A SURVEY AND EVALUATION OF THE
FRACTICES UEED BY MICHIGAN
COMMUNITY COLLEGES IN THE
RECRUITMENT AND SELECTION

OF FACULTY

Thesis for the Degree of Ed. D.
MICHIGAN STATE UNIVERSITY
Louis C. Vaccaro

1963

THESIS

I III IZIIIQILIII In I III I In IOIIIIII I

This is to certify that the

thesis entitled

A SURVEY AND EVALUATION OF THE PRACTICES USED
BY MICHIGAN COMMUNITY COLLEGES
IN THE RECRUITMENT AND
SELECTION OF FACULTY l

presented by

Louis C . Vaccaro

has been accepted towards fulfillment
of the requirements for

ED D degree in MD

 

 

 

Date July 22L 1963

0-169

 

LIBRARY

Michigan State
Univafiq

A SURVEY AND EVALUATION OF THE PRACTICES USED
BY NIICHIGAN COMMUNITY COLLEGES
IN THE RECRUITMENT AND
SELECTION OF FACULTY

By

Louis C";~ Vaccaro Jr.

AN ABSTRACT OF A THESIS

Submitted to the College of Education,
Michigan State University of Agriculture and
Applied Science in partial fulfillment of
the requirements for the degree of

DOCTOR OF EDUCATION

1963

ABSTRACT
LOUIS C. VACCARO
The purpose of this study was to survey and evaluate the prac-
tices used by the Michigan community college administrators in the re-
cruitment and selection of faculty. Specifically, the study was con-

cerned with:

l . The sources and methods used to recruit qualified faculty.

2 . The criteria and methods employed in the selection of
faculty.

3. Problems encountered and foreseen by those responsible

for faculty recruitment and selection.

4. The analysis and evaluation of these factors as they re-

late to the problem of the national teacher shortage.

The findings of the study could not be generalized to a larger
group because practicable reasons limited the scope of the study to the
17 community colleges in Michigan. Nevertheless, future community
colleges in Michigan may profit from the results.

Further limits are present due to the lack of a mathematical model
or quantitative measurement to evaluate the existing practices.

The personal interview, with the use of a questionnaire schedule,
was used to gather the data. Questions for this instrument were gath-

ered by an intensive review and study of pertinent literature in the area

-11..

- iii -

LOUIS C. VACCARO
of personnel and faculty recruitment. Frequent and productive discus-
sions with persons acquainted with community college teaching and ad-
ministration produced many additional items for. consideration. The
completed interview schedule was pre-tested among qualified persons
at Michigan State University to determine the reliability of the interview
instrument.

Using criteria which writers in community college literature ac-
cept as valid, productive and ethical in the recruitment of faculty, an
evaluation was made of the practices reported by the Michigan commun-
ity college administrators. The type of personnel sought by these ad-
ministrators was analyzed relative to the characteristics agreed upon by
writers and authorities in community college education. It was found
that many of the problems related to faculty recruitment'which confront
the Michigan community colleges are not so much the result of the type
of control under which they operate, nor of the fact that they are located
in Michigan, but are rather the result of conditions that exist for most
community colleges in the United States. These problems are the result
of the disparity between supply and demand for qualified college teach-
ers, or they are in some way related to it.

Though the practices used by the Michigan community college ad-

ministrators are fairly consistent among the colleges surveyed in this study,

- iv ..

LOUIS C. VACCARO
the methods that are used are more subjective than those recommended by
writers and authorities in community college education and personnel re-
cruitment. I

Although the majority of the administrators said they attempt to
recruit instructors from out-of—state, the overall ratio of in-state to out-
of—state faculty in the Michigan community colleges is nearly two to one.

The same areas of shortages relative to qualified instructors were
named by the Michigan community college administrators as were listed
by writers and authorities in the literature. Similarly, the same areas
of shortages were shown to exist in many four—year institutions.

The Michigan community college administrators foresee many of
the same problems of recruiting qualified personnel listed by both re-
searchers and authorities in community college education. Their con-
cern for these problems has prompted many administrators to seek new
solutions.

The data gathered in this study provided answers to the main ques-
tions relative to the sources and methods of faculty recruitment. They
also revealed other problem areas that need further study and which may

lend themselves to future consideration and research.

A SURVEY AND EVALUATION OF THE PRACTICES USED
BY MICHIGAN COMMUNITY COLLEGES
IN THE RECRUITMENT AND
SELECTION OF FACULTY

BY

‘ (r ‘7

Louis C‘JI Vaccaro .J r“.

A THESIS

Submitted to the College of Education,
Michigan State University of Agriculture and
Applied Science in partial fulfillment of
the requirements for the degree of

DOCTOR OF EDUCATION

1963

-~ - ’2 S 7
l/. (7""(11'

ACKNOWLEDGMENTS

The writer wishes to express his appreciation to Dr. Max S. Smith,
his major advisor, for interest, advice and continued support throughout
the project.

Grateful acknowledgment is due to Dr. Edward B. Blackman, Dr. A.
Martin Eldersveld, Dr. Iwao Ishino and Dr. William H . Roe for their help-
ful advice and counsel as members of the writer's Guidance Committee.

Thanks are also due to the Michigan community college administra-
tors for their time and cooperation and to Wallace K. Ewing and John M.
Eaton for their editorial help.

Acknowledgment is also extended to the writer's family for their en-
couragement and especially to his wife Jean, without whom the study could

not have been completed.

TABLE OF CONTENTS

Page
ACKNOWLEDGEMENTS ..... . . . . . . . . .' .......... ii
LIST or TABLES. ' .......................... v
CHAPTER
I. THE PROBLEM. . . . . ............... 1
Introduction ................. 1
Statement of Purpose ............ 4
Importance of the Study ........... 5
Definitions of Terms Used ......... -6
Limitations of the Study ........... 8
Overview of the Study ............ 8
11. REVIEW OF LITERATURE ............... 10
Literature and Studies Related to the
General Problem ............. 10
Literature Concerned with Faculty
Recruitment and Selection. . . v ..... 15
Research and Studies ............ 32
Summary .................. 53
III. DESIGN OF THE STUDY AND CHARACTERISTICS
OF THE POPULATION ............... 58
Construction of the Survey Instrument. . . . 58
Survey Procedure ............... 60
Analysis of the Data ............. 61
Characteristics of Colleges Participating
in the Survey ............... 62
Characteristics of the Administrators. . . . 65
Summary ................... 69
IV. ANALYSIS OF DATA .................. 71
Recruitment of Faculty ............ 71
Sources of Faculty Recruitment. . . 71
Methods Used to Recruit Applicants ..... 75

-iii -

_iv_

TABLE OF CONTENTSLContinued)

Page
CHAPTER
Geographic Sources of Degrees
Held by Community College
Faculty ......... . . . . . 78
Problems of Recruitment ....... 81
Seclection of Faculty ............ 83
Qualifications of Instructors. . . . 83
Methods Used to Gather Information
About Applicants ........ . . . . . 89
Methods Used in the Selection of Faculty. . 93
Recent Activity and Success in the Hiring
of Qualified Applicants .......... 96
Administrators' Comments Related to
Needed Programs ...... . ...... 102
Summary ....... . ..... . ..... 104
V. EVALUATION, RECOMMENDATIONS, AND IMPLI-
CATIONS FOR FURTHER RESEARCH ........ 107
Evaluation .................. 107
Conclusions. . . . . . . . . . . .- ..... 118
Recommendations .............. 120
Implications for Further Research ...... 122
APPENDICES
A ............................... 124
B ............................... 132

TABLE

III.

VII.

VIII .

XII.

LIST OF TABLES

COMMUNITY COLLEGES PARTICIPATING IN THE
STUDY CLASSIFIED BY ENROLLMENT AND
TYPE OF CONTROL ................

COMMUNITY COLLEGES SURVEYED BY TYPE OF
CONTROL, AND POSITIONS OF PERSONS
RESPONSIBLE FOR FACULTY RECRUITMENT. . .

SOURCES OF FACULTY RECRUITMENT UTILIZED

BY COMMUNITY COLLEGE ADMINISTRATORS. . .

METHODS OF CONTACTING PROSPECTIVE COM-

MUNITY COLLEGE INSTRUCTORS .........

DEGREES HELD BY MICHIGAN COMMUNITY COL-
LEGE FACULTY, AND ADMINISTRATORS'
OPINIONS RELATIVE TO OUT-OF-STATE
RECRUITING ...................

MINIMUM QUALIFICATIONS OF VOCATIONAL/
TECHNICAL AND ACADEMIC INSTRUCTORS
DESIRED BY ADMINISTRATORS ..........

QUALIFICATIONS, TRAINING, AND TRAITS OF
APPLICANTS MOST DIFFICULT TO FIND .....

EFFECTIVENESS OF LETTERS OF RECOMMENDA-
TION IN SUPPLYING ACCURATE INFORMATION

ABOUT APPLICANTS ............. . . .

METHODS USED TO GATHER AND VALIDATE IN-
FORMATION ABOUT APPLICANTS .........

METHODS USED TO SELECT FINAL CHOICE
FROM QUALIFIED APPLICANTS. . . . . . . . . .

COMMUNITY COLLEGES THAT INVITE QUALIFIED
APPLICANTS TO CAMPUS FOR PERSONAL INTER-
VIEW .......... . ............

FACULTY HIRED BY MICHIGAN COMMUNITY COL-
LEGES FOR 1962 - 1963 .............

Page

64

66

72

76

79

84

88

89

91

94

97

100

CHAPTER I

THE PROBLEM

Introducitifion:

In recent years increasing attention has been given to estimating
future college enrollments and the resultant shortage of facilities. These
estimates indicate that college and university enrollments will probably
double within the next decade. (34, 43: 9-10) The Fund for the Advance-
ment of Education, in a bulletin issued in 1955 stated that

. .colleges and universities will have to
add more teachers in the next 15 years than
in all previous history combined. . .If the
present student-teacher ratio of 13 to one
is to be preserved, for everLlO colleg_e
teachers now emplojed, somewhere between
16 and 25 new ones will have to be found.
between now and 1970. . .The real ques-
tion is: can we get enough good teachers?
('47: 17-19),

The community college, as a part of higher education, will exper-
ience enrollment increases equal to, if not greater than, those of the four-
year colleges and universities. The evidence of such enrollments is al-
ready apparent.

The National Education Association, reporting the results of a
study to determine teacher supply and demand in colleges and universities,

found that out of 343 public community colleges reporting in 1961 , all but

-1-

_ 2 -
47 reported shortages of qualified teachers in virtually every field. (34:
37) California, according to the 1962 Junior College Directory, has 73
public community colleges and reports that by 1965 an additional 2600 in-
structors will be needed beyond the number employed in 1960. By 1970
another 2300 instructors will be needed. (46: 16—17)

The need for additional facilities is not only for more faculty.
Physical plant expansion and increased financial support are also impor-
tant. However, it is the need for qualified faculty that is the most
pressing. Plant facilities and financial support are factors that can, in
large measure, be brought about through legislation, but increasing the
number of qualified instructors presents many more and diversified prob—
lems. This is not to say that attempts to provide for physical plant fa-
cilities and financing will not present problems, but that the problems
will generally be fewer and less complex.

These problems, though complex, are not insurmountable. Alvin
C. Eurich, Vice-President of the Fund for the Advancement of Education,
had this to say to the community college administrators attending the
American Association of Junior Colleges annual convention in 1963:

No group in American education will
face greater problems in the years just ahead
than junior college administrators. You
will struggle with an enrollment explosion
unprecedented in higher education. You
will become responsible for the general ed-

ucation of the majority of students who con-
tinue beyond the twelfth grade. You will

-3-

be called upon to set up vocational and
technical programs for students entering
wholly new occupations—some of which
may become obsolete as automation takes
over. The President's retraining proposal
gives only a glimps of the kind of continual
vocational training which will be required
in the coming decades by an ever-increas-
ing percentage of our population, not just
the young or the unemployed.

To meet these challenges you will
need good teachers--many more, I am
afraid, than you can possibly find. This
means that if you are to offer your students
the quality of instruction they deserve, you
will have to use all good teachers much
more effectively and efficiently. With
such problems in mind, we need to deal di-
rectly with two major questions: (1) how
can a larger share of the ablest teachers be
attracted to junior colleges, and (2) how
can the available teaching talent he used
more effectively? (15: '8)

Dr. Eurich was joined at this convention in his plea to adminis-
trators by Dr. Edmund]. Gleazer, Jr. who stressed the importance of
studying the problems of the future expansion of community colleges.
His statement concerning the attendant problems is noteworthy.

The source of staff for the occupa-
tional fields is extremely limited. There
are not many people who have the desired
combination of experience in their field and
substantial formal and professional prepar-
ation. There has not been evident sub-
stantial interest by universities in realistic
programs of preparation for teachers or ad-
ministrators qualified in these fields. Add
to this the need for counselors who can keep

_ 4 ...
up with rapid changes in technology, and
we find that the complex problem of staff-
ing requires high priority. (15’: 6)

John E. Stecklein, Director, Bureau of Institutional Research at
the University of Minnesota, also believes that. faculty recruitment con-
stitutes the most serious problem facing higher education today. (12: 11)

The community college in Michigan is facing the same problems
that exist throughout the United States. There are, in Michigan, 17
community colleges plus another in the process of readying itself for op—
eration by fall of 1963. Several others are under study and may be es-
tablished within one or two years. In addition, projections are for an
additional number which will raise the total to approximately 35 by 1975.

It is evident, then, that the problem of recruiting qualified com-
munity college teachers demands swift and rational solutions. New and
more effective ways of attracting qualified instructors are needed. How-
ever, before effective solutions can be achieved, factual data concerning
the present situation are needed. For this reason this study has isolated
one segment of the larger problem in order to supply an important part of
these necessary data.

Went of Pugpose:

It is the purpose of this study to survey the existing practices

used by Michigan community college administrators in the recruitment

and selection of faculty and to evaluate these practices as they relate to

the increasing demand for qualified faculty at other levels of education.

-5-

Specifically, this study is concerned with:

1.

2.

The sources from which faculty are recruited.

The methods used in the process of recruiting qualified
faculty. I

The criteria applied as basic qualifications for employment.
The methods utilized in the selection of faculty.

The problems identified and encountered by Michigan com-
munity college administrators in their efforts to recruit
qualified faculty.

The future problems and trends foreseen by those respon-
sible for faculty recruitment and selection.

The analysis and evaluation of these factors as they relate

to the larger problem of the national teacher shortage.

Importance of the Siidy:

Many college administrators desire knowledge related to effective

methods of securing capable faculty members and the sources which have

proven most satisfactory. A recent California State Department of Edu-

cation report stated that 48 junior college administrators regarded "re-

cruitment, training and employment of well-qualified junior college teach-

ers" as the most serious of the problems faced by these junior colleges.

The report also stated that the

. . apparent scarcity of well-qualified
personnel is already being felt and ad-
ministrators want this problem to be

.. 5 _
studied and solutions to the problem pro-
posed. It may be expected that this prob-
lem will get worse before it gets better when
the 'tidal wave' of students really hits.
(46: 7)

Administrators in education seem to give considerable weight to
the methods and practices which have evolved as educators have dealt
with specific problems. Administrative action based on theory is highly
desirable, but practices which have been tried and proved successful are
more readily adopted. It is believed, therefore, that the findings of
this study will be of value to present and future community college ad-
ministrators responsible for the recruitment and selection of faculty for
their institutions .

In addition to the importance of the survey aspect of this study,
the evaluation of existing practices related to the administrative func-
tions and responsibilities provides administrators with information that
can be used for policy reformulation, the instituting of new practices,
and an overall basis for the rationale of such procedure and policy. It
is hoped that, beyond the above mentioned functions of this study, future
research of a more fundamental type will evolve as additional related data
are added to the findings of this study.

