'I'o:
From:
s·;i:,;;:;::. t1:'-J:1Vl2~!:mrv Of N};W YORK AT AUM.NY
'14·00 Washington Avenue, Albany, 1\1. Y. 12203
MEMORANDUM
University Senators
Allan A 0 Kuusisto
( :; ·, ' ·; . .:.;t
\,.·.·
.·:. ',··
'
~:.'' : ':
The next meeting will be held on l\11onday1 March 16 1
at 3:00 p. mo in the A ssemb1y Room of the Campus Center.
3/11/70
10
Executive Com.mittee Report
2. Reports of Senate Councils
30
:t?ro1)osed am.endm.ents to by-laws
by Jack Schwartz (Attached)
4:. Any other business
Cnble Address SUALB
.....
To:
From:
Subject:
STATE UNIVERSITY Of NEW YORK AT ALBANY
1400 Washington Avenue, Albany, N. Y. 12203
MEMORANDUM
University Senate
Executive Committee
Report For Meeting of Senate of March 16, 1970
For Information:
1. ChancelloT Gould has responded to the letter sent to him by
the Chairman of the Executive Committee concerning funds for the
West Podium Extension. A copy of the Chancellor's letter is attached
to this report. President Kuusisto reported to the Executive Committee
at its last meeting that owing to our efforts~ $10 million has now been
included in the 1970-71 Supplemental Budget request by Central Office
for the West Podium extension.
2. The Executive Committee discussed the Resolution presented
by Senator Kamp concerning the department of Rhetoric and Public Address.
The committee felt that it lacked an adequate factual basis for any recom-
mendation to the Senate and therefore referred tre proposed resolution
to the President with the request that he undertake an investigation of the
matter and report back to the committee.
3. Upon the request of Robert A. Cooley, Executive Director of
Faculty-Student Association, the Executive Committee has appointed Bruce
Marsh, Professor of Physics, to be member of the Bookstore Advisory
Bo.ard.
Respectfully submitted,
Alfred P. Finkelstein
3/11/70
518 • 457-3300
Cable Address SUALB
STATE UNIVERSITY OF NEW YORK
THURLOW TERRACE
,b,LBANY, NEW YORK 12201
OF"FICE OF" THE CHANCELLOR
Dr. Alfred P, Finkelstein
Department of Chemistry
State University at Albany
1400 Washington A venue
Albany, New York 12203
Dear Dr. Finkelstein:
. February 19, 1970
Thank you for your letter on behalf of the Senate of the State
University at Albany, which expresses the faculty's concern about
the exclusion of construction funds for the West Podiu:m extension
from the State University's 1970-1971 capital budget.
As you may know, Dr. Kuusisto and others in the faculty
and administration at Albany have brought to my attention the seri--
ousness with which they view this problem. I am enclosing a copy
of my December 5, 1969, letter to Dr. Kuusisto, explaining the cir-
cumstances in which the University finds itself.
In the past few weeks, the State University staff with the co-
operation and assistance of the carnpus has been able to work out a
reasonable phasing of this large and costly project. On the basis
of this new approach, I believe that it now will be possible for m.e
------ -- -to-reeemmencl-that-the Univers-ity--'f-rustees-request a suppl-enrental-
budget appropriation of approximately $10 mi1lion to enable con~
struction of Phase I of this podium project to be initiated in the
1970-1971 fiscal year. If the Budget Office and the Legislature ap-
prove, then such a project would be among the large group from
which State University will have to select priorities for construe~
tion. The extent to which we can comrnit 1.970-1971 construction on
all of our campuses will, of course, depend on the total of financial
resources available to 'LIS in the year, a dollar figure not yet iden-
tified.
I appreciate having the understanding and continuing patience
of the faculty and adm_inistration at Albany as we strive together to
· overcorne our handicaps and accomp~isl{:}ur objectives.
Smce~·el~j·
~
0!.
·~,
':::1 l\) tf-c--, .. t_£, ____ .. ,.
r
cc: Dr. K.uusisto
San;rue1 B. Gould
.,...-----··
' ...
SENATE OF THE STATE UNIVERSITY
AT A.LBANY
Minutes of the Meeting of March 16,.1970
At the hour scheduled for the· convening of the Senate, President
Kuusisto read to the Senators and a sizeable gallery a formal statement
on the events of the preceeding weekend and responded to numerous questions.
At 3:40 p.m. a quorum being present, Vice Chairman Finkelstein
called the Senate to order. The minutes of the previous meeting were
approved with noted corrections.
1. Senator Johnson's motion that the agenda be set aside so that he might
present a special motion was approved unanimously. His motion was as
follows:
11Due to the prevailing atmosphere of the University community
and need for education and discussion at this time, we hereby propose
that the University be '6pened urr Thursday and Friday of this week
for the purpose of dialogue.
1. that normal classes be cancelled on these
days to free people so that they may participate
in the dialogue.
2. that all members of the University community
be urged to participate in this dialogue."
The discussion was extended, though there was almost no opposition to the
-------- ---proposal,;- and focused on- how-structure€1-the dialogue-oug-ht-to be.--The-Senate- ____ _
approved a motion to allow Jeff Wasserman to speak on plans being made for
the dialogue. The motion authorizing the dialogue was approved by voice vote.
1. 1 A motion by Senator Neufeld that the Senate meet on Monday,
March 23 to consider the outcome of the dialogue was held out of
order at this point.
2. Report of the Unde,rgraduate Academic Council
"1r,.'··
2. 1 The Council's proposed regulation concerning the minimum
rate of progress to be expected of students enrolled in the E. 0. P.
program was approved by a voice vote. Also approved was a
policy statement on admission to the business education program.
- 2 -
2. 2 The Council's proposal to waive the second year requirement
of physical education for women was amended to include men and,
as amended, was approved unanimously.
3. Report of the Student Affairs Council_
3.1 On item I of the written report submitted by the Council the
action of the Council was endorsed by a voice vote.
3. 2 A motion to approve the action taken by the Council relative
to the confidentiality of student records was approved without
dissent after a brief discussion.
Senator .Aceto suggested that when a Senate bill is referred to a
Council for study and/ or action, the Council should in most cases
invite its originators to discuss the matter with them before
coming to a decision.
3. 3 The proposed modification of living arrangements in Melville-
Steinmetz Halls was approved by a voice vote. Senator Chesin had
called attention to the 7-5 vote on this matter in the Student Affairs
Council as evidence of serious reservations on the part of some.
4. Personnel Polic.ies Cou9cil
4. 1 It was moved that the Senate approve as a resolution a circulated
copy of an action at Binghamton calling for the adoption by SUNY
of the salary schedule now in effect at CCNY.
4. 2 Senator Stephenson offered an amendment which would extend
--tne-prlnciple of paritywith-CCNYto-teaching-assistants-and-would-
abjur increases in faculty salaries until equitable adjustments for
teaching assistants had been achieved. There was an extended
discussion of the disparity in compensation between teaching and
research assistants at SUNY Albany and other institutions. A
corrective amendment added "teaching fellows" wherever the
word "graduate assistant" was used.
Senator Cobane 's motion that the matter be referred back to the
Personnel Policies Council for the formulation of a more carefully
worded statement for future Senate consideration was approved by
a voice vote.
- 3 -
5. Report of Council on H,e~.ru:.c;h.
5.1 The Council's report on the status of
1 classified" or war-related
research stimulated a number of questions. ''Will the Senate be
notified if the Trustees approve the conduct of some classified
research?" "Will the Council on He search consider objectionable
sources of research funds as well as whether or not the research
proposed will be
11classified?"
6. Librar:y Council R~
The Council's written report prompted an observation concerning
the Council's repeated delays in acting upon matters before it.
This report1 it was said, seems to repeat what was said in
previous reports.
7. :t,>ro2osed amendments to By.- Laws
When the Chairman called for consideration of item 3 on the meeting
agenda, Senator Schwartz announced that he wished to withdraw his
proposal.
8. Other business.
8.1 Senator Deuel presented a written statement relating to a poll
conducted by the Ad Hoc Faculty and Staff Committee on Senatorial
A utm rity. He pointed out that more than an absolute majority of
the faculty hae-
approved an affirmation that "any action by the
Senate beyond the governance requirements of the University
cannot be considered representative of the entire University
--- - - ----- -
faculty~ 1 ---- -
---- --- --- ----
-- -- --- _____________ _
8. 2 He then moved ''that the Executive Committee prepare ann
present to the Senate for its consideration a statement of affirmation
with respect to already existing rules of procedure (A rtlcle I,
Sec. 31 of the Faculty By-Laws) which limit the Senate's jurisdiction
and its agenda to matters pertaining to the academic governance of
this University." At the suggestion of another Senator, the mover
agreed to drop the word "academic" from the last phrase of his
motion.
There was a brief discussion in which it was asserted that the
Senate in passing the anti-Vietnam War resolution had not purported
to represent anyone other than itself and had not acted as a "political
arm" of the University.
jl
.,
...
- 4 -
9. Discussion of the motion was interrupted when the absence of a quorum
was noted by a member of the Senate and confirmed by the Chairman after a
count of the number of Senators present. The Chair announced that it would
entertain a motion for the fixing of the time of the next meeting of the Senate.
10. A motion was made that the Senate adjourn until 1 p.m. Monday, }\/Iarch 23
and to take up at that time the recommendations developed in the course of the
Thursday-Friday dialogue earlier authorized. This meeting time was objected
to on the ground that it would not allow sufficient time for the preparation of
documents for the Senate's consideration. The motion to adjourn was amended
to provide that the :senate would next meet on w·ednesday, March 25 at 1 p.m.
and that the Executive Committee meet on Monday the 23rd to review the results
of the dialogue and to prepare materials for the Senate's meeting. This amended
motion was approved by acclamation. The Senate adjourned at 5:25p.m.
4/9/70
VBS Isla
Respectfully submitted,
Virgil B. Zimmermann, Secretary
For lction:
UNDERGRADUATE ACADEMIC COUNCIL
.. F~n the Period F~bruary 4 - March 3, 1970
The minimum rate of progress for students in the Educational Oppor.
tunities Program was defined as:
"(a) Jt least nine hours of 118 11 must be earned during the first
semester of study if only developmental courses are taken;
11 (b)
A: least nine hours of '8" in credit courses must be earned
during the first two semesters (and one summer session, if desired)
of study in which credit courses are taken.
A student may have
one semester in which he takes only developmental courses; during
the next two consecutive semesters the nine hours '6 11 must be earned;
'~c)
Jt least 18 credit-hours of 11 S'' must be earned within three
semesters of beginning credit courses;
'~d) lt leatit 40 credit-hours of 118 11 must be earned within five
semesters of beginning credit courses;
"(e) it least 60 credit-hours of 11 S 11 must be earned within six
semesters (plus a summer session, if desired) of beginning credit
courses."
