AN ANALYSIS OF THE INTRODUCTION OF VOCATIONAL-TECHNICAL EDUCATION PROGRAMS {N MICHIGAN COMMUNITY COLLEGES ESTABLISHED BEFORE 1930
Thesis Ior the Degree of Ph. D. MICHIGAN STATE UNIVERSITY ‘Wayne Rodehorst I964 IH E815
This is to certify that the
thesis entitled AN ANALYSIS OF THE INTRODUCTION OF VOCATIONAL-TECHNICAL EDUCATION PROGRAMS IN MICHIGAN COMMUNITY COLLEGES ESTABLISHED BEFORE 1930 presented by
Wayne Rodehorst
has been accepted towards fulfillment of the requirements for
ELD— degree in__th.e__ I College of Education .
572 C c 7/
IMajor professor
[hm May 19. 1964
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LIBRARY Michigan State University AN ANALYSIS OF THE INTRODUCTION OF VOCATIONAL-TECHNICAL EDUCATION PROGRAMS IN MICHIGAN COMMUNITY COLLEGES ESTABLISHED BEFORE 1930
by Wayne Rodehorst
The Annual Descriptive Report of 1963 of the Board of Vocational Education stated that Michigan community colleges are increasingly providing high quality vocational- technical programs. An examination of the current catalogs of the Michigan community colleges indicated that a great number of vocational—technical programs do in fact exist.
However, an examination of early catalogs indicated the colleges included in this study provided only the first two years of the traditional liberal arts, baccalaureate curriculum when they were established. Nothing about the
inception and growth of these expanded programs in Michigan two—year colleges had been made public.
Since a need for this information had been encountered and before further study and comparisons could be made, a problem requiring systematic study had emerged.
It was necessary to find how the present concept
of vocational~technical education was originated in the
colleges included in this study. It was thought important Wayne Rodehorst to know who the people were who advocated establishment of such programs. Were they educators or businessmen and industrialists? If it should be determined that such curricula had been proposed in a given college but never established, it was thought it would be important to know the reasons. In addition, it would be deemed important if these persons or their successors had remained active in their support or opposition to this phase of community college study.
It was assumed that many variables have some relation to the overall program of a given college, but only a historical study could reveal the facts and their relationship to each other.
As a result it was a purpose of this study to reveal the major causes that produced the vocational- technical programs that are found today in the colleges included in the study and to arrive at some conclusions that may be helpful to those who engage in similar curricular planning.
Each of the administrative heads of the colleges established before 1930 in Michigan were contacted to obtain permission to conduct the study. Each of these men, or a person he indicated would have more information than he about the background of the vocational-technical programs was interviewed. These people in turn indicated others who had knowledge of special aspects of the problem. Wayne Rodehorst
The reliability of all the informants was checked where possible with entries in the minutes of board proceedings, minutes of faculty meetings, president's or dean's reports, catalogs, accreditation reports, brochures, correspondence files, copies of addresses, and pamphlets. Files of community newspapers and trade journals were examined to determine community attitude toward programs in the college, as well as to confirm dates and descriptions of programs offered.
The one most important factor causing the establish- ment of vocational-technical education in the community colleges included in this study was found to be the influence of persons in the colleges interested in this kind of educational opportunity.
Other factors causing the establishment of these kinds of curricula were the study of terminal education by the American Association of Junior Colleges from 1939 through 1945, world War II and the resulting effects on technology, increasing awareness of the potential of the community college, shortages of professionals, and expediency.
Attitudes toward vocational-technical education, university influence, and apathy were found to deter the development of such programs. While adequate finance is an important factor in the establishment of any program it was concluded that it would be incorrect to list the availability of such support as a cause producing vocational—technical education programs. AN ANALYSIS OF THE INTRODUCTION OF VOCATIONAL-TECHNICAL
EDUCATION PROGRAMS IN MICHIGAN COMMUNITY COLLEGES
ESTABLISHED BEFORE 1930
BY
"I WayneKRodehorst
A THESIS
Submitted to Michigan State University in partial fulfillment of the requirements for the degree of
DOCTOR OF PHILOSOPHY
College of Education
1964 +0
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Page
ACKNOWLEDGEMENTS ...... ii
INTRODUCTION ...... 1
Chapter
I. METHOD OF ANALYSIS AND REVIEW OF RELATED
INFORMTION O O O O O O O O O O C O O O O O 5
Methodology 5 Population of the Study 9 Critical Terms 9 Review of Related Information 10 Summary 26
II. GRAND RAPIDS JUNIOR COLLEGE ...... 28
Early History 33 Change in Administration 41 Current Programs in Vocational- Technical Education 45 Summary 53
III. HIGHLAND PARK JUNIOR COLLEGE ...... 55
Early History 57 First Vocational-Technical Programs 59 Current Programs in Vocational- Technical Education 67 Summary 74
IV. FLINT COMMUNITY JUNIOR COLLEGE ...... 77
Early History 77 Current Programs in Vocational— Technical Education 83 Summary 91
V. PORT HURON JUNIOR COLLEGE ...... 94
Early History 95 Current Programs in Vocational- Technical Education 98 Summary 108
iii Chapter Page
VI. MUSKEGON COMMUNITY COLLEGE ...... 109
Early History 110 Current Programs in Vocational- Technical Education 115 Summary 125
VII. JACKSON JUNIOR COLLEGE ...... 128
Early History 128 Current Programs in Vocational- Technical Education 132 Summary 138
VIII. SUMMARY AND CONCLUSIONS ...... 141
Adequate Financial Support 141 Influence of Interested Persons 143 1940 Study of Terminal Education 147 World War II 148 Awareness of Potential of Community Colleges 149 Shortage of Professionals 150 Expediency 151 Factors Preventing Establishment of Vocational—Technical Programs 151 Student's Attitudes Toward Vocational-Technical Education 152 University Influence 153 Apathy 153
SELECTED REFERENCES ...... 155
iv INTRODUCTION
Histories of two-year colleges established in the early 1900's reveal that vocational-technical education was among the stated functions of these institutions which were to become the pattern for the present community colleges. The proceedings of the annual meetings of the
American Association of Junior Colleges, since its organi- zation in 1920, reveal that the personnel associated with these colleges recognized the importance of this function.
On the other hand, examination of the catalogs of the two- year colleges of the period from 1900 to 1930 reveals that, while vocational-technical programs were being discussed and their virtues extolled, they were not being included in the curriculum.
In 1930 Campbell1 analyzed 343 junior college catalogs and 349 titles of available literature. He found the literature revealed greater stress on the terminal and occupational functions than did the catalogs.
This led innito the obvious conclusion that in practice the junior college was performing the preparatory functions for university transfer only.
lDoak S. Campbell, A Critical Study of the Stated Purposes of the Junior College (Nashville: George Peabody College for Teachers, 1930), At the present time there is a renewed interest in vocational-technical education in the community colleges as evidenced by the recent Higher Education Facilities Act of 1963 and the Vocational Education Act of 1963.2
An examination of the catalogs of the Michigan community colleges indicates that a number of vocational- technical programs already exist. Sherman3 found there was a wide range of "vocational-terminal" programs in those colleges. Comparison of Sherman's study, which was done in 1956, to the Annual Descriptive Report4 of the
Michigan State Board of Control for Vocational Education for the fiscal year ended June 30, 1963, indicates several more vocational-technical programs have been added since the earlier study.
It will be the purpose of this study to attempt to locate the major causes that produced the inclusion of vocationaletechnical programs found in the curricula of the six community colleges established before 1930 in
Michigan. This investigation may indicate some generalizations
2Edmund J. Gleazer, Jr., (in an open letter from the American Association of Junior Colleges, Washington: December 11, 1963).
3D. R. Sherman, "The Emerging Role of Vocational- Terminal Education in the Public Community College in Michigan" (unpublished dissertation, Wayne State University, Detroit, 1956).
4Board of Control for Vocational Education, The Annual Descriptive Report (Division of Vocational Education, Department of Public Instruction, Lansing, 1963). which could lead to some conclusions which may be helpful to those who engage in similar curricular planning. In order to do this, it will be necessary to find how the present concept of vocational-technical education was originated in the colleges included in this study. It would be important to know who the people were who advo- cated establishment of vocational—technical programs.
Were they educators or businessmen and industrialists? If it were found such curricula had been proposed in a given college but were never established, it would be significant to know the reasons. In addition, it would be deemed important if these persons or their successors have remained active in their support of opposition to this phase of community college study.
Several major events have occurred in the world since 1930 which have affected all education, especially the enrollments in all colleges and universities. The economic depression, followed by World War II, severely limited the number of students attending college. During the depression there was little need for college-trained workers. During the war most people were either serving in the armed forces or in activities directly involved in producing materials for the war effort. However, under the stress of conflict, great changes were made in technology. Thus in the period after the war, college preparation for vocational purposes gained and has continued to gain in importance. This study will attempt to determine if these events affected vocational-technical education in a greater or lesser degree than higher education in general.
It is conceivable that a much lesser event than those mentioned above might affect this kind of program at the local level. An act of philanthrophy, a change in adminis- tration, or ecological or demographic changes in the community are some factors which could cause a change in the program of a community college.
This study will seek to find if these factors and others have been instrumental in producing the vocational-technical education programs that are currently found in the colleges included in this study. CHAPTER I
METHOD OF ANALYSIS AND REVIEW OF RELATED INFORMATION
Methodology
Probably only a small proportion of existing knowledge and experience is ever put into written form.
Many people, in the course of their every-day experiences, are in a position to observe the effects of alternative decisions and actions with respect to problems in a community. It was assumed the administrative head of a college and his associates were likely to have developed
insights into the characteristics of the community environ- ment in which they work and the probable effectiveness of various approaches to them. It was also assumed that within the community there were likely to be influential people who had acquired sensitivity to the environmental
conditions that affect the decisions of the community.
Such people acquire, in the routine of their work, a
reservoir of experience that could be of value in helping
the investigator become aware of the important influences
operating in the situation under study.
Since an aim of the study was to obtain insight
into factors causing present programs, rather than to get an accurate picture of current practices or a simple con— sensus as to best practices, provocative ideas and useful insights were sought.
It has been suggested by Selltiz, et al.,5 that perhaps the most direct method of selecting informants is to ask strategically placed administrators working in the area one desires to study to point out the most informative, experienced, and analytical people. The authors pointed out that although this does not guarantee insight— stimulating respondents, one does obtain, through this method, people with a reputation for good experience and good ideas. It was recognized that the likelihood of their being useful informants was, of course, increased if they were recommended by more than one source, parti— cularly if the different sources were known to have dissimilar points of View.
Such a procedure as that described above was used to develop a framework for this study. The administrative head of each of the six colleges was interviewed, or a person he indicated would have more information than he about the background of the vocational-technical programs.
Each of these people in turn indicated others in the college or community who had interests in special aspects
5Claire Selltiz, et a1., Research Methods in Social Relations (New Yerk: Helt, Rinehart and Winston, 1963), p. 56. of the problem. All of these interviews were informal and, except for the interviews with the administrative heads, answers to specific problems were sought. The interviews with the administrative heads were structured to the extent that a framework emerged upon which specific data could be sought.
The reliability of all the informants was checked where possible with entries in the minutes of board pro- ceedings, minutes of faculty meetings, president's or dean's reports, catalogs, accreditation reports, brochures, correspondence files, copies of addresses, and pamphlets.
Files of community newspapers and trade journals were examined to determine community attitude toward programs in the college, as well as to confirm dates and descriptions of programs offered.
The general procedure for writing the report of the study has been patterned after that outlined by Good,
Barr and Scates6 in their chapter on the historical method.
The body of the report is divided into six chapters (II - VII), one devoted to each of the colleges included in the study.
An event which seems to be more important in one community than in the others has been stressed in order to examine important details. However, an attempt to maintain certain
6Carter V. Good, et al., The Methodology of Educational Research (New York: Appleton-Century-Crofts,
Inc.’ 1941)' pp. 239-850
parallels between chapters has been carried out in order that comparisons might be made. The factors which seem to be the most significant in causing the present vocational— technical curricula in a specific community college will be summarized at the end of the chapter describing the events in that college. In addition all of the factors will be reviewed and analyzed in the final chapter of
study in order to draw some conclusions and to make some generalizations about them.
Since so much of the work in a college is traditional, changes are very subtle. So subtle, in fact that administrators and staff may be unaware of the causes
that have brought about change. In this type of research,
the values possessed by those directly involved tend to cloud the variables. It has been said:
Each age records: (1) what it considers to be of interest or value, (2) what it has the eye to see, and (3) the will to make known. No age is able to anticipate very completely the questions to which following ages will seek the answers.7
As a result, this report attempts only to produce
a record of events that seem significant, and to suggest
by these facts a method where others may solve problems of
a similar nature should they arise.
7H. G. Good, "The Possibilities of Historical Research," Journal of Educational Research, XXIX (October, 1935), p. 148. Population of the Study
The population of the study has been limited to
the Michigan community colleges founded prior to 1930 to
insure that vocational-technical education as defined below was not part of the original curriculum.
The colleges included in the study are:
College Year Established
Grand Rapids Junior College 1914 Highland Park Junior College 1918 Flint Community Junior College 1923 Port Huron Junior College 1923 Muskegon Community College 1926 Jackson Junior College 1928
Critical Terms
The title of this study contains two terms which
are somewhat ambiguous. For the purpose of this study,
they are thus defined:
Vocational-technical. The term vocational-
technical will be used in connection with any series of
courses in a curriculum intended to lead to a specific
occupation requiring more than a high school diploma and
no more than two years of college.
Community College. The legal designation for public
two—year colleges in Michigan since 1951 has been
"community college." Before that time they were known as
"junior colleges." Some of the institutions have retained 10 that title in their advertised names. As a result the latter term will consistently appear in the report as well as the former. Where possible the term community college will be used to identify a locally—controlled, public, two-year institution of higher education which offers broad, comprehensive programs of instruction for persons of college age.
Review of Related Information
As early as 1921, critics were questioning whether junior colleges were doing what they should. In a study of that year, K0088 listed twenty-five purposes of the junior college including such statements as: "providing occupational training of junior college grade" and
"offering work meeting local needs." Hewever, Koos found that the primary purpose reflected in the catalogs was the offering of two years of standard college work. This led him to observe that the hopes entertained for the junior colleges far exceeded their service.
It must be kept in mind that such terms as
"vocational" and "technical" had a somewhat different meaning in 1920 from the present meanings. This is well illustrated in a reference by McDowell.9 He classified
8As reported in Ralph R. Fields, The Community College Movement (New YOrk: McGraw-Hill Bock Company, Inc., 1962), p. 49.
9F. M. McDowell, "The Curriculum of the Junior _ College," U.S. Bureau of Education, Bulletin No. 19, 1922, p. 37. 11 the junior college students of 1922 into four types according to their expectations:
. . . (a) those who expect to continue their liberal arts work in some standard college or university upon graduation fran the junior college; (b) those who expect to enter certain professional schools, such as law, medicine, engineering, and dentistry; (c) those who expect to enter some definite vocational line such as teaching; (d) those who consider the junior college as a finishing school and thus the end of their education.
In relation to their expectations there is not a great difference between the students of 1922 and 1964. waever, the levels of complexity for those who expect to enter a vocational line and the number of vocations that require such training have changed considerably. For example, teacher education today is rarely thought of as
"vocational training." In 1920 it was a well-prepared teacher indeed who had two years of college. At best most of the teachers of that period had one year of normal school training.
Few job classifications in the factories of 1920 required that the employee have even a high school education.
The present need for technicians and semi-professionals in the labor market indicates a need for a much better educated supply of talent. These differences must be kept in mind when the same words are used to describe what in reality are two extremely different connotations.
Hewever, differences in the meanings of such words as "vocational training" could not account for the findings 12 of Koos. Nor is it believed that there was no real need for this kind of education. The literature from 1900 to
1940 is too abundant and too well documented with discus- sion of the need for vocational-technical education to be passed off as a fad.
If the need has always existed in varying degrees and knowledgeable people have been aware of the situation, why is it that such programs have just recently begun to be common?
Commenting on the phenomenon Koos observed, FieldslO suggested a factor that perhaps accounts for much of the reluctance for colleges to adopt such programs:
Why was it that the junior college, conceived originally as carrying out a number of functions, tended in its early development to stress the duplication of the typical first two years of college? Probably the primary difficulty encountered was one that besets all innovators--it is harder to perform a new task than an accustomed one. It takes time for practitioners to develop the know— how and the confidence to tackle the unfamiliar. Another equally important obstacle met by the junior college was the tradition that surrounded, and still surrounds, college education. Certain conceptions of higher education, which have evolved and endured over a long period of time, are likely to be held by the faculty of a brand- new institution; convictions regarding the type of study characteristic of collegiate work, the purposes appropriate to higher education, the qualities students should possess.
Such conceptions were perhaps built into the
junior college from the beginning. The first ideas for
10Ralph R. Fields, The Cgmmunity College Mbvement (New Yerk: MCGraw-Hill Book Company, Inc., 1962), p. 53. 13
junior colleges came from people in the universities.
Andrewsll said in his address upon retirement:
Probably the first significant statement made in regard to what later came to be called junior colleges was made in 1852 by Dr. Henry Tappan who at that time was President of the University of Michigan. In his inaugural address made over 100 years ago he stated that he saw a time in the future when the first two years of college work would be offered in the larger municipalities in Michigan. He had been influenced by his study of the German Gymnasium and the French Lycee. . . . In 1882 the University of Michigan established "University College."
In the late nineteenth century, President William
R. Harper of the University of Chicago divided that
institution into two major divisions. At that time the
divisions were called the "Academic College" and the . . l L "Univer31ty College." 2 The former included the freshman
and sophomore years, the latter, the junior and senior
years. In 1896 these names were changed to "Junior
College" and "Senior College." In 1892 the University
of California also established a "junior certificate" for
admission to the upper division. This and other examples
show that some universities encouraged Harper's idea of
the junior college. Fieldsl3 explains this support in this
way:
llArthur Andrews, (in an address given upon his retirement as President of Grand Rapids Junior College after thirty-five years, 1955). leields, 09. ci ., p. 18. 13Ibid., p. 19. 14
Thus in the early beginnings of the junior college the major impetus was from the university. The importance of this influence is perhaps best summed up thus: The greatest growth of the junior college took place in those states where the leader— ship of the university was favorable and dynamic. As evidence, consider the spread of the movement in the heart of the Midwest, sparked by the University of Chicago. The growth of junior colleges in California and the influence of the University of California and Stanford University are indissolubly linked. In the same way, the development in Missouri was aided by the Vision and cooperative action at that state university. The growth in Michigan was forwarded by university interest. The University of Minnesota and the University of Texas played parts in developing the movement in their own states.
It can be readily seen why the community colleges emulated the university in so far as they were able. In fact, some were established as extension centers of the state university. As it relates to the transfer function, such alliance is not only desirable but quite necessary.
The values, skills, and understandings that are taught in the college parallel or transfer program of the community college must be of national and world wide interest.
On the other hand, by nature of its organization, that is, the college of e_community, the community college has an obligation to the needs of the community in which it is located as well.
It is important to note that Harper's influence was not felt only in the transfer or parallel function.
According to Thornton,l4 Harper is credited with strongly
14James W. Thornton, Jr., The Community Junior College (New York: John Wiley and Sons, Inc., 1960), p. 47.
15 influencing the foundation of Lewis Institute in Chicago in 1896 and Bradley Polytechnic Institute in Peoria in
1897. While he was president of the University of Chicago,
Harper served on the board of the Lewis Institute. This institution merged with Armour Institute of Technology in
1940 to become the present Illinois Institute of Technology.
This would indicate that some of the early planners for the junior college were interested in vocational- technical skills at the college level. This would support a contention that a need for such programs has existed concomitantly with the development of the first community colleges.
It has already been implied that there has been much change in technology within communities since the first community college was opened. The impact of this advancing technology upon the demands for skilled technicians is shown graphically by Bogue.15 He shows that in 1850, 94% of the producing power was furnished by man or animal power to produce 27¢ worth of goods per man-hour. In 1900, about the time of the earliest junior colleges, man and animal power had dropped to 62% of the total power source to produce 56¢ worth of goods per man- hour. In 1930 man and animal power accounted for 16% of the power source to produce 82¢ worth of goods per
15Jesse Parker Bogue, The Community College (New York: Holt, Rinehart and Winston, Inc., 1960), p. 190. 16 man-hour but during World War II and the period following,
the use of machines accounted for 96% of the power source
to produce a whopping $1.16 worth of goods per man-hour
in 1960.
