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108
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HTHS

EFFECTNE UTELIZATION OF SPACE :N THE
MECHEGAN NATE UNWERSETY STUDENT
UNION BUILDENG

Thesis {or the Degree 05 M. A.
MICHEGAN STATE UNIVERSITY

George E... Fritz
1959

{THESIS

    
   

L I B R A R Y
Michigan Sta”
University

    

 

 

EFFECTIVE UTILIZATION OF SPACE IN THE
MICHIGAN STATE UNIVERSITY STUDENT UNION BUILDIRG

 

A Thesis
Presented to
The Faculty of the Department of Hotel, Restaurant
and General Institutional Management

Nichigan State University

 

In Partial Fulfillment
of the Requirements For the Degree

Master of Arts

 

by
George E. Fritz

June 1959

(#137750
S‘fiée

ACKNOWLEDGEMENTS

Although the bibliography indicates many of the
sources of information, such a device cannot do justice to
all those persons who have aided, in one way or another, in
the completion of this study.

The author wishes to express sincere thanks to
Dr. Ralph D. Wilson for his supervision and continued ready
help in this study. He also wishes to thank Dr. S. Earl
Thompson for his initial guidance on the project.

The writer expresses appreciation to the Student Union
Board of Michigan State University, their advisor,

Miss Etoyle White and to the building manager, Mr. Michael J.
_Dmochowski for their cooperation and assistance in this
endeavor.

To the typist, Mrs. Mary C. Arnett, an extreme express-
ion of appreciation is extended for her long hours of patient
work connected with this study.

And to his wife, who has been so understanding through-

out the project, the author extends heartfelt appreciation and

gratitude.

 

TABLE OF COHTEBTS

CHAPTER
I. IEUTI{ODUCrTIOIq O O O O C O O O O 0 O O O O O O O 0
Student Union Buildings . . . . . . . . . . . .

Statement of Problem . . . . . . . . . . . . .
Hethods of Collection & Presentation of Data .

Summary . . . . . . . . . . . . . . . . . . . .

PAGE

\O\O\nl’-‘

H
N

II. PHYSICAL FACILITIES OF THE HICHIGAU STATE UNIVERSITY

UIJIOU BUILDIL‘G o o o o o o o o o o o o o o o o
The Role of the College Union . . . . . . . . .

The Michigan State University Student Union
as a Building .

Lower Level . . . . . . . . . . . . . . . . .
Ground Floor . . . . . . . . . . . . . . . .
First Floor . . . . . . . . . . . . . . . . .
Second Floor . . . . . . . . . . . . . . . .
Third Floor . . . . . . . . . . . . . . . . .
Fourth Floor . . . . . . . . . . . . . . . .

Past Usage of Space in the Student Union . . .
Summary . . . . . . . . . . . . . . . . . . . .
III. THE RESULTS AND ANALYSIS OF SURVEY DATA . . . .
Number of Students Using Building . . . . . . .

Destinations within the Building by Students in
the Various Residence Groups . . . . . . . . .

Ken's Residence Groups

0 O O O 0 O O O O O O O

Independents . . . . . . . . . . . . . . . .
Dormitories . . . . . . . . . . . . . . . . .
Fraternities . . . . . . . . . . . . . . . .
Women's Residence Groups . . . . . . . . . . .
Independents . . . . . . . . . . . . . . . .
Dormitories . . . . . . . . . . . . . . . . .
Sororities . . . . . . . . . . . . . . . . .

Predicted Future Usage . . . . . . . . . ... .

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CHAPTER

Combined Use of Various Areas of the Building by
Len 8;; TVYOInen Students 0 o o o o o o o o o o o 0

Responses to Additional Questions . . . . . . .

Summary of Similarities and Differences Between
Survey I and Survey II . . . . . . . . . . . .

Summary of Chapter . . . . . . . . . . . . . . .

IV. SUEEARY, CONCLUSIONS AND RECOMMENDATIONS . . . .
Summary . . . . . . . . . . . . . . . . . . . .
Conclusions . . . . . . . . . . . . . . . . . .
Recommendations . . . . . . . . . . . . . . . .
APPENDIX . . . . . . . . . . . . . . . . . . . . . . .
SELECTED BIBLIOGRAPHY . . . . . . . . . . . . . . . . .

. 56
0 58

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

 

 

 

LIST OF TABLES
TABLE PAGE

I. Indicated Destinations in the Student Union

Building of all Students Interviewed . . . . . . . 33
2. Men Respondents Compared to the University

Enrollment of Men . . . . . . . . . . . . . . . . 36
3. Women Respondents Compared to the University

Enrollment of Women . . . . . . . . . . . . . . . #0
h. Areas Used by Students Interviewed in Kay, 1958. . #3
5. Areas Used by Students Interviewed in

February, 1959 . . . . . . . . . . . . . . . . . . #7

LIST OF FIGURES

FIGT- PAGE

E]

ha

I. The Student Union Building at Michigan State
UniverSj—ty 0 O O O O O O O O O O O O O O O O O O O 0 l7
. Lower Level of Union Building . . . . . . . . . . . 19

Ground Floor Level of Union Building . . . . . . . . 2O

. First Floor Level of Union Building . . . . . . . . 22
Second Floor Level of Union Building . . . . . . . . 2h

. Third Floor Level of Union Building . . . . . . . . 26

\Iowrwm

Fourth Floor Level of Union Building . . . . . . . . 28

CHAPTER I
INTRODUCTION

Within the boundaries of the continental United States
there are 1850 accredited colleges and universities.1 The
physical plants and plant funds of these schools represent
total expenditures and investments of S7,995,295,OOO.2
The total enrollment of these institutions in 1956-57 was
3,036,938 and predicted enrollments in the schools are
estimated to be between 5-7 million in 1970 or an increase
of as much as #9 per cent.3 The expected increase is to
occur in already existing schools and does not take into
consideration the fact that new colleges or universities may
be established within this period of time. The increase in
enrollment which is anticipated will tax the facilities and
resourcefulness of all educational institutions. One of the
major problems involved is that maintaining an educational
system in which the student does not lose his individuality.

Every resource of the college or university must be fully

 

1U. 8., Bureau of Census, Statistical Abstract of the
United States: 1958. (Seventy-Ninth Annual Edition), p. 127.

21bid., p. 128.

3Facts on File (Vol. XVII, No. 862, New York: Facts
on File, Inc., 1957), p. 151.

 

utilized to maintain its educational objectives.

This implies that in planning and arranging education-
al programs, special consideration must be given to a widely
diversified program.

John W. Withers writes:

The aim of education is the aim of human life,
both individual and social. As we conceive the
latter, so must we conceive the former. Education's
central purpose is to reduce suffering and waste of
human life and to promote social and individual well
being; to assist as fully and as economically as
possible in meeting life's needs and the realization
of life's values through the propei selection and
control of the means of education.

As defined by John P. Wynne:

Education consists in changes produced in individ-
uals through experience and the process of producing
them, and that desirable education consists in
desirable changes that are so produced and the
process of producing them.5

W. H. Kilpatrick states:
Education may be defined as the directing of

experience to the modification of character ghat
richer, more desirable experience may ensue.

 

4B. Morgan, The Nature and Purpose of Education
(Ames: Collegiate Press, Inc., Iowa State College, 1929),
p. 13.

5John P. Wynne, General Education in Theory and Prac-
tice (New York: Bookman Associates, 1952f, pp. 17-18.

6Charles E. Skinner et al., Educational Psychology
(New York: Prentice Hall, Inc., 1943), p. 62

The educational procedures used to achieve the
desired goals of an institution must be manifold in order to
be completely effective. Not only must the schools teach
knowledge and skills; the student, in order to achieve maxi-
mum efficiency, must know how to use this knowledge and these
skills. By so doing, he will not only be a better student
but a better citizen and a better person. It is evident that
formal learning experiences in the classroom must be supple-
mented with experiences out of the classroom.

