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Page 28 text:
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J. STUDY , tie CONFERENCE PLAN By Al Brandon The Conference Plan was adopted in September, 1926, when it was felt that a change in the method of teaching was needed. After con- siderable discussion among the fac- ulty, the plan proposed by Dr. Holt was adopted by a unanimous vote of the teaching staff. That plan was the Conference System. Dr. Holt had the same regard for the lecture system as did the University of Michigan stu- dent, who described it as that mys- terious process by means of which the contents of the professor ' s notebook are transferred by means of the foun- tain pen to the pages of the student ' s notebook without passing through the mind of either. Dr. Holt be- lieved the lecture system the worst pedagogical method ever devised for imparting knowledge. His idea of the Conference System grew out of this belief. When the new system was intro- duced its success was doubtful, but in order to give it a fair trial the plan was to remain in effect for five years. Its succes s has been apparent to all who are familiar with Rollins. Through the Conference System a student can get as much or as little from a course as he de- sires. The students who wish to progress rapidly are not held back by those whose progress is slower. If a student completes the term ' s work before the end of the term he is expected to go deeper into the material and make a more thorough study. One of the greatest values of the Conference System lies in its flexibility. The range is from class meetings every day for two hours to one class discussion and one conference a week. Through the conference the professor learns of the capabilities and limitations of the individual student and can thus advise him more effectively. It can be adapted by each professor to fit the needs of his class and the needs of each student in the class. C onsequently the system is used differently in each de- partment. Another great advantage of the Conference Plan is that it allows the student to think for him- self. Under the lecture system the professor talks from carefully prepared notes — the student must take the instructor ' s word for the truth of the material. There is neither time nor opportunity for the members of the class to question him. Through the Conference System the student is given time for study with the aid of the professor if desired and then a period in which he talks over the subject matter and questions him on points which are not clear. The student forms his own opinions from recognized facts and not because someone gives his personal opinion as true. Even though the stu- dent may cover less material and consequently learn fewer facts, he does, nevertheless, learn how to use the acquired facts in such a way that they will be of use to him for the remainder of his life. By thus learning to think independently the character of the individual is developed through closer contacts in the class room with the instructor and his fellow students. As representative of these various adaptations certain members of the faculty were asked to ex- plain how they used the Conference System. - 24 -
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Page 29 text:
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In courses such as the one I conduct in French Civilization, said Baron d ' Estournelles, a com- plete adherence to the Conference Plan would fail to bear fruit because students who register for such a course are, as a rule, unprepared, and can not find enough reading material at hand to fit conference needs. I therefore have to afford most of the basic information myself before we can start discussion on the course. It has proved quite possible on the other hand to build the subject to a point where a free exchange of views proves satisfactory and stimulating. In order to compen- sate for some of the difficulties I just quoted, I reserve a certain number of hours a week for in- dividual conferences. I also find it highly profitable to ask students from time to time to talk to the class for fifteen minutes on some point of the course I did not speak of myself. In which case I become the student and the student becomes the pro- fessor. This type of exercise facili- tated by the informal Rollins method develops in the individual as well as in the group, a taste for articulate expression and coordination of thought. According to Dean Enyart, The word conference implies a meeting for counsel or discussion. This may be applied to a large group; as, the class as a unit, or to smaller groups, or to individuals. I make use of all three applica- tions. In general my class meetings consist of discussions either between members of the class and the teacher or between individual members of the class. Frequently, however, small groups will meet for discus- sion, interpretation and instruction. At other times individuals may have particular problems which need clearing up. At these times the student and teacher meet together in private. I have abandoned the formal lecture system entirely and resort to the lecture method only when the question is of general interest and importance or of controversial nature. At these times the authority of a more experienced mind may be necessary to reach a conclusion. C. O. Honaas, director of the con- servatory, says, The problems of each student are discussed and the Plan for both Lower and Upper Division is de- signed to serve the individual needs of each student. All classes in each sub- ject meet in small groups and individ- ual conferences when desirable. In regard to the Conference plan. Prof. Trowbridge believes, The Con- ference Plan, allowing five two-hour periods per week, for each class, the time to be used as each instructor feels he can best use it to the most effec- tive teaching, is a most fortunate pro- vision for those teachers who wish to individualize education, and who wish Prof. Honnas becomes the pupil. The Dean clearing up a problem. -25-
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