Newspapers / Mars Hill University Student … / April 29, 1977, edition 1 / Page 3
Part of Mars Hill University Student Newspaper / About this page
This page has errors
The date, title, or page description is wrong
This page has harmful content
This page contains sensitive or offensive material
THE HILLTOP, April 29, 1977, Page Three ivill be official he gallery on ilding; the seh'' oard of Trus*'^ meeting at noon; ano ^ isic Departm*" e baccalaurea** tmencement ‘ :ital at 2:30 p ’”' ill be the loctor of m of NashviW'' fessor of ^ rsity. Dr. Ha^ will also bria» : Sunday tnofj leir parents aa Baptist Chor^' ■ fnr th- servia®' ommunications Media Receive New Leaders by REX BEST I Alter a call for additional applications delay- '1 initial decisions for selecting communica- j'ons media heads on Wednesday, April 13, '^37, appointments were made a week later on "Wednesday, April 20, 1977. Following a leng- % interview session of all applicants, the Com- "lunications Board selected student leaders for ’^5 Hilltop, the Laurel, WVMH-fm. and the ^odenza for the 1977-78 school year. In action by the Board, the Hilltop leader- 'Wp position went to Debbie Clary, a rising ®* *nior biology major, and Janice Taylor, also * rising senior and biology major. Both Ms. '-'ary’s and Ms. Taylor’s backgrounds found laem experienced in working in the newspaper !'6ld, having served on the Hilltop staff in var- '“Us capacities over the past two years. The co-editors cited changes in news cover- and more student imput as some of the '^novations they hoped to bring to the 1977-78 hilltop. After Clary and Taylor had been elected by *'^clamation, the Board interviewed applicants "r the position of manager of WVMH-fm. Mike "hchell, a rising senior history major was se ated for that top post. Mitchell, possessing an **tensive background in radio broadcasting, Pointed to changes in programming as just one he hoped to improve upon as manager of *’0 radio station. Mitchell’s appointment was “oanimous save one abstention. , Further action by the Board concerned po- *'lions for editorship of the Cadenza, and co- '’litorship of the Laurel. Brenda Ennis, a rising '*nior English major was selected by a close margin to head that job. The co-editorship of the Ixiurel went to Cheryl Aldridge, a rising junior home economics major, and Melinda Brown, a rising junior mathematics major. Ms. Ennis’ creditials for editorship of the Cadenza included her role as assistant editor of the 1977 Cadenza, as well as having served on the rc/staff in previous years. Ms. Aldridge and Ms. Brown served as copy and layout workers, re spectively, on the 1977 Laurel In addition, Ms. Aldridge served as a reporter for the 1976-77 Hilltop, as well as a member of the 1976 iMurel staff. The Laurel co-editors won their position by a unanimous vote, with the ex ception of one abstention. In final action by the Board, chairman Walter Smith thanked each applicant for their concern for the communications media on the Mars Hill College campus, and for their willingness to get involved. Thank you’s also went to the cur rent editors and managers of the student media for their diligence in upgrading the printed media and WVMHfm during the year. Current members of the Communication Board who were present at the April 20, 1977 meeting included John Campbell, Hilltop ad visor; Betty Hughes, Cadenza advisor; John Gullick, Cadenza editor; Kirk Hall, sophomore class representative; Margaret Doutt, Laurel co-editor; Jonathan Riddle, Hilltop co-editor; Julia Storm, non-voting representative for the iMurel: Rex Best, Hilltop co-editor; Neil Moore, manager of WVMH-fm: Dr. Bill Hutt, faculty representative; Martha Kimsey, senior class representative; Phil Weast, WVMH-fm advisor; Steve Webb, SGA President; and Wal ter Smith, Board Chairman and Advisor to the Laurel. Newly elected student communications leaders are (l-r): Janice Taylor, Debbie Clary, Brenda Ennis, Cberyl Aldridge, and Melinda Brown. (Photo by Sam Tunstall) Schubert Sees Liberal Education as Essential Editors' Note: ^irk Hall, sophomore English and History ma- '“A conducted the following interview with Dr. °ieph Schubert, chairman of the English De- '’ortment. in partial fulfillment of the English ^°mpetence. by KIRK HALL ^“ll- To begin with. I’d like to find out a little *l>out your life. Where have you lived, gone to *i^hool, things like that^ Schubert: Well, mostly east Florida, east Ten- '*6ssee. New York, Louisiana, Texas for my ^hooling. As far as living. I’ve lived in Illinois, •^^Pan, Puerto Rico, Colorado, and that’s just **>out it. And North Carolina. ^oll: What were you doing in Japan? ^chubert: I was a photo-intelligence officer. I '■Ved two years over there. ^‘'11: How did you like military life? Schubert: Very well. In fact, I had a lot of **ivantages, a lot of breaks, and a lot of positive '’'Periences. I dropped out of grad school ^cause 1 wasn’t sure I was on the right track, “^ad for some reason, 1 wanted to go into the [hilitary as a drastic change from school to see I could make it. 1 went in as an airman and "''nt through officer’s training school, then ’trough Russian language school, then through Photo-intelligence school, and was sent to Japan '®r two years. Practically anything I wanted or Psked for I got. 1 was very pleased with that Phd never got any bad reactions at all. It was a ^ry positive thing. ^all: My father was in the military. That kind life seems totally different from the life of a 'College professor. Schubert: Oh, yeah, but 1 enjoyed it. The re strictions that were put on me in the military "'®re ones that had their place. I felt that any- *hing that was done had a purpose. A lot of People don’t think that. A lot of people don’t ijRree with the method at getting at the purpose, “ht for me it was kind of a situation that worked IS'tll for me. For others it might not, but for me, '* "'as quite comfortable. ^oll: You have some seminary background, ^on’t you? ^^huberl: New Orleans and Southwestern. Have you ever considered going into the ministry? Schubert: Mainly, it was sticking to church related education. Religious education, music. At one time, 1 was a member of the Ministerial Association, but that was at a time when there was a trend saying that any person who is going to be in a church related function should go through and be ordained. I went along with that for a while, but I felt it wasn’t