Pao 4
Faculty Affairs Committee
Recommendations on
Scheduling and Registration
A. Scheduling
1. In order to alleviate
the shortage of instructional
space in the Olmsted
Building, all
non-insturctional activities
which could be performed
equally equally well in
alternate locations should
be transferred as soon as
possible. The Committee on
Physical Plant should study
present space allocations
and recommend specific
functions for transfer.
2. Night classes should
be used for regular full-time
undergraduate students
only as a last resort.
Saturday classes are
acceptable from an
academic point of view and
can be instituted if
necessary to accomodate
the range of courses that
should be offered, provided
that a scheduling advantage
is gained.
3. Each faculty
member's schedule should
be arranged so that he has a
full free day for consulting
or research activity. Faculty
members should be
consulted in regard to their
teaching schedules before
the schedule is finalized.
4. It is not advisable to
schedule a course in a
variety of rooms until, all
periods are fully utilized.
5. Data on student work
loads (non-academic)
should be collected by an
appropirate body so that
this information can be
considered in future
scheduling decisions.
6. The allotment of
classroom space during the
prime periods 2,3, 4, 5 for
Winter and Spring terms
should be frozen at Fall
term levels, with the
provision that Divisions
may exchange spaces by
mutual consent.
7. Final exams should be
scheduled so that each
instructor has a minimum
of 48 hours to evaluate the
exams and prepare grades.
An effort should be made
to avoid scheduling exams
for large classes during the
last final day.
B. Registration
1. The committee
strongly supports Mr.
Slygh's suggestion of having
each student list an
alternate course on his
number two card. The
student would be registered
automatically for his
alternate choice in the event
one of the first choices is
closed.
2. A complete and
reasonably accurate
timetable including period
and instructor designations
should be available before
pre-registration takes place.
Pre-registration for the Fall
term should be completed
at the end of the Spring
term for all students not
planning to attend the
Summer session.
** * *
Early Child Specialist
Visits Campus
by R. W. Bonaker
On November 16, Dr.
Kenneth Wodtke, Director of
the Early Childhood Center at
the University of
Wisconsin-Milwaukee, outlined
his philosophy of early
childhood education and
methods to develop and
implement programs, before an
audience in the Auditorium.
He dealt with the concepts of
early childhood education and
presented his idea of what he
termed a "midly utopian
school." Working from the
assumption pre-school education
is our of phase with human
development, he demonstrated
how his child care center is
working to institute a learning
process more "in tune with
present day society."
Wodtke holds a Ph. D. in
education psychology from the
University of Utah as was a
postdoctoral fellow in
educational research as Harvard,
centering his work in the
cognitive development of
children. The author of more
than 35 publications in the field,
he has served on the faculty of a
number of universities, including
Penn State.
"If education is in tune with
the developmental process, we
would have much smoother
sailing," he stated. "But we can
see that such is not the case." He
believes the continual emphasis
of schools of the work ethic
does not promulgate a fulfillness
of the goals of human
development. "I argue that there
are many interdependent
relationships, keeping all the
eggs in one basket so to speak,
that are expremely important.
There is not enough attention
given to other areas of the
learning process," stressing
intruction in the utilization of
leisure time and the
development of personal
relationships.
Before expounding upon the
components of a truly
developmental process, Wodtke
presented background
information on the learning
experiences of the child from
infancy to five years of age.
"During the first twelve months,
the child experiences
interpersonal relationships. At
age two, the child exhibits an
intial exploratory phase and
demonstrates his free will; to
paraphase a noted philosopher,
it .is the period of his
emancipation."
Wodtke explained that the
early years of education should
be flexible enough to allow the
child to feel comfortable in his
"own sphere of influence." He
related many children come to
the pre-school center before
achieving an intimate
relationship with their parents;
the culmination of that need is
paramount before progressing
into other areas. "The
personality of the adult is
shaped by his relationships as a
very young child. In this light,
early education is extremely
crucial, and it must be done
correctly." He stressed the
importance of the trust which a
child should see in the adults
THE CAPITO LIST
around him
At the period from three to
five years, the child is involved
with fantasy. "He acts out his
joys and fears in dramatic play.
We call this time the period of
first conscience formation. They
form a camradery with adults
and participate in a colleague
relationship. At our school, we
urge all adults to work with the
kids to develop mutual interests
in a total learning environment,
a de facto educational process."
Wodtke states that after such
ground work has been finalized,
the .ethos of productive work
and leisure time activities can be
stressed.
