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Page 4 text:
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The May 10, 1982 issue of TIME magazine carries an article about graduating engineering students; within this article is a feature on RIT n particular, which generalizes the student body as follows: The RIT students are a sober, goal-oriented group with little interest in poetry or campus politics. They spend countless hours in the school’s 15 laboratories, which are humming from 8 in the morning to 10 at night. From the start, an RIT education is geared toward the molding of marketable skills Some students protested this statement strongly, feeling it portrays our lives as being cold, sterile, and so career-oriented as to eliminate any interest in other creative or personal activities. Others sadly agreed. It is true that RIT stresses goal- orientation and the development of marketable skills. In fact, that is why most of us have come here. That does not, however, mean that our educations begin and end on that note. What one gets out of RIT is largely a matter of personal choice. The poor quality of student life at RIT has been a hot topic of discussion for years on this campus, but still a great number of students cannot see past the apathy and emptiness they encounter. They walk away with bitter memories of the Institute. On the other hand, many have found real life inside these brick walls — real friendship, fulfilling activities, the so-called well-rounded education. The attitudes of the people that make up RIT are diverse, the expression of them, personal. The 1982 Techmila, entitled Dimensions , has given individuals a chance to express and explore their feelings, their own interpretation ol the RIT Experience , their frustration and loneliness, their relationships or lack of them, their successes or failures. It is the synthesis of the many dimensions of our lives, our time at RIT Jcsw a — 2
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Page 5 text:
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You find it safer to criticize Than to resolve the situation; Apathy is easy to rationalize At an institute filled with frustration. Break through self-made isolation, Forget the learned apprehension, Question the depth of education, Understanding may ease the tension, Allow yourself to be vulnerable, find a new dimension. 3 Sharon Stockman
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