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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