This indicates the industrial growth of the United
States has been phenomenal. There is no doubt that
vocational-technical education is vitally important at
the college level. The real question is no longer what
is needed, but rather how it can be met most successfully.
A logical answer has been found in the community college.
Consequently, most community colleges now offer courses
not found at the average four—year college of liberal
arts or university.
All people connected with the community colleges
are not convinced that the college has a role in
vocational-technical education. A common point of View of
the function of the two-year college appeared in a
letter to the editor of the Junior College Journal in an . 1 early issue:
The Junior College is an institution offering two years of instruction of strictly collegiate grade. This curriculum shall include those courses usually offered in the first two years of the four-year college; these courses must be identical, in scope and thoroughness, with corresponding courses of the standard four- year college.
16James M. Wood, (in a letter to the editor), Junior College Journal, 1:392, March, 1931. 17
In the same issue, Rinehartl7 was concerned with the lack of vocational education being offered in the community colleges. He stated his opinions upon the conclusions he reached after talking to several college leaders at the national convention of the American
Association of Junior Colleges.
Is there really a place in American education for the junior college if its sole function is to prepare students for the upper division of the senior colleges and universities? . . . It seemed to me that the junior college leaders assembled at Berkeley were playing that kind of game. They chose to run, with the student as a football, toward the door of the university, when the rules of the game imply that to win, the junior college must push the ball across the opposite goa1--the threshold of life in an economic sense.
Seven years later Homer P. Rainey18 wrote that although some junior colleges had made a beginning in the direction of vocational-technical education, most of them had developed curricular programs which were more or less faithful imitations of the first two years of college work at the state university. He indicated that willingly or not, the university dominated the junior colleges through the agency of accreditation. He mentioned that vocational- technical education had been discussed for twenty—three years with few results.
17W. A. Rinehart, (in a letter to the editor), Junior College Journal, 1:395, March, 1931.
18Homer P. Rainey, "The Needs of YOuth at the Junior College Level," Junior College Journal, VII:427, May, 1938. 18
The argument that such programs were unpopular with the students ran all through the literature prior to the second world war. Opponents of vocational—technical programs maintained that the students attend to "go to college,‘ implying that the only purpose of the junior college was to serve in a transfer function. This argu- ment is not unheard today. As recently as 1960, Thornton19 wrote:
For more than forty years, writers about the junior college have advocated the establishment of courses to prepare students for immediate employment. . . . This concept of one of the functions of the junior college has been recognized officially by several of the states in their laws authorizing the establishment of public junior colleges. . . . Nevertheless, the idea of junior college education for occupational life has not yet achieved full acceptance in American education- al or social thought.
The first major nation wide effort to implement broader junior college functions through deliberate and systematic study appears to have been directed at terminal education including vocational and technical programs.
The American Association of Junior Colleges began to study terminal programs in a broad study in 1940.20 Although
World War II affected the junior colleges drastically and undoubtedly diminished the impact of the study, Fields21
19James W. Thornton, Jr., The Community Junior College (New York: John Wiley and Sons, Inc., 1960), p. 177. 20Rosco C. Ingalls (Chm.), "Report of the Commission," Junior College Journal, XI:590, May, 1941.
21Ralph R. Fields, The Community College Movement (New York: McGraw—Hill Book Company, Inc., 1962), p. 52. 19
is of the opinion it at least accomplished much in helping
individual colleges to establish broader programs.
Ingalls' report reviewed some of the seventeen
.recommendations submitted by the Committee on Vocational
Education in the Junior College at the 1939 meeting of
the Association at Grand Rapids. Four of these are directly
related to this study. One of the recommendations asked
that the Association actively encourage in every way
possible the amendment of existing state laws defining the
function of the junior college. Such amendments were to
make possible the establishment of semi-professional
curricula of a vocational type to meet the needs of youth
as determined by modern social and economic conditions.
Such legislation was added to the community college
statutes in Michigan in 1951, according to Crawford.22
A second recommendation asked that the Association
favor federal legislation to amend the Smith-Hughes law
so as to make the benefits readily available to the junior
colleges and to make effective the recommendations made
by the President's Advisory Committee on Education.
A recent report23 of the Committee on Education and
22Ferris N. Crawford, "Some Facts Concerning Com— munity Colleges in Michigan." Published by Superintendent of Public Instruction, Lansing, Michigan, October, 1961, p. 2. (Mfimeographed.)
23Committee on Education and Labor, The Federal Government end Education (Washington: U.S. Government Printing Office, 1963), pp. 83-85. 20
Labor of the U.S. House of Representatives lists occupa- tional training in agricultural education, trades and industry, home economics, practical nursing, distributive occupations, fishery occupations and technical education under Smith-Hughes programs in community colleges. The number of students in such programs still seems very insignificant. The largest enrollments were in distri— butive education (retailing and wholesaling) and there were only 1,600 students in these programs in 1963.
A third recommendation asked that the Association publicize the junior college as a community institution, believing that as such it should find its greatest inspiration and service in creating and effectively operat- ing vocational curricula of the semi-professional type.
In 1951 Michigan laws were amended requiring that two- year locally controlled institutions of post-high school education be known legally as "community colleges."24
The fourth recommendation that was closely related to this paper stated that the Association believed that vocational semi—professional curricula should provide for a balanced distribution of courses frequently described as general education and courses usually designated as specific occupational training. The programs discussed in the respective colleges in this study reflect this philosophy.
24Crawford, loc. cit. 21
Some of the recommendations, including the four listed above, of the Committee on Vocational Education in the Junior College were used to form part of the background
from which was developed the Commission of Junior College
Terminal Education.25
Byron Hollinshead, President of the American
Association of Junior Colleges in 1939, appointed a
Committee of Eleven on Policy. Doak S. Campbell was named the chairman. Campbell has written extensively in
support of vocational-technical education in the community colleges. The Committee of Eleven on Policy adopted a general statement regarding a needed nation-wide study of
junior college terminal education. The commission stressed
such a study was needed because less than one-third of the
students enrolled in junior colleges subsequently entered higher educational institutions. It was pointed out
that many more positions of the semi—professional type
than those of the professional type were found in the com- mercial and industrial world and in public service, but
less specific education had been provided to fit young
people adequately for such positions.
Grants totalling $70,500 were obtained from the
General Education Board which enabled the study to continue 26 from 1940 to 1944. Fields commented briefly on this study:
25Ingalls, op. cit.
26Fields, op. cit., p. 297. 22
World War II considerably disrupted these efforts and lessened the effect of the terminal- education studies. However, it replaced and reinforced them with two developments, one hard upon the heels of the other. In the early part of the war effort, the junior colleges partici— pated vigorously in defense-training and war- training programs, innovations that left their mark on these colleges in the form of facilities, equipment, experienced personnel, and favorable attitudes toward this type of education. How long these would have endured in and of themselves is hard to estimate. At the conclusion of the war, however, they were reinforced by the second major influence, the enrollment of veterans. Mature beyond their chronological years. . . . The veterans who chose to attend junior colleges in large numbers brought with them a demand for practical courses.
Fields also noted the war increased the rate of technological changes and brought an increasing rate in the demand for workers with new capacities. It was noted that this rate has increased even more in the years since the war.
As stated in the report, the objectives and the work program included such projects as the preparation of an annotated bibliography on junior college terminal education. This bibliography was published by the Association under the title, The Literature of Junior College Terminal
27 Education.
A director of publications was named to prepare and issue appropriate special articles and adequate news
27Lois E. Engleman and Walter Crosby Eells, The Literature of Junior College Terminal Education. American Association of Junior Colleges. (Washington: George Banta Publishing Company, Menasha, Wis., 1941). 23 releases to the press. The director of publications was given the task of building up a general knowledge and appreciation of the junior college movement as a back- ground for special emphasis through the press to parents and the general public on junior college terminal education.
Another significant objective of the study was the encouragement of institutional self study on various aspects of terminal curricula. It was the desire that these be
inaugurated as widely as possible in all types and sizes of junior colleges and in every geographical area.
The locations of the study centers were undoubtedly
influenced by the membership of the Executive Committee of the study group. The members constitute a large portion of the early authors and of promoters of the deVelopment of community colleges: Doak S. Campbell,
already mentioned, was former executive secretary of the
American Association of Junior Colleges and at the time
of the study was Dean of the Graduate School, Peabody
College; Walter C. Eells, Executive Secretary of the
American Association of the Junior Colleges at the time
of the study; Rosco Ingalls, Director of Los Angeles City
College; Byron Hollinshead, President, Scranton-Keystone
Junior College, California; Leland Medsker, Department of
Occupational Research, Chicago, at that time.
Workshops and study centers were subsequently
established in the following nine colleges:28
8- Ingalls, op. cit., p. 596. 24
l. A study of guidance procedures with oncoming
student population to provide data on which to
base curriculum planning, personnel services, and
student adjustment policies was established at
Bakersfield Junior College, California.
The study of aptitude tests for admission to
semi-professional and other types of terminal
curricula was centered at Los Angeles City College,
California.
A diversified occupations program was begun at
Meridian Junior College, Mississippi.
The study of placement, follow-up, and continuation
training for students and graduates of terminal
curricula was at Pasadena Junior College,
California.
San Francisco Junior College, California, made
inquiry into ways of making community surveys to
determine the kinds of terminal courses best
adapted to individual communities.
The study of the characteristics of cooperative
work programs associated with terminal education
programs was centered at Rochester Athenaeum and
Mechanics Institute, (now Rochester Institute of
Technology) New York.
Hbllinshead's institution, Scranton-Keystone
Junior College in Pennsylvania was the center for 25
the study of the utilization of community committees
in terminal education work.
8. The task of evaluating the results of terminal
general education was done at the Wright Junior
College, Chicago.
9. The study of the development of occupational terminal
curricula was centered at Weber College, Utah.
The results of these studies and of the total project were published by the Association under the title
Terminal Education in the Junior College.29
An article in the Junior College Journal,3O
September, 1945, reported that four regional conferences were held at which two hundred-eighty administrators of junior colleges attended to hear the results of the study.
It cannot be estimated what the impact of the study on terminal education would have been, had it come at a
time other than during the war years. It is apparent
that the greatest growth in vocational-technical education programs came in the period after 1945. This date coincides with the major emphasis upon such programs by the American
Association of Junior Colleges, as well as the end of the war.
29Phebe Ward, Terminal Education in the Junior College (New Ybrk: Harper and Brothers, Publishers, 1947).
30Doak S. Campbell, "Report of Commission on Terminal Education," Junior College Journal, XVI:28, September, 1945. 26
Summary
Vocational-technical education has been among the stated purposes of commjnity colleges since their origin.
Studies have shown that although most community colleges published stated objectives including vocational-technical education, most of these institutions offered only two years of standard college work through 1940.
The fact that vocational-technical programs were not included in the curriculum of many junior colleges was due to several factors: (1) The early junior colleges were established by university influence. This influence tended to strangle development of all but transfer programs as a result of the accreditation standards of the univer- sities. (2) Tradition surrounds college education.
Certain faculty members have convictions relative to the purposes appropriate to higher education. Many of these people regard vocational-technical preparation inappropriate for college instruction. (3) Students have not elected vocational—technical courses when they were offered.
Opponents of these programs maintain students want to
"go to college." That is, take the liberal arts program in the community collge, then transfer to the university.
The first major influence in promoting the vocational- technical programs in community colleges in a nation- wide program todk place between 1939 and 1945. During these years, the American Association of Junior Colleges 27 conducted an extensive study of terminal education. There is little doubt this study increased awareness on the part of community college administrators of the possibilities of such programs.
During World War II, the community colleges parti- cipated in defense training programs. These programs contributed facilities, equipment, experienced personnel, and favorable attitudes toward vocational—technical programs. In addition the returning veterans demanded
"practical" education.
The conflicts between advocates of traditional and those of vocational-technical programs have not been resolved. The idea of community college education for occupational life apparently has not yet achieved full acceptance in spite of the recent growth of such programs. CHAPTER II
GRAND RAPIDS JUNIOR COLLEGE
The prevailing philosophy of post—high school education limited most junior colleges to programs of college and university transfer curricula and created an attitude among junior college personnel, and students, that they must use the two-year institution as a stepping stone to senior college studies. The exception to this case appears to be in the oldest junior college in
Michigan: two years after its inception, Grand Rapids
Junior College initiated courses in industrial arts and business. These courses were organized to fill the need for trained art workers and business office personnel in the "furniture city." These programs offered in what was called a "Completed Curriculum" thus became the first and only designated terminal vocational curriculum in
Michigan junior colleges for a number of years.
The university influence upon junior college development as outlined in the introduction to this study
.is well illustrated in the case of Grand Rapids Junior
College. Fink31 has written that the college was born
31Donald D. Fink, "Grand Rapids Junior College," Michigan Challenge, Vol. IV, No. 1 (October, 1963): p. 15.
28 29 out of an agreement between the University of Michigan and the Grand Rapids Board of Education. He stated in order to assure its students of quality education, the new institution adopted course outlines, textbooks, and even the classical curriculum from the University which fostered its birth.
Riekse32 has described this relationship in these words:
It should also be noted that the first courses offered were rhetoric, mathematics, history, German, biology and physics. The courses, to be fully accredited by the University of Michigan, closely followed and paralleled these same courses at the University of Michigan. Many of the classes used the examinations that were used at the University of Michigan for the same courses. Evidence of this was found in old files in the central office of Grand Rapids Junior College. Actual exams printed in Ann Arbor bearing the name of the University of Michigan which were filed for specific courses at Grand Rapids Junior College had the same numbers as similar courses at the University of Michigan until the numbering system was changed in 1962.
Riekse also pointed out that the records and reports of the college do not indicate any evidence of public demand for the establishment of such a college in Grand
Rapids. No evidence of citizens' committees’ was found.
He stated that no record of any popular or public appeal or organized support for the establishment was found in
32Robert James Riekse, "Analysis of Selected Significant Historical Factons in the History of the Pioneer Junior College in Michigan: Grand Rapids Junior College, 1914-1962" (unpublished Dissertation, Michigan State university, East Lansing, 1964), p. 20. 30 the Board Proceedings or in any of the newspaper reports of that time. With this evidence, there is no doubt the impetus for establishing a community college in Grand
Rapids came from other than public requests.
The basis for the establishment of the Grand Rapids
Junior College is found in an address by Davis,33 the first president of the college, as recorded in the Junior College
Journal.
Davis recalls the period twenty—five years before when he was principal of the Central High School at Grand
Rapids. He stated that a new building at Central had been built, and the entire ninth grade had been taken from the enrollment in the formation of a new junior high school.
In addition the grammar school on the west side of the city had been extended to include high school students.
Also at this time the South High School was built taking all pupils from the central school who lived in that district. Davis34 described the results this way:
Here we were left at the Central High School where I was the principal, with a fine new building, with many rooms to spare, and with the entire original faculty. What an opportunity to start something! The idea of the junior college was in the air, and we breathed it in to the extent that I went to the superintendent with a plan. His first reaction was (and I am quoting his exact words)
33Jesse B. Davis, "Looking Backward and Forward After 25 Years," Junior College Journal, IX:530-33, May, 1939.
34Ibid., p. 530. 31
"Why, Davis, it can't be done. You will have to fight the Kalamazoo case all over again. The city will never stand for taxation for higher education."
The reference to the Kalamazoo case pointed out there was no legislation in Michigan which would enable a
community to establish such a college. Crawford35 has written that the Michigan Legislature did not provide enabling statutes for junior colleges until 1918, four years after the establishment of Grand Rapids Junior
College.
Davis reported that the superintendent had decided
that if he could "get away with it," to go ahead. Thus,
Davis concluded it would appear that the origin of Grand
Rapids Junior College was one of expediency.
Davis stated that this expediency was an unusual
opportunity for making a beginning which would lead to
greater opportunities for youth. He indicated that a
study of the early bulletins of this junior college would
show that there was a very evident philosophy of service
to the youth of the community. He mentioned the programs which are described later in this chapter as evidence of
the concern for vocational preparation of these young
people.
This aspect of vocational-technical history of the
35Ferris Crawford, "Some Facts Concerning Community Colleges in Michigan," presented to the Education Committee of the Michigan Constitutional Convention, October, 1961. (Mimeographed.) 32
Grand Rapids Junior College as it relates to this study deserves closer examination. The influence of President
Tappan at the University of Michigan and of President
Harper at the University of Chicago on community college development has been established. It was pointed out that Harper had been on the Board of the Lewis Institute, often referred to as the first junior college. William A.
Greeson, the Superintendent of Schools at Grand Rapids, to whom Jesse Davis took his appeal for the junior college, had been the first Dean of the Lewis Institute.36
Davis had always been vitally interested in vocational education. He is credited with founding the National
Vocational Guidance Association. 37 A textbook he wrote relative to vocational guidance has been considered a standard.38 When Davis left Grand Rapids, it was reported he "took up vocational education in the east."39 Davis had graduate degrees from the University of Michigan and the
University of Chicago.40 The influences of the people generally credited in the literature as leaders in the development of community colleges and especially in the
. 36Board of Education, "Slst Annual Report of the Board of Education, Grand Rapids, Michigan," 1923, p. 20.
37Note: Junior College Journal, IX:530, May, 1939.
38Riekse, op. cit., p. 21.
39News item in the Grand Rapids Press, January 26, 1920. 4ORiekse, loc. cit. 33 function of vocational—technical education culminated in
Grand Rapids Junior College.
Examination of the early catalogs supports Davis's statement relative to establishment of vocational courses early in the history of the college. Although the expediency mentioned in his address enabled Davis, with the support of Greeson, to establish the junior college, it would appear that these men were interested in more than a transfer institution. Riekse41 indicated while the acceptance of credits for parallel work at the University of Michigan was certainly one of the promotional factors in securing the establishment of the college, there is evidence that these men had a broader concept in mind.
Early History
Examination of the catalogs reveals that vocational- technical programs were indeed established early in the history of the college. Further examination reveals that these programs met with varying success. A review of the additions and deletions of vocational—technical curricula indicates several variables contributing to the success of these vocational-technical curricula.
The courses listed in the first catalog of 1914, were listed above. The second catalog contained the follow- ing additions:
41Ibid., p. 32. 34
At the present time students may pursue work along several lines viz--the college literary course, a brief commercial course, an industrial arts course, and a course for teachers of public school music.
A statement in the catalog declared that the course in industrial arts was designed to create an appreciation of the artistic in the products of industry. Another statement proposed that as rapidly as they were formed, advanced courses would be given in bookkeeping, shorthand, typewriting, stenotypy, commercial law, economics, salesman— ship, and business methods.
Ten faculty members were named in the 1915 catalog.
All were listed as teaching the classic curriculum except for the art instructor and one who would assume teaching the business courses part time provided the classes
"formed."
Three major additions to the program at Grand
Rapids were entered in the 1917 catalog. The first was the establishment of the School of Art and Industry. The
Press42 carried the following story:
Grand Rapids has taken a definite step toward placing itself upon an educational and industrial basis equaling that of most European cities. After James P. Haney of New Ybrk spoke on the industrial arts schools of Europe last spring, prominent businessmen got busy and founded the Grand Rapids School of Arts and Industry under the board of education and located at Central High School. . . . Courses are already being
42News item in the Grand Rapids Press, October 27, 1916. 35
given in commercial, jewelry, household and architectural design, interior decorating and illustration.
The article concluded that the Grand Rapids School of Art and Industry was one of the first of its kind in
America and would definitely help in making Grand Rapids the leading center of furniture design. Sixteen courses in this curriculum were listed in the 1917 Junior College catalog.
The second major program was the addition of a two-year business administration curriculum:43
The courses offered in this curriculum are in- tended to lay the foundation for those who may plan to enter one of the following vocations: Accountancy, Brokerage, Banking and Bond Business, Insurance, Public and Private Secretaryship, Real Estate, Transportation, Commercial Teaching, Government Service, General Business Management. Students taking this curriculum will be expected to enter some line of employment between the first and second years which will give an opportunity for the application of the principles studied.
This indicates Grand Rapids Junior College was the first junior college in the state to offer vocational education in the work-study cooperative pattern.