Formal courses are not the only sources of general
education . . . There are a variety of extra-classroom
resources in the university community that should be
used for educational purposes . . . All to often, how-
ever, these offerings are considered "extra curricular"
or merely "recreational". That they should be a vital
part of the educational experience of students is net
recognized and many students neglect them entirely.

Ben Wood, speaking in 1935, said:

The school people of this country have come to
realize rather clearly in the last few years that
education should provide a great deal more than merely
teaching the courses and turning the wheels of a
standard, prescribed curriculum. They have come to see
that education is essentially an individual matter, and
that it goes far beyond . . . or should go far beyond. . .
sheer mental discipline; that it must include, if it is
to be justified in terms of social value, the heart as
well as the head; the personal adjustments and social
developments of the pupils as well as teaching them the

 

7U. 3., President's Commission on Higher Education,
Higher Education for American Democracy,_A Report (New York:
Harper and Brothers, 1947), p. 60.

z.

origin of the Ganges River . . . There is no antagon-
ism between the two objectives, but we have come to
realize that we have become, so to speak, immersed
in the intellectual and in the subject matter curr-
iculum, and have more or less lost contact with the
complete social and persongl development and moral
education of our children.

Arthur J. Jones and Harold C. Hand, writing in the
Thirty-seventh yearbook of the National Society for the Study
of Education, published in 1938, expressed a theory concerning
the development of the potentialities of individual students
which was unheard of forty years earlier.

The school at all levels is now accepting, much
more seriously, its responsibility for helping
students to develop and to maintain wholesome
personalities. In the face of great handicaps, there
is a concerted effort being made to prevent all types
of personality maladjustments through attempts to
arrange a total school environment favorable to whole-
some personality development. This is leading teachers
to focus their attention primarily upon the needs and
purposes of their students rather than upon subject
matter.

The recognition of the role of student purposes
in learning is leading to a changed concept concerning
what constitutes student progress in the school. The
advancement of students toward the progressive
achievement of their purposes and life goals, with
.subject matter regarded as an important means to be
employed when and as needed in the service of their
all-around develOpment, is now becoming a primary
consideration. Objectives of teaching are now coming
to be conceived primarily in terms of desired changes

 

8U. 3., Congress, House, Subcommittee on Appropriations
Character Education, 7Ath Cong., lst Sess., 1935, H. Rept. 3973.

in behavior rather than in tergs of a prescribed
subject matter to be mastered.

As a means of implementing a successful program of
extra-class education there are various means that most
universities and colleges have available. Such agencies and
organizations as (l) the student union, (2) the dormitory
system, (3) athletic programs, (A) Military honoraries,

(5) special interest groups and clubs, (6) exhibits,

(7) Greek letter societies, (8) student governments,

(9) campus publications, and (10) the International Club,
all contribute, individually and collectively, to the needs
of the student.

Student Union Buildings

Many of the colleges and universities in the United
States are fortunate in having a student union which is
seemingly an ideal organization in which the extra-class
needs of the students can be fulfilled. Regarding student
unions, the following statements are representative:
There is some probability that the informal

agencies of education may prove more important than
the formal agencies. The union is an informal agency.

 

9Guy E. Whipple et al. "Student Progress in the
School," The Thirty-Seventh Yearbook of the National Society
for the Study of Education, Part 1 (Bloomington, Illinois:
Public School Publishing Co., 1938), pp. 3-4.

6

It may become the ciater for intellectual, moral and
social improvement.

In my judgement, all campus activities, whether
they be athletics, dramatics, musical clubs, student
publications or the more informal life in the student

union, shiuld be considered part of the educational
program.

Most educators would agree that extra-class education
must be planned and arranged on a different basis than
education inside the classroom. The program for extra-class
education is a voluntary phase of the overall educational
program. Therefore, it must be planned so that students
will want to participate in the program of their own free
will. It would be an expensive waste of finances and talents
to provide an extra-class program, or activity program, in
which only a small per cent of the student body participated.
The program should be designed for students by students.

In order for this to be successfully accomplished, the students
must make their desires known to those who are in a position to
implement the program. Dr. S. Earl Thompson, speaking at the
National Educational Conference in l9h8 at Madison, Wisconsin
said:

If we wish to make our out-of-class program
educationally significant, we dare not lay out a

 

10A. G. Ruthven, as quoted by Edith Ouzts Humphreys,
College UnionsiiA Handbook on College Community Centggg
(Ithaca: The Association of College Unions, 1956), p. 40.
(College CommunityCenters, hereafter referred to as the
Handbook)}

11W. E. Weld, ibid., The Handbook, p. 39.

7

series of extra-class activities, announcing to the
students that they will have faculty teas on every
second Thursday afternoon at three, a student store
to dispense sandwiches and candy bars, a basketball
team, a homecoming dinner, a Christmas dance. These
are the decisions to be reached by the group through
the pooling of individual wisdom and experience and
the free exchange of ideas. If a staff member makes
the choices it is the staff member who learns, not
the student. If students want pressing service in
the building where they live let them refer the matter
to their elected officers for the purpose of securing
such service. The role of administrative supervision
lies in making it possible for students to learn
through doing. 2

It would be misleading to state that a program of
extra-class activity that was successful on one campus would
be successful on any other campus. Local conditions, type of
administration, religious beliefs and academic standards of
the particular institution are only a few of the factors that
would influence a program of activities. The program must be
unique and personal to those who intend to use it.

Every campus should "grow" its own program of
student activities. Such a program cannot, except
on paper, be transplanted from one college to another.
This does not mean of course, that certain features of
other programs may not validly be adapted to local
conditions . . . To be valid, however, the student
activity program on any given campus must be conceived
in the service of and intimately geared to the needs,
interests, and purposes of the uniquely constituted
student body in question. 3

 

12John Guy Fowlkes et al., Higher Education for Amer-
ican Society (Madison: The University of WisconsinIPress,

IghgT, pp 0 127-28 0

13Harold C. hand (ed.), Campus Activities (New York:
He Graw Hill Book Co., Inc., 19387, p. 9.

 

8

It would be reasonable to state that in the construct-
ion of a union building, consideration should be given to the
intended extra-class use of the building. Rather than fitting
a ballroom, a table tennis room, bowling alleys or any other
facilities into the blue prints at random, the building
planners should first establish a need for such facilities.
Likewise, in an existing union, the spaces available should
be utilized so that the maximum number of students will
derive the greatest amount of pleasure and use therefrom.

The establishment of such a building is one of the most
positive assurances that students will enjoy the desirable
extra-class features of the overall educational program.

It seems apparent that the surest approach to the problem

of establishing the ultimate in activities and extra-class
programs is to inquire, of the students, regarding their
desires and needs of a student union building. Such a study
was made in 1955-56 at the University of Wisconsin. This
very comprehensive study was undertaken as a sociology class
project and therefore was slanted toward sociological find-
ings. Although the results of this study were undoubtedly
valuable to the operation of the Wisconsin Union, the author
believes that no other school could take particular advantage

of these findings.

Statement of Problem

The purpose of this study is to determine a means of
more effective utilization of assignable space in the Student
Union Building at Michigan State University. In an attempt
to solve the problem, the results of two surveys will be
presented. The surveys consisted of interviews with
students of the university and were held, for the purposes
of a seasonal comparison, at two different times of the year.

As a result of the findings of this study, recommend-
ations for future utilization of space and facilities of the
building may be made. No attempt was made to evaluate, or
otherwise appraise, any other campus activities, functions or
facilities. The study was conducted for and in the Student
Union Building.

Methods of Collection and Presentation of Data

In the investigation of this problem the author has
used a two step approach. First, as will be seen in
Chapter II, the existing floor plans, extracted from building
blue prints, are presented. This is done in an attempt to
describe the existing facilities of the building. Also, the
purposes of the building are explained. The objective of
Chapter II is to provide for the reader a background and
explanation of the existing situation.

