WW I l — ____, ____- — _ , —_.—_ — _ ,—d. = # ,______—— p— — fl — —____J i — ’ ”I ,__—_—— — ._.._—_. — :—.— — _—__d ,. “_"-' — ___—_—— ’l— _—’—— — '— ’4 'l mu ! l fll 114 562 __THS A STUDY OF THE CURRENT SPEE.‘H PROGRAMS CF EiEVEN MECHiGAN JUNiOR COLLEGES Thesis for the Degree of M. A. MICHEGAN STATE CC‘LLEGE Cari ”Wéiiiam K3~an§sh 3949 111111111111111111111111 3 1293 01006 3133 This is to certify that the thesis entitled 'A Study of the Current Speech Programs of Eleven Michigan Junior Colleges' presented by Carl ll. Kmish has been accepted towards fulfillment of the requirements for _!n§.n_ degree in M Major professor ....f‘;€‘"’-*-‘V pwflo- '—'£ A STUDY OF THE CURRENT SPEECH PROGRAMS OF ELEVEN MICHIGAN JUNIOR COLLEGES By CARL WILLIAM KRANISH A THESIS Submitted to the School of Graduate Studies of Michigan State College of Agriculture and Applied Science in partial fulfillment of the requirements for the degree of MASTER OF ARTS Department of Speech, Dramatics, and Radio Education 1949 S 6. ACKNOWLEDGEMENTS The author wishes to express his gratitude to Dr. Albert T. Cordray for his invaluable aid and sugges- tions in supervising this study. to Dr. Wilson B. Paul for his help in the final stages, and to Dr. George A. Angeli for valuable suggestions in the initial phases. The author is especially greateful to the admin- istrators and speech teachers of the junior colleges for their cooperation. ’t . T” 1'75 :3 -f“: ‘34 '1)"; TABLE OF CONTENTS CHAPTER PAGE I. INTRODUCTION . . . . . . . . . 1 II. SPEECH CURRICULUM . . . . . . . . 5 Cours es announc ed . . . . . . . 5 Prerequisites . . . . . . . . 7 Courses added since 1958 and planned course additions . . . . . . . 8 Courses discontinued since 1958, also planned future discontinuance . . 8 Speech enrollment . . . . . . . 8 III. DESCRIPTION or EXISTING SPEECH COURSES . 10 Fundamentals courses . . . . . . 10 Public speaking . . . . . . . . 13 Speech for engineers . . . . . . 15 Elementary speech for engineers . . 16 Public speaking for engineers . . 17 Business speech . . . . . . . . 19 Debate . . . . . . . . . . 19 Dramatics . . . . . . . . . . 20 Real 0 O O O O O O O 0 O O O 21 CHAPTER IV. EXTRACURRICULAR ACTIVITIES (AS PARTICI- PATED IN BY THE TEN MICHIGAN JUNIOR COLLEGES AND THEIR STUDENTS) . . . . Activities . . . . . . . . . Participation by schools . . . . Student participation . . . . . Drama . . . . . . . . . . V. TEACHERS. BACKGROUND TRAINING OF STAFF MEMBERS NOW TEACHING SPEECH COURSES . . Formal training . . . . . . . Courses taught by twenty-three Michigan junior college staff members teaching speech in 1948-49 . . . . . . Number of speech courses taught . . Number of sections assigned per year (two semesters) . . . . . . . Speech.activities directed . . . . VI. SUMMARY AND RECOMMENDATIONS . . . . . Recommendations for study . . . . . BIBLIOGMPIH O O O O O O O O 0 iv. PAGE 22 22 22 23 26 30 30 35 54 37 57 39 44 47 TABLE I. II. III. IV. VI. VII. VIII. LIST OF TABLES Number of Speech Courses of Each of Seven Types Announced by the Junior Colleges of Lower Michigan . . . . . . . . . Courses Announced and Taught (by Eleven Michigan Junior Colleges in the Year 1948-49 . . . . . . . . . . . Extracurricular Activities Engaged in by the Junior Colleges of Lower Michigan . . . Reported Student Participation in the Extra- curricular Activities of Eleven Michigan Junior Colleges . . . . . . . . Training of Teachers of Speech . . . . Years of Teaching Experience (General and Speech) Held by the Twenty-three Staff Members Teaching Speech in Eleven Michigan Junior Colleges . . . . . . . . Number of Speech Courses Taught in 1948-49 by the Twenty-three Michigan Junior College Staff Members Now Teaching Speech . . Number of Sections of Speech Per Year of Two Semesters Assigned to Twenty-three Michigan Junior College Staff Members . PAGE 24 25 30 32 55 56 TRBLE IX. The Speech Activities Directed by the Twenty-three Staff Members of Michigan Junior Colleges Now Teaching Speech . vi. PAGE 38 CHAPTER I INTRODUCTION Thirteen Junior colleges are now in active operation in the State of Michigan. They range in age from three years to 114 years. They are variously engaged in preministerial, Ibusiness, semi-professional, pre-professional, college pre- paratory, and teacher training. As a group, they are well described in the following statement by C. S. Marsh in his introduction to the volume “American Universities and Colleges.” "The Junior college movement is a significant and in many respects a unique deveIOpment in American higher education. Junior colleges, offering two years of education in advance of the regular sec- ondary school course, are products aLmost entirely of the twentieth century...and are of a wide variety of types, both publicly and privately supported and controlled. Historically some have developed as upward extensions of the public high school or of the private academy or seminary; others have resulted from the amputation of the Junior and senior years of small four-year colleges... "The fully organized junior college aims to meet the higher educational needs of the community in- which it is located, including preparation for a university, general education for those not going to a university or equivalent institution, speci- alized preparation for particular occupations, and apprOpriate courses of college grade for adults in the community...The Junior college is not designed to supplant but to supplemenf the traditional Ameri- can college and university." ’10. S. Marsh, "American Universities and Colleges," Washington, D. 0.: American Council on Education, 1940. pp 47-49. , 2. The purposes of this study are to describe the present .curricula of Junior colleges in Michigan, to report the cur- ricular trends suggested by comparison of their present and past offerings, and to determine the expectations for future speech curricula as expressed'by Junior college personnel. Procedure: The first step in carrying out the project was writing to the Junior colleges in Michigan for catalogs for the years 1938-39, 1945-46, 1948-49. or the catalogs used many were unavailable from these sources and were lo- cated mainly at Michigan State College. The speech curricula listed in the catalogs was charted for later analysis. A questionnaire was developed for use in interviews with administrators and teachers of speech representing these institutions. Copies of the questionnaire were mailed to the schools in the upper peninsula since it was unfeasible to visit these colleges; however they were not included in the study because the questionnaires were not received in time. Upon the completion of the interviews, the materials were separated for the purpose of analysis and recording under four headings: 1. Speech curriculum, 