However, progress toward a degree is actually expected to go at the
rate of 20 credits during the first year, and an average of 12 credits per
semester for the next two years.
The Council approved a request from Dr. Edith Cobane, chairman,
Women's-Physical -Kducation, -to --w-aive-tlie-requirement of tlre ~~fcona.-ye-a:r- -of---
physical education for the women in the class of 1973.
The Council approved a policy statement on admission to the Business
Education Program:
1.
Admission of a SUNY student at Albany:
a.
Expected to have completed a substantial portion of the
general requirements.
b.
Expected to have started his study in business with appro-
priate lower division courses, especially in the areas of
accounting and administrative services.
2.
Admission of a two-year college student:
a.
Generally limited to a maximum of 64 hours of transfer
credit in courses appropriate to the teacher-education
program,
·•
page 2
b.
At least 30 hours of transfer course work toward the
general requirements is desirable, including English
composition; literature; speech; mathen1atics, 3 hours;
laboratory science, 3 hours; and economics, 0 to 6 hours.
c.
Deficiencies in high school preparation in subjects such as
science and mathematics should be made up at the two-year
college.
d.
Lower division courses in business appropriate to teacher
education programs should be completed at the two -year col-
lege in subjects such as administrative services, account-
ing, business statistics, data processing or computer sci-
ence, finance, law, marketing and retailing.
e.
Study in professional education should be deferred to the
upper division level, i.e. Practice Teaching, Methods, and
Educational Foundations.
For Information:
Numerous suggestions were made in a discussion with Phil Cantor,
representing CURE, with regard to a proposed opinion poll dealing with
the elimination of all undergraduate requiren1ents. No action was taken.
Discussion was held regarding two proposed courses, Uni 300 and
Uni 301, which would allow greater flexibility in independent study and in
offering innovative courses.
The proposal was accepted in principle.
Vice
President 0 'Reilly felt that a University course could not be offered; the
Honors and Independent Study Committee is therefore seeking to implement
-- --- -such co~rs-es through those Colleges-and--SchoOls--that of£erui1.-dergraduate -- --- --- ---
programs.
Should a group, rather than individual students, ask for credit in an
innovative academic activity, the appropriate steps for consideration of the
petition should be:
(1)
the Curriculum Committee of the Undergraduate Pcademic Council,
(2) the Undergraduate Academic Council,
(3) the Dean whose curriculum is most pertinent to the proposed
group project as determined by the U. A. C., and
(4) the Curriculum Committee of that school.
page 3
Once again the S-U grading system was discussed with particular refer-
ence to the choice of symbols to be used.
It was felt that any advantage
gained by switching to a symbol other than U would be minimal, certainly
not sufficient to offset the extra confusion that would result.
The Council
therefore, recommends that the proposal stand as presented to the Senate
on December 15, 1969 and distributed in booklet form on December 30, 1969
by the Office of Vice President for Academic Affairs. A review of the
system as a whole will be undertaken this Spring by the Academic Standing
Committee and in greater depth by the Spring of 1971.
Other groups, such
as a pro-seminar in Sociology, may also undertake studies of the S-U sys-
tern.
Requests for permission to evaluate a Fall semester, 1970, course on
S-U basis should be given to the Academic Standing Committee by March 25,
1970.
Respectfully submitted,
John N. Aronson, Chairman
GHAOUA'I'E ACADE:MJC COUNCIL
F'or the Per:i.od li'ebrtiary 1 -· 28, 1970
l~'or InfoX"lll.at :ton:
'J'he Council had two regular meetings during this period.
l.
'J'he Counctl appointed Hr. DenniS DeLong, a s Lud.en t member of the
Council, to the Comrrd.ttee on Revlew of Grad.uat(~ Programs.
2.
The Council requested the Department of History and Systematics
of Science to submit for consideration a graduate program leading
to M. A. and Ph.D. d.egrees in the Hi.story of Science to be sub~
stttuted for the Department's current prpposal in History and
Systematics of &>cience.
3·
'Fhe. Dean of Graduate Studies reported to the Council an invita-
tion from the Ca.rnegie Foundation to submit a proposal for a
grant from the Foundation to support a. pr«J•ject in 1970·71 for
the planning anc1 develOJ?ment at Albany of programs :tn the arts
and sciences designed specifically to prepare teachers for
two-year and four-y·ear colleges and which would lead to a new
degree of Doctor of Arts.
'rhe Council approved in principle
th~ development at this University· of graduate programs leading
to the degree of Doctor of Arts.
4..
The Conunit;tee on Fducational Policies and Procedures reported
the results of its review of the University foreign language
requirement for the Ph.D. and of procedures associated with
!peeting the requirement and presented a series of recommendations.
After discussion, the Council voted to recind the University
requirement that each candidatE! for the Ph.D. demonst;t'ate a
competence ln at least one a:pp:r.opr:l.ate foreign language and,
instead, to require each candid.ate for the Ph.D. to demonstrate
through exrun:tnation a :reading knowledge of at least one foreign
language and/or demonstrate competence in another appropriat.:1
~- _____________ resear_ch_j:,Q_o}.,_d.epencling_on the_ prQgr~_.__The new policy becomes
effective tJUile 1·5, 1970.
1"he ftt11 staternent-·will be attac!lled--t~6------ -- ---
th(-) next :r·t~port to the Senate after distribution has been made
to the colleges, schools, and departments concerned along with
nec.r~~ssa:ry explana:to:ry material.
5·
'l'he Gouncn, on recommendation of the Committee on Curriculum
and Instruction,, voted to f!.pprove and recommend to the Senate a
graduate program in Italian leading to the degree of Master of
Arts to be offered by the College of Arts and Sciences in col~·
le.beration. with Ht:'trpur College of SUNY--Binghamton.
The Council
also voted. to authorize students·in the Italian program to complete
a substantial portion of the program in approved study at the
University of Rome instead of Binghamton.
A statement of the
program and the inter-institutional arrangements needed to
implement it vrill be presented to the Senate for action in Aprj.l.
STATE UNIVERSITY OF NEW YORK AT .ALBANY
ALBANY, NEvv YO'R.K 12203
~1 E
~~ 0 T< A N D U
1·~
TO:
University Senate
FR0t·1:
Student Affairs Council
DATE:
~1arch 11, 1970
The Student Affairs Council, meeting on f11arch 6, 1970, took action
on three proposals which will be presented to the University Senate meeting
on t1a:rch 16, 1970.
The Student .Affairs Council had been asked to consider two proposals
brought before the University Senate at the meeting on F'ebrual.7 16, 1970.
These two proposals were discussed and acted upon as follows:
I.
Statem.ent of Proposal by Jack L. Schwartz: If requested by ten
members of the University community, any individual on campus for the
purpose of rec!'uitment shall be subject to a public hearing on campus,
to answer questions peX'ta:i.ning to his intent and purposes.
If after
said hearing, ten members of the University community are not satisfied
with the :recruiter's purposes~ his privilege of campus recruitment shall
be decided by vote of this body (tJnive:r:'sity Senate--SONYA).
Action taken:
The Student Affairs Council voted unanimously to reject
th.e prOi)os'"a'i and to continue the current policy in rer,ard to recruitment.
Rationale for action:
-
--
1.
The present policy is clearly stated and has been affirmed and
reaffirmed by the Central Council, Student Affairs Council,
University Senate and the University Council.
2.
A similar proposal Has presented to the Senate in February, 1969,
and was voted down after the results of the student referendum
were :reported.
Open recruitment was reaffirmed.
3.
The College Placement Council (a national organization) adopted
a statement supporting a policy of open recruitment.
The
reciprocal placement agreement might be jeopardized by a change
in policy.
L~.
The present economic situation with difficult job placement
opportunities for college gr•aduates makes it even more important
to keep all avenues of possible employment open to students.
5.
A letter from Chancellor Samuel Gould supported a policy of open
recruitment on all SUNY unib,.
University Senate
- 2 -
~1arch 11, 1970
II. §.tatement ,o;S. PropossJ. by .Jack L. SchHa:rtz and John 'Reilly:
To p:t~otect
the individual rights and liberty of the students at SONY at Albany,
the Senate :rules that all personal :records are to be made totally con-
fidential, clos13d to all except by written or personal X'equest by the
student.
All of these reQords (academic, disclplinary, medical, etc,)
are to be open to the individual student.
Action taken:
The following motion Has carried by unanimous consent:
~lher'eas the' State University of NeH York at Albany has complied and
does comply with the NASPA l~esolution of April 15, 1969, on Confid.Emtiali ty
of Student 'Records and Hhereas SUNYA has apparently neve:r. formally
adopted these regulations, the Student Affairs Council :r.ecommends that
the University Senate adopt the NASPA :r.esolution
April 15, 1969, on
Confidentiality of Student 'Reco:r.ds as SUNY f\ policy."
The Proposal
Number II was rejected by unanimous consent.
Rationale for action:
-
-··"-=;;;.:;._..;;;..;;~..:;;.;;..._ ........
1,
The lToint Statement on 'Rights and Freedoms of Students, the section
on records (see attached), and the National Association of Student
Personnel Administrators :r.esolution on Confidentiality of Student
'Records (see attached) have been used as guidelines.
2.
The attached cha:r't indicates cu:r.rent p:rocedu:t'e in the keeping of
student records for• the areas of Student Affairs Office, Student
Health Service, Counseling Service, J7.egistrar, Financial Aids and
Placement.
I I I ,
~~.~~t_9.t_~t~JYJ:l:.J:~.::.S..t~JDD!.!?!.?!_ J'E.92~§-~l-is>.£._Qg~ duca ~-9..llfl.l Living,:
The
residents and staff of 1'1elville and Stelnmetz; Halls propose the crea·tion
of sanctioned coeducational housinq;,
Melville and Steinmetz Halls are
in effect one st:r.uctural unit, built end-to-end with interconnecting
corridors.
Rather than have these halls treated as two separate units
- - -- - -as-is- current-ly- done administrat-ively -(-Melville-female-;--8-teinme~z-male-)-,- --- ---
we believe that l\1elville-Steinmetz should be vie'~t~d as one coeducational
unit for housing and programming purposes.
A Major responsibility of the present-day university is to give the
student a meaningful education.
In order to accomplish this goal,
education and interaction cannot be limited to the classroom and the
academic podium; it must be oa:r:r.ied on in the residence halls.
In
o:r.der to make the interaction as meaningful as possible, it is nec-
essary that it be carried on among members of both sexes.
(See
attached additional material,)
:Rationale for action:
The Committee on Student Pesidences presented
this proposal to the Student _1\ffairs Council on January 8, 1970.
