Image provided by: University of Oregon Libraries; Eugene, OR
About Oregon daily emerald. (Eugene, Or.) 1920-2012 | View Entire Issue (April 24, 1998)
C0MTACTIK6 US ^541)346-5511 E-MNL Ufff unofes. >*grr 'jm, trtnt. P-0. 8CK31S8 hxpre 'jrvfs 77*Z Eomo* arm x/vfx *0u -ode EDITOR IN CHIEF Sarah Kickler EDITORIAL EDITOR Mike Schmiertrach NIGHT EDITOR Nicole Krueger When professors answer questions Emerald columnist Hannah DilUm asked instructors it hat they locjk for in a %rxjd student I asked professors and instruc tors in romance languages, art history, sociology, music, anthropology, medieval stud ies and English what they most responded to and appreciated in s student. Ail of them thought the question was an important one and were glad for the opportunity to sha/e their thoughtful reflec tions. Intellectual curiosity and an openness and willingness to learr and become engaged was a unani mous response. A student who takes the class seriously and takes responsibility for his or her learning is at the top of the list as well. “I most prize a student who asks for additional reading, one who goes beyond the syllabus. It shows a willingness to further ex plore the ideas introduced in class.” “If a student shows excitement about the material in the course, I get excited about that student. Also, I get excited about a student who goes above and beyond the formal expectations of the class. I don't want people to go through the motions and only do the mini mum of what’s expected. Ninety percent of success in school is just doing the work instead of finding excuses why one can’t." “There are two ends of the spectrum. There are those stu dents who are very active partici pants in class and those who are actively listening but silent Stu dents have different sty les of be OPINION Hannah Dillon Lng actively en gaged, which I respect. I also appreciate a stu dent who can re spectfully dis agree with his or her classmates and professor as opposed to one who disrespect fully disagrees in a way mat is muting to everyone. “It is clear when a student is in the class and participates out of a real motivation to leam rather than sitting there for secondary or ulterior reasons." A professor of music said that she appreciates a student who takes the initiative in the learning process and who is demonstra tively excited about the work. “Teaching is a two-way avenue, and I respond to a student who has a positive attitude, who joy fully completes the work agreed upon. We both agree to do our part: we both have obligations through the syllabus. A student who understands collaborative efforts with other students in the learning environment is very much appreciated." I asked if they had a natural preference for A-type students. Ail agreed that the essence of teaching and its primary reward are exemplified by a student who demonstrates progress over the course of the class. All offered ex amples of those who were not necessarily “A” students, but who worked hard, came to office hours, asked questions or further explications about the course content requested additional reading and resources and took an active role in their own learn ing. Such students are indelibly imprinted in the minds of each teacher and are highly esteemed. “The student who always wins my heart is one who sincerely does all the work, who manages a genuine interest in what he or she is doing, and who does anything extra like reading from the recom mended reading list. I love a stu dent who shows any initiative to indicate some good-faith effort." “I love students with questions and interests — who have their own reasons for being here, be cause I have my own reasons for being here, my own excitements and curiosities, which create a wonderful meeting place with stimulating exchanges. I really like the students here. The thing I love about them is that a great many are willing to get excited about things, willing to be led into something they might not know much about but are willing to jump aboard my magical mys tery tour. I’ve taught at UCLA, Harvard, etc., but the students here are willing to work hard. They seem more teachable here. They are willing to be changed by their education as opposed to those whose attitude is, ‘What can you possibly tell me? After all, I’m 20.' Anyway, if you fail my course, you have truly earned it." “Anybody can show up and have done the work, but a student who is willing to be affected by the course, to become passionate about its content and think some thing at the end that he or she did n't know at the beginning, is so re warding. I throw myself into my classes and I’m always glad that there are students who are willing to catch what I have to offer. ” “If I can help to make a student excited about what I’m teaching ... if a student enjoys the material even if it seems obscure or eso teric, because what I teach is a hard sell, then I am happy. I feel a responsibility to my discipline and hope to impart it well. When a student comes to office hours, does the reading, raises questions about the material, becomes com fortable participating in class, I feel that somehow I am having an effect. I spend a lot of time read ing and commenting on a stu dent’s written work. I like to see if students read through my com ments, consider them and make improvements in their future pa pers. Incremental improvement is exciting. I also appreciate stu dents who tell me when they like or love the class. I need to know that I’m an effective teacher.” One of the professors suggested that I reverse the subject and ob ject in my next column and ask students what they most respond to and appreciate in a professor. Others echoed the fact that they would very much like to know. So think about it. I'll be around to ask you. Hannah Dillon is a columnist for the Emerald. Her u ork appears on alternate Fridays Her lieu's do not necessarily represent those of the newspaper. Drawing Board r .. dsess. 1 ANYO«? THE UNITED STAKES OF AMERICA Formerly the United States of America LETTERS TO THE EDITOR Protest park expansion The issue of the development of the Riverfront Research Park established by the citizens of Eugene and the University in 1994 has been a long and arduous strug gle for University students and Eugene residents concerned with the preservation of the Willamette scenic corridor for open green space and University playing fields. These students and residents have fought against the vested interests of the City Council and the University administra tion for urban growth, economic diversifi cation and the enhancement of “the Uni versity of Oregon and its well-respected research capabilities" (RRP Master Plan, 1988) placed in the hands of corporate dominance. “To date, the city, UO and state have spent about $12 million on the research park and subsidies, but according to UO documents, only 6 percent of the 1 million square feet of building space has been con structed. And the number of people who work in the park — 220 — is only 7 per cent of the 3,000-worker goal” (Eugene Weekly, July 11,1996). Out of the 220 jobs within the park, 113 are Dynamix employ ees. “Those ... employees [moved] to the park in 1992 from offices in Eugene's downtown ... The UO also donated the land, which at one point had been set aside for athletic fields and open spaces, for the development." Students expressed their concern by voting on whether to preserve the river front green space from development and overwhelmingly voted yes — 1,452 to 394 (ODE, April 28,1989). Again, the question arises: “Should the UO and the city of Eu gene halt the planned expansion of the Riverfront Research Park? Yes, 45; no, 22” (The Register-Guard, Nov. 29,1997). And yet again, on Nov. 25, a petition was signed by 111 faculty members and 550 students regarding a re-evaluation of the park to halt its failing development and confine construction to the area south of the tracks (ODE, Nov. 26, 1997). Efforts continued at the City Council public hear ing April 13 to stop the subsidization of the Riverfront Park. An overwhelming majority of students, faculty and citizens spoke against the park, but private corpo rate voices won again, with the city voting to continue the funding. These long-term planning, preservation-oriented voices of the majority have had no impact on our elected and appointed city officials and University administration. Time and time again, the voices of the people have not and are not being heard. Special corporate interests dominate the decision-making floor — interests that will inevitably cause further environmen tal degradation to an already injured riv er, further reduction in a student popu lous that enjoys the University particular ly for its precious green space, and further detriment to a city losing its beautiful parks to the heavy impacts of rapid urban growth. When will the truth of the matter come onto the playing field? This Sunday, April 26, in conjunction with the Earth Week Concert, there will be a March to Preserve the Land beginning at 3 p.m. on the EMU East Lawn. I strongly urge you all to come and attend the rally. March to save your campus land from private de velopment and from the corporatization of your university. “Never doubt that a small group of citizens can change the world; in deed it is the only thing that ever has" (M. Meade). W. Douglas Serrill Environmental Studies
