University Daily Kansan / Thursday, August 30, 1990
Campus/Area
3
Placement in math helpful for students
By Tatsuva Shimizu
Kansan staff writer
Mandatory placement of students in self-taught math classes puts students in the right place, the charpierer and the department of mathematics said.
Charles Himmelberg, department chairperson, said students enrolled in Math 902, intermediate mathematics, and Math 101, college algebra, were placed in classes based on their ACT scores.
Until this semester, students could choose which class to take, he said.
Himmelberg said students could get more personal attention in Math 101 under the new placement program.
Many of the students previously enrolled in Math 101 were not satisfied with the recommended prerequisite of high school algebra and dropped out when they discovered college algebra, he said.
Because of the mandatory placement, more students are enrolled in Math 002 this semester. In Fall 1989, 662 students were enrolled in Math 002 on the first day of class, and 1,648 students in Math 101. This semester, 1,362 students are in Math 002, and 1,119 in Math 101.
Wesley Harmon, Goldsboro, N.C. freshman, is enrolled in Math 002. He
said the mandatory placement program was good for him because he had been away from school for a year and had forgotten some mathematics.
In Math 002, the lectures and tutors help Harmon become more familiar with mathematics, he said.
Maura Paternoen, tutor for Math 002 and 101, said the mandatory placement was good for both students and tutors because a student with few math skills would get too frustrated.
Because tutors must spend a lot of time on these students, other students do not receive the same attention, she said.
For more than six years, students enrolled in Math 002 and 101 have been instructed under the self-instructed mastery plan (SIMPL).
Under this program, students study at their own pace. They either attend lectures, take computer-aided instruction or watch videotaped lectures. The department also provides exam scores determine their grades.
However, only 37 percent of the students passed Math 002 and 101 between Fall 1984 and Spring 1989. Consequently to a report that evaluated SIMPL.
Himmelberg said based on this report, the department decided to
have mandatory placement based on ACT scores. To enroll in Math 101, students who took the test before October 1989 needed a math score of 20. Students who took the test later must have a math score of 22.
The math department discovered that students needed more personal attention, he said. Beginning this semester, students in Math 101 attend two weekly classes with about 20 students and a lecture once a week. Senior mathematics students teach the classes
Kansas State University has a similar math program.
Willard Parker, K-State professor of mathematics, said college and
intermediate algebra were offered at KState but intermediate algebra was not offered for credit.
Instead of mandatorily placing students based on their ACT scores, he said, students talk with advisors and choose to enroll in either class.
In the college algebra class, students attend two lectures a week and one class a week with about 20 to 40 students, Parker said.
In the intermediate algebra class, students use workbooks and study at their own pace.
In Fall 1989 at K-State, 70 percent of the intermediate algebra class and 50 percent of the college algebra class passed.
Diversity might increase tension
By Monica Mendoza
Kansan staff writer
Attention to cultural sensitivity brought on by racial incidents last spring could result in backlash from KU students. University ambushes
Robert Shelton, KU umbudman,
spoke to a group of about 50 faculty
members and students at the Ecumenical Christian Ministries, 1204 Oread Ave. He said the attention brought by the university's diversity could cause people from
the other end of the spectrum to make themselves visible.
"There has been a great deal of attention brought to minority groups. Shelton said, "Students who are black or try to gain some of that attention."
Shelton said the focus on minority programs had caused intense feelings among students and faculty.
Daveen Litwin, Hillel director, said Shelton made a good point.
"We can expect to see backlash," Shelton said. "It is happening all over the world."
"Historically, that has happened."
Litwin said. "Anytime one group speaks out, the other side speaks out."
Shelton said that KU students and faculty needed to strive toward a more diverse community. The combination of acceptance and tolerance he said
"Having fun at the expense and dignity of others has long been unacceptable behavior, and often it's illegal." Shelton said.
Shelton said that during the past year his office had become aware of more incidents of harassment and discrimination.
"When a person is threatened with bodily harm, the whole community suffers." Shelton said.
grams.
Kathyn Kretschmer, director of new student orientation, said some students already had reacted negatively to the new curriculum's minority and cultural diversity pro-
She said that a video about diversity had been prepared and shown to students during summer orientation, and that she was concerned about some of the comments her office had received.
"Some of the students think we are cramming all of this diversity stuff down their throat." Kretschman said. "There is always going to be backlash. Some people are going to feel like they are losing out."
She said that although most of the reaction to the video was positive, her staff would work on improving it. The department also remains available to organized living groups.
Shelton said that KU students and faculty needed to concentrate on making a community comfortable with different backgrounds and origins.
'We want a community that includes intellectual and moral meaning, but we aren't sure what that means.' Shelton said.
Kretschmer and Shelton agreed that sensitivity should begin in the classroom.
"Some of the most significant times a student will experience will occur in the classroom," Shelton said.
"Harrassment and discrimination are happening. It didn't start last April. It won't stop happening now."
The community has to be positive toward those who have experienced these incidents, Shelton said.
"When I first came to the University, it was not our task to create a community," Shelton said. "Now it is our responsibility."
Litwin said Shelton's message represented a big first step with some faculty members.