The
professional Residence staff, the students of Helville-Steinmetz Halls
and the Committee on Student 'Residences supported the proposal.
The
Student Affairs Council devoted th:r.ee meetings to discussion of this
proposal.
At a meeting on ~1arch 6, 1970, the Student Affairs Council
voted 7-5 to support the ~1elville-Steinmetz proposal.
Attachments
JOINT STATEMENT ON RIGHTS AND
FREEDOf~S OF STUDENTS
III. Student Records
Institutions should have a carefully considered policy as to
the information which should be part of a student 1 s permanent
educational record and as to the conditions of its disclosure.
To minimize the risk of improper disclosure~ academic and dis~
ciplinary records should be separate~ and the concH tions of
access to each should be set forth in an explicit policy state ...
ment.
Transcl."ipts of academic records should contain only
information about academic status,
Information from discipllna:t'Y
or counseling files should not be available to unauthorized
persons on campus, or to any person off campus without the
express consent of the student involved except under legal com-
pulsion or in cases where the safety of persons or property is
involved.
No records should be kept which reflect the political
activities or beliefs of students.
Provision should also be
made for periodic routine destruction of non-current disciplinary
records.
Administrative staff and faculty members should respect
confidential information about students which they acquire in
the course of their work.
t A':fiONAL ASSOqATION OF STUDENt PERSONNEL
ADMINiST
"OR'S RESOLUTION ON
CONFIDENTIJO. .. c, ,y OF STUDENT RECORDS
(Adopted April 15, 1969)
\ 'HEREA'S NASPA''ieccgriizes' that' higher education's
c ~ntrol role. is to provide learning experiences thor
v II afford opportunities for intellectual, and personal
owth of the student as well as opportunities for
r search, and
\ HEREAS NASPA acknowledges that the student's edu-
( tion and development is better served when confi-
' ,ntiol information qbout him_ is not mode ovoil.oble
persons other than those who have a legitimate
sponsib1Hty ·tor his personal welfare, and
' !HEREAS NASPA ·recognizes that the maintenance of
udent :records is sound educa-tional practice provided
1 ,at fhe purposes of such record keeping ore to assist
the development of the student or to provide research
lpdrtunities, aJld
·, /HEREJ\5
NASPA~···f-b:~H~~es~··th·at· ·educatiori~JI ·.inStit.u~
Jns should employ the concepts herein to develop
)licies concerning the limits of confidentiality, it is
:cognized that such po!i~ies must be flexible enough
, permit individual professional judgement,
.
HEREFORE, be it' resolved that the National Assacio-
on of Student Personnel Administrators endorses the
>!lowing statement and recommends the following
Jidelines concernino the confkfentiolity of student
•:cords:
As custodians of student records, colleges and uni-
versities assume. on .implicit and justifiable trust.
Thi~ tr:Ust involves a recognition that student re-
cords, both academic and personal, are confidential
to the student and the ins'Ntution. Accordingly, in-
stitutions should -exercise e7.treme care and concern
1n ';recording ';:.nd---dissemido:~ing information ·about
students; and student records should be released
<'>nly to appropriate college or university outbo.rities
within the ·institution, except where the student or
graduate has given his formal consent or where the
--safety of the student and others and/or property
is endangered. fn· instonce.s where demands for in-
fo~mation as fo a student's personal record, his
bel'iefs, or assdciations cho)lenge the principle of
. tonfipentiolity, NASPA believes that the education ?
~is obli§ate_d tc prepare every legal basis -for-resis:::"
• tonce.
'J I
!'! :"
·,
.
:
,:··
'·1:
.
!
i
I
~.~ N~RA rec-ognize~ and .supports. the need for edu-
• .. 'cd~q~~bijstitutioos to ':nake available information
.~·
,I' i! 11_ ~
•I
r. -,;'
I . •i .
\1
•
ol:JG:ut students for_ research purposes. In rel·eosing'
original data· fa:--
search the institution should:
~oke due core to i- .,,,-;ct the identity of the student.;··
Whenever the limits of confidentiality ore in ques-;
tion the institution should obtain the formal consent;
of the student prior to using information about him !
for research purposes. Before submitting informa-,
tion from student records to the researcher the in- :
stitution should be assured that the research agency:_'
will fo_tlow acceptable standards of confidentiality.
·
3. NASPA further urges that any educational institu-
tion which maintains membership lists for research-
or intra-institutional purposes should adopt the con-
cept of confidentiality, based on the principles of .
freedom of association and the rights of privacy, '
as stated in this resolution and resist to the fullest' ·
any demand for such information. If the educational '
.institJ,Jtion is not willing to exercise legal, as well
as ethical, resistance. to outside disclosures or to the
subpoena process, NASP A strongly recommends that !
no records indicating political beliefs or actions be
maintained.
4. NASp A encourages its member institutions to deve-
lop and implement specific oolicies based on this
statement and the a.ccompanying guidelines cind
consistent with the Joint Statement on Student
~ights and Freedom of Students.
GUIDELINES
1. NASPA believes that disciplinary records ore for
intramural use and as such should not be mo.de
available to persons outside the institution except
on formal request of the student involved. Discip-
linary records should not be forwarded .on transcripts
unless the disciplinary action relates to the student's ,_
eligibility for re-enroll.ment into the institution_!
Intra-institutional us_e should be restricted to the
professional student personnel administrator, who
may interpret the meaning of notations to other
offici-als in the institution when necessary to the
discharge of their official duties.
2. NASPA believes that information from student re-
cords should not be sent to prospective employers
in the private or publ.ic sector or other educational
institutions without the forfncrt---consent-oLth~stu
dent involved. Written reports for prospective em-
ployers and educational institutions should be made
only by a professional staff member, and informa-
tion of a derogatory ~ature should be handled with
extreme core.
3, NASPA recognizes the responsibility of colleges· and
universities to be. responsive to bonafide governmen-
tal inquiries wh¢n notional security or the safety
,-
'
of individua1s is at 1-ssue. nowever, w"''" ''"'-l~~~·~
of this nature are received r-"- ·. the student's con-
sent cannot be obtained,. th,_ ___ ,titUtion should re-
lease only the information necessary to fulfill its
legal obligation.
4. -NASPA recommends that information relative 'to
+he ocodem-ic achievement of students be released
to college or university intramural ~omm1ttees whicn
are considedng students for honors, awards, or scho-
larships.
5. NASPA recognizes that certain information which
appears in student directories and similar _publica-
tions is usually available to the general puclic. Ac-
cordingly, such information may be released without
formal consent of the student concerned.
6. NASPA recommends that colleges o~d universities·
make a periodic evoluoti<'1 of infor;nation placed
in student peronnel records and that only information
related to a specific purpose of the educational in-
stit~tion be collected and moi~tained. It is recom-
mended that a definite time limit be specified for
maintenance of records beyond a student's gradua-
tion or after a nongroduote withdraws fro~ . the
institution. In the interest of research, prOVISIOns
'may be made for the orgomzotlot~- onu .:;.:;ssif;.:.ctio,.
. of information in records that ore to be destroyed.
7. NASPA believes that where a request for confiden-
tial information concerning a student has been mode
and the student has formally consented to the
release of that information, the college or university
is obligated to respond to the inquiring agency. It is
assumed that educational insitutions will respond ac-
curately to such requests, and in a manner which is
in keeping with the statements and guidelines of this
resolution.
Prepared by Division for Professional Development and
Standards
Director, Dr. John L. Blackburn
. Division members, Dr. A. T. Brugger, Dr. Arthur Case-
beer, Dr. Donald Robinson, Dr. Neal Berte, and Dr.
,\Au;.;.. YV~c
Special assistant to the Division on Statement of Con-
fidentiality of Student Records, Mr. Ed Florey
Adopted by NASPA at Annual ConferenceAprillS, 1969
•Joint Statement on Rights and F-reedom of Students adopt-
ed by NASPA April 2, 196B. Interpretations I. Thdt the pro-
vision in Section Ill regarding Student Records that "transcripts
of academic records should· contain .only information about
' academic stdt.us" is to be interpreted to permit the recording
o:f any institutio'nol action whiCh affects a student's eligibility
to re-register at the institution (e.g., suspension or expulsion for
academic or disciplinary reasons).
\
OFFICE
Registrar
Counseling
Center
StvJ.ent Health
-
I
Service
St, ient
Aff:;_irs
RECORD
.
•
I
Student Folder:
1
-Admissions infonma-
tion
I
-Conies of corre~pon-
~
J.
1-
a.ence
1
-Academic informqtion
Counseling and TeJtino
'
e
Information:
p~ycho-
logical~ vocatidna1 2
etc.
Medical and Psych~atric
Records
Student Conduct
POLICY
-Access by university
officials
-Student access to academic
information
-Ac,ademic information trans-
mitted unon request of
student.~
·
-No confidential information
placed in student fclder.
-Confidential Records:
access by Counseling staff
only.
I
I
l
I
-Students have access to
Counseling records.
-Counseling information
mitted upon request of
trans-!
I
stu-
j
dent.
-Confidential Records:
Access by medical staff
only.
-Student may discuss medi-
cal history with physician.
-:Hedical information trans-
mitted upon request of stu-
d.eJlt.
-Confidential Records:
Access by Student Affairs
staff only.
-Students have access to
discinlinary records.
-Conduct information trans-
mitted upon request of studen
!
-~----- ---~--- -----~~~--------~~ ---
COl,~·lENTS
-Files are inactive after
graduation or withdrawal.
-Destroyed after 30 years.
-Policy consistent with
11Retention of Records;!
policy of P~erican Assoc.
of Collegiate Registrars and
Admission Officers
-Individual records destroyed
after graduation.
-Policy consistent with state-
ments of National Board of
Counseling Services and
A .. Trerican Psychological Assoc.
-Policy consistent with
general medical practices
and with practices approved
by .Toint Com .. ,'1lission on
Accreditation of Hospitals.
-Student conduct records are
active for four years; in-
active for four years; then
destroyed.
-Policies consistent with
HJoint Statement on Rights and
Freedoms of Students" and
OFFICE
RECORD
POLICY
CQl\1MENTS
------~----------------------------,-----------------------------------~-----------------------------------
1
NASPA statement onnconfi-
----------------~----------------------~--~--------------------------------_t____::ntiality of Student Reccrds"
Financial
Aids
Placement
Family and nersonal
.C.
•
1 .<-
•
r
I
~1nanc1a_ lniorma-
tion
Personal information
anci. recom:mendatidns
-Confidential records:
Access by Firtancial Aids
staff only.
-Students have access to
financial infornation.
-Financial information · ...
transmitted unon reouest
of student.
-Access by Placement staff
I
only.
l
-Student access to record,
.
exceut reco~~endatiohs.
1
-Plac~rnent record forwarded
to employers on student
request.
