page 6 *
Campus Voice
This Week's Question: Has religion played a large part in your
college life? If so, why? If not, why not?
by Vail Weller and Nan Quatchak
Entertainment Editors
Melissa Schloss
Ist Semester
Business Administration
"No, I just dropped religion about a
year ago. I just don't seem to have
the time anymore with work and
school.”
-Steve Arnold
3rd Semester
Non-Degree
"It has not played a part in my
college life because it is not one of
my top priorities. I would rather
concentrate on other things."
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Mike Gallagher
7th Semester
Management
"It seems to me that myself (as
well as others) only can relate to
religion when they need a favor
from God. Throughout my college
experience I have had to fall back
on the guidance of God more often
than ever before due to more
difficult decisions."
Tom Mamaux
sth Semester
English
"Due to apathy of religion on
campus, I have become less
involved with religion than before
college. I pray before every test,
though!"
Phoebe Bonfardine
Ist Semester
Accounting
"I go to church every Sunday. I
went to a Catholic High School and
it tought me a lot of things that I
carried into my college life."
photos by Sue Feltenberger
John King Gamble, Jr.
by Rob Prindle
Feature Editor
Most people aren't overtly excited
about having a feature written about
them. Dr. John Gamble raised this
passivity to an art form. With his
feet propped on his cluttered desk,
his hands resting on his chest, he
told me to ask him anything I
wanted.
Each year some distinguished
teacher is chosen for his excellence
in teaching and presented the
opportunity to give a speech. This
in itself is a great achievement
What makes this an amazing
accomplishment is the realization
that just eleven months ago, this
same professor was giving a speech
after he won the provost’s award for
research. Truly amazing that the
same man could win both awards
within the time frame of less than
one year.
How could a person do this? My more importantly -- for promotion .
first thought was a bribe. I quickly jj e h as reac j much of the research
dismissed this. I had the honor of done on them. In general Gamble
experiencing Dr. Gambles teaching believes in CEQs. He thinks that
first hand. I knew that he was well students are very fair, and sometimes
deserving of the teaching award. Ive overly generous, when filling them
also seen his researching prowess out. The research shows that a
displayed in the glass case on the teacher cannot buy good scores on
second floor of the Reed'Building, the course evaluation forms. "There
Apparently, Dr. Gamble is a man a j 0 t of people getting Cs and Ds
who has much going for him. j n m y class and still rating me as a
I asked Dr. Gamble to explain good teacher." Gamble doesn't agree
how he related research and teaching. w ith some of his colleagues who say
He said that in some ways they are th a t they don't do well on student
related. He disagrees, however, with evaluation forms because their
the idea that because a teacher does standards are so high,
research he will be on the "cutting Gamble has taught at Behrend
edge" of everything that he must f or twelve years and said that
teach. He may, according to Dr. although he could teach much closer
Gamble, be on only five or ten of to his specialty areas at University
the one hundred cutting edges of a Par k he would rather stay here. He
subject. thinks that Behrend has come a long
Gamble did explain that there way in the last ten years, and is fast
were some "backdoor" ways that becoming a first- rate small college,
research could aid teaching. "First, Gamble has a lot of respect for
the act of writing for both the faculty and students at
publication...forces you to clarify a Behrend. Students, he said "are
lot of your own ideas. If you’ve been generally well motivated." If he
forced to clarify them, the odds are could change two things about
you can teach them better." Gamble today's students- he would ask for
continued with a smile as he more passion and commitment to
explained another connection: "If ideas. He wishes that students
faculty are doing research, then the wouldn't always look for a direct
MONDAY - October 17,1988
2:30 - 3:30 p.m. Spotting and Avoiding the Drunk Driver; The New Law and Underage Drinking
Reed by the Presented by. Officer Tod Allen, Police and Safety, Penn State-Behrend
RUB Desk
7:00 - 8:00 p.m. Metabolic Effects of Alcohol: Helpful and Harmful
Peny Lobby Presented by: Mr. Jeff Kushner,
Instructor Science and Technology, Penn State-Behrend
TUESDAY - October 18,1988
7:00 - 8:00 p.m. Know Your Rights
Reed Lecture Hall Presented by: Georgia Botinovch, Coordinator, D.U.I. Program Erie County
WEDNESDAY - October 19,1988
10:00 - 4:30 p.m.
Reed by the
RUB Desk
6:00 - 8:00 p.m. HAPPY HOUR .
Lawrence Lobby FREE FOOD AND ENTERTAINMENT
7:30 - 8:30 p.m.
