Ohio Northern University - Northern Yearbook (Ada, OH)

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DR. HOSKING From student to Teacher Dr. l'losking's youthful attitude towards her new-found teaching career undoubtedly enhances her repoire with students. Teach- ing, however, was not what Dr. Hosking has always wanted to do, and becoming an instructor of business law at Ohio Northern University was somewhat of a chance oc- currence. But, after graduatin from the Uni- versity of Cincinnati's Law School, Dr. Hos- king took a teaching position with O.N.U.'s Business Department this year andlfound out that she likes teaching so well that she can no longer imagine doing anything else. Upon graduation from law school, Dr. Hos- king had seriously considered going into a corporation as a lawyer, but the availability of iobs for corporate lawyers was, accord- ing to Hosking, rough. Assuming that not too many of the other current law school graduates would think of applying for teach- ing positions, she decided to pursue the availability of teaching positions and ended up teaching at ONU. The transition from being a student to being a professor has been made rather easily by Dr. Hosking. Many of her students believe that having made this transition so recently has helped Dr. Hosking in her great ability to get along well with her students. She demonstrates a considerable ability to understand student feelings and problems, but this does not hinder her de- sire to push students hard enough to make them learn nor does this prevent her from motivating students - in fact, this ability may have enhanced her teaching success. Dr. Hosking doesn't believe that more teaching experience will change her overall attitude to her new-found profession, Dr. Hosking claims, My attitude won't change. I enioy students and I won't lose that. l like being invited to fraternity and sorority parties, going to CBOG events, getting to know students on an informal basis, and having a little bit of fun while l'm at it. The personal interest l like to take in my students won't change . .. As a professor, l don't believe in getting old and stuffy. But, as a caution to the less conscientious student, Hosking be- lieves there is a time and place not the wild type and I don't believe in goofing off. It bothers me for a student to cut class, espe- cially if he is not an A student. Forcing yourself to go to class, even if it's an eight o'clock, requires motivation, and motivation definitely affects a student's grades. The orientation which, is held for new faculty was very useful, claims Hosking, in I4 helping her to make the transition from being a student to being an ONU college instructor. At ONU, Hosking says, your classroom is your own . .. lt's something you want to take pride in. She places a great deal of importance upon professor-student relations noting that at Northern most of lthe professors seem to take a personal interest in their students because most of Northern's professors, according to Dr. Hosking, in- dicate that they really like it here and they have a great deal of dedication to the t l students. Having students talk to me on a person-to-person basis means a lot to me, and l really like the open door policy that we have in this department. Referring to the Business Administration and Economics Department, Hosking proudly asserts, l think this is the best department on campus. Dr. Hosking claims that she probably found her work load as an undergraduate student to be greater than it is as an instructor, but she emphatically asserts that,

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as a law student, her work load was consid- erably greater than it has ever been. She attributes the seemingly smaller work load of a professor to many factors. Dedication has never been a stumbling block for her. Dr. Hosking claims, she has now settled into a more regular routine and has become more efficient and better organized. She believes that she no longer has as great a tendency to put things off and to cram as many students often do. She recalls that she didn't seem to have as much time to pre- pare for her classes when she was a stu- dent. As an instructor she is able to allot more time lor class preparation, but she notes one significant difference between being an instructor and a student. When I was a student, I could go to class unpre- pared and it didn't matter that much. But now, there is no way I can go to class without being fully prepared. Dr. Hosking does admit that part of her seemingly small- er workload is attributable to the fact that everything she is teaching is relatively re- cent to her educational background. This, she claims, has made teaching a little bit easier to adiust to. Now that Dr. Hosking has adiusted to the teaching profession she beamingly exclaims, Now, I can't imagine doing anything else. This has been a won- derful opportunity for me l've never been happier in my life. Greg Hart ii., L 4,2 X