The third innovation of 1917 was the establishment of the Evening Institute, or adult evening program.
Although this program was not limited to vocational- technical curricula, its objectives introduced adults to
43Grand Rapids Junior College, Catalo , 1917. 36
the concept of college work for vocational purposes.
The catalog emphasized the Evening Institute would open
the Junior College, the School of Art and Industry, the
Kalamazoo Normal School, and University of Michigan
Extension Courses to adults in the community. The writers
of the catalog stressed several factors in the adult
evening program that sounded as if they were quoted from
a current program. The following advantages were offered:
It is never too late to learn. The courses would appeal
to those who desired better positions in business and
industry. The program would provide a chance for those
who failed to find their aptitudes and abilities while in
school. The program would provide self—improvement for
promotion or increase in salary. Finally the program
provided for vocational guidance and counseling.
There is evidence to indicate someone was eager
for vocational—technical education to become a basic
part of the curriculum of Grand Rapids Junior College.
The cover of the 1918-1919 catalog carried the following
slogan: "A Municipal Institution Providing Technical,
Cultural, and Business Training Preparing for Life
Careers." In addition the number of new curricula and the
extremely rapidly expanded faculty included in the 1918-
1919 catalog points out a tremendous effort to get
vocational-technical education established.
Thirty-two instructors were listed in the 1918—
1919 catalog. For the first time a separate Technical 37
Department for the Junior College was listed at South High
School. Six vocational—technical instructors were assigned there. Four other vocational-technical instructors were listed at the Technical Department at Union High School.
Six of the instructors at the Central School were listed
as instructors of courses considered vocational in nature.
Nothing was found that would indicate that the end of World War I contributed to this interest in vocational- technical education. Literature of that period does not give much insight into the effects of the war upon the vocational-technical programs in the junior colleges.
There were so few programs of this nature, it would be difficult to make generalizations. However, there are enough similarities between the period after World War I
and that of World War II, it seems plausible that generali-
ties made about the period after World War II would be
true of the first world war as well.
The new terminal curricula included in the catalog
under the classification "Completed Curriculums" were:
A. Commerce and Finance B. Salesmanship C. Secretarial Work D. Social Service E. Home Economics F. Journalism G. Mechanics H. Electricity I. Printing J. Art and Industry K. Public School Art L. Public School Music M. Physical Training 38
The last curriculum should not be confused with physical education for personal fitness; the curriculum was intended to prepare young men to be recreation directors or operate other types of physical training facilities.
The catalog stated that these courses were not intended to prepare full fledged mechanics or managers of industrial plants. However, it was suggested the graduates of these programs would be prepared to enter better positions in industry with every opportunity for rapid advancement.
As with the earlier business administration curriculum, the students were expected to work in the summer or part time during the term in occupations which would strengthen the theory learned in the class-room. The objectives of recent work-study, intern, and cooperative programs are little changed from these early programs.
The catalog suggested:44
The courses offered are planned to bridge over the gaps between a general education obtained in the high school and actual business and industrial careers. Just so far as it is possible through the cooperation of the college with the employers of the city the curriculum will fit the student for more efficient service to themselves and to the community interests of Grand Rapids. It is understood in each of the completed curriculums that the student will spend either part time or the summer vacation between the first and second years in some employment in which the principles taught may be applied in practical work.
44Grand Rapids Junior College, Catalog‘ 1918-1919, p. 15. 39
The immediate passing of some of these curricula reveals they were introduced before the community was
ready for them. If Jesse Davis was responsible for these programs, as has been suggested, he was far ahead of his
time. There is still strong opposition toward such
programs in many community colleges, even in Grand Rapids.
Whatever the cause, one year later the number of instructors
listed in the 1919-1920 catalog had been reduced to twenty—
eight. Of these only two remained at the Technical
Department at South High and only three at the department
at Union High School. Eight of the programs listed in
the 1918-1919 catalog were dropped in the 1919-1920
catalog. Commerce and Finance, Secretarial WOrk, Mechanics,
Art and Industry, and Public Music Completed Curricula
were the only survivors. Library Training and NUrsing
Curricula were added. waever, the nursing program
consisted only of providing related subject matter for the
student nurses from the nursing schools of the city's
hospitals.
The 1920 catalog revealed a further decrease in
vocational-technical programs. Only four "Completed
Curricula" were listed that year. The total number of
instructors had increased to thirty-four, but only five
of them were listed as teaching subjects that could be
considered solely vocational.
References in the literature such as Davis's45
are less than accurate when the duration of programs is
45Davis, op. cit., p. 531. 40 not indicated. Davis stated:
A study of the early bulletins of this junior college will show that there was a very evident philosophy of service to the youth of the community. Programs were worked out in cooperation with the furniture and printing industries in applied art, with the public library in the training of apprentices, with the banks and business offices in the training of clerks and secretaries, with the three hospitals in the training of student nurses.
Such study as Davis suggests reveals that what he has said was indeed true. However, the majority of the programs mentioned lasted only one or two years as entries
in the catalog. Two of the programs that were established
in this period have remained in the program of the college little changed from the time they were introduced.
According to the catalog of 1920 the Commerce and Finance
Curriculum consisted of the following program:
First Year Second Year
Economics 6 hours Economics 10 hours Accounting 6 hours History 8 hours Rhetoric 6 hours Psychology 4 hours Electives 12 hours Electives 8 hours
This program is little changed from the one found
in the current catalog. There are similarities between
the Secretarial Work Curriculum of 1920 and the secretarial
curriculum of the present as well.
The other two programs listed as "Completed Curricula"
in the 1920 catalog could not be considered as fitting
the definition of vocational-technical education in this 41 study. The only difference between the Library Training
Curriculum and the Liberal Arts Transfer Curriculum in the same catalog was that the student was required to work part time at a library in the former program. The
Public School Music Curriculum provided the student with a Michigan Life Certificate of Public Music upon completion.
The curriculum consisted of a general education program
in addition to several classes in public school music.
Most states now require the Master's Degree for the Life
Certificate.
Change in Administration
Jesse Davis left Grand Rapids Junior College in
January of 1920.46 Arthur Andrews, a former speech instructor at the college, was named Principal of the Central High
School and President of the Junior College. Dr. Andrews was to remain president of the Grand Rapids Junior College
for thirty-five years.
This change in administration did not seem to
reflect any immediate major change in the emphasis upon vocational-technical education. Although Andrews is reported
to have considered the chief function of a junior college
to provide transfer programs,47 the records do not support
46News item in the Grand Rapids Press, January 26, 1920.
47Board of Education, Annual Report, 1920, p. 59. 42 any argument other than that he attempted to meet other needs of the community as well. There is no evidence to indicate any later attempt to inaugurate an extensive vocational-technical curriculum as was done in 1918.
Those introduced during Andrews' administration have survived nearly intact to the present.
The Library Training Curriculum was dropped from the catalog in 1922. Other than that there were no changes in vocational-technical curriculums until 1930.
In that year programs were reorganized into curricula quite similar to those listed in the current catalog. It was stated:48
These courses are outlined to meet the needs of students who plan to complete their college with two years at the Grand Rapids Junior College. Students taking these courses should NOT expect to transfer credit, if they should later decide to go to some other college or university.
The "Completed Curricula" listed in the 1930 catalog included: The Secretarial Curriculum, the
Accounting Curriculum, Marketing Curriculum, A Finance
Curriculum, and a General Business Curriculum.
Courses of study closely related to these were introduced in the years since 1930, but these curricula are found in the current catalog. For example, a one- year secretarial curriculum was introduced in 1932. A one—year course in retailing and merchandising was to be
48Grand Rapids Junior College, Catalog, 1930, p. 37. 43 offered in 1934 provided "fifteen students enroll."
Apparently enough students were interested for the program has continued to the present.
Several new programs were introduced in 1935-36 which have continued to be listed in the catalogs to the present. Several people pointed out during the interviews that some of these curricula have been carried in the catalog without having any students enrolled in them until
recently, so that in reality, the programs are relatively new in terms of significance. In addition, examination of the catalogs reveals that some of the programs that were introduced as terminal two-year curricula are now listed as transfer programs. This is probably due to the expanded technology and the demands for more adequately
trained personnel for certain occupations. New programs
introduced in the 1935-1936 catalog included Art, Dentist's
Office Assistants, Drafting and Engineering, Forestry,
Nursing, Physician's Assistants, and Chemistry Technology.
There is little evidence to indicate the importance
of these early vocational-technical curricula in relation
to the total program. One can only surmise that since
these curricula fluctuated so greatly between 1916 and the
period after the second world war, the vocational-technical
program was not considered a vital part of the total
operation of the college. On the other hand, the fact
that during this time so many programs were attempted
indicates that someone had a vital interest in this type 44 of educational opportunity for the youth of Grand Rapids.
It has already been noted that Grand Rapids Junior
College did not arise out of popular support. There is no evidence that would indicate there was any community involvement in the introduction of curricula during the period discussed above. Thus it would seem that the support for vocational-technical education came from the personnel of the college itself.
Other factors present in the community during this period make it difficult for one to generalize too broadly about any specific curriculum. Fink 49 has noted that the great depression and the second world war took a heavy toll of the student body. The newspapers carried several articles between 1932 and 1936 about the possibility of closing the college. Reasons given included crowded conditions in the public schools and the inadequacies of
financial support. There was evidence the latter need was met in the Junior College by increasing tuition.
The first years of the war had not improved the
situation according to an article appearing in 1942.50
The article mentioned that a $50,000 cut in tax millage would mean that the tuition of the Junior College would have to be raised, and vacancies on the teaching staff because of the war would not be filled. waever, an
49Fink, op. cit.
50News item in Grand Rapids Herald, August 18, 1942. 45 article51 in 1943 indicated the Board had approved post- war improvements including the purchase of a new 36 room building to house the Junior College. New buildings and facilities, including the complete use of the former
Davis Technical High School, together with the increasing enrollments following the war, undoubtedly stabilized the total program of the college and provided a basis for improved vocational-technical programs. Fink52 stated technical courses at the Grand Rapids Junior College took a decided spurt after this period. He stated that current- ly 20% of the student body is enrolled in courses devoted to business, secretarial, various technological and practical nursing skills. Dean Fink anticipates these programs will expand at an accelerating rate in the near future. A new Dental Office Assistants program is opening in the
Fall of 1964 along with work in Civil Technology and
Data Processing.
Current Programs in vecational- Technical Education
The programs which have existed since the period
after World War II are somewhat easier to investigate,
for many of the people who were responsible for them are
still much involved in them. These people were able to provide many insights into the factors under consideration.
51News item in Grand Rapids Press, June 13, 1943.
52Fink, loc. cit. 46
It will be remembered that the extensive study of terminal programs by the American Association of Junior
Colleges ended in 1944. The regional conferences on the results were held in 1945. There is no evidence to disclose positively that Dr. Andrews attended. However, it is known he was always an active member of the organization and the probability that he was in attendance is high.
At any rate, Mowrey53 was of the opinion Andrews became interested in Technical training as it was then being offered in certain technical institutes in New Yerk.
Andrews employed Mowrey to direct similar programs in the
Grand Rapids Junior College. In the late 1940's Mbwrey toured certain of these institutes in order to determine the feasibility of similar programs at Grand Rapids.
Mowrey related that considerable basic work was done with the local businessmen and the chamber of commerce in selecting an advisory committee for these programs. The committee was composed of such men as Harry Kelley, Director of Personnel, American Seating; Ralph Baldwin, Vice President and Treasurer, Oliver Manufacturing Company; and C. 0..
Porter, Owner—President of Porter Machine Company. Accord— ing to Mowrey, he and Andrews attended every meeting of the committee. It was disclosed Andrews dominated these
53Statement by Ralph E. Mowrey, Mechanical Technology Instructor, Grand Rapids Junior College, personal interview, March 5, 1964. 47
meetings. Although the original impetus came from the
school, the committee supported such programs as the
present Mechanical Technology Curriculum which grew from
this beginning.
The Drafting Technology Curriculum, which is
presently under expansion, appeared in the catalog in the
early 1950's, but members of the staff stated it was
basically a "catalog" curriculum until the past five
years. The staff indicated that the college had received
several calls pointing out a need for such a program. At
the same time it was indicated that this curriculum had
'been dominated until recently by the strong transfer
engineering curriculum. Since faculty members interested
in the program were required to provide the push for the
curriculum, it was stated it grew "like Topsy."
The present Electronics Technology Curriculum was
introduced in 1959 and was organized by advisory committee
action. The need had been pointed out to the faculty
members of the college. The college approached industrial-
ists who provided top level management personnel to
serve in an advisory capacity. American Seating was again
represented in addition to General Mbtors, Diesel Equipment,
Consumer's Public Power, Bell Telephone, and Leer Manufactur-
ing. All of the members of the committee were management
people of the personnel supervisor level or above.54
54Ibid. 48
It should be pointed out that each of these advisory committees was established for a specific program.
At present, there is no advisory committee for this area.
While there is interest in re-establishing such committees, there has been no machinery established to perpetuate a committee.55
Winifred Fox56 stated that Andrews was very instru- mental in stabilizing the present Technical Business
Curriculum. Although this program has existed in various forms since 1918, it was not until September, 1948, that the present program in cooperative retailing was begun.
The procedure for establishing this program was similar to that in beginning the Mechanics Technology program.
Andrews obviously believed that a two-year business program was needed in the college. The high school cooperative program had started earlier at the request of the city's businessmen, and Andrews could see the possibilities of this type of education at the college level. Fox stated that Andrews had made contacts with the personnel managers of cooperating businesses the summer before she was employed; therefore, much of the ground work for the program had been done. In order to acquaint them with the program,
55Stewart 0. Meyers, Director, Technical Division, Grand Rapids Junior College, personal interview, March 3, 1964.
56Winifred K. Fox, Coordinator, Retailing Cooperative, Grand Rapids Junior College, personal interview, March 5, 1964. 49 it was reported Andrews held several dinners at the
College at which he explained the program to the business- men.
At that time there was an advisory committee for vocational education for the total educational system of the city who worked with the vocational director of the public schools. Fox said that a change of directors about
1948 disrupted the continuity of the advisory council.
When a new council was reorganized it was done through the
Chamber of Commerce. Many of the people named by the
Chamber were unfamiliar with the program.
For a time the program floundered for lack of coordination with the businessmen. Fox believed the new director of vocational education had obtained the idea for Special purpose advisory committees from attendance at a professional meeting and was instrumental in establish— ing committees which served in only one capacity. It appeared that when top retailers served on the committee, the program functioned well. waever, as in the mechanical technology program, there is no provision to provide continuity of committee activity.
The support of the administration has seemed to be more important to the success of the program than the action of advisory committees. There have been four heads of the college during the period of the present vocational— technical programs. Some of these have been more interested 50 in vocational-technical education than others. In addition certain faculty members could see no value in terminal programs or vocational-technical programs of less than professional level. Some of these faculty members were remembered as having questioned, in the period after the war, if things would ever return to normal? That is, they were interested in forgetting about this emphasis upon occupational education and getting back to preparing pre- professional transfer students.
The name "Completed Curriculum" was changed to
"General, Vocational, and Technical Curricula" in the
1949—1950 catalog. Curricula included in this section included: General Course, Commercial Art, Costume Design,
Interior Decoration, Technical Business Curriculum,
Accounting, Cooperative Retailing Program in Distributive
Education, Homemaking, Secretarial (one and two-year),
Secretarial Training and Merchandising, Theoretical and
Industrial Chemistry, Drafting and Engineering, and
Physicians' Assistants. In 1950—1951 Hospital Dietetics, and Child Care and Development were added in the department of Home Economics. The Mechanical Technology Curriculum, described above, was begun in 1950.
The only changes that have occurred since 1950 that have not been listed include another change in the name of the vocational-technical curricula, and the addition of Practical Nursing. In the 1960-1961 catalog 51 the name of these programs was changed to "Technical
Curriculums." The Practical Nursing Curriculum was begun with the use of an advisory council from the cooperating hospitals.
Francis J. MacCarthy57 stated that the Grand Rapids
Junior College has recently received a grant to study the vocational needs of the community. Nearly all the people interviewed were eagerly anticipating the results of the study. The interviews revealed an air of optimism and a desire on the part of the Grand Rapids Junior College to greatly expand the vocational-technical function. There was an honest desire to serve the youth in this capacity, but it was indicated that at present it was not known where the greatest need was.
A new program to begin in the Fall of 1964 was
initiated by a method other than has been discussed. The college was contacted by the Western Michigan Dental
Society. The Society had a proposal that the College participate in a state plan for Dental Assistants programs.
An advisory committee was formed with the Michigan and
Kent County dental societies to develop the curriculum
for the program.
In his speech upon retirement, Andrews58 stated
57Francis J. MacCarthy, Assistant Dean, Grand Rapids Junior College, personal interview, March 3, 1964.
58Arthur Andrews, President, Grand Rapids Junior College, 1920-1955, address presented upon retirement, 1955. 52 that two factors had limited the development of terminal courses in Grand Rapids. First, he listed the limitation of funds, but stated that just as important was the fact that students were often reluctant to take such courses.
He stated parents and students often feel if education is to be continued beyond high school, the student should be interested in securing a college degree. Present staff members indicated similar problems still exist. That is, the better students, those who would give stature to the programs, transfer to professional curriculums as soon as they develop skills needed for certain occupational areas. Andrews stated that the idea that all Americans have a right to aspire to a baccalaureate degree was a wonderful part of American culture, but the result was that many students sought a college degree when they had more aptitude in some semi-profession. He also stated that Grand Rapids Junior College had spent more time and money in giving publicity to terminal education than to other phases of the Junior College program and that some— times the results had been discouraging.
Andrews also included organized labor among the major difficulties in developing additional cooperative vocational- technical programs. Labor is inclined to feel that stu- dents who are in cooperative work cannot be given assurance that they can be employed for any set period of time. If unemployment develops in the industry, the rules of 53 seniority would require that the student be the first to go. If cooperative work cannot be assured for at least a semester, the establishment of such programs is made very difficult.
Summary
It has been revealed that Grand Rapids Junior
College was established in large degree as a matter of expediency. The first president related that the junior college idea was in the air at the same time new construction of school rooms in Grand Rapids had provided the Central
High School with empty classrooms and extra faculty members.
The most significant factor contributing to the development of vocational-technical programs in the Grand
Rapids Junior College appears to be administrative leader— ship. In the first six years of the college many programs were introduced which seemed to have no other impetus than administrative interest in this kind of training. An intensified interest after 1945 indicated the dean had been influenced by the study of terminal vocation by the
American Association of Junior Colleges.
It was shown that there was not sufficient interest to continue most of these programs when this influence was removed. It was assumed the community was not ready to accept such programs or there was no need of this kind of education in those years. 54
The influence of the University has been evident
in Grand Rapids since its establishment. Several vocational— technical programs were delayed because certain instructors were interested only in providing transfer courses.
Other factors have had lesser influence. It was
found the faculty was influential in establishing the present electronics technology curriculum. The technical business curriculum was an outgrowth of the high school cooperative retailing program. The high school program had been requested by businessmen in the city. One program,
the dental technician's curriculum, was begun at the request of a professional group as part of a state plan
for such programs.
This chapter has listed some of the factors inhibit—
ing development of this type of program at the Grand
Rapids Junior College at the present time. These included professionally oriented faculty members, students' desire
to enroll in professional degree programs, and the
opposition of organized labor. CHAPTER III
HIGHLAND PARK JUNIOR COLLEGE
Highland Park Junior College, as are all but one of the colleges included in this study, is controlled by the Board of Education of the local school district as part of the total public education system. However, the location of the city of Highland Park creates a factor not found in the other colleges included in this study.
Although legally defined as an independent city of approximately 40,000 people, Highland Park is completely surrounded by the city of Detroit, except for a short section of its eastern boundary where it adjoins the city of Hamtramck. The factors which found expression in the program of this college show that this situation strongly contributed to the consideration of expansion of existing programs or the establishment of new ones. Whenever questions were asked relative to expanded programs, it was argued that there was no room for increasing the program at the college.
It is not a purpose of this study to consider the validity of such arguments. It is a factor to be considered, nevertheless. For example, only about 10 to 15% of the present students are residents of the city of Highland Park.
