2%” (fig-i ' 5’s) ”I" y. -. «'r. *‘Qx‘V-uv: ~ < -.- ‘ array. , _ _ 1 .w-«»— w. ‘A r . urn-r ‘ko o- .. . ‘7 @5115; 3;" .1 L20? w; ~. 52,4:- Art—F 41—»? 9‘ 4.. u ‘7 c a. .r. . \r 1,. 'rfi‘f‘h‘ur . A a“, ‘ “v THEsui WWW“WNWH““WWWMWW 3 1293 10475 This is to certify that the thesis entitled A STUDY OF ATTITUDE?) OF RECENT GRADUATES TOWARD THEIR EDUCA- TIONAL PREPARATION FOR FOOD SERVICE ADMINISTRATION IN HOME ECONOMICS AND HOTEL, RESTAURANT, AND INSTITUTION ADMINISTRATION IN SEECTE) UNIVERSITIES presented by AIMEE NOTT MOORE has been accepted towards fulfillment of the requirements for - 'luo ~ L‘ , QM“ - x H- M degree in MWCatiOfl GMI'W Major professor Date M5 0-169 LIBRARY Michigan State University l M— —— A STUDY ON MTITUDE‘S or REGENI' mmms TOWARD THEIR EDUCATIONAL PREPARATION FOR FOOD SERVICE ADMINISTRATION IN HOME EOONONIcs AND 30m, RESTAURANT, AN) INSTITUTION ADMINISTRATION IN mom) UNIVERSITIIB WWW An Abstract of L THESIS Sunnitted to the School for Advanced Graduate Studies of Michigan State University of Agriculture and Applied Science in partial fulfilJJent of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Teacher Education Higher Education 1959 Approvedgakg. i - W Aimee N. Moore ABSTRACT This study was undertaken in order to obtain a clearer concept of the types of positions undertaken by graduates of home economics and hotel adninistration and to get an appraisal by these graduates of the adequacy of their undergradmte education in meeting Job dunands and individual needs. Data obtained from a nail questionnaire sent to recent (1953-1957) home economics graduates who majored in dietetics, food and nutrition, or institution management, and to hotel, restaurant, and institution ad- ministration graduates of Cornell, Michigan State, an! Oklahon State universities supplied infomtion about 1) their uniergraduate and present interest in certain aspects of dietetics and hotel administra- tion, 2) postgraduate education an! training, 3) work experience before and after graduation fran college, and 1.) evaluation of their undergrad- uate professioml and general education. The nJor findings of the study were: 1. Students attracted to colleges of hue economics and to colleges of hotel , restaurant, and institution administration are different in several basic respects, even though both prepare many of their grad- uates for careers in food service administration. a. Home economics students are women, hotel administration stu- dents nearly all men. b. Home economics graduates are primrily interested in applying nutrition to group feeding; hotel ministration graduates are interested in applying business namgenent techniques to food service operations . 2. 3. h. 5. 6. 7. 8. Aimee N. Moore 2 c. Home economics graduates seek careers in institutional-type food services; few enter commercial enterprises. Hotel admin- istration graduates are principally attracted to careers in ccnercial enterprises, few to institutional-type food ser- vices. While graduates of both curricula obtain mamgerial positions, the level of management attained by hotel administration graduates is higher. Approxintely three-fourths of the home economics and two—thirds of the hotel administration respondents are employed in food service positions. Of these, the mjority of home economics graduates are employed in hospitan the next largest number in colleges; the major- ity of hotel administration graduates in hotels and restaurants. Hotel administration graduates receive substantially higher salaries and more fringe benefits than home economics graduates. Hotel administration graduates had had much lore work experience be- fore graduating from college—both full-time uploynent or military service and part-tine work—than home economics graduates, though allost all home economics gradmtes had had some work experience. Nearly all recommended that some work experience before graduation he required. Although most home economics graduates work after graduation, they are in the labor market for an average of only three years because of marriage ani family responsibilities. Almost half of the home economics responients had completed a dietetic internship, 85 percent in hospitals. The majority of the respondents are strong advocates of general education. Ainee N. lbore 3 On the whole, graduates of both curricula were satisfied with their undergraduate education but the study showed considerable difference in the evaluations nade by graduates of each university of specific aspects of the programs. This re-euphasisec the need for periodic institutional self-study. The stub indicates that the shortage of dietitians is largely due to interruptions in the professional career of home economics women by marriage rather than to dislike of or disinterest in the profession, suggesting that more intensive efforts should be made to get married wcnen back into the profession and to attract more young women into the profession by appealing to a wider range of interests. In order to interest more in in the profession, active recruitment should be under- taken. Concern over professioml education and the problems of speciali- sation should not be allowed to preclude concern for the general education needs of students, particularly of women who leave the labor mrket shortly after graduation. A STUDY OF ATTITUDES OF RECENT GRADUATES TOWARD THEIR EDUCATIONAL PREPARATION FOR FOOD SERVICE ADMINISTRATION IN HOME ECONOLICS AND HOTEL, RESTAURANT, AND INSTITUTION ADNINISTRATION IN SELECTED UNIVERSITIES By AIMEE NOTT MOORE A THESIS Submitted to the School for Advanced Graduate Studies of Michigan State University of Agriculture and Applied Science in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Teacher Education Higher Education 1959 A CKNOEIEDGENENTS The author expresses appreciation for the help which she received from her committee: Professors Paul L. Dressel, Chairman, Katherine K. Hart, Walker H. Hill and Willard G. Harrington. Appreciation is also expressed to the faculty'members of Cornell, Ikichigan State, and Oklahoma State Uhiversities who OOOperated.in.this study, to the respondents, and to the American Dietetic Association for the interestnmanifested in this study'by awarding the author the many Swartz Rose Fbllowship. TABLE OF CONTENTS Chapter Page I. BACKGROUND OF THE PROLLEE": eeeeeeeOeeeeeeeeeeeeee eeeee eeeo 1 Brief Description of the Dietetic Profession Education of Dietitians Some of the Problems Facing Educators of Dietitians Purpose of This Study Ila ELLVIETI OF TIE—ATE) INFORJ'IA'I‘ION eeeeeeeeeeeeeeeeeeeeeeeeeee 12 Professional Education Research Related to This Study III. METHODOLOGY AND SCOPE OF THE STUDY ...................... 23 Selection of the Population to Be Studied Construction of the Questionnaire Pre-testing the Questionnaire Method of Reproduction Cover-letters Nailing Procedure Second Nailing Response to the Questionnaire Treatment of the Data Some Problems Encountered in Coding IV. DBCUSSIOrJ OF THE FIXEDIIJGS coo.00000000000000eeeeeeeeeOe 34 Marital and Occupational Status of Home Economics Graduates Postgraduate Education and Training Undergraduate and Present Interest in Certain Areas of Dietetics and Hotel Administration Work EXperience of . Respondent 3 Respondents' Evaluation of Their Undergraduate Education Changes in Occupation Which Graduates Might Now Make If They Were to Begin College Again V. GQIERAL SUl'll’IARY AN'D COIJCLUSIOm eeeeeeeeeeeeeeeeeeeeeeee 5h EIBIJICGPJXPHY eeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeee-eeeeeeeeeeeee 67 ;.F,FE}‘DICEB .0.0.00.....OOOOOOOOOOOOOOOOOOOOO00......00.0.0000... 7O TABLE 2. 3. S. 11. LIST OF TABIES Summary of Responses to mastionnaire by University, 0011983, and Ybar Of Graduation eoeeeeeeeeeoeoeeeeoeoeeo JManital Status Of Respondents eeeeooeeeeeeeeeeeeeeeeoeeeeo Date of Marriage in Relation to Graduatim from College -- Home EOOHGMiCS Graduates oooeoeeeeeeeeeeeeeoeeooeeeeeeee Year of Graduation -- Single Women from All Colleges u... Marital and Occupational Status of Home Econanics Graduates 0000.00ooeeeeeeeeeeo00000000000000000000000... Work History of Marries Home Economics Graduates ......... length of Time Worked by Hane Econanics Graduates after Marriage, If Not Employed at the Time of Eds Stuchr ecce- Ini'lnence of Marriage on Type of Positions Held by Home Economics Graduates eeoeeeeoeeeeeeeeeeeeeoeeeeeeeee- Postgraduate Echcation .- {Eraduate Degrees Canpleted; Begun, Not Conpleted; and Cmtanplated, Not Begun ...... Postgraduate 331163151011 -- Field Of Stuchr Of Graduate Degrees Canpleted; Begun, Not Completed; and Contemplated, th Begun oeeeeeeoeoeeeoeeoeeeeeeeeeeeeeee Postgraduate Training -- Dietetic Internships Ccmpleted - by Home Economics Graduates; Their Evaluations and Criticisms Of the Programs ecce-ooeoeeeeeeeeeeeeeeeeeoge 12. - 17. Degree of Interest Indicated in Subject Matter Areas Related to Dietetics and Hotel Achninistration by Graduates of 12. Hans Econanics~ Cornell University ............... 13. Home Economics -- Michigan State University o. ...... 11;. Hone Eomafics - Olclahana State University ........ 15. Hotel Wstratim -- Cornell University ......... 16. Hotel Admnistration -- Pflchigan State University .. 17. Hotel Administration -- Oklahana State University . . PAGE 30 7O 71 72 73 7h 75 76 77 78 79 81 82 83 8h 85 18. 20. Comparisons of Degree of Interest Indicated in Subject Matter Areas Related to Dietetics and Hotel Administra- tion Between Hane Economics and Hotel Administration Graduates of Cornell and Michigan State Universities; and Between Home Economics and Hotel Administration Gramms mm EaCh mmrSity eeeeeeosoeeoeeoeeeeooo Rank of Degree of Interest Indicated in Subject Matter Areas Related to Dietetics and Hotel Administration by Kalle Econmcs Gl'amlates eeeeeeeeeeeoo0.000.000.0000 Rank of Degree of Interest Indicated in mbj ect Matter Areas Related to Dietetics and Hotel Administration by Hotel Administration Graduates 0000000. no. 00000000.. 21. - 21;. Changes Since Graduaticn in the Degree of Interest 25. 26. 27. 28. 29. 30. BL 32. 33. 3h. IndiCated in Subject Matter Areas Related to Dietetics and Hotel Administration by Graduates of 21. Home Econanics -- Cornell University .............. 22. Hone Economics -- M‘Lchigan State University ...... 23. Hotel Administration - Cornell University oeeeeeee 2h. Hotel Admirfistration .— mchigan State University . Classification of ‘Iype of Position Held -- First Position . Classification of W of Position Held -- Present Position eeeeeeoeeeeeeeeeoeeeeoooeeoeeeeeeeeoeeeeeee‘oe. Nmnber of Reapondents Employed by Contract Catering Finns in Their Ell'flt and Present Positions eeeeeeooeooeoeooeo Nimber of Full-fine Positions Held Since Graduation, Ecclnding Internship or 1411:1th semce .eeeooooeceoto Salary in hill-Tim Positions - First Position .......... Salary in Ball-fine Positions -- Present Position eooeeeoe Fringe Benefits Received -- First Position .........‘...... Fringe Benefits Received -- Present Positim ............. Median Salary of Respondents According to 'Iype of POSitim -- First POSitim eoeeeeeeeeoeeeeeeoooeeeooeee Median Salary of Respondents According to Type of P081131“). .- chnt POSition eoeoooeeeeeeeeeeeeeeeooooe PAGE 87 88 89 9o 91 92 93 9h 95 96 97 98 99 100 101 102 35. 36. 37. 38. 39. ho. 1L1. 1:2. 113. Major Responsibilities in Food Service Positions Reported by Home Ecmmdcs Graduates and Hotel Administration Graduates of Each University - First Position ........., Major Responsibilities in Food Service Positions Reported by Home Econonics Graduates and Hotel Administration Graduates of Each University -- Present Positiol ........ ammary of Major Responsibilities in Food Service Positions Reparted by Hone Economics Graduates and Hotel Administra- tion Graduates in First and Present Positions ........... go Of Responderlts .‘O..........CCOOCOOOOOC.C...‘.'........ Wbrk Experience Before Graduation eeeeeeeeeeeeeeeeeeeeeeeee Interruption of Educatim by Military Service or Full-Elms anloyment - Hotel Administration Graduates ............ Responses to the Question, "Should Work Experience Be R‘qnired Before Graduation?‘ eeeeeeeeeeeeeeeeeeeeeeeeeee Reasons Checked or Supplied to Suppprt Recomnendation to Require Wbrk Experience BBfOrO Graduation eeeeeeeeeeeeeee Reasons Indicated by Graduates for Either Not filtering or Leaving the Occupation for Which They Trained ........... ML. - 1:9. Graduates' firslnation of Their Undergraduate Education for Food Service Adninistratim 111;. Home Economics -- Cornell University ............... 1:5. Hone Economics - Michigan State University ........ 146. Hone Economics -- Gclahoma State University ........ M. Hotel Administration — Cornell University ..... 1.8. Hotel Administration -- Michigan State University .. ’49. Hotel Admirdstratim -- Gelahona State University .. 50. - SS. Ebcplanations Given for Rating Specific Areas of Under- graduate Professional Education Inadequate 50. name ECOnOMiCS -. Cornell University eeeeeeeeeeeeeee 51. Hone Economics -- Michigan State University ........ 52. HOME EcanOMiCS -~ Oklahoma State UniverSity eeeeeeee PAGE 103 101; 105 106 107 108 109 TABLE. PAGE 53. Hotel Administration - Cornell University ........, 121 St. Hotel Administration .- Michigan State University .. 122 55. Hotel Administration - Oklahoma State University .. 123 56. - 61. Respondents' Evaluation of Their Undergraduate General Educatiol 56. HOMO Economics .- Cornell University eeeeeeeoeeeeeee 12b 57. Hone Economics -- Michigan State University ........ 125 58. Home Economics -- Oklahoma State University ......... 126 59. Hotel Achnixflstration -- Cornell University ......... l2? 60. Hotel Administration - Michigan State University .. 128 61. Hotel Administration -- Oklahoma State maversity‘ .. 129 62. Comparison of Ratings I-Iade by Graduates of Cornell and Michigan State Universities of Their Undergraduate Education for Food Service Administration ............... 130 63. Comparisons of Ratings Made by Graduates of Cornell and Michigan State Universities of Their Undergraduate General Education oeeoo-.-..oo~a.eeeeeeeeeeeeeeeeeoeeeeeo 131 6h. Over-All. Evaluation of Undergraduate Educational Program .. 132 65. Summary of Graduates ' Over-All Evaluation of Undergraduate moation .0...OOOOOCCCOOOCOCCOOOCOOOO0......0.0.0.000... 