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Show appreciably from quarter quarter. k One might use the argument!- this would create a stereo;; V education. But with the indui- b of research papers, synopse n outside readings, etc., will s- t create independent thinking v I look at this problem not onh I educational but also as monffi c And both can be relieved to c certain extent by re-evate and improving the prest sVstem- Joe Scott Devaluation Editor: To the Course Evaluation Committee: For many years I have conducted evaluations of my own classes on a Keep and Change basis. I have never aspired to be a 6.5 teacher on any set of criteria, but I have always wanted to know how many students were involved with their own education, so in addition to end-of-term evaluations I have always conducted con-ducted on-going evaluations throughout any class. This has its limitations, of course, because only those who come to class provide such information. At any rate when I recently got three packets of IBM cards to hand out during the last week of class I was able to throw them in the wastebasket where I think they belong. I send you copies of my KeepChange comments from two of the classes; the third one did not meet that week although the students did decide much of how the course would be conducted con-ducted and what they would do in it. Finally I feel I should add that I never solicit opinions about myself, only about the substance and atmosphere of the class. The fact that I smoke and swear is something I have to live with; that I tell bad jokes or talk about my dog sometimes are matter of personality, and I feel if I give a student an opportunity to be himself in class, the students can put up with and learn to live with ijie -as. J;.learn.J;o,.live..vyith. .and.. enjoy them. Philip E. Sullivan Associate Professor of English More Sullivan Editor: To My Colleagues: For what it's worth, I'm not allowing anyone to enter any class of mine that has reached its limit, but I encourage the distraught and weeping to write to the President of the University and to the Governor of the state telling their experience and requesting additional funds to staff classes. Because I have always had a high drop-out rate for one reason and another, I have usually overenrolled my classes so as not to be too expensive ex-pensive a teacher, but with the present budget cuts I think that when I overenroll a class I am saying to the financiers that I can teach more people for less money, which is what they maintain. So I'm being a bastard rather than a nice guy, and I urge you to be the same. Philip E. Sullivan Associate Professor of English Abortive Editor: Re: The cartoon in Tuesday's Chronicle, Dec. 7 ("In the name of Jesus. . .Abort!). While this cartoon may have been in questionable "taste," I don't see ... .why , this should prevent, anyone from enjoying its essentially humorous juxtaposition of attitudes at-titudes between the desperation of unwanted pregnancy and the way faith healer preys on people's desperations. The cartoon suggests that the faith healer can do just as well when his operation is not strictly masked behind the Bible. Perhaps what certain people object to in this cartoon is the subtle logic underneath. J. Robert Hines Shellout Editor: Again, the time of year has come for the continual gripe sessions about textbook returns: the profitability of purchasing a text at the beginning of the quarter for a substantial amount, only to find that it cannot be re-purchased by the bookstore. Usually the brunt of the complaints are directed at the bookstore unjustifiably. I suggest we re-direct our constructive con-structive complaints toward our professors. It is they who change texts at their mere whim because they think another text is better (or maybe the individual professor agrees with it more). Collectively:justifiable; jn-dividuallymot jn-dividuallymot likely! Sometimes it is the professor who believes so much in his own thinking, that he shuns other valuable sources of material by requiring the use of a textbook written by none other than himself. This foolishness has its merits($$$$) to the instructor but violates students' right of -. haying a thorough education. General Ed. classes are another case at hand. Have you ever had a professor require a certain text in the syllabus of the class and then never use the book? And then, to top it off, he changes texts the next quarter, leaving you with a book you will generally never open the rest of your life. My assumption is that General Ed. subjects such as Art, Music, History, etc., do not change enough (if at all) from quarter to quarter to warrant a change of texts. Or have you ever had an upper division class in which you find yourself unprepared for because your previous lower division instructor chose his own text which did not quite cover the subject as completely as others might have? Or one who editorializes instead of using the book? Obviously, one general rule cannot be applied to every subject, but common sense can And it definitely could be put to use when applied to text selection. Professors have a certain right to pick their material, especially in upper division classes. But regulations should be instigated and maintained by each set of instructors of the same subject This could be accomplished by having a common textbook (chosen by that same group) which best covers the main sub,ect. This text should then be retained in use for at least one to three years. Let's face it, subjects I'ke - history, mst don't- -change " |