Most of the faculty were just hired, and just about everyone was young and starting a family. We were interested in Marshall as a place to raise our families, and at a place Southwest Minnesota State College back then that was a good job. We did a lot of things together. And when you talk about a place having a family environment, that was it. They received the personal touch; they were given attention. Frandson retired as an Associate Professor of Business Administration in Stay Connected.
Get Updates! This field is for validation purposes and should be left unchanged. But they also need to realize that this dedication expresses not just their idiosyncratic interest in certain questions but a conviction that those questions have general human significance, even apart from immediately practical applications.
This is why a discipline requires not just research but also teaching. Non-experts need access to what experts have learned, and experts need to make sure that their research remains in contact with general human concerns. The classroom is the primary locus of such contact. Students, in turn, need to recognize that their college education is above all a matter of opening themselves up to new dimensions of knowledge and understanding.
It is more a matter of students moving beyond their interests than of teachers fitting their subjects to interests that students already have. Students readily accept the alleged wisdom that their most important learning at college takes place outside the classroom. Many faculty members — thinking of their labs, libraries or studies — would agree.
But the truth is that, for both students and faculty members, the classroom is precisely where the most important learning occurs. See next articles. When practical skills outweigh theoretical understanding, we move beyond the intellectual culture that defines higher education.
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