133 66. Responses to the Qlestion, “If You Could Start College Again, What Profession or Occupation Do You ‘Ihink You WbUld GhOOSQ?" eoeeeeeeoooeeeeoeeeeeoeeeeeeeeeeeeeeeeeeee 13h CHAPTER I BACKGROUND OF THE PROBLEM The profession of dietetics faces a challenge today which is shared by most other professions-that of providing the type of educa- tional opportunities which will equip the beginning practitioner with essential skills in a profession that is becoming increasingly complex and at the same time allow sufficient time in the educational program to permit the individual to obtain a broad general education which is essential for effective functioning in our complex modern society. Since most members of the dietetic profession are women, the problem is further complicated by the necessity to prepare the individual for the dual role of homemaker and professional worker. Brief Description of the Dietetics Profession Webster's New International Dictionary defines dietetics as "the science and art of dealing with the application of principles of nutri- tion to the feeding of individuals_or groups under different economic or health conditions.” The Dictionary of Occupational Titles defines a dietitian as one who "Applies the principles of nutrition to the feeding of individuals and groups. Plans menus and special diets with proper nutritional value for’a hospital, institution, school, restaurant, or hotel. Determines dietetic value of foods and food products. Purchases food, equipment and supplies. Supervises chefs and other food service employees. Maintains sanitary conditions. Prepares educational nutritional material." (27) Obviously this is only a brief summary of the duties perforrcd by a general dietitian. When one considers the necessary background and skills each of these duties demands, the com— plexity of education for dietetics becomes evident. The profession of dietetics is a relatively young one in compari— son with medicine and nursing, to which it is closely allied. During the latter part of the nineteenth century hospitals began to hire women who had had a college course in domestic science to teach student nurses how to prepare food for invalids. Official recognition was given to this new type of position during a meeting of the American Home Economics Association in 1899 when the term dietitian was coined. (3:°) With the rapid expansion of knowledge of nutrition since the turn of the century and the increased emphasis on good nutrition for the popula- tion as a whole and on the role of diet in the treatment of 'llness, the profession has grown rapidly since World War I. Dietetics had its roots in the therapeutic care of patients in hOSpitals. Although the sciences of nutrition and food preparation were in their infancy at that time, they were incorporated into the curricula of newly formed colleges of domestic science. The first dietitians were graduates of these programs and were employed in the diet kitchens of hospitals to direct preparation of food for invalids on prescription from the doctors. Dietitians gradually broadened the scope of their reSponsibilities until they were not only in charge of special diets but also of the feeding of all patients and hospital personnel. As knowledge of nutrition expanded and the importance of nutri- tion to public health was recognized, dietitians branched out into wider and wider fields and necessarily specialized. Other types of food services, in addition to that in hospitaLs, began to employ dieti— tians because of their thorough training in the science of food prepara— tion. The largest percentage of all dietitians is still employed in hospitals, but these hospital jobs are much more diverse and, as pointed out previously, numerous other types of positions are now open to dietitians. The "Tree of Growth" (see page A), prepared by Helen Huncher and presented as part of a committee report at the annual meeting of the American Dietetic Association in 1958, graphically illustrates this growth and diversity. (2:51) Dietitians and nutritionists were listed separately for the first time in the 1950 census. At that time there were over 22,000 dieti- tians in the United States and of that number approximately 97 per cent were women. (23:218) A large proportion of dietitians are employed in hospitals where they administer the food service, plan therapeutic diets, instruct patients, student nurses, and medical interns in nutrition and diet therapy. In 1955, according to a survey made by the American Hospital Association, approximately 10,000 dieti- tians were employed in hospitals in the United States. (25:168) This accounts for almost half of the total engaged in the profession. A large number manage the food service in school lunch programs, colleges, industrial cafeterias, camps, and restaurants or are engaged in college teaching, research, and public health nutrition. Still others work as food editors for magazines and newspapers, radio and television, as food consultants for utility companies and for food and equipment firms. Each year adds new opportunities for dietitians and makes new demands on them. 1110 free of Growth -- mantle ”sedation I” I Therapeuhcs L p’l 9| Die’r Kifch v.3. 1 N%j)l/r Diéfi’han M800Q§1 m courtesy of me hex-loan metetic Association Education of Dietitians Since dietitians and nutritionists are not licensed or certified, there is no required pattern of education. In 1949 the Bureau of Labor Statistics conducted a survey of dietitians in the labor market and found that at least 90 per cent of all hospital dietitians had a bachelor's degree in.dietetics or a related field (home economics, institutional management, or nutrition). (24:9) Only 2 per cent had had no professional education. Approximately 96 per cent of the nutri- tionists and all of the college teachers had at least a bachelor's degree in home economics. Nest of these dietitians had done some grad- uate work and many had advanced degrees. The education of dietitians has been strongly influenced by the requirements for membership in the American Dietetic Association. These are: (a) A bachelor's or advanced degree from an accredited college or university which has included or been followed by required courses and credit hours as outlined. (See Appendix II p. 11411) (b) A record of satisfactory completion of an internship in a hospital, administrative, or food clinic approved by the Executive Board, or as an alternative, three years of acceptable experience in the field of dietet— ics. (If the applicant has an advanced degree in a field related to dietetics, the experience require- ment is modified.) In lieu of certification, membership in the Association is fre- quently used as evidence of professional training. As early as 1932 the American College of Surgeons stipulated that in order to be accredited the dietary department of the hospital seeking accreditation "must be headed by a person whose education and experience meet the requirements of the American Dietetic Association." (3:7) The American HOSpital Association soon adopted the same standard for accreditation and the National League of Nursing Education stipulated that the dietitian responsible for teaching student nurses must have the same qualifica- tions. Many employers of dietitians require membership in the Associa- tion or at least give preference to members. A large proportion of hospital dietitians, nutritionists, and college teachers of dietetics, nutrition, or institutional management are members of this Association. In 1950, when the census of dietitians was taken, there were almost 9,000 members of the American Dietetic Association. (1:22) This is approximately LO per cent of the total number of dietitians listed in the census. Presumably a smaller propor- tion of dietitians employed in fields such as school lunch, college, industrial, hotel, and restaurant food service have the required back— ground for membership in the Association. However, many home economics graduates who have met the educational requirements for membership and who are employed in the profession are not members of the Association. They may not have met the experience requirement or they may not*want to belong, but their professional education was influenced by the Association. Until recently the educational requirements for membership in the Association have been essentially the same for all members regardless of their specialized interests. These requirements laid a heavy em- phasis upon science and nutrition and required little in the management area. This basic professional education plus an approved internship or work experience has been the common denominator of the dietetic pro— fession. Of course many colleges have enLarged upon this basic curric- ulum in setting up their own curricula, and many colleges require much more professional training than the minimum.required by the Association, particularly in the management area. However, many other colleges, especially the small ones, barely meet these minimum requirements. Some of the Problems FacinggEducators of Dietitians Increased Emphasis on Business Management In the early years of the profession it was reasonable to re- quire the same basic training for all members of the profession. The large majority of dietitians were predominantly concerned with nutrition and diet therapy even though they had administrative responsibilities. Labor and food were relatively inexpensive and budgets, finances and personnel were not of major concern. Even the body of knowledge in nutrition, diet therapy, and management was relatively small. Today dietary departments in hospitals, schools, colleges, and other non-profit institutions have to be managed according to sound business principles. Rising costs have forced administrators to demand that the food service director operate efficiently and adhere to budgets as well as provide high quality, attractively served, nutritionally adequate food. Competition from Non-Professional People In an effort to get better business management of the dietary department, some hospital administrators have hired personnel with business training or experience to head the dietary department. The profession of dietetics is not the only one to be challenged by the entrance of non-professional people into the administrative ranks. Medicine and all of the other paramedical and technical professions have been affected to a greater or lesser extent by the choosing of adminis- trators on the basis of their ability to organize and direct the work of others and to manage the finances of the department rather than on the basis of their professional competence. This policy seems wise and necessary. Many dietitians are attracted to the profession because of their interest in administration or because they later found administration more interesting than the other aspects of their job. If the high- prestige administrative positions are denied members of the profession through default on the part of the profession to change with the times and to educate its members to handle the top positions, the profession faces loss of vitality because many ambitious young people would not want to enter a career with limited advancement possibilities. Specialization As the body of knowledge grew, as specialization became more necessary, and as management problems became more acute, it became increasingly apparent that it was no longer feasible to require the same basic education for all members of the profession. In recognition of the fact that the profession needed personnel trained not only in nutrition and general dietetics but also in administration and manage- ment, in 1958 the American Dietetic Association broadened the academic requirements to permit specialization to begin at the undergraduate level. These changes have opened the door to membership, potentially at least, to graduates in hotel and restaurant administration as well as to graduates of colleges of home economics. Shortage of Professionally_Trained Dietitians Traditionally dietetics is a woman's occupation and food service supervisory positions in hospitals, school lunch programs,.and other institutional food services have been filled by graduates of colleges of home economics. The supply of trained professional dietitians in the labor market today is far short of the number required to meet the expanding need for workers in this field. Data collected in the survey conducted by the Bureau of Labor Statistics in 1949 seemed to indicate that the.major cause of the shortage is related to heavy losses from the field because of marriage. (24:8) Inactive dietitians studied- all of whom still belonged to the American Dietetic Association, and who probably do not represent inactive dietitians as a group—-reported an average of about four years of active service in the field. The high rate of attrition means that a relatively large number of students .must be recruited for the profession. Some hospital administrators, seeking a new source of supply, have sought to fill positions in the dietary department with graduates of hotel and restaurant curricula. An.increasing, though still small, proportion of these graduates has been attracted into this field. Per- haps an even larger proportion might become interested in this lO non-commercial field now that they can become affiliated with a pro- fessional association. Purposes of This Study In the light of changes in the scope of reaponsibilities in the positions open to graduates in dietetics, college of home economics need to evaluate their curricula in institution management and dietetics. Home economics faculties need also to be aware of increased competition for highly desirable administrative positions in institutional food service which were fonherly filled almost exclusively by their graduates, and to do everything possible to equip their graduates to meet this competition. In spite of the emphasis today on specialization it is also imr portant not to neglect to give students an Opportunity to acquire a broad, general education. The responsibilities of citizenship become increasingly more complex and rapidly changing society demands more flexible, ingenious persons. A good college education should equip the individual to lead a more interesting and resourceful life and should make him aware of his responsibilities to society and to himself. Since almost all women consider*marriage, homemaking, and child- rearing major goals and reaponsibilities, even though they may also be interested in a profession, education for homemaking is a major objec- tive which colleges of home economics consider important when planning curricula. The problem of developing a professional curriculum for home economics students which will provide essential skills for beginning 11 jobs and at the same time a good general education and education for homemaking is a challenging one. No one of these major objectives can be completely satisfied in the brief Span of time alloted to undergrad- uate education, if indeed it could ever be satisfied, but a reasonable balance must be sought. The complex problem of meeting the multiple objectives of the professional curriculum can be approached through study of the job demands of its graduates and their evaluation of their preparation. This study asked recent graduates of home economics and hotel, restau- rant,and institution administration curricula to appraise their under- graduate education in terms of job demands and individual needs. Their appraisals were evaluated in an attenpt to ascertain the relative strengths and weaknesses of these two types of preparation for food service administration. CHAPTER II REVIEW OF RELATED INFORMATION Professional Education Professional education as a part of higher education has devel- oped largely within the past half-century. Consequently there has been little research on the effectiveness of the professional educa- tional programs. Certainly this is true of the dietetic profession, and research done by one profession must be studied by other professions. At this stage of development, research in engineering and medicine are of value to other professional schools are reviewed here because 1) their findings indicate that many of the major problems faced by each profession are common to all, and 2) these professions have been es- tablished longer and have considerably more status, hence research findings in these fields will probably have great impact on educational policy in higher institutions. The concept of a profession varies, but a comprehensive one, the concept used in this discussion, is given by Blauch (26). He lists three distinguishing earmarks of a profession: I) the possession of a body of knowledge, a set of attitudes, and a group of skills, collectively called a technique, which is necessary for the performance of a particular type of service; 2) an emphasis on quality of service rendered, rather than financial gain; 3) an organized membership who wish to maintain high standards of education, training, and ethical conduct. 