Truman State University - Echo Yearbook (Kirksville, MO)

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A parallel perspective ACT scores ACTUAL FALL 1983 (nr a ) average - 20 PROJECTED FALL 1987 (nr as) 17-22 average - ?yi ACTUAL FALL 1987 (nr 88) AVERAGE - 2 The above graphs reflect ACT score distribution data for 1.373 of the 1,496 fall 1907 first-time freshmen. The riMSU mean ACT score of 23.7 com- pares with the national mean of 19.2 (ACT Class Profile Re- port, American College Testing Program, Iowa City, Iowa). Source: The Institutional Re- view of the Five-Year Flan First Year Report 1987-83.

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Mastering new missions The football game hits a slow spot and fans be- come restless. Students from other universities might take this opportu- nity to chant the school's initials, cheer about the school mascot or yell ob- scenities at the other team. Students at northeast do all the same things — except for one cheer oth- er schools will never catch on to. Value-added, value-ad- ded, value-added. This concept had such an in- fluence on students that no one thought twice about yelling the words just like it was a cheer for the school mascot. Value-added, the as- sessment program (freshman, sophomore and senior tests in addi- tion to postgraduate tracking) designed to en- hance academic quality, provided a key phrase for students to identify with the University's larger mission. The liberal arts and sci- ences mission came into focus in January 1986. Designation as The Lib- eral Arts and Sciences University of the state of Missouri meant a con- tinuously increasing em- phasis on academics. Plans to achieve institu- tional goals culminated in the Five-Year Planning Document. The first year report of the progress toward achieving the goals set forth in the Five-Year Planning Document was published in November and presented to the Board of Governors for approval. One of the most imme- diate results of imple- mentation became obvi- ous to students whose academic majors were discontinued or were be- ing phased out. As a re- sult, even programs that remained identical in ti- tle under both the old program and new mis- sion embodied a new lib- eral arts and sciences emphasis. The Education Division changed to a five-year Master's program in- stead of continuing the basic four-year degree. According to junior Kris- tine M. Schneider, the positive side of the pro- gram included receiving both an undergraduate and graduate degree at the same institution. However, the negative aspect came into view when the graduate went out into the working world. With only one year of teaching experience, students feared they may not have enough practi- cal experience and would be looked down upon by future employ- ers. “It seemed like a good idea at the time I chose it,'' Schneider said. “You get your Master s right away which means more money when you look for a job, but you only have one year of practical ex- perience.'' The junior class of 1989 (class of 1990) had a choice between the old program and the new program with its in- creased emphasis on lib- eral arts and sciences. Juniors had a choice of which education degree to pursue, but like other majors, the courses for the old program were not always available and substitutions had to be made. For fiscal year 1988, 436 students were still pursuing degrees in phased out programs. Several of the goals for the Five Year Planning Document were running ahead of schedule. Tar- geted percentage out- comes exceeded the numbers proposed for 1988 in ACT scores, high school rank and the Graduating Student Questionnaire. In other words, the statistics showed a successful First year and were encourag- ing signs for the next four years. Despite increasing me- dia hype and administra- tive enthusiasm, not all students were sold on the ideas of the new mis- sion. Junior Becke Cook stayed with the old pro- gram for practical rea- sons. “I felt that in the four- year plan I would get more practical exper- ience,'' Cooke said. “You need at least a 3.0 to even qualify so you could end up, after four years, not being able to complete the program. I'm going to graduate and start teaching and then go back and get my Master's.'' Whether or not stu- dents supported the changes, the impact and awareness of the new mission could be seen across campus, even at football games where the chant, “Value Added, Value Added'' echoed through the stands.l As the blade cuts through the board. Chad Taylor, sr., guides it to make push sticks to use during open lab for cutting in class. Photography, drafting and other industrial classes were phased out to help the University meet its liberal arts goals. In Pro-lab. Amy Soos, Jr., and Susan Masselbrlng, sr., cut off excess lamination, education degrees could only be received through a five-year Master's program. 28 Academic

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THE G U T H R I E T H E A TER Crearure animated; Master driven mad Baldwin Mall Auditorium roared with a thunder of applause during a standing ovation for the Guthrie The- ater's performance of Franken- stein. Playwright Barbara Field, commis- sioned by the Guthrie Theater to in- terpret Mary Shelly's novel, created Frankenstein: Playing With Fire. While writing this script. Field became fascinated by the notion that a person could create a child and then refuse to take responsiblity for it. The play centered around two char- acters, the Creature and Dr. Franken- stein and their confrontation. During their encounter, the two questioned the emotional and symbolic bond they shared. The set depicted the north Pole and scenes from flash- backs by both the Creature and Dr. Frankenstein. I was confused at certain parts of the play because it was difficult to de- termine which scenes were flash- backs and which scenes were not, freshman Lisa Condra said. Overall, though, I thought it was a good pro- duction with fine acting and unique scenery. Field, Director Michael Maggio and Scene Designer John Arnone did not want the Creature to present an im- age of terror. The image of the crea- ture is the beautiful horror in human form, Arnone said in a Guthrie press J release. The creature had large mus- j cles, heavy make up, scraggly hair - and was nearly nude. However, the § Creature had no blemishes to mar the perfection of his form. The creature is Frankenstein's doppelganger (alter ego), Field said. But he uses it as if it were a machine, taking no moral responsibility for it. Suddenly he realizes that the creature has become stronger, smarter and more moral than he is, something much larger than its creator. Freshman Toni Prince said she had a positive opinion of the play after seeing the production. What I came to the conclusion of. is that the monster was actually a part of Frankenstein himself that he did not want to realize was there, that's why he kept pushing away, she said. Frankenstein is as huge and deep as Shakespeare, and, like his plays, one would like to return to it at var- ious points in a career to try it again, Arnone said. It s like a touchstone. I think all of us now have two or three other Frankenstein' productions in our heads now that we d like to try sometime. The material is vast, just The monster lived a life of rejection until his master's death. Emotions hindered the relationship between man and beast. endless. The Theater signed a $10,800 con- tract to perform one year ago. The show was sponsored by the Lyceum Committee and by the Mid American Arts Alliance Program which paid $2,700 of the total amount. J Becki Dunger L Y C E U M L Y C E U M L Y C E 30 Academics U M L Y c E U M