Lawrence Lobby
THURSDAY - October 20,1988
10:00 - 4:30 p.m. Greater Erie Collegiate Blood Drive Competition
Reed by the Co-sponsored by: Tau Kappa Epsilon and Alpha Sigma Alpha
RUB Desk
7:00 - 8:00 p.m. Creatiye Dating
Niagara Lobby Presented by: Deanna Goodenow, Eric Gustafson,
Jennifer Han Life Staff and Officer Tod Allen, Penn State-Behrend
FRIDAY - October 21,1988
3:00 - 5:00 p.m. HAPPY HOUR
Wintergaiden Sobriety Testing with Student and Faculty Volunteers
FREE-FOOD AND ENTERTAINMENT
Coffee -House Entertainment will be provided
October 13,1988
pressures are reduced for faculty to
teach so much." He went on to say,
"The easiest way to get crummy
teaching is to have faculty teaching
nine or ten courses a year....they get
stale."
When asked how he won the
Provost's teaching award while still
continuing his research, Gamble said
that _ ■ he tried to devote equal time
to both teaching and research. He
said that he won the teaching award
by a combination of good scores on
the course Evaluation questionnaires
(CEQs) and having a lot of students
and colleagues think highly of him.
"My number came up." he said.
"There are a lot of people around
here who deserve to win that award."
Gamble has much to say about
the CEQs. He advises students to
take them seriously because they
have much to do with a professor's
future. The CEQs are taken into
consideration for both awards and
National Collegiate
Alcohol Awareness Week
Penn State-Behrend
Greater Erie Collegiate. Blood Drive Competition
Co-sponsored by: Tau Kappa Epsilon and Alpha Sigma Alpha
When Is It A Problem?
How to identify and help those with an alcohol problem.
Presented by: Sue Luteran, Intervention Specialist, ift.
Hamot Institute of Behavioral Health 'Mjfitaj.
October 17 - 21, 1988
photo by Sandi Inman
as most, "people are having a hard
link between what they learn and time finding real issues or real
what they are going to be doing with differences between the candidates."
their degree. Gamble thinks that this might be
Last Thursday night Dr. Gamble the first election in 100 years where
gave his speech entitled "Good the candidate with more popular
Teaching: Neither a Quantifier Nor votes loses. He feels this may create
A Pretender Be." Gamble holds that an uncomfortable situation "but not
you cannot measure teaching with a constitutional crisis."
any real accuracy. He said that Who will win? Dr. Gamble
"Sometimes we pretend we have a thinks that while Bush will probably
stopwatch, when what we really win, he has seen far more substance
have is a sundial." He agrees that from Dukakis. "We deserve more
you can use a big difference in the than the pabulum kind of answers
forms as a difference between good that I see from Bush more often than
and bad teaching. But when you have I see from Dukakis." said Gamble,
many good teachers. Gamble states, "I'll have to side with Dukakis that
you cannot logically use tenths of a I'm not sure what a thousand points
point from an inexact measurement of light means, and if I did know I’m
to indicate one teacher being superior not sure I'd find the answer
to another. satisfying."
About the pretending, Gamble My 45 minute tape was running
said "one thing I'm sure of is you out and Dr. Gamble was looking
can’t fake good teaching. Students talked-out, so I asked him one last
will be able to separate good question. Is there any advice you
teaching from mediocre teaching. wa nt to give students? He told me
Students can tell good teaching from that he thought students comments
good acting." He also said that good to teachers were more important than
teaching isn't just relaying facts, students thought. So his advice was:
According to Gamble a good teacher take time to comment on the class
also has to relate context and why when you get the CEQs at the end of
the facts arc important. the semester. "The comments mean
The last part of Gamble's speech a lot more to teachers than the 6.7
dealt with a innovative idea. He they scored on item #4."
seggested that Behrend develop a
center that teachers could go to for
the improvement of their teaching.
He stressed that this center should be
totally confidential and voluntary.
He also believes that it should be for
both teachers who need help with
basics and for teachers who are very
good but want to become better.
John Gamble treated his speech
much like a lecture. He pounded
every point home, repeating them
and explaining them. I had to laugh
as the man trying to video tape the
lecture struggled to keep Gamble in
focus and in the picture as he walked
around the stage (with the
microphone tucked into his jacket
pocket) instead of staying behind the
podium.
Many times he started his
response to questions from his
colleagues with the phrase "good
question." As I watched this I could
not help but think that this was a
man bom to teach.
As I finished the interview I
asked if he could comment on the
upcoming election, he said . that
this election was not as interesting