march 1‘, 1973
UNC-A offers innovative
learning to students
A year of innovation. That is the way the
1972-73 academic year will be remembered.
Most departments have undergone a restructur
ing of courses and have implemented new ideas
in teaching methods.
One of the most notable innovations in cur
riculum to be instituted this year was the revised
Humanities program. The courses incorporated
a combination of courses such as world history,
English, and other humanities and Social Sci
ences topics taught by experts in these subjects.
Students entering the program in the fall had a
choice of one course from among a wide variety
that dealt with the contemporary world during
the first term. Succeeding terms in the Humani
ties sequence featured a study of Western Civil
ization to the present with emphasis on writing
papers and reading various accounts of the per
iods. Methods in teathing the new Humanities
sequence varied but most used a combination
of lectures, discussion groups, arid speakers.
Another academic area to undergo an in
novative change this academic year was the
biology course offerings. Single courses that
had previously been taught on a term or semes
ter basis were changed to feature the mini
course concept of instruction. Each mini-course
dealt in detail with one particular area of bio
logical study over a period of two weeks. At
the end of this period of time the student went
to a new professor to study another area of bi
ological sciences. This concept has given the
student a variety of courses to choose from
and exposure to a number of professors while
fulfilling his course requirement in biology.
Also in the field of sciences, the Physics
department underwent a restructuring that fea
tured three fields from which the physics major
could select courses. The new program is highly
individualized to take advantage of the small
number of students who are physics majors.
Areas of studies for physics majors currently
include nuclear science, in conjunction with the
Chemistry Department, laser studies, and com-
govecnment causes innovation?
with SGA, that even though we have set many
goals and objectives, the senate seems to spend
a good amount of time and energy in keeping
such goals from being recognized.
Yet, I would not waste my time with Student
government if some good was not achieved.
When we care to, SGA has gathered a great
deal of momentum form its deep-rooted struc
ture and proven to be a very effective organiza
tion.
Therefore, in summary, if structure and or
ganization are utilized, some things can be a-
chieved effectively. But such achievement, may
be retarded because of human inconsistency.
Yet, without structure no established prediction
can be made. The unknown is a definite handi
cap.
Apparently many answers lie somewhere in
the realm of the unanswerable. There is no
one way. We all have our own opinions and our
own answers. Differences, both strong and weak,
are one significant aspect that must be reckoned
with in attempting to generate innovation.
Are we fertile enough ground to allow all
things to be planted? Are we strong enough to
accept whatever happens to grow? In a garden
such as this, are we flexible and strong enough
to witness and overcome a bad harvest? Gar
dens have systems - rows and rows. But when
planted, all attention and awareness rests with
each individual seed.
Yet, when all the dreams, suggestions, and
proposals are made, the basic reality, the in
evitable still exists. Everything, primarily, is
decided in one place. This may not be how it
should be, but it is how it is. Because of this
fact, it seems imperative that the individual and
his rights have top priority. It is imperative that
the individual matter, in some capacity. For if
not, we are nothing, or at best, a boldly inno
vative nothing.
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puter applications. These areas of study are
designed to give the graduate in physics an op
portunity to teach, enter graduate studies, or
to do industrial work.
The Literature Department recently in
formed its majors of changes made in the re
quirements for graduation in the department.
The new requirements emphasize a variety of
courses designed to acquaint students with a
functional overall view of literature. Survey
courses, genre studies, and special topics cours
es are offered by the department. In addition,
the Literature Department and the History De
partment have offerred studies in the black
culture. One course in Black Literature is now
being taught as is a course in Black History.
Both departments are currently sampling stu
dent opinion to determine what special topics
courses should be taught in the future.
One of the most successful innovations of
ferred during this academic year came from the
Political Science Department with the INS sim
ulation held during the second term of the fall
semester. UNC-A students took part in the pro
ject that featured a not so mythical world po
litical situation. UNC-A students instructed
students from area high school in political the
ory. Students were the leaders of countries as
well as ambassadors, and military consultants.
Area high schools were brought into the pro
gram and staged their own simulations on two
week ends last semester. Sponsors of the INS
Simulation in the Political Science Department
were pleased with the results and the response
to the simulation and plans are being discussed
concerning future simulations with area colleges
including UNC-A.
