Clemson University - Taps Yearbook (Clemson, SC)

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Clemson. Selter sees developing the co-op program as a matter of education of people as to the purpose and benefits of cooperative education. This educa- tion can start as early as high school by informing both students and parents of the value of co-op. Assuming that, for most, the benefits outweigh the disadvantages, co-op promises to be worthwhile for its par- ticipants. In a nation with sagging economy and increasing unemploy- ment, cooperative education offers stu- dents the opportunity to increase their marketability through career- related work experience. w Ann Bechtler co-ops in the management section of Owens Corning Fiberglass in Anderson, S.C. She is a Computer Science major at Clemson. Currently involved in an orientation program coor- dinating chemical data, Lonnie Jones, a Chemical En- gineering major, ivorks at the quality control division at Owens Corning. Academics 27

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Cooperative Education Offers Experience, Money, And Diversity The Department of Cooperative Edu- cation is relatively new at Clemson, though the idea has been around for quite a while. Ever since Professor Herman Schneider, a Civil Engineer at the University of Cincinatti, conceived the idea in 1906, students have been combining on-the-job experience with college curriculums to better prepare for post-graduation careers. Clemson University initiated its ver- sion of the co-op program in 1973 when 19 students embarked on their first co-op assignments. Since that time, over 400 Clemson students have gradu- ated with Cooperative Education Cer- tificates in addition to their diplomas. What began as a technically oriented program has spread to areas of educa- tion, agriculture, economics, and lib- eral arts. Work assignments have also expanded to over two dozen states. Cooperative education differs from work-study programs in that it pro- vides career-related experience. This experience enables the student to examine his choice of a major and, if necessary, correct a possible mistake. Some students who do not perform well under the pressure of back-to-back se- mesters have the opportunity to vary their schedules to include summer class sessions and spring or fall work ses- sions in the co-op program. An added incentive for the program is the aspect of a built-in financial aid system. Stu- dents in the program earn money (at very respectable rates) while working, which they may manage as they see fit. This becomes quite valuable when one considers having to pay for only one semester at a time. Though they seem to far outweigh the benefits, Cooperative Education has what some may term as disadvantages. Originally, a student is projected for three work sessions and may work as many as six sessions. By working the minimum of three sessions, a student delays graduation by only one semes- ter. Working the full six sessions delays graduation usually by one year. Also, some course scheduling problems may arise due to having to attend summer sessions. Recent developments in the program include the addition of a pre co-op program and a graduate program. The pre co-op program allows an entering freshman to spend his first semester earning money to pay for school while waiting for dormitory space to open up. The graduate program allows a gradu- ate to develop special interests and skills in his major course of study. These two new programs have suf- fered from the same ills as the expand- ing liberal arts phase of the co-op pro- gram. Jack Selter, Director of the De- partment of Cooperative Education, has cited lack of personnel along with need for computerization of records as major stumbling blocks to expanding the cooperative education program at Robert Sullivan, a Chemical Engineering major, op- erates ii photospet trometei m the dyeing department of Millikcn unci Co. in Pendleton, S.C. 26 Academics

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Students Honor Dr. Horace Fleming, Jr. If you don ' t like students . . . then you shouldn ' t be in teaching. On March 12, 1979 — a day he ' ll al- ways remember — Dr. Horace Flem- ing, Jr., a professor of Political Science, was informed that he was the recipient of one of the highest honors at Clemson University: The Alumni Master Teacher Award. Fleming was so elated that he could hardly contain himself until the presentation of the award at the 1979 May Commencement. Said Fleming, The first thing you want to do is tell someone about it! It delights Fleming that the award is one that is determined by the students. He thinks that, as a teacher, he tries to be the very best he can be, and that he really works his students hard. 1 work them hard for their own benefit, and then if they feel I ' ve done my job, then that ' s the most gratifying thing anyone can ex- perience. Fleming said that more gratifying than the award is the feeling he gets when a student comes back to him after he graduates to tell him that he ' s played a part in the student ' s suc- cess. He stated that there is nothing more exciting than to see students come into Clemson and suddenly realize that they can be anything they want to be. There ' sgot to be no more satisfying work, than the work 1 feel I do. Fleming considers it important to take a little time with his students. As an undergraduate at the University of Georgia, Fleming said two or three people took an interest in him, and it had a great effect on his life. His ap- proach to teaching is to challenge the student, to draw him out, to get him to think about the things he ' s always ac- cepted, to learn about the things he ' s never known, to get him to question whatever he feels needs to be ques- tioned, and to try to get the student to achieve a little more than what he feels he can achieve. Fleming enjoys being in contact with students. If you don ' t like students, if you don ' t like working with them, il you don ' t like trying to motivate them or lighting fires behind them to get them to achieve, then you shouldn ' t be in triii lung. Fleming received his BA degree and his MA degree in Political Science from the University of Georgia, and he re- ceived his PhD in Political Science from Vanderbilt University. Fleming ' s inter- ests include music and golf. He was a music minor at the University of Geor- gia, and can play several instruments. His love for music ranges from rock to opera. Fleming teaches undergraduate courses in General Public Administra- tion, Government Organization Theory, American Constitutional Law, Judicial Process and Jurisprudence, Administration of Justice, Introduction to American Government, and Ad- ministrative Law. His favorite course is the introductory course of Amer- tlcmin ' s favorite course - Introduction to American Government -gives him a chance to reach a broad array of students. ican Government. This course gives him the opportunity to teach a broad array of students, not just Politi- cal Science majors. Although there exists no graduate school in Political Science here at Clem- son University, Fleming feels that the undergraduate program is very strong and productive. He said that they have been very successful in placing their students in graduate schools, in public sector jobs, and in private businesses. He also said that he is very proud of their program and is committed to its high quality construction. 28 Academics