Chapter III will present the findings of two surveys.

The surveys were made at different times; the first survey

lO
conducted in hay, 1958 and the second survey in February, 1959.
The weeks chosen to conduct the surveys were typical weeks of
the school year in that they did not include vacation periods,
mid-term, or final examinations. The weather was conducive to
indoor activities during both surveys although the seasons
were distinctly different.

The method used to conduct the surveys was a result
of library research and examination of other surveys. The
procedure consisted of interviewing students as they
entered the student union building. The questions asked
were designed to acquire the following information:

1. the student's destination in the building, 2. what, if
any, new services he would like, 3. his Opinion regarding
the location of the union, A. if he would be inconvenienced
if the union were closed and 5. if he thought the union was
doing a good job of serving him personally.

The interviews were conducted with members of the
student body of the University selected at random. ho
attempt was made to secure a statistical sample. Rather,

a random sampling was conducted by members of the Student
Union Board and was held in conjunction with that group's
annual building count at the five main entrances to the
building.

Each interview lasted approximately one and one half
minutes and an average of forty students were interviewed

in an hour. The interviews were started every hour on the

11
hour, from 8:00 A.E. to 9:00 P.h. when the daytime traffic,
during changing of classes, is the heaviest. The method
resulted in rapid interviewing for five to eight minutes at
the beginning of each hour and then a decided decline was
noticed. The fact that the main portion of the interviews
were conducted during the times that classes were changing
might have tended to increase the percentage of those stud-
ents who signified that they were just passing through the
building.

No attempt was made to have the interviewer identify
himself by name. The questions asked were direct and did not
take the form of leading questions for which only standard
answers would be expected. A total of 1770 interviews were
conducted in making the surveys. lather than classifying
students by year in school, a grouping by type of residence
occupied by the students was made. The differences in
student residences have distinct bearing on the use and
acceptance of the student union building. This will be
evidenced in tabular form and presented in Chapter III. In
the tabulation of the results of the interviews,'the respon-
ses to some questions were separated into those made by men
and women students.

The responses secured from students, regarding their
destination in the student union building will be used as an
index for possible usage of the various areas of the building

indicated. The responses indicated initial destinations and

12
the possibility exists that students used more than one area
during their stay in the building. However, no attempt was
made to measure the extent of such usage.

The conclusions and recommendations, based on the
results of the findings of the two-step investigation, will
be presented in Chapter IV.
Summary

The first portion of this thesis is concerned with
introducing the problem to be solved. The need for extra-
class education, as a necessary supplement to formal education
is expressed. Some means toward implementation of successful
informal educational programs were cited. The feelings of
other writers, concerning this phase of the overall education-
al process, were presented. It remains for this author to
present, in subsequent chapters, an evaluation of facilities
and uses of the student union building as a means of informal

education at Michigan State University.

CHAPTER II

PHYSICAL FACILITIES OF THE RICHIGAE STATE UEIVERSITY

STUJEET ULICK BUILDING

 

In order to better understand the results of the
interviews and observations which are presented in
Chapter III, it is necessary that the purposes and facil-
ities of the existing Student Union Building at kichigan
State University be described. The building can be consid-
ered as a typical student union building, fulfilling a typ-
ical role for the students, faculty and guests of Michigan
State University. Therefore, this chapter will be devoted
to describing the role of college union buildings and a
description of the physical plant of the Student Union

Building at Kichigan State University.
The Role of the College Union

As adopted by The Association of College Unions, the
role of a college union is as follows:*

1. The union is the community center of the
college, for all the members of the college
family--students, faculty, administration,
alumni and guests. It is not just a building;
it is also an organization and a program.
Together they represent a well-considered plan
for the community life of the college.

2. As the "living room" or the "hearthstone"
of the college, the union provides for the
services, conveniences, and amenities the members

lh

of the college family need in their daily life on
the campus and for getting to know and understand
one another through informal association outside
the classroom.

3. The Union is part of the educational program
of the college.

As the center of college community life, it
serves as a laboratory of citizenship, training
students in social responsibility and for leader-
ship in our democracy.

Through its various boards, committees, and
staff, it provides a cultural, social, and
recreational program, aiming to make free time
activity a c00perative factor with study in
education.

In all its processes it encourages self-
directed activity, giving maximum Opportunity for
self-realization and for growth in individual
social competency and group effectiveness. Its
goal is the deveIOpment of persons as well as
intellects.

h. The union serves as a unifying force in the

life of the college, cultivating enduring regard

for and loyalty to the college.

Although the overall role of a college union will
remain essentially the same, regardless of the size or type
of a particular college or university, the facilities and
services provided by individual unions will necessarily
vary to some extent. The union at hichigan State University

must provide services for nearly 20,000 students. Colleges

*A statement of purpose adopted by the Association
general membership at the National Conference, Purdue
University, Lafayette, Indiana, April, 1956.

15
and universities of comparable size and enrollments provide
similar services to their college families. However, a
union at a smaller school would not necessarily provide the
same facilities and services despite the fact that the role
of the smaller union would be the same as that of a larger
union. Several factors, other than size, would seem to
account for this reasoning:

l. The individual needs and desires of students regarding
services and facilities could differ within smaller and
larger institutions.

2. The availability of funds to provide services and
facilities could be distinctly different in schools
unequal in size of enrollment.

3. Religious and cultural factors could dictate the presence
or absence of certain services and facilities within a
given union building.

A. Local administrative policies regarding student activities
are variable. This would include campus policies as well
as state or municipal policies.

As a means of comparison, some other institutions
offering at least the same services and facilities as the
union offers at Michigan State University are the University
of Michigan, Ohio State University, University of Wisconsin,
Purdue University, State University of Iowa, The University

of Illinois (Urbana), The University of Florida and Cornell

16

University.* All of these institutions have enrollments in
excess of 10,000 students.

The following description of the physical aspects of
the Student Union at Michigan State University is not done
as an attempt to describe an atypical union building. The
description is not of an especially unique union building.
However, the intent of the author is to describe, in context
and illustrations, one union building and, subsequently
evaluate the services and facilities of that building.

The Union as a Building

Original construction of the student union building
at Michigan State University was started in November, 1923.
The building was Opened officially on June 12, 1925. During
the summer of 1935 construction was started on a new wing
(east) which was completed in 1936. Construction of a south
wing, and revamping of the original section and east wing
was started in April, l9h7. The project was completed in
June, l9h9 and no major construction has been added since
that time .

Figure 1 shows the Student Union Building at hichigan
State University as it presently exists. The four levels of

the building that can be seen above ground level are compli-

*Brochures and other literature from the named
institutions describing their individual facilities.

Figure 1.

The Student Union Building at

Michigan State University

17

lo." 1‘

 

 

 

l8
mented by two sub ground levels.

The photograph was taken looking toward the southwest
corner of the building. The entrance shown, which is the
south entrance is one of the most frequently used entrances.
The entire building has a total of 173,97h square feet of
floor space. Of this total, 85,277 square feet are class-
ified and used as ”assignable space" which includes meeting
rooms, offices, recreation areas, seating areas of dining
rooms, cafeteria and grill, lounges, club rooms, dance areas,
checkrooms, a bookstore and a browsing room. The difference,
or 88,697 square feet, is classified as "unassignable space"
which would include public areas, concourses, corridors,
restrooms, mechanical equipment rooms, storage areas, a
barber shop, food preparation and sanitation areas.

To fulfill the objectives of this paper, the writer
has confined the description of the Union Building to the
"assignable spaces" only. One exception to this will be
that the writer has included, as assignable space, the barber
shop. The reason for this exception will be brought out dur-
ing the description of the ground floor.

The following level by level description of the building
will start with the lowest level of the building which is
called the lower level. In ascending order, the ground floor,
first floor (actually what is commonly known as the street
floor), second floor, third floor and fourth floor will be

described.