2. Description of existing speech courses, 3. Extracurricular speech activi- ties (as participated in.by the school and by its students). and 4. Teachers (presenting the background training of staff members new teaching speech courses.) The information regard- ing these areas will be presented in the following chapters. CHAPTER II SPEECH CURRICULUM This chapter presents a comparison of catalog offer- ings of ten Michigan Junior colleges for the years 1938-39 and 1948-49, with additional references to the catalog of- ferings of eight of these schools for the year 1945-46, and to those of the eleventh Junior college studied in 1948-49. The purpose of this comparison is to distinguish in a general way the courses that have been offered for ten years or more from those of more recent adoption. A comparison is also made of the catalog announcements for 1948-49 with the actual course offerings of that year. The courses were classified into seven groups, and titles were assigned to these groups. Table I presents the number of Junior colleges offering these types of courses in the academic years 1938-39, 1945-46 and 1948-49. In the study of the number of speech courses of each of the seven types announced by the Junior colleges of lower Michigan it was Observed that fundamentals and public speak- ing, special speech courses for engineers, argumentation and debate, dramatics and business speech have been offered for ten years or more. Radio courses appeared in 1948-49. In the 1948-49 announcements it was noted that courses in fundamentals, public speaking, elementary speech for NUMBER OF SPEECH COURSES OF EACH OF SEVEN TYPES ANNOUNCED BY THE JUNIOR COLLEGES 0F LOWER MICHIGAN TABLE I 1948-49 Types 1938-39 1945-46 Cougies 10 Schools 8 Schools 11 Schools Fundamentals 7 5 8 Public Speaking 2 2 5 Elementary Speech for Engineers 6 5 7 Public Speaking for Engineers 5 4 5 Argumentation and Debate 3 2 2 Dramatics 1 O 2 Radio 0 O 3 Business Speech 1 2 2 W 5. engineers, dramatics and business speech gained in number, while argumentation and debate lost in number. Over the ten-year period there have been few signifi- cant changes in the curricula studied except for the recent introduction of radio courses, and the increase in public speaking offerings . COURSES ANNOUNCED Table II presents courses announced in 1948-49 cata- logs. O Only fundamentals, public speaking and speech for engineers (the courses less specialised in their appeal and presumably attracting larger numbers) were taught as consist- ently as announced. Argumentation and debate, business speaking, dramatics and radio (courses quite specialized in their appeal) showed inconsistency between announcements and actual offerings. The greatest inconsistency was in argumentation and debate and dramatics; i.e., argumentation and debate: three courses announced, one taught; dramatics: four courses announced, two taught. The total number of courses offered by the eleven schools was forty-five, distributed among seven different areas of speech instruction. TABLE II couasm ANNOUNCED AND TAUGHT (BY ELEVEN MICHIGAN JUNIOR COLLEGES IN THE YEAR 1948-49) _ __;_ Courses Announced Actually in Catalogs Taught Fundamentals l4 14 Public Speaking 9 9 Oral Exposition I for Engineers 7 7 Public Speaking for Engineers 5 5 Argumentation and Debate 3 l Dramatics 4 2 Radio 5 4 Business Speaking 2 1 PREREQUISITES It was of significance that sophomore standing was required for fundamentals and public speaking, while fresh- man standing was sufficient for engineering speech courses. The-latter courses were limited to those students enrolled in an engineering curriculum, It was interesting that one radio course required a course in high school or college speech as a prerequisite, while argumentation and debate and dramatics, which are courses that demand a previous knowledge of and skill in speech.performance for effective accomplishment, require no prerequisites. Certain educational levels of attainment are required for nineteen courses (freshman or sephomore standing.) For courses that are given on the semester'basis, the first semester's work is prerequisite to the second. (Funda- mentals, public speaking and speech courses for engineers). These prerequisites apply to eleven courses of the above types. One course in radio required a beginning course in radio and permission of the instructor. Special qualifica- tions or enrollment in professional curriculum were pre- requisite to nine courses. COURSES ADDED SINCE 1958 AND PLANNED COURSE.ADDITIONS With the exception of courses in radio which appeared in 1948-49, most courses had been included in the curricula for more than ten years. Additions were planned by seven schools. Argumentation and debate, dramatics, and radio were planned by two schools each. Four schools planned to offer business speech or oral English. One school planned a funda- mentals course for terminal education. COURSES DISCONTINUED SINCE 1938, ALSO PLANNED FUTURE DISCONTINUANCE Argumentation and debate, and dramatics were the courses discontinued. Of the two schools discontinuing courses, one dropped argumentation and debate, and one dis- continued dramatics as a course for which credit is given and later offered it as extracurricular study. In general, however, few courses have been removed from the catalogs. There has been temporary suspension of some subjects due to conditions not stated by administrators. No plans to drop present courses were reported. SPEECH ENROLLMENT In 1958-39 the general enrollment in all the Junior colleges studied was 1,997 while the total speech enrollment 9. was 266. In 1945-46 the total general enrollment was 1,819 and the speech enrollment was 418. In 1948-49, general en- rollment increased to 7,678, while the enrollment for speech was 2,000. It may be noted that while general enrollment in- creased four times, speech enrollment increased ten times in the ten-year span. Analysis of the percentage of the total enrollment taking speech showed 11.2+% of students enrolled in speech in 1958-59, and 26% in 1948-49, a 14.8% Increase in ten years. It was noted in computing the difference between the percentage of total enrollment taking speech in 1958-59 and 1948-49 that six schools had an increase in speech enrolls ment, and two had a loss. Of the remaining three schools, two did not come into existence until 1946-47, and one made no complete return of data regarding enrollment. The percentage of gain in speech enrollment ranged from .5% to 19.5+% (three schools had gains above 15.3%.) The percentage of loss ranged from 15.5+% to 20.9+%. CHAPTER III DESCRIPTION OF EXISTING SPEECH COURSES This chapter will present a description of the speech courses being taught in the eleven junior colleges of Michi- gan during the year 