Eckerd College - Logos Yearbook (St Petersburg, FL)

 - Class of 1970

Page 10 of 80


Eckerd College - Logos Yearbook (St Petersburg, FL) online yearbook collection, 1970 Edition, Page 10 of 80
Page 10 of 80

Eckerd College - Logos Yearbook (St Petersburg, FL) online yearbook collection, 1970 Edition, Page 9
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Page 10 text:

, .- K. f Q , i H7 ..-1 rg.. Vu.-V. . ,, 45' .. . -'afj.A'f"i' " 3 '?i7.i3ifT1g'f3-iz, 7' Jgfwr- ' ' -.fQ..15:': 1 fi pn 1 ga . , .,j .':.l'f-jg Q , r -.:,-0 3 ,- 1- . - I . :fs,-1J.1",u.1-'-.a'f-1--gyf 1, 1' jx' wifj'ffgggQf:.,Axf3,:2,ni, f", l as :init-1-W "f'Jmf'.f 25u4iar'w:':f,,: V r with its resources. lt's a liberal arts school. There are certain programs a liberal arts school has to run. And some of these, like science, have to be expensive. So you have to say do you want science or not, and if you want science, and I don't see how you can have a liberal arts college without science, you have to face up to the fact that it's going to be expensive. On the other hand there are some areas where you don't have to be expensive that are terribly expensive around here. For example, I should think it would be far cheaper, far more demanding, and far easier, if you think we need an international education program, to run a Latin American studies program rather than an East Asian studies program. You see the point l'm driving at here: if we need an international educational program then let's adopt one in which we have a sort of built in ability to take advantage of a number of economies, rather than build a tremendously expensive program that we have no business getting involved with. DETWEILER: Also, we're not looking and planning nearly far enough ahead. A couple of things that are inevitable for the next couple of decades are the consolidation of schools, colleges, universities, in an area, what the country is doing in terms of competition in a particular geographical area is absurd. I think that FPC, if it wants to be innovative, should start exploring the possibilities of linking up with South Florida, St. Pete Junior College, New College. We're running parallel programs at tremendous expense, nearly killing ourselves through debts, and there's no real need for it except petty competitiveness. We could have interchange programs, run in a very profitable manner, that would benefit all schools. Another thing which I think is going to happen eventually is worksstudy programs, apprenticeships within the schools and at other institutions in the area. We ought to be worrying with this stuff instead of fiddling around with piddly little things in the curriculum. This is what's happening to education.

Page 9 text:

of my efforts there as far as I can project will be to look for alternatives to teaching for students in graduate school. HEEREIVIA: It seems to me that this is alittle bit harsh on graduate schools, a bit snobbish towards them. Education occurs at all levels of a human being's existence. It can occur at the level of graduate school as well as at undergraduate level. You get back to this argument of people going back into society, going back into what?! There's no mystical or magical real world, and then a bunch of little unreal worlds. Academia is a real world, industry is a real world, government is a real world, and all of them are different. LINDA: Don't you feel that academia tends to be a self-sustaining real world and that it isn't a part of the total picture enough? HEERENIA: No more so than industry is, or no more so than government service is. DETWEILER: If you want a justification for what I'm doing, look at it along these lines: practically every student I talk to has heard nightmare stories about graduate school and how difficult it is for an FPC graduate to do well in a traditional graduate school. All right, so l'm trying to reform the graduate school, to prepare a place for FPC students. Really! LINDA: Can you give some suggestions as to what can be done here to help the student get into remaking his educational process? Do you think Jefferson House can be extended to a larger number of students, do you think that that much freedom is good for students in general or only for the few who take the initiative to get themselves into it? DETWEILER: I don't know who it is good for and who it isn't good for, and how do you know until you try it out? LINDA: How has Jefferson House worked so far? DETWEILER: I think it's worked better than we deserve in terms of time and money-or lack of time and money- we've put into it. We've got a better deal than we ought to have but we shouIdn't push our luck. You talk about expanding Jefferson House. l'd say at this that we should first give the professors who are in the program some time to do their job well. Jefferson House is now in danger of turning into a grand scale independent study, because the fellows are so busy doing their regular thing that they don't have time to see their students. So you've got seventy to eighty people running around who, according to the script, should be in close contact with their advisors. They aren't. Their advisors don't have time to see them. How are you going to expand a program that is already pressed for personnel? We've been squeezing blood from a turnip in Jefferson House and in other programs around here and this is becoming dangerous. HEEREIVIA: Yes, this is the problem. First of all Jefferson House just hasn't been around long enough to evaluate. DETWEILER: True. HEERENIA: Secondly, you don't only have Jefferson House, you have the Institute of International Education, the program of Jackson House, and on and on and on, and I think the school's spreading itself too thin. DETWEILER: So do l. HEERENIA: It should really concentrate on saying, "Iook, if you want to do Jefferson House, fine, let's do it, and then let's evaluate it as an experiment before we move on to other things. What we find valuable out of Jefferson House we will keep." Secondly, I think Bob is entirely right: whether it succeeds or not depends on the individual level of the relationship between the faculty member and the student. If you have good faculty members who are concerned and interested in the students, if you have concerned students, you're going to have a success almost regardless of what structure you're in. Now, does the structure of Jefferson House produce this or not? I think that at the present time the college is spreading itself too thin. There are too many programs to really give Jefferson House a real chance. DETWEILER: FPC is still trying to compete with universities. It's offering a proliferation of courses and programs, even a number of curricula. We're getting in way over our heads in terms of personnel and finances. And sometime soon, like yesterday, the school must decide where its priorities are and do them and stick to them. Maybe FPC ought to cut down to a half a dozen majors and do these well, and have a couple of experimental programs on the side, instead of going out in x different directions and hoping that the faculty's flexible enough and resiliant enough to absorb them all. HEEREIVIA: You can't be experimental and innovative and not hold the total school open to experimentation and innovation. You can't set up experimental curriculum and then hold everything else fixed. A good example is the fact that you have three people in each department or four in some, but basically we say we have to have a balance in each one. This was created at a time when FPC had a tremendous amount of requirements, the year of science requirement, the math-logic requirement, the language requirement, the Core program, which means that you could disperse students all over the place. When you start eliminating requirements you're going to get heavy concentration in certain areas. This means that you might have to give up this ideal of a balanced faculty across the board. I don't know if you do have to give up this ideal or not, but nevertheless, this should be open for question. Also there should be one big question: When you eliminate a language requirement do you have to be willing to accept the repercussions in other areas? What we're trying to do is to confine it to experimenting with the curriculum and now these other areas are really getting in our way. There are many exciting areas you can move into: there's been a big demand, for example, for a communications major. DETWEILER: Hear, Hear! HEEREIVIA: But you can't move into communications unless you're going to draw resources out of certain other areas and put them into communications. Also as an economist, I see things like this: The college has to decide what it wants to do

