Tumbleweed (Helena, Mont.) 1975-1977, November 25, 1975, Image 5

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Tuesday, Nov. 25, 1975 - Page'S*^ THE TUMBLEWEED Integrated Humanities FRANK KROMKOWSKI An integrated humanities eval­ uation was recently carried out by a three person committee appointed by Dr. Kerins. Mem­ bers of the committee were Guido Bugni, Fr. Thomas O’Donnell, and A1 Pope. The committee invited fifteen students and four faculty members to be confident­ ially interviewed about the pro­ gram. After the interviews each committee member separately prepared recommendations con­ cerning the program, then the committee met to prepare a single set of recommendations. The agreed upon recommenda­ tions were forwarded to Dr. Kerins. Subsequently the com­ mittee met with Dr. Kerins, Dr. Ward and Frank Kromkowski to discuss the recommendation. At all times the integrity of this process of evaluation was main­ tained. Recommendations made were done with the goal of providing Carroll with a humani­ ties offering that would be attractive and credible while being academically sound. Recommendations: The integrated humanities course be restructured by a committee appointed by the President. That the nature of the new director appointed for the next years program will determine the success of the program. That the newly structured program be computed early enough in the spring semester to allow currently enrolled students at Carroll time to investigate the course as a possibility for fall semester. That the newly structured program be open to all Carroll students in good standing. Persons who have been involved in Integrated Humanities give below their perceptions as to what values they have received from participating in the pro­ gram. Among the values that I have seen embodied in the Integrated Humanities Program are the following. First, students and faculty members have come to realize, through participation in the program, that there are genuine options and alternatives in teaching and learning methods that we do not all need to be following the same track in learning. Secondly, through the program many persons have begun to understand, for the first time, the importance of interdis­ ciplinary studies and have bro­ ken down many artificial, unnec­ essary and outmodeled separa­ tions between the various discip­ lines of learning. Thirdly, in the program a spirit of experimenta­ tion in learning has developed in a non-competive, growth-sup­ porting atmosphere--a rarity in our time. Fourthly, and finally, in the Integrated Humanities Pro­ gram important moral, political and religious questions are being asked in ways that encourage persons to be unafraid to chal­ lenge the accepted and dominant beliefs of our culture--and this questioning of the values of our culture is an indispensable part of the critical functioning of a university in the project of advancing the human SPIRIT. Some people believe that if you turn your money when you hear the cuckoo, you’ll have money in your purse tilt he comes again. Evaluated BY MICHELE MOREEN COMBINED SCIENCE MAJOR The loss of the Integrated Humanities program is indeed a great loss to a school endeavoring to provide a liberal arts educa­ tion. In my opinion, study in the humanities program led to real learning. Real knowledge con­ sists of philosophies to be retained as part of the total person rather than factual data to be forgotten the day after an exam. In humanities there were no exams, for who can test values? Papers were required to communicate one’s positions and affirm their formation. When I took the course three years ago, many of the philosoph­ ical topics such as “the absurdity of life” were very deep and frightening subjects with which to confront a freshman. Yet a freshman is highly impression­ able. Being fresh and open, a very young person can be easily caused (perhaps unintentionally) to adopt and internalize other people’s views. At least freshmen taking humanities formed their own beliefs and were willing to stand by them because they had devoted time to thinking, read­ ing, and listening to others. An additional value for fresh­ man taking the course was the exposure to many subjects. Teachers from every department in Carroll lectured to the group so a freshman could notice personal areas of interest and obtain ideas for future classes to take. We were even exposed to art and music. Some of the issues we discussed included the humanity of Jesus Christ, the mechaniza­ tion of man in today’s society, many aspects of human nature, moral issues such as abortion, man in the future, the meaning of happiness, poverty, prejudice, and oppression. Humanities, above all, forced thought, and though forced growth. Expansion of the mind, like all growth, can be painful. Integrated Humanities helped me understand the meaning of being one’s self. And I think that is an essential part of education. Humanities brought to mind so many things that we forget about in living. Here at school, our lives get so wrapped up in how much studying we can get done in a day, that we suffocate other meaningful things out of life-like taking time to write poetry, going with friends, going on a brisk walk and just being with one self. Humanities let me do these things - and gave me insight to a lot of questions and thoughts that we normally skip over in our usual day. A lot of people cut it down - but what’s so wrong with having a class that tries to make us more aware of ourselves and ourselves as a unity with one another? MARY PFNDKRSON SOCIAL WORK AND SPECIAL EDUCATION The value of the Program can not be measured in terms of grades and practical work-a-day skills. But in the richness of living itself. Quite simply I learned and how to make connections. JIM CARPER SCIENCE O’Cohen - O’Schwartz and ÍCPS) O’Levine Report Since Thanksgiving is near, we telt it not only necessary but appropriate to award the first annual Turkey of the Year Award for the “fowlest” behavior during the first semester. In an effort to be fair and judicious we think that an award should be made to an administrator, faculty member, and student. After several all night sessions, without the aid of stimulants, we have arrived at the following award citations. Adminstrator Turkey of the Year: To the administrator(s) in charge of running the infamous machine-the computer. The “fowl-up” over fall registration, student statements, and mid-term grades ranks as a classic in administrative buck-passing. The Registrar has blamed the students, the students have blamed the faculty, the faculty has blamed the computer, and the computer has indicated the President--has Frank Kerins returned from Venus