https://archives.uwp.edu/files/original/86422e35f5c4c8df6a533495dcb094fc.pdf 2d2e5f9a76e93e6582f8878c3fb3441a 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 22, issue 18 Headline Used for newspapers, the Headline element describes the main article of the issue. A Black History Month Perspective: the Student Viewpoint Series Number The series number of the original collection. UWPAC124 Ranger News Text Any textual data included in the document �fBlack lIistory_ Month P,rsp,ctiv,: ~:rH~ STUD(NT VI~WPOINT byErica L. Sanchez News Editor Inlastweek's issue, we sought 10 streich in vague, perplexing I outline, the importance and ~..i v~ue 01 Black HIStory Month and I_ its penonaI interpretation by a few .inistrators and faculty of I Parbide'scampus. Through . ~,those individuals !heir viewpoint on the . of this period, along I tlleir ideas on whether or / lIlltilSPUrpose has been fulfilled. Their opinions allowed us, the isBlers and readers, to faintly view the advantages and short- comircs of a month that must try ~ encase the meaning of black lisby, i1s passionate strivings, the struggles of its greater Venlllring now into deep- ii, we must study the of the students of Parkside, and attempt to make clear the present perceptions of those who 17 dailydwell in the halls of this universityand experience the benefi15 and drawbacks of the time entitled Black History fu 1Month. c ~ Sheila Egerson, President of ¥ Black Student Union (BSU), said ¥ in a leCent interview that "Black t: H' t IS10ryMonth is celebrated in t 'february, but it should be cele- brated throughout the year. It Iake$ more than a month to rec- ognizethe goals and achieve- me~ of former and present African-American leaders." Steven Moore, Editor-in-Chief of the Ranger Newspaper and a Mark Lewis Parkside Senior, felt that "Black History Month is a wonderful glorious occasion to celebrat~ the lives of African-Americans. We have come a long way, but the fight is not over. We still have people who make judgments based upon skin color. We sin- cerely say we need diversity, but we lack action and initiative. We need to move towards a color-blind society-where all of us can join hands in racial har- mony." Kevin Williams, Sports Editor of the Ranger News and a senior at Parkside, said that "Black History Month is an opportunity to recognize our hardships and struggles of the past It is a time for all of us to look forward to bigger and better triumphs in the future that lies ahead. However, it is really too bad that it is only for one month." Twyla Beets, a Parkside stu- dent said that "Black History Sheila Egerson Month is a time when black Americans are recognized for their outstanding achievements, and to reflect on the history that has brought us thus far." When asked for the meaning of Black History Month, Cassandra Chatman felt that it was "a time to reflect on the past struggles, and a time to let us know that our struggles are not yet over." Desiree N. Franklin, a Parkside student, believed that "the trail- blazers lett behind a burning pur- pose, which has become our pur- pose. During Black History Month, we must express the beauty of the nature of our histo- ry. At this time, it is.the mission of all concerned to spread to every person and beyond the greatness of our heritage and the importance of our history." "Finally," Franklin continued, "Black History Month is not just a time of entertainment to me, but a time of entertainment to the contributions of our great histori- cal achievements." Marcus N. Lewis, Parkside stu- dent, stated that Black History Month "gives me a chance to realize past achievements and CassandrnChatman drawbacks, because through these remembrances you learn more about yourself. It instills in me a sense of pride, and tells me that nothing can keep me down." When asked for her opinion, Daniella Bigham stated that "Black History Month is a time where black people get together and celebrate the historical tri- umphs of our people, and although it only lasts a month, we must make it every day." Some of these perceptions and thoughts have seen the light in other guises. Some of the admin- istrators felt that Black History Month was necessary and con- tributed much to the integration of all achievement into public acknowledgment. But upon deeper inspection, it was far too short a time to celebrate the his- torical achievements and person- al strivings of the African- American people. However/ through all the opinions and ideas, there exists a faith in the ultimate equality of historical acknowledgment. Sometimes it is a faith in cultural interaction, sometimes a faith in social reform, sometimes a hope for the recognition of African- Americans who contributed important things to the country. But whichever it is, the meaning is constantly clear: that one day, all great peo- ple, regardless of race, will be acknowledged and celebrated together in the collective annals of American history. nonreua Bigham Carol Girsh enjoys reading and visiting her friends. Every Friday she and eight of her closest friends either go out on the town or stay at one of their homes to play