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72-30,063
WEBSTER,Jr., Randolph Wyatt, 1933THE DEVELOPMENT OF THE DEAN OF STUDENTS OFFICE
AT MICHIGAN STATE UNIVERSITY.
Michigan State University, Ph.D., 1972
Education, administration

University Microfilms, A XERQXCompany, Ann Arbor, Michigan

(^Copyright by
RANDOLPH WYATT WEBSTER, JR.
1972

THE DEVELOPMENT OF THE DEAN OF STUDENTS
OFFICE AT MICHIGAN STATE UNIVERSITY

By
Randolph Wyatt Webster, Jr,

A THESIS

Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of
DOCTOR OF PHILOSOPHY
Department of Administration and Higher Education
1972

PLEASE NOTE:

Som e p a g e s m a y h a v e
i n d i s t i n c t print.
F i l m e d as r ec eive d.
University Microfilms, A Xerox Education Company

ABSTRACT
THE DEVELOPMENT OF THE DEAN OF STUDENTS
OFFICE AT MICHIGAN STATE UNIVERSITY
By
Randolph Wyatt Webster, Jr.
Purpose and Statement of
ttxe Problem
The purpose of this dissertation was to provide an
historical study of the development of the Dean of Stu­
dents Office at Michigan State University between 1857
and the 1970-1971 school year and to contrast and compare
this development with national student personnel trends.
The author's hypothesis was:

that the development of the

Dean of Students Office at Michigan State University
closely approximates the development of dean of students
offices across the nation.
To accomplish this purpose the author first pre­
sented a general historical overview of the evolvement of
the dean of students offices in the United States which
provided a frame of reference for the examination of the
development of the Michigan State University Dean of Stu­
dents Office.

Secondly, the historical-chronological

Randolph Wyatt Webster, Jr.
development of the Dean of Students Office at Michigan
State University was discussed in depth.

Thirdly, the

author analyzed the data and attempted to support or
refute the hypothesis.
Methodology
Data were obtained from written sources and from
personal interviews.

This study included both original

and secondary written sources, although original sources
were used primarily when the historical development of
the Dean of Students Office at Michigan State was
described.

The written sources were subjected to

external criticism— determining the genuineness of the
evidence, while internal criticism was applied to the
personal interviews and to the written sources.
Organization of the Chronological
Development of the Dean of
Students Office at
Michigan State
University
The presentation of the development of the Dean
of Students Office at Michigan State University was
divided into five periods for discussion.
1st:

1857-1858 through 1895-1896, covered the

years prior to the establishment of the Office of Dean of
Women, the first recognized office which performed deanof-student-related functions.

Randolph Wyatt Webster, Jr.
2nd:

1896-1897 through 1934-1935, included the

development of the Office of the Dean of Women which
encompassed the formative stages of the Dean of Students.
3rd:

1935-1936 through 1943-1944, described the

evolvement of the Office of the Dean of Men and the ser­
vices that both the Offices of the Dean of Women and Dean
of Men provided during the latter 193 0 ’s and the World
War II years, the early 1940's.
4th:

1944-1945 through 1960-1961, detailed the

establishment of the first officially titled Office of
the Dean of Students, covering Stanley E. Crowe's and
Tom King's administrations.
5th:

1961-1962 through 1970-1971, explored the-

advancement of the Office of the Dean of Students under
the guidance of John Fuzak, Dean of Students and later
Vice President for Student Affairs; Eldon Nonnamaker,
Assistant Director, later Associate Dean and then Dean
of Students; and Milton B. Dickerson, Vice President for
Student Affairs.
Findings
1.

That in most instances there was a definite

pattern in the development of the dean of students offices
across the nation, a progression of emphasis from one of
control to one of services and educational functions,
to one of student development.

Randolph Wyatt Webster, J r .
2.

That the chronological periods of development of

the Dean of Students Office at Michigan State demonstrated
the following:
1857-1858 Through 1895-1896
Precedents were established that were to be
followed later by student personnel deans.
Emphasis was on control with the President and
the Faculty unilaterally determining policies,
rules, and regulations and utilizing the stu­
dent government as a strategem for control.
1896-1897 Through 1934-1935
Regulative activities continued to be empha­
sized but women students were afforded the
opportunity to modify and/or change various
policies and rules.

The providing of ser­

vices by student personnel administrators
began to develop.
1935-1936 Through 1943-1944
Emphasis was on student activities and the
service concept.
1944-1945 Through 1960-1961
Specialized student personnel services were
established and expanded.

Randolph Wyatt Webster, Jr.
1961-1962 Through 1970-1971
A greatly expanded student personnel pro­
gram— one which not only provided the tra­
ditional services but also furnished the
thrust for the development of community
government and a student development phil­
osophy, singularly advanced the profession­
alization of student personnel workers,
assisted in conflict resolution in situations
of critical magnitude never before encountered
by the University, undertook as a Divisional
responsibility evaluative and research pro­
jects, instituted significant innovative pro­
grams, and incalculably increased the number
of contacts with students, individually and
collectively.
3.

That the analysis and interpretation of the data

does support the hypothesis that the development of the
Dean of Students Office at Michigan State University
approximates the evolvement of dean of students offices
across the nation, a progression of emphasis from one of
control to one of services and educational functions to
one of student development.
Expectations and Recommendations
It would appear that Michigan State University
Dean of Students Office will continue to expand its

Randolph Wyatt Webster, Jr.
efforts in the student development processes,

"facili­

tating as effective personal and interpersonal growth as
can be devised in the frame of the Collegiate experience."
A continued emphasis will be placed on learning the
various principles of conflict resolution; re-identifying
various channels through which the Dean of Students
Office reaches students and redefining its modes of
operation; helping students to develop leadership skills;
providing more comprehensive services to off-campus stu­
dents; establishing and/or participating in ongoing
programs in areas which students have indicated are
crucial, e.g., racism, drugs; and conducting evaluations
of the Office's operation, based whenever possible, upon
attainment of specific objectives.
It is recommended that the Michigan State Uni­
versity Dean of Students Office establish a Dean of Stu­
dents Archives and identify an individual to act as
curator.
are:

Additional studies which could be developed

one, a study which establishes the critical require­

ments, for Dean of Students staff members— student inter­
actions, through an analysis of critical incidents as
reported by Dean of Students personnel and students; two,
a study, conducted after Michigan State University has
experienced at least a year of student involvement in
academic governance, which would compare the perceptions
of students, faculty, and administrators with respect

Randolph Wyatt Webster, Jr.
to the effectiveness of students' participation in
various areas of academic governance, e.g., department,
college, Academic Council, Academic Council Standing Com­
mittees .

ACKNOWLEDGMENTS

The author expresses his sincere gratitude to his
guidance committee m e m b e r s :

Dr. Eldon R. Nonnamaker,

Dr. Louis F. Hekhuis, Dr. Max R. Raines, and Dr. James
B. McKee, for their constructive suggestions and for
being so willingly available for consultation.

A note

of special thanks is extended to my chairman, Dr. Nonna­
maker, for his direction and for his kindness and thought­
fulness.
Deepest appreciation is expressed to my father
who has given me continuous encouragement throughout the
ye a r s .
Many thanks to my wife, Diana, for her faith in
my educational quests, her steadfast love, and her
assistance, and to my children, Randy, Marian, Trent,
and Ruth, for their cooperation, understanding, and
enthusiastic support.

TABLE OF CONTENTS
Page

Chapter
I.

1

INTRODUCTION
Purpose and Statement of the Problem .
Limitations of the Study ................
Definition of T e r m s ............. ...
Organization of the Study................

II.
III.

METHODOLOGY

.................................

THE EVOLVEMENT OF THE DEAN OF STUDENTS
OFFICES IN THE UNITED STATES................
Introduction . . . . .. ................
Historical Development....................
Summary
.
................

IV.

THE DEVELOPMENT OF THE DEAN OF STUDENTS
OFFICE AT MICHIGAN STATE UNIVERSITY
.

3
4
4
6

8
12
12
12
23
24

THE CONCEPT OF STUDENT CONTROL PERIOD,
.............
1857-1858 THROUGH 1895-1896

26

Administrative-Faculty Responsibility
Student Self-Government ................
Student Government in Disfavor.
Additional Areas of Faculty Control .
Emergence of Service Concept
.
Summary
. . . . .
................

27
29
32
33
34
35

ESTABLISHMENT AND DEVELOPMENT OF THE
OFFICE OF THE DEAN OF WOMEN, ENCOMPASSING
THE FORMATIVE STAGES OF THE DEAN OF STU­
DENTS OFFICE PERIOD 18 96-18 97 THROUGH
1934-1935
.................................

37

Impact of Dean of Women's Office .
Dean of Women as in Locus "Maternal".
Expansion of Dean of Women's Role.
Separate Government for Women Emerges

38
39
42
45

in

Chapter

Page
Organized Effort to Promote Women's
D e v e l o p m e n t ..............................
The First Administrator to Assume the
Role of aDean of S t u d e n t s ..............
Functions Crystallized for the Dean of
Women's Office ..........................
Service Role Expanded...............
S u m m a r y .................................

48
50
52
55
56

ESTABLISHMENT OF THE OFFICE OF THE DEAN
OF MEN AND THE EVOLVEMENT OF STUDENT
ACTIVITIES AND THE SERVICE CONCEPT
PERIOD 1935-1936 THROUGH 1943-1944 . . .

57

Office of the Dean of Men Established
.
Expansion of Student Activities in the
1930 's ....................................
Informal Non-Professional Guidance
A c t i v i t i e s ..........................
Gradual Development of Students' SelfDetermination
..........................
64
Impact of World War I I ............
S u m m a r y , .............................
65
EMPHASIS ON SPECIALIZED STUDENT PERSONNEL
SERVICES PERIOD 1944-1945 THROUGH 19601 9 6 1 ...................................
Establishment of the Dean of Students
Office— Service Concept in Full Sway.
Student Self-Determination Expanded .
Contact with Students Through Student
A c t i v i t i e s .........................
S u m m a r y .............................
ERA OF EMPHASIS ON STUDENT DEVELOPMENT
PERIOD, 1961-1962 THROUGH 1970-1971.
.

59
63
63

66
.

67
76
81
83

.

Expanding Faculty-Administrative Inter­
actions
.................................
Impact of Nation-Wide Student Activism .
Controversy Over "Speakers Policy"
. .
The Challenge of Legalisms and Due
P r o c e s s .............................
91
The Academic Freedom Report, The
Judicial System and Student Development.
Relating to Student Activists During
Confrontations in the Late 1960's.
. .

iv

58

85
86
88
90

92
96

Chapter

Page
Reorganization of the Dean of Students
O f f i c e ....................................
97
Professionalization of Staff.............
99
Commitment to Research and Evaluation.
.
102
Innovative Programs...........................103
Increased Support for Student Organi­
zations........................................ 106
Summary........................................ 107

V.

ANALYSIS AND INTERPRETATION OF THE DATA

.

.

109

S u m m a r y ........................................ 122
VI.

SUMMARY, EXPECTATIONS, AND RECOMMENDATIONS

.

123

S u m m a r y ..........................
123
Expectations
..............................
125
Recommendations and Implications for
Further Study ..............................
138
Concluding Statement........................... 140
BIBLIOGRAPHY.............................................. 142
APPENDICES
Appendix
A.

Student Government Constitutions................. 149

B.

The Staffing and Structures of the Dean of
Students Office at Michigan State University.

191

Dean of Students Office Organizational
Structures and Job Descriptions .............

234

D.

Student Group Regulations ....................

325

E.

Graduate Program in College Personnel Work
As Established in 1964 .......................

333

The Associate Dean of Students' Charge to
Staff Concerning Reassessment of the Dean
of Student's Office ..........................

339

A Chronology of Organizations, Departments
and Positions Which Had Relevance to Stu­
dent Personnel Administrations
.............

342

C.

F.

G.

v

LIST OF TABLES
Table
1.

Page
Services Rendered by the Office of High
School Cooperation According to
T y p e s ........................................

vi

73

CHAPTER I
INTRODUCTION

The philosophical emphasis and specific responsi­
bilities of dean of students offices across the nation are
constantly changing.

A general overview of the evolve-

ment nationally and a detailed analysis of Michigan State
University Dean of Students Office's development within
that context can contribute to a better understanding of
the origin, nature, aims, and objectives of dean of stu­
dents offices in general and the MSU Dean of Students
office in particular.

This research is conducted on the

historical continuum, referred to by Cowley as "investi­
gating the present in light of the past with a view to
preparing for the constantly arriving future . . . the
history of

each sector has shaped its present character­

istics, and both the past
to glimpse
No

and the present can be assessed

and to prepare for the future."'*'
study has been located that traces the develop­

ment of a dean of students office at a large public land

^W. H. Cowley, "Student Personnel Services in
Retrospect and Prospect," School and Society, LXXXV,
No. 2103 (January, 1957), 20.
1

2

grant educational institution of higher learning from its
inception to the present time.

A study such as this

could provide prospective and experienced student person­
nel workers, other administrators, faculty, and the
interested public with new frames of references, new
perspectives, and new focuses for evaluation.

Knight

points out that "a knowledge of history of schools and
other educational agencies is an important part of the
professional training of the teacher or a school admin­
istrator . . . only in the light of their origin and
growth can the numerous educational problems of the
present be viewed sympathetically . . .
the school administrator, or the public.

by the teacher,
. . . "

2

His­

torical research can also provide happiness and pleasure.
A. L. Rowse says that "the knowledge of history enriches
and fills out our appreciation of the world around us
under our eyes.

It gives an interest and a meaning to

things which perhaps we should not have noticed
before.

. . . "

3

Therefore, this dissertation will

attempt to provide an in-depth comprehensive study of the
Dean of Students Office at Michigan State University, a
large public land grant educational institution.

2

(Boston:

E. W. Knight, Education m the United States
Ginn and C o . , 1^34), p. 38.

3
A. L. Rowse, The Use of History
Macmillan Co., 1948), pTI 3"l.

(New York:

The

3

Purpose and Statement of
the Problem
The purpose of this dissertation is to provide an
historical study of the development of the Dean of Stu­
dents Office at Michigan State University and to contrast
and compare this development with national student
personnel trends.

It is the author's hypothesis that

the development of the Dean of Students Office at
Michigan State University closely approximates the
development of dean of students offices across the
nation.
To accomplish this purpose the author has first
presented a general historical overview of the evolvement
of dean of students offices in the United States, pro­
viding a frame of reference for the examination of the
development of the Michigan State University Dean of
Students Office.

Secondly, the historical-chronological

development of the Dean of Students Office at Michigan
State University from 1857 through the 1970-1971 school
year is discussed in depth.

Thirdly, based on analysis

of the data, the author has attempted to support or
refute the hypothesis.
It was the responsibility of the author to select,
organize, and cogently present events, facts, and trends
concerning the development of Michigan State University
Dean of Students Office, fostering an understanding of
this Office in the 70's in light of its past.

4
Limitations of the Study
This study is subjective.

While every effort was

made to apply rigid control standards to all phases of
this study, the dissertation is influenced by the
author's perceptions and beliefs.

Man is a social creature

in an institutionalized world who thinks as a member of a
group.

4

What man sees and what he thinks are shaped by

his background, his common experiences.

This author is

a Caucasian, thirty-eight-year-old male who received his
B.A. with a major in history, his M.A. with a major in
Administration, Educational Service from Michigan State
University, and is presently working on his doctorate in
Higher Education-Student Personnel while a full-time
member of the Dean of Students Staff at Michigan State.
These factors and many more, realized or not, affect
how the study is organized, what is included, omitted,
the conclusions drawn, and others.
Definition of Terms
Control.— A process justified by the in-locoparentis concept, varying from unilateral establishment
and enforcement of rules and regulations by the faculty
and/or administrators as agents of the governing boards

4

Reality

Peter L. Berger, The Social Construction of
(New York: Anchor Books, 1967), pp. 48-61.

5

to partial or incomplete involvement of students in their
own self-discipline and development and in the operations
of the University.
Dean of the College.— A position created during
President Butterfield's administration; a "Dean of Deans"
who was responsible for all on-campus education; John
Phelan, the only individual to hold this title, served
from 1925-1926 through 1927-1928.
Dean of Students.— Student personnel administrator.
House Director.— Supervisor of dormitory life in
the Women's Building.
In loco parentis.— The concept that an institution
of higher education serves in lieu of the parents for
students attending the institution, teaching values,
maintaining order, preserving traditional morals.
M. A . C .— Michigan Agricultural College, founded in
1855 and established in 1857 was re-named Michigan State
College in 1925 and in 1955, Michigan State University.
Professionalization.— The development of pro­
fessional ability, attitudes, and status.
Regulatory Committee on Social Functions.— The
Faculty Committee on Entertainment, the Society and
Entertainment Committee, the Social Committee of the

6

Faculty, and the Faculty-Student Social Committee were
various titles applied to the organization which regu­
lated student social functions.
Service.— Assistance to or for students provided
by specialized student personnel programs, with or without
student involvement in the designing and implementation of
the programs.
Societies.— Student organizations originally
established to provide opportunities for discussions and
presentations of essays and lectures which later became
more social-function oriented.
Student Development.— A total university community
effort to solve campus problems and to develop and pro­
vide services, facilitating meaningful growth experiences,
with the office of the dean of students in a key position
to play a role of active intervention in every sector of
the campus community.

This approach stresses faith in

individual's potentiality for development, understanding,
and acceptance of others and also involves continued
emphasis by the office of the dean of students on
research, consultation services, innovative programs,
and evaluation.
Organization of the Study
This study is organized into six chapters.
Chapter I is an introduction to the study and includes

7
the purpose of the study and a statement of the problem,
limitations of the study, definition of terms, and the
organization of the study.

Chapter II discusses the

methodology, the method of securing and source of data,
and the method of treating data— external and internal
criticism and utilization of appendices.

Chapter III

presents a general historical overview of the evolvement
of the dean of students offices in the United States,
establishing the context in which the Michigan State Uni
versity Dean of Students Office is examined.

Chapter IV

is an in-depth study of the development of the Michigan
State University Dean of Students Office.

Chapter V

provides an analysis and interpretation of the data.
Chapter VI, the concluding chapter, provides the summary
including expectations for future developments within
the Michigan State University Dean of Students Office,
recommendations, and implications for further study.

CHAPTER II
METHODOLOGY

Data were obtained from written sources and from
personal interviews.

Written materials were secured from

the Michigan State University Dean of Students Office's
files, publications, and College Personnel Library;
Michigan State University Library, the reserve stacks,
the Archives, and the business library located in Eppley
Hall; the State of Michigan Library; the Michigan State
University Office of the Registrar; and individuals'
personal professional collections.
written sources used are:

Examples of specific

The Report of the Secretary

of the State Board of Agriculture, 1867-1957; Michigan
State University "Faculty Minutes" 1857-1959 and "Admin­
istrative Minutes" 1916-1959; Michigan State University
Office of the Dean of Students staff reports and pro­
posals; Michigan State University Catalogues, student
handbooks, student yearbooks, student and faculty phone
directories; Madison Kuhn's The First Hundred Years;
Maud Gilchrist's The First Three Decades of Home Economics
at Michigan State College; and W. J. Beal's History of

8

9
The Michigan Agricultural College and Biographical
Sketches of Trustees and Professors.

Those individuals

interviewed were Dean of Students and Home Economics
staff members, other administrative officers, and faculty
members and students.
While this study is based on both original and
secondary written sources, original sources are used pri­
marily when the historical development of the Dean of
Students Office at Michigan State University is described.
Both written sources were subjected to external criticism—
determining the genuineness of the evidence, and internal
criticism— determining the meaning, trustworthiness, and
value of the statements made.

5

After the written sources

were tested for authenticity, internal criticism was
applied, e.g., it was found that the names obtained from
phone books were not always current; internal criticism
was also applied to statements made during interviews.
Examining the qualifications of the reporter or ascer­
taining the time span between events and comments about
the events were examples of internal criticism applied;
following is a descriptive explanation of these examples.
Individuals were identified to be interviewed and those
to be quoted from written source material were selected

Carter V. Good, The Methodology of Educational
Research (New York: D. Appleton-Century Company, 1935),
pp. 257-64; Walter R. Borg, Educational Research An Intro­
duction (New Y o r k : David McKay Company, I n c ., 1963) ,
pp. 193-96.

10

because of their primary relationship to student personnel
work or who were in position to knowledgeably comment on
the development of the Michigan State University Dean of
Students Office.

Of those interviewed, one Dean of Stu­

dents staff member has served from 1934 to the present;
one executive secretary has, with the exception of a break
between April 1, 1948, to September, 1950, been secretary
to the Dean of Men, the Counselor for Men, the Dean of
Students, and the Vice President for Student Affairs from
1937 to the present; one Home Economics faculty member
has been on the staff since 1931; and two administrators
served, among other capacities, as Assistants to President
John Hannah and are presently directly responsible for
the University's historical collections.

Upon examination

of the time span between events and recollections of the
events it was found that individuals interviewed often
could not accurately remember specific dates, events, and
items if there were a considerable time lapse between the
period discussed and the present.

Therefore, written

materials were primarily used for specific verification
of facts with observations by individuals interviewed
being incorporated in the dissertation as overall
impressions.
The appendices have been organized as an important
part of this dissertation.

Instead of including reference

materials in the body of the paper, as experimental design

11

studies are prone to do, this study includes in the
appendices supportive documents that were obtained
through historical research.

This includes documents

not readily obtainable by the reader, but which provide
the reader an opportunity to explore ideas in depth,
statements, and trends, or to trace in detail the
staffing and structure of the Dean of Students Office
at Michigan State University.

The appendices are:

Appendix A — Student Government Constitutions; Appendix B —
The Staffing and Structures of the Dean of Students Office
at Michigan State University; Appendix C — Dean of Students
Office Organizational Structures and Job Descriptions;
Appendix D — Student Group Regulations; Appendix E— Graduate
Program in College Personnel Work as Established in 1964;
Appendix F — The Associate Dean of Students' Charge to
Staff Concerning Reassessment of Dean of Students Office;
Appendix G— A chronology of Organizations, Departments,
and Positions Which Had Relevance to Student Personnel
Administration.

CHAPTER III
THE EVOLVEMENT OF THE DEAN OF
STUDENTS OFFICES IN THE
UNITED STATES
Introduction
This chapter presents a general historical over­
view of the evolvement of the dean of students offices in
the United States, establishing the context in which the
development of Michigan State University Dean of Students
Office will be examined.
Historical Development
The development of relevant functions for dean of
students offices, undergirded by philosophical and theo­
retical constructs has been slow.

Prior to the estab­

lishment of offices of dean of men and dean of women—
offices which performed functions later incorporated
within the deans of students offices— university presi­
dents, members of the faculty, and the boards of trustees,
acting in loco parentis administered the discipline and
provided various services to the students, such as, con­
sultation, tutoring, recreational activities, general

12

13
health, and sanitation care.

These services were not

organized ongoing programs but rather by-products of an
educational environment in which both the educators and
the students lived in close proximity.
The events following the passage of the Morrill
Act in 1862 precipitated the creation of offices of dean
of men and dean of women.

More than 600 colleges and uni­

versities were founded between 1862 and 1912 with the
predominant objective:
. . . to make higher education the right of every
citizen regardless of place of residence, social
standing, vocational aspiration, or sex.
The work­
ing out of this prepotent aim is to be seen in the
efforts that were made to start a college, however
humble, in every sizeable settlement and in the
three new types of colleges that emerged— women's
colleges, co-educational colleges, and 'manual
l a b o r ' colleges . . . enrollment in institutions
of higher learning expanded from approximately
4 0,000 to over 400,000 students.
Pioneer campuses
metamorphosed into large, well-equipped, modern
institutions with curriculums that had multiplied
from two or three to an impressive array of liberal
arts and professional courses of study.»
Leonard declares that between 18 62 and 1912 the growth in
number and variety of students and the educational insti­
tutions'

increased complexity necessitated the organization

of personnel services into separate administrative units
...

as had not been the case earlier the trustees now

. . . could no longer take an active part in campus
life.
Presidents could no longer personally super­
vise the study halls, assign students to rooms or
g

Eugenie Leonard, Origins of Personnel Services In
American Higher Education (Minneapolis: University of:
Minnesota Press, 1^56), pp. Ill, 113.

14
tramp the dormitory halls at midnight.
They did not
have time to buy food or teach students table manners.
Disciplinary problems, except for the most serious
cases, had to be delegated, along with control of
the numerous activities, to designated personnel in
charge of student a f f a i r s . 7
0

Johnson

points out that since many of the "tasks" grew

out of crisis situations and "things gone wrong" the role
of student personnel administrators, e.g., those perform­
ing dean-of-students-related functions, was defined
largely in terms of control, structured containment, and
supervision.
Wrenn specifically identifies the addition of the
presence of women on the campus as hastening the estab­
lishment of student deans.
It was obvious that college deans, always men, could
not be expected to deal with the peculiar problems
of "females," particularly as to living quarters,
dress, and conduct, so deans of women began to
appear.
These first deans bore such Victorian
titles as Lady Principal, Matron, or even Warden,
but they performed the work of a dean of women with
additional responsibility for courses or curricula
to which women were admitted. At first only regu­
lators of conduct and protectors of women's morals,
these deans began to counsel women, to pay attention
to unique needs, to see the relationship of out-of­
class activities to classroom performance, and to
plan for the social development of women students.
College and university administrators eventually saw
that similar services might be provided for men.9
^Ibid., p. 114.
g

Walter F. Johnson, "Student Personnel Work in
Higher Education:
Philosophy and Framework," in College
Student Personnel:
Readings and Bibliographies, ed. by
Fitzgerald (Boston!
Houghton Mifflin Company, 197 0), p. 6.

lege

9
C.
(New York:

Gilbert Wrenn, Student Personnel Work in Col­
The Ronald Press, 1951), p. T3!

15
The embryonic formations of dean of students
offices began, then, during the latter years of the 1800's
when the first dean of men was appointed at Harvard and
the first deans of women by that title were appointed at
Swarthmore, University of Chicago, and Oberlin.'*'0
Significant direction was given to the dean of
students office in 1938 when leaders in the field of
education, such as Hopkins, Paterson, Lloyd-Jones, C. G.
Wrenn, Cowley, published,
of View"

"The Student Personnel Point

(.revised later in 1949) .

This is summarized

by M u e l l e r ^ who states that the "Student Personnel Point
of View" emphasizes:

Cl) Individual differences are

anticipated, and every student is recognized as unique,
(2) each individual is to be treated as a functioning
whole,

(3) the personnel program is to be developed on

the basis of individual drives, interests, and goals.
E. G. Williamson

12

and Esther Lloyd-Jones

13

published

books, 1937 and 1938 respectively, which spotlighted
~^ Ibid., p. 30; Kate Mueller, Student Personnel
Work in Higher Education (Boston:
Houghton Mifilin Com­
pany, 1961) , pp. 52-53.
11Ibi d ., p. 56.

12

E. G. Williamson, Student Personnel Work:
An
Outline of Clinical Procedures (New York: McGraw Hill
Book Company, 1937) .
13

Esther Lloyd-Jones, A Student Personnel Program
for Higher Education (New York!
Harper and Brothers,

may.

' --------

16
student personnel work and helped influence the dean of
students offices to develop specialized services— orien­
tation, counseling, placement, and others.
Following World War II, with the advent of federal
legislation for veterans and increased interest and mone­
tary aid for school guidance programs, the dean of stu­
dents offices' programs of student personnel services
were greatly expanded.

14

Wrenn

15

points out that as the

student personnel workers, e.g., deans of students, were
able to help students in various kinds of counseling
relationships, were able to encourage and supervise stu­
dent organizations and social situations, and were able
to provide personalized facilities for the housekeeping
aspects of campus life— living and eating arrangements,
financial aid, etc., they served to meet student needs.
He states that the progress in the development of student
responsibility for life in the residence halls, the regu­
lations of student conduct on campus, and the management
of student organizations was slow during the 1950's and
1960's; but he observes the establishment of counseling

14

Archie Ayers, Student Services Administration in
Higher Education (Washington; Government Printing Office,
1966), p. 6; C . Gilbert Wrenn, "The Development of Stu­
dent Personnel Work in the United States and Some Guide­
lines for the Future," in The Individual and the System,
ed. by W. John Minter (Boulder, Colorado: Western Interstate Commission for Higher Education, 1967), p. 104.
1 5 Ibid., p. 102.

17
centers staffed with professionally equipped personnel,
the integration of services for men and women under deans
of students, and the strengthening of financial aid, job
placement, and health services did, however, occur during
this period.

16

The dean of students offices were still

expected, though, to maintain their "watch dog" role,
but during this calm period of time, this role was not
militantly challenged by students.
Gradually the emphasis developed which projected
the dean of students offices in the role of "educator."
Stark

17

Johnson

discusses this aspect, past and present, while

18

adds that some institutions tried to relate

all personnel functions to this standard with the result
that programs were placed out of focus, overemphasizing
"educative value" as had been done earlier to "service
value."
While a gradual shift in emphasis from regarding
students as objects to be controlled, to viewing students
as individuals to be helped, serviced, and educated was
demonstrated,

it was not until the mid-sixties that the

. Gilbert Wrenn, "Foreword," in College Stu­
dent Personnel, ed. by Fitzgerald (Boston: Houghton Miff­
lin Company, T970), p. v.
17

Matthew Stark, "The Student Personnel Administra­
tor As An Educator:
The Teaching of Human Relations,"
NASPA, V, No. 2 (October, 1967), 147-49.
18

Johnson, p. 10.

18
dean of students offices, reacting to their own selfconsciousness, began discernible, distinctive changes in
working with students.

This self-consciousness arose as

a result of the continued professionalization of its
members and in response to student activism, a force
which demanded, often dramatically, that the dean of
students' office increase its knowledge of and responsive­
ness to the student culture, which compelled the office
to evaluate its techniques used in relating to people, and
which required of student personnel workers expanded pro­
fessional knowledge in areas such as law, drugs, racism,
sexuality, territoriality, behavioral development.
As the offices began examining their functions
it became apparent even with the shift in emphasis that
a myriad of control activities were still being regarded
as essential tools for dealing with students.

Priorities

were established and the offices began to re-define their
role to that of student development specialist— "facili­
tating as effective personal and interpersonal growth as
can be devised in the frame of the collegiate experience."
This approach is designed to enable every student to
become a self-directing person— an individual so aware
of himself, others, and his environment that he is able
19

Philip A. Tripp, "The Role of the Dean of Stu­
dents in the Academic Community:
Servant or Leader?"
Conflict and Change in the Academic Community (papers
prepared for NASPA 52nd Annual Conference, Detroit,
National Association of Student Personnel Administrators,
April, 1970), p. 45.

19

19
to interact as an integrated, responsible personality.
Johnson,

20

speaking of student personnel work in general

(but specifically applicable to the dean of students
office) reflects that student development is not a new
concept.

He states what is different is the emphasis and

the approach— a total university community effort to
solve campus problems and assist individuals in their
behavioral development with the student personnel worker
in a key position to play a role of active intervention
in every sector of the campus community.

As the emphasis

in behavioral development evolved and as the in loco
parentis dimension diminished the nature of the dean of
students' control function changed to that of assisting
all members of the university community to cooperatively
develop guidelines for academic freedom and due process
and help one another to act responsibly.
Deans of students offices have come to realize the
value of working through student concerns as suggested
by Keniston:

21

handling student complaxnts honestly,

openly, consistently, indicating the underlying intel­
lectual, moral, philosophical, or political positions
from which they act, clearly delineating university

20
21

Johnson, p. 10.

Kenneth Kenison, "Deans and Dissenters" (address
at the National Association of Student Personnel Adminis­
trative Conference, 1967, Cincinnati, Ohio).

20
expectations for student conduct and providing responsive
channels.

Campus tensions in many cases have been

reduced through the willingness of dean of students
personnel and other members of the university community
to involve students in the decision-making process.
Indeed, The Report by the American Council on Education's
Special Committee on Campus Tensions

22

underscores this

action, stating campus tensions will be eased as all
members of the academic community are involved in decision­
making and held responsible for their actions, and as
communications are improved within the university.
The current student development approach also
includes a continued emphasis on research, consultation
services, innovative programs, and evaluation, and deans
of students are being enjoined to continue advances in
these areas.

Wise

23

states that considerable amount of

time should be spent on researching student cultures and
Greenleaf

24

asks should not student personnel administrators

22

.

"Involving Entire College Community in Decisions
Called Key to Easing Campus Tensions," The Chronicle of
Higher Education, IV, No. 29 (April 27, 1970) , TJ 3—5.
^ W . Max Wise, "Culture, Politics and The Dean of
Students," Conflict and Change in the Academic Community
(papers prepared for the NASPA 52nd Annual Conference,
Detroit, National Association of Student Personnel Admin­
istrators, April, 1970), p. 50.
^ E l i z a b e t h Greenleaf, "How Others See Us," The
Journal of College Student Personnel, IX, No. 4 (July,

I9TO , 231.------------------------

21

be attuned to student concerns, such as, draft, racial
problems, student power?

Tripp adds, that the dean of

students must be "a student of students and be responsible
to translate his findings concerning them into programs
and services that facilitate their education individually
and collectively."

25

It is also pointed out that as dean

of students offices develop understandings of and sensi­
tivities to students' concerns and needs, it can perform
a valuable function of serving as interpreter and con­
sultant to the faculty, other administrators, and the
interested public.

26

Katz

27

asserts that deans of stu­

dents should work with the academic community in developing curriculum.
innovative.

Rogers

28

exhorts deans of students to be

According to Robinson

29

student personnel

administrators must continue to conduct evaluations,
25

Tripp, p. 44.

26
Johnson, p. 11; Wise, pp. 50-51.
27

Joseph Katz, "The Role of the Student Dean in
Educational Innovation" (paper read at the College Student
Personnel Institute, Claremont, November, 1965, College
Student Personnel Abstract, I, No. 3 [April, 1966], 164).
28

Allen Rodgers, "The New Student Dean An Innovator
for Student Development," NASPA, VI, No. 3 (January, 1969),
135-37.
29

Donald W. Robinson, "Evaluation as a Function of
Student Personnel Administration," in College Student
Personnel, Readings and Bibliographies, ed. by Fitzgerald
(Boston:
Houghton Mifflin Company, 1970), p. 156.

22
listing six reasons:

(1) means for clarifying program

goals and objectives,

(2) means of relating program

objectives to the broad educational objectives of the
university,

(3) means for evaluating effectiveness of

the total program and its several subdivisions,
for keeping the program in proper perspective,
for program modification,

(4) means
(5) basis

C6) stimulus for basic research.

Evaluation, as Johnson and Fitzgerald have discussed in
Student Personnel Seminars,

30

are to occupy more than

ever a position of prominence in the dean of students
office.
Chapman has advanced a plan, based on the student
development concept, which could serve as a model for
deans of students offices.

31

He quotes Hazen Foundation's

report of the Committee on the Student in Higher Education
which advocates developmental education and cites Abraham
Maslow's hierarchy of human needs, stating that colleges
have opportunities to meet higher order needs.

His model

is a Student Development Center that employs action pro­
grams of Human Relations, Volunteer Services,

30

Dr. Walter F. Johnson and Dr. Laurine E. Fitz­
gerald, Education 98 2, Fall, 1969.
31

James L. Chapman, "Toward a New Concept of Stu
dent Affairs," College and University Business, March,
1969, pp. 69-72.

23

Motivational Seminar, Counseling and Research, and Admin
istrative Services to focus on individual development
through need satisfaction.
Summary
The evolvement of the dean of students offices
can be traced through its emphasis— from control, to
services and education, to student development which
incorporates services, education, behavioral development
and a continued emphasis on research, consultation ser­
vices, innovative programs, and evaluation.

CHAPTER IV
THE DEVELOPMENT OF THE DEAN OF
STUDENTS OFFICE AT MICHIGAN
STATE UNIVERSITY

The presentation of the data of this chapter will
be divided into five periods for discussion.
1st:

1857-1858 through 1895—1896 covers the

years prior to the establishment of the Office of Dean of
Women, the first recognized office which performed deanof-student-related functions.
2nd:

1896-1897 through 1934-1935 includes the

development of the Office of the Dean of Women which
encompasses the formative stages of the Dean of Students
Office.
3rd:

1935-1936 through 1943-1944 describes the

evolvement of the Office of the Dean of Men and the ser­
vices that both the Offices of the Dean of Women and Dean
of Men provide during the latter 1930's and the World
War II years, the early 1940's.

24

25
4th:

1944-1945 through 1960-1961 details the

establishment of the first officially titled Office of
the Dean of Students, covering Stanley E . Crowe1s and
Tom H. King's administrations.
5th:

1961-1962 through 1970—1971 explores the

advancement of the Office of the Dean of Students under
the guidance of John A. Fuzak, Dean of Students and later
Vice President for Student Affairs; Eldon R. Nonnamaker,
Assistant Director, later Associate Dean and then Dean
of Students; and Milton B. Dickerson, Vice President for
Student Affairs.

THE CONCEPT OF STUDENT CONTROL
PERIOD, 1857-1858 THROUGH
1895-1896

26

27
Admini str ative-Faculty
Responsibility
During the period of 1857-1896 the President and
faculty under authorization of the Board of Trustees,
acting in loco parentis, administered discipline and pro­
vided services to the students, establishing philosophies
and guidelines that were eventually incorporated in the
student personnel d e a n s 1 modus operandi.
The following rules and regulations established
by the Board of Trustees on October 23, 1857, indicate
the rigid standards which were applied by the Agricultural
College of the state of Michigan:
1. Students shall not absent themselves from the
college premise's without permission.
2. They are
required promptly to attend all chapel exercises,
recitations, lectures and field operations and to
discharge every duty imposed upon them.
3. They
shall faithfully observe all study hours and remain
quietly in their rooms during the same, except on
leave of absence.
4. They shall neither bring
nor use upon the premises any spirituous or intoxi­
cating liquors.
5. The use of tobacco and other
narcotics being disapproved of under all circumstances
is forbidden in any of the college buildings.
6. No
student will be permitted to use obscene or profane
language.
7. Card playing and other games of chance
are wholly prohibited.
8. No student will be per­
mitted to interrupt or interfere with the labor of
fellow students and other persons employed on the
premises, or to visit them at their labor.
9. The
mutilation or defacement of any part of the college
premises is regarded as a great misdemeanor both in
principle and accessories.
All damages shall be
assessed upon the offenders.
10. On Sabbaths
students shall attend the public religious services
held at the college and during the hours not neces­
sarily otherwise occupied shall remain quietly in
their rooms and engage in nothing inconsistent with
the proper observance of the day.
11.
Upright
and gentlemanly deportment will on all occasions be

28

required.
12. As no person can be received into the
Institution under the law creating it for less than
one term, any student leaving during that term with­
out permission from the faculty is liable to
expulsion and a forfeiture of further privileges
in the Institution.
13. Violations and disregard
of the rules of the College or countenancing the
same on the part of others will subject the offender
to reprimands, suspensions or expulsions, as the
faculty may determine.
14.
Students are expected
fully to cooperate with the faculty to secure the
object for which the Institution was established.
15. Firearms will not be permitted to be kept or
used upon the College p r e m i s e s . 32
George Geddes1 statement illustrates the philoso­
phy of the time during which the rules were established:
I speak from experience when I say that nothing
can be better for the student than constant
occupation under rules and orders.
Three hours
each day given to work, and four to six more
devoted to study, will so fill up the time that
but little will be left for outside amusements.33
The rules were expanded and modified down through the
years but it was not until the 1960's that the emphasis
was changed from control, as an in-loco-parentis responsi­
bility by the University and, in particular, the Dean of
Students Office, to involvement of the total University
community, faculty, students, and administrators in
developing policies, rules, and regulations and engaging
in the mediation and/or adjudication of disputes or
violations.
32

"Minutes of the Board of Trustees," October 23,

1857.
33

George Geddes, "Agricultural College of Mxchigan
and Its Influence," Report of the Secretary of the State
Board of Agriculture of the State of Michigan, For the
Year 1872, p. Z8T:-------- ------------------

29
Student Self-Government
The first organization for student government,
Students' Government, was established m

1875.

34

Begin­

ning in the school year 1881-1882, a trial by jury was
included in the governmental process.

35

The Students'

Government was simplified and partially united to the
Students' Organization in August, 1882, for the purpose
of maintaining good order in the dormitories and the
general comfort of students in pursuit of study.

36

Briefly, the students were organized into districts.
The districts selected captains and lieutenants who
were responsible for preventing all disturbances within
their districts, for securing a gentlemanly deportment
from all students everywhere about the grounds, and
especially toward visitors, and for serving on a court
for the trial of offenders.

37

Report of the Secretary . . . 187 5 , "Report
of the Faculty," p. 23; Report of the Secretary . . . 1884,
"Report of the President,1' p. 24.
"^Report of the Secretary . . . 1 884, "Report
of the President," pp. 24-25.
36
Appendix A.
37W. J. Beal, History of the Michigan Agricultural
College and Biographical Sketches of Trustees and Professors (East Lansing;
Michigan Agricultural College
Press, 1915), p. 77; Appendix A.

30
The faculty constructed the student government.
Prof. Geo. T. Fairchild . . . took a very active
part in perfecting this organization.
All the
original documents are in his handwriting,
and bear the impress of his cool, discriminating
judgment.
This fact is mentioned here to show
that the plan was undertaken with great care and
deliberation on the part of the Faculty and was
given, at least during its inception, all the
support and encouragement possible by the members
of the Faculty.38
The faculty also retained the right to take cognizance
in their discretion of any case of misdoing brought to
their notice and called for all elections, trials, and
marks accruing from trials to be reported regularly by
the President of the College to the Faculty.

39

In

essence, the students were to discipline themselves,
through an organization designed by the faculty, accord­
ing to rules they did not make, and in accord with
faculty expectations.

President Abbot had noted the

success of self-government

40

but his comments just prior

to the adoption of the 18 82 constitution, indicate the
atmosphere in which the new constitution was developed:
. . . as to discipline the faculty is the legis­
lative body, and I desire to govern in accordance
with their will . . . for several years it had grown
58

Report of the Secretary . . . 1 898, "Report
of the President/' p. 35.
39
Report of the Secretary . . . 1884, "Report
of the President," p. 2Tl
40

Report of the Secretary . . . 1877, p. 24;
1878, p. 46; 1880, pp. 16-17.

31
into a habit with me not to report to the faculty
the minor infractions of law, but by seeing the
students, talking with them, and gaining the aid
of officers and prominent members of the societies
to which they belong, to lead students to selfcontrol, and a freely chosen obedience to rule.
While I have insisted that with the president and
faculty rests the final decision of each case, I
have taken the students into free counsels regarding
college matters, explained reasons of college rules
and discipline, and heard all their opinions and
wishes.
I have not compelled them to inform on
each other, but have required them to give any and
all information regarding themselves. 1 have never
acted as a spy, nor employed others to do so, nor
by any way of questioning pretended to any knowledge
of students' doings that I did not have.
There would of course be failures in discipline
under this method of proceeding, and the best suc­
cesses would often appear to be failures, when it
was heard that some offenses had been committed
and not made the subject of faculty discipline.
I have no reason to doubt the substantial wisdom
of this course of proceeding, nor have I had in the
main cause to regret the freedom allowed to students
in representing their own views, believing it to be
better to run some risks of disorder for a large
gain in self-government.
The moral condition of
students was never better than now.
Profaneness,
drinking, and other gross vices were never so
infrequent, and the reports of the officers show a
zeal in study and standing in classes never before
so uniformly high.
However, this plan does not
meet with the approval of the faculty, and I cheer­
fully join with it, in its way; and in obedience
to its will offenses are now reported to the
faculty for faculty investigation and discipline,
and students are required to tell all they know
of the actions of other students. . . . 41
President Snyder points out that between 18761896,

"it is quite evident that very often the organization

drifted into the hands of those least fitted to control
such matters.

41

When this occurred discipline became

Report of the Secretary . . . 1882, "Report
of the President," p. 45.

32
lax and often the Faculty was compelled to mete out
punishment regardless of the wishes of the organization.”

42

Student Government in Disfavor
By 1892 the student government was becoming in
disfavor and the faculty established new dormitory rules
and directed that inspection be made by cadet officers
under rules prescribed by the Military Department, the
Commandant of Cadets to have general supervision.

43

By

the fall term of 1896,
. . . the better element among the students were
willing to give it up.
The Faculty were equally
willing to assume control.
During the winter term
the Faculty quietly exercised its authority and
student government was a thing of the past at
M.A.C.
So quietly was the transition made that
it is difficult to fix the exact time.
No pro­
tests came from students.
They seemed perfectly
willing to relinquish all claims to authority and
allow the Faculty to shoulder the responsibility
and assume entire control.44
In retrospect this should not be a surprise, for the reins
had always been held by the Faculty.

The demise of stu­

dent government came during the same period that the
Office of the Dean of Women was established.

Student

government was re-formed in 1908 and as the antecedent

42

Report of the Secretary . . . 1898, "Report
of the President," p. 35.
43
44

"Faculty Minutes," July 6, 1892.

Report of the Secretary . . . 1898, "Report
of the President," p. 35.

33

administration structure of the Dean of Students Office
unfolded and the office of the Dean of Students estab­
lished, student government proceeded through various
stages— from being controlled by the Faculty and the
Administration through gradual achievement of selfdetermination to being self-directed.
Additional Areas of Faculty
Control
The Faculty's requirement that all student
organizations must be approved, illustrated by the
following quote from a Faculty Meeting, established a
precedent that the future student personnel deans were
to follow.
Resolved that Messrs. Clute and the other peti­
tioners be permitted to organize themselves into
a Society, after the time for the next regular
election of Officers in the existing Society.
Provided the Society which they shall form be
purely educational in its nature, and hold its
meetings on the same evening with the existing
Society; and shall consist of members not belong­
ing to the existing Society, at the time and
after its first meeting; and provided the Con­
stitution, laws, and bylaws, and all changes
of them be submitted to, and approved by the
Faculty; and the Faculty be kept informed of
the members belonging to the Society, and have
45
at any time liberty of access to their meetings.
The Faculty regulation of social activities also
provided directions for student personnel deans.

"Faculty Minutes," March 24, 1862.

