Rollins College - Tomokan Yearbook (Winter Park, FL)

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Plan learning is more than memorizing, it is true develop- ment ol the mind. The prolessor is a prod, a stimulus, an adviser, but never a dictator. Could anything be more en- couraging to one who values personal opinion than the fact thai Professor France recognizes honor students, even though they are capitalistic-ally inclined, and the Dean rec- ognizes honor students even though they approve New Deal .-pending ' . ' ' This independence extends into other fields. The student i thrown on his own with indhidual research problems. He selects his sources, organizes his material, presents it clearly and logically, and draws his own conclusions ac- cording to the tacts. He learns to depend on himself in the educational process. Learning becomes a method. The Conference Plan produces individuals, not carbon copy college students. ANNE ANTHONY — Development of Creative Ability Nowhere has the Conference Plan proved more success- ful than among students interested in the creative fields, such as art, music, and writing. Work of this type has never lent itself to large classroom discussions and lectures. The arts are necessarily self-taught professions and must be learned individually with that old and true, if somewhat crude, saying about genius being nine-tenths perspiration and one-tenth mspiration always the guiding rule. That Second Hoik Stocks Are Going Up To make the Conference Plan completel) workable and effective, a sympathetic bond must exist between the pro- fessor and the student. Most any man of learning is cap able of delivering an adequate lecture before a class assem- bly. However, answering questions in private conferences and following closelv the personal study and working prob lems of each student requires a professor who h is both the knowledge and the will to imparl it, and the personality Work ok Art 23-

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THE CONFERENCE PLAN Albert Brandon President Holt thinks that the characteristic feature of the Rollins Conference Plan is the free exchange of thought between pupil and teacher in personal conference. He believed the Conference System would prove an inspira- tion to the student. He put his ideas before the faculty which agreed with him unanimously and the Plan was adopted. The Conference Plan proved itself a valuable benefit to the college student. It developed a closer personal con- tact between student and professor and between student and student so that there now exists a bond of friendship, as well as a deeper respect, of the student for his instruc- tor. During a conference an interchange of ideas and opinions occurs which is stimulating to both. Coinciding with this is the development of the character of the student. He must think for himself; he cannot rely on someone else. The instructor gives him source material and discusses the various aspects of the subject with him. The student is then expected to draw up his own conclusions, basing his reasons on fact. The instructor does nothing toward formulating a student ' s opinion. From this process of reasoning and logical presentation the student develops his powers of creative work. This creative ability in classwork is impossible under a lecture system which forces the student to re-state facts on an examination. Under the Conference System the student does not take an examination when the term ' s work is com- pleted but instead presents a term project to the instructor. He selects his own subject and works it out in the way which benefits him most. We, as students under the Conference Plan, have found that there are benefits to be derived from such a system. Various undergraduates were asked to comment on the most important aspects of the Plan. JACK MAKEMSON — Independent Thought and Action No mere parroting of the professor ' s opinion sets the scholar apart from the student under the Conference Plan. Classroom discussions stimulate thinking; readings from authoritative sources provide a solid groundwork; and the student develops his own ideas — formulates his own philo- sophies. Independence is the keynote. Each student is free to think as he pleases — as long as he thinks soundly. Conference Professor Waite Planning His Course Roney Conducts in French — 22 —

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sympathetic and understanding towards students in creative courses. They are content to advise a little, criticize where criticism is needed, always to encourage, and to guide the student along the lines which will best develop his own individual talents. JEAN FAIRBANKS — Cam pus Friendship Having attended a large city high school with an average of forty students in a class the Conference Plan, with its limitaticn on the number of students in one class, offers surprising opportunities to know one ' s contemporaries and their opinions. The lecture system as used in most colleges does not foster primarily an interchange of ideas between students. Often in large classrooms the professor is con- fronted with uncontrolled and aimless arguments, while in smaller classes discussion is free, open, and clear. These constructive discussions carry on everywhere — outside the to inspire the student with interest in his subject — or at class in bull sessions, on the Horseshoe after lunch, least to further his interest. in the dining hall. The professors aid these discussions by We are fortunate at Rollins in having professors who do inviting students to their homes. This daily association combine these important characteristics — professors who welds a close-knit feeling as can be witnessed in that memor- are not only teachers but personalities as well, who are able touch-football game between the students majority in Collecting Material for Research — 24 —