19

The Lower Level

 

1. Bowling Alleys 2. Mechanical Space

Lower Level of the Union Building

The only assignable space on the lower level of the
building is that occupied by the bowling alleys. There are

sixteen lanes equipped with completely automatic pinsetters.

20

The Ground Floor

 

 

*1. International Club A. Service Area
*2. Barber Shop *5. Cafeteria
3. Men's Rest Room *6. Billiards Room

*Assignable Space

FIGURE 3

21

The Ground Floor of the Union Building

Area "1" is utilized by the International Club of the
University. This is a fine clubroom and activities center
for the 150 students that comprise this university wide
organization.

Area "2", the barber shop, is the only revenue pro-
ducing unit within the building that is not completely con-
trolled by the management Of the building. This unit is
leased, by the building to an individual proprietor. The
purpose for inclusion of the barber shop as "assignable"
space is to illustrate it as a service and facility of the
building, regardless of the fact that it is not controlled
by building management.

Area "5" is an attractive Cafeteria with a seating
capacity of A50. The smallest Of the two sections marked
"5" is the serving area in which the Open square system of
service is effectively employed.

Area "6", as indicated, is a billiards room. This
attractive room contains eight pocket billiards tables,
two snooker and four carom billiards tables. Although play
is open to both sexes of students, the use of the room by

coeds is at a bare minimum.

The First Floor

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Women's Lounge
Women's Rest Roo
Browsing Room
Telephone Room
Men's Rest Room
Alumni Lounge
Bookstore
Service Area
Old College Hall

 

*10. Grill

m 11. Elevators
*12. Union Board Desk
*13. Information Desk
*lh. Ticket Office
*15. Check Room
*16. Mixed Lounge

17. Terrace

*Assignable Space

FIGURE A

 

22

23

The First Floor of the Union Building

The first floor of the Michigan State Student Union,
located just above street level, can be considered as the
living room Of the campus. As indicated in the diagram,
many facilities are available to students and others.

Area "I" is a nicely furnished women's lounge.
Immediately next to this lounge is a browsing room. The
browsing room provides light reading material and is a
popular room, especially for men students.

A recent addition to the building is an alumni lounge,
area "6", to be used by alumni visitors to the building.

Area "7" is a modern, self-service bookstore. The
store is equipped to furnish textbooks, supplies, art
equipment, and a limited variety of clothing and novelties.

Area "9", Old College Hall, is a portion of the main
grill, area "10", and is traditionally for use of seniors
only. Old College Hall has a more collegiate decor than the
modern grill room adjacent to it. The main grill will seat
450 and Old College Hall will accomodate 60 people.

Area "15" is an attended check room which provides
free checking services. Another function administered from
the check room is a campus wide lost and found service.

The final area of assignable space on the first floor
is a beautiful mixed lounge, area "16". This large lounge

is used by many for relaxation, study and informal chats.

***
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49*
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President's Dining Room *12.
Dining Room *13.
Dining Room *lh.
Men's Rest Room *15.
Women's Rest Room 16.
Service Area 17.
General Union Office *18.
Manager's Office *19.
Business Office *20.
Food Director's Office *21.

Head Cashier's Office

Meeting Room

Union Board Office
Director Of Activities
Meeting Room

Elevator

Service Area

Ballroom

Sunporch

Checkroom

Parlors

*Assignable Space

FIGURE 5

25

The Second Floor of the Union Building

The banquet facilities and general offices of the
Union Building are found on the second floor. Area "1" is a
dining room reserved for the use of the President of the
University. Areas "2" and "3" can be used as either dining
rooms or meeting rooms.

Areas "7" through "11" are the general administrative
offices of the building. Area "12" is a meeting room.

Areas "13" and "1A" are occupied by the Student
Union Board and the Director of Activities. From these
offices is controlled the program of student activities for
the entire building complete with all the aspects of the
implementation of such activities. Area "15", the mural
room, is a small and very attractive meeting room.

Area "18", the ballroom, is strictly a multipurpose
room. In addition to its use for large dances, the ballroom
is used for banquet purposes, meetings, movies, shows,
displays and sundry other purposes. Area "19", although
occasionally used as additional ballroom space, is primarily
a small dining room used for desserts, teas, small receptions
and similar purposes.

Area "21", Parlors A, B, C, are more multipurpose
rooms. These three rooms can be used individually or as an

entire unit for dining, meeting and recreational purposes.

The Third Floor

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Music Room
Meeting Room
Meeting Room
Men's Rest Room
Women's Rest ROO
Academic Offices
Dark Room
Service Area
Elevators

>{‘10.

*ll.

12.

*13.

m *lh.
$15 .

*16 O

*17.

Meeting Room
Meeting Room

Upper Ballroom
Meeting Room

Men's Faculty Club
Meeting Room

Women's Faculty Club
Meeting Room

*Assignable Space

FIGURE 6

26

27

The Third Floor of the Union Building

The majority of the conference rooms in the Union
Building at Eichigan State are located on the third floor.

Area "1", as indicated on the diagram, is a music
room. This room has five individual listening booths.

Three of these booths are equipped with stereophonic record
players. Areas "2" and "3" are typical conference rooms as
are areas "10", "ll", "13", "15" and "17". These rooms can
be arranged to suit the desires of the using group. There is
presently no food service in the third floor conference rooms
with the exception of coffee and pastries.

The areas numbered "6" house offices of an academic
college of the university. The occupancy of the offices for
these purposes is a departure from the intended and original
use of the space. An explanation of the past occupants of
these offices will be offered later in this chapter.

Area "7" is a dark room which is under the control of
the university photographic honorary but available, under
certain conditions, to the entire student body.

Areas "1A" are the headquarters and club rooms of the
mens faculty State University Club. A limited menu is
offered to those who desire to lunch in these quarters.

Area "16", similarly, is the club room Of the Faculty

Womens Association.

*1.

2.
*3.
*h.
*5.

6.

28

The Fourth Floor

 

 

 

 

 

 

 

 

 

 

II

Table Tennis Room
Elevators

Meeting Room
Meeting Room
Meeting Room

Men's Rest Room

 

 

*7. Card Room
*8. heating Room

9. Women's Rest Room
*10. Meeting Room

11. Mechanical Space

*Assignable Space

FIGURE 7

29
The Fourth Floor of the Union Building

The fourth and uppermost floor, which at one time
contained guest rooms is largely allocated to mechanical
and storage rooms.

Area "1" is a table tennis room which has six tables.
Areas "3", "A", "5" and "8" are meeting rooms. Area "3" has
accoustically tiled walls and ceiling, and is Often used as
a music practice room. Area "7" is a card room and area "10"
is a large meeting room appropriately called the "Tower Room".
Past Usage of Space in the Student Union.

As previously stated in this chapter, the union is
the community center of the college. However, trends on
some campuses would cause doubt to be cast on such a state-
ment. Michigan State University has a building, of much
more recent vintage than its union building, called the
Student Services Building. The purpose of this building is
to provide, initially, a headquarters for the Dean of Stu-
dents, Dean of Men and Dean of Women. Another function of
this building is to provide Office space for student campus
organizations. Many of these student organizations were at
one time housed in the student union building ------- "the
community center of the college". These organizations are
listed below:

Student Government

Alumni Offices and Mailing Room

Associated Women Students Office
Student Council Office

30

State News Office (Daily Publication)

Spartan Magazine Office (monthly Publication)

'Wolverine Office (Yearbook)

Student Organization offices used as headquarters

by several campus clubs

The above are just a portion of the student organiz-
ations now centered in the Student Services Building. These
are the ones, however, that left the union building thereby
decentralizing the community center of the college. The
author does not feel that he could justifiably advocate or
reprove the advent of Student Services Buildings and will not
attempt to do so in this writing.

Other services, once centered in the union building
were the YMC which moved to an off-campus location, an art
room, which was moved to a newly constructed campus Art Center,
and the Offices of the Deans of Men and Women.