The

34
following specific regulations found in the Faculty
Minutes,

46

while of the period just after the establish­

ment of the Dean of Women, serve to illustrate the
various expectations, past, present, and future:

any

society inviting guests of the opposite sex must provide
for such entertainment a chaperon acceptable to the
President of the College or to the Faculty Committee
on Entertainment and the name of the chaperon must
accompany the request for permission to hold the enter­
tainment; not more than half the whole number of Friday
nights of each term can be given up to society and mili­
tary parties; no young lady in the care of the College
would be allowed to attend more than four dancing parties
during the term; all entertainments must close at
11:00 P.M.
Emergence of Service Concept
Another activity which the Faculty informally
handled, then more specifically organized in 1894 and
which later fell under the auspices of student personnel
deans, was counseling of the students.
1894, and the October 1, 1894,

The September 24,

"Faculty Minutes" con­

cerning this aspect are quoted verbatim.

46

"Faculty Minutes," December 12, 1898; December 11,
1899; February 13, 1900; June 7, 1900.

35

Dr. Edwards of the Committee on social relations
with students reported as follows:
To the Faculty of the Michigan Agricultural Col­
lege.
Gentlemen:
— Your committee appointed to con­
sider the question of closer social intercourse and
companionship between members of the Faculty and
students, after careful considering the matter
report that in their opinion there is a serious lack
of social contact and kindly sympathy between the
students and faculty; that from both points of view
such a state of affairs is deeply to be regretted,
and that it is the duty of the Faculty to seek at
once some remedy for the existing evil.
Your committee would therefore recommend:
(a) That all students now living in the College
dormitories be equally parceled out according to
geographical location among the members of the
Faculty, with the exception of the President.
(b) That Dr. Grange and Prof. Kedzie be
requested to divide between them the non-resident
students.
(c) That each Professor concentrate himself
upon.his quota of students in an earnest effort to
make himself their confidential adviser, companion
and friend, to create between himself on the one hand
and in his quota of students on the other a bond of
sympathy and friendly interest.
(d) That while it would in our judgment seem
invidious for the President to thus devote himself
to any one quota of students he be requested to
cooperate with the Professors by advice and in
whatever other way he may see fit.
(e) That a Committee be at once appointed to
carry out the details of this plan.
Respectfully submitted,
Howard Edwards, Chairman
Faculty Meeting (October 1, 1894)
On motion the resolution reported by special
committee— relating— to social relations with stu­
dents was taken up and adopted.
Summary
During this period which preceded the establish­
ment of an office specifically designed to deal with
student personnel services, Dean of Women's Office,
precedents were established that were to be followed

36
later by student personnel deans.

It was apparent

during this period that the emphasis was on control.
The President and the Faculty unilaterally determined
policies, rules, and regulations utilizing the student
government as a stratagem for control.

ESTABLISHMENT AND DEVELOPMENT OF THE OFFICE
OF THE DEAN OF WOMEN, ENCOMPASSING THE
FORMATIVE STAGES OF THE DEAN OF
STUDENTS OFFICE PERIOD
1896-1897 THROUGH
1934-1935

37

38

Impact of Dean of Women's Office
Although women were in attendance at Michigan
State since 1870, when ten women were admitted, it was
not until 1896 when a women's course was approved that
Miss Edith F. McDermott

47

assumed the responsibilities

for the Women's Department but not the title, of Dean
of Women.

The course was described by President Snyder

as "a course of study for young women, covering four
years of work . . . affords an opportunity to acquire
a thorough knowledge of English, mathematics, history,
literature, French, German, botany, chemistry, entomology,
natural philosophy; but the distinguishing feature, of
course, is the emphasis it lays on home making."

48

Forty-two women were enrolled the first year, seventeen
of whom lived in remodeled Abbot Hall, previously a men's
dormitory.

49

Miss McDermott, besides teaching household

science and cooking acted as matron of the dormitory,
and served on the Society and Entertainment Committee,
a Standing Committee of the Faculty which supervised

Report of the Secretary . . . 1 8 9 8 , "Faculty
and Other Officers," p. 51 “Report of the President,"
pp. 28-29.
^ 8Report of the Secretary . . . 1 8 9 7 , "Report
of the President," pp. 26-27.
49
Report of the Secretary . . . 1 8 9 8 , "Report
of the President," p. 29.

-

39
student social activities.
1898 Mrs. Harriet Bacon

51

50

In the second year, 1897-

was appointed as matron enabling

Miss McDermott to spend more time on her academic work.
Dean of Women as in Locus
"Maternal"
Miss McDermott resigned at the end of the 18971898 school year.

The department was reorganized which

included the removal of the matron position, and Miss
Maud Ryland Keller was placed in charge as Dean of
Women's Department; therefore becoming the first Dean
of Women.

52

Miss Keller describes her duties saying,

. . . the work of the Dean of Women has varied.
. . . In addition to classes, her work has been
to grant permissions, sign excuses, general
responsibility for women in her department.
Supervision of Abbot Hall and care of finances
help to make up the duties of the D e a n . 5 3
She adds in her report of June 30, 1900, that
. . . we have tested regulations which will be
printed for use in the new dormitory. . . . We
have had no housekeeper during the year, and
this gave the care of the house to me.
I have
had, also, care of the sick.
Fewer students
have been sick this year than before, owing
perhaps to better sanitary conditions of the

50Ibid., pp. 28-29, 32.
*^Ibid., "Faculty and Other Officers," p. 6.
52

Report of the Secretary . . . 1 8 9 9 , "Report
of the President," p. 22.
33Report of the Secretary . . . 1899, "Report
of the Women's Department," p . 49.

40
house.
The sickness has been cause of greater
anxiety, however, because of its epidemic
character, the diseases being tonsilitis,
measles and scarlet f e v e r . 5 4
The regulations governing women were exacting.
Kuhn contrasts attitudes concerning the discipline of
women and men saying, "while men were expected to be
quiet and orderly, women were subjected to more minute
supervision."

55

Gilchrist says,

Because of the fact that "Agricultural College"
was not even a village and that East Lansing,
when incorporated in 1908, consisted of houses
few and far between, the State Board and the
faculty believed that our girls should be safely
guarded and their mode of life carefully super­
vised. . . . The rules were strict.
Victorian
ideas prevailed to some extent in the early 1900's.
The 1906-1907 Catalogue under "Discipline— Supervision of
Young Women:"

states,

In addition to giving a practical education, the
College aims to make its women's dormitory a home.
The women there are under the supervision of the
head of the department.
The restraints are only
such as are made necessary by numbers.
What rules
exist are required by the health and best interests
of the women.
They aim to secure the proper number

64

Report of the Secretary . . . 1900, "Report
of the Women's Department," p. 49.
55

Madison Kuhn, Michigan State the First Hundred
Years (East Lansing:
The Michigan State University Press,
T9S5T, p. 208.
c/r

Maud Gilchrist, The First Three Decades of Home
Economics at Michigan State College 1896-1926, A Bulletin
of Michigan State College (East Lansing: Michigan State
College Press, 1947), p. 66.

41
of hours of sleep for all women students, and quiet
during hours to study; certain hours are set apart
for receiving c a l l e r s . 57
The Dean of Women at Michigan State being entrusted with
the overall responsibility for the care of the women stu­
dents followed the pattern described earlier in the his­
torical overview of the evolvement of dean of students
offices in the United States.
Miss Keller resigned at the end of the 1900-1901
school year and Miss Maud Gilchrist was appointed as
Dean of Women's Department, a position she held for
twelve years with the exception of a leave of absence
in 1906 when Elizabeth S. Jones was Acting Dean.

58

During her administration she encouraged the development
of a student government which did not become a reality
due to a lack of student interest.

59

She also sought

to liberalize the restrictive policies concerning women
and in her concluding report as Dean, June 30, 1913,
asserted,

"I believe a more liberal policy toward the

women students would result to advantage on both sides.

57

Catalogue;
Officers and Students of the Michi­
gan State Agricultural College for the Year 1906-19U7
(East Lansing: Michigan State Agricultural College Press,
1907), p. 157.
CO

Report of the Secretary . . . i9 ° 7 > "Report of
the W o m e n 1s Department," p. 66; Report of the Secretary
. . . 1 913, "Report of the President," p. 33.
59

Gilchrist, p. 67.

42
The dean should feel free to let the young women decide
most matters for themselves in the conduct of their daily
college l i f e . " ^
Expansion of Dean of Women's Role
On November 13, 1909, the Board of Trustees
authorized and directed the President to organize the
instructional force of the College into four divisions,
one of which was the Division of Home Economics, whereupon
Maud Gilchrist's title was changed from Dean of the
Women's Department to Dean of Home Economics, and in the
1911-1912 school year to Dean of the Division of Home
Economics.61
Miss Gilchrist concluded her tenure of service
saying,
The duties of the dean's office have become so
varied and considerable that a regular stenographer
should be employed to carry on the work.
In
addition to the correspondence, which is at times
large, the dean issues all orders for supplies
for class work, and furnishings and repairs for
the building; she signs all bills belonging to
the division and ok's the payrolls for all regular
and student employees.
The women students are
classified three times a year under her super­
vision; their records and blanks are filed in her
office; she keeps lists of social activities and
^ Report of the Secretary . . . 1 9 1 3 , "Report of
the Dean of the Division of Home Economics," pp. 81-82.
61

"Board of Trustees Minutes," November 13, 1909;
Report of the Secretary . . . 1 9 1 0 , "Faculty and Other
Officers," p. 77 "Report of the Dean of Home Economics,
pp. 83-84; Report of the Secretary . . . 1 912, "Report
of the Dean of the Division of Home Economics," p p . 72,
74.

43
of those who attend; all excuses for absence from
class and permits for absence from town are given
by her? she acts as general adviser to the women
students and for their organizations; her office
is a bureau of information as far as may be, of
the various matters pertaining to them.
The four
departments of work— music, physical culture,
domestic art and domestic science— have grown
in every way in these years, in numbers, courses,
classes and character of the w o r k . 62
It should be noted that a House Director, Miss
Katherine Cameron, was appointed September 1, 1909,
which did provide the Dean some relief.
Mrs. Harriet B. Crawford

64

63

She served until

assumed responsibility in

September, 1911; she was replaced by Mrs. Mary H. Page
fic;
in September, 1912.
Miss Gilchrist was commended for her efforts by
President Snyder who said that,
. . . the splendid development of this department
has been due in no small measure to the good judg­
ment, keen initiative and courageous efforts of
the Dean.
She brought to the position the very
best of training in scholarship and experience?

62

Report of the Secretary . . . 1913, "Report of
the Dean of the Division of Home Economics," pp. 78-79.
63
Report of the Secretary . . . 191 0 , "Faculty
and Other Officers," p. 10.
64

Report of the Secretary . . . 1912, "Faculty
and Other Officers, *' p. l l .
65
Report of the Secretary . . . 191 3 , "Faculty
and Other o f f i c e r s , p . I I .

44
thorough preparation reinforced with the very
highest qualities of character made her adminis­
tration one of signal s u c c e s s . 66
Mrs. Lillian L. Peppard served as Acting Dean of
the Division of Home Economics fall and winter terms of
the 1913-1914 school year with Miss Georgia L. White
being appointed Dean on April 1, 1914.

67

Miss Edith W.

Casho, a member of the Division since 1911, was recog­
nized for her efficiency in looking after the health of
students and in various duties of the dormitory, by being
appointed Assistant to the Dean in 1915.

68

During Miss White's term of office, the staff
gradually increased, e.g., house mother, matrons.

69

Miss White, in 1916, writes that the increase in
the number of women students
. . . though not large has made necessary readjust­
ments along many lines; as the dormitory, dining­
room and laboratory accommodations were inadequate
to meet it.
It has also seemed essential to make
some changes in the plans for the life of the young
66
Report of the Secretary . . . 1913, "Report of
the President," p. 33.
67

Report of the Secretary . . . 1 9 1 4 , "Report of
the Dean of the Division of Home Economics," p. 110;
Report of the Secretary . . . 1915, "Faculty and Other
Officers,
p. Ek
^Gilchrist, p. 28.
^ F r o m this point on the study will only refer
to individuals when some significant point, example,
illustration, is to be made; the staffing and structural
development from 1896 through 1970-1971 may be found in
Appendix B.

45
women and in regulations governing their social
activities, for more than half of the students in
the division, aside from those whose homes are in
Lansing and East Lansing, were housed outside of the
Woman's Building and the problems to be met have
been increasingly those of a scattered body of stu­
dents rather than those of a group living under one
r o o f .70

Separate Government for
Women Emerges
One significant development was the establishment
of a Women's Student Council, 1916-1917.

The 1917 Wolverine

states that it was founded because of the growing need for
an official organization to represent women and help main­
tain a spirit of cooperation and good will among the
women of the College.

71

Miss White reports,

. . . that the Council will concern itself with
many and varied interests in the division, and will
work with the Men's Student Council to maintain
the traditions and standards of the College and
to promote progress.
We feel that the organization
of this Council will be of great help in developing
the life of the d i v i s i o n . 72
"The Student Council" composed of only men was
re-established in 1908, again primarily as a control agent,
and it appears that until at least after the development
of a new Constitution in 1914 it was struggling to develop

70

Report of the Secretary . . . 1916, "Report of
the Dean of Division of Home Economics," p. 146.
7^1917 Wolverine, p. 271.
72

Report of the Secretary . . . 1 9 1 7 , "Report of
the Dean of Division of riome Economics,*' p. 125.

46
a positive self-concept.

73

World War I depleted the ranks

of the Council and affected its efficiency.

The Women's

Student Council— Miss Gilchrist's dream long come true—
from its inception working with the Dean of Women, pro­
vided needed opportunities for women to assume leader­
ship roles and to participate in their own self-government.
The 1919 Wolverine reported:

"The principal activities

of the Council during the past year have been confined
to a revision of the Women's Regulations, making them
more liberal and democratic."

74

For example,

"couples

could stroll unchaperoned across Farm Lane Bridge or
Grand River Avenue; coeds could go canoeing, although
only in the company of members of the flourishing men's
Canoe Club; junior and senior women might attend Lansing
theaters without a chaperone, provided there were two
or more couples in the party."

75

The Women's Student

Council was renamed Women's Student Government in 19201921; Women's League, 1921-1922 through 1922-1923;
Women's Self-Government Association, 1923-1924; and

73
Appendix A; 1912 Wolverine, pages not numbered.
741919 Wolverine, p. 275.
75Kuhn, p. 320.

47
reorganized in 1929-1930 as the Associated Women Students'
Organization.

76

A.W.S.'s description in the 1930 Wolverine

is as follows:
The Associated Women Student's Organization is
composed of all the women students on the campus
represented by a council of eleven, elected by the
members.
The purpose of this association is to
regulate all matters pertaining to the student
social life, to further the spirit of unity among
the women, and to increase their sense of respon­
sibility in making and keeping a high social
standard.
A.W.S. puts forth an extra effort each year
to make Freshman Week a success.
They hold mass
meetings, carry out judicial work and give teas,
etc., aiding the Freshmen in getting acquainted.
This year in their attempt to make easier for
each new girl her adjustment to her new surround­
ings, they organized the movement of "Freshman
Councillor" and carried it out.
This year A.W.S. has a new system of signing
out slips and of special permission.
As an
experiment they tried one o'clock permission on
Saturday nights for formal parties.
Through a
joint committee of A.W.S. and the Student Council
the point system was revised.
With the assistance
of other groups on the campus, they sponsored the
Co-ed Prom and Lantern Night.
They were able to
send two representatives, Dorothy Prideaux and
Anthenia Andros, to the A.W.S. convention at
Vermillion, South Dakota.
They are looking forward with especial
pleasure to the coming year and they are enthu­
siastically planning to make it one well worth
while.
They are planning an interesting orien­
tation week, and to work for better convocations
and to give Freshman teas.77

^ 1921 Wolverine, p. 342; 1922 Wolverine, p. 367;
1924 Wolverine, p. 3l2; 1930 Wolverine, p. 314.
771932 Wolverine, p. 154.

48
Organized Effort to Promote
Women's Development
The Pan Hellenic Association, which was reorga­
nized in 1922 to actively promote inter-fraternity
(sorority) cooperation

78

and the Spartan Women's League

which was organized in 1931 to create a stronger bond
of friendship among the College women, to enter teams
in competitive athletic sports and to develop campus
leadership,

79

gave women students additional opportuni­

ties to acquire leadership skills and to influence the
campus.

It would appear that the Office of the Dean of

Women worked closely with the various women's organi­
zations, advising and providing supportive assistance
for such activities, as freshmen women orientation.
While control regulations were certainly still most
prominent, the Office helped women students institute
changes.

The Dean of Women as a member of the Adminis­

trative Group and a member of the Faculty and of par­
ticular, the Social Committee, was in position to
effectually represent the women students' views.

80

The Division of Home Economics was reorganized
during the 1916-1917 school year with Miss White being
designated as Dean of Home Economics and Dean of Women

78Ibi d ., p. 235.

79I bid., p. 209.

OA
"Faculty Minutes," May 3, 1915;
Minutes," May 1, 1916.

"Faculty

49
for the 1917-1918 school year.

81

Miss White comments,

. . . owing to the growth and to the increased
specialization in the division, as well as to
facilitate the financial management, separate
departments of Domestic Science and Domestic Art
have been created with separate budgets, the
remaining work of the division being carried on
under the denomination— Dean's Office and Dormi­
tories.
This is in line with the development
of the work of the division, and with the hope
which we have had that eventually the dormitory
life and department life may be made as distinct
as possible.82
In the 1918-1919 school year Miss Mary E. Edmonds served
as Dean of Home Economics with Miss Annie Howard as
Advisor of Women who, in her capacity, relieved the Dean
of many details.

83

In the 1919-1920 school year Miss

Eudora H. Savage became Dean of Women within the Division
of Home Economics, a title which she held for three years.
During these years Mary Edmonds, 1919-September 26, 1920;
May Person, September 27-December 1, 1920; Mary Sweeney,
December 1, 1920-June 30, 1922, respectively, were in
charge of the Division.

84

Miss Savage resigned m

1922

81

Report of the Secretary . . . 1 9 1 7 , "Report of
the Dean of the Division of Home Economics," p. 125;
Report of the Secretary . . . 1918, "Faculty and Other
Officers,*' p. 5^
QO
Report of the Secretary . . . 1 917, "Report of
the Dean of the Division of Home Economics," p. 125.
83

Report of the Secretary . . . 1919, "Faculty
and Other Officers," p. 7.
84

Report of the Secretary . . . 1920, "Faculty
and Other Officers," p. 7; Report of the Secretary . . .
1921, "Report of the Department of Home Economics,"

50
and the dean of women responsibilities fell upon the
shoulders of the Acting Dean of Home Economics for the
1922-1923 period, Miss Louise Hathway Campbell.

85

Jean

Krueger was appointed in 1923 as Dean of Home Economics
and Women

86

and served in this dual capacity until

Dr. Clara Powell was appointed Advisor of Women, start­
ing the 1926-1927 school year.

Miss Krueger comments in

her end of year report, June, 1927, "with the appointment
of Dr. Clara Powell to the position of Advisor of Women
to serve on the staff of the Dean of the College, the
work of the Dean of Women has been removed from this
87
Division."
The First Administrator to Assume
the Role of a bean of Students
John Phelan, Dean of the College, as part of his
responsibility devoted much of his time to the tasks of
a dean of students during the period 1925-1926 through

pp. 74-75; Report of the Secretary . . . 192 2 , "Faculty
and Other Officers," p. 7 ; Gilchrist, p. 30.
QC
Report of the Secretary . . . 1923, "Faculty
and Other Officers," p. 51 ‘'Report of the Dean of Home
Economics," pp. 72-81.
**6Report of the Secretary . . . 1 924, "Report of
the President," p. 3T\ "Report of the Department of Home
Economics," p. 77.
87

Report of the Secretary . . . 1 927, "Report
of the Division of Home Economics," pp. 82-83.

51
QO
1927-1928.

Kuhn points out:

"Dr. Clara E. Powell

served under him as adviser to women and J. W. Steward,
as attendance officer, relieved the deans and others of
the responsibility for certifying excuses, an important
task, for one negative credit was assigned for each six
to twelve unexcused absences;"

(when an individual accrued

six absences one credit was added to the graduation
requirement); Phelan also provided extensive direction
to counseling and guidance.

89

Phelan's report, included in the Report of the
Secretary of the State Board of Agriculture, 1926, aptly
illustrates his responsibilities.
To the President:
Sir:— I beg to report the progress during the
year in the organization of the work of the Dean of
the College.
Freshman Week was established and carried out
in such a way that both students and faculty con­
sidered it very much worth while.
A system of advisers of Freshmen has been
organized.
The freshmen report to their advisers
at least once a month.
The adviser has a record
on the student's work and is often able to be of
great service to him.
The Student Council and the Women's Self
Government Association deserve mention for their
loyal cooperation in student affairs.

Q Q

Report of the Secretary . . . 1926, "Report
of the Dean of the College," p. 155; Report of the Secretary . . . 1927, "Report of the Dean of the College,"
pp. 158-5$; Report of the Secretary . . . 1928, "Report
of the Dean of the College,11 p. 54; Kuhn, p. 301.
®^Kuhn, p. 301.

52
A large number of upperclassmen have come to
the office with their personal problems.
There
have been relatively few cases of serious disci­
pline .
For future consideration may I suggest five
impor ta n t i terns:
(1) The appointment of a Dean of Women who
would act as adviser to the girls.
(2) The organization of an Orientation Course
for Freshmen.
(3) The development of a system of personnel
that will be of advantage to the college
staff in providing them with vital infor­
mation concerning the students.
(4) The development of an organization that
will assist graduates in finding positions.
This organization should cooperate with
all divisions and departments of the college.
(5) The attendance of students is kept in the
several divisions of the college.
I would
suggest that there be created the position
of Attendance Officer and that records of
attendance be centralized.90
In 1928, The Board eliminated the Dean of the Col­
lege, the advisor to women, and other positions; President
Shaw and a secretary assumed most of the functions, though
J. W. Steward was continued as attendance officer until
June 17, 1936 and, a new Dean of Women, Miss Elisabeth W.
Conrad was appointed.

91

Functions Crystallized for the Dean
of Women's Office
Miss Conrad, to enable the "College to have more
right to dictate as to the caliber of women engaged by

90

Report of the Secretary . . . 1926, "Report of
the Dean of the College," p. 155.
91

Kuhn, p. 334; Report of the Secretary . . . 1 9 3 6 ,
"Report of the Supervisor of Attendance," p. 54.

53
sororities as housemothers," requested and received
approval from the Board of Trustees on March 24, 1930,
for the College to pay $10 a month for ten months to each
of the ten sorority housemothers, starting fall 1931.

92

The housemothers were thus members of the Dean of Women
staff and their selection by the sororities were subject
to the approval of the Office.

93

Miss Conrad's reports to the President as evi­
denced by the Annual Reports of the Secretary of the
State Board of Agriculture 1932—1944 presented for the
first time comprehensive and detailed descriptions of
the activities of the Office of the Dean of Women.

The

following selective quotes from her report to the Presi­
dent in 1932 exactingly describe the Dean of Women's
Office organization and its activities.
To the President:
Sir:— The office of the Dean of Women was moved
from the Library Building to the Women's Building
in September, 1931.
The resulting changes in the handling of work in
the office of the Dean of Women may be outlined as
follows: The larger waiting room gave more space
for cooperating student organizations; A.W.S.
officers were granted one desk and file enabling
them thus to have regular office hours and make
their student contacts more effectively; the
Panhellenic was also given file space for records
and encouraged to deal more systematically with

"Board of Trustee Minutes," March 24, 1930;
Report of the Secretary . . . 1932, "Report of the Dean
of Women," p. 52.
Q O

Report of the Secretary . . . 1932, "Report
of the Dean of Women," p. 52.

54
sorority organization problems. A less formal
atmosphere in the office seemed to encourage easy
student approach.
The number of students who came
in for advice and assistance was very greatly
increased.
This was probably aided by the fact
that students learned that their wants would be
taken care of without an indefinite period of
waiting.
The two assistants to the Dean of Women
were given individual desks and their work more
clearly differentiated.
To the housing assistant came all interviews
with girls seeking work and all problems of the
girls working for room and board, doing light
housekeeping, or living off-campus.
The housing
assistant was also given charge of inspecting all
off-campus houses, visiting several times each
term each house in which students lived and adjust­
ing personal difficulties which arose between land­
ladies and students.
She also served as advisor to
the A.W.S. vice-president in House Presidents' meet­
ings and in the checking of weekly house reports.
All assignments of rooms in the two dormitories,
taking deposits and authorizing refunds were under
her jurisdiction.
She developed a very simple and
accurate system of card files which show individual
accounts at a glance.
Her employment supervision
included the dormitory telephone switchboard in
Mayo Hall and the elevator service in the Women's
Building.
A continually fluctuating number of
girls usually about 85 worked off-campus during the
year.
The secretary's duties, in addition to the usual
secretarial work of caring for correspondence and
keeping correspondence files, included the keeping
of the social calendar.
She interviewed the student
social chairmen of all organizations, and registered
all social dances or evening parties.
A total of
231 dances were registered during the year.
Inasmuch
as all dances must be chaperoned by at least two
couples of accepted standing in the community, it
has been likewise the duty of the secretary to issue
official recognition "invitations" to these chaperons.
Characteristic student procrastination necessitated
the devotion of much secretarial time on Thursday
and Friday of practically each week to the matter of
dances for whom chaperons were not recorded.
With the informal atmosphere of the new office
an open door policy has been stressed.
Interviews
cannot be tabulated but may be classified as largely
with parents, students below par in academic work
who came either voluntarily or in response to a
request at the beginning of a new term, interviews

with students whose health problems had been reported
by the Campus Health Service or by their house matrons;
freshmen and transfers, particularly those whose social
adjustments were noted as unsatisfactory.
A few
cases of discipline entered into the year's work, and
also many detail questions of dormitory management
and policy varying from student insistence on personal
radios to parental resentment of A.W.S. discipline
meted out to daughters.
Conferences with student
leaders and meetings with student organizations cut
deep into the after 7:00 p.m. hours, but seem always
a necessary part of the constructive work, as are also
the acceptances of official invitations to formal
student social functions.
The introduction of the faculty advisory system
for freshmen and new students changed the character
of the interviews with failing students.
The question
for the Dean of Women to ask was no longer "Why did
you fail?" but "What are you doing or what can we help
you do to make it possible for you to get better study
results?"94

Service Role Expanded
During the depression years the Dean of Women's
Office spent considerable time helping young women contend
with the economic conditions.

Miss Conrad, in discussing

the office endeavors in this area, commented that "A
special note should be made here of the especially good
work done by Miss Petersen, not only in securing an
unusually large number of homes where girls were able to
work for room and board, but also in the constant and
sympathetic supervision given the women so placed."

95

It might also be noted at this point, that Miss Mabel F.

94
95

Ibid., pp. 50-51.

Report of the Secretary . . . 1935, "Report of
the Dean of Women,1' p^ 35.

56
Petersen's long record of service to the Dean's Office
extends from 1934-1935 to date.

To provide women with

inexpensive housing the first cooperative, Concord House,
was established in 1936 under the auspices of the Dean of
Women with Supervision by a resident housemother.96
Summary
Regulative activities continued to be emphasized
during this period but women students were afforded the
opportunity to modify and/or change various policies
and rules.

The providing of services by student personnel

administrators was beginning to develop during this period.
The next period in the development of this study,
1935-1936 to 1943-1944, will include further discussion
of the Dean of Women's Office as well as the delineation
of the newly established Office of the Dean of Men.

96Kuhn, p. 357.

ESTABLISHMENT OF THE OFFICE OF THE DEAN
OF MEN AND THE EVOLVEMENT OF
STUDENT ACTIVITIES AND THE
SERVICE CONCEPT PERIOD
1935-1936 THROUGH
1943-1944

57

58
Office of the Dean of Men Established
In May of 1935 the first Dean of Men was appointed.
President Shaw reports that
In May 1935, in response to an apparent need and
growing demand, the position of Dean of Men was
created and Dr. F. T. Mitchell, Associate Pro­
fessor of Education, was appointed (though without
complete severance of his relations with his former
department). Dr. Mitchell has administered the
Freshman Week program most successfully, has accom­
plished much in improving housing conditions for
men, and has acted in an advisory capacity to all
of the leading groups of men students on campus.
The new position has been more than justified.97
The first year's staff consisted of Mr. Glen Stewart,
Assistant to the Dean of Men in charge of National Youth
Administration

(an agency created by Executive Order in

1935 to furnish part-time work for students in high
schools and colleges); Mr. C. A. Rosenbrook, Assistant
to the Dean of Men in charge of housing men students;
and Miss Blanche Barnhart as Secretary.

98

Kuhn

99

also points out that the Freshman Week and testing
programs became the responsibility of the Dean of Men
in the 1935-1936 school year with Paul L. Dressel, a
half-time assistant, administering entrance and diagnostic
examinations and exploring vocational aptitudes to advise
97

Report of the Secretary . . . 1936, "Report of
the President," p. 28.
98

Report of the Secretary . . . 1936, "Brief of
Annual Report o£ Dean ot M e n , ” p. 56
^ K u h n , p. 375.

59
students on their careers.

(Author's note:

Paul Dressel

was not a half-time assistant; he did provide the stated
services but not in a formal capacity.)^®®

Dean Mitchell's

personal message to the students in Fall 1935 conveys his
perception of the Office:
Coming to an institution of higher learning for the
first time, you will meet perplexities of many
kinds.
The Office of the Dean of Men is open all
day and the chief function of this office is to
assist students in adjusting themselves to college
life.
You are welcome to come in at any time.101
Dean Mitchell's commitment to personal interaction with
students is evidenced by his statement,
To make students feel at home, I personally visited
all men in Wells Hall and many in off-campus houses.
The Blue Key men visited all freshmen which I did
not visit and we found a considerable number of
men a bit unhappy because of living conditions.
These cases were adjusted with no delay.1°2
Expansion of Student Activities
j-n the 1936's'
The Dean of Women and the Dean of Men personnel
spent considerable time throughout the 1 9 3 0 's supervising,
assisting, and advising student activities.

While student

organizations and social functions had down through the
years been gradually increasing, it was during the 1 930's

100Conversation with Dr. Paul L. Dressel on
March 22, 1972.
^ ^ 1935-1936 Student Handbook, p. 7.
102

Report of the Secretary . . . 1938, "Annual
Report of the Dean of Men," p. 96.

60
that they expanded significantly.

Even the depression

did not seem to dampen enthusiasm.
in 1933,

Miss Conrad observes

"Social events succeeded each other throughout

the year much as in former times, although after a few
experiences with deficits, student social committees
learned to plan less expensive dances."

103

By the end of

the school year in 1939 Miss Conrad reports a total of 420
registered social affairs.

104

Dean Mitchell reports m

1939, "There are a large number of campus organizations
for men students— probably too many.

Approximately 75 per

cent of the men students participated in some extra-class
activity or belonged to some organization or both."

105

(The Dean of Men had an extra-curricular or non-academic
record for every man during the year.)^*^
The Dean of Women's Office worked closely with
A.W.S.; Spartan Women's League; Mortar Board, a senior
women's honorary; and Pan Hellenic Council.
organizations were most active.

All the

An example is the

103

Report of the Secretary . . . 193 3 , "Report of
the Dean of W o m e n ,'* p . 39.
104

Report of the Secretary . . . 1939, "Report of
the Dean of Women," p. 7l.
^^^Report of the Secretary . . . 1939, "Report of
the Dean of Men," p. 6"9.
^ ^ Report of the Secretary . . . 1938, "Annual
Report of the Dean of Men," p. 96.

61
description in the 1935 Wolverine of one of the A . W . S . '
endeavors:
The biggest project undertaken by A.W.S. during the
year consisted of an orientation program for fresh­
men women.
Formerly, this work was treated in the
weekly physical education lectures, but the limited
time which could be devoted to orientation made it
advisable for a new system to aid freshmen women
in becoming acquainted with their new surroundings.
The freshmen were divided alphabetically into
groups of about twenty each.
At the head of every
group was a junior, carefully chosen for her quali­
ties of leadership.
In informal meetings were
discussed problems and topics of general interest
such as citizenship, social etiquette, mannerisms,
adjustment and similar subjects.
The whole plan
proved very successful considering the short time
it has been in effect, both freshmen and upper­
classmen apparently profiting immensely by the
opportunities afforded for the development of
closer contacts among Spartan w o m e n . 107
In 1936 A.W.S. also kept a detailed filing system
of the extra-curricular activities of each girl on campus,
sponsored a co-ed carnival at which Freshman girls were
introduced to activities on campus, co-sponsored with
Mortar Board a lecture for Senior women on the topic
of marriage and the home, undertook a variety of other
108
activities.
Dean Mitchell personally served as Faculty Advisor
for Interfraternity Council, Co-ordinating Council of
Fraternities; Blue Key, a junior and senior national
honorary; Student Council; and Independent Men's League,

~*~^71935 Wolverine, p. 92.
108

1936 Wolverine, p. 83; Report of the Secretary
1936, "Report of the Dean of Women," p. 55.

62
which was established under Dean Mitchell's guidance to
provide a channel of authority and activity for men who
109
were not members of fraternxtxes.

The Interfraternxty

Council gave recognition in the 1936 Wolverine to Dean
Conrad and Dean Mitchell for their assistance in compiling
a list of patrons who would be available for campus
parties.

Dean Mitchell also sought and received

approval from the Administrative Group, Faculty, and
the Board of Trustees in the 1937-1938 school year for
the College to contribute $100 per year for the house­
mother of Farmhouse fraternity, Mrs. Nell B a r t l e t t . ^ 1
The first fraternity, though, to employ a housemother,
according to the Faculty and Students Directories, was
Phi Delta Theta in 1935-1936 who retained the services
of Mrs. Helen Stephenson; Mrs. Jonathan Palmer served the
next year and then the Fraternity discontinued retaining

112
a housemother for a number of ye a r s .

The Dean of Mens

1 09

Report of the Secretary . . . 1938, "Annual
Report of the Dean of Men," p. 96; K u h n , p . 392.
~^^1936 Yearbook, p. 85.
11‘*'"Faculty Minutes," October 1, 1937; Report of
the Secretary . . . 1 938, "Annual Report of the Dean of
Men," p. 98.
112

1935-1936 Faculty and Students Directory, p. 19
1936-1937 Faculty and Students Directory, p. 19.

63
Office also inaugurated in the fall of 1937 the Part
Time Employment Service.

113

Informal Non-Professional
Guidance Activities
The Dean of Women's Office, as reflected earlier,
and the Dean of Men's Office were deeply involved in
guidance activities.

Dean Mitchell indicates during the

1938-1939 school year,
. . . 872 men students came to the office to confer
on personal problems.
These problems ranged from
one end of the category to the other.
Each case
was heard sympathetically and some plan of action
determined and followed.
Many men return many times
for assistance.
Personally, this activity is the
most challenging of all things to do. My relations
with this group have been pleasant and enjoyable,
but at times disappointing.
There has been splendid
cooperation on every hand and I feel much good
has been accomplished.114
Gradual Development of Students'
Self-Determination
While in loco parentis regulations were still the
rule and not the exception, e.g., social regulations or
the "speakers regulation," passed by the Faculty on
September 28, 1936, which required that all outside
speakers be approved by the Administrative Authorities
before the program may be arranged, it appears that

11i

Report of the Secretary . . . 1941, "Brief
Annual Report of the Dean of Men," p. 75.
114

Report of the Secretary . . . 1939, "Report
of the Dean of Men," p. 70.

64
students were gradually becoming involved in some aspects
of controlling their campus life.

A.W.S. had acquired

and continued to acquire privileges for women students
and two students were included on the Social Committee
of the Faculty for the first time in 1937— 1938 school
year.

115

The Student Government became a truly repre­

sentative body in 1940 including women as official voting
members for the first time,'*'^^ thus providing the students
a stronger base from which to operate.
Impact of World War II
The early 1940's with the United States involved
in World War II, were trying years.

Kuhn writes,

"vio­

lation of the tradition against smoking became more
brazen and drinking at College parties increased.

How­

ever few the offenders, these excesses were symptomatic
of widespread uncertainty about traditional values in
war which threatened the survival of both the individual
and his civilization."

117

Miss Conrad reports,

"Indi­

vidual initiative lagged, and new projects did not
materialize in the traditional campus activity group."
115

118

1937-1938 Student Handbook, p. 52.
"Faculty Minutes," July 7, 1939; Appendix A.

"^^Kuhn, p. 405.
118

Report of the Secretary . . . 1942, "Report
of the Dean of Women," p. 83.

65

The elimination of the retail automobile business, a
prime source of income for Michigan residents hurt the
students financially; consequently, many students contacted
the Office of Dean of Women and the Office of Dean of Men
for job placement.

119

The first cooperative living unit

for men, Hedrick House, was established in 1940

120

and

in 1941 eleven co-op houses combined to form the InterCooperative Council.

121

These two cooperative ventures

and others were most helpful during the difficult economic
conditions.

The Office of the Dean of Women and the

Office of the Dean of Men provided support and direction
to these new living group organizations.
Summary
The 1935-1936 through 1943-1944 period indicates
a stress on service by the Offices of the Dean of Women
and Dean of Men, but it is not until the 1944-1945 through
1960-1961 period that specialized services are identified
and consolidated under a dean of students.

119

Ibid., p. 84; Report of the Secretary .
1943, "Brief Annual Report of the Dean of Men," p. 104.
120

Kuhn, p. 357.

121194 2 Wolverine, pp. 426-27.

EMPHASIS ON SPECIALIZED STUDENT
PERSONNEL SERVICES PERIOD
1944-1945 THROUGH
1960-1961

66

67
Establishment of the Dean of
Students Office— Service
Concept in Full Sway'
On March 7, 1944, the Administrative Group dis­
cussed the need for the unification of student personnel
services

122

and recommended to and received approval from

the Faculty that the State Board of Agriculture be asked
to sanction a regrouping and reorganization of these
123
services under a Dean of Students,
an action which
was subsequently taken.
An officially titled Office of the Dean of Stu­
dents was established on July 1, 194 4, with Stanley E.
Crowe as Dean.

This Office provided the direct and

indirect supervision of the following activities:

Orien­

tation of new students; Office of the Registrar; Counsel­
ing and Testing Service; Placement Service; Servicemen's
Institute; Counselor for Men; Counselor for Women; Dormi­
tory Management; Summer School; General College; Academic
Coordinator for the Army, and Lecture-Concert Series.

1 oo
1 ?!
124

124

"Administrative Group Minutes," March 7, 1944.
"Faculty Minutes," April 7, 1944.

Report of the Secretary . . . 1945, "Report
of the Dean of Students,'* p. 41; "Minutes of Administrative Group," August 29, 1944.

68
A condensed description of each area secured
from combining verbatim information from the "Report of
the Dean of Students"

125

and from Michigan State College/

126
Story of the Y e a r ,
follows:
REGISTRAR'S OFFICE
A total of 6,640 civilian, Army, and short
course students received instruction at Michigan
State College in 1944-45.
The number of Army
trainees enrolled declined considerably during
the year as the various military programs were
curtrailed or discontinued. A large increase was
noted in the number of women students enrolling.
All 83 Michigan counties were represented, as
well as most of the other states, the District of
Columbia, two United States territories, and 13
foreign countries.
The College conferred 600
degrees, including 38 masters, nine doctorates,
two professional degrees, and two honorary degrees.
The Michigan State staff was composed of 749
men and women engaged in administrative, instruc­
tional, extension, and research work.
Robert S.
Linton is the college registrar.
COUNSELING AND TESTING
During the year the work of the Board of
Examiners and Basic College Counseling was con­
cerned with two major tasks:
The in-service
training program for Basic College counselors,
and the comprehensive examinations for Basic
College courses.
Testing and counseling was done
on numerous rehabilitation cases as well as on
many high school and elementary school pupils
referred by parents or teachers.
Some adult
non-college persons also were tested and counseled.
The Freshman Week testing program is conducted by
this department which is under the direction of
Dr. Paul Dressel.

125

Report of the Secretary . . .
of the Dean of Students,** p. 4l.
126

1945, "Report

Michigan State College, Story of the Y e a r ,
A Michigan State College Bulletin (East Lansing: Michigan
State College Press, XL, No. 9 [January, 1946], 33-35).

69
PLACEMENT
With the inclusion of Home Economics and Agri­
cultural teachers in September, 1944, formation of
the Central Placement Office, directed by Tom King,
was completed.
During the year 35 industrial and business
firms sent representatives to the campus for the
purpose of interviewing students interested in
obtaining employment.
Referrals for full-time
jobs totaled 288, and of this group 190 were
successfully placed in jobs.
In teacher placements,
68 graduates of the current year were placed.
Thirty-three inexperienced teachers, graduates
of former years, also were placed, and 55 experi­
enced teachers were assisted in finding other
positions.
Part-time work was found for 286 M.S.C. students
during the year.
SERVICEMEN'S INSTITUTE
The Servicemen's Institute was established on
July 1, 1944, to give personal guidance to war
veterans from the moment they begin their studies
until they complete them and are placed in jobs.
Dr. Fred T. Mitchell was chosen to act as director.
At Michigan State the matriculating veteran
has a special faculty counselor to advise him on
various matters and to discuss with him his pre­
vious training with the view to fitting the exserviceman into the proper college courses.
Upon
entering, the veteran is given an achievement test
to determine his current educational level, and is
provided refresher or review courses if the tests
indicate they would be beneficial.
Double-period, non-credit review courses are
taken by many of the veterans, and classes are
kept small so that tutorial-type instruction may
be given.
By and large, war veterans enrolled at
Michigan State have received better grades than
the average student.
This is attributed to their
social— not necessarily chronological— maturity,
their desire for an education, and their willing­
ness to make the best use of their time.
More
than 300 veterans, including several women, enrolled
at M.S.C. during the 1944-45 fiscal year, and that
number was expected to double by fall term, 1945.
ARMY SPECIALIZED TRAINING PROGRAMS
The Army Specialized Training Program was
carried on during the year with a greatly reduced
number of trainees.
The enrollment ranged from 200
to 600. On July 1, 1945, the ASTP unit moved from
Abbot Hall to Wells Hall.
The number will drop to
approximately 300.

70
COUNSELOR FOR MEN
Activities of all men students attending Michigan
State College were under the direction of Dr. Fred T.
Mitchell, Counselor for Men.
During the year 1944-45
all civilian men students were housed in approved
rooms for men in East Lansing, residence halls for
men having been occupied by women students and by
military units stationed on the campus.
Because of the large decrease in the enrollment
of men owing to the war, relatively few of the stu­
dent organizations for men were active.
All 16 social
fraternities on the campus had active groups, nine
groups occupying homes and seven not living as a
unit.
Groups without houses used the Student Union
as a meeting place.
Many of the activities planned
by fraternities for post-war adjustment were put
into operation during the year.
COUNSELOR FOR WOMEN
Fall term 1944 opened with a total of 2,733
women students enrolled.
Their various activities
during the year were under the supervision of the
Counselor for Women, Mrs. Isabelle Gonon.
Besides filling to capacity the three dormi­
tories for women, 10 co-operative houses, two
annexes, and 14 sororities, women occupied for
the first time the two dormitories for men, Mason
Hall and Wells Hall, which were adapted for their
use.
The recreation rooms of Williams Hall and
Campbell Hall, women's dormitories, were used to
house 80 students until withdrawals permitted
transfer of these students into regular residence
rooms.
Students living in co-operative houses came to
a fuller recognition of their worth. With the
purpose of achieving a stronger feeling of unity
and inter-co-operation, and with the desire to
help new students acquire and maintain a co-operative
spirit and a sense of self respect and pride in their
work, the girls organized the Women's Co-operative
League, a council composed of a representative from
each house.
DORMITORY MANAGEMENT
A manager of men's residence halls and a manager
for women's residence halls supervise the food opera­
tions, furnishing and maintenance of the halls.
GENERAL COLLEGE DIVISION
The General College Division was closed on
July 1, 1945, in accordance with a motion passed by
the faculty after the organization of the Basic
College.
All students enrolled in the General
College Division were either transferred into another
school of the College or terminated their program on
that date.

71
LECTURE-CONCERT SERIES
The 194 4-45 Lecture-Concert Series was a success
from the standpoint of programs offered and
attendance.
Michigan State students and faculty
members, as well as townspeople, were privileged
to hear such outstanding attractions as the Minne­
apolis Symphony, Lily Pons, Sigmund Romberg, and
several noted lecturers.
SUMMER SCHOOL
The 1945 Summer School was organized into a
regular quarter and concurrent six-week and threeweek sessions.
The total enrollment was 1633 at
the end of the first three weeks and the final
enrollment figure will be increased by late regis­
trations for the second and third term language
courses. A large group of rural teachers will
enroll in August for a two-week Rural Education
Workshop.
Throughout the Dean of Students Administrations
of Stanley E. Crowe, 1944-194 5 through 1949-1950; Tom H.
King, 1950-1951 through 1960-1961; and John A. Fuzak,
1961-1962 through 1963-1964, basically many of the same
services were provided.

127

The table of organizations

and staff responsibilities did, however, vary and there
were specific additions and deletions, for example,
dormitory management which had historically been part
of the student personnel services no longer came under
the supervision of the Dean of Students after the 194 51946 school year; the Registrar's Office was deleted
as of 1956-1957; the Office of School Cooperation and
Health Services were added in April 1, 1949 and in

127

Detailed descriptions of the organization
and structure of student personnel services during Tom
King's and John Fuzak's Dean of Students administrations
are found in Appendix C.

72
1951-1952 respectively; and the Placement Service
which had been transferred to the President's Office
in 1948-1949 was re-assigned to the Office of the Dean
of Students in 1950-1951.128
Service was the credo of the Office of School
Cooperation.

Coordinator Guy H. Hill's 1949-1950 Report

which encompassed the Office's first complete school year
of operation states that the purposes of the Office are
"to make available to the state all of the facilities
and personnel of the College which will administer to
the needs of public schools; to better acquaint high
school students, their teachers and parents with Michigan
State College and its services; and to constantly refine
the processes and techniques for accomplishing these
purposes."

129

The services rendered by the Office

during 1949-1950 school year according to types are
shown in Table 1.