55 56
As residents of the city of Highland Park they pay relatively little tuition to attend the college. People have never been eager to tax themselves to provide a function that they believe to be the responsibility of someone else. A statement of the Steering Committee59 pointed out the community has a strong tradition of interest in its public schools and a strong tradition of financial support of them.
The statement offered evidence of this interest by listing the impressive number of times the voters of the city approved increases in tax levies by a substantial margin.
But it can be readily seen that any increases in the program which would be reflected in increases in taxation of the citizens of the city of Highland Park would be met by arguments of the responsibilities of the surrounding districts.
The Highland Park Junior College is housed in the same buildings as the high school. The expanding enroll- ment of the high school and the college has left no room for expanded programs of a vocational—technical nature which would require laboratory or shop facilities. Any plan for the consideration of new or broadened programs must be considered in relation to where they would be housed.
59Dan L. Pyle (Chm.), "Statement of NCA Steering Committee for North Central Association Review Visit," May, 1961. (Mimeographed.) 57
These factors are important to consider when one attempts to compare the six institutions in this study.
Problems of space for offering programs and finances for their operations are common to all colleges. Hewever,
Highland Park's program seems to be most definitely determined by the location of the college.
Although there is only one program existing present— ly at the college in Highland Park which fits the description of those to be included in this study, there have been several of these kinds of programs attempted in the past.
Early History
Highland Park Junior College was authorized by a vote of the people on July 8, 1918. 60 This makes it the second oldest junior college in the state of Michigan and the first one to be established legally. Legislation earlier that year enabled school districts to establish community college departments.61 Another vote of the people one year later, July 14, 1919, authorized the second
(sophomore) year.62
60Highland Park Junior College, Catalog, 1961-1962, p. 14.
61Ferris N. Crawford, “Some Facts Concerning Community Colleges in Michigan," presented to the Education Committee of the Michigan Constitutional Convention, October 26, 1961. (Mimeographed.)
62Catalog, loc. cit. 58
The college opened in September, 1918, on what has been described as a "pretty meager basis." The institution began by serving exclusively in a transfer function and has apparently operated in that framework since.
According to one source,63 the enrollment never exceeded 500 until after World War II. In 1947 and 1948 the enrollment increased to 1800 and has remained at that level to the present.
A combination of factors have contributed to this growth. First, the city itself had experienced a rapid growth as a result of a combination of industrial and economic factors. In 1910 the population of Highland Park was about 4,000. In 1940 it had achieved its present size of about 40,000. The biggest surge came after 1914. About this time Ford Motor Company opened a new plant in the city. On January 5, 1914, Henry Ford issued his famous
$5.00 a day wage statement.64 It has been stated that people mobbed in from all points of the world.65 It was also related that the employment office was so mobbed that the fire department was called out many times to control the crowd with fire hoses. Thus the growth of the
63Dan L. Pyle, Assistant to the Dean, Highland Park Junior College, in a personal interview, December 16, 1963.
64Harry Hansen (ed.), The World Almanac and Book of Facts, (New York: New Ybrk World Telegram Corporation, 1963), p. 140.
65Pyle, loc. cit. 59 city came before it was reflected in the enrollments in the college. This is explained by the economic conditions of the 1930's. Relatively few people sought college education during this decade. For those who could afford it, there were few jobs available which required college preparation.
Secondly, it has been noted World War II affected the enrollments of all colleges. During the war those people not in military service were involved in efforts contributing to the total war effort so that all college enrollments were low. Literature reviewed in the first chapter pointed out that the war and its concomitant effects impressed upon the young people the value of college edu- cation. Thus, as in other colleges, the post—war period provided a surge of students enrolling in Highland Park
Junior College.
A third important factor results from the absence of community colleges in the districts surrounding Highland
Park. There are still no colleges of this type in either
Detroit or Hamtramck. This has been reflected in the high percentage (85-90%) of non-resident students at
Highland Park Junior College.
First Vocational-Technical Programs
While it would not appear to be as important as the factors mentioned above in terms of growth, it must 60 be noted that in September, 1943, vocational cooperative programs were started. Although it appears these programs never reached the promise of the literature describing them, any vocational program would serve to attract some additional students to a college in the period during the war and after. It has already been indicated the veterans and others whose education had been delayed were eager to obtain skills as rapidly as possible to prepare them to assume vocations.
The 1947-1948 catalog stated that these programs were designed to appeal to these students. It was emphasized the courses were designed to meet the needs of students who did not intend to puruse their academic training beyond the Junior College. It was stated in the catalog:66
An attempt is made to collect the most essential elements of subjects and mold them into a related whole. Terminal courses are given to the end that the student completing the course shall have acquired a foundation for success in the field of his choice. Terminal courses should prove advantageous to those students who wish to couple early employment with a cultural background.
The records about these programs lack certain details about their establishment. The information reported is a summary of interviews with persons involved at the time of the introduction of vocational—technical programs.
The records of the Superintendent's Reports67 confirm the dates.
66Highland Park Junior College, Catalog, 1947—1948, p. 21. 67Superintendent's Report to the Board of Education. 61
The background of these programs begins about 1940.
At that time there was an instructor in manual training in the high school who had worked part time at the Chrysler plant. Since this man had an interest in the able students who were financially unable to continue their education, he used his connections with the Chrysler Corporation to begin cooperative work—study programs.
The Superintendent's Report to the Board of Education 68 of July, 1943, contained the following statement relative to the program:
The following cooperative curriculum has been devised by the Junior College in conjunction with the Chrysler Corporation to train technical workers for industry and to offer the first two years of engineering to students who wish to go on to a senior college to obtain a degree. If the student wishes to go into industry at the end of this program, he may do so, and his completion of two years' cooperative work is recognized by a certificate of proficiency. Neither the student nor the employer makes any commitment for employment either after two years or upon the students being granted a degree. It has long been recognized by many educators that the laboratory type of educational experience is the most effective education. In this type of education one approaches more nearly the absolute in coordination of the manual and mental processes. Also, it is quite obvious that the schools, because of financial limitations, cannot possibly duplicate the machinery and other equipment in the school shops that industry and business have to offer. A cooperative program makes available to students the very latest and most up-to-date materials to work with and learn.
68 , Ibldot'VOlo VI: p. 28.
62
Although the program was designed so that one could enter a vocation at the end of two years, it must be noted that the above statement places primary emphasis upon students who wished to transfer for a degree.
This program was discontinued about June, 1950.
People who were involved with the program gave various reasons for the failure of the program. In the first place, it has been already indicated that the program was designed for students who were going to transfer to pro- fessional engineering schools. Specifically, this program was coordinated with that of the University of
Detroit making a five-year cooperative degree program.
The students spent ten weeks in school and ten weeks on the job. The college required the students to be enrolled for seventeen semester hours credit during the term they were enrolled on campus. These requirements limited the program to only top ability students. As a result the few students who could qualify for this program sought professional degrees in engineering and were little interested in a two-year program. The students who would profit most from such education were unable to qualify academically.
In addition, it was not until 1948 that there was a full-time director of vocational education in the
Highland Park College. Consequently, the activity of the program seemed to fluctuate with the interest and amount of effort that was realized from the people working in 63 the program. 'It appeared that whenever a new person became involved in the program, it regained new vigor but support seemed to be lacking and the coordinator would become discouraged and leave. The engineering terminal program was discontinued by action of the Board of Education in
June of 1950. Only the preceding December the following article had appeared in a trade pamphlet:69
Junior College Cooperative Programs Flourish in Highland Park
Highland Park Junior College has a highly developed program of cooperative training for students interested in secretarial training, retailing, or engineering. . . . The cooperative secretarial program is a two year program calling for one ten-week period in each semester to be spent on the job and the other ten-week period in college for supervised and directed study of secretarial and other subjects. During the on-the-job aspect of the program, the college coordinator, industrial coordinator and office supervisors guide the work of the student. A plan of job rotation with-in the office gives the student an opportunity to get the training leading to advancement to executive secretarial positions. Students are paid prevailing rates for their work on the job and receive five hours credit for it.
The article also contained similar descriptions for the retailing and engineering programs. The only differences between the retailing program and the above secretarial program were relative to the division of time between school and the job.
69Metropolitan Bureau, December, 1949, p. 2. (Pamphlet.) 64
One source70 revealed the secretarial and retailing
programs were begun in 1947. This was confirmed by a note
in the Superintendent's Reports.71
The Head of the Commerce Department wrote in an
open letter in 1949 that the programs might be in difficulty.
The tone of her letter declared that progress was being made in interesting new students in the program. The
letter stated that a faculty member was visiting local
high schools in order to interest students in the co-op
programs. An attempt was being made to acquaint principals
and counselors with the courses as well. It was stated
that the department had felt that this program was too
isolated from the regular student body and its activities.
The letter continued with the details of the manner in which the co-op programs could be brought into the whole
college pattern.
This pattern continued somewhat longer than the
engineering cooperative--until 1959. It was disclosed that
this program and a technical cooperative with Chrysler
that was begun in 1953 were both terminated by Chrysler in
the middle of the term. There was an economic "recession"
in 1959 which caused Chrysler to do some retrenchment about
the same time.
70Evelyn A. Jones, Director of Counseling and Student Affairs, Highland Park Junior College, personal interview, February 15, 1964.
71Superintendent's Reports to the Board of Education,
V01. X, 1947-1948' p. 9. 65
Prior to this, these programs seemed to be function- ing well. There was a well—trained coordinator in charge of the programs who was provided with the time to build the courses. The following letter indicates he had the backing of some of the administration:72
To recruit for the new vocational co-op course Mr. Lottridge has undertaken the task of contact- ing the supervisors or directors of vocational education in those schools which have been sending us students . . . I hope you will be able to arrange for each superintendent to make personal represent- ation to his industrial arts man to the end that Mr. Lottridge may be well received and given opportunity to talk to interested students.
Miss Jones73 pointed out that it was difficult to recruit enough students for the Technical Cooperative.
Chrysler demanded that the students who wished to partici— pate in the program be tested through the plant testing department. Thus, it worked out as in the earlier engineering program, those who could qualify were interested in professional degrees, and those who were interested in a two-year program were deficient in mathematics and science. The attrition rate was very high as a result.
On the other hand, the secretarial cooperative had been very successful according to Jones. She suggested this was due to the connections the supervisor of the program had with certain very able students. In her words,
72Grant 0. Withey, Dean, Highland Park Junior College, letter to Superintendent of Schools, March 30, 1953.
73Jones, loc. cit. 66 the private (Catholic) high schools were reluctant to permit college and business representatives to talk to the high school seniors as was common practice in many other schools. In addition most of these schools were void of business programs. These two factors provided an untapped source of interested, able students. The coordinator was personally acquainted with the officials of these private schools and thus was able to recruit these students for the secretarial cooperative program.
From this information it would appear that the loss of cooperation with Chrysler caused the program to be discontinued. However, it is to be remembered Chrysler dropped the program in the middle of the year. The students were enrolled in the class work and had been expecting to be placed upon the pay-roll the next term. Many of these students had been recruited with this promise. waever, the coordinator was able to place all the girls in other businesses. It was stated that the girls had six or seven job offers after completing the program. Thus it would appear that the reason for dropping the program was not necessarily a result of the action of the Chrysler
Corporation.
Miss Jones believed the major cause for attempting the above programs was the emphasis in the literature on cooperative vocational programs at the time they were introduced. The only evidence available indicating an 67 exception to this concerned a technical cooperative in
1953. A letter to the office of vocational education from the superintendent indicates Chrysler initiated interest in the program:74
The Chrysler Corporation has expressed a need for men trained for the positions of time study, product planning, scheduling, drafting, and detailing, and laboratory technician. These positions require training beyond high school level but not of senior college grade.
The letter indicated the Dean and the Director of
Vocational Education met with officials of Chrysler to formulate the plans.
Current Programs in Vocational- Technical Education
The only program now in operation that fits the description of this study is a Medical Office Assistants curriculum which was begun in 1950. A file of letters in the Superintendent's office indicates committees were working on this curriculum at this date although courses did not begin until 1951.
The original impetus for this program came from a request from the Wayne County Medical Society. Working papers on file indicate that the curriculum for this pro— gram was worked out by an advisory committee composed of
Medical Society and College personnel.
74Max S. Smith, Superintendent of Schools, Highland Park, in a letter to the State Department of Vocational Education. 68
When it was opened, the program attracted consider- able attention as evidenced by the following article appearing in a trade publication:75
In cooperation with the Wayne County Medical Society and the Department of Public Instruction, the Highland Park Junior College is designing a training program for medical office assistants. This pilot program is the first of its kind to be undertaken by any college in the state. By means of the program, girls are trained in three major areas: (1) office administration; (2) office medical techniques; and (3) office nursing.
The same article mentioned that the Junior College was cooperating with the Highland Park General Hospital to provide for practical nursing background.
Several letters between the College and the Medical
Society reveal that there have been some differences of opinion as to how the program should be operated. In
December of 1954 the Dean wrote to the Director of the
Medical Society:76
. . . the radical dislocations of teaching service and student scheduling are not in the best interests of either the college or the particular program involved. . . . the proposed changes would require an additional expenditure of about $25,000. We do not feel that we wish to place that much emphasis on what, after all, is only one of a number of college course offerings.
The following statement appeared in the catalog the first year the program was offered;77
75The Parker Post, March, 1961, p. 6. (Pamphlet.)
76Grant 0. Withey, Dean, Highland Park Junior College, in a letter to Dr. Lawrence Pratt, December 2, 1954.
77Highland Park Junior College, Catalo , 1951. 69
In response to a felt need for better trained medical assistants in doctors' offices, repre— sentatives in the Department of Public Instruction of the State of Michigan and of the Wayne County Medical Society met in committee and proposed that the Highland Park Junior College design a course of study to better serve the needs of both physicians and patients.
The Medical Doctors' Office Assistants curriculum is a one-year (twelve month) program intended to train the student to be able to perform office duties and aid the physician with his office patients. The student earns no degree, but a certificate and a Highland Park Medical
Office Assistants pin are presented upon successful completion of the program.
The current catalog lists one and two-year terminal business curriculums for those who do not intend to pursue their academic training beyond the Junior College.
The Assistant to the Dean declared that these are primarily transfer programs, although a student may enter work at the end of two years or before, and many of them do.
The relatively little interest in vocational— technical education would confirm the earlier statement that the college is basically a transfer institution. How- ever, statements in the catalog point out the college's responsibility to the student who does not intend to complete a four-year program or whose vocational goals do not require such a program. The current catalog states that the great shift of the post—war period to mass 70 education on the college level calls attention to the needs of a new type of student. It offers that the
Junior College provides the last formal education on a full—time basis for approximately one-half of the student body. The statement recognizes the college can no longer be exclusively a preparatory school for the university.
When one visits with people in the college, one is impressed by the pride that is held relative to the transfer function. Various faculty members expressed a concern for the many students who need vocational-technical type educational experiences. Hewever, they conveyed the impression that there has been little serious effort to provide for any but the transfer student. The adminis- tration and faculty members have from time to time enunciated, and the Board of Education has approved, objectives which are not yet evident in the operation of the college.
A steering committee composed of faculty members prepared the following statement in preparation for an accreditation study:78
In order to be selective it was necessary for the college to adopt the following basic principle: "Even though persons seeking entry must for the most part be [admitted somewhere,‘ they need not be admitted to the same segment of higher education." And so it was determined, with the approval of the Board of Education, to create a number of "Tracks for Education." This step quite obviously would make necessary a wide gamut of curricula pp which all elements of post high school education
78Dan L. Pyle (Administrative Chairman), "Statement of NCA Steering Committee for North Central Association Review Visit," Highland Park Junior College, May, 1961. 71
even though the mechanics of courseorganization might be very different at the different levels of endeavor.
This statement was made in reference to the adult
education division of the public schools. The work done
in this division is nearly the same as in other colleges under programs fitting the description of the programs
included in this study. Presently the college and
adult education are under a single administration. As
a result there are more opportunities for students
interested in vocational-technical education than is
apparent in the catalog. The most significant of these
are those offered under the Federal Retraining acts.
They are mentioned here because the director79 stated
that there is considerable evidence that, when the
Federal funds stop, the programs will be continued by the
college if the need remains.
A closer examination of one of these programs
provides some insights into the manner such programs are
introduced into the curriculum. In 1958 the Detroit
District Dental Society gave complete equipment to the
Highland Park Schools for training high school senior
girls to be dental laboratory technicians. Since this
curriculum was to be taught in an accredited high school,
there was considerable difficulty in locating a teacher
who was qualified to teach the skills of a dental labora-
tory technician and could meet the requirements for
79William Valade, Director, Division of Adult Education, Highland Park Junior College, personal interview, January 24, 1964. 72 teacher certification. As a result the program was dis- continued, but the equipment remained in the building.
The Director of the Adult Education Program suggested that the program be offered by the Adult
Education Division which is not restricted by the teacher certification requirement. An advisory committee consisting of Dental Society representatives and school officials planned, organized, and structured the course. The program has been continually evaluated by the committee to insure quality instruction and facilities. A qualified dentist has been the instructor.
The director of vocational-technical education at
Highland Park was asked how it was determined which
programs should be included in the curriculum. He gave
an example as an illustration. A class in medical
terminology was recently added. This class was a result
of several calls from the hospitals. When the director
had received several calls, he checked informally with the
hospital administrators to determine if a real need existed.
When it was determined that it did, a class was simply
added to the offerings of the college. The only problem
was the same as in the dental program-—obtaining a qualified
teacher. This class has expanded to include anatomy and
physiology, and the director stated that it is always full.
The popularity of these isolated classes indicates
the need for vocational-technical curricula leading to
specific occupations in the metropolitan area. Whether 73 this remains the responsibility of Highland Park Junior
College is outside the interest of this study. It was the consensus of those interviewed in the Highland Park Junior
College that the college should be doing much more than it is currently doing for the so-called terminal student.
That is, the students who will go directly and immediately into employment at whatever time they choose to leave college.
It was indicated that there was a community study made in the early 1950's but nothing came of it. In the words of the Assistant to the Dean,80 "we (Highland Park
Junior College) were not convinced that any findings were significant enough to materially alter our two-year transfer image." He also stated the students come to Highland Park
College to go to "college," that is, they are interested in transfer. Presently, he indicated, it is difficult to get them interested in other programs. However, the question exists, "Are we doing enough to provide the opportunities?" "If we had the programs, some might choose them."
With the transfer philosophy, the attrition rate is quite high. The program of studies at Highland Park
College can be best summed up in the following statement:81
80Dan L. Pyle, Assistant to the Dean, Highland Park Junior College, in a personal interview, December 16, 1963. BlIbid. 74
This college has beaia "junior" college from its inception, and has been a good one. That is, we do well what we do. . . . If we had more offerings in the so-called terminal type programs, it is my opinion that in time aspirations toward the bachelor's degree might be diluted by our demonstration that the other (vocational-technical) can be as valuable-—on a level not less than, but different from, the degree program.
Summary
The expansion of new programs is limited by the shortage of funds, as are all programs in all colleges, but Highland Park Junior College is further restricted by the location of the college in a city which cannot reach out in any direction. Under the present financial structure, a large portion of the support for the college must come from the taxpayers of the city of Highland Park. The tax~ payers are reluctant to increase their payments for the college programs since approximately 85-90% of the students of the college are not residents of the city of Highland
Park.
It appears that among the causes which produced vocational-technical programs found in Highland Park Junior
College, two stand out. First, the interest of certain faculty members for the needs of bright students who were financially unable to attend college resulted in the first vocational programs. A faculty member who was employed part time at Chrysler arranged work-study opportunities for some of these students in 1943. Secondly, it was shown 75 that literature at the time influenced the administration so that this type of program could be attempted.
This initial arrangement made this particular industry aware of the potential of the Junior College in helping them with manpower needs. Evidence of this has appeared in the years since 1943 whenever the Chrysler
Corporation has approached the college for certain programs.
It was shown that the cooperation of business and industry was important to the success of vocational— technical programs. Not only do these firms provide the laboratories for work experiences, but also employ the graduates of such programs.
The only vocational-technical curriculum in the college at present which fits the definition of this study was established as the result of interest from an outside group. The Wayne County Medical Society indicated the original interest in the establishment of the Medical
Office Assistants curriculum. The needs for such a program and the curriculum were determined by an advisory committee composed of the Medical Society and College personnel.