These losses of student services and organizations
were accepted by the union building as a part of university
growth. They are missed, however, when the true center of
campus activities is sought.

Summary

Chapter II presents and explains the existing physical
plant of the Student Union Building at Michigan State Univer-
sity. Past usage of space in the building is cited and
briefly commented upon. A further examination of the existing
physical arrangement, an evaluation of the situation and

recommendations for additional or improved use of the facilities

will be presented in succeeding chapters.

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CHAPTER III
THE TESULTS AN‘ AfALYSIS OF SURVEY DATA

The results secured from interviews with students
will be presented for analysis in this Chapter. The data
collected on the days of the surveys in Bay, 1958 and
Feburary, 1959 will be compared and indications of future
use will be presented. The first section of the chapter
will present data indicating general usage of the Student
Union Building at Michigan State University. Next, the data
listing the type of residence of the students who were inter-
viewed will be presented and compared to the university
enrollment, by residence groups. Also, future use by future
residence groups will be predicted based on present use and
housing trends. The third portion of the chapter will pre-
sent the indicated usage Of various areas of the union by
men and women students. The final section of the chapter
will present the student's responses regarding the following
questions: 1. Did the students think the location Of the
Union was prohibitive, 2. Whether or not they would be
inconvenienced if the union were closed, 3. If they thought
the union was doing a good job of serving them personally and
A. What new services and/or facilities the students would

like to have in the union.

32

Number of Students Using Building

In order to determine whether or not the Union Build-
ing was well utilized, the numbers of students entering the
building on the days of the two surveys were recorded.

The first survey indicated that lO,A98 students, or
57.6 per cent of the total university enrollment, entered
the building, through one of the five main entrances. Of
these 10,498 students, 878, or 8.h per cent, were interviewed
and the results are included in this study. A breakdown of
the 878 students indicated that A57, or 52 per cent, were
men and 421, or 48 per cent, were women students. During
the second survey 10,237 students, or 60.0 per cent of the
students enrolled in the university entered the building
through one of the five main entrances on the day of the
interviews. Of these 10,237 students, 892 or 8.7 per cent
were interviewed and the results are included in this study.
A breakdown of the 892 students interviewed indicated that
476, or 53 per cent were men and 416, or 47 per cent were
women students.

Table 1 presents the areas, in descending order, which
the respondents indicated as their destination in the union

building on the days of the two surveys.

Table 1.--Indicated destinations in the Student Union
Building Of all students interviewed.

Survey I

Survey II

33

 

Students—Per Students Per Total Per

 

Cent Cent Cent
Grill 412 46.9 358 40.1 770 43.5
Bookstore 92 10.4 93 10.4 185 10.4
Desk 86 9.7 94 10.5 180 10.2
Lounge 73 8.3 86 9.6 159 8.9
Cafeteria 40 4.5 56 6.2 96 5.6
Meeting 38 4.3 35 3.9 73 4.3
Bowling Alley 32 3.6 39 4.3 71 4.0
Passing Through 24 2.7 35 3.9 59 3.3
Billiard Room 17 1.9 23 2.5 40 2.3
Browsing Room 17 1.9 19 2.1 36 2.0
Barber Shop 15 1.7 18 2.0 33 1.8
Check Room 8 .9 20 2.2 28 1.6
Music Room 6 .6 11 1.2 17 .9
*Art Room 15 1.7 O O. 15 .8
Lost & Found 3 .3 4 .4 7 .3
Table Tennis 0 O. l .l 1 .1
Card Room 0 O. __Q 0. O 0.
Totals 878 892 1770

*Moved from Union Building between first and second survey.

34

The grill, bookstore, desk, lounge and cafeteria
were the destinations most frequently indicated by the
interviewees and may be assumed to be the areas used by the
largest number of students. Least used areas were the card
room, table tennis room, lost and found, art room and music
room. In comparison to the total number Of meeting rooms
available to students (13), it is possible to include
meeting rooms among the building areas less frequently used
by students.

The extreme variances of frequency with which diff-
erent areas and facilities of the building were used can be
readily seen. It is believed that an explanation of the use,
or lack thereof, of each facility by those who were inter-
viewed would be impractical and would add nothing of value
to the thesis. However, in the following chapter, conclusions
and recommendations will be based, to a large extent, on the
data presented in Table 1.

Destinations within the Building
by Students in the Various Residence Groups

The reason for inclusion of a comparison of usage by
different residence groups is in an attempt to forecast
future usage based on present indications. Students in the
different residence groups of the university utilize the
union with varying degrees of frequency. The types of

residences included in this study were independent housing,

35
dormitory, fraternity and sorority.

An independent type of residence includes all living
quarters, excluding dormitories, fraternity or sorority
houses. This would include off-campus apartments or houses,
the married housing section of campus, and mobile homes.
Dormitory residence is defined to be group housing owned by
the university in which the student both rooms and boards and
includes both men and women students. Fraternity and sorority
residence indicates that the respondents room and board at
their respective houses.

Men's Residence Groups.

Table 2 presents the number of men students interviewed
as compared to the number of men students enrolled in the
university at the times of the two surveys.

Independents. Forty-three per cent or 184 of the men stu-
dents interviewed during the first survey lived in indepen-
dent housing. During the second survey 44 per cent or 210
of the men interviewed lived in independent residences. At
the time of survey I, 64 per cent, or 8024 of the men en—
rolled in the university lived in independent housing and
65 per cent, or 7,686 of the male students lived in inde-
pendent residences at the time of the second survey.

The distinct variances in both surveys indicates that
men students living in the independent residences do not

frequent the union in prOportion to the number of men students

36

 

 

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37
enrolled. A partial explanation for this lack of use may be
that men in this type of housing may be married students.
Thirty-two per cent or 3,982 of the men students enrolled are
married and possibly a larger per cent of these men live in
independent housing. Other reasons may include the fact that
seven per cent, or 876 of the male students commute and others
have jobs away from the campus.

Dormitories. During the first survey, 44 per cent, or 198 of

 

the men students interviewed lived in dormitories. At the time
of the second survey, 156 or 33 per cent of those interviewed
lived in dormitories. Survey I indicated that 27 per cent,

or 3,371 of the men enrolled in the university lived in dorm-
itories whereas 28 per cent, or 3,296 lived in dormitories at
the time of survey II.

It is significant to note that the men's dormitories
have virtually the same facilities that the union Offers.
Notwithstanding, a larger per cent of the men from dormitories
visited the union during both surveys than would be indicated
by the number of students living in dormitories. The noted
variance may be partially explained by the fact that the
largest of the two men's dormitories is situated more than a
mile from the center of the campus. Because of the distance
involved, and the union‘s location, it is apparent that many
men living in dormitories spend time, between classes, in the

union, rather than returning to their living units.

38

Fraternities. Survey I showed that thirteen per cent, or

 

seventy-five men interviewed lived in fraternities. Twenty-
three per cent, or 110 of those interviewed lived in fratern-
ities during Survey II. Nine per cent or 1,070 of the men
enrolled lived in fraternities at the time of the first
survey and 7 per cent or 778, had this type of residence
during the second survey. The large number of men from
fraternities who made use of the union during Survey II
cannot be attributed to a specific cause. Several fraternity
houses are located a considerable distance from campus which
might possibly explain the difference. Also, a possible
gathering of fraternity men, for a specific purpose but not
indicated in the survey, may have distorted the picture on
the day of the second survey.
Women's Residence Groups.

Table 3 is used to display the number of women stu-
dents interviewed compared to the number of women students
enrolled in the university at the time of the two surveys.

Independents. Thirty-three per cent, or 1,746 of the women

 

students enrolled in the university lived in independent
housing at the time of the first survey. During the second
survey 34 per cent, or 1,953 of the women lived in indep-
endent residences. Only 15 per cent, or 65 of the women
interviewed lived in independent residences during survey I

and only 19 per cent, or 78 reported living in this type of

39
residence at the time of survey II. Evidenced by both
surveys is the fact that women students, living in indepen-
dent residences, do not use the union in proportion to the
enrolled students in this residence group.

