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Show 1961 May 12, THE WESTMINSTER PARSON HOW TO CONDUCT A POLL 2- -- ., V . ' - . y JL fv V r y; tJ& ' J h; rcr -- L ? V. us: , r- :i ; "" - 'r ' - v t :- ? V' - . ? -- WlfcJ ,.i K v .;. ? ;-- - . fXl W . '( ,? M v J i -- - ' ? r,ft ' . - L-- r v'i- r1 J - fi?- - y Left to right: B. Barben, 'I ) By LOUIE INg, w Sr , -; iMiforfc( tl I 4' 7 ss ok. T k34 3 CAMPBELL are over, close race in all camfine candidates emerge for the duthemselves to prepare of ties government j In the Presidential race Jim Morris, age 21, of Sacramento, came out on top. A Political Science major, Jim carries a 3.75 average, and stars on Westminsters fine basketball team. He also takes time to know Westminster, its functions, its growing problems, and its expanding student body. Last year Jim served as Publicity Manager for S.G.A., so when asked about the issue of public relations, and school spirit he had plenty to say. that contact with the local area is not as important as better informed students. The weakness in the past year, Jim stated, was the irregularity of the Parson. When asked how he proposed to amend the situation, Jim said that he was in favor of the but definitely stated that the one 40 per cent stipend to them was insufficient. Definite plans have been made in the formulation of a solution to the problems facing the Parson, and Jim feels that they will be ready to be put into effect next September. When asked about the eternal problem of school spirit, Jim came np with a totally new attack. He said that our greatest'effort should be to promote participation, including the fact that the purses, though only ' here for a ?eaL should be considered in more actiivties. A school debate was suggested perhaps on a monthly basis, city and off-camp- us acquaint the students with isfacing the Student Government. Also, the outdoor loudspeaker system should be dusted off for Announcements and bulletins, perhaps on a daily basis. 1 sues I As of yet, Mr. Morris feels he get the feel of things I little better, to try and get used t his new walking shoes, so to peak, but after all his efforts and Endeavors, he says there are no rehas got to in A Chemistry student from Ogden, Utah, came down to fill the position of S.G.A.C. Secretary. Miss Judy Chamberlain, who has maintained a 3.5 average in her rigorous major, now feels the need to assist in her small way to the betterment of. Westminster College. On school spirit she feels that perhaps the revival of past traditions would stimulate interest in our school. The nurses were also mentioned as having been excluded from too many activities. Driving to the point of the issue, she stated that many people feel that it is immature to yell at ball games, but not immature to throw garbage all around campus. Pride, Judy states, is the essence to our difficulty in school spirit. Judy has had past experience in student body offices, also, and in her desire to serve, she is determined to give better coverage of government events, and support S.G.A.C. in as great a capacity as possible. Bob Barben, age 22, from Salt Lake, has grabbed the money bags and is determined to make available better facilities to the students. A major in Biology and hoping to go into Physical Therapy, Bob feels that this past year was the best yet as far as school spirit. The S.O.C. he feels did a wonderful job on Mardi Gras, and he feels that any other jobs could be done equally well by other students. Like the others, Bob feels that the Parson is essential in informing the students on issues vital to student life. He also feels that the public should be better informed and perhaps a billboard of events would be in order as well as advertising in strategic spots around town. So there are our leaders for the next year. Elected by mere few votes in all cases, they will lead the students in their Government The Parson urges you to get to know them; work with them; plan with them; and dream with them. Strive to make Westminster a great place in Hie annals of educational institutions. ld The S.G.A.C. elections Jim feels ,. I J. Chamberlin, T. Mitchell and J. Morris. and after a paigns, four sight or Vice President Tom Mitch-"iage 21, of Salt Lake, emerged victorious in his heated race. Hav-Ji- g served in S.G.A.C. last year, jumg the position of Treasurer, 1, familiarized himself with various organizations that are vn campus, and feels qualified to the position of chairman ft!?0 S.O.C. as well as assisting the resident ,0ni Tom is majoring in Business, and e is getting his share of running business. He, as well as the otner officers, feels that the Parson to establishing school spi-- , both on campus and in town. r i Wheels Are Rolling 1961-6-2 sets f by Don Justesen Perhaps you, as I, have delighted in that harmless parlor game known