130

The Office of School Cooperation

continued to provide these various services throughout
its tenure.
The Director of Placement, Tom King, stresses
that the primary function of the Placement Bureau was

128

Appendices B, G.

129

Report of the Secretary . . . 195 0 , "Report
of the Coordinator of High School Cooperation," pp. 138-39.
130x,
Ibid.

TABLE 1.— Services rendered by the office of high school cooperation according to types.
Number
of
Times
Given

Number
of
Staff
Involved

Teacher Workshops, Conferences and
Institutes

47

89

4.738

480

High School Assemblies,
"College" Days

69

232

9,280

19B

High School Senior College Visitation
Day (Innovation)

1

137

5.500

240

M.S.C.— High School Principal-Freshman
Conference— "13th" Annual

1

97

350

161

Junior College Services

4

4

860

4—
J r . Colleges

Services to Institutions of Higher
Learning

3

25

120

68

22

35,800

3—
Colleges
68

Community Workshops

7

12

322

7

Parent-Teacher Institutes

6

12

1.500

100

36

55

8,000

36

242

685

66,470

1,297

Types of Services

Number
of High
Schools
Involved

"Career" and

High School Commencement Speakers

Groups Affiliated with the Schools
Totals

Number
of
Recipients

74
to service all students who have attended Michigan State
College through four major divisions:

The Industrial

Division, The Teacher Division, The Part-time and Summer
Employment Division, and the Alumni Division.

131

He

adds that the secondary function is to make available to
employers the most effective service possible.

132

John F.

Schlueter discusses the prime consideration, service,
more specifically, saying service is provided in the five
following areas:
1.

2.
3.

4.

5.

To the students— to counsel and guide them
vocationally during their college years and to
assist them in the development of graduate
employment opportunities;
To the faculty— to free them from nonacademic responsibilities;
To the administration— to act as its repre­
sentative in student vocational matters and
to carry out the important last step in the
institution's broad responsibility— the
marketing of its graduates;
To the alumni— to provide an employment service
to assist them in developing opportunities
either for themselves or within their
respective business concerns;
To employers— to develop a satisfactory program
of mutual understanding for the primary purpose
of bringing together in an efficient manner
the needs for both the graduate and those
seeking to hire college g r a d u a t e s .133

The magnitude of the Placement Bureau's service increased
greatly since its first involvement with the Dean of
131

Report of the Secretary . . . 1950, "Report of
the Director of Placement," p. 133.
132Ibid., p. 134.
7

Report of the Secretary . . . 1951, "Report of
the Director of Placement," p. 1^7.

75
Students Office in the 1944-1945 school year.

In 1950-

1951 approximately 406 representatives of business,
industry, and government conducted a total of 6,000
individual interviews and in addition, approximately
360 school superintendents and 100 college officials
conducted a total of 2,600 individual interviews with
approximately 800 new teaching candidates.

134

The Part-

Time Employment division in the 1951-1952 school year
was able to identify more job opportunities for students
because not only departments on campus requested students
for part-time jobs but more and more business and
industrial concerns and home owners in the local area
began to use the services of students to round out
their employment needs

135

and by the 1952-1953 school

year over 10,000 jobs were secured by students through
the efforts of this D i v i s i o n . J a c w e i r Breslin adds^3^
that perhaps the most rapidly expanding department of the
Placement Bureau is Alumni Placement.

"At present our

total active file on alumni numbers 1,650, and we are

134Ibid.
135

Report of the Secretary . . . 1952, "Report of
the Director of Placement," p. 232.
33^Report of the Secretary . . . 1953, "Report of
the Director of Placement,*1 p. 256.

76
constantly publicizing the fact that Michigan State College
has many job openings which may mean a decided advancement
for the alumnus."

The expansion of the various services

provided by the Placement Bureau has continued throughout
the years.
The inclusion of the Health Service within the
Office of the Dean of Students was a recognition of the
importance of consolidating the many student support
services under one office for direction and coordination.
Student Self-Determination
Expanded
One of the most significant developments, begin­
ning in the latter 1940's, continuing throughout the
1950's and expanding during the 1960's, was student
self-determination.

After the war, rules and regu­

lations were still most numerous with new ones being
added, such as the requirement instituted starting the
fall of 1950 that all fraternities must have housemothers

138

(Men's Co-ops were granted an exception due

to extenuating circumstances, instead a full-time
advisor-hostess, Mrs. Laurline Lee, was provided by
139
the Office of the Counselor for M e n ) .

13^Report of the Secretary . . . 1949, "Report
of the Counselor for Men," p. 112.
13Q

Report of the Secretary . . . 1950, "Report
of the Counselor for Men," p. 124.

77
It was during this time that the Student Council
became more assertive, seeking to become involved in the
decision-making process.

The following three quotes

from Administrative Group meetings are interesting not
only because they demonstrate student interest in par­
ticipating in University governance, but because they
pointedly project administrative attitudes towards
student involvement at the major governing level.
The President has explained to the Student
Council's President, Mr. Loring, that it is not
possible to have regular attendance of a Student
Council representative at the Administrative
Group meetings.
If the Student Council has sub­
mitted a question that needs some advice or
action by the Administrative Group, a repre­
sentative may be called before the Group to
present his case.140
. . . were other school faculties being approached
on the matter of granting student participation in
faculty meetings? The President stated that he
thought it was better if students had something
to present, to invite them in from time to time,
as we did with Mr. McCartney, rather than have
them in regular attendance.
The Administrative
Group agreed with the President.141
A communication from the Student Congress express­
ing regret over the loss of Dr. . . . and asking
the College to retain his services.
The President
asked Dean King to inform the Student Congress that
they have gone out of bounds in making such a
request.142
140

"Administrative Group Minutes," February 11,

1947.
141

"Administrative Group Minutes," October 14,

1947.
149

"Administrative Group Minutes," April 29, 1952.

78
Student involvement was making some inroads at
least at the Committee level.

The "Faculty Minutes" of

June 12, 1947, show the faculty discussed a recommendation
from the Student Council for the Faculty-Student Social
Committee to be changed to include ten members, four
present student members, plus a member of the Activities
Board and an equal number of faculty members with the
chairman a faculty member.

The 1948-49 Helmet, the

student handbook, confirms that this recommendation
. 143
was approved.
The development of a viable, three-branch student
government, was started by the 1949-1950 Student Council
under the leadership of Louis Hekhuis, who appointed and
gave direction to the "Little Hoover Commission."

144

This "think tank" organization established the framework
for the All-College Student Government which included a
"strong" executive, a legislative body, and an All-College
Judiciary.

145

The Constitution was approved on May 3,

1951, by the student body, 3,304 to 384, and by the
faculty on the same day.

146

Gaylord Sheets, chairman of

1431948-49 Helmet, p. 31.
^441950 Wolverine, p. 81; Conversation with Michigan
State Student Activity Staff, March 21, 197 2.
145
146

Appendix A.

Michigan State N e w s , Friday, May 4, 1951, p. 1;
"Faculty Minutes," May 3, 1951.

79
the final drafting commission, after thanking the faculty
and student body for passing the constitution commented,
"From now on we can go forward to learn to discipline
ourselves."

147

The student body voted to tax themselves

up to an amount of $.25 per term and the Board of Trustees
voted on May 15, 1952, to collect this fee as a part of
the registration procedure.

14 8

This financial base

enabled the All-College Student Government to initiate
projects and to promote issues on their own volition.
While A.W.S. had a judicial process, it was not
until the new student government constitution was approved
that the total student body had recourse to a judicial
hearing.

The Judiciary could take action regarding any

legislation passed by the Student Congress or the execu­
tive branch of the government; rule on the constitutionality
of actions taken by campus organizations and on cases
involving the infraction of student government rules;
hear disciplinary cases referred to the Judiciary if the
student requests and if the request was approved by the
Dean of Students.

147
1 4R
149

149

Michigan State N e w s , Friday, May 4, 1951, p. 1.
"Board of Trustees Minutes," May 15, 1952.
Appendix A.

80
Dean King comments:
The change in student government to the Student
Congress gave to the Student Judiciary some par­
ticipation in the investigations and recommendations
relative to student conduct.
In a raid on Wells
Hall in the Fall, and an attempted so-called
"panty raid" in the Spring, the Student Judiciary
made excellent recommendations, which were followed
almost entirely by this O f f i c e . 150
In the 1955-1956 school year the entire Uni­
versity judiciary pattern was defined with all of the
courts, e.g., precinct judiciaries, dormitory judiciaries,
and inter-dormitory judiciaries having their purpose,
jurisdiction, composition, procedures, actions they may
take, appeal routes, and where they are housed, clearly
stated.'1'5^

The student body also voted to have the All-

University Student Judiciary Court handle all disciplinary
situations, except where remedial or medical services are
indicated.

152

Therefore, Dean King states that for the

first time the Dean of Students Office turned over most
of the student disciplinary ca s e s , not settled in the
residence halls, to the Student Judiciary— 206 cases.

153

^ "^Report of the Secretary . . . 1952, "Report of
the Dean of Students," p. 209.
151

Report of the Secretary . . . 1956,
the Dean of Students," p. 230.

"Report of

152Ibid.
153

Report of the Secretary . . . 1957, "Report of
the Dean of Students," pp. 239-40.

81
Student self-discipline was being further extended, but
there were still "certain types of violations" not given
to the judiciaries.

154

The All-College Judiciary

(retitled All-University Judiciary in 1955) was cer­
tainly a step toward effective student self-regulation,
but it should be remembered that the Dean's Office did
not always choose to allow cases to go before the
Judiciary.

155

Contact with Students Through
Student Activities
The Dean of Students Office spent considerable
time advising, guiding, and assisting through supportive
services the many student government areas, all student
organizations, and individual students.
Mabel Petersen in her 1953 "Report of the
Women's Division" comments
Each of the Staff devotes many hours a week, after
office hours, in meetings with students.
The staff
served as advisors for the following organizations
and committees:
Student Government, Women's InterResidence Hall Council, Pan-hellenic Council, Inter­
cooperative Council, Spartan Women's League, the two
boards of Associated Women Students, Cooperative
Advisers Association, Student-Faculty Social Com­
mittee, All-College Judiciary and Resident Advisors
Groups.156
154

Report of the Secretary . . . 1956, "Report of
the Dean of Students," p . 223.
155

Report of the Secretary . . . 1957, "Report of
the Dean of Students," p. 240.
1 Sfi
Report of the Secretary . . . 1953, "Report of
the W o m e n 's Division," p . 299.

82
John W. Truitt reports that
. . . a great deal of time has been spent in
assisting many of our one hundred and seventy
student organizations with problems of all types.
. . . There was an apparent need to provide and
interpret information concerning social, organi­
zational, and financial problems common to all
M.S.C. student organizations.
It seemed advisable
that both faculty advisers and student leaders be
brought together in a Leadership Clinic to fulfill
the need expressed above.
The Student Congress and
our office worked cooperatively to organize this
clinic which accomplished, at least in part, the
desire that a similar meeting be held each fall as
an annual event.157
Leadership training was provided in a regular three-hour
course, Education 312, beginning Spring 1953 which proved
to be especially valuable to Resident Assistants and
prospective Resident Assistants

158

and in a leadership

program established by Dr. and Mrs. John Kidd in the 1955—
1956 school year.

159

More leadership opportunities were

developed in the latter 50's, e.g., Resident Halls Pre­
school Workshop, Educational and Administrative Service
Course #309, Student Leadership Course AES #315; the Men's
Division Educational Director and the residence halls
advisory staff organized and directed a separate leader­
ship training program for chairmen of the activities,
157

Report of the Secretary . . . 1 9 5 3 , "Report of
the M e n 's Division," p. 294.
158

Ibid., p. 296; "Report of the Dean of Stu­
dents," p. 235.
159

Report of the Secretary . . . 1 954, "Report of
the Dean of Students," p . 233.

83
athletics, judicial, scholastic, and social aspects of
the residence halls program.

160

The concerns for indi­

vidual students is reflected in the Report of the Women's
Division which states that "much time was spent in helping
students with a multiplicity of problems, for it is
believed that one of the major functions of the Women's
Division is helping students and their parents in an
informal mann e r .161
Summary
As a student at Michigan State University during
this period of time and active in class and student
government, particularly in the judicial area, this
author's impression of the Dean's Office was one which
provided many supportive services which attempted to pro­
mote students' educational experiences and which staffed
friendly, understanding individuals willing to give of
themselves.

At the same time students were still expected

to operate in only certain areas of university activities
and while they were able to adjudicate violations they
were still expected to accept, unhesitantly, the still

Report of the Secretary . . . 195 6 , "Report of
the M e n 's Division," p. 228; Report of the Secretary
.
. . 1957, "Report of the Men's Division," p. 242.
^ ^ Report of the Secretary . . . 1956,
of the Women's Division," p. 237.

"Report

84
myriad of rules and regulations.

162

Meaningful student

involvement in university governance was not to occur
until the 1960's.

162

The Helot, Michigan State College Publication,
XLIX, No. 3 (September, 1954), 54-66; Sparta Guide,
Michigan State University, Fall, 1961.

ERA OF EMPHASIS ON STUDENT DEVELOPMENT
PERIOD, 1961-1962 THROUGH
1970-1971

85

86
Significant involvement of the total university
community, student, faculty, administrators in policy
making began during the administration of John Fuzak.
Expanding Faculty-Administrative
Interactions
Closer faculty-administrative relationships
developed when John Fuzak became Dean of Students in the
1961-1962 school year.

This is pointed out in "An Intro-

duction to the University Student Affairs Committee,"

X 63

from which much of the phrasing has been combined with
the author's.

At that time, the administrative officers

of the Dean of Students Office, primarily Dr. Fuzak and
Dr. Eldon Nonnamaker, felt that the Office's relationship
with the faculty of the University should be improved,
specifically that the University Student Affairs Committee
should be involved in the making of policy, since the
areas of responsibility encompassed by the Dean of Stu­
dents Office resulted in policies which affected the
entire University.

Prior to 1961-1962, when Dean King

served as Dean of Students, the committee, then known
as the Faculty Committee on Student Affairs, was one of
several standing committees of the Academic Council.
Its role was solely advisory, and it served primarily

X 63

"An Introduction to the University Student
Affairs Committee," Prepared by the Student Activities
Division, Dean of Students Office, ed. by Sue Hughes (East
Lansing:
Michigan State University, October 1, 1969),
pp. 1-2.

87

as a sounding board.

The Dean would ask the committee's

opinion, but the committee itself had no real authority.
The faculty by-laws of that period stated clearly that
final authority for policy-making rested with the admin­
istrative officer.

The committee itself could best be

described as inactive.

It was composed of about six

representatives, and met on an average of once a term.
Dr. Fuzak and Dr. Nonnamaker enlarged the Committee to
include representatives from every college of the Uni­
versity, and they began meeting weekly with the Committee,
both to inform them of the responsibilities of the Dean
of Students Office, and to ask the opinions and advice of
the Committee members on policy decisions.

The Committee

evolved to the point that, as a standing committee of the
Academic Council it acted as the agent of the Council in
the area of student affairs, subject to the Council's
direction, and as a fundamental channel for the evalu­
ation and modification of regulations governing student
conduct.

Parenthetically,

it should be added that the

University Student Affairs Committee has subsequently
been enlarged to give students a majority vote and its
role in the evaluation and modification of rules governing
student conduct has been redefined.

164

164

Bylaws for Academic Governance Michigan State
University 1971, pp. 45-46; Academic Freedom for Students
at Michigan State University, revised June 18, 1971,
pp. 24-25.

88
Impact of Nation-Wide Student
Activism
Student activism across the nation as it concen­
trated on campus, national, and international issues did
much to direct attention to the in-loco-parentis concepts
held by many universities.

Students stressed the respecta

bility and value of their ideas and contributions and
demanded that students be included in the governance of
universities, establishing participatory democracies.
Highlighted also were the students' expectations that
students were to be guaranteed rights and were to be
afforded due process.

The Student Non-violent Coordi­

nating Committee's initial program of civil rights pro­
tests, assisting "black brothers and sisters" and stimu­
lating black consciousness, helped spark the white student
i /re

movement in the North.

In 1961 the National Student

Association began protesting the House Un-American Activi­
ties Committee's actions— its requests for universities
to provide names of student activists to the Committee
and its hearings.
Society

The Students For A Democratic

(SDS) in 1962 urged disenfranchised and powerless

The Politics of Protest, A Task Force Report
Submitted to the National Commission on the Causes and Pre
vention of Violence (New York:
Simon and Schuster, 1969),
pp. 88, 92.
166

Conversation with Max Raines, Professor of
Administration and Higher Education, and Louis Hekhuis,
Associate Dean of Students on April 26, 1972, and April 28
1972, respectively.

89
people to organize themselves and obtain their just
rewards from the already powerful;

167

in 1966 The Free

Speech Movement in Berkeley, California, which began over
suddenly imposed restrictions on students who used the
campus "to support or advocate off-campus political or
social action" became
. . . not simply a protest against particular vio­
lations of students' rights, but rather an expression
of an underlying conflict between students as a
class and the "multiversity" and its administration—
a struggle between two fundamentally opposed inter­
ests in and orientations toward higher education.168
In 1966 SDS established a thrust which was first called
"student syndicalism."

It was "an effort to increase the

'class-consciousness' of students and break down what SDS
saw as the bureaucratic quality of university life, the
paternalistic treatment of students and the authoritarian
pattern of education.

. . .

The existence of power­

ful student movements, such as those just discussed, has
increased the power and influence of students on American
campuses.

This conclusion is supported by the following

statement in The Politics of Protest:
That students are beginning to be heard
and considered in University policies is
largely a result of the political activity and
organization of students in recent y e a r s . 170
167

The Politics of Protest, p. 90.

168Ibid., p. 93.
170

Ibid., p. 119.

169Ibid., p. 97.

90
At Michigan State University the involvement of
students in the decision-making process and the establish­
ment of student rights and responsibilities and procedures
for due process, actions which fostered a developmental
approach for working with people, were accomplished in
part because of student pressure and legal decisions and
in part because of the receptiveness of many members of
the University community.
Controversy Over "Speakers
Policy"
Faculty and student involvement in the decision­
making process was stimulated by the controversy over
the "speaker's policy."

All speakers had to be approved

by the Administrative authorities.

171

In the spring of

1962 a group of students did in fact bring a speaker
without approval; in the fall of 1962 the Student Govern­
ment President, to test the reaction of the University,
cooperated in bringing a speaker to the University with­
out receiving approval and as a result he was removed
from office.

172

A furor developed and Dr. Nonnamaker

felt that the wisest course of action was to get repre­
sentatives from the University community to sit down and

171
172

"Faculty Minutes," September 28, 1936.

Conversation on March 9, 1972, with Eldon
Nonnamaker who served as Director of the Men's Division
of Student Affairs in 1962-1963.

91
talk about the problem; he therefore, asked representatives
from all the major student governing groups, from the
faculty, and from the administration to come together
to discuss the issue at hand and to make recommendations.

173

The inclusion of leaders from the major student governing
groups provided a basis for the eventual re-structuring of
the student government in 1965,

174

the inclusion of faculty

representatives accorded recognition to the faculty, and
the inclusion of all three segments of the University com­
munity laid the groundwork for total University community
participation in the University governance.
The Challenge of Legalisms
and Due Process
The Paul Schiff case in 1965 underscored the
need for the University to clearly identify University
expectations and to insure that due process be afforded
in all situations.

The following information regarding

the Schiff case was obtained from Robert Fedore's dissertation.

175

Mr. Schiff was an activist student who

participated in challenging University regulations, in
particular, the University's regulation on the distri­
bution of written materials— publishing and circulating

^ ^ Ibid.
175

^ ^ Ibid.; Appendix A.

Robert Fedore, "An Evaluation of the Report on
the 'Academic Freedom for Students at Michigan State Uni­
versity,'" (unpublished Ph.D. dissertation, Michigan State
University, 1969), pp. 6, 34-37.

92
a pamphlet, "Logos."

Mr. Schiff did not enroll for

spring term of 1965 and when he tried to do so for
summer term, Dr. John Fuzak, Vice President for Student
Affairs, refused to approve Schiff's application for
re-admission on the grounds of his conduct.

He appealed

this decision to the Federal District Court of the Western
District of Michigan on the grounds that he had been
denied his constitutional rights.

The Court directed the

University to present Mr. Schiff a statement of charges,
provide him with a hearing, and to insure that the
interests of all parties were protected.

After due

deliberation Mr. Schiff was denied re-admission— though
he was granted re-admission for the winter term of 1966—
but it was apparent that the University needed to study
the rights and responsibilities of students.

A study was

instituted and from the recommendations arose the Academic
Freedom for Students at Michigan State University, usually
referred to as the Academic Freedom Report, which was
adopted on May 16, 1967, by the Board of Trustees to be
implemented 120 days after that date.
The Academic Freedom Report, The
Judicial System and Student
Development
This Report stresses community responsibility in
developing and abiding by guidelines for academic freedom
and due process and in adjudicating or mediating con­
flicts.

The spirit of the judicial process established

93
under the Academic Freedom Report is based on good faith—
a mutual trust between the University and the student.

The

established judicial system involves student judiciaries
at the living-unit level, governing an All-University
Student Judiciary and a Student-Faculty Judiciary.
To provide direction, coordination, and continuity
to, and evaluation of the judicial system, the Dean of
Students Office established in the Fall of 1969 the
Judicial Programs Office, designating Ms. Ruth Renaud
as Director.
In contrast to the 1950's the student personnel
staff encouraged student judiciaries to adjudicate and/or
mediate the whole gauntlet of violations from roommates
not communicating, to drinking, to questionable behavior
in public, to a member of the opposite sex remaining in
a room beyond stated requirements;

the Student-Faculty

has original jurisdiction to hear cases involving academic
dishonesty, requests for re-admission from suspension for
non-academic reasons, and appeals concerning the sub­
stance of a regulation or an administrative decision.
The staff's perception is that the system is an integral
part of the total educational process.
Operation under the Academic Freedom Report has
led to a de-emphasis on disciplinary control and sub­
stituted instead a developmental approach for working
with people— that of accepting people, helping them to

94
work through their problems and assisting them in becoming
self-actualizing, developing themselves to their full
potential.

This statement is supported by Ray Byers, a

previous residence hall graduate advisor, who asserted
in his presentation in Instruction in Higher Education,
828E, Summer, 1970, that the Academic Freedom Report has
created an atmosphere at Michigan State University "where
people are reacting to one another in a developmental
manner."

The student development emphasis is reflected

in an exacting and comprehensive study conducted, by an
Ad Hoc Committee created by the Dean of Students, Dr.
Eldon Nonnamaker, on the resident assistant position.

176

This study was completed on April 12, 1971, and among
other items stressed that the resident assistant was to
act as a facilitator/mediator and also was to provide
positive type support actions to encourage compliance to
regulations.

His role was not to be that of "establishment

punitive control agent."
The establishment of channels, under the Academic
Freedom Report, to challenge administrative decisions and
the substance of regulations and to initiate changes has
fostered orderly change.

Examples are the students'

utilization of the judicial channels to challenge the

176

"Report of the Committee to Study the Resident
Assistant Position," April 12, 1971, p. 15, Appendix G,
pp. 1-3.

95
Women's Hours and Open House policies.

In these instances

the Student-Faculty Judiciary issued cease and desist
injunctions against hall government actions, which were
in conflict with All-University policies, so that the
status quo would be preserved until policies dealing with
these matters, already in the legislative channels, were
finalized.

Ultimately, new policies were effected and

were accepted by the students.
The last major vestiges of in loco parentis rule
were removed with the passage of the new Student Group
Regulations:

Closing Hours In University Residences,

April 27, 1970,

177

Social Regulations, April 27, 1970,

178

University Residence Hall Alcohol Policy, April 29,
1970,

179

and the adoption of the Bylaws for Academic

Governance, May 21, 1971, which seated thirty-two stu­
dents on the Academic Council of 110 total membership
and which entitled students to participate in the decision­
making process within departments, colleges, and Standing Committees of the Academic Council.

177

Appendix D .

178Ibid.
180

180

179Ibid.

Bylaws for Academic Governance Michigan State
University, 1^71.

96

Relating to Student Activists During
Confrontations in the Late 1960's
The Dean of Student's commitment to community
government and the student personnel point of view of
creating within each student motivation to seek exper­
iences and knowledge, both of an academic and non-academic
nature, which will assist her in becoming a self-reliant,
self-evaluative, self-analyzing, and self-directing indi­
vidual provided the basis from which the Office related
to the student activists of the latter 1960's.

The

Office had provided an early impetus for community
governance in its handling of the "outside speaker"
crises, was intimately involved in the development and
implementation of the Academic Freedom Report, shared in
the debating of the various recommendations on student
participation in academic governance, supported removal
of in loco parentis restrictions, and consistently
related to students in a one-to-one or smal1-group sharing
relationship.

The Dean of Students Office had therefore

established credibility with many students and when stu­
dents, as they did in 1969-1970, created conflict situ­
ations, e.g., student strike (boycott of classes from
May 5 until about May 15) the Office was in a position
to interact with students and facilitate the undertaking
of constructive activities, such as, a mass democratic
meeting in the Auditorium.

The staff operated as

responsive channels of communication from students to

97
the highest administrative echelon, faculty, and interested
citizens and from these publics to the students.

By being

constantly on the scene of action, the staff was often in
position to stress, reason, and dialogue rather than over­
reaction.

The following quote from "Annual Report of the

Vice President for Student Affairs 1969-1970" by Milton
B. Dickerson provides an insightful reflection on student
activism:
For a large portion of the basic causes one must look
at the society as a whole.
The social problems
faced by today's Americans generate much of the
tension appearing on the campuses.
Solutions can
be found only by the diligent efforts of individual
students, faculty and administrative staff.
The
Dean of Students staff must assist in identifying
these problems and in developing educational programs
which will help students to better understand and
cope with them.
If conflict on the campus is to be
resolved, or at least kept within reasonable limits,
in the final analysis it can probably be done only
through better educational programs.
Certain ele­
ments of control will probably have to be employed
but it is important to create means of resolving
conflict before rigid control becomes n e c e s s a r y . 181
Reorganization of the Dean of
Students Office
As various events were happening across the
campus, the Dean of Students Office, itself, was under­
going changes.

During the 1960's, for a variety of

reasons, changes in student personnel administrative
structures were accomplished with a trend toward

181

"Annual Report Vice President for Student
Affairs 1969-1970," p. 1.

98
establishing offices of Vice President for Student
Affairs.

For example, in some universities the office

of Vice President for Student Affairs was created to
place student personnel services on the same adminis­
trative level as other units within the university.
Increased university's enrollment and the subsequent
increase in the number of administrative offices and
services were other factors which influenced re­
structuring the dean of student offices.

Student

activities, housing, governance, and discipline alone
were often enough to fully occupy the time and energies
of the dean of students staff.

The removal of some of

the areas of responsibilities from the jurisdiction of
the dean of students and assigning them to a Vice Presi­
dent for Student Affairs helped to create a manageable
span of control.
Michigan State University Dean of Students Office
reorganization is a case in point.

To enhance the admin­

istrative position of student personnel services and to
create a more manageable span of control, among other
reasons, the Dean of Students Office was placed under the
jurisdiction of a Vice President for Student Affairs in
1964-1965.

The Office of the Dean of Students retained

the responsibility for student activities, housing,
governance, financial aid, and discipline and the Dean
of Students Staff's responsibilities for the Health

99
Center, Counseling Center, and Draft Deferments were
assumed by the Office of the Vice President for Student
Affairs, which also assumed the responsibilities for
Intramural Athletics.

The Dean of Students Placement

Service was reassigned to the Office of the Vice President
for Special Projects.

John Fuzak, who had been the Dean

of Students, was appointed as Vice President with Eldon
Nonnamaker and Laurine Fitzgerald being selected as
Associate Dean and Assistant Dean respectively.

Dr.

Milton B. Dickerson became the Vice President for Student
Affairs for the 1967-1968 school year and served through
the 1970-1971 school year.
Professionalization of Staff
The professionalization of the Staff was stimu­
lated by the decision of the University to open co­
educational residence halls in 1961-1962.

This made

the employment of qualified student personnel workers,
both men and women requisite— previous to this time
housemothers for the womens' residence halls had little
if any professional training.

182

Professionalization

was advanced by the initiation, late in the spring of
1964, of a graduate program in College Personnel Work,
jointly administered by the Dean of Students Office and

182

Frances H. DeLisle, "Annual Report of the
Women's Division of Student Affairs," July 16, 1962,
p. 22.

100
the College of Education.

183

Under the guidance of

Dr. Laurine E. Fitzgerald, Dr. Walter F. Johnson, and
Dr. Eldon R. Nonnamaker this program, combining practical
experience with formal academic training, developed to
be rated as one of the finest in the United States.
Dr. Fitzgerald has served as the primary coordinator
from the Dean of Students Office.

The Dean of Students'

Inservice Training Program, e.g., central staff seminars,
residence hall advisory staff workshops, also provides
opportunities for the staff to grow professionally.
The Office of the Dean of Students College
Personnel Library of Resource Materials and the pro­
fessional publications by the Office are means by which
students and administrators in student personnel can
become more professional.

Students and administrators

can readily secure professional information from the
library and through the publications share and communi­
cate ideas and publish articles and studies.

The Library

has psychological and sociological journals and publi­
cations of student personnel and higher education,
including reference text books and "classics" in guidance
and personnel work.
In the 1965-1966 school year the Student Personnel
Administration Newsletter

183

Appendix E.

(SPAN) was published, under the

101

guidance of Assistant Dean Laurine Fitzgerald, to promote
staff cohesiveness through the sharing of ideas.

With

the publication of the Staff Courier between Fall 1968June 1970 under the direction of the Assistant to the
Dean, Robert Fedore, SPAN was re-designed as a personal
information and notes quarterly sent to graduates and
staff of Student Personnel and Higher Education.

The

new Staff Courier increased its coverage emphasizing
national student personnel endeavors plus including some
local professional happenings and ideas.

This publication

was shared with other student personnel administrators
across the nation.

In February, 1971, the Staff Courier

was placed under an editor who was a member of the
Division of Graduate Education and Research and who
obtained materials from a staff member from each of the
Divisions within the Office of the Dean of Students.
The stress has been on "in house" communication includ­
ing the periodic features of various Divisional functions.
The MSU Orient has been published since the fall of 1965,
identifying ongoing student personnel activities at
Michigan State University and furnishing space for staff
members to publish articles and studies.

The circulation

is to all former staff members and students in student
personnel and to the national executive boards of
National Association of Student Personnel Administrators,

102

National Association of Women Deans and Counselors, and
American College Personnel Association.
Commitment to Research and
Evaluation
The Dean of Students Office has continued to be
committed to conducting research, but to date has not
re-allocated funds for extensive research projects, or
been able to secure sufficient computer time.

184

Dr. Fxtz-

gerald, Associate Dean of Students for the Division of
Graduate Education and Research, writes,
The concern and involvement of personnel within the
Office of the Dean of Students for descriptive,
basic action and experimental research has been
implemented through the efforts of the staff members
of the Division, and coordinated by a half-time
Graduate Assistant during the current academic year.
A major research project of a descriptive nature
was initiated in the fall, an attempt to assess
the preferences and speculative assessments made
by parents and students of Michigan State University
who have had direct contact with residence halls;
in addition, a follow-up survey of the MSU Omnibus II
was initiated, and a minimum of five or six in-depth
individual projects were coordinated, stimulated
and encouraged by personnel of the Division.
The
purposes of this sub-division of the total respon­
sibilities of the Office of the Dean of Students
are to coordinate the on-going research which
involve students and the divisional aspects of the
Office of the Vice President for Student Affairs,
to provide resource for researchers within the
functional and budgetary area and in the entire
University regarding relevant projects, to stimulate
the investigation of problems in areas of interest
within the broad field of College Student Personnel

184

Dr. Laurine Fitzgerald, "Annual Report of the
Associate Dean for Graduate Education and Research, 197071," pp. Al, A5, A6.

103
Administration, to provide resource and assistance
to graduate students and staff members who wish to
pursue research projects, to provide personnel who
can assist in the development of survey instruments
in response to the needs evidenced by staff members
of the Dean of Students O f f i c e s . 185
The Dean of Students Office personnel as they
individually daily perform in various roles and at sundry
activities constantly seek feedback from students,
faculty, and other administrators on the effects of
their actions and programs with which they are associ­
ated.

These personal assessments represent an ongoing

evaluative process.

An in-depth study of the Dean of

Students' organizational structure was conducted during
the summer of 1969

(Dr. Nonnamaker's charge to the staff

is included in Appendix F ) , with a reorganization being
proposed in the fall of 1969 and adopted officially in
April, 1970; this provided a more functional organizational structure.

186

Innovative Programs
Several innovations have been accomplished during
the latter part of the 1 960's.

During Winter Term 1970

funding was obtained and a comprehensive drug education
program, which served as a national model, was developed
as a service provided by the Student Governance Division.

^~*Ibid. , p. A5.
186

"Annual Report Vice President for Student
Affairs 1969-70," p. 1; Appendix C.

104
After two successful years, the program became independent
of the Division, receiving state and federal funds and
moving its entire operation off campus.

The Associate

Dean for University Governance, Dr. Louis Hekhuis, pro­
vided considerable personal input into the development
of an off-campus crises intervention center.

It is

staffed by volunteers trained as para-professionals.
As this center services both the University community
and the public, and as the Student Governance Staff
concentrated on assisting both on-campus and off-campus
students, individually or collectively, through organi­
zations, e.g., Off-Campus Council, Pan Hellenic Associ­
ation, Inter-Fraternity Council, Inter-Cooperative Council,
it was felt that the inclusion of the Director of the
Center on the Student Governance staff, between the
summer of 1970 and June of 1971 would provide supportive
assistance to a center which serviced students and would
assist the Student Governance staff in increasing its
awareness of student concerns.

These objectives were

realized and the crises intervention center is now oper­
ating independently of the University.

The Black Student

Aide Program was developed as the result of extensive
in-depth discussions between black student representa­
tives, Residence Hall Area Directors, Student Governance
staff, and the Dean of Students over a three-month period
in the winter of 1968.

This exchange of ideas helped the

105
Dean of Students staff to better perceive the needs and
concerns of minority students; as a result, a plan was
initiated to retain black students on residence hall
staffs, over and beyond those who were selected as
resident assistants, to help both white and black stu­
dents to understand one another, and to facilitate black
students' adjustment to the total University environment.
The program, now supervised by the Black Student Aide
Coordinator of the Dean of Students staff, has proved to
be a significant endeavor.
While historically student volunteer services
have existed for many years, it was Michigan State stu­
dent personnel services that first established an
officially designated office to provide support for
volunteer programs, both in an advisory capacity and in
the operation of necessary educational and practical
services.

187

Upon the recommendation of Milton B.

Dickerson, Vice President for Student Affairs, and
Provost Howard Neville, the Board of Trustees, on
November 22, 1967, approved the creation of this
Office, with James Tanck as its Director and on
January 2, 1968, the Office of Volunteer Programs,

187

Conversation on March 24, 1972, with John Cauley,
current Director of the Office of Volunteer Programs; The
Volunteer Action Effort at Michigan State University, "A
Report on the Initial Year of the M.S.U. Office of Volunteer Programs," 1968, pp. 20-23.

106
located in the Student Activities Division area of the
Dean of Students, commenced operation.

188

The duties are implemented by two major divisions
within the Office of Volunteer Programs, the MSU Volunteer
Bureau which serves as a central information and recruit­
ing agency for all student and community volunteer pro­
grams which use college students and others from the
campus, and the Volunteer Transportation Pool which
transports volunteers to the point within the community
where they are needed.

189

The Office of Volunteer Pro­

grams provides peripheral liaison and support activities
to thousands of volunteers and coordinates approximately
sixty-five community volunteer programs, with roughly
1,000 volunteers in the field at any one time working
on long-term, ongoing community projects.
Increased Support for Student
Organizations
The Dean of Students Office's service to registered student organizations,

191

greatly expanded in the

188

The Volunteer Action Effort at Michigan State
University, p. 23
189Ibid., p. 40.
190

Conversation on March 24, 197 2, with John

Cauley.
191

Student organizations have not had to be
approved since the winter of 1966; students just register
the name of the organization, the purpose of the

107
1960's.

In the 1969-1970 school year over 303 organizations

were registered;

192

requests for information and supportive

assistance was prodigeous.

As of the fall of 1968

advisors were no longer required, consequently many
organizations utilized in the place of an advisor, the
Dean of Students staff.

The demands by student organi­

zations have certainly grown since 1896 when Dean of
Women's functions began.

At that time there were only

approximately twenty non-fraternal organizations on
campus, all having advisors for guidance and support.

193

Summary
The period of the 1 9 6 0 's through the early 1970's
witnessed a greatly expanded student personnel program—
one which not only provided the traditional services, but
also furnished the thrust for the development of community
government and a student development philosophy, singu­
larly advanced the professionalization of student person­
nel workers, assisted in conflict resolution in situations

organization, the officers, their addresses and phone
numbers and the name of the advisor if there is one— Con­
versation with Ms. Lana Dart, Assistant Director of
Student Governance on March 9, 1972.
192

.
"Directory of Registered Student Organization,
Michigan State University, 1969-1970."
193

Beal, pp. 205-14; Michigan State Agricultural
College Catalogue, 1896, pp. 10(5-07.

108
of critical magnitude never before encountered by the
University, undertook as a Divisional responsibility
evaluative and research projects, instituted significant
innovative programs, and incalculably increased the
number of contacts with students, individually and
collectively.

CHAPTER V
ANALYSIS AND INTERPRETATION
OF THE DATA
Testing the Hypothesis that the Development
of the Dean of Students Office at Michigan
State University Approximates the Evolvement of dean of students offices across the
nation.
In reviewing and analyzing Chapter III, "The
Evolvement of the Dean of Students Offices in the United
States," the author has concluded that in most instances
there was a definite pattern in the development of the
dean of students offices across the nation, a progression
of emphasis from one of control to one of services and
educational functions to one of student development.
This chapter will test the hypothesis that the develop­
ment of the Dean of Students Office at Michigan State
University described in Chapter IV approximates the
national pattern.
In Michigan Agricultural College's period of
development from 1857-1858 through 1895-1896, which
covers the years prior to the establishment of the Office
of Dean of Women, precedents were established which were

109

110

later followed by student personnel deans.

The principal

precedent during this period was one of control.

The

President and Faculty established the rules and regu­
lations and designed the student government as an organi­
zation to enforce the rules and regulations in accordance
with faculty expectations.

This was demonstrated in the

establishment of the Students' Government in 1875, in
its revision in 1882 and also in the situation in the
1890's when the Faculty, as the student government lost
students' support, established new rules and directed
that dormitory inspection be made by cadet officers under
the supervision of the Military Department.

The Faculty

also approved all student organizations and student social
event requests.

Student life was strictly regulated!

The emphasis, then, in this period, which had a direct
influence on the philosophy developed by the Dean of
Women in the next period, was placed on the President
and the Faculty in lieu of student parents to maintain
order and preserve traditional morals.
The first dean-of-student-office related functions
received official recognition at Michigan Agricultural
College with the establishment of a women's course in
1896 under the direction of Edith F. McDermott who
assumed the responsibility for the Women's Department.
In the formative years of the Dean of Women's Department
the staff responsibilities were numerous and varied, e.g.,

Ill
care of the sick, supervision, and maintenance of the
dormitory building.
concern.

Control, though, was the major

As was stated earlier by Kuhn and Gilchrist,

regulations governing women were exacting and Victorian
ideas prevailed to some extent in the early 1900's.

At

Michigan Agricultural College the Office of the Dean of
Women's overall responsibility for the care of women stu­
dents followed the in-loco-parentis control precedent
established in the period 1875-1876 through 1895-1896,
providing the same emphasis that other dean of students
offices across the nation employed as they began to evolve.
At Michigan Agricultural College the control over women
students did gradually move on the continuum away from
administrative autocratic establishment and enforcement
of rules to some student involvement in the regulation
of their own lives.

Miss Gilchrist sought to liberalize

the restrictive policies and with the establishment of the
Women's Student Council in the 1916-1917 school year
which evolved to Associated Women Students', women stu­
dents were afforded the opportunity to modify and/or
change various policies and rules.

Male students, on

the other hand, operating in a void without any student
personnel dean, were not provided with any meaningful
opportunities to regulate their own conduct, e.g., the
1908 student council constitution and statements made

112

in the yearbook implied that the student council was
trying to change its control agent image.
While the providing of services was not the
major concern of the office responsible for women stu­
dents during 1896-1897 through 1934-1935, this service
function did begin to evolve.

For example, the Dean of

Women's Office spent considerable time helping to place
young women in homes where they could work for their
board and room and helping to establish the first cooper­
ative house in 1936 in an effort to provide women with
inexpensive housing.
The service function was expanded by the Michigan
State College Office of the Dean of Women and the newly
established Office of the Dean of Men, May, 1935, during
the 1935-1936 through 1943-1944 period, with the stress
on control being somewhat de-emphasized; students became
more involved in controlling some aspects of their campus
life, especially through A.W.S. and the 1940 Student
Government which enabled women for the first time to be
official voting members.

The Office of the Dean of Men

administered entrance and diagnostic examinations,
organized and coordinated Freshmen Week orientation, and
assisted in vocational counseling.

The Office of the

Dean of Women specifically facilitated the orientation
of women students as it assisted the A.W.S. in its
orientation program for freshmen women.

The Offices

113
of the Dean of Men and the Dean of Women were also
involved in placement activities— the Office of the
Dean of Men, namely, in its cooperative activity with
the National Youth Administration, to furnish part-time
work for students, and the Office of the Dean of Women,
particularly, in its efforts to place students in homes
where they could work for their board and room.

Counsel­

ing of an informal non-professionalized nature and informal
leadership training was provided as students came to the
Offices for assistance or as the staff advised the various
student organizations.

Supervision of living accommo­

dations and life within the various living units, e.g.,
residence halls, co-ops, private homes, was also provided
by the Offices.
While it was not until the 1944-1945 through 19601961 period that specialized services were identified and
consolidated under a dean of students at Michigan State
College, the gradual increase, during the 1935-1936
through 1943-1944 period, of the emphasis on service and
a gradual decline in the emphasis on control follows the
pattern of development of the dean of students offices
across the nation.
With the establishment at Michigan State College
of the Office of the Dean of Students on July 1, 1944,
the providing of specialized personnel services became
a reality.

The various services during the 1944-1945

114
through 1960-1961 period correspond in most cases to
those identified by Hopkins

194

in a 1948 address, though

possibly not always as thorough or complete as he advo­
cated.

For example, he advocated an effective orientation

program spread throughout the year, but with the exception
of some A.W.S. directed activities Michigan State College
did not provide an effective ongoing orientation program.
Hopkin's eleven specialized student personnel services
are as follows:
1.

A program of pre-College counseling, selection,
and applicant-centered admissions.

2.

An organized program for diagnosis and counseling
of students.

This includes both intensive clini­

cal counseling and the normal day-to-day edu­
cational and personal counseling provided by
the faculty and other less professionally trained
counselors.
3.

An effective orientation program, spread through­
out the entire first year.

4.

Remedial assistance in various areas for those
students who need it.

194

E. H. Hopkins, "The Essentials of a Student
Personnel Program," Educational and Psychological Measure­
ment, VIII, No. 3 (Autumn, 1948), 431-32.

115
5.

Definite provision for the supervision, coordi­
nation, and integration of the "Co-curriculor"
program on campus.

6.

A student health service, providing professional
services in areas of both physical and mental
health.

7.

An adequate program of supervision of living
arrangements, including the food service program.
This program must be provided in such a manner as
to contribute to the maximum extent possible to
the social-educational objectives of the insti­
tution, as they relate to the individual student.

8.

A well-organized program for administering
financial aids, student employments, post-graduate
placements, and job follow u p s .

9.

Special facilities for developing and evaluating
the religious life and interests of students on
the campus.

10.

There must be devised and maintained an adequate
system of permanent cumulative personnel records
which include pertinent information relative to
all aspects of student life and student accom­
plishment.

116
11.

At present, and for the next few years, a special
service providing for the Coordination of
Veterans' Affairs is an essential part of the
total program.
The personnel services at Michigan State College

were implemented by divisions within the Dean of Stu­
dents Office such as the following:

the Office of

School Cooperation; Placement Bureau; Foreign Student
Advisory Service; Servicemen's Institute; Counseling
Center; Health Service; Housing Assignments; Registration,
Admissions and Records; Alumni Relations; Counselor for
Men and Counselor for Women, later in this period retitled
Men's Division and Women's Division of Student Affairs.
A description of the Counseling Center's accomplishments
by the Director, Donald Grummon, aptly points out the
numerous and most significant activities with which a
specialized student service may become involved.
Nearly 5,000 students were seen for individual
counseling, an increase of 12 per cent over the
previous year.
The total number of counseling con­
tacts with these students increased still more—
by 18 per cent.
Approximately 5,000 students, a
gain of 46 per cent, were also seen in other pro­
grams such as the Summer Clinics, special testing
programs, and admissions testing and counseling—
though many of these were the same students seen
in our individual counseling program.
In all pro­
grams combined, the number of students served
increased by 28 per cent over the previous year.
These increases in the quantity of our work are
quite remarkable, especially since sizable
increases have also been recorded each year for
several years now.

117
We also saw over 700 non-students for counseling
and/or testing and held over 2,000 conferences with
faculty, parents, high school personnel, and visitors.
In addition to this heavy load of counseling and
testing we made time to serve on doctoral commit­
tees, to teach 17 sections of courses for the
Department of Psychology and the College of Edu­
cation, to hold 627 conferences with students in
which we served as instructors rather than coun­
selors, to begin to develop a sound program of
supervision and training for graduate students
working half-time at the Counseling Center, to
plan and administer the orientation program for
new students, to assist with the selection of
scholarship applicants, to administer the tutor­
ing program for the Athletic Department, to serve
on All-University committees and as advisers to
several student organizations, to help the State
Civil Service Commission select applicants for the
State Police, to do some diagnostic testing for the
psychiatric service in the University Health Service,
to prepare 10 articles for publication, to get 28
research projects planned or under way, to partici­
pate in the activities of professional societies,
to improve our in-service training program, to plan
for a new building, and to make innumerable speeches
before professional student, and community groups.
It has been a busy and productive y e a r ! 195
The Dean of Students Office did provide, through
the Men's and Women's Division, supervision, coordination,
and integration of the "co-curricular" program.