cards. Girsh is a mother of four chil- dren: Linda, a technical educa- tion teacher in Kenosha; Robert, a graphic artist and photographer in Milwuakee; Mary Claire, a social worker; and Dianne, a worker in a local school system. A particulary memorable moment occured at her 60th birthday party. Her friends hired a male stripper who claims he could have "worn less." Nonetheless, Girsh's reaction was "it was a surprise. It was. II Her time and devotion to the students of Parkside will no doubt be remembered by those whose lives she touched. Girsh beleives that "faith, love and a sense of humour can get you through anything." (AROL( 6IRSH. PR06RAM ASSISTANT.TO R(TIR( THIS YUR. by April Proska & Raymond Wiggins carole Girsh, a UW-Parkside employee of over twelve and a half years, will be retiring at the end of this semester. Working full time as Program Assistant at the Activities office for over eight years, and part time for duplicating for four years, her bright smile and cheerful dispo- sition livened those around her. Girsh is fond of her job pri- marily because of the interac- tion with students on a daily basis. As Program Assistant, she -is the student organizations' lia- son to the administration. She heips clubs handle the organi- zational red tape that clubs must pierce their way through for funding and approval. In addition, she stamps the OK on countless posters and banners for display. Although she will miss deal- ing with student's concerns/ her retirement plans will keep her busy. At the top of the Ii st is a trip to Spain. In addition, she I I I dents. The directory includes a five-color cover and an adver- tising section inside. It is avail- able free to all students at UW- Parkside. Current plans call for a simi- lar directory, due out in mid- October, 1994. Students who do not want thei r names or phone numbers listed must fill out a withholding form avail- able in the Registrar's Office. CAMPUS DIR~CTORI~S STILL AVAILABL~ Second semester students are reminded that free copies of the 1993-94 Campus Directory are available at the Union Information Center. For the first time in 1993, the University teamed up with Directions Publishing Inc. of Edgerton to produce an officiai campus directory, including phone listings for university offices, faculty, staff and stu- " iilack History _ Mo nth Perspective: ; :. : rHE STUDENT VIEW POINT by Erica L. Sanche z News Editor In last week 's i ss ue, we sought to sketch in vague , perplexing outline, the importan ce and .. ; value of Black Histo ry Month and I- its personal interpre tation by a few administrators and faculty of Paibide's campus. Th rough fer words, those individuals their viewpoin t on the ity of this per iod, along ~ their ideas on w hether or not its purpose has bee n fulfilled. Their opinions allowed us, the r151eners and reade rs, to faintly view the advantages an d short- comings of a month that must try '>encase the meaning of b lack lisay, its passionate s tr ivings, ~ the struggles of its g reater nnds. Venturing now into deep- Bdetail, we must stud y the VleWs of the students of Parkside, and attempt to make clear the present perceptions of those who 17 daily dwell in the ha lls of this university and experien ce t he benefits and drawbacks of th e time entitled Black Histo ry k; I Month. M Sheila Egerson, Presiden t of I: ~lack Student Union ( BSU ), said fi\ tn a recent interview that "B lack !t'. History Month is celebra ted in ( February, but it should be cele- braled throughout the yea r. It lakes more than a month to rec- ognize the goals and achieve- ' me~ of former and pr esent African-American lead ers." Steven Moore, Ed i tor -in-Chief of the Ranger New spaper and a Parkside Senior, felt th at " Bl ack History Month is a won de rfu l glorious occasion to celebrat~ the lives of African-Ameri cans . We ~ave _come a long wa y, but the fight ,s not over. We still have people who make ju dgments based upon skin col or. We sin- cerely say we need diversity , but we lack action and i nitiative. We need to move to wards a color-blind society -where all of us can join hands in r acial har- mony. " Kevin Williams, S ports Editor of the Ranger News and a senior at Parkside, said that " Black History Month is an opportunity to recognize our ha rdships and struggles of the past. It is a time for all of us to look forward to bigger and better tri umphs in the future that lies ahe ad . However , it is really too bad t hat it is only for one month." Twyla Beets, a P arkside stu- dent, said that "Bla ck History Sheila Egerson Month is a time w hen black Americans are rec ognized for their outstanding achievements, and to reflect on the history that has brought us t hus far." When asked fo r the meaning of Black History Mo nth, Cassandra Chatman felt that it was "a time to reflect on the p ast struggles, and a time to let us know that our struggles are not yet over." Desiree N. Frank lin , a Parkside student, believed that "the trail- blazers left behin d a burning pur- pose, which has bec ome our pur- pose. During Black History Month, we mu st e xpress the beauty of the natu re of our histo- ry. At