13 Professional schools have two major objectives. The most obvious one is to train future members of the profession, but as a part of higher education, professional schools also have a responsibility for providing opportunities for a broad general education. The Educational Policies Commission (12) asserts that general and liberal education (synonymous terms, according to this Commission) constitute the essen- tial core of programs of higher education. It conceives of general and liberal education as enlarged opportunity for mature personal devel- opment and for those experiences by which students gain fuller insight into the nature of man and his environment. "It is, in part at least, such general and liberal education which make higher education higher." Colleges, universities, and other institutions of higher educa- tion have become the primary source of supply of specialized personnel. The Educational Policies Commission predicts that the demand for spec- ialized education will increase, both in number of students enrolled and in number of occupations. "Our culture is in danger of becoming so specialized that educated men and women no longer speak a common language." Overspecialization is the major problem under attack in each of the professions reviewed. It is the parent of such specific prob- lems as 1) how to adequately prepare students for a profession which is undergoing a rapid expansion of knowledge and corresponding changes in techniques; 2) how to make room.in the curriculum for general education without sacrificing professional goals; and 3) how to accom- modate and exploit individual differences in interest and ability. 1h The President's Committee on Education Beyond the High School (21) warns that the demands of diversity must not be allowed to destroy the central position of general education and training in basic skills. "The very fact that specific Skills are now so varied, and are changing so rapidly, only underscores the need for educational institutions to provide students with the common.denominators ofaldaptability Which is rooted in education in the fundamentals." The Report of the Committee on Evaluation of Engineering Educa- tion (5) recommends that engineering curricula be strengthened in the area of basic sciences and engineering sciences, that a concentrated effort be made to strengthen and integrate work in the humanistic and social sciences, and that a high level of performance in the oral, written, and graphic communication of ideas be developed in all engin— eering students. The Committee recommends the elimination of "those courses having a highly vocational or skill content and primarily attempting to convey engineering art or practice." The teaching of specific skills and techniques should be left to industry, it concludes. Deitrick and Berson (9), directors of.a survey of the medical profession, reached the conclusion that the primary function of the medical school curriculum is to help the student develop habits of study and acquire basic knowledge as a foundation for continuing education and training throughout his professional life. "No formal curriculum, however long or crowded, could include all of the medical knowledge that would profit the student." The Committee recommends that mastering of techniques and specialty training be left for internship and residency training. 15 Although all of the professions studied have general education as one of their objectives, some professional schools give only lip service to this objective. Severinghaus et al (22), in the report of the Subcommittee on Preprofessional Education of the Survey of Medical Education, found that the program taken by the average premedical stu- dent in at least 20 per cent of the liberal arts colleges participating in thesstudy does not represent a liberal education and that in about 25 per cent of the other liberal arts collegessstudied it was barely adequate. The central thesis of this report is the value of a sound liberal education as a preparation for life and also as an educational basis for later vocational training. Burdell (6), chainnan of the Committee on Humanistic-Social Project, American Society for Engineering Education, stated that although there cannot aid should not be a ready-made program for all schools for teaching general education, certain valid observations could be made about successful programs. These include: 1) vigorous admin- istrative support of the faculty; 2) faculty cooperation in mm GENERAL SUMMARY AND CONSLUSIONS This study was undertaken in order to provide faculties in colleges of home economics and hotel administration with a clearer concept of the types of positions undertaken by their graduates and to get an appraisal by graduates of the adequacy of their undergraduate education to meet job demands and individual needs. The study concen- trated on education for food service administration. Both types of curricula prepare their graduates for careers in this field, although the emphasis of the two programs is considerably different. Data were obtained from.answers to a mail questionnaire which was sent to recent (1953-1957) home economics graduates who had majored in dietetics, food and nutrition, or institution management.and.to hotel, restaurant, and institution administration graduates‘of Cornell, Michigan State, and Oklahoma State universities. Seventyanine per cent of the home economics graduates and 51 per cent of the hotel graduates replied. The graduates supplied information about 1) their undergraduate and pre- sent interest in certain aSpects of dietetics and hotel administration, 2) postgraduate education and training, 3) work experience before and after graduation from college, and A) evaluation of their undergraduate professional and general education. General Summary 1) The types of student attracted to college of home economics and colleges of hotel, restaurant, and institution administration are 55 different in several basic respects, even though both types of curricula are preparing many of their graduates for careers in food service administration. a. Home economics students are women; hotel administration students are nearly all men. b. Home economics graduates are primarily interested in.apply- ing nutrition to group feeding; hotel administration grad- uates are primarily interested in applying business man- agement techniques to food service operations. c. Home economics graduates seek careers in institutional-type food services; only a few enter commercial enterprises. Hotel administration graduates are principally attracted to careers in commercial enterprises; few seek careers in institutional-type food services. 2) While graduates of both types of curricula obtain managerial posi- tions upon graduation, the level of.management attained by hotel administration graduates, especially in the position held at the time of this study, was higher. This finding was based on the analysis of the major respon- sibilities checked by the respondents for their first and present positions. Hotel administration graduates checked 1) more res- ponsibilities, on the average, than home economics graduates, and 2) a higher percentage of hotel administration graduates checked the types of responsibilities associated with top or middle management (as opposed to first-line supervision). 56 3) Approximately three-fourths of the home economics respondents and two-thirds of the hotel administration respondents were employed in food service positions. Of those employed in food service positions, a. b. The majority of home economics graduates were anployed in hospitals, the next largest number in colleges. The majority of hotel administration graduates were employed in hotels and restaurants, in about equal pro- portions. h) Hotel administration graduates receive substantially higher salaries than.heme economics graduates; they also receive more fringe benefits, and more valuable fringe benefits. This is probably a reflection of the difference in level of management, to a large extent. Undoubtedly it is also a reflec- tion of the fact that men are paid higher salaries than women, even in the same positions. 5) Hotel administration graduates had had much more work experience before graduating from.aollege than home economics graduates, even though nearly all of the home economics graduates had had some work experience before graduation. 3. Almost LO per cent of the men had interrupted their educa— tion to work full-time, or’had spent some time in military service before graduating from.college. The average length of the interruption was almost two years. Fifteen per cent of the hotel administration graduates reported that they had held full-time Jobs while going to college, some of them for the entire time. 57 6) Nearly all of the respondents thought that some work experience should be required of all students before graduation because it has proven to be an important adjunct to the undergraduate pro- gram by giving students practical experience and developing skills. _ 7) Almost all home economics graduates work after graduation, but they are in the labor market for only three years, on the average, because of marriage and family responsibilities. 8) Almost half of the home economics respondents had completed an internship which was approved by the American Dietetic Assoc- iation. Eighty-five per cent had taken a hospital internship, the remainder an administrative internship. This additional training apparently had little, if any, influp ence on the earning capacity of the graduates, and yet it delayed entrance into a salaried job for one year. Nonetheless, a large majority of the respondents thought the experience was very val- uable and many added that their education would have been income plete without it. 9) The majority of home economics and hotel administration graduates are strong advocates of general education and are concerned about theaadequacy of their general education as well as their pro- fessional education. Many of the comments at the end of the questionnaire expressed concern that there was not enough time to take much work in the liberal arts. The comment of one graduate, though more fully expressed than many, is typical of the concern shown by'many. 58 "Food work is time consuming and demanding. I think that diversion is essential after working hours. An educated liberal mind is necessary for satisfying relations with our fellow college graduates." Another'phrased it this way. "I feel that my over—all undergraduate education would have had greater per- manent value had it included courses in philosOphy, literature, and comparative governments." 10) In an overhall evaluation of their educational program, a large majority of the graduates of each university were satisfied with their undergraduate education. Over two—thirds of the reapondents also indicated that they would choose the same undergraduate major if they could begin their education anew. The major conclusion.that can be drawn from this study is that one should not make broad generalizations about the superiority or in, feriority of home economics education for food service administration. There is no such entity as ”home economics education for food service administration” but rather there are similar, yet different, programs at each university, each having strengths in some areas and weaknesses in others. The same thing is true of hotel administration. This study re-emphasizes the need for periodic institutional self-study in order to evaluate the effectiveness of the educational program. Conclusions This study was prompted by the realization that there is a shortage of dietitians, particularly of dietitians who are interested in the administrative aspects of food service and who have had adequate 59 training in this important phase of instituional food service, and by a feeling of responsibility on the part of college faculty to do some- thing to help relieve the situation. The shortage will become more acute unless action is taken to interest a larger number of young peOple than has been done in the past in this profession which plays such an important role in maintaining and improving the health of our nation. Dietetics has traditionally been primarily a womai's profession, and the shortage of dietitians is related to heavy losses from the field because of marriage. This study indicates that it is highly unlikely that there will be a change in this trend. The findings also show that few hotel administration graduates have been attracted into this profession. This all adds up to the fact that positive steps will have to be taken to expand the source of supply of trained dietitians. One course of action suggested indirectly by this study is to make an even greater effort to get married women back into the profession after their children are reared. Over three—fourths of the graduates who had left the profession indicated that they had done so because of fame ily responsibilities. Very few indicated that they did not like the work. The American.Dietetic Association has attacked the problem conp structively by Opening,the avenues of membership to a larger number of people by permitting undergraduate specialization in several curricula. Heretofore all members had to meet virtually the same acadenic require- ments with only minor variations allowed. The emphasis of the former requirements on nutrition with many science prerequisites forced the person vho was principally interested in administration to take a double 60 major if she wanted to take much work in the area. It also virtually excluded those individuals who liked food production and administration yet who did not particularly enjoy sciences. Some science and nutrition is essential in.this profession, of course, but all types of jobs do not require the same amount. By broadening the basis of membership to appeal to a wider range of interests, the profession hopes to attract individuals who are well trained in the administrative‘aspects of food service in institutions. The implementation of this program is up to the faculties in the colleges training prospective members of the profession. Since memberb ship in the Association.has already proven to be an attraction to a large segment of their students, faculties in colleges of home economics, particularly in departments of institution management, should capitalize on this revision of requirements and take immediate steps to implement and promote specialization in food service administration. College curricula are not, and should not be, limited to the requirements of any professional organization. Each university has unique facilities which should be exploited, and herein.lies the opporb tunity for experimentation and the possibility of improving the pro- fession.. It is also this uniqueness which gives variety to our educa- tional system and which, therefore, attracts a large number of people with a wide range of interests. However, most.colleges of home econr omics which are part of a university will not need to add new courses in order to satisfy the revised requirenents of the American Dietetic Association because facilities are available in other parts of the university to supplement courses not taught in colleges of home econ- mcae 61 By requiring students to take sane of their work in other parts of the university, the educational horizons of the students will be broadened. At the same