The vocational programs at Highland Park appear to be characterized by a lack of continuity. There are strong indications this is due to the lack of a constant factor keeping the interest in such programs alive. In the case of Grand Rapids Junior College in Chapter II, this force was characterized by the activities of such men 76 as Jesse Davis in the early history of the college.
Members of the faculty who were interviewed said that men with such interest had been employed by the college at
Highland Park as well. However, there has been a high rate of turn-over of directors of vocational education.
It was made known that whenever a new director was employed, programs flourished for a time. It was also revealed that when the programs seemed to be at the peak of interest, the directors became discouraged and resigned.
It seems that there is little administrative interest in providing the support necessary to maintain vocational— technical education. CHAPTER IV
FLINT COMMUNITY JUNIOR COLLEGE
There are some significant factors that are at once apparent in the development of the program in vocational- technical education at the Flint Community Junior College.
The growth of the total program of the college, as well as the physical facilities, has been aided by a relatively large number of gifts and bequests. As one studies the vocational-technical programs in the various colleges, one of the most important factors for expanded programs is the availability of funds for operation of the program as well as space to house them. In this respect it appears that
Flint is more fortunate than the other colleges in this study. It will be noted that certain curricula were added to the program concomitantly with a change in location of the college or construction of additional facilities.
Early History
The Flint Junior College was established by authorization of the Board of Education of the City of
Flint on May 2, 1923, upon the recommendation of a teacher's committee. The first class was enrolled that September.
It has been reported that the 114 students shared the
77 78 facilities as well as the faculty of the newly completed
Central High School. One researcher82 drew the conclusion that the construction of the new facilities created a situation similar to that described in the chapter dis- cussing the creation of the Grand Rapids Junior College.
That is, there were more classrooms available than were needed by the high school population. Interest in the junior college was high in the educational literature of the period. The fact that the establishment of a junior college was recommended by faculty members would indicate that the interest came from professionals rather than as a result of community concern.
According to the first catalog, the curriculum consisted of liberal arts and pre—professional training.
An article in the newspaper 83 announcing the opening of the college stressed that the courses in the junior college
"will provide credits equal to those of the freshman and sophomore years in any university or college." The
'article emphasized the transfer aspects of the courses.
In addition, the advantages of living at home and the associated economy were also pointed out. An appeal to parents was made by mentioning that a local college enabled closer supervision of the students by parents
82Marie Prahl, Director of Guidance Services, personal interview, December 19, 1963. (Miss Prahl is preparing a history of the Flint College.)
83A news item in the Flint Daily Journal, September 7, 1923. 79 and teachers. It was also mentioned that the program offered opportunities for the undecided and immature students to determine if they had the aptitude for college work.
In short, the article sounded like a current appeal for the establishment of a community college.
The article hinted that there was some thought of vocational education from the first. It said: "With more and more students taking courses in business administration a number of courses are offered to future merchants and business men."
An item in the first catalog confirmed this state- ment. It said:84
This curriculum is designated for two classes of students, (1) . . . (2) students who do not expect to complete more than two years of college work and do not desire to enroll in any of the regular curriculums.
Although a two-year general education course was all that was intended, at least it was recognized that not all college students desire a professional or baccalaureate degree.
The courses listed in the first catalog included subjects under the following heads: General Literary
Curriculum, Pre Law, Pre-engineering, Pre-Dental, and
Business Administration curricula. It was stressed that the Business Administration Curriculum duplicated the
first two years of the General Business Curriculum at the
84Flint Junior College, Catalog, 1923. 80
University of Michigan.
Thirty-five students were graduated from the
Flint Junior College in 1924. In that year, the institution was accredited by the University of Michigan and two years later by the North Central Association of Colleges and
Secondary Schools.
The catalogsindicate that the Junior College experienced a steady growth through the 1920's. By 1927 a section of a neighboring building was being used for classrooms. At the same time a separate administrative system was established for the College. In 1931 the college was moved into a remodeled sanitarium which permitted an increase in the enrollment. However, this move created a problem that was reflected in the business curriculum. The Central High School building was well equipped with typewriters and business machines that had been used by both the high school and college students.
The article85 announcing the opening of the college in
1923 had indicated the new high school building was well equipped, "better than most small colleges." The move to new facilities meant that this equipment was not readily available for use by the college students. In addition,
1931 was the height of the depression in Flint. Thus, there were no funds to purchase the additional equipment necessary to teach the business courses. As a result
85Journal, loc. cit. 81 there was no business department; neither were any business courses offered until about 1934, according to one source.86
Hewever, the first indication of any program that would fit the present definition of a vocational—technical curriculum was in business in a curriculum which appeared in the 1935-37 catalog. It was stated the courses were offered to meet the needs of those students who plan to complete their college course with two years in Flint
Junior College in preparation for the duties of private secretaries, accountants, and in general office work.
The catalog also stated that this program could be used for those students who wished to transfer into a four- year business course. This curriculum was expanded to include a "Junior Banking Curriculum" in 1944, according to the catalog of that year.
According to Prahl,87 the cooperative retailing program that was begun in 1945 was the only program in the
Flint Community Junior College that was started at the suggestion of people outside the college. Businessmen in the Flint area contacted the college to discuss establish- ing such a program. She related that there was apparently some reluctance on the part of the school officials to enter into this type of education. Miss Prahl reported that she found the business interests were required to put
86Prahl, loc. cit. 87Ibid . 82 some pressure on the school officials in order to have the program initiated. Pressure is perhaps a poor word: encouragement would be better, for the businessmen merely underwrote the expenses of the program including the salary of the coordinator.
After it was in operation, the program apparently was well received. Two years later a cooperative business program was begun in much the same way with little dif- ficulty.
Haines88 noted that World War II brought a lagging student enrollment which threatened the existence of the
College. Faculty members who were not in the military service were asked to contribute their talents in the industrial plants of the city. During this period there was little thought given to long range plans for curriculum changes. He indicated that some special courses designed to contribute to the defense effort were introduced. But other than introducing the idea of utilizing later afternoons and evenings for instruction, there is no evidence that these programs had a lasting effect on the curriculum. The end of the war brought increased enrollments and necessitated a further broadening and strengthening of the evening program and occupational division of the college as evidenced in part by the business programs mentioned above.
88Clarence S. Haines, Ballenger Chair in Applied Sciences, Flint Community Junior College, personal interview, December 19, 1963. 83
Current Programs in Vocational- Technical Education
It appears that the next significant era in the
Flint Community Junior College began about 1951. The
1951—53 catalog listed terminal curricula not much dif- ferent from those found in the current issue. But because of the limited space and funds, Prahl89 found that for the most part the vocational—technical courses listed in the catalog had no students enrolled in them. The 1951-53 catalog listed the following "Terminal Curricula":
Retailing, Accounting, Bank Machines, Secretarial,
Co-operative Office Skills, Medical Secretary, Chemical
Laboratory Technology: Industrial Engineering, and Student
Nursing. The nursing program included at this time should not be confused with the present two-year curriculum.
In 1951 the nursing program consisted only of course work for the student nurses of the Hurley Hospital Training
School for Nurses.
In 1951 the will of William S. Ballenger provided for the construction of a new field house for the Junior
College. Of greater interesttn this study, however, the will provided for the establishment of several chairs of learning which were to "render the junior college more efficient in its teaching."90 To date thirty-two such
89Prahl, loc. cit.
90Flint Community Junior College, Catalog, 1962-63, 84 chairs have been established, including Chairs of Business,
Nursing, Retailing, and Applied Sciences.
Shortly after the announcement of the Ballenger will, Mr. Charles Stewart Mott gave the Board of Education a tract of land adjacent to the old site of the college for the development of a new college campus. He also paid for the construction of a Science and Applied Arts
Building started in 1952. In 1955 Mr. Mott deeded 6-1/4 more acres of land to the Board of Education to provide space for future facilities. He also provided $1,150,000 toward the construction of the library which houses the combined collections of the Flint Community Junior College and Flint College of the University of Michigan. In 1957,
Mr. Mott granted $1,200,000 to build the Flint College of the University of Michigan on the Junior College campus.
Later he gave the Board of Education a $1 million interest— free loan to finance construction of the Michael A. Gorman
Science Building. 91 This building houses the Department of Applied Sciences.
The total influence of this man and the program of education in Flint which bears his name cannot be estimated. In addition to the visible contributions listed above, the present vocational—technical program in the
Flint Community Junior College has been strongly affected
91Lewis R. Fibel, "Flint Community Junior College," Michigan Challenge, Vol. IV, No. 1 (October, 1963), p. 12. 85 by the adult education program of the Mott program. In addition, the present chairman of the department of applied sciences (this includes the two-year technology programs) was formerly an administrator in the Mott program.
Nearly concomitant with the gift of the science and arts building, the Board of Education of the City of
Flint had authorized the construction of a new community college building. Thus, construction of a new campus of more than thirty-eight acres was begun in 1952. The facilities were completed and ready for occupancy in 1955.
In that year the entire program of the college was moved to the new campus.
At that time two men who were part of the Mott program were designated by the Board to draw up activities that would establish a two-year technical program in the
Junior College as an enlargement of the vocational work done by the Mott Foundation. One of these men was to become the Chairman of the Department of Applied Sciences mentioned above.92
As a result of this work, in 1955 the Department of
Trades and Industry (as the department was then known) began offering two-year technical curricula leading to the
Associate in Engineering degree with majors in six areas:
Metal Fabrication Technician, Mechanical Design Technician,
92Clarence S. Haines, Ballenger Chair in Applied Sciences, Flint Community Junior College, personal inter- view, December 19, 1963. 86
Air Conditioning Technician, Electrical Power Technician,
Radio and Television Technician, and Industrial Electronics
Technician.
In 1962 work leading to the title Associate in
Automotive Technology was added. These curriculums have listed as their purpose to provide practical training in a technical area to students who wish to prepare themselves for positions in industry. They are all four-semester programs providing work leading to the associate degree.
The 1962-63 catalog stated that each program provides a basic technical coverage of its particular field or job cluster, combined with the necessary technically related subjects and appropriate background subjects in the social sciences and humanities.
Haines93 stated all of these programs were developed and are operated with the cooperation of advisory committees.
The committees are small but quite representative. For example, the automotive area committee is composed of only four men, in addition to the coordinator. But one man is employed by a large automotive parts corporation, another owns his own bump and paint shop, the third man works for a large incorporated garage, and the fourth man is employed in a small auto repair garage. The lists of the members of the other committees indicate similar patterns are followed. The Chairman of the Department of Applied
93Ibid. 87
Sciences offered the opinion that the success of these programs is due to the liaison with industry through these committees.
Another program in this department provides additional insights into the manner in which this type of curriculum becomes included in the offerings of a college.
As a result of the nature of its organization and the length of course (five semesters), the Unit Technical
Program lies outside the limits of this study. Hewever, its establishment has implications that need to be examined.
About 1959, General Motors requested that the college consider providing related instruction for their apprentices. At the present time there are about 600 of these students participating in what is called the Unit
Technical Program. According to the catalog this program provides opportunity for self-improvement and specialized technical training for individuals who do not find it possible to enroll as full-time students, as well as for the apprentices and industrial trainees. The apprentice program is a five—semester program offering preparation in more than twenty trades.94 The class work offered these students closely parallels the regular two-year technical program. The rationale for this is that the students obtain their laboratory instruction in the shops where they are apprenticed.95
94Flint Community Junior College, "Unit Technical Program," (a brochure describing the program) Spring 1963-64.‘
95Haines, loc. cit. 88
Another program which was introduced into the college offerings in a somewhat different manner is the associate program in nursing. The records indicate that
it was developed much the same as the program at Port Huron which is described in detail in the next chapter. The
Flint program is mentioned here to point out what appears to be a factor contributing to the interest on the part of
student enrollments of vocational-technical programs.
The Director of Guidance Services96 pointed out
that the counselors find that there is a reluctance on
the part of the students to enroll in a vocational-technical program. The students state they do not wish to work in
the shops. Much of this attitude comes from the parents of the students who seek something better for their
children than they have themselves. There are two programs where this is an exception. According to Prahl, the
nursing program and the secretarial programs always have more applicants than can be accepted. She was of the
opinion that this was due in part to placement. That is, when students are able to see graduates placed into
desirable positions, they are more easily convinced of the desirability of this type of education.
Cohen97 has placed the focus on this problem. He
96Marie Prahl, Director of Guidance Services, personal interview, December 19, 1963. 97Wilbur J. Cohen, "College Aspirations and the Future Demand for Higher Education," Higher Education, ‘Vol. XIX, No. l (October-November, 1962), p. 4. 89 reported on a study made by the Survey Research Center
Institute for Social Research of the University of Michigan relative bathe aspirations of today's parents for their children's education.
According to the study the two most important factors which relate to these aspirations are the educational levels of the parents and their financial status. The study revealed the aspirations of the parents exceeds their own educational level and their income. This indi- cates a healthy sign for substantial improvement in the educational status of the next generation. But these aspirations are not realistic unless there is a diversity of occupational goals and the means to prepare for them.
All students who wish college preparation will not be able to find vocations in the professions. The results of the study showed that two-thirds of the parents of boys and more than one-half of the parents of girls expect their children to attain some education beyond high school. Seventy per cent of these children expected to attend public colleges and universities. There is much reason for the concern of the people, such as the guidance people at Flint, that vocational—technical programs are not inviting enough to students.
Miss Prahl was concerned that perhaps the presence of the General Motors Technical Institute in Flint and the fact that as a result General Metors Corporation does
90 not hire graduates of the Junior College Technical programs might contribute to the reluctance of the students to elect these programs.
Mr. Haines was not discouraged that the graduates of the technical programs were not placed in General
Motors plants, even though this is the largest industry
in the city. He indicated that there was no problem in placing the graduates with other firms. He agreed that placement is the key to success of this type of educational endeavor. In Flint each department places its own graduates; there is no central placement agency.
Dr. Fibel 98 indicated that both he and the Board were of the opinion there should be greater emphasis upon vocational-technical programs, but that they were presently unable to determine what the real needs are. He stated that it was relatively easy to get many suggestions and opinions from industrialists asking for certain programs.
Often a follow-through investigation indicates that perhaps there is no real need for a certain kind of training. It is hoped that a present endeavor will assist in defining the role of the community college in this area. Fibel stated that a group has been formed with representatives from each of the agencies involved in vocational-technical education in Flint, the public school (K-12) program,
98Lewis R. Fibel, Dean, Flint Community Junior College, personal interview, December 19, 1963. 91 the community college, and the Mott program. In the past there has been difficulty in determining which agency should be doing what, As a result much goes undone. In addition the needs of the community have not been clearly defined. Dr. Fibel stated that the manpower needs are dependent upon whom you ask. He mentioned another problem not previously mentioned. It is difficult to get people to think in terms of skilled trades requiring some college education when the minimum labor wages in the city average
$2.50 an hour plus about 70¢ in fringe benefits. It is obvious technical training for students not interested in professional degrees would be difficult to promote under these circumstances.
Summary
In terms of total numbers of separate vocational- technical curricula and the number of students enrolled in them, Flint far outstrips the other colleges in this study. Among the causes of the growth of this type of education have been a number of large gifts and bequests.
As a result of these contributions, Flint Community Junior
College has the advantage of a modern, large campus, much of which was built especially for vocational-technical instruction. Most of the other colleges in this study are operating in buildings that were originally constructed for levels of education other than for college students. 92
As was the case in Grand Rapids and in Highland
Park, the first vocational-technical curriculum in Flint was in the field of business. The program was originally intended for transfer to a business college, but it was found that several students each year terminated their education at the end of one or two years and entered vocations. The curriculum was altered slightly to better prepare these students.
There has been active support from the community for vocational-technical education in the city of Flint.
There is no doubt that much of this support is due to the public relations the school system gets by involving all the people of the city in the schools through the famous
Mott Foundation program.
Two programs were specifically sought by interests outside the college. The first, in 1945, resulted in the establishment of the cooperative retailing program. The other, the unit technical program, was also begun in the community college at the request of industrialists.
Support of the Administration for vocational— technical education is apparent. The Board of Education directed that a study of vocational needs be made. This action resulted in the creation of what has become the
Department of Applied Science and named its present chairman.
The guidance counselors have noted the difficulty of interesting students in the college to enroll in 93 programs other than in the transfer curricula. It was pointed out that two programs in which there are more
applicants than the college can accommodate are the nursing and secretarial curricula. These occupations seem to be respected for girls and in addition there is always a demand for them, so that the graduates are always placed in desirable positions. Thus, it was shown that placement of graduates is an important factor contributing
to the growth of vocational-technical curricula.
Some of the problems encountered in expanding the vocational-technical programs of the college at Flint
include that of determining the greatest needs, as well
as determining which of the many functions to be performed,
can be best done by the community college.
Moreover, the relatively high wage scale paid unskilled workers in Flint hampers the attempts to interest
students in semi-professional education. CHAPTER V
PORT HURON JUNIOR COLLEGE
Port Huron Junior College has a relatively small number of programs in the classification of vocational- technical as defined in this study. The care with which these were established and the attitude of those people responsible for them impresses one that the curricula which are offered are quality programs.
A 1963 report99 revealed that, of the total of 1,242 students enrolled in 1961-62 day school, 1,104 of them
(89%) were interested in occupations which normally require four years or more of college training. The researcher at Port Huron found a similar situation that was discussed in the previous chapter relative to the aspirations of the level of education for the present young people. The occupations of the fathers of the students were compared to the years of education they had received. The article stated:
An analysis of the data indicates (1) that parents and students have a much higher aspira- tion level for their children with relation to the position of job the father now holds,
99Board of Education, Port Huron, Michigan, “Planning for the Future," (the report of a survey made in cooperation with Michigan State University, May, 1963).
94 95
(2) that the number of students entering the teaching profession (315), compared to the number of fathers in teaching and educational administration (18) is a ratio of 18 to 1. Other comparisons show a much smaller ratio relationship.
The report indicated the college was aware of the increasing importance of vocational-technical education as defined in this study. The increase in enrollment at
Port Huron Community College was credited to three 100 causes:
1. The rise of automation in the industrial and technical fields. 2. The shift in numbers from the worker, or blue collar employee, to the supervisory, managerial white collar worker in our urban areas; with its corresponding shift in population to these areas. 3. The higher education level required to assume the responsibilities of this class: as well as the increased number headed in the professional and semi-professional occupations.
The implications for vocational-technical education in the light of the above findings in Port Huron are obvious.
Early History
As defined, there were no vocational-technical education courses before 1950. A review of the first forty years of the college101 indicates terminal vocational
lOOIbidol p. 9.
101Port Huron Junior College, 40th Anniversary, 1923-1963 (commemorative pamphlet published by the college). 96 commercial courses were first offered about 1936. However, these courses, as in the other institutions previously discussed, were and are predominantly transfer oriented, although some students utilize the program to give them two additional years of business or secretarial experience before entering a vocation in this field. Entries in the catalog relative to a "Business Administration Curriculum" were found in the 1926—27 catalog. This was stated to be a separate transfer program, but the only difference be— tween this program and the general education transfer curriculum was the inclusion of six hours of economics.
The transfer program described in the 1936-37 catalog was identical to the one above. Although the first "Terminal
Business Curriculum" was introduced in the 1936-37 catalog, it is interesting to compare it to the transfer "Business
Administration Curriculum" of the same year. As described in the 1936-37 catalog the two curricula contained the following required courses:102
Transfer Curriculum
First Year Second Year English 6 hours Economics 6 hours Mathematics 8 hours Political Science 6 hours History or History or Sociology 6 hours Economic Geography 8 hours Psychology 3 hours Electives 8 hours Accounting 6 hours Electives 3 hours
102 Port Huron Junior College, Catalog, 1936-37. 97
Terminal Curriculum
First Year Second Year English 6 hours Accounting 6 hours Economics 6 hours Money and Credit 6 hours Geography 8 hours Business Law 6 hours Mathematics 3 hours Psychology 3 hours Political Science 8 hours Sociology 3 hours Typing 2—4 hours Mathematics of ' Short hand 3—6 hours Business 6 hours
By comparing hour for hour of credit, it is dis- covered the only difference between the two curricula is the substitution of the twelve hours in the terminal curriculum made up of Money and Credit, and Business Law for the 11 hours of Electives in the transfer curriculum.
The typing and short hand requirements are additional hours, that is, in addition to the 60 semester hours for the associate degree. After listing the requirements for the terminal business curriculum, the writer of the catalog included the requirements that must be met for transferring to the University of Michigan!
