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..... CADEMICS any classes we had seen in course catalogs for years were, for the first time, required for incoming freshmen and transfer students. In addition, several new classes were added as requirements, all as part of the "Culture of Quality" plan. The Graduate Internship in Secondary Teaching program gave those of us who had o�tained a degree in another major the opportunity to return for a master's in education. Our comprehensive elec­ tronic campus gained recogni­ tion ·from more than prospec­


Reworking thumbnall sketches, Denlse Kaslrup concentrates on re11n1ng her problem ror graphic daslgn class. Uka most art studio classes, much of Iha time Involved wtth graphic design was spent outside of class. In· troducllon lo Graphic Design usually consisted of not only art majors, but also many communication majors. Photo by Brandon


tive students when USA Today

did •

a report On OUr Superior

With convenient, VAX svstem. .J ' equal aCCeSS Still its main goal, We Were realizing for the first time we didn't want to live without Computerization.


Taking advantage bf the serenity of the B.D. Owens Ubrary, Mika MIiiar studies for his flnals. All-night study hours ware offered on the main floor of the llbrary during finals weak for those finishing projects and cramming for lasts. Photo by Scott Jenson

time to teach College of Education A mandatory exam headlined a year full of changes for the College of Education. Due to the excellence of educa­ tion legislation, all students majoring in education were required to take the National Teacher Exam. A cut-off score ,vould not be instituted until September 1991 Then, if a student did not achieve the neces­ sary score, they could not be recommended for certification. "It was impor­ tant, and students were wise not -continued


Graduates retum for certification

or some, the desire to teach came later in the game after a career choice had been made and a degree had been earned. People like Jim Offner and Deb Brackman found this desire within themselves after they had completed an undergraduate degree in another field. "I guess the desire to teach was always there for me," Offner said. "Af­ ter getting my Bachelor of Science in journalism and working in the field for a while, I came to a crossroads. I really wanted to teach, so I began to look at my alternatives.'' Brackman said she had wanted to teach since she was in junior high, but did not pursue it in the beginning for monetary reasons. ''The beginning salary for a teacher was about the same as the price of a new car,'' she said. ''I guess I was swayed by the salary at first and thought there would be more opportunities in business. It wasn't until my senior year that I changed my mind." Offner and Brackman were two of 16 students enrolled in the Graduate Internship in Secondary Teaching program which was developed by Dr. William Hinckley, coor­ .a a dinator of secondary education, and was mo­ deled after the teacher internship program at Stanford University. Hinckley said the pro­ gram was "tailor-made" for those who had ob­ Jim Offner tained a degree outside of education and later wanted to teach. ''The GIST program was unique in that it allowed its participants to use their knowledge and professional experience to pursue a career in teach­ ing,'' he said. The program was devised so that participants could take graduate level courses in education and at the same time work on their master's degree. After completing the requirements for certification they would be only 17 to 18 hours short of their master's. "It only took about two years to complete," Brackman said. "I planned to be teaching at the high school level in the fall and then finish my master's after that.'' Hinckley said the GIST program was only a year old and still needed work. "For the most part the program was running smoothly,'' he said. "We had a good start and some enthusiastic recruits. We didn't want it to move too fast at first because there were still wrinkles that needed to be worked out." "It needed to be a little better defined," Offner said. "Other than being a bit too generalized, the program seemed to open some great opportunities.'' With the GIST program firmly implemented and still growing, it seemed there were new opportunities ahead for people who wanted to apply their specialized knowledge to a career in teaching.

·''After worltjng in. the field

for w:hile, I cct-me. to crossroads. 1 . wanted to, so I began to look at my a}t�matives."

by SCott Albright

AS PART OF HER PRACTICUM REQUIREMENTS, Deb Brackman assists Bart Deardorff In a com. puter class at the Vo.Tech school. Although she wasn't actually teaching, Brackman worked dlrectly with sfu. dents. Photo by Brandon Russell

:h :ion

i career ,ple like mselves er field. 1d. "Af· he field egan to

DURING HER SEMI· nor In Teaching Practicum class, carma Burtnett laughs wtth the teacher. Burtnett, who returned to get her master's degree In edu. cation, was one of the professionals In the grad. uate program. Photo by Mylo Brooks

igh, but price of thought r senior raduate �ondary n which by Dr. y, coor· :ondary .vas mo· teacher iram at rsity. the pr� 7·made" had ob· outside 1d later h. s to use •• t teach• ' te level degree. , only 17

Dr. WILLIAM HINCKLEY DISCUSSES THE GIST PRO· gram with graduate student Julie Emat. Hinck­ ley, who was Emat's adviser, convinced her to join the program. Photo by Scoff Jenson

>lanned naster's

GRADUATE STUDENT JIM OFFNER EDITS A COLUMN for the St. Joseph News Press/Gazette. Offner decided to take classes at Northwest In addition to his Job so that he could become a journalism teacher.

