# LCMS Convention Proceedings_St. Louis Missouri_1944_S516
# Machine transcription, uncorrected — CHI Digital Archive (demonstration)

. Report of Board for Higher Education ~ 517

jh ld be outlined, so as to present the scope, the sequences
ibject: matter, the approximate time given to each unit, and the

ocedures . to be employed. Those who have prepared:
use ‘will testify to the fruitfulness of the effort.. Obviously, joint .
jatation by the instructors working in one subject field on various

ecessary.

‘

“Instructional problems might well engage the attention of the
e. faculty once each month.. A committee might provide. the
“for papers and guide the discussion. Properly carried for-
ard,” -guch a program is more productive of good teaching than long
: ussions of disciplinary matters and the handling of administrative

3: The presidents should be encouraged to exercise a greater meas-
ire of supervision of the instruction. ‘This is considered so important
unction of the president’s office that he should be relieved, if
essary, of other duties to provide the time for it. Existing tradi-
s may make this a delicate and difficult procedure. Unexpected
visits: at random are not desirable. If both professor and president
e aware of the existence of a problem in instructional procedure,
if both sincerely feel the need of a solution, then unobtrusive,
ay friendly visits to classrooms will be welcome. After every visit a

fiendly conference, less in the spirit of advice giving, more in the
ework of joint attack on the problem, will be productive of

4. Semester examination questions, probably together with the
rrected examinations, should be filed with the president.

'5. At the end of every semester the registrar might post a dis-
ib ion of the grades given in each course, together with the averages
grades in all.courses combined. All too lenient and excessively
vere grading both would tend to disappear.

The instructors should make efforts to measure the results of
nstruction more accurately. Standard achievement tests should be
ed.in subject fields for which they are available in order to obtain
a comparison with the achievements in non-synodical schools. Ob-
jective tests, carefully prepared, might well be combined with the
essay type, so as to provide a greater coverage of the field.

:’ More use could be made of the scores on intelligence tests.
y Classes might be divided on the ability basis. Assignments could be
t justed to’ provide for differences in student capacities, thus provid-
ing more individualized instruction.

‘8. One of the most important measures is teaching students how
to study. This might well be started during orientation week, but
ould be followed up throughout the year. Effective methods of
y are not the same for every subject. Each instructor must be
responsible for teaching his own students desirable habits. | In
general, there should be more diagnosis of students’ difficulties, fol-
lowed by considerably more remedial teaching: So, for instance,