time, faculty in other sections of the univer- sity will become more aware of the breadth of educational opportunities in colleges of home economics. It is not enough to make facilities available for specialization in food service administration. Active recruitment is necessary in order to attract students. This is not solely the task of college fac- ulty members, though their enthusiastic support of the program is essen— tial to its success. The professional association and individual mem- bers of the profession share the responsibility of acquainting pros- pective students with professional oppotunities. Announcements can be made in college bulletins and departmental brochures which describe the potential fields of specializationto their students. Recruitment for these curricula in colleges of home economics should not be limited to women, in the opinion of this writer. Few colleges of home economics regularly admit men, it is true, but there are other areas of specizliation than the one under consideration here which might also be attractive to men. Some men have already taken undergraduate work in dietetics, and an even larger number have done some graduate work in this area. The admission of men to colleges of home economics would neces- sitate some adjustment in the core curriculum which is an essential part of the undergraduate program in many colleges. Colleges of home economics place special emphasis on one of the major general education objectives, "to acquire knowledge and attitudes basic to a satisfying 62 family life." The core curriculum is designed to implement this objec- tive. Both men and women are homemakers, though the homemaking roles of the sexes differ in some respects. This difference could be accommo- dated by setting up a separate core for men. Of course, the objective of helping students to prepare for a satisfying family life is shared by other curricula, but the unique contribution of home economics is the emphasis placed on education for this very important function. Men as well as women need skills in this area. Since the terms "home economics" and ”homemaking" are unmanly, serious consideration should be given to finding terms which connote the objectives of home economics education but which are not hampered by the connotation of mundane, routine activities which are frequently associated with the term "homemaking." The author does not have an alternate name to suggest, but she believes that the name "home econom- ics" is a barrier to the recognition by other segments of the educational world, and by the general population, of the professional status attained by the career opportunities open to graduates of colleges of home econ- omics. ‘ Colleges of hotel, restaurant, and intitution administration could extend their influence by setting up curricula to prepare some of their graduates for careers in institutional—type food services since there is a great demand for people with such training. This type of curricu- lum.should attract men who are interested in food service administration and sound business training, but who dialike the long hours and compe- tition frequently associated with hotel and restaurant food service. Possibly some men would be interested in belonging to a professional 63 association, and the program could be designed with enough flexibility to allow these students to select courses which would meet the academic requiranents for membership in the American Dietetic Association. Questions might be raised as to why it should be necessary to institute a new curriculum in these colleges for this type of food service, rather than to assume that graduates of the traditional curric- ula could make all necessary adaptations on the job. There are some basic differences in hotel and restaurant food services and instituional food services. A knowledge of nutrition and a concern for preserving the nutritive value of food during preparation and service, insofar as possible, are particularly important in instituional food service where the "captive" customer must depend on the dietary department for his principal source of food for considerable periods of time. In hospitals, food is often one of the therapeutic devices used in the treatment of illness and attention to nutritive value is essential there. In hotels, restaurants, and other types of commercial food ser- vices, on the other hand, the customer can choose where he cats and what he eats. The restaurant is not responsible for his well-being,, except to see that the feed is safe to eat. Institutional food serb vices Operate on a fixed budget, often fairly limited, while hotels and restaurants can charge whatever the customer is willing to pay, and the selling price can be varied whenever prices and competition warrant. There are innumerable other differences, of course, but many of the basic courses could be the same. In universities where there is also a college of home economics, some of the special courses could be taken with home economics majors.- 6h Concern over professional education and the problems of speciali- zation should not be allowed to preclude concern for the general educa— tion needs of students. Provision should be made in the curriculum.for some required work in the liberal arts in order to be sure that all stu- dents select some courses outside of their professional curriculum. Preferably, in the opinion of the author, most of these courses should be taken outside of the professional school. Whether this general edu- cation requirement should take the fonm of a block of specially designed interdepartmental courses, such as is required of all students at Michigan State University, or of a required distribution of courses which leaves the student considerable leeway in the choice of the particular courses which are most interesting to him, as is done at the New York State College of Home Economics at Cornell University, is a moot question. The majority of graduates of both.types of programs indicated that they thought the program they took had adequately met their needs. Many graduates commented, however, that they would have liked to have had more electives in order to pursue interests vhich had been developed in the general education courses. One way to permit the development of individual interests is to plan the undergraduate curriculum so that there are some free electives. In a crowded professional curriculum this is difficult. Undoubtedly, however, there is some dead wood in any curriculum.which could be pruned out after careful study. A number of graduates expressed concern that some of the required courses were unchallenging and repetitious. These courses should be condensed and perhaps combined with other required courses, or perhaps eliminated, so that there would be more time for 65 electives. Methods of teaching should also be critically evaluated. One of the remarks which typifies the opinion of some of the graduates about the quality of instruction in some of the required technical courses was, "There is too much emphasis on the memorization of facts, not enough on problem solving and application of facts.” Since the four—year curriculum.is far too short to permit the teaching of all the facts and the development of skills which would be useful when the graduate faces the responsibilities of his first job, the author recommends that students be required to get some practical experience through working before they graduate from college. Apparb ently this would not be an unreasonable requirement, because nearly all of the graduates who cooperated in this study were in favor of such a requirement. The quality of this experience could be improved by a more careful selection of the work eXperience than is sometimes done. It would be highly desirable if a member of the faculty could visit the students to find out what problems they encounter and to help them eval— uate their experience. Some follow-up by the college should definitely be planned in order to get the maximum.benefit from the eXperience. There are no easy solutions to the problems facing the college faculties which are responsible for the undergraduate professional edu— cation of students, particularly when the profession which the students will enter is expanding rapidly and changing constantly. The profession of dietetics is in such a period of expansion. A concerted effort must be made by college faculties and other professional leaders to single out the basic principles and the skills which are essential for begin- ning jobs so that colleges may concentrate on teaching this funcamental 66 knowledge and on developing in their students habits of study and criti- cal evaluation which will lead to continued self—education after the period of formal education is finished. BIBIIOGRAPBI 7. 9. 12. 67 BIBLIOGRAPHY American Dietetic Association. Annual Reports and Proceedings—- 34th Annual Meeting. Report of Secretary and Chairman of Member- ship Committee. Chicago: American Dietetic Association, 1951. A0 pp. . Annual Reports and Proceedings-~Alst Annual Resting. Report of Committee to Study Broadening of ADA Kembership. Chicago: American Dietetic Association, 1958. 51 pp. . The Story of the Dietitian in the United States. Chicago: American Dietetic Association, 1956. 12 pp. American Home Economics Association, Committee for Evaluating College Programs in Home Economics. Home Economics in Higher Education. Washington, D. C.: American Home Economics Associa- tion, 19A9.lfil. pp. American Society for Engineering Education. Report on Evaluation of Engineering Education. University of Illinois, Urbana, Illinois: American Society for Engineering Education, 1955. 36 pp. Burdell, E. 8. "General Education in Engineering: Report of the Humanistic—Social Project." J. Eng, Educ., Vol. A7, p. 103, October, 1956. Bureau of Business Research, School of Business and Public Service, Michigan State College. Careers in Hotel and Restaurant Manage- ment. Research Report No. 9. East Lansing, Lichigan: Michigan State College, 195A. 22 pp. Cook, Ruth Helen. "The Participation of Graduates of the New York State College of Home Economics, Cornell University, 1911-1949, in Community and Professional Organizations." (Ph.D. Disserta- tion, Cornell University, 195h.) 171 pp. Deitrick, John E., and Robert C. Berson. Medical Schools in the United States at hid-Century. New York: McGraw—Hill Book Company, Inc., 1953. 380 pp. Dressel, Paul L. "Liberal and Vocational Education." College and University Bulletin, Vol. 11, May 1, 1959. Dressel, Paul L. "Student Views Regarding General Education." J. Higher Educ., Vol. XXIX, p. A2, January, 1958. Educational Policies Commission. Higher Education in a Decade of Decision. Washington, D. C.: National Educational Association, 1957. 152 pp. 13. 1A. 15. 16. 17. 18. 19. 2C. 23. 2A. 25. 68 Fisk, Warren Wells. "Evidences of Needs of Hotel Managers in Regard to Training and Education." (Master‘s Thesis, State College of Washington, 1947}. 87 pp. Galster, larion Dorothy. "Criteria for Certain Aspects of Institu- tion Management Curricula." (Master's Thesis, Iowa State College, Harno, Albert J. Legal Education in the United States: A Report Prepared for the Surveygof the Legal Professions. San Francisco, California: Bancroft—hhitney Company, 1953. 211 pp. "Industry Comments on Report of Committee on Evaluation of Engineer- ing Education." J. Eng. Educ., Vol. 45, p. All, January, 1955. Inter—Professions Conference on Education. Education for Profes— sional Regponsibility. Pittsburgh, Pennsylvaiia: Carnegie Press, 19A9. 207 pp. hchemar, Quinn. Psychological Statistics, 2nd edition. New York: hiley and Sons, Inc., 1955. TEX} pp. "On the Aims and Quality of Prelegal Education: An Association View?" J. Legal Educ., Vol. A, p. AAl, Summer, 1952. Parker, Doris Louise. ”A Survey of Opinions of Selected Dietitians for Developing a Method of Classifying Duties of Dietitians and of Determining Executive Training Needs." (Faster's Thesis, Cornell University, 195A). 60 pp. President's Committee on Education Beyound the High School. Second Report to the President. washington, D. C.: U. S. Govern- ment Printing Office, 1957. 11A pp. Severinghaus, Aura E., Harry C. Carman, and Wm. B. Cadbury. Prep— aration for Redical Education in the Liberal Arts College: ‘A Report of the Suboonmittee on Preprofessional Education of the Survey_of Medical Education. New York: McGraw-Hill Book Company, Inc., 1953. LCO pp. U. S. Department of Commerce, Bureau of the Census. Stat'stical Abstracts of the United States-~1958. Washington, D Government Printing Office, 1958. lOAO pp. U. S. Department of Labor, Bureau of Labor Statistics. Economic Status of Dietitians-~19A9. Chicago, Illinois: American Dietetic Association, 195$. 40 pp. . Occupational Outlook Hanhook, 1957 edition. Madiington, D. C.: U. S. Government Printing ffice, 1957. .697 pp. 69 26. U. S. Department of Health, Education and welfare, Office of Educa- tion. Education for the Professions. Lloyd E. Blanch, editor. Washington, D. C.: U. 8. Government Printing Office, 1955. 317 pp- 27. U. S. Employment Service. Dictionary of Occupational Titles, Vol. 1, 2nd edition. Washington, D. C.: U. S. Government Printing Office, 1949. 2 vol. APPENDIX]: TABLE 2 MARITAL STATUS OF RESPCLDEKTS Karital Status Home Economics Hotel Administration p . ‘ Oi . CU FSU csu cu rsu csu Responcenus N: 103 80 38 236 181 12 Percentage Single 32 25 31. 3:: 3c 17 Harried 66 7A 5? 6A 69 83 Separated or divorced ? l 5 l l W i .‘I owed 2 Total 1C0 lOO 10C 160 CC lCO TA BLE 3 HOT-TE ECCM-ICICS GRADUATES DATE OF MARRIAGE IN RELATION TO GRADUATION FROM COLLEGE Length of Time Karried Home Economics Graduates Total Cumu- Between Y to ‘0, lative Graduation CL PuU 00b Percen- and age Earriage N: 59 59 35 150 Percentage Before graduationl 19 17 36 20 20 Within 3 mo. after graduation 27 17 1A 21 A1 3 months — 1 year 13 12 27 15 56 1 — 2 years 24 3A 9 26 92 2 - 3 years 13 5 5 9 91 3 — A years 3 8 9 6 97 A — 5 years 1 2 1 98 Fore than 5 years 2 1 99 Date not indicated 3 1 100 Total ICC 100 100 100 1 Includes those who married before matriculating. 72 TABLE A YEAR OF GRADUATION - SINGLE WOMEN FROM ALL COLLEGES Year of Single Women Graduation Number Percentage 1953 6 8 1951. 6 8 1955 17 24 1956 13 18 1957 31 42 Total 73 100 TABLE 5 MARITAL AND OCCUPATIONAL STATUS OF HOKE ECCNCKICS GRADUATES Cccuptaional Status Total Karital Status Not Full—time Part-time (by University) Egg mp1” ed Why“ Percentage IL: Cornell (N: 103) Single, divorced or separated l 31 2 34 Married or widowed __l_.§_ £2 __2 __6_6_ Total 50 A6 A 100 I-iichigan State (N: so) Single, divorced 0r separated 25 l 26 harried or widowed __52 __16 __2 1!; Total 53 Al 6 100 0k1ahoma State (N: 38) Single, divorced or separated 3 36 , 39 I-Iarried or widowed £2 _2§ __2 _62 Total 32 62 5 99 TABLE 6 WORK HISTORY OF MARRIED HOME ECONOMICS GRADUATES Married Home Economics Graduates Total Pattern of Working of CU MSU OSU Married Women N: 69 56 22 1h? . Percentage Bfif AU 0% l6 7 9 12 Bw Afi Cw 9 1 B% Aw Cfi 23 18 18 20 8% Aw Cw A A 9 5 Bw A” Cfi 12 2O 13 B“ :35 CW 3 5 3 Bw Aw Cfl 25 25 23 25 B. Aw Cw 17 21 32 21 Total 100 100 100 100 B = Before marriage; A = After marriage; C = Currently 1! w Working; % = Not working 75 TABLE 7 LENGTH OF TIME 'rJCRKED BY HOT-E ECODKZIC'ICS GRADUA TES AFTER PARRIAGE, IF NOT ENPLOYED AT THE TIME OF THIS STUDY Married Home Economics Total Length of Time Employed Graduates Who Are Not Presently Employed After Marriage CU MSU OSU N: 33 24 9 66 Percentage 1 year or less 27 A2 11 3O 1 - 2 years 52 29 AA A3 2 — 3 years 15 8 33 15 More than 3 years 6 21 ll 12 Total 100 100 ICC 100 76 TABLE 8 INFLUENCE OF MARRIAGE ON TYPE OF POSITIONS HELD BY HOME ECONOMICS GRADUATES Pattern of.Professional Home Economics or Non—Professional CU ESU OSU Employment N: 29 28 12 Percentage tarted non—profession; continued non—profession after marriage 10 A 8 Started non—profession; changed to profession after marriage 3 A Started in profession; changed to non-profession after marriage 7 Started in profession; continued in profession after marriage 80 93 \O M Total 100 101 100 TABLE 9 POSTGRADUATE EDUCATION —- GRADUATE DEGREES COMPLETED, BEGUN, NOT COIQPLETED, AND CON El-ZPLATED, NOT BEGUN , Home Economics Hotel Adminis- Total Postgraduate Education tration CU HSU OSU CU MSU CSU Number Graduate Degrees Completed Master's A 3 1 6 A 18 Graduate Degrees Begun, Not Completed Master's 7 9 8 39 20 A 87 Doctor's l 1 2 Graduate Deggpes Con- templated, Not Begin Master's 1A 1A 6 37 A1 2 11A Doctor's l 3 2 6 12 14.1). 