An Investigation of the Training and Occupations of Bachelor of Arts Graduates in Speech and Dramatic Art, State University of Iowa, 1931-1940

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BACHELOR GRADUATES IB STSEC5’AM)

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ART, 1931-1940

by EUGESIE CLAY CHEKOViETH

A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy, in the Department of Speech and Dramatic Art in the Graduate College of the State University of Iowa February, 1942

ProQuest Number: 10831756

All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is d e p e n d e n t upon the quality of the copy subm itted. In the unlikely e v e n t that the a u thor did not send a c o m p le te m anuscript and there are missing pages, these will be noted. Also, if m aterial had to be rem oved, a n o te will ind ica te the deletion.

uest ProQuest 10831756 Published by ProQuest LLC(2018). C opyright of the Dissertation is held by the Author. All rights reserved. This work is protected against unauthorized copying under Title 17, United States C o d e M icroform Edition © ProQuest LLC. ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 4 8 1 0 6 - 1346

the writer wishes to oaprsss his appreciation and gratitude to Professor K* 0* liable, Bead of the Department of Speech and Bramtie Art, for stateing this investigation possible and for stimLatimg guidance throughout the course of this research* tbeslcs are extended to Professor Hsrry 0* Bam®® and Professor A. Gralg Baird for invaluable cooperation, and encouragement* Recognition is due to the bachelor graduates in the Department of Speech and Dramatic Art* 1933.-1940* for their assistance In this study*

°) '( 2183H gWiMdv ii

0CHBS8TS

Chapter I

Page Introduction Purpose Procedure

t

•

1 1 2

II Sublets Ip-eluded la Investigation . . . . . . . . three Hundred Forty-five B, A# Graduates. . . . Four-Year leva Graduates. * . . * . * » * . » » Transfer B* A, Graduates. . . . . . . . . . . . Distribution by "Transfer* Institutions. . . distribution of "Transfer" Institutions by States Distributions of Transcripts by States and Institutions . ........ Bummery# • * * * • • * . ..............

11 14

XII Academic Preparation of B* A* Graduates in Speech and Dramatic Art Total Baers In Speeeh m & Dramatic Art Individual Courses in Speech and Dramatic Art * Acting Directing. . . . . . . . . . . . . . . . . . Technical Production . . . . . . . . . . . . Dramatic Literature. . . . . . . . ....... Dramatic Interpretation* . . . . . . . . . . Principles of Speech • Debate~Disoussion. . . . . . . . . . . . . . Radio. . . . . . . . . . . . . . . . . . . . Yoiee and Phonetics* • • « * * « • * * • * • Teaching Mstbod® . . . . . . . . . . . . . . Practice Teaching. . . . . . . . . . . . . . Speech Correction. Subjects Other Than Speech. . . . . . . . . . . Art. , . . . ........ Education. English. .......... Drama, Foreign Language . . . . . . . . . . . . . . Bome Economics Mathematics. Music, , • • « • • • • * • . . . Philosophy Psychology . . . . . . . . . . . . . . . . . Science* . . . . . . . . . . . . . . . . . .

16 16 30 30 34 38 42 46 48 62 55 58 61 64 66 70 70 72 73 75 77 78 80 81 82 84 85 87

III

$ $ 7 8 9 11

Social Studias * * Sconomies. . . » • History* * • • * • Political Science* Sociology*

* . . * • » • • • • • • • • ♦ . . . . .

• • • .

* • * .

* . • .

* « ♦ .

• • • .

• « • .

• • • .

• • * .

88 90 91 92 94

Suxanary . . . . . . . . . . . . . . . . . . . .

96

....... . . . . . . . 100 nr Scholastic Achievement. Speech and Dramatic Art . • • . . . . • • • • • 100 General Grade Foist Averages . . . . . . . . 100 Iowa Averages of Different Groups of B* A* Graduates 102 Iowa Averages of Different Groups of Trans­ fer B* A* Graduates 103 Beak of Courses Taken by Total Students* • • 103 Bank of Courses Taken by Teachers* • . . • • 104 Subjects Other Than Speech. « • * » • • • » • * 103 General Grade Point Averages « * • • * • • « 103 Iowa Averages of Different Groups of B. A* Graduates* . . . . . . . . . . * • • • • • 100 Iowa Averages of Different Groups of Transfer B, A* Graduates * . * « • • • * • 103 Bank Of Iowa Bon-Speoch Subjects Taken by Total Students * * # # * « * • • * * » * * 108 Bank of Iowa Non-Speech Subjects Taken by Teachers . . . . . . . . . . . . . . . . . 100 Summary . . . . . . . . . . . . . . . . . . . . 110

