The Undergraduate Experience: Exploration in Human Ecology

By Taylor, Ericka | Human Ecology Forum, Winter 1996 | Go to article overview

The Undergraduate Experience: Exploration in Human Ecology


Taylor, Ericka, Human Ecology Forum


The College of Human Ecology is distinguished by its community contacts, extension programs, and land-grant mission to the state, all of which enrich its academic programs immeasurably. New Human Ecology students are introduced to these and other aspects of the college through an expanded orientation program. But the real undergraduate experience is best portrayed by the stories of the five outstanding New York State students profiled on these pages.

There was a point in time, according to Charles McClintock, associate dean of research and academic administration, when a student could graduate from the College of Human Ecology without fully realizing what fields were studied there. No more, he says. The college now ensures that incoming freshmen and transfer students know the breadth of what Human Ecology offers.

The answer is a one-credit course, Human Ecology 110, Exploration in Human Ecology.

"We've always done an extended orientation for new students," McClintock says. "Five or six years ago we decided to focus on the multicultural teaching environment. We offered a faculty presentation and then an hour-long discussion in which students broke into small groups and met with faculty members to discuss the issues."

Although that program was successful, McClintock says it couldn't accomplish all the administration's goals.

"We wanted to introduce students to the full range of subject matter in the college at an early stage so that they could make intelligent choices about courses and majors. We also wanted to continue the close contact the students had at the beginning of the year with the faculty. We couldn't do all of that in two hours, so working with the faculty educational policies committee, we decided to establish a five-week course."

Human Ecology 110, in its second year, has a structure that's similar to that of the original one-day program. There is a faculty presentation before students break into small discussion groups with faculty members. The difference is that four of the lectures are team taught and focus on the college's four areas of content: nutrition and health, economic and social well-being, human development, and environmental design and technology.

McClintock believes the team teaching approach is particularly beneficial to new students. "Two faculty members from different departments teach each lecture, so students can see how different departments contribute to the four program areas."

This year seventeen faculty members - representing each of the departments - participated as discussion leaders, says Jennifer Gerner, assistant dean for undergraduate and graduate studies. "Nearly all the freshmen and transfer students participated in the course. We are still experimenting with format and content. In the future, we might try having a single theme across the five lectures. We also are hoping to provide incoming students with readings in the summer so they can prepare for the lectures."

The first lecture of the course, which McClintock taught last fall, is an introduction. He discusses the need for respectful discourse about a full range of values and ideas that pertain to college subject matter.

"The basic point of that first session is that this is an intellectual community; ideas are a core part of the business we're in." Neither students nor faculty members can fully benefit from this environment, however, if they aren't willing to engage in civil discourse about controversial subjects, McClintock says.

"We need to do a better job of exploring ideas, especially conflicting ones. In every course we should be broadening the ideological spectrum where that's relevant. The faculty need to bring out conflicting points of view on subjects involving value conflicts. Let them present a model of how you use logic and data to think through these difficult questions."

McClintock notes that though some professors "shy away" from controversial topics, there are those like Stephen Ceci, professor of human development and family studies, and Elizabeth Peters, associate professor of consumer and economics housing, who are willing to embrace a volatile issue. …

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

The Undergraduate Experience: Exploration in Human Ecology
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.