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Jan. 19,1966 THE SKYSCRAPER Page Five 'I Like It, But' Common Comment allows one to demand more and to expect the necessary response, the philosophers contended. Concen tration of time and work maintains the students' interest. Senior Peggy Kelliher agreed with Mr. Betz and Mr. Bradley. She com mented, You don't get bored with the course ... at least it's over quickly. However, she qualified her statement with the remark, Taking four courses if they're all worthwhile is almost impossible three is quite enough to attempt to assimilate. True Advantage Mr. Kenneth Weeks of the the ology department also finds merit in the concentrated program. He maintains, The true advantage is not the opportunity for in-depth study, but the chance to meet more often in the week. I do not have Books, Books, Books, Boo ... to constantly repeat what I said two days before because I meet with my classes four days a week consecutively . . . The courses do not lag. The time between Christ mas and finals was a complete waste of time in the old system. Same Students Mr. Weeks went on to indicate that the system has not changed the students. I'm giving more work and getting a good response from those students I always got a good response from. No system will ever make up for the ineffi ciencies of the students, he said. Another advocate of the 3-3 pro gram is senior Peggy Parent. I've found I'm much more able to spend much more time on one course. I'm aware of all three courses, whereas before, when I had six, I wasn't constantly aware of all six courses. It's more demanding, but in a more pleasing way. Many seniors held Peggy's view point and, as Mary Lynn Szwaya added, I like the concentrated study and the idea of allowing class discussion instead of straight lecture. Popular Facet Another popular facet of the new program which has played a lead ing role in furthering faculty- student relations is the small dis cussion sessions and small classes. Diane Tomaszewski, junior French major, explains, The teacher gets to know how we think. Teachers seem more interested. Sophomore Elaine Mazzone based her idea of the 3-3 on what she has heard of it from friends on other campuses. She asserted, It's a good idea if it is really going to help us learn. Northwestern is on it and they seem to like it. My friends who go to Wright like the system. I think that most of the students at Mundelein just aren't used to it yet. On this campus, students in cer tain departments appear more dis contented than others. Junior sci ence majors voiced complaints over the time allotted for their labs. They only give us an hour and a half for a lab that requires about three hours, exclaimed Diana Utz. But Dr. Leonard Stach, chemistry professor, disagreed with this statement. He maintained that There is ample time in lab and in class to cover the material ... I think the students will benefit es pecially from being able to concen trate on fewer courses and thus appreciate them more. Science Labs But another science instructor, Miss Patricia Cullen of the biology department, did not agree with Dr. Stach. She explained, Because the students I am teaching spend so much time in the lab, they are not benefitting from the in-depth class study available to those in other departments. The system must be corrected in the area of scheduling some are carrying three lab courses this is too strenuous. . . . Diana Utz further said that by carrying only three courses, science majors who plan to teach, cannot graduate in four years. She ex claimed, You can only take three courses and if you're a good stu dent you have to pay 96 to take an extra course . . . before you could take 17 hours, she continued. Education Courses Senior Anita Skowron also com mented on the education courses. She said, Thank God for gradua tion. In the combined edu cation courses the work is t r em endous and so unre lated. The problem in the arts, however, is too many courses, according t o senior drama student, Mary Rose Matus. She explained, Being in drama I feel pressure b e- cause of the rehearsals; you just can't keep up with the homework, you just can't. You're just working from day to day for the grade. In Laetare alone, we've given up candlelighting because we haven't the time and we haven't gone out for verse choir. We couldn't do any extra shows for school; we can't even keep up with our major productions and still keep our grades. Music Majors A freshman, Katherine Kennedy, in referring to the music depart ment said, I'm a music major and I think credit should be given for the hours and hours of practice spent outside of classes, like for glee club or chorus. Jeanne Ginocchio, senior music major and president of the Munde lein College Chorus, supported Katherine's argument when she said, I have a lot of non-credit mu sic courses, so I'm working twice as hard and not even getting credit for most of it. I find I let my credit courses slip so that I can keep up with my major. The sys tem is certainly not good