-
--·------,-~-.-· -·
--~_;_ ·- _.,_;... ---- '---~:~----~-
i I I
I
-Records are inactive after
t}nee years.
-Micro-filming to be insti-
tuted in near future.
-Records active for 10 years;
inactive for 20 years; de-
stroyed after 30 years, per
SUNY Records Management Pro-
cedures.
-Practices consistent with
ethical principles o£ Col-
lege Placement Council.
,.
., '
MELVILLE-STEINMETZ F~OJ;'b~AL FOR CO-EDUCATIONAL LIVING
I.
Pro:eos.§:_l_:
The residents and staff of Melville and Steinmetz Halls propose the creation
of sanctioned co-educational housing.
Melville and Steinmetz Halls are in effect
one structural unit, built end-to·-end with interconnecting corridors (see chart
attached).
Rather than have these halls treated as two separate units as is
currently done administratively (Mel ville= female; Steinmetz=male), we believe
that Melville-Steinmetz should be viewed as one co-educational unit for housing
and programming purposes.
A major responsibility of the present-day university is to give the student
a meanin(ul education.
In order to accomplish this goal~ education and interaction
cannot b{; limited to the classroom and the academic podium; it must be carried on
in the residence halls. In order to make the interaction as meaningful as possible,
it is necessary that it be carried on among members of both sexes.
II.
Definition:
1.
Adjacent suites may be occupied respectively by male and female students.
Suites will continue to be occupied only by members of the same sex.
We want to
make it clear that by ncoed 11 we do not mean
11cohabitation.
11
2.
The acceptance of this proposal does not mandate the creation of adjacent
suites occupied by members of the opposite sexes·, it simply makes thls alternatl ve
possible.
This will maximize choice vrhile allowing non~involvement on the part of
. those students who do not want to live in a coed situation but want to remain in
Melville-Steinmotz to participate in other aspects of the program.
1.
To provide an atmosphere in which men and women will be able to establish
more meaningful relationships by breaking down
communication barriers that exist
because of unfamiliarity,
2.
To give the male and female residents the ability to learn more about
___ -each otheJ:>-and-the- sex-r0les- eaah- p*ays,--and-thus -view--se~uali-ty- in- a-mere ma-ture--------------
and honest manner.
3.
To enable individual students to learn more about themselves through
contact with other individuals ---$individuals of both sexes.
IV.
Rationale:
lve view this
university policy.
Brubacher (1967-68)
Alden~Waterbury.
proposal as a logical and reasonable progression from past
Various modified co-educational residence programs existed in
and ~·1elville··Steinmetz ( 1968-·69) and currently exists in
Staff opinion of the Brubacher program indicated
11an increase in sibling
attitude toward members of the opposite sex, in spontaneous prograrmning, and in
.the level of responsibility, tolerance, and sensitivity to others".
Their con-
clusion was that this type of program should be continued,
-2·-
1968-·69 brought the first stages of the Melville···Steinmetz program ("Becoming").
This differed from the Bruba.cher exper:i.ence in that staff members of Melvj.lle-
Steinmetz were intentionally chosen for this assignment, students were not freshmen
and the program was not planned and executed entirely by staff but rather by
students and staff work.ing together.
11Becoming" concentrated on inter- and intra.~·
personal awareness and communication.
This year the r~elv:ille-Steinmetz program is a direct continuation of last
year's program.
Previous programs have been based on a.
1'two halls ivi thin onen
physical set-up.
What we are no1-r advocating is increased freedom of choice.
The following excerpts indicate previous support and concern within the
University community for the concepts on which this proposal is partially based:
1.
Part VII (Residences) of the 1969-70 edition of Student Guidelin~
(p. 33) states:
~' ..• Group living offers a significant contribution to the total
educational development of each student as he learns from individuals
of varied backgrounds and experiences.
Harmonious 1i ving ~ broaclened
horizons, and increased human understanding are all desired. results
of the residence experience.
The challenge accepted by the residence
staff is to develop an atmosphere which stimulates growth, encourages
individual responsibility in decision making and judgement formulation,
and provides for acceptance of others as persons of worth to whom the
individual has something to give ~md from whom he can gain .•. Individus.l
responsibility and initiative are essential characteristics of communal
living.
11
2.
The LAAC Policy on Responsibility (October 3, 1968) states:
n ... Our job is to acqua:i.nt the students with their responsibilities and
freedoms through education, not shelter them from these ideals.
'I'his
education should lead to two things -· a stimulation of one's intellectual
appetite and a search for human values •.•
. • . The stud.ents at this University are entitled to what no one has
given them.
They are entitled to the assumption of responsibiHty
beyond the academic, and the opportunity to receive an education in
life and living, which comes by living. n
3.
The 1969 Room Visitation Policy changes, as approved by students e.nd
staff of this institution~ states:
11!t is proposed that the Residence Guests section be changed in order to:
... 2.
give individuals and groups the opportunity to make decisions
rege,rding policies affecting their 1i ving environment.
This would
provide for an increased degree of freedom in the governance of the
group living experience which would allow greater opportunity for
individual students to learn to accept responsibility wj.thin that
environment.n
., .
V.
;particip~~:
We recommend a hall selection policy as follows:
1.
Present residents will still be given top priority but in order to
provide maximum opportunity for participation, we believe that Seniors should
be given top priority to move into the hall to fill vacancies.
Sophomores should
be given the next priority followed by ,Juniors,
As close to an even balance of
males and females as possible should be maintained within this new priority
system.
2.
To provide for the greatest possible cross~section of students, we
recol1l!llend that no organization be assigned for
11group housing" in Melville-
Steinmetz.
3. If at all possible, Freshmen and Transfer students should not be
assigned arbitrarily to Melville-Steinmetz·.
No student should be denied the right
to express his/her preference for living arrangement.
VI.
Time Schedule:
------
1.
Our intention is that this plan be implemented on February 2, 1970.
2. It is important to note that we do not+ view this proposal as a utopian
answer to university residence in general.
However, those students who desire a
~a-educational residence experienc01 should be granted the opportunity.
\\fe can
therefore envision three possibilities for 1970-71 and the years to follow:
a. Melville-Steinmetz vrill continue to be a co-educational unit with
no need for expansion.
b.
More students than could possibly live in Melville-Steinmetz vill
desire a co-educational experience~ and the Office of Residences would therefore
need to designate additional co--educational units.
--- - --- -- -c-. -Students •-interest -±n-c-o""e-duc-ati-ou-aj_--J.i v:tng-wn-1-wane-and-theneed-- ---
for a co-educational unit -.;rill not exist.
We feel that the Residence Staff should be granted the flexibility necessary
to deal with all three alternatives.
VII.
Conclusion:
We anticipate the events of this year will serve as a learning experience;
a learning experience for those living in Melville-Steinmetz and for the entire
University community as well.
This proposal was written to gi.ve the individual the greatest possible
freedom in selecting his 1i ving environment. It is the next logj.cal step in
allowing each student at State University of J~Jew York at Albany to become all
~e is capable of becoming.
(!(»'J.llli111.ll1 J:; l:,:g: X'"f:/'(;.11
bt~tWi!ll'm 'tH,t:t:J. ''t)td.:U.t'Hngs
REiPOHT OF THF: PE:R80~GiJ'1U, POLICIES COUJ'ifCIL
March 1970
For Information
t) ThG s t,;',J .. cornmi tte~e on 6conomio and prof'q)srdonal w;;31fare o:e Loulty has prep~:rred
e report on d5.scrim~Lnation in ret:lri!ttr.(llnt pl€1ns o
This report is append®d G
The study group that co1J.e1 ctr&d th:ts de-t:;a under th(!j dlrect:i.on of Hobert P®t"t4Jngill
5.s now looking into disc:ri.mi.ne:tion in dtllath bene:t'Us.
A study group of' th~:> sub-commi.tt!ilfol on economic
t;~nd prof'ess:tone.l welfer<!b, under
direction o:f:' z;ached.eh Mathew~ hasg~:ttherod datf' on s~:,bbatioal haves r-nd will
present an inf'ormaMonel report shortly..
The study group on st'.h<ry and •'ID rk
lo~::,d :tnwquitj_es, uncb:r dirt~c·L:i.on of Myron Taylor, :i.s also gf:lth~ring :i.nformet5.on
for l"elpo:rt; ~
'l'lw sub··conunH;tel!l will forvverd specifl o re~commemdaticns, through t:1e Personnel
Po11.d.®1.s Counoi1 3 by M~.y or befortll.
2) Th~~ sub--committlllo on parld.ng poHc:tcs e.nd treffic control has rd®a:Jed the
U.s·t of pa~rsonnol viho he.ve be on epprove:1d for spec5 ~\l p~1rking privi legels 5.n
lot 4/,~.
~'h5.s Hs·c i.s b.ppend~td,
The sub-cornm1.tt\iHil
consldetr~d Senator Villano's rGsoluMon calling for e f1.rst-
come flrst-served p&rking pol:i.cy 5.n quad parking lots :rnd r«rjectC~d the nsolut:i.on.
T1"1oo couno:i.l concurred, but r~oomn"qndnd thet Mr. Villtmo meet with tl"H~ sub-
con:un:i.ttwe in ord~r to prC!lsemt hi.s ratioiH>l(B s irJ.C(d :i.t ht?!s brot;'d
:l.mpl:i.c~1tj.ons.
3) ~'he st;b~·oomm1.ttEJe on sooi~>l and c:ha:r.J.te,blfli ooncfflrns has
chalrman, Patr:i.ot& Buch~r,lt®r 1 has had to resign, !:JttdJon
council designated a st<lttu•ing; committee to rlllple ee hor.
K~n Blaisdell (lidson), l''red Cook, Dtnmis Elldn.
been :r.0orge.nized.
Th~
heir :recOlnmende.tion., thttt
~'he m<Jtnb<n·s are
4) The sub-comrnHten•s for prepe.rution of tho faculty h&ndbook is very much i.n nud
of' an ind:i.v:i.dual to take eherg• o:f' tt:us projoc·t.
Some el:;le h~tlp 1.s available,
but e chairmen 1.sr®c(3ssary, and thE! Coun.cH will happily reed ve tiuggestions and
---- --- - -volun"l;t!lt:Jl"S-.-- ------- - -----------------------------------------------
For .Action
-
-u..-.... ~
1~ The sub-commj_t·l:;el!l on 0conorp:lc and professional welfare he.:s considered a
:r*solut5.on forwarded by ·l;;h~ s(mf't® e.t Brockport; rel~t:i.ng to salary ps.r:i.ty
for SUNY :i.nPti tuts.ons and the City Un5 .. v6rs ity of N111w York.