“It’s clear that there is an enormous amount of education that needs to be done,” Litwin said. “I wish more people could have heard it.”
Michell Bolack/KANGAN
Doorway to a new beginning
Bud Mulhull, Valley Falls resident, puts the finishing touches on a new door at Snow Hall. Mulhull is part of a crew that has been
Volunteer center matches skills,needs
By Wes Denton
Kansan staff writer
Six years ago, Lawrence's only volunteer center closed, and Roger Hill worked to re-establish a center for the Douglas County area.
His efforts helped open in April the Roger Hill Volunteer Center, 211 E. Eighth St. Hill, however, did not live to see the opening of the center. He suffered a heart attack and died in 1988.
"He saw a need for an agency that would help match the skills of business people with that of organizations that would need their help," said Suzan Hill, Roger Hill's widow.
Lanaea Heine, coordinator of the center, said she placed volunteers with agencies or companies that requested assistance.
"Volunteerism is not what it used to be," Heine said. "I go to a lot of care to find out what a volunteer does, but I don't know if you won't want to do it for long."
There is no fee for agencies who wish to use volunteers from the
The center is financed by a major grant from the Hallmark Corp. of Kansas City, Mo. for the next three years, and when then will be paid by the United Way.
center. Heine said
Heine said that corporations such as Hallmark, Lipton Tea and others were using volunteers.
"As a student, you can show on your resume to potential employers that you had time to manage your
It also can be an opportunity for students, she said.
time between studies and volunteer services," Heine said.
Wendy Pellow, Lee's Summit, Mo., senior, said she did not sign up to be a volunteer with the center for the educational benefits but to help people.
"Helping people is something I wanted to do." Pellow said. "My first assignment was with the (Douglas County) District Court. My major is political science. It just happened that the job was educational."
Grad students accept change
Some worry about challenges
Rv Amy Zamierowski
Kansan staff writer
After graduating from college, students planning to attend graduate school sometimes worry that they may not be able to meet the academic challenges, said Joe Vinn. He served for the Advising Support Center.
"Students worry if they will be a good enough scholar for graduate education," Van Zandt said. "I expect there is apprehension because they have to perform at a higher level."
Van Zandt said some students had problems adjusting to graduate school because professors required them to teach themselves and not create in their work.
Van Zandt also said having a position as a teaching assistant could require some adjustment.
"It is difficult to go from being a student to being a teacher," Van Zandt said.
Laurie Whitten, Pittsburg graduate student, said she chose to attend graduate school at KU because she is a graduate degree of her undergraduate education.
Written then she earned her bachelor's degree in journalism and planned to receive a master's degree in English.
"There is so much to adapt to, I didn't need the added pressure of adjusting to new surroundings." Whiten said.
Whiten said that she thought graduate school would seem like a job, and that she wouldn't have time to enjoy many leisure activities.
Whiten said she balanced working 20 hours a week with studying for classes. As an undergraduate, she worked during summer vacations.
"I'm just going to get organized and not waste any hours of the day," Whitten said.
Matt Hussey, Overland Park grade
matte student, said he earned his
bachelor's degree in graphic design
and is on his master's
degree in business.
Hussey said that in graduate school, professors expected students to get involved in serious discussions on course topics.
"A professor will specifically say, 'You are a grad student, and we expect more out of you.'" Hussey wrote in the letter: "But we do not for us just to follow a syllabus."
Hussey said that classroom discussions in graduate school sometimes became debates.
"Professors encourage debate, but sometimes it's tough to know where
to draw the line." Hussey said. "You have to remember you are there to learn from them, not to trade opinions with them."
Hussey said he had the opportunity to attend other universities for graduate school, but he chose to stay at KU.
"I wouldn't have stayed in school for a total of seven years if I didn't like where I was," Hussey said.
'Students worry if they will be a good enough scholar for graduate education.'
Joe Van Zandt coordinator for the Advising Support Center
Laura Clark, Tula, Okla, a law student, said she spent most of her time with people in the law school and the common experiences they shared.
"I have a totally different group of friends than I did before." Clark said. "Basisically, everything I do is centered around law school."
Clark said she did not know what to expect before she started law school.
"I had heard horror stories about law school, but I didn't think it could be as awful as people said it was." Clark said.
Clark said at first she felt intimidated in her classes.
The first time a professor asked her a question in class, Clark said she was sitting next to a friend and not focusing on the lecture.
"The most prevalent thought going through my mind was 'Oh my God, I just got called on,' " Clark said. "But after you get called on for the first time or have your first final, it's not intimidating anymore."
Clark said that in law school she read the assignments and went to class prepared.
"You get called on more in graduate school," Clark said. "As an undergrad, it was no big deal if you went unprepared to class."
Kent Adams, Lakin graduate student in petroleum engineering, said professors had more confidence in a graduate student's ability to do well.
"Since it's harder to get into graduate school, professors expect more quality work and don't let little details slide by." Adams said.
Adams said he thought the work in graduate school would be overwhelming, but the schedule was not as difficult as he had imagined.
"You are on your own schedule and are expected to do your own research." Adams said.