Club Agent ( G. Comrcial ( ) H. Private Business ( ) 1. Other (please specify) __ I have had this position for (years). (5) The work in which I am presently engaged (is) (is not) what I spe- (6) cifically prepared for while at Michigan State College. The education which I received at Michigan State College has prepared (7) me for my present life's work, (very well) (well) (poorly). I belong to a farm organization. (Farm Bureau) (Grange) (Farmers' Union).(8) Home of State in which you are now located .9) The courses required for all students graduating from the School of Agriculture who majored in the livestock industry courses are listed Wat‘s. To what extent do you believe those courses helped you to meet the problems you have encountered in your work? For some of you, several of the courses listed may not have been required when you were in school. A quick check against your transcript of grades will verify this. .. a .. Please circle the correct symbol. If a course has been: very helpful to you, circle a (v) somewhat helpful to you, circle an (s) not at all helpful to you, circle an (ii) If you do not wish to answer because you did not take the course, simply circle the symbol (7). SECTION A. General Agricultural Series All students in Agriculture were elqaected to tab these General Agriculture 3317193 courses before proceed“ to their major subject. M‘s—.... Codex v .. very helpful, a - Ms benefit N - not at all helpful, 7 - no answer .. .... _rm-uwovo- l Course Number {1 Course Title Ag. lol . Development of Agriculture - - .- - v s N 2 (10 Ag. Econ. 211, 2113 Agricultural Economics - - - - - - V S N 2 11 An. Husb. 115 Types of Livestock - - - - - - - - V S N 2 (12 Ag. Eng. 109 Farm Equipment - - - ------- V S N ‘l (13 Ag. Eng. 11!. - Rural Eleatrii‘ication - - - - - - v s N 2- 14 Basic 111,112,113 Written a. Spoken English - - — .. - v s N 7 15) Basic 121,122,123 Biological science - - - - - - - .- v s N 2 16 Basic 141,142,143 Social Science - - - - - «- - - - - V S N T (17 Basic 151,152,153 Effective Living ........ v s N 7. (18 Basic 161,162,163 History of Civilization - - - - - v s N r (19 Basic 171,172,173 Literature a Fine Arts - — - - - - v s N 2 (20 Botany 101a General Botany - - - - - - - - - -- V S N 7 21 Chemistry 101 or 101a General Chemistry - - - - - - - -- V S N '3 (22 Chemistry 102 or 102a General Chemistry - - - .- - - - - v s N 2 (23 Chemistry 103 or 103a General Chemistry — ----- - - IV S N 1 24 Dairy 101 Introduction to Dairying - ... - - - v s N 2 (25 Education 101 Orientation for Men - - - - - - - V S N 2- 26 English 102e Conposition - - - - - - - - - - - V_ 8 N 2- 2’7 Englisth2f Composition-----------VSN? 28 English 102g Comosition - - - - - ------ V S N ‘1‘ 29 Farm Crops 101a Field Crop Industry - - - - - - - v s N r (30 Farm Mgt. 202 Farm Management - - - - - - - - .. V S N '2 (31 Hort. 100a General Horticulture - - - - - - - V S N ? 32 Math. 100a Elementary Algebra - - - - - - - - V S N 'l 33 Math. 1000 Algebra for Statistics - - «- - - V S N 7 34 Math. 101 College Algebra - - - - - .- .. - - v s N 2 35 Math. 101a Agricultural Mathematics - - - - - v s N 2 (36 Poultrlel FarmPoultry-----------V SN '2 (37 Soilslll. SoilScience-----------VSN? (38) 4 Sociology 337 Rural Sociology - .. - - - — - - - v s N 2. (39; i Speecthl PublicSpeaking---------VSN?' (40 i 200109 10!. Introduction to Genetics - - - - - V 8 N ‘2 (1.1; i Zoolog 201 Economic Zoology--------- V S N 7 42 ! Other courses not listed . a v s N 2 (43 2 ‘ 1 1;. v s N 2‘ (44; : w w v s N 2. 45 .. 3 .. SECTION B. Animal Husbandry Most of the following com-see were required for Animal Husbandry Majors when you were in school. Code: V - very helpful, 8 - somewhat helpful, N - not at all helpful, 1 - no answer I xcome .1539??? ........ . °°m° Tm" 1; “.305 Nmiumb----¢C------ VSN’ An.Hub.301 AnimalBreeding---------- VSNE ‘ An.Hub.304b AppliedFeeding---------- VSN'I- Menube305a Stocthflging ---------- V 8N ' An. Hub. 322 Sheep 8: Swine Management - - - - - V S N ‘3. An. HUb. 405 Advanced StOCk thiging '- e- u- u- a- - V 3 N 7 An. “lib.“ MeatProduction-------—-- V 8 N 2 An. Hub. [.07 Livestock Production 8: Management - V 8 N ?- An.Hub.416 Seminar-------------- V SN?- An. Hub. 423 Beef Cattle 8: Horse Management - - V 8 N 7' Bee y. 201a General Bacteriology - - - - - - - V 8 N ?- Bacty. 201b Morphological 8: Cultural - - - - - V S N 2- Chenistry 207 antitative Analysis - - - - - - - V S N ‘2- Chenistry 208 Biological Chemistry - - - - - - - V S N 9' Conservation 201 Introduction to Conservation - - - V S N 2 Econ. 2118 Agricultural Economics - - - - - - V 8 N V Econ. 211b Agricultural Economics - - - - - - V 8 N ?- Enty. 201 Introduction to Entomology - - - - V S N 7. Farm Mgt. 302 Farm Management - - - - - - - - - V S N '2 Land. Arch. 102a Elements of landscape Architecture V S N 2 Math. 1023 Trigonwetry - - - - - - - - - - - V 8 N 7- Phys. 158 General Physics - - - - - - - - - - V S N 't Physiol. 302 or 301. Physiology of Domestic Animals - - V S N '3- Psych. 201 General Psychology - - - - - - - - V S N V ‘ Soilszol Soils------—-------- VSN?‘ Zoolog 311 Introduction to Genetics - - - - - V S N '2 Zoology 333 Elementary Genetics - - - ----- V 8 N 't- OTfiER COURSES NOT LISTED fi 11 v A _ fl V 8 N V W T w fifi A g - ___ #1“, V S N '2' M.