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ABSTRACT
BROADCASTING CURRICULA IN COMMUNITY COLLEGES By
David Rich Sleeper
Broadcasting curricula offered in two—year commu— nity colleges are serving two very different groups of
students. The terminal student plans to complete a two- year Associate in Arts Degree from a community college
and then seek employment in the broadcasting industry.
The future transfer student intends to enroll in a
community college for the first two years of his college
education and then transfer to a four—year college or
university where he will earn a baccalaureate degree
with a major in broadcasting after completing the junior
and senior year of college.
- A problem arises in trying to differentiate be—
tween the goals of the future transfer student and the
terminal student in the broadcasting instruction. The
curricula must successfully serve the needs of both groups of students if those students are to achieve academic and/or vocational success.
In this present study, students and faculty in
community colleges were surveyed to find out how they
perceived the broadcasting curricula in their community
colleges. Did the broadcasting instruction in their David Rich Sleeper community colleges offer what they expected? Several broadcasting stations were surveyed to uncover attitudes about the community college graduates as competent employees. '
The primary technique used for gathering data for this present study was a mailed questionnaire. Two sets of questionnaires were designed to survey the students enrolled in broadcasting curricula in the community colleges and the broadcasting faculty in the same commu- nity colleges. A pilot Study also was designed to test the accuracy of the questionnaires in obtaining the necessary data for the study.
Interviews were obtained from three sources for the purpose of checking the reliability of the informa- tion obtained from the questionnaires. Two broadcasting faculty from community colleges and one administrator in higher education were interviewed.
, Historical documentation for this present study was obtained from books and periodicals. Recent histor- ical data were found primarily in periodicals with much of the data from "The Junior College Journal."
A major finding of this thesis indicates that broadcasting students in the community colleges may be- lieve that they are obtaining more from their broadcast- ing education than they actually are. The faculty in the community colleges who were queried in this study believe that they offer to both the terminal student and David Rich Sleeper the future transfer students a better education in the two-year broadcasting curricula than they actually do.
The faculty also believe that most of their broadcasting
students are trained to job entry levels and find
employment in broadcasting.
The findings also show that some of the represent- atives of the broadcasting industry are satisfied with
the work performed by community college broadcasting
graduates. Most of the positions held by those graduates are operational in nature and most of the jobs are
. .- secured in small and medium size markets. Accepted by the faculty of the Department of
Television and Radio, College of Communication Arts,
Michigan State University, in partial fulfillment of the requirements for the Master of Arts degree.
#324) 02. [ye/l;
Director of Thesis BROADCASTING CURRICULA IN COMMUNITY COLLEGES
By
David Rich Sleeper
A THESIS
Submitted to
Michigan State University
, in partial fulfillment of the requirements
for the degree of
MASTER OF ARTS
Department of Television and Radio
1970 t Woes
ACKNOWLEDGMENTS
Three individuals deserve recognition for their
greatly appreciated assistance and guidance in the
research and writing of this thesis. They are Professor
Leo Martin, my thesis director, who burned the midnight
oil many times while reading, correcting and critiqing
this writing effort; William Ballard, Director of _
Broadcasting and Manager of WUCM-TV at University Center,
Michigan; and Thomas Callahan, a graduate student in
philosophy at Michigan State University, who assisted
in proofreading portions of this thesis.
ii TABLE OF CONTENTS
PAGE
ACKNOWLEDGMENTS ...... ii
LIST OF TABLES ...... Vi
CHAPTER
I. THE EXPENDING OBJECTIVES OF THE COMMUNITY
COLLEGE ...... 1
History of Junior Colleges ...... 3
History of Radio Curricula in Community
Colleges ...... 15
History of Television Curricula in
Community Colleges ...... 21
Purpose of the Present Study ...... 26
Definition of Terms ...... 27
Hypotheses ...... 29
Hypothesis 1 ...... 31
Hypothesis 2 ...... _...... 31
Hypothesis 3 ...... 32
II. THE METHODOLOGY OF THE STUDY ...... 33
Interviews . . . .q...... 33
Pilot Study ...... 37
The Questionnaires ...... 38
iii CHAPTER _ PAGE
The Student Questionnaire ...... 39
The Faculty Questionnaire ...... 42
cover Letter 0 O O O I O O i O O I O O O O O 43
The Process of Selecting the Sample . . . 44
Radio and Television Stations Surveyed . . 48
Report from the College of San Mateo . . . 49
III. PROFILES OF THE COLLEGES ...... 51
Community College of Baltimore ...... 53
Palmer Junior College ...... 56
Odessa College ...... 58
Ricks College ...... ‘...... 61
Spokane Community College ...... 64
San Bernardino Valley College ...... 67
Pasadena City College ...... 7O
Grossmont College ...... 73
Delta College ...... 75
College of San Mateo ...... 78
Summary ...... 80
IV. THE RESULTS OF THE SURVEY ...... 83
The Student Questionnaire ...... 83
The Faculty Questionnaire ...... 111
Letters from Broadcasters ...... 129
Conclusion ...... 130
V. CONCLUSIONS ...... 133
Hypothesis 1 ...... 134
iv CHAPTER PAGE
Hypothesis 2 . 139
Hypothesis 3 . 142
Final Summation 144
BIBLIOGRAPHY 146 A. APPENDIX 148
APPENDIX 151
APPENDIX 155
APPENDIX 159
APPENDIX 161
APPENDIX 162
APPENDIX Q'IdthOtfi 163 LIST OF TABLES
TABLE PAGE
Length of Attendance in the Community I.
College ...... 85
II. Radio and Television Majors ...... 85
III. Length of Time as Broadcasting Major . . 87
IV. The Number of Courses in Broadcasting that
Students have Studied in the Community
College ...... 88
Experience in Broadcasting Outside of the
Community College Now Attending . . . . 89
VI. Experience in Radio and/or Television at
the Community College the Student is
Now Attending ...... 9O
V111 Broadcasting Interests of Students . . . . 91
VIII. The Students Self—Evaluation of his
Qualifications in the Chosen Area of
Interest in Broadcasting ...... 92
IX. Students Evaluation of the Training in
Broadcasting They Have Received at Their
Present Community College ...... 94
Location of First Broadcasting Employment 96
vi TABLE PAGE
XI. Recommendations to Continue Broadcasting.
Education 0 O O O O O O 0 . 99
XII. Difference Between Two-Year
Broadcasting Programs . . . 101
XIII. .Average Age of the Students Surveyed o 107
XIV. The Sex Distribution of the Students . 108
The Marital Status of the Students . 108
XVI. Parent's or Guardian's Occupation . . 109
XVII. Grade Point Averages of the Students O 111
... XVIII. Career Plans of the Students .' 112
XIX. Educational Philosophy and Objectives
Broadcasting Curricula O 114
How Long Community College Has Offered
Broadcasting Courses . . 116
Background of Broadcasting Faculty in
the Community College . . . 117
XXII. Size of Enrollments in Broadcasting
Courses ...... 118
XXIII. Radio/Television Facilities in the
Community College . . . . 119
XXIV. Radio/Television Courses in Community
Colleges ...... '122
XXV. Departments Where Broadcasting Curricula
are Found ...... 123
XXVI. College Administrative Support for the
Broadcasting Curriculum 124
vii TABLE PAGE
XXVII. Relationships with Local Broadcasters
1 in Developing the Curriculum and Placing Students . . . .-...... 126
XXVIII. ,Radio and Television Stations Employing
Broadcasting Students ...... 127
XXIX. Four—Year Colleges Accepting Transfer
Students ...... 129
XXX. Reports from Radio and Television
Broadcasting Stations ...... 131
- .-
viii CHAPTER I
THE EXPANDING OBJECTIVES OF THE COMMUNITY COLLEGE
Since 1945, when junior colleges began to change their names from junior colleges to community colleges, problems related to expanded curricula and objectives have occurred. The emphasis started to change from a concentration on the preparation of future transfer~ students who planned to complete their education at four-year degree granting institutions, to the addition of an emphasis on terminal two-year programs. The com— munity colleges' rationale for this additional emphasis was that many of their students did not transfer to four—year institutions and were left without skills for immediate employment.
Another factor which contributed to the expanded objectives of the community college was the increased pressure of numbers of people seeking semiprofessional education beyond high school. The increased importance placed on technology by American industry forced more people to learn semiprofessional skills in order to obtain employment. Community colleges could offer semi— professional curricula to people who did not want degrees from four—year institutions. Many community colleges 1 introduced semiprofessional curricula to meet this need.
The addition of the semiprofessional curricula for terminal non-university-directed students created new problems for community colleges. They were confronted with the task of developing new curricula that could be adequately taught in two years of instruction. It was believed that there were a number of curricula that did not require a four-year college education. Preparation} in fields such as general business, journalism, recre— ational leadership, police science and others possibly
. s might be taught in a two-year program. -.
Courses in these areas were made available to both ‘ future transfer and terminal students. For example, some future transfer students, who were planning to major later in journalism at four-year institutions, were enrolled in the same journalism courses as the terminal students. Sometimes a problem occurred in not differen- tiating between the goals of different types of students who were enrolled in the same curricula but for differe ent reasons. The terminal student wanted a curriculum that would qualify him for immediate employment after two years, but the future transfer student desired a preparation for advanced courses at a four-year insti- tution. This created problems for the instructors of the courses because they had to meet the objectives of both types of students.
When both terminal and future transfer students 3
were mixed in courses in a semiprofessional or vocational
curriculum, the instructor's attention might have been
.directed toward one group at the expense of the other.
If too much attention was given to the terminal students,
the future transfer students might not have received
adequate preparation for successful transfer to a four-
year institution. If too much attention was directed
primarily toward the future transfer students, the termi-
nal students might not qualify for immediate employment
after two years in a community college. Another problem area was in the counseling of
future transfer students. Quite often they were not
counseled to enroll in those courses which met university
liberal arts requirements. As a result those students
enrolled in too many courses in their major area of inter—
est but neglected other courses which were required for
successful transfer to a four-year institution. Proper
counseling by the student's advisor could have eliminated
improper selection of courses in the community college.
These three problem areas developed as the commu—
nity college changed its emphasis to include more diver-
sified and conflicting objectives.
I. HISTORY OF JUNIOR COLLEGES
A new era in higher education began in 1920 when,
for the first time, junior college enrollments reached
4 1
15,000 in the United States. Although there were only
200 junior colleges in 1920, these figures were signif- icant when compared with the 8 junior colleges which operated in 1900 with a total enrollment of only 100 students.
From 1920 to 1928, enrollments had increased to
50,000 students in two-year institutions. In 1934, the enrollments reached at least 100,000. By 1940, enroll— ments peaked at 250,000; and in only one decade, from
1940 to 1950, enrollments more than doubled in community colleges. Possibly part of this increase might have been attributed to the post World War Two educational boom which increased enrollments in all types of educa- tional institutions. The period from 1950 to 1969 saw enrollments climb to one and a half million students attending community colleges in the United States.
Up to 1925, the objectives of the American junior college had been directgd toward the future transfer student. The courses paralleled the freshman and sopho- more years in four—year colleges and universities. The objectives of the junior college in 1925, as stated by representatives of American two—year colleges, were as follows:
The junior college is an institution offering two years of instruction of strictly collegiate grade. The curriculum may include those courses usually offered in the first two years of the four year college; in which case these courses must be iden— tical, in scope and thoroughness, with corresponding
courses of the standard four year college.1
This definition of objectives was the standard for two- year American junior colleges. It was developed by the
Committee on Standards of the Ammerican Association of
Junior Colleges in 1925.
The latter part of the statement of objectives proposed by the Committee introduced a possible new con— cept for junior college education and showed the emergence of a new direction for curricula. -The report continued:
The junior college-may, and is likely to, develop a different type of curriculum suited to the larger and ever changing civic, social, religious, and vocational needs of the entire community in which the college is located. It is understood that in this case also the work offered shall e on a level appropriate for high school graduates.
A new direction into the vocational fields for the junior college curriculum was implied in this statement of objec- tives. This was to lead to new curricula for the termi- nal student. Engineering, electronics, general business, police science, recreational leadership and other two- year terminal programs developed in the ten year span from 1925 to 1935.
In 1926, Frank W. Thomas, in a doctoral disserta— tion at Stanford University, isolated the four most widely recognized functions of the junior college. The
1Tyrus Hillway, The American Two—Year College (New York: Harper & Brothers, 19587, pp. 7-8. 2Ibid., p. 8. 6 four functions were: the p0pularising function, the pre- paratory function, the terminal function and the guid- ance function. The first of these functions was described as follows:
Popularizing function: the function of extending education of a general nature to secondary school graduates who, for geographical or economic reasons, could not otherwise secure it; and of giving similar benefits to mature residents of the community.
The second part only of this function did not make the
junior college different in function from four-year
institutions because the concept stated here was similar
to the extension and continuing education roles of '
senior colleges.
The second function as defined by Thomas was:
Preparatory function: the function of giving two years of college work, equivalent to that offered in the freshman and sophomore years of standard univer- sities, which will prepare students adequately for upper division specialization in the university.
The “Preparatory" function was duplicating what fourn
yearginstitutions had been doing all along. Possibly the
junior college offered the freshman and sophomore years
because it provided geographical and economic convenience
for the student who did not want to leave home for the
first two years of college.
3Walter Crosby Eells, Why Junior College Terminal Education?, Terminal Education Monograph No. 3 (Washing— ton: American Association of Junior Colleges, 1941),p. 3. 41bid., p. 4. 7
A third function, stated by Thomas, was created specifically for the junior college. This was the termi- nal function. Thomas defined this as:
Terminal function: the function of giving specific preparation along vocational lines for occupations on the semiprofessional and other levels which will qualify students who finish them for immediate places in specific life occupations; and of giving general education for citizenship and for life to other students who cannot continue their formal education beyond the junior college.
Most terminal programs consisted of vocational curricula combined with selected liberal arts courses. The liberal arts courses gave each student a general education.
A guidance function was stated by Thomas:
Guidance function: the function of taking scien— tific interest in the individual traits and abili- ties and in the personal welfare of the student, of training him to think, of helping him to organize his studies effectively, of making his college and life experiences profitable to him to an optimum degree, and of assisting him to fit into his place after leaving the junior college, whether in a higher educational igstitution, in a life occupation, or in a way of life.
This.concept of guidance was the most important function, according to Thomas. He believed that guidance was a necessary base for the other three functions because it coordinated the preparatory function and the terminal function and, as a result, developed the popularizing function. Thomas said that for both the terminal func- tion and the preparatory function to operate properly
_iiin_'—-—a-o\ ---~
8
". . . and in appropriate relationships to each other,
and made fully effective through an adequate and vital
organization for guidance in all of its aspects, the
result will be the popularization of the junior college
in democratizing education of a variety of types for
the entire community which it serves meeting the needs
not only of the youth of typical junior college age but
the needs of adults as well."7
Thomas's four functions, written in 1926, contin-
~ually changed during the following ten years as the study
of psychology brought new interpretations to the guidance
function.
In following years the guidance function continued
to expand in definition and cencept. Tyrus HillWay wrote'
in 1947:
Many junior colleges offer to a student the opportunity of exploring several fields of study during his two-year program in the belief that he may use this gethod ultimately to select his own proper field.
Since 1947 to the present, Hillway's function of provid—
ing opportunities for exploration has expanded to include
more junior colleges in the United States. The United States President's Commission of Higher
Education in 1947 defined the primary objectives of the
junior college as these:
Ibid., p. 5.
8Hillway, 3p. cit., p. 67. 9
(1) Training for the semiprofessions, or occupa- tions requiring no more than two years of college; (2) general education for students who will complete their formal education at the end of the fourteenth grade; (3) adult education in late-afternoon and evening classes; and (4) some provision for those young people who will transfer after two years to colleges offering more advanced studies.
The Commission listed "training for the semiprofessions" as the first objective of the junior college. The transfer objective was listed last. This arrangement of objectives possibly indicated a changed emphasis in junior college objectives.
As early as 1939, the Committee on Vocational
Education in the Junior College had defined a semiprofes- sional. Its definition stated:
The term "semiprofessional" has distinct junior college implications. Writers on the junior college movement have defined the professions as fields requiring at least a four-year college or university course and the trades and clerical occupations as fields in order to enter which a high school training or its equivalent is sufficient. They have defined a middle group of occupations for which the consensus of opinion seems to be that approximately two years of education beyond the high school are necessary and sufficient. A professional man must be more than a technician else he has no right to the designation "professional." "Semiprofessional" does and should have the same connotation on a less extensive scale. The difference should be in the amount, not in qual— ity or type. Real semiprofessional training must be more than mere vocational training.
The Committee's definition of semiprofessional stated that it was any type of education that fell between
91bid., p. 71. 10 Eells, pp. cit., pp. 6-7.
10 education for the professions and education for the trades. It was the Committee's belief that in two years of college a semiprofession could be adequately taught..
A semiprofessional education in junior college consisted of a combination of specialized subject-matter and general education liberal arts courses. Students in semiprofessional curricula were taught the skills of the tradesman and introduced to the liberal arts. It was h0ped that the student was given a-well-rounded terminal education.
In 1937, two years before the Committee on voca— tional Education in the Junior College defined semipro- fessional education, Harlan H. Horner, formerly Associate
Commissioner of Education for the State of New York, believed that the concept of the semiprofession should isolate a student from the prospect of advanced study.
Horner said:
4 Semiprofessional and vocational courses on the junior college level ought to have a dignity and a purpose of their own and ought to be expecially fitted to the needs of individual students and not hampered in any way by the prospect of adyanced courses or graduate study in later years.
What Horner said was that the immediate education of students enrolled in semiprofessional curricula should be the primary concern of the junior college. Horner did not mention the future transfer student enrolled in a
11Ibid., p. 313. 11 semiprofessional curriculum who planned to transfer to a four—year institution for advanced studies.
Still, one of the chief functions of the junior college in the late 1930's and through the 1940's was the transfer or preparatory function. Attempts were made by junior colleges to duplicate liberal arts courses in four-year institutions for the freshman and sophomore years. However, some private junior colleges continued to offer only liberal arts curricula because they lacked the funds needed for new facilities required by semipro— fessional curricula. Some other junior coIleges believed that their prestige as institutions of higher learning would be down—graded if they included vocational courses in their curricula. As a result they did not offer semi— professional curricula. These junior colleges were con— vinced that their prime objective, as two-year colleges, was liberal arts preparatory for the student who planned further studies in a four-year institution.
During the 1950's, the goals and functions of the junior college again expanded. The name for most junior colleges had been changed to community colleges or com- munity junior colleges (because of increased attention toward the community they served). A new function, referred to as an "equalizing opportunity" by Tyrus
Hillway, developed in the 1950's. Hillway stated:
Without much question, the democratization of higher education ranks as the single most signifi- cant purpose or function of the two-year college.
12
Very simply, this entails the provision of better opportunities for more students to enter collegiate courses of study. BaSically the problem or barrier which this type of institution attempts to overcome is one of finances. By saving money for the student both on tuition costs and, especially in the local community college, on the cost of room and board in a dormitory, the new institution makes it possible for some students to attend gollege who might not otherwise be able to do so.1
The "equalizing opportunity" function was a factor that contributed to increased enrollments in community colleges during the 1950's. Enrollments in 1955 reached nearly 700,000 students for 581 community colleges. More young people, as well as adults, were offered the oppor- tunity to attain college educations because of the low tuition charged by community colleges.
Another function of the community college which developed in the 1950's was in the area of continuing education for adults. Hillway stated: "If a school or college really intends to serve its community, it must be ready to meet every type of educational need that can be detected. This invariably includes those of the adult student."13
With the expansion of academic objectives in the community college to include offering a college education to the adults in the community, the two-year college had further diversified. The community college had reached
12Hillway, pp. cit., p. 78. 13Ibid., p. 81.