1948-49. Reference has been.made in Chapter II to the grouping of these courses into seven classifications. A description of each group of courses was prepared according to this plan: Justification of the title assigned to the group of courses. Titles of existing courses of this type. Representative catalog descriptions of courses of this type. Agreement and variations among courses as described. Credit hours allowed for courses of this type. FUNDAMENTALS COURSES Courses of this type offer training in the fundamental skills of oral expression. The writer believes the title "Fundamentals of Speech" to be currently accepted as designat- ing such introductory training, in which various forms of speech experience may be included. These courses were described in the catalogs as fol- lows: ll. School B. 1. Elements of Speech. In the first semester each member of the class will deliver a minimum of fifteen prepared talks besides participating in extemporaneous exercises, interviews, and reading drills. Attention will be given to voice improvement, stage appearance, and bodily action. Recordings will be made of speeches, and these will be played to the class in order to sub- stantiate the need for certain improvements in expres- sion and voice. First semester. 5 credit hours. 2. Public Speaking. During the course much atten- tion will be given to the careful preparation of speeches. A broad reading program of current periodicals and book references which cover interesting controversial sub- jects will be a required part of the assignments. Group activities including informal conversation, interpretive reading of dialogue, and various kinds of forum discus- sions will be practiced. One long, well-prepared special occasion speech will be required. Second semester. 5 credit hours. 3011001 0 e 109 Speech. This course is required of all College, and Theological students. It deals with the fundamen- tals of speech composition, fundamentals of interpreta- tion, platform speaking and reading, dramatics, and Parliamentary Law. --Three hours. 110 Speech. This course is a continuation of Speech 109.--Three hours. 205 Speech. This course is required of all students qualifying for the Ministerial Diploma, and for the degree of Bachelor of Theology. subjects treated: vocal interpretation of secular literature; vocal in- terpretation of sacred literature; discussion groups; voice recording and radio. Prerequisites: Speech 109 and llO.--Three hours. SOhOOI F. Speech 51. The Elements of Speech. A basic course designed to promote knowledge of, and proficiency in speech. .A consideration of the elementary principles applicable to such activities as private speaking, group discussion, public speaking, oral reading, and debating, 12. with practice and criticism in various types of speech. Students planning to attend the University of Iichigan should not take this course until the second year. Three hours' credit. Speech 52. Continuation of Course 51, which is pre- requisite. Application of principles learned in Course 81, in special situations. Includes also a study of parliamentary law. Three hours' credit. School G. Speech 1. This is a basic course designed to promote knowledge of the elementary principles of speech and to encourage efficiency in the speech habits of those stu- dents who elect the course. Assignments cover work in voice improvement, bodily action, group discussions, and ” short talks. Emphasis is laid on effective communication. Open to sOphomores and to freshmen in engineering and physical education courses. Credit: 5 hours. School H. 51. Fundamentals of Speech. Three hours credit. A basic course designed to promote knowledge of and pro- ficiency in speech. Nature, function, and patterns cf speech, purposes of speech, preparation and delivery, use of body and voice, articulation, enunciation, pro- nunciation, interest, style, listening, speech.personality, delivery of platform speeches. No prerequisites. 52. Fundamentals of Speech. Three hours credit. Conversation, informal discussion, informal forum, panel-forum, symposium-forum, dialogue-forum, lecture- forum, symposiumpforum, persuasive speech, application interview, speeches for special occasions. Prerequisite: Course 51. School I. Speech I. The Elements of Speech. First Semester. Three semester hours credit. Not open to Freshmen. This is a basic course designed to give proficiency in speech. It covers such activities in speech as private speaking, oral reading, acting, public speaking, and debating. (Parallels 8 each 51, Fundamentals of Speech, University of Michigan.) 15. Speech II. The Elanents of Speech. Second Semester. Speech I is prerequisite. Three semester hours credit. This course continues the phases of work begun in Speech I withxincreased emphasis on the practice and application of the principles learned. (Parallels Speech 52, Ele- ments of Speech, University of Michigan). School J. Speech 1. Fundamentals of Speech. This course en- courages the student to construct a carefully organized speech and to present it effectively. Both the extem- poraneous and the prepared speech are analyzed and a ground-work in the theory and practice of speech.psy- chology is established. The material of the course includes the principles of speech, interpretative read- ing, and the practice speech. Open only to sophomores. Three hours. School K. Speech 1. ,A course designed to promote knowledge of and proficiency in speech. A consideration of the ' principles of entertaining, expository, and persuasive speaking. Practice in speaking, oral reading, debating, parliamentary procedure, and correctiVe criticism. Five periods a week. Semester I--l/2 unit. In general all of the courses aimed to develOp in the student the abilitywto get up and talk. However they differ in a wide variety of speech experiences. For example: private speaking, group discussion, public speaking, debating, speech composition, interpretation, dramatics and parliamen- tary law. There are relatively few references to the im- portance of bodily control, voice or articulation. PUBLIC SPEAKING These courses were described in the catalogs as fol- lows:' 14. School A. 21. Fundamentals of Speech. A beginning course in the practical problems of speaking before an audience. This course is designed to provide (1) an introductory course in public speaking for those who expect to con- centrate in the field of speech, and (2) a course for those who decide to develop proficiency in platform speaking. The work in the course will consist of study, criticism and practice in the fundamental forms of speaking. Open to all students except freshmen. Three hours credit. First Semester. 