dwork. We had ove too �d out." n being nities." seemed ly their


Photo by Brandon Russell


BY CONDITIONING AN ILLUSION-RELATED EX­ perlment, Tamera Goode learns about depth perception. Psychology experiments allowed students to gain knowledge while Improving their grades. Pho­ to by Lori Shaffer

nents,'' labora­ ave ap-


Jrtunity ?ir time . .rrassing has posinging," ;an easy If a per­ ,o do so,

type of involved logy ma­ with rats to press r bars to eat. rowing a uoop was 1ginative with the 1yscholo­ tor Ken y major rat. 1 1erbox," , cage and got food. vhen th� st scores. �es," psy­ nt proce­ nce, then ithe test. eos ofba­ >ersonali-

AN EXPERIMENT TESTING REACTION TIME KEEPS Kristen Peltz guessing. This experiment, llke most of the others, took students less than an hour to com­ plete and required only a simple task. Photo by Beth McDonald

g in many teer to be r grade. ,di O'Halr

SHANNON DUKE ATTEMPTS TO CONDITION A rat to walk across a balance beam during a psychology experiment. Most of the time the rats were only used for one experiment and then sold to area pet stores. Photo by Vicki Meler





,: , ..... : FREE FROM THE CLASSROOM, ERIN · McLaughlin, Undsey Brace and Natasha Auten enjoy a little lunch time conversation. The children ate at 11 a.m. everyday In the Dugout. Photo by Bruce


SEHAM ALMUTTAR TRIES TO SHARE ' her peas with classmate April Stlckelman during lunch at the Dugout In the Student Union. The children were taught to help one another while eat­ ing. Photo by Bruce Campbell

, .. FIRST GRADE TEACHER JOANN MARION TAKES " � · time to help Paul Kellaway. Individual attention was used to help ease the gap between Instructors and students. Photo by All/son Edwards ·. ,· · ·, KEEPING AN EYE ON THEIR PHYSICAL EDUCATION ,·�-. ·. teachers, Undsey Brace and Matthew Barton wait patiently for their Instructions. Physical educatton was one or the many classes taught by college stu­ dents at Horace Mann. Photo by Bruce Campbell

mong giants

Children learn with Northwest students

:·: · · ;.. ·. he classroom looked like any ordinary first grade dwelling. Boxes :, 1 ; ::,. of crayons, miniature-sized chairs, children's books and holiday .1, .; ·. \ decorations were all about the area. The children were huddled on ·;c ' •· ;,.:,; the floor while a teaching assistant read them a book. After the book was finished I snuck up by some of the children and sat down so I wouldn't tower over them. I quietly began to take notes, trying not to disturb them. As if there were a neon sign over my head blinking the words "Please talk to me," children began bombarding me with ques­ tions. "What are you doing?" "Are you writing down everything I'm say­ ing?" "Is that a camera?" "Take a picture of me!" One little girl climbed onto my lap, another held my hand and two more competed for my attention, trying to outdo the other by telling me outra­ geous fibs about who they were. "Wait a minute," I thought. "These kids are six years old. They're supposed to be shy around strangers, right?" Obviously I didn't know who I was dealing with. These were Hor­ ace Mann first graders. And they knew no strangers. kids looked Horace Mann chil­ dren were used to col­ i : if lege students asking them questions and even teaching their lessons. The lab school was a · to you." means of hands-on ex­ � ,0, . .,, perience for education ,loAnn Marlon majors. "I learned a lot from the kids," Diane Nicholetto said. "They always thought of different ways to do all the activities I had planned. Another good thing was that you got a lot of hugs." First grade teacher JoAnn Marion thought the children benefitted too. "It gave the children more opportunities for individualized help," Mari­ on said. "These kids just looked around and if they needed help they were going to go to you.'' And they did. The children weren't afraid to ask anyone for help with whatever they needed and seemed confident with everything they did. While playing by the Union at recess they didn't seem phased at all as they were dwarfed by the hordes of college students passing by. It wasn't surprising that being around college people didn't intimidate them. The children were taught by several education majors throughout the year and several of them participated in Big Brother and Little Sister pro­ grams where a college student adopted them as their sibling. The kids also liked to help others. They sang Christmas carols at a nurs­ ing home and sent letters and cookies to servicemen in the Persian Gulf. When I walked out of the classroom that day I was totally amazed. I couldn't believe how considerate and socially at ease these young children were. They certainly contributed a unique quality to Northwest and provided many with opportunities they couldn't get elsewhere. by Allison Edwards


just around .and they f.\;.:��eeded help they were �:>\;ojtig. to go -,




dent Services office, wl1ich prrwided informa­ tion and ad,,ice for education majors. Ryan said tl1e number of educa­ tion majors had in­ creased. He predicted it ,vould continue to do so, citing the Horace Mann laboratory school as one fea­ ture that made the program competitfre. He added the qual­ ity of students in the progmm had improved. "The average ACT score of an education major was slightly high­ er tl1an other schools in the area," Ryun said. "That wasn't true fi ,,e

years ago."

.. .

Tower 1991  

Northwest Missouri State University Tower Yearbook

Tower 1991  

Northwest Missouri State University Tower Yearbook