DOCUMENT RESUME ED 101 654 ME 006 259 AUTHOR Hatch, Winslow R., Comp. TITLE Student Involvement and the University. PUB DATE (75] NOTE 591p. AVAILABLE FROI Oregon State University Press, P.O. Box 689, Corvallis, Oregon 97330 ($5.00) EDRS PRICE MF-$1.08 HC-529.83 PLUS POSTAGE DESCRIPTORS Academic Standards; College Credits; *College Students; Curriculum Development; *Educational Experience; Educaticnal Objectives; Effective Teaching; Experimental Programs; Faculty; *Higher Education; Independent Study; *Student Participation; Study Abroad; Teacher Education; Teacher Role; Teaching Methods; *Universities ABSTRACT This volume presents 14 pamphlets in the New Dimensions in Higher Education series, first developed by the Department of Health, Education and Welfare during the1960's, The essays are prefaced with a discussion of theneed for involvement of students in the educational process, the role of teachers in the function of the university, and the goals of a university education. Topics of the essay include: independent study, effectivenessin teaching, the experimental college, standards, approaches to teaching, study abroad, quality credit systems, curriculum flexibility, and teacher training. (MJM) ....? u i 0111P4WIMINT OP NIALTIL trt f DUCOIONIVALPPOI NATTONM. TOOP C, !COMMON vt,%Dotko,AtNt HAS SEEN REPRO -4 OJCED FxAc ft v AS RECt,v10 MOM tWE Pf RiON DO OROANitat lotoNIGN ATI tO I T POINTS OT VIE. W ON OPiNIONS C, STAILD DO NOT NrCESSAiiit v Of PIK O"'"4 SENToi iicIAL NATIONAL INSTITUttoi C3 11.44C htION Post t MN OR POL IC v STUDENT INVOLVEMENT AND THE UNIVERSITY Compiled by WINSLOW R. HATCH Ql Distributed by 4)OREGON STATE UNIVERSITY PRESS O Lu Contents Introduction by Winslow R. Hatch 5 NE W DIMENSIONS IN HIGHE.R EDUCATION, published by the U.S. Departnient of Health, Education, and Welfare Section Ono 1. "Independent study" by Winslow R. Hatch and Ann Bonnet 2. "Effectiveness in Teaching" by Winslow R. Hatch and Ann Bennet 3. "The Experimental College" by Winslow R. Hatch 12. "What Standards Do We Raiser" by Winslow R. Hatch 13. "Approach to Independent Study" by Winslow R. Hatch and Alice L. Richards 14. "Approach to Teaching" by Winslow R. Hatch Section Two 4. "Impact of College" by Mirven B. Friedman 5. "Management of Learning" by E. D. Duryea G. "Study Abroad" by Irvin Abrams 7. "Quest for Quality" by Samuel Baskia 8. "Advanced Starding" by Shirley A. Radclifte 9. "The Credit System in CrAleges and Universities" by Lenora G. Lewis 1C. "Flexibility in the Undergraduate Curriculum" by Charles C. Cole, Jr. and Lanora G. Lewis 11. "Talent and Tom(rrow's Teachers; The Honor's Approach" by Lanora G. Lewis, J. Ned Bryan and Robert Poppendick, 1963 :1TUbENT INV;HSEMENT ANI) THE lINIVRSITY by Winnlow it.Hatch The measutu of the success of ollege teachers, ltreqeetivt et' where they are teaching or what they are teachinl, has to be the degree to which they involve their studvnts in their education This tee true because until the student ie involved he is not. leutning. A student, in a sense, cannot be taught; he can only learn and he leaths by his own act. It should also be civet that a student can- net be liven an education. Equally critical is the viay the stulent is involved. If he is not vsycholooieally and intellectually in- volv. if his critical and creative faculties are not called into play .nd he is not made to take the intellectual initiative and shot :ntellectual responsibility, is certainly not a higher edu- cation. Idea of a Universiz1 Irrespective of what else it is a university (is) "a place of inquiry. "` The importance of inquiry was put very simply by a we 3 , and perceptive colleague. After 35 years Ithink I know what a university is. It is the place where one laarns to ask uuestions." If a college's or university's students are not .sking questions and examin'ng the pzemises and stereot} pes to which they are .xpos.,(1 the college er university has failed in 'ts principal missic. The im- portance of inquiry on the part of the faculty is such that in a c "NESCO study of university reform in Central America its central conclusion was "where the universities are tailing ticy ...re failing because they do not appreciate how important inquiry is to a uni- versity." Another useful phrase in describing a university is "eomunity of scholars." When university teachers are not inquiring in eome serious way and are not involving their students in some kind of 6 inquiry, "joint inquiry," or "common inouiry," or "discovez.y, or "problem-oriented" instruction,7they are really little more than animated textbooks. To the extent thy are, they are not a oart of a "community of scholars."When students simply memorize what they are told or read and no more, they are not a part of a "community of 5 4 1 1n I t.. the t..1e 1. hat-t.It aWl.heae i\ tsvexeet t.ite 1.