Even though the Psychology Department is
currently operating without a chairman, the
department implemented this year a series of
special topics that featured case studies and field
work by UNC-A students. Many potential
psychology majors have taken advantage of the
opportunity to do field work for credit. Results
of these case studies have been termed suc
cessful by members of the Psychology Depart
ment. Studies using area students have been
the topic of many of the cases. Psychology stu
dents are given the opportunity to talk with the
child they are studying as well as observe them
in classroom situations.
Skiing is currently being offered as a course
for UNC-A students by the Physical Education
Department. Other courses such as square
dancing and clogging have been offered during
the year. Plans are currently underway to de
velop new courses in the Physical Education De
partment to offer students a wide variety of
courses from which to choose.
A group of UNC-A students and representa
tives from other colleges will travel to UNC-A
Oxford for study abroad this summer. This pro
gram is not new but continues to offer a change
in the educational environment by allowing
students to relate to experiences of different
cultures. Students are given the opportunity to
study at Oxford University for a period of time
during the summer for academic credit. Cours
es such as philosophy, literature, and European
history will be offered this summer. The
UNC-A Oxford program has been I termed
“highly successful” by many students and fac
ulty members who participated last summer.
Students may contact Dr. James Stewart in the
Philosophy Department and Dr. Ellis Shorb in
the Literature Department for information.
The trend toward offering experimental
and innovative courses seems to be progressing
rapidly. Several departments are currently
formulating plans for new courses to be taught
in the future. Various department chairmen
and professors have pointed out that student
interest is the key to new courses. There seems
to be no doubt that students have reaped the
benefits of these innovations and will continue
to do so.
Why do students leave?
Every year students leave
UNC-A for a variety of reasons.
Dr. George Kramer , Head of
Institutional Research, was able
to provide the RIDGERUNNER
with some percentages through
a survey. A questionaire was
submitted to 600 students who
for various reasons have left
UNC-A. Over a two year period
(1970-1972) 53% of the fresh
men left after an average of one
year and 63% of the transfers
left after two terms. The stu
dents which leave generally
transfer to other instutions,
such as technical schools and
other colleges. About 36% of
that there is too much emphasis
on preparation for graduate
school. Mr. Harris also said that
so far the survey has shown a
variety of reasons to cause stu
dents to leave. Among those
not previously mentioned are a
dislike for certain professors
or dorm life, a feeling of not be
ing a part of the campus, and
being tired of school.
To alleviate the problem of
students’ leaving the UNC-A
campus life, Mr. Harris gave some
suggestions. Mr. Harris said,
“1 think there needs to be a great
er concern for the student’s to
tal development.” Mr. Harris
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PL^t IS
those students go to in-state
schools and an additional 12%
transfer out of state.
The reasons for leaving are
varied. Mrs. Alice Wutschel,
Associate Dean of Students,
believes the primary reason is
that a student’s main field of
interest is not offered as a major
here, such as architecture, music,
or forestry. Other reasons
include economics, or a lack of
finances, and interest in a tech
nical career, and some minor
reasons as a lack of activities
outside of class. One of the most
common complaints, according
to Mr. Ed Harris, of the Office
of Testing and Counseling, is
expressed his concern for the
lack of extra-curricular activi
ties to keep students involved.
Mr. Harris had another reco
mmendation to “continually e-
valuate our programs, improv
ing and possibly expanding them,
to meet the students’ needs.”
This he feels is being done.
Both Mr. Harris and Dr. Kra
mer feel that the survey will
greatly aid in determining the
main things that cause students
to leave. They hope that some
patterns will develop to pre
dict the major reasons, so that
they can be corrected. Both are
optimistic about the outcome of
the survey, and the eventual
solution of this problem.
Applications for Editor, Managing Editor and Business Manager
of the RIDGERUNNER for next year will be accepted untii
March 23, 1973. Please submit a resume of previous ex
perience in Journalism and reasons for applying to Dr. Robert
Trullinger in the History Department. The Editor receives a
$300 scholarship and 10% of ad revenues, the Managing Editor
receives a $200 scholarship and the Business Manager receives
20% of ad revenues.
(Sihmsxsi 8c
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