22. Public Speaking. Prerequisite: Speech 21. A course in platform theory and practice, designed to pro- vide instruction in the essentials of effective public speaking. Speech.materials will be studied and various types of short speeches will be prepared and delivered. Three hours credit. Second Semester. School C. 206 Speech. This course is a continuation of Speech 205. Subjects treated: delivery of speeches; speech composition; review of Parliamentary Law. Three hours. School D. 5. Elementary Speech. A beginning course designed to develoP poise and confidence in speaking. The ef- fective preparation and oral presentation of ideas stressed. Two hours credit. ' 51. Fundamentals of Speaking. A course involving the study of the practical problems of composition and delivery of effective speech. Emphasis laid on presen- tation of speeches and Opportunities given for self- analysis and self-criticism. Three hours credit. Pre- requisite: Sophomore standing. School E. I. Fundamentals of Speech. This course is designed to provide an introductory course in public speaking for those who expect to concentrate in the field of speech, and a course for those who desire to develop proficiency in platform speaking. This course is prerequisite to Speech II. Credit may be earned in Speech I with or without Speech II. Open to sophomores. Three hours credit. Both semesters. 15. II. Public Speaking. A course in platform theory and practice, designed to provide instruction in the essentials of effective public speaking. Speech.materi- als will be studied, and various types of short speeches will be prepared and delivered. Prerequisite, Speech I. Three hours credit. Second semester. School G. Speech 2. In this course emphasis is laid on the com- position of speeches. A number of short talks of various types is required. In addition, one longer speech is assigned at the end of the semester. Credit: 5 hours. School J. Speech 2. Elements of Speech. In this course the student becomes familiar with the various types of formal speeches, and the use of the public address system. Basic instruction in the field of radio speaking is also offered. Open only to sophomores. Three hours. ' . The emphasis of these appears to be on the composition and/or delivery of speeches. The types of speeches vary. Host courses are intended for basic platform work; however, one is designed for advanced training in speaking (minis- terial training.) These courses earn three credit hours per semester. SPEECH FOR ENGINEERS This group of courses is so titled to cover the speci- al courses announced in.the catalogs for students training to become engineers, their enrollment usually being restricted to these students.. These courses comprise a beginning and an advanced public speaking course. They will be titled as Elementary Speech for Engineers and Public Speaking for En- gineers. 16. Elementary Speech for Emgineers This group of courses was so titled to cover the be- ginning courses in public speaking which stress practice in speaking as applied to the problems of an engineer. These courses were described in the catalogs as fol- lows: School A. 1. Oral Exposition. A practice course in public speaking which.must be taken with English 1. Written outlines, extempore and impromptu speaking, informal de- bates, and other exercises. Each student presents about ten five-minute speeches during the semester. Two hours of classwork. One hour credit. First Semester. School D. 4. Elementary Speech for Emgineers. A beginning course designed to develop poise and confidence in speak- ing. Special emphasis on preparation and delivery of reports for engineering projects. Two hours credit. School E. I-E. Oral Expression. A course in the study of the problems of organization, illustration and effective presentation in speaking, frequent opportunity for prac- tice and class criticism. Required of freshman engineers. Two hours class work. One hour credit. First semester. School F. 2. Oral Exposition. Practice course in public speak- ing, which.must be taken at the same tune as course 1. Two hours of class work. One hour's credit. Each se- mester. School H. 1E. Oral English for Engineers. First semester. One hour credit. An elementary course designed to im- prove the English and speaking of the engineer. 17. Characteristics of the successful speaker, purposes of speech, preparation, delivery, articulation and enuncia- tion, pronunciation, use of voice and body, delivery of expository speeches. No prerequisite. School I. English IE and IIE. Written and Spoken English. Four hours credit each semester. A course identical in nature with English I and II with an added hour in speech train- ing each week. Primarily for students of Engineering and those who plan to transfer to Michigan State College. School J. Speech le. Oral Exposition. This is a practice course in public speaking which pre-engineering students must elect concurrently with English 1. Written outlines, ex- tempore and impromptu speaking, informal debates, and other oral exercises comprise the work of the course. The class meets one hour per week. One hour. Host courses emphasized practice to develop poise in speaking situations while one had special emphasis on prepa- ration as well as delivery. The hours of credit range from one to four. Public Speaking for Engineers This group of courses was titled "Public Speaking for Engineers" to cover the courses that continue the work begun in the elementary speech courses, and which deal with.prob- lems of organization, illustration and effective presentation in public address. These courses were described in the catalogs as fol- lows: 18. School A. 2. Public Speaking for Engineers. A study of the prdblems of organization, illustration, and effective presentation in public address, affording frequent op- portunity for practice and class criticism. This course is to be taken with English 2E. Two hours credit. Second Semester. School E. II-E. Oral Expression. A continuation of Speech I-E with greater emphasis on the organization of material and the means of effective presentation. One hour credit. Second semester. School F. 4. Public Speaking for Engineers. A study of preh- lems of organization, illustrations, and effective pre. sentation in public address affording frequent opportuni-' ties for practice and class criticism. Two hours' credit. Second semester. ~ School H. 51E. Public Speaking. Two hours credit. A study 7 of the problems of organization, illustration, and effect- ive presentation of public address, interview, conference, discussion, explanation, demonstration, persuasion. School I. English IE and IIE. written and Spoken English. Four hours credit each semester. A course identical in nature with English I and II with an added hour in speech training each week. Primarily for students of Engineer- ing and those who plan to transfer to Michigan State College. >A11 courses in general had the same aims, however one school includes several special forms of speech. 