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Page 29 text:
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James McMaster Marketing professor Craig Harms runs for his life and,health. He frequently wears this Brooks jacket as he does promotion for that company. F riday afternoons are used for more than relaxing. Werner Kolln, a Visiting assistant professor of chemistry, helps freshman Bill Black with his Chemistry 142. ' Larry Kaufman CRAIG HARMS: MILES AHEAD OF THE MARKET Running was much more than simply a recreational activ- ity in the life of Craig Harms a marketing instructor in the School of Business. Although only 29-years-old, Harms en- joyed the unique distinction of being one of only two runners in the world to have run more than a hundred sub-three hour marathons. Harms who did not begin running until his junior year at Bowling Green, ran over one-hundred and thirty miles a week and continued to compete in a number of marathons, in addition to teaching a marketing class. Although physically draining, Harms somehow managed to conquer marathon after marathon at a sub-three hour ace. A main force of motivation for Harms was the fact t at a runner did not necessarily have to win a race in order to enjoy a supreme feeling of confidence, accomplishment, and suc- cess. The satisfaction of self-achievement was derived from simply bettering past performances; in other words, the mea- sure of performance became a race against the clock. There- fore, there was more than one winner in a marathon. Obviously, the marathon was physically taxing on Harms; however, he along with many other runners found the mental aspects of running the most challenging. Durin a race, Harms would sing repeatedly the last song which e heard before the start of the race; a mental strategy which was em- ployed by many runners. Harms stressed that marathons provided him with a feeling of individual accomplishment to even finish the grueling 26-mile, 385-yard course. He also stressed the importance of motivating oneself to begin some type of hobby or interest after college, and sticking with it to relieve tension and keep one physically and emotionally fit. Undoubtedly, Harms would have suggested running as the ideal activity to under- take . . . for a life-time. W 2 7 Office Hours
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Page 28 text:
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PROPS lDlSAPPEAREDl AFTER CLASS Many students said it was hard to see their professors out- side of class. Profs said their office hours were rarely utilized by the students. What was the problem? Were the wrong students seeking the wrong rofs at the wron times? From the students point 0 View, it was bar to gain access to teachers. Some profs were so busy that they always had a stream of students outside their office door. Then there were profs who had hours at extremely inconvenient times. Who wanted to walk 30 minutes to Western campus at 8:00 in the morning just to clarify the fact that bananas were vegetatively reproduced? A combination of the above two cases was also common. Had one ever gone to see a prof whose only office hour he could make was the 1l2 hour between two classes, and found someone else already camped in front of the desk? Or how about when a student had ten minutes between classes; he popped in quickly to see a prof whose office happened to be between his classes, and he was ten minutes late? From the prof's point of view, office hours also meant a lot of waiting - waiting for the few students who utilized the available time. Professors were required to keep a certain amount of office hours per week. Some profs, however, felt that for other than accounting or math-related courses twhere outside work is assi nedl, office hours could almost be dispensed with. One pro remarked that, even before exams, there were few regular office Visitors; most students would rather have been only partly sure of an answer than to have taken the time to con- sult their teacher. Those who did come were often unpre- pared. They were just generally itlost, and came to have the rof guide them to an instant comprehension of the course. A Few students came just to snow the profs, talking about the course, the school, and the weather on a regular basis. How could students and profs better correlate their times? Students suggested that at the beginning of the year, profs should have surveyed the times that students would have been able to come to their office, and based their hours on these times. Also, students felt that it would help if profs had come to the offices on time. Profs felt that students should have utilized office hours more. And, when they came they should have been better repared; students should have thou ht about their rob- ems, and had questions ready to ask w en they steppe into the office. II Utilizing office hours for make up testing, Barbara Thomas and David Phillips met in Hughes. 2 6 Academics Larry Kaufman
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