The sub-committe®
endorsed ·the resolu·l;;i.on, thlll Personn~l Poli<des council e.c:ted ff.,voraicly e.nd
now asks the SUNY A Sl!lnct~ to 11mdorse theJ
r«~s olution as lilpp«mdodM vnc1 forward
it to C.Stuart Dube,
Chrd:rm~n of Senate, SUC Brookport.
Submi'tted by
John M. H.eHJ.y,
Ch~irman
•.,/ <':''· ••
·;
Appendix
I
JlX!SClttMINA'l!ION l:N RID:tl1UiiMElil~
0 PlANS
:FtMivill.ty and other !lmi versi ty fmY.Plo,eea tllfllq now Nt:b.•!l!l tmd'.!tlr tme of
tl:ul"l!.ll~ r®ti3e'®tU®nt plans:
~XM
... Oruit'l\~ ~loyee Ret:trem~nt Syste (EBS) IJ and
'r®G.Obell."tJ 9 Ret:' .. rement Systm (9)o fho present t.n.llhcommitteilit wa1 ask®d 'tt{)
1nveat1gate possible differences and 1nequit1es among thomo
Ocmwmsona ere 41ff'lcul.t, but with the help ot Mro Hemey Nau, Ass:l.stant
D8u tor Acadmc Persorm.ol, the foUowi- fiSUHI we».-e uaUlbledp 1tley
r@le.te to the benet:lte that would have been received b;y an em,ployee who
tc(fJtil'~ in Septo 1969 at aa• 6' a,fter having worked for the Utd.va»."aity fell?
25 ye~s durin& which t:tme hie pqo !Ollie from. $6,000 to $lO,OOOo
Tb~~t :t'oUow--
~
tabl@ shews the dit'fennoel in WIOI!Athly retlrfllleDt benet1 ts ancl the "tax"
pJr&IIIOntly 131011 tht~ univusity pa;vroU, for each of thepplans.,
.~S!!
~.JJ!
Dm~
'l"'AA ... OREF
$ 529Q
l2t~6 1o
9
,Slo
20o0 ~
l!lM
730a
l6o5 ~
Nk~o Mau est:lma.tu that there ~
-~g~~~ 500 employetas oov®Nd
by em.ch ot the first two progntU and 50 by the thlrdo
'
ia«Jk. in 1964 when. the Opt1oraal Retir~mertt nan (~-Cl1EF) wu under
j
1
1
,
consi&®~tion the $xperts giving advice to the Univerait~ said that the
tlur11e p:troQ;ll:'amJJ were con:tparabl.e 1mA oo~Uta and bel\r&fit.
But since then ch!ADg\ts
hll.ve b®®n ude as the result of preasuwes 021 the State Lee;is.la:t\U'ta by the
j
CSEA and the msTF o
!he US peo'Jl)le o:r lo~ aervic~t have b~tn puticul.u!¥
~~
t'Et:vo.r~ bJ a st~ pmvimion wbieh ;pui\l$ those with 2' years of aemce
,
mUllbst,ant:h.U;y i\bove those with 20-24 ;yearso l'o be sp"1t.1cfl a lll.U' rot:triq
1
wt y~l!l.r with onl3 24 ye~U"a aemoe wow1.d have rect:Lv«\ owt.r $5BO par
·
________ =~~~~;:~ ~~m~~~o!i~=n!~~~~u:; ~= ~;: ~:: ~;:!t
0~---------~
A :f'artheao etteM ot tltrotOg pr®las-m-Gl groups wtll8 the in~>Z"u.se in 1960
udl 1969 of the retirMl~nt benet! ts paid to those who had rtJtired in il)euoli~r
y~&JN11 Mdv lesa generot!\s pronu1ou than thea b®ne:t'1 t seal® ~@04D!t'Atly flstab:U.sh~
:f4)~ :f'Ut'mll."® 2'®t131.oe$S a
Som\11 of thoatt ll"4!1'bf'O&ati ve :tncr.a<ee W@N as hish u
10~
..
Si!iMll<t Pt\'WM*111tts on this J!.11vel ha4 not been fuMed prav!.ws:lcy' ~ the "tax'
9 oa
cvigo-.t p~~olls had to be 111@lt"~MJJ®Ci to fi~e the high~!' bQC~f'l t&ll to~ both
tb~ C\1\.'re':fr."~llil.t ud the priow z•et:l.lw~elo
iJ!.il~ la.rs• n.um'b~:ws ot IWI!'Auita.w.w itm~lwd
~@l't' ~BS «MlXCoUJYAt tor :Lts ''tax" had~ btlliS!!'ll 1MJ.·~ed ~~Wre thu th19.t to.w EJi1S.,
~mt 110 13::\tm:lle.r increase wu vot~d to ~~I·t a Me;l1er ret1:f.t"®m®ftt b~nett t
l®V@l :roll." the 500 ~-cnmr proteea1o~s, either curren~· ret1r1~ p®rscns
\Ul't' put l\'®till"®Mo !his se~ a S!lltll"ioos 1rn~PaqWI.t;r.,
~h©wlgh soo® m9¥ tey tc aJ!&~e tbat t'kA® TIAA..,C~EF p~pl@ ha.ve spooiwt
WlvMt~l!~~~ smcb aa p~ea1t111 wut®d illll 1~lt111vtduttl accoul!lts altM11 a putiaJ!..
inflat1©Wl h~dlg~ tll.n ~
$
thes~~t~ :t\~&tWl."®$ m'!ltSt haw be~mJ. w®iib®c.li iWJ ·the b~c~
in J.9t)».u. 'Vlh~la th® tlllt"t~ll!l plMs W®~ll') ct\l.l18d ooq.~.1l.e in cost alllld b®J.ll®ft:t.. It
\liiq.Uli111al®JAt at that tim®, tb.®n lll1bU''~J· !l!.ot ®qm va.'JJ.II(j!ilt today o
It S@®IMJ l1k4!l1ll;r
tpJ:Mtt ©ltiJl-:y·
1iih®ill."
f~illlllll:'~ to ltnow tbat th~W' a.r~ timJ@:t~•:tmiMt®~l agl!l\.itU<~t lt<!~i\1\
t;b.~.l.lll t;dJL®ffllt.,
I
I
.Appendix q_
The following pe,~sonnel havo br:.:E~n appr·oved for: ~special parking
pt" ivil ugcs in lot #::l.
Dr. f<uusi.!:Oto
Dr. 0' F.Zeil ly
Dr'.
Dr'oes~3lEc>r'
Dr. "Thorne
Dr. Olson
AD 2·49
AD 201
AD 23'1
AD 125
AD 326
Dean Perlmutter··
S.S 1 ·12
Dean Haynes
BA 31 3
Dean. Myren (2 car'cis)
F.JC 114
Dean Garclnet~
ED 2·12
Dean Verschoor (2 carcls)t\D 240
Dean F:-<:-:l.t~ley
Dea:'l Major' (3 cards)
Dr. Geiss
M i::;s f<ane
Dean Ticknet" (3 card::,;)
Dean Morris
Dean Fzooney (2 ce:lrcls)
Dean Flinton (2 car,cl.s)
Dean D•?.e;·'i.nger
U L.B 91
BA ·108
BA 108
E-3A 108
SL. i 05
AD 2·18
F'C 1 i 6
AD 225
Miss Hcl.stlngs (2 cards) UL i 2~-3
Dr. Miwa
Mr. Stieret~
Dr·. Chesin
Dean Mathews
Mr. D. Sn-,ith
Dr·. F~eilly
Dr. F~owe
Di'. Mar't in
Assoc. Dean Colrnan
A~>-Soc. Dc~an Fri~>ch
Assoc. Dean Wheelm'
Mr·s. L .. ois Gr'egQ
IV\ i~3 :::; f2.clsa ll
Mr'. l __ ucarelli
Dr, ,John Tuckm··
/VIr'S. E::.
r-~·r,icdniCtn
D. \tVhi tlock
Gar'r'y Pc;!.:r-'c
.._}. U t:G~I''ITIC.U"k
-..1.
H.::tr-·ti~:J :en
,) .
H.:tSJCJ.:~!~t:y
AD 202
AD 332
AD 128
AD 3·45
AD 32Cl
ss 3~~8
AD 127
AD 339
E3A 20
E:iA ·1 15
AD 3~358
EV\ 1 ·1 ·1
AD 331'
AD 3:3LJ.
AD ::n1
President
VP for' Academic Affair~:;
VP for' Research
VP fOI" Student Afra irs
VF.:J for IV\gmt. & f;:)lanning
College of Ar't.s. & Sc-:iences
School of Business
School of Criminal Justice
School of E:ducation
College of Gener·al Studies
School of Library Science
School of Nursing
"
"
II
I!
GSPA
University College
Scf--,ool of Social. Wcl fare-~
Grc:-1.duate Studies
Acader-nic Dean
L. ibrar' ian
As:::;t, Vf::J for Acadernic Af!'airs ·
Asst. VP for' IV\gmt & Planning
Asst VP for· Sl:udent Af'fa ix's
Personnel Adrnini::;:;tt--·atlon
In~;titutional F:Zesearch
Instructional Resource:::; Center·
~:)urnnler' Sessions
Humanities
.Science f.'Y. Mathc'lmatics
Social Sciences
Student A ITa. irs
F<e~;icJence
Spm1so~"E.Xl F'uncls
Coun";el ing
Al UtTini
Fina.nc i2t1 1\ i.e!::;
F<.e::; iclence
F'urchas ins;J
Uucicv;~t
r: \.1 t 'C !·k:1. .,~ i nq
.... 2.-...
Dr. Schick
AD ::-21]5
Mt'. Seymour'
AD ~~4·4
Dr. Spetlrnan
PC ~~ '! ()
Mi''. VanDyck (2 carc.ls)
AD 233
Dr~. Car··r'i.no
D "145
Mt'. F~. Cooley (2 cards) D ;.20~3
8ar·ba.1·'a Gres:;g
AD ~.~2~
Marie f·laggerty
AD 3~35
Florence Str·ope
AD E:-'3 2·1
Council Member's
J. Vancler--bi.l t Straub
f-linr-nd.n, ::::;traub, Pigors & Manning
90 State Street
Albany, N. Y. 12207
Mr·. 1-lar'r·y 0. L.ee
Lee_, t .. eFm'eE:>tier~,
251
F~iver· St.
Tr'oy,
f·~. Y. ·1 21 flO
Frost & Garvey
f<enn:;)til E:. Ruhi"rnaster'
Fir·st Nati.ona.l 13a.nl< of' Scotia
Dox i :::~L'i-3
ScoUz:1., N.Y. ·1 2~~o;:~
Dr ..... John Fit ippone
5?6 F'r·ov'ldenc:e St.
Albany, N.Y. 1~.2~c)08
,John f~. Hau f
Joh1:1 B. HauF, Inc,
i75 Central. Ave.
