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Page 32 text:
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Associate Professor Newlin R. Smith Economics
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Page 31 text:
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Professor Earle Littleton sees a great difference between a teacher and an educator: a teacher’s major role is contact — with his material and with his students. Though burdened with administrative tasks as chairman of the Civil Engineering Department, Littleton is proud to maintain his teaching role. As he puts it, “If they wouldn’t let me spend time with students, I’d get out of this game.” Professor Littleton considers the undergraduate years as the most important part of school, and the teaching of undergraduates the most importantjob here. His own teaching capabilities and personal interest in students have led not a few undergraduates to major in civil engi¬ neering. But Littleton is an educator as well. His sincere interest in engineering education and in Tufts is reflected in his comments on the decision to drop required freshman English for engi¬ neers. He observes that it has become solely a literature course. “I’m not against an engi¬ neer studying literature, but he should first have a course in oral and written communication .He must learn to stand on his own two feet and talk and to write concisely and clearly.” In fact, the curriculum, as he sees it, needs re-working. He feels that “engineering is the only rigid program at Tufts . . .” For example, he laments the sequence of eight courses re¬ quired of all electrical engineers. “In civil engineering, we attempt to provide room for lots of deviations.” His ideas for innovations include a case study program — challenge a few students to evaluate the impact of a major technological project on society, economics, philosophy and engineering — to see engineering in relation to people and their lives. And he suggests a writing and reading list — “get ’em to read and write in areas of their own interest, and to defend their own work.” Professor Littleton sees a long-range satisfaction in teaching. “Probably the only reward you get out of education is seeing people you’ve helped do well later on.” The professor has helped many to do very well . . . A student’s reply to questions about Mr. George Marcopoulos, Instructor of History at Tufts since 1961, is that “He really knows his facts — and expects you to know them as well.” But, to Mr. Marcop¬ oulos, there is much more to history than “the facts”. In the class¬ room he attempts to present different interpretations of these facts and to allow the student to choose his own from these. In his words, “History requires a good deal of work. Even the facts aren’t always certain. I show the students what I think is relevant but hope they will go further. They are often left with questions which they must resolve themselves. You really need to think in the study of history.” And, as his record shows, Mr. Marcopoulos is an expert at think¬ ing. He graduated from Bowdoin College as a Phi Beta Kappa gov¬ ernment major, received his M.A. from Harvard after studying in the International Affairs program, and has just recently completed his Doctoral Thesis at Harvard in history. His thesis — on the topic of Balkan foreign affairs, dealing specifically with the reign of George I of Greece and his impact on the foreign policies of that nation — had led him to further work in this area. He is the author of Encyclopedia Americana Yearbook articles on both Greece and Albania. Mr. Marcopoulos has a great deal of respect for the Tufts student — “The students with whom I have contact seem to have a real interest in the subject. They realize they have to work, and, because of their interest, they are willing to do so.”
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