Con­

siderable time was spent advising, guiding, and assisting
students, individually and collectively, e.g., leadership
training was not only provided in informal unstructured
situations, but also in specific educational courses and
workshops.

These two Divisions also provided direction

and support to students through the various residence
hall programs.
195

The Report of the Secretary . . . 195 7 , "The
Report of the Director of the Counseling Center," p. 258.

118
During this period of emphasis on specialized
student personnel services one significant development
was the advancement of student self-determination with a
corresponding de-emphasis on control.

The student govern­

ment with its re-organization in 1951, including the
establishment of an All-College Judiciary, came to be
recognized as a responsible effective influential force.
It appears, though, that the Michigan State University
Dean of Students Office responded somewhat more slowly
than other dean of students offices across the nation
in its relaxing of control measures.

For example, the

Annual Report of the Women's Division for the year 19551956, states that
Washington State University distributed in the fall
of 1955 the results of a periodic survey of rules,
regulations and social practices involving a nation­
wide sample in which Michigan State University par­
ticipated.
According to this survey, closing hours
for women on this campus were a little more con­
servative than the typical university, which usually
included different closing hours for freshmen.
These data, together with the revision of hours
for the new Michigan State University Library,
influenced us to investigate the possibility of a
change of hours for women students for the fall of
1956.
It was recommended to A.W.S. that closing
hours be extended to 10:30 p.m., Monday through
Thursday, except for freshmen for whom closing
hours on these evenings would remain the same as
at present.
A satisfactory academic average at
the end of the first term will qualify for extended
h o u r s .196

~^6Report of the Secretary . . . i956, "The
Annual Report of the Women's Division," p. 2 T 6 .

119
It has been demonstrated that in comparison with the
national trend of dean of students offices evolvement,
Michigan State University Dean of Students Office's
development did follow the national pattern of emphasis
from control to service and educational functions.

The

control influence, however, remained stronger at Michigan
State University than at many other colleges.
With the dawn of the 1960's Michigan State Uni­
versity Dean of Students Office intertwined and under­
girded its service concept with the student development
philosophy— a total University community effort to solve
campus problems and to develop and to provide services,
facilitating meaningful growth experiences, with the
Office of the Dean of Students in a key position to play
a role of active intervention in every sector of the
campus community.

Faith in the individual's potentiality

for development, understanding and acceptance of o t hers,
and the involvement of the Office in research, consultation
services, innovative projects, and evaluation are also
essential principles and activities for a student develop­
ment program.

While the Dean of Students Office had been

slow in exorcising the in-loco-parentis control concept,
it now provided the leadership in the promoting and refin­
ing of the humanistic student development approach.
The Dean of Students Office fostered community
government through encouraging the faculty, students,

120

and administrators to sit down together and work out
various problems, e.g., "the speaker policy," through its
assisting in the development,

implementation, and ongoing

evaluation of the Academic Freedom Report, and through
coordinating and implementing student participation in
academic governance.

Operating under the Academic Freedom

Report led to a de-emphasis on disciplinary control and
substituted instead a developmental approach for working
with people.

This approach entails accepting people,

helping them to work through concerns, and assisting
them in becoming self-actualizing, developing themselves
to their fullest potential.

The last major vestiges of

the in-loco-parentis rule were removed with the passage
of the Student Group Regulations:

Closing Hours In Uni­

versity Residences, April 27, 1970, Social Regulations,
April 27, 1970, University Residence Hall Alcohol Policy,
April 29, 1970, and by the adoption of the Bylaws for
Academic Governance, May 21, 1971.

These policies, in

effect, allow students, in cooperation with other members
of the University community, to establish standards for
student conduct and for students to be significantly
involved in the governance of the University.
The new social regulations clearly place Michigan
State University in the position of being one of the few
universities to utilize the student development approach
to the extent that all major in-loco-parentis regulations

121

were removed.

This observation is supported by Christensen

in his doctoral dissertation, 1970, when he says "even
though there is a trend to move toward fewer rules govern­
ing non-academic activities, there is still considerable
control over the student's life except in a few rare
universities."

197

The Dean of Students Office as a part of its
ongoing student development program conducted research,
such as the attempt to evaluate the preferences and specu­
lative assessment made by parents and students of Michigan
State University, about living accommodations in the
residence halls.

The Staff also sought constant feedback

about the various programs from the students, faculty,
administrators, and the community at large and conducted,
in the summer of 1969, an in-depth examination of the
Dean of Students Office's objectives, organizational
structure, and modus operandi.

The innovative endeavors,

such as the Drug Education Project, Black Aide Program,
Volunteer Programs, support for the Crises Intervention
Center, and the service provided to countless registered
student organizations all relate to the student development
concept.

With Michigan State University Dean of Students

Office's espousal of the student development concept, the

197

Val Rigby Christensen, "A Survey and Evaluation
of Existing Student Conduct Codes and Regulations in
Selected Four-Year Institutions of Higher Learning" (unpub­
lished Ph.D. dissertation, Michigan State University,
1970) , p. 256.

122

Office's pattern of development had progressed from an
emphasis on control, to service and educational functions,
to student development.
Summary
The analysis and interpretation of the data does
support the hypothesis that the development of the Dean
of Students Office at Michigan State University approxi­
mates the evolvement of dean of students offices across
the nation, a progression of emphasis from one of control
to one of services and educational functions to one of
student development.

CHAPTER VI
SUMMARY, EXPECTATIONS, AND
RECOMMENDATIONS
Summary
The purpose of this dissertation was to provide
an historical study of the development of the Dean of
Students Office at Michigan State University and to con­
trast and compare this development with national student
personnel trends.

The author's hypothesis was:

that the

development of the Dean of Students Office at Michigan
State University closely approximates the development of
dean of students offices across the nation.
To accomplish this purpose the author first pre­
sented a general historical overview of the evolvement of
the dean of students offices in the United States which
provided a frame of reference for the examination of the
development of the Michigan State University Dean of Stu­
dents Office.

Secondly, the historical-chronological

development of the Dean of Students Office at Michigan
State University was discussed in depth.

Thirdly, the

author analyzed the data and attempted to support or
refute the hypothesis.
123

124
Data were secured from written sources and from
personal interviews and were subjected to external and
internal criticism.

In the analysis and interpretation

of the data the author found that in most instances there
was a definite pattern in the development of the dean of
students offices across the nation, a progression of
emphasis from one of control to one of services, and
educational functions to one of student development.
The author discovered that the development of the Michigan
State University Dean of Students Office did, in fact,
approximate this pattern enabling him to accept his
hypothesis.
As the history of the Dean of Students Office at
Michigan State University unfolded, personages out of
the past were revealed which demonstrated a humanness
approach in Michigan State's earliest days, e.g., T. C.
Abbot, whose approach appeared to be premature for
acceptance and Miss Maud Gilchrist whose push for the
acceptance of women students as responsible, mature young
ladies encouraged the involvement of women students in
many significant activities.

This history, upon close

inspection, also revealed the dichotomy between theory
and practice as applied to self-discipline and selfgovernment.
the students'

While student personnel workers alluded to
self-discipline and self-government as

supported by the various student personnel offices,

125
stressing the value of self-determination and the student
personnel point of view, in actual practice this goal was
very slow in being realized— the 1960's.

Expectations
It would appear that the Michigan State University
Dean of Students Office will continue to expand its
efforts in the student development processes.

The

humanness approach has fostered understandings of and
sensitivity to others and has assisted individuals to
reach their goal of developing themselves to their
fullest capacity.

This direction would be in keeping

with Tripp's prediction about education and student
personnel work in the year 2000:
There will be more concern for self-awareness and
development of warm fulfilling interpersonal
relations as significant objectives in the edu­
cational experience . . . much of the future
will fall to a new generation of student develop­
ment experts. They will be responsible not only
for integrating the intellectual experiences of
the individual but also for assisting students in
their study and treatment of moral and ethical
problems.
They will consult in the development
of life styles and on the affective and aspirational aspects of student government.198
Grant also advocates the student development approach as
the ongoing emphasis, saying to student personnel workers,

198

Philip A. Tripp, "Student Personnel Workers:
Student Development Experts of the Future," Journal of
NAWDC, XXXI, No. 3 (Spring, 1968), 143.

126
. . . we can look forward to performing a unique
function central to the educational process of
facilitating behavioral development rather than
providing a peripheral or complementary service.
We will seek to free the student from environ­
mental domination rather than be control agents
of student conduct.199
Specifically, a student development specialist
and a student could jointly develop a behavioral profile
for the student, describing where he is now in his
developmental process, identifying his aspirations, and
the ways in which he might reach his goals.

His develop­

ment could be projected against various personality
theories such as Jung's personality concepts,200 Erickson's "Eight Ages of Man,"

201

and Holland's "Personality

.
,,202
types."

Jung's theories on personality have been incor­
porated in the Myers-Briggs Type Indicator and related
to man's total self-developmental experiences, e.g.,

199

Harold Grant, "Higher Education m Student
Personnel Work in the Year 2000," Journal of NAWDC, XXXI,
No. 3 (Spring, 1968), 141.

(London:

200J. H. VanderHoop, Character and the Unconscious
Routlege and Paul L t d ., 1950) , pp. 130-98.

201

York:

Erik H. Erickson, Childhood and Society (New
W. W. Norton and Company, Inc., 1963), pp. 247-74.
202

John L. Holland, The Psychology of Vocational
Choice (Waltham, Mass.:
Blaisdell Publishing C ompany,
1966), pp. 1-96.

127
personal, educational, and vocational.

203

Further

assistance could be provided by helping the individual
to develop an educational and vocational program to
modify his personality, e.g., through assertive train­
ing,204 desensitization-relaxation,205 and by creating
environments which would enable the student to satisfy
the three basic needs of identity, stimulation, and
security and to become self-directive.

A supportive

environment would be one which would insure that the
student would have his own territory,

206

a place to

call his own, and would be one which would foster the
student's development of his own life style through
social modeling.

Examples of individuals which could

serve as models would be:

faculty and staff members;

the student's peer group, which could include specially
designed small interaction groups, security groups com­
posed of members whose modes of operation are similar

203
Indicator
1963) .

Isabel Briggs Myers, The Myers—Brings Type
(Princeton, N.J.:
Educational Testing Service,

204
(New York:

Joseph Wolpe, Behavioral Therapy Techniques
Pergamon Press^ 1968), pp. 38-53.

205Ibid., pp. 54-101.
206

The importance of territory is discussed by
Robert Ardrey, The Territorial Imperative (New York:
Dell
Publishing Company, 1966); Desmond Morris, The Naked Ape
(New York: The Dell Publishing Company, 1969); Edward T.
Hall, The Hidden Dimension (New York: Doubleday and Co.,
1966).

128
and stimulation groups composed of members whose modes
of operation vary; and individuals within the larger
community.

For example, if the student would like to be

a banker, he could associate with a banker and learn
both personal and technical skills from him.

Since

behavioral development is an ongoing process the student
development specialists would work in various areas with
students throughout the student's University experience.
A continued emphasis will be placed on learning
the various principles of conflict resolution, for as
Gross

207

states, conflict is an inevitable concomitant of

cooperative action in organizations.

He points out that

conflict can energize creative and growth-producing
potentialities.

208

The Report of the American Bar Associ­

ation Commission on Campus Government and Student Dissent
concludes that "tension itself is not necessarily evil,
and may be the hallmark of a sensitive progressive academic community."

209

An example of Michigan State Uni­

versity Dean of Students Office's continued interest in
conflict resolution was the participation of residence

207
Managing
62-73.

Bertram M. Gross, Organizations and Their
(New York: The Free Press, 1968), pp. 47, 59,

208Ibid.
209

The Report of the American Bar Association
Commission on Campus Government and Student Dissent (Chi­
cago: American Bar Association, 1969), p. 36.

129
hall advisors who were new to their positions and those
advisors who had also been designated as "judicial
specialists" and were concurrently receiving training
and orientation from the Judicial Programs Office in
an in-service training program on conflict resolution
during November, 1971.
detail by Ms. Westfall

This program is described in
210

who concludes that the model

presented, one of ongoing involvement, by its emphasis
on human understanding and self-awareness, is preventative
in nature.

She adds, "it attempts to encourage communi­

cation which conveys a message rather than turning people
off.

It is pointed toward building and maintaining a

sense of community which is functional and which allows
for individual differences within a living unit."

211

The understanding and the use of conflict reso­
lution principles by the Dean of Students personnel help
them to effectively relate to the various segments of the
University and society at large.

Michigan State Uni­

versity, a large complex educational institution, serves
multi interests— students, faculty, administrators, non­
professional employees, and society at large.

210

It is in

Sandra K. Westfall, "Learning Various Principles
About Conflict Resolution:
A Model for On-Going Involve­
ment," The MSU Orient, VII, No. 1 (Winter, 1972), 11-16.
211x, .,
,c
Ibid., p. 15.

130
Clark Kerr's terms a "multiversity."

212

The Dean of

Students Office has been in a position to help the
various interest groups understand one another's con­
cerns and needs and to assist in the resolution of con­
flicts that have arisen, for example, students' requests
for a variety of living arrangements in dormitories,
such as, the assignment of males and females in alternate
rooms on the same floor, or students' activities related
to the larger societal happenings, such as, the United
States invasion of Cambodia.

The Dean of Students Office

will in the future continue to play a key role in the
operation of the University by acting as interpreter and
mediator and by assisting in the continuous development,
implementation, and evaluation of processes and structures
for orderly change.
The Michigan State Dean of Students Office will
be re-identifying various channels through which it
reaches students and redefining its modes of operation.
Traditionally, the Dean of Students Office has established
close bonds with the student government.
ated Students of Michigan State University

But, the Associ­
(ASMSU), the

present student government, has fallen into the state
Mueller describes of student governments in general,

212

Clark Kerr, The Uses of the University (Cam­
bridge, Mass.:
Harvard University Press, 1964), pp. 18-45.

131
The structures are top-heavy with the cumbersome
machinery of yearly elections and procedures
unsuited to the loose organization of the campus:
they are overridden with petty politics and
stymied with parliamentary minutiae; the indif­
ference and apathy of their constituents is 10
times worse than in the general society and they
have no programs for reducing it; they have nothing
comparable to a civil service preparation for
office, nor an apprenticeship, such as the faculty
committee system o f f e r s . 213
With students now formally participating in academic
governance, with few social regulations to which ASMSU
can direct its energy to change, and with internal
dissentions within ASMSU, the role of ASMSU and the
effect this role has or any role change by ASMSU would
have on the Dean of Students must be examined.
A concomitant concern will be for the enhancement
of student leadership skills.

The Dean of Students' staff

does provide an atmosphere for the development of leader­
ship skills as they advise and assist and relate in
informal situations to students, providing leadership
training by example.

Leadership training often occurs

in organizational development as the individuals come to
recognize the various stages of and the demands upon the
members imposed by the group development process.

The

Dean of Students' emphasis, though, will be directed
specifically to developing meaningful leadership training

213

Kate H. Mueller, "The Future of the Campus
Personnel Worker," Journal of N A W D C , XXXI, No. 3 (Spring,
1968), 133.

132
courses, stressing, for example, basic skills of how to
meet people and/or how to express oneself, game activi­
ties, and conflict resolution techniques.

In addition,

leadership training could be supported through independent
study projects.

An educational-credit leadership training

experience could be implemented through a seminar team
consisting of a member of the Dean of Students Office
and a Faculty member from the specific area in which
the student wishes to do his study could provide the
student direction, assistance, and evaluation.

This

experience could not only be beneficial to the student,
it would provide opportunities for an exchange of ideas
between the members of the team, fostering closer administrative-facuity relationships.

Leadership training

could also be advanced through the creation of job oppor­
tunities for students to serve as para-professionals.
Continued emphasis on leadership training is sustained by
Nonnamaker, who, in an address to Michigan State Uni­
versity Dean of Students personnel and students, declares,
I can only say that in a democratic society uni­
versities carry a great part of the burden for
developing leadership.
In the highly technical
and complex world in which we live, it would seem
to me that there are few, if any, other societal
institutions to which we can look to for so much.
A great trust has been placed in all of us,
students and staff alike, to assume this burden.

133
It would be morally wrong for us to shirk such
duty, or not to make the most of the opportuni­
ties that such a great institution as this
offers.214
More and more students are living off campus

(over

half of the students presently do so) and Michigan State
University Dean of Students Office will expand its ser­
vices provided for these students.

Much attention has

been devoted to the development of a creative residence
hall system and now the same effort will be expended to
provide more comprehensive services to off-campus stu­
dents , such a s , fostering interactions and understandings
within and between groups, e.g., communes, co-ops, fra­
ternal organizations, facilitating individual behavioral
development, and providing expertise in finances, housing
concerns, drugs, racism, to name a few areas.

This will

necessitate an increase in staffing and an expansion
of the work already being accomplished in the field.
The Dean of Students Office will continue to pro­
vide and/or participate in ongoing programs, like the
"Racism Resource Program" proposed by Ms. Sue Hughes,
Assistant Director of Student Governance, which entails:
1.

Developing a bibliography (and, if feasible,
library) of materials reflecting all possible
aspects of race relations.
A.
Pamphlets, position papers, manifestos, etc.
B. Political position books
C.
Research, theory and personal experience
books
214

Eldon R. Nonnamaker, Director, Men's Division
of Student Affairs, Address at the Leadership Workshop,
Michigan State University, 1962.

134

2.

3.

4.

5.
6.

7.

D. Fictional works
E. Films, slides, A-V displays
F. Tapes
G.
Simulation games, models, etc.
Developing contacts with local authorities on
various aspects of race relations, and local
exponents of particular positions, who can
speak from their own point of view.
Acting as a focal point for dissemination of
information and opinion on the subject of race
relations and racism, most particularly in the
following areas:
A. The white experience— cultural attitudes
and behavior
B. The minority experience— black, chicano and
native american
C. The economic factors of racism
D. The social, psychological and sexual factors
of racism
E. The personal experience of racism— how it
operates on the individual, as distinct from
the society
Planning and implementing programs for infor­
mational, training and mutually educational
purposes for the following audiences:
A. Central (non-academic) administrative staff
who, by virtue of their positions must respond
in official capacities to instances of racial
tension
B. Advisory staff in the residence halls, and
other living units where applicable
C.
Students or student groups requesting pro­
grams or assistance
D. New freshmen (after arrival, fall term)
Planning and implementing programs for crisis
situations, designed to promote discussion of
the racial tension involved
Developing working relationships with depart­
ments of the University dealing with aspects
of race relations and racism, attempt to develop
such relationships with the off-campus community
Serving as a complaint bureau to collect infor­
mation about possible and existing areas of racial
tension, direct such information to concerned
parties, and/or provide assistance where appro­
priate. 215

215

Sue Hughes, "Racism Resource Program— Proposal
for Implementation Within the Student Activity Division of
the Dean of Students Office," Michigan State University,
October 1, 1970, pp. 2-3.

135
Whether or not the Dean of Students Office may
be effectively and efficiently evaluated by "systems"
analysis, namely,

"Program Budget Evaluation System"

(PBES), a version of the "Programming Planning Budgeting
System"

(PPBS), must be determined.

Governor Milliken,

on February 16, 1971, issued an Executive Directive
which informed department heads and the chief executives
of state institutions of higher education that a Program
Planning Budget System was to be implemented across the
state.

216

Within the Dean of Students Office much dis­

cussion and the dissemination of written material has
followed, describing just what PBES entailed and discuss­
ing the applicability of "systems" analysis to education
and specifically to the Dean of Students' activities.

217

216

William D. Peterson and Donald S. Svoren,
"Proposal for a Staff Self Study" (East Lansing:
Office
of the Dean of Students, Michigan State University, May 14,
1971), pp. 1-2.
217

Ibid., pp. 1-7 and Appendices; Alan C. Coe,
"The PBES Concept" (East Lansing:
Division of Education
and Research of the Office of the Dean of Students,
Michigan State University, October 28, 1971), pp. 1-8;
David Coleman, "The State's View of PBES," Inservice
Training Program, Michigan State University, November 3,
1971; Coe, "PBES Problems" (East Lansing:
Division
of Education and Research of the Dean of Students, Michi­
gan State University, November 15, 1971), pp. 1-4; Elliot
G. Ballard, "MSU's Response to PBES," Inservice Training
Program, Michigan State University, November 17, 1971).

136
Due

218

presents a review of the overall PPBS

operations, Isachsen

219

has developed a Planning Pro­

gramming Budgeting Model,

specifically designated for

the College of Education at Michigan State University,
while Coe presents PBES basics and an example pertaining
to the Dean of Students Office.
1.

The State of Michigan has general goals
(Major Program Goals)
2. These general goals are reduced to a number
of slightly more specific goals (Program
Category Goals)
3. These goals are further reduced to objectives
which are specific and give direction to organi­
zational effort. (Program Sub-Category/
objectives)
4.
In order for an objective to be accomplished
an activity (element) must take place.
Alternate activities should be developed
and evaluated for its effectiveness.
The
most appropriate activity is selected for
implementation.
5. The consequence of the activity is output.
6.
Impact or evaluation attempts to determine
how well the organization is accomplishing
its goals and objectives.
7.
It should be noted that the very basis of PBES
rests on value judgments. Decisions on what is
"good" for the c i t i z e n s o f the state and their
institutions reflect values.
MAJOR PROGRAM
Intellectual Development
and Education
MAJOR PROGRAM GOAL
To provide a system of
learning experiences. . . .

218

John F. Due, "Introduction to the General
Features of Planning, Programming, Budgeting Systems,"
Excerpts from Government, Finance:
Economics of the
Public Sector (4th e d .; Homewood, 1 1 1 .: R. D. Trevin,
1^68), pp. 1-13.
219

Olaf Isachsen, "Proposal for a Model and Proce­
dure for the Allocation of Financial Resources in a College
of Education Within a Complex University System" (unpub­
lished Ph.D. dissertation, Michigan State University, 1970).

137
PROGRAM CATEGORY
PROGRAM SUBCATEGORY
OBJECTIVE
(one of many)
PROGRAM ELEMENT
OUTPUT
IMPACT

Assume that the dilema of
instruction/ research and
public service is solved.
Student Services
To provide programs which
supplement and/or complement
the students classroom
experience.
Concerts and music festivals,
lectures, etc.
Number of events held by tape,
number of persons participat­
ing, etc.
Number and percent of partici­
pants indicating positive
evaluation of the event,
increase in participation in
cultural program, etc.220

Whether or not PBES will be incorporated into the
Dean of Students Office's operations, the impetus it has
created for assessing outputs can stimulate evaluations
to be based, whenever possible, upon attainment of
specific objectives.
Michigan State University Dean of Students staff
are catalysts, resource people, facilitators, advocators,
educators, evaluators, mediators, and students.

They are

perceived by the students as specialists who can handle
their specific concerns; though, as the staff assist in
a variety of situations they are, in effect, generalist,
221
sensitive administrators.

220
221

To be effective the Dean of

Coe, "PBES Concept," pp. 2, 6.

Discussion at the Annual Midwest Activities
Directors Conference, Chicago, Illinois, January 11-12,
1972.

138
Students personnel must continue to be flexible and
responsive.

Their capabilities and the direction of

their emphasis will affect not only the student and
the University, but also society at large, for all are
integrally intertwined.

"The real test of the value of

the Office of Student Affairs lies not so much in its
structure, but in the people who fill the various
.

.

positions m

the structure."

222

Recommendations and Implications
For Further Study
It is recommended that the Michigan State Uni­
versity Dean of Students Office establish a Dean of Stu­
dents Archives and identify an individual to act as
curator.

A copy of all reports, studies, proposals,

papers, newspaper stories, articles, books written by
the Dean of Students staff or about the Office would be
filed, indexed, and stored in a secure area.

The curator

would be responsible for clipping stories from the local
newspapers and staff members would be responsible for
sending a copy of their work to the Archives.
While this study has described events, programs,
philosophies, trends, and identified individuals, there
is a need for a study which would provide a better

222

Eldon Nonnamaker, "Foreward," Description of
Professional Positions— Office of Student Affairs:
Dean
of Students O f f i c e , East Lansing, Michigan State University, July, 1963.

139
understanding and definition of the patterns of person­
ality traits and behaviors that contribute to satisfactory
or unsatisfactory Dean of Students staff member— student
interaction.

A study which established the critical

requirements, for Dean of Students staff members— student
interactions, through an analysis of critical incidents
as reported by Dean of Students personnel and students
would be most significant.

The Critical Incident Technique

is described in detail by Flanagan;
and Jensen

225

223

Walker and Alcorn,

224

provide illustrative examples of this

Technique.
Briefly, the design of the study could be
developed to solicit from Dean of Students personnel and
students who participated in staff-student interactions
satisfactory or unsatisfactory incidents, defined as
critical incidents which facilitate or hinder a student's
academic progress or personal development.

After all the

critical incidents were obtained the staff and student

223

John C. Flanagan, "The Critical-Requirements
Approach to Educational Objectives," School and Society,
LXXI, No. 1849 (May 27, 1950), 321-24; John C. Flanagan,
"The Critical Incident Technique," Psychological Bulletin,
LI, No. 4 (July, 1954), 327-58.
224

Bill R. Walker and John D. Alcorn, "Critical
Requirements of Foreign Student Adviser," The Journal of
College Student Personnel, IX, No. 3 (May, 1968), 190-92.
225

Alfred C. Jensen, "Determining Critical Require­
ment for Teachers," Journal of Experimental Education, XX,
No. 1 (September, 1951), 79-85.

140
incidents, treated separately, would be sorted into two
basic groups which would be catalogued as satisfactory
and unsatisfactory and an analysis would be made to
identify salient features

(elements) of the incidents.

These elements would be synthesized and designated as
Critical Requirements— aptitudes, abilities, attitudes,
or other requirements for staff-facuity interaction
which are critical in the sense that they are frequently
factors causing either successful or unsuccessful inter­
action, i.e., either facilitating or hindering a student's
academic progress or personal development.

A comparison

could then be made between the Critical Requirements
derived from incidents described by students and Critical
Requirements derived from incidents described by the
staff.
This study referred to the recent involvement of
students in academic governance.

A study conducted after

Michigan State University has experienced at least a year
of student involvement in academic governance could com­
pare the perceptions of students, faculty, and adminis­
trators with respect to the effectiveness of students'
participation in various areas, e.g., department, college,
Academic Council, Academic Council Standing Committees.
Concluding Statement
This study is congruent with the emphasis of selfconsciousness and rationality in our present American

141
Society, referred to by McKee and Useem

226

as the Post

Modern Society, which stresses the examination of, and
the speculating and reflecting on, all aspects of
American society.

Hopefully, this study will provide

a stimulus for others to continue to explore the history
of the development of the Michigan State University Dean
of Students Office.

226

James McKee and John Useem, Michigan State
University Sociology Course #471, "Modern American
Society," Spring, 1970.

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________ . Student Personnel Work in College.
The Ronald Press, 1951.

New York:

________ . "The Development of Student Personnel Work in
the United States and Some Guidelines for the
Future."
The Individual and the System. Edited
by W. John Minter.
Boulder, Colorado:
Western
Interstate Commission for Higher Education, 1967.

APPENDICES

APPENDIX A
STUDENT GOVERNMENT CONSTITUTIONS

STUDENT GOVERNMENT CONSTITUTIONS
Constitution
Adopted by the students, August, 1882, in place of the
Constitution and Rules given in College Rules, 1878:
I.

II.

III.

OBJECT - The prime object shall be the maintenance of
good order within the dormitories, and the general
comfort of students in pursuit of study.
DOMAIN - The halls used as dormitories shall be divided
into several districts, as follows:
A.
Williams Hall, 3d floor, 1 to 10 east.
B.
Williams Hall, 3d floor, 11 to 20 south.
C.
Williams Hall, 2d floor, 21 to 30 east.
D.
Williams Hall, 2d floor, 31 to 40 south.
E. Wells Hall, east ward, 61 to 82.
F. Wells Hall, center ward, 83 to 106.
G. Wells Hall, west ward, 107 to 129.
OFFICERS - The President, Secretary, and Legal Board
of the Students' Organization shall act as President,
Secretary, and Legal Board for the Students' Government.
Each district shall elect by ballot, on the second
Saturday of each term, one Captain and one Lieutenant.
All of the above officers shall be installed by the
approval of the President of the College.
No student
under censure shall be eligible to office.
In case any District fail to elect officers at the
appointed time, or within three days thereafter, said
officers shall be appointed by the President of the
College, and the President and Secretary of the Students'
Government.

IV.

DUTIES - The President of the Students' Government shall
arrange for all trials, shall act as judge at all trials,
and in case of the absence of the Secretary, shall
perform the duties of that officer.
The Secretary shall act as the clerk of the court,
shall report the results of all trials to the Faculty,
shall report the results of all elections, or appoint­
ments of officers to the Faculty at its next regular
meeting; shall see that all students are duly notified
149

150
of the time and place for the election of officers;
shall inform all officers of their election, selection,
or appointment; as soon as they are qualified shall
notify jurymen of their appointment, and in the absence
of the President shall perform the duties of that
officer.
Each Captain or his Lieutenant shall make it his first
duty to prevent all disturbance within his district.
It shall be the duty of each and all of these officers
to secure a gentlemanly deportment from all students
everywhere about the grounds, and especially toward
visitors.
All cases of willful disregard of rules of good order
he shall report immediately to the President of the
Students' Government.
All the Captains and Lieutenants shall meet each week
for consultation with the President of the College
as to the general good order, and a written report
of this meeting shall be made each week to the Faculty
of the College.
Any member of the Legal Board shall act as counsel for
the prosecution at the request of the Captain, who
reports the person to be tried, or for the defense, if
requested to do so by the person to be put on trial.
V.

RULES OF TRIAL 1. Any person accused shall be tried before a jury
to consist of six persons, who shall be drawn as
follows: The names of all the students of the
College, excepting those of the officers indicated
above, shall be kept by the President of the
Students' Government in a box, and said President
shall draw out, in the presence of the accused, of
the two counsels in the case, and the Secretary,
at some previously designated time and place, the
names of six persons.
In case the name of the person to be tried, or that
of any student absent from the College is drawn,
others shall be drawn till the requisite number is
secured.

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2.

3.

VI.

The Secretary shall at once notify the jurymen of
their appointment, and of the place and time when
the trial shall be held.
Testimony.
Testimony of any competent witness
may be taken, and the accused may be personally
examined.
Any member of the jury may give testi­
mony and shall not thereby be debarred from voting
on the case.
Verdict.
Verdict and penalty shall be decided by
a majority vote of all the jurymen, in close
session, the President of the Students' Government
having the casting vote.

PENALTIES - The penalties shall consist of a definite
number of marks of demerit upon the records of the
Secretary.
An accumulation of five such marks shall bring a private
warning from the President of the College; ten marks
shall bring a second warning, with a notification of
the fact to the friends; fifteen marks shall be
attended with a request for his withdrawal from College.

VII.

VIII.

IX.

X.

XI.

RECORDS - The records of all trials shall be kept by
the Secretary, and each week submitted to the Faculty
for approval.
APPEAL AND PARDON - The Faculty shall reserve the
right to hear appeals or to rectify all cases when
necessary; also, to pardon and expunge demerit marks
after proof of subsequent good conduct.
RULES - Rules of good order shall be established by a
majority of the captains and lieutenants, under the
sanction of the Faculty.
In case any district fails to preserve order, the
President may reorganize it by change of students'
rooms.
AMENDMENTS - Any change in the above constitution
shall be only by a vote of two-thirds of the students
present at College.

152
Student Council or Union
On March 24, 1908, The M.A.C. Record reports:
"Perhaps the largest mass meeting held at M.A.C. in a
number of years was that in the chapel Friday night for the
purpose of organizing a student union and adopting a code
of rules which will be the criterion for the future guidance
of all classes, and settlement of matters which concern
the student body.
The majority of the rules recommended
by the committee from the upper classes consisting of
Messrs. Barden, O'Gara, Grazer, Boyd, Lemmon and DeCamp
were adopted as follows:
1.

That for the future settlement of all class matters
and the maintenance of the college customs and
traditions at M.A.C. a students' union be formed,
to consist of three seniors, two juniors and one
sophomore to be elected by the classes named in the
first week of each fall term; the officers to be a
senior president and a junior secretary.

2.

Each and every freshman and sub-freshman shall wear
at all times during the fall and spring terms, except
on Sundays, a cap of the following description.
For
the freshmen, an official brown cap with a small
vizor and a gray button.
For sub-freshmen, a similar
gray cap with a black button.
They shall not at any
time while in college wear a pin representing their
preparatory school in any manner, nor shall they wear
any emblem or insignia of that institution.

3.

No student shall be allowed to loaf around the
barber shop.

4.

All students shall show their respect to college
professors whom they know by tipping their hats.

5.

Only seniors may wear stiff hats about the campus.

6.

A time-honored tradition at M.A.C. is that no student
shall smoke on the campus.

7.

Students' night shall be the last Thursday night of
the spring term when a celebration in the form of a
night shirt parade shall be held under the supervision

college

153
of the junior class.
On this night, at which time
the freshmen and sub-freshmen caps may be burned, all
classes participate in this celebration.
8.

Commencement week shall be known as senior week.

9.

Class numerals can be worn only by members of its
football, baseball, basket ball or track team or by
members who have earned a position on the first or
second varsity teams and then only when those
numerals have been awarded by the Athletic Council
upon recommendation of the class.

10.

The most important social function of the college
course is the Junior Hop given by the class during
the winter term of its junior year.

11.

There is no hazing.
Occasionally some individual
first year man is made to feel that one can know too
much from the start, but hazing is severely condemned
as a general practice.

12.

The old class rushes have been abolished and the
organized rush on the second Saturday of the fall
term substituted."

At a meeting of the Student Council held on Friday, June 12,
1908, the business of the year was finished and recommenda­
tions drawn up for the use of the succeeding council:
"While the council has accomplished no startling results,
the work of the term has been a signal success.
We look
forward with confidence to the time when this organization
can be made an effective instrument in the hands of the
student body.
With regard to the present regulations and customs we may
say that the spirit in which they have been received and
carried out is highly satisfactory.
The idea of a
college periodical edited and managed by students, was
also taken up.
As promiscuous advertising is unsightly the council
recommends the placing of large billboards in conspicuous
places.
This is being done, and in return we recommend
that all advertising by students be confined to these
boards.

154
To make the observance of 'student n i g h t ' more formal
and impressive, a large banner has been made which is to
be handed down with appropriate ceremony from year to year
by the outgoing senior class to the keeping of their
successors.
This ceremony will mark the passsing of the
senior class from college activities.
The burning of the
freshman and 'prep' caps will be in charge of those classes."
Many other colleges and universities have adopted similar
plans to help regulate the conduct of students.
In the Record for November 10, 1908, appears a criticism
by the father of a freshman on the rules of the council:
"It seems to me that your class rules are not altogether on
American principles.
The council has no delegates from
the freshman class, yet it lays down rules that the latter
must follow.
This is taxation (or government) without
representation.
If the council had four seniors, three
juniors, two sophomores, and one freshman, the deal would
be a fairer one, and in all probability the freshmen would
acquiesce more readily to the rules, under the theory that
the minority should be content to submit to the majority,
except in cases of clear injustice, when they would have
the inherent right to resist.
A college in America
ought to be a little republic, with fair representation
in all matters for all students."
Some of the rules of the student council smack too much of
the rules in vogue in Rugby and Oxford, England.
It is
a wonder that rebellions are not more numerous and more
serious.
It is by no means certain that this record of societies is
complete.
From time to time in season of presidential
campaign there were, for a few weeks, usually a Republican
Club, a Democratic Club, a Prohibition Club.
As the College becomes larger, there will be still more
clubs some of which will endure and some of which will
thrive only during the presence of a certain professor,
becoming inoperative as soon as he leaves the College.*
♦Material concerning 1908 constitution reprinted from W. J.
Beal's History of the Michigan Agricultural College. 1915,
pp. 218-219.

155
Faculty Meeting

(February 9, 1914)

Dean Bissell, in behalf of the committee of deans, presented
the constitution of the Student's Council, and moved its
adoption.
Carried.
Proposed Constitution for the Student Council
of Michigan Agricultural College
Article 1
Name and Object
Section 1. The name of the organization shall be "The
Student Council of the Michigan Agricultural College."
Section 2. The object of this organization shall be to
enable the student body, through representatives, to
effectively manage such affairs of general interest to
the student body as are established by precedent or by
general concensus of opinion to rightfully fall under the
jurisdiction of a student body.
Article 2
Membership
Section 1. The Student Council shall be composed of six
members, three members from the senior class, two from
the junior class and one from the sophomore class.
The
Council members shall be elected in the following manner:
at least two weeks before the close of the winter term of
each year the names of candidates from the classes shall
be submitted to the Student Council as follows:
nine
members from the junior class, six from the sophomore class
and three from the freshman class.
From these candidates
the Student Council shall select and submit to the committee
of Deans of the College for approval respectively six, four,
and two nominees.
If the Deans disapprove of any nominee
the Student Council shall name a substitute to be in turn
approved or rejected by the Deans until the list of nominees
required is complete.
Of these nominees so ratified and
approved the classes shall elect respectively three, two
and one members to compose the incoming Student Council
and to hold office for the ensuing year.
Vacancies shall
be filled by the Council.

156
Article 3
Duties and Powers of the Student Council
Section 1. The Student Council shall take the initiative
in all matters established by precedent as the especial
duties of said body.
Section 2. The Student Council shall consider and act
upon all petitions and other communications from the
student body or any reasonable part thereof.
Section 3. The Student Council shall pass and enforce
laws concerning the lower classes, especially in regard
to the maintenance of college customs and traditions.
Section 4.
The Student Council shall represent the student
body in its desires to the Faculty or other authority.
Section 5. The Student Council shall place important
questions before the student body in the form of referendum
vote.
Section 6. The Student Council shall administrate or
cooperate with the Faculty, Athletic Department or other
organizations in managing such affairs of general interest
as Class Rush, Cap Night, General Elections, Mass Meetings,
Campus Improvement, etc.
Section 7. The Student Council shall organize the Freshman
class before the middle of the fall term and shall inform
them in regard to campus customs, etc.
Section 8. The Student Council shall arbitrate between
classes or individuals in case of necessity and shall take
such steps as are deemed necessary to preserve the unity
and harmony of the student body.
Section 9. Mass Meetings of the student body shall be
called when necessary, the president of the Student
Council to act as chairman provided no other temporary
chairman shall have been chosen by the Council.
Article 4
Publicity
Section 1. The official organ of the Student Council shall
be the weekly publication known as the "Holcad".

157
Section 2. The management of this periodical shall be
governed by the "Hoicad Rules" adopted by the Student
Council and Faculty during the winter of 1912.
Article 5
Finances
Section 1. Each College class shall contribute one dollar
per term to defray the expenses of the Student Council
payable in advance to the Secretary Treasurer of said
Student Council.
Article 6
Amendments
Section x.
Subject to
approval of the Committee
of Deans
amendments to this constitution may be made by a vote of
the majority of the members of the Student Council, provided
the proposed amendments are advertised in the Holcad at
least two weeks before
the vote thereon.
Professor French asked
that the members of the
Senior class
in Home Economics taking Pedagogics, be excused from classes
on Monday, February 23, and Wednesday, February 25, for
observation in the Lansing city schools, and that the seniors
in the Agricultural and Horticultural class in Pedagogics
be excused from classes on Tuesday and Wednesday, February
24 and 25, for school visitation and observation.
Moved by Professor Vedder that these requests be granted.
Carried.
Faculty Meeting

(April 15, 1932)

Student Government.
Professor Emmons presented the follow­
ing proposed constitution of the Student Council:
Article 1
Section 1. The name of the organization shall be "The
Student Council of Michigan State College."
Section 2. The object of this organization shall be to
enable the student body through representatives to effective­
ly manage such affairs of general interest to the student
body as are established by precedent or by general concensus
of opinion to rightfully fall under the jurisdiction of a
student body.

158
Article 2
Section 1. The Student Council shall be composed of nine
active members.
Six of these shall be elected by their
respective classes at the general election to be held at
least one week before the close of winter term.
Represen­
tation from the three upper classes shall be as follows:
Three members from the senior class, two from the junior,
and one from the sophomore.
These new men shall attend
all the meetings of the old council during the spring
term and take office the next fall.
In addition, the
presidents of the three upper classes shall be active
members of the Council and shall attend all meetings during
their terms of office.
Vacancies shall be filled by the
respective classes.
Section 2. The managing editor of the Michigan State News,
the president of the freshman class, one athletic represen­
tative to be elected by the Varsity Club, and one represen­
tative from the Intrafraternity Council are ex officio
members during their terms of office.
Article 3
Section 1. At the last meeting in May, the new Council
shall elect a president, a vice president, a secretarytreasurer, who shall hold office during the ensuing year.
Their duties shall be those generally expected of such
officers.
Section 2. The candidates for the office of president
and vice president shall be confined to the three elected
senior members of the Council. That senior member who
receives the highest votes shall be declared president,
the one receiving the second highest number of votes shall
be declared vice president.
The candidates for secretarytreasurer shall be confined to the elected members of the
junior class, and the one receiving a majority vote of
the Council shall be declared elected.
In the election
of officers for the Student Council, each active member
shall be entitled to one vote, except the president (who
shall vote only in the case of a tie).
Section 3. Any council officer who has been duly elected
may be removed by a two-thirds vote of the active member­
ship for any cause which the Council shall consider
sufficient, and his successor shall immediately be chosen
by the Council.

159
Section 4. A complete vote of those members who are active
at the time of the balloting and those who have been elected
as active members for the following year shall be required
either by proxy or in person for the election or removal
of council officers.
Section 5. That at the beginning of the fall term, the
Student Council shall designate a regular time and place
of meeting for the ensuing year.
At least one meeting
must be held every two weeks.
These meetings are open
for visitation by any member of the student body.
Section 6. All procedure and council meetings not other­
wise specified by this constitution shall be carried out
according to "Roberts' Rules of Order."
Article 4
Section 1. The Student Council shall take the initiative
in all matters established by precedent as the special
duties of said body.
Section 2. The Student Council shall consider and make
recommendations to the Administrative Group on all
petitions and other communications from the student body.
Section 3. The Student Council shall consider that part
of the constitution of any student organization which
states its purpose and objectives and shall make recommenda­
tions of changes in the constitution or for the elimination
of any of these organizations to the Administrative Group.
Section 4. The Student Council shall recommend to the
faculty and have complete power to enforce laws, customs,
and traditions concerning the student body.
Section 5. The Student Council shall review all such
rulings of student bodies as may affect the social conduct
and well being of the student.
Section 6. The Student Council shall represent the student
body in any of its desires to the faculty and other
authority and shall aid in the enforcement of all proposals
to the faculty with reference to the student body with the
exception of the scholarship question.

160

Section 7. The Student Council shall place important
questions before the student body in the form of a refer­
endum vote.
Section 8.
The Student Council shall administer or cooperate
with the faculty, athletic department, or other organizations
in administering such affairs of general interest as class
elections, general elections, mass meetings, student migra­
tions, cap night, etc.
Section 9. The Student Council shall maintain a rating
system which limits any student's participation in extra­
curricular activities to a definite number of activities
per term in accordance with faculty eligibility rules.
Section 10. The Student Council shall have the power to
remove from participation in extracurricular activities
any student who does not comply with the faculty rules of
eligibility for participation in college activities.
Section 11. The Student Council shall organize the fresh­
man class before the middle of the fall term and shall
inform them in regard to campus customs.
Section 12.
The Student Council shall arbitrate between
classes or individuals in case of necessity and shall take
such steps as are deemed necessary to preserve the unity
and the harmony of the student body.
Section 13. Mass meetings of the student body shall be
called when necessary.
The president of the Student
Council to act as chairman provided no temporary chairman
shall have been appointed by the Council.
Section 14. No members of the Student Council shall issue
orders or statements in the name of the Student Council
without the sanction of at least four other Council members.
Section 15.
Students may present to the Council in writing
or in person any proposal or grievance at any regular
meeting.
Section 16.
The decisions of the Student Council made in
pursuance of its constitutional power shall be carried
into execution by the appropriate student executives or
groups or by recommendation of the president of the
college.
The Student Council shall have the power to

161

suspend or dismiss from office any student executive who
shall refuse to carry its legislation into effect.
Section 17. Any student or organization or member of the
faculty of this college may appeal to the Administrative
Group whenever he feels that the Student Council has
either exceeded or misapplied its powers or has assumed an
unwarranted jurisdiction.
In such cases, the Administrative
Group shall permit both the complaining party and the
Council to be heard, after which the decision of the
Administrative Group shall be final.
When an appeal is
made from some ruling of the Council, no steps shall be
taken by that body to carry out that ruling pending the
decision of the Administrative Group.
Article 5
Publicity
Section 1. The official organ of the Student Council shall
be the publication known as the Michigan State News.
Section 2. Management of this periodical shall be governed
by the rules adopted by the Student Council and faculty
during the winter of 1912.
Article 6
Finance
Section 1. The Student Council shall assess the classes
equally for fines to defray any laudible expense of said
body.
Failure to pay or make satisfactory arrangement of
these assessments within two weeks after notice of such
assessment by a class automatically disenfranchises the
members of such class at any student elections.
Article 7
Amendments
Section 1. Amendments to this constitution or revisions
of it may be submitted to the student body for adoption at
any regular student election or at a special election called
for that purpose.
The Council shall submit amendments for
the approval of the student body when such amendments have
been passed by a two-thirds vote of the council members or
upon petitions of not less than 100 students and subsequent
approval by the faculty.
Proposed amendments must be

162
published by the Michigan State News at least ten days
before the elections at which they are submitted.
A majority
of the vote cast thereon is sufficient for passage of an
amendment.
Moved by Professor Emmons that the proposed
constitution be adopted.
Carried.
Faculty Meeting

(July 7, 1939)

Dean Mitchell explained the changes in the Student Council
plan that had received the approval of the Administrative
Group and moved its adoption.
The Constitution of the Student Council of Michigan State
College Preamble
We the student of Michigan State College of Agriculture and
Applied Science, recognizing that the purpose of this insti­
tution is to train young men and women in the higher ideals
of citizenship, and believing that provision for and opera­
tion of a program of student government are essential to
this end and recognizing that as students of this institu­
tion we have interests to further for the welfare of our­
selves and of the institution, and believing that by selfgovernment the interests of ourselves and of the institution
best promoted in order to promote orderly student government
and to provide a framework for such student government, do
ordain and establish this Constitution.
Article I
Governing Body
Section 1. The authority to direct student affairs and
student organizations shall be vested in the Student Council.
Article II
Governing Body— Name
Section 1. The name of this body shall be "The Student
Council of Michigan State College."
Hereinafter, referred
to as the "The Student Council."
Article III
Purpose
Section 1. The purpose of this body shall be to enable
the student body, through representatives, to so direct
those student affairs and student organizations as best to
promote the welfare of the institution and the student body.

