https://archives.uwp.edu/files/original/7d7e9bb8eba468431ca9e0b0051d0c54.pdf dfe83e86771133f77f5fc4fac40803ba Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource University of Wisconsin - Parkside Ranger News Description An account of the resource Student newspaper of UW-Parkside Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Issue Volume 15, issue 16 Headline Used for newspapers, the Headline element describes the main article of the issue. Conditional students upset by admission letter Series Number The series number of the original collection. UWPAC124 Ranger News Text Any textual data included in the document " 29, 1987 JII • University of WisconSin-ParkSide ..... conditional Vol. 15, No• 18 students Upset by admission letter JIlmberUeKranich JI1 NewsEditor ••_ ....ng to Larry Turner. "'--wr-- some students are ~y ~ letter sent t? them ~ cashen, learnmg as- and counseling dtrec. _use they feel it adds ~",ull requirements not ::;;;- their admissions ac- ....,.e letter. CU hen sent a letter dated 15 to second semester ~ students and a .,. one to first time conditional students ;::etailed part of program are supposedto follow. ~ intendedto make it (the leiter) stern so that they (stu- ""'Isl wouldknow It was not something they could take lightly. The letter for the other students (second semes. ter) is even sterner," said Cashen. A conditional stUdent is one who did not have the ap. proprlate spread of high school units, did not rank in the top half of one's graduat. mg class orIs a transfer stu. dent with at least 15 college credits and a grade POint average of less than 2.0. Once accepted to Parkside conditional stUdents received a letter from Stuart Rubner director of student counseling and testing I which read, "Even though you did not meet all of the requirements for admissions, a review of your overall record indicates potential for success in Colle- ge. You have therefore been admitted on the condition that you meet With an adVisor and follow the program prescr-tb, ed for you." According to Cashen, "this is the program being pre. scribed for them (In the let. ter) ... that program prescrth. ed for them could be any number of things. The one that's in my letters may not necessarily be the only pro- gram that will be going for them. "Conditional admission," continued Cashen, "is a brand new status and what the university is doing is to try to implement a program that will help these students." Cashen's letter to spring conditional students stated, "You must meet with your advisor to select appropriate courses for your first semes- ter at UW-Parkside... You must meet with your advisor at least three times during the spring semester. These meetings will take place dur- ing the weeks Jan. 26 to Feb. 6; March 2 to March 13; and April 6 to April 17... You must meet with your advisor any time you wish to change your Course enrollment." The letter continued, "You must attend a special pro- gram designed to assess your readiness for college study. A part of the program will be devoted to the administration of the Learning and Study Strategies Inventory (LASS1)." Students were gi yen two dates to choose from to take the Inventory, The last sentence of the Jet- ter was underlined and read, "Remember, attending one of these sessions is a require- ment of your admission. ,. "I was angry and very upset;" said JoeUe Ruffalo. second semester sociology major. "I wasn't even think- Ing about coming back this semester because of what the letter said ... I took that letter (Cashen's) after I got It and I ripped It up." Admission see pttge 7 Teacher evaluations Students shouldn't expect access §QQ Harmeyer takes reins byKeUyMcKissick Asst.News Editor by Gary L. Schneeberger Editor tion forms released to stu- dents." Serrano said that when PSGA decided, over a year ago, that students needed "more to go on" when decid- ing what courses to take, he tried to secure the release of ·the divisional forms, but ran into a "dead end." the SAFE form Is .. good form at all." she S&id."And I wish that maybe someone In PSGA had gotten together with some faculty to get some help In producing a more comprehensive form. "I do think that students have a right to some valid In. formation on what their in- structors are doing," Peck went on. "And I'd like to see there be a resonalby impar- tIal measure to counterbal- ance some of the word of