The psychologist then
outlined his methods to
implement his ideas into a model
program. "At the university
level, teachers must be deeply
commited to their work; it's not
just a job to teach young
children, it is a part of their life.
People must realize that young
children are individuals with
their own personality. You
cannot be overbearing, but must
give the child an opportunity to
enjoy his emancipation."
A second factor which
Wodtke mentioned concerned
architecture of the classroom.
"The enviroment is usually
designed for adults in most
facilties, failing to consider the
size of a child. Some argue that
it is a minor point, that it is the
same environment he deals with
in the outside world. But I feel it
is important to make him feel as
comfortable as possible."
A third point centers on the
approaches to easily educating a
young child. "At all costs, there
should not be a remedial or
compensatory approach, which I
feel is a negative approach to a
child's culture. For example, a
Spanish speaking child
experiences a tough transition
when, coming into contact with
English for the first time. What
happens is he is uaually forced
to adopt English in a manner
demeaning to his cultural
experience. It is a negative
approach and can drive the child
to have an inferior outlook."
EZIZI
a
........ 4 11 11 LIIIIIININONNINIONIINIUM
Outlook Good For Engineers
University Park, Pa., Nov.
The 1972 graduating class of
engineers and technologists in
institutions throughout the
country benefited from a late
increase in campus hiring by
industry, says Dr. Nunzio J.
Palladino, dean of the College of
Engineering at The Pennsylvania
State University.
"June graduates were largely
successful in finding jobs," he
says, "and older graduates, too,
found the job market noticeably
improved, according to
placement directors in most of
the nation's engineering
schools."
He points to a report of the
Engineering Manpower
Commission of the Engineers
Joint Council, a non-profit
federation of national
engineering societies, whose
annual placement survey showed
a brightening job situation for
engineering graduates.
The 1972 study was based on
replies from more than 43,000
students at 260 colleges,
universities, junior colleges, and
technical schools.
Among the survey highlights
was the fmding that about 60
per cent of the bachelor's and
master's degree recipients had
already accepted jobs or were
considering job offers at the
time of graduation. Another 20
per cent were going on to
graduate school, and 11 per cent
were entering military service or
had other specific plans. The
remainder had no offers or
definite plans, but experience in
recent years has shown that
most of these graduates can be
placed by the end of the
summer.
Prospects for 1973 look even
brighter, Dean Palladino said,
explaining that real shortages of
engineering graduates are seen
three of four years ahead when
the small freshman and
sophomore classes currently
enrolled complete their
curriculum.
There also were increases in
starting salaries over last year.
"Although the increases were
not large," says the report,
"they were sufficient to boost
engineers' beginning salaries to
monthly averages of $892 for
bachelor's degree graduates,
$1,024 at the master's level, and
$1,396 for holders of a
doctorate."
I.llliiimnrimr•Pgrrrrlirnrrr
For the Finest In Men's Wear
Polyester Jean Flares
Reg. $lO Now $5.49
Double Knit Flares
Values to $25.00 Now $10.99 to $15.99
Ve Vegoo;),
November 30, 1972
"Engineering topped
practically all other occupations
in starting salaries reported by
the College Placement Council.
Technology graduates at the
two-year associate degree level
received offers averaging $647
per month, while those with
bachelor of technology degrees
averaged $825," according to
data compiled.
"We feel that the job
situation has definitely taken a
turn for the better," says Dean
Palladino, "and anticipate no
difficulty in placing new
engineering graduates."
Universities
Institute
Deferred
Tuition Plans
(CPS)-- After two years of
critical study, several major
universities, including Boston
University, Harvard, Columbia
and Duke, are presently
initiating modified versions of
the "Yale plan" of tuition
deferment.
The Yale postponed-tuition
option, in operation since the
fall of 1971, represents a plan
under which students could
delay paying a certain amount of
their fees until after graduation
from the school. Students are
allowed to defer more than
$lOOO per year in tuition costs
and repay the loans at a rate of
.4 percent of annual income over
a period of 35 years. Under such
an "income-tax" program, it is
possible for wealthier graduates
to repay more than the amount
of the loan plus the seven
percent interest, while less
affluent graduates could pay less
than they borrowed.
Under Connecticut law,
however, no graduate may be
required to repay more than 150
percent of the money borrowed
plus the interest.
The Yale Tuition
Postponement Option has been
heavily criticized for its
enormous operating costs which
have forced rises in tuition.
According to a staff member of
(cont. on page 8)
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In The Olmsted Plaza
*** * *