Friday, October 24,1975
University Daily Kansan
9
Staff Photo
Video aid
An electronics technician for visual aids demonstrates the department's new video tape system in a storage room in Bailley
Hall. The department offers a wide variety of visual aid equipment available for classroom use.
Teaching . . .
From page one
academic affairs, said he didn't think the teachers methods for most teachers had
"For a while in the '60s there was something of a shift from the lecture method to greater student participation and student-led discussion," he said. "There's probably a shift in the opposite direction now."
Ross Wulfkule, manager for campus film services, said there had been a gradual increase in the use of all audio-visual materials over the past few years.
Bricker said he was introducing some slide and sound materials into his classes. He said the materials would be used by groups of students to learn single concepts.
Slide projectors, cassette tape recorders and overhead projectors are also being used more, he said. Many different departments use the equipment, he said. The present equipment isn't adequate to meet the increased demands, he said.
"From 27 to 30 classes a day use films" he said. "It would be a lot more if we had the money to buy or rent more films. We rent them for free." But we could use double our present rentals.
"Use of the materials will be up to the individual," he said. "We're going to publish when the presentations will be given. Each will be given six or seven times a week so that if a student wants to, he can see a presentation more than once."
Other teaching aids are also being utilized at KU.
Karl Rosen, associate professor of
classics, said his first and second semester
TAs, AIs
From page eight
The reason for the large number of TAs and AIs is a rapid increase in business school enrollment, according to Tollson. The total enrollment in business courses has increased by 50 per cent in the past three years, said, but resources are still limited.
Tollefson said that if the School of Business didn't need to hire so many graduate students, it could be more cost-effective, and one of the TA-AI program could improve.
He said he thought students often felt cheated by not having professors as well as teachers.
Although many AIs know the material and can present it well, he said, students deserve more contact with faculty members who have greater experience.
Most of the faculty members interviewed said they had never received complaints from students who resented having graduate students as teachers.
Tollefson said he had no problems with Als or ASs neglecting their teaching duties, but their first obligation was always to their own work. They may be tempted to view their teaching job as secondary, he said, which leaves students at a disadvantage.
Cobb said that each year, graduating seniors in the college were asked to list their most effective teachers and that many of them would be brought enthusiasm and zeal to their jobs.
Gowen said that on the basis of Curriculum and Instruction Survey results, full time professors didn't rate much higher than graduate students.
"I can't seriously believe all AIs are great teachers," Donaldson said. "But undergraduates say different things about AIs in different contexts, general and specific. In a particular context, a particular AIS their evaluations are not much lower than those for professors."
Vicki Asbury, an AI in philosophy who was formerly an AI in Western Civilization, said, "I still think the reason I became interested in philosophy was because I had not studied AI. As in introductory philosophy, They had much more time to devote to me."
Absurd she said she thought students were sometimes dissatisfied with the way the University system was set up to place the burden on the student. Ateacher is there to help, but it's not her job, and the student, she said, so it makes no difference whether the teacher is a professor or a TA.
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Russell said that all the Als he had known made up in enthusiasm and interest what they lacked in experience. Professors don't like to teach introductory English courses, because they have other interests and Alas we'lling to spend more time with students.
Russell said he spent 50 to 55 hours a week on the classes he taught.
"When I had AIs as teachers," he said, "was early in college. I felt I should have had professors, but when I got professors I realized the AIs I'd had were competent."
Lazi said that having a full professor teach an introductory course would mean putting him in a lecture course for 300 or 400 people. The smaller courses use TAs, he said, which are more beneficial to students because of the increased personal contact.
Jeff Brunton, Topeka junior, said he thought that a professor was a better teacher than a graduate student 80 per cent of the time.
"I didn't feel cheated at the time I had TAS and Alf's," he said. "But when I was then in class next to me instead of up in front teaching, I began to wonder."
Susie Kulp, Prairie Village freshman, said she was pleased with all her teachers, both graduate students and professors. She also graduated from professor courses more interesting to her, in examples, she didn't think had as much time to devote to students as graduate students did.
Susan Barker, Dallas sophomore, said she thought professors were more well read than graduate students and were able to bring outside material into their lectures. However, she said, most of her graduate teachers had been good.
Jeff Jones, Leawood senior, said he objected to graduate students teaching who didn't have master's degrees. TAs and Al would be close to getting their Ph.D., she said.
"I think it is unfair that you don't have the option of taking a course under graduate training."
In Accounting I, Jones said, he had a professor who lectured and a TA who covered the homework in small discussion courses. He said a viable option for many courses, he said.
Because graduate students don't often know how to present material in the most interesting way, he said, they can make students lose interest in a subject from the start.
Brunton said he didn't think TAs and AIs were more enthusiastic about teaching because introductory courses were all fun. But the fact that I was hard to be enthusiastic about them.
A brilliant teacher isn't always necessary in beginning courses, Brunton said. However, he said, students need a common teacher and they don't always get one.
"A TA is a substitute teacher in grade
he said, "You can go away with
anything."
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Lawrence Sherr, professor of business, said he had used programs for basic probability and statistics problems for four years.
Hugh said, "From Feedback, I think the students think, 'I'm embaskillable, about taking responsibility.'"
Latin students did vocabulary drills at computer terminals.
Even though it's difficult to evaluate teachers and the methods, people have been working with it.
"Grade these professors on their lectures, on the effectiveness of their quizzes, on their punctuality, on the preparation of their assignments, on the appearance and on their personality . . ."
"I wouldn't undertake to say it's perfectly designed, though I don't know what changes
A Kansan edition of April 15, 1938, read,
"Raise your thumb to your nose in answer
to the system under which you are enslaved.
Ratalite in like manner and GRADE
OPPRESSORS! If they can wield the
scepter of such a false law, you too are
capable.
McNish said he had benefited from the curriculum and instruction survey,
"They always seem to think I'm interested in them. I think the student is an important guy. The most important guy at KU is the student."
Perhaps in another 35 years, KU's帷幕 will ask the same question asked by GF.
He said, "Why should this faculty not be constantly discussing, in its meetings, the methods by which we can learn from our previous discipline? Is it a matter too sacred for academic freedom?"
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