Barnard College - Mortarboard Yearbook (New York, NY)

Page 33 text:

PSYCHOLOGY CLUB RENEE HOLMAN KAREN SMITH MARGARET KONESFKY KATHARINE WARDLE GILA STAMLER HEIDI SIGAL ACADEMIC COUNCIL KHENG SEE ANG SARAH BUTTON ROSE SPITZ MELINDA SHERER MIRIAM ROZYN CAROLE BASRI

Page 32 text:

FENCING CLUB GAYLE KNAPP, Captain LINDA BRADY MARINA WONG VALERIE EWING MRS. GRINCH, Coach 28 616 DORM COUNCIL JUDITH ZWEIBACH JOAN SPIVAK KAREN STAFF STEPHANIE CHELAK MINDY PICKHOLZ JANIS BARONDESS JOY HORNER KATHY GALVIN SHERRY WOLF

Page 34 text:

CONSERVATION PROGRAM Conservation has traditionally been synonymous with na- ture, scenery and the preservation of beautiful things. Few people, though, recognized that Conservation was something far more meaningful in its closeness to man ' s supporting sys- tems than was previously thought. But in 1970, with the deter- ioration of urban and rural America so painfully obvious, envi- ronmental issues have become the rallying cry of many people other than the Garden Clubbers and bird watchers. The movement reached fadism proportions as the Earth Day celebrations took everyone into the streets parading (and lit- tering) for the environment. Professors Sharp and Ritchie, and soon after Professor Zo- bler, who now heads the program, saw the need for conserva- tion study, and consequently, in 1952, they established an in- terdisciplinary program of Conservation of Natural Resources at Barnard. At first, few women elected conservation as their major, but the program continued to expand. This departmen- tal growth when compounded by the progressive deterioration of the quality of the surroundings, encouraged more students to participate in the program and thus to justify further ex- pansion. Last year, through the efforts of a departmental com- mittee and Mrs. Hersh, the Environmental Conservation and Management Program was awarded $50,000 from IBM. This gave the program the much needed base on which to accommo- date growing student interest, the need for new courses and more faculty members. The smallness of the program creates a closeness between the students and faculty. This is vital to learning and to mak- ing decisions necessary as participants become more intellectu- ally involved. Ideas, goals, and plans can find various back- boards against which to play their views. There are a few basic courses, General Biology, Ecology, Environmental Science, and Conservation Theory, as requirements, and then many electives. The students then choose concentrations — biologic conservation, pollution control, regional planning and manage- ment studies to name a few. The ample number of seminars and colloquims gives the program the flexibility required to adapt to varied interests. Each student must pave her own way, though this is somewhat facilitated by the nature of the study which leads to practical action and or a profession which gives relevance and coherence to the chosen concentra- tion. It is more than an intellectual exercise for the course of