“ v w .1 1. fl V S N '1‘- OOOOOOOO -3... SECTION C. Dairy (1) Dairy Production Most of the following courses were required for Dairy Production Majors while you were in school. Code 8 V - very helpful, 7 - no answer 3 - somewhat helpful, N - not at all helpful ................ Course Number ‘ f t 305 Ag. Eng. 390 An. Hub. 301 or 1.02 An. Path. 1.12 or 412a Bacty. 201a Bacty. 201b Bacty. 304d Chemistry 101 Chemistry 102 Chemistry 207 Chemistry 208 Chemistry 34!. Chemistry 353 Dairy Hub. 209 Dairy Hub. 210 Dairy Hub. 30413 Dairy Hub. 308 D 8: D 20!.c Enty. 201 Farm Management 302 Hygiene 312a Land. Arch. 1028 Math. 102a Phys. 158 Phys. 168 Phys. 201d Phys. 201a Physiol. 304 Soils 201 on. uuuuuuuu ....‘O-’ -...G-“.-.‘“-“‘du-§‘- ... .. aaa A i Course Title Nutritime--—--------- Dairy Farm Structures 8: Equipment - Animal Breeding ------- - - - Livestock Hygiene 8: Disease Control General Bacteriology Morphological 8: Cultural Dairy Bacteriology - - - General Chemistry General Chemistry Quantitative Analysis - Biological Chemistry Dairy Chemistry - - - - Chemistry of Nutrition Dairy Herd Operations - Dairy Plant Operations Market Milk-- - -- - Dairy Technology Mechanical Drawing Introduction to Entomology Farm Management - - - - - - - Livestock Hygiene 8: Disease Control Principles of landscape Architecture Trigonometry ----------- General Physics - - - ------- General Physics - - - - - - - - Mechanics 8: Heat Heat, Magnetism 8: Electricity - Physiology of Domestic Animals Soil Science OTHER COURSES NOT LISTED AA—A- <<<<4<<<<<<<<<<<<<<<<<<<<<<<< 1’ <44 mmmmmmmmmmmmmmmmmmmmmmmmuncommon 232222222222222222222222222222 ’mmco ZZZ ' I I i o I O O A i 9 1 1 i O I l 16"!“ l l 9. Most of these courses were required of Dairy Manufacturing Majors while you were in school. -3;— sscnon 0. Dairy (2) Dairy Manufacturing Code: V - very helpful, 8 - somewxat helpful, N -- not '2 -- no answer A“ at all helpful W‘.V“ I vv— Course Number Course Title A3. 205 Nutrition ------------ Ag. Engr. 111. I Rural Electrification - - - - - - Ag. Engr. 390 :‘ Dairy Farm Structures 8: Equipment 58- Engr. 392 Dairy Plant Engineering - - «- - - Bacty. 201a General Bacteriology - - - . .. .. BQCtye 201b mthIOgioal & Cfltml II - - . Bacty. 304d Dairy Bacteriology - - -- - - - - Chem. 207 Quantitative Analysis ------ Clam. 208 Biological Chemistry - - - - - - Chem. 34!: Dairy Chemistry - - - - - - - .. . Chem. 353 Chemistry of Nutrition - - - - - Dairy Hub. 225 Elements of Dairy Technology - - Dairy HUI). 230 ; Dairy Sanitation -- - - - - - - - D 36 D 2040 Mechanical Drawing - - ----- Math. 102 Trigonometry - - - - - - - - - .- Phys. 158 General Physics - - - - - - - - -' Phys. 168 i General Physics ------ - — - cums comsss nor LISTED I L <<<<<<€<<<<<<<<<<< <44 mmmmmmmmmmmmmmmmm {comm zzzzzzzzzzzzzzzzz 222 P 000000 mm~-~-~..' ddh’flflflflflfldfldfldflqfifl ace» L notice-0.4 MWW UH]: ‘1 0‘ 1* ~3- ssc'rlon D. Poultry Most of these course were required of Poultry Majors when you were in school. Code: V .. very helpful, 8 - somewhat helpful, N - not at all helpful 2 - no answer An. Hub. 301 Animal Breeding ---------- V S N 2 Bacty. 201a or 202 General Bacteriology - - - - - - - V S N 2- Bacty. 201b Morphological 8: Cultural - - - - - V 8 N 2- Bacty. 1.03 Physiological - - - - - - - - - - V S N 2- Cons. 201 Introduction to Conservation - - - V S N 2- Enty. 201 Introduction to Entanology - - - - V S N 2 Farm Management 302 Farm Management - - - - - - - - - - V S N 2 Hygiene 403 Poultry Hygiene 8: Sanitation - - - V S N 2 Journ. 302 Business writing - - . .- - .- .. - - V S N 2- Land. Arch. 102a Elements of landscape Architecture V S N 2- Math. 102a Trigonometry - - - - - - - - - - - V 3 N 2- Phys. 201d Meohanics 8: that - ------- - V S N 2' Phys. 201e Heat, Magnetism 8: Electricity - - - V S N 2 Phys. 158 General Physics - -------- V S N 2- les. 168 General Physics -------- - V S N 2— Physiol. 302 or 304 Physiology of Domestic Animals - - V S N 2 Psych. 201 General Psychology - - .- - - - - — V S N 2 Poultry Huh. 302 Poultry Judging 8: Breeding - - - - V 8 N 2 Poultry Hub. 303 Marketing of Poultry - - - - - - - V S N 2- Poultry Hub. [.04 Incubation and Brooding - - - - - - V S N 2- Poultry Hub. 408 Poultry Management - - - - - - - - V S N 2 Poultry Hub. 410 Poultry Breeding - - - - - - - - - V S N 7. Poultry Hub. 411 Poultry 8: Egg Products - - - - - - V 8 N 2 Soils 201 Soil Science --t--—------- V S N 2 Speech 102 Public Speaking - - - - - - - - - - V 8 N 2- 2001. 311 Introduction to Genetics - - - - - V S N 2 OTHER COURES NOT LIS'ED g A V 8 N 2 V S N 2- l V 8 N 2- l 1 1 1 1 l III. E. Some of the courses listed in Section A., General Agriculture Series are required for allAstudAents in Ag riculturez 511305 of these requfred ones do m1 thin? should not be req re 0 all students2 Name of Course (78) "by - o A “(79) Name of Course (30) Why a: as; (81) Name of Course V - (82) Why I -(83) Would you list the name of any of the courses which were required of you which you believe should not be required of all W2 Remember - - Section A - General Ag Series) Required for all Majors B - Animal Husbandry) Animal Hub Majors (1) Production ) C - Dairy Husbandry gDairy Majors (2) Manufacturing D - Poultry Husbandry) Poultry Majors Name of Course A (34) 1.1m, (35) Name of Course (86) mm W (87) Name of Course A _JSB) Why a ,L (89) Name of Course w(90) Why (91) W wfiw -5... B. List by name any agricultural courses which you took but which were not required of you and which you think should be