Dean 0. J. Ferguson

 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!)


a. Getting the point of view of the students and adjusting to their power of comprehension.
b. Stimulating intellectual curiosity.
c. Giving evidence by the readiness and orderliness of lectures and discussions that the daily work is carefully planned.
d. Making clear explanations.
e. Conducting discussions with skill. That is:
1. Sticking to the point.
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.
f. Helping students in the formation of de-sirable study habits. That is;
1. Giving specific directions, when need, in regard to methods of study.
2. Continuing this directive criticism as needed throughout the course.
 g. Making satisfactory assignments. That is:
1. Making assignments that are definite.
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.
h. Returning written work with construc-tive criticisms.
i. Measuring adequately the results of in-struction by the use of written tests. That is:
1. Testing with sufficient frequency.
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.
j. Giving due attention to the marking of students. That is:
1. Familiarizing himself with the principles in accordance with which the marking system of the college is constructed.
2. Applying this system properly in the assignment of marks.
3. Basing marks, so far as possible, upon objective measures of achievement.
k. Managing routine matters efficiently. That is:
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.
0. J. Ferguson.

Heroditus tells of a road built 4000 B. C. It was in Egypt and reached halfway across the African continent. It required 10,000 men working ten years to build a single mile of it. The stone for the Pyramids was hauled over this road.
Highway Magazine.