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Most Johnston students suspect that the best Redlands students are Johnstonians. Many are convinced of it. Academically, Johnstonians have the dual reputation within the University for sometimes being late, skipping class, or not doing homework, but on other occasions being the most interested, the most thought-provoking and hard-working students on Campus. From my experience with what makes many Johnston students tick, I would charge that the former reputation is likely prevalent among more ossified and self-righteous teachers, while the latter is prevalent among the flexible, eager-to-learn-from-students variety.
Some aspects of the Johnston academic program remain generally undisturbed. These parts are the individual parts of an education, especially the graduation contracts. Class contracts seem to work for some students, though for some it sometimes becomes more of a task than a part of the education. The programs, once an essential part of many Johnston educations, seem to have taken a back seat. Without the vision and integrity of the programs founders, and because of a loss of funding, the programs have been discontinued without replacement.
Johnston learning experiences are primarily instructor-centered. A number of these experiences take the classroom format (often with a student in the role of leader). The professors -- especially those who are more University and less Johnston -- seem to be acting as facilitators and planners, discussion-leaders, rather than Expert Learners. ``How can we become less course-oriented but not lose our contact with faculty?'' a senior asked. [SEE FOOTNOTE]