this time, it is the mission of all conc e rned to spread to every person and beyond the greatness of our her itage and the im portance of our history ." "Fi na lly ," Fra nklin continued, "Black Hist o ry M onth is not just a t i me of en te rtainment to me, bu t a time of entertainment to the contr i butio ns o f our great histori- c al ac hievements." Marcus N. Lewis, Parkside stu- dent , stated that Black History Month " gives me a chance to realize past achievements and Cassandra Chatman drawbacks, because through these remembrances you learn more about yourself. It instills in me a sense of pride, and tells me that nothing can keep me down." When asked for her opinion, Daniella Bigham stated that "Black History Month is a time where black people get together and celebrate the historical tri- umphs of our people, and although it only lasts a month , we must make it every day ." Some of these perceptions and thoughts have seen the light in other guises. Some of the admin- istrators felt that Black History Month was necessary and con- tributed much to the integration of all achievement into public acknowledgment. But upon deeper inspection, it was far too short a time to celebrate the his- torical achievements and person- al strivings of the African- American people. However, through all the opinions and ideas, there exists a faith in the ultimate equality of historical acknowledgment. Sometimes it is a faith in cultural interaction, sometimes a faith in social reform, sometimes a hope for the recognition of African- Americans who contributed important things to the country. But whichever it is, the meaning is constantly clear: that one day, all great peo- ple, regardless of race, will be acknowledged and celebrated together in the collective annals of American history. Doniella Bigham Carol Girsh CAROLE 61RSH, PRO6RAM ASSISTANT, TO RETIRE THIS YEAR. by April Proska & Raymond Wiggins Carole Girsh, a UW-Parkside employee of over twelve and a half years, will be retiring at the end of this semester. Working full time as Program Assistant at the Activities office for over eight years, and part time for duplicating for four years, her bright smile and cheerful dispo- sition livened those around her. Girsh is fond of her job pri- marily because of the interac- tion with students on a daily basis. As Program Assistant, she is the student organizations' lia- son to the administration. She helps clubs handle the organi- zational red tape that clubs must pierce their way through for funding and approval. In addition, she stamps the OK on countless posters and banners for display. Although she will miss deal- ing with student's concerns, her retirement plans will keep her busy. At the top of the list is a trip to Spain. In addition, she enjoys reading and visiting her friends. Every Friday she and eight of her closest friends either go out on the town or stay at one of their homes to play cards. Girsh is a mother of four chil- dren: Linda, a technical educa- tion teacher in Kenosha; Robert, a graphic artist and photographer in Milwuakee; Mary Claire, a social worker; and Dianne, a worker in a local school system. A particulary memorable moment occured at her 60th birthday party. Her friends hired a male stripper who claims he could have "worn less." Nonetheless, Girsh's reaction was "it was a surprise. It was." Her time and devotion to the students of Parkside will no doubt be remembered by those whose lives she touched. Girsh beleives that "faith , love and a sense of humour can get you through anything ." CAMPUS DIRECTORIES STILL AVAILABLE Second semester students are reminded that free copies of the 1993-94 Campus Directory are available at the Union Information Center. For the first time in 1993, the University teamed up with Directions Publishing Inc. of Edgerton to produce an official campus directory, including phone listings for university offices, faculty, staff and stu- dents. The directory includes a five-color cover and an adver- tising section inside. It is avail- able free to all students at UW- Parkside. Current plans call for a simi- lar directory, due out in mid- October, 1994. Students who do not want their names or phone numbers listed must fill out a withholding form avail- able in the Registrar's Office. I I L JUST WHAT DO PROF(SSORS DO. ANYWAY? I by Mike Schaefer This article is the second of a three part series covering changes in the methods by which faculty are assessed and evaluated. To be able to con- sider intelligently the current standards and proposed changes, it would be wise to consider first what goes into being a professor. Looking over the mass of notes written during interviews with professors and remember- ing countless impressions received during those inter- views, I don't believe that J have the ability to convey to the reader in the usual journal- istic style what it is that makes a professor. If I were to simply relay to you that '1< amount of time was spent on v" you would miss the enormity of the commitments that professors make. Each interview with a professor was a brief account of an iridividusl's story, every