163
Article IV
Membership
Section 1. The Student Council shall consist of the follow­
ing members:
two representatives of the Liberal Arts
Division, one man and one woman; one representative of each
of the remaining five academic divisions; the president of
each of the four classes; the president of the Men's Council;
the president of the Council of Associated Women Students;
the editor of the Michigan State News; the president of
Religious Councils; the president of the Union Board;
vice-president of the senior class; vice-president of the
junior class.
Section 2. The term of office for these members shall be
for one calendar year beginning with the last meeting in
May.
Section 3. The Dean of Men and the Dean of Women shall be
ex-officio members and shall act in the capacity of faculty
advisers.
Section 4. No member of the Student Council shall lose his
status on that Council because of change of classification
standing, provided that such students shall maintain the
satisfactory standing of eligibility as required by the
Faculty Committee on eligibility.
Article V
Officers
Section 1. At the last meeting in May, the Student Council
shall elect a president, a vice-president, and a secretarytreasurer, who shall hold office from the time of their
election until such time as succeeding officers have been
duly elected.
Section 2. A complete vote of those members who are active
at the time of the balloting and those who have been duly
elected as members for the following year shall be required
either by proxy or in person for the election of Council
officers.
Such vote shall be taken by secret ballot.
Section 3.
Candidates for the office of president and vicepresident shall meet the following qualifications:
a.
Senior standing during the term of office.
b. A division representative during term of office.

164
c.

Service for any previous year on one of the follow
ing bodies:
1.
Student Council.
2. Associated Women's Student Council.
3. Men's Council.
4. A divisional council.

A primary ballot shall be cast to reduce this list of
candidates to two.
The relative number of votes cast for
each candidate shall not be announced, but a second ballot
shall be cast on those two candidates who receive the
highest number of vo t e s . The candidate who receives the
highest number of votes on the second ballot shall be
declared president.
The opposing candidate shall be
declared vice-president.
Section 4. The candidates for the office of secretarytreasurer shall be the remaining division representatives.
The primary ballot shall be cast to reduce this list of
candidates to two.
The relative number of votes cast for
each candidate shall not be announced, but a second ballot
shall be cast on those two candidates who receive the
highest number of votes.
The candidate who receives the
highest number of votes in the second ballot shall be
declared secretary-treasurer.
Section 5. Any officer of the Student Council may be
removed from office by a two-thirds vote of the membership
for any cause which the Student Council shall consider
sufficient.
The successor shall be elected at the next
regular meeting of the Student Council.
Section 6. The duties of the officers of the Student
Council shall be those generally expected of such officers
Article VI
Meetings
Section 1. At the first meeting of the college year, the
Student Council shall designate a regular time and place
of meeting.
Section 2. Twelve members shall constitute a quorum, one
faculty member shall be present.
Section 3. Regular meetings shall be held every two weeks
Special meetings shall be held on call of the president,
or any four active members of the Student Council.

165
Section 4. Any member of the student body may attend any
regular meeting of the Student Council as a visitor.
Section 5. All procedure in the Student Council meetings
not otherwise specified by this Constitution or in the
Bylaws of the Student Council shall be carried out accord­
ing to "Robert's Rules of Order."
Section 6. Attendance of members at meetings shall be
compulsory.
If any member shall have been absent without
having previously been excused by the secretary from three
meetings during his term of office, or from any two consecu
tive meetings, the status of such member shall be automati­
cally removed and the office declared vacant.
Section 7. Typewritten copies of the minutes of all
meetings shall be filed with the secretary-treasurer, the
Dean of Men, and the Dean of Women.
Article VII
Elections
Section 1. Not later than the sixth week of the winter
term, the Student Council shall arrange for the nomination
of candidates for the office of division representatives
in the following manner:
a. Each division council shall nominate not more
than four candidates for each office.
b.
In addition, any candidate may be nominated by
a petition signed by five per cent of the students
enrolled in that division.
Such petition must be
presented within three days after the division
council has announced its nominations and it shall
be subject to the approval of that division council
Primary elections shall be held at the discretion
of the Student Council.
The name of the two
candidates for each office receiving the highest
number of votes in the primary election shall be
placed upon the ballot for the final election
which shall be held at the discretion of the
Student Council.
The candidate receiving the
majority vote in the final election shall be
declared elected.
Section 2. The Student Council shall, at such time as it
may,determine, but not
later than the sixth week of the
spring term, arrange for the nomination of candidates of

166
the office of the sophomore, junior, and senior classes on
the Union Board.
The Student Council shall arrange for
primary elections at its own discretion following the
nomination of those candidates.
The names of the two
candidates for each office receiving the highest number
of votes in the primary election, shall be placed upon
the ballot for the final election which shall be held at
the discretion of the Student Council following the primary
election.
The candidate receiving the majority vote in
the final election shall be declared elected.
Section 3. Any student desiring to become a candidate for
any class office or for the Union Board may have his name
put on the ballot by filing with the president of the
Student Council not later than noon of the fifth day before
the primary election a petition signed by not less than
five per cent of the students of his class.
Section 4. The Student Council should prescribe and enforce
the rules governing general student elections.
Section 5. All candidates for office must comply with the
requirements of the Faculty Committee on Eligibility.
Section 6. The Student Council may remove from office
any student officer who having been duly elected shall
fail to maintain the status of satisfactory compliance with
the requirements of the Faculty Committee on Eligibility.
Section 7.
It shall be the duty of the Student Council
to fill vacancies in elective offices of the Student
Council, class offices in the Union Board, by installing
the next eligible candidate according to the last election
returns.
Section 8. A student shall be allowed to vote for only
those division representatives of the division in which
he is enrolled.
Per the records of the Registrar— Eligibility— The whole
class offices are to vote in class elections, shall be
based on the student's standing as defined in the following
classification:

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Freshmen— below 42 credits
Sophomore— 42 to 92 credits
Junior— 92 to 142 credits
Senior— 142 and over credits
Fifth year students— fifth year students
Article VIII
Relation to Student Organizations
Section 1. Any student organization desiring to bear the
name of Michigan State College or any of its divisions,
to be an organization belonging to Michigan State College,
to sponsor any activities in connection with the institu­
tion, to hold any meetings or gatherings on the campus,
shall proceed as follows:
a. Present a request to the Student Council for
the privilege of tentatively organizing.
b. Present the nature, the function, and the financial
status of the organization to the Student Council.
The Student Council shall then confer with the
Faculty Committee on Organizations and the petition­
ing group shall be notified of their decision.
Final approval of the Student Council and Faculty
Committee on Organizations will be expressed in
a formal document after the acceptance of the
Constitution of the organization.
Section 2. Upon presentation of a written order signed by
three members of the Student Council and one faculty adviser,
a committee of three Student Council members appointed by
the president of the Student Council may examine the
activities of any student organization.
Section 3. The Student Council with the approval of the
Faculty Committee on Organizations may revoke the Charter
of any organization under its jurisdiction after notifying
the organization of the charges against it and allowing a
period of two weeks for formal reply.
Section 4.
The provisions of this Article shall not be
construed to apply to any of the following organizations.
(Here listed are the social fraternities and sororities.
JNW)

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Article IX
Finance
Section 1. For one year beginning with the adoption of
this Constitution the financial structure of the Student
Council, as of May 1939, shall be maintained and any
further changes approved by the faculty before adoption.
Article X
Bylaws
Section 1. The Student Council shall have the power to
enact and interpret and enforce the Bylaws to perform its
functions.
Article XI
Amendments
Section 1. Amendments may be proposed by the Student
Council or by a petition signed by 200 regularly enrolled
students.
Section 2. Proposed amendments shall be put to vote of the
student body at the next succeeding regular general college
election, or if the cause is deemed sufficient by the
Student Council, with a special election called for that
purpose.
Section 3. The proposed amendment, together with the parts
affected by the amendment shall be published in the Michigan
State News on at least two separate days during the week
prior to election day.
Section 4. Proposed amendments upon receiving the affirma­
tive vote of a majority of those votes cast on the issue
and having been approved by the President of this institu­
tion shall immediately become a part of the Constitution.
Article XII
Interpretation
Section 1. All matters of interpretation of this Constitu­
tion shall be decided by the President of the institution
or in the event of his absence by the Acting President of
this institution.
Requests for interpretation may be made
only by the president of the Student Council or by the
person or party aggrieved and only in writing.

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Article XIII
Adoption
Section 1. This Constitution shall go into effect with
the school year beginning fall term 1940, with the
exception of Article VII, which shall become effective
at the beginning of winter term 1940.
Faculty Meeting

(October 7, 1948)

The Proposed Constitution of the Student Government
Preamble
We, the students of Michigan State College, recognizing that
one purpose of this institution is to train young men and
women in the higher ideals of citizenship; and believing that
a representative student government to assist the faculty
in maintaining orderly supervision of student affairs and
organizations is essential to this end, do establish this
constitution.
Article I
Legislative
Section 1. All legislative functions of the student
government shall be vested in the Student Council.
Section 2. Representation on the Student Council shall be
accorded by districts, as provided in the ordinances of
the student government.
Section 3. Ex-officio representation shall be accorded the
Counselor of Men and Counselor of Women.
Section 4. All student legislation pertaining to the
student body shall be in the form of ordinances of the
student government.
Section 5. Ordinances of the student government shall
become effective upon receiving a majority of those votes
cast on the questions.
Section 6.
Standing rules of the Student Council shall
become effective upon receiving a two-thirds majority of
those votes cast on the question at two consecutive regular
meetings.
They shall provide for the conduct of Council
business, including:

170
(a)
(b)
(c)

Frequency of regular meetings.
Parliamentary authority for those procedures
not covered in this constitution.
Compilation and publication of all ordinances
of the student government.

Section 7.
Special meetings of the Student Council shall
be called by the President upon written request of twentyfive per cent of the active members.
Section 8. Two-thirds of the active members of the Student
Council shall constitute a quorum.
Section 9. The Student Council may, by a two-thirds
majority vote, expel any officer or member of the student
government for cause.
Article II
Executive
Section 1. The executive functions of the student govern­
ment shall be vested in the office of the president of
the Student Council.
Section 2. At the fourth meeting following the election
of new members of the Student Council, the Council shall
elect by secret ballot, from among its members, a president,
vice-president, secretary, and treasurer.
Balloting shall
continue until one candidate shall receive a majority of
the votes cast.
Those elected shall hold office from the
time of their election until such time as succeeding officers
have been installed.
Nominations for these offices shall
not be made before the third meeting of the new Student
Council.
Section 3. The President may call special meetings of the
Student Council upon twenty-four hour notice.
Section 4.
The President shall:
(a) With the consent of the Student Council, fill all
vacancies on the Student Council by appointment
of a qualified resident of the district in which
the vacancy occurs.
(b) Be advised and assisted by an Executive Board
composed o f :

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(1)
(2)
(3)
(4)
(5)

President of Men's Council
Presidents of Associated Women Students,
Activities Board and Judiciary
President of Union Board
Class presidents
Chairman of such Student Council standing
committees as the president deems necessary.

Section 5. The vice-president shall assume the duties of
the president in the event of the president's absence or
removal.
Section 6. The secretary shall maintain complete records
of the student government, and perform other duties generally
expected of a secretary.
Section 7. The treasurer shall prepare and submit for
Council approval, at the second meeting in the fall term
a budget for the ensuing year, and shall perform other
duties generally expected of a treasurer.
Article III
Amendments
Section 1. Amendments to this constitution may be proposed
by the Student Council or by a petition signed by five
per cent of the regularly enrolled undergraduate student
body.
Section 2. Proposed amendments shall be put to vote of
the student body at the next succeeding regular general
college election, or, if the cause is deemed sufficient
by the Student Council, at a special vote called for that
purpose by the Student Council.
Section 3. The proposed amendment, together with the parts
affected by the amendment, shall be published in the M.S.C.
student newspaper on at least four separate days during
the two weeks prior to the vote.
Section 4. Proposed amendments, upon receiving the affirma­
tive vote of a majority of those votes cast on the issue,
and having been approved by the faculty of this institution,
shall immediately become part of this constitution.

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Article IV
Adoption
Section 1. This constitution shall be declared adopted
immediately following faculty approval and a majority
affirmative vote of those students voting on the question.
It shall take effect immediately upon adoption.
Dean Crowe moved approval of the report.
Motion supported.
Following a brief discussion the motion was passed.
Faculty Meeting

(May 3, 1951)

Asked Dean King to comment on the proposed Constitution for
the All-College Student Government.
The Constitution,
as distributed, has the approval of the Faculty Social
Committee and the Committee on Student Organizations.
Dean King moved that it be approved.
Approved.
Preamble
We, the students of Michigan State College, in order to
form a more perfect student body; to provide for full
student representation in all matters pertinent to student
affairs; to promote all things of value and of general
welfare to the students and the College; and to assist in
the integration and coordination of the activities of all
student organizations; do hereby ordain and establish this
constitution for the All-College Student Government.
Article I
Authority
The responsibilities as are vested in the All-College
Student Government in this constitution are granted by
the Faculty, and the Student Body of Michigan State College.
Article II
Legislative
Section 1.
Supreme student legislative responsibility
shall be vested in the Student Congress.
Section 2.
a. Representatives on the Student Congress shall be
elected by districts in proportion to the popula­
tion.
These districts and their apportionment
shall be defined in an ordinance of the Student
Congress.

173
b.

An officer of every major governing group on
campus, as defined by congressional ordinance,
shall be a non-voting member and it shall be
his duty to attend meetings of the Student Congress
for the purpose of intercommunication between the
Congress and his group.

Section 3.
a. The Student Congress shall elect a Speaker of the
Student Congress from its own membership who will
be the presiding officer of the Student Congress.
His seat shall be declared vacant upon his election
He shall succeed to the office of President of the
Student Government in case of vacancy of that
office, until the next regular election.
In case
of succession or vacancy of the Speaker's office,
the Congress shall elect a new Speaker to fill
the unexpired term.
b. The Speaker shall, by appointment with the consent
of the Student Congress, fill all vacancies that
shall occur within the Student Congress, unless
the district shall have elected a representative
in compliance with the Special Election ordinance.
Section 4.
a. The Student Congress shall also elect from its
own membership a Secretary whose duty it shall
be to take minutes of the Congress proceedings,
prepare copies of said minutes for distribution,
and to communicate all messages to the President
of the Student Government from the Student Congress.
Section 5. The Student Congress shall have the responsibility
a. To establish qualifications for its own members.
b. To determine its own rules of proceedings.
c. To appropriate all college student congressional,
judicial, and executive monies for student govern­
ment functions in accordance with financial regula­
tions of the college.
d. To elect a President of the Student Government
from its own membership.
His seat shall be declared
vacant upon his election.
e. To review and ratify such presidential appointments
as the Congress deems necessary.
f. To ratify or revoke the constitution of any student
organization with the exception of living units
and governing bodies having charters granted by
the Faculty.

174
g.
h.

i.

j.

k.

1.

m.

To make ordinances governing All-College student
elections.
To require written term reports from all standing
committees and all agencies receiving funds from
the student congress.
To provide for the organization of the freshman,
sophomore, junior, and senior classes of Michigan
State College.
To set minimum academic requirements for extra­
curricular participation, not in conflict with
Faculty or Western Conference regulations.
Interest organizations, with the exception of the
A.W.S. and Men's Council, may set a standard
higher than the minimum provided by the Student
Congress.
To provide for and maintain rules concerning
student conduct of an all-college nature as will
reflect creditably on the college and the students.
To elect a representative from its own membership
to any all-college student faculty committee, and
to designate, within the remaining number of
members alloted to students, those governing
groups which shall have a representative on the
committee.
These governing groups shall name
their own representative.
Boards do not come
within this jurisdiction.
To legislate on any matter necessary in aiding
in the planning, supervision and coordination of
student activities.

Section 6.
The Student Congress shall have the power to
execute all foregoing responsibilities and such others as
the Congress and Michigan State College deem desirable
and necessary to promote the general welfare of the student
body and Michigan State College.
Section 7.
Special meetings of the Student Congress shall
be called by the Speaker upon written request of twentyfive per cent of the voting members.
Article III
Executive
Section 1.
The executive functions of the Student Govern­
ment shall be vested in a President of the Student Govern­
ment.
a. At the fourth meeting following the election of
new members of the Student Congress, the Congress

175

b.

c.

d.

shall elect by secret ballot from among its
members a President of the Student Government
and a Speaker of the Student Congress.
Balloting shall continue until one candidate for
each office receives a majority of the votes
cast for that office.
Those elected shall hold office from the time of
their election until such time as the succeeding
officers have been elected.
Nominations for these offices shall not be made
before the third meeting of the incoming Student
Congress.

Section 3. The President, during a temporary absence, may
delegate his responsibility to the Speaker of the Student
Congress.
The Speaker of the Student Congress shall
succeed to the office of President should that office
become vacant.
Section 4. The President shall appoint, with the approval
of the Student Congress, the Treasurer of the Student
Government who shall:
a.
Supervise the disbursing of all monies appropriated
by the Student Congress in accordance with college
procedure.
b. Keep complete financial records of the AllCollege Student Government.
c. Handle all correspondence incident to the office
of Treasurer.
d. Publish and distribute a complete financial
statement to the student body, at least once
per term.
e.
The treasurer shall perform such other duties as
the President and/or Student Congress may require.
Section 5. The President, at his discretion, may appoint
an Executive Secretary to assist him in his duties.
Section 6. The President shall be advised and assisted by
an Executive Board, which shall meet at least once a month.
It shall be composed of:
a. The Speaker of the Student Congress.
b. The Presidents of the major governing bodies as
defined by ordinance.
c. The President of Union Board.

176
d.
e.

The executive officer of each class.
The chairman of any student congressional
committee as the President deems necessary.

Section 7. The President shall, with the consent of the
Student Congress, have the authority:
a. To create such agencies as he deems necessary to
carry out the executive functions of the Student
Government.
b. To appoint the chairmen of these agencies.
Subject
to the approval of the President, the chairmen
shall appoint members to these agencies.
c. To make, upon his request, a personal appearance
before any student organization or governing group.
d.
To require reports either of a general or specific
nature from any student organization.
e.
To exercise such other powers as are usually
incident to such an office.
Section 8. The President shall have the responsibility:
a. To administer and enforce all legislation enacted
by the Student Congress requiring executive action.
b.
To make periodic reports and recommendations to
the Student Congress.
c. To perform such other duties as are usually
incident to such an office.
Article IV
Judicial
Section 1. The All-College Student Government judicial
responsibility shall be vested in the All-College Judiciary.
Section 2.
a. The Justices of the All-College Judiciary shall be:
the Counselor for Men, Counselor for Women, one
person appointed by the all-college Women's
Judiciary from its own membership, one person
appointed by the all-college Men's Judiciary
from its own membership and three persons from
the student body at large appointed by the
President of the Student Government for a twelve­
month period, one to be appointed each term with
the exception of Summer term.
These three members
at-large shall be approved by the Student Congress
by a two-thirds majority vote and shall have
served at least two terms on a student governing
board.

177
b.

c.

d.
e.

f.

g.

h.

In case of a vacancy a new student Justice shall
be appointed in like manner to complete the term
of the Justice whose place he has taken.
All student Justices of the All-College Judiciary
shall meet qualifications to be established by
the Student Congress.
Justices may be reappointed for a twelve-month
period.
The three Justices appointed at-large shall each
be Chairman the third term of his term of office,
other than Summer term.
The All-College Judiciary shall meet at least
once every two weeks.
It shall meet in special
session upon twenty-four hour notice, at the call
of the Chairman, when a case arises in which
immediate consideration is requested.
Any temporary vacancy of Justices at-large during
Summer session shall be filled by Presidential
appointment.
That term of office shall expire
at the beginnings of Fall term.
The President
shall designate the Chairman of the Summer
Judiciary.
The Judiciary shall determine its own rules of
procedure.

Section 3. The All-College Judiciary shall have original
jurisdiction over:
a. The constitutionality of student congressional
legislation and of any action taken by the Congress
or by a Representative thereof.
b.
The constitutionality of any action taken by the
President of Student Government or by any of his
executive agencies or members thereof.
c. The constitutionality according to its individual
constitution of any action taken by any campus
organization or governing group.
d.
Constitutional conflicts between any campus
organizations and/or governing groups according
to their individual constitutions.
e. All cases involving violations of student
congressional legislation.
Section 4. The All-College Judiciary shall have appelate
jurisdiction over:
a. Appeals from the all-college Women's Judiciary and
the all-college Men's Judiciary.
This appeal must
be made in writing within 24 hours after notification
of the final decision is made by the judiciary involved.

178
Section 5. The All-College Judiciary shall hear those
cases involving student infractions of college rules,
regulations, and policies which are referred to it by
the Counselor for Men and/or Counselor for Women when
indicated as a preference of the student or students
involved and approved by the Counselor for Men and/or
Counselor for Women.
Section 6. Further judicial functions may be delegated
to the Judiciary by other campus organizations or by the
Student Congress.
Section 7.
In all cases brought to it the All-College
Judiciary shall arrive at a final decision which shall
constitute the official All-College Student Government
recommendation to the Dean of Students.
Article V
Recall
Section 1.
a. Any constituency shall have the power to recall
any officer elected by that constituency under
this constitution.
b. The Student Congress, by a two-thirds majority,
may recall any officer of the All-College Student
Government.
c. All other elective officers may be recalled by
petition to be filed with the Speaker of the
Congress and containing the signatures of not
less than (25%) twenty-five per cent of the
qualified voters of that constituency.
d. Upon receipt of petition, a recall election shall
be held within two weeks of filing of said petition.
Article VI
Referendum
Section 1. The Student Body shall have the power to petition
for a ballot on any act of the Student Congress.
Said ballot
shall be effected within two weeks from date the petition
containing signatures of (10%) ten per cent of the qualif ied
voters is presented to the Speaker of the Congress.
Section 2. The Congress shall be empowered to refer, by
a majority vote, pending legislation to the student body
for a vote.

179
Article VII
Amendments
Section 1. Amendments to this constitution may be proposed
by the Student Congress by a petition signed by (10%) ten
per cent of the qualified voters of the student body.
Section 2. Proposed amendments shall be put to vote of
the student body at the next succeeding regular general
college election, or if the cause is deemed sufficient by
the Student Congress, at a special election called for
that purpose by the Student Congress.
Section 3. The proposed amendment, together with the parts
affected by the amendment, shall be published in the Michigan
State College student newspaper on at least four separate
days during the two weeks prior to the election.
Section 4. Proposed amendments, upon receiving the affirma­
tive vote of a majority of those votes cast on the issue,
and having been approved by the faculty of this institution,
shall immediately become part of this constitution, except
those concerning assessments of the student body, which
shall require that a majority of the student body vote on
it.
Article VIII
Adoption
Section 1. This constitution shall be declared adopted
immediately following approval by the Faculty and a
majority affirmative vote of those students voting on the
question and shall supersede all previous All-College
Student constitutions.
Section 2. The ordinances and by-laws now in effect, not
repugnant to this Constitution, shall remain in force
until they expire by their own limitations, or are altered
or repealed.
Article IX
Citizenship
Section 1. Every regularly enrolled undergraduate student
of Michigan State College (carrying twelve (12) or more
credits) shall be a voting citizen of the All-College
Student Government.

180
Article X
The Counselor for Men and Counselor for Women shall meet
with and serve in an advisory capacity to the All-College
Student Government in all its branches.
Constitution of the Associated
Students of Michigan State University
March 9, 1965
Article I
The responsibilities vested in this organization are granted
by the faculty and student body of Michigan State University.
Article II
Section 1.
Student decision making responsibility of an
all-university nature shall be vested in the following
Student Board.
All Michigan State University student
organizations shall operate under the jurisdiction of
this board.
Section 2. This Student Board shall be comprised of the
following individuals:
A. Voting members as follows:
1. The chief executive officer of the following
groups:
a. association of men's residence halls
b. association of fraternities
c. association of off-campus students
d. association of cooperative living units
2. For one year the chief executive officer
of the following groups:
a. association of women's residence halls
b. association of sororities
c. association of women's regulations and
interests
Prior to the second general election, the
Student Board, upon recommendation of the
above three groups, shall determine how
two votes representing these areas shall
be distributed.
This decision of the board
shall attain constitutional status once it
has been made.
3. Four undergraduate students elected at large
by popular vote of all qualified students
as follows:
a. two students with at least 120 quarter
credits earned

181
b.

B.

two students with more than 74 quarter
credits but less than 120 quarter credits
earned towards graduation at Michigan
State University
c. any student with less than 75 quarter
credits may have his candidacy approved
by an election review board
4. Two students, one of which must be female,
appointed at large by the Student Board from
open petitions to the board.
Non-voting members as follows:
1. The student editor of the student newspaper
or a designate from its editorial board.
2. The chief executive officer of the all­
university cabinet.
3. Advisor(s) in a manner prescribed by the
Office of the Vice President for Student
Affairs of Michigan State University.

Section 3.
If an elected at-large member resigns prior
to the first class day of winter term, a temporary replace­
ment shall be appointed by the Student Board from open
petitions to the board.
A special election shall be held
during the second full week of classes of winter term to
fill this position for the duration of the term of office.
Vacancies on or after the first class day of winter term
shall be filled by appointment by the Student Board from
open petitions to the board.
Replacement of an appointed
member-at-large shall be in the same manner as original
appointees.
Section 4. To assist in its operations the Student Board
shall make use of the following:
A. A chairman, with voting privileges, to preside
over the meetings of the Student Board elected
by the Student Board from the following:
1. the present six members-at-large
2.
a voting member of the Student Board from
the preceding year not presently on the
Student Board
B. Any other temporary officers as the Student Board
shall deem necessary.
C. A resource board, composed of members of the
faculty, staff, and administration of Michigan
State University, to assist in communication,
advice and judgement, and innovation.

182
Section 5. Recall of the members of the Student Board
shall be as follows:
A.
The chief executive officer of the groups repre­
sented on the Student Board may be recalled
according to the provisions of their respective
organizatxons.
B. Any elected member-at-large may be recalled by:
1.
a petition signed by 10 percent of the
qualified voters
2.
a subsequent simple majority vote of those
casting ballots in a special election
C. The chairman of the Student Board may be dismissed
as chairman by:
1.
a motion of the Student Board
2.
a 2/3 majority vote of the entire voting
membership of the Student Board, such vote
to be held at the next regularly scheduled
meeting.
D. Appointed members of the Student Board may be
recalled by:
1.
a motion of the Student Board
2.
a 2/3 majority of the entire voting membership
of the Student Board, such vote to be held
at the next regularly scheduled meeting.
Section 6. The Student Board shall have the duty and
responsibility:
A. To determine its own rules of procedure.
B. To set student policies of an all-university
nature.
C. To provide a common ground for communication
among student organizations and between the
student body and members of the university
faculty, staff, and administration.
D. To meet periodically with a resource board whose
members shall be designated as needed by the
Student Board.
E. To hold at least once a term a series of all­
university student forums, on an invitational
and open basis, at which any undergraduate
student may voice his opinions and/or suggestions
directly to the Student Board.
F. To designate student representatives by open
petition to all-university student-faculty
committees as requested.

183
G.

To provide arbitration between and among student
organizations by
1. dealing with the situation as a complete
board, or
2. designating discussion and/or arbitration
to appropriate groups.
H.
To provide for the regulation of all-university
student elections.
I. To appropriate all-university monies in accordance
with financial procedures of the university.
J. To levy an assessment on all qualified voting
citizens, not to exceed 25 cents per student per
term, in a manner in compliance with the
university financial procedures.
K. To elect the chief executive of the all-university
cabinet from open petitions.
L.
To review and ratify appointments by the chief
executive of the all-university cabinet.
M.
To review and approve or reject all-university
events, including all-university fund-raising
events.
N.
To recommend the ratification or revocation of
the constitutions of non-living unit student
organizations to the appropriate faculty body.
0. To coordinate any matter necessary in aiding
in the planning and supervision of student activi­
ties and organizations.
Section 7. The Student Board shall have the power to
execute all the foregoing duties and responsibilities and
such other as the Student Board and Michigan State
University shall deem necessary to promote the general
welfare of the student body and the university.
Article III
Section 1.
A. To assist in the execution of the responsibilities
of the Student Board, there shall exist an all­
university cabinet headed by a chief executive
and consisting of such departments as the
Student Board shall deem necessary.
B.
The chief executive of the all-university
cabinet shall be elected and may be removed
by a 2/3 majority vote of the Student Board.

184
C.

D.

The chief executive shall be assisted by such
directors of the various departments as he, with
the approval of the Student Board, shall deem
necessary.
These appointments by the chief
executive shall be by open petitioning and shall
be subject to the approval of the Student Board.
The departments shall be organized and staffed
at the discretion of the respective directors
by open petitioning, subject to the approval
of the chief executive of the cabinet.

Article IV
Section 1. The Associated Students of Michigan State
University judicial responsibility shall be vested in the
All-University Student Judiciary and such other courts as
are deemed necessary.
Section 2.
Composition
A.
The justices of the All-University Student
Judiciary shall be:
two representatives from
the Office of the Vice President for Student
Affairs, and eleven students— at least one of
these students being a married student, one an
off-campus student, and three female students,
one for each class represented.
B. Vacancies shall be filled in the spring term so
that the membership of the All-University Student
Judiciary in the fall term shall be composed of
three sophomores, three juniors, three seniors,
and two graduate students.
At the end of their
first year of service the sophomores shall be
placed in automatic nomination for the junior
year vacancies on the Court. Any nomination
shall be considered approved by a two-thirds
(2/3) majority vote of the Student Board.
The
three juniors approved by the Student Board will
serve for two years, and the graduate students
shall be nominated each year.
C. The Student Board shall select the justices by
a two-thirds (2/3) vote from among those petition­
ing.
Each nominee shall go through a training period
not to exceed five weeks.
If at any time during
the training period the nominees prove unacceptable
to the Court, they may be relieved of their duties
by the Student Board.

185
D.

E.

P.

If a vacancy occurs, the Student Board shall have
the authority to appoint justices to the Court.
The Student Board should fill a temporary vacancy
in the Chief Justice's position from the justices
who have served one year or more on the Court.
All student justices of the All-University Student
Judiciary shall meet qualifications to be
established by the Student Board.
The Chief Justice and the Associate Chief Justice
of the All-University Student Judiciary shall be
selected from the senior members of the Court by
a simple majority of the Court and including the
representatives of the Office of the Vice President
for Student Affairs.
The Chief Justiceship shall
be held for one year.
The Chief Justice shall preside at all Court
sessions, however, the Associate Chief Justice
shall have the authority to preside in the absence
of the Chief Justice.
In the case of a vacancy
in the Chief Justiceship, the vacancy left shall
be filled as explained in Section 2, part D.
The selection of the Chief Justice and the Assoc­
iate Chief Justice shall take place in the spring
term to enable the out-going Chief Justice to
train them.
The new Chief Justice and Associate
Chief Justice shall assume their duties at the
first scheduled meeting after May 1.

Section 3. The All-University Student Judiciary shall
have original jurisdiction over:
A.
The constitutionality of Student Board decisions.
B.
The constitutionality of any action taken by
the chief executive officer of the All-University
Cabinet.
C. The constitutionality according to its individual
constitution of any action taken by any campus
organization or governing group.
D.
Constitutional conflicts between any campus
organizations and/or governing groups according
to their individual constitutions.
E. All cases involving violations of Student Board
action.
F.
Student infractions of university regulations or
public laws which are referred to the AllUniversity Student Judiciary.
In all cases except­
ing those adjudicated by the special courts here

186
inafter established, a student shall be referred
to the All-University Student Judiciary by the
University administration except for those cases
where students need special remedial or rehabili­
tative action.
A student may submit in writing,
immediately, to the Dean of Students, a request
that his case not be handled by the All-University
Student Judiciary.
The All-University Student
Judiciary's decisions shall be considered final
unless they are changed by the Dean of Students
or appealed to him.
Section 4.
The All-University Student Judiciary shall
have appellate jurisdiction over appeals from the judicial
agencies of all the other student governing bodies when
their decisions affect the students as individuals, except
for decisions of special courts having final jurisdiction.
When a student is affected as an individual by the decision
of one of these other judicial agencies, he shall have the
right to request the All-University Student Judiciary to
hear his appeal.
If the request is denied, the original
court's decision will hold.
A representative of the
original judiciary shall be able to be present and explain
the factors affecting its decision to the All-University
Student Judiciary when considering the request for hearing
and the hearing, if granted.
Section 5. Procedure
A.
Students who will be tried by the All-University
Student Judiciary shall be notified in writing
at least two days before the date of the hearing,
but upon his request to the All-University Student
Judiciary, the student shall be granted an
additional two days before the date of the hearing.
This notice should contain a statement of charges,
the date, time and place of the hearing, and an
explanation of the general procedure that will
be followed, and an explanation of the students'
rights.
B. All students shall have the right to one counsel
of their choice whether a student, faculty or
staff member.
C. Hearings involving student infractions of
University regulations or public laws shall not
be open to the public.

187
D.
E.

A quorum for the All-University Student Judiciary
shall consist of five student justices.
The All-University Student Judiciary shall
determine its own rules of procedure in addition
to those stated above.

Section 6. The following special courts shall be established
as courts of appeal for infractions of certain specific
university regulations.
A.
The Student Traffic Appeal Court shall become
the final court of appeal involving summonses
written pursuant to the Student Motor Vehicle
Regulations established by the State Board of
Trustees.
Associate justices shall be appointed
to the Court upon open petition and two-thirds
(2/3) majority of the Student Board.
Announce­
ment and petitioning shall be conducted in the
same manner as that for vacancies occuring on
the All-University Student Judiciary.
The Chief
Justice of the Student Traffic Appeal Court shall
be nominated to the Student Board by the concurrance
of the Dean of Students.
The Chief Justice shall
determine the size of the court.
At least one of
the associate justices shall be a graduate student
who shall serve for one year, and at least one
justice shall be a female.
All undergraduate
justices shall serve until resignation, graduation,
or recall.
The Student Traffic Appeal Court shall
determine its own rules of procedure.
B.
The late registration fee appeal court shall
become the final court of appeal in all cases
involving fines levied for late student registra­
tion.
The court shall be composed of two under­
graduate students and one graduate student each
having one vote, and one ex-officio member having
no vote representing the Registrars' Office.
The
graduate student shall serve for one year, and
the undergraduate students shall serve until
resignation, graduation, or recall. Appointments
to this court shall be made by a two-thirds (2/3)
majority vote of the Student Board.
The Late
Registration Fee Appeal Court shall determine
its down rules of procedure and its chairman.
C. The Student Board may establish any additional
special courts to enforce its legislation.
The
Student Board and the university may establish
any additional special courts to enforce university
rules, regulations, and policies.

188
Section 7. All courts created in accordance with this
Constitution shall have the-right to investigate, review,
and secure all necessary information pursuant to a case
under consideration.
Section 8. The present members and operations of the
Student Traffic Appeal Court and the Late Registration
Fee Appeal Court will continue until their terms expire
under the provisions of this Constitution.
Section 9. Decisions from all student courts having
final jurisdiction may be appealed to the Office of the
Vice President of Student Affairs.
Section 10.
The Summer Judiciary shall be composed of
the representatives of the Office of the Vice President
of Student Affairs and four students appointed directly
by the Student Board. Wherever possible, these appoint­
ments should be from the regular court justices who desire
to serve on the Summer Court.
Article V
Student Board shall recognize the existence of the follow­
ing student g r oups:
1. the governing or coordinating bodies of all
organized living units
2. the governing or coordinating bodies of groups
of living units with similar interests
3. the governing or coordinating bodies of groups
of students with similar interests whose
Constitution has been ratified by the appropriate
faculty body.
Article VI
Section 1. The student body shall have the power to
petition for ballot on any decision of the Student Board.
Said ballot shall be effected within 10 class days from
the date the petition containing signatures of 10 percent
of the qualified voters is presented to the Student Board.
Section 2. The Student Board shall be empowered to refer
by majority vote any all-university legislative issue to
the student body for a vote.

189

Article VII
Amendments to this constitution may be proposed by a majority
vote of the Student Board or by petition of 10 percent of
the qualified voters.
A ballot shall be effected within 10
class days of presentation.
Having been approved by a
simple majority of those votes cast and having been approved
by the faculty of the university, the proposed amendment
shall immediately become a part of this consitution.
Article VIII
Every full-time undergraduate student at Michigan State
University shall be considered a qualfied voting citizen.
Article IX
Section 1.
A. This constitution shall be declared adopted
immediately following a majority affirmative
vote of those students voting on the question
and approval of the faculty.
B. Within two class days of the adoption of this
constitution, an interim board of review shall
become effective to determine the regulations
of the first election of the at-large members
of the Student Board.
This review board shall
consist of the following:
The 1964-65 presidents of Men's Halls Associa­
tion, Women's Inter-Residence Council,
Associated Women Students, Panhellenic Council,
Interfraternity Council, All-University
Student Government, Union Board, Excalibur,
and Mortar Board, the outgoing chairmen of
the Congress Business and Organizations
Committee and the Re-evaluation Committee,
Chief Justice of All-University Student
Judiciary, and the president of Intercooperative
Council.
C.
If any of these members become candidates for
the Student Board, their respective organizations
shall designate a representative to fill their
positions.
D. The election of the first at-large elected members
of the Student Board shall take the place of the
usual all-university spring election.
Within 24
hours after the election of these members, the
Student Board shall assume full duties and
responsibilities vested in it by this constitution.

190
Within 10 class days of this date, the Student
Board shall fill the appointments to the Student
Board.
Section 2. All existing organizations provided for by
the previous All-University Student Government Constitu­
tion shall be empowered to conduct business until the
time the Student Board assumes full duties and responsi­
bilities .
Section 3. Qualifications of elected members-at-large
after the first election must become a part of the consti­
tution by amendment.
Section 4.
This constitution shall supersede all previous
All-University Student Government Constitutions.
Section 5. The ordinances and by-laws and organizations
now in effect not contrary to this constitution shall
remain in force until they are altered, repealed, disbanded,
or reorganized.

APPENDIX B

THE STAFFING AND STRUCTURES OF THE DEAN
STUDENTS OFFICE AT MICHIGAN STATE UNIVERSITY

PERSONNEL WHO PERFORMED DEAN-OF-STUDENTS-RELATED-FUNCTIONS

Introduction
Few yearly records identified the complete student
personnel staff and structure.
The personnel and structures
were obtained from Reports of the Secretary of the State
Board of Agriculture Michigan State University; Catalogues.
Michigan State University; Mabel Petersen, Assistant Director
of Student Governance, Pan Hellenic Council Advisor; Dean of
Students and Vice President for Student Affairs Annual Reports
and faculty and staff phone directories.
The author perused
many phone directories from A to Z checking names and titles.
Any inaccuracies could be due to incorrect or incomplete
source data or human error.
In the years following the 1930-31 school year student
personnel staff members progressively increased.
The author,
therefore, has listed personnel, other than the central staff,
under categories by numbers rather than by names from the
1931-32 school year to date.
The category, Dormitory Super­
visory Personnel, does not include undergraduate student
advisory staff; it does include individuals who provided
dormitory management and/or student supervision until 1944-45
when, under the Dean of Students Table of Organization,
separate staffs for dormitory management and for supervision
of residence hall students were identified.
(After 1945-1946,
management personnel was not included as Dean of Students’
personnel).
The first co-educational dormitory was established in
the school year 1961-62 and so from this time on for the sake
of convenience all dormitory supervisory personnel will be
listed under one category.
1896 - June 30. 1897
Edith F. McDermott - Professor of Domestic Science and House­
hold Economy and Matron of W o m e n 's Dormitory
1897 - June 30. 1898
Edith F. McDermott - Professor of Domestic Science and House­
hold Science227
Harriet G. Bacon - Matron Women's Dormitory
227During the early years of the Department the entire
staff while primarily responsible for academic courses did
assist in related Dean of Women functions.
191

192
1898 - June 30. 1899
Maud Ryland Keller - Dean of Women's Department
1899 - June 30. 1901
Maud Ryland Keller - Dean of Women's Department
1901 - June 30. 1906
Maud Gilchrist - Dean of Women's Department
1906 - June 30. 1907
Maud Gilchrist - Dean of Women's Department
Elizabeth S. Jones - Acting Dean (September 1, 1906 - partial
school year)
1907 - June 30. 1909
Maud Gilchrist - Dean of Women's Department
1909 - June 30. 1911
Maud Gilchrist - Dean of Home Economics
Katherine Morse Cameron - House Director
1911 - June 30. 1912
Maud Gilchrist - Dean of the Division
Harriet B. Crawford - House Director

of

Home Economics

1912 - June 30. 1913
Maud Gilchrist - Dean of the Division
Mary H. Page - House Director

of

Home Economics

1913 - June 30. 1914
Lillian L. Peppard - Acting Dean of the Division of Home
Economics (Fall and Winter Term)
Georgia Laura White - Dean (April 1, 1914)
Mary H. Page - House Director
1914 - June 30. 1915
Georgia Laura White - Dean of the Division of Home Economics
Florence Farwell - House Director Women's Building
1915 - June 30. 1916
Georgia Laura White - Dean of the Division of Home Economics
Edith W. Casho - Assistant to the Dean and Instructor in
Physical Culture
Florence Farwell - House Director Women's Building
Cornelia Lindsay - House Mother, Women's Building
Nancy L. Eastman - Matron College Cottage

193
1916 - June 30. 1917
Georgia Laura White - Dean of the Division of Home Economics
Edith W. Casho - Assistant to the Dean and Instructor in
Physical Culture
Clara Hunt - House Director Women's Building
Friedrika M. Heyl - House Mother Women's Building
Minnie Meeker - Matron College Cottage
Nancy L. Eastman - Matron College Residence
1917 - June 30. 1918
Georgia L. White - Dean of the Division of Home Economics
and Dean of Women
Edith W. Casho - Assistant to the Dean and Instructor in
Physical Culture
Clara Hunt - House Director Women's Building
Friedrika M. Heyl - House Mother Women's Building
Mabel Williams - House Mother Senior House
Mrs. Frank Porter - House Mother Howard Terrace
Mrs. H. E. Murdock - House Mother College Cottage
Minnie Meeker - Matron College Cottage (Died August 8, 1917)
Nancy L. Eastman - Matron College Residence
1918 - June 30. 1919
Mary E. Edmonds - Dean of the Division of Home Economics
Annie Howard - Advisor of Women
Edith W. Casho - Assistant to Dean and Instructor in Physical
Culture
Clara Hunt - House Director Women's Buildings
Mabel Williams - House Mother Senior House
Mrs. Frank Porter - House Mother Howard Terrace
Mrs. H. E. Murdock - House Mother College Cottage
Mildred Osband - House Mother Senior House
Mrs. C. S. Lewerenz - Hostess Eunomian House
Nancy L. Eastman - Matron College Residence
1919 - June 30. 1920
Mary E. Edmonds - Dean of the Division of Home Economics
Eudora H. Savage - Dean of Women
Clara Hunt - Director Women's Dormitories
Caroline S. Lewerenz - In Charge of Abbot Hall
Frances Murdock - In Charge of College Cottage
Mildred Osband - In Charge of Senior House
May Stoner Clay - In Charge of Collingwood House
Nancy L. Eastman - Matron College Residence

194
1920 - June 30. 1921
Mary E. Edmonds - Dean of the Division of Home Economics
Eudora H. Savage - Dean of Women
Clara Hunt - Director W o m e n 1s Dormitories
Caroline S. Lewerenz - In Charge of Abbot Hall
Frances Murdock - In Charge of College Cottage
Mildred Osband - In Charge of Senior House
Nancy L. Eastman - In Charge of College Residence
Emily P. Jones - In Charge of Howard Terrace
Sallie Katz - In Charge of Waterbury House
1921 - June 30. 1922
Mary E. Sweeny - Dean of the Division of Home Economics
Endora H. Savage - Dean of Women
Caroline S. Lewerenz - In Charge of Abbott Hall
Frances Murdock - In Charge of College Cottage
Nancy L. Eastman - In Charge of College Residence
Sallie Katz - In Charge of Senior House
Nora Field - In Charge of Waterbury House
Mrs. W. B. Ratleff - In Charge of Howard Terrace
1922 - June 30. 1923
Louise H. Campbell - Acting Dean of the Division of Home
Economics
Vinnie Baker - In Charge of Abbot Hall
Nancy L. Eastman - In Charge of College Residence
Frances Murdock - In Charge of Maud Gilchrist House
Helen Dow - In Charge of Waterbury House
Pearl Weamer - In Charge of Katherine Friday House
Ida R. Reasoner - Matron Women's Building
Other Housemothers:
Miss Yakely
Mrs. Corcoran
Mrs. Black
Mrs. Peterson
1923 - June 30. 1924
Jean Krueger - Dean of the Division of Home Economics and
Women
Maude C. Thompson - Social Director
Martha Woodworth - In Charge of Women's Building
Nancy L. Eastman - In Charge of College Residence
Pearl Weamer - In Charge of Senior House
Helen Dow - In Charge of Johnston House
Eva B. H. Wyckoff - In Charge of Vedder House
Harriet Sebring - In Charge of Friday House

