For the past several years engineering freshmen have undergone a series of general intelligence tests and placement examinations for the sake of giving the faculty members and committees a means of studying both the students and the examinations. During the progress of these students thru the later years of their courses, they have been subjected to still further scrutiny as regards their abilities, their habits of work and their personal traits. At about the time they are ready to graduate, visiting representatives of industrial organizations interview them and, so to speak, punch them to see if they are ripe. Being inspected is a strenuous business. I wonder if it wouldn't be fun to turn the tables and grade your professors in their skill as instructors..
I take from the April bulletin of the American Association
of University Professors a part of a list of qualities said to be desirable
in instructors. This outline will help you to analyze your instructors
and perhaps to put your finger on the strong spots as well as the weak
spots in their work. See if you can do it. (I hope every instructor
in the Engineering College takes the Blue Print!)
1. Sticking to the point.f. Helping students in the formation of de-sirable study habits. That is;
2. Avoiding the introduction of too many details.
3. Possessing skill in questioning.
4. Securing the participation of the students.
5. Exhibiting fertility in suggestion.
1. Giving specific directions, when need, in regard to methods of study.g. Making satisfactory assignments. That is:
2. Continuing this directive criticism as needed throughout the course.
1. Making assignments that are definite.h. Returning written work with construc-tive criticisms.
2. Distributing assignments as evenly through the course as the conditions of the instruction permit.
3. Making assignments that indicate careful estimation of the time re-quired to prepare them.
1. Testing with sufficient frequency.j. Giving due attention to the marking of students. That is:
2. Testing ability to understand and apply principles as well as ability to retain information.
3. Employing some of the newer types of examination such as the true-false, sentence-completion, and best-answer.
4. Making tests reasonably brief.
1. Familiarizing himself with the principles in accordance with which the marking system of the college is constructed.k. Managing routine matters efficiently. That is:
2. Applying this system properly in the assignment of marks.
3. Basing marks, so far as possible, upon objective measures of achievement.
1. Giving due attention to seating of students, recording attendance, and regulating the physical condition of the classroom.
2. Meeting and dismissing classes, re-turning papers, and attending confer-ences promptly.