required of all livestock Majors. Name of Course g (92) Why (93) Name of Course (94) why _ (95) Below are courses and subject-matter areas listed as elective. If you took an elective course listed by departments below, place a check mark (V) infialaaal. If in a given course, you believe that: Too much was required, check Column 2. I If requirements were Just right, check Column 2, If too littlg was required, check Column b. In the case you did not take the course, but wish you _h_ad_, check Column 5. Codes 1. Took Course 8 .p g «a 2. TooMuch afigma 3. Just Right 8 £1 5 a H 1.. Too Little Ad 4: .5 5. Wish I Had 8 8 3 8 .4 E-d 54 Fe :7 a Course Number Course Title 1 2 3 4 5 5319111th } 201 Cooperative Extension Work - - - - - - - €96) 2w Nunum--~-----------e g 9” Agr'l Eggr. 201 Fans Mechanics - - - - - - - - - - - - (98 215 Farm Construction - - - - - - - - - - - W i (99 302 Building Materials 8: Methods - - - - - A film 303 Farm Engines 8: Tractors - - - - - - - - 101 301. Parmxiaohinsry—----------- (102 305 Farmstead a Building Planning - - - - - (103 307 Farm Drainage 8: Irrigation -- - - - - - (104 316 Farm Field Equipment - — - - - .- - - - (105 387 Drainage, Irrigation a: Erosion Control (106 Code: 1. Took Course 8 +2 2. Too Much 9 at: :33 3. Just Right 8 £2 :3 H 4. TooLittle 2.84045 33 Course Ntunber Course Title I 2 3 4 5 Anatomy 305a, b 0 Gross 8: Microscopic Anatomy - .. - .. .. 307 AvianAnatomy--~----......-- 308 Avian Embryology - - ..... - .. .. 4038 Cytology 8: Histology - - - — .. .. .. .. 4031) Embryology ------ ------ .. An. Husbandry 301 or 402 Animal Breeding ----------- 302 (202) Study of Breeds - .......... 304'!) App lied Feeding ---------- .. 305a Stock Judging - .......... 311 Horse Breeding 8: Management - - .. .. .. 312 Swine Breeding 8: Management - - - - - 320 Meat Selection 8: Use -------- 401 Advanced Animal Breeding .. .. .. .. .. .. 405 Advanced Stock Judging — .- .. .. - .. 406 Meet Production ........... 407 Livestock Production 8: Management - - 413 Sheep Breeding 8: Management - - .. .. .. 414 Beef Cattle Breeding 8: Management - - 415 fiascial Problems - - - ....... 424 Advanced Meat Selection 8: Grading - - An. Pathology 301 301a 301b 412 8: a Bacteriolog 201e 3048 304b 3040 304f 3041 General Pathology ... ... ........ General 8: Systemic Pathology - - - - SYStOIRlc PathOlog- ...... u- a- - Livestock Hygiene 8: Disease Control - Applied Bacteriology» ------- - Antiseptics 8: Disinfectants ----- Water 8: Sewage - - - ........ Food Preservation 8: Decomposition - - Pathogenic Bacteriology - - - - - - - Immology 8: Serology - - ----- .. A “-"V w—w—v _— Code: 1. Took Course 2. Too Much 8 4;: '9. re 3. JustRight Bag 3S 1.. Too Little 8 g 3 H 5.11iahIHad €013 83" o o :s ... E-fi [-4 0-: E4 ”.3 Course Number Course Title 1 2 3 4 5 Bus LAdministration ~+— 200 Introduction to Accounting - - - - _ 137 203a, b 8: c Principles of Accounting - - -- - - 138 236 Principles of Insurance - - - - - 139 445a8:b BusinessLew------~---- (140 1.1.8 Sales Administration ------- (11.1) Chemistry 207 Quantitative Analysis ------ (142) 208 Biological Chemistry ...... (11.3) 221 Pm'siological Chemistry ----- 1 (144) 341a, b a c Organic Chemistry - - - - - - - - (145) 353 - The Chemistry of Nutrition - - - - (11.6) 383,384,385 Physical Chemistry - ------- (147) 390 8: 1.57 429 b 8: 0 Biological Chemistry ------- (148) Civil Engineering 360(San.:3ng.3ol) Water Treatment Technique - - - - (149; 364(San.3ng.302) Sewage Treatment Technique - - - - (150 Conservation 201 Introduction to Conservation .- - - (151) Dairy Husbandry ' 230 Dairy Sanitation -------- (152) 301. a b Market Milk — - - - ------- .. (153) 305 a a Ice Cream Manufacture ------ 154) 306 Advanced Dairy Cattle Judging - - 155) 309 Dairy Herd operations- - - - - - - 156) 311 8: a Dairy Cattle - - - - ------ (157 318 Advanced Dairy Products Judging - (158 326 Laboratory Methods -------- 159 1.02 Butter Making ---------- 160 404 8: b Concentrated Milk Products - - - - 161 405 a b Cheese Making ---------- (162 1.11 a b Milk Production --------- (163 412 Dairy Farm Management ------ (164) l . 1.15 a 1.16 Dairy Seminar --------- 165) 1 1.21 Plant Management --------- (166) € * 1.23 Dairy Cattle Nutrition - .- - - - - (167) 424 dvanced Dairy Technology - - - - _ (168) 431 airy Inspection 8: Ordinances - - (169) 211' a, b 8: c 307 318 322 323 338 343 446 450 Entomology 201 E. Draw. . 204C Farm Crops 303 304 305 405a 8: b 409 Farm Mgt. 202 (302) 301 303 404 A Forest 100 5 Geolog 3 208 A; Horticulture q n. l 1H anu ! ygfigfiith ° 403 412a Agricultural Economics - - - - - - - Personnel Management Money, Credit 8: Banking Agricultural Marklting Cooperatives in the Economy Marketing of Dairy Products Cooperative Business Management - Agricultural Prices National Agricultural Policies - - ------- ----- ----u Introduction to Entomology ----- Mechanical Drawing Special Field Crops Forage Crops It a- e- d e- ------- Cereals, Grain Grading 8: Marketing - Techniques 8: Principles of Plant Breeding .............. Grassland Managemen ..------- Farm Management Farm Management Statistics of Crops 8: Livestock - - Successful Michigan Farms- ..... Development of Forestry Introduction to Geology - - Storage 8: Transportation ------ Poultry Hygiene 8: Sanitation - - - - Livestock Hygiene 8: Disease Control Code: 1. Took Course g f; '9‘ E 2. Too Much 8 .c: an 33 3. Just Right g 3 H 4. Too Little .1: 8 «g o .5 5.ma1md gagggg iCourse Number Course Title 1 2 3 4 5 Economics (186) (189) (Mm) 4.. ; 191) : 192) ‘ 2193) 51194) _4‘ Code: I. Took Course g '2 2.73 2. Too Much 8h; lg fl 3. Just Right 3:, g :3 "" 1.. Too Little *§ 8 s" 8 ‘5‘. 