The 1963—64 catalog states that programs in this area aim to provide men and women with effective training
for many positions in business. It also lists the requirements for graduation, which are the same as for
the Associate of Arts Degree in general education.
According to the Dean103 many students terminate at
one or two years and enter business, but apparently this
103James C. Browning, Dean, Port Huron Junior College, Personal interview, March 16, 1964. 98
program is an extension of the business administration
curriculum for transfer to colleges of business administration.
The first entry of a "Secretarial Studies Curriculum" was included in the 1945-46 catalog. It was said that this program could be completed in two years of full—time
attendance. However, it was also adapted to the needs of
those who wished to continue their studies while employed
in offices half of each day. It was suggested that the
normal period for the latter people would be four years.
Credit for work experience was granted upon the basis of
one hour credit for the equivalent of each ten weeks of
full time employment up to four hours. The student had
to be certified by the employer and had to submit an
acceptable term paper. In the 1951—52 catalog the name
of the program was changed to "Cooperative VOcational
Office Training." By 1956 there were just three business
curricula listed: medical office secretary, a one year
course; office machines, also a one year course; and one
and two year secretarial courses. No terminal secretarial
curricula are listed in the current catalog.
Current Programs in Vbcational- Technical Education
The vocational-technical program at Port Huron
Junior College most significant for this study is the
registered nursing program. This program was established
relatively recently, 1954, and the person responsible for 99 its establishment is still the director. In addition she made available her complete files, including correspondence, relative to the planning.
Miss Davidson104 believed the first idea of such a program was brought back from the 1950 annual meeting of the American Association of Junior Colleges by the dean of the college. She outlined the steps that followed:
1. The Dean contacted the hospitals and made a community
survey to determine if a need for a program of
nursing was needed in the Port Huron area.
2. A lay advisory committee was appointed. This
committee was composed of people interested in
Medical Arts studies.
3. Consultants assisted college administrators to
determine the feasibility of establishing a nursing
program. It was indicated that the state office
of vocational education was most helpful.
4. The State Board of Nursing was officially notified
of the college's interest in establishing such a
program.
5. The Hospitals were surveyed to ascertain their
willingness to cooperate in using their facilities.
6. A tentative curriculum was developed.
104Charlotte Davidson, Director, Department of Nursing, Port Huron Junior College, personal interview, March 16, 1964. 100
7. The college faculty was advised of the proposed
program.
8. The budget was developed by the administration.
9. The director was hired.
10. The State Board of Nursing approved the program
following the results of the State Board examination
of the first graduation class.
11. NMch assistance was secured from the Sealantic
project, in which Port Huron Junior College nursing
program participated for three years.
12. The director met with representatives from the
Michigan Association of Junior Colleges, the
Board of Nursing, Directors of Associate Degree
Programs, and other nursing educators in the state
to develop Guiding Principles for Associate degree
nursing programs in Michigan.
13. A curriculum committee was set up by the Board of
Nursing to develop flexible standards allowing for
the development of curricula for the baccalaureate,
diploma and associate degree programs.
This outline greatly over-simplifies the manner in which the program was begun. The files indicated that the
National League of Nursing Education and the American Associ- ation of Junior Colleges spent much time in studying whether such program was possible in the community college, before they met together in 1950. The National League of Nursing sent 101 representation to Roanoke, Virginia, to the American
Association of Junior Colleges' annual meeting March 27 of that year. As a result a joint study committee on nursing was formed. Ralph R. Fields was named chairman.
Dr. Fields has written extensively in the field of . 105 community college programs.
It was indicated needs and expediency create opportunities long before people are ready to make decisions to meet them. Minutes of the National League of Nursing
Education noted that community colleges in California,
Denver, and Baltimore were already in operation before the League was sure that this was desirable. It was stated:106
It hardly seems possible to stem the tide of nursing education in junior colleges which is already underway before the National League of Nursing Education and the American Association of Junior Colleges know what position they wish to take in relation to nursing education in junior colleges.
The National League of Nursing Education indicated that they were not quite ready to move in this direction.
The report recommended that action be postponed until another meeting could be held in 1952.
105Ralph R. Fields, "The Responsibility of Colleges and Universities," Teachers College Record, December, 1949, Teachers College, Columbia University. The Community College Movement (New York: McGraw-Hill Bodk Company, Inc., 1962).
106National League of Nursing Education (a dupli- cated report sent to members following the joint meeting in 1950, undated). 102
Mimeographed materials on file reveal a cooperative research project was established under the direction of the
Division of Nursing Education, Teachers College, Columbia
University. Henry Ford Community College in Dearborn,
Michigan, was a participating college in this study. Miss
Davidson stated that this postponed the establishment of the program at Port Huron for a time, since the State Board of Nursing was reluctant to approve another program until
the study was completed. The concern about a shortened period for preparing registered nurses was revealed in an
article appearing in the Detroit News.107 The article
concluded, however, that Henry Ford Community College was
engaged in a project that might overthrow the present method of nursing to substitute a ”better way."
Limited Space in the hospitals for the clinical
experience has greatly limited the number of students
that can receive this training according to Miss Davidson.
Each year there are many more applicants for the program
than can be accepted because of this. It was stated that
all the graduates are placed and that more than 90% of the
graduates are still employed in nursing.
It was evident from the interviews and from the
files that the groups opposing the establishment of the new
approach to preparation for nursing were now among the
107A news item appearing in the Detroit News, July 24, 1955. 103 strongest supporters of the program. This indicates that the only objection was that mentioned in the first chapter.
That is, it is easier to perform an accustomed act than it is to change. The study of nursing, as is the study of other fields of medicine, is rigidly controlled by national and state organizations which are bound by tradition like that of a fraternal organization. Such barriers are not easily overcome. It was apparent from the records that the personalities of such leaders in the field as
Miss Davidson at Port Huron, and Miss Keyser108 at Flint have been very instrumental in providing confidence in
such programs by the traditional groups.
A letter on file revealed the Michigan Board of
Nursing approved the Associate Nursing Program in Port
Huron on November 14, 1961.
A former two-year medical technology curriculum which has now been expanded to require three years' study
at the college indicates another method of establishing vocational-technical programs in community colleges. Mrs.
Roehl109 reported that around 1954, Dean MbKenzie came into
108Dolores A. Keyser is the holder of the Ballenger Chair in Nursing, Flint Community Junior College. The records at Port Huron indicate she and Miss Davidson together worked with the professional organizations in developing curricula.
109Katherine M. Roehl, Dean of Women, Port Huron Junior College, personal interview, March 16, 1964. (At the time referred to, Mrs. Roehl was a biology instructor in the college.) 104 her office and asked her to get her coat on as they were
going to the hospital to talk to some people about a new
curriculum. Mrs. Roehl was of the opinion that the dean
had received several phone calls inquiring whether it would be possible for the college to help train medical technolo-
gists. It was revealed that little more was done than the
college personnel sitting down with hospital personnel
and working out a program to be offered. There has been
a close liaison between the two agencies since that time
so that the program has changed as the needs of the occupa-
tion have changed. The Port Huron Times Herald reported
in 1961 that the Port Huron Junior College—Port Huron
Hospital medical technology course had been extended to a
full four years. "It now includes a third full academic
year and a clinical year at the hospital, making it the
first full four-year college course."110
This small clue reveals another problem encountered
in attempting to establish vocational-technical programs
in community colleges. Community pride and a lack of
understanding of the purposes of a community college work
to cause some people to desire a "real college." College
to these people means professional education. This problem
was encountered not only in Port Huron but was evident in
all the colleges on the part of some people. However, a
statement quoting the dean of Port Huron Junior College
110News item in the Port Huron Times Herald, October 22, 1961. 105 appeared in the paper in 1960 which would indicate that this might be more evident in Port Huron. In an article111 headed "Dean Reviews Areas' Outlook" Dean Browning was quoted as saying: ". . . within five years, a state uni- versity will establish a third and fourth year college here. Such plans have been established elsewhere which have seemed to be quite satisfactory. The community college and its services are thus preserved, while at the same time, providing those so desiring, a senior institution close to home."
An industrial education curriculum was introduced in the 1956-57 catalog. It was stated that this course was strictly post—high school and that applicants should present the usual records of high school graduation together with the recommendation of the principal. This unusual wording in the catalog and the interview with the director of the program revealed that he wanted this program to turn out only top quality graduates. It was not intended that this program be a baby—sitter for low ability or indolent students.
Mr. Nowakowski112 stated that, from the first there has been an active advisory committee for establishing the
lllNew item in the Port Huron Times Herald: October 10, 1960.
112A. R. NOwakowski, Director, Department of Industrial Education, Port Huron Junior College, Personal interview, March 16, 1964. 106 needs for such a program and developing the curriculum for it. The 1956-57 catalog confirmed that much use would be made of industrial people. It was stated that specialists from industry would act as instructors in specific fields at times. In addition the trainees in this program spend eight to ten weeks of the summer between the first and second year in production work in industry and vary their experience by service in several production departments.
It was revealed that Dean McKenzie met with the Blue Water
Manufacturer's Association and with the service organizations to discuss the possibility of this program before an advisory committee was organized. The current dean revealed that some of the industries had contributed many thousands of dollars into the program with no strings attached.
That an industry provided funds for the college to make a survey in the service area of the college to study the needs for an electrical technology curriculum indicates the program has been accepted. An article in the news- paper reporting on the proceedings of the Board of Education quoted the superintendent of schools as saying that a committee of some 15 representatives of local industry surveyed the need for such a course in 1959 and recommended such a course. The superintendent stated the reason for not inaugurating the course at that time was inadequate financing. At the present time the National Defense 107
Educational Act bears much of the cost.113 The.T;maa 114 Herald in another issue quoted Dean Browning as saying that there are some 200 fields in electronics in which this course would qualify technicians.
This program has also operated with a continuous advisory study which determined the needs, and helped establish the curriculum, and continually evaluates it. Dean
Browning115 indicated that currently there is much interest
in the community for vocational—technical education in the community college. Chrysler Corporation has approached him relative to a program in marine technology. There is a large marine manufacturing plant in Port Huron. Several chemical companies are headquartered in and near Port
Huron: these have indicated an interest in a chemical technology curriculum. An advisory committee is now being formed to develop a two-track curriculum in agriculture to utilize a substantial gift of land.
Although Port Huron Junior College has not developed many programs in vocational—education, it appears that just now the community is becoming aware of the possibilities of the community college.
113News item in the Port Huron Times Herald, JU1Y 11' 1962. ll41bid., July 17, 1962.
115James C. Browning, Dean, Port Huron Junior College, personal interview, March 16, 1964. 108
Summary
The investigation revealed that Port Huron Junior
College has a small number of vocational-technical programs.
The people interviewed expressed a desire to provide only top quality education in the programs undertaken. The college personnel are becoming increasingly more aware of the responsibilities of the college for vocational— education. At the same time the industries and service agencies in the community are becoming more aware of the potential the community college holds for their needs.
Records on file at Port Huron Junior College indicated joint action of the American Association of
Junior Colleges and the National League of Nursing was an important factor in causing the establishment of the nursing program at Port Huron. It was pointed out that the leadership of Charlotte Davidson of Port Huron and
Dolores Keyser of Flint was influential in breaking down traditional resistance to this typecf program. In addition, this chapter reviewed the steps that had been taken in establishing a vocational-technical curriculum in the Port
Huron Junior College.
A program that was caused by administrative action was reviewed. The Medical Technology curriculum was determined to have been initiated exclusively by a former dean of the college. The cooperation of advisory personnel
from participating hospitals was mentioned as a contributing cause. CHAPTER VI
MUSKEGON COMMUNITY COLLEGE
At this writing the Muskegon Community College is at a significant period in its history. On July 1, 1963, the college ceased operation as part of the School District of Muskegon, and began operation controlled and financed as a county unit with its own board. This is the first of the six colleges in this study to make this change. All the rest are still part of the total public school systems of the cities in which they are located. Some of the events which led to this change in Muskegon appear to be common with those which have affected vocational-technical education in the college and will be discussed With these programs.
In addition a new dean was employed during the period of this investigation. There appears to have been active administrative support for the development of vocational-technical programs in the Muskegon Community
College. The records indicate that, in general the dean, the superintendent, and the board have been advocates of the concept of these kinds of programs. The board at times appeared to be reluctant to adapt to new programs, but no record was found where they prevented the inclusion
109 110 of them in the curriculum. There seemed to be no appre- hension on the part of those interviewed that a new dean would appreciably alter the vocational-technical program.
However, it has been revealed in previous chapters that a change in administration has often been reflected in the development of any given program.
Early History
The development of vocational-technical education in the Muskegon Community College is relatively recent.
The college was established by vote of the Board of
Education of the Muskegon School District in 1926.116
Documents examined and persons interviewed offered no evidence that would indicate that the college at Muskegon was anything more or less than a transfer institution until about 1951. As recently as October, 1963, Gillaspy117 wrote that the program has been primarily for those students with the intention of completing at least four years of college. Since 1951 interest in vocational-technical education for post-high school youth seems to have increased rapidly.
The physical facilities for the college have affected the total operation of the college. However,
116Muskegon Community College: Catalo t 1962-63’ p. 10. 117Eugene W. Gillaspy, "Muskegon Community College," Michigan Challenge, Vol. IV, No. 1 (October, 1963), p. 22. 111 there was no indication that lack of adequate facilities was a factor preventing vocational-technical programs.
In the first years after establishment the college shared facilities with the high school. After fire destroyed the Central school, the college was moved downtown to the Hackley School. This building had been donated to the public schools of Muskegon by Charles H. Hackley, a philanthropist, whose interest in the community is reflected in the gift of several public buildings. Some classes are still held in this building. The balance are held at ten other sites scattered about the city, most of them in a remodeled elementary school. It would appear that the college has been able to find facilities to provide for an expanded program, but scheduling and transportation have been a problem. This factor will no longer be relevant for plans are well along for a new campus.
A 1951 amendment to the Michigan school laws affecting junior colleges required that all locally con- trolled public two—year institutions providing instruction as defined in this study must be known legally as
"community colleges." Earlier statutes referred to this type of institution as "junior college," and many com- munity colleges in Michigan still carry the word "junior" in their advertised names. Hewever, at present all such 112
institutions must be known from a legal standpoint as
community colleges.118
,It has been shown that the emphasis upon vocational
training after the second world war has been reflectedl
in the concept of broader functions for the junior colleges.
The same factors that prompted the broader concept at the national and state levels which resulted in referring to
two—year colleges as community colleges, were reflected
at the local level as well. In Muskegon it was manifested
in changing the name of the college from Muskegon Junior
College to Muskegon Community College. This incident would indicate that by 1951, when the name was changed,
some of the people connected with the college were thinking
in terms of expanding the program to serve more than the
transfer student.
A newspaper article at the time indicated that
not all were pleased with the new name:119
Junior College Name Passes——Reluctantly
After July 1, Muskegon Junior College will be known as Muskegon Community College. The Muskegon Board of Education last night adopted a resoltuion to change to the new name, in keeping with the provisions of a recent law
118Ferris N. Crawford, "Some Facts Concerning Community Colleges in Michigan" (presented to the Education Committee of the Michigan Constitutional Convention, October 26, 1961, Superintendent of Public Instruction, Lansing, Michigan), p. 1.
119News item appearing in the Muskegon Chronicle, June 20, 1951. 113
extending possibilities of junior colleges to offer terminal courses and also enabling communities from 10,000 to 25,000 to establish "community colleges." Secretary Cyrus M. Poppen was not impressed by the name. "Is that the only name they could think of?" he protested. Treasurer John N. Dykema said that the rest of the state was shifting to the new name, but Mr. Poppen was not convinced. "I know, but I think it's a lousy name," he objected, but admitted in reply to Trustee Willard D. Carter's query he had no alternate suggestion. Dr. Walter B. Steele, President, called for action on the resolution. Secretary Poppen called the roll and added his reluctant "aye" to the others.
The same article mentioned the superintendent reported that "municipal college" had become the official name of 44 other states and that the municipal college enables persons not high school graduates to enroll. It was pointed out that the community college has more latitude in offering terminal courses which meet local needs, but would not qualify the persons taking them toward a four—year college degree.
Although Mr. Poppen didn't like the name, apparently he was in sympathy with the objectives motivating the change. The newspaper article mentioned that he and others of the Board had commended the expanded concept, citing that as a community college, the institution would be of even greater service to the community, and really was an extension of adult education, as well as continuing present functions of the junior college. 114
At the same meeting the superintendent was quoted as having said that it was planned to offer cooperative courses in which the student would go to school part time and work on the job part time in secretarial training, and also in retailing and salesmanship at the college level.
It was recorded that a number of requests for such a program had come from local business firms.
An entry in the Board Proceedings120 indicated that there was some mis—information provided in connection with the name change. It was not evident whether this was intentional to provide a basis for future program changes or was simply an honest error. The minutes recording the resolution relative to the name change contained the following statement: "This bill requires that the junior colleges of the State of Michigan be henceforth known as community colleges." One obtained the impression that the writer of the resolution was of the opinion that even existing colleges were required to be known by that title.
Three of the colleges included in this study have changed their names since the legislation was enacted.
Flint retained the word "junior" while adding "community."
Highland Park recently dropped the word "junior. Grand
Rapids considered changing the name of their college long
120Board of Education, Muskegon, Michigan, Board Proceedings, 1951, p. 152. 115 before 1951. The Annual Reports of the Board of Education of 1918121 noted that the name "junior" had caused some dis- satisfaction, but since this term was applied nationally, it should remain the title of the Grand Rapids college.
Jackson and Port Huron have retained their original names. Although the legal designation for public two-year colleges since 1951 has been "community college," only five of the institutions established since that time have included the term "community" in their title. The other four have names that do not even indicate the city or county in which they are located. The three colleges founded between 1930 and 1951 all have the term "community college" in their titles.
Current Programs in vocational— Technical Education
In spite of the change in name, the college remained basically a transfer institution until 1958 according to the director of vocational education. The interest in vocational—technical education voiced by the superintendent in the press was reflected by statements in the catalog.
As early as 1950 statements were included in the catalog that indicated thought was being given to terminal curricula for persons who expected to spend only two years in college
121Board of Education, Grand Rapids, Michigan, Annual Reports of the Board of Education, 46th Annual Report, 1918. 116
About the same time the press was giving much
coverage to the vocational programs in the public schools.
In April of 1950, the Chronicle122 carried an article in
which it was reported that representatives of organized
labor interviewed the Muskegon Board of Education at an
informal session requesting consideration of possibilities
of instituting worker education.
The newspaper offered evidence that the vocational
program in the public schools enjoyed considerable community
pride. The present director of vocational—technical edu—
cation in the college was the director of the earlier
program.
Articles indicated a pattern of industries making
gifts of equipment to the public schools. The gift of a
complete foundry in 1948 was an excellent example. The
Chronicle123 reported in January of that year: "Only a
few schools attempt foundry instruction and the local
set-up is the most elaborate known on a high school level.
It even surpasses most of that provided by technical
colleges.“
An article in December of 1948 listed fifty—five
cnourses from meal planning to carpentry--"for those in the
tarade" in the new adult education courses at the Hackley
manual training school.
122News item in the MuSkegon Chronicle, April 14,
1950. 123Ibid., January 12, 1949.
117
Another item reported that a foundry group from
France was coming to visit MuSkegon to study the program,
especially the work done with the foundry.
Attention is focused upon these programs, even
though they were not connected with the college, to
emphasize that while the community seemed to be much
interested in vocational-technical education, it was not
considered as a college program. The function of the
college remained non—vocational. When the announcement
of the second year of the adult education courses was
issued, it stated there would be various adult courses but
that non-vocational classes would be held in the Junior
College.
The 1950 college catalog carried the following
statement: "Beginning with September 1950 a Terminal
Business Curriculum will be offered if a sufficient
number of students are enrolled for such a course." This
statement was repeated in the catalogs through 1957,
but there is no evidence that such work was ever offered.
In December of 1958 the Board Proceedings contained
an entry that pointed out a changing attitude toward
vocational programs:124
Your Schools and Teachers Committee recom- mends the acceptance of the following recommen- dations of the Director of Community College:
124Board of Education, MuSkegon, Michigan, Board EEJDceedings, December 16, 1958, p. 64. 118
That the successful completion of sixty hours of credit together with one hundred and twenty honor points including English I and II be recognized with a diploma entitled "Associate Degree“ provided that forty percent of the work taken by the student will receive transfer credit by at least three collegiate institutions in the state. The requirements for graduation, namely physical education and attendance, will continue as before.
