February |Q, 1972
FACULTY PROFILE
by Michael Collins
Today man is constantly
searching for ways to improve
the future. He runs, with his
head full of new and fancy ideas,
into the future committing the
same mistake as in the past,
ignoring the fact that the way to
improve is by studying the past
not ignoring it. This week’s
faculty profile is about a man
concerned with the past as well
as the future, he is Dr. Irwin
Richman a history instructure
here.
Dr. Irwin Richman is a
Brooklynite, who has
accomplished much at the young
age of thirty-five, fife attended
George Washington University
where he received his Bachelor
of Arts degree in 1957. Later he
attended the University of
Pennsylvania and received his
Master degree in 1958, then his
Doctorate in 1965. Because of
general ecomonic conditions
similar to today, Richman was
unable to obtain a teaching
position, and instead went into
museum work.
His first job was with the
Pennsylvania Historical and'
Museum Commission, which he
worked with for five years. Later
Richman took a position at the
William Penn Memorial Museum
in Harrisburg. He was chief of
the Science, Industry and
Technology section in charge of
planning, collecting and
supervising exhibits. During this
time he was also involved with a
monthlytelevision show called
“perspective” on WHP-TV
(CBS). He would produce the
show, the subject of which was
Pennsylvania history ..Finally Dr.
Richman came to Penn State
University, where he has been
teaching for the past four years.
After about* a>yea» at Capitol j -
Campus, Dr. Richman married.
The story goes that Dr.
Richman’s wife who was a
mathematics instructure here,
was told how interesting and
informative his classes were by
her sister. She began to sit in at
one of his classes. Richman
began a conversation with her
which developed into a fine
relationship which led to
marriage. The Richman’s are
presently one of two husband
and wife teams teaching at Penn
State.
Dr. Richman believes that
Penn State is an excellent school
primarily because of its size, but
also feels that the lack of a
library building, which should be
the hub of learning at the school
is one of the sore spots. He likes
it here because of the open
conversations between students
and teachers, each contributing
DR. IRWIN RICHMAN
and exchanging ideas. Richman
acknowledged that the students
are sincere in theirlearning
attempts and that he derives
great pleasure and excitement
from watching them develope
and find what they are looking
for in life. When asked if he had
any interesting experiences while
teaching at Capitol Campus, Dr.
Richman went into a short
anecdote.
It seemsthat Dr. Richman had
assigned a term paper to one of
his classes. After class, a student,
who wasn’t so fond of the
particular topic, asked if he
could do the paper on something
else. Richman asked the student
what he wanted to write about,
to which the student replied
’‘transcendentalism”. Sensing
that the student did not know
too much about the subject, Dr.
him to define it.
The student then replied that
“transcendentalism is when ‘a
man dresses up in women’s
clothes”.
Aside from teaching, Dr.
Richman’s other interest include
collecting antique furniture,
gardening and traveling. This
past summer, he and his wife
took a trip to the British Isles
and visited his wife’s hometown
of Aberdine in Scotland. He
proudly noted though, that his
traveling days are over for awhile
since his wife is expecting a baby
in April.
Presently, Dr. Richman is also
an assistant editor of Trend
Magazine, which is similiar to
Philadelphia, Magazine, but
instead concerns the Central
Pennsylvania area. His plans for
the future include some writing
and a long and fruitful teaching
career at Penn State.
THE CAPITOLIST
Arlington, Texas-(1.P.)-Changing
attitudes of college students and
the inflexibility of some
American institutions are on a
collision course that may pose
major problems, warns a
University of Texas at Arlington
sociologist.
Notable targets of student
discontent today are the
university system, government
and churches, concludes Dr.
William A. Stacey after
evaluating data from some 7,000
student interviews during the
past six years.
“The thing different about
the student of today and the
student of yesterday is that the
student today might be willing
to do something about his
ideals,” he cautions. “We’re
talking about two different
generations of students,” he
adds in comparing 1965 and
1970 collegians. He began the
study in 1965 at Mississippi
State University and continued
it there through 1970.
He and a colleague, Ronald C.
Engle, associate professor of
sociology, posed the same
questions to UT Arlington
students for comparison
purposes. They presented their
findings at the Southern
Sociological Society meeting in
Florida this year.
Responses at both universities
followed approximately the
same pattern, although UT
Arlington students reflected a
more liberal attitude. Dr. Stacey
attributes this primarily to the
urban environment.