19. BUSINESS SPEECH The one course of this type was titled ”Practical Speech." Since its purpose is to offer training for the practical speaking of business and professional men, the more descriptive title "Business Speech" has been employed. This course is described in the catalog as follows: School A. 25. Practical Speech. Parliamentary law, business speaking, luncheon club talks, radio speeches, etc. Three hours credit. Second Semester. This seems to be a sort of Dale Carnegie course. The instructor refers to this study as his "Course in Babbitt Speeches." DEBATE The one course in this type is aptly titled "Debate." This course is described in the catalog as follows: A. Debate. VA course in speech and debate. The squad chosen from this group represents the college in the Michigan Junior College Debate League. Two hours per week from October to March. One hour credit per year. This course provides training and preparation for participation in inter-school forensic competition and is 'offered by the only school in the study which allows credit for participation in debate. One hour credit is allowed per year. 20. DRAMATICS This group of courses was titled "Dramatics" to cover a general course in play production as well as a more speci- alized course in stagecraft. These courses were described in the catalog as fol- lows: Play Production. This is a basic course to promote knowledge of the elementary principles of play production. Assignments cover make-up studies, techniques of acting, history of the theater, and a study of the elements of successful theater operation. Short scenes are presented in class periods, and one-act plays are produced for con- vocations. Theater parties are a part of the study pro- cedures of contemporary theater. Open to freshmen and sOphomores. Credit: 1 hour. Stagecraft. In this class are designed and executed all of the sets for the Follies; other plays, and musicals that appear in the auditorium throughout the year. It offers a chance for experimentation in scenic design, props, costuming, and lighting. Students with some train- ing as artists, carpenters, or electricians are particu- larly welcome. Compatibility and the ability to take directions are prerequisites for both experienced and inexperienced help. Credit: 1 hour. Both courses were taught in the ammo school, which is the only one in the study to offer credit for dramatics. The emphasis in these courses appears to be placed upon the actual production of plays, and the courses are accompanied by an extensive extracurricular program in dramatics. One semester hour of credit is allowed for each course. 21. RADIO This group of courses is titled "Radio” to cover general courses in radio taught under various course titles. These courses are described in the catalogs as fol- lows: School D. 5. Introduction to Radio Techniques. MicrOphone practice and analysis of the principles of radio speaking and radio drama. Laboratory work in presentation of radio speaking and radio dramas, with possibilities of actual broadcasting over a local station. Three hours credit. Prerequisite: A course in high school or college speech. 7. Radio Speech Workshop. Advanced work in announc- ing and Participation in actual radio programs presented by the junior college. Two hours credit. Prerequisite: Speech 5 and consent of instructor. School H. Radio 1, 2. Two hours credit each semester. A lab- oratory course which trains students in techniques of radio production and broadcasting. Weekly production of scripts over the local station... No prerequisite. Of three schools offering radio as a formal course, only two have actual radio classes. Both produce scripts over local stations; however, only one offers training in announcing and participation in actual programs presented by the school. Two or three semester hours of credit is granted in these courses. CHAPTER IV EXTRACURRICULAR SPEECH ACTIVITIES (AS PARTICIPATED IN BY THE TEN MICHIGAN JUNIOR COLLEGES AND THEIR STUDENTS) The purpose of this chapter is to describe the extra- curricular speech activities of the Michigan junior colleges of the lower peninsula and the approximate number of schools and students participating. ACTIVITIES The activities participated in may be classified as: forensic (discussion groups, declamation and oratory); in- terpretative (reading programs for clubs and civic groups); radio (programs over local stations); dramatic (drama clubs and societies, long, short and special plays); and miscel- laneous projects. The latter included Christmas pagents, variety shows, Speakers' Bureau, entertainment between halves at basketball games, short musicals and skits, church and assembly programs. PARTICIPATION BY SCHOOLS Catalog announcements for 1958-59, 1945-46, and 1948-49 indicate that the number of schools participating in dramatics have doubled (from four to eight schools.) The number of 25. schools engaging in forensics has remained the same. In- terpretative activities have a diminishing record (from two to one school.) Radio does not appear until 1948-49. In general there has been an increase of schools participating in extracurricular activities in the past ten years. Table III shows the activities in which these schools participate. Dramatic activities are sponsored by the greatest number of schools (ten); radio appears to be next in popu- larity (six), with fOrensics next and miscellaneous activi- ties (four) and interpretative reading least frequently en- gaged in. It was noted that ten schools participated in extra- classroom activity. One school had no program. It is of interest that the extracurricular activities are following the trend of the past ten years. STUDENT PARTICIPATION Table IV presents an imperfect picture of student participation because of insufficient data resulting from incomplete responses of persons interviewed. Drama, which is well established and popular, had the most student participants. (215) Of the other well-established activities, interpreta- tion had the lowest reported participation (15). Forensics had a moderate student participation (67). 