7 College Extra-Curricular Speech Activities * . * . Ill VI

Occupations of B. A* Graduates in Speech and Dramatic -Art • • • • • • * • • * • • • • • • • • Occupations Teasers* Distribution of . . . . . . . . . . . Type and Size of School . . . . . . . . . . . . Time Devoted to Teaching Speech . . . . . . . . Speech Areas Taught Teaching Subjects and College Academic Prepara­ tion* » « * • « * * • * • • * * * • * • • • • * Acting • • • • • • • • • • • • * • • • » . . Directing* Technical Production * * * * * • * . . • * • Dramatic Literature. * • « * * * • * • * * • Dramatic Interpretation. . . . . . . . . . . Principles of Speech • * . * . . • • • . • • Debate-Diseussloa . . . . . . . . . . . . . . Radio * * * * * * * * * * . * . * * . * *. Voice and Phonetics . . . . . . . . . . . . . Teaching Methods . . . . . . . . . . . . . . Practice Teaching* Speech Correction. • * . • • • • * * « • * • 17

114 114 113 117 119 120 123 122 122 122 122 124 124 124 124 125 125 125 125

Frequency of Subject Combinations , . . * . . . Teachers* i&rfcra-Ourricular Duties and fedniag# Acting-Directing * * • « » * « *• ♦ » • • • Technical Production # * * . #.# . * * * • * Dramatic Interpretation. • • # • . * #. • • • Debate-Diaeussion. * * . , . .* . . • • . • Speech Activities, Glubs Oratory. . . Tenure... .. . . * * . * * « •. * .. * * . * Salaries. *# * . * * . ♦ # . . Summary . .* . . . * * . . * *. . « * * * * * VII One Hundred Case Histories ofTeachers, Ylli Findings, InterpretatIona, Conclusions. . . . . . . . .

125 12B 1S8 129 131 133 133 134 133 136 133 140 141

Appendix

X Research Instrttsents. . . . . . . . . . . . . . . . . . II 111

153

Distribution of ^Transfer" Institutions by States . , • 159 Academic Preparation Supplementary Table# * • . • • . • Speech end Dramatic Art » » . . « • » . . . • • Honrs for Each of four Tears of College, 1931-1940, Tables 81 to 89 . . . . . . . . Acting, Tables 91,92, 93 . . . . . . . . . • Directing, Table# 94, 95, 96 # . # * # * • . Technical Production, Table# 97, 98, 99# . ♦ Dramatic Literature, Table# 100, 101, 103. . Dramatic Interpretation, Tables 103,104,105# Principles of Speech, Tables 106, 107, 108 . Debate-Diseussion, Tables 109, 110, 111# # . Radio, Table# 112, 113, 114# . # . # # # . # Toice and Phonetics, Table# 115, 116, 117# # Teaching Methods, Tables 118, 119, 120 . . . Practice Teaching, Tables 121, 122, 123# * « Speech Correction, Tables 124, 125, 126# # # Subjects Other Than Speech. . . . . . . . . . . Art, Tables 127, 128, 189, 130 . . # . . # # Commerce, Tables 131, 132, 133, 134. . . . # Education, Tables 135, 136, 137, 138 . . . • English, Tables 139, 140, 141, 142 . . . . # Drama, Tables 143, 144, 145, 146 # # . # * # Forei^a Language, Tables 147, 148, 149, 150# Home Economies, Tables 151, 152, 153, 154*.# Mathematics, Tables 155, 156, 157, 158 .. .

¥

165 166 166 177 179 181 184 186 189 198 194 197 200 202 204 207 207 211 215 219 223 227 231 235

