Oppose
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fewer requirements (hence, less
education).
Get a i o b .
By Rhonda Keyes ^
Broncoa Voice
November 1994
teacher appHcants before the next
school year, especially minority,
male, special education, and el-
2.) “the Board of Governors shall
require constituent institutions to set
a goal of increasing to 15 the aver
age number of credit hours per term
taken by full time undergraduates.”
-Students will have to take more
classes per semester. A conse
quence of this heavier course load
is lower GPA’s.
-Students who must work and go
to school at the same time are at a
distinct disadvantage because of the
forced increased course load.
-The National Collegiate Athletics
Association’s minimum number of
credit hours is 12. This will put our
athletes and our entire state’s colle
giate athletic program at a disadvan
tage in any national competition.
Also, it taxes the athletes' scholar
ship because it forces them to take
a course that they may not be able
to fit in their already strict sched
ule.
-Junior and Senior level courses are
specifically designed to be more in
tensive. 15 hours of such courses
would be a significant burden on a
student.
3.) “The calculation of these credit
hours taken at a constituent
institution...shall exclude hours
earned through...summer terms.”
—Students who have to work in the
summer to earn money for school
are disadvantaged. If they cannot
afford to pay to go to summer
school, they aren’t allowed the
privilege of taking classes that don’t
count towards their credit hours.
This is discriminatory to students
who simply can not afford to go to
school year-round.
4.) Also, in the conjunction with the
above:
-Admissions to our own NC
Graduate programs would be biased
to out-of-state students. Obviously,
it’s easier for out-of-state students
that can take 12 hours each semes
ter are going to have better GPA’s
than NC students who must take 15.
Also, out-of-state students who can
spend an extra semester to achieve
a double major (without financial
penalty) would be more competi
tive.
-Cooperative education (Co Op
ing) would not be an option to most
students. Taking a semester off to
work in their field would put them
behind in any four year program.
-Forcing students who want to go
beyond their degree requirements to
go continually to summer school is
detrimental to their morale. Stu
dents need a break from school.
Here are the Addresses of the Spon
sors of Section 89a and 89b:
Anne Bames
419-C Legislative Bldg.
Raleigh, NC 27601-1096
Erin Kuezmarski
1319 Legislative Bldg.
Raleigh, NC 27601-1096
R. Eugene Rogers
416-A Legislative Bldg.
Raleigh, NC 27601-1096
James Black
2215 Legislative Bldg.
Raleigh, NC 27601-1096
Beverly Perdue
620 Legislative Office Bldg.
Raleigh, NC 27603-5295
Marvin Ward
411 Legislative Office Bldg.
Raleigh, NC 27603-5295
Study a discipline for four years.
Graduate. Get a job. Live happily
ever after. If you are a student, and
this is your perception, then con
sider that many college students
cannot land a job in their field, im
mediately after graduation. Some
graduates settle for positions in re
tail sales, clerical work, or food ser
vice—not that there is anything
wrong with these positions, it’s just
that the graduates who accept these
positions are obviously off the path
that lead them to obtain a four-ye£ir
degree. Part of the problem is that
employers are looking for candi
dates with work history and practi
cal experience, something few col
lege graduates have.
“I couldn’t get a job in my field
after I graduated,” states Lisa Perry,
a computer science major who
graduated from Grambling State
University in Louisiana. “[When I
graduated in 1991,] there was a
plethora of experienced computer
scientists in the southeastern re
gion.” Lisa recalls masterminding
a way to build her resume, continue
her education, and collect a pay
check, all at the same time. Describ
ing her dilemma, she remembers
reports of a lack of teachers I cer
tain educational areas, specifically
elementary, and special education.
“That’s when I made the decision
to teach elementary students.” Lisa
started as a substitute teacher, and
then, after she was certified to teach,
she took a full-time, teaching posi
tion in Miami. Now, Lisa teaches
from 8:00 AM until 3:00 PM, works
toward a masters degree, and gets
paid—dilemma resolved. Many col
lege students will be in situation
similar to Lisa’s, after they gradu
ate. And even now, in 1994, school
systems are aggressively seeking to
increase their applicant pool. Wake
county, Cumberland County, and
newly merged, Nash/Rocky Mount
County are all hoping to get more
ementary education applicants.
With all of the possibilities, and
the likelihood of someone, who is
certified to teach, to receive a teach
ing position immediately after
graduation, why aren’t more stu
dents going into this field? “Teach
ers do not make enough money.”
This is the complaint of many stu
dents who shy away from choosing
education as a major. The truth is,
however, the “not-enough-money”
premise is often based on irrespon
sible reporting. Consider the news
reports that, in 1993, NC teachers
earned about $6000.00 below the
national average. If teacher salaries
are adjusted to allow for the cost-
of-living-by-state, then NC teach
ers actually take home more money
than teachers in most of the other
states. (Sources: NC Department
of Public Instruction, Salaries De
partment; NC Citizens for Business
and Industry.) Also, under Gover
nor Jim Hunt's program to increase
the quality of education in North
Carolina, teachers’ salaries have
risen to an average of seven percent
since 1993. (Source: NC Depart
ment of Public Instruction, Salaries
Department.)
Most universities, including
Fayetteville State, allow students to
work toward teacher certification
while concurrently working toward
a bachelors degree. The process
normally includes taking a series of
standardized tests to evaluate read
ing, writing, and math skills, com
pleting a student teaching require
ment, and taking courses in educa
tion. Teaching is not for everyone,
but it would be nice to know that
the probability of getting a job after
graduation is high, even if the job
is just a beginning.
Bronco Alert!!!
by Dr. Evelyn Burrows
Cough! Cough! Kerchoo!
Kerchoo! There is an enemy on
campus—the common cold. It is
time for us to defend ourselves so
that colds will not become more
frequent as fall fades into winter.
As members of an adult commu
nity, we can decrease the number
of colds on campus, which often
lead to unnecessary class absen
teeism, unsightly appearance, and
just feeling awful.
The common cold is spread
from person to person when we do
not cover our coughs and sneezes
with a tissue or handkerchief.
Covering coughs and sneezes with
our hands will not help very much
because we simply transmit the
germs from our hands to the next
item or person we touch.
Our grandparents knew how to
fight this enemy because they
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