page of notes a blurry snapshot of a professor's life. . In the limited space that Iol- Jaws is an incomplete summa- tion of all of the stories, the notes and the impressions pro- fessors shared in their inter- views with me, , I You have finally completed your thesis, a three or four hun- dred page manuscript if you're in the humanities, or a ten to twenty page report on the results of thousands of hours spent in the lab and at a com- puter. Whatever your area, business, archaeology, biology, who cares, you've done it, you've received your doctorate. And during your graduate stud- ies, when you had those labs or one hundred level courses to teach, you discovered that, "This is what I want to do. I want to teach." So, now you've got your doctorate, applied to several universities, competed with as many as four hundred other applicants and have final- ly been accepted for tenure track at a small university somewhere in Wisconsin. If circumstances permit, you've been able to move into the area, find an apartment and get settled in with a month to spare before your first semester as a university professor begins. During this brief calm before the storm you meet some of the other faculty, familiarize your- 1 II self with the campus, and are possibly assigned a faculty guardian angel, someone who's been around long enough to be able to know, among other things, whe~e to kick the copy machine when it acts up. In interviews before you were hired, you were told how many credit hours you would be expected to carry every sernes- ter,(at your particular school nine are required), and what courses you would be teaching. Now that you're here, you have received or tracked down the materials and various texts required for the course, and for the next couple of weeks before the session begins you study them and develop course syl- labi from them. You relate them to things you might know that aren't covered in the texts, you decide what to keep and what to discard, you jot down ideas for test problems as they come to mind, you wonder if the stu- dents will already know some- thing or not. Holed up in your apartment, you immerse your- self in your work, late into the night. Maybe, however, your cir- cumstances didn't permit you a month long grace period before the beginning of the semester to prepare. Maybe you arrive two days before classes begin and the apartment you had arranged to rent you find rented to some- one else. You commandeer a cot, sleep in your office, shower in the phy ed building and cook Dinty Moore on a hot plate for two weeks because you're so committed to being prepared for the classes you teach you don't have time to look for an apartment. . The f rst few weeks of classes come and go, you find you need two or three hours to pre- pare for every hour of class you teach. At least, you do if you're to feel comfortable with your working knowledge of the material. You might have tried to skimp a few times, gotten up late, whatever,.and felt like the biggest fool as you stammered througb the lecture, lost, not quite remembering what point it was you were trying to make. Anyway, you find ways to make the necessary time available, your schedule settles in, you eventually find a routine. Now it's time to start thinking about your research. You probably had a project in mind long before you were accepted at the university. You might even have had some pro- ject started before you were accepted. Most likely, you were asked more than once what your research plans were before you were hired. What might your research project be? It could be some- thing as fascinating as using theoretical chemistry to map charges on a sphere, isolating a toxin in a plant disease, delving into some mystery of eighteenth century womyn writers, or tracking the social implications of replacing human workers with robots on assembly lines. You don't have to limit yourself to just one project either. You might have four separate pro- jects going, all of them related to your field, each an entity of its own, attention to them decided by whichever one pre- sented an idea while you were in the shower this morning. Whatever your research pro- ject is, its just as important to your career as your teaching ability. Universities are places of discovery, for professors as well as students. The job of a university is not just to dissemi- nate information to 'students, although that may be the pri- mary function. Universities, th rough the research that they help house and support, add to and organize an immense mass of knowledge that never stops growing. So, how you function as a researcher is a big factor in your tenure-track and, some- day, your tenure review. The way you prove the validi- ty of your research is by being published. In magazines, in journals, someday maybe even a book. So as your research progresses, you're able to take various pieces as they present themselves and mold them into something readable. Then you send your product out to edi- tors. And you wait. Who knows? You might get pub- lished, you might not. A paper may be accepted by a journal but you might not see it in print for