JfysiC) 15H} 160) 161* X6£« Philosophy, Tables 163* 164* 163* 166 . . . . . . . Psychology* Tables 167* 168* 169, 17© . . . . . . . Science, Tables 171, 172* 173, 174 ......... * . . Social Stadias, Thbles 178, 176, 177, 178 . . . . . Scoaomics, Table# 179, 188* 181* 188. . . . . . . . History* Tables 183* 184, 185, 186. . . . . . . . . Political Science* Table# 187, 188* 189, 190. . . . Sociology, Tables 191* 198* 193* 194. . . . . . . . 17 Scholastic Achievement Supplementary Tables— Hours of A* B, 0, D and Fd Earned is Speech and Dramatic Art Coarse# by* Four-year Xmm Graduates, Table 195 . . . . . . . . University Transfer B. A. Graduate# at Iowa, Table 196. * B. A» Iowa Graduates at "Transfer Universities,n Table 197. . . . . . . . . . . . . . . . . . . . Po«r-y®ar College Transfer B* A# Graduates at Iowa* Table 198. . *.**-* * « * * * * •* B. Am Iowa Graduates at "Transfer* Four-year Colleges, Table 199. • Teachers College Transfer B. A. Graduates at Iowa, Table 200. B, A* Iowa Graduates at "Transfer" Teachers Colleges, Table 201* » ... . . . . . . » ■* . . . • Junior College Transfer B« A. Graduates at Iowa, Table 202* . . . . . . . . . . . . * . , , . . . B. Am Xom Graduates at "Transfer" Junior Collages, Table 803. . . . . . . . . . . . . . . . . . . . Graduates who Transferred Credits from Two or More Institutions, at Xom* Table 804. . . . . « S. A. l o m Graduates at Two or More Institutions, Table 205* . . . . . . . . . . . . . . . . . . « Four-year X o m Graduates who Taught After Receiving the Bachelor9# Degree, Table 836 Transfer Iowa Graduates who Taught After Receiving the Bachelor’s Degree, at Iowa, Table 807. . . . Transfer Iowa Graduates who Taught After Receiving the Bachelor9# Degree, at "Transfer" Institu­ tions, Table 808 . . . . . . . . . . . . . . . * 7

Case Histories of One Hundred Teachers. 1931, Four-Year Iowa B. A. Graduate# 1931* Transfer B. A* Graduates 1938, Four-Year Iowa B. Am Graduate . . . . . . . . . 1932* Transfer B. A* Graduates . . . . . . . . . . . . 1933, Four-Year Iowa B* A* Graduates

71

239 243 247 231 255 259 263 267 271

275 276 277 278 279 280 281 282 283 284 285 286 287 288 289 290 291 294 295 306 317

1933* Transfer B# A* Graduates 1934, Four-Year Iowa £• A* Graduates . » . Transfer B. A« Graduates * * • • • * Four-Year l a m B« A* Graduates • « * Transfer B» A* Graduates 1936* I’o'uivYear Iowa B» A, Graduates * * , Transfer B» A* Graduates * « » * # ♦ Four-Year Iowa B* A, Graduates . . , 193*?* Transfer'B# A* Graduates • 1958, Four-Year Iowa B* A* Graduates * * * Transfer B» A* Graduates * . ♦ * » * Four-Year lorn: B* A* Graduates * * . Transfer B« A* Graduates * - ,* * ... * 1940* Four-Year l a m B* A* B# A* 1940,

VII

319 331 335 MB

345 358 35©

376 397 413 430

Ofcapter 2 immwGTion

gased**

The purpose of this study was to investigate end analyze the college training and occupations of the B. A* graduates in speech and dramatic art at the State University of loss in the decade* 19311940, as follows: First, to determine (1) the number of students who received the bachelor*s degree in speech and dramatic art, (2) the number of students who had all of their college training at leva, and (3) the number of students who transferred to Xowa after attending other institutions for one, two, or three years* Second, to scrutinize and analyze the college curricular and extra-curricular progress of the B* A* graduates in speech and dramatic art* Third, to investigate the scholastic achievement of these graduates* Fourth, to determine the types of occupations of these people, investigating intensively the nature of the teachers* first and second positions after receiving the B- A* degree* Fifth, to make a case study of one hundred teachers to serve as guidance information for prospective teachers of speech and dramatic art. Sixth, to interpret these findings in view of defining tentative college academic end extra-curricular programs for pros-

pective teachers of speech with the bachelor's degree in speech end dramatic art. Procedure The speech courses and other subjects that the bachelor graduates in speech, 1931-1940, took at Iowa end at "transfer” institutions were taken from the records in the registrar's office and were systematically tabulated on a training-occupation analysis chart (Appendix I).

The grades that the students earned in speech

courses and other subjects were also tabulated on the training-occupation analysis chart. All quarter hours of transferred courses were translated into semester hours on the training-occupation analysis chart. Transferred courses were so designated to facilitate separate analysis of the academic preparation of the transfer population. Barnes and locations of Institutions from which transfer students came were recorded.

Complete copies of the descriptions of trans­

ferred courses in speech and dramatic art were made from the cata­ logues of the respective institutions from which the courses were transferred. Each person’s credit hours in the various speech courses and other subjects were totalled on the training-occupation analysis instrument. Frequency distributions were made of these totals on Forms A and B (Appendix 1) and medians were computed for the eredit hours of only those who had taken such courses.

The median is usually

considered the best measure of central tendency to describe

the typical student.

