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

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Bookshelves tower over a student as she quietly studies in the UGLi. MIRLYN, the University ' s online library search engine, was helpful in quickly finding any and all sought- for information. Finding the books, however, was another matter. Y. Qranala photo A small gathering of students takes advantage of a sunny spot for class discussion. Smaller discussions paired with the enormous lectures helped to eliminate and improve understanding of the class material. L. Proux photo I ENDED UP GOING BACK AND FORTH FROM THE REGISTRAR TO THE TEACHER AT LEAST THREE TIMES BEFORE FINALLY BEING ABLE TO WITHDRAW. I WOULD RATHER HAVE FAILED. -.1 NSIAN

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Di Different B THE RESIDENTIAL COLLEGE OFFERS THE BEST OF BOTH WORLDS For students who wanted to experience a smaller, more tight-knit college community within the University, the Residential College was a perfect fit. Located in East Quad and home to 900 stu- dents and 60 faculty members, the Residential College, or RC, was a unique four-year liberal arts program under LSA. The RC ' s mission is to enable students to develop their intellectual interests and creative talents in an environ- ment in which they can find their own voice and relate learning with doing. What this means is that RC faculty challenge students to take the initiative in shaping their own educational experience by participating actively in curricular and extra-curricular activities, by thinking critically about what they are learning and doing, and by engaging with the outside world, commented RC director Thomas Weisskopf. I ' m really glad I chose the RC. I love the way all of my classes are discussions, said John Park, an RC sopho- more. This allows a lot more interaction with professors. Once, when I skipped my seminar, my professor actually came to my room and knocked on the door. That taught me an important lesson as a freshman, and made me realize how different RC classes were from other programs in the University. Among some of the unique and impressive pro- grams offered in the RC was the intensive language pro- gram, offered during the school year. Whether students chose Spanish, French, German, Russian, or Latin, the program entailed eight credits and an eleven-hour per week class load. After taking such classes, many residential col- lege students went on to study abroad. Either way, such an intensive program guaranteed attaining a great degree of fluency. I ' ve heard people talk about RC students, and how crazy and weird we are, said Marcia Lee, also a sopho- more in the program. We don ' t really mind people think- ing that. We are just a bunch of especially open-minded and friendly students. Like everyone, we like to have fun. If we wanted, we wouldn ' t even have to leave the building, commented Park. With classes and office hours taking place in the building, a separate stude nt govern- ment, many social activities and gatherings, and even a snack bar of their own, one could definitely have a great time without venturing out of East Quad. Students had a very close community, while they could also enjoy being a part of a larger university setting. The small classes and many social events allow us to get to know each other very well, but I definitely don ' t limit myself to only interacting with students in the RC, said Park. Although the RC was a four-year program, stu- dents often moved out of East Quad after two years. Some went on to choose other majors in LSA. It was not uncom- mon for students to receive two degrees, one from the RC, and another from the major of their choosing. BY HAN-CHING LIN ' IF WE WANTED, WE WOULDN ' T EVEN HAVE TO LEAVE THE BUILDING. ACADEMICS 9 1

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Staying Afloat STUDENTS ASSESS THE UNDERGRADUATE EXPERIENCE Often known as the best of the public Ivies, the University was committed to providing its students with the greatest of amenities. The problem with being a part of a vast and ever-changing college metropolis was the tendency to view the University as impersonal, opaque, and unhelpful in reaching the available resources. Starting in the 2000 winter term with President Lee Bellinger, the University promised to improve the undergraduate experience. Solutions offered were better navigation of campus resources, integration of separated learning communities such as North and Central Campus and the undergraduate and residential schools, and a layering of students, faculty, and communities. As encouraging as the President ' s Commission on the Undergraduate Experience was, the National Survey of Student Engagement in 2000 still found students dissatisfied with faculty contact, the spacing and resources offered at the residence halls, and the adequacy of the advising and informational services. After miscommunication over when a class was meeting I had to withdraw, said sophomore Art . Design student Keith Macdonald. I ended up going back and forth from the registrar to the teacher at least three times before finally being able to withdraw. I would rather have failed. Two years later, President Mary Sue Coleman continued to carry the University through the 21 st century with a focus on life sciences, branching from the undergraduate curriculum and bioinformatics program to the construction of the Biomedical Sciences Research Building. The Health Science Scholars program, which had its pilot year in 2001, was especially centered on bringing together undergraduates with professionals from various fields and, as a small residential program, created support systems among the students. 1 think it ' s a really great program with a lot of potential, said sophomore student advisor Kristen Leutheuser. Our diverse program is still growing and could go many different ways although there are a few details that need working on. While there were great strides in improving the undergraduate experience, the University still remained looming and passive for many of its incoming students. BY KATHRYN TORRES ACADEMICS 93