Defgiflions of Terms Used:
Administrators: The persons whose primary responsibil-

ity is administrative in nature and there-

fore non—teaching. Their function is

Community College:

Faculty:

Practices:

_ 7 -

related to organization and administra-
tion of the community college program.
This term refers to the public, ’ two-
year, post-secondary institutions that
offer college parallel and terminal pro-
grams of instruction. Other names,
still used in some areas, are junior col-
lege and community junior college. Es-
sentially they all refer to the same insti-
tution.

This refers Only to those personnel of a
community college who are engaged in
teaching. Both full-time and part-time
instructors are included under the term.
The name faculty applies equally to teach-
ers of academic and of vocational/tech-
nical courses.

These are the methods and procedures
used by the community college adminis-
trators in the recruitment and selection
of faculty. Practices need not be in
the form of written policy, though, in

some cases, they are.

.. 3 -

Recruitment: This term refers to the positive action

of administrators in their efforts to at-
tract qualified applicants for teaching
positions in their community college.

Selection: This concerns the methods used by the

administrators in the process of choos-
ing a faculty member from the qualified
candidates for a teaching position in
their community college.

Limitatpns of the Study:

In the interest of feasibility and financial practicability, this study
was limited to the community colleges in the state of Michigan. This
may place limits upon the ability to generalize findings of this study to a
larger population. Nevertheless, future community colleges in the state
of Michigan may well profit from the results of this study.

Since this study is essentially a survey, further limits are present
because no mathematical model or quantitative measurement is available
to evaluate existing practices. The methods of subjective analysis and
evaluation are employed in order to arrive at conclusions and productive
recommendations. The study does not go back in time beyond one year
nor does it attempt to project trends further than five years.

Overview of thgfitiudy:
The need to expand and increase facilities in higher education in

order to keep abreast of increasing enrollments is a pressing one.

- 9 ..

The community college is a vital part of higher education. In
Michigan, the community college gives evidence that it is one of its
most rapidly expanding segments of higher education. For this reason
the study is concerned with surveying the practices used by Michigan
community college administrators in the recruitment and selection of fac-
ulty. Identified in the survey are specific areas of sources of supply,
methods of selection and problems related to recruitment. These are
then evaluated relative to those criteria most generally agreed upon by
community college authorities .

The importance of the problem rests on the proposition that admin-
istrators in community college education desire information related to se-
curing and employing qualified faculty.

It is believed that the findings of this study may serve as a basis
for future research of a more fundamental type.

Finally, conclusions will be drawn and recommendations offered
relative to present and future practices of recruitment and selection of

qualified faculty.

CHAPTER II

REVIEW OF LITERATURE

The literature pertaining to increased enrollments in higher educa-
tion in general, and to the community college in particular, contains many
references to the problem of faculty recruitment and selection.

For purposes of clarity, the publications concerned with the var—
ious aspects of this problem can be divided into three general types.
These are: (l) publications dealing with the general problem of the need
for more faculty and the national teacher shortage, (2) literature which re-
flects ideal conditions related to faculty characteristics, training and ex-
perience (these publications show the general opinions held by many
authorities in the field) , and (3) research studies which are concerned
with the identification of the above mentioned faculty traits and training,
but that are frequently limited in scope. These studies portray the most
complete factual information and data which are available.

Literature and Studies Related to the General Problem:

Studies specifically concerned with faculty recruitment and selec-
tion in the Michigan community colleges could not be located. There
are, however, related studies and publications dealing with the national

problem of teacher recruitment, particularly as experienced by the four-

-10..

K ---.- /

- 11 -
year colleges and universities. Others are mainly concerned with the
two-year college.

As an example, the California State Department of Education is-
sued a report which stated that 48 junior college administrators regarded
"recruitment, training, and employment of well-qualified junior college
teachers" as the most serious of the problems they faced. (46: 6) The
report also indicated that community college administrators want this
problem to be studied and solutions to the problem proposed. A com-
prehensive review of similar publications reveals that Texas, Florida,
New York and other states are also concerned with this problem. John
Dale Russell's report, Higher Education in Michiga_n, has strong implica-
tions for that state to plan ahead in the establishment of facilities for the
two-year college. The forecast that college enrollments in Michigan
will surpass 335,000 by 1970 further underlines the need for securing
qualified faculty to care for this expansion. (41: 11-12)

Other studies repeatedly mention the community college as an in-
stitution which will face a severe shortage of qualified faculty. In ad-
dition, these articles contain information related to the problems in the
recruitment and selection process. (7, 10, 57) Eugene W. Dils, E. F.
Dolan and R. G. Axt, writing in Current Issues in Higher Education, 1958,
explored the many problems of faculty recruitment in higher education.
They also suggested many and frequently neglected approaches to allevi-

ate the problem. (10)

_ 12 _

Still another study which bears directly upon the problems in this
study is Neal B. Houston's and James G. Umstattd's "Teacher Personnel
Problems in Junior and Senior Colleges and Universities, " which was pub-
lished in the Review of Educational Research, June, 1958. (21) They
clarify the different kinds of problems each type of institution faces be-
cause of the differing requirements which exist within each institution.

Caplow and McGee, utilizing a random sample of 10 major univer-
sities in the United States, identified the various procedures involved in
the process of recruiting, including the final selection of candidates.

The authors also surveyed the procedures used by these institutions in
the search for candidates, the persons consulted in confirming informa-
tion given by candidates, the practices involved in offering positions,
and the persons responsible for contract closing. (5) The human inter-
relationships in these processes were involved and responsibility seemed
to shift from situation to situation. As a result, the authors recom-
mended that more regular and orderly procedures be established in order
to maximize efficiency in the recruitment and selection process.

Ruth B. Eckert and John E. Stecklein, reporting the results of a
study they conducted among Minnesota's institutions of higher education,
concluded that more rigorous and aggressive action is needed to overcome
the problem of faculty shortage. (12) Included among the institutions

studied were 11 community-junior colleges. The study concluded that

.. 13 _
the two-year institution is, and will continue to be, the fastest growing
segment of American higher education. It asserted that I'unless junior
colleges can also manage to recruit and hold qualified staff members,
this expansion will not serve its intended educational purpose.“ And,
further, " . . . as a whole, the findings of this study indicate the need to
publicize the purpose and programs of junior colleges and to recruit able
young people to the faculties of these institutions." (12: 88-89)

The difficulty in finding and attracting new and able teachers is
complicated by the fact that as the four-year institutions continue to ex-
perience this problem, they, in turn, will succeed in recruiting those
teachers from the two-year colleges who feel an attraction to the senior
institutions. Perhaps Ralph R. Fields' comment in his newly published
book is one answer to this dilemma: "Conditions peculiar to community
college education make it more difficult to find adequate instructors at
this level than at some of the others. One of those is that few graduate
programs for the preparation of community college teachers exist. " (16)

In an attempt to supply useful information which might lead to an
increased supply of junior college teachers of physical science, Kendall
S. Kinerson conducted research at Michigan State University which cul-
minated in his doctoral dissertation. In it he stressed the phenomenal
growth of the American junior college and stated that "the junior college

can well play a vital role in relieving the pressure of large numbers of

_ 14 ..
lower-division students from the four-year colleges and universities as
they face unprecedented enrollment increases. . ." (24: 3) Kinerson's
stated purpose was to determine the most appropriate training for pros-
pective junior college physical science teachers as seen by present jun-
ior college teachers and administrators. The recommendations emanat-
ing from his study contain specific suggestions for the number of graduate
majors, courses of instruction, and other educational experiences which
would hopefully enable more students to enter the junior college teaching
field. (24: 117-119)

In devoting an entire chapter to the discussion of instructors for
community colleges, James W. Thornton, Jr. states, "The crucial role of
the teaching faculty is implicit in all that has been said about the nature
and the mission of the community junior college. " He adds, "Unless
qualified instructors are available in sufficient numbers, the purposes of
the institution cannot be achieved. " (48: 131) The chapter deals with
the extent of demand for instructors for community colleges in relation to
other demands for teachers. In addition, descriptions of actual com-
munity college faculties are presented, plus data about patterns of prep-
aration, in-service training, and certification. (48: 131) Thornton re-
ported in a study conducted by Medskar in 1960 that " . . .only nine states
require special certification for junior college instructors. . . " (48: 144)

Through the presentation of additional data and studies, the implication is

.. 15 ..
that community college administrators desire some sort of guideline for
the employment of faculty for their colleges. (48: 144)

The general literature related to community college and four-year
college and university personnel shows a great amount of interest in pro-
grams that will provide the desperately needed numbers of teachers for
the coming decade. :In order to isolate important qualities, character-
istics, and training that community college instructors should possess,
the following two sections review a number of specific studies and writ-
ings pertaining to such traits.

Literature Concerned with Faculty Recruitment and Selection:

As stated earlier in this chapter, this section contains a review
of publications which show the general opinions concerning desired train-
ing, characteristics and employment practices held by many writers and
authorities in the field of community college education. (The literature
in this section is representative of the total amount surveyed.

In an article written for the Junior College mmal, William R.
Wood says that high school teaching staffs constitute a logical, if tem-
porary, source of supply for community college instructors. He states,
"It is perfectly natural, therefore, that most community college teachers
will continue to come from the high school field. " He cautions, though,
that given this situation, in-service training programs must provide much

of the necessary retraining of these former high school teachers. ('55: 520)

_ 16 ..

Wood also says that the large group of married women whose chil-
dren are no longer an all-absorbing responsibility constitutes a productive
source of teachers. (55: 521) Moreover, the number of mature, well-
adjusted, highly capable women who have had no. teaching experience
should not be excluded from consideration. He concludes, "They have
much to contribute to the education of older youth and frequently to their
peers. " (55: 521)

Wood's greatest effort is applied toward charging community col-
lege administrators with the responsibility for public relations in an effort
to attract good teachers. The following statement sums up his thoughts:

The problem of recruiting professional
personnel prospects for the community college
is largely a matter of public relations. It ’
may be that in our own communities we are
not noisy enough about the attractions of
teaching in junior and community colleges.
During the past twelve months how many
young men and women have you personally
influenced directly to prepare for the teach-
ing profession? To how many local organ-
izations have you spread the good word in a
convincing way? How often have you sug-
gested to parents of high school pupils that
teaching should be given serious considera-
tion as a career for their son or daughter?
Either we believe in this thing, or we don't.
If we don't, we ought to get out of the game
and let somebody carry the ball who likes to
run. Do the Rotary Club, the Kiwanis Club,
the Lions' Club, the Chamber of Commerce,
the League of Women Voters, the Council of
Social Agencies, the P.T.A. , and all of the
other responsible civic-minded groups in your

- 17 -
community and region know the full story
about teaching opportunities of the type
we are now considering? It's our job to
tell them. (55: 521-522)

In the article "Preparation and Selection of Instructors for Com-
munity Colleges, " printed in The Califomiajournal of Secondary Educa-
_tio_n, Thomas B. Merson recommended that the number of credentials for
junior college teachers in California be reduced from 40 to three. Along \
with this recommendation, he cited three general headings under which
traits are listed that are shared by most outstanding community college
instructors. The three headings are: personality, subject matter prep- \
aration, and professional competence. His assessment of traits under
the heading of personality is admittedly idealistic and not too easily iden-
tified. However, he maintains that "these personality traits (and fre-
quently the associated mannerisms) are characteristics whiCh every in—
structor ga_n develop. " (33: 496)

It is under the general heading of subject matter preparation that
Merson is more specific. He says, " . . .the teacher of college students
must have a grasp of his subject at a proportionately higher level. . .In
the academic fields such a grasp is usually indicated by preparation of
the level of the master's degree or higher. " (33: 49 6) Continuing on,
he says that such a requirement may be justified by the argument that in

earning an advanced degree the instructor usually has the opportunity to

do research. (33: 49 6) Merson believes that breadth and depth of X“

preparation in securing an advanced degree is essential.

-l8-

Preparation in the subject-field must
be both deep and broad. There is always
the danger that depth of preparation may be
obtained at the sacrifice of breadth of prep-
aration, and there is no place for the narrowly
prepared specialist on the staff of a commun-
ity college, for the effectiveness of general
education, which occupies, such a prominent
place in junior college instruction, depends
more upon breadth of preparation of the in-
structor than on any other factor. More-
over, if his students are to be motivated to
maximum achievement, an instructor must
continually emphasize inter-relationships of
the various disciplines and must frequently
illustrate applications of his subject. And
both of these activities are contingent upon
a broad background of information. (3 3: 497)

With regard to professional education, he is even more specific as
he states, "Outstanding community college instructors understand and sub-

scribe to basic general aims of education and to the specific functions of

the junior college. " (33: 497) The effective instructor, says Merson,

( must have the ability to relate his subject to other subjects and to the com-

} mon experiences of life. He emphasizes that competent community college

If instructors should be familiar with the characteristics of the students they

Each and adapttheir teaching to the needs of their students. In addition,
the instructor ought to be able to motivate students to their maximum achieve-
ment. The instructors should also adapt their instruction to the needs of

the community, and to utilize the resources of the community in their teach-

ing. (33: 498)

_ 19 ..

In the last section Merson notes that procedures for selecting jun-
ior college instructors are changing as increasing enrollments and teacher
shortages reduce the number of applicants for each position. He states,
though, that institutional placement agencies remain a principal source of
academic instructors. "In addition," continues Merson, " applicants are
now being sought from institutions from all over the United States. " (3 3:
500) Finally, he says that increasing numbers of community college in-
structors are being recruited from local business and industry, primarily
for extended-day and evening programs. (33: 500)

R. A. Ingalls' article, published in 1953, indicates that community
college administrators try to find qualified instructors in the liberal arts
four-year college or university, in the graduate schools of teacher training
institutions, among qualified high school teachers, and in the occupational
areas for which the community college trains. (22: 399) "The problems
of selecting personnel, " states Ingalls, " are best solved by supplement-
ing the oral interview with the head administrator and his assistants by
competitive examinations--oral and written--and the evaluation of training
and experience." (22: 400) He concedes that the specifications for such
examinations vary with the subject and/or skill field concerned; flexibil-
ity in the selection process is thereby provided. However, he believes
that in the technical/vocational fields, "Skill and experience take priority

over the master's degree." (22: 400)

_ 20 _

Adolph Unruh believes three major influences will affect the type
and amount of training a community college teacher needs, or is required
to have. The first influence is the individual institution itself. The
second concerns outside pressures and factors indigenous to the individ-
ual institutions which will affect the kind and amount of training desired
of its teachers. (53: 139) Moreover,

The educational philosophy of a given insti—
tution, furthermore, will affect the training
of its staff. If the college attempts to im-

' Hate the four-year liberal arts school, it
will attempt to enforce a policy for the sim-
ilar training of its staff. If, however, the
college makes a genuine effort to serve the
community, and it sets up a terminal curric-
ulum, it will insist upon a different type of
training on the part of its personnel. (53:
139)

The third influence affecting the training of community college
teachers is the type of teacher recruitment practiced. He adds,

If teachers are promoted from the high school,
the special training will be in terms of de-
ficiencies, omissions, or none at all. In-
experienced teachers may often be inducted
into an in-service training program by the
junior college dean. In some instances
junior colleges set their own requirements .

A junior college organization, perhaps state-
wide may seek to enforce certain standards.
And thus it may be seen from somewhat of a
cursory examination of the problem that the
special training of teachers has a varied and
rather unpredictable solution. (53: 139)

Unruh surveyed the work of Wollner and Wood and found the mas-

ter's degree was the most universal requirement for employment as a

.. 21 ..
community college instructor. He also found that most community col-
lege teachers have completed additional graduate work beyond the mas-
ter's degree. In addition, Unruh states, ". . .the junior college teacher
must have had some experience in teaching. " (53: 142) He adds that
high school teaching experience is more desirable than no experience.