5. ”18h I Mad 5.. 5... Pg 5... :1! Course Nimher Course Title 1 2 L3 1. 5 g Journalism : ' 302 Business Nriting - - - ------ 1 (195 302n a: 318 Technical writing — - ----- e if 196 302p a 321 Bulletin writing - - - - ----- - (197 302s 8: 319 Farm 8: Home Writing - - - - - - - $198 305 Principles of Advertising - - - - 199 309 Feature Article writing - - - - - (200) Land. Arch. I 101 8. 102a Elements of Landscape Architecture 1 (201) I Mathematics 1 102 W Trigonometry - - - - - ------ ' (202) 103 Analytic Geometry - .- - - - - - - (203) 204 Elementary Calculus - - - - - - - 1 (204) 225 Statistics - - - - .- ------ - g (205) 308g Elementary Statistics - - - - - - r (206; 325 Statistical Methods ----- - - g (207 Mech. Eng. ( 209 Refrigeration - - - - - - - - - - ' (208 218 Plumbing 8:Fitting-------- (209 320 8: 321 Mechanical Equipment of Hotels - - 1 210 Physics i 1% mmmlmwms--------- an) ( Physiolog 1 302, 301. Physiology of Domestic Animals - - (212) 310,311 a: 312 Advanced Physiology - - - - - - - I 5 (213) 314 8: 414 Abnormal Plvsiology - - - - - - - 1 ‘ 214 410, 411 8: 412 Advanced Physiology - - - - - - - g 215 413 Internal Physiology - - - - - - - ' 216 Political Science i 203a National Government .- — - - - - - i (217) 203b State Government - - - - - - - - - I 218) Poultry Husbandry 302 Poultry Judging a Breeding - - - - (219) 303 Marketing of Poultry - - - - - - - (220) 309 Domestic Prepagation of Turkeys - 221) Code: 1. Took Course 1 f 2. Too Much 3. Just Right i E 5 3 1.. TooLittle ggfig H 5. "’18h I Had ‘I’ a 8 3 S s .. I a as re c-c 3,; Course Number Course Title 1 2 3 4 5 Sociology _ g 201 Principles of Sociology - - - - (222) Soils 114 8: 216 Soil Science - - - - ----- 223 306 Fertilizers - - - - - - - - -— 22.4 308 Soil Management - ------- - - 225 404b Soil Fertility - - - - - - - - 226 Speech 128 8: 228 Parliamentary Procedure - - - - 1- 1 E227) 303a Business Speaking - - - - - - ~ 228) Zoology 207 8: 208 Introductory Zoology - - - - - 229 313 Human Heredity ------ - - 230 333 8: a Elementary Genetics - - - - - - 231 V. What proportion of college time ( in terms of course credits ) would (232) you have liked to use in exploring your own interests (electives)? One eighth _, One fourth ___________, One third , One half , Other . VI. -11... be This page is to/answered only by those who formerly held or now hold a professional position for which agricultural training was required. General Fields of study in the School of Agriculture are listed below. If you took any courses in that field of study, W1. If these courses: Here valuable professional training in preparing you for your work, check Colunn 2: More of little value in professional training, check Column 3. Here of dowtful value or if you don't know, check Column 4. m - 1 8 Code: 1. Took E g 2. Valuable a a 3. Little Value ... g :3 f 4. Don't Know 8 ".3 "’ ‘3 g a s a B General Fields of Study 1 2 3 4 _ 1. Agricultural Education ----------- (233) 2. Agricultural Engineering ---------- (234) 3. Animal Husbandry -------- - ----- (235) 4. Food Technology -------------- (236) 5. Dairy Husbandry - - - - ----- - - - - - (237) 6. Farm Crops - - - - - - ----------- (238) 7. Horticulture - -------------- - (239) 8. Soils Science - - - - ----------- (240) 9. Agricultural Economics - ... --------- (241) 10. Agricultural Ehctension ----------- (242) ll. Poultry Husbandry- - - --------- - - i (21.3) 12. Rural Sociology and Anthropology ------ (244) 13. Landscape - ---------------- (245) 14. Conservation ---------------- (246) VII. VIII. -12“ In what areas in the entire college curriculum do (or did) you find a real need which vour education should have met and did not? Explain 1 A g (247) v In the light of your experience, what kinds of improvements or changes do you think would enhance the value of the agricultural curriculum? Explain 1 - l (243) a A _A V W ‘- In this remaining space, we welcome any comments you wish to make which you feel might be helpful to us in improving the Agricultural Curriculum at Michigan State College. (Hes next page for additional comments) (249) Name 1_1 (250) Address 1 , l ::(251) Please circle correct word or words: 1. I receive the Alumni Record regularly, Yes _____, No (252) 2. I want my correct address given to the Alumni Office and/0r Major Department . Yes No (253) 3. If you wish a copy of a sunmarized report, check here. ( ) (254) APPENDIX B QUANTITATIVE ANALYSIS OF ELECTIVE COURSES BY LIVESTOCK GRADUATES OF MICHIGAN STATE COLLEGE Coggse work Taken In Collegg Course work Not Taken In Collegg They Had Animal Dairy Poultry‘ Animal Dairy‘ Poultry Husbandry Husbandry Husbandry Husbandry* Husbandry Husbandry;i Totals bn .. 8“ a B“ a : . a d 3 .fi :3 3 -a .3 g 'd .m g -g g CO ”\Tber CD $ 3 dog egg :2 BB :3 ago-Egg +3 172:4 Miriam a 1:31:88 a 8% as at: as Ed as 3. 8.3 as :3 as sagas s .3: courseTitle 3 33 13 n8 3293 BS 36533 538 $1,230 so: and sign (13m 5:: $3.0 3:53:35? gig 2 .4 co 2 g E .