Friday, October 15, 1978
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11
n come to able to learn company e students
Experiments, new teaching ideas mark education school's progress
The School of Education has moved in the past 10 years to keep up with the times.
In trying to improve its job of teaching teachers, the school has encouraged greater student participation, experimented with new teaching methods and ideas, and helped prepare students for education and noneducation jobs.
"I started in insurance a year before I graduated, and have been at it now for six and a half years," Meade said. "I really enjoy it."
Julio Meade, 1019 Klasak, graduated from
Columbia in 1979 with a B.S. in Spanish.
But he left school to work as a chef.
He said that he hadn't bothered to look for any jobs teaching Spanish after graduating.
"BEING IN EDUCATION, you have access to so many other fields of study. Doing something like this is a challenge, and adapting to it wasn't that hard," he said.
Mary Lowther, who graduated from the school in 1972 with a B.S. in social studies, is teaching American history at Manhattan High School.
"I got exactly what I wanted, and it took me only four months to find a job," she said. The variety of courses required at KU was a big help in her area, she said.
"My professors were excellent teachers," she said. "The classes were well organized and they included a lot of field work for me to teach teaching. It really makes a difference."
IVAN BARRIENTOS, professor of administrations, foundations and higher education, said that the changing teaching methods were due to the increased
awareness of students over the past 10 years.
"Students have always been eager to learn," he said. "But now, some barriers to education have diminished. Students are less inhibited to express, receive and interpret new knowledge. They're more sophisticated."
He said that teachers need to be less inhibited, too, and should be ready to defend themselves.
HE SAID THAT he formerly thought students bring to learn only the subject they knew.
"They ignored the other fields that are interrelated. We try to teach them that their
By Paul Jefferson
field of expertise, whatever it may be, is related to political, economical and social phenomena.
Henry Elliott, a 1972 graduate in social sciences, is the doctorate degree in social studies at U.S. colleges.
"The professors in the school taught a lot of methodology, how to get things done in a course," he said. "In graduate school, the emphasis is on theory and research. Getting show me background and perspective can show me how back-to-school apply what I learned in the school."
Ruth Noyce, associate professor of curriculum and instruction, said that she tried to instill creativity in her students so they could turn, can motivate their future pupils.
"I TRY to integrate practicality with knowledge," she said. "I try to facilitate
student to learn on his own, which should be a lifelong skill."
She said the school had come a long way in organizing regular classroom instruction with outside resources, and in helping each student to develop his style of teaching.
"Today we have confident, sophisticated students, not 'spoon feet,' as in the past.
Richard Miller graduated from the school in 1972 and taught a course in American government in Desoto before going to work as father's furniture store here in Iowa.
"THE TEACHING and the curriculum in the school is fine," he said. "It's just that I decided that I didn't want to go into teaching full-time."
Phil McKnight, associate professor of curriculum and instruction, said that it was a challenge to both students and teachers to adapt to the changing needs of society.
HE SAID THAT it was important to give
education and evaluation to students in the schools.
"We know more about different learning and teaching styles. Our role is to help prepare other professionals who will be able to help children." he said.
"I want students to leave here as realistic optimists, with a healthy dose of curiosity to learn."
When graduates are ready to leave, they have an ample supply of job sources to choose from, according to Herold Regier, director of educational placement services.
"last year, we had about 2,700 graduates placed in jobs, and that was quite an increase over the previous year. But we had another year of placement bulletins we issue each year."
Creative, novel . . .
From page nine
professor of design, is another KU graduate who liked KU enough as a student to become a teacher here. He said the general background education that the design department provided through liberal arts classes made students well informed.
"With a broad understanding of the world, they grow faster into more and more informed persons," he said. "The students get a good basic education utilizing the resources of the University. The approach is general, but specific enough to be a lub."
Apparently the formula works. Many KU design graduates, grading in Hallmark
PETE LEMKE, manager of corporate employment at Haliark, said that the company hired design majors from 55 and 70 countries, who were among those most frequently hired.
'KU people compete favorably with students from other universities.' Lemke
said, "The quality of our work meets with our standards of imagination, creativity."
Joe Ison, a 1964 KU graduate in design worked with Hallmark for a short time before he became a free-lance designer and has done work for such companies as Sainsbury's, the Unilever Group, Purina. He said he found the general design courses at KU to be conductive to creativity.
"The general design courses were constructed in such a way that we could utilize our own ideas in design," he said. "They would equip an equipment rather than restrict creativity."
Unlike design, painting and sculpture is a more difficult area to find a job, Tom Moore, a 1970 painting and sculpture graduate, said.
THE CLASSES gave me a good understanding of fine art, he said. The only concern was how to balance it.
Moore works in a silkscreen printing shop in Kansas City, Mo. He learned silkscreen
printing while earning his graduate degree at the University of New York in Albany, he
Bob Sudlow, professor of painting and sculpture, said current graduates seemed to have a better chance for successful self-employment in painting and sculpture.
"THERE HAS been a renewal of public interest in artists' work," Sudlow said. "The situation is better than it was. A lot of them have they to teach to support themselves."
Sudlow, a 1942 graduate of KU, said one of the best aspects of the art department was its basic approach to art, which allows him to showcase their own styles of painting or sculpture.
"A lot of students come in with stereotyped ideas about what art should be," he said. "We try to shake them up to show them different ways it can be. A lot of teachers are in trying to enlarge their scope. They have to unlearn things to learn new things."
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