13 even further into the community with a new function called community services. Hillway said of community services:
A community-serving institution ought to be one in which the students are recruited largely from the local area. When this is true, the curriculum can be planned not upon the basis of a fixed pattern imposed by tradition or by abstract educational theory but upon the basis of the students' demon— strable needs.
In this statement, Hillway had pointed out a new develop— ment for the community college. He was proposing an independent and individualized concept for curricula which met the needs of students who attended the college.
Therefore, in 1958, Hillway had stated a'new direction for community college curricula expansion. He had pro— posed a curriculum developed by each community college to meet the special needs of the community it served.
Hillway expanded on the definition of community services, in 1958, when he stated:
. Community service may, of course, involve activi— ties in addition to the curriculum. The true commu— nity college becomes an integral part of the social and intellectual life of its locality. Through lectures, musical programs, community surveys, in- formal study groups, cooperation with employers and placement agencies, donation of its facilities for civic functions, and a hundred similar methods, the institution raises the cultural, social and economic level of its town or district.15
It appeared that the community college served the needs
14Ibicl., pp. 79-80.
15Ibid., p. 80.
14
of the community to obtain the popularity and support
that the college believed it needed. Community services
- have.remained a function of the community college through the 1960's. I.
The curricula found in community colleges in the
1960's indicated a trend toward diversification. The
standard semester or quarter system was abandoned for
some courses. A course for truck drivers at Lansing
Community College in Lansing, Michigan, for example,
lasted for four weeks and was offered once a year in the
Fall. One community college, Grossmont College in El
Cajon, California, encouraged students to drop courses
in the middle of a term and enroll in other courses they
believed they might like better.' The dropping and the
adding of courses at any time may have allowed the
student to discover the field best suited for him.
The philosophy of curricula development in the
196013 was to develop courses in areas where there was
demonstrable interest by the residents of the community.
Curricula development was flexible in order that it would
satisfy the diverse interests of residents in the commu-
nity. If there was interest shown in a particular sub—
ject area, the community college tried to find some way
to offer a course in that area.
A trend toward further expanded functions with an
attitude of "if it is needed, then we will try it," may
be expected in the future.
15
II. HISTORY OF RADIO CURRICULA IN COMMUNITY COLLEGES
The history of broadcasting curricula in community
colleges in the United States probably began sometime
between 1929 and 1934. Incomplete records of that period
of development make tracing the actual introduction of broadcasting courses difficult.
Sometime during the five year period between 1929
and 1934 a course in radio was started at Los Angeles
Junior College. Records showed that the course was
called "Radio and Sound.". It was listed with a group of
semiprofessional curricula.
In 1933, a study was conducted by the United States
Department of the Interior for the sole purpose of discov-
ering which institutions of higher learning were offering
courses in radio and what the content of those courses
was. The results of the survey were incomplete. Results
showed that out of 1,500 institutions of higher education
surveyed, only four and one half per cent of the institu-
tions returned the questionnaires. The questionnaires
were returned from those institutions which offered some
type of instruction in radio broadcasting. Seventeen
institutions reported that they offered at least one
course in radio. Sixteen of those institutions were
degree—granting four-year colleges or universities and
one was a two-year junior college in California.
According to the 1933 survey, Pasadena Junior 16
College was the only two-year college reporting a course in radio. Los Angeles Junior College apparently did not return the questionnaire, or perhaps they had not estab- lished their course in "Radio and Sound" before the 1933 survey. .
I The survey results showed that fifty other four- year institutions claimed to offer some radio instruction but not a single course devoted entirely to radio.
Pasadena (California) Junior College's course in radio was called "Radio Speaking." The contents of the
. ~ course were described as follows:
Includes ear—training, speech training, bodily poise and control, training in voice placement and breathing for artistic speaking, articulation, enunciation, phonetics, vocabulary building; the' relation of the customer, announcer, and listener in advertising continuities, the composition of continuities6 and practice of speaking into a microphone.1
The primary emphasis in the course was in speech and
elocution. The course was offered in the speech depart— ment, as indicated by the title of the course and by its
content. The business and economic aspects of radio were discussed in this course as indicated by the references
to the customer, advertising continuities and the listener.
It appeared also that the techniques of speaking into a microphone were ineluded in the "Radio Speaking" course.
16Cline M. Koon, "Radio Broadcasting Courses," School Life, XVIII (April, 1933), 158. 17 In 1937, Stockton Junior College in Stockton, California developed several courses in engineering, one
.of which was a course in radio technology. .A rationale
for the several courses offered in engineering was
stated:
Stockton Junior College, California, has appointed George S. Eby and Herbert F. Welch as associate professors of engineering and technology. They will offer courses, beginning this fall in radio technol- ogy, electrical technology, mechanical and structural drafting, and photographic technology.
New courses in these fields are to be combined with work in science and engineering to provide a program of training to fit young men and women for the semiprofessions such as electrical and radio sales, service, and operation; mechanical and struc- tural drafting; surveying, commercial art, and photo- graphy. The nature of the work and place of the courses lies between the trade skills, and the train- ing of the professional engineer, which deals with advanced theory and design.17
Stockton Junior College had started courses in technolog-
ical areas such as radio technology, and hoped to combine
them with "work in science and engineering." Stockton
hoped that by combining these trade fields, radio tech-
nology, electrical technology, mechanical and structural
drafting and photographic technology, with courses in
science and engineering, semiprofessional men and women
would be educated.
Radio sales was one area referred to in Stockton's
rationale for developing semiprofessional curricula.
17"The Junior College World," Junior College Journal, VIII (November, 1937), pp. 90—91. 18
This reference to radio sales may have referred to the
sales of technical equipment involved in broadcasting
'such as transmitters or receiving sets, or it may have
referred to selling broadcast time to clients who wanted
to advertise over a commercially licensed radio station.
At least this statement introduced the economic aspects
of radio broadcasting into two-year colleges for perhaps
the first time.
The Stockton Junior College rationale for develop-
ing semiprofessional curricula also introduced other
reasons for semiprofessional curricula. These reasons
were stated by the College:
The work in these courses of study will emphasize the personal development and adjustment values which are gained through courses in business administration, public speaking, applied psychology, and social science. One report shows over 80 per cent of the failures in these fields to be due not to a lack of trade skills but to wgakness in personality factors involved in the job.1
Stockton's new program included general background liberal
tarts courses such as psychology, social science and public
speaking. The purpose of the program was to develop the
semiprofessional's personality. It was hoped that the
'courses might have helped him adjust to his job and to his
personal life. This effort reflected the philosophies
which developed in the late thirties and early forties in
two-year colleges. Community colleges seemed to support
19 the combining of the trades with the liberal arts cur- ricula.
Radio courses appeared in another discipline in
1937. Los Angeles Junior College believed that radio was an important part of an opera curriculum. Los Angales
Junior College wrote:
Cognizant of the demands of the modern radio and screen, a special radio and sound studio with the most modern equipment, and an experienced technician in attendance, will be constructed on the campus for, the use of the opera studio.
The following studies will form the basis for the opera curriculum: operatic repertoire, radio record- ing, style, interpretation, pantomine and speech, acting, fencing and dancing, languages.
In 1940, a dean at the University of Chicago in— cluded a radio broadcasting course in a list of courses that should be provided in the community college for students who could not, because of low ability or lack of funds, have attended a four—year college or university.
Aaron J. Brumbaugh, Dean at the University of Chicago said:
The junior college in extending the period of general education must provide and is providing special education for those who because of lack of ability or because of economic limitations cannot progress beyond the junior college level. This emphasis is forcefully indicated by the growing provisions in junior college curricula for courses .in aviation, drama, horticulture, pharmacy, business, architecture, nursing, forestry, radio broadcasting, merchandising, banking and finance, and in techni- cians' work in engineering, nursing, chemistry, and
19"Junior College World," Junior College Journal, VIII (October, 1937), 36. 20
medicine., Semiprofessional courses combined with certain basic courses in general education undoubt- edly provide a much needed type of preparation for participation in current social life at the end of the junior college.
Brumbaugh believed that the vocational courses should be.
combined with courses in general education for the termi-
nal student who could not go beyond the junior college.
Therefore, semiprofessional programs gave the student a
general education while offering him education in a spe-
cialized field.
The interest in radio courses and the development
of radio curricula continued through the 1940's and into
the 1950's. In 1957, an all women's community college
received an FM construction permit from the Federal Com-
munications Commission. Edward W. Seay, President of
Centenary College in Hackettstown, New Jersey made the
announcement:
Centenary College for Women, Hackettstown, New Jersey, has received from the Federal Communications Commission, according to an announcement made by President Edward W. Seay, a construction permit for an FM broadcast station. Programs of an educational and community service nature will originate from campus studios in Van Winkle Hall and will be heard over a 50—mile radius. According to current radio directories, Centenary will be the only independent two—year pollege in the nation to have an FM station.2
With that development at Centenary College and subsequent
20Eells,_9_p_. cit., p. 291.
21Jesse P. Bogue, "Junior College World," Junior College Journal Vol. 28 (September 1957), p. 55.
21
development of broadcasting curricula in community col-
leges, radio had achieved some acceptance in two-year
.'colleges. By 1964, there were 700 community colleges in
the United States with 32 community colleges that
offered broadcasting curricula.
In 1969, 39 community colleges offered instruc—
tion in radio either through single courses or within
complete broadcasting curricula.
III. HISTORY OF TELEVISION CURRICULA IN
COMMUNITY COLLEGES
The history of television in the community col—
lege can be traced to 1950. In that year, records indi—
cate that Stephens College in Columbia, Missouri estab-
lished a television curriculum. It was reported that:
Television will be incorporated into the curricu- lum at Stephens College at the beginning of the 1950-51 fall term. . . . Plans for the new televi- sion unit will include a two camera chain and a non— commercial closed circuit [sic.] with receivers located only on the central campus of the college.
A stage area 64 by 38 feet will be used as a studio unit. In the backstage area will be located an announcer's booth, a control room, film projec- tion £30m, backstage work space, and a studio class- room.
Stephens College claimed that the facilities would
include the most modern equipment available for
22"TV at Stephens College," The Journal of the Air, IX (Association for Education by Radio: ChIEago, Illinois), April, 1950, p. 96.
22 television. The equipment included a kinescope recorder to record all programs produced.
Stephens College allowed members of the graduat- ing class of 1950, who had majored in radio, to come back the next fall and enroll in television courses. They said:
Members of the 1950 graduating class at Stephens who have majored in radio and who desire specialized training in the field of television will be permit- ted, by special arrangement, 33 return next year to continue their studies in TV.
Also, at Stephens College, there was interest in using television for closed-circuit instructional pur- poses:
In addition to providing instruction and prac- tical experience for students in television programf ming and production, television will be integrated into the total instructional program at the college, transforming many classroom procedures and improving present instructional methods.24
Records indicate that this was the first time that tele— vision was planned to be used for closed—circuit instruc— tion in a community college.
In 1954, according to one source, there were 14 community colleges which offered instruction in televi— sion broadcasting out of 596 community colleges in the
United States:
Only 14 schools were offering instruction in tele- vision, in spite of the large development in this
23
field. Many morS were offering instruction in radio and electricity.
However, another source showed that there were only 6
community colleges in the United States that offered
instruction in television during 1954. The American
Junior College written by Jesse P. Bogue and published
by the American Council of Education listed only 6 com-
munity colleges that taught television. One of these
community colleges, Parsons Junior College in Parsons,
Kansas said it had "communication workshops in radio and
television commanding almost 100 percent student parti-
cipation."2 _
Whether it was 6 or 14 community colleges that
offered instruction in television broadcasting in 1954,
the number was certainly not large. It would be diffi-
cult to determine why there was so little instruction in
television by 1954. Perhaps, the expense of the equip—
ment required for television was a prohibitive factor
for wide acceptance of television in two—year colleges.
In 1956, three community colleges had experi-
mented with both closed—circuit and broadcast instruc-
tional television. The three colleges were Chicago City
Junior College, Chicago, Illinois; Odessa College,
. 25Raymond M. Hughes and James A. Starrak, The Com- munity College in the United States (Iowa State College Press: Ames, Iowa), 1954, p. 38.
26Jesse P. Bogue, American Junior Colleges (Amer— ican Council on Education: Washington, D. C .), 1956, p. 222.
24
-Odessa, Texas; and Stephens College, Columbia, Missouri.
Their use of television was experimental:
Television teaching in junior colleges is in the experimental stages, but it is being attempted in a number of places as another technique for further extension 3f educational opportunities to the masses of people. 7
Chicago City Junior College was broadcasting four courses over WTTW, the local Chicago educational tele-
vision station. The recipients of any of the four
courses viewed the courses at home on their own televi-
sion receivers. Odessa College " . . . began its tele-
vision educational program in June over station KOSA—
TV."28 They employed the same system as Chicago City
College by using a local station to broadcast the
instructional programs. However, Odessa College used
the facilities of KOSA—TV, a commercial station in Mid-
land, Texas, whereas Chicago City Junior College used an
educational television station to carry its programs.
.Stephens College in Columbia, Missouri employed
closed circuit campus instructional television to carry
its programs to students. Stephens College " . . . is
now in its second year of closed-circuit television
teaching."29
27Jesse P. Bogue, "Junior College World," Junior Colleges Journal Vol. 27 (September, 1956), p. 175. 281bid. 291bid. 25
In the fall of 1958, the American Council on
Education reported that there were eight community col— leges which offered instruction in television broadcast- ing. Two of those eight community colleges were pri- vately controlled. One of the private colleges, Taft
College in Taft, California enrolled only two students in broadcasting but said that there were "regular radio pro- grams presented by broadcasting [sic.] class as well as 30 educational TV shows." Enrollments of students in broadcasting at these eight community colleges in 1958 ranged from two students at one college to 35 students at another. Endicott Junior College in Beverly, Massachu- setts, enrolled 12 students in its broadcasting depart— ment. This privately controlled two—year college operated a closed—circuit television network within its campus for use in teaching students the fundamentals of television and for carrying instructional programs to various classrooms on campus.
The Milwaukee Institute of Technology was the first two-year college to operate its own educational television station (WMVS—TV). In 1958, it enrolled 29 students in the Telecasting Department at the Institute.
During the Fall of 1961, 10 community colleges in the United States claimed the offering of courses in
30Edmund J. Gleazer, Jr., Editor, American Junior Colleges (American Council on Education: Washington, D.C.), 1960, p. 107. 26 television broadcasting. By 1962 the number of commu- nity colleges offering instruction in television had not increased.
In 1969, there was a total of 23 community col- leges, both private and public, which offered instruc- tion in television. A total of four community colleges operated their own television broadcasting stations. E?
They were the College of San Mateo, San Mateo, Califor- if nia; San Bernardino Valley College, San Bernardino, E
California; Milwaukee Technical Institute, Milwaukee, 5
Wisconsin; and Delta College, University Center, Michigan.
Beyond these four colleges, there were 19°additional community colleges which offered instruction in televi- sion without specific facilities allocated for the teaching of broadcasting or through the use of closed— circuit campus television facilities.
The expansion of television instruction in the community college to only 23 out of a total of more than
900 community colleges in 1969, certainly indicated that growth was not widespread in the United States.
IV. PURPOSE OF THE PRESENT STUDY
The purpose of this research was to study broad-
casting curricula, students and faculty in community colleges within the United States to determine whether
community colleges are meeting the intended goals of 27
both the future transfer student as well as the termi—
nal student. Those goals, as identified earlier in
.this chapter, are to receive two years of academic course
work which would prepare the future-transfer student for
successful transfer to a four-year degree-granting col—
1ege or university and to teach the terminal student the
skills of a trade plus the general background education
of a semiprofessional.
V. DEFINITION OF TERMS
.The term community college is referred to in this
study to mean any two—year academic institution which
grants associate degrees to students who complete 60 or
more credits with passing grades.
These institutions used to be called junior col—
leges but the names of most junior colleges changed to
community colleges in the 1940's when the colleges
extended their functions. By 1969, some community col—
leges still retained the name "junior" but added to it
the name "community." What resulted was a community
junior college or a junior community college. There are
more than 900 community colleges which exist in 1969.
The community college offers curricula for future
.transfer students in the liberal arts and general educa-
tion areas. It also offers vocational and semiprofes-
sional courses for terminal students. In addition,
28 adult education for part-time adult students is offered in late afternoon and evening courses.‘
In 1969, there were two types of community col-
1eges. One type was referred to as a public community college which was basically supported by local and state taxes. The other type was a private community college which drew most of its support from tuitions paid by the
.1‘0"
tuVJ-_ -.
students. ...-g
The terms terminal student and future transfer &
student are used in this study to differentiate between i
the two categories of students who attend community col-
leges.
A terminal student is defined by the goals he
establishes for his education. " . . . it is a type and
quality of college education which is intrinsically
immediate in its appeal, its usefulness, and benefit to
the participant."31 This definition implies that the
terminal student's education prepares him to enter a vocation of some type immediately following his commu— nity college education.
The terminal student stays in the community col—
lege for about two academic years. Most terminal stu-
dents require at least two years to complete a community
college curriculum but many have taken longer. The
31Alfred W. Nall, "What About 'Terminal' General Education in the Junior College? " Junior College Journal Vol. 33 (September, 1962 , p. 20. 29
broadcasting curricula referred to in this study are all two year programs. Ordinarily, the terminal student
.expects that the community college will be the last
formal education he will attain.
The future transfer student intends to take the
freshman and sophomore years of his education in the com- p. munity college, then transfer into the junior year at a ‘1
four—year institution. He enrolls in the courses at the 1
community college which parallel courses at a four-year i
institution. He generally enrolls in courses in Eng— ‘
lish, the humanities and the social and natural sciences
that are required for graduation from the four-year
institution. Courses in the student's major field gen-
erally are limited during the freshman and sophomore
years at the community college. Often, only one or two
courses are permitted in the major during the first two
years for students who enroll as freshmen at the four—
year institution. Therefore, the student should be
expected to enroll in not more than one or two courses
in the community college in order to meet the require—
ments in the major at the four-year degree granting insti—
tution.
VI. HYPOTHESES
Three hypotheses were proposed at the beginning of
this present study. The hypotheses were projected based 30 on hunches that had developed from early 1968 to the time this study was conducted.
In the Spring of 1968, a conversation with a transfer student, then attending San Diego State College, indicated that he was satisfied with the training he had received in broadcasting at a community college. At the time of this conversation the student had not achieved grades above "C". 9
In December of 1968, an informal interview with a former chairman of a Communication Arts Department in a
California community college revealed that he felt his broadcasting students were given as good an education, if not better, than the freshman and sophomore students who then attended San Diego State College, a four—year institution. He believed that his students were given more personal attention and instruction than the students in the first two years at San Diego State College. In addition, he said that most of his terminal students were employed in broadcasting. The only job descrip— tions he named for his graduates working in the industry were those of announcers and audiovisual assistants. He did not know of any of his graduates who were in televi- sion. This fact seemed unusual since the curriculum in broadcasting at that community college placed an emphasis on television production. I
This was the first indication that the education in broadcasting that community college students were 31. receiving might not have been preparing them for many
employment opportunities in the radio and television
industry. This suspicion was strengthened by an inter- ' view with an instructor of broadcasting at a Michigan
community college in March of 1969. He was not exactly
sure what his purpose was in training students. He
thought perhaps they were finding employment in local
area broadcasting stations but he did not know what type
of jobs his former students had obtained.
As a result of these findings, three hypotheses were projected.
Hypothesis 1
Students of broadcasting in community colleges
perceive that they receive a better education in broad—
casting than they actually do. Community college broad-
casting students, both terminal and future transfer,
believe they are given a complete and thorough back-
ground in broadcasting.
Hypothesis 2
The community college broadcasting faculty
believe that the two-year community college radio/tele-
vision curricula prepare students for job entry levels
in broadcasting. The faculty believe that the majority of their graduates find employment in the broadcasting ~32 industry after graduation from the community college.
