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10 Years of Closed Circuit Tv at Stephens College, 1955

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10 Years of Closed Circuit Tv at Stephens College, 1955 REPORT RESUMES ED 011 770 JC 670 315 10 YEARS OF CLOSED CIRCUIT TV AT STEFHENS COLLEGE, 1955-1965. BY- LEYDEN, RALPH C. STEPHENS COLL., COLUMbIA, MO. REPORT NUMBER ER-4 PC!! ;:ATE JAN 66 EORS PRICEMF-$0.27 HC-$5.52 138P. DESCRIPTORS- *JUNIOR ':OLLEGES, *CORE COURSES, *GENERAL EDUCATION, *TELEVISED INSTRUCTION, *CURRICULUM DEVELOPMENT, CLOSED CIRCUIT TELEVISION, CRITICAL THINKING, COLUMBIA SINCE ITS INCEPTION IN 1955, THE INTERDISCIPLINARY COURSE -IDEAS AND LIVING TODAY- HAS FOCUSED ON THE DEVELOPMENT OF CRITICAL THINKING ABILITY, RELYING ON BOTH DISCUSSION GROUPS AND TELEVISED LECTURES TO ACHIEVE ITS ENDS. THE COLLEGE REPORTS ON THE DEVELOPMENT OF THE COURSE CONTENT AND THE USE OF CLOSED CIRCUIT TELEVISION IN INSTRUCTION DURING THE PERIOD $955-65. DETAILED DESCRIPTIONS OF THE PROGRAM ARE PRESENTED. TABLES SHOW THE RESULTS OF STUDENT AND FACULTY QUESTIONNAIRES. (AU) fs.1 U.S. DEPARTMENT OF HEALTH,EDUCATION & WELFARE OFFICE OF EDUCATION (tpt. THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY ASRECEIVED FROM THE PERSON OR ORGANIZATION ORIGINATING IT.POINTS OF VIEW OR OPINIONS STATED DO NOT NECF!'kRILY REPRESENT /a6-4,7 OFFICIAL OFFICE OF EDUCATION POSITION OR POLICY. 10 Years of Closed Circuit TV i at air Stephens College: i 1955-1965 Stephens College Educational Report: J747 6 gis STEPHENS COLLEGEEDUCATIONAL REPORT: IV U. S. DEPARTMENT OFHEALTH. EDUCATION & WELFARE OFFICE OF EJUs..%110N THIS DOCUMENT HP RDDUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZITLio! C,ii.G.NATING IT. fOiNTS OF VIEW OR OPINIONS STALED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATII.W POSITION OR POLICY. 10 Years of Closed Circuit TV at Stephens College 1955-1965 by Ralph C. Leyden Director of Educational Development UNIVERSITYOF CALIF. LOS ANCELES MAY 1 1967 CLEARINGHOUSE FOR JUNIORCOLLEGE INFC'^" ,^,TION A report of the innovation and developmentof a fundamental inter-disciplinarycourse and of the innauguration and application of closed-circuit television--a primary medium for itspresentation- - during a ten-year period. Submitted to The Fund For the Advancement of Education byStephens College, Columbia, Missouri,January, 1966. Seymour A. Smith, President. Stephens College Columbia, Missouri, U. S. A. CONTENTS INTRODUCTION 1 CHAPTER I 5 PIONEERING IN CLOSED-CIRCUITTELEVISION Early Planning; Course Objectives; Resperwibilities Assigned; FirstLecturer Appointed; Read of TelevisionAppointed; Innovations in TechnicalEquipment and Production Techniques; EarlyFacilities and Equipment. CHAPTER II 19 INITIATING THE INTERDIVISIONALCOURSE Initial Experience with Classes;A New Teacher-Lecturer Beginsa New Semester; Leaders wild Students Reactto the First Year of the Course; The SecondYear of the Ideas and Living TodayCourse; The First Semester's Program, theSec t-ad Year (1956-1957); The SecondSemester: of Ideas and Living Today, SecondYear (1956-1957); The Course is Evaluated;Faculty Approves Course Adoption. CHAPTER III 71 THE NEW COURSE BECOMES INDIGENOUS A Transition Year, 1957-1958;A Faculty Acquires Television ExperiencL.;Mr. Balanoff Reports on the Status of C1-4ed-Circuit Television at Stephens; Inns-vationof Televised Team Teaching; TheFuture Development of Ideas and Living Today. CHAPTER IV 109 ADAPTATION OF CLOSED-CIRCUITTELEVISION TO INSTRUCTION V Courses and Projects UtilizeClosed-Circuit Television; The Exploitation of 4 Television for Better Education. 1 INTRODUCTION It might well be asked, "Why a reporton educational television now, in 1965?" Today, television, particularly closed-circuit television,is used at all levels of instruction. Some colleges are employing closed-circuit television as a useful medium, butmany more are becoming interested. In the newest educational facilities, suchas the James Madison Wood Quadrangle at Stephens College, closed-circuit television has beenintegrated in design and use with the whole range of older andnewer educational media. One of the questions most frequently asked byvisitors, however, (and more than 2,000, representing more than 300 educationalinstitutions, have visited the Stephens College learning center in the Jame. MadiscnWood Quadrangle during 1964-65) is, "How doesan institution get a faculty interested and involved in using the new media, particularly televisions ?"This report suggests some ways in which a college promotes faculty interest and participation. The period of ten years covered by thisreport has been, virtually, the pioneering period in theuse of closed-circuit television in education in the United States. This report is the story of that period at Stephens College. Other institutions have other experiencesto report that would undoubtedly be of interest and help to educatorsseeking