195
1924 - June 30. 1925
Jean Krueger - Dean of the Division of Home Economics
Osee Hughes - Assistant to the Dean
Pearl Weamer - In Charge of Abbot Hall
Harriet Sebring - In Charge of Women's Building
Helen Dow - In Charge of Vedder House
Edith Cummings - In Charge of College Residence (Fall Term
Only)
Minnie M. Heald - In Charge of Baker House (Fall Term Only)
1925 - June 30. 1926
John Phelan - Dean of College
Jean Krueger - Dean of the Division of Home Economics
Osee Hughes - Assistant to Dean
Harriet Sebring - In Charge of Women's Building
Pearl Weamer - In Charge of Abbot Hall
Eva Wyckoff - In Charge of Abbot Hall
Martha Woodworth - In Charge of College Residence
1926 - June 30. 1927
John Phelan - Dean of College
Clara Powell - Advisor of Women
Harriet Sebring - In Charge of Women's Building
Eva B. H. Wyckoff - In Charge of Abbot Hall
Martha Woodworth - In Charge of College Residence
Mabel Coburn - In Charge of The Elden
John W. Steward - Supervisor of Attendance
1927 - June 30, 1928
John Phelan - Dean of College (resigned May 22, 1928)
Clara Ethel Powell - Advisor of Women (resigned May 22, 1928)
Cora Cyrena Brewer - In Charge of Women's Building
Eva B. H. Wyckoff - In Charge of Abbot Hall
Helen Betz - In Charge of The Elden
John W. Steward - Supervisor of Attendance

1928 ~ June 30. 1929
Elisabeth W. Conrad - Dean of Women
Cora Cyrena Brewer - In Charge of Women's Building
No dormitory personnel identified
John W. Steward - Supervisor of Attendance
1929 - June 30. 1930
Elisabeth W. Conrad - Dean of Women
Loretta Atkinson - Stenographer
No dormitory personnel identified
John W. Steward - Supervisor of Attendance
1930 - June 30. 1931
Elisabeth W. Conrad - Dean of Women
Bernice Howard - Housing Assistant
Loretta Atkinson - Secretary
No dormitory personnel identified
John W. Steward - Supervisor of Attendance
1931 - June 30. 1932
Elisabeth W. Conrad - Dean of Women
Mary Ann Uptegrove - Housing Assistant
Dorothy Wickstrom - Secretary
Dormitory Supervisory Personnel - 4
Sorority Supervisory Personnel - 11
John W. Steward - Supervisor of Attendance
1932 - June 30. 1933
Elisabeth W. Conrad - Dean of Women
Mary Ann Uptegrove - Housing Assistant (Until Winter Term)
Dorothy Wickstrom - Secretary and From Winter Term on as
Housing Assistant
Dormitory Supervisory Personnel - 3
Sorority Supervisory Personnel - 11
John W. Steward - Supervisor of Attendance

1933 - June 30. 1934
Elisabeth W. Conrad - Dean of Women
Harriet Tendale - Housing Assistant on Half Time
Dorothy Wickstrom - Secretary
Dormitory Supervisory Personnel - 3
Sorority Supervisory Personnel - 11
John W. Steward - Supervisor of Attendance
1934 - June 30. 1935
Elisabeth W. Conrad - Dean of Women
Mabel F. Petersen - Assistant for Housing
Dorothy Wickstrom - Secretary
Dormitory Supervisory Personnel - 5
Sorority Supervisory Personnel - 12
John W. Steward - Supervisor of Attendance
1935 - June 30. 1936
Elisabeth W. Conrad - Dean of Women
Mabel F. Petersen - Housing Supervisor
Louise Smith - Secretary
Dormitory Supervisory Personnel - 5
Sorority Supervisory Personnel - 12
Fred T. Mitchell - Dean of Men
Glen Stewart - Assistant to Dean of Men in Charge of N.Y.A.
C. A. Rosenbrook - Assistant to the Dean of Men in Charge of
Housing Men Students
Blanche Barnhart - Secretary
John W. Steward - Supervisor of Attendance
1936 - June 30. 1937
Elisabeth W. Conrad - Dean of Women
Mabel F. Petersen - Housing Supervisor
Louise Smith - Secretary
Dormitory Supervisory Personnel - 5
Co-operative Supervisory Personnel - 1
Sorority Supervisory Personnel - 12
Fred T. Mitchell - Dean of Men
E. A. Fitting - Housing Director
Blanche Barnhart - Secretary to Dean of Men

198
1937 - June 30. 1938
Elisabeth W. Conrad - Dean of Women
Mabel F. Petersen - Housing Supervisor
Orletta Hansen - Dormitory Maintenance Director
Louise England - Secretary (Fall)
Margaret Hotchin - Secretary (Winter and Spring)
Dormitory Supervisory Personnel - 8
Co-operative Supervisory Personnel - 3
Sorority Supervisory Personnel - 12
Fred T. Mitchell - Dean of Men
Ronald Heath - Housing Director
Allene Grimes - Secretary to Dean of Men
Glen Orland Stewart - Part-time Service of the Alumni
Secretary
Dormitory Supervisory Personnel - 1
Fraternity Supervisory Personnel - 1
1938 - June 30. 1939
Elisabeth Conrad - Dean of Women
Mabel F. Petersen - Housing Supervisor
Orletta Hansen - Dormitory Maintenance Director
Margaret Hotchin - Secretary (Until November)
Bette Hatch - Secretary (From November On)
Dormitory Supervisory Personnel - 9
Co-operative and Rooming House Supervisory Personnel - 7
Sorority Supervisory Personnel - 12
Fred T. Mitchell - Dean of Men
Ronald Heath - Housing Director
Allene Grimes - Secretary to Dean of Men
Glen Orland Stewart - Part-time Service of Alumni
Secretary
Dormitory Supervisory Personnel - 2
Fraternity Supervisory Personnel - 1
1939 - June 30. 1940
Elisabeth W. Conrad - Dean of Women
Mabel F. Petersen - Housing Director
Orletta Hansen - Supervisor of G i r l s ’ Dorms
Bette Hatch - Secretary
Dormitory Supervisory Personnel - 7
Co-operative Supervisory Personnel - 6
Sorority Supervisory Personnel - 12

199
1939 - June 30. 1940
(continued)
Fred T. Mitchell - Dean of Men
Ronald Heath - Housing Director
Glen 0. Stewart - Part-time Service of Alumni Secretary
Allene Grimes - Secretary to Dean of Men
Dormitory Supervisory Personnel - 5
Fraternity Supervisory Personnel - 1
1940 - June 30. 1941
Elisabeth W. Conrad - Dean of Women
Mabel F. Petersen - Housing Supervisor
Orletta Hansen - Maintenance Supervisor
Mary A. Hanson - Assistant in Housing
Nellie Olin - Housing Inspector
Bette Hatch - Secretary
Sophie Tomaski - Clerk
Dormitory Supervisory Personnel - 15
Co-operative Supervisory Personnel - 7
Sorority Supervisory Personnel - 12
Fred T. Mitchell - Dean of Men
Ronald Heath - Housing Director
Glen O. Stewart - Part-time Service of Alumni Secretary
Paul Dressel - Half-time Service as Executive Secretary
for the Freshman Week Committee
Allene Grimes - Secretary to Dean of Men
Dorothy Lewis - Secretary to Housing Director for Men
Audrey Bruse - Secretary to Alumni Secretary
Dormitory Supervisory Personnel - 6
Fraternity Supervisory Personnel - 1
1941 - June 30, 1942
Elisabeth W. Conrad - Dean of Women
Mabel F. Petersen - Housing Supervisor
Mary Alfreda Hanson - Assistant to Housing Supervisor
Orletta Hansen - Housing Maintenance Supervisor
Nellie Olin - Housing Inspector
Bette Hatch - Secretary (Until January)
Elizabeth Corbishley - Secretary (Remainder of the Year)
Dormitory Supervisory Personnel - 13
Co-operative Supervisory Personnel - 9
Sorority Supervisory Personnel - 11
Fred T. Mitchell - Dean of Men
Ronald Heath - Housing Director
Mrs. Barton - Part-time Service - Assisting Housing Director
Allene Grimes - Secretary to Dean of Men

200

1941 - June 30. 1942
(continued)
Dorothy Lewis - Stenographer to Housing Director
Dormitory Supervisory Personnel - 7
Fraternity Supervisory Personnel - 1
1942 - June 30, 1943
Elisabeth W. Conrad - Dean of Women
Mabel F. Petersen - Housing Supervisor
Orletta Hansen - Housing Maintenance Supervisor
Nellie Olin - Housing Inspector
Elizabeth Corbishley - Secretary
Dormitory Supervisory Personnel - 12
Co-operative Supervisory Personnel - 10
Sorority Supervisory Personnel - 12
Fred T. Mitchell - Dean of Men
Ronald Heath - Housing Director (Until Spring 1943)
Osa Mae Barton - Part-time Service as Assisting Housing
Director
Allene R. Grimes - Secretary to Dean of Men
Dormitory Supervisory Personnel - 5
Fraternity Supervisory Personnel - 1
1943 - June 30. 1944
Elisabeth W. Conrad - Dean of Women
Mabel Petersen - Housing Supervisor
Orletta Hansen - Cooperative House Maintenance Manager
Nellie Olin - Housing Inspector
Elizabeth Corbishley - Secretary
Rachel Noll - Assistant in Office
Dormitory Supervisory Personnel - 13
Co-operative Supervisory Personnel - 9
Sorority Supervisory Personnel - 12
Fred T. Mitchell - Dean of Men
Osa Mae Barton *- Assisting Dean of Men in Handling the Work
of the Housing Director
Allene R. Grimes - Secretary to the Dean of Men
Dormitory Supervisory Personnel - 2
1944 - June 30, 1945
DEAN OF STUDENTS
Stanley E. Crowe - Dean
Barbara Hanna - Secretary

201

1944 - June 30, 1945
(continued)
Counselor for Men
Fred T. Mitchell - Counselor
Allene Grimes - Secretary to the Counselor for Men
Osa Mae Barton - Housing Assistant for Men
Dormitory Supervisory Personnel - 3
Counselor for Women
Isabelle Gonon - Counselor
Elizabeth Corbishley - Housing Director for Women
Nellie Olin - Off-campus Housing Supervisor
Rachel Noll - Assistant in Office on Sorority Affairs
Althea Hunt - Secretary
Dormitory Supervisory Personnel - 14
Co-operative Supervisory Personnel - 10
Sorority Supervisory Personnel - 14
Board of Examiners and Basic College Counseling
Paul L. Dressel - Chairman
Registrar's Office
Robert S. Linton - Registrar
Kermit H. Smith - Assistant Registrar
Lyle B. Leisenring - Recorder
Cora Van Kuiken - Assistant Recorder
Dormitories for Men
Curtis M. Beachum - Manager
Dormitories for Women
Mildred L. Jones - Manager
Service Men's Institute
Fred T. Mitchell
Placement Service
Tom S. King - Director Placement Center
Summer School Office
Stanley E. Crowe - Director

202

1945 - June 30. 1946
DEAN OF STUDENTS
Stanley E. Crowe - Dean
Barbara Hanna - Secretary
Counselor for Men
Tom H. King - Counselor
Osa Mae Barton - Part-time Service - Assisting the
Counselor for Men in Handling the Work of Housing
for Civilian Students
Allene R. Grimes - Secretary to the Counselor for Men
Dormitory Supervisory Personnel - 6
Counselor for Women
Isabelle Gonon - Counselor
Elizabeth Corbishley - Housing Director for Women
Nellie Olin - Off-campus Housing Supervisor
Elizabeth Thornton - Clerical Assistant and Inspector
of Sorority Houses
Dorothy Liberty - Secretary and Receptionist
Dormitory Supervisory Personnel - 16
Cooperative Supervisory Personnel - 9
Sorority Supervisory Personnel - 15
Board of Examiners and Basic College Counseling
Paul L. Dressel - Director
Registration
Robert S. Linton - Registrar
Lyle B. Leisenring - Recorder
Kermit H. Smith - Assistant Recorder
Cora Van Kuiken - Assistant Recorder
Dormitories for Men
Curtis M. Beachum - Manager
Dormitories for Women
Mildred L. Jones - Manager
Placement Service
Tom H. King - Director
Clyde M. Campbell - Teacher Placement
Summer School Office
Stanley E. Crowe - Dean

203
1946 - June 30. 1947
DEAN OP STUDENTS
Stanley E. Crowe - Dean
John S. Pingel - Administrative Assistant in Charge of
all High School Contacts (Until January 1, 1947)
Barbara Hanna - Secretary
Counselor for Men
Tom H. King - Counselor
Allene Grimes - Secretary to Counselor for Men
Part-time work on the part of two students, and the
services of the secretary of the Interfraternity
Council who kept the fraternity records up-to-date
Dormitory Supervisory Personnel - 6
Counselor for Women
Isabelle Gonon - Counselor
Mabel F. Petersen - Assistant Counselor
Nellie Olin - Inspector Off-campus Housing
Betty Randall - Secretary and Receptionist
Elizabeth Thornton - Sorority Inspector and Records
Dormitory Supervisory Personnel - 12
Board of Examiners and Basic College Counseling
Paul L. Dressel - Director
Registration
Robert S. Linton - Registrar
Kermit H. Smith - Assistant Registrar
Student Housing
Starr H. Keesler - Director
Elizabeth A. Corbishley - Assistant Director
Osa Mae Barton - Assistant Director
Donald Cudworth - Assistant Director
Placement Service
Tom H. King - Director
John F. Schlueter - Assistant Director
Clyde M. Campbell - Director of Teacher Placement
Leonard H. Glander - Personnel Officer
Summer School Office
Stanley E. Crowe - Director

204

1947 - June 30. 1948
DEAN OF STUDENTS
Stanley E. Crowe - Dean
Carl M. Horn - Administrative Assistant to the Dean
Barbara Hanna - Secretary
Counselor for Men
Tom H. King - Counselor (Transferred April 1, 1948)
L. Dale Faunce - Assistant Counselor (Became Counselor
for Men April 1, 1948)
Allene Grimes - Secretary to the Counselor for Men
Dormitory Supervisory Personnel - 11
Fraternity Supervisory Personnel - 1
Counselor for Women
Isabelle Gonon - Counselor
Mabel F. Petersen - Assistant Counselor
Nellie Olin - Inspector Off-campus Housing
Betty Rendall - Secretary and Receptionist
Dormitory Supervisory Personnel - 16
Co-operative Supervisory Personnel - 8
Sorority Supervisory Personnel - 15
Board of Examiners and Basic College Counseling
Paul L. Dressel - Director
Housing
Starr A. Keesler - Director
Elizabeth Corbishley - Assistant Director - Women's
Housing
Donald Cudworth - Assistant Director - Men's Housing
Registration
Robert S. Linton - Registrar
Kermit H. Smith - Assistant Registrar
Lyle B. Leisenring - Recorder
Placement and Personnel Service
Tom H. King - Director
John F. Schlueter - Assistant Director of Placement
Clyde M. Campbell - Director of Teacher Placement
Leonard H. Glander - Assistant Director of Personnel
Summer School Office
Stanley E. Crowe - Director

205
1948 - June 30. 1949
DEAN OF STUDENTS
Stanley E. Crowe - Dean
Barbara Hanna - Secretary
Counselor for Men
L. Dale Faunce - Counselor
Harold E. Sponberg - Assistant Counselor
Jeanette C. Morningstar - Secretary
Dormitory Supervisory Personnel - 8
Fraternity Supervisory Personnel - 1
Counselor for Women
Isabelle Gonon - Counselor
Mabel F. Petersen - Assistant Counselor
Nellie J. Olin - Supervisor of Off-Campus Housing
Betty Rendall - Secretary and Receptionist
Dormitory Supervisory Personnel - 18
Cooperative Supervisory Personnel - 8
Sorority Supervisory Personnel - 15
Board of Examiners and Basic College Counseling
Paul L. Dressel - Director
Housing
Starr H. Keesler - Director
Elizabeth A. Corbishley - Assistant Director (Women)
Richard A. Geer - Assistant Director (Men)
Registration, Admissions and Records
Robert S. Linton - Registrar and Secretary to the
Faculty
Kermit H. Smith - Assistant Registrar
Lyle B. Leisenring - Recorder
Admissions
Walter F. Swartz
Evaluations
Cora Van Kuiken
Records
Mary B . Dunham
Registration
Robert S. Linton - Registrar
Victor V. Henley

206
1948 - June 30. 1949
(continued)
Summer School
Stanley E. Crowe - Director
Board of Religious Counselors
L. Dale Faunce - Chairman
Office of High School Cooperation
Guy Hill - Coordinator
1949 - June 30. 1950
DEAN OF STUDENTS
Stanley E. Crowe - Dean
Barbara Hanna - Secretary
Counselor for Men
L. Dale Faunce - Counselor
Harold E. Sponberg - Assistant
Lurline M. Lee - Advisor to Men's Cooperatives
Jeanette C. Morningstar - Secretary
Dormitory Supervisory Personnel - 15
Fraternity Supervisory Personnel - 20
Counselor for Women
Isabelle Gonon - Counselor
Mabel F. Petersen - Assistant
Nellie Olin - Off-Campus Houses
Betty Ryckman - Secretary
Dormitory Supervisory Personnel - 15
Cooperative Supervisory Personnel - 7
Sorority Supervisory Personnel - 16
Board of Examiners and Basic College Counseling
Paul L. Dressel - Director
Housing Assignments
Starr H. Keesler - Director (Transferred January 16, 1950)
Elizabeth Corbishley - Assistant Director
Richard A. Geer - Assistant Director and Director
(January 16, 1950)
Charles Elmore Sutton - Assistant Director
Admissions, Registration and Records
Robert S. Linton - Registrar
Kermit H. Smith - Assistant Registrar
Lyle B. Leisenring - Recorder

207
1949 - June 30. 1950
(continued)
Admissions
Walter F. Swartz - Assistant
Evaluations
Cora Van Kuiken - Assistant Recorder
Records
Mary B. Dunham
Registration Office
Victor V. Henley - Assistant
Herbert N. Stoutenburg Jr. - Assistant
High School Cooperation
Guy H. Hill - Coordinator
Summer School
Stanley E. Crowe - Director
1950 - June 30. 1951
DEAN OF STUDENTS
Tom King - Dean
Allene Grimes - Secretary
Board of Examiners and Basic College Counseling
Paul L. Dressel - Director - Chairman
American Council on Education
Paul L. Dressel - Director
Housing Assignments
Richard A. Geer - Director
High School Cooperation
Guy H. Hill - Coordinator
Junior College Cooperation
Thomas R. Ford - Coordinator
Placement Service
Tom King - Director
Registration, Admissions and Records
Robert S. Linton - Registrar
Kermit H. Smith - Assistant Registrar

208
1950 - June 30. 1951
(continued)
Admissions
Walter F. Swartz - Assistant
Evaluations
Cora Van Kuiken - Assistant Recorder
Records
Lyle B. Leisenring - Recorder
Registration
Victor V. Henley - Assistant
Herbert Stoutenburg - Assistant
Draft Deferments
Dorsey R. Rodney - Coordinator
Coordinator of Student Activities
Nick Pagan - Coordinator
Counselor for Men
Lyle A. Thornburn - Counselor
Lurline M. Lee - Advisor to Mens Cooperatives
Jeanette C. Morningstar - Secretary
Dormitory Supervisory Personnel - 7
Fraternity Supervisory Personnel - 24
Counselor for Women
Isabelle Gonon - Counselor
Mabel F. Petersen - Assistant
Nellie Olin - Assistant
Shirley Collins - Secretary
Dormitory Supervisory Personnel - 18
Cooperative Supervisory Personnel - 6
Sorority Supervisory Personnel - 16
Counselor for Foreign Students
Albert T. Cordray
1951 - June 30. 1952
DEAN OF STUDENTS
Tom King - Dean
Allene Grimes - Secretary
Alumni Relations
Starr H. Keesler - Director
Jacweir Breslin - Assistant Director
John McGoff - Assistant Director

1951 - June 30. 1952
(continued)
Board of Examiners and Basic College Counseling
Paul L. Dressel - Chairman
Committee on Scholarships
John R. Stewart - Director
Draft Deferments
Dorsey R. Rodney - Coordinator
Health Service
Charles F. Holland - Head
High School Cooperation
Guy H. Hill - Coordinator
Henry L. Dykema - Assistant
Housing Assignments
Richard A. Geer - Director
Elizabeth A. Corbishley - Assistant Director of Housing
International Center
Shao Chang Lee
Placement Service
John F. Schlueter - Director
Harold E. Sponberg - Assistant in Charge of Teacher
Placement
Thomas A. Dutch - Placement Assistant
John Henderson - Placement Assistant
Registration, Admissions and Records
Robert S. Linton - Registrar and Secretary to the
Faculty
Kermit H. Smith - Assistant
Lyle B. Leisenring - Recorder
Admissions
Herbert N. Stoutenburg - Supervisor
Evaluations
Cora Van Kuiken - Assistant
Records
Lyle B. Leisenring - Recorder
Robert R. Reppenhagen - Assistant Recorder

210

1951 - June 30. 1952
(continued)
Registration
Victor V. Henley - Assistant
Morton D. Dunham - Assistant
Counselor for Men
Lyle A. Thorburn - Counselor
Nick Pagan - Assistant
Lurline M. Lee - Assistant
Jeanette C. Morningstar - Secretary
Dormitory Supervisory Personnel - 11
Fraternity Supervisory Personnel - 22
Counselor for Women
Isabelle Gonon - Counselor
Mabel F. Petersen - Assistant
Jo M. Crego - Secretary
Nellie Olin - Assistant
Jean E. Parker - Secretary
Dormitory Supervisory Personnel - 15
Cooperative Supervisory Personnel - 6
Sorority Supervisory Personnel - 19
Advisor to Foreign Students
Albert T. Cordray - Counselor
1952 - June 30, 1953
DEAN OF STUDENTS
Tom King - Dean
Allene Grimes - Secretary
Alumni Relations
Starr H. Keesler - Director
John McGoff - Assistant Director
Jacwier Breslin - Field Secretary
Committee on Scholarships
J. Robert Stewart - Director
Counseling Center
Paul L. Dressel - Director
William A. Mann - Assistant Director
Draft Deferments
Dorsey R. Rodney - Coordinator

211

1952 - June 30. 1953
(continued)
Adviser to Foreign Students
Donald J. Gemmel - Adviser
Louise Carpenter - Assistant Adviser
Health Service
Charles F. Holland - Director
High School Cooperation
Guy H. Hill - Director
Henry C. Dykema - Assistant
Housing Assignments
Lyle A. Thorburn - Director
International Center
Donald J. Gemmel
Mary E. Gemmel - Hostess
Michigan State College Fund
William L. Davidson - Director
Placement Bureau
John F. Schlueter - Director
Harold E. Sponberg - Assistant Director
Thomas A. Dutch - Assistant
Robert C. Collins - Assistant
Registration, Admissions and Records
Robert S. Linton - Registrar and Secretary to the
Faculty
Kermit H. Smith - Assistant Registrar
Lyle B. Leisenring - Recorder
Admissions
Herbert N. Stoutenburg - Assistant
Cora Van Kuiken - Assistant
Registration
Victor V. Henley - Assistant
Morton D. Dunham - Assistant
Records
Robert R. Reppenhagen - Assistant

212

1952 - June 30. 1953
(continued)
Assistants to the Dean of Students
Men Affairs
John W. Truitt - Men's Residence Halls
Dormitory Supervisory Personnel - 7
Fraternity Supervisory Personnel - 24
Robb G. Gardiner - Student Organizations
W o m e n 's Activities
Mabel F. Petersen - Women's Activities
Sorority Supervisory Personnel - 15
Dorothy J. Parker - Women's Residence Halls
Dormitory Supervisory Personnel - 23
Lurline Lee - Women's Organizations
Cooperative Supervisory Personnel - 6
1953 - June 30, 1954
DEAN OF STUDENTS
Tom King - Dean
Allene Grimes - Secretary
Alumni Relations
Starr H. Keesler - Director
John P. McGoff - Assistant Director
Robert C. Toll - Assistant Director
Committee on Scholarships
J. Robert Stewart - Director
Counseling Center
Paul L. Dressel - Director
Draft Deferments
Dorsey R. Rodney - Coordinator
Foreign Students' Counselors
Donald J. Gemmel - Advisor
Louise Carpenter - Assistant Advisor
Health Service
Clifford G. Menzies - Director
High School Cooperation
Guy H. Hill - Director
Henry Dykema - Assistant

213
1953 ~ June 30. 1954
(continued)
Housing Assignments
Thomas Dutch - Director
International Center
Donald J. Gemmel - Director
Mary E. Gemmel - Hostess
Michigan State College Fund
William L. Davidson - Director
Placement Service
Jacweir Breslin - Director
Frederic Bennetts - Assistant Director
Robert Clark - Assistant Director
Registrar
Robert S. Linton - Registrar and Secretary to the
Faculty
Kermit H. Smith - Assistant Registrar
Lyle B. Leisenring - Recorder
Admissions
Herbert N. Stoutenberg - Assistant
Cora Van Kuiken - Assistant
Registration
Victor V. Henley - Assistant
Records
Robert Reppenhagen - Assistant
Statistics and Tabulating Procedures
Morton D. Dunham - Assistant
Assistants to the Dean of Students
Mens Division
John W. Truitt - Men's Residence Halls
Dormitory Supervisory Personnel - 5
Robb G. Gardiner - Men's Activities
Fraternity Supervisory Personnel - 24
Elwood A. Voller - Student Organizations

214
1953 - June 30. 1954
(continued)
W o m e n 's Division
Dorothy J. Parker - Women's Residence Halls
Dormitory Supervisory Personnel - 23
Mabel F. Petersen - Women's Activities
Sorority Supervisory Personnel - 16
Lurline M. Lee - Women's Organizations
Cooperative Supervisory Personnel - 4
1954 - June 30. 1955
DEAN OF STUDENTS
Tom H. King - Dean
Allene Grimes - Secretary
Alumni Relations
Starr H. Keesler - Director
Robert Toll - Field Secretary
Committee on Scholarships
J. Robert Stewart - Director
Counseling Center
Donald L. Grummon - Director
Draft Deferments
Dorsey R. Rodney - Coordinator
Foreign Students
Donald J. Gemmel - Adviser
Louise Carpenter - Assistant
Health Service
Clifford G. Menzies - Director
High School Cooperation
Guy H. Hill - Director
Henry C. Dykema - Assistant
Housing Assignments
Thomas A. Dutch - Director
International Center
Robert F. Moran - Director
Margaret M. Moran - Hostess

215
1954 - June 30, 1955
(continued)
Michigan State College Fund
William L. Davidson - Director
Placement Service
Jacweir Breslin - Director
Robert C. Clark - Assistant Director
Frederick Bennetts - Assistant in Charge of Teacher
Placement
Registrar
Robert S. Linton - Registrar and Secretary to the
Faculty
Kermit H. Smith - Assistant Registrar
Lyle B. Leisenring - Recorder
Admissions
Herbert N. Stoutenburg - Assistant
Oneta J. Abbott - Assistant
Cora Van Kuiken - Assistant
Registration
Victor V. Henley - Assistant
Records
John F. Corbin - Assistant Recorder
Statistics and Tabulating Procedures
Morton D. Dunham - Assistant
Assistants to the Dean of Students
Men's Division
John W. Truitt - Men's Residence Halls
Dormitory Supervisory Personnel - 14
Robb G. Gardiner - Men's Activities
Fraternity Supervisory Personnel - 25
Ellwood A. Voller - Student Organizations
Women's Division
Mabel F. Petersen - Women's Activities
Sorority Supervisory Personnel - 16
Nellie J. Olin - Supervisor of Off-Campus Houses
Dorothy J. Parker - Women's Residence Halls
Dormitory Supervisory Personnel - 26
Lurline M. Lee - Women's Organizations
Cooperative Supervisory Personnel - 4

216
1955 - June 30. 1956
DEAN OF STUDENTS
Tom H. King - Dean
Allene Grimes - Secretary
Alumni Relations
Starr H. Keesler
F. Ward Ouradnik
Robert C. Toll Ralph H. Young -

- Director
- Assistant Director
Assistant Director
Assistant to the Director

M.S.U. Fund
William L. Davidson - Associate Director
Robert C. Toll - Associate Director
Committee on Scholarships
J. Robert Stewart - Director
Counseling Center
Donald L. Grummon - Director
Draft Deferments
Dorsey R. Rodney - Coordinator
Foreign Students
Donald J. Gemmel - Advisor
Health Service
Clifford G. Menzies - Director
High School Cooperation
Guy H. Hill - Director
Henry C. Dykema - Assistant
Housing Assignments
Thomas A. Dutch - Director
International Center
Roger Moran - Director
Margaret Moran - Hostess
Placement Service
Jacweir Breslin - Director
F. W. Bennetts - Assistant Director
Robert C. Clark - Assistant Director

217
1955 - June 30. 1956
(continued)
Registrar's Office
Robert S. Linton - Registrar and Secretary of the
Faculty
Kermit H. Smith - Assistant Registrar
Lyle B. Leisenring - Recorder
Herbert N. Stoutenberg - Assistant to Registrar
Oneta J. Abbott - Assistant
Cora Van Kuiken - Assistant
Victor V. Henley - Assistant to the Registrar
Walter F. Swartz - Assistant Recorder
Robert A. Jackson - Assistant to the Registrar
Assistants to the Dean of Students
Men's Division
John W. Truitt - Men's Residence Halls
Wayne F. Tinkle - Educational Director - Men's
Residence Halls
Ellwood A. Voller - Student Organizations
Robb G. Gardiner - Men's Activities
Dormitory Supervisory Personnel - 12
Fraternity Supervisory Personnel - 26
Women's Division
Frances H. DeLisle - Director
Lurline M. Lee - Women's Organizations
Mabel F. Petersen - Women's Activities
Dormitory Supervisory Personnel - 26
Sorority Supervisory Personnel - 16
Cooperative Supervisory Personnel - 4
1956 - June 30. 1957
DEAN OF STUDENTS
Tom H. King - Dean
Allene Grimes - Secretary
Alumni Relations
Starr H. Keesler - Director
Don L. Mason - Assistant Director
F. Ward Ouradnik - Assistant Director
Michigan State University Fund
Robert C. Toll - Director

218
1956 - June 30. 1957
Counseling Center
Donald L. Grummon - Director
Draft Deferments
Dorsey R. Rodney - Coordinator
Foreign Students
Donald Jay Gemmel - Advisor
Louise Carpenter - Assistant
Health Service
Clifford G. Menzies - Director
High School Cooperation
Guy H. Hill - Director
Henry C. Dykema - Assistant
Housing Assignments
Thomas A. Dutch - Director
Elizabeth A. Corbishley - Assistant Director
International Center
Roger F. Moran - Director
Margaret Moran - Hostess
Placement Service
Jacweir Breslin - Director
Robert C. Clark - Assistant Director
John R. Kinney - Assistant Director
Walter P. Schroeder - Assistant Director
Men's Division of Student Affairs
John W. Truitt - Director
John W. Henderson - Assistant Director
Ellwood Voller - Assistant Director
Wayne F. Tinkle - Educational Director - Men's
Residence Halls
Dormitory Supervisory Personnel - 24
Fraternity Supervisory Personnel - 26
Women's Division of Student Affairs
Frances H. DeLisle - Director
Mabel F. Petersen - Assistant Director
Laurena A. Beadle - Assistant Director
Dormitory Supervisory Personnel - 29
Sorority Supervisory Personnel - 19

219
1957 - June 30. 1958
DEAN OF STUDENTS
Tom H. King - Dean
Allene Grimes - Secretary
Alumni Relations
Starr H. Keesler - Director
Don L. Mason - Assistant Director
F. Ward Ouradnik - Assistant Director
Michigan State University Fund
Robert C. Toll - Director
Counseling Center
Donald L. Grummon - Director
Draft Deferments
Dorsey R. Rodney - Coordinator
Health Service
Clifford G. Menzies - Director
High School Cooperation
Guy H. Hill - Director
Housing Assignments
Thomas A. Dutch - Director
Elizabeth A. Corbishley - Director
Anthony J. Diekema - Assistant Director
International Center
Roy Edelfelt - Director
M. Vivian Edelfelt - Hostess
Placement Service
Jack Breslin - Director
Robert C. Clark - Assistant Director
John R. Kinney - Assistant Director
George Peterson - Assistant Director
Men's Division of Student Affairs
John W. Truitt - Director
John W. Henderson - Assistant Director
Eldon R. Nonnamaker - Assistant Director
George H. Thomas - Assistant Director
Wayne F. Tinkle - Educational Director - Men's
Residence Halls

220
1957 - June 30. 1958
(continued)
Men's Division of Student Affairs
Dormitory Supervisory Personnel - 24
Fraternity Supervisory Personnel - 25
Women's Division of Student Affairs
Frances H. DeLisle - Director
Laurena A. Beadle - Assistant Director
Mabel F. Petersen - Assistant Director
Dormitory Supervisory Personnel - 30
Sorority Supervisory Personnel - 19
1958 - June 30. 195 9
DEAN OF STUDENTS
Tom H. King - Dean
Allene Grimes - Secretary
Alumni Relations
Starr H. Keesler - Director
F. Ward Ouradnik - Assistant Director
Donald L. Mason - Assistant Director
Michigan State University Fund
Robert C. Toll - Director
Alumni Memorial Chapel
Allene Grimes - Secretary
Counseling Center
Donald L. Grummon - Director
Draft Deferments
Dorsey R. Rodney - Coordinator
Foreign Students
Donald J. Gemmel - Advisor
Health Service
James S. Feurig, M.D. - Medical Director
High School Cooperation
Guy H. Hill - Director
Henry C. Dykema - Assistant

221
1958 - June 30. 1959
(continued)
Housing Assignments
Thomas Dutch - Director
Anthony J. Diekema - Assistant Director
International Center
Roy Edelfelt - Director
Placement Service
John R. Kinney - Director
Robert C. Clark - Assistant Director
John D. Shingleton - Assistant Director
George C. Peterson - Assistant Director
Men's Division of Student Affairs
John Truitt - Director
John Henderson - Assistant Director
Robert F. Etheridge - Assistant Director
Wayne Tinkle - Educational Director - Men's
Residence Halls
Dormitory Supervisory Personnel - 26
Fraternity Supervisory Personnel - 27
Women's Division of Student Affairs
Frances DeLisle - Director
Mabel F. Petersen - Assistant Director
Laurena Beadle - Assistant Director
Dormitory Supervisory Personnel - 18
Sorority Supervisory Personnel - 18
Religious Advisers
Robert F. Etheridge
1959 - June 30, 1960
DEAN OF STUDENTS
Tom H. King - Dean
Allene Grimes - Secretary
Men's Division of Student Affairs
John W. Truitt - Director
Henry C. Dykema - Assistant Director
Louis Frederick Hekhuis - Assistant Director
George B. Hibbard - Assistant Director
Eldon R. Nonnamaker - Assistant Director
Wayne F. Tinkle - Educational Director - Men's
Residence Halls

222
1959 - June 30. 1960
(continued)
Men's Division of Student Affairs
Dormitory Supervisory Personnel - 17
Fraternity Supervisory Personnel - 27
Women's Division of Student Affairs
Frances H. DeLisle - Director
Mabel F. Petersen - Assistant Director
Joann Brady - Assistant Director
Dormitory Supervisory Personnel - 31
Sorority Supervisory Personnel - 19
Health Service
James S. Feurig - Medical Director
Counseling Center
Donald L. Grummon - Director
Placement Service
John R. Kinney - Director
Edwin B. Fitzpatrick - Assistant Director
George E. Peterson - Assistant Director
John D. Shingleton - Assistant Director
Alumni Relations
Starr H. Keesler - Director
Don L. Mason - Assistant Director
F. Ward Ouradnik - Assistant Director
Michigan State University Fund
Robert C. Toll - Director
Alumni Memorial Chapel
Allene Grimes
Housing Assignments
Thomas A. Dutch - Director
Jack D. Siebold - Assistant Director - Off Campus
Betty DelDin - Assistant W o m e n s ' Housing
Draft Deferments
Dorsey R. Rodney - Coordinator
Foreign Students
Donald Jay Gemmel - Adviser

223
1960 - June 30. 1961
DEAN OF STUDENTS
Tom H. King - Dean
Allene Grimes - Secretary
Men's Division of Student Affairs
John W. Truitt - Director
Eldon R. Nonnamaker - Assistant Director
Wayne F. Tinkle - Educational Director - Men's
Residence Halls
Henry C. Dykema - Assistant Director
Louis F. Hekhuis - Assistant Director
George B. Hibbard - Assistant Director
Dormitory Supervisory Personnel - 25
Fraternity Supervisory Personnel - 29
Women's Division of Student Affairs
Frances H. DeLisle - Director
Mabel F. Petersen - Assistant Director
Joyce McNamara - Assistant Director
Margaret Foster - Assistant Director
Dormitory Supervisory Personnel - 31
Sorority Supervisory Personnel - 19
Health Service
James S. Feurig - Director
Counseling Center
Donald L. Grummon - Director
Placement Service
John R. Kinney - Director
Edwin B. Fitzpatrick - Assistant Director
George E. Peterson - Assistant Director
John D. Shingleton - Assistant Director
Alumni Relations
Starr H. Keesler - Director
Don L. Mason - Assistant Director
F. Ward Ouradnik - Assistant Director
Michigan State University Fund
Robert C. Toll - Director
Alumni Memorial Chapel
Allene Grimes

224

1960 - June 30. 1961
(continued)
Housing Assignments
Thomas A. Dutch - Director
Jack D. Seibold - Assistant Director - Off Campus
Betty Z. DelDin - Assistant Director - Women's Housing
United Nations Lounge
Neomi Wold - Hostess
Draft Deferments
Dorsey R. Rodney
Foreign Students
Donald J. Gemmell
1961 - June 30. 1962
DEAN OF STUDENTS
John A. Fuzak - Dean
Allene Grimes - Secretary
Men's Division of Student Affairs*
John W. Truitt - Director
Eldon R. Nonnamaker - Assistant Director
Wayne F. Tinkle - Educational Director - Men's
Residence Halls
Henry C. Dykema - Assistant Director
Louis Hekhuis - Assistant Director
George Hibbard - Assistant Director
Fraternity Supervisory Personnel - 27
Women's Division of Student Affairs*
Frances H. DeLisle - Director
Joyce McNamara - Assistant Director
Lana Dart - Assistant Director
Mabel F. Petersen - Assistant Director
Sorority Supervisory Personnel - 19
♦Total Number of Dormitory Supervisory Personnel - 61
Alumni Memorial Chapel
Allene Grimes
Counseling Center
Donald L. Grummon - Director

225
1961 - June 30. 1962
(continued)
Draft Deferments
Dorsey R. Rodney - Coordinator
Health Service
James S. Feurig, M.D. - Medical Director
Housing Assignments
Thomas A. Dutch - Director
Placement Service
John R. Kinney - Director
John D. Shingleton - Assistant Director (on leave)
George C. Peterson - Assistant Director
Edwin B. Fitzpatrick - Assistant Director
1962 - June 30. 1963
DEAN OF STUDENTS
John A. Fuzak - Dean
Allene Grimes - Secretary
Men's Division of Student Affairs
Eldon R. Nonnamaker - Director
Donald V. Adams - Assistant Director - Men's Residence
Halls*
Henry C. Dykema - Assistant Director
Louis F. Hekhuis - Assistant Director
George B. Hibbard - Assistant Director
Fraternity Supervisory Personnel - 24
Women's Division of Student Affairs
Frances H. DeLisle - Director
Louise Prince - Assistant Director - Women's
Residence Halls*
Lana Dart - Assistant Director
Joyce A. McNamara - Assistant Director
Mabel F. Petersen - Assistant Director
Sorority Supervisory Personnel - 19
♦Total Number of Dormitory Supervisory Personnel - 71
Counseling Center
Rowland Pierson - Acting Director
Draft Deferments
Dorsey R. Rodney - Coordinator

226

1962 - June 30. 1963
(continued)
Health Service
James S. Feurig, M.D. - Medical Director
Housing Assignments
Thomas A. Dutch - Director
Placement Service
John R. Kinney - Director
George C. Peterson - Assistant Director
Edwin B. Fitzpatrick - Assistant Director
John Carter - Assistant Director
1963 - June 30. 1964
DEAN OF STUDENTS
John A. Fuzak - Dean
Allene Grimes - Secretary
Eldon R. Nonnamaker - Associate Dean
Laurine E. Fitzgerald - Assistant Dean - Leadership for
Women
Donald V. Adams - Division of Residence Hall Student
Services
Dormitory Supervisory Personnel - 82
Henry C. Dykema - Division of Financial Aids
Louis F. Hekhuis - Division of Student Activities
George B. Hibbard - Off-Campus Living Units for Men Fraternities
Fraternity Supervisory Personnel - 26
Mabel F. Petersen - Off-Campus Living Units for Women Sororities
Sorority Supervisory Personnel - 19
Jack Seibold - Off-Campus Housing
Mary Luginsland - Assistant Director
Lana Dart - Assistant Director
Counseling Center
Donald L. Grummon - Director
Harry A. Grater - Assistant Director - Counseling Service
Ross W. Matteson - Assistant Director General
Administration
Bill L. Kell - Assistant Director Training
Draft Deferments
Dorsey R. Rodney - Coordinator
Health Center
James S. Feurig, M.D. - Director

227
1963 - June 30. 1964
(continued)
Placement Service
John D. Shingleton - Director
George C. Peterson - Assistant Director
Edwin B. Fitzpatrick - Assistant Director
Thomas A. Rand - Assistant Director
Donald F. Harden - Assistant Director
1964 - June 30. 1965
Personnel which served on Dean of Students Staff under the
Supervision of the Vice President for Student Affairs,
John A. Fuzak.
Secretary - Allene Grimes.
Eldon R. Nonnamaker - Associate Dean
Laurine E. Fitzgerald - Assistant Dean
Ira B. Baccus - Assistant in

Charge of Orientation

Donald V. Adams - Director - Residence Hall Programs
James Appleton - Associate Director
Ruth Renaud - Associate Director
Betty Z. DelDin - Assistant Director
Dormitory Supervisory Personnel - 97
Henry C. Dykema - Director

- Financial Aids

Louis F. Hekhuis - Director - Student Activities
George B. Hibbard - Associate Director
Fraternity Supervisory Personnel - 22
Mabel F. Petersen - Assistant Director
Sorority Supervisory Personnel - 19
Patrick B. Smith - Assistant Director
Lana Dart - Assistant Director
Mary Luginsland - Assistant Director
Edwin Reuling - Assistant Director

1965 - June 30. 1966
Personnel which served on Dean of Students Staff under the
Supervision of the Vice President for Student Affairs,
John A. Fuzak.
Secretary - Allene Grimes.
Eldon R. Nonnamaker - Associate Dean of Students
Laurine E. Fitzgerald - Assistant Dean of Students

228

1965 - June 30. 1966
(continued)
Robert R. Fedore - Assistant to the Dean of Students
Ira B. Baccus - Assistant to the Dean of Students
Donald V. Adams - Director - Residence Hall Programs
Arthur Sandeen - Associate Director
Ruth Renaud - Associate Director
Betty Z. DelDin - Assistant Director
Beverly Belson - Assistant Director
Dormitory Supervisory Personnel - 105
Henry C. Dykema - Director - Financial Aids
Ronald Roderick - Assistant Director
Louis F. Hekhuis - Director - Student Activities
George B. Hibbard - Associate Director Fraternity Supervisory Personnel - 23
Mabel F. Petersen - Assistant Director
Sorority Supervisory Personnel - 19
Patrick B. Smith - Assistant Director
Lana Dart - Assistant Director
Norm Hefke - Assistant Director
Mary Luginsland - Assistant Director
Edwin Reuling - Assistant Director
1966 - June 30. 1967
Personnel which served on Dean of Students Staff under the
Supervision of the Vice President for Student Affairs,
John A. Fuzak.
Secretary - Allene Grimes.
Eldon R. Nonnamaker - Associate Dean of Students
Laurine E. Fitzgerald - Assistant Dean of Students
Michael Kaelkle - Assistant Director - Education
Programs
Robert R. Fedore - Assistant to the Dean
Ira B. Baccus - Assistant to the Dean
Donald V. Adams - Director - Residence Hall Programs
Arthur Sandeen - Associate Director
Ruth Renaud - Associate Director
Betty Z. DelDin - Assistant Director
Beverly Belson - Assistant Director
Michael Ferrari - Assistant to the Director
Dormitory Supervisory Personnel - 109

229
1966 - June 30. 1967
(continued)
Henry C. Dykema - Director - Financial Aids
Ronald Roderick - Assistant Director
Richard Baxter - Assistant Director
Sandra Vaughn - Assistant Director
Louis F. Hekhuis - Director - Student Activities
George B. Hibbard - Associate Director
Fraternity Supervisory Personnel - 21
Mabel F. Petersen - Assistant Director
Sorority Supervisory Personnel - 18
Patrick B. Smith - Assistant Director
Lana Dart - Assistant Director
Mary Luginsland - Assistant Director
Edwin Reuling - Assistant Director
Norm Hefke - Assistant Director
1967 - June 30. 1968
Personnel which served on Dean of Students Staff under the
Supervision of the Vice President for Student Affairs,
Milton B. Dickerson.
Secretary - Allene Grimes.
Eldon R. Nonnamaker - Associate Dean of Students
Laurine E. Fitzgerald - Assistant Dean of Students
Paul Sherburne - Assistant Director - Education
Programs
Robert R. Fedore - Assistant to the Dean
Ira B. Baccus - Assistant to the Dean
Donald V. Adams - Director - Residence Hall Programs
Ruth Renaud - Associate Director
Betty Z. DelDin - Assistant Director
Joy Tubaugh - Assistant Director
Beverly Belson - Assistant Director
Katherine White - Assistant Director
Michael Ferrari - Assistant to the Director
Dormitory Supervisory Personnel - 116
Henry C. Dykema - Director - Financial Aids
Ronald Roderick - Assistant Director
Richard Baxter - Assistant Director
Sandra Vaughn - Assistant Director

230
1967 - June 30. 1968
(continued)
Louis F. Hekhuis - Director - Student Activities
George B. Hibbard - Associate Director
Fraternity Supervisory Personnel - 21
Mabel F. Petersen - Assistant Director
Sorority Supervisory Personnel - 18
Patrick B. Smith - Assistant Director
Lana Dart - Assistant Director
Mary Luginsland - Assistant Director
Edwin Reuling - Assistant Director
Norman Hefke - Assistant Director
Mary Bondy - Assistant Director
1968 - June 30, 1969
Personnel which served on Dean of Students Staff under the
Supervision of the Vice President for Student Affairs,
Milton B. Dickerson.
Secretary - Allene Grimes.
Eldon R. Nonnamaker - Associate Dean of Students
Laurine E. Fitzgerald - Assistant Dean of Students
Robert R. Fedore - Assistant to the Dean
Ira B. Baccus - Assistant to the Dean (on leave)
Eileen R. Seer - Office Supervisor
Donald V. Adams - Director - Residence Halls
Ruth Renaud - Assistant to Director
William Barr - Assistant Director
Beverly Belson - Assistant Director
Betty Z. DelDin - Assistant Director
Gary North - Assistant Director
Joy Tubaugh - Assistant Director
Katherine White - Assistant Director
William Thomas - Assistant Director
Bernard Abbott - Assistant Director
Dormitory Supervisory Personnel - 111
Henry C. Dykema - Director - Financial Aids
Ronald Roderick - Associate Director
Richard Baxter - Assistant Director
Robert Piersma - Assistant Director
Thomas Scarlett - Assistant Director
Marie Dellaratta - Administrative Assistant

231
1968 - June 30. 1969
(continued)
Louis F. Hekhuis - Director - Student Activities
Mary Bondy - Assistant Director
Lana Dart - Assistant Director
Mary Luginsland - Assistant Director
Mabel F. Petersen - Assistant Director
Sorority Supervisory Personnel - 19
Edwin Reuling - Assistant Director
Fraternity Supervisory Personnel - 18
Randolph W. Webster, Jr. - Assistant Director
James Tanck - Director - Volunteer Programs
1969 - June 30. 1970
Personnel which served on Dean of Students Staff under the
Supervision of the Vice President for Student Affairs,
Milton B. Dickerson.
Secretary - Allene Grimes.
Operated under this structure although it was not officially
approved until April, 1970.
Eldon R. Nonnamaker - Dean of Students
Betty Z. DelDin - Assistant to the Dean
G. Louise Williams - Executive Secretary
Laurine E. Fitzgerald - Associate Dean and
Director - Graduate Education and Research
Thomas Zarle - Assistant Director
Louis F. Hekhuis - Associate Dean and Director
of Student Governance
Mabel F. Petersen - Assistant Director
Lana Dart - Assistant Director
Mary Luginsland - Assistant Director
Don E. Coleman - Assistant Director
Dolores M. Bender - Assistant Director
Edwin Reuling - Assistant Director
Randolph W. Webster, Jr. - Assistant Director
Robert R. Fedore - Associate Dean and Director of
Staff Selection
Kay White - Assistant Director
Ruth E. Renaud - Associate Dean for Judiciaries
Joy Tubaugh - Assistant Director
Randolph W. Webster, Jr. - Assistant Director

232
1969 - June 30. 1970
(continued)
Living Area Directors - Residence Halls
Beverly Belson - Brody
Bernard Abbott - East Campus
William Thomas - Cedar Woods
William Barr - Red Cedar
Joy Tubaugh - West Circle
Peg Geggie - West Circle - Assistant Director
Kathryn Krause - West Circle - Assistant
Director (Winter and Spring)
Gary North - South Campus
Edwin Reuling - Off-Campus
Supervisory Personnel
Dormitories - 108
Fraternities - 15
Sororities - 20
Eileen R. Seer - Office Supervisor - Student
Personnel Records
1970 - June 30. 1971
Personnel which served on Dean of Students Staff under the
Supervision of the Vice President for Student Affairs,
Milton B. Dickerson.
Secretary - Allene Grimes.
Eldon R. Nonnamaker - Dean of Students
Betty Z. DelDin - Assistant to the Dean of Students
G. Louise Williams - Administrative Secretary
Laurine E. Fitzgerald - Associate Dean and Director
of Education and Research
William D. Peterson - Assistant Director
Ronald S. Stead - Coordinator - Staff Selection
Louis F. Hekhuis - Associate Dean and Director
of Student Governance
William H. Barr - Assistant Director
Delores M. Bender - Assistant Director
Randall K. Buschman - Research Consultant
Lana Dart - Assistant Director
Michael M. Gieszer - Research Consultant
Susan S. Hughes - Research Assistant

233
1970 - June 30. 1971
(continued)
Mary Luginsland - Assistant Director
Mabel F. Petersen - Assistant Director
Edwin Reuling - Assistant Director
Randolph W. Webster, Jr. - Assistant Director
Ruth E. Renaud - Associate Dean and Director of
Judiciaries
Kenneth Marvin - Assistant Director
Michael Nunn - Assistant Director
Joy Tubaugh - Assistant Director
Ronald S. Stead - Coordinator of Staff Selection
Area Directors - Residence Halls
Gary North - Coordinator - Residence Halls
and Area Director - Cedar Woods
Bernard Abbott - East Campus
Beverly Belson - Brody
Don E. Coleman - Minority Groups
Kathryn Krause - West Circle
Katherine E. White - Red Cedar
Douglas Zatechka - South Campus
Edwin Reuling - Off-Campus
Supervisory Personnel
Dormitories - 105
Fraternities - 8
Sororities - 19
Eileen R. Seer - Office Supervisor - Student
Personnel Records

APPENDIX C
DEAN OF STUDENTS OFFICE
ORGANIZATIONAL STRUCTURES AND JOB DESCRIPTIONS

ORGANIZATIONAL STRUCTURE OF STUDENT
PERSONNEL SERVICES
WHILE
TOM H. KING SERVED AS DEAN OF STUDENTS

234

STUDENT PERSONNEL SERVICES
MICHIGAN STATE UNIVERSITY

DEAN OF STUDENTS

HOUSING
ASSIGNMENTS

COUNSELING
CENTER

MEN'S
DIVISION

WOMEN'S
DIVISION

HEALTH
SERVICE

PLACEMENT
SERVICE

235

DRAFT
DEFERMENTS

FINANCIAL
AIDS
ADVISEMENT

ALUMNI
RELATIONS
MSU FUND

STUDENT
FRATERNITIES
GOVT. &
& MEN'S
ORGANIZATIONS ACTIVITIES

MEN'S
RESIDENCE
HALLS

FOREIGN
STUDENTS

WOMEN'S
RESIDENCE
HALLS

PANHELLENIC
& WOMEN'S
ACTIVITIES

INTER­
NATIONAL
CENTER

SPEC. EVENTS
& OFF-CAMPUS
HOUSING

DR. JOHN TRUITT
DIRECTOR, MENS DIVISION OF STUDENT AFFAIRS

236

MEN'S DIVISION OF STUDENT AFFAIRS
The Men's Division is responsible for the operation
of the personnel program primarily concerned with male
students.