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Afb2.tny, N. v-:- 1 ~22oc;
Mr·s, f<enncth S. IV\acAffer·
15 So. Lyon Avt.~.
Menands, N.Y. i ::.::204
Mr. tv\. L.... L .. GV\./
()enera.l [] ec tr lc Co.
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F~ i.ver· F<oad
Schene;ctacly > N.Y. ·1 2:.305
Ar'ro--Arnerican :=:ituclie:::;
Con·lnlunity Relatior!~3
I nter·-;·Arner~ ican S tt.1d ies
F~.SA
F\:::tyr'oll
i:Jurchasing
Print Shop
,' ·' '''"
Ft"ank l<l"iVo
Harold l<r'istjansen
Reno l<nouse
AD
AD
BA
"ll~ t5
I H3
·J2f::"l
Vito G'ioia
[:::C) 2!JC3
Edwm··d Sipay
[J) 2?Ci
.John Slocum
. AD 2~~3D
f=<.ober't Andet'son
AD 3C:l4
David Fother'irlgham
AD C)41
It"Ving Bonawitz
E3A
~J·I £3
Mrs. El inor·e 1·1. 1·-Jem<:>tcr'.d
.John Ccv>tock
B.!\
Dit··cc·~of··· of Adrn"i.<O'>c>ion~3
r:~q.J i!:; ti''<Jr
School of t.::ducati..on (physical)
.::;cf·l,"."lol of' L:cit.!Cc'ltion
53chool of E::ciLICi:"l.Uon
L!·ir•ector·· of' J nterYi<::< .. t'lon;;tl FJI''OS:.Jt'E!.n:s
.:?3upcr-visoi·· of' Off····Ci:>.i'npus Stud::cnt Te.:'chc·(·s
Sp;J.cc Anc.tly~:'t
Scho<)'[ of DuEdnc:-:;~;
Univer"·::c;ity Counc'Ll.
Sch'.lOl o;' 1:::\usino::;.c:;
Appendix III
BE IT RESOLVED that the Senate of the State University of New
York at Albany encourages the President, in concert with presidents
of sister institutions, to seek implementation of a means of achieving
parity with the City University of New York:
1. Teaching faculty should receive a nineteen per cent
across the board increase.
2. Teaching faculty who do not reach the minimum salary
through the nineteen per cent increase will receive
an additional increase '"d:ID the amount needed to reach
the minimum of CUNY.
3. Teaching faculty will receive an additional six per cent
merit and/ or inequity increase to be distributed under
existing procedures for merit and/ or inequity.
4. A minimum salary for 1970:
Professor
Associate Profes$or
Assistant Professor
Instructor
$21,240
$ 16,760
$ 13,760
$11,960
5. Teaching faculty will receive their normal service increments
__________________ when_due_,in_addition_to_the_for_egning. __________ _
6. Non-teaching members of the professional staff will receive
a nineteen per cent across the board increase plus six
per cent merit and/ or inequity. Additional compensation
will be provided for work beyond ten months.
The intent of this proposal is to bring salaries closer to the level already
existing within the City University of New York, to provide salaries that
are nearer to those already existing in other occupations requiring similar
education and experience, to improve the ranking of professors on the
AA UP standard, to reward meritorious service, and to make a major
step in correcting existing inequities.
Philosophy:
Faculty cons:Lderation of student op1.nwn and subsequent student
participation :in university governance as provided in these gu.idelines
will range aJ_ong a broad continuum.
Their successful :implementation will
depend upon student interest and wi.llingness to participate in a
responsible manner.
The goal should be that students and faculty together
wfulJ:.cguide ,:the L1 COUJl'IS.e can de slb.ape·::the :L:d.§!S 1bfnjl:hof• 'UJ!l:er'uni'\rsn:• S i.ty.
1. Preamble
2.
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w<»
1.1
~I'hese "guidelines" will assist components of this University Center
in carrying out the Declaratlon of Policy adopted by the Faculty Senate on
May 12, 1969.
That Declaration affirmed "that students are entitled to be
consulted and their opinions and. desires weighed in the formulation of
decisions" on academic matters ·and that they "must be afforded the
opportunity to petition for a hearing of their grievances".
1. 2
The Senate action does not impose uniformity of policy and procedure
for student consultation upon the various sub-div:i.s:i.ons of the University.
Experimentation with different forms and structures for faculty-student
dialogue is encouraged.
Statement of Policies and Procedures
· - - - - - - - " ' - - -
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2.1 Primary responsibility for drawing up the statement of poli.c:i.es and
proced:11res, which paragraph B-2 of the Senate's resolution calls for, rests
with the individual academic departments.
This responsibility passes to
the School level for those units which are not departmentalized or which
have customarily functioned as a unit.
Schools should also formulate
policies and procedures for student partic:i.pation in the consideration of
such matters as are appropriately decided at the School level.
Student
participation in the preparation of the statements called for by the
Senate's resolution is required.
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2.2 In general, the "statement'' to be forwarded to the Vice-Chairman of
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the Senate will make explicit the c:ircumstances and manner in which student
opinion will be obtained,, the subject matters scheduled for di.scuss:i.on, the
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machinery to be employed for selection of. student representatives, the
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------- ----gr-ievance--p:t'ocedu-re-and-such-other-~pr_m,dsions_as_may_appr_opriately __ he __ made _______ j
a matter of record as having be~n decided or agreed t9.
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3. ~E.
!£!, Faculty-Student Dialogue
3.1 The mechanisms by which student views on matters of' concern to them
may be ascertained are varied:
a.
Under certain conditions (e.g. size, level of students, degree of
normal faculty-student contact, etc.) adequate consultation may be assured.
through regular meetings--between School and. Department heads and students
in either open session or with limited. groups of representative students.
'I'he periodic holding of such open discussion sessions is advisable even
though other means of consultation have been institutionalized..
b. Appropriate numbers of representative students may· be included as
participants in School or Department faculty meetings and/or faculty
committees,
Student or student-faculty committees may be established. for
specific advisory or other special purposes.
c. Where a formal student organization exists, its dfficers and
committees might be scheduled to .meet periodically with faculty· officers
an¢1. commi ttee.s •
d.
~e~:eJnay be established a jo::l.nt council or assembly having both
faculty· and student membership to which. may be assigned responsibility for
the formulation of recommendations or decisions on matters of common
concern.
3.2 Proced:u.res :for faculty~student discussion may provide for the separate
development of student or faculty judgment for transmission to and consider-
ation by appropriate officers or bodies.
3.3 The respective numbers and proportions of student anc;i faculty members
to be included on joint bodies cannot be determined in the abstract.
.:',
Equality of representation is not obligatory. It is expected that the
representation afforded each group will be suffid:tmtly large to bring out
divergent points of view but not so numerous as to stifle discussion or
ne.edlessly consume the time of participants.
4..
§ubj~ctwmatte:£_~ !£E. J!,aculty-Stude:nt Consideration
4.1 No one can specify, or fior.ese:e· all of the topics which are, or will be,
of concern to students and upon which their opinions .shouliil. be solicited
and. considered..
Students have expressed legitimate interests in many
:f'aeets of academic life. Among their concerns are:
the :nature and content
of the curriculum, the appointment, promotion or separation of teach::l.ng
staff', degree req:llirements, course scheduling, grading, library and labora-
tory f'acili ties and reguliations, teaching methods a.:ncLprocedures, phy·sical.
:f'acil:Lt±es.
Both .now and in the future the<t)l!!l-j:!::n:~ .
.:.:~'i:t..ar.'i!Dlll j.s the desire of
students ·to be heard or consulted.
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9!. ~.:'?.u9!;P..1 §J2okes.~e.~.
5 .1. Although the expression of student views may sometimes 'be adequately
obtained in an open meeting, the continuing f'aculty .. student ·consideration
of matters of educat:tonal policy and practice can normally be best handled
through the involvement of a limited number of' student representatives. In
arranging for the selection of such representatives two practices tending
__________ t_o_bias __ are_to_he_avoided:__one,_mer_e~self_...nomination-on-the-pa;t>t-ot'--------
individual students; the other, faculty selection which amounts to coop·tation.
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5.2 r:P.referred ~e·thods of selecting student represen·bations are:
a.
Through their designation by a formal st11dent organization,
b.
By an objective random sampling method, stratified or not as may be
appropriate,
c.
By open nomination and electi.on in an informal stude:n.t assembly.
5.3 The st1;1:tement of poJ.1.c:i.es and procedures may establish cr:i.ter.ia of
eligibility applicable to the selection of students for participation in
university gover:q.ance.
Such criteria may include provisions to in. sure
eq.uitable representation of different elements of the student body.
5.4 Students may 'be appointed to administrative committees, task forces
or other
11working bodies" on the basis of specific q:llalif'ica:tions and
interests •...
5.5 In emergencies-":"hopefully rare ... ~or when school is not in session,
Scb.ools and Departments are jus·tified in consulting with such of its
student body as is available •
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6 ,1.
Grievance .machinery exists to assure just:Lce through fact-finding
and mediation. In the absence of a campus-wide student grievance sy·stem,
procedures should be devised wh:ich will assure to students the opportunity
to present their complaints and grievances for prompt and equitable consid-
eration.
6.2 Procedures for the receipt and resolution of pet:i.tions for the redress
of grievances ought to meet the following minimum standards:
a.
They should be clear and specific so that students may know exactly
what they must do to present a formal complaint or gri.evance.
b.
They should assure .that the merits of the case are ascertained and
reported by an ind:i.vid.ual or committee other than the person or persons
whose decision, action, or non-act.ion is be:l:ng complained against.
c.
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1hey should assure tha·t a formal statement of a grievance receives
a timely wr:i.tten reply, a copy of wh.:ich will be preserved in the appropriate
University records.
d.
Students who f:ile gr:i.evances or complaints must be afforded
protection against retaliation.
6. 3 Grievance procedures may· be modeled on those applicable to Faculty and
Staff grievances (See:
1969-70 Faculty Handbook, pages 40-4'7).
Alterna..:.
tively, provision may be made for grievances to be presented tp a named
impartial arbiter who will serve as an ombudGman, or to a joint faculty-
student committee.
Notice
7.1 Elemental notions of "due process" dlctate that students be advised of
the policies and procedures which have been adopted to assure them the
opportunity· to be consulted on matters of concern to them and the r:ight to
impartial consideratlon ofpetitions for the redress of grievances.
7.2
2-'he formal statements referred to in paragraph 2.2 above should be
posted on bulletin boards, made available on request to student represent-
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________ ati V'es_,_and _annua~ly·_ex:p~ai:n.ed and discussed with student g:rou:ps so that
questions may be answered and suggestions for change advanced and
evaluated.
