Pictures from an Institution

Jarrell, Randall

doi:10.7208/chicago/9780226120522.001.0001

Cited by 2 publications

(1 citation statement)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…regarded as incompatible with teaching. Intellectual ability, as any other, can be used in the service of economic, status, and manipulative goals; and novelists and other writers have at all times delighted in depicting these motivations at work on the college campus, however disguised by purported scientific or scholarly considerations (cf., most recently Barr [1958], Jarrell [1954], McCarthy [1952]). In a typology of teachers it is necessary to distinguish the relative degree to which nonteaching and/or nonacademic motivations compare with the teaching and/or academic ones.…”

Section: General and Specific Characteristics Of The College Teachermentioning

confidence: 99%

Personality and Interpersonal Relations in the College Classroom.

Katz¹

The American College: A Psychological and Social Interpretation of the Higher Learning.

View full text Add to dashboard Cite

I recently received a letter from a colleague who teaches at one of our most serious-minded colleges. He had just finished giving a course which he had offered several times before. This time he felt things had clicked, he was sure of his material, he thought he was getting his points across and he enjoyed himself. To his astonishment he found that only two students had enrolled in the course for the next year. He could not understand why. Now one might speculate as to the reasons. It is possible that scheduling was an important factor. My colleague's section had been shifted from the spring to the winter term, and a second section was to be given by another man in the spring. Perhaps other quite extraneous factors were at work. But it is Note. This investigation was carried out during the tenure of a Special Research Fellowship from the National Institute of Mental Health of the United States Public Health Service. The ideas here presented have an empirical base in an interview study of university faculty carried on by the writer, Ruth Johnson, and Ving Ellis at the University of California in April and May of 1959. This research is now being continued by Ving Ellis and myself. Much of what I say is based on my experience and observations during almost 15 years of college teaching. I have not hesitated to present my ideas in a more comprehensive and conclusive fashion than my research and experience justify because we need ideas above all to have some significant hypotheses to test. Special acknowledgment is due to Professor Gail Kennedy and to Natalie Katz. This study has been carried on under the auspices of the Department of Psychological Medicine at the University of California and its director, Saxton Pope, provided both inspiration and encouragement.

show abstract

Section: General and Specific Characteristics Of The College Teachermentioning

confidence: 99%