A partial explanation of why such a variance exists
in the results of both surveys may be due to the fact that
17 per cent of the women students are married. Married
students and students who commute or live off-campus may
tend to schedule class hours more carefully than do students
living on or near the campus. harried students also may have
the duties of housekeeping, responsibilities of families and
part-time employment which would tend to reduce the amount of
time available to use the union and may also limit their
Opportunities for using the union.

Dormitories. The largest single residence group that used

 

the union were women from dormitories. Sixty-three per cent,
or 264 of the women students interviewed during survey I re-
ported that they lived in dormitories. During survey II, 60
per cent, or 249 of the students interviewed lived in dorm-
itories. At the time of the first survey, 54 per cent, or
2,875 of the women students enrolled in the university lived
in dormitories and 55 per cent, or 3,151 lived in dormitories
during the second survey.

The majority of the women's dormitories are located

adjacent to the union building and the proximity of the

4O

 

 

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41
dormitories tends to increase the traffic and use of the
union by women residents of these buildings.

Sororities. Twenty-two per cent, or 92 OF the women stu-

 

dents interviewed lived in sororities at the time of the
first survey. The second survey indicated that 21 per cent,
or 89 of the students interviewed lived in sorority houses.
Only 13 per cent, or 681 of the enrollment Of women students
lived in sororities at the time of survey I while 11 per cent,
or 661 had such residenoeduring the second survey.

In both surveys the use of the union by women from
sororities was greater than would be expected. Since several
sororities are situated quite distant from the campus, the
union is an excellent facility for spending leisure time
between classes. Also, it seems that the union grill is
"the place to be seen" between classes and in transit to
and from the campus. The sorority girls take full cogniz-
ance of this fact.

Predicted Future Usage

The office of the Housing Director at Michigan State
University has compiled, for the past six years, a list Of
where the students of the university live. Based on the
trends indicated by these records and the results of the
surveys made in conjunction with this thesis the following
is assumed to be true:

1. The increasing number of married students will continue

42
to raise the per cent of students living in independent
housing. Also, a growing tendency, on the part of men stu-
dents, to live off campus will aid in increasing the number
of students in the independent residence group.

2. An increasing number of new dormitories will be accom-
panied by attractive plans for the payment of room and board
fees. Therefore, the per cent of students living in dormit-
ories will increase.
3. Due to competition from the newly constructed dormitories
and planned construction of additional dormitories, the per
cent of students living in fraternity and sorority houses
will continue to decline.

Combined Use of Various Areas of the Building

by ken and Women Students

The use, or lack thereof, of particular areas of the
union by men and women students is necessarily variable. In
order to determine the frequency of use of the various areas
of the building, by each sex group, the responses of men and
women students for each survey are presented in the following
tables. In each table, the control factor is the total
number of students who frequented each area. In table 4,
seventeen areas are listed while only sixteen areas are
listed in table 5. The variance may be explained by the
fact that between the time of the two surveys the art room

was relocated in the newly constructed campus Art Center.

43

Table 4.--Areas used by students interviewed in Kay, 1958.

 

 

 

Men Per Uomen Per Total
Cent Cent

Grill 212 46.4 200 47.5 412
Bookstore 42 9.2 50 11.9 92
Desk 38 8.3 48 11.4 86
Lounge 27 5.9 46 10.9 73
Cafeteria 27 5.9 13 3.1 40
Meeting 18 3.9 20 4.8 38
Bowling Alley 19 4.2 13 3.1 32
Passing Through 13 2.8 11 2.6 24
Billiard Room 17 3.7 O 0. l7
Browsing Room 15 3.3 2 .5 1?
Barber ShOp 15 3.3 O O. 15
Art Room 6 1.3 9 2.1 15
Check Room 6 1.3 2 .5 8
Kusic Room 0 O. 6 1.4 6
Lost & Found 2 .5 l .2 3
Table Tennis 0 0. O O. 0
Card Room __9 O. __Q 0. __9

Totals 457 421 878

c
(

l

(

' n

 

44

Table 4 presents the results of men's and women's
responses, regarding the individual usage of the various
areas of the building at the time of the first survey.

In analyzing the data presented in table 4 it is
apparent that certain facilities, such as the grill, book-
store, desk, meeting rooms, bowling alley, and lost & found,
are used on an almost equal basis by both men and women.
However, certain areas and facilities are used more by one
sex group than the other. Examples Of such areas, excluding
those peculiar to one sex, are the cafeteria, lounge, brow-
sing room, billiard room, and the music room. For purposes
of explanation and clarification of possible reasons for
these variances, the author has taken each area, for which
a decided variance appears, and offered explanatory comments.

The cafeteria was used by twenty-seven, or six per
cent, of the men interviewed but only thirteen, or three per
dent, of the women interviewed. As previously indicated,
fifty-five per cent of the women enrolled in the university
lived in dormitories. However, only twenty-seven per cent
of the men enrolled live in dormitories. This would at least
partially account for the variance in usage of the cafeteria
in that more women, presumably, return to the dormitories for
meals.

When the results of the interviews were compiled, all

responses indicating a lounge as the individual's destination

45
in the building were grouped together. By referring to
Chapter II, page 22, the reader will be reminded that the
building has both a mixed lounge and a women's lounge on the
first floor. Forty-six women, or eleven per cent of those
interviewed, indicated the lounge, not specifically mixed or
women's as their destination. Only twenty-seven, or six
per cent, of the men indicated the use of the mixed lounge as
their purpose in the building. As a possible explanation for
the reason of more women using the lounges, it would seem
apparent that the existence of a women's lounge would account
for the indicated variance.

Fifteen men and two women indicated their purpose in
the union was to visit the browsing room which is located on
the first floor opposite the mixed lounge. Although the
specific purposes of this room were not to provide a men's
lounge, per se, the observed use of the room indicates that
such has been the result.

Although the union billiard room is Open to both men
and women students, it is a rare occasion when a coed uses
the room. As the responses indicate, not one woman student
interviewed was destined for the billiard room. The reason
for this situation is not apparent in that the billiard room
is the antithesis of the stereotyped "pool" room. The
billiard room is modern, well lighted and supervised at all

times. It is the hope of the author that some future arrange-

46
ments can be made whereby women students will take more
advantage of this relaxing pastime.

The music room, indicated by six women, or one per
cent of those interviewed, and no men, as their destination,
is one of the least known and publicized areas of the build-
ing. Its location on the third floor is a definite impedi-
ment to its pOpularity and functional usage. The addition
of stereOphonic sound equipment between the times of the two
surveys is expected to result in a significant increase in
the use of the room. The fact that six women did use the
room can probably be attributed to the proximity of the
women's dormitories.

Table 5 presents the results of men's and women's
responses regarding the individual usage of the various
areas of the building at the time of Survey II.

Similar results are shown between the two surveys in
regard to the variance in use of certain facilities by men
and women. Evident in both surveys, and heretofore explained,
was the fact that the cafeteria, lounge, browsing room,
billiard room, and the music room utilized much more by one
sex group than the other. It is the belief of the author
that the reasons for the use, or lack thereof, of the above
areas were the same during the February survey as they were
the previous Ray.

The results of both surveys indicated that certain

47

Table 5.--Areas used by students interviewed in February, 1959.