State University of New York at Albany
Report of Library Council of Senate
Meeting of March 5, 1970
The sixth meeting of the year took up the following topics:
l. !-Jibrar;t Bu~g~t Form~ Trial application of a proposed
formula will be discussed next month.
?. Inter -relationship 52f Com:Euti!]g Cen~er '· Center for
,Educ~tional Communications, and Universi!;t Library.
No further action is planned at this time.
3. ~ol i.cies regarding Grad~ate versus Under -gradua_!~
Emphasis. University and Senate policies will be considered
in discussing this next month. Concerned individuals will be
asked to express their positions.
4. Library Fine Schedule. A meeting with student representatives
is planned.
Respectfully submitted,
Murray Phillips, Chairman
3-9-70
STATE UNIVERSITY OF NEW YORK AT ALBANY
War ... Related H.esearch :F'rom. AlJ. Facilities of the Univers
To date the Council has had two discussions of the proposal 1 and the follow ...
ing general points have em.erged.:
L
Syrnpathy with what the Council judged the intent of the propof> al to be.
2. The term. 11war--related11 i.t:: subject to a great num.bor of i.ncli:<,riduaJ.
interpretati.ons. H.esearch in such diverse a:t'cas as foreign language
instl'uction, ways of treating burnsp or developing m.ore e££ec.ti.vo
means of com.rnunicati.ons ~ m.ight we·ll develop new J.cnowle dge whi.ch
could be appli.e d in carrying on warfare.
3. Review of SUNY Trustees 1 poli.cy and a consenstUJ that the policy
has been useful and has been adhered to, and i.t ~;;hould be rea£.,,
firm.ed at this tirne.
The policy staternent is as follows:
11 H.ESOLVE~D that any :r.efJearch o:r. resoarch-u:r.elated pro ...
gram.s conducted by perr?onnel of State Uni.ver.sity of Ne·w
York~ carried out in State-operated univerBiti.es or coJ. ...
leges or on State Uni.ve1·sity conho]J.ed premises shall be
unresb:i.cted as to the diEH:1erni.nation publicly of the con ...
duct, progress and results of such reE;earch or ;research-·
related pro g rarn.s; and, be i.t further
HESOLVE~.D tha,t any projects which might be consi.derecl
justifiable exceptions to this poli.cy or IDight require re-
view because of exi:enua .. ti.ng factorr-; shall be subrnitted to
this Board of Trustees for review and final decision.
(66-·2.58) 11
Fu:t:ther, the lvi.i.nutes o£ that Trustees 1 rneeti.ng states the following:
11 The Trustees agreed that there should. be a clear under···
standing that all research a££ili.ated i.n any way with Stat12:
Uni ve rs ity o£ New Yorl"', whether i.t be finance cl with State
funds or fro1n grants .frorn Federal or p1:i.vate agencies~
ca.n ht:tvc no li.rni.tations or restri.ctions as to public d.is···
Berni.natlon of the prog:resf> or results of the rec>earch.
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It was pointed out that it was conceivable that excepti.ons to
this policy might be justified or that sorne projects might
l'equire corwido:r.ed judgment as to whether they fall vvithin
the area of confidential in£orrnati.on or not, The Board ern·~
phasized i.ts strong convictions abont the rnatter, but agreed
that any such projects could be appropriately brought to the
Board of Trustees for cons i.cle ration and final de cis ion, 11
4:,
Consideration of the need for a specific addendun1 to the existing
policyp which adclendurn would 11 ban any resea.:rch on the design and
construction of implen1ents or i:nstrurnents of war, 11
The Council i.:ntends to exarnine the above points and others i.n consi.clerable
depth with wide participation and inter ... mingli.ng of many views.
Open hearings
on an· issue of this lTlagnitude rnay be necessary before the Council cm.TI.pletes i.ts
re coxnm.enclahons.
10 March 1970
CounciJ. on Research MelYJbe:re;:
John M, Bi.rd
H.i.chard Clark
Charles T. O'Reilly
John C. Overbeck
Alice Fuchs
John W. Saunders
------ -M-co<tvtn-Ka:tz ---- -Iti-c.:-}ra:-rd--e, -'1'-e-eva;n-------
J{athleen :Kennedy
J agacli.EJ h B, Gar g, Vi.ce Chai.rman
Earl G. Droessler, Chairm.an
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/v~arch 16 ~ 19'70
Due to tne prevailing atmosphere of tile University Comnunity
a:.:d Lv; nee~ for education and discussion at tais time, vre
!wreby propose t:1a t t:1e University be
110pened up<~ Thursday and
Friday of this week for the purpose of dialogue,
1.
that norrl'Jal classes be cancelled on these days
to free peo:.:>le so that they may participate in the
dialor;ue.
2.
tnat all ne::1.bers of the Univ~rsity Community be
urged to participate in this dialogue.
URGENT NOTICE TO ALL FACULTY. MEMBERS 1
A STATEMENT OF PRINCIPLE arTHE AD'""'H15CCOMMITTEE ON SENATORIAL AUTHORITY
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·-···
Committee Members.
--
Kendall Birr (history)
Vincent Cowling (mathematics)
Alvar Elbing (business)
Raymond Forer (sociology)
Norman Greenfeld (psychology)
Craig Henrikson (anthropology)
Alden Bean {business)
H. J. Dillon (education)
Hugh Smith (education)
Mauritz Johnson (education)
Ao G. Lento (education)
G. Snyder (education)
Robert Shostak (education)
.Kenneth Frasure (education)
Walter E. Knotts (english)
Maurice Richter (sociology)
Harry s. Price (history)
Roger Oesterreich (psychology)
Shirley Brown (psychology)
Roswell E. Fairbank (bus. education)
Louis R. Salkever (economics)
Irving A. Verschoor {general studies)
Edgar B. Schick (german)
Richard Kendall (history)
Albert Mossin {business)
Edward Renshaw (economics)
Malcolm Smiley (mathematics)
Bruce Solnick (history)
Theodore Standing (sociology)
Margaret A. McKenna
(bus~ education)
Hugh T. Farley (law)
Richard s. Johnson (finance)
Harold L. Cannon (accounting)
Frank W. Kolmin (accounting)
Freddie Sabghir (sociology)
Arnold Foster (sociology)
Albert c. Higgins (sociology)
K. A. Vermitye (sociology)
Robert F. Guerrin (sociology)
Irving H. Sabghir (industrial rel.)
Zachariah Mathew (accounting)
Elizabeth Burger (accounting)
\Jilliam M. Diamond (marketing)
Roy A. Klages (marketing)
James M. Lewis (general studies)
Nathalie E. Lampman {community re1.)
We submit the following declaration and statement of principle for
consideration by the SUNYA faculty and stafft
------ - ---THE- UN I-V I:,R-S-1-T-Y -S ~NAT-E-,- B¥-1-T-S-ACT-ION -ON-~~BR UAR-Y --9,-1-9-70,-ASS U M&O
UPON ITSELF THE ROLE OF A POLITICAL ARM OF THE UNIVERSITY, BEYOND THE
POWERS DELEGATED TO THE SENATEa
ANY ACTION BY THE UNIVERSITY SENATE BEYOND THE GOVERNANCE
REQUIREMENTS OF THE UNIVERSITY CANNOT BE CONSIDERED REPRESENTATIVE OF
THE ENTIRE UNIVERSITY FACULTY AND STAFF.
IT IS OF UTMOST IMPORTANCE THAT EVERY FACULTY MEMBER SIGNIFY
WHETHER THIS STATEMENT OF PRINCIPLE AGREES WITH HIS OWN POSITION. A
CARD IS ENCLOSED FOR THIS PURPOSE.
PLEASE MARK THE CARD IN ACCORDANCE
WITH YOUR POSITION AND RETURN IT IN THE ENCLOSED SELF-ADDRESSED
ENVELOPE 1 BY MARCH 6 IF POSSIBI.,E BUT NOT LATER THAN W\RCH 11.
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Members of the University Senate:
Members who are representatives of the Faculty and Staff are
aware of the recent poll conducted by the Ad Hoc Faculty and Staff
Committee on Senatorial Authority. The entire Faculty and Fro~
fessional Staff, totaling 1,150 members, was asked to affirm or
reject the following statements of fact and principle:
THE UNIVERSITY SENATE, BY ITS ACTION ON
FEBRUARY 9, 1970, ASSUMED UPON ITSELF THE
ROLE OF A POLITICAL ARM OF THE UNIVERSITY,
BEYOND THE POWERS DELEGATED TO THE SENATE~
ANY ACTION BY THE SENATE BEYOND THE
GOVERNANCE REQUIREMENTS OF THE UNIVERSITY
CANNOT BE CONSIDERED REPRESENTATIVE OF
THE ENTIRE UNIVERSITY FACULTY,
The affirmations of the principle thus tar received represent
an absolute majority of the voting faculty.
86% of the total
returns received affirm the principle. This result constitutes
a clear call for responsive action by the University Senate.
I THEREFORE MOVE THAT THE EXECUTIVE
COMMITTEE PREPARE AND PRESENT TO THE
SENATE FOR ITS CONSIDERATION A STATEMENT
OF AFFIRMATION WITH RESPECT TO ALREADY
EXISTING RULES OF PROCEDURE (ARTICLE I,
SEC, 3j OF THE FACULTY BY ... IAWS) WHICH
LIMIT THE SENATE'S JURISDICTION AND ITS
----- --~-~-- ------ AGE:tiiDA- TO-MA.TTERS-PERTA-IN!NG-TO-THE--
ACADEMIC GOVERNANCE OF THIS UNIVERSITY,
~~
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REPORT ON THE RECENT POLL OF THE SUNYA FACULTY AND STAFF
CONCERNING THE JURISDICTIONAL IJIMITS o:rr'i.fifE "'uNIVE:RSITY SENATE
,.....
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loe:;aintr•
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The indicated poll of the Faculty and Staff, conducted by the 46 member Ad
Hoc Committee on Senatorial Authority, has been concluded. The entire Faculty
and Professional Staff, totaling 1~150 members, was asked to affirm or reject
the following statements of fact and principle:
THE UNIVERSITY SENATE, BY ITS ACTION ON FEBRUARY 91 1970,
ASSUMED Ul'ON ITSELF THE ROLE OF A POLITICAL ARM OF THE
UNIVERSITY, BEYOND THE POWERS DELEGATED TO THE SENATE •
ANY ACTION BY THE SENATE BEYOND THE GOVERNANCE REQUIREMENTS
OF THE UNIVERSITY CANNOT BE CONSIDERED REPRESENTATIVE OF
THE ENTIRE UNIVERSITY FACULTY •
The results have been tabulated as follows:
Affirmations Rejecti,opf! Totals
h'l* .. -
Ballots returned signed
482
63
545
Ballots returned unsigned
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Total ballots returned
93
Percentages of:•
the entire group of 1~150
the 674 respondents
50.5%
86.2%
8.1%
13.8%
58.6%
100.0%
Eighty-six percent of the returns affirm the statements of fact and principle,
and the 581 affirmations constitute an absolute majority of the 1,150 Faculty and
Staff.