Page 11 text:

HEEREIVIA: FPC is so built in the groove of these directions. For example there is in the catalog what is required for graduation: thirty two courses or their equivalent. But nobody pays any attention to those words or those equivalents. You get students going out and doing something in the community, the first thing they want is academic credit for it. But why? This might be something that academic credit has nothing to do with. Why don't they say: "Look, l've had an experience here, I'd like it to be accepted as the equivalent of a course." DETWEI LER: Yeah. Back to Boggs' criticism. One thing that you can safely say nowadays is that much-maybe most- significant learning does not take place in the classroom, and we had damn well better start looking for ways of implementing efficiently a college education apart from the classroom situation. HEEREIVIA: So kids go down, two or some students, in the ghetto area. How do you assign a grade to that? They go out and clean ducks. How do you assign a grade to that? That's absurd. DETWEILER: l have an image that occurred to me a couple of days ago while preparing a Core lecture that contrasts the old concept of higher education in terms of the image of an assembly line versus the new concept of a college as a "switchboard." The old assembly line process, which is a very academic thing, puts a student into the machine, sends him through, fills him with knowledge, processes him, polishes him, packages him and sends him out into society. This is the well-rounded individual. Whereas I think the modern college ought to be a switchboard, where you use the college to plug students in and out of various institutions in the community, get him a job with Honeywell for a semester, let him work in a hospital, let him go to USF, let him do courses here. There are tremendous possibilities for a variable education that we haven't even looked at. The university goes wrong, I think, in that it doesn't try to plug the student into society in the way l've suggested, but it tries to duplicate society. The multiversity becomes a society of its own in which it tries to offer the student everything that he ought to be getting outside of the institution. This is self-defeating. FPC at least can't make this mistake. lt's far too small. lt's impossible for us to duplicate society, so that maybe this concept of switchboarding could be done more efficiently at FPC. LINDA: Have you any specific suggestions about what FPC should do? DETWEILER: I don't know what's happening in terms of formal structure. Do you? HEERENIA: No, I don't. The students have a lot more power than they think they do. One area of power that they should take seriously is faculty evaluation. The students had faculty evaluation forms but they told nothing. Not enough students filled them out to make it meaningful. DETWEI LEFI: Same here. HEEREIVIA: If students are really going to get a grasp here, they have to say, "Look, we want the college going in certain directions and there are certain people here that we feel we really Iike." And students should really bring pressure to move these people who have power! Now the students are only one pressure group, but they haven't even operated as a pressure group so far. LINDA: Do you think it is wise to get students intimately involved in deciding their education? In the past people haven't thought students intelligent enough to know what he needed. DETWEILER: This is a prejudice that is disappearing very fast. You can't expect very many students at this point to be aware of the main problems and configurations of American higher education, because it's been in just the last few years that the faculty and administration have themselves gotten a very sophisticated oveniiew. I think this has happened to both Doug and me in the last five to six years. Before I came here, during my one year at Hunter College, I was beginning to become, I suppose, radicalized in the sense that I was developing a political, social, cultural awareness outside of my field of teaching literature, teaching English. And this has intensified at FPC, so that now I feel myself very involved in the whole process of higher education, not necessarily as an English teacher, but as an educator, capital E. And I suppose students ought to become educators themselves in a way, even while they're being educated. HEEREIVIA: The student shouIdn't expect to have the sole say because there are many different ways of evaluating, say, a faculty member, but theirs is an important one. The problem is that they haven't taken their role seriously enough. DETWEILER: Yeah. Here's something that has bothered me lately about the concept of student power. Students want the right to decide and direct their own educations. Good. They ought to have it. But students are around a school usually a maximum of four years, at least a school like this, so that any one person is going to have a four-year influence. So what's going to happen to the concepts they've initiated later? Where's your guarantee of the continuity that's going to give the institution some kind of direction and valuable self-identity? It seems that this hasn't been thought out much. HEEREIVIA: There is a different time perspective in regard to this. The faculty member, even though he might be around a shorter time than the student, tends to think this is the school where he is going to be ten to twenty years from now. With this different time perspective the student must realize that he is only one force in determining his education among a number of forces. Now he's got to take himself seriously, but he's also got to be content with the fact that he can't run the whole show. And too, they try to take over everything, and if they can't have the total say, they kind of give up. Students must get involved, and if they don't, they have no one to blame for the drift of the school but themselves. If they get actively involved and try and then the school doesn't

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