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Show THE THUNDERBIRP" College to deny credit yjk 29, 1990 Q PAGE 3 ' lilt' for Institute courses 7 BY KARA LYN POTTS SUSC will no longer offer college credit for LDS Institute classes, effective July 1, 1990. The policy change follows the current trend of other colleges and universities around the state and meets with approval from both the college administrators and Institute faculty. We are one of the last schools in the state to make this policy, and it was not our decision solely, said D. Mark Barton, director of admissions. In the past, SUSC has allowed students up to eight hours of credit for Institute classes taught from a secular perspective. SUSC, by not granting Institute credit, also avoids the possibility of mixing church and state. A similar desire has prompted other institutions state wide to stop giving credit for Institute classes also, according to Provost Terry D. Alger. Another push behind SUSCs decision to change came from the Northwest Accreditation Association. College credit can only be given by organizations approved by the association, and the Institute has not been approved. The Insititutes reaction is one of indifference. Most classes where credit was transferred across the street were not that secular, so it really doesnt matter, said Institute instructor Richard Williams. ' f ! ' Math 300 required for education majors BY NATALIE COOMBS Beginning this fall, Math 101 will no longer be required for elementary education majors. Math 300 Math Elementary, a course designed to help prospective teachers teach math at the elementary level, will replace Math 101 as a required math class in next years catalog. The change came about partially because of suggestions SUSC received during its accreditation. The recommendation from the state office was to get elementary teachers into Math 300 rather than 101, said Quenton R. Bowler, teacher education department head. We agreed that we would strongly encourage elementary education majors to take Math 300, Bowler said, and eventually list the course as a requirement in the catalog. Math 300 will be listed in the 1990-9- 1 catalog as a requirement for students entering into the elementary education program. Students already admitted to the program who have filled the Math 101 requirement will not be required to take Math 300. Students currently enrolled, however, will be strongly course. Were going to encouraged to take the encourage everyone to take Math 300. It helps elementary teachers to be better teachers of mathematics, said James M. Miller, school of education dean. In justifying the change of requirements, A1 Tait, school of science dean, said the class consists of actual math principles with the addition of methodology of teaching math to elementary students. While Math 101 has been dropped as a requirement for education majors, administrators still view that class as a valuable elective. If someone is weak in math, it certainly wouldnt hurt them to take both, said Bowler. We would definitely like them to have both, but the math department felt that Math 300 was the more valuable of the two for elementary education teachers, said Kim Jones, associate professor of physical science and Math 300 instructor. Since Math 300 was viewed to be the most useful of the two classes for education students, Miller said that making it a it. requirement was one means of getting more students to take dwindled 300 had Math in enrollment to Jones, According down to where it was offered once a year and only eight to 10 students were in it. The only people who were taking it were getting an elementary special math minor. Now that the class is required, Miller estimates that the course will need to be taught once each quarter to accommodate nearly 100 education majors that graduate from SUSC each year. 300-lev- Like ocher students graduating from SUSC, Shane Vranes, a sophomore from Salt Lake, may have a greater chance of job placement than former graduates if the current trend continues. Graduate placement escalates BY PETER A higher percentage of SUSCs class are finding success in career A larger percentage of the noncertifiers (26.3 percent) are continuing their formal education than those who certified (3.3 percent). We point at three major factors which contribute to the preparation of our graduates for career success. They include the character, integrity and work ethic of the students themselves; the quality of academic instruction; and the value of placement services, he said. The report revealed some interesting facts about individual areas of study. For example, 16 of the 38 accounting graduates went on to higher (50.2 percent). TAGG 1989 graduating and graduate school than last years graduates, according to the 1989 Placement report conducted here. Placement Director John Q. Cannon said the Placement Office staff conducted an exhaustive survey in which they contacted 428 of the 430 graduates (99.53 percent of the graduating class). Their response to the survey indicates that 89.3 percent of the 1989 graduates have either obtained employment, or are continuing their formal education. Cannon said the number of students finding placement increased from 355 in 1988 to 384 in 1989. This represents a one year increase of 8.7 percent. Overall, 312 graduates (72.6 percent) found employment, and 72 graduates (16.7 percent) are continuing their education. It is obvious that the 1989 SUSC graduates have been eminently successful in their own career placement and in placement for graduate study, Cannon said. By December 1989, only 32 of last years graduates (7.4 percent) were still seeking employment, compared to 54 graduates (12.3 percent) in 1988, he said. This represents a healthy one year decrease of five percent. The survey also shows that 16.7 percent of the graduates are continuing their formal education, 58.9 percent are employed in a field related to their academic study, and 13.7 percent are employed in a field unrelated to their academic area. Of those students who graduated with teaching certificates 42 percent of the total more are employed in an area related to their academic study (71 percent) than those who did not certify It is obvious that the 1989 graduates have been eminently successful in their own career placement, said John Q. Cannon, placement director. education more than any other major. The next highest was biology with nine of the 20 graduates continuing their education. Additionally, 12 of the 37 majors had 100 percent of their students employed in a related field to their academic studies. Those areas without a complete record still fared well. For example, 67 of the 89 elementary education graduates found employment in their related field. Of the remaining 22 elementary education graduates 12 found employment in an unrelated field, five are pursuing homemaking or church service, two are continuing their education, and three are seeking employment. Information was gathered by phone, mail and faculty members. Cannon said the survey was completed in a six month period which is half the period taken by many institutions. |