mouth that's generated now. But 1 don't think SAFE Is It." Neither, however, does she see the dlvlslonal evaluaUons as "it." "Releasing our forms would be the same kind of thing as saying that all stu, dents' transcripts should get published In the newspaper every year. So the 'priveleged information' nature ot both situations Is very slmUar. "And," Peck concluded. "I don't think this kind of prtn- clple Is going to be gone against by the admlntstra- tion." DonHarmeyer has taken over as chair of the Student OrganizationsCouncil (SOC). alter Bill Serpe resigned the firstweekof school. Harmeyerhad been vice. cilaIr of the SOC and was In lharge of the BUdget and ReviewCommittee <B&RC) jIrior to Serpe's resignation. Aecordlng to regulations erning SOC. Harmeyer take over Serpe's post- t1.on. Harmeyer must now lind someoneto fill the post- tion of Vice-chair and must also relinquish his position on 8&RC to that appointed per- " .. , Hestated that he wlU look lorsomeonewithin the B&RC 10 fiil his old position be. cause, "1 want someone who knowswhat's going on." The 8&llC Is a SUbcommittee of SOCsoc whichallocates funds for members. SOC is a ~landingcommtttee of the arkslde StUdent Govern- ",entOrganization(PSGA). b AlthoughSOChas been lob. :g for major organization tuB an year. Harmeyer be- Ueves Serpe's abscence will IlltInlerfereWith the .group's ~' "U's not going to affect ... "lObbYingfor major sta. t Bald Harmeyer. "Bill ~ theball roiling and it·s up "'; to keep It going. It ::.t . just Bill's Idea, It ""'.' t lust my Idea, It's ever. au • (SOC'S)Idea and they !llat~ant to see It happen. ..... sle our goal for this next """lIl s r" Ie .' l'pe s resignation' 'was as Teacher evaluation forms fUled out by students at the end of each semester, which are used in tenure and merit pay decisions, will not be made available to students i.r). the future, according to The- resa Peck-McGovern, associ. ate professor of education and chair of the University Committee. "The faculty member has a right to ensure that the aver- age person on the street doesn't get any look Into that person's personnel file," Peck explained. "If these forms were to be generally releas- ed, the next argument would be, "Okay, now the public has a right to look at any part of an instructor's personnel fHe." "And in that case," she continued, "I think you're really opening up a Pandora's Box." The issue of student acces- sibility to teacher evaluation forms was raised anew dur- Ing last week's SUFAC budgeting sessions. Adrian Serrano, Parkside Student Government Association (PSGA) president. requested additional segregated fee funds to hire a director of SAFE. the Student Acquired Faculty Evaluation program run by PSGA. He was denied that money. according to SUFAC chair Andy Bu· chanan, because he needed to more clearly delineate the du· tles of a SAFE director, and also because' 'we wanted him to check more deeply Into getting the divisional evalua- "We did a tittle poling around, to he remembers, "and made some informal calls to the UW-System, but what we found was that there was not that much that can be done about (getting the divisions to release their forms). That's when we went ahead and devised our own SAFE form." Don Harmeyer The SAFE form Itself is cited by some as a major rea. son why the university's forms need to be released. Last semester, the Ranger strongly condemned the sur- veys as "telling students nothing substantive" about Instructor's ability. and Peck concurs. "Truth fully. I don't think much a surprise to me as it was to everyone else. 1 knew that Bill was under a lot of pressure and he had commit- ments here and commitments there, but it was a shock, to explained Harmeyer. Harmeyer continued, "Major status for SOC is our number one goal. We're going to rally aroud this, we're going to pick up the pieces. This just isn't something that Bill wanted or I wanted, it's what we all want. and you can put that In big bold print. "I'd like to clear up a point about Bill Serpe." Harmeyer added. "He was very dedicat· ed to SOC and Parkslde. He wasn't doing what he was doing just for himself. He was very concerned about th,e school in general. It wasn t just self.gratlficatlon." Inside •.. Fln.ncl.11Ikl policies ch.nge 4 HOU$lng: Ph8se two? 5 System president ShlIwreceives con-u.