Hypothesis 3
Managers of broadcasting stations are not com- pletely satisfied with the caliber of work performed by community college broadcasting graduates. The managers believe that the graduate is not properly trained for entry into the broadcasting industry. Employers find that the graduate has not received the necessary tech- nical skills such as announcing, writing and production to enter the industry in those areas. Basic skills are not developed in the community college to prepare the student properly for successful work in the industry.
In this chapter, an introduction to the study of the community college broadcasting curricula, students and faculty has been given. A history of the development of broadcasting curricula in community colleges for both radio and television was described. Three projected hypotheses for this present study were also outlined. .
Chapter II will describe the methodology employed in gathering the data for this study.
CHAPTER II
THE METHODOLOGY OF THE STUDY
In this study, six techniques were employed in gathering data. These six techniques were: interviews, a pilot study, two sets of mailed questionnaires, a letter to nine radio and television stations to find out if they were satisfied with the work that community college graduates have done for them, and a complete report from one community college which did not wish to participate in the study by completing the questionnaire.
In addition to these techniques for gathering data, books and periodicals provided historical data on the develop- ment of broadcasting curricula in the community college.
I. INTERVIEWS
The interviews were probably most significant in establishing what some community colleges had accom- plished in broadcasting curricula. They tended to reveal any problem areas that might have existed in community college radio/television curricula. Three men in broad- casting education and one man in higher education admin— istration were interviewed.
33 34
Interviewed first was Mr. John D. scouller, former
Chairman of the Communication Arts Department at Gross-
. mont College in El Cajon; California. Mr. Scouller was
interviewed on December 18, 1968, as he went through his
daily activities of teaching a course in technical opera-
tions for radio and television and as he supervised a
television production and counseled broadcasting students. {5
This interview was the first attempt, in this study, to 3
visit a community college and observe what was taught in E
broadcasting. It was an informal unstructured interview i
conducted during the morning and afternoon of December
18, 1968.
The purpose of the field interview at Grossmont
College was to examine the feasibility of conducting a
study of community college broadcasting curricula in the
United States. The interview with Mr. Scouller revealed
three things about Grossmont College's broadcasting
curriculum. First, Mr. Scouller traced the history of
the Broadcasting Department from the introduction of the
first broadcasting course to the establishment of the
fully equipped radio and television studios at Grossmont
College. Second, Mr. Scouller discussed the organization
of the Communication Arts Department within which the
Broadcasting Department was located. Third, he commented
on the difficulties of teaching students with low intel-
ligence and poor academic abilities.
On March 20, 1969, an interview was conducted at 35
Delta College in University Center, Michigan with Mr.
William J. Ballard, Manager of WUCM Television and
Director of Television for the College.v Mr. Ballard was interviewed for the purpose of learning what type of student studied broadcasting at a community college. He revealed the academic backgrounds of his television and radio students. The high school grade point averages of V F? his students were compared to the students' community ‘ college overall grade point averages. These were then 1 broken down to reveal their grade point averages in i broadcasting courses and their grade point averages for the liberal arts courses completed.
Mr. Ballard reported that there were eighteen students at Delta College majoring in broadcasting. He stated that the collective high school grade point averages of these students was 1.85 on a 4.0 maximum scale. According to Mr. Ballard, the students had earned an overall grade point average of 2.32 at Delta College.
In broadcasting courses the students had earned a 2.75 grade point average but in all other courses at Delta
College the students had a 2.19 grade point average.
Mr. Ballard commented that seventy-five percent of the broadcasting majors at Delta College ranked in the lower half of their high school graduating classes.
Mr. James L. Heiss, a member of the Delta College
Television/Radio Faculty, was interviewed on March 20,
1969, for two purposes. The first purpose was to learn 36 about his attitudes towards broadcasting students at
Delta College. Mr. Heiss was asked how successfully he believed Delta College broadcasting students were educated for immediate employment in the broadcasting industry after graduation from the community college. The second purpose of the interview was to learn how Mr. Heiss dif— ferentiated between the goals of the terminal student and the goals of the future transfer student in his teaching.
He was asked whether Delta College's broadcasting curric- ulum served the intended goals of both categories of students.
A final interview was conducted on June 5, 1969, with Dr. Gerald Beckwith, Director of Program Planning in
Higher Education for the State of Michigan. The purpose of that interview was to learn his opinions on how suc- cessful community college students were after transfer— ring into four-year broadcasting curricula upon comple- tion of two—year broadcasting curricula. Also, Dr.
Beckwith was asked about employment opportunities in broadcasting for the two—year terminal student after com— pletion of a two-year college broadcasting curriculum.
The results of these interviews have been reported in Chapter III. 37
II. Pilot Study
A pilot study was conducted at Delta College,
University Center, Michigan on April 8, 1969. The pur— pose of that pilot study was to test the student question- .naire used in this study for: (1) the range of responses to the questions asked in the questionnaire, (2) the com— prehensibility of the questionnaire, and (3) the reada- bility of the questionnaire. Readability referred to the clarity of expression for each question contained in the student questionnaire.
The student questionnaires designed for this pilot study were three pages in length and contained ten questions (See Appendix A). The questionnaires were typed on mimeo stencils using a pica typewriter.
In the pilot study at Delta College, eighteen television and radio students were given questionnaires.
Mr. Thomas Haskell, the Operations Manager for WUCM—TV at Delta College, assisted in the administration of the experiment. He asked all of the eighteen declared Radio and Television majors at Delta College to participate.
Approximately fifteen minutes were required for each student to complete the questionnaire;
The student questionnaires were delivered to Delta
College on April 8, 1969, and were administered to the eighteen broadcasting students during a two hour period of time. Ten of the questionnaires were administered to .38
students simultaneously in one classroom. Eight were
administered individually to students in Mr. Haskell's
. office. All students were instructed not to ask any 7
questions and they did not converse with other students
while they were completing the questionnaires. This
procedure was to insure individual responses from each
student.
The pilot study provided a useful tool for the
design of the student questionnaire which later was
administered to a national sample of twelve community
colleges.
III. THE QUESTIONNAIRES
Most of the data for this study was obtained from
two sets of mailed questionnaires. Both questionnaires
were sent to the twelve community colleges sampled. One
questionnaire was designed to be filled out by the commu-
nity college students who were enrolled in one or more
broadcasting courses. The other questionnaire was
designed to be completed by the head or chairman of the
broadcasting department in the community college or the
chairman of the department in which the broadcasting
courses were offered. 39
IV. THE STUDENT QUESTIONNAIRE
The student questionnaire consisted of thirteen questions on four pages. The questionnaires were typed
on mimeo stencils using an elite typewriter. The ques-
tionnaire was titled, "MICHIGAN STATE UNIVERSITY'S SURVEY
OF BROADCASTING CURRICULA IN COMMUNITY COLLEGES." In the Ft
upper right hand corner of the front page of the ques—
"
‘ :.
tionnaire the word "STUDENT" was enclosed in parentheses. ‘
(See Appendix B) ‘
Page one of the student questionnaire asked the W.wx1l
student to give data related to his attendance at the
community college where he was then enrolled. Question
one asked for the length of attendance at his present
college and the length of attendance as a radio and/or
television major at the college. Question two asked the
student to indicate whether he was a terminal student
or a future transfer student. An "other" category was
provided for those students who were not radio and/or
television majors. The students were asked to indicate whether they were radio and/or television majors. If
they were unclassified as to a major, they were asked to
indicate this. I
Question four asked the student to give the number
of radio and/or television courses he had studied at the
community college he then attended. He was asked to lie;
those courses taken in radio and/or television. Question 40
five was designed to learn about the student's profes—
sional radio and/or television experience accumulated in
operations not connected with the community college he
was then attending. Question six asked the student what
experience in radio and/or television he had accumulated
in radio and television facilities at the community
college he then attended. C'Ou-Eh-
Question seven asked the student to identify one 1" 1- A area in broadcasting that interested him most and then mill 7"
to explain why he chose that one area of radio and/or
television. The structured choices were: continuity or “5.535117.
script writing, directing, producing, sales, management,
production, news, programming, research, talent and an
"other" choice. Question eight asked the student to
evaluate his qualifications in the area he selected in
question seven. The student was instructed to indicate
on a semantic differential scale how he rated his quali~
fications at the present time in the area he selected in
question seven. In question nine the student was asked
to identify,on another semantic differential scale, how
. he felt about the training he had received at the commu-
nity college he presently attended.
Question ten asked the student where he hoped to
look for his first full—time job in broadcasting. Ques—
tion eleven asked the student to indicate the four-year
college where he hoped to transfer after completing the
work at the community college he attended. Question 41 twelve concerned the attitudes of students toward broad— casting curricula in four-year institutions. The stu- dents were asked to report what their radio and tele- vision instructors had told them about any differences
in broadcasting curricula in community colleges and in
four—year institutions.
Question thirteen asked the student for personal
information including his age, sex, marital status, and
permanent address. He was asked to indicate his par-
al.flL.o-%&"‘3
I _
ents' occupations and to state the last full-time or ‘1'? part—time employment that he had held. Another part of
question thirteen asked the student for his overall grade
point average for his course work at the community col-
lege. Part "j" of question thirteen asked the student what his career plans were at that time. This part of
the question was designed to learn what job aspirations
the student held at this point in his broadcasting educ-
ation.
The student questionnaire was administered to
three categories of students. One category consisted of
future transfer students who were broadcasting majors in
community colleges. Another category was broadcasting
students in the community colleges who were terminal stu-
dents. The third category was listed as "other" in order
to designate those community college students who were
not radio and television majors but who filled out ques—
tionnaires. This latter category included students who ’42.
were enrolled in the broadcasting courses in which the
student questionnaires were administered but were not
'broadcasting majors.
Exactly 275 student questionnaires were mailed
to the twelve community colleges sampled. Out of 275
questionnaires sent, 167 completed questionnaires were P
returned. This attrition of student questionnaires was 7
due to several factors. First, out of the twelve com-
munity colleges sampled, only eight returned the ques- »
tionnaires. Second, one community college returned all i
twelve of the student questionnaires uncompleted. The
reason given for the uncompleted questionnaires was that
students had left the college for the Summer before the
college had received the questionnaires. Third, 38 of
the individual questionnaires either were not completed
or were not returned.
V. THE FACULTY QUESTIONNAIRE
The second questionnaire used in this research
was a three-page, eleven-question, faculty questionnaire
designed to be completed and returned by the chairman of
the broadcasting department in the community college or
by anyone else who served as director in charge of broad—
casting. This questionnaire was typed on a mimeo sten— cil with an elite typewriter. (See Appendix C)
The eleven questions on the faculty questionnaire 43 were divided into five categories. They were: (1) a definition of the objectives and educational philosophy
of broadcasting curricula or courses in the community college, (2) background questions on each person on the teaching faculty in the community college, (3) equipment and facilities for teaching broadcasting in the commu- nity college, (4) the curriculum in broadcasting, and (5) F.
placement of students in broadcasting as well as follow— E
’ .
up studies of graduates. h“&r I
In this study, the twelve community colleges in I was-n. the sample were each sent one faculty questionnaire.
Eight of those questionnaires were returned from the
eight colleges which participated in this study.
VI. COVER LETTER
A one page cover letter (See Appendix D) was
enclosed in the envelope containing the questionnaires.
The purpose of the cover letter was to instruct the per- son(s) who administered the student questionnaires in
the procedure for completing them. A return date for
mailing the completed questionnaires to Michigan State
University was included in the cover lttter.
The cover letter requested the community colleges
in the sample to return all the student questionnaires,
including those that were not completed. It was the
intent of this instruction to maintain a record of all 44
questionnaires completed and all of those not completed.
This was a precaution to prevent completed student ques- -tionnaires from being pulled out by the person(s) admin-
istering the survey.
The cover letter endeavored to maintain uniformity
in administering the questionnaires. In addition, a
’ friendly opening and a sincere appreciation at the close
'1.
. gave the letter a personal touch which may have had a
-—‘-'—- positive effect on responses to the survey. 4 J'k
VII. THE PROCESS OF SELECTING THE SAMPLE
Before a sample could be drawn for this study,
it was necessary to know the number of community col-
leges offering curricula in radio and/or television.
"The Directory of Junior Colleges" published in 1966 by
the American Association of Junior Colleges, was con-
sulted for this information. The 1966 edition of this
Directory was used because it listed the names of commu-
nity colleges with broadcasting curricula. In order for
this study to be significant, it was necessary to sample.
community colleges that had had broadcasting curricula
for at least three years. Therefore, they would have
students who had attended the college for two or more
years and would also have had graduates who could have
been employed in the broadcasting industry for at least
one year. These time periods were necessary in order 45
that a range of students attitudes could be sampled.
The Directory revealed that in 1966 there were 34
~community colleges in the United States which had some
type of radio and/or television broadcasting curricula.
In the Directory, the curricula were listed as: radio
broadcasting; television broadcasting; radio and televi-
‘sion broadcasting; telecommunications; radio; televi-
sion; and radio and television. The Directory did not
include descriptions of curricular content.
With this list of 34 community colleges, the
selection of the sample began. A letter was sent to
each of the 34 community colleges. The letter explained
that a study was being conducted and asked the colleges for their support and participation in the study. (See Appendix E)
Enclosed with the letter to the community col—
leges was a self—addressed postcard. The chairman of the
broadcasting department in the college was asked to check
"yes" on the postcard if he would agree to participate
in the survey or to check "no" if he did not want to par—
ticipate. The chairman was also asked to indicate the
number of students at his college who were radio and/or
television majors. In addition, he was asked to give
the number of people on the faculty at his college who
taught radio and/or television courses.
The letters were mailed to the 34 community col-
leges on April 8, 1969. The colleges were requested to 46 mail the postcards back to Michigan State University on
or before April 18, 1969. However, by May 5, only 22
out of the 34 postcards were received.
The information given on the returned postcards
showed that ten community colleges, of those which agreed
to participate in the study, claimed to offer broadcast— g ing curricula. One community college reported that it E
would be offering a broadcasting course for the first
time starting in the Fall of 1969. A community college
in Michigan stated that it did not want to participate in ’
the study because it offered only two broadcasting
courses. Six community colleges, which returned the post—
cards, refused to participate in the study but stated no
explanations for their refusals. Three community col-
leges agreed to participate in the study but they did not
write the name of their colleges on the postcards and
therefore the colleges could not be determined.*
From the postcards returned, a sample of twelve
community colleges offering broadcasting curricula was
selected.
After all twelve community colleges had been
selected, the questionnaires were sent to them. The
number of student questionnaires sent was determined by
the number of broadcasting majors reported as enrolled
*It might have been advisable to write the name of the community college on the postcard for easy iden— tification of the sample.
47
in each college. If a college had 60 or more students
enrolled as broadcasting majors, then fifty percent of
-the broadcasting majors were sampled. Seventy-five per-
cent of the broadcasting majors were sampled in those
cases where radio and television enrollments were between
30 and 60 students. In cases of enrollments of under 30
students, one-hundred percent of the broadcasting majors’
were sampled.
The student questionnaires, one faculty question— :
naire and a cover letter explaining how the questionnaires . i
were to be administered were sent to each school in the
sample. Also enclosed was a self-addressed stamped
envelope for the return of the completed questionnaires.
The cover letter asked the community colleges to return
all completed questionnaires within ten days from the
postmarked date on the envelope.
Three and one-half weeks after the date the ques-
tionnaires were sent to the community colleges, a tracer
letter was sent to ten community colleges which had not
returned the questionnaires at that time. (See Appendix F) That letter pointed out the importance of their par—
ticipation in the study and asked them to please complete
the questionnaires and return them as soon as possible.
Two weeks after the tracer letter was sent to the
ten community colleges, a total of seven colleges had
returned the questionnaires. One additional community _ 48. college did not complete the student questionnaires but did complete the faculty questionnaire. The reason given by the college for not completing the student ques— tionnaires was that the Spring semester had ended before they had received the questionnaires; students had left for the Summer of 1969 and would not be back on campus a until the Fall. 3
The final tabulation of the returned question- naires indicated that seven community colleges had com- 1. pleted both the student questionnaires and the faculty i questionnaire. One community college completed only the faculty questionnaire.
VIII. RADIO AND TELEVISION STATIONS SURVEYED
Additional data for this study was obtained from four radio and two television stations which employed people who had been enrolled in broadcasting courses at community colleges. Two of these stations employed students who were still enrolled in a community college broadcasting curriculum.
Initially, seven letters were sent on June 7, 1969 to radio stations and two letters were sent to television stations. The selection of these stations was based on the faculty responses to question ten on the faculty questionnaire which asked for the names of radio and television stations where broadcasting graduates of their 49 community colleges were then employed. A letter was sent to each of the stations, asking only one question.
(See Appendix G) The letter asked the program director of each of the stations to give his opinion concerning how well the community college broadcasting graduates that they employed were performing.
w The letter contained a self—addressed airmail- . stamped envelope for the stations to use in replying.
Each letter sent to the stations was individually typed and was sent airmail.
-Within two weeks, six replies were received from the nine stations contacted. Both television stations and four of the seven radio stations replied.
The purpose of this survey of broadcasting sta- tions was to learn the attitudes broadcasters held toward broadcasting instruction in the community colleges.
IX. REPORT FROM THE COLLEGE OF SAN MATEO
In May of 1969, the College of San Mateo in San
Mateo, California, answered a request for their parti— cipation in this study by sending a twenty-one page report titled, "Self-Study of the College of the Air for
Inclusion in the Accreditation Report." However, the
College did not agree to participate in the survey. The contents of that report were used in this study to make comparisons with the eight community colleges which were 5O surveyed.
The subjects of comparison between the eight col- leges and the Report from the College of San Mateo were: (1) the philosophy of the broadcasting curricula, (2) the placement records of graduates, (3) the procedures for organizing the broadcasting curricula, (4) the his- tory of the broadcasting department, (5) the availabil- ity of facilities for teaching broadcasting, and (6) the emphasis of the curricula. The results of the compari- sons are given in Chapter III.
This chapter has dealt with the methodology used in the present study. The various techniques employed for gathering data were described. In the next chapter, profiles of each of the community colleges in the sample are presented. CHAPTER III
PROFILES OF THE COLLEGES
This chapter describes representative types of broadcasting curricula in ten community colleges within the United States in 1969. Each of the ten community colleges sampled for this present study is described separately to make a distinction in the types of broad- casting curricula in community colleges.
This present study of ten community colleges with broadcasting curricula may be representative of community colleges with broadcasting curricula in the United States.
This assumption is made for two reasons. First, broad- casting curricula of various sizes were included in the
sample. Community colleges enrolling broadcasting majors of from eight to one—hundred students were sampled.
Second, the community colleges sampled were remarkably
evenly distributed geographically within the United
States.
The community colleges surveyed for this present
study were: Community College of Baltimore, Baltimore,
Maryland; Palmer Junior College, Davenport, Iowa; Odessa
College, Odessa, Texas; Ricks College, Rexburg, Idaho;
Spokane Community College, Spokane, Washington; San
51 ‘52
Bernardino Valley College, San Bernardino, California; Pasadena City College, Pasadena, California; Grossmont
College, El Cajon, California; College of San Mateo, San
Mateo, California; and Delta College, University Center,
Michigan. This relatively scattered distribution of the
sample increases the representativeness of these commue
nity colleges and therefore enables more accurate gener-
alizations to be derived from this study.
Six categories have been established for describ-
ing the type, structure and philosophy of each broadcast-
.ing curriculum sampled. The categories are: (1) the
emphasis in the broadcasting curriculum,°whether tele-
vision or radio, (2) the number of courses offered in
broadcasting, (3) the number of years that the curriculum
has been offered, (4) the extent of the facilities for
teaching broadcasting, (5) the educational functions and
philosophy of each broadcasting curriculum, and (6)
whether the broadcasting curriculum is directed toward
the terminal student or the future transfer student.