Hie percentage of these who had and of those

who iiad not taken certain courses were obtained. To give a fairly detailed picture of the academic prepara­ tion of the B. A. graduates in speech and dramatic art courses, the discussion was organized into four separate divisions:

first, the

total group of B* A. graduates (345)3 second, the four-year Iowa students (85) 3 third, the transfer graduates (260), including a comparison of transfer and Iowa credit hours3 and fourth, a compari­ son of the four-year and transfer B. A. graduates. The analysis in each division was made in terms of the percentage of students who had and who had no individual courses in speech and dramatic art3 and also in terms of the median, the mode and the range of hours in the frequency distribution of only the credit hours of those who had taken such courses.

The decade

medians, modes and ranges refer to

these measures found In the

total distribution of each table.

The annual or yearly medians,

rnodas and ranges refer to those of the individual graduating classes, 1951-1940. In general the analysis of the non-speech subjects followed the same pattern that was employed in the consideration of speech and dramatic art courses, but not in such detail* Grade point averages earned by the speech graduates in their speech courses and other subjects were confuted for the fouryear Iowa students, for the teachers, and for each group of transfer students classified according to the type of institutions from which

they transferred*

The grade point averages of the four-year Iowa

graduates were then compared v*ith those made by the Iowa 3* A. speech graduates who had transferred from other institutions of various types.

The teachers1 grade point average was compared

with those of other groups included in this study, and with the all university and Liberal Arts College averages*

Also, the grade

point average of the total group of 345 students was compared with the all State University of Iowa and Liberal Art© College averages. The number of times the B* A. speech graduates partici­ pated in extra-curricular speech activities in college was tabulated on the training-occupaticn analysis chart, and frequency distribu­ tions were mad© of these. Personal record blanks (Appendix I) were mailed to ail the speech B. A. graduates to determine what occupations they are now following.

The personal record was designed especially to

secure from teachers information concerning the speech courses and other subjects they taught, the extra-curricular activities -(-speech ansLothers) they direct®! or coached, and the speech correction work they did in their first and second teaching positions after the 3. A# degree*

Data including the size, type and location of the schools

in which they taught in their first and second positions after the B* A* degree were gathered*

Salaries and tenure were also investi­

gated* Hie data immediately above were then tabulated on iihe training-occupabion analysis chart and were analyzed to determine the frequency:

(1 ) that various speech courses and o .her subjects

were taught, (2) that extra-curriculer speech activities were directed or coached, and (3) that speech correction work was done by these B. A* graduates in their first and second positions* Various teaching combinations in different areas in speech and dramatic art were also obtained*

To facilitate an analysis of

these combinations against the bachelors* preparation, speech and dramatic art courses were grouped into three areas, namely, dramatic production, publfc-speaking, and speech correction.

'Hie first area

included acting, directing, technical production, dramatic litera­ ture, and dramatic interpretation* Public speaking, the second area, embraced principles of speech, debate and discussion, advanced public speaking, oratory, radio, and voice and phonetics.

The third area,

speech correction, was taken as an area in itself. Since practice teaching and methods of teaching are infre­ quently taught by B. A* graduates, these courses were not included in the above subject-matter combination scheme* An analysis of the college academic and extra-curricular training of the graduates was made in terms of the demands of the positions they obtained after receiving the bachelor's degree in speech and dramatic art at the State University of Iowa* Summaries of findings end interpretations were stated, and conclusions were formulated in regard to a program of training for prospective teachers with the bachelor’s degree in speech and dramatic art*

6

Chapter XI SUBJECTS INCLUDED IN INVESTIGATION

This unit describes the ^eoale included in this investigation. It indicated the percentages of fomvyear Iowa and transfer B, A* graduates in speech and dramatic art at the State University of Iowa,

Tho distributions of transfer students by institutions and by

states are also shown*

Three Hundred Forty-Five B, A, Graduates

i l ,111m

III

I.I...(Imnmwrmwiwiwkip—

Three hundred forty-five students received the bachelor’s degree in speech and dramatic art at the State University of Iowa during the decade, I931~l9h0 (Table I),

Of this total number 131* were

graduated during the first half of the decade and 211 were granted the degree in the second half of this ten-year period, the latter group showing nearly £7 per cent increase over the number graduated in the former five-year period.

By graduating classes these B. A,

graduates show the following distribution:

27 were graduated in 1931,

30 in 1932, 2£ in 1933, 22 in 193li, 30 in 1933, 39 in 1936, 1*2 in 1937, 36 in 1938, 39 in 1939 and £3 in I9h0,

The general growth in

the Icava Speech and. Dramatic Art Department is revealed in tho fact that the I9J1O graduating class was nearly 100 per cent larger than the class of 1931.