as distort A member of the group is told a story; he, in turn, tells someone else the story, and so on until the story has passed into a dozen different ears. The final version is usually very funny and precisely because it bears so little relation to the originaL The game of distort unfortunately, is not limited to the parlor. It is a game that is constantly being played in the larger arena of life and sometimes with consequences. To cite an involved example: a few weeks ago I and several of my faculty colleagues were approached by a group of spirited students who wished to conduct a canvass involv. ing student evaluation of instructors. It was understood at this time that the findings of the canvass would be processed and interpreted by students affiliated with the campus newspaper; that these results and interpretations would then be made available to the total campus community via that newspaper. The projected canvass found my, and many of my colleagues, wholehearted endorsement Then, a few days ago, after the canvass had been taken in one of my classes, I was given a copy of the canvas instrument Entitled Faculty Appreciation," the instrument indicated that the results would be given to the proper authorities. It wasnt too long before a dozen faculty members began asking: just who are the proper authorities? And this is where the game of "distort reach interesting, if highly inflammable proportions. One frequently ss - ! I v t ' i r, twf f1 V- A ; : : - .7N r stands ready t0 as President possibly to re-- : school spirit or to install a efficient system of Student Jvernment ,uIitche11 STUDENT LOUNGE Open from: 7 a.m. to 4:30 p.m. and from 8 p.m. to Page 3 10 pm. "Nothing Inferior for Your Interior Breakfast - Lunch Snacks recurring answer was, the Aca- demic Counsel. But several members of the Counsel confessed no knowledge whatsoever of the canvass.' Another answer was, the Dean. But subsequent inquiry showed that the Deans involvement .in the canvass was only one of furnishing resource materials. In the wake of the attendant confusion and pending clarification, several members of the faculty forbade further canvassing of their classes. This action, interestingly enough, gave rise to a whole new round of Soon word distort reached me that several among the faculty were "scared of the canvass, were acting as prima donnas, and so on. Undoubtedly the game of distort is still going on and will reach even more bizarre proportions before the present writing reaches print However, regardless of what ill, if any, may come from the events of the last few days, I am of the opinion that both the students and the faculty may gain therefrom different though equally valuable lessons. I, for one, will be more demanding when subsequent promotions by students are in the offering to know exactly what why, how, and for whom it is, that which is being promoted. (It goes without saying, therefore, that any blame attaching to the Faculty Appreciation" fiasco can only be attributed to memcertain, rather bers of the faculty especially yours truly). The lesson for the students involved is a bit more subtle. I hope youll excuse my rather clumsy attempts to define it non-vigila- nt Bean Poll self-delusi- fan-tasie- It would follow that the quickest way in which the student (and yes, the administrator) could rend the academicians mantle and thus destroy the one precious personal possession he affords himself a modicum of is to let him know he is just a hired hand. self-estee- m It also follows that any tion done in the name boss, your superior, or authority, would only add tatter to that already too-tatter- promo- of the higher another ed mantle. Students Evaluate Qualities of Professors by HOMER NG The theme of this weeks Parson is Faculty Appreciation: Student Evaluation. In keeping with this theme, the topic of the Bean Poll is directed toward this question: what qualities do you look for in a professor? In the December 13, 1960 issue of the Bean Poll the faculty had the opportunity to express the qualities that they look for in the student It is only appropriate that the students be given the same opportunity ta evaluate the qualities of a good professor. Through our evaluation we may come to understand and to appreciate the excellent work that our instructors have undertaken. Name: Judy Farrow Class. Freshman Major. Elementary Education The word professor is defined by Websters New Collegiate Dictionary as one who publicly teaches in the secondary school grades; one who teaches or professes special knowledge. To me, one of the greatest qualities of a professor is the way which he professes his knowledge of a subject In a professor, I look for one who can see both sides of the problem; one who is willing to listen to others' points of view, and one who tries to broaden his concept