description:
Page Four THE SKYSCRAPER Jan. 19,1966 Accord 3-3 Raves and Pans... This survey was conducted and compiled by: Caryl Jean Cinelli, Pat Czapar, Jean Durall, Cheryl Emmrich, Margie Field, Marilyn Gibbs, Sister Mary Kevin, CS-S.F., Ann McDermott, Mariellen O'Brien, Denice Prevendar, Kathy Riley, Di ane Sargol and Mary Beth Wagner. Skyscraper photos by Nancy Van denberg. An institutional analysis of Munde lein completed in 1963 led to the 3-3 program which was inaugurated this year. When Sister Mary Ann Ida, B.V.M., college president, announced the pro jected change from the semester to the 3-3 in October of 1964, she presented to the members of the college com munity, the precedents and rea soning behind the upcoming reor ganization of the college term cal endar. The proposed change was not a new idea. Rather it was the re sult of an intensive, objective two- year study of curriculum, facilities :''lllll ll lllllll lllli:illlllll l lllllllllllllllllllllll llllll ill:i;Ulll llllllllllll .:.: .:: '':'... :: . H Innocence Hands without Hearts and educational goals at Mundelein. The study produced a list of 138 recommendations for improvement by the members of the executive, advisory and faculty committees, and chief among these suggestions was the 3-3 system. Sister Mary Ann Ida pointed out in an address to the students that several schools throughout the country had already initiated the program into their schedules. By dividing the school year into three 11-week sessions during which the student carried only three or four courses, several advantages were reported. Ideally the 3-3 system would: provide more free time for inde pendent research allow for concentration of stud ies in a broad area of related fields provide a flexible program of study replace fragmented, unrelated instruction with intensive depth re search permit commuters to enjoy maximum use of campus research facilities permit honors students to par ticipate in a tutorial program lead ing to an honors degree. In an attempt to measure the success of the program after the first 11-week period, the Skyscraper conducted a survey of approxi mately 225 students and facultly members during the last two weeks of the fall term. While recognizing the fact that the system cannot undergo a com plete study and evaluation until the termination of at least one year, the survey results indicated discon tent and misunderstanding as well as appreciation of the advantages among the participants in the 3-3 program. Sister Mary Irene, B.V.M., psy chology department chairman, ex- 1Profiles in Courage' by Margie Field Just who composes this anonymous mass known as the student body? What are the characteristics of the extensive sub-cultures, groups and cliques; large or/and intimate that form the complicated weave of the Mundelein community? The commuter belongs to a large sub-culture which is divided into numerous smaller ones made up of old high school friends, girls with the same schedules or girls from the same area. She's tired; hers is a world of buses and part-time jobs. The commuter has a built-in dread of both 8:30 and 3:30 classes, reserve books she can never get back on time and snow. Little things that mean a lot are a ride home, a free assembly period so that she can leave early on Wednesday. She also appre ciates just catching that L before the doors clang shut. The commuter is more prone to eyestrain than a Coffey Hall dweller because she often attempts to study for a quiz for her first class on the dimly lit subway. The day-hop (who, of course, resents that name) spends many dimes calling home to inform her mother that she will be late for dinner or to inquire if that all-important letter arrived. The junior and senior commuter probably wears stacked heels and nylons, and, especially if she lives on coffee and cigarettes, lunches in the tearoom. If she relishes Lewis Center Diet-Rite and chocolate sodas, Miss Commuter is attired in knee-hi's and loafers. Residents are another culture entirely. They run for office in great numbers and wear ski-jackets and army surplus slickers. If Miss Resident lives in Coffey Hall she worries about whether any of her phone calls will ever get through. If she's a Northland resi dent, her room is prone to be a little, well, . . . just more casual, she'll explain. The resident participates in more activities, often under duress because she is so accessible. She hears more guest speakers due to the inevitable knock on her room door and the faceless voice im ploring her to help fill up an almost empty McCormick Lounge. The resident has to put up with a lot of little annoyances. She has to remember to sign out, can't forget her meal cards and must stop whatever she's doing for 10 o'clock prayers and announcements. If she's an underclassman, the resident will probably not spend much time in the smoker, won't read the Dean's Board or spend her noon free time in the tearoom. Her older roommate has had one too many Lewis Center cheeseburgers, however, and eats in