24. TABLE III EXTRACURRICULAR ACTIVITIES ENGAGED IN BY THE JUNIOR COLLEGES OF LOWER MICHIGAN t J Interpre- Other School Forensics tation Radio Drama Activities Total A X X X 5 B X X 5 C X X X 4 D X X X 4 E IX X 2 F X 1 G X X 5 H X 2 I X l J X X 2 K 0 Total 4 l 6 10 4 25 25. TABLE IV REPORTED STUDENT PARTICIPATION IN THE EXTRACURRICULAR ACTIVITIES OF ELEVEN MICHIGAN JUNIOR COLLEGES Total Number of Students Participatigg School Enroll- ForenéfiIEterpre- Radiofi Drama Others Total ment sics tative A 759 50 50 B 177 l7 15 52 C 215 20 20 D 551 0 E 1,029 60 ' 60 F 1,612 ‘ 10 10 G 1,829 27 15 4O 25 107 H 609 10 20 50 I 597 50 50 J 404 O K 144 0 Total 7,686 67 15 V17 215 25 559 W 26. Radio which is new and, in many colleges, pOpular, had a reported student participation of 17. Other activi- ties had a reported participation of 25. It was noted that the highest and lowest student par- ticipation was reported by the schools having the largest general enrollment. It was interesting that the school with the smallest general enrollment had more students engaging in dramatic activities than a school whose general enrollment was eight times greater. DRAMA The study of the schools and students who share the extraclassroom activities indicated that drama has the high- est percentage of participation.) Without any attempt to critically inspect and evaluate the drama program, it was noted that nine of the eleven Michi- gan junior colleges participated in drama. Four schools sponsored long plays, short plays, and special projects. Two schools sponsored a long and short play per year; one, long play and special project; one, short play and special project; one, special project; two schools had none. Three schools produced one long play each and four gave two each. Two schools produced one short play each, five did two each and one offered three short plays yearly. 27. In special projects the pattern had no variation. Of the eleven schools seven had one project each. These varied from Christmas pageants to skits for assembly programs. It was interesting to note the variety of plays. Some of the productions reported were: Short Plays Challenge of the Cross The Valiant Suppressed Desires Long Plays Seamless Rebe George Washington Slept Here Pride and Prejudice 'You Can't Take It With‘You Smiling Through Our Town Kiss and Tell Cat and Canary Papa Is All Guest In The House Barretts of Wimpole Street Special Projects Christmas pageants Skits Variety show Short musica1s\ College follies Drama club Reported were eleven long ehows, thirteen one-act plays, and seven special projects, making a total of thirty- two productions. The plays "Challenge of the Cross" and "The Seamless Robe" were produced by a school which emphasizes ministerial training. The plays have a religious theme. "The Seamless Robe' was the longest play produced in all the junior colleges and was student directed. These plays, because of the 28. religious theme, would not generally be found in productions for everyday entertainment. "The Barretts of Wimpole Street” and "Guest in the House" are on the civic theater level. This production level may have resulted from the influence of a fine, active com- munity dramatic program. (The junior college director is actively engaged in the community program.) The titles of the remainder suggest production of the high school level. This may result from the fact that many junior colleges share the high school auditorium, that in sane instances high school teachers are directors, and are not influenced by a drama-conscious community. These plays may follow a traditional pattern for productions in the school. Approximately one-half of the schools have their own auditoriums with seating capacities ranging from 55 to 500. The rest used public or privately-owned facilities, usually high school auditoriums; one makes use of a church.assembly room . CHAPTER V TEACHERS BACKGROUND TRAINING OF STAFF MEMBERS Now TEACHING SPEECH COURSES Since the effectiveness of a speech program reflects the training of the faculty, it is important to consider the experience and training of the staff members who are teaching speech in the junior colleges of the lower peninsula of Michigan. FORMAL TRAINING . Table V shows the undergraduate and graduate prepara- tion of these teachers. It may be noted that in no case is there evidence of formal training beyond the Master's Degree. Twelve teachers have studied speech as a major and/or minor in both graduate and undergraduate levels. Presumably these teachers are working in an area of their own choice and are well prepared to do so. This group will be referred to hereafter as Group A. Two teachers studied speech as a major subject, either in graduate or undergraduate work. While not as thoroughly prepared as members of the first group, these teachers have been introduced to the entire field of speech and have shown direct interest in the subject. They will be referred to hereafter as Group B. 50. TABLE V TRAINING OF TEACHERS OF SPEECH Bachelor? 3 M88176!" 8 Degpee Degree Speech Speech Eng- Eng- Unre- No gradu- Major Minor lish lish. lated ate Degree Total Major Minor Major W T --——-4 Speech . ; Iajor § 5 0 f 0 O O l E 6 . ;.__ ,__._-_,_. . . ..-....- -.. . . , { Speech : ; Rinor 1 1 6 : 0 O l l 9 Elglish , ’ ‘ Major § 0 E l 5 O O O 4 English E ' Minor i l g 0 O O l O 2 Unrelated j : Iajor . 0 - 1 1 0 O O 2 Total 7 8 4 O 2 2 25 sszroup A erzaGroup B c_r:Group C 51. To four of the remaining staff members, speech was no .more than a minor element of their training, and the other five had not studied speech even as a minor subject. They will be referred to as Group C in this chapter. It was noted that seven staff members majored in speech at the graduate level and only five as undergraduates. This shift in training to speech by part of the staff members would indicate increasing desire to become better speech teachers. Moreover, two teachers are minoring in speech dur- ing graduate work who minored in other fields at the under- graduate level. This change to speech as a minor in graduate training by these staff members might be the result of increased stu- dent interest in speech, better job opportunities or an in- creasing desire to become better teachers. Table VI will show the number of years of experience in teaching speech, either as an entire or partial load, out of the total years teaching experience. Fifteen of the twenty-three teachers have taught speech throughout their entire teaching careers, their periods of service ranging from one to thirty years. Their experience tends to fall within the extreme categories of less than six and more than twenty years. The concentration of experience lies between from eleven to over twenty years of general experience and from 52. TABLE VI ‘YEARS OF TEACHING EXPERIENCE (GENERAL AND SPEECH) HELD BY THE TWENTYLTHREE STAFF MEMBERS TEACHING SPEECH IN ELEVEN MICHIGAN JUNIOR COLLEGES .. —_.._-——-_.——.-.- _--——-——_ ”Mm-— v.7..-“ ». __.._.-- -._...