O''
H Silence Is |$|jteiranil According to Some, Very Little Golden Silence
M Or Peace and Quiet Are To Be Found In the Dormitories Tills Year!
by Diane Stevens
Door bells ringing, intercoms
paging, record players going,
showers running, girls talking are
all common noises within a dormi
tory and, according to some stu
dents, combined they are intoler
able.
Two groups ot students went to
see Dean Chelsea Tipton in the
latter part of September on sepa
rate occasions about excessive
noise in the dormitories.
However, this was not the first
time complaints had been voiced;
the problem had been discussed in
faculty meetings last year, Tipton
remarked when interviewed.
Tipton said it was brought to
his attention that during one
freshman studies session a student
had threatened to go home if the
noise didn’t cease.
On another occasion, Tipton said
a student asked him if library
hours could be extended. Tipton
did not feel that a student should
have to run from the noise but
should be able to study in the
room she paid for. Tipton said, “I
see no reason at this time to ex
tend library hours because library
utilization is so low; if library
utilization increases the possibility
will be looked into.”
In an effort to do something
about dormitory noise it was de
cided at the faculty meeting held
Oct. 6 to set up a committee com
posed of three faculty members,
four staff members and seven stu
dents with a student chairman, to
look into the problem. The group
would report its findings and rec
ommendations to the faculty be
fore the Dec. 8 faculty meeting.
Concerning the total situation
Tipton said, “If it is so noisy in a
dormitory that one can not study
in her room something needs to
be done to change the atmos
phere.”
When faculty members were
asked what could be done to al
leviate the noise problem, various
suggestions were given; some said
perhaps the intercom system
should be done away with, while
others thought quiet hours should
be reinstituted. Mrs. Geraldine
Totten said, “My theory would be
to practice the laws of general
courtesy. You could establish a
lot of do’s and don’ts but that
would cause more tension.”
Some students were approached
and asked whether they felt the
noise in the dormitories was too
much. Most seemed to think the
dorms usually were reasonable and
when they got out of hand you
could approach whoever was mak
ing the noise and they would quiet
down.
On the other hand, one fresh
man in Jones Hall said, “I think
my dorm is too noisy, but I don’t
know what can be done about it,
I help make the noise.”
Linda Roberson, a junior from
Cone Hall, looking at it on a larg
er scale, said, “I don’t think the
dorms are too noisy compared to
dorms on other campuses; to me
its a matter of adjusting to dormi
tory living.”
archives
oennatt Collcgt
Greensboro, N
FRIDAY, NOVEMBER 14, 1975
BENNETT COLLEGE, GREENSBORO, N. 0.
VOL XXXVlll, NO. 4
Our Own Mental Giant??
photo by Cheryl E. Johnson
Campus look-alikes
examined on page 4.
Can you tell who is
who?
New Pace for Belles
Graduate Early? Try the Accelerated Study Option
Get College Credit Without
Ever Attending Any Classes
by Thomasina Stallings
How would you like to have
college credit without ever going
to class? You can with CLEP.
The College Level Examination
Program (CLEP) is a national pro
gram of credit-by-examination,
sponsored by the College Entrance
Examination Board, which offers
you the opportunity to obtain rec
ognition for college-level achieve
ment.
At Bennett, the General Exami
nations offered are in Freshman
English, English Composition, Na
tural Sciences, Mathematics, Hu
manities and Social Sciences—
History. If a student decides to
take all these tests and passes,
she becomes a sophomore without
ever going to class. Dr. Helen
Trobian reports that two years
ago one student earned 29 hours
of credit through the CLEP tests.
The parts of the General Ex
amination are one hour in length.
One to five of these exams may be
taken in one day.
Also available are three lan
guage tests added recently: Ger
man, Spanish, and French, and
exams in particular subjects, the
Subject Examinations, which are
90 minutes long, and give credit
for specific college courses. If a
student is interested in earning
credit-by-examination in a par
ticular subject, she should check
at the Counseling Center to see if
it is available.
Arranging to take these tests is
up to the individual student. She
by Elizabeth Adams
The A.I.D.P. has provided funds
for an accelerated study option in
the academic options program
which may allow students to grad
uate early or work a double major
into four years.
The academic options program
is a program which would allow
above average students or stu
dents with high motivation or spe
cial talents to be intellectually
challenged more than they would
be under a regular classroom situ
ation.
In the accelerated study option
the student would not be required
to attend the regular classroom
sessions but she would be respon
sible for all assignments and tests
that the other class members have
to do, and she would have to work
at an accelerated pace to complete
her work before the regular class
does.
Through a contract arrange
ment with the teacher of the
course she wants to take on accel
erated study, she would take the
exams in the class at any time
should first contact her adviser on
whether or not it is wise for her
to take the exam and then go to
the Counseling Center for the ma
terial and information needs.
If, after examining the material,
a student feels that she is quali
fied, she fills out a registration
form in the Counseling Center and
pays the required fee.
This must be done three weeks
prior to the testing date, which is
the third Tuesday of every month.
Test fees must be paid by a
check or money order, never cash,
made out to the College Entrance
Examination Board.
The fee is $20 for one General or
one Subject Examination, $30 for
two exams, $40 for any combina
tion of three to five General or
Subject Examinations, on up to
nine examinations for $80.
Registration - admission forms
and fees must not be submitted
(Continued on Page 5, Col. 5)
she felt ready to take them. The
teacher would keep tabs on her to
see that she was moving ahead in
her work, and she would have to
make a C or better in the course in
order to get credit. Her ability to
work independently and effective
ly would be shown in the results
of her work.
This option is not a means of
escape for those who want to cut
classes. It is for the mature and
ambitious student who feels that
she is responsible enough to work
independently and to achieve ex
cellence.
All courses in the college will
not fit into this option. The Aca
demic Options Committee is now
in the process of identifying those
courses which will be available.
Before pre-registration a list of
such courses will be put in stu
dent mailboxes.
Students seeking to use the ac
celerated study option will regis
ter as they do ordinarily, but at
(Continued on Page 4, Col. 1)
Campus Kids Take Physical Education
Grant Makes Possible Program in Motor Skills Development for Children
by Bianca E. Hurley
A grant to implement a program
of motor skills development, which
originated from the Consortium on
Research Training (CORT), has
lead to a physical education pro
gram for pre-school children at
Bennett.
This children’s program, which
is presently working for Bennett’s
Children’s House, is concerned
with motor skills development
through large muscle activity in
the area of motor expiration, ex
ercise and self-testing activities
and utilizes equipment supplied
by CORT.
Children from the Children’s
House, age three to five, come to
the gym two days a week on Tues
day and Thursday for one hour
each day.
Dr. Dawn S. Chaney, associate
professor of physical education,
commented that “we use this as a
laboratory experience for teach
ing physical education in the ele
mentary schools.”
The Bennett students involved
in this program are majors in
physical education or elementary
education and are enrolled in the
course Physical Education for the
Elementary School Child.
To allow concentrated efforts in
the areas of progressive learning
in motor skills, the student-teach-
er ratio is four to one, with four
children being taught by one stu-
dent-learner.
Dr. Chaney said, “It is the
learning experience that bridges
the gap between theory and prac
tice, and our students need this as
an intern avenue for learning.”
Dr. Chaney also stated that,
“Next year, we’re hoping this will
again become a laboratory ex
perience for the course. At that
time, students will be required to
do intern teaching with pre-school
children that are brought to the
campus.”
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Children's House Pupils Learn Tug-of-War Is Partially A Mental Endeavor
photo by Cheryl E. Johnson