-n .1 te.t.::.: I : : ht Ii !iiivez:14..., ANI1 1141VElz- ael tt.t..; . I. vt- 1 : ;1.1M1 \'ING & t e...ent 1.11 ...overt:kJ twee . -.11:4.i. ot t!. :r . t.L tt ..ts. wet, tt - ,t xt.. i 70.11 'ii :t... 1.ed, there was a real. : ty. :t.t ittrI tie leitd between ..he t:. :taff w'ten the staff tlizow its noter ."t. 1 , r table wtya and the students Were tc 1.reak tc1;tini..!: and I/soon-feeding to which they has!I.ecome wet-0.u:neval.le and both weie scart.d. Bet: they .....evked .oeutherand learnedtogether:Intldisco.eled a lot nom 1.e o r.ot the least of which was I t *.s'u .. this ..xre.virentation as to yet our students to and more .1L ; th '. And ti.en tothinkbettt wse t: 1...,seoholeg ca 1 ly and Intel lectu- was used. ti 'I..- I.- this, a T.-01)1cmail-steels:it hadthand1.r,shapinct those problems h.ade it that. thee le. 1 to :;)tic very excitino ideas etee students had to real and think; had L think ah.1 and think again. ':hey also had to talk and think. They this 1...,1/4.-aase, while the, were shc.wn how t.t.. statea 7.1 and hw to analyze it, they were not t.:..1.1 what to 1-J i r what : ead tr,t. tf....tt it. should he relevant to the :he tc. rely Cr.thoii own reouroos, whi:h,totheir surrrise, eite adequate. They had to read 1-c:ha the lc...tures :. tt rt .tad enjoy tl-or. Those wete . et 'rhey read Lelore they stArted lookino, theyh.11.tf. lookino or They came ..,arlv and worked th 3...te-afiitythat ..aused the". to ,:over more iround than when they had lecn Jiver.slirections. 1r the conferences, they hod to talk and th nk itthey w:z tto develop plausible hypotheses and to sett le on cte tile./ found convj nc irvu. Thi swasthinki nj. It was a i so e-.; lvcrent and rorresented a -eal commitment totheir loarning. -thers hay.had the sa:n airations but few have ac/ ieved the in- 1-.en14lt2 we lid in our expetimentaticm. Actually, the course was so ranaged tl-it we could start an exeerioent n one hour, ;:est it, 6 Pu abandon it or rytine it in the next, and keep tieing all day andall SeMestel, Thoht. Wt:t c long dy:; laq.ause thy students wanted the staff wolt fituot lh the yvynthg, .;how them to they ,)ther stgaents Who WUre just 40th4 tea s'011000. UrtherMee, two enellMeht8 Wert, run con- currently: in two sections of .200 each. I, the teacher, learned with the first section and practiced what 1 lyarned in the spoolid. This was repeated each semester. All :his war. powiibly,I suppose. because 1 wts the diy:.sion's administrative. officer and each change cr new del:arture act ihStaht 3W0V0Val. ThO diversity of the teaching and learning experiences was as great as their intensity because we met in four kinds of learning situaticns: large group meetings or le-tures, conferences, or %.ia- logues, lahoratoris or more accurately, research laboratories, where discoveries were made by the students. The examinations were Also used as teaching and learning devices.These examinations re- quisea the students to think, to identify and define problems, and .'et id! r-Qte!-; Ar011hd them, to marshal the relevant infoi,lation ;mown tc..,them told, finally, to interpret it. It took days to construct -such examinations, and careful reading and evaluation of thu students' responses. but it enabled the staff to determine who could think -Ana how well. The examinations were enough of a challenge and sufficiently unique and light-hearted in their phrasing tnat the students asked f.or copies to show their parents and their friends. our hundred and fifty students divided by fifteen, the number in our conferences, meant c lot of graduate teaching assistants for which I was the model; a model that was challenged by the assistants and by the studerts. Man--and this is a bin part of education's problem--has a fan- tastis- conacity to ohfusAto. Fur example, in the following articles would seem to be talking about six different things or (If we did some lumpinu) four. Actualiv,T am talkinq about one: the neei to involve students in their learning, the need to have students cone alive and be_gin to think and hence begin to learn. The articles (all of which arc reprinted here from the series New rimensions in Higher Ealcation) were ,,ondent Ftudy," "Effec- tiveness in Teachim," "The Fxperimental College," "What Standards 1 ) We Raise?," "Approach to independent study," -And "Approach to Machina."Let me illustrate my obfuscation using the above titles, all ot fo..ich1 chose.