yet? But the Award must be given to those who are really responsible, who can’t avoid the blame as much as they may try-those ^Protestant Programm ers!! Faculty Turkey of the Year: To Fr. James Farrell of the Education and Racquetball Departments. The “Fowl-up”, of course, is Fr. Farrell’s leg. His explanation has been that he injured himself going for a killer shot, but the truth is that this priest has no rhythm. Did you ever notice that Fr. Farrell does not walk and chew gum at the same time? In fact, he has become so absolute burden on friends. He can’t dress himself, can’t eat without help, and is beginning to say that it is affecting his brain. And given all of these “fowls” we must add that the dressing on this turkey is hardly traditional. Student Turkey of the Year: To the Fighting Saints Football team. We were promised a Frontier Conference championship, as one of the fringe benefits of attending Carroll, but this turkey laid an egg Saturday after Saturday. We knew the season was not going well when the administration announced that student attendance at games would be required for graduation. We understand, however, that next year we will have a winning season due to the schedule changes, such as: Helena Small-Fry Football Champs, C.R. Anderson 6th Grade flag team, Spokane Symphony Orchestra, and the Helena Senior Citizens Bingo Champs. We wish all a safe trip home for the holiday knowing that turkeys are waiting. O’Cohen, O’Schwartz, and O’Levine will be trudging home to Miami for a traditional dinner of lox and bagels. Report Cards for Teachers? BY MARK SEVIER The usual pattern a person goes through in sixteen years of education is to enroll in an unfamiliar course, attend the lectures, do the assignments, and take the tests. When it is all over, the students are given an evaluation of their work, com­ monly called a grade. Now, lets backtrack a bit. How does a student decide what courses to take, or what courses not to take? If the course is included in the major require­ ments, the student has very little choice. He-she take the course, for better or worse, no matter what the class turns out to be like. Outside of one’s field, the student has a wide range of electives to choose from. Through these electives, a student can get a broad view of the society in which he-she lives. It is through these electives (and Time Magazine) that one be­ comes “well rounded.” I ask this:How many times does it happen that students suddenly say to themselves, just before mid-terms, “Boy this is a shitty course! I wish I had known about this joker before I had wasted my time taking this course.” In the same respect, how many times does one decide against a course because he-she heard one bad rumor floating in the wind saying the teacher was a bore, only to find out later that the course was the most dynamic thing to come down the pike? These are very real problems here at Carroll. Because a student will never meet many of the faculty, the only way a student can judge the value of a course is by word of mouth. If one asks a fellow student “How is Lang’s Civil War and Reconstruction class?”, he- she may get a variety of answers. If the person is a history major; eats, breathes and sleeps history, and happens to be Bill Lang’s cousin, he might say “Great, Fantastic, Wonderful, etc. etc.” If the person asked flunked the course, the reply might be, “It is the worst thing I have every slept through.” Therefore, the only way a student can get an accurate idea of the quality of a course would be to poll every student who had taken the course. Needless to say, this is impossible. What is needed here at Carroll is a Faculty and Course Evaluation (FACE) program. FACE would be a student publication that would evaluate every course and instructor by polling the students presently enrolled in the course. The basic idea of FACE is simple. Give the teacher a report card that every one can read. The actual execution of such a plan is quite complex. It would amount to designing a questionnaire that would be objective enough to give substantial facts, but subjective enough to mean something. The cooperation of the faculty would be needed to make the survey possible. The cooperation of the students would be needed to insure that the data gathered was honest and accurate. An editorial board would read the surveys and use the information gathered to write a comprehensive evalua­ tion of the course. Included with these evaluations would be a requirement list made up by the instructor. This would include the method of teaching, the amount of reading, the number of assignments, the number of tests, and any other comments the instructor would like to make about the course. All this information would be published and distributed to the students to aid in the selection of their classes. There are many questions and problems that have risen with talk of such a program. The expense of printing FACE could be high. The ability of the editorial board to evaluate the data fairly has been questioned. It is possible that even the most complete survey would not tell the whole story about a class. It may be that some of the faculty will feel threatened by this type of evaluation. In confronting these issues, I agree that these are possible problems. I feel, however, that the advantages of such a program would far outweigh the disadvantages. “Nothing will ever be accomp­ lished if all possible objections must first be overcome.” (Ben A. Swigg) The initiation of FACE here at Carroll would give the students more control over their educa­ tional lives. Beauty is Only Tin Deep Edsels, fins, Studebakers. whitewalls and Volkswagons. the ugliest car in Nebraska please start up and honk? That is the gist of a contest being held at the University of Nebras­ ka these days--the “Pit Stop Ugly Car” contest which will attempt to find the most hideous auto tooling around the selection of the country. To enter, say the contest rules, all one needs to do is send in a photo of their ugly car and “whatever else you think you jieed to win.” Any car is eligible if it’s ugly. According to the rules, cars will be judged on the basis of ugliness, gaucheness, grossness, tastelessness and obnoxiousness. Ties will be broken by a sudden-disgust overtime. Photos of the winning entry will be printed in the student newspaper, which is co-sponsoring the con­ test. i - — — -------- ^ — > Never use a stain remover until you test the cloth for the remover’s effect on color.

Tumbleweed (Helena, Mont.), 25 Nov. 1975, located at <http://montananewspapers.org/lccn/Tumbleweed/1975-11-25/ed-1/seq-5/>, image provided by MONTANA NEWSPAPERS, Montana Historical Society, Helena, Montana.