of the subject by looking open mindedly to the future. I also feel if the professor enjoys his subject enough to be teaching it, he would also be willing to share It personally outside the classroom, such as in the student lounge. Name: Larry J. Reynolds Class: Freshman Major Undecided I list three things as important aspects of a good professor. One of them is organization. I think many students will agree with me when When you get right down to it, a college professor doesnt have much in the material sense of the word. He doesnt have much status in the community. He doesnt make much money. These facts, to be sure, are of his own unfathomable doing since he could always quit teaching and gain more status and money by being a plumber or a C.PA. I submit that what the academician does value is a twofold set of highly intangible rewards. On the one hand, the edifying realization that he is fostering and furthering mans most distinctive possession intellect On the other hand, a tenderly nursed notion undoubtedly largely borne of that he, the College Professor, is somehow important or useful, or worthwhile. This selfesteem may be thought of as a mahtle. A worn, frayed, tattered mantle, I fear, but one worn proudd ly just the same. Under this mantle, the college professor realizes consciously or subconsciously that he is just another hired hand, that he is just as finite and dispensible and unimportant as anyone else probably more so. But he must wear that mantle were he to rationalize and energize his obligation to foster and further intellect A subtle lesson in sematics is involved here, to be sure, but one which we may all appreciate. and classes, knowledge of his subI say that well organized classes ject, and organization of the materiel presented to the students. Acand assignments procedures are inI do not look for qualities deed most helpful when exposed to tually, in professors, but I have found in what is often completely new ma- the professors, who helped learned terial. Another quality is presentathe three qualities that I have well, tion.' The professors presentation in mentioned. class can easly affect the mental picture that a student will form Name: Jeanne Nelson about a certain idea or fact An im- Class: Sophomore proper presentation could give a Major: Psychology and History misleading impression that might In a professor, I look for real have far reaching effects. Lastly, interest in the subject that he is I look for originality. This may not be of great direct value to the teaching and an ability to communicate this interest to the class. If course, but it does stimulate additional interest that can make the he is truly interested he will be class period something to look for- enthusiastic and will probably create and maintain the students inward to. terest Name: Frances Bander Class: Freshman Major: English During my high school years, a teacher told us of the rigors of college life. In the course of this discussion, she spent much time telling us how some of the professors lectured in college. She said that some professors would memorize their lectures and speak in a rapid monotone. I am relieved to say that I have not found this yet at Westminister. I believe the most important requisite of a teacher at any level is that he must have enthusiasm and thorough knowledge of the subject he teaches and the ability to transmit this knowledge to the students. Name: Don Dennis Class: Junior Major History TTiere is one requirement that college professors must have, if they claim to be teachers at all. That requirement is the ability to help the student learn the subject under consideration. Those professors who have this requirement usually possess three main qualities. These qualities are: seriousness of and interest in his subject for In a professor the willingness to talk to his students s and discuss issues of the day during and after classes. Informal discussions in the lounge with the professors have stimulated interest on problems of the day. So, interest in his subject ability to communicate this interest good relations outside the class are some of the important qualities of a professor. I look student- -professor A Fernandez Levy Class:Senior Major: Mathematics Name: Delvis A professor must possess at least three main qualities. First he must have a complete knowledge of the subject he is teaching. He must be thoroughly prepared for his classes every day. He must have an adequate answer for every question or the knowledge of where the student may obtain the answer. Second, the professor must present his material in such a way that he stimulates the creativeness of the student causing an urgent desire to learn. Lastly, the professor must demand the respect of every student. He. should use any disciplinary ac- tion necessary to gain this respect |