Miami University - Recensio Yearbook (Oxford, OH)

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Imagine a situation where one no longer struggles over seats in crowded lecture rooms; of being more than just another face in a mass of students; of having more than scanty hopes of drawing the attention of a professor. Small classes definitely sounded appealing. N ow, students could consider material taught on an individual basis, con- cerning subjects that students actuall wanted to study in greater depth. And, in addition to this academic utopia, ,, teacher stereotypes broke down - the motives of the callous, insensitive teacher, who assigned hard work for no purpose, became better understood. An impossible dream? Not exactly; classes such as these had been going on for years. They were discovered each se- . . mester by a modest number of students who found that hon- ors classes hardly needed more effort than ordinary classes. 6 a 6 mt C You have to have the initial motivation to be in the class? explained Dave Ciochetty, a junior pre-med student who dis- covered honors classes this year. . ' That did not mean that anyone could be enrolled in honors 0 p 1; a classes, though. Students must have had at least a 2.5 cumu- lative grade average to be eligible for the general honors cur- riculum. Once in an honors class, the student must have .re- ceived at least a Bb in the course to get honors credit. Stu- n6 a7. 6 dents had to complete 24 or more hours of general honors Mark Schultz At the honors facilities in Presser Hall, Ginny Friend finds a quiet moment'to work on her secretarial chores. 1 6 Academies

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Adryan Weekend studying can be a pleasant ordeal just as Mary Pat Arman discovered by finding this secluded spot near the Formal Gardens. James McMaster I think that I shall never see a poem as lovely as a tree . . . This tree proves to be a great place for Kathy Stams to relax under as she takes advantage of the nice weather to study outSIde. Invade m 03 3 on Study The place one chose to scan his books had as much effect on what he got done as the intensity and amount of time he put in. Which category of study-bug included the average student? The libe-nut liked the social scene. Depending on his mood, he went to one of three places in King Library. To study, he descended below where all the other book fiends dwell. In the basement, he had no distractions and got a lot accomplished. When the libe-nut felt lonely, and wanted to make new friends iof the opposite sexi, he wandered to the first and second floors. Here, there were many other lonely people just like him, who also wanted new friends. These floors, studies were intense; people usually spent the entire evening on one page alone. When the libe-nut felt a cultural urge, he Visited the third floor where the Greeks converged. It was easy finding friends up there because the room was usually filled by talkative, extroverted fraternities and sororities. On this floor, studies reached the memorization stage with most books staying closed throughout the night. The pseudo libe-nut went to Hughes, where he sat at tables arranged so as to prohibit public Viewing. Persons seeking knowledge and seclusion generally went to Hughes library. The Res-Rat also craved the social scene, but he sought variety as well. He enjoyed the iichoicei, aspect. He liked to Choose from many types of food, friends, and sports while studying at the Res. The Rat did not remain in just one place, but rotated freely back and forth. From toasted rolls, a Coke, and cards in the cafeteria, he checked to see who else was in the Zebra Room, then joined his buddies for some bowling, pool or a pinball game. Between activities, he checked to see that his books were open where he left them. At 12 oiclock, most people left the Res or fell asleep - but not the Rat! This was when the Res-Rat striked; he scurried busily to get an eveningis book- ing done before the Res Closed at two. The dorm-mouse, on the other hand, displayed a high need for clarity. He liked to place priorities, and had a certain time for certain thin 5. When it was time to study, he did just that; he shut himsel? into his room, or descended the stairs to the lower regions of his dorm. In the dungeon, there was little chance of socializing, and almost no variety beyond the two a.m clanging of the water pipes.'There, however, food con- sumption rates were high, and often reached tremendous levels. No matter where the student chose to study, he fOund ad- vantages and disadvantages. It became a matter of individual choice. How did one spend his evenings? m 1 5 Study Habits

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credit with a grade point average of 3.0 or better in these courses to graduate with a general honors curriculum nota- tion upon their transcripts. Classes designated tthonors courses? were Chosen yearly from the regular catalogue. Consideration was given to in- novative courses and multi-disciplinary seminars. Students could also apply for honors credit in any class through a contract with that coursels instructor. Honors classes offered many benefits. Students found that they learned more about the subject and about their peers. nLearning how sociology relates to anthropology helps you understand your own culture and others too? Ciochetty explained in reference to a sociology class he took for honors credit. ttIt makes you more tolerant of others? he said. Classes also ran less formally, students claimed. Teachers taught with you, not at you; they were helpful in suggesting references to read for class presentations; they asked and utilized student opinions in class. Students even served as occassional subjects of research, lending information during presentations that teachers would use in future classes. Honors classes took many students away from the anon .m- ity of the crowded lecture room, and placed them where t eir innovative talents could be put to use. 111 Smaller classes, more individualized attention, and more challenging material are provided to advanced students in honors classes. Professor Fred Keefer lectures to his English 116 class about composition and literature. Surrounded by piles of paperwork and attached to the telephone, Dr. William Hardesty attempts to organize the nearly revamped Honors Program. To graduate in the general honors curriculum, a student must have 24 hours of honors classes with a GPA of 3.25. Mark Schultz 1 7 Honors Classes