Elizabethtown College - Conestogan / Etonian Yearbook (Elizabethtown, PA)

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Edgar T. Bitting—Department Head B.S.. Elizabethtown College; M.B.A. University of Pennsylvania BUSINESS The Business Department intends to channel its im- provement efforts into curriculum and course development and into placement. We feel that certain areas within our curriculum need strengthening to develop the student while at Elizabethtown College, and that the student needs to be assisted in finding the proper position following his grad- uation. A business student now spends approximately half his time studying liberal arts or general courses and the other half studying business or specialized courses. We in- tend to retain this balance but want to adjust and expand our offerings in certain areas with the thought of eventu- ally offering our business administration majors the pos- sibility of a minor in economics, marketing or management. These will be the areas for our concentration. Our curric- ulum for accounting majors will be adjusted to the think- ing of the times. Our graduates have performed admirably but only those companies that have hired our graduates are aware of the resources here at Elizabethtown College. Those firms are eager to return to recruit our graduates. In coopera- tion with the placement office, letters have been sent to additional firms inviting them to participate in recruiting on our campus. We have sufficient confidence in our grad- uates to know they will sell Elizabethtown College. Harold M. Pomroy B.A., Elizabethtown College Hilbert V. Lochner A.B., Lebanon Valley College; A.M., University of Pennsylvania Stanley R. Neyer B.S., Elizabethtown College Elinor Eastlack B.S., The Pennsylvania State University; M.Ed., The Pennsylvania State University Martha A. Eppley B.S., Elizabethtown College; M.B.A., Indiana University Aldar F. Kish B.S., Rutgers University; M. University of Delaware Page Twenty-two

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BIOLOGY The credo of the Department of Biology is : To provide a source of fact and technique vested in adequate persons; To provide instrumentation in keeping with the abilities of the persons; To provide space in which to adequately per- form the functions of pedagogy; To plan a flexible curriculum that will keep pace with our expanding college; To provide scholastic experience for every stu- dent on the premise that he will continue his edu- cation to the end of his life ; To expect a student body capable of stimulat- ing the department to higher aims through its lust for knowledge. These aims and expectations are seldom if ever achieved. Thus the department will continuously look forward in its endeavors. Charles S., Apgar— Department Head B.S., University of Pittsburgh; M.S., University of Pittsburgh; Ph.D., University of Pittsburgh Bessie D. Apgar A.B. Muskingum College; M.S., University of Pittsburgh; Ph.D., University of Pittsburgh J. Robert Heckman B.S., Elizabethtown College Rollin E. Pepper B.A., Earlham College; M.S. Syracuse University; Ph.D., University of Michigan Cleaning out th-c disinfectant pan. Page Twenty-one

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0. F. Stambaugh-Department Head B.S., Lebanon Valley College; M.S., The Pennsylvania State University; Ph.D., The Pennsylvania State University Zoe G. Proctor B.S., Elizabethtown College; M.S., Bucknell University Phares H. Hertzog B.S., Bucknell University; M.A., Princeton University CHEMISTRY The chemistry department teaches students with many different in- terests and aims. In addition to chemistry majors who go on to industrial chemistry, graduate school, and secondary teaching, pre-medical and pre- dental students major or minor in chemistry, biology, physics and pre-en- gineering students take one or more basic courses in chemistry, medical technology students receive much of their training in chemistry, and stu- dents with other majors elect a terminal one-year course in chemistry as part of their liberal arts education. In spite of the differences among students and the differences among courses, the philosophy of all courses is basically the same : to help the student gain an awareness of basic facts concerning certain aspects of the behavior of matter (laws) and interpre- tations of these facts (theories). The recent trend in teaching chemistiy at Elizabethtown College has been to put more emphasis on fundamentals and less on descriptive chemistry. This is particularly true in the first-year courses. In a rapidly changing scientific and technological world, it is important that the stu- dent who has taken only one course in chemistry have a framework into which he can fit the new facts and theories that he will read on the science page of the Sunday newspaper (and in his children ' s elementary school textbooks) twenty years after graduation. Laboratory continues to be an essential part of any study of chemistry because chemistry is concerned with behavior of matter rather than ar- rangement of printers ' ink on a page. Hopefully, the laboratory assign- ments in basic courses are becoming more imaginative, more interesting, and more educational. Techniques are taught as tools for gaining chem- ical information rather than as ends in themselves. Quantitative observa- tion of matter, using the analytical balance and other instruments former- ly available only to advanced students, is now considered to be a necessary part of the beginning student ' s study. The most significant recent change in the program of chemistry ma- jors in accord with recommendations for accreditation by the American Chemical Society has been the inclusion of all basic courses including physical chemistry which previously had been considered to be the cap- stone course in the first three years leaving the senior year for election of several advanced courses and research. It is especially in conducting research in a little-explored area that atoms and molecules are completely unaware of theories and hypotheses and if one would gain knowledge, it must be sought in the laboratory rath- er than in textbooks. Fortunately, the chemistry department has steadily increased its instrumentation and equipment for advanced experimenta- tion and research though space for individual work continues to be se- verely limited. Hopefully, the near future will bring more space for stu- dent and faculty research as well as reduced teaching loads to permit more individual instruction (including instruction by example) at the advanced level. Jack L. Hedrick B.S., Elizabethtown College; M.S. University of Pittsburgh John ttanck B.S.. Elizabethtown College; M.S. Princeton University James M. Berkebile A.B., Manchester College; A.M., The Ohio State University; Ph.D., The Ohio State University Page Twenty-three