Harper College - Halcyon Yearbook (Palatine, IL)

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TABLE OF CONTENTS 2 COMMENT LETTERS Michael L. Reszke 5 A-B-C NO-CREDIT jim McCall, lim Crossnickle, Sally Leighton 9 THESE MEN Rich Robey, Dale Destree 12 KISS OF FIRE Harlan Ellison 19 GINSBERG Louis Ginsberg 21 TERRIFY Leigh Heflin 1 f : -1 LDL. I ,LA,..' ,ix-,A f., 24 ROBEY Rich Robey 38 THE GREAT DIVIDE Brenda Libman 44 PULPS Steve Frangos 52 ETHICS Leigh Heflin EDITOR: Mike Reszke MANAGING EDITOR: Steve Frangos BUSINESS MANAGER: Rich Bousquet DESIGN AND ART PRODUCTION: Rich Bousquet PHOTO EDITOR: Dale Destree DARKROOM TECH.: Mike Thomey Design and Art Staff Layout Director: Bill Henry Art and Design: Nancy Lorenz Rich Rew Haydee Ullfig, Bill Whitehead Business Staff' Ricky Lerman Sue Greist FACULTY ADVISER: james R. Sturdevant Professional Contributions Harlan Ellison, Louis Ginsberg Leigh Heflin We also would like to thank the following people for their contributions and interest in the magazine: Frank Borelli, Chris Ward, Judy Holton, Jayne King, Lois Feil, Linda Kirk, Jan Jones, Cynthia Norris, Roberta Olsta, Bob Rud- man, Paul Sleger, Tom Newhouse, Tom Barclay, Ed Carryer, Frank Przespolewski, Karen Greist, Hope Spru- ance, Sally Leighton, Joseph Sternber, Robert Powell, Chris Pancratz, John Davidson, Frank McCoy: the opera- tors: Sherry Bea, and Eva: Spiratual Advisor: Cathy Schwettman: Psychiatric Rescue: Gary Thompson. CREDITS: PHOTOGRAPHY: DALE DESTREE, cover p. 9-11, 18, 43, 48, 49, 54, back cover. Copyright 1972 by Dale Destree,All Rights Reserved. FICTION: HARLAN ELLISON, p. 13-17. Copyright 1972 by Harlan Ellison, All Rights Reserved. ART AND DESIGN: DAN HAMP- SON, All Rights Reserved. VERSE: LOUIS GINSBERG, p. 19-20. Copyright 1972 by Louis Ginsberg, All Rights Reserved. PHOTO: MIKE THOMEY, p. 35. PHOTO: TOM NEWHOUSE p. 2. VERSE: STEVE FRANGOS, back cover. ART: RICH REW, p. 4. ART: HAYDEE ULLFIG, p.5. 6396 HARPER COLLEGE LIBRARY PALATINE. ILLINOIS 6006i 25 WAY-LAID IN ONE DERLAND Dan Hampson Nancy Lorenz 33 FASHIONABLE Denny Rosado Staff Writers: Brenda Libman Leigh Heflin, Rich Robey Mark Keehan Gene and Denny Rosado lim McCall jim Grossnickle, Nancy Lorenz

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ABC You have been operating under the A-B-C-D grad- ing system ever since you entered the first grade. While this system may have been good for your early schooling, it has recently come under increas- ing attack. Up until a few years ago, secondary schools and higher institutions of learning used the A-B-C-D-F system. However, recently many of the more liberal educational institutions have experi- mented with other grading systems. These range from 3 level grading, instead of the usual 5, to merely sending out a progress report. In the last year even some of the more conservative schools, including technical institutes, have adopted the more liberal and educationally type of grading. The history of grading policy at Harper is a Harper is very simple one. Harper has always used the standard 5 level grading system and also Harper is a very simple one. Harper has always used the standard 5 level grading system and also has had a fairlystrict selective retention program. lf a student had a bad first semester, he could be dismissed from school without even having one semester on probation. This has been changed, for is being changedi to a certain extent. In the last six months there has been a con- tinuous effort to get the grading policy of Harper revised to a more educational type of system. This effort has been contributed to by faculty, admin- istration, and for the most part, students. The present attempt at revision has followed a steady course. It started as a student complaint, advanced to a talk with administrators, continued into stud- ent research, then blossomed into student petition- ing, letter writing to other colleges, and joint stu- fac-admin hearings, and finally settled and is ready for the Board of Trustees to act upon. lt is rather watered-down from the A-B-C no-credit stage, however, it bears the most necessary of changes. Hopefully by student standards it will carry the - No Credit following provisions: A student may retake a D or an F course of which the higher grade received for the course will be used on the transcript and figured into the G.P.A. Also, the date of with- drawal from courses will be extended until one week prior to the completion of the semester. lt is felt that these revisions are only a foot in the door to a complete overhauling of evluative methods. The first thing to be considered is the purpose of grading systems. The ideal purpose of a grad- ing system is to measure the amount of knowledge gained by an individual. However, in practice, grades have become a measure of how well one did as compared to his classmates, oneis class attendance, one's popularity with the teacher, and, only to a small degree, one's acquired knowledge. The gap between the ideal and the actual has led to much investigation of the traditional grading system. The general faults of the traditional are that it is numitive, that it is not educational, and that it is psychologically bad. An investigation into these faults will yield the motivations for the new and different grading systems. It should be quite obvious to anyone who takes the time to examine the traditional type of grad- ing system, under which most students have been silently suffering for up to 16 years without ques- tion, that it is of a quite punitive nature. On the grounds that getting an education is beneficial, there is no reason why anyone who is trying to better himself should be punished. The system as it stands will punish a student who has tried, but not quite achieved the level of his classmates, with- pit regard to what advances he may personally have rnade. lt will say to him, l care not what gains you have made in personal knowledge. You have not brought youself up to the level of you classmates, therefore you must be punished for 5