Table 1 Number of Iowa B. A- Graduates, Transfer and Four-Year Iowa, by Graduating Classes in Speech and Dramatic Art Graduating Class

Transfer Graduates

4-Year Iowa Graduates

Total Graduates

1931 1932 1933 1934 1935 1936 1937 1938 1939 1940

18 24 19 18 25 31 81 32 29 33

9 6 6 4 5 8 11 6 10 20

27 30 25 22 30 39 42 38 39 53

Total

260

85

345

lighty-five cf these B- A* graduates, 24-64 per cent of the 345 students, received all of their college training at Iowa (Table 1}- The second five-year period, 1936-1940, shows an increase of 03-33 per cent in four-year Iowa graduates over the first half of the decade, 1931-1933-

These four-year leva B- A- graduates show

a distribution by graduating classes as follows: 9 received the B- Adegree in 1931, 6 in 1932 and 1933, 4 in 1934, 5 in 1935, 8 in 1936, U in 1937, 6 in 1938, 10 in 1939, and 20 in 1940- here than twice as many four-year Iowa students received the B- A- degree in speech and dramatic art in 1940 than in 1931-

8 Table 2 Number of Transfer B. A* Speech and Dramatic Art Graduates by Graduating Classes, Transfer­ ring to Io-va at the Beginning of Their Second, Third, or Fourth Year of College Year Students Transferred

Graduating Class

2nd

1931 1932 1933 1934 1935 1936 1937 1938 1939 1940 Total

4th

3rd

5 8 9 5 4 5 9 o 4 4

9 15 10 11 13 23 18 22 21 25

4 1 0 2 3 3 4 4 4 4

59

172

29

Transfer B* A* Graduates

Two hundred sixty students, 75*36 per cent of the 545 .13* A. graduates* transferred to Iowa from other institutions of higher learning during their college career (Table 1)#

Ilfty-^ine (22*69$)

can® to Iowa at tb© beginning of their second year of college, 172 (68*15$) transferred to Iowa at the beginning of their third year, and 29 (11*16$) entered at the beginning of the fourth year of their college edueatiai (Table 2)*

The second half of the decade shows a

50,00 per cent increase in transfer graduates over the first iiveyear period, 1951-1955.

Eighteen of these transfer students gradu­

ated in 1951, 24 in 1932, IS in 1933, IS in 1934, 25 in 1935, 31 in 1936 and 1937, 52 in 1958, 29 in 1959 and 33 in 1940* had 85 per cent more graduates than the 1951 group*

The 1940 class

Table 5 Distribution of Transfer Students by Graduating Classes and by Types of Institutions

Year Institution Universities Four-Year Colleges Teachers Colleges Junior Colleges Two or More Institutions Totals

1951 1952 1955 1954 1955 1956 1957 1958 1939 1940 Total 5

1

2

0

5

5

5

6

4

1

28

6

7

9

4

7

8

8

5

10

9

75

1

2

2

2

5

0

1

3

1

5

20

4

8

4

6

5

15

14

11

12

12

91

4

6

2

6

7

5

5

7

2

6

48

18

24

19

18

25

51

31

52

29

33

260

Distribution of Transfer Students by Types of ^Transfer” Institutions lb© transfer population came to Iowa from universities, four-year college®, teachers colleges, junior colleges, and from a combination of two or more of the above types of institutions (Table 5). From among fees© schools that sent students to Iowa, the junior colleges, presenting 91 (35-') of the entire group of transfer students, sent the largest total ©nroilment*

The smallest number (20 or 7*69$)

came from the teachers colleges*

Twenty-eight (10*77$) of the total

population of transfers came from other universities, 75 (28*08$) transferred to Iowa from four-year college©, and 48 (18*46$) of the 260 transfer people registered at Iowa after they had attended a combination of two or more institutions men t i m e d above* Table 3 indicates the spread of the 260 transfer students from the various institutions over the decade, 1951-1940, by gradu­ ating classes*

Tin© largest number of transfer B. A. graduates by

Table 4 Number of “Transfer" Institutions, Their Classification According to type, and Their Location by States*

States Arizona Arkansas California Colorado Connecticut Florida Idaho Illinois Indiana Iowa Kansas Michigan Minnesota Missouri Montana Nebraska New York North Dakota Ohio Oklahoma Pennsylvania South Dakota Tennessee Texas Utah Virginia Wisconsin Grand Total

