Truman State University - Echo Yearbook (Kirksville, MO)

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With curlers pushed aside, 'Fatigued' women join ranks You forget about your fingernails and makeup and you go out to do real physical things. You basically live like a man, said Vicky Willis senior. Willis was one of the women en- rolled in the Regional Officer's Training Camp. Every Monday morning the cadets went through the same routine as any other college student. Except as they got dressed, they laced up shiny black boots, straightened ties and secured hats and berets. A little dash of lipstick also helped to brighten this tradi- tional uniform. The various opportunities provided by the Division of Military Science through their scholarship program had drawn men as well as women to join the ranks. The benefits of the military scholarship program are outstanding. The biggest draw- ing for me was the scholarship. It took the burden of paying for college off my parents.” said Sabrina Belton, sophomore cadet. Willis said the reason she enrolled in ROTC was to help with the cost of school. “They (ROTC) would help put me through med-tech school. And I wanted to travel and meet new people. This was the answer 1 was looking for, Willis said. Belton also chose the military to travel in addition to the scholarship program. “I hope to keep mv life exciting by traveling ancf experiencing a nursing career through the military, she said. The nursing and military science divisions worked together to aid nursing students to complete their re- quired weekly laboratory ac- tivities. This has helped me with my hectic schedule great- ly. Anne Bernard, senior cadet, said. Twice a week. Willis. Belton, and Bernard put their bodies through a major conditioning during required physical train- ing sessions. The sweat pro- duced from these workouts was evidence of the division's attempt to equalize the men's and women's workouts. In addition, they attended a leadership laboratory once a week. Willis and Bernard also completed a six-week ad- vanced camp. Being a woman in a once predominantly male program didn't seem to bother these cadets. Willis said the males in ROTC treated the women equally. Everyone is really serious about what they do. They take their position to heart,” Willis said. Gender was not the only aspect considered when the scholarship recipients were selected, nor was the idea of a military career for women a new idea. The quality of men and women over the past several years has shown considerable balance as far as requirements go, said Lt. Col. Bruce T. Caine, head of the Division of Military Science. Caine stressed the point that more women were donning their fatigues and joining the ranks. The women are giving more consideration to a career in the military even if it's a background for leadership and management. he said. Although the field was not a new frontier for women, there was a long way to go. When it stops being news, then we'll know we will have finally grown as a nation.” said Caine. In addition to the ROTC scholarship, personal satisfac- tion was another benefit that attracted women to the pro- gram. I feel I am more respected when I am in uniform. It's a great feeling. said Belton. Caine said. “The women are realizing the long-range benefits of the program. I feel there is no better challenge ... nothing more exciting than the Army.' Willis said that the army had changed her life for the better. “ROTC showed me direction when I needed it. I can't wait to get out there in the world. — Kari Ditmars — Aid for fatigue — Carla Walk, so., and Emi Nishimura. jr.. administer first aid to Dave Norris, sr.. in a mock emergency situation. Many women in ROTC were nursing majors. — Photo by Russ Cross Military stance — Debra VanTricht. jr.. observes an ROTC demonstra- tion. The number of women enrolled in ROTC increased largely due to the military scholarship program. — Photo by Russ Cross Academics = 25 = ROTC

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Academics = 24 = ROTG

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Minus one, plus another Division finds the solution There wasn’t much I didn't already know. It was just going back and memorizing facts. I think college algebra would be a better class, Shawn Bray, sophomore, said. The class that Bray said she did not learn much from was Contemporary Mathematics 164. a course that had built the reputation as one that re- quired little effort. It at- tracted thrones of students who had heard it was an easy “A. and also fulfilled a general education require- ment. What could be better? The Division of Mathematics asked the same Question as they evaluated the course. 1 think there was a general feeling, that was not restricted to the math division but was campus- wide. that our students were not being prepared to handle the quantitative aspects of life ..bunny Money, head of the Division of Mathematics, said. There were several majors around campus which did not re- quire any other mathematics besides contemporary mathematics. he said. Due to these strong feelings regarding tin; class, the divi- sion implemented College Algebra 156 into the cur- riculum. The proposal was examined by the undergraduate council, the faculty senate, the dean of in- struction and the president. Students who entered the University were required to take the course, instead of contemporary mathematics, to fulfill the general educa- tion requirement. “We have continued to of- fer contemporary math, although the course will no longer be listed in the general education program. said Morley. The number of sections was reduced to two. and few students signed up for the course in the spring semester. Morley explained the reason for replacing contem- porary mathematics with col- lege algebra. “Contemporary math was supposed to be a math appreciation type course that would delve into some specific non-traditional kinds of mathematics. he said. However, not all students had the extensive background needed to discuss such topics, and the division found that they were limited with what they could do. For this reason, the class was simplified. College algebra, also a 100-level course worth three credit hours, was not going to be as easy. It requires more background in mathematics. Morley said. “We recom- mend that a student have two years of high school algebra and one year and a half of high school geometry. The algebra is really more critical than the geometry. he said. For those students who had no previous background in algebra but wanted to take college algebra, a no-credit, no-fee service called math lab was offered. Morley com- pared the lab to the first and second years of high school algebra. Students may sim- ply sign up for these labs and gain the skills they should have gotten in high school. he said. A lot of the kids in the lab haven’t had algebra or didn’t understand their high school classes, and wanted more algebra background before Chalk talk — At the hftad of tho class. Donna Baily. instructor of mathematics, solves a problem in her college algebra class. College algebra was a general education option that was designed to give students more background in algebra and geometry. — Photo by Joni Kuchl taking it (college algebra,) said Kendall Bimson. junior math lab tutor. Students seemed receptive to the change from contem- ftorary mathematics to col- ege algebra as an option for fulfilling the general educa- tion requirement. Contem- porary math was too easy. John Skaala. sophomore said. Skaala took the course during his freshman vear and said that he didn't think he would use any of the knowledge he had gained from the course in the future. Karen Hoaelin. freshman, took college algebra and said that she thought she would apply most of what she had learned in the course, but that some of the material was irrelevant. 1 learned lots of formulas and if I'm ever try- ing to figure out if I want to buy something. 1 can use a ratio to help me decide if 1 can afford it, she said. However. I doubt if I ever use logarithms. Morley suggested that students take the course dur- ing their first or second year so that they would have the basis to go into a statistic course or a more difficult math course. With the change in the cur- riculum there was a lot of criticism concerning contem- porary mathematics and some evaluation of college algebra. Instructors in the Division of Mathematics were concerned about the students who had taken con- temporary math, and whether or not they were lacking in mathematical skills. Generally it (contem- porary mathematics) was chosen by people who didn't want to take the challenging courses. said Morely. I think some of them are going to find themselves in situa- tions where they really wish they had taken something like college algebra. he said. — Mary Jo Schmidt — Academics = 26 = Math Changes