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

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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

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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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Elmer B. Hoover — Department Head B.S., Juniata College; M.Ed., The Pennsylvania State University. William Klauber B.S., Elizabethtov College. George S. Diamond B.S.. Shippensburg; M.S., Florida State University. Dr. Norman N. Weisenfluh Eugene R. Eisenbise A.B., Dickinson College, M.A., Uni- B.S., McPherson College; M.A., The versity of Pennsylvania, Ph.D., Univer- University of Wyoming; Kansas State sity of Pittsburg College at Emporia. Harry J. Graham B.S., Elizabethtown College; M.Ed., Temple University. D. Paul Rice A.B., Elizabethtown College; M.S. in Ed., Temple University. EDUCATION We cannot live by absolutes ; therefore, life is an exercise in un- certainty. Yesterday is not the criterion and standard for tomorrow. It is for this reason that teaching is an art. As such it is something into which one puts creativity and imagination. Those of us who like to teach here at Elizabethtown College have the conviction that teaching is both a challenging and a rewarding profession. Ours is the responsibility for building a pro- found confidence in public education and a courageous zeal for it. Forging ahead is an effort to strengthen our program. The new curriculum which will be set up must center around the behavior goal needs and persistent social and cultural problems of the individual. It must cut across academic goal lines and increase the student ' s po- tential for exploring new fields and experimenting with new ideas and solutions. This necessitates a direct correlation between methods and content material. This curriculum will stress the laboratory approach to experience gaining in all areas of study and activity. As teachers, we will seek to instill in our students the need for developing a sound philosophy of life. This will embody principles leading to clean living, clear thinking by the freeing of creative capa- city toward social ends, and making social judgments through the so- cialization of experiences. Provision will be made for totality of experience through the deepening, enriching, and extending of our sense of values. This will involve the power to evaluate, to reason, and to choose for oneself the most desirable path to follow. Education will then embrace being and doing, living and experiencing, rather than possessing and know- ing. Each student will be taught how to study and how to think rather than what to study and what to think. Our way of life requires that the physical, mental, emotional, social, spiritual, and aesthetic channels be open to receptive ideas and creative great adventure. If our future teachers are to embrace this concept, they must be secure persons, must understand self, pu- pils, and society, and must act intelligently upon that understanding. Page Twenty-four