a year because the editor is waiting until he/she can accrue enough papers relating to a par- ticular topic. So your work sits in a file somewhere. Or you might find your paper in your mailbox some afternoon, returned with a letter stating that your paper "is not what we are looking for at this time. But please feel free to submit other work in the future." This assumes that your research resulted in a paper or two in the first place. You might not have this happen often, burif your research is of a theoretical nature, as is some- times the case in the sciences, you might spend thousands of hours on some piece of work, grind your brain to a nub at the top of you r spi ne on math equations for systems in five dimensions or sub-atomic parti- cles that no one is really sure exist and in the final proof of your equations, no matter how many times you check your work or have other people look at your system, it just doesn't work. Poof. Gone. Although a paper to explain why your idea doesn't work might be valuable in steering someone else away from vourmlstake, still, the great idea you thought you had ...wasn't. So, time marches on. You try to publish at least one paper a year. You read the journals to keep up with what others are doing in your field. Publishers send you three or four text- books to edit or review every year, hoping to convince you to decide to use one as material in one of your classes. You try to attend a few conferences every year, hopefully presenting a paper at each one. If you're "lucky" you might even have the opportunity to chair a ses- sion at one of the conferences. You might find that your area of research is the type of thing a few agencies or businesses or foundations are into, so you write up some grant proposals detailing your work and why the people with the money might find your work valuable . And the one thing that remains constant is that you teach. With all of the other things you are expected to do, your biggest commitment by far is to your students. You have ten or twenty students to advise, some of them brilliant, some of them not so brilliant. Some you sit down in the cof- fee shop with for hours dis- cussing economic theory as it relates to the small entrepre- neur. Other students you might only know by the scrawl of their signature at the top of their assignments and the occa- sional add/drop form. You teach them all. Through the ten ure track review process, through the time you finally make tenure and the years it might take In establish yourself at a unive~i~ you teach, you do researchand you learn. You've learned that being a professor isn't a career you can leave at the office.It accompanies you as you walk out the doors of your schooLIt occupies your mind during you r daily commutes to any- where. It wakes you up inthe middle of the night with a gre~ idea or a new worry. I Most of the people around you are students, eighteen or I nineteen, young, brash and I: bold, occasionally drunk, readyl' to go out and conquer the , world. Occasionally you'll hear) a few students talking about I f being stuck here and how they I can't wait to get out in the I \ world to start their careers. It t makes you wonder if the stu- dents ever consider you as being "stuck here". It makes you wonder how many studem realize that you and the other professors came here. Fromdif· ferent points all over the couo- try you came to this one univer· sity to teach them. You're hanl· Iy "stuck" here. You're herefor a reason. To teach. And after ten or fifteen yea~ when some student wanders into your office and says he/she is from the campus newspaper and is doing a news piece about what professors do, how much time professors spend I doing this, that or the other II thing ...You're somewhat amused and overwhelmed by ( the enormity of the question. all ( course you'll explain as best I ( you can but first you have to explain to the student, "How C can I quantify what goes into I ( my teaching? All of my I research, all of the journals I read, every conversation I have[ with a colleague, all of it is assimilated into what I give my students. When I am asked how much time I spend improving my teaching or keeping up to date on my teaching, . .! do not sit down in my chair and think to myself, 'Now I will think about teaching.' No, every- I thing in my life influences what and how I teach and when IseeI that a student has made a con- nection ...how do I tell you the hours it took to do so?" But you go ahead and try, 'cause that's what you do. I f ! I ~ \ I H ) l I l ) l \ I l ) t z JUST WHAT DO PROFESSORS DO, ANYWAY? by Mike Schaefer This article is the second of a three part series covering changes in the methods by which faculty are assessed and evaluated. To be able to con- sider intelligently the current standards and proposed changes, it would be wise to consider first what goes into being a professor. Looking over the mass of notes written during interviews with professors and remember- ing countless impressions received during those inter- views, I don't believe that I have the ability to convey to the reader in the usual journal- istic style