3 3 6 236 Total . 29 29 15 85 72 TABLE 10 POSTGRADUATE EDUCATION .- FIELD OF STUDY OF GRADUATE DEGREES COMPLETED, BEGUN, NOT COMPLETED, AND OOUTm-TLATED, NOT DEGUN Field of! Home Economics Hotel Administration Total Study A Mgster's Begun Contem- Master's Begun1 Contem- egrees plated Degrees plated Completed Completed Number Accounting 3 3 A 10 Business Adm. 1 2 20 3A 57 Education 2 2 10 2 2 18 Food and Nutr. A 10 8 A 26 Totei / Rest. 2 2 10 1A Inst. Mgt. 1 2 5 1 l 6 16 Law 7 6 13 Liberal Arts 2 1 3 Personnel Ngt. 2 2 3 7 Others 1 A Not Indicated ~ 10 11 27 13 61 Total 8 2A A1 10 6A 83 230 1Includes 2 Ph.D. candidates. 79 TABLE 11 POSTGRADUATE TRAINING -- DIETETIC INTERNSHIPS COMPLETED BY HOME ECONONICS GRADUATES; THEIR EVALUATION AND CRITICISMS OF THE PROGRAKS Type of Internship Total Hosiital Administrative Home Econ. Respondents (II: 221 Percentage Internship Completed Cornell (N: 1C3) 26 9 35 Michigan State (N: PC) A1 A A5 Oklahoma State (N: 38) 69 13 82 Evaluation of the Programs (N: 86) (N: 17) Very valuable 91 53 Some value 9 ‘ A1 Little value 6 Total 100 1C0 Criticisms of the Programs1 No major criticism 56 2A Too long 1A A 2A Too theoretical 2 12 Too specific 1 Too physically exhausing 10 18 Too rigid in method 2 12 Too rigid in discipline 8 Too repetitive of previous experience 10 6 1 o o o \ o c *Nore than one criticism coulo be indicated. 80 TABLE 12 DEGREE OF INTEREST INDICATED IN SUBJECT MATTER AREAS RELATED TO DIETETICS AND HOTEL ADKINISTRATION BY GRADUATES OF Home Economics - Cornell University "nd d t Int t Subject Matter Areas U ergra ua e eres Present Interest Much Some Little Much Some Little (N: 103) or None or None Percentage Accounting and cost control 18 39 A3 29 29 A2 Diet in disease A9 30 21 AA 30 26 Dining room or service supervision 27 A2 31 30 23 A7 Experimental foods A9 32 19 A2 31 27 Food preparation 79 17 A 77 17 6 Food purchasing 3A 50 16 55 26 19 Food service layout and equipment 21 Al 38 25 36 39 Front of the house A 1 95 2 6 92 General administration 17 A3 A1 30 29 Al Journalism, radio, TV 1A 26 6O 19 20 60 Nutrition 58 31 10 57 3A 9 Personnel administration 30 A3 27 A6 25 29 81 TABLE 13 DEGREE OF INTEREST INDICATED IN SUBJECT MATTER AREAS RELATED TO DIETETICS AND HOTEL ADMINISTRATION BY GRADUATES OF Home Economics —- Nichigan State University Undergraduate Interest Present Interest Subject Matter Areas Nuch Some Little Much Some Little (N: 80) or None or None Percentage Accounting and cost control 9 A6 A5 29 Al 30 Diet in disease 60 21 19 6O 16 2A Dining room or service supervision 23 5O 27 35 A0 25 Experimental foods 51 26 23 A1 37 21 Food preparation 72 2O 8 76 ' 15 9 Food purchasing 35 A6 19 59 28 1A Food service layout and equipment 2A A0 36 32 AC 28 Front of the house 5 A 91 A 6 90 General administration 15 5O 35 25 A1 3A Journalism, radio, TV 10 9 81 6 20' 72. Nutrition 69 26 5 76 20 A Personnel adninistration 25 55 20 A7 32 2O 82 TABLE 1A DEGREE OF INTEREST INDICATED IN SUBJECT MATTERIEREAS RELATED TO DIETETICS AND HOTEL ADMINISTRATION BY GRADUATES OF Home Economics - Oklahoma State University Undergraduate Interest Present Interest Subject Matter Areas Much Some Little Much Some Little (N: 38) or None or None Percentage Accounting and cost control 16 A2 A2 A2 AC 18 Diet in disease 68 16 16 68 21 10 Dining room or service supervision 23 A0 37 37 3A 29 Experimental foods 58 32 10 50 32 18 Food preparation 79 16 5 7A 16 10 Food purchasing ‘ 37 A2 21 61 21 18 Food service layout and apfigmmnt 18 A7 3A 32 A5 23 Front of the house 3 8 9O 8 92 General administration 13 A7 A0 3A AC 26 Journalism, radio, TV 16 26 58 8 29 63 Nutrition 29 A5 26 79 16 5 Personnel administration A2 A0 18 61 23 16 TABLE 15 DEGREE OF INTEREST INDICATED IN SUBJECT LATTER.AREAS RELATED TO DIETETICS ALD HOTEL ADLINISTRATION BY GRADUATES OF Hotel Administration -- Cornell University a . “ Undergraduate Interest Present Interest Subject matter Areas A \ Nuch Some Little Nuch Some Little (IV: 2J6] V, A ‘J or none orlnone Percentage Accounting and cost control 52 33 I6 55 29 16 Diet in disease 2 8 9C 3 IO 87 Dining room or service supervision 27 A2 31 A1 28 31 EXperimental foods 10 3C 60 18 25 58 Food preparation A7 37 17 5O 28 22 Food purchasing Al 38 21 53 19 28 Food service layout and equipment 35 A2 23 A0 31 29 Front of the house 37 39 25 27 30 A3 General adrdnistration 52 37 11 59 25 16 Journalism, Radio, TV 7 18 75 1A 22 6A Nutrition 8 2A 68 9 2A 67 1:. L3 b 0 D3 56 25 19 Personnel adndnistration 8A TABLE 16 DEC: ETE OF II‘JTEEEST INT‘IICATED IN SUBJECT I‘IATTER AREAS RELATED TO DIETETICS AND HCTEL ADEINISTRATION BY GRADUATES OF Hotel Administration - Michigan State University Subject Natter Areas Undergraduate Interest Present Interest Nuch Some Little Fuch Some Little (N: 181) or None or None Percentage Accounting and cost control A8 A2 10 7O 26 A Diet in disease 3 13 8A 6 16 78 Dining room or service supervision A3 35 22 56 3C 1A Experimental foods 18 32 50 22 32 A6 Food preparation 55 3A 12 7O 17 13 Food purchasing 55 33 12 7O 17 13 Food service layout and equipment A3 36 22 63 2A 13 Front of the house 39 23 38 27 19 5A General administration 51 39 10 72 2O 8 Journalism, radio, TV 7 25 68 1A 25 61 Nutrition 8 36 56 13 33 5A Personnel administration 5A 35 ll 79 18 3 85 TABLE 17 DEGREE OF INTEREST INDICATED IN SUBJECT MATTER AREAS RELATED TO DIETETICS AND HOTEL ADKINISTRATION BY GRADUATES OF Hotel Administration - Oklahoma State University Subject Matter Areas Undergraduate Interest Present Interest Much Some Little Much Some Little (N: 12) or None or Jone Percentage Accounting and cost control 50 17 33 58 17 25 Diet in disease 8 92 8 92 Dining room or service supervision 58 17 25 75 8 17 Experimental foods 1? 25 59 33 33 33 Food preparation 58 25 17 92 8 Food purchasing 58 33 8 8A 8 8 Food service layout and equipment A2 A2 17 8A 8 8 Front of the house 58 8 33 25 17 58 General adndnistration A2 50 8 67 33 Journalism, radio, TV 17 83 25 75 Nutrition 8 17 75 8 A2 50 Personnel adndnistration A2 A2 17 75 17 8 .Hm>ofi pcmo poo m ocommn so pm pcmoHMHcmam “w * m.MW1 sum.am wu.¢ HH.MP m>.un *mm.HH nm.w mm.m :owpmpumeflaom HchOmsom 4mm.moa t.n..m: +05.NNH *Nb.>om Ann 5 $00.0 som.b mm.N coaufiupdz 00.4 $50.0 am4.0H aua.w ow. mm.m amm.o aJm.0H >9 «canon «Emwamcusow amm.¢m $05.04 $00.Hm $44.mm som.w 0m. mm.w om. GOfipmppmflCfiEfim HwhoCoo $00.?” $9.13 x. 01w. .U¢NN.M+NH $00.5 «mo .MH m. mm?” mason 0,3 mo paofim too.aw .oH.OH - m.s $58.8 acm.qw sa.m wo.m so. pcmeaaaam ass asozma oofi>pmm noon mmé $.38 83 mm; 933 Eda om. mm. 3833an woom wm.m ,adm.c ¥0m.mw sm5.0m mem.wa no.m um. N4.H :oapmpmgmpa noon amm.ua ama.mm 40w.Hm mmw.m0 0w.q 40m.o H0. mm. mooom prcosflumdxm sms.o tms.m 0.0H Ho. tam.mfl som.sm sHo.oa HH.H seawaspmasm , ooa>pom so 8009 mcwcwo $00.00H mmw.owa www.0ma $Hb.NmH $MH.0 mo.m $00.0 04.N omsomfiu CH pofio $00.0m amm.©m sam.0m amu.dq *MH.©H mm.c m4.m m.m Hoppcoo pmoo vcm wcflocsoooe ohmswm ago . ummpmpCH umosoch pmmpopCH pmopoch amonmp2H pmmgmch pmmgmpsH pmmhmch ucomopm .Umpwpoucm pcommpg .umpmpmvc; pcommnm .Uapmno? F0 assumpm .Umpwpooca Hopom ocm .om oEom Hopom mam .om mEom 002 one 00 on was 00 spasm :smanoaz HHoctoo C04 .pwhflwHCHEbfi HmPOI wofiéOCOOW 050$ mmflfiwmhmsrflcp finnnpd: Ob. mmapampo>dcs :00: mm MBHmmmsza mmmp< gonad: pomnndm mug ZHEHB @4930 ZOHHEmHzfifid éom 924 mogozoom mzom gm 02¢ WmHBHEHZD Hagan z5 .oasms .smflaaatzow a 0 OH m m m cofisstsmacflaaw asttctu NH NH NH NH NH NH mmflog mxu mo unopm m u m m m m psofimflnwm new psommH mofl>pom ooom 0 m m m.m m m qummgopsa voom m.N H N N H H COHumpmompu noon 0 m m o m s maooo assassfltmaxm 0H -m. n 5 0H m coflmfl>hm03m mofl>pom no Eoop mCH:H0 m.m m s m.m a m mmsmmas as pass 0 0H m 0H 0 0H Hoppcoo pmoo new mchCSOOUm noumoflvcH pmmpmch mo oopwmo mo xcmm umopmpCH omonmpCH pmmymch umopmch amoumch pmopmch pcommpm ..Umtmuovc0 pcmmogm .ompwpmscp pcmmmnm .UmpwuooCD mwoud panama pomnpsm spasm msonmaxo spasm camaaoflz Hamctoo “saws amazon: u H0 mmpmdompo moHEocoom ofiom oneememHZHeaa gape: use mofiememfia op nasaamm mamas empeaz somsmam 2H ameaoH,aH emsmaezH mo smegma mo exam ma mamas 88 q a H m m m.4 s OH 0H 0H HH oH HH HH HH HH 0H HH m.H m.H m H m.H H OH m.u w m w a s s s s o o a m.H m m m m.q m.H a s a s m m a a a a a o o n a a m NH NH NH NH NH NH 5 m.s w w m.H m UopmoHvsH pmoaou2H mo mopwo: mo xcdm :oHpmppmHCHaom HoCCOmnmm cmeprsz >8 «OHUmL «EmHHmcpzow COHumgpchflsvm Hmpmcoo mmsoc on» mo pconm quEwHSWm cam psommH ouw>pom noom COHpmnwumho noon mvoow HmpCoeromxm :o W H: soda ooH>me so soon mcflcfim . mwmomfio CH pmHm HoprOO “moo 0cm wchcdooom ammpowQH pompoucH pwmpowuH pmmpmuCH pmmpowcH pmmpmuCH pamwopu .umpmpooc0 pcomopg .uspupowcp pcommpm .UmnwpowCD «swam msoaaon spasm :astoHa HHmctoo matte utopia somnnsm chmc HmtamHg u H0 mmsssssto sOHssssmHCHeae Hmsoz 20HH¢meHx an: AMBOE and mOHBmHmHQ OH QMHHHHN mmmmfi SMEB—.»««o. .nmoq.‘ wI‘C—Q *‘—'“ Home Economics Hotel Administration CU USU OSU CF FSU OSU POSILIOU ‘1: A14» 37 1A 1A? 112 9 Percentage Club ‘ 7 10 Callege 1A 2A 3 12 A5 Hospital 2 52 79 3 6 Hotel 17 8 22 Industrial feeding Restaurant or cafeteria Schocl lunch Other food SCFViCBDl Total food service Non—food service Total h) kJ N._ *- LO \0 (W P.) KO R) \u) H ”Q It. s f.) (‘3 0 C3 0\ f‘ \ O (i 100 100 99 101 100 1 Includes armed forces, air lines, prisons. TABLE 27 NUT-EEK OF RESP TEENTS EITLOYED BY CCI‘H‘ILICT CATEIING FIRES IN THEIR FIRST AID PRESEI’CT POSITIONS Home Economics Hotel Administration Type of Position First Present First Present Position Position Position Position Number Air lines I 2 1 Club 1 1 College 2 A 1 Hospital 1 l 2 Hotel 1 Industrial feeding 13 12 Restaurant A 2 School lunch 1 Total 3 2 26 19 96 TABLE 28 NUMBER CF FULL-TIME POSITIONS HELD SINCE GRADUATION EXCLUDING INTERNSHIP OR NILITARY SERVICE Home Economics Hotel Administration Number of Full—time CU KSU OSU CU NSU OSU Positions N: 103 80 38 236 181 12 Percentage Nonel 11 5 5 2 2 e Internship only 3 5 5 Kilitary service only 8 A One #3 A3 A8 27 33 17 Two 26 31 29 30 31 L2 Three ’ 16 15 10 16 26 33 Four A l 3 ll 5 Five or more 6 2 Total 1C1 100 100 100 101 100 lIncludes those who have had part-time jobs only. 97 TABLE 29 S; KRY IN FULL-TIME POSITIONS -— FIRST POSITION Home Economics Hotel Adndnistration Sel' ' d dry CU MSU osu CU MSU osu NU: 89 69 32 204 160 10 Percentage Under $3,250 26 35 l6 12 ll 20 3,250 - 3,7L9 3h 30 37 16 18 20 3,750 - 4,2h9 27 20 16 16 21 10 “25c; .. 13,724”; 7 12 12 15 16 10 L,757 - 5,2k9 A 1 16 l9 13 5,? c — 5,7h9 2 l 3 6 6 10 5,750 — 6,2A9 L A 10 6,250 - 6,7h9 6 5 10 7,250 "' ?,7Z+9 l 1 7,750 " 8,214!) 2 2 3,250 and over 2 2 Total 100 99 100 99 ICC 100 Ledian salary 33,6C7 $3,500 $3,700 3A,AL3 $A,25C $h,25C $3,568 $4,353 ‘ TABLE 30 SALARY IN FULL-TIME POSITI NS —- PRESENT POSITION Home Economics Hotel Administration Stlary CU £50 050 CU LSU 030 N: 39 31 13 1&0 101 9 Percentage Under $3,250 5 1 1 4,250 - 4,749 26 23 23 6 6 56 4,750 - 5,249 13 32 16 13 16 5,750 - 6,218 5 15 1h 10 33 6,250 - 6,749 3 3 11 16 6,750 - 7,249 5 9 7,750 - 8,249 a 1 11 8,250 and over 25 16 Total 101 99 100 100 101 99 Median salary \th,325 $h,h98 $h,959 $6,266 $6,225 $5,200 $1,113 $6,271 99 TABLE 31 FRINGE BENEFITS RECEIVED - FIRST POSITION Home Economics Hotel Administration Fringe Benefits CU MSU OSU CU MSU OSU N: 90 70 33 200 154 10 Percentage Full maintenance 4 7 6 13 13 20 Room and board A L 3 7 Room only 1 7 3 Meals A2 39 #5 55 63 7O Retirement L7 #0 55 25 35 60 Social security 76 82 79 82 88 9O Sick leave and/or health insurance 8h 86 29 68 73 80 Vacation with pay -- 2 weeks or less 51 A2 26 68 6h 80 Vacation with pay - more than 2 weeks 36 19 21 11 18 20 werkmen's compensation A5 26 21 53 53 20 Othersl 20 11. 21 21 20 Average number reported 4.1 3.6 h.2 3.6 4.3 4.2 h.0 6.2 lIncludes automobile, bonus or'stock option, expense account, laundry, life insurance. 10C TABLE 32 FRINGE BENEFITS RECEIVED —— PRESENT POSITION Home Economics Hotel Administration Fringe Benefits cu MSU 080 cu MSU 030 N: 38 35 13 138 102 9 Percentage Full maintenance ‘ 5 3 12 12 22 Room and board 7 3 3 2 A Room only 3 h Meals 37 A6 31 55 58 67 Retirement 66 57 1.6 1.5 5h 67 Social security 82 80 69 86 9O 89 Sick leave and/or health insurance 92 86 85 81 97 78 Vacation'with pay - 2 weeks or less 37 1.6 St. 57 53 55 Vacation with pay -- more than 2 weeks A? 36 31 35 L6 LA Workmen's compensation A7 31 15 60 61 33 Othersl 32 11 23 35 37 Average number reported h.5 3.9 3.5 h.6 5.1 h.6 V w ' 1.1 1.8 1Includes automobile, bonus or stock option, expense account, laundry, life insurance. TABLE 33 MEDIAN SALARX 0F REPONDENTS ACCORDING TO TYPE OF POSITION First Position Home Economics Hotel Administration Type of . . Number Median Number Median P051t1°n Reporting Salary Reporting Salary Club 22 $4,750 College 36 $3,305 24 4,250 Hospital 88 3,714 6 5,250 Hotel 71 3,984 Industrial cafeteria 2 3,750 23 4,571 Restaurant 12 3,500 76 4,500 School lunch 5 3,438 1 5,500 Other food servicesl 17 5,000 Non food service 48 3,500 135 4,183 Total 18L 33,568 375 $4,353 lIncludes air lines, armed forces, prisons. TABLE 314 MEDIAN SAIA RY OF RESPONDENI‘S ACCORDING TO TYPE OF POSITION Present Position 102 Home Economics Hotel Administration Type of Position Number Median Number Median Reporting Salary Reporting Salary Club 19 $7,666 College 15 $4,000 22 6,321 Hospital 28 4,792 10 6,250 Hotel 36 5,750 Industrial cafeteria 3 4,500 17 6,707 Restaurant 2 5,250 50 5,900 School lunch 11 4,400 2 7,000 Other food servicesl 2 4,500 6 5, 500 Non food service 30 4,312 87 5,850 Total 91 $4,413 249 $6,271 lIncludes air lines, armed forces, prisons. 