the tearoom occasionally. Residents are always running out of money or order ing pizzas. She's a sociologically complex study, that Mundelein woman, and her sub-cultures are many and diverse. She's in education and secure, or not and worried; she reads Tillich and Cox and is apply ing to grad schools or she's engaged and dazed and though she may still digest Sartre, she devours bridal books. Maybe she has pierced ears and is a picket-line veteran, but just as often she may not know who Al Raby is and think SNCC as destructive as the KKK and be certain that the University of Chicago is communistic. She is a Mundelein girl. i:inii;iii:;iii:i iniiiiiiiiiinnniniiiiDiinniniBiiBgiiiiiini gt;iuiiiiiiiiiiiiiiiiiii i;:i:iuix;iii:i i i Commuter Comfort deavors, adjustment was more dif ficult. Senior Andrea Vrettos ex claimed, My teachers expect too much. There really isn't that much time. My papers are not good be cause I can't work on them the way I'd like to. Mary Barmes, a junior psy chology major whose first term was spent in three psychology courses, also found that each instructor treated her course as if it were the only one in which the student was enrolled. In addition, she noticed much emphasis on grades and class attendance. She found it necessary to study more just to keep up with daily assignments. Mary felt that although she spent more time on her work she was not retaining as much. She said, however, that the quality of her work did go up be cause she is in her major field. Senior Comment Senior Eileen Hurley commented, Intensification it's entirely too much to assimilate. I think it un- pressed a popular opinion when she said, I'm dissatisfied presently be cause I feel I am galloping all the time. People I've talked to, who have been under the system awhile, have said 'beware of the first year' the time of adjustment trial and error. There is no categorical answer possible now as to whether I like it or not. Theoretically I do, right now I do not. The breaks, the time slots allow for field trips with out great conflicts, deeper concen tration with three or four courses, all make for a great system, but I have not yet adjusted to the new ness of it all. But everyone seemed to adjust to the novelty of a free Christmas with no trouble at all. In the words of sophomore, Lois Buelt- mann, I like the vacation set up. Natural Breaks Mr. Paul O'Dea of the English department explained, I like the new system because breaks come at natural times. And chemistry professor Dr. Leonard Stach commented, I find my students are not lagging as much as they would under a term of longer duration that is inter rupted by a long vacation. But in the area of academic en- Library Work And an agreeing senior, Alayne Morgan, said, Our library doesn't have sufficient books for the inten sive research necessary for a three- term system. The sophomores, too, have en countered unexpected problems with the new program. Mary Ann Imperiale said, I personally feel that I have been rushed through too many projects and assignments. Instead of giving me extra time to really study, 1 have been busy do ing what seems to be busy work. Work Load Mary Ann's statement was fur ther supported by her classmate Gerry King. Gerry explained, Most teachers don't realize the amount of work they are giving us. It may not seem like much to them but if it's something like a long- range assignment or a term paper, it involves a lot of research plus the fact that we have to keep up Independent Study l Guiding Light? wise for a teacher to try and jam 18 weeks into 11 plus a paper. I don't have more free time, and when I do have any, I feel guilty if I'm not in the library. And with so much library work to be done, students have found in sufficient resources at the college library. Junior Fran Gentile points out I've never seen so much li brary work. Solitude with the day to day assignments which are longer than they would be under the semester system. We supposedly have more time, but actually we don't. There's a brighter side to every program and the 3-3 is no excep tion. Senior Peggy Hawley favors the new program. She said, I think that on the 3-3 system we have more time for outside read ing and research papers. Also there are fewer papers being as signed. Nine papers in 11 weeks is better than 17 papers in 16 weeks. . . . Mr. Joseph Betz and Mr. Gerald Bradley of the philosophy depart ment agreed that the system is well-suited to the philosophy pro gram. They asserted that time- consuming readings may be as signed at once, rather than broken up. The old system dragged the time out beyond its usefulness. The time slots allow exploration of a problem without losing the train of thought. Once the train was broken by the ending of a period it took an entire period to catch up with it again, they agreed. The system
title:
1966-01-19 (4)
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
rights:
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coverage:
Chicago, Illinois
coverage:
Mundelein College