‘D 8 ”a thhro' Dmo :0- I” TABLE I A - Agricultural Engineering Ag. Eng. 201 - 48 52 (21) - 61 39 (19) - él 33 (3) (67) (22) 31 (73) (18) 25 (l8) (2) 11 (158) (42) 27 Farm Mechanics Ag. Eng. 215 15 3.1511 (13) - 991.5“ 5) -2_52 (6) (75) (13) 39 (86) ( 5) 13 (15) (5) do (176) (23) 13 Farm Construction Ag. Eng. 302 ~ 89g ( 5) 2‘9 92( 5) -19_g 1(2) (83) ( 5) 6 (86) ( 5) 17 (19) (7) 37 (188) (17) 9 Bldg. Materials and Methods Ag. Eng. 303 17 11 39 (18) — 54% (13) 1129 - (6) (70) (18) 3o 4 (78) (13) 13 (15) (3) 20 (163) (311) 21 Farm Engines & Tractors . 1g, Eng. son 11 7o 26 (23) — 1239 (10) - 492 (1) (65) (23) 29 (81) (10) 6 (20) (2) 10 (166) (35) 21 Farm Machinery > 8a. Eng. 305 -_6__3__ ( 3) -§z_3_§( 3) 4:99 - (2) (85) ( 3) 21 (88) ( 3) ll (19) (8) 1.2 (192) (11.) 7 Farmstead & Bldg. Planning Ag. Eng. 307 - él _3 ( 3) - -lOO ( l) - ~ - - (85) (3) 31 (90) ( l) 14 (15) (6) 40 (190) (10) 5 Farm Drainage & Irrigation ta Eng. 316 5252 - ( 2) -3_3__6_z ( 3) -100 - (2) (8'6) (18) 21 (88) ( 9) 110 (19) (2) 11 (193) (29) 15 Farm Field Eqpt. . 88- Eng. 387 25 7S - ( h) - - - - ~100 - (2) (8h) (21) 29 (80) (11) 11 (19) (2) 11 (183) (37) 20 Drainage, Irri- gation & Erosion Control TABLE II A —- Animal Husbandry An. hub. 301 or 1102 4L 71 25 (69) 7 80 13 (30) 2 §>_ 2__ (ll) (19) ( 3) 16 (61) ( 7) ll (10) (2) 20 (90) (12) 13 Animal Breeding 811- Hub- 302 (202) 7 78 15 (69) -_82_( 9) £3 =- ( 5) (19) (1) 5 (82) ( 5) 6 (16) (2) 13 (117) (81) 7 Study of Breeds An- Eub- 3011 B 9 51 110 (70) 8 50 L2 (26) - __5_y_5 (11) (18) ( 2) ll (65) ( u) 6 (10) (2) 20 (93) ( 8) 9 Applied Feeding An. Hub- 305 A 619.133. (62) 7 80 13 (15) 2.1. - ( )4) (26) ( 3) 12 (76) ( 3) h - - (102) ( 6) 6 Stock Judging . An- Hub- 311 7 83 10 W3) .ll§2 - ( 6) £39. - - < 2) ('18) ( 5) 10 (85) ( 5) 6 (19) (l) 5 (152) (11) 7 Horse Breeding & Management An- Hub- 312 2 61* 3h (1*?) "1.5.2.5. ( it) -100 - ( 1) (Al) (11) 27 (87) ( l) 1 (20) (2) 10 (lh8) (1h) 9 Swine Breeding & Management _An- Hub- 320 1+ 85 11 (L15) 21.0.9 - ( 2) - -100 ( 1) (d3) (11) 33 (89) (15) 17 (2o) (5) 25 (152) (31) 22 Meat Selection and Use An. Hub. 1.01 -1__2_3_ (13) - - - - ~100 - ( 2) (75) (35) 1:7 (91) (5) 5 (19) (3)16 (185) (113) 23 Advanced Animal Breeding An- Hub- 1105 97711105) 2.989 -(5) - - - - (53) (12) 23 (86) (1) 1 (21) (1) 5 (160) (11) 9 Advanced Stock Judging An. Hub. 1406" 3 77 20 (ho) —_1__go_ .. (5) .. .. .. .. (1.8) ( 6) 13 (86) ( u) 5 (21) (1) S (155) (ll) 7 Meat Production )1n.Hub. 1.07 2 66 32 (in) - 50 50 2) - - - - 1 Livestock Prod. ..._. ( (h) ( 9) 22 (89) (lo) 11 (21) (1) 5 (151) (20) 13 and Management dn.Hub.Lzl3 2732500) -—-_ ---- 5 Sheep Breeding 4 (1“) < 5) 10 (91) < l) 1 (21) (2) lo (160) ( 8) 5 and Management An. Hub. hlh 8 A3 h9 (39) — ~ - - - — — - 12 _ _ Beef Cattle Breeding (49) < ) 29 (91) ( 5) S (1&0) (17) 12 and Management in. Hub. 1115 5 81 11. (1.2) — 75 25 (1.) - - _ _ g . _ _ _ _ Special Problems I“ _‘ (h ) ( 3) 7 (67) (133) ( 3) 2 1n. Hub. 14211 -80 20 (10) — _ .. - - - _ .. Advanced Meat --- (78) (21) 27 (91) ( 5) 5 (21) (2) 10 (190) (28) 15 Selection and Grading [—1 98 Course Ebrk Taken In College Course work Not Taken in College £nimal Dairy Poultry Animal Dairy ‘Poultry Husbandry Husbandry Husbandry Husbandry Husbandry Husbandry Totals Course Number no N) to an on E30 and ‘39 Cl 110 a Q) 5: -H (D g: .H .. 9 5 'd 8 .fi 1: w .1 .2 w 'd .9 Course Title a) ‘0 Lc: 7,; D :4 m 3 ”"77; ‘31 13 g 73 0.3 m m o 3 (P m 0 w -P S m 7d 7’ m :2 '3 o ~H 7: o o 1d :2 p q) o m g l M ,4 H o o -H .7 (O 0 ;g ”1U 2:13 ~e.U vufz c>=~ 13 'U S H E a r“ ’4 $ g H '& +3 g a 2:) Sffl U (ZED Pen _ w “_P m m g m 3 m PP £tm¥‘”o D H+>Io mg“ mp“ w nmumnuon: a: 0 EE :3 a 8 3 33 1fi h<3 d (x 'H “C3 h g) DtE 3:: D g) 5:2 5:: 5 Q m m m a m 2» m >1 g r 821 ad 721 2215321 86 Energy gDBD gr ggzdgggg gr 0 U] 0 O O U) 0 "“‘ 2—8 a “5 r—I (D _q (6 0.) :1: ‘ rs-a r-H 8 g E; §y§ 23 1% «3 2578 E8 ‘3 13 512 2'3 ‘2 E3(£§3 z 94 zz§10154 .z 91 z E4Bacsiz riiz 9+ Daés 91 -1 a a. L A TABLE III I - Dairy Husbandry Dairy Hub. 23o - 199 — (3) 2 67 31 (39) 100 — ,- (1) (85) (9) 11 (52) (8) 15 (20) - - (157) (17) 11 Dairy Sanitation (73) — 100 - (l) (88) (6) 7 (18) - - (20) — - (126) ( 6) 5 0’: Dairy Hub, 3011 61 B — - - - S 87 Market Milk (87) (1) H Dairy Hub. 305 8 A I - 1g; — (l) 1 59 37 (16) - - — (15) (l) 2 _ ~ — - (132) ( 2) 2 Ice Cream Mftre. Dairy Hub. 306 20 73 7 (15) 3 71 23 (35)* 100 - — (1) (73) (9) 12 (56) (2) 1 (20) (1) 5 (119) (12) 8 Advanced Dairy C attle Judging Dairy Hub. 309 Dairy Herd Operations 12 11 ( 9) 1 61 32 (28) - 50 50 (2) (79) (15) 19 (63) (6) 10 (19) (2) 11 (161)(23) 11 Dairy Hub. 311 & 1 33 67 -— (6) 26 57 17 (23) --100 -- (1) (82) (11)13 (68) (6) 9 (2o) (2) 10 (17o)(19) 11 Dairy Cattle Dairy Hub. 318 -~ ~—100 (1) 3 71 23 (39) -~ -- —~ —— (87) (8) 9 (19) (7) 11 - — - (136)(15) 11 Edvanced Dairy Products Judging Dairy Hub. 326 Laboratory Methods —- -- —— -~ 8 77 15 (10) —- ~- —- —— (88) ( 3) 3 (51) (2) 1 - ~ - (139) ( 5) 1 Dairy Hub. 102 —- —- —~ —- 10 73 17 (11) —- —— -~ -~ (87) ( 1) 1 (5o) (1) 2 ~ — (137) ( 2) 1 Butter Making Dairy Hub. 101B —— -— -— -— 5 71 21 (38) -— —— —— -- (88) ( l) l (53) (5) 9 - - - (111) ( 6) 1 Concentrated ‘ Milk Products Dairy Hub, 105B —— -~ —- —— h 8 Cheese Making 11 (26) -— -- -- -— (87) ( 1) 1 (65) (8) 12 - - - (152) ( 9) 6 U1 Dairy-Hub. 1118 ——100 — 8 3 8o 17 (29) --100 —- (1) (8o) ( 7) 9 (62) (5) 8 (2c) (1) 5 (162) (13) 8 Milk Production Dairy Hub. 112 11 1g 11 (7) 3 81 16 (32) -—199 -- (1) (81) (23) 28 (59) (5) 8 (20) (2)10’ (160) (30) 19 Dairy Farm Mgt. Dairy Hub. 115 1 116 — 199 - (1) 5 78 17 (11) -- -- -- -— (27) ( 3) 3 (5o) (1) 8 - - - (137) (7) 5 Dairy Seminar Dairy Hub. 121 - - - - 10 29 61 (31) -- 199 (1) (88) ( 2) 2 (60) (6) 1o (20) -— - (168) (8) 5 Plant Management Dairy Hub. 123 -- 89 11 (19)* 11 76 10 (21) -- 61;3 (3) (69) (21) 35 (7o) (10)11 (18) (1) 6 (157) (35) 22 Dairy Cattle Nu- , trition. Dairy Hub. 121 -- —- —— -- 6 70 21 (17) -- -— -— -— (88) ( l) 1 (71) (6) 8 -~ —— -— (162) ( 7) 1 Advanced Dairy TechnolOgy Dairy Hub. 131 -— -- -- -- 6 72 22 (32) -- -- -- -- (88) ( 9) 10 (59) (l2)2O (21) (1) 5 (168) (22) 13 Dairy Inspection and Ordinances TABLE IV A -- Agricultural Economics and Farm Management deer, 2111,13, c. 26 65 9 (13¢ 16 7o 12 (51) 9 9 -- (11) (15) ( 1) 9 (16) (6)15 (16) - - (95) (16) 11 Ag. Econ. }—J E 307 -— -- -- —- - 100 o - -— -- -- nggonnel Mgt. ____ ( 1) (7o) (13) 19 (87) (26) 30 (21) (3) 11(178) 12 21 V) F . 