Looking back ...
A former student remembers the university
I'm out of UL, have been for a year
and a half: three ·erne ters, if that makes
time more real for you. ot a great deal
of per pect1ve. it could be argued. But it's
a per onal plateau of sorts, one that
offer no conclu ions, only impre ions
about my acaderrtic experiences.
Many, many would be influences have
faded, wisdomlcss, victims of time and
verbo ity. Sorting out influence is
pointing a finger at part of your
consciousne s and saying I got that (the
tate of mind or way of thought) from
Thursday, Dec. 14, 1972
him (the teacher.) Words are not my
memories. I have been mind molded by
men who reach; they went beyond games,
stuffiness, half glasse and podiums to
reach me. They gave their subjects, they
gave themselve . Their respect , unlike
many others oon forgotten, was not
earned with each repetition of their own
thoughts, but was given to me freely for
the small price of rrtine. I absorbed a
re pect for wisdom, curiousity for all life
merely by sitting or tanding near
(hallways and lounges are a joy!) these
few men.
Vol. xliv No. 15
THE LOUISVIL E
CARDI AL
Rm. 117, Otter Hall, University of Louiwille, Kentucky 40208
Special Issue on
Teachers & New Courses
CO TENTS OF THIS ISSUE:
Dr. Web ter Retires .......................... Page 2
The B t Teachers ............................. Pa e 3
ew Cour e At UL ........................... Page 5
Fire At Cardinal Inn ......................... Page 8
A Teacher Reward ........................... Page 8
Looking ahead ...
Teaching Learning:
Some Suggestions
Teaching at this university must
sometimes be a very frustrating
experience. Many of the teachers I have
seen are being cheated They are cheated
in that they don't always receive salaries
commensurate with their talents and
efforts, but, more important, they are
also cheated by their students. Too often
teachers bend, twist, adjust, and change
to help their students, only to receive the
same suspicious stares, the same attempts
to get a good grade, the same
lackadaisical attitude. This experience
may only be true for a minority of
teachers, but that minority contains the
best teachers, the ones who care what
their students do, who care whether the
material is understood, that care whether
they get across that social and intellectual
gulf that separates the instructor from the
learner.
The gap is unfortunately real. Few
teachers are able to obliterate the social
barrier that our "educational system
produces. Some teachers do not even try,
do not recognize that personal equality is
necessary for the most effective learning
and they don't try to overcome the
obstacle, but many do. Some teachers
seem to make the effort to remain
flexible , to allow for the problems, to
correct their teaching deficiencies. But
teachers are professionals and they are
expected to '-"Orrect their errors.
What about studnets? What do they do
to correct deficiencies? They are paying
for the teaching, the opportunities that
the University offers. What do they get
for their money? Do they even try to get
their money's wo, th?
Opportunities missed
I don't often find that to be the case.
Too many students at UL let pass most of
their opportunities to learn. It doesn't
matter whether it is called apathy,
laziness, lack of interest, or stupidigy, the
phenomenon persists. It will continue to
persist until students are awakened to
their own foolishness. I am sure that few
will change by reading this issue of the
Cardinal, but one of the reasons for this
special issue is to put just a little spark
under a few students.
II f l ' I • ... ,,,
I now have a glimmer of understanding
of the beauty of dedication, the force of
love through teaching becau e of Thomas
Mceaul. His total gift to his profession
humbles, inspires.
There is Leon Driskell. The immensity
of his intellect, the poetic glow of his life
will forever make me seek his awareness
of the wondrous aura of everyman's soul.
I know the delights of man's culture,
the all encompassing humanity that I am
part and product of because I have
watched Robert McMahan pursue
passions of his mind through the cultural
montage of man's arts.
From a stifling immediacy of mind
Dr. Starling has expanded my perspecive
from 1970's smug preoccupation t<
awareness of the legacy of moden
thought that built my society; challengin~
my consciousness with othe
consciousnesses I am no longer narrow
expanding understand ing, I a ·1
transformed.
I forget others, I remember these. I
walk in their shadows, their wisdom m}
beginning.
Glen Lawrenc(
.....,......,., by ChMf• Miller
Final blues ••••
But what should students do that is
different?
There are as many answers to that as
there are students, but I offer a few
general directions that change might take
place.
One direction that would be valuable
is for the students to begin to give the
teachers more feedback. Even the most
well-meaning and energetic instructor
cannot correct defects that are not
pointed out to .bini. This can be done
openly, during class, or afterwards, in
privjlte. It can be done by anonymous
notes, by visits to the ombudswoman or
the dean - as long as there is some
corrective factor ·in the educational
equation. This does not mean only
complaints about actions taken- it could
take the form of suggestions about things
that are omitted from the teacher's
presentation. Few teachers will tum
down thoughtful and constructive
suggestions.
This follows right along with the next
point - personal contact. No teacher has
time to know an his or her students, but
tbat ultimate limitation should not stop
interested students from requesting
conferences, oon¥ersations, meetings, etc.
- any kind of direct, one-to-one contact.
Often it is in private that the most
muable advice,. the most thoughtful
suaestions will be given to the student.
SOmetimes it is s'-lrprising how eager
teachers are to know what the student
really tbinp and feels.
Refusin& to be intimidated is another
action that studen ts can use to improve
their experience in class. Some teachers
demand too much,. or overlook too many
important facets, or refuse to let the
students have a wice in the process. No
oae is perfect, so the teacher should
I !!I t fl f '~'"