103 TABLE 35 MAJOR RESPONSIBILITIES IN FOOD SERVTCE POSITIONS REPORTED BY HOME ECONOMICS GRADUATES AND HOTEL ADMINISTRATION GRADUATES OF EACH UNIVERSITY First Position m m Home Economics Hotel Administration Major Responsibilities CU MSU OSU CU MSU OSU N: 61 57 27 126 104 9 +2 Percentage Accounting and cost control 18 9 7 45 33 Budget 3 A 4 10 22 45 Catering 8 16 7 41 24 Diet therapy 38 35 57 2 Equipment layout and selection 5 11 L 14 13 22 Food production supervision 49 60 51 60 52 56 Food service supervision 61 74 78 65 52 45 Menu planning 46 47 59 48 35 33 Merchandising 5 7 ll 33 20 Nutrition counseling 21 32 41 1 1 Personnel selection, training and scheduling 48 32 33 47 53 #5 Policy formulation 10 ll 11 18 14 Purchasing & requisitioning food 35 35 30 45 43 33 Recipe standardization ll 25 41 19 7 11 Sanitation 39 4O 52 3h 43 22 Teaching (student nurses,etc.) 30 21 30 4 3 11 MOST OF ABOVE 7 9 19 10 23 22 104 TABLE 36 MAJOR RESPONSIBILITIES IN FOOD SERVICE POSITIONS REPORTED BY HOME ECONOMICS GRADUATES AND HOTEL ADMINISTRATION GRADUATES OF EACH UNIVERSITY Present Position Major Responsibilities Home Economics Hotel Administration CU MSU OSU CU MSU OSU N: 26 26 9 88 83 8 Percentage Accounting and cost control 23 27 22 36 41 12 Budget 4 4 ll 18 49 12 Catering 15 12 11 26 24 12 Diet therapy 31 31 45 12 Equipment layout & selection 4 33 18 19 37 Food production supervision 54 54 56 41 42 50 Food service supervision 62 62 45 4O 39 50 Menu planning 39 57 78 38 30 37 Merchandising 15 15 22 25 3O 12 Nutrition counseling 27 27 45 1 1 Personnel selection, training and scheduling 57 43 45 49 53 50 Policy formulation 15 23 33 30 33 25 Purchasing & requisitioning food 57 46 45 35 42 37 Recipe standardization 23 27 33 14 16 25 Sanitation 39 50 67 3O 40 37 Teaching (student nurses, etc.) 15 27 22 2 1 12 MOST OF ABOVE 15 15 11 36 34 37 ‘4 O \‘1 TABLE 37' SUMMARY OF MAJOR RESPONSIBILITIES IN FOOD SERVICE POSITIONS REPORTED BY HOME ECCNCKICS AND HOTEL ADMINISTRATION GRADUATES IN First and Present Positions Home Economics Hotel Administration Major First Present First Present Responsibilities Position Position Position Position N: j 145 61 239 179 Percentage Accounting & cost control 12 29 38 42 Budget 3 6 16 22 Catering 11 16 32 25 Diet therapy 40 39 * * Equipment layout & selection 7 8 14 22 Food production supervision 54 65 56 43 Food service supervision 69 7o 59 40 Menu planning 49 63 41 34 Merchandising 7 2O 27 27 Nutrition counseling 29 35 * 1 Personnel selection, training, scheduling 39 59 49 51 Policy formulation 10 25 16 31 Purchasing & requisition- ing food 34 . 61 44 39 Recipe standardization 22 31 13 15 Sanitation 42 57 40 35 Teaching (student nurses, etc.) 26 25 4 2 MOST OF ABOVE 10 l5 16 35 106 TABLE 38 AGE OF RESPONDENTS 1 m- ._.- ~— ‘ -bfi-‘ --- Home Economics Hotel Administration Age of Respondents _ CU MSU OSU CU MSU OSU N: 103 80 38 235 180 12 Percentage 20 - 22 6 3 3 4 l7 23 - 25 64 6O 53 42 38 50 26 - 28 28 35 34 35 39 25 29 — 31 3 8 13 10 8 32 - 34 3 3 4 35 or over 1 3 4 3 Total 100 101 101 100 100 100 Median age 24.5 25 25.2 25.9 26.3 24.5 WV 24.8 25.9 107 TABLE 39 WORK EXPERIENCE BEFORE GRADUATION T Work Experience Home Economics Hotel Administration Before Graduation CU MSU OSU CU MSU OSU N: 103 80 37 233 175 12 Percentage EC% 0% CV), 1 7 5 13% Cw CV); 3 5 8 BCfi Cy; CVW 8 6 14 3 1 80% CW cvw 6 4 16 3 7 8 Bow 9%- 0v), 1 1 14 1 ' 1 BCW (3)4 CVw 17 18 8 18 12 130M CW 0v); 5 2 8 BOW Cw CV, 67 56 38 75 77 75 Total 100 100 100 100 100 99 BC = Before College; C = During College Year; CV = College Vacation w = Worked; )5 = Did Not Work 108 TABLE 40 INTERRUPTION OF EDUCATION BY MILITARY SERVICE OR F ULL-TIME EMPLOYMENT Hotel Administration Graduates Length of Time Military Service Full-Time Employment Total i Before During Before During ‘ College College College College Number 1 year or less h 19 25 #8 1 - 2 years 2 36 9 7 51. 2 - 3 years 6 10 7 2 25 3 - 1+ years 2 6 l 2 11 A - 5 years 1 A 5 5 - 6 years 1 b, 1+ 9 6 - 7 years 7 - 8 years 2 1 3 9 or more years 1 5 1 7 Not indicated 1 2 1+ 7 Total - 12 62 51. L1 169 Median ' l . 8 109 TABLE Ll RESPONSES TO THE QUESTION, "SHOULD WORK EXPERIENCE BE REQUIRED BEFORE GRADUATION?" College and No University Yes No Answer Total Percentage Home Economics Cornell 92 A A 100 Michigan State 82 8 10 100 Oklahoma State 8h 13 3 100 Hotel Administration Cornell 98 2 100 Michigan State 96 3 1 100 Oklahoma State 100 100 110 TABLE A2 REASONS CHECKED OR SUPPLIED TO SUPPORT RECOMMENDATION TO REQUIRE WORK EXPERIENCE BEFORE GRADUATION Reasons for Requiring Home Economics Hotel Administration WOrk Experience Before Graduation CU MSU OSU CU MSU OSU N: 94 66 32 231 175 12 Percentage Offers chance to explore pro- fessional opportunities 69 73 62 72 72 75 Gives practical experience; develops skills 86 83 75 89 90 100 Gives opportunities for valu- able professional contacts 3h 29 28 54 55 50 Helps student to decide if he is really interested in profession 10 10 6 13 7 8 Gives insight into some of the problems encountered l 2 2 3 8 Helps student to develop a real— istic picture of profession 3 3 6 8 Experience valuable when seeking position after graduation 3 3 Natures student 2 2 Makes course work more meaningful 3 l 3 6 3 Note: More than one reason could be checked 111 TABLE A3 REASONS INDICATED BY GRADUATES FOR EITHER NOT ENTERING OR LFJNING THE OCCUPATION FOR WHICH THEY TRAINTD Reasons for Not Entering Home Economics Hotel Administration or for'Leaving Occupation cu MSU osu CU MSU N: 56 38 13 88 68 Percentage Compulsory military service 33 Al Personal reasons (family responsi- bilities, illness, etc.) 75 8O 77 l3 l2 Unable to find a job in pre- ferred location It 13 23 6 16 Income low in relation to other occupations A 5 37 27 Did not like the work 9 10 22 9 Unsatisfactory working conditions h 13 8 22 9 Like present occupation better A 9 8 9 Graduate study 5 8 6 A Note: Since more than one reason could be checked, the columns will total more than 100 per cent. 112 TABLE 44 EVALUATION OF UNDERGRADUATE EDUCATION FOR FOOD SERVICE ADMINISTRATION Home Economics - Cornell University Areas of Rating Responsibility N Excellent Adequate i322:- Percentage Accounting and cost control 26 23 5A 23 Budget making 12 8 75 17 Catering 16 25 56 19 Diet therapy L1 51 Al 7 Equipment layout and selection 30 23 7O 7 Food production supervision 46 57 A1 2 Food service supervision 5h 55 A3 2 Menu planning 58 69 28 3 Merchandising 21 38 48 1A Nutrition counseling 3h 35 AA 21 Personnel selection, training, and scheduling L5 11 6O 29 Policy formulation - planning 23 22 69 9 Purchasing & requisitioning food 47 A7 AS 8 Recipe standardization 3A 68 32 Sanitation 45 51 A9 Teaching 31 19 62 19 1 ‘. TABLE 1+5 EVALUATION OF UNDEGRADUATE EDUCATION FOR FOOD SERVICE ADMINISTRATION Home Economics —- Michigan State University Areas of N Rating Responsibility Excellent Adequate 513:3:- Percentage Accounting and cost control 35 9 65 26 Budget making 20 2O 65 15 Catering 28 21 61 18 Diet therapy 37 1.6 1.0 11 Equipment layout and selection 29 35 M. 21 Food production supervision L9 39 A3 18 Food service supervision 56 32 A8 20 Menu planning 51 53 L5 2 Merchandising 19 21 58 21 Nutrition counseling 32 3t. 56 9 Permnnel selection, training, and scheduling L6 10 7O 20 Policy formulation - planning 26 12 61 27 Purchasing & requisitioning food 41 2O 71 10 Recipe standardization 1.0 30 62 8 Sanitation AA 30 61 9 Teaching 31 10 61. 26 11A TABLE A6 EVALUATION OF UNDERGRADUATE EDUCATION FOR FOOD£3ERVICE ADMINISTRATION Home Economics - Oklahoma State University Areas of N Rating Excellent Adequate Inade— Responsibility ' quate Percentage Accounting and cost control 19 21 63 16 Budget making 12 8 8A 8 Catering 11 37 37 27 Diet therapy 23 35 A3 22 Equipment layout and selection 16 31 AA 25 Food production supervision 22 5A 32 1A Food service supervision 25 AA A0 16 Menu planning 2A 50 50 Merchandising 1A 1A 79 27 Nutrition counseling 23 22 65 - 13 Permnnel selection, training and scheduling 17 53 A7 Policy formulation - planning 11 18 27 55 Purchasing & requisitioning food 18 33 50 17 Recipe standardization 19 A2 53 5 Sanitation 19 21 68 11 Teaching 20 20 A0 A0 TABLE A7 EVALUATION OF UNDERGRADUATE EDUCATION FOR FOOD SERVICE ADMINISTRATION Hotel Administration -— Cornell University Areas of N Rating Excellent Adequate Inade- Responsibility quate Percentage Accounting and cost control 1AA 63 36 1 Budget making lOA 1A A8 38 Catering 109 1A 58 28 Diet therapy 20 50 50 Equipment layout and selection 118 A3 53 3 Food production supervision 135 27 6A 8 Food service supervision 136 25 59 16 Menu planning 136 32 56 12 Merchandising 10A 19 56 25 Nutrition counseling 32 6 66 28 Pera>nnel selection, training, and scheduling 1A5 20 62 18 Policy formulation - planning 109 19 59 22 Purchasing & requisitioning food 130 22 6O 18 Recipe standardization 91 31 59 10 Sanitation 105 22 66 12 Teaching 23 26 61 13 116 TABLE A8 EVALUATION OF UNDERGRADUATE EDUCATION FOR FOOD SERVICE ADNUNISTRATION Hotel Administration - Michigan State University Areas of N Ratirg Responsibility Excellent Adequate ¥;::::- Percentage Accounting and cost control 133 31 59 10 Budget making 92 12 51 37 Catering 93 12 A9 39 Diet therapy 28 A A6 50 Equipment layout and selection 107 30 53 17 Food production supervision 118 2A 53 ' 23 Food service supervision 116 31 A8 21 Menu planning 108 28 A7 2A Merchandising 96 2A A7 29 Nutrition counseling 39 10 - 5t. 36 Personnel selection, training, and scheduling 123 2A 52 2A Policy formulation - planning 106 31 A9 20 Purchasing & requisitioning food 112 31 52 17 Recipe standardization 81 23 58 19 Sanitation 109 31 50 9 Teaching 21 5 76 19 TABLE A9 EVALUATION OF UNDERGRADUATE EDUCATION FOR FOOD SERVICE ADMINISTRATION Hotel Administration - Oklahoma State University Areas of N Rating Responsibility Excellent Adequate 632%:- Number Accounting and cost control 8 2 6 Budget making 6 2 A Catering 10 2 6 2 Diet therapy 1 1 Equipment layout and selection 6 2 2 2 Food production supervision 9 3 5 1 Food service supervision 8 3 A 1 Menu planning 10 A 6 Merchandising 7 2 3 2 Nutrition counseling 1 1 Personnel selection, training, unsdwmflhg 9 l 6 2 Policy formulation - planning 7 3 A Purchasing & requisitioning food 8 2 A 2 Recipe standardization 6 6 Sanitation 8 2 5' 1 Teaching 0 t.) “J 118 .opmsqoumaw cowpwnmamna nHonp mcHamu pom COHpmcmHaxo o: ooummmo mucoUGOQmmu esp mo osomH HH H 0H 5 mH mm Hmnoe H m H m 6 HM meHneeee o .3 :oHnmpH 8m 0 am eeHneNHeneeennn eaHeem e 4 ea eooe HnHeeHanHaeen e meHnnnenaa H N mm mCHCCmHa .cOHpmHSEHOM hoHHom H p H m MH m4 .opo «coHpomHom Hoccomuom H m H a an meHHenesoe eoHnthaz m H m Hm meHnHeeneenez H N mm wchcde new: H H em :oHnH>nma3m ooH>nmm ooom H H 04 COHmH>nmasm COHposoona doom H N om COHpooHom a pzommH pcosaHddm H H H m He eastene neHa H H H m 0H meHneneo H m NH meHxns nemeam H H H m 0 cm Honpcoo umoo new wancdooo< ponazz oocmH nmsocm thcmHon mamas noxma no: QOHH Inseam voocm>o< ImsncH loomcH swaH .nmnwuwo no IosnuwcH HMoHpomnm poz coun sopH mchmm huHHHDHmcoammm mo «6&4 eeneeao noz noon emeoem nez -neaem mcHnea Hence prmamonmcH coHpmamdopm mchmm pom mcommem Hmaoe thmno>ch HHocuou ll moflaocoom mac: mHHu mZOH9¢zhmddm ooH>hon pooh H m a a we SOHmH>podsm coHpodnoea Boom N N N o 0N QOHpooHom w psohmH pcosafiddm H N H m um hmwuonp pmHQ m H H H mm 9238 H m m om mixes tween H H m m 0 mm HoppCOo pmoo use mCHpcsoood nonezz coxmp.poc coHp oocoH nmzocm thcoHo U .ponommo no InstancH upodxm coocm>c< IHmmdmcH open concmmo poz nooa HmoHpomnm poz cman noMMMW wmmwwm nmsocm poz madam wcHumm Hmpoa mpHHHnHmcodmmm mo mon< Hoamsomoan GOHpmnmammemcflpmm How nconmom Hence thmno>Hca eumpm cmMHnon II moHEocoom 650: MBHU mZOHHnoasn ooH>non econ N m NN :OHmH>noazm :OHposquQ pooh H H H H e eH eeHneoHon e eaeaeH neoeaHaem H H N m MN adapts» neHn H m HH meHneeeo H NH meere nomesm H m 0H Homecoo pwoo one mchcsooo< nonssz some» pod coHp cocoH nmdocm mecoHo sumac .vonowmo no IoznpncH Inmaxm noocm>u< uHmmdmcH loomCH venommo ooz hoom HwOHpomnm poz oean aepH ampH nwaoem eez unease meHnnm meHenm HnHHHaneoenem Ho menaxsuug HopmmqovmcH :OHpmnmaepm mchmm com mconmmm Hence Hmuoe MIA III ”I, thmno>Hc2 mamam msozmeo II moflnocoom 680m whdmumcHU mZOHB¢znoazm ooH>nmn Boom m 4 m mH mmH :oHnH>pod:n :OHposoonm poom H H 1H mHH COHuooHom cw psotmeH pcoafigvm N H H 0 ON mamnose poHo a m m m Hm aoH meHneneo eH e H e an 40H meHxns nemeam H H HHH Honpcoo pnoo can mcwpndoooH gonad; next» poc :oHp gmsocm thdtHo .umpmmmo no noanmCH oocmH voocm>e< IHmMSmcH opmsu nonommo poz Loom Inoaxm Hoz pmNHm lovmcH EmpH HeeHneena unease ampH meHnem AHHHHaneoanem He meta aweoem noz weHeem Hnaoe HopmdwmomcH GOHumnmaenm mchmm you mconmom Hmpoe Aanne>Hes HHeenoo us eOHennnanHaeH Hnnom was no manna oHaHomam mzHeam eon zm>Ho monaazaHaHm mm mHmae MBnoasm ooH>hon coon H N m H o 5N mHH COHnH>nmasm :owposuona coon m m m .e. a 3 8H neHneeHen e paerH peesaHaem m H m 4H mm antenna HeHo a m H a em ma meHnepeo m H m m e an ma . mnHaas nemeem m m m HH MMH Honpcoo pmoo can mcHHCdooo< Honezz next» 902 cOHa mocoH nwzocm thcoHo 0 one .oonomwo no nosuuncH Inoaxm voocm>e< IHmmsmcH u venommo #02 noon HmoHpomnm poz pman nocmcH mappH % an zmzocm p02 amnesa aouH :Hpmm pHHHanco om mo mon< , meHnem Hence opmsqoomCH :oHpmnwdopm mcHumm you mconmmm Hdpoe H aeHnnoeHe: onenn nemHneHz nu eeHnennnHeHeea Hoeem mhdbdeHu mZOHBuoasm ooH>nom coon H H o conH>noadm cOHHoseona noon H N o nOHpooHom w pdohmH pcosnwdqm HH acetone noHa H N OH meHneneo a a e meHxne nemeam m Honpcoo pmoo van wchcsooo< nonsnz coxwu pod GOHH cocoH :wzocm thCeHo noenowwo no nosnpncH unoaxm voocm>c¢ uHmmsncH cause SopH venoumo uoz poem Honpomnm poz voeHm nocmcH mchmm thHHnHmconom no wen< eweoem eez -neaee aoeH Hence . meHnem HopmsoopmcH QOprnmmvnmjmcHumm pom mcommmm Hmuoe Santana: 33m. 988on I. 23333551 H36: MBHw monBHZHHmMH mm Hands TABLE 56 RESPONDENTS' EVALUATICN OF THEIR UNDERGRADUATE GENERAL EDUCATION Home Economics -- Cornell University 12A Objectives Rating of . General Education N 'Well Fairly Poorly Not Well at all Percentage To acquire and use skills & habits involved in critical thinking 99 52 AC 7 1 To develop a code of behavior based on democratic & ethical prin. 98 68 29 3 To recognize the fact of world interdependence 96 53 A0 6 1 To learn to get along with peOple 97 8O 19 1 1 To attain a satisfactory social and emotional adjustment 96 7A 23 l 2 To understand the cultures of other people 96 A2 A6 11 1 To understand the ideas of others 97 57 39 A To habitually apply scientific thought to discovery of facts 97 36 52 12 To understand the enjoy music, art and literature 98 2A 39 33 A To understand one's physical and social environment 98 50 A6 A To move smoothly from high school to adult independence 95 71 2A A 1 To develop a broad general outlook & familiarity w/ variety of subj. 98 A5 A8 7 To acquire knowledge & attitudes basic to satisfying family life 96 68 29 2 1 To develop ability to do significant independent research 95 20 A6 28 6 To maintain & improve one's health 99 63 30 3 2 TABLE 57 RESPONDENTS' EVALUATION OF THEIR UNDERGRADUATE GENERAL EDUCATION Home Economics --Michigan State University Ob. . Raging Jectlves N weii Fairly Poorly Not °f v 11 t all General Education '8 a Percentage To acquire and use skills &.habits involved in critical thinking 78 36 60 A To develop a code of behavior based on democratic & ethical prin. 78 56 37 A 3 To recognize the fact of world interdependence 75 A7 A1 ‘7 To learn to get along with people 77 6A 30 '5 1 To attain a satisfactory social and emotional adjustment 77 A9 A5 3 3 To understand the cultures of other people 77 36 51 13 To understand the ideas of others 77 A8 51 1 To habitually apply scientific thought to discovery of facts 77 38 A9 13 To understand and enjoy music, art and literature 78 36 A2 17 5 To understand one's physical and social environment 77 A7 51 3 To more snoothly from high school to adult independence 77 A8 AA 6 1 To develop a broad general outlook & familiarity w/ variety of subj. 77 53 39 8 To acquire knowledge & attitudes basic to satisfying family life 76 55 A1 A To develop ability to do significant _ independent research 76 18 50 2A 8 To maintain and improve one's . health 76 61 37 1 l TABLE 58 RESPONDENTS' EVALUATION OF THEIR UNDERGRADUATE GENERAL EDUCATION Home Economics - Oklahoma State University 126 Objectives Rating of N" Well Fairly Poorly Not General Education well at all Percentage To acquire and use dcills & habits involved in critical thinking 38 A7 50 3 To develop a code of behavior based on democratic & ethical prin. 38 8A 13 3 To recognize the fact of world interdependence 36 55 A2 '3 To learn to get along with people 38 73 2A ‘3 To attain a satisfactory social and emotional adjustment 37 67 33 To understand the cultures of other peOple 37 35 51 