Because many juniorcollege teachers will be asked to teach more
than one subject and probably three, the necessity for breadth in training
is desirable. He concludes that professional competence should include
graduate work in such courses as

the organization and administration of the
junior college; the philosophy and place of
the junior college; the junior college cur-
riculum; student personal problems in jun-
ior colleges; the psychology of post-adol-
escence or late adolescence; and methods
of instruction at the junior college level.
(53: 142)

H. L. Smith, writing in the North Central Association Quarterl ,
says that the community college teacher does not need to be an expert in
research and that breadth of training is desirable along with a knowledge
of how his discipline fits in with the larger field in which he teaches.

(44: 392)

Smith also believes competency in professional techniques of
teaching, evaluation, and grading are necessary, but does not believe
they have to be taught at the graduate level. (44: 392) He definitely

would like to see a course in "The Place of the Junior College in the Edu-

cational System." (44: 392)

- 22 _
He believes such a course
. .would include also some discussion of
professional ethics. I am amazed each
year at the lack of understanding of the eth-
ical principles involved in the teaching pro-
fession. I do not feel that this is the re-
sult of unethical individuals but rather stems
from a lack of knowledge and understanding
and somewhere along the line of the educa-
tional process these teachers must come to
have some comprehension of the ethics in-
volved in their chosen profession. (44: 393)
Ruth B. Eckert states that most of the new college teachers will
be recruited from advanced university programs. Because of this, " . .
graduate faculties have an unparalleled opportunity to improve the pattern
of American higher education, and through it, the whole level of our civic
and cultural life. " (13: 25) She believes, in addition, that promising
people should be encouraged in their college course to consider the possi-
bilities of college teaching. She also says that community college teach-
ers obtain experience at the high school level first, " since teaching posts
in junior colleges often carry some responsibility for teaching senior high
school courses. " (13: 26)
Eckert believes graduate faculties in universities ought to develop
a number of courses to prepare prospective college teachers. One such
course she envisions as a "Core Course. " She states:
Certain points ought to be uniformly
stressed in the core course, though its ex-

act organization would naturally vary from
one institution to another. For example,

-23..

most students would later accept jobs either
in junior colleges or in the lower division of
four-year institutions, making it imperative
that educational problems at that level re-
ceive major consideration. (13: 30-31)

In conclusion, Eckert believes that the community college teacher
needs, as does the four-year college instructor, special programs of prep-
aration which include not only academic preparation in their subject-mat-

ter field, but also related professional courses in education.
\.

\
‘\

C. C. Colvert, a noted authority in the field of community college
education, in an article published in The Junior College Journal, discussed

the ideal junior college instructor from three general points of View:

1 . Personal qualifications.
2 . Academic qualifications .
3. Professional qualifications. (9: 502)

Colvert admitted that the traits and characteristics which "come under the
heading of personal qualifications are difficult to define and isolate. Yet,
he feels due consideration must be paid to this point if administrators are
to secure able and qualified instructors.

In the area of academic training, he noted that a minimum of the
master's degree is necessary for junior college instructors, and that as a
rule, further work in his teaching field is desirable. He states, "Ideally,
the junior college instructor should have graduate training that qualifies

him to teach in at least two subject-matter fields. (9: 503)

_ 24 _
The third criterion mentioned is professional training. Colvert
added,

A professionally trained junior col-
lege instructor ideally is an individual who
has the scientific knowledge which enables
him to teach a student at the junior college
level. It is understood, of course, that he
also has the personal qualities and academic
training previously mentioned. (9: 504)

Continuing in his discussion of professional training, he further states,

Another phase in the training of the
professional junior college instructor is his
knowledge of the history and philosophy of
the junior college. A greater sympathetic
attitude toward, and a better sense of value
for, the junior college is developed if the
junior college instructor is well grounded in
the historical background, growth, develop-
ment, and purposes of the junior college.
(9: 505)

In conclusion, Colvert believes that well-educated, qualified jun-
ior college instructors will do much in the way of selling the benefits of
and the necessity for well-financed public education in their respective
communities.

In an editorial that appeared in The lunior College Journal, J. F.
Marvin Beuchel stated

Most present instructors have been
recruited from one of the three sources.
The majority have advanced from the senior
high school level. Others have had ex-
periences in the traditional four-year col-
lege. Some have been recruited from pri-

vate professional or industrial areas. (4:
117)

_ 2 5 _
He added that many of these recruits have not been properly prepared for
junior college teaching, but remarked, " . . . many recruits from these
sources have developed into ideal instructors through participation in
workshops, in-service training programs, and formal graduate study."

(4: 117) In fact, Beuchel believes that those who have had practical ex-
perience in business or industry develop into the better instructors. He
explains by continuing,

The individual who has faced the everyday
problems in the business world has acquired
a strong taste for a community attitude.

The individual who has been forced to make
decisions, to direct activities, or to meet
the public has undoubtedly realized the
value of practical education. (4: 117)

In addition to the emphasis on practical experience, the writer
urged that the prospective instructors have knowledge and competency in
professional techniques. He states,

The instructors who have entered
junior college teaching from the business
and professional level usually lack the in-
dividual guidance and group counseling
methods. Inmost cases these weaknesses
are rectifiable by an in-service training pro-
gram. The present curriculum for teacher
training has developed many persons with
sound skills in this area. Because of the
unique student-teacher relationships in jun-
ior college, it is essential that a thorough
training in guidance, tests and measure-
ments, and counseling be incorporated. - It
is particularly important that junior college
teachers have the ability to analyze occupa-
tional conditions in the community and advise

-25-

on the preparation and skills essential to
success in related areas. (4: 118)

It is in the area of general education that Beuchel believes the in-
structor needs most skills. In conclusion, he believes that the ability
to lead in some extra-curricular activity will provide balance to the in-
structor's contact with students. (4: 118)

The most comprehensive publication dealing with faculty qualifi-
cations, training, and recruitment is the Guide for the Evaluation of In-
stitutions of Hither Education, published by the Commission on Colleges
and Universities. The criteria listed in this guide enables the North
Central Association of Colleges and Secondary Schools to rely upon stand-
ards from which accreditation recommendations can be made.

The section relative to size and competence of faculty is clear in
its references to what constitutes an effective faculty. (The entire sec-
tion is included here to make clear the qualities and training desired.

Evaluating the faculty is a two-fold
task; it involves gathering data on the aca-
demic preparation and experience of the
faculty and assigning meanings to these
data in the light of what is happening in
the institution. Specific data on academic
preparation and experience will ordinarily be
readily available, but these indexes must be
interpreted in the light of the impressions
given by the academic community in action.
While the amount of advanced training is a
significant indication of the quality of a

faculty, experience also shows that ad-
vanced training alone does not guarantee

-27-

effective and exciting teaching. A com-
bination of factors, of which advanced
training is one, is required to promote ef-
fective teaching and learning.

Specific data on faculty quality--
It is helpful to begin with information on
such items as the percentage of the faculty
holding earned doctorates, the percentage
holding other advanced degrees, the average
amount of graduate study completed by the
faculty as a whole, the types of institutions
represented by such advanced work, the ex-
tent to which persons are teaching in areas
in which they have received advanced train-
ing, the kinds of work experience the fac-
ulty has had, and the extent to which fac-
ulty members display scholarly interest
through writing and through attending the
meetings of professional societies. Each
of these items furnishes clues to the com-
petence of the faculty as a whole and points
up areas in which further investigation may
be required. (35: 13)

The section devoted to the recruitment and appointment of faculty
provides a clear description of what is desired by the North Central Asso-
ciation.

The procedures employed in securing
new faculty members often reveal much about
the quality of an institution. Is there evi-
dence that the institution makes a serious
effort to secure the kind of faculty members
who can most effectively carry out its avowed
purposes? Does the institution have clearly
in mind the kind of faculty members it wants?
What agencies are approached in locating po-
tential faculty members? Commercial place-
ment agencies? Graduate schools? De-
nominational agencies?

-23-

The institutional catalog ordinarily
lists the previous experience of faculty
members. Are most of the faculty members
from the same under-graduate or graduate in-
stitution? This in itself is not necessarily
good or bad, but it does raise a question
regarding the possibility of excessive in-
breeding. How were faculty members
brought to their present position? The
"official" procedure will be outlined in a
faculty manual or faculty constitution.
Compare this "official" procedure with what
seems to have been the actual practice in
securing the faculty members. How were
faculty members contacted? How did they
find out about their positions, and what pro-
cedures were followed in appointing them?
(35: 39-40)

The community colleges in Michigan which are readying themselves
for accreditation will need to give attention to such recommendations and
guidelines.

In an editorial in The Mnior Collegejournal, Leonard V. Koos sum-
marizes various findings which resulted from a series of articles he wrote
for the |ournal. He comments, relative to the findings, that the dilemma
in trying to recruit teachers from high schools, rather than from college po-
sitions is that the first group has had too little subject matter preparation
and the latter group perhaps too much. He says,

. .no conclusion is more apparent than
that few persons who enter the work have
been specially prepared for it. The large
majority have been recruited from high
school teaching, and, although most of

these have carried their subject matter prep-
aration beyond the stage prescribed for their

-29..

former work, few have had as much spec-
ialized preparation for junior college po-
sitions as would be given in a course con-
cerned with this new institution. Even
when one admits that much of the prepara-
tion for high school teaching is applicable
to the next higher level, one cannot urge
that it approaches adequacy. A small mi-
nority of junior college teachers have been
recruited from college positions, but it is
well known that the preparation of college
teachers is too often restricted to intensive
specialization in a subject-matter field and
ignores systematic consideration of teaching
and educational problems. (29: 424)

Koos further believes the problem of securing qualified instructors
is made more difficult because of "the small number of higher institutions
maintaining suitable programs of junior college teacher preparation and
the small enrollments in the programs." (29: 42 4) Leon N. Henderson's
article in The Junior College Journal placed much emphasis upon the need
for prospective junior college teachers to complete a teaching internship be-
fore they are employed. He further states that too few graduate schools
in universities have undertaken to do anything to provide for this type of
professional experience. (20: 388) The following is a brief description
by Henderson of a teaching internship and the value to be derived from it:

The internship in junior college teach-
ing is a guided program of experiences under
selected, competent and experienced faculty
which has for its purpose the development of
minimum understandings, attitudes, skills,
and habits in the prospective instructor.
Successful completion of this program pro-
vides assurance to students, parents, and

administrators of the fitness of the new in-
structor in his early years. It provides a

.. 30 _
measure of intelligent self-assurance to the
young instructor as well as valuable personal
resources for effective self-evaluation lead-
ing toward continued improvement of compe-
tency through the years. (20: 388)

In another Journal article, Price outlines the role of administration
in the development of excellent teaching. (36: 37-42) A major portion
of his writing is given to the identification of criteria for the selection of
community college teachers. He concludes that academic criteria include
a minimum of a master's degree plus additional work in professional educa-
tion. This later work will give the instructor the professional knowledge
and competencies needed to function effectively. (36: 41-42).

Algo D. Henderson's Policies and Practices in Higher Education
devotes a full chapter to treating the question, "How shall the instructional
program be staffed? " (19: 161-175) He says,

The shortage of faculty during the
emergency period will probably be severe
enough to necessitate in many institutions
the employment of persons as teachers or
as functional assistants who would not pre-
viously have been considered qualified for
teaching at the college level. (19: 169)

The use of women as teachers in higher education will have to be
increased. The employment of teachers past 65 years of age should be
encouraged, and those eligible for retirement ought to be invited to stay

on the staff for another year or two. The use of part-time teachers is

also suggested. Henderson explains,

-31-

Here again the community colleges
may have some advantage because in each
of these separate communities there are at
least some professional men or technically
trained persons who can be induced to teach
one or two courses in their special fields.
This practice can be of substantial advan-
tage in the operation of the late afternoon
and evening programs for part-time students
which are so popular in this type of college.
(19: 170)

The improvement of the teaching profession by increasing salaries
and fringe benefits is also a suggested method to attract more teachers.

The final publication is a proposal by Max S. Smith entitled "Sug-
gested Program for a Diploma for Advanced Graduate Study for Prospective
Community College Teachers. " (45) In it Smith states that,

The one-year program of graduate
studies, leading to the master's degree, is
regarded as a minimum program of profes-
sional preparation for community college »
teachers. Community college people and
those of us involved in their professional
preparation, recognize the fact that at least
two years of graduate study is desirable in
achieving the technical and professional
competence commensurate with the demands
which are placed upon teachers in the com-
munity college. The Diploma program is
designed for those persons who plan to de-
vote their professional career to teaching
in a community college and desire to achieve
a level of proficiency which will enable them
to assume a role of successful effective
teaching and a greater depth of understand-
ing in their work. The trends of our cul-
ture and the character of the community col-
lege both require instructors with breadth of
knowledge and an awareness of the inter-
relationships of various disciplines in the
general education of students at this level.
(45: l)

_ 32 _

The suggested content of Smith's program would include: (1) the
devotion of one-third of the student's time to study in major subject areas,
(2) one-fifth of his time in mastery of basic theory and skills in areas of
higher education plus additional studies in cognate areas, and (3) the re-
maining time to be spent in adult education, internship, seminars and in-
dependent study. (45: 2-5)

Research and Studies:

. The following pages contain a review of research and studies which
are concerned with the identification of sources of recruitment, faculty
traits and characteristics desired, and types of training reported by com-
munity college administrators and various authorities in the field.

In a study reported in the Junior College Journal, David B. Pugh at-
tempted to determine the shortcomings in the preparation of community col-
lege instructors, using as criteria the judgments of community college ad-
ministrators. (37: 42 7) He also sought to isolate the general requirements
and needs in teacher training programs for community college teachers.
Pugh's survey sample included 112 junior colleges. Returns were received
from 105 of these institutions. In asking the community college adminis-
trators to name the most generally used method of securing instructors, Pugh
found that

. . . some administrators cited transfers
from the high school to the junior college
staff. Recommendations of faculty mem-
bers and reliable friends, former students
graduated from senior colleges, and per-

sonal contacts were other methods relied
upon. (37: 429)

.. 33 ..

The survey attempted to isolate some recommendations to be used
in the preparation of community college instructors . Ninety-three of
those reporting attached some importance to a course emphasizing purpose,
function, and philosophy of the community college. They would want to
see such a course included in the prospective instructor's graduate pro-
gram.

Student teaching was also regarded as desirable in preparation pro-
grams. The following statement explains why many of the administrators
would like to see the student teaching internship required:

Practice teaching undoubtedly would
be of value in teaching prospective instruc-
tors how to meet unexpected problems and in
helping them to make necessary emotional
adjustments. The value of this internship
could be heightened, too, if it were done in
a junior college emphasizing both prepara-
tory and terminal functions. As a final
measure of the importance of this training,
it might be pointed out that many adminis-
trators accepted it as next in importance to
actual teaching experience. (37: 433)

Further analysis of the returns revealed that many administrators
feel the graduate school should offer some work stressing the desirability
of emphasizing the community nature of the junior college. In addition,
Pugh reported,

The junior college instructor must realize
the necessity of participating in commun-
ity activities; he must realize that aca-

demic training is not enough for complete

success in the junior college field; he
must have extra-cunicular interests that

.. 34 ..

will benefit him and the school. Young
apprentices should be taught how to make
community surveys; they should study
techniques of community service; they
should be adequately equipped in public
speaking; they should know specifically

the purposes and functions of the junior

college in relationship to the community.
(37: 434)

He also stated that many administrators favored practice teaching so highly
that they would desire high school experience over no experience.