The first category, the emphasis of the broadcast
'ing curriculum, whether television or radio, refers to
one medium being emphasized more than the other. The
second category simply means the number of courses in
broadcasting offered by each community college. The
third category gives the number of years a community
college has had a broadcasting curriculum. The fourth
category gives the type, quality and amount of 53
broadcasting facilities at a community college used for
teaching broadcasting courses. The fifth category
- identifies the goals and purposes of the broadcasting
curriculum at the community college. The sixth category
identifies whether a broadcasting curriculum meets the
intended goals of either or both the terminal student
and the future transfer student. These six categories
are the bases used for describing each of the community
colleges sampled.
Following are descriptions of the community
colleges sampled.
I. COMMUNITY COLLEGE OF BALTIMORE
The curriculum in broadcasting at the Community
College of Baltimore does not appear to emphasize one
medium more than the other. The College offers the
broadcasting student courses in both radio and television.
The student has an opportunity to work in a campus oper-
ated FM radio station as well as in the closed—circuit
television studio. It therefore appears that the
Community College of Baltimore equally emphasizes radio
and television instruction.
The curriculum in broadcasting consists of seven
courses. The courses are: Introduction to Radio and
Television, Radio Production, Radio Copy Writing,
Television Techniques, Radio and Television Announcing, 54
and two courses in Television Production. A portion of
the broadcasting curriculum is devoted to the placement
- of students in internship programs at local radio or
television stations. Some students work in the news
departments in some local radio and television stations
on weekends writing news and working with newsfilm
cameramen. A few students are assigned internships as
assistant or operational directors. The internship
programs are for one term of a student's two year educa—
tion at the Community College of Baltimore.
“"1 Mr; Clarence T. DeHaven, the present Head of the
Department of Speech, Dramatics and Radio and Television,
has been at the College since the broadcasting curriculum
was established in 1950. Mr. DeHaven is the person who
completed the faculty questionnaire sent to the Community
College of Baltimore.
For the teaching of broadcasting at the Community
College of Baltimore, there is a fully equipped FM radio
station with a transmitting power of 5,000 watts. The
radio facilities consist of a Gates transmitter, an audio
console with twelve "pots," turntables, tape recorders
and RCA, Shure and Electro Voice microphones. The dimen—
sions of the radio station are fifteen feet by twenty
feet.
The television facilities at the Community College
of Baltimore consist of a closed—circuit television
studio that is eighty feet by forty feet which is used 55
for laboratory work by the broadcasting students. The
studio has three vidicon monochrome camera chains with
RCA Fearless pedestal mounts, Kleig lighting instruments.
a monochrome film chain and one videotape recorder.
The curriculum in broadcasting at the College is
described as two-fold by Mr. Clarence T. DeHaven:
Our function is two-fold. (1) To provide the transfer student with an adequate background in broadcasting to aid him in his further studies. (2) To prepare him for entrance into the field directly. We are called by all local stations for personnel.
It appears from this statement of functions of the cur?
riculum in broadcasting that this curriculum is designed
to meet the goals of both the terminal student as well
as the future transfer student.
There are three full-time instructors on the
broadcasting faculty at the Community College of Balti-
more. Two of the instructors have worked in the broad-
casting industry prior to accepting their teaching
appointments. Mr. Frank Holston, one member of the
faculty, was an announcer for three years prior to enter—
ing broadcasting education. Mr. Clarence T. DeHaven,
(the Head of the Department, had a five year career as
free-lance talent. Another member of the faculty was a
student before his appointment. All three instructors
have been at their present positions for at least ten
32Clarence T. DeHaven, Faculty Questionnaire, Com- munity College of Baltimore, Baltimore, Maryland, May 1969. 56 years.
The Statement of functions stated by Mr. DeHaven, the courses offered in broadcasting as well as the intern— ship programs, and the background of the faculty, point out that the broadcasting curriculum at the Community
College of Baltimore attempts to meet the goals of both the terminal student and the future transfer student.
II. PALMER JUNIOR COLLEGE
The broadcasting curriculum at Palmer Junior
College in Davenport, Iowa seems to emphasize television more than radio instruction since students receive labor- atory experience at local commercial television stations while producing four programs per year. Radio is dis— cussed in course work but students do not receive actual radio experience.
Palmer Junior College offers students a limited curriculum in broadcasting. Two courses listed as Commu— nications 101 and 102 provide a survey of the broadcast- ing industry. Communications 102 is a continuation of
Communications 101. The course description for this broadcasting sequence states: '
This course is designed to acquaint the student with basic radio broadcasting and television tech- niques and assignments. The course content includes staff announcing, broadcast journalism, continuity 57
writing, sales, management practices and engineering standards. - -
The content in this course is covered in lecture except for the laboratory work at two local commercial tele- vision stations.
Courses have been offered in broadcasting since
1965 at Palmer Junior College.
Broadcasting students have the opportunity to produce four television productions at the two local
commercial stations. Students work with image orthicon
color television cameras. Students are responsible for
every stage in planning and in executing the television
productions. They operate the two color cameras and
serve in other crew functions during each of the four_
telecasts. The College has no facilities for teaching broadcasting and therefore it is dependent on local
commercial stations for giving students laboratory expe-
riences in broadcasting. No local radio stations are
used for this function, however.
Mr. Johnson, the instructor in Communications 101
and 102, describes his educational philosophy for the
broadcasting curriculum as follows:
I feel a need for exposure of students to the broadcast media, not only for those planning a career in the field but those in allied fields eg: advertising-—public relations etc. We, at the moment are attempting primarily history, theory
33Paul E. Johnson, Faculty Questionnaire, Palmer Junior College, Davenport, Iowa, May 1969. 58
and philosophy of broadcast [sic.] and journalism with a second semester semi lab situation using local commercial TV and our school paper. 4
It can be said that Palmer Junior College is offering a limited curriculum in broadcasting primarily for stu— dents in other allied fields.
The faculty in broadcasting consists of only Mr.
Paul E. Johnson.. He has been on the staff for three years. Prior to beginning his present position he was a staff announcer and a film producer for twenty years.
The terminal student function appears to be the focal point of the broadcasting curriculum at Palmer
Junior College. In the last two years, three students have been placed in two local television stations. All of these students have been promoted since they started working. No four-year colleges or universities were listed where graduates, who had taken the broadcasting courses at Palmer Junior College, had transferred.
III. ODESSA COLLEGE
The broadcasting curriculum at Odessa College in
Odessa, Texas seems to emphasize radio broadcasting even though four courses are devoted in part to television.
Only one of these courses offers laboratory experience in television.
59
Odessa College offers the student in broadcasting eight courses in radio and television. These courses include one titled Survey of Radio/Television. This course concentrates on the history of broadcasting.
Another course gives the student credit for working on
KOCA Radio, the Odessa College radio station. Students can receive six credits for taking Radio Laboratory for two terms. A course called Fundamentals of Radio/Tele- vision covers the technical operation of studio broadcast equipment for both radio and television. Voice and
Diction introduces the student to the study of phonetics and public address. The College has a course called
Announcing in which the student is given experience with several styles of announcing. 'Writing for Radio/Tele- vision prepares the student for both continuity and dramatic script writing. A course in Radio and Tele- vision Production gives the student experience with several formats in radio and television programs. Stu— dents are given an opportunity to produce and direct radio and television programs which they have created.
The curriculum in broadcasting was established in
September of 1963. In January of 1964, KOVC Radio, the
College operated station, went on the air. By 1969, there were fifteen students at Odessa College who were classified as Radio—Television majors.
The facilities at Odessa College for the teaching of broadcasting consist of an FM radio station operating 60
at 5,000 watts. Students receive credit for their work
on the FM radio station. There are two radio studios and
- one control room. The audio console is comprised of ten
"pots." All of the microphones used at Odessa College by
the broadcasting students are manufactured by Electro-
voice. The studio is equipped with Ampex reel-to—reel
tape recorders but there are no cartridge tape recorders.
There are three Sony vidicon cameras, monitors and video
tape recorders at Odessa College. These three monochrome
systems are used for closed-circuit instructional tele-
vision as well as for student laboratory work in the
Radio-Television Department. The three cameras are
equipped with pedestal camera mounts. No studio space
is provided except the available space in a classroom.
There is no control room for the television system at
Odessa College. Sterage space is limited to storage
closets and office space.
Mr. Wallace Jackson, Chairman of the Radio—Tele—
vision Department at Odessa College, states the objec—
tives of the broadcasting curriculum as follows:
The ultimate aim of the radio-TV program at Odessa College is to give the student two years of academic training and credit as well as two years of practical experience. The student should finish his years at the College with a third class engi- neer's license. A prime aim of the program is to provide the student with a solid foundation for senior college work and to give a foot-in-the-door for radio/television work. An outstanding plus is the opportunity to work in the college owned FM 61
radio station Kocv with 5,000 watts of power.35
This statement provides for the student who plans to transfer to a four-year college as well as for the stu— dent looking for immediate broadcasting employment upon completion of the two-year program at Odessa College.
Mr. Jackson is the only person who teaches broad- casting at Odessa College. He has been in broadcasting education for seven years. Before he joined the staff, he had twenty years of experience in commercial broad- casting as an announcer, program director, news director and station manager.
Curricular emphasis is placed more on the future transfer student at Odessa College than on the terminal student. The Department is primarily interested in pre- paring students for transfer to senior colleges. Mr.
Jackson says, ". . . most of my students work with the local stations only while they are students here, then 36 go on to Sr. colleges."
IV. RICKS COLLEGE
It is difficult to determine whether one broad— casting medium is emphasized more than the other at Ricks
College in Rexburg, Idaho. All indications point to a
3SWallace Jackson, Faculty Questionnaire, Odessa College, Odessa, Texas, May 1969. 36Ibid. 62
neutral position with both radio and television being
given equal treatment in the instruction.
Three courses are offered in broadcasting at Ricks
College. Introduction to Radio and Television is a
course which includes the history of broadcasting and
broadcast law, as well as a description of foreign broad- I Q3 0
casting systems, radio and television networks and broad- ~r.v
casting management. This introductory course also re-
quires a laboratory in which students serve on crews for
radio and television productions. A course called Radio- !
Television Control Room Techniques gives the students
instruction in the operation of studio broadcasting
equipment. Students learn more about radio—television
production and performance in the Radio-Television
Announcing Workshop. Students prepare and perform in
I commercials and give newscasts in this course. None of
these courses uses the lecture method exclusively. Even
the Introduction to Radio and Television course includes
a laboratory. The curriculum seems to be production
oriented and concentrates on techniques both for radio
and television.
Ricks College offered its first course in radio
in 1945. Today, there are approximately fifteen students
who are majoring in radio and television broadcasting.
The facilities for teaching broadcasting at Ricks
College include two radio studios with a full audio
console, turntables and tape recorders including a 63 cartridge tape deck. The radio studio measures nine feet by twelve feet as does the radio control room.
There are eight mixer "pots" on the Gates audio board plus one monitor "pot" and one master "pot." The two types of microphones used are the Electrovoice 635A and the Shure 5455. These microphones are equally used in the radio facility at Ricks College. These facilities are used to give broadcasting students laboratory expe- rience in radio and for the operation of the campus closed—circuit radio system.
Television facilities at Ricks College include one television studio which is 33 feet by 35 feet and one control room measuring 33 feet by 16 feet. The studio contains three vidicon monochrome cameras with tripod mounts and wheel dollies. There are two video tape recorders, control consoles, lights, switcher and moni— tors. Storage space is limited to the control room.
This equipment is used for the campus closed-circuit instructional television and for the broadcasting stu— dents to give them laboratory experience in television.
One instructor teaches the three broadcasting courses. Mr. Kay Wilkins has been at Ricks College for twelve years. He was an announcer for one and a half years prior to his appointment to the staff at Ricks
College. Mr. Wilkins described the educational philos— ophy and objectives of the Radio-Television Department as follows: 64
It is our attempt to attract and interest young people in the broadcasting field. Our classes hopefully let the students see the challenge and excitement of the industry. With some basic skills and information they are more capable of entering the iield.37 "
The broadcasting curriculum at Ricks College is
primarily designed for the terminal student who plans to
enter the broadcasting industry upon graduation from the
two—year institution. The curriculum seems to be produc-
tion oriented and concentrates on techniques both for
radio and television.
V. SPOKANE COMMUNITY COLLEGE
The courses in broadcasting at Spokane Community
College in Spokane, Washington seem to give equal cover-
age to both radio and television. The core of the cur—
, riculum is generally built around the operation of KSCC
Radio, the campus operated closed-circuit radio station.
However, three courses are devoted exclusively to tele-
vision production.
The Radio and Television Department at Spokane
Community College offers eight courses in broadcasting.
They include: Introduction to Broadcasting, Broadcast
Announcing, Television Studio Production, Survey of
Radio, Radio Production and Radio Copy Writing.
37Kay Wilkins, Faculty Questionnaire, Ricks College, Rexburg, Idaho, may 1969. 6.5
The Introduction to Broadcasting course includes
a study of the history of broadcasting, the organization
of a broadcasting station, broadcast regulations and pro-
gramming. Television Studio Production is comprised of
three separate courses with the latter two being more
advanced. Both the Survey of Radio and Radio Production
are workshops in which the students are given practical
experience in the operation of radio equipment. The
Radio Copy Writing course is a workshop in writing com-
mercial announcements, learning various script forms and
writing station program promotions.
The Radio and Television Department was developed
with the assistance of Washington State University in
late 1967.
The facilities at Spokane Community College for
teaching radio are quite extensive. The College operates
a campus closed—circuit radio station which is organized
and managed by the Radio and Television Department.
Students receive credit for their work on KSCC Radio
which includes assignments to all operational positions.
, The radio equipment includes: two studios, one 1968 model
Gates Yard Audio Console, one production board made by
the electronics class, four three—speed transcription
turntables, four reel-to—reel tape recorders, seven
microphones and two Sony cassette tape recorders.
Spokane Community College does not have any facil-
ities on its campus for teaching television production. 66
The Radio and Television Department uses the facilities
of KSPS-TV, Spokane's educational television station,
-for instruction in television.
The educational philosophy and objectives of the
broadcasting curriculum at Spokane Community College are
described by Richie G. Caldwell, an instructor in radio
and television:
The department of Radio—Television provides a dual curriculum and an extracurricular program help- ful for dual training purposes: First, to make the student a more understanding and skilled radio and television listener and viewer; second to provide the student with a "practical" working knowledge of elementary broadcasting procedures and demands.
The College has one full-time instructor in the
Television and Radio Department. Mrs. Richie G. Caldwell
has been at Spokane Community College in the broadcasting
department for one year. She has been at the College
since 1964 teaching speech and English. Her professional
experience in the broadcasting industry includes: talent
on radio programs, continuity editor, traffic manager,
assistant program director and work in broadcasting sales.
Also on the staff of the Radio and Television Department
is a KHQ newsman who is hired to teach part-time.
The curriculum in broadcasting at Spokane Commu—
nity College emphasizes the transfer function. Students
are encouraged to continue their education in four—year
38Richie G. Caldwell, Faculty Questionnaire, Spokane Community College, Spokane, Washington, May 1969. 67
colleges or universities. ‘Undoubtedly, the assistance
that Washington State University gave the Department has had much to do with its emphasis on education for the
future transfer student. However, since the Department
has only been in full operation since September of 1968,
there are no students as yet who have transferred to 9
four—year institutions.
VI. SAN BERNARDINO VALLEY COLLEGE
The emphasis in the broadcasting curriculum is
evenly distributed between instruction in radio and tele—
vision.
The curriculum in broadcasting at San Bernardino
Valley College in San Bernardino, California is the
largest in this present study. The Department of Tele—
communications offers students up to twenty-nine courses
in radio and television. These courses include: two
courses in Introduction to Broadcasting, four courses in
Radio Broadcast Operations, News for Radio and Televi-
sion, two courses in Introduction to Television Technol-
'ogy, two courses in Introduction to Television Production,
Introduction to Television Materials and Techniques,
Speech for Radio and Television, two courses in Televi—
sion Technology Laboratory, two courses in Radio Produc-
tion Laboratory, two courses in Television Production
Laboratory, two courses in Advanced Television Directing, 68
two courses in Cinematography, four courses in Television
Broadcast Operations, two courses in FCC Basic Review,
.and two courses in Radio and Television Dramatic Writing.
San Bernardino Valley College operates its own
radio radio and television stations. KVCR—FM and KVCR-TV
are staffed primarily by students majoring in broadcast-
ing. Students are given assignments in most of the
operational areas. Students therefore fulfill their
I laboratory requirements through their work on the broad—
cast stations.
Since 1953, San Bernardino Valley College has
offered courses in broadcasting. In 1969, there were
eighty-five students majoring in telecommunications at
the College.
The facilities for teaching broadcasting at the
College include an FM radio station with two fully
. equipped radio studios and a mobile radio unit. There
are two audio consoles, four turntables, four reel-to-
reel tape recording decks, two portable reel—to—reel tape
recording units, three cartridge tape recorders, a record
library and newswire. The FM radio station operates at
5,000 watts and broadcasts educational programs week—days.
The College also owns and operates a UHF televi-
sion station. KVCR—TV has two studios with six image
orthicon monochrome television cameras. There are also
two monochrome film chains, four two—inch video tape
recorders and a television mobile unit. The College 69 operates a closed-circuit instructional television
system as well. These elaborate facilities are used
extensively for student laboratory work by the Department
of Telecommunications.
The Department of Telecommunications at San
Bernardino Valley College is designed to meet four pur—
poses:
1. To provide specific pre—employment training for students who desire to prepare for careers in professional radio and television.
2. To furnish the necessary background courses for students who plan to seek a baccalaureate or higher degree in telecommunications at a senior col- lege.
3. To offer instruction and experience in radio and television to students who plan careers in advertising, journalism, drama, or any field that involves public information or public opinion.
4. To give opportunity for the general citizen to better utilize and more critically evaluate radio and television broadcasting by getting information and experience in a radio and television station.39
The College had three full—time instructors on the
faculty of the Department of Telecommunications. All
three instructors have had some professional experience
in the radio—television industry. This experience
includes positions as radio announcers, radio and tele—
vision writers, television producer—directors, and radio
and television production assistants.
39Edward R. Rothhaar, Faculty Questionnaire, San Bernardino Valley College, San Bernardino, California, May, 1969. a 70
It is difficult to determine whether the curric-
ulum in broadcasting is oriented more towards the
. terminal student or the future transfer student. The
large number of courses offered in the Department of
Telecommunications as well as their nature would seem to
indicate that the terminal function is emphasized more
than the transfer function. Courses in advanced televi-
sion directing, cinematography and dramatic script writ—
ing are generally considered upper level courses.
VII. PASADENA CITY COLLEGE
The broadcasting curriculum at Pasadena City Col—
lege in Pasadena, California emphasizes both radio and
television in its broadcasting instruction.
Eighteen courses in radio and television are
offered by the Department of Communications. Included
in this curriculum are three courses in Radio Controls
Laboratory, two courses in Television Controls Labora—
tory, two courses in Radiotelephone License Review, Sur—
vey of Telecommunications, Radio and Television Announc—
ing, Radio Production and Directing, Radio and Television
Continuity Writing, Television Production and Directing,
Television and Society, Radio and Television Sales and
‘ Advertising, Television Script Writing, Workshop and
Broadcasting Rules and Regulations. There are two areas
of specialization which a student may elect to choose. 71
He may wish to specialize in telecommunications control
or he may choose telecommunications production. The
telecommunications control major is designed primarily
for the two-year terminal student whereas the telecom— munication production major can be either a future trans-
fer student or a terminal student.
Students in telecommunications at Pasadena City
College work in the educational FM radio station or in
the fully equipped closed—circuit television studio.