318 100 -— -- 1 6 __ 7 Dizzy, Credit and ( ) 11 31 21 (11) 21 ;_ ( 3) (87) (11) 16 (8o) (21) 26 (18) (2) 11 (185) (37) 20 Banking ,Econ. 322 9 62 29 (21) 21 50 29 (11) 20 8 Agr‘l. Mkting. “ " ‘- C) —- ( 5) (67) (11) 21 (77) (17) 22 (17) (3) 18 (161) (31) 21 Econ. 323 _Z._9 l2 ( 8) £9 29 -~ (1) —-199 -- ( 1) (80) (8) 10 (87) (15) 17 (2o) (1) 5 (187) (21) 13 Cooperatives in The Economy Econ. 338 -~1oo -- ( 2) -- 82 18 (22) -- __ -- _- 86 6 __ __ __ Marketing of ‘"‘ ( ) < ) 7 (69) (20) 29 (155) (26) 17 Dairy Products EC . 313» --100 —- 8 2 -- -_ _- __ __ . Geigerative Business ~—— ( > ‘2 IE ( h) (80) (IO) 13 (87) (1h) 16 (21) (l) 5 (188) (25) 13 Management E;:?I.bggices Héé 11(12) “ 1.2..(11) 2259-2-5— W <76) <11) 18 (E9) ( 8) 1o (17) (1) 21 (173) (26) 15 53131161350111- 1229 17. (6) 2219.1 < 5) "19.9. -- (3) (82) (15) 12 (66) (12) 11 (1a) (3) 17 (186) (36) 16 cultural Policies Fem Mat- 202 (302) 6 72 22 <53) 9 73 18 <31) 12.6.22 (1o) (35) (1) 3 (57) (5) 9 (11) -— —- (103) e 6 Farm Mgt. 301 12 69 19 (16) 12 7o 18 (17) --199 -_ (2) (72) (6) 8 (71) (1) 1 (19) (2) 11 (165) 9 5 Farm Mai. 303 g; 61 -- ( 9) -- §9_19 ( 5) -- -- -— -- (79) (3) 1 (86) (3) 3 (21) (1) 5 (186) 7 1 1: 0 Farm Mgt- 101 “-IQQ -- ( 7) 2 §3 2 (11) -- 1g 15 (1) (81) (10) 12 (8o) (6) 8 (17) (2) 12 (178) 15 10 Course ”brk Taken in College Course WOrk Not Taken in College Animal Dairy Poultry Animal H Dairy “Poultry Husbandry Husbandry Husbandry Husbandry; Husbandry Husbandry Totals no no Course Number go an E9 :39 c: bl) 3:: and m 2?? a 8.5 a 281;: 8§g Q) P "H a-l r: CourseTitle +£3.98 :34ng 233%) +25% g p53 :3 3%}?! :54 433.53 E H Eb p ‘3 é ,: up +2 § 5 .5 mJ-P 15 P 0 E5 V“ .3 o w-g ru:z;) 3'6 'd:z<3 3'6 '6 E'pro 0 'H-P O O'H-P 0 flow-'15 Pra‘HOV-“mpm- (043“) ‘0 _pm a an 'H RE) 5 xx vi pzo S c: -H ht) m ,2 m) 9:: gtfl ntm g;: g:: 1.80 14:: an: :3 ‘4‘” S "Pu’x 2+:qu $3235: Schzm <1) ocmhghmfighgh P °§P§ ° P’ “g" M 8 58 Qgfligiggfimmggwafl 82 82 £3 Pg 3 ‘2‘: ‘8 7E 32 228 .3 PP 6"2 P4 gig :2 if £3é3=ésg 22$: §3E3:§g3 z €1§394;zia ‘z E: pqsa TABLE V A - Farm Crops Farm Creps 303 g 61 31 (13) —- 199 -- ( 5) -- 69 19 ( 5) (75) ( 8) 11 (86) (1) 1 (16) (1) 6 (177) (10) 6 Special Field Crops Farm Crops 308 - 89 11 (38) 5 67 28 (21)* --199 —— ( 3) (50) ( 8) 16 (7o) (10)1u (18) (2) 11 (138) 20 1h Forage Craps Farm Crops 305 -100 -— ( 2) - -1oo ( 2) --199 -- ( 1) (86) ( 6) 7 (79) ( 1) 1 (20) (2) 10 (185) 9 5 Cereals, Grain Grading & Marketing Farm Crops 105 A.& B — é. _; ( 3) - - ~ - -- —- -— -— (85) (1o) 12 (91) ( 1) 1 ‘(21) - - (176) 11 6 Techniques & Principles of Plant Breeding 0\ Farm Crops 109 3 65 32 (3h) 8 £2 50 (12) - 7 33 ( 3) (51) (18) 33 (79) (11) 18 (18) (3) 17 (151) 35 23 Grassland Mg't. TABLE VI A — Horticulture Hort. 116 11 11 éé ( 6) -199 - ( 1) 199 l — (1) (82) ( 5) 6 (9o) (3) 2 (20) (1) 5 (192) (9) 1 Storage and TranSportation I TABLE VII A - Poultry Husbandry Poult. Hub. 302 -.;99 -- ( 6) 1g §§ —- (7) 6 72 22 (18) (82) (1o) 12 (8h) (2) 2 (3) -— —- (169) 12 7 Poultry Judging and Breeding Poult. Hub. 303 —- §§ 1g ( 8) ~7199 -- (1) -— 56 11 (16) (80) (13) 16 (90) (u) u (5) -— -- (175) 17 10 Marketing of Poultry Poult. Hub. 309 —- 100 - ( 1) --100 -— (1) -- 33 67 ( 3) (87) ( 6) 7 (90) - ~ (18) (3) 17 (195) 9 5 Domestic Preparation of Turkeys TABLE VIlI A — Soils Science Soils 116 & 216 2 91 7 (S3) -- 9O 10 (39)P § fig § (12) (35) ( h) 11 (52) ( S) 10 ( 9) - - (96) (18) 19 Soil Science Soils 306 - 1_ g_ (12) 6,88 6 (18) -199 - ( 1) (70) (27) 39 (73) ( 7) 10 (2o) (3) 15 (163) (37) 23 Fertilizers Soils 308 - _1 _2 (11) - §9 gg (10) -199 - ( u) (77) (22) 29 (81) (11) 11 (17) (3) 18 (175) (36) 21 Soil Management Soils 1018 11 fié i ( 7) -199 - ( 5) - - - - (81) (26) 32 (85) ( 7) 8 (21) (2) 10 (187) (35) 19 Soil Fertility I ! t 1 v «I 171 APPENDIX C hf _ _ _ 1 7___-_,- -x_.-,~“M ‘11 “A... I QUANTITATIVE ANALYSIS OF ELECTIVE NON—TECHNICAL COURSES BY LIVESTOCK GRADUATES OF MICHIGAN STATE COLLEGE Course work Taken in_College Course fibrk Not Taken in College Animal Dairy Poultry Animal Dairy Poultry Husbandry Husbandry Husbandry_l Husbandry Husbandry husbandry Totals \ a a a a 20 8) EL H a) PCP? -r-| <1) :1 d 0.) c: 'd (nu—1 SJ (1)-H .5: m'H a». m-r-i FM CourseNumber g Pmog; 3,3 m off; +3§fi :31 425% :31 ggfi .3 ggfi E and a 3933’ at ass as as 3; 2732 £8 “it 148% gags-swam“ s8 68 CourseTitle g n? j :48 $333 58 5353 3 A30 sags 56:: gm $:_g§mgm$go$mgmggc $3: 5:: 2.6g 8x ta as ”P 9x BEQ$°BBQ§' ®8$%§QBBBQE'Q%2$ o m o '5 o 8 g g g 8 8 g 8 E 8 B m ,EzF m §: 5 m r§.2 oz; E m gig m,: E m xiii mg: g {g ,3 3‘3 94*? E4 :2 34 E4»? 