for the music department. I also found out that last term I signed up for a course I already had in the spring. They changed the name. I don't know how anyone can get credit for these courses if they transfer. The names are so strange. Different Thoughts Freshmen, who have not been subject to the semester plan on a college level, have different thoughts on the 3-3. Ann Beffa claims, In general, I like it. She doesn't feel pressured but finds she does not get enough from her lan guage course, a subject which Ann says cannot be concentrated. She finds college to be everything they said, but is disconcerted by the fact that a final grade often hinges only on a mid-term and a final exam. Ann's opinions are supported by Janet Balkey who, when questioned about the 3-3 exclaimed, I can't stand it. They try to crowd too much in at a time especially in the languages. College Image Some find college to be what they had expected, but some of those interviewed have noticed that it does not fulfill their pre- Graduates Gloat? seemed dependent on whether the student was a commuter or a resi dent. Sophomore, Madonna Car- sello believes the system is resident- geared. As a commuter she finds it most difficult because she has so much library work and many books are on reserve. Commuter Problem Kathy McDonald pointed out For the commuters it's a problem of early and late classes when we spend so much time traveling. And Marian Delaney added, The long time interval between classes usually makes it necessary for us commuters to come to school either for a very early or for a very late class. But resident senior, Elaine Za- jaczak countered these arguments with her comment, The commuters were told that they wouldn't get 8:30 or 3:30 classes. Well, that's not fair because the resident stu dents don't want classes then either. However, an other commuter, Mary McElligott, focused on the problem of extra curricular activi ties. When one has to commute, one can't afford to stay after 5 o'clock for meet ings and this ob structs a neces sary part of a college girl's de- Feeling is far from unanimous though. Kathy Karkosh observed, I only know that I don't have any spare time, and my social life does simply not exist. Marge Lawlor provided yet an other insight to the social scene with her comment, The girls I've seen who dislike the system be cause they are so pressed for time are those who spend too much time socializing. Nevertheless, the majority of students expressed the opinion that they were getting less out of their courses and had little more free time in comparison with the semester system. Usual Complaints Other common points brought up concerning the disadvantages were the grading system and the sched uling of exams at the end of a class week. Still others mentioned the increased span of classes and commented that they felt some in structors took un fair advantage of time slots. Despite the dis- advantages, most students con- eluded their state- f*tJ ments with the feeling that the system will take getting used to. Sister Mary Lf/;. gt; H Neal, B.V.M., Two Heads Are Better... chairman of the conceived image. Rebecca Bon- durant, for example, has not found the intellectual life she expected. Mundelein's just as boolaboola as a state school we just don't have a football team, she explained. Another comment came from Rita Galuska who has found that college courses have more depth and freedom. Rita went on to point out, however, that required courses beat around the bush. Thinking along the same lines as Rebecca is Kathy Karkosh, Mundelein does not live up to her expectations. I expected a chal lenge and got it but there's too much emphasis on grades. You have to get really good grades or else . . . As a high school stu dent I expected to find a serious, scholarly atmosphere, that every one was here to learn. Heaven only knows why some girls are here. Opinions on the program often To Keep the Pace velopment, she explained. Many freshmen, on the other hand, simply refuse to allow study ing to interfere with their extra curricular and social activities. Mi chele McBride emphasized, as for my social life, I never let anything interfere with it; I feel that college and social life can work hand in hand. mathematics department, offered an explanation of the problem when she said, There are incidents of schedule conflicts, poor scheduling, poor planning, etc., but individual incidents cannot be the basis for an evaluation. I think the system is an improvement over the old. Sophistication
title:
1966-01-19 (5)
publisher:
Women and Leadership Archives http://www.luc.edu/wla
creator:
Mundelein College
description:
Student newspaper for Mundelein College
subject:
Newspapers
subject:
Religious communities--Sisters of Charity of the Blessed Virgin Mary
subject:
Students
subject:
Universities and colleges
subject:
Women's education
relation:
Mundelein College Records
type:
Text
language:
English
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coverage:
Chicago, Illinois
coverage:
Mundelein College