It is administrative in nature and is a

division of the Dean of Students Office.
The Men's Division has as its major function the
organization and programming of the residence halls,
fraternities,

co-operatives,

organizations.

student government and student

Related to these areas are intensive formal

training programs including a three-credit course for resi­
dence hall personnel during the first quarter of their
position and a pre-school workshop for all student advisory
personnel each year.

Regular staff meetings and leadership

workshops during the year furnish the informal training
and also serve as an effective means of communication.
In addition,

this Division has general administrative

responsibilities for loans, within term withdrawals,
advisement of students with personal problems, publications
of the Men's Division,

and student disciplinary functions

of male students.
The Men's Division coordinates its program with the
total university program by participating in the total
university decision-making process.

This division has

representation on all-university policy making committees

238
such as motor vehicle, social, registration and enrollment,
orientation,

student judiciary court, and the faculty

committee on student conduct.
This division is composed of twelve full-time profes­
sional personnel workers including the Director.

Other

personnel include sixteen half-time workers, sixty-eight
resident assistants,
and four secretaries.

twenty-nine fraternity housemothers

MEN'S DIVISION OF STUDENT AFFAIRS
Director
Personnel Program of the Men's Division of Student
Affairs
I.

II.

Personnel
A.

Selection of Advisory Staff, Men's Residence Halls

B.

Selection of Office Personnel, Men's Division

Leadership Training Programs
A.

In-service Training Program for Resident Advisors
and Graduate Resident Advisors

B.

In-service Training Program for Resident Assistants

C.

Direct the annual Pre-School Workshop for Residence
Halls, Fraternities,

Sororities, Housemothers and

Student Leaders
D.

Direct Leadership Course AES 309,

"Personnel Work

in Residence Halls"

III.
IV.

V.

E.

Training programs

for Student Leaders

F.

AES 315, "Student

Leadership" Course

Disciplinary Functions - All Male

Students

Staff Meetings
A.

Residence Halls Advisory Staff

B.

Men's Division Staff

Liaison with Academic Officials
A.

Assistant Deans of the Academic Colleges
239

240

VI.

VII.

VIII.

Orientation
A.

All-University

B.

Residence Halls

Publications
A.

Student Personnel Services

B.

Men's Division

C.

Residence Halls

Administrative Responsibilities
A.

Withdrawal Policy - All Male Students

B.

Loan Policy - All Male Students

C.

Spartan Round Table

D.

Referral Agent - Counseling Center, Mental Health
Clinic, Health Service, etc.

E.

Budget, Yearly reports, Records

F.

Orientation Policy Committee

G.

Evaluation records of all present and former male
students

H.

American College Personnel Association

I.

National Association of Student Personnel Administra­
tors

J.

Mid-Western Deans Association

Assistant Director
Student Government and Student Organizations
I.

Advisor to Following Organizations
A.

Student Government, Exec. & Legislative Branch

B.

Traffic Appeals Court

C.

Freshman Class

D.

Campus Chest

E.

Men's Activity Council

F.

Student Organization Council

G.

Exec. Board of Student Government

H.

Spartan Spirit

Student Organizations

III.

A.

Advisors

B.

Budgets

C.

Activities chartering

Special Activities or Events
A.

Orientation
1.

President's Welcome - each term

2.

President’s Convocation for Parents

3.

Open Houses - Religious Centers

4.

Campus Tours

5.

Meet the Team Programs

(Varsity Club and

Spartan Spirit)
6.

Orientation of Off-Campus students.

242
B.

Information Tables in Administration Bldg. for
Tower Guard and Green Helmet

IV.

V.

C.

Screen all requests for tables at Registration

D.

Activities Carnival

E.

Student Government In-service Training Program

General Administrative Responsibilities
A.

Loans - male and female students

B.

Withdrawals - Male students

C.

Committees
1.

Orientation Steering Committee

2.

Student Government Scholarship

3.

Student-Faculty Motor Vehicle Committee

4.

All-University Student Judiciary

5.

Student-Faculty Social Committee

6.

Homecoming Committee

7.

Senior Award Committee

(Rotate)

Special Assignments
A.

MSU-U of M Exchange Dinner

B.

Summer Counseling Clinics

C.

Student-Services Building
1.

Committee on Room Assignments and Changes

243

Assistant Director
Financial Advisement
I.

Loans
A.

Michigan State University Loans - Men and Women

B.

Henry Strong Foundation Loans - Men and Women

C.

State of Michigan - Loans to Korean War Veterans
enrolled on G.I. Bill 550.

D.

National Defense Education Loans - Men and Women
1.

Compiling and recording information for reports
to U.S. Department of Health, Education and
Welfare

II.

General Administrative Responsibilities
A.

Withdrawals - Male Students

B.

Committees
1.

C.
III.

All University Student Judiciary

(Rotate)

Correspondence with parents of new students

Special Assignments
A.

B.

Liaison Officer with
1.

Danforth Foundation Scholarship Program

2.

Scholarship Office

3.

Admissions Office

4.

Student Placement Office

Religious Advisors Association

244
C.

Memorial Chapel

D.

University Y.M.C.A. - Board of Management

245
Assistant Director (Half-time)
Off-Campus Organized Living Units - Male Students
I.

M e n 's Cooperatives
A.

II.

1.

Leadership Training Program

2.

Judicial Procedures of ICC

B.

Publication of Cooperative President's Handbook

C.

Representative to Cooperative Advisors Association

Men's Religious Living Units
A.

III.

Advisor to Inter-Cooperative Council

Representative to Religious Living Units Council

Autonomous Living Units
A.

Advisor to all Off-Campus Organized Living Units Men

IV.

General Administrative Responsibilities
A.

Loans - male and female students

B.

Withdrawals - Male students

C.

Committees
1.

V.

All-University Student Judiciary

(Rotate)

Special Assignments
A.

Representative to Water Carnival

B.

Periodically - Evaluation and publication of
Cooperative program manual and materials.

246
Assistant Director (Half-time)
Off-Campus Organized Living Units - Male students
I.

Faternity
A.

Advisor to the Interfraternity Council
1.

Leadership Training Program

2.

Judicial Procedures of IFC

3.

Business Meetings

4.
B.

C.

D.

Publication of Fraternity President's Handbook

Advisor to Fraternity Housemothers
1.

Selection of Housemothers

2.

Pre-School Workshop

3.

Staff Meetings

4.

In-service Training with Fraternity Housemothers

5.

Publication of Housemothers Handbook

Representative to the Fraternity Advisors Association
1.

Member of joint F.A.A.-I.F.C. Standing

2.

Advisor to Fraternity Buyer's Association

3.

Business Meetings

Representative to the State of Michigan,
and National I.F.C. Conferences

II.

General Administrative Responsibilities
A.

Loans - Male and female students

B.

Withdrawals - Male students

Committees

Big Ten

247

C.

Committees
1.

III.

All-University Student Judiciary

(Rotate)

Special Assignments
A.

Representative to Water Carnival

B.

Periodically - Evaluation and publication of
Fraternity program manual and materials

248
Educational Director
Men's Residence Halls
I.

II.

Selection
A.

Head Resident Advisors

B.

Graduate Resident Advisors

C.

Precinct Resident Assistants

D.

Office Personnel

Training
A.

Assist with AES 309

B.

In-service Training Meeting with Residence Hall
staff

III.

C.

Assist with Pre-School Workshop

D.

Leadership Training Programs for Chairmen

Advisor to the Following Groups
A.

B.

IV.

Men's Hall Association
1.

Big Ten President's Conference

2.

Big Ten Residence Hall

Conference

Residence Hall Clubs
1.

Radio Club

2.

Photo Club

General Administrative Responsibilities
A.

Direct Men's Residence Hall Personnel Program
1.

Orientation

2.

Student Evaluation and Record System

249
3.

Football Work Program

4.

Discipline - Minor Student Conduct Situations
a.

Referral Agent - Director of Men's Division

5.

Residence Hall Contract Committee

6.

Homecoming Program

Publications for Residence Halls

VI.

A.

Introduction to Residence Hall Living

B.

Residents Hall Manual

C.

Leadership Training Manuals
1.

Scholarship

4.

Athletics

2.
5.

Activities
Judiciary

6.

D.

Residence Hall Operational Manual

E.

Various Residence Hall Research

3.

Disaster

Liaison with Business Management
A.

Assist in selection of Men's Residence Hall Managers

B.

Resource Agent for Management

C.

Weekly Meeting, Management - Personnel Staff

D.

Annual National Conference Association College
and University Housing Officers

E.
VII.
VIII.

Social

Summer Youth Conference

Liaison with Department of Public Safety
Miscellaneous
A.

Summer Counseling Clinics

DR. FRANCES DELISLE
DIRECTOR, WOMENS DIVISION OF STUDENT AFFAIRS

250

WOMEN'S DIVISION OF STUDENT AFFAIRS

As an administrative division of the Dean of Student's
Office, the Women's Division is responsible for implement­
ing the personnel program as it relates to women students.
Major functions involve the organization and operation
of women's residence halls, sororities, women's selfgoverning body, Associated Women Students, and all women's
organizations.
Training sessions, work-shops and staff
meetings related to these functions represent continuing
responsibilities of this division.
In addition, loans,
withdrawals, referrals for personal problems, registration
of social events, disciplinary matters for all women
students are included.
The Women's Division of Student Affairs participates
in the total university program by serving on many
committees of all-university significance and by acting
as consultant to many departments upon their request.
The staff of the Women's Division consists of three
full-time professional workers including the Director.
Other personnel include thirty-one Resident Advisers,
nineteen sorority housemothers, two graduate assistants,
sixty-five resident assistants and two secretaries.

251

W O M E N ’S DIVISION OF STUDENT AFFAIRS
I.

Director
A.

Directs the Personnel Program of the W o m e n ’s
Division of Student Affairs

II.

III.

Personnel
A.

Selection of Advisory Staff, W o m e n ’s Res. Halls

B.

Selection of Resident Assistants

C.

Selection of Office Personnel

Training
A.

In-service Training Program for Head Resident
Advisers and Assistant Resident Advisers

B.

In-service Training Program for Res. Assistants

C.

Assist with Training Course AES 309,

"Personnel

Work in Residence Halls"
D.

Assist with annual Pre-School Workshop for
Residence Hall Advisory Personnel

E.

Leadership Training Programs for Residence Hall
Officers and Chairmen

IV.
V.

VI.

Disciplinary Functions - All Women Students
Staff Meetings
A.

Women's Division Professional Staff

B.

Residence Halls Advisory Staff

Liaison with Residence Hall Management
252

253
VII.

VIII.

Orientation
A.

All-University

B.

Residence Halls

Adviser
A.

B.

Women's Residence Halls Association
1.

Presidents' Council

2.

Inter-residence Hall Council

Presidents'

Cabinet - Presidents of Eight

Women's Service Organizations
IX.

General Administrative Responsibilities
A.

Withdrawals - Women Students

B.

Loans - Women Students

C.

Spartan Round Table

D.

Referral Agent - Counseling Center, Mental
Hygiene Clinic, Health Service, etc.

E.

Budget, Yearly Reports, Records

F.

Liaison Relationship with All University
Departments on Policy Pertaining to Women Students

G.

Available as Consultant to University Departments,
Organizations,

H.

Sororities,

etc.

Conferences with District and National Sorority
Officers

I.

Sponsor for National Honorary Organizations
for Women,

i.e., Alpha Lambda Delta, Mortar Board

J.

Publications

Miscellaneous
A.

Summer Counseling Clinics

B.

Freshman Honor Women Reception

C.

University Honor Women

255
Assistant Director 1
I.

Sororities
A.
B.

II.

III.
IV.

Selection of Sorority Resident Advisers
In-Service Training of Sorority Res. Advisers

C.

Advisers to Sorority Alumnae Auxiliary

D.

Adviser to Pan-hellenic Council

E.

Greek Week Leadership Training Program

F.

Annual Big Ten and National Pan-hellenic Conference

G.

Liaison with Lansing City Pan-hellenic

Adviser
A.

Spartan Women's League

B.

Associated Women Students
1.

Executive Board

2.

Judiciary Board

Orientation Program for Transfer Students
General Administrative Responsibilities
A.

Loans - Women Students

B.

Withdrawals - Women

C.

Representative to Adventure in World Understanding

Students

and International Festival
D.

Community Chest Drive

E.

Freshman Honor Women Reception

F.

Summer Counseling Clinics

256
G.

Representative to Michigan Deans and Counselors
Association

V.

VI.

Student-Faculty Social Committee
A.

Secretary

B.

Inspection and Approval of Party Sites

C.

Social Calendar

D.

Registration of Social Affairs

E.

Evaluation of Social Affairs

Miscellaneous

257
Assistant Director 2
I.

Special Activities or Events
A.

Orientation
"Who's Who and What's What"

II.

B.

Activities Carnival

C.

STUN

D.

UMOC

E.

Spartacade

F.

Latern Night

G.

Helot

Adviser
A.

Alpha Lambda Delta

B.

Associated Women Students
1.

Executive Board

2.

Activities Board

C.

All-University Student Government

D.

All-University Judiciary Board

E.

Off-Campus Housing - Women's Adviser

F.

1.

Inspection for Room and Board Locations

2.

Evaluation with Student and Householder

Assistant Adviser - Women's Inter-residence
Hall Association
1.

Presidents' Council

2.

Inter-residence Hall Council

258
III.

General Administrative Responsibilities
A.

Loans - Women Students

B.

Withdrawals - Women Students

C.

Representative to Y.W.C.A. Board

D.

Representative to Religious Adviser's Association

E.

Selection and Arrangement for Leadership Course
AES 315

F.
IV.

Summer Counseling Clinics

Miscellaneous

MR. STARR KEESLER
DIRECTOR, ALUMNI RELATIONS

259

DEPARTMENT OF ALUMNI RELATIONS

The Department of Alumni Relations basically involves
the overall liaison work between the general alumni body
and the University.
The alumni body is composed of
graduates and former students. Any person who has enrolled
at Michigan State University for credit is eligible to be
called an alumnus.
The Department of Alumni Relations
maintains records and mailing lists of all alumni and
correlates off-campus organizations with the affairs of
the institution.
ALUMNI CLUBS
Alumni Clubs have been organized throughout the
country.
These clubs send representatives to the Club
Presidents' Workshop at the University each fall.
Eighteen
alumni are elected to the Alumni Advisory Council, twelve
from Michigan and six from out-of-state areas.
The Council
meets semi-annually and serves as an advisory board to the
Alumni Director and staff.
REUNIONS AND HOMECOMING
Reunions are held by academic colleges throughout
the year.
Reunions by classes will be held for those
observing their 15th, 25th, 35th and 50th anniversaries;
as well as the patriarchs who are invited back annually
on or near Commencement Day in June.
Homecoming Day each
fall brings back many alumni for some outstanding football
games and various functions are attended by the returning
visitors.
M.S.U. DEVELOPMENT FUND
The operation of the M.S.U. Development Fund is a
responsibility of the Alumni Director.
The Development
Fund was established to receive money and other gifts
from alumni and friends of the University.
The annual
Alumni Roll Call is conducted by the Michigan State Univer­
sity Development Fund and is administered with the assis­
tance of a Board of Trustees made up of alumni.

260

261
SENIOR CLASS
The Alumni Director is advisor to the Senior Class
and works with them on their various activities including
the Senior Ball, Swingout, Senior Receptions and Water
Carnival.
This gives the seniors an opportunity to become
better acquainted with alumni activities and encourages
their participation after they leave the campus.
MISCELLANEOUS
The Alumni Director is Secretary of the Athletic
Council (ex-officio) and at the present time, is Co-Advisor
of Excalibur, Senior men's honorary.

DR. DONALD DRUMMON
DIRECTOR,

COUNSELING CENTER

262

COUNSELING CENTER

The Counseling Center offers its services without
charge to all Michigan State University students and their
wives or husbands.
The goal of counseling is to assist
the student to grow in self-understanding so that he may
arrive at constructive decisions, solutions, or ways of
dealing more effectively not only with his immediate
problems but also with those which arise in the future.
NATURE OF THE CENTER'S BASIC FUNCTION
The nature of problems which students bring to the
Center may be classified somewhat arbitrarily as those
related to their educational-vocational planning, their
academic situation, and their personal-social concerns.
The counselor may assist the student to secure more infor­
mation about his interests, aptitudes, personality charac­
teristics or academic skills through the use of tests
administered in the Center's testing department. The
counseling interview frequently utilizes this informa­
tion and information about specific curricular offerings
and related vocations secured through the Center's
Occupational Information Library or through referral to
academic departments, the Placement Office, or similar
resources.
LIAISON WITH OTHER CAMPUS AGENCIES
The Center staff frequently makes referrals to, as
well as accepts referrals from, other student services
such as the Health Service, the Mental Hygiene Clinic,
the Placement Office, the Men's and Women's Divisions,
Improvement Services; as well as to academic departments
or administrative offices.
STAFF
The present professional staff consists of the Director,
fourteen counselors, a director of testing and a psychometrist;
most of whom have earned the doctorate in psychology or
counseling and guidance.
Seven half-time members supplement
the staff.

263

264
SCOPE OF COUNSELING SERVICES
In addition to counseling or testing responsibilities;
members of the staff participate in research; in the develop­
ment of testing programs for instructional departments, in
the teaching of psychology and counseling and guidance, in
the practicum training of students from these two departments,
in a program of testing and counseling for applicants for
admission referred by the Registrar's Office, in V.A.
counseling, in a limited amount of counseling for non­
students on a fee basis, and in special testing for business
or public agencies.
Broader student personnel and univer­
sity responsibilities also are carried by staff members
such as the chairmanship of the university orientation
committee and active participation in the orientation
program, membership on other university committees, and
consultative and diagnostic services to other departments.
SUMMER SCHOOL COUNSELING CLINICS
In cooperation with other departments of the University,
the Center conducts a series of ten or more "Counseling
Clinics" each summer for high school graduates who have
been admitted to Michigan State.
During a three-day
clinic period the student learns about Michigan State
majors and the occupations to which they lead, takes tests
and examinations, meets with student leaders and faculty,
and has group and individual sessions with a counselor who
helps him think through his educational plans.
Outstanding
Basic College enrollment officers and carefully selected
counselors from Michigan high schools supplement the
regular Center staff to provide a ratio of one counselor
to every twelve clinic participants, thus assuring each
student of careful individual attention.

MR. DONALD GEMMEL
FOREIGN STUDENT ADVISOR

265

FOREIGN STUDENTS ADVISORY SERVICE

Generally speaking, the primary responsibility of
the Foreign Student Advisor is to give assistance where
needed to the foreign student in matters relating to his
incorporation into the life of the University.
The Foreign Student Advisor answers many initial
inquiries from prospective foreign students, concerning
education in the United States generally and at Michigan
State University in particular, and questions involving
procedure and requirements for admission applications.
He is among those who review applications received from
prospective students.
The Foreign Student Advisor is directly involved
in the general orientation of new students, and works with
enrollment officers when problems arise in course schedul­
ing.
He serves as a consultant to the scholarship committee
when foreign student applicants are involved, and passes
upon applications from foreign students seeking assistance
from the general student loan fund.
The Foreign Student Advisor is an advisor to the
International Club, an organization of both foreign and
American students which conducts social and educational
meetings throughout the year.
Assistance is given the foreign student in his relation­
ship with United States governmental agencies:
Immigration Service:
The Foreign Student Advisor helps the student
to keep his United States entry permit valid,
and submits reports on the arrival and departure
of students.
He aids students who desire per­
mission to accept employment, and those who seek
permission to engage in post-graduate practical
training programs.

266

267

State Department:
Handling the sponsorship of Exchange Program
persons by Michigan State University is one
of the jobs of the Foreign Student Advisor,
and he assists students sponsored by other
agencies under the Exchange Program in their
relationships with their sponsors.
Some matters involving the relationship of the foreign
student with his own government fall within the scope of
the Foreign Student Advisor's duties, such as assisting
the student in obtaining a passport extension, and the
filing of reports to the student's own embassy concern­
ing his grades, adjustment and general progress.
The Foreign Student Advisor serves as a member of
the University's International Center Committee, the
International Festival Committee, and the Fulbright
Committee.

DR. JAMES FEURIG
DIRECTOR, HEALTH SERVICE

268

HEALTH CENTER

The function of the Health Center is to provide
adequate facilities for students who are in need of medical
or psychiatric care, both on a preventive and curative
level.
Voluntary health and accident insurance is offered
to all students on a very reasonable premium rate.
STAFF
A complete medical and psychiatric service is maintained
for the benefit of the students in the Olin Memorial Health
Center on the campus.
The Health Center is under the super­
vision of a Medical Director and an assistant director.
His staff consists of seven full-time physicians, a full­
time psychiatrist, three social psychiatric workers and
a psychologist.
The nursing staff consists of a super­
intendent, an assistant superintendent and thirty-two
registered nurses.
Office hours are: Monday through
Friday, 8 a.m. to 11 a.m. and 1:30 p.m. to 4:30 p.m.;
Saturdays and Sundays for emergency only.
TERMS OF HOSPITALIZATION
Hospitalization in any one school year is limited to
40 days without charge.
After that a flat fee of $12.00
a day is made.
The university will not pay for ambulance
service unless the need for such service arises from
injuries sustained in required class-room work or employment.
The ambulance fee in all other cases will be charged to the
individual from the Comptroller's Office.
SERVICES
All students who are not residents of Greater Lansing
are required to use the Health Center.
Students who are
too ill to attend classes are hospitalized in the univer­
sity hospital without charge. A fee of 25 cents is charged
the student for every visit to the Health Center.
Students
requesting medical service after 7 p.m. will be charged a
fee of $1.00.
Routine medical supplies are dispensed
without charge and all sustaining drugs are furnished at
cost plus a reasonable handling fee.

269

270
All new students, including graduate students, are
required to report to the Health Center at the time of
registration to have a free chest x-ray.
Unless this
requirement is met it will result in cancellation of
registration.
Any laboratory, x-ray or other special medical service
not prescribed in this clinic may be given at the current
medical fee exacted in the community.
CARE AND SURGERY
Students admitted to the university hospital are
under the care of the staff physicians.
Consultants are
called at the recommendation of the staff physician and
the fee is charged to the student. All surgery except
minor surgery is charged to the student.
Elective
surgery is accepted only at the discretion of the Director
of the Health Center.
PERSONS ELIGIBLE FOR CARE
All students regularly enrolled in school and taking
eleven or more credits are entitled to health service
during the term in which they are enrolled.
Graduate
assistants and persons regularly enrolled in the univer­
sity and working toward a graduate degree, are considered
eligible.
(Exceptions to the above rulings are made for
those desiring help with their emotional problems.) Parttime students taking ten credits or less are not eligible.
The student activity card must be presented when service
is requested.
Faculty members employed full-time and
enrolled in one or more courses on their own time are
not considered students and are not eligible to use the
Health Center.

MR. TOM DUTCH
DIRECTOR OF HOUSING ASSIGNMENTS

271

HOUSING OFFICE

The Housing Office is a division of the Dean of
Students Office and at the same time maintains a close
working relationship with the management of the dormitor­
ies and married housing units on-campus.
Michigan State
University is one of the few major universities with a
centralized assignment office where new students or staff
members - single or married - can be directed for assistance
in housing problems.
The office personnel consists of the Director, two
assistants (handling off-campus and women assignments
respectively) and six office employees.
The responsi­
bilities of this office are divided into five main
divisions - Women's Housing Assignments, M e n ’s Housing
Assignments, Married Housing Assignments, Faculty and
Staff Housing Assignments, and Off-Campus Housing.
WOMEN'S HOUSING ASSIGNMENTS
This division processes approximately 1500 new housing
deposits and applications yearly and is responsible for
the assignment of specific rooms in ten residence halls
to incoming Freshmen girls.
Assignments to Van Hoosen
Hall with its 92 apartments and various approved offcampus rooming houses for girls are also handled through
this office.
MEN'S HOUSING ASSIGNMENTS
This office processes approximately 2500 new applica­
tions yearly for incoming freshmen males and is responsible
for the assignment of these men to the eight men's
residence halls.
FACULTY AND STAFF ASSIGNMENTS
Applications are processed and assignments are made
to the 234 available faculty apartments.
Listings of
available rooms, apartments and houses for rent and for
sale are maintained in order to assist faculty and staff
who wish to locate in the East Lansing - Lansing environs.

272

273
OFF-CAMPUS HOUSING
The off-campus housing program includes the approval
of homes, periodic householder contacts and annual
inspections, term newsletter to householders, conciliation
of student - householder disputes, special placements,
maintaining of room listings and general public relations.
Definite housing standards with conditions that are condu­
cive to study, health, and conduct are used as the basis
for approval of residences.
Annual householder contacts
and housing inspections are made in order to maintain
favorable public relations and housing standards.
The
Housing Office also strives toward satisfactory settlement
of all student - householder disputes.
Many aspects of
the off-campus program are in the area of public relations
because of the constant contacts with householders, city
and township officials, parents, and foreign students.
Placement of students with special problems is also a task
of this office.
In addition to these functions, the Housing
Office provides an up-to-date listing of off-campus
facilities for single men, women, and married students
which is available at all times.

MRS. NORRIS WOLD
DIRECTOR,

INTERNATIONAL CENTER

274

INTERNATIONAL CENTER

In September, 1944, the University established the
International Center.
This is an all-university organiza­
tion, the object of which is to acquaint students of
other lands with the American way of life; to aid local
students and townspeople in the acquisition of a better
knowledge and understanding of the cultures and problems
of other lands; to foster and preserve an intimacy of
friendly contact between American and foreign students.
SOCIAL
The Center serves as a central place of social and
educational activity for foreign students and their
friends and is located on the campus near the student
Union Building.
RESIDENT ADVISOR AND HOSTESS
A resident advisor and hostess reside at the Center
and promote the program for the International Center.
EDUCATIONAL
To students from other lands the Center is a kind of
"home away from h o m e " . Here they may find games and read­
ing material available to them at all times, they may
gather to plan and carry out programs of an educational
and social nature, they meet with people interested in
the study of world affairs and the cultures of other
countries, and they may entertain their teachers and friends.
ACTIVITIES
For the student individually, the Center provides a
place to meet friends, make friends, to read, study or
relax with television or radio.
Also provided is a kitchen
in which the student may prepare a meal of his own prefer­
ence - a particular attraction to the foreign student who
sometimes longs for a "native dish."
For students collectively, the Center is a meeting
place for national clubs (many of which include American
student members), for foreign language clubs, for studentfaculty get-togethers.
This affords these groups an
275

276
environment which makes the activities of the group more
realistic since the Center is the place on campus where
the various foreign languages are spoken.
In its broadest sense, the function of the Inter­
national Center is to afford a place for foreign and
American residents to mingle, so as to more fully under­
stand each other.
To townspeople the Center is an international relations
workshop where they may exchange ideas and form friendships
with the strangers from afar.

MR. JACK KINNEY
DIRECTOR, PLACEMENT SERVICE

PLACEMENT BUREAU

The Placement Bureau at Michigan State University is
one of the outstanding centralized placement operations in
America today.
The bureau is responsible for handling senior
placement for all colleges within the university, and helping
all alumni who register with the bureau to find new or better
positions.
Also, the bureau helps students obtain part-time
employment both on and off campus.
Counseling students and
alumni with regards to vocational information and keeping
the administration informed of the employment picture con­
cerning college trained personnel falls within the juris­
diction of the placement operation.
To accomplish these objectives the bureau is broken
down into four main divisions which are outlined below.
SENIOR PLACEMENT
Approximately 1,000 different organizations represent­
ing business, industry, state and federal agencies, and
education visit the bureau each year to interview graduating
seniors.
This means approximately 2,000 interviewing
schedules covering almost every phase of career employment.
STUDENT EMPLOYMENT
The bureau receives part-time jobs from employers both
on and off campus, and refer qualified students on these
positions.
In addition, the bureau sponsors a summer employ­
ment Kick-Off Program each February and prepares several
catalogs listing summer jobs in camps, resorts, business,
industry, and recreation.
ALUMNI BUSINESS & INDUSTRY
The bureau registers alumni seeking new or better
positions and sends their credentials to prospective
employers for consideration.
ALUMNI EDUCATION
This division aids teachers and administrators seeking
new positions by forwarding their credentials to superin­
tendents and school boards for consideration.
Those seek­
ing college and university positions are aided in the same
manner.
278

279
The Placement Bureau sponsors the annual Career
Carnival which is the outstanding vocational information
program on any campus today.
Approximately eighty organi­
zations from all areas of business, industry and education
set up exhibits from which their representatives talk
informally to the students outlining job opportunities
available within their organization or field, and the
background and qualifications necessary to fill these jobs.
The Bureau also provides occupational information to
faculty and staff people, as well as business and industrial
organizations with regards to salaries, demand for college
trained personnel, and general placement trends.

MISS ALLENE GRIME
ALUMNI MEMORIAL CHAPEL

ALUMNI MEMORIAL CHAPEL

This chapel was provided by gifts from Alumni and
friends of Michigan State University.
It is a memorial
erected to the memory of over 400 boys who left this
campus to serve in the armed services of America and
who paid the supreme sacrifice - their lives.
GENERAL INFORMATION
WHAT SERVICES ARE HELD IN THE CHAPEL
The chapel is available for weddings as well as for
other services which may appropriately be held in such a
shrine.
Couples desiring to be married in this chapel
may bring with them a clergyman of their own choice.
CHARGES
A nominal charge is made for use of the chapel and its
equipment.
One rehearsal at an appointed time is included
in chapel rental.
CHAPEL RENTAL
Chapel Wedding
Extra Rehearsal

$25.00
5.00

Food services furnished by Union Food Services, Union
Building.
EQUIPMENT
Candelabras

No Cost
Candles not furnished
Aisle Runner
$ 4.00
Kneeling Pillow
No Cost
SEXTON
A sexton is furnished by the university who will open
the chapel for a scheduled rehearsal and will be in atten­
dance thirty minutes before a wedding service to arrange
equipment, adjust lighting, and prevent intrusion during
the service.
281

282
REGULATIONS FOR USE OF THE CHAPEL
FLOWERS
Flowers are to be placed in receptacles provided and
placed on the alter.
Palms may be used if desired.
Flowers
must be removed promptly following service.
FURNITURE
Because this is a Shrine, no furniture is to be changed,
removed, or added.
This chapel is to be used as it now stands.

MICHIGAN STATE UNIVERSITY

DESCRIPTION OF PROFESSIONAL POSITIONS
OFFICE OF STUDENT AFFAIRS

DEAN OF STUDENTS OFFICE

*

*

*

*

*

*

East Lansing, Michigan
July, 1963

283

Positions and Personnel
Office of Student Affairs
Dean of Students Office
Dean of Students

I

Health Center
Mental Hygiene

Placement Bureau
Part-time Job
Placement

Division of Residence
Hall Student Services

Division of
Financial Aids
Director
1
1
Coordinate
M.S.U.
N.D.E.A.
M.H.E.A.
N.S.L.
and Other
Loan Programs
Liaison Business
Office

Counseling Center
Orientation
Summer Clinics

"l)ivision^of Student
Activities
Director
l
Associate
Director

1
Assistant
Director

Assistant
Director

l
Assistant
Director

Assis tant
Director

Fraternities

Sororities

Fraternity
Housemothers
28
or
Graduate
Resident
Assistants
5

Sorority
Housemothers
20

284

Director
1
'
n--'' ..— 'l
Asso'ciate
i Assistant
Associate
Director
! Director
Director
» i
. —
---- — -- 1
1------l
Mens
Owen
Womens
Residence
Graduate
Residence
Halls
Center
Halls
12
23
Head
Head
Head
Resident
Resident
Resident
Advisors
Advisor
Advisors
12
21
Graduate
Graduate
Assistant or
Resident
Resident
Graduate
Advisors
Advisors
Resident
24
5
Advisors
Resident
29
Assistants
Resident
109
Assistants
127

Student Affairs
Associate Dean
.Assistant Dean

OFFICE OF STUDENT AFFAIRS
DEAN OF STUDENTS OFFICE
Associate Dean
Primary responsibility;
Coordinate Office of Student Affairs
I.

Personnel
A.

Selection of Division Directors .

B.

Coordination of Staff Selection in Divisions of
Activities, Residence Halls and Financial Aids.

C.
II.

Coordination and selection of Office Staff.

Budget and Annual Report
A.

Coordinate,

submit and disburse Budget for Office

of Student Affairs.
B.

Coordinate Annual Reports from Divisions and submit
to Dean of Students.

III.

Liaison with University Community
A.

Meet regularly with Assistant Deans of Colleges.

B.

Initiate and attend appropriate meetings with
other University staff and faculty outside of the
Office of Student Affairs.
a.

Health Center and Mental Hygiene Clinic.

b.

Counseling Center.

c.

Department of Public Safety.

d.

Other agencies as required .

285

286
IV.

Leadership and Communication
A.

Coordinate Education 415 - Student Leadership
Training .

B.

Coordinate Education 416 - Personnel Work in
Student Housing.

C.

Coordinate Pre-School Workshops for Residence
Halls, Sorority, Fraternity,

and Organization

personnel and students.
D.

Leadership training for immediate staff.

E.

Coordinate leadership training programs for
entire staff.

F.

Hold regular staff meetings for immediate staff
and attend Divisional Staff Meetings when
appropriate.

G.

Keep Dean of Students informed of activities of
Office of Student Affairs.

H.

Inform staff of decisions made by Dean's Office
or other University offices that may affect their
areas of responsibility.

V.

Publications
A.

Initiate and coordinate newsletter for present
and past personnel staff.

B.

Coordinate all Office of Student Affairs publica­
tions going to staff and public.

287
VI.

Discipline
A.

Coordinate disciplinary programs for all students.

B.

Initiate appropriate disciplinary action on male
students referred to the Office of Student Affairs
and coordinate disciplinary actions by Assistant
Dean regarding women students.

C.

When appropriate refer students to other agencies
for assistance.

D.

Work with and notify parents of male students
disciplinary situations when appropriate.

E.

Serve as contact person for Department of Public
Safety and other local law enforcement agencies
with respect to situations involving students.

VII.

Teaching-Administration
A.

Coordinate joint programs of Office of Student
Affairs and College of Education.

VIII.

B.

Serve on Doctoral Committees.

C.

Teach in College of Education when appropriate.

Committees and Regular Meetings
A.

Coordinate committees in Office of Student

B.

Committees and Regular Meetings .
a.

Reinstatement Board.

b.

Faculty Committee on Student Conduct .

c.

Loan Committee .

Affairs.

288
VIII.

Committees and Regular Meetings

(cont.)

d.

Spartan Round T a b l e .

e.

Assistant Deans Meetings .

f.

Committee on Cheating .

g.

Executive Board —

h.

Dean of Students Staff Meeting.

i.

American Personnel and Guidance Association .

j.

National Association of Student Personnel

Student Leaders and Staff •

Administrators .
k.
IX.

Michigan College Personnel Association.

General Administration Responsibilities
Coordinate programs in orientation, refer students to
Mental Hygiene Clinic, Counseling Center and Health
Center, develop policy for Office of Student Affairs,
evaluate records of present and past students for
legitimate inquiries concerning them, and other general
administrative responsibilities connected with the
office.

X.

Research
Initiate and coordinate research projects in the Office
of Student Affairs.

XI.

Community Relations
Work with other agencies in the greater community on
mutual problems.

OFFICE OF STUDENT AFFAIRS
DEAN OF STUDENTS OFFICE
Assistant Dean
Primary Responsibility;
Assist in the coordination of the Office of Student
Affairs
I.

Leadership and Communication
A.

Assist in the coordination of in-service leadership
training for the Office of Student Affairs.

B.

Assist in coordination of Pre-School Workshops
with special emphasis on leadership for women.

C.

Assist in coordinating Education 415 and Education
416 —

Student Leadership Training and Personnel

Work in Student Housing.
D.

Attend Divisional Staff Meetings as required —
with special emphasis on providing direction and
leadership with respect to the education of women.

E.

Serve as resource person for the staff regarding
special problems that relate to women students.

F.

Provide leadership and serve as Co-Advisor for
Mortor Board, Towar Guard, Spartan Women's League
and Alpha Lambda Delta.

II.

Liaison with University Community
A.

Initiate and attend appropriate meetings with
other staff and faculty outside of the Office
of Student Affairs.
289

290
II.

Liaison with University Community
B.

III.

(cont.)

Attend Assistant Dean's Meetings as required.

Teaching - Administration
A.

Assist in coordinating joint programs with the
College of Education with special emphasis on
the educational program for women in student
personnel work.

IV.

B.

Serve on Doctoral Committees.

C.

Teach in the College of Education when appropriate.

Discipline
A.

Assist in coordinating disciplinary program for
all students.

B.

Initiate appropriate disciplinary action for all
women students referred to the Office of Student
Affairs.

C.

Coordinate, advise and provide leadership for AWS
(with special emphasis on AWS Judiciary).

D.

When appropriate refer students to other agencies
for assistance.

E.

Discuss disciplinary situations with parents and/or
notify parents of such matters when appropriate.

P.

Assist in coordinating disciplinary situations with
Department of Public Safety.

291
Committees and Regular Mootings

VI.

A.

Faculty Committee on Student Conduct.

B.

Reinstatement Board.

C.

Spartan Roundtable.

D.

Assistant Deans Meetings.

E.

Executive Board - Student leaders and staff.

F.

Dean of Students Staff Meeting.

G.

Intercollegiate Association of Women Students.

H.

National Association of Womens Deans and Counselors.

I.

Michigan College Personnel Association.

J.

American Personnel and Guidance Association.

Records
A.

Assume primary responsibility for Student Personnel
Records.
a.

Coordinate all record and evaluation programs
from all Divisions of the Office of Student
Affairs.

VII.

Withdrawals
Interview women students withdrawing from the University.

VIII.

General Administration Responsibilities
Assist the Associate Dean in general administrative
duties.

Refer students to the Counseling Center,

Health Center and other appropriate agencies.

Assist

292
VIII.

General Administration Responsibilities

(cont.)

in the development of policy for the Office of Student
Affairs.

Provide leadership for the education of

women, and work with the Dean and Associate Dean in
implementing programs and policies toward that end.
IX.

Research
Assist in initiating and coordinating research projects
for the Office of Student Affairs.

X.

Annual Report
Submit an annual report to the Associate Dean.

XI.

Community Relations
Work with other agencies in the greater community on
mutual problems.

DIVISION OF RESIDENCE HALL STUDENT SERVICES
OFFICE OF STUDENT AFFAIRS
Director
I.

Personnel
A.

Selection of all Head Resident Advisors.

B.

Coordination of selection of Graduate Resident
Advisors.

C.

Coordination of selection of Resident Assistants.

D.

Selection of secretarial staff for Division of
Residence Hall Student Services.

E.

Coordination of staffing for summer housing and
conferences.

II.

Budget and Annual Report
A.

Administer budget for the Division of Residence
Hall Student Services.

B.
III.

Submit Annual Report to Associate Dean

Leadership and Communications
A.

Coordination and teaching of Education 416 —
Personnel Work in Student Housing

B.

Coordinate and direct Pre-School Workshops for
Residence Hall staff.

C.

Assist in Pre-School Workshop for all advisory
personnel.
293

294
III.

Leadership and Communications

(cont.)

D.

Student Leadership

Assist in Education 415 —
Training .

E.

Hold regular staff meetings and provide leadership
training for residence hall p e rsonnel.

F.

Coordinate and provide leadership for entire
residence hall program .

IV.

