University of Texas Austin - Cactus Yearbook (Austin, TX)

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Paul Fmkleman, professor of history, lectures in Jester Auditorium to his afternoon class Sometimes they are tired; sometimes they drag themselves to class, wishing they were still in bed. Being up most of the night writ- ing a paper and having to make it to class by 8:00 is hell in the morning. By that time, however, usually they manage to brace them- selves enough to face 30 to 500 students with a lectur e. Yes, professors are humans, too, and they feel it acutely some mornings. It is difficult for most students to keep from stereotyping professors as old men, dressed neatly in out-dated suits, sitting behind desks. This may be because professors seem so remote from students in their dress, their actions and their hobbies. It is hard to believe that they can understand a student ' s sit- uation and viewpoint. However, most profes- sors, surprisingly, perhaps, do feel a deep affinity with their students, either having recently been in school themselves, or having children who arc in a university. When I teach I try to remember what it was like, commented professor Elizabeth Fernea, vividly recollecting her traumatic col- lege experience. I was sure I was flunking ... no one bothered to tell me otherwise. When students come to her with the feeling of how can they do this to me? she was able to empathize. Through her son, a fresh- man at the University, Fernea especially learned that it ' s much more difficult for stu- dents here than I realized. It ' s a real hassle even to get into a course in the first place. When Professor Paul Finkleman came to Texas to teach at the University, he was sur- prised at the system and at the students ' reac- tion to it. I think that the large classes are horrible! stated Finkleman. One of their effects is that they pose a human dilemma for the teacher not being able to match the faces, the papers and the grades. It ' s sad to put up with this. The main difference Finkleman noted from the years he was in school was the time period change. Strikes went on ten years ago; and now there isn ' t student activism. Finkleman further asserted that, The stu- dents should demand. There are 40,000 peo- 214 Professors

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ctitjts ind mi TV cms raowionsofQiitFidi Learning to Advise Orientation ... for the newly admitted freshman or transfer student that word means three days of placement tests, partying and just plain fun while discovering college life at the University But to the summer orientation advisor, orientation takes on a whole new meaning. Applying for the position of orientation advisor, students partici- pate in a group interview to measure their ability to interact with others and to work in a group to make decisions. Then some are invited back for individual interviews with staff members of the dean of students office and past orientation advisors who make up the Student Committee on Orienta- tion Procedures. In individual interviews, students demonstrate their per- sonality and maturity by role-playing situations they could encounter as orientation advisors. With luck, 62 get the job. Selection is completed by late fall and the new advisors, who come from various colleges in the University and range from freshmen to seniors, get to know each other at weekend retreats. They become trained and informed about all facets of the University in a course all advisors enroll in on a pass fail basis during the spring semester. In the class, they learn facts about the University and the demographics of its student population as well as how to help entering students with academic preadvising. The orientation advisors also participate in small group discussions and leam how to instruct small groups. They practice giving tours of the Texas Union and the campus, and they design programs to be used during Orientation. tj,inspittof)a[-looj lioli past lot fill 1 j Soon-to-be orientation advisors examine the materials they will provide to entering freshmen. aits in Arlington iodvU rigidly sod in fefll ; to i proposed as oinpus of-lvingsiluyintrtistfot .SECOM In order to provide the assistance students may need to succeed in all facets of their University experience, the Dean of Students Office and Dean of Students James Hurst offered various ser- vices. The dean of students office operated the minority students ser- vices unit which served as a clearinghouse of information, a refer- ral agent to other University offices for minority students The unit offered students advice on an individual basis and also spon- sored student groups such as UNIT. La Amistad and the Coali- tion of Minority Organizations. For older than average students, the Dean of Students Office sponsored SOTA, a social group, and provided individual coun seling and referral services. Its Services for Handicapped Students division provided direct services such as note takers, test takers, typists and readc individual students as well as educational workshops for faculty. staff and student organizations to increase their understanding of physical disability. The Dean of Students Office also supervises orientation .1 ties for freshmen and transfer students The dean is also charged with interpreting and implementing University regulations relating to student behavior on campus If a student admits a violation and waives his right to a hearing. Hurst determines the penalty. In his responsibility for maintain- ing student discipline. Hurst dealt with the Middle Eastern stu- dents arrested for interrupting the speech of a former Iranian ambassador to the United Nations .-no ( Hurw Don of Srudetxj 21

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Elizabeth Femea, professor of Middle Eastern Studies, recollects her past as a student. Fic! Facer. ' [he University, i. One of Ac posei J w) s,nsctol )illltmt rfci pic enrolled with power to control even the i O. but they don ' t. You have the richest uni- versity in the country and one of the lowest paid staffs. The student-teacher ratio is terri- ble, too; but students don ' t take control. Professors are humans too; they arc not permanent fixtures behind desks and podi- ums. They mow lawns, have families, shop for food and one professor even admitted that, sometimes, the only way to get through summers is to sit in bleachers and drink beer. Professor Fcrnca said she spent a great deal of time with her students and her research because that was her love, but she also enjoyed gourmet cooking, movies, and when she was younger, mountain-climbing and hiking. Of the stereotyped stodgy mathe- maticians, many of the professors are musi- cians ranging from concert pianists to fid- dlers. Professors spend most of their time with research, meetings and teaching. Most profes- sors wonder that students do not come by to sec them just to talk and learn. When stu- dents come to you and thirst for knowledge, that ' s what ' s rewarding. Some professors such as Robert Crunden have informal meetings in the tavern simply to get to know other faculty members and students better. Professors do have other sides to their lives than school, but from their viewpoint, they teach because they love it. It certainly is not for the money. Robert Cronden, professor of Ameman Studin. meets with his student hefeMon