A survey of Forkner Shorthand instruction at selected post-secondary schools in the United States.

Abstract

Letters and questionnaires were sent to Forkner Shorthand instructors in post-secondary schools to learn the results they have had in teaching Forkner Shorthand, whether their students were able to find jobs, and what success they have had after learning Forkner Shorthand. Represented in these post-secondary schools were vocational technical schools, business schools, junior colleges, state colleges, other four-year colleges, and universities. In all the shorthand classes surveyed, students were required to attain a certain dictation rate (WAM), length of take (minutes), transcription rate (WAM) , accuracy level (percent), and theory tests (accuracy required) in order to earn a listed grade for first and second semesters in Forkner Shorthand. Grading factors used in the surveyed schools to determine the final grade for the first and second semesters were dictation and transcription rates, theory tests, and mailable transcripts. Instructors teaching the first semester of Forkner Shorthand indicated that teaching basic theory was their goal; instructors in the second semester of Forkner Shorthand stressed primarily dictation and transcription. The survey indicated that 75 percent of the graduates in the vocational technical and business schools took jobs where they continued to use Forkner Shorthand. Junior colleges, state and other fouryear colleges, and universities reported that 85 percent of their graduates took jobs where they continued to use Forkner Shorthand. The main advantage reported for teaching Forkner Shorthand was that it enables stenographers to attain employable rates of speed and accuracy within a short period of time. The majority of the shorthand instructors indicated that the main disadvantage was converting from another shorthand system to Forkner Shorthand.