Searle F. Charles and Kenneth Summerer reported the findings of
their analysis of Michigan's Flint Community College in an article pub-
lished in the |ournal. They discussed the composition of the Flint fac-
ulty, analyzing the geographic origin of the faculty, graduate degrees held,
and the number of years of teaching experience. The study contained six
specific factors to be considered in the selection of a faculty. These in-
clude: (1) and interest in teaching in the community college, (2) the amount
and quality of academic preparation, (3) an interest and past experience in
student activities, (4) the amount of preparation in professional education
courses, (5) the character and personality traits of the instructor, and (6)

‘ balance in age, training and experience. (6: 421-422)

In explaining the factor of "balance in age, training and experience,"
the authors stated tha " . . . a college faculty should not be provincial in
thought or experience. Part of the experience students should receive in
attending college is contact with instructors who possess different philoso-

phies, characteristics, and backgrounds." (6: 423)

- 35 ..

In a United States Department of Health, Education, and Welfare
bulletin, published in 1959, Clarence B. Lindquist reported the findings
of a study concerned with faculty personnel. (31) This comprehensive
study surveyed the personnel and instructional practices used by institu-
tions of higher education. A total of 1 , 940 colleges and universities
were contacted and usable responses were received from 1 , 610 . Essen-
tially, the study attempted to find out what practices in hiring and use of
personnel are being employed by these institutions in their attempt to cope
with the growing shortage of qualified faculty.

Comparisons were made between private and public institutions as
well as among the various geographical areas. Comparison by'type of in-f
stitution (liberal arts, junior college, etc.) was made in attempting to iso-
late specific problems and critical shortages of teaching fields. It was
found that the master's degree was nearly a universal requirement for ap-
pointment to a community college position. (31: 22)

A number of junior college presidents and deans indicated that they
did not experience much difficulty in procuring qualified staff because
" . . . such persons were readily available from among the better high school
teachers in the system with which they were associated. " (31: 22)

In analyzing the data to determine the areas of shortages, Lindquist
found that mathematics, physics, and science were areas mentioned fre-

quently by community college administrators. (31: 34)

- 35 _

The problem of inadequate salaries was often mentioned as a fac-
tor in not being able to attract qualified instructors. As one director of
a junior college stated:

In the past we have had little diffi-
culty in obtaining adequate, competent in-
structors for our college. However, we
have noted this year that applicants are
more reluctant to accept at the first offer.
They seem to be shopping and looking for
higher salaries. (31: 37)

Teachers' salaries in some areas are evidently much better than in
other areas. This has led to some "campus robbing. " A beneficiary of
this practice, a junior college dean in the Midwest, commented:

We are increasing our faculty at a current
rate of 20 per cent per year. By robbing
the South we have held our own. But
what happens when the Southern wells run
dry?‘ (31: 35)

While some community colleges have not experienced dire circum-
stances in recruiting instructors, certain subject-matter fields were re-
ported as critically short of qualified teachers. One junior college pres-
ident stated,

At the present time we have not faced
any insurmountable difficulties in staffing our
college. To be sure, in the areas of mattre-
matics, physical sciences, engineering, elec-
tronics, and nursing, we have not had an abun-
dance of applications. Being part of a city
system in which we have several schools under
the same board of education, we have from
time to time taken outstanding people from
these faculties and brought them to the college.
(31: 39)

- 37 -

Lindquist also found that favorable location, including such fac-
tors as desirable climate, has reduced staffing problems at some institu-
tions. An administrator of a community college in a suburb of a large
Eastern city said:

We have had no great problem to se-
cure new faculty. Out of a total of about
25, we had to replace only 2 for next year.
We have had over 100 applications from
teachers probably due in part to our ideal
location, and in part, we hope, to our repu-
tation. (31: 39)

Some of the practices which have been employed to augment staffs
are better salaries, improved fringe benefits, more agressive recruiting
practices, increased employment of women as teachers, and greater use
of older persons. Some institutions have used student assistants to re-
lieve the instructors of some clerical and routine duties, while other in-
stitutions have merely increased the teaching loads. (31: 48)

Penis N. Crawford, reporting efforts to determine the desirability
of continuing certification for community college teachers in Michigan,
found that, generally, community college administrators in that state fa-
vored a continuation of such a practice. (54: 1)

To obtain the opinions of community
college administrators, the issue was placed
before the Michigan Council of Community
College Administrators. This Council is
comprised of the top administrators of the

sixteen community colleges operating in the
state. The vote, after several meetings

_ 38 ..

devoted to the topic, was 12 to 3, with one
abstaining, in favor of continuing the cer—
tification of community college instructors.

The issue was also directed to the
president of the Michigan Association of
Junior Colleges, an organization compris—
ing a large proportion of the 1000 instruc-
tors teaching in the sixteen community col-
leges. The President of that organization
issued a four-page statement in favor of
continuing certification practices along with
a set of suggestions for improving certifica-
tion procedures. The extent to which this
statement represented the attitudes of the
other members of the organization was not
made known. (54: 2)

Crawford added that the state superintendent of public instruction
was not satisfied until he knew the viewpoints of some authorities out-
side of Michigan regarding the issue. As a result, Bartlett sent a ques-
tionnaire to two groups of community college educators outside of Michigan.
(1) The first sample consisted of 25 state officials from states which op-
erate community colleges. The second group was comprised of another
25 individuals, mostly in four-year colleges and universities, who were
commonly known as authorities in the community college field. Eighty-
four per cent of the state officials responded and 52 per cent of the other
selected authorities responded. Thus it may be said that the sample and
the returns were representative.

Crawford summarizes the findings of Bartlett's study in this obser- .

vation:

-39-

Of those favoring the certification
of community college teachers, not one of
all the respondents believed that a bache-
lor's degree should be the only requirement
for certification. Only one, a state offi—
cial, believed that either a master'sor doc-
tor's degree in a subject field should consti-
tute the sole requirement for certification.
When asked to list the requirements that
would be the most reasonable, about seven
different requirements were listed. The
greatest frequency of response, reported by
a total of seven individuals, listed a mas-
ter's degree plus a specified number of com-
munity college courses as a minimum require-
ment. The next greatest number, four in
total, listed the master's degree with spec-
ified courses in addition to an internship in
junior college teaching as the minimum re-
quirement. When asked if directed teach-
ing experience should be a requirement for
certification, 75% of the selected authori-
ties and 83% of the state officials favored
the requirement of directed teaching exper-
ience supervised, in part, by teacher edu-
cation institutions. (54: 3)

M. R. Trabue reported the results of a study about college instruc-
tors in the Association of_A'merican Colleges Bulletin. (49) Primarily
concerned with qualifications of instructors in liberal arts colleges, its
implications are pertinent to the community college. The study involved
653 liberal arts colleges. A total of 419 completed and returned the
questionnaire used to gather data. Each person completing the question-
naire was asked to rank various traits to indicate how much weight he us-
ually gives to each when evidence of the traits appear in the credentials

of an applicant for a position as instructor or assistant professor. (49:

375)

_ 40 ..

Trabue commented,

The fifteen characteristics most
highly valued by presidents of liberal arts
colleges are also highly valued by the
presidents of other types of colleges.

Only two of the fifteen traits rated highly
important by a majority of these liberal arts
college presidents received less than a ma-
jority of such ratings from 401 teacher-edu-
cation and junior-college executives. (49:
376)

Closely related to this study, Trabue reported the findings of an
investigation in _TLhe Igor Collgge Journal. (50) Two hundred and four
returns were received from presidents of junior colleges. They checked
on the questionnaire the degree of importance attached to traits which had
been reported as important in teachers of first and second year college
students. (50: 140) Trabue reported a great degree of similarity in the
desire of junior college administrators for traits sought by liberal arts and
teacher college administrators. (50: 141) In another study reported in
the lournal, Punke concluded that the preparation of junior college facul-
ties seems to have received less attention than some other aspects of jun-
ior college development. (38: 376)

In the area of academic and professional preparation, Harold D.
Punke reported,

The extent to which junior colleges
are administratively connected with senior
high schools and have their programs inte-
grated with the high school programs will

probably affect the future development of
the junior college. Where there is a close

-41-

integration of administration and curricu-
lum, the idea may easily become accepted
that teachers in the junior college section
of the institution should have about the
same level of training as teachers in the
senior high school section. In any case,
however, with the increasing proportion of
high school teachers who hold master's de-
grees, one should expect increasing pres-
sure for junior college teachers to have at
least an equal level of preparation. (38:
376)

Relative to the location of institutions at which community college
faculties received their training, Punke stated:

Faculty inbreeding or provincialism
can obviously be a limiting factor in the
quality of education which junior colleges
make available to their students. If a
large proportion of the faculty of a junior
college have received their general and pro-
fessional education from institutions within
the same state as that in which the junior
college is located, there may be such in-
breeding or provincialism. In most in-
stances, however, it is better to have a
master's degree, or a bachelor's degree,
from an institution within the state than not
to have the degree. Moreover, in several
states there are institutions within the state
which are better qualified to give graduate
degrees than most institutions outside the
state. It should be recognized that there
are various forms of inbreeding among ed-
ucational institutions and various factors
which influence the extent of the inbreed-
ing. For any detailed consideration of
this point a more comprehensive study is
needed than that here reported. (38: 379)

Leonard V. Koos, in a series of articles for The lunior Collegg

|ournal reported the results of his research relative to the junior college

_ 42 _
teacher. He collected and summarized data relative to the instructors'
preparation, instructors' qualifications which are deemed desirable, and
also evaluated productive sources of supply of qualified instructors.

The data for his studies were collected from a sample of 48 two-
year colleges. Usable questionnaire returns were received from 1 , 458
junior college instructors. This represented 90. 7 per cent of the total
number of instructors in the 48 public junior colleges surveyed.

Koos, in the first report, deals with the type and duration of the
junior college instructors' training. He comments that, while the junior
college was still in its infancy, there was little reason for studying such
factors as teacher preparation and sources of supply. (26: 77) In a fur-
ther explanation of this point, Koos says,

When another teacher was to be em-
ployed to meet not too well-defined needs,
a junior college, by scanning the files of
placement services in universities or of
teachers' agencies could pick up an instruc-
tor from among persons prepared for some-
thing else. The rapid growth of the junior
college and the imminence of the junior-
college level as a universalized period of
schooling have long since discredited this
policy of opportunism in recruitment of
teachers. (2 6: 77)
His concern for the need for objectively determined qualifications is evi-
dent in this statement:
Development of the junior college
is already far past the point where programs

of preparation for junior-college teaching
should be operative in many higher institu-

tions and where desirable qualifications,

.. 43 _
objectively determined, for junior-college
instructors should be known to administra-
tors and others responsible for nominating
and appointing them. (26: 77)

Koos also feels the mounting interest in an adequate source of sup-
ply of well-prepared teachers justifies the importance of his studies.
Some of the findings of his study are:

l . The Master of Arts is the most typical degree held by pub-
lic junior college instructors who teach in academic sub-
jects. The teacher of vocational and technical subjects
also holds the master's degree, but the proportion of such
instructors holding this degree is not as great.

2 . The typical junior college instructor of academic subjects
has had about two years of graduate residence. The vo-
cational/ technical instructor has had about one year.

3. Both academic and vocational/technical instructors teach
in more than one area, thus requiring a less narrow teach-
ing major than four-year college instructors. (2 6: 89)

In the second article published in The Junior College Jou_rnal, Koos
reports the findings of a study which attempts to answer the question of
the amount and kind of preparation junior college teachers have taken in
their teaching field. His findings show the need for a broader academic

preparation due to the practice of junior college instructors teaching in

more than one subject area. (2 8: 204-205) The number of instructors

.. 44 _

reporting " double majors," either at the undergraduate or graduate level,
is significant. This, in effect, is one qualification deemed desirable,
since it permits the instructor to engage in "dual-level" teaching. (2 8:

204-20 5)

The third article in this series is a presentation of evidence to an-
swer the question of what work junior college teachers have taken in the
field of professional education. (2 7: 332) Specifically, the study pre-
sented data concerned with (l) the number of semester hours of education
reported by the junior college teachers and (2) the teachers who indicated
that they had taken certain courses in the field. (2 7: 332) The number
of semester hours reported by these instructors ranged from no work to as
much as 100 semester hours. (27: 333) The great majority of teachers
who reported work in professional education fall in the interquartile range
of 20 to 40 hours. After listing the courses that many teachers reported
they had taken and those they considered valuable and useful, Koos sum-
marized the implications of these data. He said the results available
show that preparation of junior college teachers closely resembles that of
high school teachers. He believes and urges that special programs of
preparation for junior college instructors should be developed to meet the
particular needs at that level. (2 7: 344)

In a study conducted by Claude Kelley to determine the qualifica-
tions desired by administrators in the selection and promotion of college

teachers of education, there are many points of similarity when compared

.. 45 _
with the two-year college teacher. (2 3) Some of Kelley's major findings
were that the master's degree was the minimum requirement for employment
and that some teaching experience is desirable.

It is in the area of administrative procedures relating to faculty se-
lection that a great deal of similarity to community college practices exists.
Kelley reported that:

I . New staff were located primarily
through college placement bureaus

and colleagues ,

2 . Personal interviews were usually de-
manded before employment,

3. The staff functioned in suggestion,
investigation, recommendation, and
at 42 . 4% of the schools, in approval
of new staff, and

4. The dean or a similar agent was most
influential in selection. (2 3: 57)

In another study designed to determine whether junior college ad-
ministrators consider high school teaching experience a liability or an
asset, Norman E. Hamlin conducted a survey of opinion among California
administrators. (18: 236) Data were secured from a sample of 48 junior
colleges; returns were received from 43, which represented 74 per cent of
the group. Sixty-three per cent of the administrators responding said
they preferred instructors with previous high school teaching experience,
while only seven per cent said they did not. Thirty per cent did not state

a preference. (18: 236) In response to a question designed to find out

-45..

why these administrators desired such experience, the following reasons

were given:

1.

9.

10.

11.

More sympathetic attitude toward (and better understanding
of) students and their problems.

Superior ability to present subject matter in terms of student
interests, capacities and needs.

Superior ability to correlate junior college and high school
subject matter.

Greater familiarity with and acceptance of modern educa-
tional theory.

Better organized classroom routine (keeping records, mak-
ing assignments, etc.) .

Closer cooperation with other faculty members.

Broader background of general knowledge.

Smoother, more efficient procedures of presenting subject
matter.

Superior ability to maintain control of students.

More enthusiasm for teaching as a profession.

More thorough knowledge of subjects taught. (18: 237)

Those administrators who did not desire instructors with previous

high school experience felt such experience made it difficult for these

teachers to adjust to the pace of junior college instruction. (18: 238) Of

the 30 per cent who indicated "no preference" for such experience, the

_ 47 ..

majority said that high school experience could be valuable, but did not
recognize it as a factor which would influence their selection of junior
college teachers. (18: 238)

Another study attempted to find out what practices were being fol-
lowed by institutions at all levels of higher education. (8) Some of the
reported practices were:

1 . Employment of more retired professors, military officers,

and persons from business, industry, and government.

2 . Employment of numerous part-time persons from other fields.

3. Employment of less qualified persons than those formerly
employed.

4. Increase of salaries and introduction of new and improved

fringe benefits. (8: 1)
In conclusion, the report said, "Theological and religious schools, pro-
fessional schools, and junior colleges appear to be least affected by fac-
ulty shortages." (8: 2)

In a scientific investigation to determine the extent to which se-
lection programs use methods based on research, Dooher and Marting have
presented numerous models of efficient procedures used by private indus-
try and business in staff recruitment. (l l) The most comprehensive pro-
gram presented is the following one used by a large, complex organization.
Its nine selection methods are:

1 . Verbal test.

-48-

2 . Abstract reasoning test.