what it is that makes a professor. If I were to simply relay to you that 11 X amount of time was spent on y 11 you would miss the enormity of the commitments that professors make. Each interview with a professor was a brief account of an individual's story, every page of notes a blurry snapshot of a professor's life. . In the limited space that fol- lows is an incomplete summa- tion of all of the stories, the notes and the impressions pro- fessors shared in their inter- views with me. You have finally completed your thesis, a three or four hun- dred page manuscript if you're in the humanities, or a ten to twenty page report on the results of thousands of hours spent in the lab and at a com- puter. Whatever your area, business, archaeology, biology, who cares, you've done it, you've received your doctorate. And during your graduate stud- ies, when you had those labs or one hundred level courses to teach, you discovered that, "This is what I want to do. I want to teach." So, now you've got your doctorate, applied to several universities, competed with as many as four hundred other applicants and have final- ly been accepted for tenure track at a small university somewhere in Wisconsin. If circumstances permit, you've been able to move into the area, find an apartment and get settled in with a month to spare before your first semester as a university professor begins. During this brief calm before the storm you meet some of the other faculty, familiarize your- self with the campus, and are possibly assigned a faculty guardian angel, someone who's been around long enough to be able to kno:N, among other things, where to kick the copy machine when it acts up. In interviews before you were hired, you were told how many credit hours you would be expected to carry every semes- ter ,(at your particular school nine are required), and what courses you would be teaching. Now that you're here, you have received or tracked down the materials and various texts required for the course, and for the next couple of weeks before the session begins you study them and develop course syl- labi from them. You relate them to things you might know that aren't covered in the texts, you decide what to keep and what to discard, you jot down ideas for test problems as they come to mind, you wonder if the stu- dents will already know some- thing or not. Holed up in your apartment, you immerse your- self in your work, late into the night. Maybe, however, your cir- cumstances didn't permit you a month long grace period before the beginning of the semester to prepare. Maybe you arrive two days before classes begin and the apartment you had arranged to rent you find rented to some- one else. You commandeer a cot, sleep in your office, shower in the phy ed building and cook Dinty Moore on a hot plate for two weeks because you're so committed to being prepared for the classes you teach you don't have time to look for an apartment. The first few weeks of classes come and go, you find you need two or three hours to pre- pare for every hour of class you teach. At least, you do if you're to feel comfortable with your working knowledge of the material. You might have tried to skimp a few times, gotten up late, whatever, and felt like the biggest fool as you stammered through the lecture, lost, not quite remembering what point it was you were trying to make. Anyway, you find ways to make the necessary time available, your schedule settles in, you eventually find a routine. Now it's time to start thinking about your research. You probably had a project in mind long before you were accepted at the university. You might even have had some pro- ject started before you were accepted. Most likely, you were asked more than once what your research plans were before you were hired. What might your research project be? It could be some- thing as fascinating as using theoretical chemistry to map charges on a sphere, isolating a toxin in a plant disease, delving into some mystery of eighteenth century womyn writers, or tracking the social implications · of replacing human workers with robots on assembly lines. You don't have to limit yourself to just one project either. You might have four separate pro- jects going, all of them related to your field, each an entity of its own, attention to them decided by whichever one pre- sented an idea while you were in the shower this morning. Whatever your research pro- ject is, its just as important to your career as your teaching ability. Universities are places of discovery, for professors as well as students. The job of a university is not just to dissemi- nate information to students, although that may be the pri - mary function . Universities, through the research that they help house and support, add to and organize an immense mass of knowledge that never stops grow ing . So, how you function as a researcher is a big factor in your tenure-track and, some- day, your tenure review. The way you prove the validi- ty of your research is by being published. In magazines, in journals, someday maybe even a book. So as your research progresses, you're able to take various