University of Michigan - Michiganensian Yearbook (Ann Arbor, MI)

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J Idar Salikhov and Suzanne Czurylo enhanced their language skills by watching foreign educational videotapes. Steve Qoldstein JL he Language Resource Center stood open for students to take advantage of foreign language audio and video tapes. Steve Qoldstein Academics 109

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Students Ask Administrators to Come Talk To Me in Different Languages Organizations often took advantage of the bustling between-class traffic in the Angell Hall Fishbowl. Seated along the wall, groups sold donuts, collected signatures, and otherwise gained support. On a particular autumn day, LSA sophomore Larisa Lacis and LSA senior Monique Jonaitis were engaged in such a task; they were petitioning for the three main Baltic languages (Lithuanian, Latvian, and Estonian) to be taught at the University. Lacis and Jonaitis ' efforts stemmed from the realization that many of their Baltic friends wanted to learn about their own FOREIGN LANGUAGES ethnicity. However, students cited other motivating factors. The Baltic states are growing and from a global perspective, these are good languages to learn, said Jonaitis. The Center for South and Southeast Asian Studies (CSSAS) also planned to incorporate a new language into the curriculum. The Indian language of Tamil was scheduled to be taught in the fall semester, but complications called for postponement. Tamil was last taught at the University in 1979, and since then resident researchers and community members expressed interest in learning the language. Althought the CSSAS was responsible for organizing the incorporation of the course, Tamil would be taught through the Department of Asian Languages and Cultures. Students taking established languages expressed a variety of academic goals and impressions. Japanesse is very intense, but also very rewarding. The Asian department is one of the most challenging at the University, said LSA junior Katy Vincent. Learning Japanese was not only five days of grammar and language lessons; cultural values were also incorporated into the class as students were required to address teachers with the appropriate deference and respect. Students also received information sheets on everyday topics such as holiday celebrations and apartment hunting. For some, taking a new language promised a change of pace. As an English major, I had to take four writing courses last semester. I had a paper due every other night. Taking Russian 101 this semester is very diversifying and I think it complements a liberal arts degree well, said Andy Katz, an LSA junior. For other students, taking one foreign langauge wasn ' t enough. Megan Robertson, an LSA senior, was pursuing a double concentration in French and Russian. Having a double concentration is job security, but I really believe that learning languages is a good blend of the artistic and scientific, said Robertson. New developments in the Slavic languages curriculum included plans for a computer conference in Russian. Russian 351 instructor Michael Makin, with the help of the ITD computer services, hoped to set up a system that would operate like electronic mail. Although many students do well on paper, some have a confidence problem talking in person. The computer conference would encourage the spontaneity of discussion while reinforcing vocabulary and fluency skills, said Makin. 108 Academics By Miriam Yabut

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RC Students Defy Myth of People Are Strange East Quad? Isn ' t that where the Residential College (RC) is? Those RC students are, um, weird. Putting this misconception aside revealed the true facts about the RC, a place where creative students were given the responsibility to shape and nurture their own education as well as express their ideas and talents. Established in 1967, the Residential College was created by LS A and offered a four-year B.A. and B.S. degree program. Initially, the RC was deemed a radical part of the University since students were politically and socially RESIDENTIAL COLLEGE active. This interest on the part of the RC students was seen as an o ddity by outsiders. In time, however, students realized the radicalism was really no more than an intense intellectual curiousity, and eventually the RC became a popular and respected part of the University community. It is true that we attract students who are independently minded and creative. But students select the RC...we don ' t select them. We don ' t have the admissions selection process. Anybody who is accepted by LS A can come to the RC as a [first-year] student if he or she marks the box on the application, said Gerlinde Lindy, coordinator of academic services in the RC. Students select themselves and the only limitation we have is space in the dorm. Space, both physical and intellectual, was a prominent theme within the RC. Class sizes were small, allowing 800 RC students one-on-one interplay with their professors. This interaction often allowed RC students the opportunity to cultivate their own interests and talents. [RC students] are willing to take the responsibility for their own education, said Lindy. That ' s exactly what we try to encourage students to do: to participate in their education. The classes the RC students were allowed to choose from were as diverse as the interests of the individual students. Everything from intensive language programs to social sciences to natural sciences was offered. Many believed the RC offered only A liberal arts curriculum; however, all of the courses were geared for critical thinking and analysis, which greatly developed the student ' s bullshit detector . I wanted to balance my analytical science classes with the liberal arts classes, said Maggi LaPietra, a science concentrator and graduate of the RC. I think a good scientist must have a strong background in humanities as well as science . Indeed, many of the classes reflected current social issues and theories, like Introduction to Global Change and AIDS: The Challenge to Society . Students did not receive letter grades for their classes; instead, first and second year students received individual evaluations from their professors with pass fail indicators. This system was designed to reduce classroom competition and emphasize individual achievement and progress. Upper-class RC students had the choice of whether or not to receive a letter grade, accompanied by an evaluation. The evaluations resembled mini-recommendations. As LaPietra explained, They say more than a letter grade can; they heightened my abilites, my positive attitude and my work ethic. And I enjoyed the challenge of independence. I had to find my own path . 1 10 Academics By Elyse Hardebeck