Univer­ sities

Four Year Colleges

Teacher Training Institutions

1

1

2 2 2 5 1 3 1 2 2

1 1 1

2 1 1 1 10 3 32 2 1 2 3

Junior Colleges

1 2 2

2 1

2 24 2 1 2 5

1 1

1 2

2 1 1 2 1

X 1 2

1 1

1

1 2

3

28

50

12

1 1

42

* Names and locations of institutions by states are included in Appendix II,

Total 2 1 5 2 1 1 1 16 5 40 7 2 5 11 1 4 4 1 3 3 1 5 3 5 1 2 6 152

graduating classes are shown in the junior college groups, as follows; 1940,

15 in 1956, 14 in 1957, 11 in 1958, and 12 in 1939 and

One graduate in speech and dramatic art at Iowa in each of

the years, 1951, 1957, and 1959, had transferred from, teachers col­ leges, and none in 1936*

The Iowa B* A. graduates in speech and

drana tic art in 1952 and 1940 included only one university transfer in each group*

Distribution of "Transfer” Institutions by State© The transfer students came from 132 different institutions* Twenty-eight (21*21$) of these institutions were universities, SO (57*88$) were four-year colleges, 12 (9.09$) were teacher training institutions, and 42 (51*82$) were classified as junior colleges (Table 4)*

The "transfer" institutions were located in 27 stakes*

The greatest single number (40 or 30*5$) were located in Iowa, 16 (12,12$) were located in Illinois, 11 (3.35$) were situated in Missouri, and 7 (5*30$) were located in Kansas*

One institution

of higher leaning was located in each of the following states: Arkansas, Connecticut, Florida, Idaho, Fontana, North Takota, Pennsylvania, and Utah.

Other states included in Table 4 were each

represented by 2 to 5 institutions*

Sistributl on of Transcripts by States and institutions The 260 transfer students brought a total of 504 transcripts of credits to Iowa from institutions in 27 states (Table 5)*

The

greatest number (150 or 49*54$) of the transcripts were brought from institutions in lewa, 39 (12*85$) came from Missouri, 50 (9*87$)

Table 5 Distribution of Transfer Students by States and Types of Institutions

States

Arizona Arkansas California Colorado Connecticut Florida Idaho Illinois Indiana Iowa Kansas Michigan Minnesota Missouri Montana Nebraska New York North Dakota Ohio Oklahoma Pennsylvania South Dakota Tennessee Texas Utah Virginia Wisconsin Grand Total *

Univer­ sities

Four Tear Colleges

Teacher Training Institutions

1

2

6 2 19 5 1 5 2 5 2

1 1 2

2 1 1 1 17 3 51 3 1 5 6

Junior Colleges

5 2 11

5 1

5 69 2 1 5 SO

1 1

1 2

2 1 2 2 1

1 1 2

1 2

2

1 2

6

55

104

26

1 1

119

Total

2 1 4 5 1 1 5 50 5 150 6 2 9 59 2 6 4 1 5 5 2 5 5 4 1 2 10 504*

Some students brought transcripts from two or more institutions, or from two or more states*

from Illinois, 10 (3*26$) from Wisconsin, 9 (2*96$) from Minnesota, and 8 (2,63$) from Kansas*

Other states in Table 5 contributed

transcripts from their institutions to the University of Iowa in numbers ranging from 1 to 6 * Of the 150 transcripts that came to the State University of Iowa from institution© in the state of Iowa, 68 (48$) were trans­ ferred from junior colleges, 51 (34$) came from four-year colleges, 19 (12*67$) were sent from universities, and 11 (7,33$) came from teacher training institutions*

The 38 transcript© from Missouri

were distributed among the various types of institutions as follows: junior colleges, SO (76*92$)5 four-year colleges, 6 (15.59$)5 and universities, S (7*69$).

The 30 Illinois institutions from which

transcripts came to Iowa fall in this order:

four-year colleges,

17 (56,57$)j universities, 6 (20$)j junior colleges, 5 (16.67?:) 5 and teacher training schools, 2 (6 .66$).

The distributions of trans­

cripts among the institutions of the other 24 states are shown in Table 5* The junior colleges in the above 27 states sent the greatest number (119 or 39.14$) of transfer students* transcripts of credits to the University of Iowa (Table 5).

Sixty-nine (58$) of the 119

junior colleges* transcript© came to the university from tho s;.ate of Iowa, 50 (25*21$) were brought from Missouri, and 5 (4*2??) from

t

each of the states of Illinois and Minnesota*

The remaining junior

college transcripts were transferred from institutions in ,he ether states as shewn in Table 5.