“The student today doesn’t
feel the same kind of hangups
that the student of, say, five
years ago experienced,” he said.
In the survey, Dr. Stacey found
today’s students are more
concerned with human relations,
college administrations, and
"RAP" STUDENT TEACHING
by Mike Dini
It was noted at the recent
January Program Meeting of the
Capitol Campus Student PSEA
Chapter, that Capitol Campus
Education Program Students
have some definite pluses going
for them. 0) profs at Capitol will
“tell it like it is,” relative to
student teaching experiences in
the urban schools; and (2) most
education profs and student
teacher supervisors at Capitol
have had classroom experiences
which are an invaluable asset to
students of the Education
Program.
Students and teachers
conducted a most informative
“rap” on student teaching. They
discussed the pros and cons of
what for them and students soon
to be out in the field in a most
rewarding experience - student
teaching. Capitol Campus
education majors are primarily
instructed for practical
education teaching experiences
in the Harrisburg and
Philadelphia inner city (urban)
education areas of the state.
Items of interest to education
discussed included such sensitive
areas as “sex” education, better
known in some schools as child
growth and development; the
proceduresand choice
preferences of students as to
their student teaching
assignments; the need of student
teachers to formulate a better
NEW VIEWS
national and international
policy. He discovered today’s
students appear to be freer of
prejudice and increasingly
alienated by bureaucracy.
He also found increasing use
of alcohol among students, more
sexual permissiveness, a decline
in religious values and church
attendance and a rising
percentage who cheat or are
aware of cheating in their
classes.
He traces campus problems
principally to two factors, “the
failure of the administration to
bring up the quality of
education and to build the
student into the administrative
structure.”
He does see some encouraging
signs that three primary
institutions—the university
system, government and
churches-are aware changes are
needed and are working to effect
them. But he says the process
must be speeded up to avert
problems.
“I think the churches are
changing,” he reports. “Should
they make the changes, should
they become more flexible so
they can provide a service that is
compatible with ideology, then I
think perhaps they will remain
quite effective. But it’s just like
the university system. Unless
they build into their structures
the flexibility to deal with this
new generation, then I see other
philosophies developing.”
Dr. Stacey isn’t perturbed
about increasing sexual
permissiveness, maintaining it
does not represent a declining
moral standard. “It’s not a new
morality. It’s just more honesty
about the morality we’ve had all
along. I think we’re finally
realizing, both males and
females, that sex is not a dirty
thing.”
STUDENT TEACHERS
background relative to subject
matter.; and everyday
experiences of the student
tes»<'* r out in the field.
i jse in attendance at the
meei ig, informally discussed
the pros and cons of present and
past student teaching
experiences. Student teaching
hasn’t changed very much since I
went to school stated a teacher
in attendance, although he then
added that he had eighteen (18)
weeks of student teaching as
compared to our present ten (10)
weeks experience. Times have
changed!
Elementary education
students stated they keep
journals which generally include
comments that aid you in
accomplishing your behavioral
teaching objectives. Some
students noted their desire to
have their supervisors observe
and evaluate them at least once a
week. This is a major concern of
education students, but we can
note that the expanding
education program at Capitol
makes it difficult for supervisors
to visit every student teacher
once a week. Student teachers
are also encouraged to stop in
and see their advisors and
supervisors at school.
When called upon for
suggestions to student soon to
become student teachers, the
group excelled in a number of
comments and suggestions.
Page 3
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These included: (1) student
teaching is a great experience
where you learn more about
dealing with people and above
all learning for “subject matter;”
(2) your students will often take
the initiative in the learning
process and you as student
teachers can learn from them;
(3) walk in to your student
teaching assignment with a
positive image and adapt
yourself to suggestions,
comments and constructive
contributions of your supervisor,
co-operating teacher, and even
your students; (4) permit your
students the freedom of learning
and participating in school
studies, lab work and other
educational experiences; (5)
make yourself one of the group
in the classroom. When students
find out your human, you’ll
become one of them and they
know it. (Kids are smart). (6)
you needn’t be a staunch
disciplinarian to have a
“controlled classroom;” (7)
remember that you have a
million and one roles to play in
the classroom and as a teacher;
and (8) make a “contract” with
your students as to rules,
practices and procedures in the
classroom and stick with it.
Generally everyone in
attendance agreed that student
teaching is great, but there’s no
substitute for “THE REAL
THING.”