A survey conducted in 1962 further indicated that
the faculty, at least, were thinking in terms of vocational
responsibilities. It was found:125
The faculty approves of the concept of a comprehensive college program. Only three members out of the 31 who answered the question in a survey did not think that the College should have both a vocational and an academic program. There is almost unanimous agreement concerning the basic educational programs-—the transfer and the terminal programs. While the importance of the transfer program was stressed in the replies, faculty members felt that the terminal program had a place in the total program. There appear to be limits on the scope of the vocational curriculum which the faculty would favor. . . some programs would be of such a trade—school nature that they would be unacceptable to most of the faculty as a Community College program.
The first program that appeared to have sufficient
students and support of the college was introduced in the
1957 catalog. Although the emphasis remained upon the
transfer aspect of the curricula in engineering and business,
the catalog pointed out the opportunities for the two-year
Student:126
125Citizen's Research Council of Michigan, "Facility Ehlrvey of Muskegon Community College Enrollment Potential arufl Fiscal Capacity," Lansing, Michigan, January, 1962, Report No. 210, p. 57.
126Muskegon Community College, Catalog, 1957. 119
This plan is available to Muskegon Community College students who wish to combine practical work experience with their formal classroom study. Classwork can usually be scheduled for morning hours. . . . Each student's work experience will be coordinated with his college program by a coordinator representing the college.
It was pointed out the graduates from terminal curricula should prove to be competent trainees for jobs in production, engineering, accounting, store management and other fields. It was suggested the graduates should constitute a valuable source of supply for future foremen, supervisors, buyers, assistant managers, department heads, private secretaries, and laboratory technicians.
About the same time, Huttenga127 reported that he was involved in organizing the Industrial Management
Training Program advisory committee. This committee was composed of twenty-five people from industrial management.
The board of education was not eager to move into this . . 128 area as revealed in the minutes:
Superintendent Warren presented Dr. W. G. Dwyer, who appeared before the Board to discuss plans for introducing an industrial technology course in Community College. The Board members felt that action should be withheld pending further study as to the number of students who might be interested in this type of class, and also the communities' need for such a course.
127Edward J. Huttenga, Director of Vocational and Adult Education, Muskegon Community College, personal interview, January 22, 1964.
128Board of Education, Muskegon, Michigan, Board Proceedings, January, 1959, p. 84. 120
A survey of business and industry was undertaken by the Citizens Research Council129 in order to establish the employment trends in Muskegon County and the types of trained personnel which may be in demand in the near future.
It was reported about 100 firms responded to the question- naire. Firms employing less than ten persons were not included in the survey. The 100 firms which were included in the survey employed a total of 10,000 employees in 1960 according to the report.
Huttenga130 reported that the board granted permis- sion to offer the program provided at least ten or twenty students would be in the class. When the program started in 1960, there were forty-seven registrants for automotive, electronics, and drafting technology.
The board program of the college and the involve— ment of people from across the county generated interest in other areas. The first positive steps for expanding the
Muskegon Community College to include the entire county emerged in 1957. The Chronicle reported that service clubs were endorsing the concept of the college being
"elevated to the status of an area institution." Late in that year a steering committee was named to study this possibility. Each of the service clubs were represented on this committee.
129Citizen's Research Council of Michigan, op. cit-
130Huttenga, loc. cit. 121
An event which postponed the development of this concept for a time was the consideration of the establishment of a four—year state college in western
Michigan. The college was eventually established as
Grand Valley State College near Grand Rapids. However, there were certain people in Muskegon that were of the opinion it should be located in Muskegon. At one point the city offered a site to be used for the Grand valley college.
The Chronicle, which has always supported the
local schools, including the Community College, con— tinued to support the Community College during this period.
An editorial 131 at one time stated that it might be more sound to concentrate on expanding the Muskegon Community
College to a county institution and on improving its program. The paper never took the position that a four—year college was not needed in the area, but that the primary need was for an expanded program in the community college.
A week later, the paper quoted Cyrus M. Poppen,
President of the Muskegon Board, as stating a number of industrial and business executives had indicated interest in expanding the community college program and providing it with adequate housing. The study committee
131An editorial appearing in the Muskegon Chronicle, December 22, 1960. 122
formed for this purpose was listed in the article. TWenty- eight business and industrial leaders were included along with their firm names.132
These committees were more or less inactive until about April of 1961 awaiting the outcome of the Grand
Valley college decision. The Board Minutes of that month reported the superintendent as stating that the likeli- hood of the Grand Valley college being located in MuSkegon was very remote and that it was time the community resumed
its efforts in the development of the Community College.
The minutes reveal the superintendent was instructed to take such steps as might be necessary to activate committees, that had been appointed, to promote the community college program, with View to moving ahead on this activity as
rapidly as possible.
The records indicate that the plan began to pro-
gress. The support of the local industry and press for
an expanded community college at the local level seems to have been well founded. During the time discussed above,
the vocational-technical programs were growing in the college.
The catalogs indicate that record keeping and
accounting programs were added in 1960. The auto service was expanded to include body and fender repair, retailing
and small business management was added. The stenographic
132Board of Education, Muskegon, Michigan, Board Proceedings, April 18, 1961, p. 137. 123
program was expanded to include a one—year secretarial
curriculum. By 1962 programs were being offered in
industrial technology, practical nursing, chemical tech-
nology, drafting technology, electronic technology, and
Trade and Industrial apprenticeship. The last curriculum
lists eleven trade skills.
According to Huttenga133 each of these programs
were started and are periodically reviewed by committee
action. There is an overall vocational education evaluation
study committee for the total school program. In addition
separate committees exist for each of the vocational
interest areas. It is the opinion of the director, these
tend to make the total community aware of the program.
For example, there are fifteen separate committees for the
apprenticeship program alone. This results in 90-100
people from the industrial community being aware of the
potential of the community college.
Huttenga134 gave as one example, the establishment
of the practical nursing program. He stated that such a
program had been talked about for fifteen years but the
program had been opposed by hospital administrators and
the registered nurses organizations. After the need became
133Huttenga, loc. cit. 134Ibid. 124 study the need and to take steps which would permit prompt action to start the program when approved by the Board of Education and the Michigan Board of Nursing. The proposal for the program135 indicates the Muskegon Public Schools contacted the State of Michigan Board of Nursing concerning procedures for setting up a practical nursing program in November of 1960. The advisory committee was composed of four M.D.'s, one of whom was the president of the county medical associa- tion, two registered nurses, one licensed practical nurse, one hospital administrator and two businessmen (presidents, bank and engineering company). The superintendent, the dean and the director of vocational education were ex- officio members. Huttenga believes that these committee members serve another important function. It was pointed out in a previous chapter that one of the keys of a successful vocational program seems to be placement. By involving the men directly concerned with the job market in the industrial community, the college is able to determine that graduates are not being prepared for jobs that do not exist. Annually the department of vocational education of the Muskegon Schools under Huttenga's direction conducts 135Muskegon Community College, "Proposed Program in Practical Nursing Education as presented to Michigan Board of Nursing" 1961. (Numeographed.) 125 a survey among the juniors and seniors of the high school to determine their vocational goals. Using this information, the industrialists and businessmen are able to alert the occupational counselors in the high school and college if there are important factors revealed by the survey. For example, they would determine if there were more students interested in a specific occupation than could possibly be absorbed in the industry. Summary A highly regarded vocational program in the public schools in Muskegon was among the important factors causing some of the vocational-technical curricula presently listed in the offerings of the MuSkegon Community College. Interest in these programs was promoted by favorable press coverage. The newspaper in Muskegon was found to be an important factor in promoting programs in the college. A survey conducted among the faculty of the Muskegon Community College revealed they held an active interest in vocational-technical programs in the college. Faculty suggestions and Board approval of requirement changes for the associate degree further revealed faculty and adminis- trative concern for vocational-technical education. Other causes appear to be related to those already mentioned. It was pointed out local business and industrial firms from time to time requested specific vocational— technical programs from the college. There is little doubt 126 the favorable relationships with the vocational programs in the public schools and the press coverage encouraged these requests. Another cause for some of these curricula reflects administrative and community concern for this type of program. A man who has had experience in industry as well as in the schools has been employed by the college to administer these programs. Mr. Huttenga was the director of the vocational programs in the public schools during the periods mentioned above. An important cause for such programs seems to be the awareness on the part of the community of the potential the community college holds. This was substantiated by a vote of confidence by expanding the function of the college as well as its service area and the construction of new facilities all within a short period of time. This was accomplished in spite of high interest in establishing a four-year college in the area at the same time. Placement of students upon completion of a program emerged again in this chapter as an important factor in the success of these programs. It was pointed out advisory committees are able to assist in this function. Advisory committees were listed as providing other important functions. It was stated they serve to (1) gain action in establishing a program, (2) make businessmen and 127 industrialists aware of the potential of the community college, and (3) keep the college informed of the changing occupational needs within the community. CHAPTER VII JACKSON JUNIOR COLLEGE In 1962 the County of Jackson voted to establish the Jackson County Community College which was to absorb the Jackson Junior College. However, to date, the voters have not approved a tax levy to finance the college. As a result the college has continued to operate as part of the public school system. Early History Jackson Junior College was created by board resolution in February, 1928, and the college opened that September. Although nearly fourteen years separated the establishment of Grand Rapids Junior College and Jackson Junior College, the influence of the University of Michigan was much felt in the latter institution, as well as in the former. The 1930 catalog stated:136 From the first step in the inauguration of Jackson Junior College, each detail has been submitted for approval to the proper officer or Department at the University of Michigan; with the result that, following an official inspection, the Junior College is fully approved and accredited by the University. 136Jackson Junior College, Catalog, 1930, p. 10. 128 129 In this connection, special acknowledgement should be made of the active cooperation and unfailing courtesy extended by each of the many officers and faculty members of the University who have given information and assistance in establishment of the Junior College. The resolution establishing the college stated that for students desiring to continue their course in a standard college, the requirements for admission to the Junior College would be the same as those specified for admission to the several departments of the University of Michigan, although all high school graduates would be permitted to enroll in the Junior College for such subjects or courses as they were prepared for and could carry successfully. Further university influence was pointed out when the college received accreditation in 1930 by the North Central Association of Colleges and Secondary Schools. The 1931 catalog stated that students completing the Junior College course and satisfactorily meeting all requirements might be admitted to the junior class in any college in the North Central Association. As in the other colleges, the first program that could be classified as a vocational curriculum was a two- year business administration curriculum. The 1931—32 catalog stated that such a "Completed Curriculum" would be introduced if a sufficient number of students indicated a desire for it. The catalogs indicated the program was 130 firmly entrenched by 1936. Atkinson 137 has written: ”In the mid-thirties, the first college level commercial and secretarial program in south central Michigan was established and has continued as a strong department." Although Atkinson wrote that the arts and sciences, engineering and business administration programs were undoubtedly dominant in the first quarter-century of the college, an item in the 1939-40 catalog revealed there was thought beyond the transfer program. It was declared that as a means of more adequately carrying out the original purposes of the school, the Board of Education authorized organization of the college into two divisions in 1938. First, the instruction of students enrolled in programs leading to a college degree through admission to junior standing in an accredited four-year college was organized as the Division of Arts and Science. Secondly, the catalog pointed out that the instruction of students enrolled in two-year programs, or others not leading to graduation from a senior college, be organized as the Division of General Studies. It was suggested that such students be graduated with the title "Associate in General "138 Studies or other suitable title. Although this was designated as a program for students not transferring, 137William N. Atkinson,'Uackson Junior College," Michigan Challenge, Vol. IV, No. 1 (October, 1963), p. 18. 138 Jackson Junior College, Catalog, 1939—40, p. 36. 131 . 1 it was stated: 39 "Students who successfully complete this program may complete the four-year program offered at Cleary College by transferring to that school for two years." Three vocational-technical programs were intro- duced in 1946 and 1947, but again, the catalog carried the conditions whereby work in these studies would be transferable. These were programs in applied engineering, cooperative vocational office training, and cooperative retailing. Matthews140 stated that the vocational office training and cooperative retailing programs were the result of work of the coordinator of similar programs in the high school, Ruth Petty. Working with the business- men who were cooperating in the high school program, she expanded the program to include college students. It was stated that the needs were determined by an ag‘pgg committee of participating businessmen. An advisory committee is periodically created to re-evaluate the program but there is no attempt to keep a committee intact and operating on a regular basis for these programs. l391bid. 140Harold Matthews, Director of Vocational Education, Jackson Junior College, personal interview, March 18, 1964. 132 Current Programs in Vocational- Technical Education According to Atkinson,141 the first major step toward broader educational service came in 1950 with the establishment of the Institute Division. This appears to have been somewhat a matter of expediency. In that year the veteran's Administration withdrew from vocational programs leaving the district with some equipment and a need for the program to be continued. The task for con- tinuing the work was assigned to the community college. The Director of Vocational Education142 indicated the Board decided to assign the task to the Junior College in order to obtain the advantage of the prestige associated with college-level programs. Certainly, it has been found industry prefers this type program be administered by the colleges rather than the high school. It was pointed out that high school programs are quite rigid, and that programs for adults must be flexible, especially programs that involve employed adults as does this one. The current Trade and Industry Apprenticeship program is the direct descendant of the veteran's program, although other programs have been added to this division. The student may be graduated from the Division of General Studies by combining the apprentice program with additional 141Atkinson, loc. cit. 142Matthews, loc. cit. 133 courses, but the program is basically designed to prepare the student to receive a certificate from the Federal Bureau of Apprenticeship, U.S. Department of Labor, and the Michigan State Board of Control for Vocational Education. 143 Five building trades and seven industrial trades are currently listed in the catalog. Other technology programs began to gain the interest of the college and the community after 1951. Matthews144 believed the period was significant for the needs for certain types of education were changing. The population was more mature because of the influence of the veterans. The technology was changing rapidly causing the demand for more preparation for certain occupations before entering business and industry. And there was a large influx into the labor force as the economy expanded. Two other curricula in the Institute Division were born out of a need of the American Society of Tool and Manufacturing Engineers. According to Matthews this group brought the critical shortage of people in tool engineering to the attention of the college. He was of the opinion that the strong emphasis upon graduate engineering programs at the time depleted the source of processing people, those individuals who support the graduate engineer in his work. Matthews stated that the manufacturers 143Jackson Junior College, CatalogI 1962—64, p. 55. 144Matthews, loc. cit. 134 made their needs known to people like himself in 1955 and 1956. At that time advisory committees were formed to determine the extent of the need, and to develop ideas to produce technical oriented students. Matthews said that in late 1956, the Jackson Junior College undertook a year's study in technician needs in the service area of the college to determine what could be offered. To do this an advisory committee of six or seven people to serve as a steering committee was established. Consultants from the area of vocational education were invited to meet with the committee. The recommendations of this group as sent to the Board of Education resulted in two technical curricula, Electrical/Electronics and Industrial Technology. Much credit was given to the Jackson Chapter of the American Society of Tool and Manufacturing Engineers for these programs. This group has assisted in formulating the programs as well as furnishing four full scholarships each year. The 1958 catalog gave much credit to the Advisory Committee for Electrical Technology for the electrical technology program. Members from the Consumers Power Company and Commonwealth Associates were specifically named. Credit for the Industrial Technology was given the Jackson Chapter of the American Society of Tool Engineers and the Manufacturers Association of Jackson and the Greater Jackson Association. 135 In all of these technology programs the demand for graduates has always exceeded the number that the college has been able to produce according to the director. He also indicated that the program is quite demanding and that the college has not been getting the number of applicants that is needed. The impression was given that counselors do not encourage enough students to select curricula that are not college parallel. In addition to the above programs the college provided journeyman training for people who have served in industry and need to be retrained. Most of the needs of these people are a result of new processes or new products. Such programs are usually two semesters in length. Certain vocational-technical programs at Jackson Junior College have been produced by arrangements not found in the colleges previously discussed. Certain industries contract with the college to train specialists in specific skills needed by those industries. For example, the industry might need employees who are skilled in highly specialized fields. The industry selects the people to be trained and pays all the expenses incurred in their training at the college. The college devises the program which will produce the skills needed by the industrial firm. Matthews expressed pride in the flexibility of the Jackson Junior College in being able to adapt to the needs 136 of the community in this way. He stated that the first industry to enter into such a contract had been turned down by several colleges and universities before turning to Jackson Junior College in desperation. After the first efforts proved successful, several requests for similar arrangements were received. Matthews stated that ideas for vocational—technical programs come from many sources. He stated that he believed this was due to the close liaison with the community through advisory committees. He also listed the increasing need for people in supporting occupations as a cause for the increased emphasis upon vocational-technical education in the community college. Matthews defined supporting occupations as those which involve processing or skilled work with materials or processes which have been developed by the professional. A Practical Nursing Curriculum was added in 1960. The program was established quite similarly to others already described. Briefly, the hospitals and the local medical association contacted the college indicating a need. An advisory committee of people who could contri- bute knowledge of it validated the need in the service area of the college. An advisory committee is still maintained to periodically evaluate the program. The college has always cooperated with the hospitals providing related instruction for the professional student nurses so that a relationship had been established. It was pointed 137 out the major concern in this program is coordinating the many interested agencies, the State Board of Nursing, the National League of Nursing, the Department of Public Instruction, and the hospitals used for the clinical experiences. The articles which have appeared in the Jackson press reveal that the vocational-technical programs at Jackson Junior College carried the respect of industrialists and other citizen groups in the community. An article in 1962 revealed the International Training Fund maintained by the United Association of Steamfitters and the National Constructors Association had given the college a gift in excess of $6,000 to purchase equipment and instructional aids.145 The article pointed out this was the second such grant. It also stated that in the period of two and a half years since the first such grant, between 70 and 80 journeymen had taken advantage of the program to obtain advanced training. An active campaign for positions on the school board was highlighted by the entry of two prominent industrialists in the race according to several articles and advertisements in 1962. 145News item appearing in the Jackson Citizen Patriot, May 4, 1962. 138 Summary Although it was established fourteen years later than Grand Rapids Junior College, Jackson Junior College also reflected university influence in its early years. The Board of Education has indicated a keen interest in vocational-technical education. Three divisions have been created in the college by board action, (1) Division of Arts and Sciences, (2) Division of General Studies, and (3) Institute Division. The last two were created to provide for the student who does not plan to transfer to a four—year college or university. The influence of certain individuals was seen to be among factors causing the establishment of vocational- technical programs at Jackson Junior College. It was stated the regard the businessmen held for the coordinator of the retailing program in the high school was a major factor in expanding the program to include college level training in this field. It was obvious the Director of Vocational Education for the Board of Education was highly effective in initiating and maintaining interest in vocational-technical curricula. The first vocational-technical program in the college at Jackson was caused by a matter of expediency. When the Veteran's Administration discontinued programs in vocational training, the task was assigned to the college by the Board of Education. 