Florida Southern College - Interlachen Yearbook (Lakeland, FL)

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■tiniii Time for homework? . . . Darryl Johnson and Paul Crist have to make time for studies besides working at Maas Brothers. Lauren J. Meyer Time for studies ... A communications depart- ment helper takes a break to get some last minute studying done. 2 Kash n ' Karry . . . Raegan Jones, though a junior adviser and student, still finds a little extra time to work off campus jobs ' -2J , f •

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j PEU. ' i I ■■» ' ■ ' . r l i , f - l llj ' l..lt l T ' rS 3g They Worked Hard for the Money Each year students find jobs off campus. Stu- dents worked for a variety of reasons. Some worked to supplement their income and help pay for social activities. Students used the mon- ey to finance their education or worked to gam experience in the field of their major. Students who worked had mixed feelings about their employment. Some students felt that work took away from social activities, valuable study time was lost, and the pay was not worth the time and effort invested. Most students, however, felt that the job they held was benefi- cial and a worthwhile experience. Carol Harmon, a 21 year old senior, who is a sports medicine major from Geneva, NY said, I like working. It gives me an outlet from all the pressures at school. Students worked a variety of jobs. Many stu- dents worked for Maas Brothers, Publix, and Chili ' s. Students were salesmen, electricians, waiters, waitresses, and aerobic instructors. Many jobs were found relating to a students like working. It gives me an outlet from all the pressures of school. — Carol Harmon major field of study; citrus majors worked in or- ange groves, journalism majors became string- ers for The Ledger, and accounting majors worked in banks. For those without cars and with some extra time, there were also plenty of jobs on campus. Students could make money either to supple- ment the cost of education or for a little extra spending money at the current minimum wage of $3.35. Students were lucky in that they were usually able to find a job in the department of their ma- jor, and therefore become acquainted with many of their professors. If this was not the case, often times a job provided additional study time when there was little work to be done. From answering phones in a freshmen dorm, to working in the computer lab or being a stu- dent aid, there were usually plenty of opportuni- ties for all those interested. — Cathy A. Baggett Answering service . . . Lindsay Hatch, though taking calls for a few hundred girls, still manages to find time to study at Joseph-Reynolds dormitory. 26: jobs

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RA ' s JA ' s Help Freshmen Adjust Resident Advisors (or RA ' s) were first intro- duced to Florida Southern College in 1963. To be eligible as an RA, a male student had to maintain a 2.0 GPA and exemplify qualities of authority, leadership, and responsibility. RA ' s lived in freshmen male dorms as well as upper- class dorms where there was no housemother An RA was responsible for his section and also had to watch over the entire building. An RA acted as support to those in his section, as well as a disciplinarian. He enforced the rules and maintained that no damage was done to the building or rooms. The RA ' s also had to report any conduct which went against school policy. The students were able to go to the RAs if there was a problem with their room and the RA would report it to maintenance or the housemother. The specific duty of the RA was to act as a contact between Student Person- nel and the students. Ralph Spencer, in his second year as an RA, said, It ' s a lot of re- sponsibility, but it ' s fun, too. Junior Advisors (or JA ' s) were introduced in 1962. A 2.6 GPA was required as well as pa- Being a JA is great I wouldn ' t trade it for the world. — Raegan Jones tience, understanding, leadership qualities, and dependability. A JA acted as an advisor and friend to the students in her section of approximately 20 freshmen or transfer girls. A JA was someone the students went to if they had personal problems or questions about school activities, policies, and procedures. A JA was required to have meetings and activi- ties with her section to develop relationships with the students as well as provide opportun- ites for the students in her section to form bonds with one another. She also exposed the girls to school activities and provided options to their involvement. For those students who were away from home for the first time, the JA acted as some- one to turn to when doubts and uncertainties arose. A JA was someone who had exper- ienced many of the same situations as the students and was able to answer questions. Raegan Jones, a JA in Allan Spivey, said, Be- ing a JA is great. I wouldn ' t trade it for the world. — Jill Pettegrew A proud JA . . . Junior Leslie Hyatt shows off her section in Allen Spivey lobby. R.A. ' s and J.A. ' s • • » %