what I a- greed with. And so I didn’t follow that path, although 1 was a licensed minister. Hall: What advice would you give to an under graduate who wants to go into seminary? Schubert: I am prejudiced here. Probably the one thing that I would give is that they should not major in religion. I feel the liberal education with a broad background is essential. You have to meet all kinds of people. You can not just deal with religion. I advise an English major because that’s what I had. 1 was going to seminary, and I said I was going to have to handle a language effectively. Now, there are other majors like history, and philosophy, and I can see that as a valid major. I feel that if they do that, as much English study as they can get or language study is what they need. Hall: So you feel that English is the best all round major. Schubert: For anybody going into church work, religious education, or the ministry. Now, mu sic is kind of a different thing. They still have a need for it. I get very very upset at minister ial students in the seminary who can’t handle language. Many ministers just didn’t under stand words. I would get into systematic the ology courses with them, and I would be making A’s and they would be making B-’s and Cs. They’re going to preach to me? They couldn’t understand the stuff. They couldn’t under stand the language. When they got up to preach, some language habits bothered me, so it cut off what they were saying. It was a blocking of communication. Hall: Could you tell me something about your dissertation? Didn’t it have something to do with transformation grammar? Schubert: Yes. 1 used transformation grammar as a basis. The main thrust was to look at the comparison between the person’s own oral with his own written language. I didn’t want to com pare him with other people. I wanted to see if his own oral language and his development had any relationship to his own written language. All studies that had been done had taken peo ple as a group and analyzed samples of a lot of students’ writing. They made a composite set of data, 1 think. Then they analyzed the oral sample and made a composite set of data on that and compared the two. I didn’t believe that was valid. I wanted to have student John Jones give me an oral sample and then give me a writ ten sample. I wanted to see how his own oral compared with his own written. Hall: How well has the competency program worked, as far as the English department is concerned? Schubert: Well, we’re very pleased with it in the department. The major thrust over the last two to three years has been to agree upon with in the department the exact methods of evalu ation or shall we say the agreed upon methods of evaluation. Right now we’re moving out from that. We’ve stated our competency. We’re pretty well set on that. We know what we want the student to be able to do. For example, in 213/214 a student examines a topic in depth, learns and gathers all the information he can for that and puts it together. Now, there are many other ways he can meet that competency. It might be in the biology program. Hall: Students that I’ve been talking to say that the seniors only had to take 11 I/I 12 and got only four hours for each. Now we have to take everything through 216, and we only get two hours for 111 and 112. Schubert: Well, keep in mind that some of the things that were in 111 and 112 are now moved up to the sophomore level. When you get a course and the student has four hours credit writing on a course, and he does half of it well, and half of it not well, he flunks the course. My rationale is that he does well on a two hour course and gets credit for it. I feel that if you look at the number of hours of Eng lish when I came here in ’67, you had twelve hours English and four hours math; you’ve still got twelve hours English and four hours math. The only difference we’ve hit on is that we feel that we’ve got such a problem in our society with the students being able to handle oral and written language, not literature. We hope that when they leave here, they will be respectable users of the English language. Hall: There has been a lot of news recently about students who graduate from high school that can’t read or write effectively. What do you think is the major cause of this? Schubert: Well, it’s not open education. It’s not methods. It’s not the sense that was written about in the current issue of the “National Ob server”, comparing an open school with a more traditional school. The problem as I see it is that the country and the school itself have not been clear in their own minds exactly what teaching is or what competency is,.and what level each teacher is responsible for. What I’m saying is this; when a ninth grade teacher has a ninth grade group, what is it that the tenth grade teacher can be assured of? Everybody wants to teach mythology, everybody wants to teach creative writing, everybody wants to teach all these things. That’s fine. You can use any material you want, but exactly what is the ninth grade student held responsible for? And what is the tenth grade teacher going to build upon? No one has sat down and said this is your responsibility. I do not see that in the class rooms in the public school; I see certain teachers taking responsibility, but not the schools with the principal’s push. Hall: What advice would you give parents who have children in school? Schubert: About what? Hall: About English. Schubert: The same advice I give my sister who has four kids. Don’t be apologetic about going to the school often and making sure a- bout what’s being done. The old saying, a squeaky wheel gets the grease, might apply here. 1 think having some books around that the student wants to read will help greatly. Reading aloud at home helps also. There’s a lot on T.V. that isn’t good. It’s not necessarily bad, it’s just worthless. I think this business of immers ing the student in books and reading aloud is very very important. Hall: Do you feel the English language is dy ing? Schubert: Changing. Change doesn’t neces sarily mean deterioration. When they lose ex actness in the words, I think yes. It’s not that it’s dying. Hall: Thank you.
Mars Hill University Student Newspaper
Standardized title groups preceding, succeeding, and alternate titles together.
April 29, 1977, edition 1
3
Click "Submit" to request a review of this page. NCDHC staff will check .
0 / 75