According to Dr. John F. Gregory, Head of the
Department of Telecommunications at Pasadena City Col-
lege, the College has offered a complete curriculum in
telecommunications for ten years.
The facilities for teaching broadcasting at the
College include a 4,000 watt FM stereo radio station.
There are three radio studios, three control consoles,
five reel—to-reel tape recorders, six turntables, a
radio remote unit and a record library. The microphones
used in the radio facility are all Electrovoice. The FM
station is operated completely by the students.
Television is confined to closed-circuit instruc—
tional television for the campus. The one television
studio is equipped with RCA TK-4O image orthicon mono-
chrome television cameras. The three camaras are mounted
on pedestal bases. The studio has two film chains one
of which is monochrome and one is color. The switcher
in the control room is equipped with a special effects 72
generator. There is a one-inch video tape recorder and
a two-inch helical video tape recordar. Students have
.an opportunity to practice with the equipment while they
are fulfilling their laboratory requirements.
Dr. John F. Gregory states the educational phi—
losophy of the telecommunications curriculum as follows:
We are endeavoring to train students to become a viable force in the field of broadcasting by being responsible broadcasters. We emphasize the tremen- dous influence of TV/radio on our society. A broad- caster with some depth can use his influence for the public good. We try to show what is good and what is bad in today's electonic media.
‘ All of the four instructors on the telecommunica-
tions faculty at Pasadena City College have been in the
broadcasting industry prior to their appointment to the
College staff. One instructor was a producer-director
in television and another was involved in commercial
television management. Two members of the faculty were
broadcast engineers prior to their teaching appointment.
The nature of the courses offered at Pasadena
City College and the depth to which some of the courses
in telecommunications seem to go indicates that the
curriculum is oriented more to the terminal student then
to the future transfer student. The courses in Broad-
casting Rules and Regulations, in Television Script Writ—
ing and in Television and Society are generally offered
40John F. Gregory, Faculty Questionnaire, Pasadena, City College, Pasadena, California, May, 1969. 73
to upper division college students.'
VIII. GROSSMONT COLLEGE
The emphasis of the broadcasting curriculum at
Grossmont College in El Cajon, California seems to be
evenly divided between radio and television. However,
students can specialize in either medium if they choose.
Fifteen courses in broadcasting comprise the
'curriculum at Grossmont College. These courses include:
Introduction to Broadcasting, Technical Operations for
Radio and Television, Radio Programming and Production,
Film Production, Educational Television, Television .
Directing, Writing for Radio—Television, Mass Communica-
tion, Film Aesthetics, Propaganda Analysis, and Radio
and Television Newswriting. In addition to these courses,
a workshop in educational television is offered in which
students serve as crews for the campus closed-circuit
instructional television productions.
Broadcasting courses were first introduced at
Grossmont College in 1965 when Introduction to Broadcast-
ing was the only course taught. In 1969, there were
fifteen courses offered to students and about thirty—five
students majoring in broadcasting.
Grossmont College has a fully equipped radio
studio for student use. The modern radio facilities
include two turntables, three cartridge tape decks, a 74
Gates audio console, four reel-to-reel tape recorders
and other professional equipment. RCA and Electrovoice
. microphones are consistently used. The radio facili-
-ties are only used for closed—circuit student laboratory
practice.
The College operates a fully equipped television
studio with three vidicon monochrome cameras, one mono-
chrome film chain, and three one-inch Ampex video tape
recorders. There is a profeSsional lighting control
panel and grid as well as a seven dimmer board. A
seven "pot" audio board and several lavalier and table
microphones comprise the audio system. The television
facilities are used jointly by the College for closed-
circuit instructional television productions and by the
students for laboratory productions.
Mr. John D. Scouller, former Chairman of the
Department of Communication Arts at Grossmont College,
described the philosophy of the broadcasting curriculum
as follows:
Education involves thinking and responding to the world about us. Telecommunications are one small part of this world with a profound effect on society. We must understand what "communications" means and how it functions. We are taught abdut literature, art, music, drama, history, physical and social sciences—~why not teach communications and all related aspects of it?
While this is a somewhat general philosophy for the
41John D. Scouller, Faculty Questionnaire, Gross- mont College, El Cajon, California, May, 1969. 75
curriculum, it does refleCt a need to teach telecommuni-
cations.
Mr. Scouller has taught broadcasting at Grossmont
College since 1965. He was a radio announcer for two years and was a producer/director at the University of
California in Davis, California for three years. Also
on the faculty is an instructor who was a television
producer-director and another man who was an announcer
and an operations director before entering broadcast
education. There is also a local radio newsman on the
faculty who was hired to teach part-time.
Grossmont College attempts to prepare the terminal
student for immediate employment in the broadcasting
industry and also to prepare the future transfer student
for the Junior and Senior years at four-year colleges.
Most of the future transfer students go to San Diego
State College for completion of their broadcasting edu-
cation.
IX. DELTA COLLEGE
The broadcasting curriculum at Delta College,
University Center, Michigan was the subject of a pilot
study conducted for this present study.
The emphasis of the broadcasting curriculum at
Delta College is in television. There are no facilities
for teaching radio although radio production is covered 76
in lecture.
Twelve courses in broadcasting are offered at
. Delta College. They include: Radio and Television Work—
shop, Fundamentals of Broadcasting, Radio and Television
Speaking, Advanced Radio and Television Workshop, Radio
and Television Announcing, Radio and Television Opera-
tions, Radio and Television Lighting Shop, Television
Studio Operations, Broadcast News, Radio and Television
Writing Workshop, Broadcast Sales, and Television Produc—
tion and Direction.
The curriculum in broadcasting was formally intro-
duced in September of 1968. Since 1965, courses have
been offered in the basics of broadcasting but there has
not been a complete curriculum.
Delta College owns and operates a UHF television
station as well as a closed—circuit operation. There are
no radio studio facilities._ The television station
includes one studio with two TK-6O RCA image orthicon
monochrome television cameras with pedestal mounts.
There are two monochrome film chains, a six mixer audio
console, four Ampex reel-to—reel tape recorders, RCA
BK—6 and lavalier microphones as well as an Electrovoice
boom microphone. A special effects generator is built
into the switcher. There are four two—inch Ampex video
tape recorders and two one—inch video tape recorders.
Mr. William Ballard, Director of Television and
Station Manager for WUCM—TV states the educational 77 philosophy and objectives of the broadcasting curriculum as follows:
The Delta College Broadcasting Curriculum com- bines special radio-television courses with general education classes. Students work with professional broadcasters who serve as teaching faculty. Experi- ence in the College's Television Department may be coupled with on-the—air training at local commercial stations. Each student is expected to participate in special radio—television workshops run by the profes- sional staff of WUCM—TV. The purpose of these "seminars of the air" is to measure and improve stu- dent efficiency in lighting and staging, coordinat— ing studio personnel and supervising production equipment.4
This statement indicates that most of the broadcasting
instruction takes place in the form of a workshop.
There are five instructors at Delta College who teach broadcasting. They are all part-time teachers and part—time on the staff of WUCM—TV. All of the instruc— tors have had professional experience in the broadcasting
industry. They also all hold Master's Degrees.
The curriculum seems to be oriented toward the
terminal student. One instructor was quoted as saying,
" . . . we aim towards those who are not prone toward abstract reasoning and we pick up those, it is assumed, that are capable of abstract reasoning."43
42William Ballard, Faculty Questionnaire, Delta College, University Center, Michigan, April, 1969.
43James L. Heiss, Private Interview, Delta Col- lege, University Center, Michigan, March 20, 1969. 78
X. COLLEGE OF SAN MATEO
The emphasis of the broadcasting curriculum at
the College of San Mateo in San Mateo, California is
directed toward television. Although considerable train-
ing is offered in radio and the College does operate an
educational FM radio station, more students have been
placed in television positions than in radio positions
upon completion of the two-year program.
Thirteen courses in radio and television broad-
casting are offered through the Department of Telecommu-
nications at the College of San Mateo. These courses
include: Broadcasting Communications, two courses in
Radio Studio Techniques, two courses in Television Studio
Techniques, two courses called Projects in Radio-TV
Production, two courses in Radio and Television Announc—
ing, Commercial Licenses, Radio Announcing and Microphone
Techniques, and two courses in Radio and Television
Installation and Maintenance.
Since the Fall of 1964 the College of San Mateo
'has offered a broadcasting curriculum to students. In
1964 the College had one hundred students enrolled in
the broadcasting program. In 1968 the enrollment had
increased to two hundred and eighty-five students
enrolled in telecommunications courses.
The facilities for teaching broadcasting at the
College of San Mateo include the facilities of KCSM-FM 79
and KCSM-TV. The radio facilities include: a fully
equipped radio studio with two audio consoles, six reel-
to-reel tape recorders, three cartridge tape recording
decks, four Electrovoice microphones and two RCA table
microphones, four turntables, a remote unit, a record—
library and production room where continuity, traffic and
programming control are handled. The television facili—
ties include: two studios with dimensions thirty—two feet
by forty—eight feet and thirty-three feet by thirty-
eight feet, two control rooms, a video tape recorder
room, five image orthicon monochrome television cameras
with pedestal mounts, two vidicon monochrbme television
cameras with tripod mounts, five two inch video tape
recorders, three one inch video tape recorders, three
monochrome film chains, two 16 millimeter sound—on—film
cameras, two silent news—reel type cameras, one 16 milli—
meter film processor and film editing facilities. There
are also two audio consoles in the television control
rooms.
Students have an opportunity to serve as crews
.for most of the radio and television productions. In
the evenings the students earn laboratory credit for work-
ing on television productions for broadcast as well as
for closed—circuit.
The educational functions and objectives of the
broadcasting curriculum at the College of San Mateo are
as follows: 80
In the Telecommunications Division, courses are offered in radio and television broadcasting. These courses parallel thoSe given in the lower division at state colleges and also provide instruction for those who are intending to go directly into the broadcast field. While this program does provide courses that are acceptable for transfer to the state colleges, mainly San Francisco State College and San Diego State College, many students find employment directly after completing the two—year program.
The curriculum in broadcasting seems to be serv-
.ing the needs of both the terminal student and the future
transfef'student. Community college curriculum planners
appear to be working with curriculum planners in the
California state colleges.
The data reported on the College of San Mateo was
not obtained from a questionnaire but was obtained from
a report written in June of 1968 titled "Self—Study of
the College of the Air for Inclusion in the Accreditation
Report."
XI. SUMMARY
From the profiles of the community colleges in
this present study it was learned that sixty percent of
the community colleges surveyed gave equal emphasis to
both radio and television in their broadcasting instruc—
tion while thirty percent of the colleges emphasized
44Jacob H. Wiens, Self—Study of the College of the Air for Inclusion in the Accreditation Report, Col— lege of San Mateo, San Mateo, California, June, 1968, pp. 7, 11. 81
television and ten percent of the colleges emphasized
radio. It was also learned that the average number of
broadcasting courses offered by the colleges was 11.5
courses. Ninety percent of the broadcasting curricula
offered some type of introductory survey course in broad-
casting.
The average number of years that a broadcasting
curriculum had been offered was 9.1. The number of
years ranged from twenty-four to one. I
It was learned from the colleges surveyed that
seventy percent of them have facilities on their campuses
for teaching both radio and television. Ten percent have
facilities for teaching radio only and ten percent are
equipped with only television facilities. Fifty percent
of the colleges own and operate their own FM radio
stations as part of the curricula. Thirty percent own
and operate UHF television stations. About forty percent
of community colleges with television facilities have
vidicon monochrome television cameras and thirty percent
have image orthicon monochrome cameras. Ten percent of
the colleges sampled have both vidicon and image orthi- tcon monochrome television cameras.
One of the colleges surveyed had a color film
chain. This was the only color equipment in any of the
community colleges surveyed.
Ninety percent of the community colleges claimed
that they offered a terminal occupational program in 82 broadcasting. Forty percent stated that they offered a broadcasting curriculum for the future transfer student.
Twenty percent stated that one function of their broad- casting curriculum was to give a broadcasting background to students majoring in allied fields. Thirty percent of the colleges believe that one of their objectives is to train the general listener or viewer to be a more critical recipient of the broadcasting media. ‘
The profiles of the colleges in this survey showed that fifty percent of the broadcasting curricula were directed toward the terminal two-year student while twenty percent were directed toward the future transfer student. However, thirty percent of the colleges attempted to meet the needs and goals of both the terminal student and the future transfer student.
In the next chapter, the data obtained from the questionnaires sent to the community colleges and the data obtained from commercial radio and television broad— casters is reported. CHAPTER IV
THE RESULTS OF THE SURVEY
In this chapter the results of the survey are reported. The data obtained from the student question- naire is reported first followed by the data from the faculty questionnaire. In addition, the attitudes that the broadcasting industry holds towards broadcasting education in the community college are reported.
Seven community colleges completed both the stu- dent questionnaire and the faculty questionnaire. One community college completed only the faculty question- naire.
I. THE STUDENT QUESTIONNAIRE
The results obtained from the student question- naire, completed by seven community colleges, follows.
Question one on the student questionnaire asked students how long they had attended their present commu- nity college. The responses to question one are given in Table I for the three categories of students surveyed.
The three categories of students were "future transfer students," "terminal students" and "other students."
83 84
"Other students" referred to non radio and television broadcasting major students and students who were undecided about their academic major.
It was important for the success of this study to
survey students who had attended the community college
for at least one year. The reason for this was that the
student who had attended the community college for at
least one year could better evaluate the broadcasting
curriculum than the student who just began the curricu-
lum.
The "other student" category was included only to
show that not all of the students surveyed were broad—
casting majors.
Table I shows that most of the surveyed future
transfer students attended the community college for at
least one year. Seventy out of one-hundred and nine
future transfer students had attended the community col-
lege for at least nine months. Fourteen out of twenty—
three terminal students had attended the community col—
lege for at least nine months.
Question two on the student questionnaire asked
whether the student was a radio and/or television major.
The responses to this question were either "yes," "no"
or "unclassified." If the student was unclassified this
meant that he had not decided on his academic major.
The "other" student category was included for students
who were not working for a college degree, not a 85 broadcasting major, or undecided as to their academic major and therefore unclassified.
The responses to question two of the student questionnaire are given in Table II.-
TABLE I
LENGTH OF ATTENDANCE IN THE COMMUNITY COLLEGE
L—:_r_‘ - ‘1 I ‘— Attendance Future Transfer Terminal Other Students Students Students (non major) 0-3 months 3 h 1 3
4—8 months 36 8 7
9—12 months 39 7 14 more than 2 ~ years 14 5 3 other (1—2 years 17 2 3
TABLE II
RADIO AND TELEVISION MAJORS
Responses Future Transfer Terminal Other Students Students 'Students (non majors)
. (not working for a degree) Yes - R/TV Major 99 27 2 (Not a broad— casting major) No — Not . Major 1 — 14
Unclassified (as to a major) 1 1 9
86
Table II shows that ninety-nine of the radio and television majors surveyed were future transfer students while twenty-seven said they were terminal students.
Fifteen of the students surveyed were not radio and tele- vision majors and therefore their responses were disre- garded. Eleven students surveyed were unclassified as to a major. In this present study one-hundred and twenty-six future transfer and terminal students with_ broadcasting majors comprise the sample.
In order to determine how long the students had been broadcasting majors it was necessary to ask them to
indicate the length of time they had been'broadcasting majors at their present community college. It was impor- tant in this study to sample broadcasting students who had been broadcasting majors for at least one year. The assumption was that students probably could better
evaluate the broadcasting curriculum in their community college after participating in it for at least one year.
Table III gives the length of time as a broadcast-
ing major indicated by the students surveyed.
The responses of the future transfer students
shown in Table III indicate that over half of them had been broadcasting majors for at least one year at the
time they were surveyed. This was also true for the
terminal students surveyed. The term year refers to the
academic school year which generally consists of at least nine months. 87
TABLE III
LENGTH OF TIME AS BROADCASTING MAJOR
Length of Time Future Transfer Terminal Other Students Students Students ,
0—3 months 6 3 3
4-8 months 39 9 2
9-12 months 25 A 6 3 E
1-2 years 31 7 1 L more than 2 years 7 _ 2 — . not a broad— i casting major 2 - 3
It was important to determine the average number of broadcasting courses studied by the students surveyed in order to better evaluate how much the students in the sample had been involved in their broadcasting curricu— lum. The more courses the students had studied perhaps influenced the degree of reliability of his responses to other questions in the survey.
Table IV shows that 4.4 broadcasting courses had been studied by the future transfer students in this present survey. The average number of courses studied by the terminal students surveyed was 4.3 courses. Three community colleges sampled did not report the responses of terminal students probably indicating that their broadcasting curriculum enrolled only future transfer 88
TABLE IV
THE NUMBER OF COURSES IN BROADCASTING THAT STUDENTS HAVE STUDIED IN THE COMMUNITY COLLEGE
W M Community Future Transfer Terminal Other Students Colleges Students ' Students
Pasadena City College 5.8 6.5 2.6
Community Col— lege of Baltimore 4 3.8 3
Grossmont Col— lege 3.7 2 1.5
Palmer Junior - C"
College 1 — 1 -..,
San Bernardino . Valley College 8.3 ' 5 14.5
Spokane Commu— nity College 4.5 — 2
Odessa College 3.7 - 1.5
Averages = - 4.4 4.3 3.7
students.
It was necessary to determine in this present study
.how much broadcasting work experience the students sur—
veyed had obtained outside of their community college
course experience. This work experience in broadcasting
might have had an affect on the responses of the students
to some of the questions. Table V shows the number of
students surveyed with broadcasting work experience out—
side of the community they were attending. More future 89
TABLE V
EXPERIENCE IN BROADCASTING OUTSIDE OF THE COMMUNITY COLLEGE NOW ATTENDING W Experience Future Transfer Terminal Other Students Students Students
Experience 44 14 8
No Experience 67 14 20
m1
transfer students had not obtained broadcasting work
experience outside of the community college than those
that had obtained actual broadcasting work experience.
Among the terminal students surveyed about the same number
of students had experience as those that did not have work experience.
Students who had obtained work experience in some
phase of radio and television at their community college
were also measured. This did not refer to experience gained in radio and/or television course work. It refer-
red to experience gained at the community college on a
pay basis working in radio and/or television. It was
felt this work experience might have an influence on the
responses of the students sampled. Table VI gives the
responses of the students.
Table VI indicates that more future transfer stu—
dents did not have radio and/or television experience than
those students that did have work experience. The same
was true for the terminal students surveyed. 90
TABLE VI
*EXPERIENCE IN RADIO AND/OR TELEVISION AT THE COMMUNITY COLLEGE THE STUDENT IS NOW ATTENDING
Experience Future Transfer Terminal Other Students Students Students
Experience 49 11 4
No Experience 62 17 ' 24
‘ i —7 _ *This does not refer to experience gained in radio and/or television course work. It refers to experience gained at the community college on a pay basis working in radio and/or television.
Question seven on the student questionnaire asked
in what area of broadcasting the student was most inter—
ested at that time. The purpose of this question was to
find out how realistic the students interest were for
the level of education they had achieved at that time.
Table VII shows the responses to question seven.
The responses charted in Table VII tell that the
future transfer student had the greatest interest in
talent, production and directing. The terminal student was interested most in engineering, talent and production.
The students were asked to indicate on a semantic
differential scale their present qualifications in their
chosen area of interest in broadcasting. The purpose of
obtaining the students selféevaluation was to discover
how realistically the student perceived his broadcasting
preparation with the limited amount of education he had
91'
TABLE VII
BROADCASTING INTERESTS OF STUDENTS
Transfer Terminal Other Students Students Students
Talent 28 6 9 Production ' 23 4 2 Engineering 10 7 2 Directing 15 3 1
News I 11 2 2
Programming 2 3 1 g!