pieces as they present themselves and mold them into something readable . Then you send your product out to edi- tors. And you wait. Who knows? You might get pub- lished, you might not. A paper may be accepted by a journal but you might not see it in print for a year because the editor is waiting until he/she can accrue enough papers relating to a par- ticular topic. So your work sits in a file somewhere. Or you might find your paper in your mailbox some afternoon, returned with a letter stating that your paper "is not what we are looking for at this time. But please feel free to submit other work in tbe future." This assumes that your research resulted in a paper or two in the first place. You might not have this happen often, but if your research is of a theoretical nature, as is some- times the case in the sciences, you might spend thousands of hours on some piece of work, grind your brain to a nub at the top of your spine on math equations for systems in five dimensions or sub-atomic parti- cles that no one is really sure exist and in the final proof of your equations, no matter how many times you check your work or have other people look at your system, it just doesn't work. Poof. Gone. Although a paper to explain why your idea doesn't work might be valuable in steering someone else away from your mistake, still, the great idea you thought you had ... wasn't. So, time marches on. You try to publish at least one paper a year. You read the journals to keep up with what others are doing in your field . Publishers send you three or four text- books to edit or review every year, hoping to convince you to decide to use one as material in one of your classes. You try to attend a few conferences every year, hopefully presenting a paper at each one. If you're "lucky" you might even have the opportunity to chair a ses- sion at one of the conferences. You might find that your area of research is the type of thing a few agencies or businesses or foundations are into, so you write up some grant proposals detailing your work and why the people with the money might find your work valuable. And the one thing that remains constant is that you teach. With all of the other things you are expected to do, your biggest commitment by far is to your students. You have ten or twenty students to advise, some of them brilliant, some of them not so brilliant. Some you sit down in the cof- fee shop with for hours dis- cussing economic theory as it relates to the small entrepre- neur. Other students you might only know by the scrawl of their signature at the top of their assignments and the occa- sional add/drop form. You teach them all. Through the tenure track review process, through the time you finally make tenure and t~e years it might take to j establish yourself at a universi~ you teach, you do research and you learn. You've learned that being a professor isn't a career I you Ci:ln leave at the office. It accompanies you as you walk out the doors of your school. It occupies your mind during your daily commutes to any- where. It wakes you up in the middle of the night with a great idea or a new worry. \ Most of the people around you are students, eighteen or nineteen, young, brash and bold, occasionally drunk, ready I to go out and conquer the , world. Occasionally you'll hear I a few students talking about being stuck here and how they can't wait to get out in the world to start their careers. It makes you wonder if the stu- dents ever consider you as being "stuck here". It makes you wonder how many students realize that you and the other professors came here. From dif- ferent points all over the coun- try you came to this one univer 1 sity to teach them. You're hard - ly "stuck" here. You're here for a reason. To teach. And after ten or fifteen years when some student wanders into your office and says he/she is from the campus newspaper and is doing a news piece I about what professors do, how much time professors spend doing this, that or the other thing ... You're somewhat amused and overwhelmed by the enormity of the question. Of course you'll explain as best I you can but first you have to explain to the student, "How can I quantify what goes into my teaching? All of my research, all of the journals I read, every conversation I have with a colleague, all of it is assimilated into what I give my students. When I am asked how much time I spend improving my teaching or keeping up to I date on my teaching ... ! do not sit down in my chair and think to myself, 'Now I will think about teaching.' No, every- thing in my life influences what and how I teach and when I see , that a student has made a con- nection ... how do I tell you the hours it took to do so?" But you go ahead and try, 'cause that's what you do. RAnG[R n[W~ lnVITH YOU TO WRIT[ A~ W[ll A~ R[AD. . 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 Ranger News, Volume 22, issue 18, February 18, 1994 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 1994-02-18 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 campus directories career center chemical spill excellence award phy-ed building racism retirement