>n . aruslc.1 pl.y .udltlon8 Ht 7 Le8dershlp tr.lnlng 1IY.lleble . Marc The.ters buy out competition 10 K n Greene: VoileylNln AlI-Amerlc:8n 15 RANGER 2 --... perspectives Thursday, January 2;::'1 ,98j our view All RIGHT. ALL READY! I GeT·T~E/ POINT!~. Students have right to see evaluations As students. we agree that teacher evaluation forms should not be released to "the average person on the street." However, as students we also take offense to being lumped Into that "average person" category. Since the information we provide on divisional evahra- Uon forms Is used In determining faculty pay Increases and tenure, It Is not only logical, but necessary, that we be granted access to the evaluatory results those forms generate. As the group most affected by an instructor's ability or Inability to teach, we deserve useful information regardlng that ability, especially It we provide that Infor- matton ourselves. Faculty and admlnlstration claim that if students are given access to these evaluations. it would be akin to the universIty advertising each student's transcript in the media. What they overlook in drawing such specious con- clusions Is that we pay for the Instruction we receive here. and therefore are entitled to know its effectiveness. The general public does not pay to know our grades, and thus there's no reason they should be granted access to them. It has also been suggested that the Parkslde Student Government Association (PSGA) work to further develop Ita Student Acquired Faculty Evaluation (SAFE) pro- gram, 80 that students have information about instructors at their disposal. Our Viewpoint, and Indeed the viewpoint of Chancellor Sheila Kapian, as she expressed in a recent interview with a Ranger reporter, Is that "It there's no good reason why the divisional forms are not released to students, it doesn't make sense to use two forms." At this point, students are still waltlng for the ad. ministration to devise a "good reason" for withholding tho8e forms. VnW such justification is presented, we owe it to our- .elves to tight voraciously for access to teacher evalua- tion forms. In an era when decisions regarding issues like tuition hikes are taken further and further from our hands. it could be one of the last areas in which we can control the direction of our college education. Nobody'askedme,~ Feminism a means to an end outside the range of approprt- ate female behavior. I didn't personally know other women who had gone through the same experiences and feelings with whom I could talk. It wasn't until one year ago, when I was talking with one of my friends, that I was exposed and introduced to a whole way of looking at the world in terms of women's thoughts and experiences. This way, much to my sur- prise, is feminism. I had known this friend for a few months when, during one of our conversations, she labeled herself a feminist. Right then I was forced to r-edefine what I thought a feminist was. I originally thought a femi- nist was an angry woman who went too far with this equal rights thing and hated men and maybe even was a lesbian. My definition was very narrow, and only includ- ed some of the characteristics of some feminists. Where I got such a denntuon, I may never know. When I finally forgave myself for having such a nar- row definition, I went a year of talking wilJl reading about women men who are feminists. (Ta I learned that men~ feminists. Actor and Alan Aida Is a prim, e Ie. ) There are men and wonll who live as feminists, yet. not label themselves as. The labeling of myself II. feminist was a tough decl*l for me. I decided to do II cause I do not believe that person can be neutral. Evei?' one has biases and pnjI dices. Trying to deny t/lls In itself political. In I. . myself a feminist, I am proactive. In doing so, I g<I chance to define what a fe nist is instead of som with a narrow definiti<ll the term labeling me II~ The neat thing abOul Ing myself a feministis IlII feel a sense of being up with a larger cause feel that I am working~ good of society. Th.t~:::;, the eradication of the~ sion of women and the C ing of attitudes of Utost' Feminism .ee psg' II by K1mberlle Kranich I was brought up in a ram- Ily that didn't dissuade- me from participating In activi- ties that were normally thought of as unfeminine. Hence, it was a huge surprise for me to be denied a job stocking shelves because the owner of the store felt that that type of work was not ap- propriate for females. The job incident, along with being labeled a tomboy most of my pre- adolescent years, clearly and early pointed out to me the bias people have about what is appropriate female and male behavior. I always felt that such nar- row stereotypes were wrong, and I felt stifled and a misfit because I wasn't allowed to do what I did without havtng It pointed out to me that I was .acting outside of ap- proprtate female behavior. For example, one day I play- fully wrapped my arms around my brother's waist and proceeded to tackle him. My dad told me to stop it be- cause I was being "unladyli- ke." I wasn't supposed to be aggressive becau~e that was lL...