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Richard, George (ed.) / Wisconsin alumnus
Volume 59, Number 11 (March 1958)

Pooley, Robert C.; Rhode, Jack; Noland, Lowell E.; Davis, Jack
Ten years of ILS,   pp. 16-18

Page 18

a professor writes enthusiastically of
the rewards in teaching in ILS
By Lowell E. Noland '21
Professor of Zoology
T EACHING- OUGHT always to be
    the most natural relationship possi-
ble between someone who knows and
someone who wants to know. The eco-
nomics of state-supported education does
not often permit a one-to-one teacher
student relationship before the stage of
graduate study is reached. However, the
fun of teaching and the thrill of learn-
ing, as they take place in a small class,
are scarcely less-indeed they are often
greater-than in individual person-to-
person instruction, provided that the dis-
cussion is kept on an informal, mutually-
participating basis, instead of degenerat-
ing into a cut-and-dried disquisition
flowing in one-way traffic across the top
of the lecture desk.
  One of the features that attracted me
into teaching in the Integrated Liberal
Studies Program was the promise it held
of lively intellectual exchange in classes
small enough for each person to know
the others and yet large enough to
bring out the varied implications of any
subject under discussion. I have not been
disappointed. Nowhere have I seen be-
ginners in my science who enjoyed each
other more, or who were more ready to
enter into an intellectual free-for-all re-
lating to the subject at issue. This is due
in considerable part, I believe, to the
system of section assignments, which
gives to the twenty or so students in
each section the advantage of being to-
gether in duscussions in all of their ILS
courses for a whole semester. As a re-
sult, they come to know each other well
enough to lose any fear that they might
otherwise have had of making them-
selves conspicuous before unknown class-
         (continued on page 32)
Some of the University's
outstanding teachers are
represented in the ILS fac-
ulty. Standing, left to right,
are Profs. James Earley,
Milton   Barnett, Eugene
Bushala, Erwin Hiebert,
Aaron lhde, W. R. Agard,
Eugene  Rotwein, Herbert
Howe and Richard Hart-
shome. Seated are Mrs.
Margaret C. Hundt, secre-
tary, Profs. Lowell Nolana,
Rob~ert Pooley (chairman),
Paul Wiley, Arthur Robin-
son, Robert Reynolds, and
Gaines Post. Not in the
picture are Profs. Reid Bry-
sonj Rondo Cameron, Paul
MacKendrick and Llewellyn
from an ILS student come warm words of
appreciation for the program
By Jack Davis '60
President, ILS Student Council
F EW PERSONS who have ever been
   connected with Integrated Liberal
Studies (ILS), either as student or in-
structor, are not convinced that it is a
nearly unbeatable method of educating
the underclassman. To an outsider, this
assertion might appear to be rather bold
And extravagant.
   Why do ILS'ers think the program is
:o worthwhile?
   It's no secret that freshmen are often
confused and uncertain in their think-
ing about what subjects they want to
elect and in which field they wish to
major. To solve these pressing problems,
the freshman puts full faith into the
counseling of doubtfully-qualified upper-
classmen, professors, and/or parents.
  If, on the other hand, the incoming
student takes ILS, he is offered courses
touching on nearly all branches of learn-
ing and satisfying all types of interests.
Consequently, he can test his abilities in
these various subjects before deciding
upon a major. In this way, the freshman
is certain of obtaining a well-rounded
basic education and a self-acquired reali-
zation of what sort of specialization
suits him best.
  Another ILS strong point lies in the
caliber of the professors who are the
planners and lecturers for the courses.
Those enrolled in ILS automatically gain
access to the campus's most highly re-
spected professors while other students
must struggle to fit their courses into
their schedules. The eminence and intel-
ligence of these men, coupled with their
dedication and humility, serve as a great
inspiration to students to work dili-
gently and gather as much knowledge
as possible.
         (continued on page 32)
   Wisconsin Alumnus, March, 1958

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