31 ,z E) 4334 Z rt 94:1;2 981a>EiQ4r4~454.4 r404E4.a 9114 1 (L- TABLE IX A - Agriculture Agriculture 201 6 82 12 (17) 19 Ag 59 (10) —— 199 —— (5) (71) (11) 15 (81) (6) 7 (16) (1) 6 (168) (18) 11 Cooperative Extension Work Agriculture 205 7 7o 23 (3o) 10 81 9 (21) —— 199 —— (2) (58) (17) 29 (70) (6) 9 (19) (3) 16 (1A7) (26) 18 Nutrition TABLE X A — Anatomy Anatomy 305 1, B and C Ag 69 -- ( 5) -— -- -- -- 59 59 --- (2) (83) ( 7) 8 —- - — (15) (3) 16 (102) (10) 10 Cross & Microscopic Anatomy Anatomy 307 -- 69 A9 ( 5) -— -- -— -- -- £1 A“ ( 7) (63) ( 8) lO (91) (l) 1 (1A) (3) 21 (188) (12) 6 Avian Anatomy Anatomy308 g 7_5_ (A) ---—---- 1161-- (3) (sum) 2 (91)<1)1 (18)(5)28 (193)(8)A Avian Embrology Anatomy A03 A 22 é: -- (6) -- $29 -- (l) " 199 - (2) (52) ( 5) 6 (9O) (3) 3 (l9) (2) 11 (191) (10) 5 Cytology and Histology Anatomy A03 B 11 83 -— (6) -- 199 -- (1) -- 59 59 (2) (82) ( 9) 11 (90) (A) A (19) (3) 16 (191) (16) 8 TABLE II A — Animal Pathology An. Path. 301 l; §1 23 ( 9) -- $92 -- (l) -‘ 129 -- (l) (79) (16) 20 (90) (9) 10 (20) (7) 35 (189) (32) 17 General Path. An. Path. 301 A Genera1——ggg -- ( 6) —- 199 -— (1) ————— 199 (1) (82) ( 6) 7 (90) (2) 2 (20) (l) S (192) ( 9) 5 and Systemic Pathology at. Path. 301 B -—199 -— ( 6) -— 199 —— (1) ————— 199 (1) (82) ( 5) 6 (90) - - (20) (2) 10 (192) ( 7) A Systemic Path. _ An. Path. A12 and A -— 37 63 (27) 13 A7 Ao(15) —— 89 29 (5) (61) (21) 3A (76) (1A) 18 (16) ( A) 25 (153) (39) 25 TABLE XII A - Bacteriology Bact'y 201 C 12 70 18 (17) 6 81 13 (16) -- 199 ~- (3) (61) ( A) 7 (75) (7) 9 (18) ( 3) 17 (15A) (1A) 9 Applied Bacty. Bact'y 30A A --199 -- ( 3) - §_ 11 (12) —— 199 -— (1) (85) ( 9) ll (79) (19) 2A (20)( 3) 15 (18A) (32) 17 Antiseptics & Disinfectants Bact'y. 30A B —~-lgg —— ( l) - 89 29 ( 5) -- $99 -- (l) (87) ( A) 5 (86) (18) 21 (20) ( 2) 10 (153) (2A) 13 Water & Sewage Baat'y. 30A 0 _3 6_ -- ( 3) — — 199 ( 1) -- 199 -— (1) (85) ( 8) 9 (90) (23) 26 (20) ( 2) 10 (185) (33) 18 Food Preservation & Decomposition Bact'y. 30A F -- 89 22 ( S) - 199 — ( 3) -- 100 -- (1) (83) (L0) 12 (88) (10) 11 (2o) (2) 10 (191) (22) 12 Pathogenic Bact'y. “_— Bsst'Y-3OAJ Eiléwflo 21.99 -(1) ——19_9—- (1) (8A)(7) 8 (9o)(5) 6(20) (‘1) 5(18A) (13) 7 Immunology & Serology TABLE XIII A - Business Administration Businsss sd- 200 19 29 ~- (10) 6 65 25 (31) - 6 33 (3) (78) (19) 2A (60) (26) A3 (18) ( 6) 33 (156) (51) 33 Intro. to Accting. _— gugigsss is. 203A 29 29 -- < 2) $9 29 -- <10) - 129 -- (2) (86) (12) 1A (81) (18) 22 (19) (18) 95 (186) (A8) 26 Principles of Accounting Business Ad. 236 -- 100 - ( 3) —- 67 3 ( 3) - -- _ -- ~ 6 Principles of ~—- __ __ (85) ( 8) 9 (88) (16) 18 (d1) ( 3) 1A (19A) (27) 1h Insurance Bus. Ad. AA5 A a B 1 2 1 6 " - - - ‘ Bus_LaW ——7——<7)_8....£.<11> 199. (3) (81) (18) 22 (so) (28) 35(18)(3)17(179) (19) 27 B . Ad. A 8 100 -- —- -— t —- - _- 5:563 Admig. ___ ( 1) A29 ( A) 199 (3) (87)( 5) 6 (87) (25) 29 (17) ( 1) 6 (191) (31) 16 t; N y-a-‘.;. Course werk Taken In College Dairy Husbandry Animal Husbandry Course Number and Course Title Too Much Just Right Too Little Number Who Took Course Too Much Just Right Too Little Number Who Took Course Poultry Husbandry Too Much Just Right Too Little Number Who 'Took Course Animal Husbandry Number Wishing Taking Course They Had Number Not Course Work Not Taken In College Dairy Poultry Husbandry Husbandry Total Percent Wishing They Had Percent Wishing They Had Number Wishing They Had Percent Wishing Percent Wishing They Had Number Wishing They Had They Had Number Wishing They Had Taking Course Number Not Taking Course Number Not Taking Course Number Not TABLE XIV A - Chemistgy Chemistry 207 Quantitative Analysis 5 (55) 31 62 7 Chemistry 208 ho 55 Biological Chemistry 0 2 ( 8) 1_ Chemistry 221 Physiological Chemistry 3i é: Chemistry 3A1 A, B and C Organic Chemistry A 73 23 (22) \0 Chemistry 353 Chemistry of Nutrition Chemistry 383, 3th 385, 390 & A57 Physical Chemistry Chemistry A298 & C Biological Chemistry TABLE XV A - Civil Engineering Civil Eng'rg. 360 (San. Eng. 301) Water Treatment Technique Civil Eng'rg. 36A -- —— -- -- —- —— ——- «- (San. Eng. 302) Sewage Treatment Technique TABLE XVI A - Conservation 7 28 65 (29) 2 0\ Conservation 201 Introduction to Conservation TABLE XVII A — EngineeringiDrawing Eng, Drawing 20h C Mechanical Drawing 1121117 (7) 1383 TABLE XVIII A - Entomology Entomology 201 ll 86 3 (28) IntroductiOn to Entomology 37 56 TABLE XIX A — Forestry Forestry lOO -- 1E fig (A) DeveIOpment of Forestr IE: [Br A; (7) TABLE xx A - Geology Geology 208 Introduction to Geology 2212.12<10)—~8229(5> TABLE XXI A - Hygiene Hygiene & Public Health A03 Poultry Hygiene & Sanitation 3 _6_7_--(3> Hygiene & Public Health A12 A Livestock Hygiene & Disease Control 77.217_3.(11)15_9_52(A) 3o 70 —— (23) 3o 66 A (70) (70) 3.9 .13 (10> gi £9 g5 ( A) ll 72 17 (18) SS 36 (55) «139 -~ ( l) —- 199 -- (A) --l_o.o_--(3>178_3--(6) 100 (1) 7 31 (39) 7 (27) .32 710. -— (10> HEP-ks) 3367-43) A9 A9 29 (5) \IL 0 I ha -- 199_—- (1) A (2A) — - - - 1§§§-- (8) -- ggg -- (1) -- 19.9 -- (3) -_ _- -- -- -- 23 él (12) -_S_O_S_Q(A) 60 A9 -— ( 5) (2) (6S) (9) (33) - (81) (19) 23 (81) (8A) (66) (87) (65) (88) (1) V (59 (81) (60) (8A) (1) 1 (78) (85) (77) (8) 1o (73) (6) (17) 26 (36) ( 3) ( 9) 11 (85) (7) (13) 22 (52) ( 8) 15 (15) (10) 13 ( 8) 13 (15) 19 (9) 11 (2A) 31 1A (21) (3) 1A (16) (1) 6 (102) (13) 13 _— (21) (2) IO (11) - - (66) (2) 3 (8) 10 (15) (2) 13 (177) (29) 16 8 (18) (l) 6 (175) (15) 9 (5) 1A (16) (2) 13 (118) (2A) 20 3 (87) (3) 3 (l?) (2) 11 (193) (12) 6 8 (2o) (2) 10 (190) (18) 9 l (90) (9) 10 (21) (l) 5 (199) (ll) 6 (91) (9) 10 (20) (1) 5 (111) (10) 9 -- __ (126) (21) 17 (67) ( 8) 12 (21) (3) 1A (169) (21) 12 (6A) ( l) 2 (l3) (2) 15 (137) (ll) 8 (8A) (2) 2 (2o) (1) 5 (188) (A) 2 (86) (A) 5 (18) (2) 11 (182) (21) 12 (91) (2) 2 .