1A To understand the ideas of others 37 59 38 3 To habitually apply scientific thought to discovery of facts 38 52 A0 8 To understand and enjoy music, art and literature 38 A2 29 2A 5 To understand one's physical and social environment 37 5A A3 3 To move smoothly from.high school to adult independence 38 61 3A 5 To develop a broad general outlook & familiarity w/ variety of subj. 38 55 37 8 To acquire knowledge & attitudes basic to satisfying fanily life 38 63 37 To develop ability to do significant . independent research 27 A3 38 16 3 To maintain and improve one's heal th 38 71 29 TABLE 59 RESPONDENTS' EVALUATION OF THEIR UNDERGRADUATE GENERAL EDUCATION Hotel Administration - Cornell University W . Rating; Ob t Jegflves N Well Fairly Poorly Not General Education Well at all Percentage To acquire and use skills & habits involved in'critical thinking 223 38 52 9 1 To develop a code of behavior based on democratic & ethical prin. 218 A0 A5 7 8 To recognize the fact of world interdependence 207 27 AA 13 11 To learn to get along with people 220 59 36 3 1 To attain a satisfactory social and emotional adjustment 212 A9 A0 6 5 To understand the cultures of other people 212 25 37 25 13 To understand the ideas of others 213 39 5A 7 1 To habitually apply scientific thought to discovery of facts 213 19 51 23 7 To understand the enjoy music, art and literature 215 1A 28 3A 25 To understand one's physical and social environment 21A 23 56 1A 7 To move smoothly from high school to adult independence 200 A2 A8 5 5 To develop a broad general outlook & familiarity w/ variety of subj. 218 A3 38 16 A To acquire knowledge & attitudes basic to satisfying family life 2C8 21 A2 23 1A To develop ability to do significant independent research 216 16 A6 25 13 To maintain & improve one's health 209 19 50 16 16 128 TABLE 60 RESPONDENTS' ENALUATION OF THEIR UNDERGRADUATE GENERAL EDUCATION Hotel Administration -- Michigan State University Rating ObJGSElVGS N Well Fairly Poorly Not General Education Well at all Percentage To acquire and use skills & habits involved in critical thinking 173 A7 A7 5 To develop a code of behavior based on democratic & ethical prin. 169 52 A0 5 A To recognize the fact of world interdependence 162 A0 A7 8 6 To learn to get along with people 169 69 26 A 1 To attain.a satisfactory social and emotional adjustment 165 53 A1 A 2 To understand the cultures of other peOple 169 32 A8 j15 To understand the ideas of others 167 A7 A7 A To habitually apply scientific thought to discovery of facts 167 35 55 7 3 To understand and enjoy music, art and literature 169 28 39 27 5 To understand one's physical and social environment 168 39 52 7 2 To move smoothly from high school to adult independence 16A. AA AA 7 5 To develop a broad general outlook & familiarity w/ variety of subj. 169 57 37 5 1 To acquire knowledge & attitudes basic to satisfying family life 162 36 A8 11 6 To develop ability to do significant independent research 166 25 52 18 5 To maintain & improve one's health 16A 27 A8 1A 10 129 TABLE 61 RESPONDENTS' EVALUATION OF THEIR UNDERGRADUATE GENERAL EDUCATION Hotel Administration -- Oklahoma State University Rating Objegglves N Well Fairly Poorly Not General Education well at all Percentage To acquire and use skills andlnabits involved in critical thinking 10 A 6 To develOp a code of behavior based on democratic & eth. prin. lO 7 3 To recognize the fact of world interdependence 10 3 7 To learn to get along with people \ ll 7 3 1 To attain a satisfactory social and emotional adjustment ll 7 3 1 To understand the cultures of other people 10 A A l 1 To understand the ideas of others 11 6 A 1 To habitually apply scientific thought to discovery of facts lO 3 6 1 To understand and enjoy music, art and literature 10 2 A 2 2 To understand one's physical and social environment 11 5 3 3 To move snoothly from high school to adult independence 10 A 5 1 To develop a broad general outlook & familiarity w/ variety of subj. 10 8 l 1 To acquire knowledge & attitudes basic to satisfying family life 10 A A 2 To develop ability to do significan independent research 9 3 3 3 To maintain & improve one's health 10 A 5 1 130 TABLE 62 COMPARISONS OF RATINGS MADE BY GRADUATES OF CORNELL AND MICHIGAN STATE UNIVERSITIES OF THEIR UNDERGRADUATE EDUCATION FOR FOOD SERVICE ADMINISTRATION Between Rflthin Areas of Universities Universities Responsibility Home Hotel Michigan Econ. Adm. Cornell State Chi Square Accounting and cost control 2.56 35.15* 3A.70* 10.06* Budget making .73 .25 3.02 3.68 Catering ..11 2.A8 1.61 A.6l Diet therapy .83 ** ** ** Equipment layout and selection A.A3 13.21” A.lA .66 Food production supervision 7.6A* 6.35* 15.92* 3.90 Food service supervision 17.66* 3.09 2A.00* .00 Menu planning 19.83% 6.35* 23.A7* A3.1A* Merchandising 8.08* 1.69 3.86 .87 Nutrition counseling 1 .92 H- 38? '38? Personnel selection, training etc. 1.18 3.01 3.5A A.7A Purchasing & requisitioning food 7.56* 2.35 10.58* A.53 Recipe standardization; 11.A9* 3.03 15.10* 2.71 Sanitation 7.3A* 2.63 15.76% .00 .Teaching 1.23 as; ** ass *Significant at or beyond 5 per cent level. **Expected frequency in cells too small for statistical comparison. 131 TABLE 63 COMPARISONS OF RATINGS MADE BY GRADUATES OF CORNELL AND MICHIGAN STATE UNIVERSITIES OF THEIR UNDERGRADUATE GENERAL EDUCATION Between ‘Within Objeggives Universities Universities General Education Home Hotel Cornell Midhigan Econ. Adm. State Chi Square To acquire and use skills 8: habits involved in critical thinking 7.76* 5.29 5.39 3.56 To develop a code of behavior based on democratic & eth. prin. 2.95 3.96 2A.37* .A6 To recognize the fact of world interdependence 1.37 1A.A6* 27.A9* 1.06 To learn to get along with people 5.79 5.26 12.03% .56 To attain a satisfactory social and emotional adjustment 16.60% 2.18 17.A3* .37 To understand the cultures of other people .30 15.55* 21.80% 1.63 To understand the ideas of others 3.1A A.25 10.1A* 2.31 To habitually apply scientific thought to discovery of facts .09 25.80* 15.8 * .79 To understand one's physical and social environment .79 17.73% 29.60% 2.7A To understand and enjoy music, art and literature 15.68% 26.9A* l5.A2* 3.19 To move smoothly from.high school to adult independence 9.10* .15 20.93* .83 To develop broad general outlook, familiarity w/ variety of subjects 1.29 1A.78* 8.18% .29 To acquire knowledge and attitudes basic to satisfying family life 2.93 21.59* 72.39% 11.82* To develop ability to do signifi- cant independent research 2.11 11.06* 1.0A 2.55 To maintainiand improve one's health 2057 z+098 60.70% 300h9* *Significant at or beyond 5 per cent level. 132 TABLE 6A. OVER-ALL EVALUATION OF UNDERGRADUATE EDUCATIONAL PROGRAM College N Adequate Adequate Adequate Inadequate and both Generally, Profession- both University Generally Inadequate ally, Generally and Profession- Inadequate and Profession- ally Generally Profession- ally ally Percentage Home Economics CU 9A 62 13 25 MSU 76 53 29 18 OSU 36 67 11 22 Hotel Administration CU 225 37 22 38 3 MSU 170 A7 37 1A 2 OSU 12 25 33 25 1? TABLE 65 SUEMARY OF GRADUATES' OVEReALL EVALUATION OF UNDERGRADUATE EDUCATION College and N Adequate Adequate University Generally Professionally Percentage Home Economics CU 9A 75 87 MSU 76 82 71 050 36 78 89 Hotel Administration CU 225 59 75 MSU 170 8A 61 OSU 12 58 50 134 TABLE 66 RESPONSES TO THE QUESTION:"IF YOU COULD START COLLEGE AGAIN, WHAT PROFESSION OR OCCUPATION DO YOU THINK YOU WOULD CHOOSE?" Changes in Occupation Home Economics Hotel Administration Which Graduates Night CU MSU OSU CU MSU OSU NO" Have ”1°58“ N: 103 80 38 236 181 12 Percentages No change '78 61 71 63 68 83 Same major, additional minor 7 6 8 3 A Inst. Mgt. —-——- Dietetics 9 1 Hotel Mgt. ----- Rest. Ngt. Accounting 1 3 Business Administration A 8 7 Dentistry 1 2 1 Education 2 11 13 l 1 Engineering 3 A A Law A 3 Liberal Arts 1 5 8 3 8 Medicine 2 2 1 Sales 1 2 1 Others 8 10 A 3 Total ' ‘ 101 99 100 lol me 99 APPENDIXII 135 Check List of Professional Eueation and Work kperience for Selected Gradmtee from Colleges of Home Economics. Hotel and Restaurant Administration Please fill out the following questiomire. Your answers will be treated confidentially end used only in mass tabula- tions. You may sign your name or not. as you desire. 1. Year of graduation: 2. University attended: 3. College or Division: 15. Major 1953 1956 (a) Cornell (a) Home Economics (a Dietetics Est—1957 (b) Michigan State (b) Hotel (b) Foods 8 Nutrition____ 1955 (c) Oklahoma State_ (c) Inst. Hanagaent (d) hotel Administration— 5. Sex: (a) Male (b) Female (e) Restaurant Administration__ 6. Marital Status 7. Age: (a) 20.22 (a) Shela— (b) 23.25 (b) Married Dete (c) 26.28 (c) Separated__ ' (d) 29-31 (d) Divorced__ ' (e) 32.31. (s) Nidowed___ " (f) 35 or over 8. Indicate your interest as an undergraduate and also your present interest in the areas listed below according to the following scale: Much interest --- 1 Little interest ---- 3 Some interest --- 2 No interest --------- 0 Under- Pree- Under- Pree- . mde Ont grad. ent _ (a) Accounting & Cost Control (3) Food Service Layout and Equipment (b) Diet in Disease (n) Front of the House (Hotel) (c) Dining Room or Service Supervision (1) General Administration (d) Experimental Foods (3) Journalism. Radio. TV (e) Food Preparation (k) Nutrition (r) Food Purchasing (1) Personnel Administration 0ther(s) Specify: 9. If you could start college again. what profession or occupation do you think you would choose? (a) No change (b) Specify change: WW \ lo. ADA Internship (a) Type: Hospital Administrative Clinic (b) Stipend :4 ( ) _ monthly 11. m Internship: (a) Length of program_____ (b) Salary a (months) (monthly) 1.2.} GPA: Ihte granted 13. Compaw Planned. Formal. On-the-Job Training Program: Name of comparw Length of Program Salary $ (months) (monthly) Was it a rotating experience? Yes No it». Other technical or special training (Spoon-y.) 15. How would you evaluate your internship or training program? Criticisms of the [regre- Very valuable No major criticism Too physically exhausting Some value Too long Too rigid in method Little value Too theoretical Too rigid in discipline No value Too specific Too repetitive of previous 0ther(s) Specify: experience 16. If you have begun. but not yet completed. a aduate degree. how much have you completed? Less than l/u ill. to l/2____l/2 to 3 A More than 3/1. 17. Have you canpleted a master's degree? No Yes University attended ‘. Ma jor : 18. Have you completed a doctor's degree? No Yes University attended 3 Major : 19. If you have not yet begun graduate work. do you plan to work for a graduate degree at some time .in the foreseeable future? No Yes Master's?__ Doctor's? University? Major? Work EXperience Before Graduating Food Service Food Service from College None art. 1311- How Perth ”1511- time time long? thee time long? 20. During School year - High School 21. Summer Vacation - High School (Including summer after graduation) 22. Between High School and College 422. During School Year - College 2h. Summer Vacation - College 25. Was your college education interrupted by military service? No Yes. for years 26. Did you interrupt your college education to work full time? No Yes. for years 27.' If you did interrupt your college education to work full time. was your job connected with food service administra- tion? No Yes 28. Some colleges or departments in Home Economics and Hotel Administration require each student to have some work experi- ence before graduating from college. Do you think that this practice should be continued? No_______, 1.- If 'yes'. indicate why I ' ' Offers chance to eXplon professional Opportunities Too limited in scope to be valuable Gives practical experience: develops skills Too tile consuming Gives opportunities for valuable professional Too little supervision contacts The physically exhausting Other reason(s) 29. Work Experience After Graduating from College (List present position first) Dates Title and Nature of the Positions you Have Held Firm or Institution 30. If you have not entered or have entered and left the profession for which you trained as an undergraduate. please indicate your reason(s). (a) Compulsory military service (d) Incone low in relation to other (b) Personal reasons (family responsibilities. occupations illness. pregnancy. etc.) (o) Did not like the work (c) Unable to find a job in preferred location (f) Unsatisfactory working conditions Other reason(s) Specify: 31. Please check approximate salary received in first position (excluding internship or military service) and in present position. First Present First Present Posi ion Position Annual Salary‘ p051 ion p081 Annual Salary‘ Under 50 7’49 '- 8.2“9 Annual Salary‘ First Present 'Basis of annual salary - First Position: 12 months 10 months 9 months Other Present Position: 12 months 10 months 9 months Other 136 32. Please check fringe benefits received in first position and in present position. First Present First Present First Present Fringe 3°n‘f1t' Position Position Fringe Benefits Position Pogitio Fringe Benefits engitigg gggitigg: Full Haintenanoe- Retirement Vacation with Pay Pull Maintenance- 5 I Nbrkmen's self a: family Social ty Compensation Room and Board Sick Leave Other (Specify) Room Only Health Insurance m— Vacation with Pg Duty 2 weeks or less Items 33 to 36 to be answered m by those who have been or are presently emplOyed in food service administration. either directly or as a consultant. Please check the type of food service organization with which you were associated and your major responsibilities in your first position («sliding internship or oupulsory military service) and in your present position. First Present First Present 33. hpe of Operation Positigl Position 3h. Major Responsibilities Position P 10 =— _— _ _ (8) Armed Fomes (a) Accounting and Cost Control (o) Club (b) Budget (c) College (0) Catering (d) Cos-ercial Cafeteria. 0-1311 9?— Restaurant (d) Diet Therapy (e) Department Store (e) Equipent Layout and Selection (1) Drive-In or (f) Food Production Supervision (3) Hospital (8) Food Service Supervision (h) Hotel (h) Menu Planning (1) Industrial Feeding (i) merchandising A (3) School Lunch (j) Nutrition Counseling (1:) Other (Speciiy below) (k) Personnel Selection. Training. Scheduling (1) Policy Fouulation (I) Purchasing and Requisitioning Food (n) Recipe Standardization (o) Sanitation (1:) Teaching (Student nurses. etc.) (q) Other (Specify below) 35. Is the food service organization with which you are now or were associated administered by a contract catering firm or concessionaireT (a) First Position: Yes No (1:) Present Pos ition: Yes No Rating Undergraduate Education 36. How well did your undergraduate education provide a basis for the professional responsibilities which you have had since graduating from college? Rate only those areas for which you have had sue respomibility. (Please keep in mind that lost colleges do not presume to m you entirely for specific jobs.) Fairly Poorly 38. Please list the courses which have been most valuable to you. (Give descriptive title. not course number). 