Discipline
A.

Coordinate through Associate Directors residence
hall judiciaries for men and women.

B.

Serve as referral agent for Head Advisors in
disciplinary matters.

C.

Act as referral agent to Associate and Assistant
Dean.

V.

Student Organizations
A.

Coordinate advising of Men's Halls Association.

B.

Coordinate advising of Women's Inter-Residence
Hall Council in cooperation with Associate Director.

C.
VI.

Coordinate student activities in residence halls.

Publications
A.

Coordinate all Handbooks published for residence
halls.

B.

Assist in preparing All-University Handbook in
the area of student personnel services.

295
VI.

Publications
C.

(cont.)

Develop and coordinate appropriate publications
for the area of residence halls.

VII.

Liaison with University Community
A.

Coordinate Residence Hall Programs with academic
areas in residence halls.

B.

Coordinate Residence Hall Programs with Management
of Residence Halls.

C.

Coordinate Residence Hall Programs with Department
of Public Safety.

D.

Coordinate Residence Hall Programs with College
of Education.

VIII.

Records
A.

Coordinate record and evaluation systems of student
personnel services in residence halls.

IX.

Committees and Regular Meetings
A.

Faculty Committee on Residence Halls.

B.

Spartan Roundtable.

C.

Dean of Students Staff Meeting.

D.

Associate Dean of Students Staff Meeting.

E.

Contract Release Committee.

F.

Big Ten Residence Hall Meeting.

G.

Big Ten Residence Hall Presidents Meeting.

H.

Michigan College Personnel Association.

296
IX.

Committees and Regular Meetings
I.

(cont.)

National Association of Student Personnel Adminis­
trators and American Personnel and Guidance Associa­
tion meetings as funds are available.

J.
X.

American Council of University Housing Officers.

General Administrative Responsibility
Assist Dean, Associate Dean and Assistant Dean in
developing policy with regard to residence halls,
assist in coordinating joint programs affecting the
entire area of student affairs, make referrals to
appropriate campus agencies,

and other general admin­

istrative responsibilities connected with the office.
XI.

Coordinate research projects in the area of residence
halls.

DIVISION OF RESIDENCE HALL STUDENT SERVICES
OFFICE OF STUDENT AFFAIRS
Associate Director

(Men)

Primary Responsibility:
Men's residence halls
Personnel services
I.

Personnel
A.

Assist in the selection of graduate resident
advisors

B.
II.

(men).

Coordinate the selection of resident assistants.

Leadership and Communication
A.

Assist in Pre-School Workshop for advisory
personnel

B.

(men).

Assist in Education 416 - personnel work in student
housing.

C.

Coordinate leadership training programs for
students in residence halls

D.

(men).

Attend and serve as a resource person for student
meetings and residence halls as appropriate.

E.

Coordinate scholarship,
judiciary,

activities,

social, athletic,

and disaster programs in residence halls

(men).
F.

Assist in orientation program in residence halls
(men).

G.

Coordinate programs of Brody Activities Coordinator.
297

298
III.

Liaison with University Community
A.

Assist in coordinating residence hall program with
management of residence h a l l s .

B.

Assist in coordinating residence hall programs
with the various colleges.

IV.

Publications
A.

Assist in preparing all handbooks published for
residence halls

V.

VI.

(men).

Committees and Regular Meetings
A.

Residence hall staff meetings

(men).

B.

Associate Dean of Students staff meetings.

Discipline
A.

Assist in solving disciplinary problems at the
residence hall level

B.

(men).

Investigate or refer for investigation violations
of residence hall units to governing group or
Director.

VII.

General Administrative Responsibilities
Assist the Director in coordinating the Division of
Student Personnel Services in residence halls and
perform such duties as are necessary to insure a smoothfunctioning program.

Work with the rest of the advisory

staff in solving problems in the residence hall area.
Make referrals to appropriate offices or agencies.

DIVISION OF RESIDENCE HALL STUDENT SERVICES
OFFICE OF STUDENT AFFAIRS
Associate Director

(Women)

Primary responsibility:
Women's Residence Halls, student personnel services
I.

Personnel
A.

Assist in the selection of Graduate Resident
Advisors

B.
II.

(women).

Coordinate the selection of Resident Assistants.

Leadership and Communication
A.

Assist in Pre-School Workshop for advisory
personnel

B.

(women).

Assist in Education 416 - personnel work in student
housing.

C.

Coordinate leadership training programs for students
in residence halls

D.

(women).

Attend and serve as a resource person for student
meetings in residence halls as appropriate.

E.

Coordinate scholarship,

activities,

social,

athletic, judiciary and disaster programs in
residence halls
F.

(women).

Assist in orientation program in residence halls
(women).

G.

Liaison with AWS Judiciary.

299

300
III.

Liaison with University Community
A.

Assist in coordinating residence hall program
with management of residence h a l l s .

B.

Assist in coordinating residence hall programs
with the various colleges .

IV.

Publications
A.

Assist in preparing all handbooks published for
residence halls

V.

VI.

(women).

Committees and Regular Meetings
A.

Residence

hall staff meetings

(women).

B.

Associate

Dean of Students staff meetings.

Discipline
A.

Assist in solving disciplinary problems at the
residence

B.

hall level (women).

Investigate or

refer for investigation

violations

of residence hall units to governing group or
Director.
VII.

General Administrative Responsibilities
Assist the Director in coordinating the division of
student personnel services in residence halls and
perform such duties as are necessary to insure a smoothfunctioning program.

Work with the rest of the advisory

staff in solving problems in the residence hall area.
Make referrals to appropriate offices or agencies.

DIVISION OF RESIDENCE HALL STUDENT SERVICES
OFFICE OF STUDENT AFFAIRS
Assistant Director
Primary responsibility:
Assist in the coordination of the Division of
Residence Halls with liaison to both management
and the Division of Student Activities.
I.

Leadership and Communication
A.

Coordinate student activity programs in women's
residence halls.

B.

Initiate and coordinate leadership training
programs for women throughout the school year.

C.

Liaison with AWS activities.

D.

Assist in Pre-School Workshop.

E.

Assist Associate Director

(women) and assume

responsibility for coordinating scholarship,
activities,

social, athletic, judiciary,

and disaster

programs in women's residence halls.
II.

Liaison with University Community
A.

Meet regularly with managers of women's residence
halls.

B.

Serve as liaison agent between managers and the
student personnel staff.

C.

Serve as liaison agent between student personnel
services in residence halls and staff in the
Division of Student Activities.
301

302
III.

General Administrative Responsibilities
Assist the Director in coordinating and implementing
residence hall programs, with special emphasis on
w o m e n ’s residence halls.

Assist in the employing

of staff for residence halls.

Assume responsibility

for special projects assigned by the Director.

DIVISION OF STUDENT ACTIVITIES
OFFICE OF STUDENT AFFAIRS
Director
Primary responsibility:
Coordinate Division of Student Activities
I.

Personnel
A.

Coordinate selection of staff for Division of
Student Activities.

B.

Coordinate selection of office staff.

C.

Coordinate selection of housemothers and graduate
assistants for fraternities and sororities.

II.

Budget and Annual Report
A.

Administer budget for Division.

B.

Coordinate annual report for Division and

submit

to Associate Dean.
III.

Leadership and Communication
A.

Coordinate and teach Education 415 - Student
Leadership Training.

B.

Coordinate and conduct Pre-School Workshops for
advisory personnel in Division of Student
Activities.

C.

Provide leadership training for staff of Division.

D.

Coordinate leadership training programs for all
organizations and activities falling in the Division
throughout year.
303

304
III.

Leadership and Communication
E.

IV.

(cont.)

Regular staff meetings for Division personnel.

Publications
A.

Coordinate Sparta-Guide.

B.

Coordinate Spartan Handbook.

C.

Coordinate Handbooks for staff and student leaders.

D.

Develop and coordinate appropriate publications
for the area of student activities and organizations.

V.

Student Government and Student Organizations
A.

Advisor to Student Government - Coordinate
activities of:

B.

a.

Executive Branch.

b.

Legislative Branch.

c.

Judicial Branch.

d.

Campus Chest.

e.

Student Organizations Council.

Coordinate and provide leadership for all student
organizations that fall in the area of the
Division of Student Activities.

VI.

Committees and Regular Meetings
A.

Student-Faculty Social Committee.

B.

Student-Faculty Committee on Organizations.

C.

Associate Deans Staff Meeting.

D.

Spartan Roundtable.

305
VI.

Committees and Regular Meetings

(cont.)

E.

Orientation Steering Committee.

F.

Executive Board - Student Leaders and Staff.

G.

Student Judiciary (Coordinator).

H.

Secretary - Forum Committee.

I.

American Personnel and Guidance Association.

J.

Michigan College Personnel Association.

K.

National Association Student Personnel
Administrators as funds are available.

L.
VII.

Dean of Students Staff Meeting.

Discipline
A.

Coordinate disciplinary program for student group
violators.

B.

Refer individual students involved in group
violations to Associate Dean.

VIII.

Liaison with University Community
A.

Coordinate Education 415 with College of Education.

B.

Coordinate Student Orientation program with
appropriate campus agencies.

C.
IX.

Coordinate advisory program for student organizations.

Community Relations
Work with other agencies in the greater community on
mutual probl e m s .

306
X.

General Administrative Responsibilities
Assume general administrative responsibility for the
area of student activities.

Assist Dean, Associate

Dean and Assistant Dean in developing sound policy in
the area and initiate programs toward that end.

Make

referrals to appropriate campus agencies.
XI.

Research
Coordinate research projects in the area of student
activities and organizations.

DIVISION OF STUDENT ACTIVITIES
OFFICE OF STUDENT AFFAIRS
Assistant Director
Primary responsibility;
Student Organizations and Activities
I.

Leadership and Communication
A.

Assist the Director in developing and coordinating
leadership training programs for all student
organizations.

B.

Assist in conducting Pre-School Workshops for
student leaders.

II•

Publications
A.

Assist Director in preparing appropriate handbooks
for student organizations.
a.

Spartan Handbook .

b.

Initiate and develop other publications of
value to advisors and student leaders .

III.

Organizations
A.

Assume primary responsibility for coordinating all
student organizations chartered under Student
Government.

Provide leadership for officers and

advisors.
B.

Co-Advisor Alpha Lambda Delta.

C.

Coordinating Advisor Tower Guard .

307

308
III.

Orcraniz at ions
D.

IV.

V.

(cont.)

Assist Director in advisement of Student Government.
a.

Executive Branch .

b.

Legislative Branch .

c.

Judicial Branch .

Committees and Regular Meetings
A.

Associate Dean's Meeting.

B.

Division Meetings .

Off-Campus Housing
A.

Assume responsibility of screening women to live
in approved housing .

VI.

a.

Inspection.

b.

Approval.

c.

Coordination.

Discipline
Investigate and report violations of university and
civil law in approved off-campus housing for women.

VII.

University Community
A.

Work with Colleges regarding student organizations
that are related to academic departments.

Work

on mutual problems and provide leadership in this
area.

Jimt

.

309
VIII.

General Administrative Responsibilities
Assist the Director,
organizations,

especially in the area of student

and perform such duties as are assigned

to promote educational opportunity through participation
in student organizations.
bilities as are assigned.

Perform any other responsi­

DIVISION OF FINANCIAL AIDS
OFFICE OF STUDENT AFFAIRS
Director
Primary responsibility;
Coordinate and administer Division of Financial Aids
I.

Personnel
A.

Selection of staff and office personnel for the
Division of Financial Aids.

II.

Financial Aids
A.

Help develop policy and administer the following
financial aids p l a n s :

B.

a.

MSU L o a n s .

b.

NDEA L o a n s .

c.

Michigan Higher Education Assistance Loans.

d.

National Student Loan programs.

e.

Other loans administered through MSU.

Advise students with respect to financial matters
and sources of assistance.

III.

Withdrawals
Interview male students withdrawing from MSU.

IV.

Committees and Regular Meetings
A.

Student Loan Committee.

B.

Mid-West Financial Aid Officers.

C.

Regional Meeting of College Scholarship Service.

311
V.

VI.

Organizations
A.

Frosh-Soph Council.

B.

Religious Advisors.

Community Relations
Interview students who have bad debts and bad checks
in community.

Recommend appropriate action to Associate

Dean if needed.
VII.

University Relations
A.

Coordinate financial aid program with other
University agencies.

B.

Coordinate bad debts and checks with University
Business Office.

VIII.

Publications
Publish materials for staff,

faculty,

students, parents

and other interested people concerning financial aids
available at M S U •
IX.

Budget and Annual Report
A.

Administer budget for Division of Financial Aids.

B.

Submit an annual report to the Assistant Dean.

C.

Compile and record information for reports to
the U. S. Department of Health, Education and
Welfare, and such other reports as are required
by the University.

General Administrative Responsibilities
The Director has the responsibility for the general
over-all operation of the Division of Financial Aids.
The Director is to assist the Dean, Associate Dean and
Assistant Dean in the development of policy regarding
the administration of financial aids at MSU.

DIVISION OF STUDENT ACTIVITIES
OFFICE OF STUDENT AFFAIRS
Assistant Director

(Half-Time)

Primary responsibility:
Student organizations,
projects
I.

activities, and special

Organizations
A.

Co-advisor to AWS - Executive and Legislative
Branches.

B.
II.

a.

"Who's Who and What's What".

b.

Activities Carnival.

c.

Blood Drive.

d.

Lantern N i g h t .

e.

Other projects.

Student Judiciary.

Publications
A.

Assist Director and Assistant Dean in publishing
AWS Handbook .

B.
III.

Assist Director with Publication and Sparta Guide .

Leadership and Communication
A.

Assist Director in Leadership Training programs
and Pre-School Workshops.

B.

Liaison with Division of Residence Hall Student
Services.

313

314

IV.

V.

Committees and Regular Meetings
A.

Religious Advisors Meetings.

B.

Associate Dean's Meetings.

C.

Division Meetings.

D.

Student Faculty Social Committee.

Community Relations
A.

Handle correspondence and make arrangements when
appropriate for such groups as:

VI.

a.

Mademoiselle - Fashion and Fiction Contests.

b.

Harvard-Radcliffe - Interview of Seniors.

c.

Retail Organizations - Fashion Boards.

General Administrative Responsibilities
Assist the Director in the many special projects in
the area of organizations and activities and provide
leadership for women in activities.

REORGANIZED DEAN OF STUDENT OFFICE
APPROVED APRIL 1970

315

MICHIGAN STATE UNIVERSITY - East Lansing, Michigan 48823

Vice President for Student Affairs - Student Services Building

July 24, 1969

Dr. Walter Adams
Acting President
Michigan State University
Dear D r . A d a m s :
Attached are organization charts which show the re­
organization I am proposing for the office of Vice President
for Student Affairs.
This proposal is based upon a very careful and lengthy
study of our functions and responsibilities and is intended
to be as responsive as possible to the changes in the
University— both those recently made and those we can
predict.
I feel some divisions should still report directly to
me because of the distinct nature of the service they provide.
These include the Health Center, the Counseling Center, Intra­
mural Sports and Recreation, Financial Aids, and the Volunteer
Programs.
The other responsibilities of this office will
report through a Dean of Students.
The proposed organization of the Dean of Students Office
is based upon staff studies which involved all the central
staff of the present divisions.
Basically, the new organi­
zation which is proposed seeks to satisfy several needs.
The more important of these are as follows:
1.
Increased communication, not only within the staff,
but with other components of the University as well.
The
proposed advisory committee to the Associate Deans should
be most helpful in this matter.
2.
Centralized advisement to the major governing
groups and AS M S U . This now has been needed for some time
so that better coordination for these governing groups can
be expected.
316

317
Page 2
Dr. Walter Adams
July 24, 1969

3.
Increased flexibility with the newly proposed
organization will be much easier to more quickly assign
staff to areas of stress.
It will also be much easier to
move personnel around within the organization itself.
4.
Centralized staff recruitment, selection and train­
ing. With the large turnover in residence hall staff each
year considerable time is needed and effort expended in
staff recruitment and selection.
After staff are selected
and placed it is extremely important that a centralized
office carry on an on-going training program to assist them
in fulfilling their responsibilities.
This program applies
not only to new staff, but must be tied in with other staff
training as well.
Sixty to eighty new staff are recruited
each year in all areas.
5.
Centralized advisement and training in the area of
judiciaries.
The judicial system at Michigan State Univer­
sity starts at the small group level, builds upon larger
groups and culminates with the Student-Faculty Judiciary.
There needs to be a common theme throughout the entire
system.
By centralizing advisement and training this can
be accomplished.
6.
Increased esprit de corps. The staff are excited
about the advantages they feel will accrue from the new
organization.
They are particularly enthusiastic about
what they feel will be increased communication and increased
flexibility.
Many organizational structures could be proposed to
meet some of the needs mentioned above.
Many were considered
The one which is attached, however, seems to be the one best
suited to the needs of Michigan State University at this time
Sincerely,

Milton B. Dickerson
Vice President for Student Affairs
Enclosure
MBD:lw

318
VICE PRESIDENT FOR STUDENT AFFAIRS - Milton B. Dickerson
Milton B. Dickerson,

Vice President for Student Affairs

Merrill R. Pierson, Assistant to the Vice President
and Coordinator of Draft Deferments
A.

B.

Dean of Students - Eldon R. Nonnamaker
Betty DelDin, Assistant to the
Dean of Students
1.

Laurine E. Fitzgerald, Associate Dean and
Director of Graduate Education and Research
Thomas Zarle, Assistant Director

2.

Louis F. Hekhuis, Associate Dean and Director
of University Governance
Delores Bender, Assistant Director
Don E. Coleman, Assistant Director
Lana Dart, Assistant Director
Mary Luginsland, Assistant Director
Mabel F. Petersen, Assistant Director
Edwin Reuling, Assistant Director

3.

Robert R. Fedore, Associate Dean and Director
of Staff Selection and Training
Kay White, Assistant Director

4.

Ruth Renaud, Associate Dean and Director of
Judicial Systems
Joy Tubaugh, Assistant Director
Randolph Webster, Assistant Director

5.

Living Area Directors
Bernard Abbott, East Campus
William Barr, Red Cedar
Beverly Belson, Brody
Gary North, South Campus
Edwin Reuling, Off-Campus
William Thomas, Cedar Woods
_______________ , West Circle

Volunteer Programs - James Tanck, Director
leave)
John Cauley,
Assistant Director

(on

Financial Aids - Henry Dykema Director
Ronald Roderick, Associate Director
Richard S. Allen, Assistant Director
William Peterson, Assistant Director
Robert S. Piersma, Assistant Director
Thomas A. Scarlett, Assistant Director
L. Michael Smith, Assistant Director
Counseling Center - Rowland Pierson, Director
Ross Matteson, Assistant Director General
Administration
Bill L. Kell, Assistant Director Training
Norman Abeles, Assistant Director Counseling
Services
William Mueller, Assistant Director Research
Gwendolyn Norrell, Assistant Director Testing
(on leave)
John R. Powell, Assistant Director Extra Center
Programs
_________, Coordinator, Brody Hall Office
Beatrice F. Moore, Coordinator, Wonders Hall Office
Cecil L. Williams, Co-Coordinator, Fee Hall Office
Samuel L. Plyler, Co-Coordinator, Fee Hall Office
Gerhard D. Linz, Coordinator, Olin Health Center
Office
Olin Health Center - James S. Feurig, M.D., Director
James Cooke, Hospital
Administrator
Intramural Sports and Recreation Services
Clarence L. Munn, Athletic Director
Harris F. Beeman, Intramural Director

320
Vice President for
Student Affairs
—

Assistant to the VPSA

Budget
Draft
Deferments

!--Health Center

Counseling Center

Intramurals

Area Directors

1
Volunteer
Programs

Associate Deans

Brody

East
Campus

Cedar Woods-

Financial
Aids

Dean of Students

— University Governance
ASMSU
IFC--PHC
WIC--MHA
USAC
Organizations
Student Publications
Education 415
Assistant Deans
COGS

Red Cedar •

W. Circle

Assistant to the Dean
of Students

S. Campus -

— Staff Selection and
Training
Staff Recruitment
Staff Selection
Staff Training
In-Service Education
Staff Information
Personnel

Off-Campus
-Graduate Educational Prog.
& Research
Education 984
Education 882
Education 884
Research
Staff Publications
College of Education
Non-Adjudicated Withdrawals
-Judicial Systems
Student-Faculty Judiciary
Judiciary Training
Administrative Action
Records
Withdrawals

Chart I

Associate Dean
University Governance

ASMSU
Pan-Hellenic
Interfraternity Council
-Men's Halls Association
■Women's Inter-residence
Council

Area D ireetp rs.
Organizations

Management

Student Publications
and Communications

Staff Advisory
Committee
Area Director
Area Director

Religious Advisors
Staff Selection
Special Programs
Graduate Programs
University Committee
Student Affairs
COGS

Judicial Systems
Student(3)

Assistant Deans

Res. Hall Mgt.

Education 415

Vol. Programs

Student Leadership Trng.

Chart II

322
Associate Dean
Staff Selection and Training

Staff Selection and Recruitment^

Dean
(Central)

Coordinate Staff Training (All)
Area Directors
(Residence)

Staff Benefits and Information
(AH)

Staff Advisory
Committee

Personnel Records
Residence Hall Staff
House Staff

Area Director

In-Service Education (All)

Graduate Programs

IFC-PHC
Advisors
(Residence)

Area Director

University
Governance
Judicial Systems
Res. Hall Mgt.

Chart III

323
Associate Dean for Graduate
Educational Programs
and Research
Education 882
College of E d u c a t i o n / ^

Education 884

Area D i r e c t o r s < ^

Education 984

Other Offices

Staff Advisory
v Committee

^ Departmental Staff Meetings
Area Director

Health Center
Non-Adjudicated Withdrawals
Counseling C e n t e r / ^
Area Director^/^
Staff Publications
t
Colleges
(Newsletters)
/
Special Assignments/
Research
Library

/
^

Area Director
Staff Selection
Univ. Governance
Judicial Systems
College of
Education
Grad. Student

Chart IV

324
Associate Dean
Judicial Systems

Area Directors —
Univ. Governance

Judiciary Training
Administrative Action
,11-University Student Judiciary

All Staff
Student-Faculty Judiciary
College Judicial Bodies
Personnel
Student Records

Staff Advisory
Committee
Area Director
Area Director
Univ. Governance
Staff Selection
Graduate Programs
Student

Chart V

APPENDIX D
STUDENT GROUP REGULATIONS

University Residence Hall Alcohol Policy
General Policy

(Student Group Regulation)

Any residence hall may elect to permit the use of
alcoholic beverages within the hall.
Each residence
hall which permits the use of alcoholic beverages
shall submit to the Dean of Students a policy which will
show the process used to control the use of alcohol and
the process of referral and judicial action taken in
the event of violations of the policy.
This policy must
be approved by the head adviser and manager of the
residence hall and shall include the following three
provisions:
a.

b.

c.

The possession and consumption of alcoholic
beverages within the residence hall shall be
restricted to those persons 21 years of age or
older.*
The primary responsibility for the proper use of
alcoholic beverages shall not rest with resident
assistants, but shall be the responsibility of
all those living in the hall.
Each hall shall include within its alcohol policy
a roommate bill of rights.
- Men's Hall Association
- Women's Inter-Residence Council
- Associated Students of Michigan State
University
- University Student Affairs Committee
- Vice President for Student Affairs
- April 24, 1970
Policy Implementation and Interpretation
(Administrative Ruling)

a.

Each hall must determine whether it shall elect to
permit the use of alcoholic beverages within its hall,
according to state law. A cover letter attached to the
hall policy, should delineate the method utilized by
the hall governing body in determining the finalized
hall policy related to alcoholic beverages.

*Any revision in this policy statement due to the change in
the legal age of majority will be announced after January 1,
1972, the date of effect of the lowering of the age of
majority to 18 years of age.
325

Each hall governing body shall make available to each
resident copies of the state laws, MSU Ordinance 22.00,
University Residence Hall Alcohol Policy and hall
policy as they relate to alcohol.
This is in accordance
with the Academic Freedom Report which specifies that
all regulations shall be made accessible to students.
Any hall policy, relating to alcohol, should incorpor­
ate statements from the MSU Ordinance and University
Residence Hall Alcohol Policy as they specifically
relate to residence halls.
The hall policy should provide evidence that the govern­
ing body and residents have given serious consideration
to the statement... "the proper use of alcoholic bever­
ages shall...be the responsibility of all those living
in the hall."
Evidence of such consideration should
be reflected in the section of the hall policy which
defines the process used to control the use of alcohol.
Violations of the hall policy, encompassing statements
from MSU Ordinance 22.00 and the University Residence
Hall Alcohol Policy, shall be referred in the manner
defined by the Academic Freedom Report. Any individual
retains his right to report violations of state laws
directly to legal authorities.
All policies should
contain a reference to this individual right as well
as a reference to the proper judicial channels within
the living unit.
The hall policy shall make reference to designated hall
areas where alcohol may be consumed.
The definition
of "rooms, suites, and apartments" may be expanded to
mean the house living area.
The house living area
shall not include any areas used in common with other
residents of the hall.
Additional hall areas may be
designated only under the provisions of Ordinance 22.05.
A roommate bill of rights that will address itself to
problems resulting from the excessive or abusive use of
alcoholic beverages has been specified as a necessary
portion of the hall policy.
Ordinance 22.05 refers to the use of alcoholic beverages
at student social functions.
The hall policy should
reflect consideration of the following points:

327
(1)

Evidence that the hall has an internal method
of social registration.

(2)

Specific reference to the method the hall and/or
house intends to utilize to assure the fact that
alcoholic beverages served at a social function
will be provided only to those individuals eligible
under state law.

(3)

Alcoholic beverages may not be sold.
State
Statutes which apply to sale are in Section 2.e
and 2.f , page 3 3.

(4)

A hall policy shall specify designated areas in
which social events, involving the consumption
of alcohol, may be scheduled.
Acceptance of a hall policy, by all parties
specified, does not give a house and/or hall
approval to plan and execute such a social event
without prior approval from the Vice President for
Student Affairs for each individual event.
Consid­
eration for approval for individual social events
will be given when the request to hold the event
has been forwarded to the head adviser, area
director and Vice President for Student Affairs.
Individual residence halls will be eligible to
implement hall policies when the appropriate
policy has been approved by the unit manager
and head adviser and has been placed on file
in the Office of the Dean of Students via
the area director.

- Vice President for Student
Affairs
- April 29, 1970

CLOSING HOURS IN UNIVERSITY RESIDENCES
(Student Group Regulation)
1.

University Closing Hours
a.

Women's residence halls, sororities, and super­
vised off campus housing will be closed by the
following hours:
Sunday-Thursday:
Friday-Saturday:

2.

12 midnight-6 a.m.
1 a.m.-6 a.m.

Signing Out and Signing In
a.

Registration Week
Every coed is required to sign in, in person, when
she arrives at her residence hall during registra­
tion week.

b.

Beyond the Greater Lansing Area
Anytime a coed plans to leave the Greater Lansing
Area (this area is defined as including those
locations designated by the Lansing Area Telephone
Directory) she is encouraged to sign out.

c.

Overnight Absence
(1)

Although coeds are not required to sign out for
overnight absences, it is recommended that they
do so, especially for an absence of more than
24 hours.

(2)

A coed can stay as a guest in another Michigan
State University residence provided that guest
provisions (see Social Regulations, pages 71-73)
have been made in accordance with the current
University regulations.
- Women's Inter-Residence Council
- Associated Students of Michigan State
University
- University Student Affairs Committee
- Vice President for Student Affairs
- April 27, 1970
328

SOCIAL REGULATIONS

(Student Group Regulation)

Individuals
a.

Guests in Women's Residences
Allowing guests in women's residence halls and sorority
chapter houses between the closing hour (see page 42
for information regarding closing hours) and the offic­
ial opening provides an opportunity for coeds to
experience a more equitable living situation without
jeopardizing hall or house security.
However, with
this policy comes added responsibility.
The responsi­
bility of maintaining personal conduct in a manner
which is in accordance with the policies and ordinances
of Michigan State University falls to the individual
residents of the hall or sorority house.
An added
responsibility falls to those electing to have guests.
They must act with consideration and respect in regard
to roommates and other concerned parties.
It also is
not the intent of this policy to condone premarital
sexual intercourse or cohabitation.
Violations of
these responsibilities shall be subject to judicial
action, and repeated and consistent disregard and mis­
use of this policy may be grounds for this policy's
review and possible amendment.
Policy Implementation and Rules

(1)

Procedures and policies for the establishment of a
guest policy in women's residence halls between the
official closing and opening hours shall be agreed
upon by the governing council, head adviser, and
manager.
These procedures shall be set, and on file,
for the residence halls in the Office of Residence
Hall Programs, the Office of Residence Hall Management,
and with the Residence Halls Association.

(2)

Procedures and policies for the establishment of a
guest policy in sorority chapter houses between the
official closing and opening hours shall be agreed
upon by the chapter members, their alumnae adviser,
Panhellenic Council and the Panhellenic Council
adviser.
These procedures shall be set, and on file,
for the chapter houses in the Division of Student
Activities and the Office of Panhellenic Council.
329

330
(3)

Guests must have a specific escort between the
official closing and opening hours.

(4)

A proposed guest policy shall be initiated by the
governing council of an individual living unit
consistent with the established procedures for policy
making.
It is recommended that the living unit govern­
ing councils investigate and establish procedures and
policies for the protection of roommate privacy.

(5)

The governing council shall be responsible for comply­
ing with the closing hours regulation.
- Panhellenic Council
- Women's Inter-Residence Council
- Associated Students of Michigan
State University
- University Student Affairs
Committee
- Vice President for Student Affairs
- April 27, 1970

b.

Open House Policy
An open house is an event by which a living unit can
create a more desirable living experience for the resi­
dents, and greater interpersonal relationships can be
developed among students of both sexes.
It is for these
reasons that this policy exists; but with its existence,
so must there exist an acceptance of responsibility on
the part of the students.
The responsibility of this
policy rests upon the individual who must maintain the
element of academic privacy in the living areas, main­
tain his conduct in a manner which is in consideration
of roommates or other concerned parties, and act in
accordance with all policies and ordinances of Michigan
State University.
Further, it is not the intent of this
policy to condone premarital sexual intercourse or
cohabitation.
Violations of these responsibilities shall
be subject to judicial action, and repeated and consistent
disregard and misuse of this policy may be grounds for
this policy's review and possible amendment.

331
Policy Implementation and Rules
(1)

Procedures and policies for open houses shall be
agreed upon for the residence halls by the governing
council, head adviser, and manager, and for all others
by the governing council, adviser and the advisers in
the Division of Student Activities.
These procedures
shall be set, and on file, for the residence halls in
the Office of Residence Hall Programs, and the Office
of Residence Hall Management, and the respective
governing body.
All others shall be on file with
the respective governing body and the Division of
Student Activities.

(2)

A proposed open house shall be initiated and planned
by the governing council of an individual living unit
consistent with the established procedures.
It is
recommended that living unit governing councils
investigate and adopt procedures and policies for
protection of roommates' privacy, and for escorting
of guests to rooms.

(3)

The governing council shall be responsible for comply­
ing with all social regulations of the major governing
groups.
- Associated Students of Michigan
State University
- University Student Affairs
Committee
- Vice President for Student Affairs
- November 1969

c.

Visiting Hours
*11)

Designated public areas of residence halls,
sororities, and fraternities are open to both
sexes at any time provided:
(a)

The areas designated shall be agreed upon
by the student governing group, management,
and the adviser.

332
(b)

An individual living unit may set time
limits if it desires.

(c)

The student governing body shall assume
reasonable responsibility for behavior of
students in these areas.
- Panhellenic Council
- Women's Inter-Residence Council
- Associated Students of Michigan
State University
- University Student Affairs
Committee
- Vice President for Student Affairs
- April 21, 1970

APPENDIX E
GRADUATE PROGRAM IN COLLEGE
PERSONNEL WORK AS ESTABLISHED IN 1964

MASTER OF ARTS PROGRAM IN
COLLEGE PERSONNEL WORK
I.

Introduction

The Master of Arts program in College Personnel Work
gives considerable emphasis to the "Work-Study" concept of
professional training.
It has been designed to serve two
purposes:
The first purpose is to provide a program for
students whose educational aspirations are terminal with
the Master's Degree.
These students enroll with the voca­
tional goal of working in student activities, housing
programs, student unions, placement, and other student
personnel services.
Typically they will serve in the
capacity of assistant director or assistant dean, but with
added experience they would not necessarily be limited to
these levels, particularly in a smaller college.
The second purpose of this program is to provide
students aspiring for the doctorate with a sound basis
upon which to build a more broadly defined program of
administration in higher education with emphasis on College
Personnel Work.
Ultimate goals would include such positions
as Vice-President for Student Affairs, Dean of Students,
Dean of Men or Women, Graduate instruction in College
Personnel Work, or other work requiring the Doctor's Degree.
The program is designed principally as a "Work-Study"
experience where academic course work is correlated closely
with internship experiences.
II.

Admission to the Program
A.

Have earned a grade-point average which meets
admission standards in the other programs of
the Department.

B.

Submit evidence of previous experience or of
participation in relevant activities or programs
which indicate the person's interest in students
and student affairs activities (e.g., residence
hall assistant, participant and leader in under­
graduate student activities, etc.).

C.

(Desirable but not mandatory)
Letter of recommen­
dation from an individual in a position to know the
333

candidate and his potentialities for student
personnel work.
III.

Course Requirements and Experiences

Total credit requirements will vary between 50 and 60
term hours, depending upon the background, preparation, and
needs of the candidate.
Considerable flexibility in program
planning is provided; thus each individual's program must
be planned with his adviser.
A.

Core Courses Required

Credits

ED 882 - F,W,S Seminar in college
personnel work
9
ED 884 - F,W,S Practicum and Field
Work
6
These will be integrated as
a five-credit block each term.
Staff members of the Dean of
Students Office will be involved
in supervision and instruction.
ED 816B - Procedures for Individual Analysis 3
ED 816D - Procedures in Counseling
3
ED 867
- Methods of Educational Research
3
24
B.

Additional Courses in Guidance and Counseling
recommended for consideration as appropriate:
ED 816C
ED 816A
ED 883

C.

- Group Procedures in Guidance
- Occupational, Educational, Social
Information
- Readings and Independent Study

Related Education Courses
1.

Required
ED 804B - Higher Education in the U.S.
ED 865 - Tests and Measurements

3
_3
6

335
2.

Electives suggested for consideration will
include such courses a s :
ED 811A - Conditions of Learning
ED 800 - Crucial Issues in Education
ED 828E - Instruction in Higher Education

D.

Cognate Areas
A minimum of 12 term hours of course work must be
taken outside the College of Education.
They may
be taken in more than one department so long as
the block of work has some inter-relationship.
Courses from among the following are typically
suggested, although the student need not be
limited either by the courses or areas suggested
if there are others which would be more appropriate
to his situation.
PSY
PSY
PSY
PSY
PSY

348
425
335
336
427

-

SW
SW

428
438

—

SOC
SOC
SOC
SOC
SOC
SOC
SOC

429
432
430
433
448
471
472

Urban Community
- Normal and Delinquent Behavior of Youth
Sociology of Occupations
- Minority Peoples
- Small Group Interaction
- Modern American Society
Culture and Personality

-

—

-

-

Adolescent Psychology
Abnormal Psychology
Psychology of Human Relations
Psychology of Social Movements
Personality Theories
Marriage and Family Relations
Social and Emotional Development

DOCTORAL PROGRAM FOR
STUDENT PERSONNEL WORK IN HIGHER EDUCATION
I.

Introduction

This program of study is designed for the professional
preparation of students who plan to enter the field of
College or University Administration with the intent of
functioning in the capacity of Vice-President for Student
Affairs, Dean of Students, Dean of Men or Women, College
Instruction in College Personnel Work, or other positions
requiring the Doctor's Degree with emphasis on student
personnel work.
II.

III.

Admission to the Program
A.

Admission requirements established for the College
of Education will apply.

B.

Assumes a Master's Degree in an appropriate field
or completion of sufficient master's level courses
in college personnel work to include the background
requirements for that level.

C.

Assumes some previous professional work experience
which gives evidence of the appropriateness of this
program for the individual.

D.

Current procedures for considering admissions will
apply; in addition, however, the reviewing committee
will include at least one member of the staff from
the Student Affairs Office who has been designated
as part of the professional staff for the program.

Ancillary Requirements
This program will have the same ancillary requirements
as other doctoral programs in the College of Education.

IV.

Course Requirements and Experiences
Total credit requirements will vary between 50 and 70
term hours, exclusive of thesis and ancillary require­
ments, depending upon the background, preparation, and
needs of the candidate.

336

337
A.

Core Area
1.

A continuous seminar extending for 4 terms,
will focus on the following aspects of student
personnel services—
Regulation of Student Conduct
Legal Implications
Financial - Budgetary
Student Activities
Housing and Food Services
Special Services (Counseling, Orientation,
etc.)

2.

Established Courses in Higher Education
sequence—
Administration
Instruction
Evaluation
Higher Education in the United States
Other courses of similar nature

B.

Cognate Fields
A series of courses may be selected, with advice
of the Committee, from the fields of Sociology,
Psychology, Business (Personnel and Production
Management, etc.), Social Work (in limited, but
special cases), and other areas in which the
candidate may make a justifiable request.

C.

Practicum-Internship in the Dean of Students Office
This phase may extend from one year to four years,
but credit will be limited to nine term hours.
It
will provide for a rotation of experiences in var­
ious student personnel functions, depending upon
the previous experience and future goals of the
individual.

D.

General Professional Field of Education
Appropriate courses will be selected from the
College of Education to prepare the candidate
for the comprehensive examinations over the field

338
of professional education.
As part of this
sequence it is recommended that at least one
course in Statistics and one course in learning
principles and theory be included.
E.

Thesis
To be comparable in quality to thesis in other
fields of Education.
Type, design, etc . , to be
determined by the advisory or guidance committee.

The doctoral program should provide considerable lati­
tude in the selection of courses, with the exception of
those courses included in the core area.
Insofar as
possible, each student's program should be tailored to
meet his individual needs and future vocational aspirations.

APPENDIX F
THE ASSOCIATE DEAN OF STUDENTS' CHARGE TO STAFF
CONCERNING REASSESSMENT OF THE DEAN OF STUDENT'S OFFICE

May 23, 1969
MEMORANDUM
TO:

Staff

FROM:

E. R. Nonnamaker

SUBJECT:

Five Questions

Our current organizational structure was established in 1963.
Since that time many changes have taken place at Michigan
State University.
In many ways our staff have initiated
and contributed to that change; in other ways they have
adapted to it.
I think it is time, however, that as a
staff we objectively and realistically reassess our struc­
ture, role and purpose.
There are many questions that need
to be answered.
The more important of these, it would seem
to me, are as follows:
I.

What, within the context that is Michigan State
University, are our objectives?....

This question is perhaps not so difficult to answer in the
area of Financial Aids, but it is of prime importance in the
area of residence halls, student activities, and student and
staff participation in University government.
We need to
make some decisions, for example, with respect to:
a.

What is important— what are our priorities?

b.

Given our budget and number of personnel, what
can we realistically do?

c.

Equally important, what are we now doing that
we need not do?

We must, as a staff, reach some common agreement on our
objectives.
These objectives must be realistic in terms
of educational purpose, staff strength, and financial
resources.
Further, they must be ordered in terms of their
priority.

339

340
II.

How, within the context that is Michigan State
University, do we as a staff contribute to policy
formulation?....

This question, of course, relates to the first question
above but is, I believe, important enough to be listed
separately.
We need to decide how, where, and when we are
to be involved in policy formulation.
For example:

III.

a.

How do we relate to policy formulation in
the residential college, or in other
academic areas, if at all?

b.

How do we related to policy formulation in
residence hall management, if at all?

c.

What is our role in policy formulation in
the area of student affairs? How do we
relate to the University Student Affairs
Committee; to ASMSU?

d.

Do better models for policy formulation exist
than are currently in operation?
If so, what
are they?

Although closely related to I., above, there is
the question of our role in the formal educational
structure.

It seems to me we need to evaluate rather carefully the role
and function we, as a student personnel staff play, and
should play, in graduate and undergraduate instruction.
For example:
a.

How much time and effort should we put into
graduate education?

b.

How much time and effort should we put into
undergraduate education? What about indepen­
dent study and student leadership training?
Who and h o w many students should be selected?
What should the course content be?

If the above kinds of education are one of our objectives,
then careful attention must be given to the above questions.

IV.

341
How do we convey whatever objectives we have to
our residence staff; to the rest of the academic
community?

With such a large residence staff as we have it has become
increasingly important that the generalized objectives
articulated by this staff be communicated to them.
Equally
important is the communication of these objectives to other
segments of the University community.
For example:
a.

What should be the content of in-service
education for head advisors; graduate advisors;
resident assistants?

b.

How is this in-service education best
accomplished?

c.

How do we communicate with the rest of the
University community?

The objectives we seek to attain can never be accomplished
by the central staff alone— it is only through the efforts
of the entire staff that such objectives can be articulated.
V.

In view of the above, how can we best utilize our
staff in response to the answers to these questions

APPENDIX G
A CHRONOLOGY OF ORGANIZATIONS, DEPARTMENTS AND POSITIONS
WHICH HAD RELEVANCE TO STUDENT PERSONNEL ADMINISTRATION

1.

The first organization for student government,
Government-1875.

Students'

2.

Discontinuance of student .government-1896.

3.

Women's Department established-1896.

4.

First Dean of Women-1898.

5.

"The Student Council" re-established-1908.

6.

Establishment of the First Women's Student Council-1916.

7.

First administrator to assume the role of a Dean of
Students-1925.

8.

Office of the Dean of Men established-1935.

9.

First Student Government to include both Men and Women1940.

10.

Office of the Registrar placed under the jurisdiction of
the Dean of Students-1944 (originally established in 1910).
Removed from the jurisdiction of the Dean of Students
Office and re-assigned to the Office of Vice President
for Academic Affairs in 1956-1957.

11.

Office of Counseling and Testing Service established in
1944 under the jurisdiction of the Office of the Dean
of Students (organized Counseling evolved from a program
established by the Faculty in 1894).
Removed from the
jurisdiction of the Dean of Students Office and placed
under the jurisdiction of the Vice President for Student
Affairs in 1964-1965.

12.

Placement Service placed under jurisdiction of the Office
of the Dean of Students in 1944 (originally established
in 1943).
Re-assigned to the President's Office in
1948-1949; in 1950-1951 again placed under the Dean of
Students Office; in 1964-1965 removed from the jurisdic­
tion of the Dean of Students Office and re-assigned to
the Office of the Vice President for Special Projects.

13.

The Offices for Dormitory Management established in 1944
under the jurisdiction of the Office of the Dean of
Students.
Removed from the jurisdiction of the Dean of
Students Office and re-assigned to the Secretary's Office
in 1946-1947.
342

343
14.

Office of School Cooperation established in 1949 under
the jurisdiction of the Office of the Dean of Students.
Functions removed from the jurisdiction of the Dean of
Students Office and re-assigned in 1959-1960 to
Admissions and Scholarships Office under the jurisdic­
tion of the Office of the President.

15.

Servicemen's Institute established under the jurisdic­
tion of the Office of the Dean of Students in 1944.
Functions were incorporated in the Counselor for
Men's Responsibilities in 1945-1946.

16.

General College Division placed under the jurisdiction
of the Office of the Dean of Students in 1944 (orig­
inally established in 1942) and discontinued on July 1,
1945.

17.

Lecture Concert Series placed under the jurisdiction
of the Office of the Dean of Students in 1944 (evolved
from a Faculty Committee appointed in 1899).
Removed
from the jurisdiction of the Dean of Students Office
and re-assigned to the Office of the President in
1950-1951.

18.

Summer School Office placed under the Office of the
Dean of Students in 1944 (coordination of Summer School
Activities was established in 1889).
Removed from the
jurisdiction of the Dean of Students Office and re­
assigned to the Office of the President in 1950-1951.

19.

Housing Assignments established in 1946-1947 and placed
under the jurisdiction of the Office of the Dean of
Students.
Functions removed from the jurisdiction of
the Dean of Students Office and re-assigned in 19631964 to Dormitory and Food Services under the jurisdic­
tion of the Office of the Vice President for Business
and Finance.

20.

Draft Deferment Office established under the Dean of
Students Office in 1950-1951 and continues to date,
presently titled Draft Counseling.

21.

Office of Foreign Student Adviser established in 19521953 under the Office of the Dean of Students.
Functions
removed from the jurisdiction of the Dean of Students
Office and re-assigned in 1961-1962 to International
Programs under the jurisdiction of the Office of the
President.

344
22.

Health Service placed under the jurisdiction of the
Office of the Dean of Students in 1951-1952 (originally
established in 1893).
Removed from the jurisdiction of
Dean of Students Office and placed under the jurisdic­
tion of the Vice President for Student Affairs in 19641965.

23.

Alumni Relations placed under the jurisdiction of the
Office of the Dean of Students in 1951-1952 (established
in 1868).
Removed from the jurisdiction of the Dean of
Students Office and re-assigned to the Secretary's Office
in 1961-1962.

24.

International Center placed under the jurisdiction of
the Office of the Dean of Students in 1951-1952 (Inter­
national Center established in 1944).
The International
Center removed from the jurisdiction of the Dean of
Students Office and was re-assigned in 1961-1962 to
International Programs under the jurisdiction of the
Office of the President.

25.

Establishment of a viable, three-branch student govern­
ment, All-College Student Government, in 1951.

26.

Religious Advisers placed under the Office of the Dean
of Students in 1958-1959.
Religious Advisers as a
designated entity under the Dean of Students Office
was discontinued in 1959-1960 but the Advisers were
still serviced by the Dean of Students Office.

27.

Records Division established in 1965-1966 under the juris­
diction of the Dean of Students personnel.
Reclassified
in 1969-1970 as a personnel records office under the
direction of Dean of Students personnel.

28.

Volunteer Programs established in 1967-1968 under the
jurisdiction of Dean of Students personnel.
Removed
from the jurisdiction of the Dean of Students and
placed under the jurisdiction of the Vice President
for Student Affairs in 1970.