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Page 17 text:
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Lonely night-- the leaves scraping across the driveway. Fran Cornett The hot city projects. . . an old street peddler selling puppies. Fran Cornett 15
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Page 18 text:
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P 7, : ¢ 74 ee A First Course in Calm } Monch ! O!”té“‘ éiédS A look at the Freshman Symposium experiment on the Kentucky Southern Campus. A REVOLUTION IN EDUCATION inventory by Carolyn Yetter Phase II is: (1) An impotent economic policy; (2) A sexy fouride toothpaste; (3) A de-Vietnamization program; (4) A nuclear explosion index; (5) A revolution. It could be any or all of the above, but on the University of Louisville’s East Campus, Phase Il is the second half of a bloodless, non-violent revolution which began in earnest late last August. Over 95 “revolutionaries” guided by five “ringleaders” and several ‘‘coordinators” concen- trated their efforts not on razing buildings or terrorizing the pop- ulace, but on undermining the “enemy” — the traditional academic structure. Their plan was to subvert the system by abandoning Belknap campus with its years of trad- ition that are proudly touted in admissions brochures. Their wea- pons were books, their minds, and their ingenuity. Thus over 95 freshman, five instructors, and a group of student staff aides began a trad- ition which may eventually have more meaning and impact than the hallowed portraits in the Administration Building or the tree-shadowed brick walls of Gardiner Hall. The group formed, partici- pated in, revised, and adapted to the Freshman Symposium, which was held for the first year on the old Kentucky South- ern Campus, now known as UL’s East Campus. The theme of the symposium was “A Revo- lution in Ideas’ which con- cluded its first semester in De- cember and is at the time of this writing beginning the wind-up of the second. Its structure is unorthodox, and the techniques might seem shocking and upsetting to any- one who has “successfully” adapted to the rigidity of today’s college life. But the participants are almost unanimous in their support for the program, de- spite a few relatively insigni- ficant drawbacks. There are no grades for the freshmen, and no exams. Stu- dents call teachers by their first names, and students have the option to make or break the program. Field trips, large for- mal presentations, and small eight-person interest groups place the emphasis on inte-
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