39. If there are deficiencies in your undergraduate education not otherwise explored in this questionnaire. list tho here. Be specific. no. In retrospect. would you sq that your undergraduate education was: _.Totally adequate Adequate generally but not professionally Inadequate both generally and professiomlly Adequate professionally but not ge Date: Name : NEW YORK STATE COLLEGE OF HOME ECONOMICS 137 A UNIT or THE STATE umvsnsmr or NEW YORK CORNELL UNIVERSITY ITHACA. new YORK HELEN G. CANOYER. DEAN October 1, 1958 Dear Alumna: As a recent graduate of our college we are seeking your cooperation in a study which is attempting to assess the effectiveness of your undergraduate education, particularly as it relates to your professional experience since graduation. We hope you will be kind enough to complete the enclosed form whether or not you have remained active in the profession since graduation. We are interested in what you are doing now, why you have changed fields, if you have done so, and what types of positions you have had. This study, which is being conducted by Miss Aimee Moore, Associate Professor of Institution Management, as a part of her doctoral dissertation, is concerned with alumni of three universities whose \mdergraduate maJors prepared them for a possible career in food service administration. Ii'his is a rapidly developing profession with many types of positions open to graduates of colleges of home economics, hotel and restaurant administration. Your evaluation of how well your undergraduate education prepared you for your profession will provide Miss Moore with information which will be of great value to her in appraising the curricula and in making recomendations which may help schools and. colleges of home economics in curriculum planning and course revisions. The American Dietetic Association is also particularly interested in this project and has awarded Miss Moore a fellowship to finance the research. It is the belief of the officers of the Association that the results of this study will provide insight in evaluating educational requirements for admission to the Association. I hope that you will assist in the compilation of this important information by completing the enclosed form and returning it to Miss Moore in the envelope supplied for your use. Miss Moore will appreciate prompt action on your part. Sincerely yours, We Helen G. Canoyer 138 MICHIGAN STATE UNIVERSITY EAST LANSING COLLEGE OF HOME ECONOMICS . OFFICE OF THE DEAN Dear Alums, Several weeks ago Miss Moore sent you a questionnaire which was designed to ascertain the effectiveness of your undergraduate education in preparing you for your subsequent professional re- sponsibilities and personal and civic life. The data obtained from your responses will help her, and through her the faculty of your College, in curriculum evaluation. The response has been gratifying but I feel that she would be better able to draw inferences from the data obtained if she heard from an even higher proportion of graduates of the classes selected for this study. I would like to re-emphasize that we are interested in hearing from you whether or not you have followed the profession for which you trained. We need to know what our graduates are doing, and whether or not your education has satisfied your per- sonal as well as professional goals. She is enclosing another questionnaire for your convenience. Some of you may have already returned the questionnaire and if so, Just ignore this second plea and accept our sincere thanks for your cooperation. We have found that the mail is very slow sometimes, especially from distant points, and your reply may still be on its way. She has already begun to tabulate the data and would appreciate a prompt response from you so that your data may be included. ' Sincerely yours. fizz/(cu a W/ Dane C. Cederquis . Head Department of Foods and Nutrition DCC:Jw 331610811” Item Column 6 10 9 36 16 75 17 & 1+7 8: 18 A8 19 A9 ( r. Lg F 9 5 .5 C’- {H *1 L: O O {l (D cf- 0 k“ r: (D U} (f' 139 ionnaire (A-M.) Date of Earriage—-WOMEN ONLY 0 l 2 3 A \nwaI—‘OX Classification of Field of Study \nbmeox \nbkoMI-‘ON (OI-JON Not married Before graduating Within 3 mo. after grad. Between 3 mo. and 1 yr. Between 1 and 2 years No change or no answer Accounting Business Administration Dentistry Education Engineering Law No answer Accounting Business Administration Education Foods Hotel or Restaurant Adm. Institution Mgt. No or no answer Accounting Business Administration Education Foods Hotel or Rest. Adm. Institution Mgt. No or no answer Master's Doctor's Medicine CD-QC‘Uw \OOJ'QO y Serial Number Between 2 and 3 years Between 3 and A years Between A and 5 years More than 5 years Liberal Arts Medicine Sales IA Dietetics; Rest. IN Same, but different emphasis Hotel Blank Others \O’TD'QO‘ Kt hdxocn~30\ Law Liberal Arts Nutrition Personnel Administration Others Law Liberal Arts Nutrition Personnel (ILR) Others Item Column 19 28 76 73 7h :1 mb-wMt—‘OV. ObwmeF-JON CDQO‘V‘ PDJNHQN t: ‘<2\O Blank I ' I - 1 ‘ ‘ . 5 1‘ , ‘ , . "_,“,_':“ ‘L l K ‘.’L.: , Hit A L‘ AKA . No or no answer Accounting Business Administration Education Foods Hotel or Best. Adm. Institution Ngt. answer is no No answer Too limited in scope Too time consuming Too little supervision Too physically exhausting Salaries too low No reason given Others answer is yes No answer Offers chance to explore professional possibilities ‘<\O(D\}O\ Law Liberal Arts Nutrition Personnel (ILR) Others Gives practical experience; develops skills Gives Opportunities for valuable professional contacts All of above Helps student decide if he is really interested in the profession Makes course work more meaningful Gives insight into some of the problems encountered Helps to develop a realistic picture of the profession Experience very valuable when seeking position after graduation fidmesshflmfi Others No reason given Item Column 29 h 29 continued 10 ll 12 13 1h Card #2 Work experience since graduating from college Full-time positions held since graduating from college 0 None 3 One 6 Four 1 Internship only A Two 7 Five 2 Eilitary service only 5 Three 8 Fore than 5 O 1 2 3 A 5 Length of time Less than 1—2 2—3 P-L -5 Fore employed 1 year yrs yrs yrs yrs than 5 ITS First Position Present Position Last Position (If not presently employed) Since marriage (If not presently employed) Work History of Married Women Only 0 3,4 A% 0% I. By, Afi (3)4 1 By] A >11 CW 5 8va A“ CW 2 8% Aw CW 6 Bw Aw ~Cfi 3 3% Aw Cw 7 Bw Aw Cw O Started non profession; continued non profession after pmarriage l Started non profession; changed to profession after marriage 2 Started in profession; changed to non profession after marriage 3 Started in profession; continued in profession after marriage 1112 .kwxl 2 (Contfinxai) serial Ht r».__ ___ Item Column 36 30 Explanations for "Inadequate" thru 45 Not offered Offered - not taken Not emphasized sufficiently Not advanced enough Not enough practical experience Poor instruction Didn't study hard enough Others ‘4 om—Qmmbw Ammnea Heads hmnE5z m900n0m Awe ma Axe Ha -p.-v-._——-—_‘r. U\\OI‘CDC\O m: .A unill'nyI-WI'NINQW‘ i I we 9:500 39‘ 9:500 9:500 I“ . U I: ‘i‘ A r. 9‘ e n o . III .I’)‘ 3‘1} -3". n9:500 9:500 h. . a M 9:500 9:500 9:500 a 9:500 9:500 :0QE5Z EE9H i; . a ‘1 uni-b IIKI'II I . ..:.«1¢1: 11111 -‘ h09§521m50ho :0 :efiaoo :099m05d .:E5H00 :0 :E5Hoo 11th Academic Requirements for Active Membership in The American Dietetic Association and Entrance to Dietetic Internships Approved by the Executive Board 620 North Michigan Avenue, Chicago 11, Illinois Revised November 1, 1958 These requirements apply to: (1) Applicants for admission to dietetic internships approved by The American Dietetic Association. (2) Applicants for membership in The American Dietetic Association. (3) Former members desiring reinstatement of membership in The American Dietetic Association after a 55-year period. A bachelor’s degree from an accredited college or university,“ which has included or been followed by required courses and credit hours as outlined below, is a basic requirement both for membership in the Association and entrance to approved dietetic internships. Certain directors of dietetic internships request more than the required credit hours stated below. The limit of time which may elapse between completion of academic requirements in nutrition or related subjects and admission to an approved dietetic internship is five years. If the internship applicant has not met this requirement, it is nec- essary to present three semester hours of advanced nutrition within the five-year period preceding application. If a membership applicant with the above requirements has not been actively employed for the five year period prior to applica- tion for membership he must present: A. Credits for two courses from an accredited college or uni- versity in nutrition, food service management, or related sciences within the last five years, OR B. A minimum of at least six months of full time or twelve months half time experience in some area of dietetics super~ vised and endorsed by a member of the Association, OR C. A minimum of at least six months of full time or twelve months half time experience in some area of dietetics spon- sored by a regional committee appointed by the Membership Committee Chairman. If the applicant has not completed an approved dietetic in- ternship he must meet the “experience” requirements, capies of which are available upon request. Plan I will be accepted for applicants to dietetic internship until October 1961 (to permit application for membership until October 1962). Plan [I will be accepted for applicants to dietetic internship until October 1964 (to permit application for membership until October 1965). Plan III is now effective for applicants to dietetic internship and for applicants for membership and will be. efiective after Plans I and II are discontinued. PLAN 1. PLAN 11.11 (to be discontinued October 1962) (to be discontinued October 1965) +++ Reguired Recommended Additional SU 13] ECT SEMESTER GROUP HOURS" COURSES COURSES GROUP I Scmestglglours Chemistry 12 General Inorganic Analytical Chemistry Basic foods, required Organic Food Chemistry Nutrition, required Physiological Chemistry Advanced Biochemistry (Prerequisite or concurrent—— with Laboratory‘" Quantitative Chemistry 3 courses from Group II) Biology 6 Human Physiology Zoology GROUP 11 20-25 Bacteriology General Biology Inorganic Chemistry Social Sciences 9 Selected from at least Advanced Psychology Organic Chemistry 2 of the following: Personnel Management Human PhYSIOIOEY Psychology Community Organization BGCNEHOIO Y Sociology Consumer Economics Physxological 01' Biological Economics Economic Geography Chemistry ——-—-~—-~ -~ Food Chemistry Education 3 At least 1 of the following: Methods of Teaching PhYSiCS Educational Psychology Nuuition‘f Other Advanced Nutrition courses Methods of Teaching Principles of Education GROUP HI 12-20 Foods 6 Food Selection and Experimental Cookery PSYChOIOSY Preparation Education Meal Planning and Service Socmlogy -————————— Anthropology Nutrition and 6 At least 2 of the following: A course (seminar) Economics Dietetics Normal Nutrition (general) which develops the Personnel Relations Advanced Nutrition ability to read and Diet in Discasel interpret current GROUP IV 12-25 scientific literature Experimental Foods Institution 6 Quantity Cookery Accounting“ Diet Therapy Management§ Organization and Management Institution Marketingll Quantity COOkCTY Institution Equipmentll Institution Equipment Purchasing Organization and Management Accounting Cost Control ‘-"* 'l'o translate these hours to fit the quarter system. multiply the number of semester hours by l'fi. 9" Graduates of approved administrative internships may substitute Food Chemistry for Physiological Chemistry, at the discretion of the director of tho internship. ‘l’ Desirable for graduates entering approved hospital and food clinic internships. Required for graduates entering approved hospital and food clinic internships. Courses listed under the Subject Group, Institution Management. while desirable. are not required of applicants who an employed in public health "and”. I Usually required for graduates entering approved administrative internships. and applicants from the field of institution management. ‘l’l’ 60 total semester hours required with not less than tho minimum number of hours indicated for ouch group. ++ + Revisions to Plan ll became efl’ectivo October 13. I956. ‘ Definition of “Accredited” as Used by the Association Bulletin 1957. No. l. Accredited Higher Institutions. U. S. 05cc of Education. available from Superintendent of Documents. Washington .25. D. C.. fifty-Ive conto. is accepted as a guide in determining whether an institution is “accredited" when applications {or membership in The American"Diot¢-t1c Association or ontrnnco to dietetic intern-hips approved by tho Association are connidcrodnk Colleges and universities will he considered as “accredited if they on mcnbors in. or no approved by, one or more of the following organizations at the time tho degree is conferred: . ' Middle States Association of Colleges and Secondary Schools; New England Association of Colleges and Secondary Schools: North Control Association of Colleges and Secondary Schools; Northwest Association of Secondary and Higher Schools; Southern Association of Colleges and Socondory Schools; Western Collogo Association. * Evidence may be submitted that a college. heretolon not listed or accredited. has been added to one o! tho accredited lists since tho last edition 0! the Bulletin. salis. ' .3325: 25.2... 2:: 232929.22 .52 23:52.37... .0 3 .22 < 532.5050 + .22 no 22 .2 522.252 + 980 .mo2.2u2oo:m 12:20: 225 ou2tom 2.87.2 20220m £53282 .29—3822 .5232 £2252 5:32:22 523:2 .:e2n:o2xm $322.02. ono22eU 52:25 63:22.2 $5352.32 .55: no 252.2822 2:23—22:52 :2 12.: 2e: 22... 22559—23292 oouuov hue—28 E vow—22::— on 3 won—nua- w:a 2:22:35 22. 3 2.982.256 one «coco—om 25:25:92 2:: 258m. 223:2 25.22.25— ..c cue—2:0 .3 2E»: 32 .22: 2:320 2552;- .ozwum: < 5229:5300 + 2 023.2952 + 2:0 353.: 22:282.. 2 .5 < 58223290280 .2. 2 2:22.25 + 0.80. £502.; 22.22.522.— .8 owe—2on2 A. U .3 < :622au2:oo:oU + 2— no 2 End—2.25m— + 0.50. $5025 0320 .a nflfloafiofi no.2 8522.22: .350 oi :233802 2:; Emir—3:2 .82 55822.5( .2 3225:0852 2E: mismeoeu: 2602 822:3: 33229222 2232351“. .8 2.2532 20 32:20:23 sausages—2: 3:... 25222.25: 32:55:28 522.52: 223 .2238» 22:20 L258 20 $295382 2832:5298 an 2:2:oEtonRo €53.39 Hm§< :2 a. b .3223: $3.353 2022.222th oz< mace: lmuZme U 825238 3.22 3:222:22 2.2.2.3252 252.28 5.822 nee—“3.2858 3:2 82:23.2 £2.95 .20 nove2eEcm2 enemas—Esau 28:33:qu 23:32»: «.3335 min 32353.85 £8333. 3352.33. ensueoEowSSE newnesieu: meex mouagna M52383. 289532.: 22252253 3:252: 22 2:22:25: mecca “8.223 2552.825: 8351.222 ”.2me ll 9:20; hvuaaom man If cozy—“2.202200 0220 WC 00—050 mZO—E<~2EZHUZOU sosmfimegons: esownzfiaown 20 32:20:25 23.529523. .3 25:08:22.6 223—=9 L682 soon—.932 «E: 853252: 532328 25:32:28 EoEoue:mE 32636.22 25:2 2.35:2; :3355 «.5. 322.30 20 31:22:02 améeeobd 3.322333» 3 $5333 \e 3122223 muse—2.89.2 32:32:... .3 acoEemeauS 23:89.22 so 2:330:99 no $98.2: €222.52 is N ”8.22.55. worsens m>2h<2hm222225< Dz< U2hsmm<2m2H < "MEmBO—Tuw 02.: mo 0:0 m=_AH mue2~au2:__EEou 2o 2.55292 2E: Dee—2: 2.502 2: 3020523“ min—£323 .2: 30222.: as: 8.an 22.: 52352.2: 2.08 32.552: w:223w 253 268 «a 33:3 2852.5 32:85.3 3:528 $022533 2.35:2; annex 25352356 2MQ DZ< 22 mo2>~2m2m Q0012 2 “m:2.$o2202 22: we 0:0 2.22 :2 .u. N I. 82:3 2.5 32:52: 23:. 5:223:qu 502823 5:25:72 .4 s s l 18: 25:259.: $8725 once 22 8:82:22 0232 II .2522 $2888 NN WHOM—2.225 ”.5290 see“ 42 .m ml 332E220 hue—3.88:2 23: 302013: 5552 :2.» S i 30:02am 2:52:72 3222:2022: 22: no.2 2.523386 m: ”lain—5.02:2 no Esp-omics:— ue 2:050:ng on: 3:223:60 uates.-59:00 .25 £22 $234252 0:: 2.2.2 £60 92.“. 2:— zfimvlhnmummzms <3. no: $523.59.: 32:33. V. i . ,7 o In: ‘ .r r o J . 4c: ‘.. .l p ..a:.‘.r.nlt 3*. 5“: 21"“ ‘- a I". ha.) "v“; s i‘ nICHIan STATE UNIV. LIBRARIES mWIWWI“I”W”WHWWIIIIHIIHHIWI 31293104757947