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E D I T O R I A L L Y

Rainy 80% chance of rain HIGH LOW 61 47

Wednesday, October 19, 2011 Issue 43

Vol. 118

I N D E P E N D E N T

S T U D E N T

PUBLISHED SINCE 1906 http://utdailybeacon.com N E W S P A P E R

O F

T H E

U N I V E R S I T Y

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T E N N E S S E E

SOLD office appoints leadership positions New students to fill Team Leader, Orientation Leader openings, among others Taylor Odle, a sophomore in psychology, had been chosen for the position of a Leadership Guide. He has been a part of SOLD for two years and has served as a Leadership Guide both years. He went through what he calls a tedious, yet fun application process. The application process for this year included attending an interest session, completing the online application, participating in a group interview, another interview where you must “creatively introduce yourself ” with one

and gave me the opportunity to meet other UT students interested in getting involved on campus through leadership opportunities. I also thought the creative response Staff Writer was a fun and friendly way to express yourself to the SOLD staff. The third-round interview was also an A select group of students will soon be chosen to serve extremely exciting time.” a greater role on campus through opportunities provided There are many responsibilities of being a Leadership by the SOLD (Student Orientation & Leadership Guide, including attending a weekly meeting, participatDevelopment) office. ing in community service activities, developing and preWith applications recently due, students had the chance senting programs for students, and much to apply to be an Ignite Team Leader, more. Leadership Guide, Orientation Leader or Though being a Leadership Guide is a very Transfer Orientation Assistant. Each position exciting position, that is not the only position is designed to help freshmen make the transiin the SOLD office that is exciting. tion into college smoother. They help educate Sarah Gregory, junior and a 2010 summer students and their families about all the Orientation Leader, described how much resources UT has to offer. being a leader can help someone fall even According the SOLD mission statement, more in love with UT. they accomplish everything they work for “To sum up my feelings and experiences “through our commitment to celebrating diverwith being an Orientation Leader is a rather sity, modeling social change, utilizing peerhard thing to do,” Gregory said. “I came in as leadership, and creating experiential learning one of those students who didn’t want to be opportunities.” here and quite frankly, hated the color Orientation Leaders spend two days of oriorange. However, my experiences through entation with incoming freshmen over the sumbeing an Orientation Leader have not only mer. They lead small group sessions with the led me to become a confident leader, but also students and take them to the designated locahave helped develop a strong passion for tions for each orientation event. They offer a sharing my experiences and serving others. I very warm welcome to the freshmen and try to have also developed a deep connection with help all new students start off at UT on the UT since I believe that our role as right foot. Orientation Leaders is to influence and motiThe Ignite Team Leaders are the leaders for George Richardson • The Daily Beacon vate the upcoming class to be the future the Ignite Program that is offered to freshmen over the summer. The program is designed to Orientation Leaders show upcoming freshmen something from a program in leaders of UT.” With the application process being so give freshmen the opportunity to learn about June 2009. Leaders soon will be picked through SOLD, Student Orientation & long, Gregory offers some advice to all appliLeadership Development. SOLD includes Orientation Leaders, Ignite Team all the activities and groups they can get Leaders and Leadership Guides. cants who have applied for this round of involved with on campus, all while meeting selections. fellow freshmen and learning leadership skills. “My advice to any student who is currently applying is Leadership Guides are student who are available to piece of paper, a third one-on-one interview, and finally anyone on campus, any student or organization, to pro- the notification telling you whether or not you were select- to first be confident in your natural abilities, everyone has the potential to be a leader,” she said. “Second, I encourvide resources, services and information about UT. They ed. “My experience with the application process was an age students who are applying to truly evaluate why they are also available to offer any kind of information to any group about leadership, motivation, transitioning and extremely enjoyable one,” Odle said. “I felt as though the want to apply. Think about your motivations and passions, many other helpful topics a student may need assistance online application provided me with the opportunity to and then ask if the position lines up. One thing I believe fully express my interest and reasons for applying to join the SOLD office requires from applicants is a genuine paswith. the SOLD office. The group interview was extremely fun sion and desire to serve your UT community.”

Jessica Vinge

Mayhew lecture raises questions Alex Pierce Staff Writer “I’m going to warn you, this is a talk about curricular reform … there’s no way to make it sexy,” began Dr. Louis Menard on Thursday, Oct. 13. This was the Second Annual Anne Mayhew Distinguished Honors lecture, and the topic was “Why We Have College.” The Harvard English professor, winner of a Pulitzer Prize in history in 2002 and author of “The Marketplace of Ideas: Reform and Resistance in the American University,” spoke to a mixed group of professionally dressed students and faculty in the Toyota Auditorium at the Baker Center, following a reception in the entrance of the building. Menard began by explaining that the key question posed by this lecture was, “Is there something every college should be teaching?” Universities attempt to answer this question with their General Education programs. Menard explained the two types of general education programs, Distributive and Core Model. The main difference between the two is that the Distributive method focuses on departmental programs for general education whereas the Core Model method is strictly non-departmental. Most colleges, UT included, follow the Distributive model. General Education programs, however, do not completely answer the question about what every college should teach. The root of Menard’s interest in this subject stemmed back to when a student raised his hand and asked, “Why do we have to read this book?” The two possible answers to this question explain the two most popular theories of educaTia Patron • The Daily Beacon tion, Menard states. “Theory The UT Wind Ensemble performs on Oct. 13 along with concerts from the Symphonic Band and Concert Band. one” believes college to be an The next band concert will be the UT Symphony Orchestra, on Oct. 30 at 4 p.m. instrumental tool used to direct-

ly benefit the student financially in the future. “Theory one” people would answer the question “Why do we have to read this book?” with, “You’re in college, and this is what people in college do.” “Theory two” people see college as a place to gain life experience and learn, often just for the sake of learning. Subscribers to “theory two” would likely answer, “You’re reading this book because it teaches you about life, and exposure is necessary for enlightenment.” Dr. Grady Bogue, a believer in “theory two” and professor of department educational leadership and policy studies at UT, summed up his own views. “At the moment, we see college as an instrument of economic development, but it is also a place where you’re supposed to discover yourself, build relationships, and learn different ways of discerning and finding truth,” Bogue said. Iby Wellborn, a junior in psychology, attended the talk and left with a new perspective. “It’s sad how we have to reconcile the desire to learn with actually earning a living,” Welborn said. “I feel like I’ve grappled with this myself.” Menard closed his lecture by briefly explaining how to achieve educational reform, and what exactly to aim for. It is very important for the faculty to understand the history behind the educational system. Another salient point is that only courses the professors are fully capable of teaching should be taught. Reform should always come from within the faculty, and there is no shame in organizing to admit that different choices must be made. Menard stressed that the most important factor is patience, as it can take between four and six years for reform to come about.


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