Producing 1O 2 1 ' ETV/ITV ' 1 — . 1
Management 6 , — 2
Teaching — _ _
Sales/advertising 1 — 2
Writing 1 1 3
Public relations/ promotion 1 _ _
attained. Table VIII shows his responses.
The future transfer students generally felt that
they were average between the "strong" and "weak" poles.
However, they indicated that they were completely ade-
quate in their interest area. The majority of the future
transfer students indicated that they were not completely
qualified but that they were almost completely qualified
in their area of interest in broadcasting.
92
Qualified Qualified Qualified
Adequate Adequate Adequate
Weak Weak Weak _ THE +3 IN +2
+1 QUALIFICATIONS BROADCASTING
IN Student HIS 0
VIII
OF Student Student
INTEREST Transfer
TABLE
OF -1 -1
..1
+1 +1
"Other"
Terminal Future AREA
SELF-EVALUATION —2 —2 -2
+2 +2 +2
CHOSEN —3
-3
+3 +3 +3 STUDENTS
T THE
' Inadequate
Inadequate Inadequate
Strong Strong Strong Unqualified
Unqualified Unqualified
93
The terminal students were stronger in their
interest area than the future transfer students. They also felt that they were completely adequate. The most significant difference between the future transfer stu- dent responses and the terminal student responses was on
the "qualified—unqualified" scale. The terminal stu—
dents did not score themselves as qualified as the future I
transfer students. Because the future transfer student
is farther away from entrance into the job market than
is the terminal student he might be expected to feel less
qualified in his area of interest because he has sup-
posedly taken only general background courses in broad-
casting. Specialization for the future transfer student
should occur during his junior and senior years at a four-
year institution.
Table IX is another semantic differential scale
for the purpose of allowing the students to rate the edu—
cation in broadcasting that they had received in their
interest area at their present community college. This was an attempt to have the students evaluate the broad—
.casting curriculum in the community college from their
point of view.
Both the future transfer students and the termi—
nal students viewed their education in broadcasting as
completely rewarding, challenging and interesting. How—
ever, Table IX shows that sixteen percent of the future
transfer students felt that their training was not
94
Challenging
Challenging
Not
Unrewarding Dull Dull Unrewarding Dull
Not'Challenging
Not
Unrewarding HAVE I.” 0-
1 THEY -3 -3 -3 -3 -3 "'L3"
COLLEGE OOIIO N 2
-2 -2 09: I -2
BROADCASTING 8 1
2 1 1 IN 4 0 7 —1 -1 -1 -1 —1 -1, —1
—1
Student COMMUNITY -1 _i_
IX
Student Student 8 6 2 5 O 0 2 2 O O O
O
TRAINING
PRESENT Transfer
TABLE
THE
"Other" Terminal
THEIR N‘— C’NI— Ov— 7 OF + ..i- 10
14 +1 +1
Future +1 AT
16
15 20 +2 +2 +2
+2 +2 +2
RECEIVED EVALUATION
59 17 13
46 +3
69 +3 +3 +3 +3 +3
.15
STUDENTS
Interesting Interesting
Interesting
Challenging
Challenging Challenging
Rewarding
Rewarding Rewarding
.95
challenging. This was closely paralleled by the fourteen percent of the terminal students who also felt that their
training was not challenging. Twelve percent of the
terminal students felt that their broadcast education was
not rewarding compared to eight percent of the future
transfer students. It is interesting to note that a
greater percentage of terminal students rated their com-
munity college broadcasting education as lege rewarding
than did the future transfer students. It might be
expected that the terminal student would find the commu—
nity college broadcasting curriculum more rewarding since
it might be the last formal education in broadcasting he
would receive. The research for this preSent study shows
that this is not the case. It may be that community col—
lege broadcasting curricula are designed more for the needs
of the future transfer student than for the terminal stu-
dent.
There was some indication according to Dr. Gerald
Beckwith, Director of Program Planning in Higher Educa—
tion for the State of Michigan, that community college
'broadcasting graduates would probably be most successful
in finding their first broadcasting employment in small
markets. Dr. Beckwith thought that the medium and large
markets were more interested in employing senior college
graduates than community college graduates. Table X
lists various alternatives in places to seek a full-time
job in broadcasting when the student completes his 96
TABLE X
LOCATION OF FIRST BROADCASTING EMPLOYMENT
Question No. 10 Where will you look for your first full-time job in broadcasting when you complete your academic training? Future Transfer Students work in the community where this school is located work in a city with a population over 100,000 (not NU! INI college city) work in a city under 50,000 populatiOn (not college Ln city)
I'll begin work anywhere '8 not in the United States
I4: apply for advanced study in a four-year college or I: university
other I: Terminal Students
work in the community where this school is located '4:- work in a city with a population over 100,000 (not Lo college city) work)in a city under 50,000 population (not college In city I'll begin work anywhere Lo not in the United States apply for advanced study in a four—year college or I university other In Other Students
work in the community where this school is located It» work in a city with a population over 100,000 (not IU‘I college city) ’work in a city under 50,000 population (not college IN city)
I'll begin work anywhere '00
not in the United States I" apply for advanced study in a four—year college or L” university
other In
97 academic education. The purpose of this was to discover if the students realistically knew where they would_most likely find broadcasting employment.
Most of the future transfer students indicated that they were planning to apply for advanced study in a four-year college or university. Their second choice was that they would accept broadcasting employment any- where and their third choice was to work in a city with a population over 100,000 population.
The terminal students first choice was tied between beginning work anywhere and working in a city with a population over 100,000. Therefore, it wbuld seem that the community college broadcasting curricula are giving the terminal students aspirations which are unrealistic for the types of jobs which are presently available to them. The students have perceived that they are getting more out of the program than they actually are.
Attitudes about broadcasting education both in community colleges and four-year colleges probably were derived in many ways by the students surveyed. The
.friends of the students surveyed, who were then attend—
ing four—year colleges or universities and majoring in broadcasting, may have had an influence on the academic decisions of the respondents. Some of the students may have been encouraged to continue their education and transfer to a four-year college on the basis of what friends had told them about broadcasting curricula in 98 four-year colleges. Table XI lists the number of stu- dents surveyed who received recommendations from friends to continue their education in a four-year school after
'completing work in their community college.-
The majority of the future transfer students said they had friends studying in four—year colleges who recommended that they transfer to a four-year institu- tion when they finish the two-year community college program. About one-third of the terminal students had friends studying broadcasting in four—year colleges who D recommended that they continue their education in a four- year college.
Another question in the student survey asked the students to mention any differences between radio and television courses in four-year and two—year schools that their community college broadcasting instructors had told them. The purpose of this question was to find out how much of an influence the community college broadcasting
instructors had had on student opinions of broadcasting curricula both in four-year schools and the community college they were then attending. Table XII gives the responses of the students to this question. The responses are categorized by the students overall grade point average at his community college.
It is interesting to note that the future trans- fer students with a grade point average between 2.0 and
2.5 generally felt that the four-year college broadcasting 99
TABLE ' XI
RECOMMENDATIONS TO CONTINUE BROADCASTING EDUCATION
Question No. 11 ' Have any of your friends, who are now studying broad- casting in a four-year college or university, recommended to you that you do the same after completing work at the school you are now attending?
Future Transfer Students
6: Yes No
Terminal Students
_2 Yes No
Other Students
_5_ Yes No
If "yes," what four—year school do you plan to attend?
Future Transfer Students
University of Houston 2
University of Texas—El Paso 1
Texas Christian University 1
San Diego State College 35
San Francisco State College . 17
University of California at Los Angeles 3
University of California at Riverside 1 ' San Fernando Valley State College
California State College NA
Eastern Washington University 1
100
TABLE XI (continued)
Brigham Young University
California State College-Fullerton
Emerson College d
University of Southern California
ox
University of Hawaii
10
Washington State University
C)
New York University
University of Michigan
Long Beach State College
University of Arizona
University of Georgia
California Polytechnic Institute
California State College-Fullerton
Terminal Students
San Diego State College
Temple University
University of California at Los Angeles
Other Students
Eastern Washington University
San Diego State College
Boston University
University of California at Santa Barbara
101
TABLE XII
DIFFERENCE BETWEEN TWO—YEAR AND FOUR—YEAR BROADCASTING PROGRAMS m Question No. 12 Have your instructors, at the school you are now attend- ing, mentioned any differences between radio and tele- vision courses in four—year schools and two-year schools? What do you understand these differences to be?
Future Transfer Students Responses
1.0-1.5 Grade Point Averages on a 4.0 Scale
1. Some courses are more advanced for a two—year school compared to some four-year schools.
1.5—2.0 Grade Point Averages on a 4.0 Scale
1. More advanced
2. That in a four—year school I will not have the on the air production opportunity
3. Four—year schools require more academic and liberal arts type work
4. That four-year schools are more extensive
2.0—2.5 Grade Point Averages on a 4.0 Scale
1. More deeply concerned in the field
2. Some four—year schools emphasize radio only, some television, some both
3 That there is as much on the job training
4 It is a lot harder
5 Only more expanding
6. Four year are more advanced and thorough
7 Quality of instructors
8 Here at Grossmont we do a lot of practical work whereas at State they do a lot of theory
102
TABLE XII (continued)
l —, fi 1
Very distinct yet in television I really do not know that much about because radio is my big inter- est
10. The equipment is more advanced at a four—year school
More advanced course offering at a four—year college 11.
2.5—3.0 Grade Point Averages on a 4.0 Scale
Equipment and facilities
The differences are in two—year schools the courses are paralleled and in four—year schools they are separated
More equipment and more professional.
Experiences in a school station would be more com- plete
You have to take courses outside of broadcasting in a four—year school
More chances for on the air experience at two—year schools than at four-year schools
San Bernardino Valley College has one of the only on the air television broadcasting facilities at a college in California
The four-year school is not as interesting as the two—year program here. Here we get actual broad— casting experience in television and radio
Depends on individual schools
Time to go into it deeper and more money to work with
11. The emphasis on the type of courses . . . a four- year college you also take basic education courses . . . in a two—year college, if you do not transfer to a four-year, you can take only your major class
12. Possibility of better facilities at a larger school
103
TABLE XII (continued)
'13. Better equipment and more specializing of areas
14. A little more extensive
15. They are generally more specialized
16. More adequate facilities in a four—year college
17. More emphasis on television in other schools and more production emphasis in other schools
18. Some are more confusing and complicated than ones at Pasadena City College but their facilities prob— ably are better
19. At San Diego State, the Telecommunication Department pressed television more than radio
3.0-3.5 Grade Point Averages on a 4.0 Scale
Quality and competition
More emphasis on production
We are strong both in radio and television. At San Diego State they are geared mostly to television
More emphasis on production
They say that there is not so much laboratory work as there is here
More studying and lipaction than work in broadcast- ing
The problem is that our courses are mainly upper division classes
Two—year schools are more intensified
I understand that most two—year colleges offer a more practical application
10. More intense
11. In four—year schools we shall go to more advance studying and a more complex part of broadcasting than our two—year school
104
TABLE XII (continued)
Above 3.5 Grade Point AVerages on a 4.0 Scale
I understand that most of the four-year schools offer a good bit of theory during the beginning years and Grossmont concentrates more on training one to work in the field and the know how for oper— ating equipment
More experience is available in a four-year institu- tion
Technical aspects of training rather than practical aspects
Production courses are-in upper division
Our facilities at Pasadena City College rival and in most instances are greater than most four—year col— leges
Terminal Student
1.5—2.0 Grade Point Averages on a 4.0 Scale
As far as Community College of Baltimore is concerned there is more adequate training
Two—year courses are more for terminal students
A two—year college has its curriculum geared strongly toward terminal students
2.0—2.5 Grade Point Averages on a 4.0 Scale
Usually not as extensive as here . . . At a few schools the work simply involves more hours than I am presently involved in
Some city colleges like Pasadena City College are stronger in radio at the two-year level than a four— year school
Some four-year colleges like San Diego State are very strong in television but not so strong in radio
Juniors and seniors get top priority . . . lot of lectures
105
TABLE XII (continued)
Transfer of credits
More detail in four-year colleges
I understand that courses are very similar
A four—year school will give you the degree but little or no practical experience. A two—year school gives you all the experience needed
2.5-3.0 Grade Point Averages on a 4.0 Scale
I know that at San Diego State you do not have the same chances to operate the equipment with such easiness you have here
The equipment is here to be used almost anytime. Larger colleges are more restrictive
More advanced, easier to find work, better training
1.0—1.5 Grade Point Averages on a 4.0 Scale
A complete understanding of the field a person needs more than one or two-years
1.5—2.0 Grade Point Averages on a 4.0 Scale
The first two years at a four-year school work mainly in theory. Here at Valley we work with equipment and get the experience of working in all aspects. Considering that we have a transmitting television and radio station here on campus, broadcasting to the public, theory is brought into the classroom and then taken into the studios for practice.
She has taught the difference between production in radio and television. Also continuity and all other fields she has covered.
2.5-3.0 Grade Point Averages on a 4.0 Scale
Differences have not been discussed
Better overall opportunities after completing four- year institution
106
TABLE XII (continued)
w
3.0—3.5 Grade Point Averages on a 4.0 Scale
1. A continuation and a more detailed study of the certain field
2. That they are harder and more material
Above 3.5 Grade Point Averages on a 4.0 Scale
1. I expect a four-year college to have more courses and more specialized and advanced courses.
curricula were better than the two—year programs. How- ever, the future transfer students with a grade point average between 2.5 and 3.0 were somewhat less favorable toward four—year programs. Over one-third of this group had negative comments about four-year college broadcast- ing curricula. The group with a grade point average between 3.0 and 3.5 gave more negative remarks toward the four—year college programs than positive remarks.
The terminal students generally commented nega- tively to what they understood about broadcasting curricula in four-year colleges. The terminal student group with a grade point average between 2.0 and 2.5 had more negative responses than any of the other grade point categories.
Table XIII gives the average age of the students surveyed. It was important to determine the average age 107
TABLE XIII
AVERAGE AGE OF THE STUDENTS SURVEYED
Future Transfer Students
20.8 years of age-
Terminal Students
21.4 years of age
Other Students
23.1 years of age
to have some indication of the level of maturity of the surveyed students.
It was evident that the average age given here was higher than the normal age for freshman and sopho- more college students. Also, the average age of the terminal student was higher than the future transfer stu— dent.
Tables XIV and XV were designed to further cate- gorize the students surveyed. Table XIV shows the breakdown of students by sex within the categories studied. Table XV gives a breakdown of the students sur— veyed by their marital status.
Most of the students surveyed were unmarried male students., Five of the students were divorced and thirteen of the students were married. 108_ TABLE XIV THE SEX DISTRIBUTION OF THE STUDENTS
Future Transfer Terminal Other Student Students Students
Male 105 26 17
Female 6 2 3
:
TABLE XV
THE MARITAL STATUS OF THE STUDENTS
_3.;'
Future Transfer Terminal Other Students Students Students
Single 99 27 16
Married 9 2 2
Divorced 3 O 2
The occupations held by the student's parents or
guardians might reveal more about the students background
and homelife. This information may also give some indi—
~cation of why the students selected to be either future
transfer students or terminal students. The first cate-
gory listed was "housewife." By including this category
it was hoped that the student would list his mother's
occupation, if she was employed, as well as his father's
occupation. 109
The parents' or guardians' occupations was inves-
tigated for the purpose of learning more about the
student's background, particularly his socioeconomic
background. Table XVI summarizes the student's parents'
occupations.
TABLE XVI
PARENT'S OR GUARDIAN'S OCCUPATION W Future Transfer Terminal Other Students Students Students
Housewife 58 12 ‘ 13
Business- Service (Includes Management) 60 8 14
Professional 24 8 7
Technical 12 11 4
Operative 9 1 '1
Clerical 9 - 2
Labor 7 2 -
Military 2 1 _
Clergy 1 — _
Motion Pic- ture Industry 1 — — Broadcasting 1 — I _
-_:___ -—‘ 110
The majority of the future transfer student's par-
ents were in "business-service" type occupations, whereas
a large number of the terminal student's parents were in
"technical" occupations. There may be some kind of
relationship between the parent's occupation and the
interest in broadcasting for the terminal students.
Broadcast engineering was the primary interest of more
terminal students than future transfer students. However,
it should be noted, that the second and third occupa-
tional categories for the parents of terminal students
were "business—service" and "professional."
The grade point averages of the students surveyed
may be an indication of the academic success of the stu—
dents. They might also be a measure of academic differ—
ences between the future transfer students and the ter—
minal students. Table XVII gives the overall grade point
averages of the students at their present community
college. ‘The grade point averages were listed by the
students on the student questionnaire.
The future transfer students had grade point
'averages that were more than a quarter of a grade point
higher than the terminal students.
Table XVIII lists the career plans of the students
at this state in their education. It was hoped that a
correlation could be found between the specific broad—
casting career interests of the students surveyed and
the academic emphasis of community college broadcasting 111
TABLE XVII
GRADE POINT AVERAGES OF THE STUDENTS
' Future Transfer Students 2.46 G.P.A.* (4.0 - Maximum)
Terminal Students 2.20 G.P.A.* (4.0 - Maximum)
Other Students 2.45 G.P.A.* (4.0 - Maximum)
*4.0 was the maximum grade point average that a student could earn.
4.0 = A grade 1.0 = D grade -ow-‘A - -
3.0 = B grade 0.0 = F grade _ 2.0 = C grade
curricula.
A large percentage of the students showed a career
interest in the talent area of broadcasting. In addi-
tion, both future transfer students and terminal students
seemed interested in pursuing careers in broadcast pro-
duction and station management. Five future transfer
students were interested in broadcast engineering as
careers compared to one terminal student. There appeared
to be a considerable interest among the future transfer
students in radio as a career.
II. THE FACULTY QUESTIONNAIRE
Eight community colleges each completed a faculty
questionnaire. They were: .Community College of Balti—
more, Baltimore, Maryland; Grossmont College, El Cajon,
California; Odessa College, Odessa, Texas; Palmer Junior
College, Davenport, Iowa; Pasadena City College, Pasadena, 112
TABLE XVIII
CAREER PLANS OF THE STUDENTS
Career Future Transfer Terminal Other Students Students Students
Talent in Broadcasting 2O 3 1
Station Manage— ment (Including Sales) 6 2 4
Production (Pro- ducing and Directing) 7 2 1
Engineering 5 l 1 -
Motion Pictures 5 2 -
International Broadcasting 1 — _
Continue Education 11 2 1
Teach Broad— casting 4 - _
Radio (Only) 6 1 1
Television (Only) 3 1 —
Armed Forces Radio-Television 1 — -
Other Field 2 3 5
-Broadcasting (No Specific , Area) 9 1 —
113
California; Ricks College, Rexburg, Idaho; San Bernardino
Valley College, San Bernardino, California and Spokane
- Community College, Spokane, Washington. The faculty
questionnaires were completed by the head or chairman
of the broadcasting department in each community
college.
The results obtained from the faculty question-
naires are reported in Tables XIX thru XXIX.
The first question on the faculty questionnaire
asked for a brief description of the educational philos—
ophy and objectives of each broadcasting curriculum sur-
veyed. The purpose of this question was to discover
what the broadcasting faculty hoped to accomplish with
their curriculum. A few of the colleges listed several
objectives for their broadcasting program. In Table XIX
the philosophies and objectives are separated.
Three community colleges stated that their broad-
casting curriculum should provide the transfer student
with an adequate background for further studies. Three
colleges said that the curriculum in broadcasting would
prepare the student for entrance directly into the
field. A general set of objectives was forwarded by
five community colleges. One of these objectives was
"to attract and interest young people in the broadcast—
ing field." Two community colleges believed that they
should teach what communications means and how it 114
TABLE XIX
EDUCATIONAL PHILOSOPHY AND OBJECTIVES OF BROADCASTING CURRICULA m Number of Colleges Philosophy and Objectives
2 We must understand what communica- tions means and how it functions. Telecommunications are one small part of this world with a profound affect on society.