-.. — __. n. Years her 1‘ Years 2”" _ of General 0 - 5 6 - 10 ll - 15 16 - 20 Over Total Experience 20 O - 5 6 6 6 - 10 1 l 2 ll - 15 O 1 2 5 16 - 20 0 2 1 0 5 Over 20 0 1 2 O 6 9 55. six to fifteen years of speech experience, the median of ex- perience being 15.8 years of general experience and 9.5 years of speech experience . It is interesting that of the eight staff members whose general teaching experience exceeds their speech ex- perience, the majority have between six and ten years of speech experience. COURSES TAUGHT BY TWENTY-THREE MICHIGAN JUNIOR COLLEGE STAFF MEMBERS TEACHING SPEECH IN 1948-49 Seven staff members taught only speech; (four on full— time and three part-time duty“ ; speech and English were taught by ten teachers, speech and nonprelated subjects by three, while speech, English and nonprelated subjects were taught by the remaining three instructors. Of the teaching personnel in Group A, five (three on full-time and two part-time duty) taught only speech; five, speech and English, and two gave instruction in speech and non-related subjects. The Group B personnel (one on full-time and one on part-time duty) taught only speech in junior college. ‘Part-tIme: these teachers divide their time between high school and junior college instruction. 54. Of the teachers grouped in ClasSification C, five instructed in speech and English; one taught speech and non- related subjects; while speech, English, and non-related subjects were all taught by three teachers. It is of Interest that 30% of the teachers teach all speech while 70% of the staff members teach combinations. NUMBER OF SPEECH COURSES TAUGHT Of the personnel teaching speech, 54% gave instruction in one course of speech, while 8% taught five speech courses. Table VII presents a comparison of the number of courses taught by the twenty-three staff members. Following this comparison a study of the sectional load will be pre- sented by Table VIII. It appeared that eleven staff members were assigned course loads prOportional to their training. It may also be noted that four instructors who possessed advanced training in speech taught only two speech courses each, while two staff members whose training lay in other fields taught four each. It was significant that of the 54 speech courses taught, 52 were taught by Group A, four were taught by Group B and eighteen courses were taught by Group C. 35. TABLE VII NUMBER OF SPEECH COURSES TAUGHT IN 1948-49 BY THE TWENTY-THREE MICHIGAN JUNIOR COLLEGE STAFF MEMBETB NOW TEACHING SPEECH Speech, _; Traininggin Speech Courses Group A Group B Group C Total 5 2 1 1 2 (”PUMP NMHfiCfi meander) 36. TABLE VIII NUMBER OF SECTIONS OF SPEECH PER YEAR OF TWO SEMESTERS ASSIGNED T0 TWENTY-THREE MICHIGAN JUNIOR COLLEGEISTAFF MEMBERS Seetional GToup Group Group “—1TCEEI—. Load A B C Assigned 1 2 5 5 2 2 l l 4 5 2 1 5 4 2 5 5 5 2 2 6 1 l 2 9 l 1 12 l 1 Total 12 2 9 25 37. NUMBER OF SECTIONS ASSIGNED PER YEAR (TWO SEMESTERS) In Table VIII it was noted that the teaching assign- ,ments ranged from one to twelve sections. Five teachers were assigned one section each; four, two sections; and three, three sections each. Of the assignments given to the remaining eleven personnel, four sections apiece were as- signed to five staff members; two, five; and two, nine and twelve, respectively. It was also noted that members of Group A were assigned 51 sections of the total 85 sections of speech assigned. Group B was assigned eight and Group C was assigned 26 sec- tions. SPEECH ACTIVITIES DIRECTED Thirteen of the twenty-three junior college teachers guided some form of activity. Table IX shows that the largest number of activities directed by one person was four. Of the thirty-three activities directed, Group A directed twelve; Group B led one, and Group C directed ten activities. It was of interest that four members of Group A di- rected no activities. TABLE IX THE SPEECH ACTIVITIES DIRECTED BY THE TWENTY-THREE STAFF MEMBERS OF MICHIGAN JUNIOR COLLEGES Now TEACHING SPEECH No. of activi- Group Group Group Total ties (ex-curr.) A B C O 4 1 5 10 1 5 1 1 7 2 2 1 3 5 1 1 2 4 1 1 Total 12 2 9 25 58. CHAPTER VI SUMMARY AND RECOMMENDATIONS Before presenting a summary of the observations re- corded in detail in the preceding chapters, a general comment will be made upon the conditions under which the Michigan junior colleges operate. For purpose of description, the eleven junior colleges may be classified in three groups. The first are those schools that are publicly owned and under the general super- vision of the superintendent of the city system. These col- leges are an integral part of the system with the junior and senior high schools and in general are identified as a divi- sion of the city system. They share housing, facilities, and equipment with the high school. These colleges are found in industrial areas having a population of 25,000 and over, which are predominately urban. Five schools fall into this classification. The schools of the second group also are parts of public school systems, and in general are under the control of school boards and superintendents of public education. However, the schools of this group differ from the above in that each has its own campus, and is housed in former high school buildings or buildings that were constructed for private use. These are identified as entities in themselves, 40. and though, on occasion, they share equipment with high schools, in general they own and maintain separate facilities and equipment. The locations for these schools again are found in predominantly industrial communities. Six schools belong to this group. The schools of group three, unlike those of groups one and two, are privately owned and operated by religious denominations. Though this group offers liberal arts pro- grams similar to those of the publicly-owned colleges, its members aim to serve a specific clientele rather than the public at large. The primary objective of these colleges is ministerial training. The campuses, buildings and equip- ment of the two schools of this group are separate in loca- tion and operation from the secondary schools of their com- muniti es . One of these schools is old in years and tradition, having served three denominations in the 145 years of its existence. It is located in a small southern Michigan com- munity, and has a spacious and beautiful campus, with an active building program in progress. The other school is not so old in tradition and years, yet it has many features in common with the above school. It is located in a thriving city of approximately 15,000 in east central Michigan. Though it does not have as beautiful a campus, it also has an active program of building and expansion. 