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Page 27 text:
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Bertness Hammarberc Mortensex Quanbeck Trautwein Urdahl PSYCHOLOGY AND EDUCATION HENRY J. 8ERTNESS Assistont Professor of Education Augsburg College, B.A.; Univer- sity of Minnesota, M.A.; Addi- tional study; Minnesota, Wash- Ington. CARI R. HAMMARBERG Assistant Professor of Psychology and Educolion Gusto vus Adolphus College. BA.; University of Minnesota, M.A.; Additional study; Minnesota. MARVIN E. TRAUTWEIN Assistant Professor of Psychology ond Education University of Nebrosko, B A ; Co- lumbia, M A . Additional study: Harvard, Howoii, Minnesota GERDA MORTENSEN Oean of Women ond Professor University of Minnesota, B.S.; Co- lumbia University, M.A.; Addi- tonol study: Minnesota. ERIING J. UROAHl Associate Professor of Biology ond Psychology Concordio College, B.A.; Univer- sity of Minnesota, M.A.j Addi- tional study Minnesota MARTIN QUANBECK Deon of the College and Professor of Education Augsburg College, 8 A ; Univer- sity of Minnesota. M.A., PhD. 23 -As
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Page 26 text:
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Mental blocks, conditioning, s-curvos. plateaus these are just a few of the terms Mr. Trout- wein's psych stmlents used in learning to make learning curves and the accompanying anecdotal records. All students admitted to the teacher education curriculum must secure two credits of Group Ac- tivity.” This innocent statement from the Augsburg Col- lege catalog annually proves to be supercharged for Auggics enrolled in the Department of Psy- chology and Education. While supervising a Boy Scout group engaged in a heated scrimmage, or assisting a 4H member rescue cookies from an overheated oven, the student instructor finds that classroom knowledge of educational and psycholo- gical techniques and application of these tech- niques are two different things. Supervision of group activity is but one requirement of this de- partment. however. Insight into classroom teach- ing is given through a month long student teach- ing program. Psychology courses are not limited to education students, however. The department’s objective, to aid students in understanding, pre- dicting and controlling their behavior and that of society, makes these courses a valuable supple- ment to any field of study. Practice teacher, Dave Skaar, teaches hi» prospective Mozarts and Saterens some fundamentals. '1 he for- mality is probably caused by a “visit” from Mr. Bcrtncss. 22
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Page 28 text:
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Not every Commercial Department is arranged o that she can look out the window when she practices the touch method. Cold, clear facts and statistics are not the only concern of the business administration, commer- cial. and mathematics departments. According to the instructors, the people manipulating the cold, clear facts and statistics are important, too. A working knowledge of mathematics is felt to be a necessity in making the lives of these people simpler. This is the main basis for the existence of the department. The business administration de- partment also seeks to undergird the statistics with a broad knowledge and sound perspective of busi- ness and our economic society. Secretarial studies develop business skills for personal use as well as for employment in offices and educational systems. 24
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