3. Supervisory ratings.

4. Group oral performance test.
5. Supervisory practice test.

6. Company policy test.

7. Supervisory opinions test.
8. Test of ability to interview.
9. Interview. (11: 34-35)

The awareness of the importance of the selection process is indicated by
the authors in the following statement:

While it is probable that a research
study could disclose ways of eliminating
some of these methods without significant
loss of validity, it is notable that this man-
agement, recognizing the importance of su-
pervisory jobs, is willing to take the time
necessary to make a thorough evaluation.
(11: 35)

Two of the methods used in the above mentioned selection process
have direct implication for the corresponding procedures used by commun-
ity college administrators: the oral interview and the evaluation of train-
ing and experience of the candidate. The factors related to personnel
recruitment are included here because of their relevancy.

The oral interview is probably the
most widely used selection device in the
world. Studies on the validity of the in-
terview have shown that in some instances

it is so valid that no other selection devices
need be used; in others it is so invalid that

-49-

it would be wise to select candidates di-
rectly counter to the recommendations of

the interviewers. The true value of the
interview in supervisory selection depends
on the proper selection and training of the
interviewers. If the interviewers are skill-
ful, the oral interview can provide important
information about candidates.

In some cases an evaluation of the
training and experience of the candidate is
made part of the supervisory selection pro-
gram. This method has the advantage of
bringing into the program for consideration
elements, such as technical competence
and knowledge of a particular organization,
which may be important to the success of
the candidate on the job and which would
otherwise be neglected. The major dis-
advantage is that we have only scanty in-
formation as to which elements in the train-
ing and experience record of an individual
are relevant to supervisory success. (11:
99)

Through a study of such similar programs of selection practices,

various benefits can be derived by the community college administrator

in his search for qualified faculty.

In a similar study concerned with recruitment and selection of

supervisory personnel in business, Koontz and O'Donnel believe that a

well thought out and written policy relative to selection practices will

be most helpful to those responsible for such activities. As the authors

have stated:

The firm that has deveIOped a policy
concerning recruiting, appraising, select-
ing, and promoting candidates for managerial

- 50 -
development has taken a major step to keep
itself attuned to the modern environment.
It has, on the one hand, considered the
risks entailed in random recruitment and
hiring from competitors and found them too
heavy to bear. On the other hand, it has
reached the conclusion that the execution
of such policies will yield positive results.
(25: 328)

Some community colleges have actually followed such advice and
developed written policies concerned with practices of recruitment and se-
lection of personnel. (40) Many authorities do not believe that such
procedures need to be elaborate nOr put into operation on every campus.
(3: 58) Fredric W. Ness said in The Role of the College in tile Recruit-
ment of Teachers that recruitment of well-qualified college teachers can-
not be left to mere chance. He added, "the need must be recognized
and that, ideally, some individual or group should be given primary re-
sponsibility for focusing attention upon the problem. " (3: 58)

The desirability of involving the total instructional and adminis-
trative staff in the responsibility of recruitment is indicated in the follow-
ing statement:

A second principle is that the col-
lege administration must take an active in-
terest in the problem of recruitment and,
even more, that the individual faculty mem-
ber must be made aware of his responsibil-
ities to this cause. (3: 58)

In a most extensive study relative to the recruitment and selection

of faculty in four-year colleges and universities , Schueler reported findings

.. 51 _.
in the areas of: (1) sources of recruitment, (2) use and validity of let-
ters of recommendations, and (3) appraisal by interview and observation
and responsibility for recruitment and appraisal. (2: 23-2 7)

The three most " effective" sources for recruiting faculty respon-
sible for teaching freshman and sophomore students reported in this study
are: (1) university placement bureaus, (2) personal recommendations from
colleagues in other institutions, and (3) recommendations from colleagues
in own institutions. (2: 26)

Relative to the use and validity of this method, the following ex-
cerpt from the study indicates how such a practice is viewed by adminis-
trators responsible for appraisal and selection of candidates:

The open—end question asking for
strengths and weaknesses of letters of
recommendation in providing an accurate
picture of the candidate produced a large
number and variety of instances of both.
The most frequently cited strengths, clas-
sified in general categories, in order of
frequency of mention were:

1 . Gives generally helpful information.

2 . Gives personal information not other-
wise available.

3. Is valuable in relation to position and
experience of writer.

4. Scholarship evaluation is generally
valid.
5. Tends to emphasize areas of strength.

6. Provides clues for follow-up.

-52-

The most frequently cited weaknesses can
be summarized as follows:

1 . Gives a prejudiced picture; presents
only positive assets.

2 . Not candid; omits significant details.
3. Contains too many vague statements.
4. Is an inaccurate assessment of per-

sonality factors .

5. Person responding may not be quali-
fied to judge pertinent factors. (2:
25)

Many respondents to the survey mentioned above underlined the impor-
tance of following up the receipt of letters of recommendation with tele-
phone calls. (2: 26)

The respondents were also asked to rate four methods of appraisal
through direct contact: (a) personal interviews with administrative offi-
cial, (b) meeting with faculty members, (c) observation of teaching, and
(d) informal observations at meetings of professional and learned socie-
ties. The order of favor expressed by the administrators answering this
survey was: a, b, d, and c.

The majority (185) considered the
practice of asking a candidate to be an ob-
served guest before a class in their own
institutions to be unnecessary; 127 consid-
ered this practice to be desirable; and only
one considered it to be necessary. On the
other hand, 221 thought a visit to a candi-

date's class in his present institution to be
desirable, if feasible; yet 103 considered

-53-

it to be unnecessary. In slightly greater
favor was the practice of observing a can-
didate's teaching in their own institution
during a summer session or part-time as-
signment--2 44 desirable; 77 unnecessary.
It is not possible to ascertain to what ex-
tent the replies to this section reflect con-
victions unalloyed by administrative con-
venience. Of particular interest to those
interested in the improvement of instruction,
however, is the revelation in this question-
naire that administrators seem to rely more
in their appraisal of a candidate's teaching
ability on the indirect evidence contained in
his letters of recommendation than on direct
observation of his teaching. (2: 27)

The report further revealed that little evidence of " faculty inbreeding" was
present in the institutions studied. On the question of recruiting candi-
dates native to the state, a small number of respondents indicated the num-
ber to be 50 per cent or more, while the majority reported 25 per cent or less.
As Schueler states, " Mobility seems to be 'the order of the .day,‘ at least
in the case of appointments made within the last three years." (2: 28)
Practices in recruitment and selection of faculty in these institutions have,
according to the statements given, evolved to keep pace with the problems
accompanying the shortage of qualified instructors.
Summggy:

The literature reviewed in this chapter is divided into three types:
(1) the publications that deal with the general problem of the need for more
faculty and the national teacher shortage; (2) literature, which reflects

ideal conditions related to faculty characteristics, training and experience;

_ 54 -

and (3) studies and research reports which are more limited in scope, but
which are concerned with the identification of the above mentioned train-
ing, experience and traits.

Many authorities and researchers show a considerable amount of
agreement in some areas. There are other areas where virtually no agree-
ment is present. And there are areas where little, if no information is
available. The following discussion of methods, traits, training and
characteristics represents the criteria most generally agreed upon.

Relative to the sources of supply of qualified instructors, the read-

ings surveyed show the following to be the most effective:

1 . University placement bureaus .

2 . High school teachers.

3. Private industry and business.

4. Retired military personnel, housewives and retired college

and university professors.
The literature shows the following methods to be the most effective for con-
tacting prospective applicants:
1 . Written communication such as letters, bulletins and infor-
mation sheets.
2 . The efforts of present faculty.
3. The designation of a person to be solely responsible for
faculty recruitment within a community college.

4. An effective public relations program.

- 55 _

The research surveyed indicates that community college faculties
should have a representative number of instructors who have earned de-
grees from institutions in states other than the one in which the commun-
ity college is located. This number should approximate a one to one
ratio with those instructors who hold in-state degrees.

The following subject areas are shown to be critically short of

qualified instructors:

l . Mathematics .

2 . Physical and life sciences.

3. Nursing.

4. Women's physical education.

5. Electronics and other technical subject areas.

The literature and research shows the following criteria considered
minimal in the selection of faculty: Academic instructors ~should have at
least a master's degree in the subject they will be teaching and they ought
to have had some previous teaching experience; even practice teaching
through an internship. Approximately six to 15 semester hours in profes-
sional education courses is also desirable. This should include a course
in the philosophy and aims of the community college. The prospective
instructor should have a positive attitude toward community college edu-
cation. Vocational/technical instructors should have at least a bache-
lor's degree, although not necessarily in the subject they will teach. If

no previous teaching experience has been obtained, in-service training

- 56 ..

should supplement regular course work in professional education. At
least three years of work experience in the field in which they will teach
is also desirable. Finally, the instructOr should have a positive atti—
tude toward community college education. A

Most authorities agree that letters of recommendation usually are
not reliable in providing accurate information about applicants. Other
writers believe a structured mail-out check list will provide the necessary
accuracy. These persons advise a follow-up telephone call or letters to
those who have written the recommendations.

Methods suggested by various writers and authorities to be used

in the selection of faculty are as follows:

1 . The selection of faculty should not be the sole responsi-
bility of one person. It should involve other administra-
tors, such as a department chairman or an assistant dean.

2 . Faculty members from the department in which the appli-
cant may teach should also be involved in the evaluation
of the applicant's qualifications.

3. The use of written examinations, psychological inventory
surveys and other methods that provide quantitative re-
sults is recommended in the selection process.

4. Personal interviews, preferably on the community college
campus, should be utilized. More than one person should

interview the applicant .

- 57 _

5. After the personal interviews have been concluded the
pooled judgment technique should be used to select the
best qualified personnel.

The criteria cited above will be used in Chapter V to evaluate the

practices used by the Michigan community college administrators in the

recruitment and selection of faculty.

CHAPTER III
DESIGN OF THE STUDY AND
CHARACTERISTICS OF THE POPULATION

The data for this study were obtained from all of the public com—
munity colleges in Michigan. Personal interviews were conducted with
the administrators designated as responsible for faculty recruitment in
each institution. These interviews were structured through the use of
a questionnaire schedule especially constructed for the survey.

Source of Data:

There are 17 public community colleges in Michigan. Twelve op-
erate under local public school boards of education and the remaining five
operate under the control of separate boards. One community college is
not offering instruction at the present time but will begin in September,
1964. I Because there are only 17 community colleges in the state, it was
decided to use them all; therefore, results obtained from the study will not
be generalized to a larger population. However, future directors of com-
munity colleges in Michigan may find the results helpful when applied in
similar institutions.

Construction of the Survey Instrument:

After the source of data was determined, the next step was to de-

termine which type of data-gathering method to use. As mentioned pre—

viously, the personal interview, with the use of a questionnaire schedule,

-58-

_ 59 ..
' was decided upon. The primary reason for this was an attempt to get a
100 per cent response.

Construction of the interview schedule began with the accumula-
tion of appropriate items to be used. Questions for this instrument were
gathered by intensive review and study of pertinent literature in the area
of personnel and faculty recruitment. Frequent and productive discus-
sions with persons acquainted with community college teaching and ad-
ministration produced many additional items for consideration.

After the first revised draft of the interview schedule was completed,
additional comments and suggestions were solicited from Michigan State
University professors. Critical evaluation by these men proved helpful
in adding to the number of useful items, as well as in the deletion of non-
essential questions.

The completed interview schedule was then pre-tested among qual-
ified persons at Michigan State University who are similar in characteris-
tics to those interviewed in the actual study. In this way, when neces-
sary, changes in the instrument were made and the reliability of the inter-
view schedule was determined.

The interview schedule is divided into four parts. (See Appendix A,
page 124 ) The first part asks for information relative to the community
college, its type of control, the persons responsible for faculty recruit-

ment, and the interviewees' background and experience.

.. 50 -

"Recruitment of Faculty" comprises the second part of the interview
schedule. This section includes items concerned with sources and meth-
ods used to recruit personnel, faculty characteristics, and problems en-
countered in the recruitment of qualified instructors.

Part three of the interview schedule relates to the procedures used
in the selection of faculty. It includes such factors as desired qualifica-
tions and training, selective criteria, and the methods and steps involved
in the selection process.

The final section of the schedule is titled " Summary Comments"
and contains questions which ask for the administrators' awareness of
problems relative to faculty recruitment, possible future recruitment prac-
tices, and the identification of trends related to future enrollments and the
need for additional instructors.

Survey Procedure:

Letters were sent to all the head administrators of the Michigan
community colleges after the interview schedule was completed early in
March, 1963. Dr. Max S. Smith, Director, Office of Community College
Cooperation at Michigan State University signed the letters which (1) in-
troduced the researcher, (2) explained the purpose of the study, and (3)
asked for confirmation of a pre-determined interview date. (See Appendix
B, page 132 )

Within two weeks, replies from all but three of the administrators
were received. A follow-up letter or telephone call was sufficient to

complete a favorable confirmation of all appointments.

_ 51 _

The first interview was conducted on March 28, 1963. On each
day after that at least one and sometimes two interviews were conducted.
By April 12 the schedule of interviews was concluded.

The average interview lasted slightly less than two hours. When
statistical information was not readily available during the interview, it
was forwarded to the researcher by mail. All of the interviews took place
in the office of each person interviewed and was of a type that could be
labeled "informal. "

When all the interviews were completed the data were compiled
into summary tables. Such tables greatly facilitated analysis and eval-
uation of the results. I
Analysis of the Data:

When all of the information had been compiled and was represented
in tables, these tables were studied so that trends, relationships, and prob-
lem areas were recognized. Thus, a more systematic evaluation was pos-
sible. The study was essentially concerned with: (1) the types of in-
structors desired by the community college administrators and (2) the meth-
ods employed by administrators in the recruitment and selection of the
instructors. Therefore, the analysis was primarily an attempt to identify
the various organizational patterns in the processes of recruiting and to
assess the judgmental aspects of selecting new faculty members. Fur-
ther analysis uncovered patterns of methods and practices, the relative
success of various practices, and common problem areas expressed by the

community college administrators.

_ 62 -

Using criteria which writers in the literature accept as valid, pro-
ductive and ethical in the recruitment of faculty, an evaluation was made
of the practices reported by the Michigan community college administrators.

The type of personnel sought by the Michigan community college
administrators was analyzed relative to the characteristics most generally
agreed upon by recognized authorities in community college education.

The findings of the study, as analyzed, were then used as a frame
of reference from which to suggest possible solutions to the problems ex-
pressed by the administrators. Recommendations for future faculty re-
cruitment and selection practices were then made relative to the increas-
ing demand for qualified teachers in Michigan.

Characterisgs of Colleges ParticipatinLin the Survey:
State law provides for three alternative bases for establishing com-
munity colleges in Michigan. Upon the approval of the Superintendent of
Public Instruction, a community college can be established by:
l . The Board of Education of an existing school district of the
first, second or third class, or one created by special act,
or a graded school district having a population over 10,000.

2 . One or more contiguous counties or parts of counties, upon
advice of the State Board of Education and a favorable pub-
lic vote.

3. Two or more school districts, operating grades kindergarten

through 12, within a county or contiguous counties, may

_ 53 _
form a community college district upon advice of the State
Board of Education and favorable public vote.
There are two general types of governing bodies which exercise con-
trol over the community colleges in Michigan: I
l . If a community college is established as a part of an exist-
ing school district, then the local Board of Education exer-
cises control.
2. If the people of one or more counties, or parts of counties,
or two or more school districts vote to form a community
college district, then a Board of Trustees elected by the

people controls the community college.

a. The Board of Trustees shall number six or more
members.
b. Any elector in the county, or part of the county

(school districts, or townships, or cities) included
in the community college district is eligible to be
chosen a trustee.

c. Term of office is six years, except that the first
board will proportionally be chosen for two, four
and six years, as set forth in the Act.

