Quincy University - Gyrfalcon Yearbook (Quincy, IL)

Page 109 text:

Courses Waiting for an answer, Fr. Joachim Daleiden, O.F.M., fidgets with a piece of paper in his freshman- sophomore colloquium. Such courses as The Great Books Colloquium, Religion and Cul- ture, The Meaning of Freedom, The Man in Medieval Society, and discussions of Sorokin ' s Crisis of Our Age and Four Great Novels were studied. Each course was worth one semester hour of credit. Leading the various discussions were Father Gabriel Brinkman, O.F.M., Father Joachim Daleiden, O.F.M., Father Owen Blum, O.F.M., Father Pacific Hug, O.F.M., Father Titus Ludes, O.F.M., Father Thomas Brown, O.F.M., and Mr. Hugh Fitzgerald. A popular studying place for all Quincy College students, whether or not participants in the Honors Courses, is the library. 105

Page 108 text:

Leading the discussion of Sorokin ' s Crisis of Our Age is Father Gabriel Brinkman, O.F.M. Honors During the fall semester, a group of Honors Courses was introduced to the students of Quincy College. Students with a 3.0 or better scholastic av- erage were invited to participate in the new endeavor by its inaugurator, Father Victor Hermann, O.F.M. Students without the 3.0 average were also allowed to participate if they showed serious interest. Mr. Hugh Fitzgerald awaits an answer to a thought-provoking question. The Honors class of Father Owen Blum, O.F.M., gets a laugh from one of the lecture notes. 104

Page 110 text:

Marie McMullen takes over the third grade at Madison School as majors began their pedagogic experience by her supervisor, Miss Marguerite Recker, pauses to talk to the Q.C. participating in the practice-teaching pro- Education Department head, Fr. Titus. gram under the auspices of the Quincy Col- lege education department and the Quincy Board of Education. All students in the field of education eventually have the opportunity to partici- pate in the practice-teaching program. The student usually expresses an interest in a particular grade and is then appointed on the basis of aptitude and subject matter be- ing taught. Before actually teaching, student practice- teachers have a brief period of observation in which they note procedures and tech- niques of the supervising teacher. After re- ceiving classroom responsibility, the practice- teacher is free to follow the supervisor ' s methods of instruction, or to launch into a method of his or her own as long as it meets with the approval of the college and the classroom supervisors. The aim of this program and experience is the observation and gradual introduction to full-time duties of classroom procedure. Kathy McLean observes the teaching technique of her supervisor at Quincy High School, Mr. Fred Bloss. 106