University of Michigan - Michiganensian Yearbook (Ann Arbor, MI)

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Staying Afloat STUDENTS ASSESS THE UNDERGRADUATE EXPERIENCE Often known as the best of the public Ivies, the University was committed to providing its students with the greatest of amenities. The problem with being a part of a vast and ever-changing college metropolis was the tendency to view the University as impersonal, opaque, and unhelpful in reaching the available resources. Starting in the 2000 winter term with President Lee Bellinger, the University promised to improve the undergraduate experience. Solutions offered were better navigation of campus resources, integration of separated learning communities such as North and Central Campus and the undergraduate and residential schools, and a layering of students, faculty, and communities. As encouraging as the President ' s Commission on the Undergraduate Experience was, the National Survey of Student Engagement in 2000 still found students dissatisfied with faculty contact, the spacing and resources offered at the residence halls, and the adequacy of the advising and informational services. After miscommunication over when a class was meeting I had to withdraw, said sophomore Art . Design student Keith Macdonald. I ended up going back and forth from the registrar to the teacher at least three times before finally being able to withdraw. I would rather have failed. Two years later, President Mary Sue Coleman continued to carry the University through the 21 st century with a focus on life sciences, branching from the undergraduate curriculum and bioinformatics program to the construction of the Biomedical Sciences Research Building. The Health Science Scholars program, which had its pilot year in 2001, was especially centered on bringing together undergraduates with professionals from various fields and, as a small residential program, created support systems among the students. 1 think it ' s a really great program with a lot of potential, said sophomore student advisor Kristen Leutheuser. Our diverse program is still growing and could go many different ways although there are a few details that need working on. While there were great strides in improving the undergraduate experience, the University still remained looming and passive for many of its incoming students. BY KATHRYN TORRES ACADEMICS 93

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Bookshelves tower over a student as she quietly studies in the UGLi. MIRLYN, the University ' s online library search engine, was helpful in quickly finding any and all sought- for information. Finding the books, however, was another matter. Y. Qranala photo A small gathering of students takes advantage of a sunny spot for class discussion. Smaller discussions paired with the enormous lectures helped to eliminate and improve understanding of the class material. L. Proux photo I ENDED UP GOING BACK AND FORTH FROM THE REGISTRAR TO THE TEACHER AT LEAST THREE TIMES BEFORE FINALLY BEING ABLE TO WITHDRAW. I WOULD RATHER HAVE FAILED. -.1 NSIAN

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Beyond etiremen EMERITUS PROFESSORS CONTINUE TO INSPIRE WITHOUT PAY The most influential professors are easily discernible. Students often choose careers because of the extent to which these professors affect them. Students remember them many years down the road for the passion with which they teach. And many years down the road, many of these professors remain teaching at the Univer- sity without pay. The University ' s emeritus faculty is composed of dedicated men and women who remain active in instruction and or research even after their paydays have come to an end. Bill McKeachie, professor emeritus and research sci- entist emeritus in psychology, was such a professor. Author of Teaching Tips: Strategies, Research, and Theories for College and University Teaching, McKeachie was recipient of the University ' s Michigan Psychological Association Distinguished Psychologist Award and taught at the University since 1946. When he wasn ' t teaching one of numerous psychology courses, McKeachie toured nationally and internationally lec- turing to students and faculty on his book. In agreement with his novel, McKeachie believed several elements were essential for a professor to be most effective. The best thing a professor can do is be enthusiastic, and really care that a student learns, he said. I am a humanist, and believe that one ' s life has a real impact on other people. Teaching is a great way to do this. When McKeachie was invited to speak at a renowned institute in Australia, he discovered evidence of this truth when the head of the psychology department invited him to dinner. As it turned out, his dinner partner was a former student whose future had been changed by McKeachie ' s instruction in introductory psychology. He had planned to go on to medical school, but after McKeachie ' s course had instead gone on to get his Ph.D. in psychology. Other factors driving McKeachie ' s devotion included his students ' inquisitiveness and insight. Just last week, he said, a student asked me a question that I could not answer. I had to look it up when I got home! We ' ve always had good students-very curious and altruistic, if you give them a chance. To emeritus professors, teaching was rewarding in ways beyond pay, and in venues beyond the classroom. Stimu- lating ideas enriched meetings, discussions, and office hours. Teaching what they loved rendered work into entertainment. Charles Cares, Ph.D. professor emeritus in resource ecology and management in the School of Natural Resources, was beyond retirement and no longer lectures. Still, he was a regular in the department and helped a student develop his thesis. Cares was continuously involved after his retire- ment. He was director of the Nichols Arboretum for 15 years, and three years after retirement taught History of Landscape Architecture. He also taught courses and numerous seminars in design and planting. Originally a professor at Cornell University in New York, Cares taught in very differing circumstances. He said that both are great places to teach, but that Ann Arbor is definitely his favorite. [At Cornell], you could walk south of campus and meet a bear, he said. Here in Ann Arbor you have to go a little further to find nature. I ' ve definitely con- verted into a Michigan fan, though. The emeritus faculty populated every department at the University, and was a vital part of the learning environ- ment. Veterans ' teaching styles inspired the future emeritus professors, and new professors gave the seasoned fresh ideas. In the words of emeritus professor Charles Cares, if one had a love of teaching, the learning never had to end: Teaching is not a job you really have to quit and go out to pasture, said Cares. Whether I am participating in meetings or discussions or just checking my mail, I ' ll always be around. BY KARA DEBOER 94 MlCHlOANENS: IAN