The Board of Trustees described above has the power to acquire
property, erect buildings, employ persons, to establish and finance pro-

grams and all other things permitted by law, which it deems necessary for

- 54 ..
the proper establishment and carrying on of the community college. Of
the 17 community colleges participating in the study, 12 operate under
public school boards that also include grades K - 12 . Five operate un-
der separate boards of control. Of these five, one is not offering an in—
structional program at the present time. It will begin its program in
September, 1964.

The total student enrollments in the Michigan community colleges
range from 279 to 7, 300. The 16 colleges that offer instruction have a
total of 36, 318 students enrolled. This number is equal to 24,471 full-
time-equivalent students. A classification of the enrollments by type
of control is contained in Table I which shows that the majority of enroll-
ments are in the 2,000 - 3,999 classification. A total of seven colleges
have enrollments of this size.

TABLE I. COMMUNITY COLLEGES PARTICIPATING IN THE STUDY

 

 

 

 

 

 

 

 

 

 

CLASSIFIED BY ENROLLMENT AND TYPE OF CONTROL.
Public School fifeparate Community

Enrollment Board of Mon ColleggBomd Total
100 - 499 ' 2 1 3
500 - 999 -- 1 1
l ,000 — l ,999 3 -- 43
2.000 - 3.999 5 2 7
444000 - 6,999 1 _- 1
7,000 - 10.000 1 -- l
Totafilfi 12 4 1 5 a

 

 

 

 

 

a One community college is not offering instruction at the present time.

- 5 5 ..
Characteristics of the Ajdministrators':

_ Twelve of the persons interviewed for the study were chief admin-
istrative officers with the title of president, director or dean of the col-
lege. Two were classified as secondary administrative officers, and one
as an administrative assistant. Of the remaining two, one is assistant
to the superintendent of public schools and the other is a superintendent.

Table 11 lists the positions of the persons responsible for faculty
recruitment in each community college. It also contains information about
their educational background and experience.

The average length of time these persons have spent in their pres-
ent position is 4. 8 years. Five have at least nine years experience.
Thirteen of these administrators have held other positions in the same col-
lege or within the public school districts under which the college operates.
Nine of the administrators possess the master's as their highest degree,
while the remainder hold the doctorate.

When asked for a brief description of duties in their present posi-
tion, the most frequent answers given were:

1 . Overall administration and direction of the total community

college program.

2 . Responsibility for curriculum, recruitment of faculty and

other related matters.

3. Responsibility for all personnel to staff K - 12 program, to

work with all departments, and to help in the evaluation of

faculty .

-55-

 

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- 69 _
Summary:

This survey study is primarily concerned with community college
faculty recruitment and selection in Michigan.

The data for the study were gathered through personal interviews
with the administrators responsible for faculty recruitment. Data were
gathered from all of the 17 public community colleges in Michigan.
Twelve of these colleges operate under a public school board of education
and the remaining five under separate boards of control.

The findings of this study cannot be generalized to a larger popu-
lation. However, newly appointed community college administrators in
the state may find the results helpful when applied in similar institutions
in Michigan.

Data were gathered through personal interviews with the use of an
interview schedule designed especially for the study. Questionnaire
items for the schedule were accumulated through an extensive review of
literature and studies. The interview schedule was pre—tested to estab-
lish its reliability.

The survey instrument is divided into four parts. Part one is con-
cerned with the institution visited and the person interviewed. The sec-
ond part asks for information about sources and methods of recruitment.
Information about sources, methods, and the persons responsible for the
selection of faculty are sought through the questions in part three. The

final section is concerned with the identification of problems foreseen by

- 70 _
the administrators and the suggested action to be taken in solving these
problems.

The survey was conducted from March 28, 1963, through April 12 ,
1963. A letter of introduction, asking for confirmation of an interview
date, was sent to the chief administrators three weeks before the first
scheduled interview. All persons contacted responded within two weeks.
At least one, and in some cases two, interviews were conducted each day.
The interviews lasted not longer than two hours each.

When all interviews were completed, the data were compiled, tab-
ulated and studied. Trends, relationships and problem areas were thus
recognized and more easily evaluated. The analysis was primarily an
attempt to illuminate various organizational and judgmental aspects in the
recruitment and selection process. Analysis of the data also uncovered
patterns of methods and practices and the relative success of such prac-
tices. Common problem areas expressed by the administrators were also
identified.

Criteria for the evaluation of the practices reported were estab-
lished from a critical review of pertinent studies and literature. These
criteria are generally accepted as valid, productive and ethical by author-
ities in community college education.

The findings of the study were then used as a frame of reference
from which to suggest possible solutions to the problems expressed by the

administrators interviewed .

CHAPTER IV

ANALYSIS or DATA

To effectively present the data obtained in this study an itemized
analysis is necessary. This analysis is divided into two main parts:
(1) the sources, methods and problems of faculty recruitment and (2) the
methods and practices used in the selection of faculty. A general sum-
mary at the end of this chapter abstracts the analyses of both these divi-
sions.
Recruitment of Pacultg

Siurces of Faculty Recruitment

In beginning the interview each administrator was asked to list the
main sources from which his college recruited its faculty. The source
most frequently named was "University placement bureaus." Ten admin-
istrators said this was the primary source they used in their attempt to find
qualified faculty for their colleges. (Table III.) The least effective
source they listed was " other sources" which included elementary school
teachers, retired military personnel, and housewives who are qualified to
teach. Two respondents said these " other sources" were the most effec-
tive. The next most effective source was "Graduate schools in Michigan"
followed by "high school teachers in the same district." Two persons

said high school teachers in their district provided the main group from

-71-

 

 

 

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_ 74 ..
which they recruit. The fourth and fifth sources, "Efforts of present fac-
ulty" and "out-of-state graduate schools" were equally weighted. "Pri-
vate industry and business" was ranked sixth by the administrators inter-
viewed; not one respondent indicated this category to be the primary source,
but 14 respondents admitted that they do try to recruit from private industry
to some extent. " Private educational placement agencies" ranked next to
last as a source of faculty recruitment; over one half of those questioned
do not use this source at all. The general opinion was that persons who
seek positions through these agencies are not too capable.

The following was the most frequently reported order of source uti-

lization relative to the administrators' attempts to recruit qualified instruc-

tors:
l . University placement bureaus.
2 . Graduate schools in Michigan.
3. High school teachers in district.
4. Through efforts of present faculty.
5. Out-of-state graduate schoOls.
6. Private industry and business.
7. Private educational placement agencies.
8. Other sources (retired college and university professors,

retired military personnel, etc.)

- 75 _
Methods Used to Recruit Applicants

Relative to contacting prospective candidates, nearly all the re-
spondents said the most frequently used method was "written communica-
tion" (letters, bulletins and information sheets). (Table IV) Only one
administrator said he used all six methods in attempting to contact pros-
pective instructors. The majority indicated that they used four methods.
Thirteen respondents said they received many unsolicited letters inquiring
about possible employment. Only three persons mentioned using "Other
methods" as a means of contacting candidates; they did not specify what
these were, but they were not included among the five methods listed.

The most frequently reported order of methods used to contact pros-

pective community college instructors was:

1 . Written communication (letters, bulletins and information
sheets).

2 . Informal communication with educators and administrators.

3. Personal contacts through visits.

4. Unsolicited letters of application.

5. Advertisements in journals, newspapers and magazines.

6. Other methods.

All of those responsible for recruiting faculty use at least three
methods and many use four or five. There is no clear pattern of methods
used by colleges that are situated geographically in or close to large cities.
Neither is there a pattern among those that are in the less densely populated

areas .

-75-

 

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- 73 ..

GeograJJhic Sources of Degrees Held by Community Coll_ege Faculty

The survey reveals that in all of the Michigan community colleges,
518 full-time instructors received their last graduate degree from institu-
tions in Michigan. (Table V.) This is in contrast-to 329 who earned their
graduate degrees from out-of—state or in foreign countries. The ratio of
in-state to out—of-state degrees among all these instructors is 6.2 to 3. 8.
In some institutions, the ratio of in-state to out-of-state faculty is nearly
one to one, while others have ratios of almost ten to one. A few commun-
ity colleges have more out-of-state faculty than in-state personnel. One
college has six instructors with out-of-state degrees for every four in-state.
The geographic origin of. the instructors' undergraduate degrees was not
taken into account.

When asked whether they attempt to recruit out-of-state personnel,
12 administrators answered yes. Of the affirmative replies, 10 added that
the reason for doing so was "to provide faculty balance. " They said a
good community college needs faculty who represent " more than one point
of view." They also indicated that different geographic. and cultural back—
grounds were desirable. One respondent said he particularly wants in-
structors who have traveled extensively abroad.

The five who said they do not attempt to recruit from out-of-state
indicated that it was not necessary "because there are many good people
in Michigan. " Another reason given was that because the community col-

lege operated under the Same public school board responsible for K - 12 ,

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.. 31 ..
they had to give first consideration for employment to the public school
teachers in that district.

Four of the five administrators who claim they do not attempt to
recruit out-of-state faculty operate under a public school board of edu-
cation which is also responsible for grades K - 12 . However, two of
the five have more out-of-state faculty in their institutions than they
have in-state faculty.

Problems of Recruitment

In an attempt to isolate specific areas of critical shortages, the
administrators were asked about the difficulty they have experienced in
their attempts to recruit qualified instructors . Only two said it was
"very difficult" to attract qualified applicants. Fifteen indicated it was
only " slightly difficult" or " not difficult" to get qualified applicants; of
these 15‘, seven said it was "not difficult." '

When asked the reasons for their judgment relative to the degree
of difficulty, those that indicated " no difficulty" said they thought this
would change when the increased student enrollments reach the colleges
about 1964-1965.

The subject areas that were listed most frequently as ones diffi-
cult to fill were:

1 . Women's physical education.

2 . Nursing education.

3. Physics, mathematics, chemistry and other sciences.

_ 32 ..

4. Technical subjects such as electronics and mechanical

technology.

One respondent said he could find all the instructors he needed but
could not hire them due to budget limitations. Others said that as enroll-
ments continue to increase, more subject areas will experience a severe
shortage of teachers.

When asked whether they thought the difficulties in attracting qual—
ified applicants have increased in the past five years, only two respondents
said yes. Six said that they thought the situation has remained about the
same and five said the difficulty had actually decreased.

Three administrators said they had no past records or experience
from which to make a judgment. The responses clearly indicate only
slightly increased difficulty among all the Michigan community colleges
in attracting qualified applicants for teaching positions. '

Thirteen respondents foresee continuing or increased future diffi-
culties in their attempts to find qualified personnel. One administrator
said that the difficulty would remain the same, three said difficulties
would diminish, and one stated he did not know. Twelve persons said
they definitely foresee increased difficulties; these men added that the
large increase in college enrollments forecast for 1964-1965 will place a

heavy burden on the available supply of college instructors.

- 8 3 _
Selection of Faculty:
@alifications of Instructors

The administrators were asked what qualifications they wanted the
applicants to have before they would consider them (for‘selection to their
faculties. The question referred to two classifications of instructors:

(1) those who teach academic subjects such as English, history, mathe-
matics and sociology; and (2) thos who teach vocational/technical sub-
jects, such as electronics, business, nursing and mechanical technology.
There were five areas of specified qualifications and one under which the
respondents could list additional qualifications.

Relative to the academic instructors, all the respondent said the
minimum educational training they required was the master's degree in the
subject to be taught. (Table VI.) However, when asked if they required
previous college teaching experience, only one said yes. 3 Seven indi-
cated they would require instructors to have some previous high school
teaching experience before they would hire them. The average number
of years of teaching experience they prefer new faculty to have is at least
three years. No administrator said he required applicants to have pre-
vious non-teaching work experience. All but four respondents indicated
that they required applicants to possess some course work in professional
education. They said they would want them to have earned a minimum of
eight semester hours in education courses. When asked what other qual-

ifications they look for in applicants, the majority said "a positive attitude

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.. 37 _
toward community college education." Positive attitude was explained
as an understanding of the aims and functions of the community college
and a true desire to teach in such an institution. The same respondents
said the minimum qualifications they look for in selecting instructors of
vocational/ technical subjects varies with the particular subject they teach.
Six administrators said they required the master's degree, but did not spec-
ify that it be earned in a specific subject area. Seven said the bachelor's
degree was the minimum requirement. Two said they required the equive-
lent of a vocational/ technical teaching certificate and one said the equive—
lent of a master's degree is necessary. Two respondents explained that
they did not have vocational/ technical programs.

Relative to previous college teaching experience for these instruc-
tors, one person said he required one year of previous experience; 16 said
they did not require any previous college teaching experience, while only
one said he required high school teaching experience. All but one of
those interviewed require some industrial work experience on the‘part of
vocational/ technical instructors. The average number of years of such
experience listed by the administrators was two and one-half. Nearly
half of the administrators require some work in professional education.

The minimum is at least eight semester hours. Eleven respondents said
they wanted instructors who had a positive attitude toward the community

college .

_ 88 ..

The interviewees were asked to name the traits and qualifications
that are the most difficult to find in the persons applying for teaching po-
sitions in their colleges. Relative to academic instructors, the qualifi-
cation most difficult to find is previous college teaching experience.
(Table VII.) The next most difficult trait to find in those applying is "a
positive attitude towards community college education."

TABLE VII. QUALIFICATIONS, TRAINING, AND TRAITS OP APPLICANTS
MOST DIFFICULT TO FIND.

 

 

 

 

 

 

Vocational/Technical
Aegiemic Instructors Instructors

l . Previous college teaching 1 . Educational training.
experience.

2 . Positive attitude towards 2 . Vocational/ Industrial
community college objec- work experience.
tives and philosophy.

3. Professional courses in ’ 4. Professional courses
education. in education.

4. Educational training. 4. Other qualifications,

(positive attitude, ability
to teach. etc.)

 

 

 

The third qualification most difficult to locate among teacher can-
didates is " professional courses in education." The last qualification
listed was the proper educational training which refers to the number of
years of college and university training, the degrees earned and the ma-
jor fields of study.

Among the applicants for teaching in the vocational/ technical sub-

jects, the most difficult qualification to find is " proper educational training. "

_ 39 _
The second qualification most difficult to find is "work experience in the
field" in which they will teach. " Professional courses in education"

was the next qualification listed, followed by "other qualifications."

This last trait included "a positive attitude" and " ability to teach as dem—
onstrated. "

Methods Used to Gather Information AbouLApplicants:

To determine how extensively they relied upon letters of recommen-
dation to supply accurate information about applicants, the administrators
were asked how effective they considered such letters. Only one respon-
dent thought they were effective. (Table VIII.) He said that " people at
the college and university level supply accurate information. " Fourteen
said these letters were only " fairly effective. " They thought that the
persons who wrote letters of recommendation did not generally include in-
formation in them that would be derogatory about the applicants. They
said, “You have to be able to read between the lines. "

TABLE VIII. EFFECTIVENESS OF LETTERS OF RECOMMENDATION IN
SUPPLYING ACCURATE INFORMATION ABOUT APPLICANTS.

Effectiveness in Number of Most frequently mentioned reasons

 

 

supplying accur- administra- in support of judgment.

ate information. tors indicating

Very effective 1 People at college and university
level are straight forward in sup-
plyirg: information .

Fairly effective 14 Most persons do not want to write

derogatory letters . You have to
be able to read between lines.
They do not reveal real problems
that may exist.

 

 

 

-90-

 

 

TABLE VIII. (Continued)

Effectiveness in Number of ad-

supplying accur- ‘ ministrators Most frequently mentioned reasons
ate information indicating in support of judgment

Not effective 2 People giving information are hesi-

tant to put in writing the real prob—
lems. All too rosey - not accur-
ate. Have to follow with a
telephone call.

 

 

 

 

Two of the administrators interviewed said that such letters were not
at all effective. They believed that persons giving information are hesitant
to put in writing the real problems. A follow—up telephone call or addi-
tional letter of inquiry was believed to be necessary in order to validate
what was written or left unsaid.

