Chicago State University - Emblem Yearbook (Chicago, IL)

Page 17 text:

ENGLISH Louise M. Jacobs Members of the English Department work in unimposing surroundings up in the recesses of the third floor, quite conscious of the fact that on cloudy days they may have to listen to C.T.C. ' s own version of the Raindrop Prelude and that on almost any day they may find themselves with plasterflaked shoulders. In spite of all this, they go ahead with a comprehensive program in order to meet the various needs that come within the field of English. One large portion of the work lies in the courses in communication and literature required of all freshmen and sophomores; another, in the methods courses dealing with the three important phases of English in the elemen- tary school -- communication, reading, and literature. Other courses in the department are electives designed to give students a cultural background in a field which has for them a special interest. Other services of the department include remedial help in speech, and this year a beginning was made in resuming work in remedial reading. TEMPO and dramatics also fall within the scope of the department.

Page 16 text:

EDUCATION Denton L. Geyer Coleman Hewitt Learning by doing, the golden rule of progressive edu- cation, is also the guiding precept of the Education Department. As counsellors to the students in their periods of supervised teaching the members of the Education Department put their principles into practice. Although not required equipment, any aspirant for ad- mission to the Education Department should have a car to flit around from practice school to practice school, especially with trolley fare going up, up, up! In supplying the kind of background which is needed by one entering any profession, the Education Depart- ment initiates the student into the profession of teaching by discussing leading problems in the field in the light of their historical background and in the light of certain social and psychological issues to which they are related. It develops principles of teaching in such areas as the planning of instruction, means of providing for individual differences, and the evaluation of instruction in terms of broader educational objectives.

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SCIENCE Edward C. Colin Beals E. French Dorothy V. Phipps Ralph C. Goode James M. Sanders The Science department at Chicago Teachers College is concerned primarily with three funda- mental problems. First, equipping all students both as future teachers and citizens with those scientific conceptions that are necessary to carry on work in any field. Second, the training of individuals who wish to specialize in science as an area of study on the graduate level. Third, a presentation and discussion of modem methods of teaching science so that each graduate of Chicago Teachers College is prepared to teach science on the elementary school level.