With some basic skills and informa- tion students are more capable of entering the field.
To provide the transfer student with an adequate background for further studies.
To prepare him for entrance directly into the field.
Students need exposure to broadcast media for those planning a career in the field and for those students going into allied fields.
To attract and interest young people in the broadcasting field.
To give the opportunity for the gen— eral citizen to better utilize and more critically evaluate radio and television broadcasting.
To provide the student with a "prac— tical" working knowledge of elemen— tary broadcasting procedures and demands.
115
functions. In all, seven varied objectives were listed
by the colleges surveyed. They ranged from specifically
- stating that they had a transfer program, to a program
designed to help the general citizen better utilize the
broadcasting media.
Table XX lists the number of years that broad-
casting courses had been offered in each of the commu-
nity colleges studied. The purpose of this was to find
out how many years the broadcasting curricula had had
to develope in each college.
The number of years that the community colleges
surveyed offered broadcasting courses ranged from three
years to nineteen years. Four colleges had offered
courses for more than ten years and four had offered
courses for less than ten years. The average number of
years was ten years nine months. During a span of
fourteen years, 1945 to 1959, four of the colleges sur—
veyed began to offer broadcasting courses. During a
span of only four years, 1963 to 1967, the remaining
four colleges began developing broadcasting courses.
In order to fully understand the type of broad—
casting curricula found in community colleges it would
be necessary to learn about the broadcasting faculty at
these institutions. How much teaching experience do the
faculty have and what profeSsional background do they
have in broadcasting are two important questions for 116
TABLE XX
HOW LONG COMMUNITY COLLEGE HAS OFFERED BROADCASTING COURSES
Number of Years Courses College Have Been Offered
Community College of Baltimore 19
Grossmont College 4 . fl Odessa College 6 f
Palmer Junior College 4 g
Pasadena City College 1O i
San Bernardino Valley College 16
Ricks College . . 24
Spokane Community College 3
AVERAGE - 10 Years 9 Months
this present study. Table XXI outlines the teaching and
professional broadcasting experience of the faculty in
each college surveyed.
Each of the broadcasting faculty surveyed had
.taught broadcasting courses for an average of eight years.
Only one member of the faculty in the eight community
colleges surveyed had had no practical experience in the
broadcasting industry prior to teaching. Most of the
broadcasting industry experience for the faculty con-
sisted of experience as announcers. Three of the faculty
had experience in television production and two had 117
TABLE XXI
BACKGROUND OF BROADCASTING FACULTY IN THE COMMUNITY COLLEGE
. M E Category Responses
Number of years teaching broadcasting years average
Faculty who have been in the broadcasting industry yes
no —I
Jobs held in the broadcast— . ing industry announcers (3-TV) . “...-.1
production—TV .h
engineers «'3'. writer news wee-‘5'." costs and budgets
add—squ manager
Number of years worked in broadcasting industry 7 years average
How long faculty have taught at their present commu— nity college 8 years average
Job held before beginning employment at present position 3 teachers 4 production 2 engineers 1 news 1 announcer-writer 1 military 2.students
118 experience in broadcast engineering. The average number of years of broadcasting industry experienCe was seven.
The size Of the enrollments in each broadcasting course might be a determining factor in evaluating the thoroughness of instruction in the field. The average number of students in both lecture and laboratory broad— p casting courses could be an indication of the quality L? of instruction afforded the community college broadcast- a ing students in this survey. Table XXII lists the aver— % age class enrollments. ~ ‘
TABLE XXII
SIZE OF ENROLLMENTS IN BROADCASTING COURSES
Lecture Courses 20.4 Students
Laboratory Courses 15 Students
As might have been expected, the lecture courses had a greater enrollment with 20.4 students as compared to the broadcasting laboratory courses which had an average enrollment of 15 students.
An inventory of the radio and television facili— ties in community colleges was necessary for a better understanding of the type of broadcasting programs avail- able in community colleges. Table XXIII list the radio and television facilities in the community colleges sur- veyed for this present study. 119
TABLE XXIII
RADIO/TELEVISION FACILITIES IN THE COMMUNITY COLLEGE
Number of Colleges Description of Facilities with Facilities
RADIO
5000 watt FM radio station 3
3000 watt FM stereo radio station 1
Closed—circuit laboratory radio facilities 3
One radio studio 3
Two radio studios 3
Three radio studios 1
One audio board 3
Two audio boards 2
Three audio boards 1'
Remote radio unit 1
Electrovoice microphones 3
Shure microphones 2
RCA microphones 1
Spotmaster microphones 1
TELEVISION
5000 watt UHF educational televi- sion station 1
Closed—circuit campus instructional television 4
Closed-circuit laboratory televi- sion for teaching broadcasting 1
120 ‘TABLE XXIII (continued)
Number of Colleges Description of Facilities with Facilities
Use facilities of local educa- tional television station
Use local commercial television facilities (color)
Image Orthicon television cameras (monochrome)
Vidicon television cameras _' (monochrome) flammAS‘
Monochrome film chain I) W w Color film chain
One television studio
Two television studios
Two—inch video tape recorder(s)
One-inch video tape recorder(s)
Special effects generator
Remote television unit
The survey of radio and television facilities
_found in the community colleges studied showed that the
equipment ranged from facilities suitable for closed-
circuit activities to broadcast quality radio and tele—
visiOn facilities. Four of the community colleges sur-
veyed owned and operated an FM radio broadcast station.
One of these stations was an FM stereo radio station.
The television facilities included five closed-circuit 121
television operations and one monochrome UHF educational
television station. Only one color film chain was oper-
. ated in the schools surveyed. Four of the community
college had only vidicon television cameras whereas two
colleges had image orthicon cameras. Two-inch video
tape recorders were used in four of the colleges sur-
'I W veyed. Only one college had a special effects generator
available in its campus studios. In three of the commu-
.
’ -g...~...‘«o~_r-..c-w_ nity colleges there were two television studios and, in
addition, one college had a remote television unit. The
amount and quality of the facilities varied greatly from
college to college.
A survey was made of broadcasting courses found
in the community colleges to learn what courses were
most often offered as well as the range of course offer-
ings. Table XXIV lists the courses.
All eight of the community colleges in this study
offered an introductory course in broadcasting. Six
colleges listed courses in television production and
radio and television announcing. Five colleges taught
a course in the operation of radio and television equip—
ment. Only four schools had a courses in radio produc-
tion. Television directing and television—radio writing
. were courses that were listed by three of the colleges
surveyed. Other courses ranged from educational televi-
sion to cinematography.
One question on the faculty questionnaire asked 122
‘ TABLE XXIV RADIO/TELEVISION COURSES IN COMMUNITI'COLLEGES
'Number of Community Col— Courses leges Offering Course
Introduction to Broadcasting 8
Radio/Television Operation of Equipment
Radio/Television Announcing ."
.~..Ax.i' tr'x
Radio Production . u
Radio Copy Writing .
u .--.y—usn Radio Survey
Television Production
Television Techniques
Television Directing wWO‘dW->O\UI
Writing for Radio-Television (non-dramatic and dramatic) b.)
Radio/Television\Newswriting
Educational Television
Film Production
Mass Communication
Film Aesthetics
Voice and Diction
. Radiotelephone License Review
Television and Society Radio/Television Sales and Advertising ”Broadcasting Rules and ,Regulations
Television Broadcast Operations
Cinematography
123'
for the name of the department where the broadcasting
courses were taught. The purpose of this question was
to learn what other areas of study such as speech or
theater were included along with broadcasting. Table
XXV shows the responses to this question. Three out of
‘ the eight community colleges surveyed included drama and
speech in the radio-television department. Two of the
colleges had a separate radio-television department.
Another two community colleges included their broadcast-
ing courses in a department of communications and still
another college offered broadcasting courses under
creative arts. All this showed that there were several
department areas where broadcasting courses were offered.
TABLE XXV
DEPARTMENTS WHERE BROADCASTING CURRICULA ARE FOUND
:- -‘ Number of Community Departments Colleges
Drama/Radio-Television/Speech 3
Department of Communications 1
Communication Arts 1
Creative Arts 1
Radio—Television Department : 2
J _: ‘- t
One question on the faculty questionnaire asked
the respondents to indicate the degree of support that
the broadcasting curricula at their community college had 124
received from the colleges' administration. It was
hoped that these responses might provide more insight .
“into the reasons for establishing broadcasting curricula
in the community colleges. Table XXVI lists these
responses.
TABLE XXVI a
COLLEGE ADMINISTRATIVE SUPPORT FOR THE AQ‘O‘
v"‘
l: '0
BROADCASTING CURRICULUM - 0 n. Degree of Support Reasons for Choice ‘3 l _t-- ‘
‘ ___. _
Full Support The administration is in full sup- ..-
(Six Colleges) port of the program as a training ll. facility as well as a means of com- municating and disseminating news.
We have a nice budget and get about what we want and need in equipment and operational money. Money is the best "support" you can get.
President is the main instigator for use of radio and television.
Some Support Money (Two Colleges)
Six community colleges reported that they received
the full support of their college administration. Two
broadcasting departments said that they were given some
support from the administration.
Table XXVII shows the various relationships with
local broadcasters that the community colleges have
established through their broadcasting departments. It 125 was important to determine the degree and nature of involvement with local broadcasters while the community colleges developed their curricula in broadcasting.
The local broadcasters could answer questions as to the various needs for certain skilled jobs in the broadcast— ing industry and how the community college could help prepare students for those jobs.
The responses listed in Table XXVII included everything from local stations offering scholarships and apprenticeships to the community colleges producing pro— grams for the local stations. One community college
stated that a university offered much assistance in the
establishment of their broadcasting program. Another college said that it had an advisory council composed of
local broadcasters. Only one community college pointed
out that it had students in most area radio and televi—
sion stations. I I
Some measurement of the effectiveness of the broadcasting curricula was needed for this present study.
One criterion might be the number of radio and televi—
sion stations that have employed broadcasting students from the community college broadcasting programs within a certain stated period of time. The time period in
this study was from May 1968 to May 1969. Table XXVIII
lists the radio and television stations that employed community college broadcasting students. It should be noted that these employers were listed by the 126
TABLE XXVII
RELATIONSHIPS WITH LOCAL BROADCASTERS IN DEVELOPING THE CURRICULUM AND PLACING STUDENTS
1. Working with local stations for scholarships and apprenticeship program
2. Based on casual talks over lunch or socially
3. Advisory council from local radio and television stations
4. We do two programs per year at each of the two local P VHF television stations. Students do most of the
studio jobs for these programs .
munt'\'\ . 5. All of them work with us quite well, but not to the .‘- extent of trying to run our business. We have stu— , dents in most area radio and television stations v.:!.
6. We produce programs for local stations
7. Speaking to classes, general suggestions, tours, appointments with students . . . Washington State University offered much assistance in the establish— ment of our program
respondents completing the faculty questionnaires and that out of the eight community colleges surveyed only four colleges listed radio and television stations
employing their students.
Table XXVIII shows that twenty-one radio stations and seven television stations employed community college broadcasting students and graduates between May 1968 and
May 1969. The Voice of America and the Associated Press
Service were also listed as employers of graduates.
Another criterion for measuring the effectiveness 127
TABLE XXVIII
RADIO AND TELEVISION STATIONS EMPLOYING BROADCASTING STUDENTS
*Radio and Television Stations Which Have Employed Broadcasting Students from the Community College Within the Past Twelve Months (May 1968—May 1969)
Employer Location
KPRO—Radio Riverside, California .- ‘ 4 ,“nm ‘i - ‘. 9 _
KRNO-Radio San Bernardino, California ‘m-us.
KMEN—Radio San Bernardino, California "*‘_§E"?I::E7 KFWB-Radio Los Angeles, California .
KPLM-Television Palm Springs, California
KIMRaTelevision Palm Springs, California
WANN—Radio Annapolis, Maryland
WAYE—Radio Baltimore, Maryland
WBMD—Radio Baltimore, Maryland
WCBM-Radio Baltimore, Maryland
WFBR-Radio Baltimore, Maryland
WITH-Radio Baltimore, Maryland
WBAL—Television Baltimore, Maryland
WJZ-Television Baltimore, Maryland
WMAR—Television Baltimore, Maryland
KNFM—Radio Midland, Texas
KOYL-Radio Andrews, Texas
KBZB—Radio Andrews, Texas
KCRS-Radio Andrews, Texas
KQIP-Radio Andrews, Texas
128
TABLE XXVIII (continued)
Employer ' ‘ Location
KACT—Radio Andrews, Texas
KWEL-Radio ’ Midland, Texas
KJBC—Radio Midland, Texas
KOSA—Television ‘ Midland, Texas t KMID-Television Midland, Texas ' E
KXLY-Radio Spokane, Washington 3
KTWD-Radio Spokane, Washington
KJRB-Radio . Spokane, Washington
Voice of America
Associated Press Service
*Only four out of eight community colleges surveyed listed radio and television stations which had employed broadcasting students and graduates from the community college between May 1968 and May 1969.
of the broadcasting curricula in the community colleges
surveyed was the number of four—year colleges and univer-
sities which had enrolled transfer students from broad— icasting programs in the community colleges. Table XXIX
lists the colleges listed by the community colleges sur—
veyed.
Eight universities and two state college were
listed by only four out of the eight community colleges surveyed. Four community colleges did not complete this 129 TABLE XXIX
FOUR-YEAR COLLEGES ACCEPTING TRANSFER STUDENTS
*Four-Year Colleges and Universities which Former Community College Broadcasting Students have Entered During the Last Academic Year
University of Southern California
San Francisco State College F5 San Diego State College 5?
Eastern Washington University L
University of Texas . 3
University of Houston i
Baylor University
University of Maryland
American University
Towsen State University
*Four community colleges surveyed did not complete this portion of the questionnaire and therefore they are not represented in this Table.
Part of the faculty questionnaire.
III. LETTERS FROM BROADCASTERS
A letter was written to each of nine radio and television stations who were known to have employed broadcasting students or graduates from a community col- lege. Replies were received from six out of the nine broadcasting stations contacted. 130
The broadcasting stations were asked to report on
the quality of work performed by employees who parti-
‘cipated in the broadcasting program at a community col—
lege. The responses from six broadcasting stations are
reported in Table XXX.’ The purpose of surveying broad—
casting stations was to learn how well the terminal
broadcasting student from a community college broadcast- T
ing program performed in the broadcasting industry. i
Two television stations and four radio stations E
reported that with few exceptions graduates from commu- %
nity college broadcasting curricula and students then
taking a broadcasting program in the community college
performed well in their stations. The jobs held by com—
munity college broadcasting educated employees were in
news, announcing, directing, production and engineering.
IV. CONCLUSION
In this chapter the data from two sets of ques—
tionnaires that were administered to eight community
colleges in the United States and the data from six
letters written by both radio and television broadcasters
was reported.
This data will be analyzed in the following
chapter and conclusions will be drawn based on the reports
in Chapter IV. 131
TABLE XXX
REPORTS FROM RADIO AND TELEVISION BROADCASTING STATIONS
Station Report
WFBR-Radio Students work part-time on week- Baltimore, Maryland ends in the news department. We are very pleased with our student employees.
None have become permanent members of our staff.
WBAL-Television One of our operation directors, Baltimore, Maryland for the past two years, is a grad- uate of the community college. He also teaches a course in tele— vision production in the community college.
We have two news photographers on our staff who served in the appren- ticeship program while attending the college and are now hired ful— time on our staff.
KJBC—Radio We now have four part-time Midland, Texas announcers on our staff who attend the community college. Two of our announcers have since gone on to senior colleges. I feel our part— time announcers received an excel— lent background at the two-year college.
KWEL-Radio We are pleased for the most part Midland, Texas with our part—time weekend announcers from the community col- lege. They are lacking a bit in voice quality but that will develop in time.
KMID—Television Students who have attended the com— Midland, Texas munity college or who are now at- tending the community college are employed by us in production and engineering. They have proven to be quite satisfactory and in some cases exceptional.
132
TABLE XXX (continued)
4 E Station Report
' KJRB-Radio We have one student working for us. Spokane, Washington He was an employee before he began his studies at the community col- lege. He is now a freshman and it is too early to tell what benefit he has received from the college broadcasting program. y - .
Ira—z ..
--...-
tuna?) a CHAPTER V
CONCLUSIONS
1‘ At the beginning of this present study three 5 hypotheses were projected. They were: (1) Students of broadcasting in community colleges perceive that they L receive a better education in broadcasting than they i actually do. Community college broadcasting students, both terminal and future transfer, believe they are given a complete and thorough background in broadcast- ing. (2) The community college broadcasting faculty believe that the two-year community college radio/tele- vision curricula prepares students for job entry levels in broadcasting. The faculty believe that the majority of their graduates find employment in the broadcasting industry after graduation from the community college.
(3) Managers of broadcasting stations are not completely satisfied with the caliber of work performed by commu- nity college broadcasting graduates. The managers believe that the graduate is not properly trained for job entry into the broadcasting industry. Employers find that the graduate has not received the necessary technical skills such as announcing, writing and pro— duction to enter the industry in those areas. Basic
133 134
skills are not developed in the community college to
prepare the student properly for successful work in the
- industry.
In this study, one-hundred and eight future
transfer students and twenty-seven terminal broadcast-
ing students were surveyed. Over half of the students
surveyed had attended a community college from four -1
“cu-“hr
.
months to one year. About thirty percent of the students v
' .
had attended a community college for more than one year.
.
.
—.
. wfl-.~_‘*‘ I. HYPOTHESIS 1
This study showed that there was some evidence
to support the hypothesis that the community college
broadcasting students thought they were receiving a
better broadcasting education than they actually were.
The first indication of this was found in the survey of
the students area of interest in broadcasting.
The future transfer students greatest interest
was in the talent area of broadcasting. This interest
constituted only twenty—five percent of the future
transfer students surveyed but this was significant when
compared to the other areas of broadcasting interest
which were at least five percentage points below this
figure.
Why was broadcast talent important to one—fourth
of the future transfer students surveyed? This study 135 found that only one course in announcing was offered in each of six community colleges sampled. The other two colleges in this survey did not offer a course in announcing.
How was the future transfer student's interest in broadcast talent related to the hypothesis that he believed he was receiving a complete background in r broadcasting from the community college? If it was true i that the student's specific area of interest in broad— E casting reflected an emphasis of the broadcasting E
curriculum, then the future transfer students might have believed that their community college broadcasting edu—
cation was preparing them for a career in broadcast
talent. However, the only conclusion that could be
reached from the evidence presented here was that there was considerable interest shown by one—fourth of the
future transfer students sampled toward the talent area
of broadcasting. There was no evidence to support a
relationship between the students interest in broadcast
talent and any direct influence from the community col-
1ege broadcasting curricula.
This research also showed that one-fourth of the
surveyed terminal students were interested in the
engineering area of broadcasting. At least two of the
eight surveyed community colleges offered courses in
some area of broadcast engineering. This might explain
this interest in broadcast engineering shown by twenty- '13'6
five percent of the terminal students in this study.
According to the course descriptions from two of the
sampled community colleges more emphasis was placed on
the technical and engineering aspects of broadcasting
in their two-year terminal programs. Therefore, a link
may exist between the terminal student's interest in
engineering and the courses offered in some of the com-
munity college broadcasting curricula.
u, '
The career plans of the community college stu— Q
Q! E
dents majoring in radio and television broadcasting may 0"“-
..A vn—ufl be another reflection of what students expected from
their broadcasting curricula. Again it was shown in
this present study that twenty-five percent of the future
transfer students and nearly seventeen percent of the
terminal students planned to pursue a career in the
talent area of broadcasting. Development of on—the-air
talent was not one of the objectives given by community
college broadcasting department heads as one of the
stated objectives of their curricula. Therefore, it
might be assumed from this evidence that some of the stu—
‘dents surveyed had a somewhat unrealiStic understanding
of what their two—year broadcasting education was offer-
ing them.