Table D( lists methods used by the administrators to gather and val-
idate information about the applicants. All of those interviewed said that
they contact the personal references through telephone calls or additional
letters, and all but two said that they contact the applicant's previous em-
ployers. Eleven persons indicated that they mail out some form or check
list to gather more information about the applicants. All of the adminis-
trators said they check the academic records of each applicant. Many
said this was their first step in reviewing applicants' credentials.

Three said they would want to observe the applicant in a teaching
or lecturing. situation prior to the selection process. One administrator
said he would not hire an instructor without observing his teaching in a

classroom.

-91..

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.. 93 -

Everyone interviewed said they use " other methods" to gather in- I
formation about the candidates, the predominant method being personal in-
terviews. However, a few said they usually visit the applicant's home
and/or visit with his family.

Mggodsjsed in the Selection of Faculty:

To determine whether any other persons were involved in the se-
lection of faculty, the interviewees were asked to name any who assisted
with the process and the positions such persons held.

Only one of those interviewed said he selected the faculty unaided.
(Table X.) The remaining 16 said they rely on the chairman of the depart-
ment in which the applicant may teach or upon other administrators.
Eleven said they always involve faculty members from the department in
which the applicant may teach. Others, depending upon their position,
said they confer with the assistant dean or president or the Superintendent
of schools.

Relative to the administrators' use of other methods, not one said
that he used competitive examinations. All but two said they use the
" pooled judgment technique" in the process of selection. The " pooled
judgment technique" includes the evaluations and opinions of several ad-
ministrators, such as department chairmen and the assistant dean as well
as some faculty members.

The most common order of methods used by the administrators are:

l . Confer with departmental (or divisional) chairman.

..94 _

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_ 95 ..

2 . Confer with departmental (or divisional) faculty.

3. Use of the " pooled judgment technique."

To determine whether the administrators require a personal inter-
view with the applicants they were asked if the travel expenses incurred
by candidates were paid by the college or the applicant. Six said the
individuals had to pay the total expense. (Table Xi.) Four additional
administrators said that only under certain conditions did the individuals
pay. Some of the circumstances under which the applicant would have
to pay the expenses are: (1) if he lived in Michigan, (2) if he was hired
for the position, and (3) if he was not offered a contract.

All of the administrators said they use methods other than personal
interviews if the applicant is not able to visit the campus. Most re-
spondents said they, or another officer from the college, would interview
the applicant in another city or state. Others said they sometimes meet
the applicant at a professional meeting or convention. Two others said
the personnel officer from the school district makes periodic trips through
the states for this purpose. Two others indicated they called the appli-
cants for a telephone interview.

Recent Actili'g andfiuficcesfis in gthe Hiringgffiofiualified Applicants:

To find out the number of full-time and part-time faculty hired for

the year 1962-63, the administrators were asked to supply information re-

lated to both the academic and vocational/ technical instructors.

-97..

 

 

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_ 99 ..

It was found that the largest number of new hirings was for full-
time academic instructors. (Table XII.) This category totaled 126.
Forty-nine part-time academic instructors were hired for 1962-63. These,
when added to the full-time faculty totaled 175 hired for this one year. No
attempt was made to determine how many of this number were replacements
or to compensate for enrollment increases. Fifty-eight vocational/tech-
nical instructors were hired for the 1962-63 year; 43 of these were full-
time instructors.

There were 169 full-time and 64 part-time instructors hired for the
1962-63 year. The percentage increase of full-time instructors over the
1961-62 year was 18. 5 per cent. Each of the community colleges hired
at least three instructors for the 1962-63 year and one hired 32 . Five
colleges hired at least 20 instructors for this period.

To obtain the 169 full-time instructors for this period, the posi-
tions were offered to 188 applicants. Thus, there were less than 20 ap-
plicants who declined an offer of a position. Fifteen of this number were
those who were offered full-time positions teaching academic subjects.
The most frequently mentioned reasons which were given by those who did
not accept an offer were: “the salary was not adequate, " " decided to re-
main in their present position, " and "decided to accept a four-year college

position . "

-100-

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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- 102 -
Administrators' Comments Related to Needed Prgqrams:

In the final part of the interview, each administrator was asked for
comments related to faculty recruitment in his particular college. The
majority of the respondents predicted that the next. two to five years would
be an extremely difficult period in which to recruit necessary faculty.
Many listed particular subject areas in which they felt it would be most
difficult to find qualified instructors; the physical sciences and many of
the mechanical/technical fields were mentioned in this category. Nearly
all said the expanding number of college age students, plus increasing
numbers of adults desiring continuing education, would create a tremen-
dous demand for higher education. Some of the administrators said that
' they felt that it would be necessary to use different methods to attract
qualified faculty. Some of their statements were: "We will have to go
outside of Michigan more, " "we need better salary schedules, " and "bet-
ter fringe benefits. " Most of the administrators felt that within 10 to 15
years the teacher supply would catch up with the demand, i.e. , when
those students now in school enter the field of teaching.

When asked what they thought could be done on a state-wide basis
to alleviate problems that exist relative to the recruitment and selection of
faculty, the interviewees had many suggestions. Several administrators
believed that an urgent need exists for universities and graduate schools
to develop specific programs to train community college teachers. In ad-

dition, teaching internships should be required of those who desire to enter

- 103 -
the teaching field at this level. One administrator thought that grants
or stipends for graduate study would do much to attract high quality per-
sons to community college teaching. Many felt that a great deal was
already being done by some graduate institutions in the state and wished
to see others adopt similar programs. Others believed that more attrac-
tive salary schedules would attract qualified personnel.

One administrator said the Michigan community colleges need a
more positive public relations program. He said "the community college
teacher needs to feel he is a professional person. "

Another interviewee said he would like to see a " cooperative clear-
ing house" to provide information to prospective college teachers about the
possibilities and opportunities available to teachers in Michigan commun-
ity colleges. He also declared that there is a need to develop more ef-
fective means of identifying those persons who would make the best com-
munity college instructors .

Some administrators said that the Michigan community colleges
would have to agree on the minimum qualifications and/ or standards for
the training and hiring of instructors. The increased use of part-time in-
structors was mentioned as a possible solution to meet the growing need
for faculty during the next two to five years.

Housewives, retired military personnel, and others in the commun-
ity who have the required educational background and experience in areas

of work, were mentioned as possible part-time instructors.

- 104 -
Summary:

The most frequently utilized sources of recruitment for Michigan
community college faculty are the university placement bureaus and the
graduate schools in Michigan. Nearly three-fourths of those interviewed
said these two sources were the most productive. The least effective
source was classified as "other sources" which included retired military
personnel, housewives, and elementary school teachers.

The method most frequently used by the administrators to contact
prospective applicants is written communication (letters, bulletins, and
information sheets). Thirteen respondents said they receive numerous
unsolicited letters of application. But they still use additional methods
in order to find a sufficient number of qualified instructors.

Most community colleges had more faculty with degrees earned in
Michigan than they had out-of-state faculty. All but five administrators
said they attempt to recruit from out-of-state because it " provides faculty
balance."

The majority of respondents did not believe it was "very difficult"
to attract qualified applicants for teaching positions. Fifteen said it was
"not difficult" or only " slightly difficult."

Two administrators said they thought difficulties in attracting qual-
ified personnel had increased. The others said it had remained the same

or decreased .

- 105 -

The majority of respondents foresee continuing or future difficulty
in their attempts to find qualified instructors. Twelve said they defi-
nitely think increased difficulties will arise due to increasing college en-
rollments.

Relative to the desired traits and training of academic instructors,
most administrators seek the following: (1) at least the master's degree
in the subject field to be taught, (2) some previous teaching experience,
(3) at least eight semester hours earned in professional education courses,
and (4) a positive attitude toward the community college.

For those applicants who desire to teach vocational/ technical sub-
jects the administrators want: (1) at least a bachelor's degree, (2) about
two and one-half years of experience in the vocational field they will be
teaching, (3) eight semester hours of professional education courses, and
(4) a positive attitude toward the community college.

Most administrators said letters of recommendation are not accur-
ate in supplying information about applicants and nearly always had to be
followed up with a telephone call or an additional letter of inquiry.

Only one administrator said he selected new instructors without
involving other college officers. Most use one or two others in this pro-
cess and many use faculty from the department in which the applicant may
teach.

For the 1962-63 year, 169 full~time and 64 part-time faculty were
hired. Each of the community colleges hired at least three instructors.

Pive hired 20 or more and one hired 32 .

-106-

When asked for comments related to needed solutions to the prob-

lems created by the shortage of faculty, the administrators said:

1.

The graduate schools in Michigan need to develop special
programs to prepare additional and better qualified instruc-
tors.

Better and more effective means of identifying qualified in-
‘structors were needed.

The physical sciences, nursing, and some of the technol-
ogy programs will need more instructors than some of the
others.

Directed teaching or internship programs are needed for the
prospective community college instructor.

More attractive salary schedules would help to attract ad-
ditional qualified personnel.

Increased cooperation between the community colleges and
the state universities could do much to clarify the image of

the community college .

Evaluation:

CHAPJER v

EVALUATION. RECOMMENDATIONS.

AND IMPLLCATIONS FOR PUQHER QSEARCH

In a number of respects the data obtained in this study show close

agreement with those criteria which have been recommended by authorities

in community college education and those who have reported research on

the same subject. Some areas show disagreement. Others lack suffi-

cient information to affect an evaluation.

The evaluation in this chapter includes the following aspects:

1.

The most effective sources of supply for recruiting quali-
fied faculty.

Effective methods for contacting prospective applicants
for teaching positions.

Geographic origin of faculty.

Subject areas of critical shortages.

Criteria used in the selection of faculty.

Methods used in the selection process.

Suggested procedures which may be used to provide addi-

tional instructors for the community colleges.

-107-

- 108 -

The criteria which were reported in the literature and which were
summarized in Chapter II are used, in this chapter, to evaluate the prac-
tices utilized by the Michigan community college administrators in the re-
cruitment and selection of faculty members.

1 . The most effective sources of supply for recruiting qualified faculty.

There is perfect agreement between the first three sources reported
by the administrators interviewed and those recommended by the writers and
authorities in community college education. A fourth category designated
as " other sources" and recommended by the authorities and research writers
was not listed by the community college administrators. This source in-
cluded retired military personnel, retired college and university teachers
and qualified housewives. Perhaps some administrators have, in the past,
attempted to recruit such persons but found them unqualified or unwilling
to teach in the two-year college. This was not brought out in the inter-
views. The literature shows that these persons are quite willing and able
to teach in the community college.

It appears that while the administrators use more sources in their
efforts to find qualified faculty, they do overlook a source which is highly
recommended by the authorities and research writers in community college
education. Judging from some of the comments the administrators made
subsequent to listing the sources of supply, it may be said that they are
open-minded and eager in their efforts to find qualified personnel. Gen-

erally, the administrators' efforts appear to be vigorous, flexible and rea-

sonably productive .

-109-

2 . Effective methods for contacting gospective applicants for teach-

ing positions .

 

Written communication, the most frequent method reported by the
respondents, coincides with what the authorities and research writers re-
gard as the most effective method for contacting applicants. The remain-
ing four methods that the administrators use are less formal and less
structured than those recommended in literature.

Similarly, the respondents said they use more methods than those
recommended by authorities but these procedures are less structured and
formal than the recommended practices contained in the literature. This
is not necessarily undesirable. Because of the limited number of two-
year colleges in the state, and the previous ease by which qualified in-
structors were obtainable, the more informal methods may well have been
satisfactory. ‘ However, the increased difficulty that many administrators
foresee in recruiting additional numbers of instructors may force them to
use the more structured and formal methods suggested for contacting qual-
ified applicants.

Despite the increased difficulties, the practices reported in this
study appear to be satisfactory for obtaining the needed numbers of appli—
cants to fill the vacant teaching positions each year.

3. Ge_£graphic Origimof Faculty.
Authorities in community college education and the reported research

clearly indicate that a community college faculty should not be composed

-110-

solely of instructors with college and university degrees from the same
state in which the community college is located. While no definite ra-
tio is prescribed by any one person or group, it may be inferred from the
literature and studies that a desirable ratio of in-state to out-of—state
faculty should approach one to one.

The North Central Association of Colleges and Secondary Schools
in their Guide for the Evaluation of Institutions of Higher Education, point
out the danger of hiring too many faculty members from institutions within
the same geographic area. The M cautions those who are examining
institutions for accreditation to be wary of excessive " faculty inbreeding."
(35: 40)

Because the overall ratio of in-state to out-of—state faculty in
Michigan community colleges is nearly two to one, it may be said that not
enough effort is being spent to attract out-of-state personnel. There does
not seem to be consistency between what the administrators say they do and
what actually exists relative to the hiring of instructors who hold degrees
from out-of-state universities .

The general opinion of the administrators who said they do not at-
tempt to recruit out-of—state personnel was that it is not necessary to go
out of the state to find good instructors. The main point, however, seems
to have been missed by these persons. "Good" instructors may well be
found in Michigan, but a certain diversity in philosophy, cultural and geo-
graphical backgrounds may be lacking when the majority of instructors are

recruited from the same or similar institutions within the same state.

-111-

4. Subject Areas of Critical Shortagfi.

The subject areas reported by the authorities and research writers

as being critically short of qualified instructors are:

1.

2.

4.

5.

Mathematics.

Physical and life sciences.
Nursing.

Women' 3 physical education.

Electronics and other technical subject areas.

This list coincides well with the areas listed by the administrators

interviewed. While it is true that some administrators experience a great

deal of difficulty in certain areas and no difficulty in others , they did re-

port the following subject areas as critically short of qualified instructors:

1.

2.

Women's physical education.

Nursing education.

Physics, chemistry and mathematics.

Technical subjects such as electronics and mechanical

technology .

The increased demand for persons trained in physics, mathematics

and chemistry has created the shortage not only in the colleges, but also

in private industry. The same may be said for those persons capable of

teaching or working in electronics and allied fields. The shortage of

qualified instructors for the physical and life sciences, nursing and wom-

en's physical education appears to be the result of other factors. There

- 112 -
are not many registered nurses who also hold a master's degree and, thus,
few who would be qualified to teach in the community college. The same
may be true for women physical education instructors. The increased
emphasis at all levels of instruction on the physical and life sciences seems
to have outstripped the supply of qualified personnel to teach these subjects.
Therefore, the difficulties experienced by the Michigan community
college administrators in their attempts to hire such instructors are not the
result of faulty or incomplete practices -- they are a problem of supply and
demand.
5. Criteria Ufised in the Selection of Faculty.
The authorities and the reported research related to the selection
of community college faculty agree in essence with the following list of
minimal qualifications for instructors of academic subjects:
1 . At least a master's degree in the subject to be taught.
2 . Some previous teaching experience either in college or
high school.
3. Approximately six to 15 semester hours of professional ed-
ucation course work. (This should include a course in
the philosophy and aims of community college education.)
4. A positive attitude toward the aims and philosophy of the
community college.
When the criteria considered minimal by the administrators inter-

viewed are evaluated in light of the above qualifications, there are areas

- ll3 -
of striking agreement. As an example, every one of the administrators
believes the master's degree to be the minimum educational training for
prospective instructors of academic subjects. The majority consider
some graduate study in professional education a necessity, including a
‘course in the philosophy and aims of community college education. The
same administrators also believe a positive attitude toward the community
college is essential. '

When contrasted with the list derived from the authorities and re-
searchers in the field, one area of disagreement is present; only eight
administrators believe that some previous teaching experience is neces-
sary for instructors of academic subjects. All but one of those who said
previous experience is necessary specified high school teaching exper-
ience as acceptable. Many of the administrators who did not believe
previous teaching experience necessary indicated that it would be help-.
ful if the applicants had some. This suggests that these administrators
do not believe previous teaching experience is a necessary indicator of
ability to teach, but only that some teaching experience is desirable.