(9) (2) 22 (185) (13) 7 (87) (10) 11 (17) (2) 12 (181) (36) 2o {LT / -..___ Course work Taken In Animal Husbandry Course Number and Course Title Too Much Just Right Too Little Numberlflm Took Course Too Much Dairy Husbandry Just Right Too Little Numb e r Who Took Course College Poultry Husbandry Too Much Just Right Too Little Number Who Took Course Course Ubrk Not Taken In College Dairy 1‘1an 8]. Husbandry Number Not Taking Course Number Wishing They Did Percent Wishing They Did Hgsbandry Number Not Taking Course Number Wishing They‘Did Poultry Husbandry Totals Percent Wishing Percent Wishing They Did They Did Percent Wishing Number Wishing They-Did They Did Number Wishing Taking Course They Did Number Not Taking Course Number Not TABLE XXII A — Journalism Journalism 302 12 79 9 (3A) Business Writing Journalism 302 N 19 (16) and 318 Technical Writing Journalism 302 P and 321 Bulletin Writing Journalism 302 S —— and 319 Farm & Home Writing 9311(6) Journalism 305 -- Principles of Advertising 11 22 ( 7) Journalism 309 -- ( 3) Feature Article writing —~199 TABL§-XXEIE_A :.L999969,9- Landscape Archi- 36 (25) teeters lOl 9 10% Elements of Land— scape Architecture 2A A0 A TABLE XXIV A — Mathematics Math. 102 9 9 (22) Trigonometry Math. 103 3 __ Analytic Geometry - ( 3) Math. 20A - ( 3) Elementary Calculus ‘— Nath. 225 - Statistics 199 - ( A) Math. 308 G — Elem. Statistics $99 - ( A) Math. 325 — - ( 2) Statistical Methods 199 N \j \0 ._ ll _. IE I l:— O - ~7199 (1) N \J'I Archiieclare 21 20 8 O * Z. - 199 TABLE XXV A — Meghanical Engineering ' Mech. Eng. 209 Refrigeration Mech. Eng. 218 Plumbing & Fitting Mech. Eng, 326 -_ _- -- -_ and 321 Mechanical Equipg ment of Hotels TABLE XXVI A - Physics Physics 158 General Physics 99 99 -- <19) TABLE XXVII A — Physiology Physiol. 302 & 30h Physiol. of Domestic Animals 9 73 18 (AA) Physiol. 310, 311, - and 312 Adv. PhysiOIOgy 199 -- ( 1) Physiol. 31h & hlh Abnormal Physiol. Physiol. A10, All and A12 Advanced Physiol. Physiol. hl3 Internal Physiol. 9 86 II 199 19 (A3) __ 99 ( 5) 7 3§ (1A) 37 (25) -- (13) -- ( A) g2 11 ( 7) g; ( A) -- ( 2) 5 (A3) 89 -— (18) -- ( 3) -- (51) gg __ 199 199 nu— __ 99 29 (5)/ --199 - (2) 99 29 (5) 199 g9 -— -~ (1) 19 19 <19) 57 A3 ( 2) (t: F) --199 (1) f'l99 (2) (A) IN \n In) (5A) (72) (85) (82) (81) (85) (63) (66) (85) (85) (8A) (8A) (86) (78) (AA) (87) (88) (87) (85) A \l V ( 7) IO ( 9) 11 (11) ( 9) ll (12) ( 8) 13 ( 1) 1 ( 5) 6 ( 8) ( A) S (10) 13 ( 7) 16 ( 5) 6 (3) 3 (3) 3 (2) 2 A .[Z’ CO V (86) (91) (90) (77) (91) (67) (A0) (78) (87) (8A) (87) (89) (18) ( 7) ( 3) ( 6) (17) (10) (l) (A) (S) (6) (7) (A) (86) (2) (A8) (73) (88) (91) (90) 23 (115) (28) A w v 38 (13) 8 (19) ( 2) 11 (177) (16) 9 3 (19) 11 (195) (1A) 7 7 (20) (182) (17) 9 22 (19) (3) 16 (177) (29) 26 ll (19) (3) 16 (195) (25) 13 7 (16) (2) 13 (1A6) (15) 10 3 (16) (l) 6 (122) (A) 3 5 (2o) - - (183) (5) 3 6 (20) (2) 10 (192)L12) 6 7 (18) (3) 17 (186)(l7) 9 8 (18) (3) 17 (189)(1A) 7 A (19) (2) 11 (19A)( 9) 5 2 (20) (1) 5 (106) (3) 3 (11) -- -— (137) (10) 7 A (1A) (5) 36 (131) (15) ll 1 (19) - ~ (175) ( 6) 3 - (20) (l) 5 (108) (A) A 1 (19) (1) 5 (197) (5) 3 1 (17) (2) 12 (192) (5) 3 WAT Course Work Taken In College Course Work Not Taken In Collgge Animal Dairy Poultry Animal Dairy Poultry Husbandry Husbandry Husbandry Husbandry Husbandry Husbandry Totals on . a) m Course Number a, 2;” E) 03 30 g a) 2:0 g a) a“ g 1 (0 W4 A: (0-H PC: (1)-d £1 UJ-r-l +1 and o G T a ‘1 .m .p B “E -2 +2 B '6 .fi 4: E '% .3 CourseTitle 1.2 gm 13QO 1; 39‘” 430.2 :E' 00...; 3 ooA—q a: cog-a '3, a was Armgea gasp EB 20 So 6203c e20 36 620159 U zingegBflP-eo 0'” 4’ 0 “HQ“: 8:) gégpwngfighwhggg 5 ct g at) g m ;3 EC) 5 ‘fi ;3 $() 5 B E}: 5:2 E d E m 8 g m T‘ o’14 m g ,8 8 as sea -g as 9 an an 9988999888 A'Degefl' Bee 9 8 9 88 8 8 8 88 8 8 8 80 89 5.119138991998919 59 99999998 E9 .1 E. 35.1 E.) 115452;}. E—l '1) {—4 ZE—i Zea 21.-44136417de .1 .«c—i e—dE'dn-led-HE“ (4&4 E! TABLE XXVIII A — Political Science Political Science 1g 8g -— (8) —- 1_ gg (A) -- lOO —- (1) (80) (6) 8 (87) (10) ll (2o)(2) 10 (187) (18) 10 203 A National Government Political Science -- 15 gg (A) —- 199 - (1) -- IOO -— (1) (8A) (5) 6 (9o) (11) 12 (2o)(2) 10 (19A) (18) 9 203 B State Government TABLE XIX A - Sociology Sociology 201 30 A0 30 (23) Principles of Soc iolog TABLE XXX A - Speech Speech 128 and 228 IE _{_§_ LA (1);) Parliamentary Procedure Speech 303 A —— lOO — (22) Business Speaking TABLE XXXI A - Zoology Zoology 207 & 208 28 75 -— (16) Introductory Zoology Zoology 313 2 7 8 (11) Human Heredity Zoology 333 & A 16 68 16 (19) Elem . Genetics 1A 72 1A (7) -- 199 -1 (2) -- 18 21 (9) -- 199 -~ (1) -- 53 A7 (17) -- 59 19 (A) AA 56 -- (9) —- 6 ;_ (3) _._.__ ....— --329 —— (t) -- if} _52 (2) —- §; 11 (6) 1 8 11 (9) (65) (3) 5 (8A) (5) (7A) (1A) 19 (82) (18) 22 (66) (11) 17 (7A) (27) 36 (72) (A) 6 (82) (2) (77) (5) 6 (83) (A) 5 (69) (3) A (85) (7) 8 6 2 (19) (1) 5 (168) (9) 5 (2o) (6) 30 (176) (38) 22 (17) (7) A1 (157) (A5) 29 (18) (3) 17 (172) (7) A (19) (5) 26 ~(179) (1A) 8 (12) (2) 17 (166) (12) 7 {I‘ll , ROOM ‘USE om M" 2055