 

 

 

Men Per Women Per

Cent Cent Total
Grill 189 39.7 169 40.6 358
Desk 43 9.0 51 12.3 94
Bookstore 46 9.7 47 11.3 93
Lounge 29 6.1 57 13.8 86
Cafeteria 38 8.0 18 4.4 56
Bowling Alley 23 4.8 16 3.8 39
Meeting 16 3.4 19 4.6 35
Passing Through 16 3.4 19 4.6 35
Billiard Room 23 4.8 O O. 23
Check Room 11 2.4 9 2.2 20
Browsing Room 18 3.8 1 .1 l9
Barber Shop 18 3.8 O O. 18
music Room 2 .4 9 2.2 11
Lost & Found 3 .6 l .l 4
Table Tennis 1 .l O O. 1
Card Room ___0_ O. ___(_D_ 0. ___9

Totals 476 416 892

48
areas of the building are used, by all students, more
frequently than other areas. The results of the general
usage of the building indicated that the grill, bookstore,
desk, lounges and cafeteria were the most frequently used
areas of the building. Conversely, the card room, table
tennis room, lost and found, art room and music room were
the least frequented areas of the building. Similar results
are indicated in tables 4 and 5. A minor exception to the
similarity is that during the Ray, 1958 survey, shown in
table 4, the check room was not Often utilized. The weather
at the time of the survey would explain the lack of use of the

Checkroom at the time.
Responses to Additional Questions

In addition to being asked their type of residence
and their destination within the building, the students were
requested to answer the following questions:

1. Do you feel that the location of the Student Union
Building is prohibitive?

2. Would you be inconvenienced if the union were
closed?

3. Do you feel that the union is doing a good job of
serving you personally?

4. What new services would you like to have in the

union building?

49

In responding to question 1, regarding the location
of the union, during the first survey, fifty-six men and
twenty-three women students felt that the location of the
building was prohibitive. The location was not prohibitive
to 401 men and 398 women students. Survey II indicated that
fifty-one men and twenty-eight women thought the location of
the building was prohibitive. The location was not prohib-
itive to 425 men and 388 women at the time of the second
survey.

The combined responses in both surveys indicate that
1612 students, or 91 per cent of the respondents indicated
that the location of the union was not prohibitive. It is
apparent that although the center of campus has been relocated
since the construction of the student union building, the
location of the building is still advantageous to the vast
majority of the students.

Question 2, asking if the student would be inconvenienced
if the student uniontuilding were closed, was answered in the
negative by 119 men and 40 women students during the first
survey. A total of 338 men and 381 women students said they
would be inconvenienced if the union building were closed.

At the time of the second survey, 131 men and 34
women students indicated that they would not be inconvenienced
if the union were closed. A total of 345 men and 382 women
students indicated that they would be inconvenienced if the

union were closed.

50

The combined results of both surveys show that 1,446
students, or 82 per cent of the respondents, would be
inconvenienced if the union were closed. A large majority
of the 324 students, or 18 per cent, who stated that they
would not be inconvenienced, indicated that they could obtain
the same services that the union offers elsewhere.

The third question asked if the student felt that the
union was doing a good job of serving him personally. During
the first survey, 15 men and 7 women students answered this
question in the negative. Conversely, 442 men and 414 women
students indicated satisfaction regarding personal services.
At the time of Survey II, 13 men and 11 women students did not
feel that the student union building was doing a good job of
serving them personally. However, 463 men and 405 women were
satisfied with the services.

The combined results of both surveys indicated that
1,724, or 99 per cent of the students, thought that the union
was doing a good job of serving them personally. The main
objections offered by the majority of the 46 students who
were not satisfied was that the building was too large and
impersonal to be able to satisfy individual needs.

The question asking what new services the student
would like to have in the union brought a total of 278
suggestions in both surveys. However, the vast majority of
students questioned, 1,492, had either no Opinion or suggested

a legal impossibility -- alcoholic beverages -- in response

51
to this question. The new services most often requested were
afternoon dances, movies, a swimming pool and a craft shop.
Other requests included a beauty shop, air conditioning,
guest rooms, dry cleaning services, classroom facilities and

a chapel.

Summary of Differences

Between Survey I and Survey II

To understand the similarities and differences between
the two surveys made, it is necessary to recall that the first
survey was made in the month of May and the second survey
during the following February. With the exception of weather
conditions, both surveys were made under similar circumstances.
The days chosen for the surveys were typical days of the school
year and therefore would not tend to present a distorted pict-
ure in either survey.

It might be expected, due to weather conditions,
that more students would enter the union during the month of
February than in hay. Such was not the case according to
the two surveys taken. During the day of the first survey,
in May, 10,498 students entered the building. In the Feb-
ruary survey, 10,237 students entered the building. The
reason that more students entered the building during the
month more conducive to outdoor activities is at least
partially attributable to the increasing popularity of the

student services building Opened in September 1958. The

52
fact that many student organizations, once housed in the
union, are now headquartered in the student services build-
ing has tended to decrease traffic in the union. This effect
was anticipated and is a natural result of university expan-
sion. Also, the total enrollment at the university was lower
at the time of the second survey.

Although fewer students entered the building during
the day of the second survey, a higher per cent of those who
entered were interviewed. 0f the 10,498 who entered on the
day of Survey I, 878, or 8.4 per cent, were interviewed.
During the second survey, 892, or 8.7 per cent of the 10,237
who entered the building were interviewed. The reason for
the slight increase in the per cent of students interviewed
was the fact that some of the interviewers participated in
both surveys and were more familiar with the procedure used
at the time of Survey II.

The methods of tabulation were identical for both
surveys with one minor exception. The data presented in
tables 4 and 5 appears in a different sequence due to the
fact that the control factors, the total number of students
who frequented each area, were variable in each survey.
Variable responses from total respondents demanded a variance
in the presentation of the data obtained. Tables 2 and 3
presented, for purposes of comparison, the results of both

surveys regarding the number of men and women students inter-

viewed. The number and per cent in each residence group is

 

53
compared to the number and per cent of students enrolled in
the university.

Based on table 2, the only significant differences
between the two surveys was the variance in per cent of men
students interviewed who lived in dormitories or fraternity
houses. Forty-four per cent, or 198 of the men students
interviewed during the first survey lived in dormitories as
compared to 33 per cent, or 156 of the men students inter-
viewed in the second survey. The reason for this variance is
not readily explainable since the per cent of men students
living in dormitories, increased from 27 to 28 per cent be-
tween the times of the two surveys.

Although 13 per cent, or 75 of the men students inter-
viewed during the first survey lived in fraternity houses,

23 per cent, or 110 of the men interviewed during the second
survey had that type of residence. The variance in this
instance is also not readily explainable in that the per cent
of men living in fraternity houses decreased from 9 to 7 per
cent from the time of Survey I to Survey II.

The usage of the various areas of the building was
quite similar during both surveys. The areas that received
the heaviest usage were equally popular in Hay, 1958 and
February, 1959. Explanatory comments, regarding the use of

certain areas more by one sex group than another, have been

previously presented in this chapter.

 

54

The answers to the four direct questions brought
similar responses in both surveys. The majority of the
students interviewed stated that they did not think the
location of the union was prohibitive, that they would be
inconvenienced if the union were closed and that they thought
the union was doing a good job of serving them personally.
Summagy. It has been the intent of this chapter to present,
for purposes of analysis, the results of two surveys. The
surveys were made in the Student Union Building at Michigan
State University for the purposes of determining the degree
of frequency with which various areas of the building were
used, by whom, and to determine what future utilization would
be most effective. The results of the two surveys have been
presented in tabular form and a comparison of the results
has been included. The following chapter will present
conclusions and recommendations based on the findings of

the study.

S ’I-fole, CONCLUSIONS Mil) I‘LECOIfl-Qfl‘iflmTIDEIS

Summary

The purpose of this thesis was to determine a more
effective utilization of the Student Union Building at
hichigan State University. The observed utilization of the
union was broken down into the use of the student union
building as a whole, and the use of the building by residence
groups of the university and the use, individually, of various
areas of the building by men and women students.

Chapter I contained the introduction to the problem
in citing the necessity of union buildings as a supplement
to formal education. The forecasted growth in enrollments
at the university level was presented. The opinions of sev-
eral educators and university administrators, regarding in-
formal education, were also presented.

In order to afford the reader a better understanding
of the union building which was the object of this study,
Chapter II presented extracts from building floor plans.