A list of qualifications for vocational/ technical instructors con-
sidered minimal by authorities and as reported in research contains the
following:

1 . At least the bachelor's degree and, in some areas, the

master's degree.

2 . No previous teaching experience is necessary.

- 114 -

3. Some course work in professional education is recommended
plus some in-service training. (This would include a
course in the philosophy and aims of community college ed-
ucation.)

4. At least three years of work experience obtained in the field

in which they will teach.

5. A positive attitude toward the community college.

There is almost complete agreement of the above qualifications when
compared with the criteria expressed by the Michigan community college
administrators .

The only areas where dissimilarity exists is in the educational train-
ing, where some administrators believe a vocational/ technical teaching cer-
tificate is necessary, and in previous teaching experience, where two ad-
ministrators believe some experience is necessary.

In general, it may be said that the administrators are more in agree-
ment with respect to the minimum criteria of technical/vocational instruc-
tors than they are with those of academic instructors.

None of the administrators interviewed made a differentiation be-
tween criteria to be met for a specific position and a set of minimum criteria
to be used for all professional staff appointments. This leads to the con-
clusion that the criteria specified by the respondents generally does not
give evidence of the flexibility which is often desirable in evaluating the
credentials of persons who possess the traits and training that would pro-

vide a desirable background for community college teaching.

- 115 -
6. Methods Used in the Selection Process.

There is a great deal of agreement when the methods used by the
administrators in the selection of faculty are evaluated in relation to the
criteria recommended by authorities and research writers in the field.

The areas of closest agreement are:

l . The selection of faculty should involve more than one per-
son. Department chairmen or other administrators should
be involved in the process. Faculty from the applicant's
teaching field should also be consulted.

2 . Personal interviews with the applicants should be conducted.
Preferably, each applicant should be accorded more than
one interview with a number of administrators. Interviews
'should be scheduled for each applicant.

3. When the personal interviews have been completed, the
" pooled judgment technique" should be used to select the
best qualified personnel.

The only area of disagreement between the data obtained through
the study and the recommended procedures is in the use of written exam—
inations. No administrator said his community college requires psycho-
logical inventories or competitive examinations as methods in selecting
new instructors. The authorities and research writers believe such
methods to be helpful in the process of selecting professional personnel.

Thus, although the administrators report the use of practices which agree

- 116 -
with the criteria recommended by authorities and writers, they are not as
numerous. This may be due to the fact that the number of persons apply-
ing for positions has not been overwhelming. However, since predic-
tions are for increasing numbers of instructors to be hired, the adoption
of methods which involve the use of psychological inventories and exam-
inations may be forthcoming.

7. Suggestedfrocedures Which May Be Used to Provide Additional
Insguctors for the Michigan Community Colleges .

In addition to offering suggestions which are in agreement with
procedures recommended by writers and authorities in community college
education, the respondents mentioned numerous others which were not
listed in the literature. Some of the procedures which they said were
needed in Michigan are:

l . Teaching internships should be developed in the major uni-
versities to train those who desire to enter the teaching
field at this level.

2 . Grants, fellowships and stipends are needed to help those
interested in community college teaching complete the nec-
essary graduate training.

3. A "cooperative clearing house" is needed to provide infor-
mation for prospective college teachers about the opportun-

ities available in Michigan community colleges.

- 117 -

4. Agreement among the Michigan community college admin-
istrators is needed on the minimum qualifications and
standardsfor training of community college instructors.

5. Retired military personnel, housewives with proper quali-
fications and training, and retired college and university
professors should also be utilized to obtain the necessary
numbers of qualified personnel.

These recommended procedures show the extent of interest and
imagination on the part of the administrators interviewed. This is evi-
dence that their concern for the problems relative to faculty recruitment
and selection has led them to seek solutions.

Generally, the administrators of the Michigan community colleges
are following closely the recommendations of authorities and reported re-
search pertaining to the recruitment and selection of community college
faculty.

Where wide differences in practices do appear, they may be due
to the organizational control of the college or to its peculiar geographical
location within the state. The size of the community college may also
affect the efforts of administrators in their attempts to follow the recom-
mended procedures. Or, as is the case in the preference for in-state
personnel by some administrators, the difference from recommended pro-
cedures lies with the fact that they do not personally believe a one-sided
ratio of in-state personnel jeopardizes the effectiveness of their instruc-

tional program .

-118-

When the community college is operated under a local public school

board of education, it appears that certain hiring practices become restric-

tive. Perhaps when these colleges become autonomous, closer adherence

to the recommended practices can be achieved.

Conclusions:

Following is a list of conclusions based upon the evaluation of fac-

ulty recruitment and selection practices in the Michigan community colleges:

1.

Many of the problems which confront the community colleges
in Michigan are not so much the result of the type of control
under which the colleges operate nor of the fact that they
are located in Michigan, but are rather the result of condi-
tions that exist for most community colleges in the United
States. They are the result of the disparity between sup-
ply and demand for qualified college teachers or they are in
some way related to it.

Relative to the sources of recruitment for new faculty, the
Michigan community college administrators seem to spread
too thinly their efforts in attempting to use as many as eight
different sources of supply. Perhaps a unified approach
on the part of these administrators would produce more ef-
fective results .

The methods used by the administrators to contact prospec-

tive applicants for teaching positions do not seem too

- 119 -
numerous since most administrators used many different
sources of supply. Once more, if a unified approach
were used, some discarding of unnecessary methods could
be achieved.
An area of contradiction is evident when the administrators'
philosophies and actions are examined relative to their at-
tempts to recruit out-of—state personnel. Although the
majority of administrators said they attempt to recruit in-
structors from out-of-state, the overall ratio of in-state
to out-of—state faculty in the Michigan community colleges
exceeds three to two.
The same areas of shortages relative to qualified instruc-
tors were named by the Michigan community college admin-
istrators as were listed by writers and authorities in the
literature. Similarly, the same areas of shortages were
shown to exist in many four-year institutions .
Though the practices used by the Michigan community col-
lege administrators are fairly consistent among the colleges
surveyed in this study, the methods that are used are more
subjective than those recommended by writers and authori-
ties in community college education and personnel recruit-

ment .

- 120 -
The Michigan community college administrators foresee
many of the same problems of recruiting qualified person-
nel listed by both researchers and authorities in commun-
ity college education. Their concern for these problems

has prompted many administrators to seek new solutions.

Recommendations:

The following recommendations are offered to help guide Michigan

community college administrators in the future development of effective

recruitment and selection practices. They are based upon a synthesis

of the administrators' suggestions, an extensive review of pertinent liter-

ature, and knowledge gained from conducting this study.

1.

A statewide group or agency should be developed which
would coordinate and facilitate the search for qualified
instructors to staff the present and future Michigan com-
munity colleges. This group could also function as a
public relations arm for the Association of Michigan Com-
munity Colleges to inform qualified persons of the oppor-
tunities available for teaching in these institutions.
Increased efforts are needed to achieve greater coopera-
tion among the community colleges and graduate training
institutions in Michigan and to convince the Michigan

graduate schools of the need for encouraging qualified

- 121 -
persons to enter this level of teaching. Teaching intern-
ships for prospective instructors should also be instituted
to provide experience for these persons.
To avoid the dangers which may occur from "faculty in-
breeding," individual community college administrators
should (a) increase their efforts to recruit more out-of-
state faculty members, and (b) provide funds to help pros-
pective applicants complete interviews on the campuses
of the Michigan community colleges.
The establishment of employment standards for professional
staff is recommended. These standards should be in keep-
ing with trends in community college teaching and should
provide flexibility to meet changing and developing needs.
Each institution must develop a balanced professional staff
in all areas of instruction. Consequently, administrators
responsible for employing instructors must be concerned
with the establishment of, and adherence to, realistic yet
flexible criteria deemed adequate for all professional staff
appointments .
Greater use of objective methods of evaluation in the se-
lection of community college instructors is recommended.
Many inventories and examinations are available which

could prove helpful to those persons responsible for

- 122 -
personnel selection in the Michigan community colleges.
The use of such instruments will have to follow knowledge
of, and commitment to, realistic qualifications and criteria
for selecting community college personnel.
Special efforts ”should be applied to interest and recruit
military personnel, retired college and university profes-
sors, and housewives who are qualified for teaching posi-
tions in the Michigan community colleges.
More attention should be given to the possibility of provid-
ing community college instructors with employment fringe
benefits, such as hospitalization and life insurance plans,
sabbatical leaves, and financial help for further graduate
study. Many times these benefits act as inducements to

attract and retain qualified personnel.

Implications for Further Research:

The data gathered in this study have provided answers to the main

questions relative to the sources and methods of faculty recruitment and

selection .

They have also revealed other problem areas that will need

more information. The following topics are noted as possible problem

areas for future consideration and research:

A study of the attitudes of professors who are responsible
for training college teachers in the Michigan graduate

schools. This study would consider the professors' attitudes

- 123 -
relative to the community college as an institution to which
they would recommend their students for teaching positions.
A study of the objective methods available for the selection
of professional personnel which may be used by community
college administrators in the selection of faculty members.
An objective study to determine the training, traits and
qualifications best suited for community college teaching.
A study to determine the most productive sources and meth-
ods for recruiting qualified community college faculty.
An analysis of the motives of community college instructors
in their selecting this level of teaching.
A study of the effectiveness of community college instruc-
tors who have had previous college or high school teaching
experience with those instructors who haVe had no teach-
ing experience.
An investigation into the feasibility of preparing academ-
ically qualified part-time personnel to teach in the com-
munity college through an intensive in-service training
program.
The development of an in-service training program for
Michigan community colleges to prepare otherwise qual-
ified personnel in the aims, functions and philosophy of

community college teaching.

APPENDDC A

INTERVIEW SCHEDULE

Date:

 

Interview Number:

Commum‘fl College Faculty
Recruitment and Selection Practices

Name of Institution:

 

Present Enrollment: l . Full-time
2 . Total

Number of Faculty: 1 . Full-time
2 . Total

Type of Board under which the college operates:

1 . K-l4 Board of Education:

 

2 . Separate Community College Board:

Person Interviewed (Position):

 

 

Educational background of person interviewed: (Highest degree held)

 

 

 

 

 

l . Bachelors __ 3. Diploma __ 5. Other __
2. Master's __ 4. Doctor's
Length of time in present position:
Brief statement of duties:
Previous position:
I. RECRUITMENT OF FACUL_TX_:
A. What are the main sources from which this college recruits

its faculty? (Number in order of effectiveness.)

-124-

- 125' -

Graduate schools in Michigan:

 

 

Graduate schools out—of—state:

University placement bureaus:

 

Private educational placement agencies:

High school teachers within district:

 

Private industry (local or state):

 

Through efforts of present faculty members:

Other sources (specify):

 

Methods used to contact prospective candidates: (In order
of utilization.)

1.

Written communication (letters, bulletins, etc.):

 

Advertisements (in journals, through agencies):

 

Personal contacts through visits:

 

Informal communication with educators and admin-

istrators:

 

Other methods of contact:

 

We receive a sufficient number of applicants for va—

cant positions without effort on our part:

Geographic sources of faculty:

1.

How many of the present faculty received
their advanced degree in Michigan?

-126-

2 . How many of the present faculty re-
ceived their advanced degree from
other states?

 

 

3. Do you attempt to recruit persons
from out-of—state? _ Yes ( ) No ( )
Why?
D. Problems of Recruitment:
1 . Do you find it (1) very difficult, (2) slightly difficult,

(3) not difficult to attract sufficient numbers of qual-
ified applicants for teaching positions?

 

 

2 . What specific problem do you believe creates this
difficulty? (If 1 or 2 above)

 

 

3. Have the difficulties in attracting qualified applicants
(1) increased, (2) decreased in the past five years?

 

4. Do you foresee this difficulty (1) continuing, (2)
growing worse, (3) diminishing?

 

Why?

 

 

II. SELECTION OF FACULTY:

A. What do you consider the minimum qualifications with re-
spect to the following criteria?

Vocz Tech Academic
l . Educational training

2 . College teaching ex-
perience

-127-

Vocz Tech Academic

 

 

 

 

3. High school teach-
ing experience
4 . Voc ational/ indu stri a1
experience
5. Professional courses
in community college
education
6. Other (specify)
B. Which of the above criteria is most difficult to find in the
persons applying for teaching positions in your college?
1 . Voc/ Tech
2 . Academic
C. Which of the above criteria is least difficult to find?
1 . Voc/ Tech
2 . Academic
D. How effective do you consider letters of recommendation in

supplying accurate information about the candidate?

 

 

l . Very effective
2 . Fairly effective
3. Not effective
Comments:
B. What other methods do you use to gather information about

the candidate?

1 . Contact personal references through
telephone calls, additional letters,
etc.

-128-

2 . Contact previous employers .

3. Use of structured form, or check
list, to validate desired informa-
tion.

4. Check of actual academic'records

of applicants .

5. Observation of applicant in real
teaching/l ecturing situation .

6 . Other methods .

 

 

What other persons are involved in the preliminary selection
process? (Position of person)

 

What methods are used in the process of selecting the final
choice from the group of qualified applicants? (List in order
of steps)

1 . Confer with Department Chairman
2 . Confer with Department faculty
3. Use of written examinations -

4. Pooled judgment technique

5. Other (specify):

 

Prior to the final selection, are the qualified applicants in-
vited to the college for a personal interview?

Yes No
Is the travel expense borne by the
l . Individual

2 . College

- 129 430—

If the applicant is not interviewed on campus, what other
method or methods are used for this purpose?

 

 

How many persons were hired last year to fill vacant teach—
ing positions in this college?
Pull-Time Part-Time

l . In vocational/tech-
nical subjects

2 . In academic subjects
To how many persons did you offer the positions?
Full-Time Part-Time

l . In vocational/tech-
nical subjects

2 . In academic areas
How many of these persons did not accept the offer?
Full-Time Part-Time

1 . In vocational/tech-
nical subjects

2 . In academic areas

Which of the following reasons for declining were given by
those who did not accept the offer?

Pull-Time Part-Time
Voc/Tech Academic VocLTech Etc.

1 . To accept
four-year
college
position

 

 

2 . Inadequate
starting
salary

 

 

 

-131-

Pull-Time Part-Time

VocZTech Academic Voc/Tech Etc.

3 . Geographic
location of
college

 

 

4 . Unattractive
teaching load

 

 

5. Decided to
stay in pres-
ent job

 

 

6. Accepted job
outside the
field of ed-
ucation

 

 

7 . Disliked the
working con-
ditions

 

 

8 . Other reasons (specify)

 

 

III. SUMMAjRj COMMENTS:

A. What are your comments concerning the future trends related
to the recruiting of qualified faculty for this college?

 

 

B. What can be done on a state-wide basis to alleviate any prob-
lems, present or future, which may exist in the recruitment
and selection of faculty - especially as they relate to the in-
creasing demand for qualified teachers?

 

 

 

Would you like to receive an abstract of this study when completed?
Yes No

 

-132-

331$me B

LETTER OF INTRODUCTION

March 16, 1963

Dear

Mr. Louis Vaccaro, a graduate student at Michigan State University, is
beginning his doctoral dissertation in the area of community college
faculty recruitment. His study will involve interviewing the persons
responsible for faculty recruitment in each Michigan community college.
The data that he plans to collect will only be used for purposes of his
study.

Mr. Vaccaro would like to interview the person you designate as respon-
sible for faculty recruitment in your college on April 1 , 1963. The in-
terview will not take more than one or two hours. I would appreciate
it if you would complete the enclosed postal card and return it to Mr.
Vaccaro as soon as possible.

Thank you for your cooperation.

Sincerely ,

Max S. Smith, Director
Community College Cooperation
5 Kellogg Center

10.

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