Q m hundred, four (34*21$) of the 304 transfer records came from four-year colleges*

Iowa sent 51 (49.04$) end Illinois

forwarded 17 (16.33$) transcripts to Iowa* Other states contributed transcripts from their four-year colleges in numbers ranging from I to 6 (fable 5)* Universities in the various states sent 53 (17*43$) of the 304 transcripts of the transfer population to laws* Offerings were small from universities in all other states, excepting the state of Iowa which transferred 19 (35*85$) transcripts from Drake and tipper Iowa Universities* Twenty-eight (9*21$) of the total 304 transfer records came from teacher training institutions* Of this group the teacher training schools of Iowa made the largest single contribution with II records, or 39*29$ of these from this classification*

The teacher

training institutions in other states made up the remainder of the total transfer records that were sent to the State University of Iowa (fable 5).

1* It was found, that of these 345 bachelor graduates, 75 per cent had transferred to Iowa after attending one or more of 132 institutions in twenty-seven states* from other institutions as follows:

The 260 transfer students earns Universities, 28 students; four-

year colleges, 73; teachers colleges, 20; junior colleges, 91; and two or more institutions, 48*

2. Fifty-nine {22*62$) came to Iowa at the beginning of their second year of college, 172 (66*15$) transferred to Iowa at the beginning of their third year, and 29 (11*16$) entered at the beginning of the fourth year of their college education* 3* The 260 transfer students brought a total of 304 transcripts of credits to Iowa from institutions in 27 states*

The

greatest single number (150 or 49*34$) of these transcripts were brought from institutions in lows* Of these 150 transcripts the largest single number (69 or 46$) were transferred from junior colleges, 51 (34$) cams from four-year colleges, and the remainder came from universities and teachers colleges in Iowa*

Institutions in each of

the states, Missouri, Wisconsin, Minnesota and Kansas sent 8 or more transcripts to Iowa*

Chapter H I

ACADEMIC PREPARATION Of 13. A. GRADUATES IN SPEECH AND DRAMATIC ART

An important phase of this study was to investigate the nature and extent of the college academic preparation of the bachelor graduates in speech and dramatic art*

Ha® findings of this aspect

of the research are reported in three units;

(1 ) an overview of

total hoars taken In speech and dramatic art, (2) an analysis of the preparation in individual speech and dramatic art courses and (5) a consideration of their academic pursuits in subjects other than speech. I Total Hours In Speech and Dramatic Art Three Hundred Forty-Five B* A* Graduates The data gathered in this investigation reveal that the majority of these 545 graduates took a large number of hours in speech and dramatic art (Table 6 ).

The decade median is 59 *8 hours,

fhfe

annual medians throughout the decade vary from 57*7 hours in 1S31 to 42*4 hours in 1940, exhibiting an increment of 4*7 hours.

The largest

single group of bachelor graduates (56) in the decade earned 39 or 40 hours in speech and dramatic art. The group of 345 graduates shows a decade range of 24 to 64 total hours taken in speech and dramatic art.

Although the peak hour

of the 1940 frequency distribution stands at 64, the high hours of the other nine years lie between 49 and 56 hours inclusive.

A large majority (84.93$) of the 345 B. A* graduates in apeoeh and dramatic art took courses in speech their freshman year of college; 78*84 per cent had courses In speech their second year; end 99*42 per cent earned credit hours in speech end dramatic art both their third and fourth years of college (Table 9)* These graduates show decade medians of total hours taken in speech and dramatic art for each of the four years in college as felloes: first year, 3*0 hours; second year, 6*6 hours; third year, 15*6 hours; and fourth year, 16.6 hours (Table 9)* Four-Year Iowa Graduates (85) A composite of the total semester hours taken in speech and dramatic art by the 85 four-year loss B. A* graduates during the entire ten years shoes a median of 59*3 (Table 7), and the annual medians range from 37*0 to 43*0 hours* More than ninety-seven per cent (97.65$) of this group had speech courses their freshman year in college, 91*76 percent took speech courses their second year, 98.82 per cent had speech their third year, and 100 per cent earned credit their fourth year at college (Table 9)* The medians of total hours of speech and dramatic art taken by these four year Iowa graduates in each of the four years of college during the entire decade, 1931-40, are: first year, 2*1 hours; second year, 7*4 hours; third year, 15*9 hours; and fourth year, 14*5 hours (Table 9)* These medians show that the four-year Iowa graduates earn

dumber of Iowa B. A* Graduates (Transfer and Four-Year Iowa) by Graduating Classes in Speech and Dramatic Art* and Range of Their Total Hours in Speech and Dramatic Art

Tear Hours

1951

65-64 61-62 59-60 57-58 55-56 55-54 51-52 49-50 47—48 45—46 45—44 41—42 59-40 57-58 55-56 53-54 31—52 29-50 27-28 25-26 25-24

