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The Doily Neoraskan
Friday, December 2, 1966
TO MASTER A PROBLEM . . . avid interest follows
the significant assignment.
BROWSING IN AN INTERESTING FIELD . . . students gratify their need for personally pleasing knowledge.
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CLASSROOM NAPTIME . . . How many minds will be
awake during the next session here?
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I Education Implies R
ational Challenge
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. . . Impetus For Imagination
NO GUIDING HAND ... to help this art student, she
must work alone.
Cont. From Pg. 1, Col. 5
students cited the large size of some classes and the
low pitch of some courses.
"It seems like I've been taking basic requirements
for four years," Curt Bromm, a senior in agricultural
economics and pre-Iaw said.
"My 100 level chemistry course has 217 students in
the lecture and that is way too big for that level," Miss
Podoll said.
Marv Almy, who conducted the ASUN poll, said his
committee sent out 200 questionnaires to the presidents
of all living units and all student assistants. Almy said
the questionnaires that have been returned, about 50, in
dicate that "most of these students feel their education
is suffering somehow."
The general attitude toward education and the me
thodology of learning were also criticized by some stu
dents. Schulze said under the present educational system
at the University the student comes to class, sits there
for 50 minutes and then leaves chock-full of facts.
The purpose of the education he has received, Sch
ulze said, seems to be "not to develop me, but to put
stuff into me."
Miss Block, a senior in social work, labelled much
of her course work "busy work." Busy work, she said,
includes "parroting back answers, writing papers and
doing things that don't really enhance your knowledge
of the subject."
The lower level courses at the University are "pa
thetic," Trotter said. "The freshmen English courses are
just a joke." Trotter said the "stimulus for learning
isn't there, the atmosphere isn't there."
The students interviewed also criticized the general
attitude of University students. "They're just here to sit
through classes," Miss Podoll said. "I don't know why
they're in college they seem to be having more fun than
anything."
"In most classes the professor could say about any.
thing he wanted and students would not react, maybe
they aren't listening," Schulze said.
"One of the biggest failings in today's education is
that most students are not involved in the issues facinig
our society to a great extent," Schulze said.
"The main goal of most of the students is to get
training, prepare themselves for a career," he added.
Schulze said getting training for a career is a legitimate
concern, "we have to be realistic," but added, "I would
suggest to them to take a look at what they're doing,
are they understanding"
Students praised other areas of educational oppor
tunity offered at the University. The honors program was
cited as of high quality and highly beneficial to students
involved.
"I've had between 20 and 30 hours of honors courses,
this way I got through a lot of the lower classes that
are often given to professors of less stature," Miss Ait
ken said. "Honors courses expect you to think and talk,"
she added.
Donna Novotny, a sophomore in math, said she is
taking all honors courses in math. "We study theories
and laws, I like it that way," she said praising the
honors program for its intellectual stimulus.
The students interviewed also placed a good deal of
stress on the quality and interest of the teacher in re
lation to the quality of education a student could re
ceive. Students rated professors who "bubbled over with
enthusiasm," those who showed concern for the individ
ual student and those who encouraged independent
thought as the best teachers.
Schulze said he had met two outstanding teachers,
one of the teachers, "had a very casual appraoch to
ward grading, he had the attitude, 'I'm exposing you to
this material, grasp what you can or want,' " Schulze
said.
"Most professors are really interested in their stu
dents, more so than students think they are," Miss Po
doll commented.
Almy said of the students who answered the ASUN
poll, "I don't think they think they're getting a bad edu
cation, but that they might be able to get something
better."
The "somehing better" seems to be what many stu
dents are looking for.
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SIGNIFICANT QUOTATION ... may be the key in ,
building a well-made theory.
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OPEN YOUR MOUTH, SAY IT . . . teacher doesn't ask attention, but commands It.
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STARK SIMPLICITY . . . stimulates lonely thought.
It could bring that final, necessary spurt of imagination.
LARGER THAN LIFE
learning from exaggeration employs an ability
to caricature.
47 1 1
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GESTURING IIAND . . . emphasizes an idea, draws attention to a challenged point.
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HASH SESSION . . . encourages informal discussion, brings beginnings, not solution