The floor plans, as presented, depicted the Union at hichigan
State University as it existed at the completion of this
thesis.

Chapter III presented, in context and tabular form,

“1

the combined results of two surveys. ihe surveys were made

56
from a random sampling of the student body of hichigan State
University. Two one-day surveys were made, one in may, 1958
and another in February, 1959, in order that a seasonal
comparison could be made. The results of the individual
surveys, and the similarities and differences between the
two, have served as a basis for the following conclusions and

recommendations.
Conclusions

In attempting to determine the effectiveness of the
utilization of the union building as a whole, a valid meas-
uring device would be difficult to deveIOp. During the day
of the first survey, 10,498 students entered the building.
This figure represents 57.6 per cent of the total student
enrollment at the time of the survey. 0n the day of the
second survey, 10,237 students, or 60.0 per cent of the
total enrollment, entered the building.

0n the basis of the figures resultant of both surveys,
the author believes that the union building, as a single
entity, was used effectively in that better than fifty-seven
per cent of the student body made use of the facilities
offered.

On the basis of studies made for the past six years
by the Housing Office of hichigan State University, and on
the results of this study, the following conclusions can be

made:

57
l. The population of married students has and will probably
continue to increase. harried students, who were included
in the independent group in this study, do not use the union
as often as might be expected.
2. The growing trend, on the part of men students, to "live
off campus" will probably continue.
3. Projected plans of the university to build new dormitories
will be accompanied with attractive arrangements for paying
dormitory room and board fees. The fraternities and soror-
ities as a group, will probably not be able to compete with
such payment plans. Dormitory residence will probably in-
crease; fraternity and sorority residence will probably de-
crease.

The results of both surveys, regarding the utilization
of individual areas of the building, were very similar. There-
fore, it is entirely feasible to present conclusions drawn from
both surveys concurrently.

As presented in tables 1, 4 and 5 in Chapter III,
certain areas of the building were used with little or no
degree of frequency. Areas such as the lost and found, music
room, table tennis room, card room and, in proportion to their
number, meeting rooms could certainly be more effectively

1milized.

58

Recommendations

In order to present a clearer picture to the reader,
recommendations will be divided into five categories.
Recommendations regarding (l) the physical arrangement and
location of rooms, (2) advertising and promotion,

(3) programming, (4) hours of building operation and

(5) miscellaneous changes will be presented.
Physical arrangement and location of rooms.

In order to realize a more effective utilization of
the table tennis and card playing areas, it is recommended
that the location of these facilities be changed from the
fourth floor to the ground floor. Table tennis tables and
card tables could be relocated to the present site of the
Internation Club room, (area 1, figure 3, page 20). The
International Club presently utilizes only a small portion
of the room. It is believed that the proposed relocation
would provide more than effective use of the facilities.

It would also result in all the recreational facilities,
bowling, billiards and table tennis, being relatively close
together for supervisory purposes.

Removing the tables from the present table tennis and
card rooms on the fourth floor, (areas 1 and 7, figure 7,
page 28), would provide space to be used as follows: the

table tennis room should be assigned as a workroom for the

59

Student Union Board. Facilities for this purpose are
presently lacking. Projects requiring art work, construction
or similar endeavors could be expeditiously carried out in
the prOposed area. The present card room would be used as an
additional meeting room or classroom for seminar type groups.

It is further recommended that the meeting rooms, on
the third and fourth floors, be made available for use as
academic classrooms. In providing this necessary arrangement,
groups that used these rooms for meetings during the day would
schedule future meetings in either the Student Services
Building or the Campus Continuing Education Center. Both
buildings are equipped to handle such groups. Meetings after
6:00 P.M. could continue to be scheduled in the union. The
adoption of this prOposal would assure, through careful
scheduling, that each meeting room in the union would be

more effectively used during the day.
Advertising and promotion.

It is proposed that the Student Union Board, in con-
junction with the management of the building, prepare a
brochure for mass distribution to students. The brochure
would infonn students of the facilities of the union, hours
of operation, house rules, financial policies and general
regulations regarding the use of the building. Additionally,
periodic newsletters presenting innovations and items of

general interest should be considered.

60

Programming.

The ballroom and parlors, (areas 18 and 21, figure 5,
page 24) are very seldon utilized during the daytime.
Therefore, it is proposed that these areas be used for
afternoon record dances, movies at a nominal charge, special
interest displays, and student-faculty coffee hours. The
Student Union Board should sponsor the above prOposals in an
effort to increase the social education of the student body.
The proposed use of the ballroom and parlors is based on
requests by students for the activities suggested.

Since the population of married students has increased
and promises to continue to increase, activities of specific
interest to married students should be included in the
program of the union building. Perhaps a vacant room in the
building could serve as a nursery and play area for children
while their parents dance, attend meetings or participate in

social functions.
Hours of Operation.

It is recommended that the hours of Operation of the
union building be maintained as presently in existance.
However, if the Student Government or the University Admini-
stration should regulate the hours at which coeds must return
to their dormitories, the hours of the building operation

should be adjusted accordingly.

61

Kiscellaneous Changgs.

0n the basis of the increasing number of students from
dormitories using the student union, it is recommended that
the following plan be adOpted. Dormitory students who find
it inconvenient to return to their living units at noontime
should be permitted to eat an equivalent meal in the union.

A special menu, corresponding to the menu offered in the
dormitory for that meal, should be made available to dorm-
itory students. Normal transfer charges could be made cred-
iting the union accounts and debiting the dormitory accounts
for the price Of the meals consumed.

Perhaps the biggest problem connected with visiting
the union building is parking. hany students have access to
automobiles but the parking facilities adjacent to the union
are sorely inadequate. 0n the basis of the increasing number
of men students who live Off campus and the commuters of the
university, it is recommended that if space becomes available,
adjacent to the union, strong consideration should be given
to parking facilities. The addition of such facilities, the
author believes, would greatly enhance the use of the student

union building and increase services to the family of the

university.

 

62

Further Study;

It is recommended that a study be made which would
determine the degree of acceptance of the present activ-
ities program of the union building at hichigan State Univ-
ersity. The possibility exists that assumed acceptance has
brought complacency to the existing activities program.

The proposed study would determine if the present program is

adequate and what improvements, if any, should be considered.

APPENDIX

Interview Form Used For Surveys

63

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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SELEC TED BI BLIOGRAPHY

64

SELECTED BIBLIOGRAPHY

BOOKS

Fowlkes, John Guy, et al. Higher Education for American
Society. madison: The University of Wisconsin Press,

1949.

Hand, Harold 0. (ed.). Campus Activities. New York:
thraw Hill Book Co.,Inc., 1938.

horgan, B. The Nature and Purpose of Education. Ames:
Collegiate Press, Inc., Iowa State College, 1929.

Ruthven, A. G. an Weld, W. E. as quoted by Humphreys, Edith
Ouzts in College Unions, a Handbook on College Community
Centers. Ithaca: The Association of College Unions,

I9457‘“‘

Skinner, Charles E., et al. Educational Psychology. New York:
Prentice - Hall, Inc., 1945.

Whipple, Guy M., et al. The Thirty-Seventh Yearbook of the
National Society for the Study of Education, Part I.
Bloomington, Illinois: Public School Publishing Co.,

1938.

Wynne, John P. General Education in Theory and Practice.
hew York: Bookman Associates, 1952.

PUBLIC DOCUMENTS
U. S. Bureau of Census. Statistical Abstract of the United
States: 1958. (Seventy-hinth Annual EditionI.
U. S. President's Commission on Higher Education. ”Higher
Education for American Democracy, A Report. hew York:
harper‘& Bros., Inc., 1947.

U. S. Senate, Sub-Committee on Appropriations. Character
Education. Report No. 3973, 74th Cong., lst. Sess. 1935.

 

OTHER SOURCES

 

Facts on File (Vol. vVII, No. 862). New York: Facts on File,
Inc.,‘l957.

 

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