139 A "needs" study resulted in the establishment of two programs, the Electronics/Electricity and Industrial Technology Curricula. Other special vocational programs are the result of agreements with individual industries to prepare people in special skills. These programs are conducted on a contract basis, the industry furnishes the students and the funds needed for the operation of the program. The college furnishes the instructors and develops the curri- culum. The flexibility of the community college was listed as a factor enabling programs like those above to be in— cluded in the college. Other factors producing vocational-technical pro- grams in the Jackson Junior College included the changing demands in technology. Also listed was the earlier emphasis upon professional engineer preparation. It was found this emphasis created a void among the people trained to support the graduate engineer. Thus, industry turned to the community college to help prepare these technicians. Much credit was given to various advisory committees in Jackson for assisting to create vocational-technical curricula. It was stated the community is aware of the potential the community college possesses for meeting particular needs. This awareness was credited for producing certain programs. 140 Active campaigning for school board positions by industrialists was given as evidence of industrial interest in the public schools in Jackson. The college is still part of the public schools. CHAPTER VIII SUMMARY AND CONCLUSIONS It will be a purpose of this chapter to review the major causes that produced the vocational-technical programs that are found presently in the colleges included in the study and to arrive at some conclusions that may be helpful to those who engage in similar curricular planning. Adequate Financial Suppgrt Whenever the establishment of any program is considered in any institution, one of the first factors to receive consideration is that of financial support for the program. This has been a consideration of all who have established curricula discussed in this study. Interviews with those working in these programs and an examination of the Annual Descriptive Report146 of the Michigan State Board of Control for Vocational Education reveal that most of the curricula included in this study receive some financial aid from state and/or federal funds. There is no formula which can be applied 146Department of Public Instruction, Division of Vocational Education, Annual Descriptive Report of the Michigan State Board of Control for VOcational Education for the fiscal year ended June 30, 1963. 141 142 to determine how large a factor finance is. There are several ways the various programs sought aid. Several sources were mentioned which indicated the colleges attempted to obtain financial help for programs after instruction had begun. The Medical Office Assistants Curriculum at Highland Park was an example of this. Other programs were continued in the colleges after sources of funds from outside the regular budget of the district were discontinued. A program for apprentice training in Jackson was such a situation. Gifts and bequests have permitted certain programs to be developed which might not have been if this aid had not been provided. waever, no cases were found in the colleges investigated in which a gift had resulted in the establishment of a curriculum where the need had not been previously determined. Thus, it would seem that while finance is an important factor in the establishment of any program, it would be incorrect to list the availability of such support as a cause producing vocational-technical education pro- grams. Federal and state aid programs, as well as gifts and bequests, have served as a catalyst making possible the realization of such programs from a need and an idea. References throughout the preceding chapters indicate that whenever certain other factors, which are discussed below, were present, the funds for the program were avail- able from some source. 143 Influence of Interested Persons The one most important factor causing the establishment of vocational—technical education in the community colleges included in this study has been the influence of persons interested in this kind of educational opportunity. To be sure, it has been shown that these people would have been unable to carry out their work if there had not been a need for such programs and if circum- stances had not created a favorable environment. In most of the cases the people in the colleges who influenced the development of these programs received their ideas from sources outside the college in which they were employed. Many of these ideas were brought back to the college from conventions and visits to other campuses. In this way ideas spread through the various colleges. One example was the establishment of the associate degree nursing programs at Flint and Port Huron. It was evident that this program was initiated by effort of college personnel after they had become interested in such programs as a result of the 1950 annual meeting of the American Association of Junior Colleges. Other programs were fashioned in whole or in part from curricula in other colleges. The mechanical technology program at Grand Rapids was such a program. Interest in this kind of education prompted the dean to send a faculty member to the State of New York to study and attempt to EH '1: 144 emulate the vocational programs found in the technical institutes there. In each of the above instances, however, the impetus was furnished by the influence of one or more persons bringing together the other factors into a sound curriculum. This influence of persons has been well documented in Grand Rapids. Two deans, Jesse Davis and Arthur Andrews, were able to generate interest in many vocational-technical curricula between 1914 and 1955. Of the two, Jesse Davis seemed to have the greater interest in this type of program, yet most of the programs initiated during his administration lasted only a few years. It is difficult to determine exactly why these curricula were dropped. It would appear that some generalizations might be made by comparing the establishment of these early programs with those which have been successful in more recent times. There is no evidence that Davis had worked with community businessmen or industrialists in establishing most of the programs introduced between 1917 and 1920. It was concluded that Davis had attempted to move ahead with this kind of education before the community was ready for it. Davis was able to visualize a different kind of college curriculum from that experienced by the layman. It is probably significant also that Grand Rapids Junior College was greatly influenced by the University of Michigan. This influence has remained evident to the 145 present. It was found that many instructors in the college were extremely opposed to programs other than pre- professional curricula. Exactly how much these factors affected the curricula which were dropped is difficult to determine. However, there is no doubt the curricula were introduced as a result of the influence of one or two highly interested persons. The results indicated that perhaps their enthusiasm prevented them from planning as carefully as was necessary. Highland Park Junior College also had a number of persons vitally interested in establishing vocational— technical curricula in the college program. Although it was begun as a transfer program, the first cooperative engineering work-study program at Highland Park was initiated primarily as the result of the interest and efforts of one man. It was found several persons interested in this kind of education had been employed at Highland Park. The programs were reported to have flourished for a time after these men were employed. HoWever, they became discouraged by the lack of administrative support for these kinds of programs and moved to other institutions. The present status of vocational-technical programs in the college at Highland Park may reflect a conflict of values relative to what should be offered in a college curriculum. The work of persons influencing the development of vocational—technical programs in the Flint Community 146 Junior College has been over-shadowed by the more obvious buildings and equipment resulting from gifts and bequests to the college. However, the importance of these people must not be minimized. Without their motivating force, the programs could never have been developed. Although they were assigned the task by the Board of Education, two men were basically responsible for the present programs in the department of applied science. One of these men has continued to direct the department. The work of Dolores Keyser working with Charlotte Davidson at Port Huron Junior College was most important to the associate nursing curriculum in Flint. The nursing curriculum at Port Huron was initiated by a former dean of the College after he had attended the joint convention of the American Association of Junior Colleges and the National League of Nursing in 1950. As already mentioned, the basic work and coordination of the program at Port Huron was carried on by Miss Davidson, the present coordinator. Huttenga at Muskegon and Matthews at Jackson have been the motivating force behind several programs in those two schools. Both of them began their work with secondary programs and were able to anticipate the need for vocational- technical programs at the college level as the technology of the various industries increased. Both men stated that they see their role as coordinators of the various 147 interests and as catalysts working to bring together the students, the needs of the community, and the resources for meeting them. Other coordinators and directors of specific pro- grams were mentioned during the investigations as the pri- mary reason a particular program had been developed. It has been well established that faculty members and administrators who were interested in this type of college programs were responsible for initiating most of the vocational-technical curricula found today in the colleges included in this study. 1940 Study of Terminal Education The study by the American Association of Junior Colleges of terminal education which included vocational- technical programs was shown to have been an important factor in producing certain programs included in this study. It is assumed that this study had a long range effect on these kinds of curricula as well. Such influence is difficult to isolate. It has already been pointed out that many of the concepts included in this type of planning are passed from person to person and from institution to institution. It has also been seen that each person interprets and adds to these concepts so as to adapt them to the needs of the specific situation. Students of the community college are currently reading 148 the reports of the study of terminal education and inter- preting them in the light of their own experiences. Thus, the study has probably influenced all vocational-technical curricula since 1945 and may continue to do so. World War II The effects of World War II as reported in the review of the related information in the first chapter were found to be present in the six colleges included in this study. All of the six colleges experienced a sharp decrease in enrollments during the war. Very few new programs were introduced although the colleges participated in instruction in temporary war—time emergency needs such as pilot training and civil defense. During the war those instructors not in uniform were encouraged to assist in local industries to train workers in new skills and in other ways contribute to the war effort. As a result very little curricular planning was carried out during this period. Prior to the war little thought was given to using late afternoons and evenings for instruction. During the war this became common practice and has continued to be an important part of the total program to the present. This practice has undoubtedly contributed to an awareness of the potential of the community college for vocational training among employed adults. This awareness has 149 important implications for this kind of education as the children of these people reach college age. The effort to win the war stepped up the develop— ment of certain technological operations. Increasing technology has continued at an almost geometric progression. The demands for new skills together with the return of increasing numbers of students, including veterans interested in vocational skills, demanded curricula broader than the traditional pre—professional programs. Awareness of Potential of Community Colleges A cause producing vocational-technical programs that is somewhat more subtle, therefore more difficult to identify, is an increasing awareness on the part of businessmen and industrialists of the potential of the community college to meet their manpower needs. Much of this awareness is caused by involving these men in program planning and by having them involved directly in introducing the graduates of specific programs into the industry. It was shown that many of the groups outside the college who were interested in vocational-technical education in the college and influential in providing support had been previously involved with similar programs. An example of this was seen in Highland Park when the success of the first cooperative program caused the industry to request similar curricula in other fields of occupational training. Other similar examples were found in each of the colleges. 150 Shortage of Professionals A less frequently appearing cause which produced vocational-technical programs in the community colleges in this study was the shortage of professionally trained persons in certain fields. Doubt was expressed that the professional nursing organizations would have approved the two-year nursing programs at Flint and Port Huron if there had been an adequate supply of three and four-year nursing school graduates. Another example was found at Jackson. Here it was reported that the emphasis upon professional engineers during the 1950‘s depleted the supply of people who would have normally become the skilled craftsmen who would support the graduate engineer. This shortage caused industry to seek help from the community college to prepare technicians to fill this void. The shortage of dentists has contributed to the establishment of dental technology, dental hygienist, and dental assistants programs. The demands on the physician's time have created requests for medical office assistants programs. In addition the increasing demand on the doctor's time for record keeping and reports for insurance claims and normal record keeping has created need for secretarial people who are not only as qualified as most private secretaries, but also have an accurate understanding of medical terminology. 151 Expediency More often than those working with the vocational- technical programs would probably care to admit, establish- ing a curriculum appeared to be nothing more or less than taking advantage of a situation to meet a particular need. All of the two-year business curricula appeared to have been begun somewhat in this manner. The catalogs of all six of the colleges followed a similar pattern in the development of two-year business and secretarial curricula. The first curriculum to appear would be a preparatory curriculum designed to transfer to a four-year business college. Many students found that opportunities in the job market were available to them at the end of one or two years of college preparation. In order to prepare these students better both in their occupational competency and in their general education, the curriculum would be altered slightly and a new two-year terminal curriculum was entered in the catalog. This was shown by comparing early terminal business curricula with transfer curricula. There is little difference between the two-year business curricula and the transfer curricula in the current catalogs. Fgctors Preventinngstablishment of VOcational-Technical Programs An analysis of causes that have produced the vocational-technical programs found today in the colleges 152 included in this study would be incomplete without examining some of the factors which have prevented a more rapid growth of such curricula. The availability of space to house such programs and adequate financial support have already been discussed. It has been suggested that these reasons are generally given to disguise a more deeply seated objection to such programs. Most colleges have been able to locate funds and facilities when other factors have generated sufficient interest in a curriculum. Student's Attitudes Toward Vocational- Technical Education Records of the community colleges indicate that a great majority of the students originally enter with the intention of later transferring to a four-year institution to receive a baccalaureate degree. Studies were reviewed which showed that most parents desired some college training for their children. Although community colleges have been developing for more than fifty years, many people are unaware what they are intended to do. As a result, when parents think of "college,' they are thinking in terms of the four-year college or university. These concepts are passed on to the youth. Counselors reported that they have difficulty interesting young people in programs other than transferable, liberal arts or pre-professional courses. Exceptions to this were found in curricula from which 153 students received immediate employment in occupations which enjoy a certain status. University Influence University influence on pre-professional curricula and the resulting concept that vocational-technical edu- cation is not appropriate for college instruction seem to have caused some administrations to be reluctant to attempt these kinds of programs. Apathy The one factor which seemed most significant in preventing vocational-technical programs was apathy. It has already been pointed out that it has been found easier to continue to perform the accustomed tasks than it is to adapt to new ones. This factor together with some of those mentioned above have prevented certain administrators and faculty members from making the community aware of the potential of the community college. In contrast it was seen that in communities where a coordinator worked closely with the community, requests were forthcoming from many sources for programs in vocational-technical education. It has been shown that traditionally college has meant liberal arts or professional preparation to educators and laymen alike. Going to college to learn a technical vocation is a relatively new idea. The layman is unaware of the broader concept of the community college 154 unless the college has made a conscientious effort to involve him in such programs. SELECTED REFERENCES A. Books Bogue, Jesse Parker. The Community College. New York: Holt, Rinehart and Winston, Inc., 1960. Campbell, Doak S., A Critical Study of the Stated Purposes of the Junior College. Nashville: George Peabody College for Teachers, 1930. Committee on Education and Labor. The Federal Government and Education. Washington: U.S. Government Printing Office, 1963. Engleman, Lois E. and Walter Crosby Eells. The Literature of Junior College Terminal Education. Menasha, Wisconsin: George Banta Publishing Company, 1941. Fields, Ralph R. The Community College Movement. New York: McGraw—Hill Bock Company, Inc., 1962. Good, Carter V., et al., The Methodology of Educational Research. New York: Appleton-Century-Crofts, Inc., 1941. Hansen, Harry (ed.). The World Almanac and Book of Facts. New Ybrk: New York WOrld Telegram Corporation, 1963. Selltiz, Claire, et al. Research Methods in Social Relations. New York: Holt, Rinehart and Winston, 1963. Thornton, James W., Jr. The Community Junior College. New Ybrk: John Wiley and Sons, Inc., 1960. Ward, Phebe. Terminal Education in the Junior College. New York: Harper and Brothers, Publishers, 1947. B. Periodicals and Articles Campbell, Doak S. "Report of Commission on Terminal Education," Junior College Journal, XVI:28, September, 1945. 155 156 Cohen, Wilbur J. "College Aspirations and the Future Demand for Higher Education," Higher Education, Vol. XIX, No. l (October-November, 1962). Davis, Jesse B. "Looking Backward and Forward After 25 Years," Junior College Journal, IX:530, May, 1939. Fields, Ralph R. "The Responsibility of Colleges and Universities," Teachers College Record, Teachers College, Columbia University, December, 1949. Fink, Donald D. "Grand Rapids Junior College," Michigan Challenge, Vbl. IV, No. 1 (October, 1963). Gillaspy, Eugene W. "MuSkegon Community College," Michigan Challenge, Vol. IV, No. 1 (October, 1963). Good, H. G. "The Possibilities of Historical Research," Journal of Educational Research, Vbl. XXIX (October, 1935). Ingalls, Rosco C. (Chm.). "Report of the Commission," Junior College Journal, XI:590, May, 1941. Rainey, Homer P. "The Needs of Youth at the Junior College Level," Junior College Journal, VII:427, May, 1938. Rinehart, W. A. (A letter to the editor), Junior College Journal, 1:395, March, 1931. Wood, James M. (A letter to the editor), Junior College Journal, 1:392, March, 1931. C. College Catalogs Flint Community Junior College, Catalo , 1923-1964 inclusive. Grand Rapids Junior College, Catalog, 1914—1964 inclusive. Highland Park Junior College, Catalog, 1918—1964 inclusive. Jackson Junior College, Catalog, 1930-1964 inclusive. Muskegon Community College, Catalog, 1926-1964 inclusive. Port Huron Junior College, Catalog, 1923-1964 inclusive. 157 D. Minutes of the Boards of Education Board of Education, Grand Rapids Michigan, Annual Reports of the Board of Education. Selected entries. Board of Education, Highland Park, Michigan, Board Minutes. Selected entries. Board of Education, Jackson, Michigan, Minutes of the Board. Selected entries. Board of Education, Muskegon, Michigan, Board Proceedings. Selected entries. Board of Education, Port Huron, Michigan, Minutes of the Board. Selected entries. E. Newspapers The Detroit News, July 24, 1955. Flint Daily Journal, May, 1923-December, 1930. Grand Rapids Herald, selected copies. Grand Rapids nggg, selected copies. The Highland Parker, clipping file, articles related to the public schools. Jackson Citizen Patriot, clipping file, articles related to the college. Muskegon Chronicle, clipping file, articles related to the public schools. Port Huron Times Herald, clipping file, articles related to the college. F. Personal Interviews Browning, James C., Dean, Port Huron Junior College, March 16, 1964. Davidson, Charlotte, Director, Nursing Education, Port Huron Junior College, March 16, 1964. 158 Duffy, Robert 8., Business Instructor, Grand Rapids Junior College, March 5, 1964. Fibel, Lewis P., Dean, Flint Community Junior College, December 19, 1963. Fink, Donald D., Dean, Grand Rapids Junior College, March 3, 1964. Fox, Winifred K., Coordinator, Retailing Cooperative, Grand Rapids Junior College, March 5, 1964. Haines, Clarence 8., Chairman, Applied Sciences, January 27, 1964. Hoffman, Vincent, Instructor, Highland Park Junior College, February 16, 1964. Huttenga, Edward J., Director of Vocational and Adult Education, Muskegon Community College, January 22, 1964. Jones, Evelyn A., Director of Counseling and Student Affairs, Highland Park Junior College, February 15, 1964. Litchfield, Lee J., Instructor, Engineering Drawing, Highland Park Junior College, February 16, 1964. MacCarthy, Francis J., Assistant Dean, Grand Rapids Junior College, March 3, 1964. Matthews, F. Harold, Director of Vocational Education, Public Schools, Jackson, Michigan, March 18, 1964. Meyers, 0. Stewart, Director, Technical Division, Grand Rapids Junior College, March 3, 1964. Mbwrey, Ralph E., Instructor, Mechanical Technology, Grand Rapids Junior College, March 5, 1964. Nowakowski, A. R., Director, Department of Industrial Education, Port Huron Junior College, March 16, 1964. Orth, Andrew P., Chairman, Department of Business, Flint Community Junior College, January 27, 1964. Prahl, Marie, Director of Guidance, Flint Community Junior College, January 27, 1964. (Miss Prahl is preparing a history of Flint Community Junior College). 159 Preston, Ward, Dean of Faculty, Jackson Junior College, March 18, 1964. Pyle, D. L., Assistant to the Dean, Highland Park Junior College, December 16, 1963. Riekse, Robert, Registrar, Grand Rapids Junior College, March 5, 1964. (Mr. Riekse is preparing a history of Grand Rapids Junior College.) Roehl, Katherine M., Dean of Women, Port Huron Junior College, March 16, 1964. Valade,William, Director, Division of Adult Education, Highland Park Junior College, January 24, 1964. Warren, R. B., Superintendent.of Schools, MuSkegon, Michigan, January 22, 1964. G. Other Sources Andrews, Arthur. An address presented upon his retirement from President of the Grand Rapids Junior College in 1955. Board of Control for VOcational Education. The Annual Descriptive Report. Lansing: Division of Vocational Education, Department of Public Instruction, 1963. Board of Education, Port Huron, Michigan. "Planning for the Future," the report of a survey made in cooperation with Michigan State University, May, 1963. Citizens Research Council of Michigan. "Facility Survey of Muskegon Community College Enrollment Potential and Fiscal Capacity." Lansing: Report No. 210, January, 1962. Crawford, Ferris. "Some Facts Concerning Community Colleges in Michigan," presented to the Education Committee of the Michigan Constitutional Convention, October 26, 1961. (Mimeographed.) Deans Annual Report, Grand Rapids Junior College, selected issues. Flint Community Junior College, "Unit Technical Program," a brochure describing the program, Spring, 1963. 160 Gleazer, Edmund J., Jr. An open letter from the American Association of Junior Colleges, Washington, December 11, 1963. Grand Rapids Terminal Committee, Minutes of the Meeting. Metropolitan Bureau. A pamphlet on file, Board of Education offices, Highland Park, December, 1949. McDowell, F. M. "The Curriculum of the Junior College," U.S. Bureau of Education, Bulletin No. 19, 1922. Muskegon Community College, "Proposed Program in Practical Nursing Education as presented to Michigan Board of Nursing," 1961. (Mimeographed.) National League of Nursing Education. A duplicated report sent to members following a joint meeting with the American Association of Junior Colleges, March 27, North Central Association of Colleges and Secondary Schools, "Review Visit to Highland Park Junior College," May 1 and 2, 1961. (Mimeographed report.) The Parker Post. A pamphlet on file, Board of Education offices, Highland Park, March, 1951. Port Huron Junior College, "40th Anniversary, 1923-1963," A commemorative pamphlet. ' Pyle, D. L., (Chm.). "Statement of NCA Steering Committee for North Central Association Review Visit," May, 1961. (Mimeographed.) Riekse, Robert J. "Analysis of Selected Significant Historical Factors in the History of the Pioneer Junior College in Michigan; Grand Rapids Junior College, 1914-1962." Unpublished dissertation, Michigan State University, East Lansing, 1964. Sherman, D. R. "The Emerging Role of Vocational-Terminal Education in the Public Community College in Michigan." Unpublished dissertation, Wayne State University, Detroit, 1956. Smith, Max S. (Superintendent of Schools, Highland Park, at the time). Letter to the State Department of Vbcational Education, 1953. "Superintendent's Report to the Board of Education," Highland Park Public Schools. (An annual.) 161 Withey, Grant 0. (Dean, Highland Park Junior College). Letter to the Superintendent of Schools, March 30, 1953. . Letter to Dr. Lawrence Pratt, December 2, 1954.