-yO_U_p_vi_ew_s 1 Discrimination, huh? picture. Requiring a driver's license is a discrimination against those who are unable, unwfll- ing or not allowed to drive. Allowing people just to own a car is a discrimination against those who don't own one. Requiring people to drive on the right side of the road (or on the road at all, for that matter) discrtmf- nates against those who would choose to drive on the left side, or perhaps over your lawn, for instance. Jon Anderson To the Editor: (Dear Steve Weber,) I'm embarrassed for you. The reason is because the Ranger printed your letter and showed you and your type for the small-minded litt- le people you really are. So you feel that mtru.car lots are a discrimination against larger cars? (Surely you must mean against PEOPLE who own larger cars.) Since you used that kind of convoluted reasoning, then let's look at the whole • Gary L. SChneeberger..............•..................... Edilor KlmberUe Kranich •.••••••.•••.•.••••••••.•••.•.•.. News Editor CRyanagn'd'ciSoWnt'eitntetn'tan,.sd·edbit,'dhbdYstudentsofUW·Parkside,whoaresolelyresponsible forbi~e~.';~ Kelly McKissick .•.••••.••••••••••••••••••.. Asst. News Editor STAFF pu IS T . r r ~ ill" Jenny Carr Feature Editor Leo Bose, Michelle Eirich days.· e every hursdayduringtheacademeyearexcept ow Julie Pendleton ••••.•••..•.•.•.••.••.•.• Asst. Feature Editor G ,letters totheeditorwillbe t d . 350 wordsor'd Jim Nelbaur .............•....•....•..... Entertalnment Editor retchen Gayhart, Chris Lojeski, lettersmustbesignedwith af~ephe only If theyaretyped,do~ble·spacedand N meswi!lt Robb Luehr ...•••..•••.•••• ~•••••••••••••••.•••••••. Sports Editor Rick Luehr, Suzanne Mantuano helduponrequest . I a eeponenumberIncludedforverificationpurposes.a Mike Rohl ..•••••.••••••••••••••.•..•••••.••• A.. t. Spotts Editor Nancy Marter, Doug McEvoy' Rangerreservestherightt dit I Dave McEvoy ...•••••.••••••••••••.••..•••....•••••. Photo Editor M' h II P ,famatory. 0 e 1 ettersandrefusethoseWhicharefalseand/orde- Jack Bornhuetter •..•••••••••••••••.•..••• Asst. Photo Editor tc e.e etersen, Ted Price, Deadlineforallletters d .. ' . Andy Buchanan .•.••••••.•••............•. Business Manager Amy Ritter, Bill S~rpe, Andy Tburscay. . an claSSIfIedads,isMondayat 10a.m.forpublicatiOn Brenda Buchanan .•.....•••.•.••• Asst. Business Manager Tschumper, Jennie Tunkieicz AI! correspondenceh ldb Dave Roback .....•••••••••••••••••.••.•. Advertising Manager George V k . ,nosha WI53141 T s au eaddressedto:Ranger.UW-Parkside.Box2000.Ke· SIevePlcazo Distribution Manager UC oVlch, Tyson Wilda. ing). . ,I,phon, 4141553·2287 (Editorial)or414/55J.2295 (Advert"· __ iiiiiiiiiiiiiiiiiiiiiiiiiiiiiiii;;;;;;=====:--- ----::::: Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Parkside Ranger, Volume 15, issue 16, January 29, 1987 Description An account of the resource Student newspaper of the University of Wisconsin-Parkside, Kenosha, Wis. Date A point or period of time associated with an event in the lifecycle of the resource 1987-01-29 Subject The topic of the resource College student newspapers and periodicals Student publications University of Wisconsin-Parkside--Newspapers Format The file format, physical medium, or dimensions of the resource Newspaper Language A language of the resource English Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Kenosha, Wisconsin Type The nature or genre of the resource Text Publisher An entity responsible for making the resource available University of Wisconsin-Parkside Rights Information about rights held in and over the resource The Board of Regents of the University Wisconsin System larry turner learning and study strategies inventory (LASSI) requirements for admission Stuart Rubner