to employ this medium. The story of the original experiment whichoccasioned the installation and use of the closed-circuit systemon the Stephens campus was centered on the innovation of a new course, Ideas andLiving Today. It has not previously been publicly reported. It has some historical interest both for the College and possibly for other educators. It deals with the development and experi- mentation that accompanied this "different" kind ofccIrse, with a gradual 2 involvement of a large portion of the facultyof the College in television and other of the newer media and with an evolution of experiencewith equipment not previously used for regular programming--fromthe early rather crude prototypes to the most sophisticated televisionand educational media equipment and facilities designed for educationaluse today. Although technical matters are referred to In this 7ceport, it is primarilyconcerned with the uses to which closed-circuit televisionat this college has been put. The initial experiment was made possibleby a grant of $55,000 from The Fund for the Advancement of Education. This grant enabled the Collegeto seek and secure visiting professors ofmnown and to bear the cost of special assignment of some of itsown faculty d personnel during the initialtwo years of the experimentation. Other resources of the College amountingtc about $32,000 were expended for thecoaxial cable system, the video equipment for the studio and for the receiversinstalled ir more than fifty classrooms and lounges. Radio Corporation of America, alsointerested in this pioneering venture, awarded the College a grant of $3,700to assist in the experimentation. This report covers the ten-yearstory of the Ideas and Living Todaycourse and its employment of closed-circuittelevision; it also includes instances of other uses and adaptations ofclosed-circuit television which illustrate several modes of teaching. The story is further illustrat.veof a pattern of teaching which is still best describedby the term teleclass,a term used in 1956 by Dr. TJ:-'liam K. Cumming, thenHead of the Stephens College Television- Radio Department, to describe theformat used for Ideas and Living Today. In College and University Business,April 1956, he stated, "A teleclass brings the core of thecourse material to the student by television with the presentation being supplemented bydiscussion or by additional classroom material. This is opposed to the 'telecourse',where course material is 3 brought to the student exclusively bytelevision. Still a third category would be courses thatuse television as a supplement to regular classroom work like any other audio-visual tool".Although the ideas and Living Today course exemplifies the teleclass, the otherways of using television have also been employed at Stephens College. The primary emphasis, however,at this college, has beenupon seeking out ways in which televisioncan be us( most strategically to increase the effectivenessor efficiency or availability of instruction. Again, this report is concerned with such developments during the pastten years. Mention has already been made of the factthat Stephens College in 1964 acquired a new learning center in itsJames Madison Wood quadrangle. The inspiration for designing the most uniqueaspect of that learning center undoubtedly evolved from the College'sten-year experience with closed-circuit television and other newly developingeducational media. That center has been referred to by othersas one of the most advanced and complete educational facilities in higher education. The description of it has been given in an official report to the UnitedStates Office of Education titled The Planning of Educational Media fora New Learning Center and in a booklet titled The James Madison Wood gyadrangle. The facility is illustrative ofa "systems design concept" forcommunication. The entire campus is linked by coaxial cable, with thenewer portions having a dual cable. All classrooms in a five-building complex, the teachingauditoriums and multi-pLrpose spaces and the library contain sub-systems in whichthe teacher and the student have available a wide range of thenewer media--television receivers; slide, film and overh,,Rd projectors; tape decksand turntables. Material is available either through manual control,a remote control system, or from central control. 4 Incorporation of the systems design concept makesall of thenewer media from televisionreception or origination to simple audio and pictorialor graphic representation available to the teacheras teaching resources. The story told in this ten-year reporton closed-circuit televisionis a part answer to the question of how an institution developsamong its faculty both the need for ano the interest in utilizing thetremendously rich and varied educational media availabletoday. Many individuals at the College and othersinterested
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