What the students surveyed understood to be the
differences between broadcasting programs in four-year
colleges as compared to their own two-year program might
have also indicated what the community college students 137 expected from their two-year broadcasting program.
Fifty future transfer students responded by listing their opinions as to the differences between broadcasting curricula in two-year colleges and four-year colleges.
Twenty percent of those fifty students listed negative comments about their community college broadcasting cur— ricula while twenty—eight percent of the future transfer 1 .L. students listed positive comments about their two-year A 1 e program. It should be noted that fifty-two percent of ---fle'97’1.""‘ the respondents were too vague to determine whether their _ -A- responses were positive or negative towards their commu— nity college broadcasting education. Perhaps all that this indicated was that there were some negative comments about the two—year program expressed by a few of the future transfer students. However, a greater percentage of future transfer students were favorable about their community college education.
Among the terminal students surveyed fifty per— cent spoke favorably about their broadcasting education while thirty percent responded negatively. More of the terminal students surveyed were satisfied with their two-year program compared to the future transfer students.
This might have indicated that the terminal students believed they had received a better broadcasting edu- cation at their community college than they might have received had they attended a four—year college. Most of the future transfer students were of the opinion that 138 the broadcasting education which they expected to receive in‘a four-year college would be more complete than their
present two-year broadcaSting program. There may have
been some indication here that some of the terminal stu—
dents believed they were receiving a complete background
in broadcasting from their community college.
One part of the survey asked the students to E1
evaluate their present qualifications in their chosen E
area of interest in broadcasting. It might be signifi- t
cant to note that the future transfer students felt more b
qualified than the terminal students. However, the
margin of difference between how the future transfer
students and the terminal students rated themselves was
only one and a half points on a seven point scale.
Still, this was the largest margin between the two groups
of students responding to this question.
A major question should be raised regarding the
student's Self evaluation of his broadcasting interest
area qualifications. Why did some of the terminal stu—
dents rate themselves lower than some of the future
.transfer students? It would seem logical that the ter-
minal students would have felt more qualified since they
were in their last formal level of broadcast education.
Therefore, it might be assumed that the future transfer
students would have felt less qualified since they still
had two more years in a four-year college to develop
their qualifications. There may have been a prestige
139 bias projected into the responses of the students because of thephrasing of the question. The future
.transfer students may have felt superior to the terminal
students and therefore believed that they were highly
qualified in their broadcast interest area. However, no
evidence was revealed from this present study to sup- r port this assumption. $1
If the responses of both the terminal students
and the future transfer students to their qualifications %
were honest, then this might have indicated that the i
terminal students were realistic in what they thought
their community college broadcasting education was offer—
ing them. They possibly felt that the two-year program
would make them only somewhat qualified for entry into
the broadcasting industry. On the other hand, the
future transfer students might have been answering the
question in terms of the qualifications they hoped to
attain when they finished their education in a four—year
college. However, it would be difficult to draw any con-
clusions from these assumptions.
II. HYPOTHESIS 2
The second hypothesis postulated that the commu-
' nity college broadcasting faculty believed their broad-
casting curricula prepared students to job entry levels
in the radio and television industry. This hypothesis 140 referred primarily to the terminal students graduating
.from a community college broadcasting program. This
present study revealed some evidence to partically sup-
port this proposition.
The faculty representative completing the faculty
questionnaire was asked to state the philosophy and
objectives of his broadcasting department. The responses E
provided by faculty representatives of the eight commu— :
nity colleges surveyed showed that over one—half of the ?
broadcasting departments intended to prepare terminal E
students for entrance into the broadcasting field. Six
of the eight community colleges stated that one of the
functions of their broadcasting curricula was to train
students so that they would be more capable of entering
the field.
Another way of surveying community college broad—
casting curricula for the purpose of determining how
well the programs were designed to prepare students for
job entry was to examine the courses offered by each of
the colleges. One—half of the surveyed community col-
.leges offered courses in Introduction to Broadcasting,
Radio/Television Operation of Equipment, Radio/Televi-
sion Announcing, Television Production and Radio Produc—
tion. These courses may not have constituted a complete
curriculum but their array indicated that the students
were exposed to many facets of the broadcasting indus-
try. However, the content of the courses was not 141
elaborated on by several of the community colleges.
The relationships established between community
- college broadcasting departments and local broadcasting
stations for the purpose of placing students in jobs
upon their graduation could be another way of measuring
the job placement objective of the departments. Three
out of seven community colleges stated that they had A
definite methods of introducing the students to broad- ...-...)“.‘hl. ~ ____.....-.
casting employers. One method was setting up appoint— _ . _ A" 0.. ments for the students at local stations. Another method ‘5'“ listed was to offer a student apprenticeship program in
area stations. And finally one community college reported
that it placed students in most of the area's radio and
television stations. Less than half of the broadcasting
departments surveyed had a specific plan for placing
students in the industry. Some of the community colleges
responded by mentioning an advisory council from radio
and television stations or by starting that their rela—
tionship with local stations was comprised of casual
talks over lunch or socially. Two community colleges
said that their students produced programs for local
stations as part of the curriculum.
This present study reported that four of the eight
community colleges sampled had some record of where
their broadcasting graduates were employed. The four
community colleges that responded listed thirty broad-
casting employers which hired their students during the 142
previous twelve month period. Seven of these employers were television stations and twenty-two were radio,
stations. One employer was a news wire service. Each
of the community colleges that responded admitted that
its list of employers was incomplete. It should be
noted that the four colleges which did not complete this section of the questionnaire stated that the informa- tion was not available.
If one of the stated objectives of the community college broadcasting curricula was to prepare students for job entry then why were half of the sampled colleges
unfamiliar with the stations employing thEir graduates? A conclusion would be that the community college broad— casting curricula were designed with the intent of pre—
paring terminal students for job entry but then failed
to follow through with the actual introduction of the
student to the industry. There were no data provided
in this present study to answer why this situation might
have existed.
III. HYPOTHESIS 3
The third hypothesis stated that broadcasting
employers were not satisfied with the community college
broadcasting graduates as employees. Six broadcasters
known to have employed community college broadcasting
students or graduates were surveyed. This sample
143
consisted of two television stations and foUr radio
stations. Two announcers and one news writer were
. employed by three of the employers. The television
station that hired the part-time news writer reported
that it was very pleased with his work. The respondent
then went on to say that none of his employees from the
community college became permanent members of his staff. t
Another employer said that he was pleased with his part- '73.
.'
’ 1‘ time announcers and then admitted that they lacked in
voice quality. One employer of a part—time announcer
said that his employees received an excellent background m-HQALNL
at the two—year college. He said that some of his
employees had since gone on to senior colleges.
Engineering, production and photography were other
areas where community college broadcasting graduates
were employed in radio and television stations. Those
employers who hired graduates in engineering and produc—
tion wrote that they had been quite satisfactory and in
some cases exceptional. One television station reported
that it employed two full-time news photographers and
one full-time operations director who were graduates of
a community college broadcasting department.
Finally, one radio station admitted that it had
hired a student before he began attending a community
college and that it was too early to tell what benefit
the employee had received from the college broadcasting
program. 144 Iv. FINAL SUMMATION
There was some evidence uncovered by this study
to suggest that community college broadcasting students
held unrealistic ideas of what they expected from the
two—year broadcasting program. This was more evident
with the terminal students than it was with the future
transfer students. Still, it can be reported that both
groups generally felt that their community college
broadcasting education was more complete than it actually was. D - The community colleges surveyed stated that one
of their intents was to prepare broadcasting students
for job entry. This study showed that slightly less
than one-half of the surveyed colleges followed through
with this objective. There was no definite plan to
introduce community college broadcasting graduates to
local broadcasters and quite incomplete records were
kept of broadcasting employers by community college
broadcasting departments. The array of courses offered
to the students in the community colleges seemed to be
'quite complete which would suggest an attempt to intro—
duce the terminal students to many areas of broadcasting.
The third conclusion that could be arrived at
from this study was that broadcasting employers in small
and medium sized markets seemed to be satisfied with the
performance of broadcasting students and graduates from 145
the community college. With few exceptions the employers
were pleased with their community college broadcasting
.employees.
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BIBLIOGRAPHY
BIBLIOGRAPHY
BOOKS
Bogue, Jesse P. American Junior Colleges. Washington 5 D.C.: American Council on Education, 1956.
Eells, Walter Crosby. Why Junior College Terminal Edu- L. cation? Washington D.C.: American Association of 1 Junior Colleges, 1941. ‘
Gleazer, Edmund J., Jr., Editor. American Junior Col— leges. Washington D.C.: American Council on Educa— tion, 1960.
Hillway, Tyrus. The American Two—Year College. New York: Harper and Brothers, 1958.
Hughes, Raymond M., and James A. Starrak. The Community College in the United States. Ames, Iowa: Iowa State College Press, 1954.
PERIODICALS
Bogue, Jesse P. “Junior College World." Junior College Journal, September, 1956, p. 175.
.______"Junior College World." Junior College Jour— nal, September, 1957, p. 55.
"The Junior College World." Junior College Journal, November, 1937, pp. 90—91.
"The Junior College World." Junior College Journal, October, 1937, p. 36.
Koon, Cline M. "Radio Broadcasting Courses." School Life, April, 1933, p. 158.
Nall, Alfred W. "What About 'Terminal' General Education in the Junior College?" Junior College Journal, September, 1962, p. 20.
146
147 QUESTIONNAIRES
Ballard, William. Faculty Questionnaire, Delta College, University Center, Michigan, April, 1969.
Caldwell, Richie G. Faculty Questionnaire, Spokane Community College, Spokane, Washington, May, 1969.
DeHaven, Clarence T. Faculty Questionnaire, Community College of Baltimore, Baltimore, Maryland, May, 1969.
Gregory, John F. Faculty Questionnaire, Pasadena City r? College, Pasadena, California, May, 1969.
Jackson, Wallace. Faculty Questionnaire, Odessa College, Odessa, Texas, May, 1969.
Johnson, Paul E. Faculty Questionnaire, Palmer Junior A College, Davenport, Iowa, May, 1969.
Rothhaar, Edward R. Faculty Questionnaire, San Bernardino Valley College, San Bernardino, California, May, 1969.
Scouller, John D. Faculty Questionnaire, Grossmont Col- lege, El Cajon, California, May, 1969.
Wilkins, Kay. Faculty Questionnaire, Ricks College, Rexburg, Idaho, May, 1969.
UNPUBLISHED MATERIAL
Wiens, Jacob H. "Self—Study of the College of the Air for Inclusion in the Accreditation Report," College of San Mateo, San Mateo, California, June, 1968, pp. 7, 8. (Mimeographed)
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APPEND IX A APPENDIX A
MICHIGAN STATE UNIVERSITY SURVEY OF BROADCASTING
CURRICULUMS IN TWO—YEAR COLLEGES
Are you a radio and/or television major? (please check) yes No Unclassified
If "yes" are you a terminal student working for an AA Degree or a transfer student planning to transfer to a four year college or university?
terminal transfer
If "yes" how long have you been a radio and/or tele- vision major?
0-3 months 4—8 months 9—12 months
1—2 years more than 2 years
How many courses have you taken in radio and/or tele— vision at this school?
(please write number)
List courses here:
Have you had an individual instructor for more than one course in radio and/or television?
yes no
If "yes" please give names of courses you took under this instructor(s).
148 149
4. What previous experience have you had in radio and/ or television outside of the school you are now attending? (briefly describe)
5. What experience have you had outside of academic course work at this school but still on cam us in radio and/or television? (briefly describe If none h please state this. 1% ‘ :3 i '3 i
6. What area of broadcasting are you particularly inter- ; 1 ested in? (please indicate one area that you are most interested in, e.g., continuity or script writing, 5 directing, producing, sales, management, research, ' production, news, programming)
7. In the area you picked in number 6 indicate on the following scale your feelings about the area you selected and the training you have received at the school you are now attending. (mark a check where you think it should be on the scale) strong weak t rewarding ______unrewarding 4 inadequate adequate
challenging —-—(2H:llenging
unqualified . ___ qualified
tenSe relaxed confident ___, ______. ____nervous
fun A work
bad . good
superior inferior
150
Only those students who are not working off campus in a radio or television station answer this question.
Where will you look for your first broadcasting job? (please check)
in the community where this school is located in a city with a population over 100,000 (not college city) in a small city under 50,000 population (not F
college city) u;
...;DA:
.
<—
in this state .
I a:
in this county .1»; at
in the United states .an
as:
Do you have any friends who are studying broadcasting in a four—year university or college?
yes no
If "yes" where do they go to college?
10. How would you compare their education in a four—year college to your education in a two—year colle e? Is there any difference in what is offered? %express your opinions) 153
10. Where will you look for your first full-time job in broadcasting when you complete your academic train- 'ing? (please check one only)
work in the community where this school is located
work in a city with a population over 100,000 (not college city) work in a city under 50,000 population (not college city) 1:! “I.
I'll begin work anywhere IE“- vie? I.’ not in the United States
apply for advanced study in a four—year col— lege or university
other
11. Have any of your friends, who are now studying broad- casting in a four-year college or university, recom- mended to you that you do the same after completing work at the school you are now attending?
yes no
If "yes" what fourmyear school do you plan to attend?
12. Have your instructors, at the school you are now attending, mentioned any differences between radio and television courses in four—year schools and two— year schools? What do you understand these differ— ences to be?
13. PLEASE COMPLETE THE FOLLOWING: a) your age
b) male female c) single married divorced 154
your permanent address
your school address
. father's or guardian's occupation
mother's or guardian's occupation
what was your last full—time or part-time job? dates you worked
what is your overall grade point average at this school? (Please check one)
1.0—1.5 1.5—2.0 2.0—2.5 2.5-3.0 3.0-3.5 above 3.5 j) what are your career plans as you see them at this time?
APPENDIX C APPENDIX C
MICHIGAN STATE UNIVERSITY'S SURVEY OF BROADCASTING
COURSES AND CURRICULA IN COMMUNITY COLLEGES
FACULTY
7 In one paragraph please describe the educational ...“;-
philosophy and objective of your broadcasting cur— .‘ulptfitcz' 7 1 riculum or courses. Include the purposes of the _ curriculum and why there is a need for this instruc- tion in radio and/or television.
How long has your school offered broadcasting courses?
For each instructor on your broadcasting faculty please answer the following questions.
a) How long have you been in academic work in radio/ television?
b) Have you ever been in the broadcasting industry? C) If "yes" what was your job title? d) How long did you work at the position?
e) When did you begin work at the school you are now teaching in?
f) What job did you have before joining the faculty at this school?
(PLEASE CONTINUE ANSWERS ON BACK OF THIS PAGE)
What would you estimate to be the average size of broadcasting classes at your school?
155 156
Please identify the radio and/or television facili- ties at your college. (check)
RADIO:
no radio studio facilities used for teaching only some radio equipment (describe)
fully equipped radio facilities (briefly describe)
closed—circuit campus radio station
open-circuit AM radio station (give watts) open—circuit FM radio station (give watts)
TELEVISION:
no television equipment for teaching only
some television equipment (describe)
'fully equipped television facility (describe briefly)
closed—circuit campus instructional television open-circuit VHF television station (give watts)
open-circuit UHF television station (give watts)
other (please describe)
157
Please list the courses you offer in radio and/or television. (briefly describe the content of each) If a prepared listing and description are available, submit.
Is the broadcasting curriculum in separate department or is it within another department, e.g., speech arts (briefly describe) hi
What do you feel is the attitude of your college admin— 3 . istration toward the broadcasting curriculum or courses? '
no support little support some support
full support other
Any reasons for your choice?
Briefly describe how, if at all, you work with local broadcasters in developing your curriculum or courses and also in placing students in jobs.
10. List the local or regional radio and television stations that have hired your students, within the last year, who have completed the broadcasting cur— riculum or courses at your school and graduated with an AS or AA Degree, or a certificate of completion. (Include in this: type of broadcast facility: call letters of the station; station manager's name; type of work; name of student. Also please indicate any allied fields that former students have entered dur- ing the last year.) WRITE ANSWERS ON BACK OF PAGE. 158
11. List four-year colleges that former transfer stu- dents have entered during the last academic year. (Include in this: name of students; whether or.not they completed degree or program at your school; their overall grade point average in radio/televi— sion courses out of a possible maximum G.P.A.; their major and minor at the four-year school.) WRITE ANSWERS ON BACK OF PAGE.
D APPENDIX APPENDIX D
Thank you for agreeing to participate in the research for my master's thesis. I have enclosed two sets of questionnaires. One set is designed to be filled
out by your students and the other to be completed by you.
The student questionnaire should be administered
in your radio/television classes. It is important to the
success of this research that there be g2 discussion
among students while the questionnaire is being filled
out. Also, the faculty person who administers the ques—
tionnaire should not answer any questions, which the stu—
dents might ask, regarding the questionnaire. He should
instruct the students to answer the best they can.
The faculty questionnaire should also be an indi—
vidual effort. One exception, where consultation with
other faculty may be necessary, is in the case of ques-
tions numbers 11 and 12. It is especially important on
these questions that all the information asked for is
given. If it is impossible to complete any part of ques—
[tions numbers 11 and 12, then please leave those parts
blank. An honest effort in completing these questions
will be appreciated.
It will be necessary for you to have all the ques—
tionnaires in the mail back to me by May 15 at the very
latest in order to be included in the survey. Please
return all the questionnaires including the ones you may
159 160 not be able to have filled out. Please sign your name and indicate your college on the faculty questionnaire.
Again, thank you for participating. The results of the survey should appear in the Junior College Jour- nal sometime in the near future.
131—‘5'
APPENDIX E APPENDIX E
Room 727—E Owen Graduate Hall Michigan State University East Lansing, Michigan 48823
April 8, 1969
Please refer this letter to whom it may concern. Your school was called to my attention as having a radio/ television curriculum. I am a graduate student at Michigan State University and am conducting research for my masters thesis. It would be helpful to me if I could learn something about your program in radio and/or tele- vision.
I would like very much for you to participate in the sur- vey I am conducting. I have enclosed a self—addressed postcard and would like for you to check "yes" or "no" as to whether or not you will participate in this survey. If you agree to participate I will send you the necessary questionnaires. On the postcard is a space to mark the number of questionnaires you will need for each student who is a radio and/or television major. Also indicate the number of faculty in your department.
Please return the enclosed postcard by April 18. I will be deeply grateful for your assistance in my research. Sincerely,
DAVID R. SLEEPER
161 APPEND IX F APPENDIX F
SAMPLE LETTER
May 22, 1969
Chairman Television—Radio Department San Bernardino Valley College 701 South Mt. Vernon Avenue San Bernardino, California 92403
Dear Sir:
I hesitate to contact you again in regard to my research project. However, time for the collection of my data is getting short. My time schedule calls for all of the data to be processed within the next two weeks in order for me to complete my thesis by the end of July.
I do want to include your school in my study. If you can complete the questionnaire which I sent you recently and return it to me, your cooperation will be sincerely appreciated.
Sincerely yours,
DAVID R. SLEEPER .727—E Owen Hall East Lansing, Michigan 48823
162
APPENDIX G APPENDIX G
SAMPLE LETTER
Room 727-E Owen Hall Michigan State University East Lansing, Michigan 48823
June 7, 1969
Program Director XXXX — Radio Jonesville U.S.A. Dear Sir:
It was called to my attention that you have some employees working at XXXX who are attending or have attended Jones- ville College.
I am doing research on various types of programs that the community colleges offers. Broadcasting is one area included in this research.
Would you be kind enough to drop me a line telling me how your employees, who attended Jonesville College, are do— ing? Please use the self—addressed stamped envelope prom vided.
Thank you for your attention to this matter and I hope to hear from you soon.
Sincerely,
DAVID R. SLEEPER
163 I