1 1

2 1 2 2 7 1 2 2 4 1 1

1955

1954

1935

1936

1957

1958

1939

1 1 2 1 2 8 6 5 2 1 1 2

1 3 2 2 3 5 1 4 1 1 1 1

1

Total Mdn

1952

S 1 2 5 4 1 2

1 1 1 7 5 4 1 5 1

1 1 1 2 5 6 9 7 5

2 1 5 4 5 4 6 5 1 5 1 3

1 2 4 5 6 11 4 4 4

2 2 2

1 1 1

2

2

1

2 1 1 5 6 2 5 4 3 4 S

1S40

Toted

1

1

1 1 5 1 2 7 9 5 5 4 8 5 1 1

1 5 10 7 15 50 56 56 56 47 52 27 11 12 8 6 7

1 2

1

27

50

25

22

50

59

42

58

39

55

345

57.7

58*7

38 *4

39.4

41.0

59.8

59.9

41.0

40.0

42.4

39.8

by far the greater number of their credit hours in speecn and dramatic art during their third and fourth years (Table 7). 1

The range of total horn's taken each of the four years of

college by the 85 four-year Iowa bachelor graduates during the whole tenyear period ares

first year, 1 to 8 hours5 second year, 3 to 18 hours,

third year 5 to 26 hours; and fourth year, 1 to 28 hours*

The majority

of the first year students take no more than 2 hours of speech (Table 9).

Table 7 Humber of Four-Iear Iowa B. A. Graduates by Graduating Classes in Speech and Dramatic Art, and Range of Their Total Hours in Speech end Dramatic Art Y ear Hours 53-54 5 1 -52 4 9-50 47-48 4 5-46 4 3 -4 4 41-42 39-40 37-36 3 5 -3 6 3 3-34 3 1 -3 2 2 9-30 27-28

1931

1932

1933

1935

1934

193o

1937

1933

1

1 1 1

1 1 2

1 1 1

1

5

1 2

1

1

1 2 1 1

1 2 1

3

1

1

I

3

2

3

1

I j. i

±

c

2 1 1 A

3 9 7

8 11 15 13 7

5

1

2

1

1

-i.

j-

1 1 2

1 1 2

2 3 -2 4

MD

T o ta l

1

1

1 1

i

2

2

1 1

2 2

19 4'0

■*j

1

25-26 T o ta l

1939

c

o

4

5

38*4 37 *0

4 0 .0

3 9 .0

38 *3

9

8

11

42.0 4 0 .5

6 4 3 .0

10

20

35

3 9 .0

3 9 .0

3 9 .3

Transfer B. A* Graduates (260) The £60 transfer B* A* graduates have a median of 39*9 hours and a range from £4 to 64 hears taken in speech and dramatic art during the entire decade, 1931—40 (Table 8 )•

The medians by graduating classes

extend from 35*0 to 45*1 hours* Four-fifths (80*77$) of the £60 transfer students had speech courses their first year in college, 74.6£ per cent took speech their second year, 99.62 per cent had courses in this field their third year

Table 8 Number of transfer B. A, Graduates by Graduating Classes in Speech and Dramatic Art at Iowa, and Range of Their Total Hours in Speech said Dramatic Art

Year Hours 62-64 61-62 69-60 57-58 55-56 55-54 51-52 49-50 47-48 45-46 48—44 41-42 59-40 57-58 55-26 82-24 51-2& 29-20 27-28 25-26 28-24 Total Mdn

1951

1952

1

4

1 1

1954

1955

1956

1957

1958

1959

1940

Total

1

1

1

1 2

1 1 1

2 1 1

7 5

4

6 1

4 7 4

4

2

1 1 1

2 1 1 1 2 1 1 2

1955

1 2 2

2 1 2

1 1 8

1 1

5

5

4 3

1 2

5

1 1

1 2

1 1 1 1

1

1 1 1 7 5

2 1 2 1

1

1

2

1 1 2

2 2 1

4 9

6

5 9 4

3 3 4 4 5 4

5

2 5

2 2 1 1 1

2

1 2 1

12 21 29 28 45 32 19

2 2

S

5 5

5

1

20 10 11

1 1

1

7 5 5 260

3

1 1

18

24

19

18

25

51

31

52

29

53

55*0

59.0

88*0

59.5

42.0

89.5

40.0

41*0

40*2

43.1

59.9

and 99,24 per cent earned speech credits their fourth year in college (Table 9)* The medians of total hours of speech and dramatic art taken by the 260 transfer graduates in each of the four years of college during the whole ten-year period ares

first year, 4.1 hours$ second

year, 6*5 hours $ third year, 15*4 hours j and fourth year, 16*9 hours* These figure© shew that the bulk of the speech hours of these transfer

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