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Page 11 text:
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To keep the kiln ■ keep the kiffi lief Lori nix, so., stokes VthcHrc. Students in ceramics class rebuilt die old kiln next to Adair House. A lunch break gives rklinda McF.ndatfcr. sr.. and ShaMi Westbrook, so., time to talk. Students enioved arm weather. M itting through classes Cf and studying for exams — we were here to get an education. But academics meant more than just taking 124 credit hours and following the changes of the Five Year Planning Document. Academics brought new faces to the administration and new faculty members instruct- ing courses. Students learned through classes, while faculty learned through research grants. Registration and advising caused problems for students. Scaffolding framed the library and rejection framed the multi- purpose building. Pieces in the puzzle of academics. Moted authors, famed enter- tainers and cultural perfor- mances added to academic life. Students shared a common goal: to meet graduation re- quirements and obtain a diplo- ma. Instructions Mot Included.
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Page 12 text:
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Instructors now included Liberal arts finally hit home, the homes of stu- dents that is. Last year Missouri and Ryle halls adopted the residential college system. The residential col- leges were designed to provide support for stu- dents in their personal lives and studies. This was accomplished by both increasing interac- tion between students and a combination of peer advisers and facul- ty- The residential col- lege will help support students academically, as well as emotionally and socially,” sopho- more Christy fitzmaurice said. Residential colleges re- placed resident advisers with peer advisers. Pre- viously an RA took re- sponsibility for an entire house (and about 60-90 students). Each house in the residential colleges had three PAs who were in charge of approxi- mately 20 students. The difference could be seen in the focus of their jobs. With 60 peo- ple to watch over, RAs were considered to be more of a disciplinary fi- gure, while the PAs were considered more of a friend. The ACPs (assistants to the college profes- sors) and the PAs pro- vide a sense of security for the residents, said freshman Leslie Jones. If I have a problem, I have people I can talk to.” Some students were not supportive of the residential colleges. Sophomore Laurie Rob- inson, who lived in Cen- tennial Hall, said, I would not be able to han- dle all the peer advisers. I think the RAs are intru- sive enough, but having one peer adviser for ev- ery 20 people is ridicu- lous.” While students were supposed to feel closer to their PAs than their RAs, the opposite had happened to junior Janet Orf, a resident of Ryle I'm not real close to my PA,” Orf said. In years before, I've been closer to my RA, but I think that is because I'm not used to the change. I don't like change so I'm trying to avoid it.” Residential colleges also included offices for academic planning coun- selors in the halls. The residential col- leges slowly and subtly provided changes and new opportunities for students, but did not drastically alter resi- dence hall life. ■ Assistant Professor in Pyle South College, David Cicotello, dines with residents. The program brought students and faculty to- gether in students' living environ- ment. In the comfort of her ham- mock. Peer Advisor Pita An- drus. so., studies Latin. The Pcsidential Colleges were mo- deled after similar programs at other universities. 8 Academi'
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