41. FACILITIES. The facilities for instruction among the eleven schools may be summarized as follows: All schools had at least adequate classroom facili- ties, with a wide variation in quantity and type., Six schools reported visual aids in limited quantity, including charts, mirrors, and still and motion picture projection equipment. Ten schools used recording equipment, including wire, tape, and disc recorders. The only rooms observed which were specially adapted for speech teaching were studios for radio classes. One school had 2 beautifully equipped, modern studios another had fa; stuido: (not directly observed); while the majority .had no equipment for radio instruction more elaborate than public address systens. . Auditoriums and theatrical equipment varied. All schools have the use of auditoriums; however, size and own- ership of these very. Approximately one-half of the schools own their own auditoriums, the seating capacities ranging from 55 to 550. The remaining colleges use public school auditoriums or privately-owned facilities. Stage equipment is limited in most schools, and costume collections are practically nonexistent. SPEECH CURRICULUM. An item of interest was the gen- 'eral similarity of some course announcements. It appeared 42. that some schools were influenced in choice and description of courses by the practices of the Michigan universities. PREREQUISITES. It was interesting that in six schools, SOphomore standing was required for fundamentals (a policy distinctly characteristic of the University of Michigan), while freshman standing was sufficient for engineering speech courses. As a rule, the junior colleges require no prerequi- sites for argumentation and debate and dramatics courses that demand previous knowledge of and skill in speeCh.performance for effective accomplishment. I It was noteworthy that a high degree of flexibility in prerequisites also existed. In the 46 courses announced, 26 could be taken by either freshmen or sophomores. This might be tentatively explained by a comment that one admin- istrator made that "the student's need is the paramount prerequisite.” COURSE ADDITIONS. The data indicated eleven courses are under consideration, designed primarily for terminal training. While many administrators felt the need of offer- ing more terminal courses, all did not feel that terminal courses satisfied the entire demand. An illustration of this is that five administrators and one teacher indicated courses would be added for terminal purposes, yet two of these five administrators also felt a need to offer courses 45. for adult classes. A sixth administrator wished to enrich his speech courses because "there is a need for raising the freshman level." SPEECH ENROLLMENT. The data has indicated in general that among junior college students, interest in speech has grown. While no speech training is required of all students, 26% of the 1948-49 total enrollment were taking speech. COURSE DESCRIPTION. It was noted that such courses as voice and diction and oral interpretation were not announced, nor were courses in the art and technique of persuasion. The author wondered at the absence of these courses. EXTRACURRICULAR ACTIVITIES. These activities apparent- ly have not returned to their pre-war status in the eleven junior colleges. No evidence was found that indicated the resumption of intercollegiate debate (formerly sponsored by the Michdgan junior college debate league) or other inter- collegiate forensic activity. The activities that apparently occupied the most in- terest were those that were concerned with the entertainment of the student body or local community: drama clubs, skits, and programs for assemblies and local organizations. TEACHERS. The enthusiasm of most of the speech teach. ers interviewed was very evident and contagious. A notable example was that of a staff member who had taken speech 44. training in the universities of London and Aberystwyth, Wales, and Oxford, and later had added work in speech correction to his training. Another teacher is doing extensive graduate work in dramatics, personally acting in summer productions. One young teacher has become so enthusiastic about radio that she has changed to speech as a major for her graduate training. Another staff member, though her training and major years of experience lie in other fields of education, since becoming a Speech teacher guides a summer course in speech that is open, not only to junibr college students, but adults. Three teachers direct and one assists in the direction of community player groups in addition to junior college pro- ductions. Five produce radio shows as a means of extending the influence of their schools in their communities. RECOMMENDATIONS FOR STUDY During the process of analysis, evaluation and compi- lation of data secured through the survey, many questions arose that the study of data did not answer. Feeling that answers to these questions would be of value, the author suggests these questions for future consid- eration: What is the general educational pattern that speech staff members follow in Obtaining their Master of Arts degree? 45. Why do some instructors change from other fields at the Bachelor of Arts level to speech at the Master of Arts level? Does such change indicate a significant trend? What combinations of training with other than related subjects are favorable to speech teaching? Does experience in relevant fields qualify a staff member for the position to teach speech? The study indicated a lhmited degree of direction and guidance in extraclassroom activity. The author suggests a study to determine the cause of this limitation. Relevant to this wOuld be a study of student participation in extracur- ricular activities and investigation into special projects. Finally, one may ask whether the junior college speech programs are aptly and fully adapted to the needs of the com- munities they serve. The junior colleges have established themselves, not as substitutes for other institutions, but as "PeOple's Colleges" serving their communities through purposefully de- veloped programs in terminal and adult education, as well as through the preparation of students for senior college train- ing. In all of these services their departments of speech have important functions, and the essential service the junior colleges may render will depend to a significant extent upon the accuracy and effectiveness with which their speech pro- grams meet community needs. BIBLIOGRAPHY 46. Bay City Junior College Catalog, 1948-49. Benton Harbor Junior College Catalog, 1948-49. Bible Holiness Seminary Catalog, 1948-49. Dearborn Junior College Catalog, 1948-49. Flint Junior College Catalog, 1948-49. Grand Rapids Junior College Catalog, 1948-49. Highland Park Junior College Catalog, 1948-49. Jackson Junior College Catalog, 1948-49. Marsh, C. 3., American Universities and Colleges. Washington, D. 0.: American Council on Education, 1940. pp 47-49. Muskegon Junior College Catalog, 1948-49. Port Huron Junior College Catalog, 1948-49. Spring Arbor Junior College Catalog, 1948-49. Mar 20 ’58 Aug 4 an; \Aug 5.2. "IMAMMEN