Since this result constituted a clear call for responsive action by the
University Senate~ a resolution was proposed by members of the Ad Hoc Committee
for presentation to the Senate in the form of a motion. Pursuant thereto the
following motion was made by Senator Regis Deuel at the Senate meeting of
__ ----March-16,-1910: --------------
I THEREFORE MOVE THAT THE EXECUTIVE COMMITTEE PREPARE
AND PRESENT TO THE SENATE FOR ITS CONSIDERATION A
STATEMENT OF AFFIRMATION WITH RESl:>ECT TO ALREADY EXISTING
RULES OF PROCEDURE (ARTICLE I, SEC. 3, OF THE FACULTY
BY-LAWS) WHICH LIMIT THE SENATE'S JURISDICTION AND ITS
AGENDA TO MATTERS PERTAINING TO THE ACADEMIC GOVERNANCE
OF THIS UNIVERSITY.
After.some discussion, the word "academic
11 was deleted and the matter was
laid over until the Senate's next meeting, April 20, 1970. It should hardly be
necessary to point up the importance of full senatorial attendance at the
April 20th meeting. It is necessary, however, to urge faculty and staff members,
especially those who responded to the present poll, to attend the meeting in
order to demonstrate their insistence that the Senate exercise the required
jurisdictional constraint.
AD HOC COMMITTEE ON SENATORIAL AUTHORITY
by Albert c. Mossin, Exec. Sec'y.
-~~'· .:~;iYOJYCS:N'1
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.. ~ -~ ......... - .. ~-................ -
...... --.... - ..... ~ ........ --..._ .. _,.._.. ••• ........, ••• ..,.. ... t .... ...-~~ ... --... ~
........................... ,.,.,..,~-~ ........ _..,.
P:t'opo sed by Jack I,. Schwart; z
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~~ l rnhe
~-o·'cal '
,··
~....
.J,.•'
\.1
of undergraduates to be increased to thirty-rive,
s.:n.d ·vr:'Lll 'be eleotod by all ·urJ.dergraduate students.
'b ') 11h<:J ·fiotal nmn.ber of graduate ~d;;udonts to be increased to f:i.fteen,
to be elected by all graduate students~
:; ) Thor8 shall be :fo:x.~ty~tHo f'ao11lty :r•ep:r~esentati vas, forty of which
<lY.'G to 'be el0ctod by tho ont::L:r·e teaching faculty. Minimum of one
~0presentative per college.
~e-wo ex-officio mombo;?c_9
O"IJ.:t' state sonata representatlveso
:0) EX···officio l'"'epr·~)sentative;.3 oi' the administrat:i.on shall be the
for Academic Affairs, the Vice President
:tor SJcudent Affair:1, and 'Che D0an. o:f the Uni versi"ty College.
E) One library representative- no changeo
.:\:')
~Ph:i.'ee :non-teaching ::d;af:f :t'opre::lonta ti ves, to be elected by all
:::.w:o.·· teach:i.:ng
e:m.p:Loy~;;o:s o'l the Un5.versitye
are t; 0 'b (~) i' 0 :r•
j_
Il
I
i
I
____ -----~~ ~~-~E~_J_. -~':l_on_e_h_·~~~ od_s_o:~.·~~~)~~s_. _______________________________ I
Those changes ;:;hall in.e:r•eaBo the democratic natu.:r?e o:f' the
'ot;dy 'oy xuoving cloSI.')l' to t:;:>'llO p:r•opox•tional representation of the
the 8.bovo sl'l.r:tll determ:I.ne ·the membership of'
tho Senate boginn:i.:ng tb.o year 1 970 ... 71 Q
_!\'larch 16, 1970
Due to tne prevailing a tmospl1ere of tile University Comi1uni ty
and t;J•3 neeG. for education and Jiscussion at tais tiFte 1 I··Ie
\ercby propose t:1at -t:1e University be
1'opcned up,~ Ti1ursday and
Friday of this week for the purpose of dialogue.
1.
that non'lal classes be cancelled on tlJ.ese days
to free peO!.!le so Lw.t they r.1ay partici!Jate in the
c.lialop:ue.
2.
ti1a t all ne::1.bers of tho Univ~rs i ty Co::1muni ty be
urged to 1)articipate in t;ds dialosr,ue. _
SENATE. OF THE ST~ UNIVERSITY O:f __ li,:§.YL!Q.RK AT ALBANY
Hinutes of the Special Meeting of Harch 25, 1970
The meeting was called to order at 1:10 in the Assembly Hall by Vice-
Chairman Finkelstein who reported that President Kuusisto's presence was
required elsewhere to receive the report of an accreditation committee.
1.
Mr. Finkelstein reviewed the Report of the Executive Committee which was
distributed in written form at the meeting and which :i.s hereby made a part of
these minutes.
He commented that most people considered the two day dialogue
to have been a considerable success.
The Executive Committee had met on
Monday from 10 a.m. until past L1 p.m. reviewing with Chairmen of Senate
Councils, or their representatives) the comments contained in an eleven page
mimeographed document which was taken to be a fair summary of the ideas and
proposals developed during the dialogu~. He noted that many of the problems
indicated in this document were already being worked on by various Councils,
and that others could not be handled by Senate action.
Some comments were
ambiguous and further inquiry would be needed.
He. then ind:i.cated that, as
· the. report showed, major issues raised in the dialogue, had been referred to
the appropriate Councils for further consideration.
In response to a question
he stated that the Councils could be expected to report on these matters at
the April 20 meeting of the Senate.
2.
Mr. Johnson, Vice-Cha~.t:rman Elect, presented the Executive Committee's
recommendations for Senate action to carry forward the reforms suggested by
the dialogue.
He first moved the approval of item I which was a proposed
composition and mode of selection of members for University Governance
Commission,
There was a brief discussion and some questions as to the faculty
and adm.inistration representation and comments on the mode of selecting
student members.
3.
Senator Green questioned whether the Senate should not proceed to consider
the affirmations approved in a referendum conducted on Honday the 23rd which,
he pointed out, had been authorized by the Plenary Session of the Dialogue
---- -ne1cl ot1Saturaay :--rtwas-explaineTtfiat tne---rrxecunve-Commntee-n:adnocl5een
-~ ~-
aware of the referendum and, obviously, had not known of its results dur:i.ng its
long Monday session.
Several Senators indicated their unawareness of the
"referendum", its sponsorship, and outcome.
A motion was approved to grant
the floor to Mr. Robert Nible, a member of the student committe.e which had
conducted the referendum.
Hr. Nible explained the origin of the referendum and
stated that every attempt had been made on Sunday to publicize it including
announcements in the press and on radio and TV stations.
He indicated that
its propositions had been voted on by approximately 2000 members of the univer-
sity community and that from 75% to 90% of the votes had been affirmative.
The result of the vote had been deposited with the President's office on
Tuesday morning.
The Chairman explained that because of the necessity of preparing the
agenda for this meeting on Monday--in conformHy with the Senate's previous
action--the issues ra:i.sed by the referendum were not formally before the
Senate; but that in this case--as with the poll recently conducted by an
Ad Hoc Faculty committee--appropriate motions could be introduced by any
Senator under
11new business" at any regular meeting of the Senate.
w 2 ...
3,1 At this point an atllen<.kv:;nt to the previous motion 't-ras of:ferecl that
"the University Governance Cotol:Id.ss:Lon, when established, shall g5.ve very
ser:i.ous cons:t(~eration to the results of the referendum held on Honday, Nay 23rcl. n
The am311.dr,1cmt ''mo carried with Ettlc d:l.osent.
3.1
The:: question was call~oc~ on Senator Johnson's motion for the
este.blishJ.:1ent of the UniveroHy Gov'"'rn~nce C('mr•'-! <1! 6 -.:_ 0 ,..
d
~ b
-
''"
"'
··-~ , .. as recommen eel · y the
E}'ccutive Commi. ttee.
Approval was by acclamation
l~. Sc~a:or Johnson moved ~he a~?roval of reconu:nendat:ton. II rclatin3 to the
:!.romechate establishment: ox an ' 1:u:tformation center" in the Campus C"!nter.
There was n~ opposition to the motion but a number of quc~stions were ru:i.sed
and suggest:1.ons made as to the kinds of in:tormat:ton vJh:tch the Cc;;nter would
ma:tnta:ln end as to provis:i.ons for the more effective handline; of gri(;!Wlnces.
An_,amenclment v1as of:CB1:ed that the Senate recormnend that Nr. Gerry Wagner
be h:J.,:cct by the Un:i.versity f:or the pos:l.t:l.on identified :i.n. the recornmenci.ut:.l.on
with the name of Mt'. Seymout'.
The amendment wa.s defeated.
The question wus
called and the motion to adopt the r(-JCorarnentation was approved.
5.
Senatot' Johnson movecl the approval of recoromendat.:ton Il! establishing
certain class periods on Tu(1sday and Thu>:sday as free from classes and avail ...
able for me·8tings.
It was pointed out that this woulcl. cuuoc grave schedul:i.ng
d:i.:E:Hcult:les and probably Hm:i. t further the number of: students who could be
accommocat~~c1 in laboratory courses.
Senator 0 'Reilly moved that the motion
be tabled.
Th8 oral vote was indecisive and the Cha:l.rman called for a
sho·w of hands.
The motion to table was approved by 33 to 27.
6.
Approval of recommendation IV cr2at:lng a Special Cornm:i.ttee on Faculty
Evaluation and Personnel Action CJ.:-:i.teria wall moved.
Senator Donovan moved
that the words
11a chairman a:nd
11 be deleted from the phruse defin:i.ne; the
composition of: the Committee.
'£here vV'as some d:tscussion o:f: whether there
_____ ___§_hould be a non•voting Chairman, or whether this would violate the par.:Lty of
students -anC:-!acti.1ty-.-Ohe SUl.1utor-e}cpressed-the-v~.ew-that_muny _ _students__le1!_ ______ i
that 11adm:i.n:!.strators 1' and 11 fuculty 11 should be distinguished.
The question
-
was called and the antcn(':ment was approved by a vote of 36 to 22.
G .1 An amendment vJaS offered to add the word 11 teach:Lne;11 before faculty
whi.ch 'ii/as further amended to p1:ov:Lde for the addition of
11a non .. voting
member o:E the admin:tstrat:i.on to serve us a 'resource 'to the Committee • 1'
A motion to separate these t"t>JO :Lssues was defeated.
The raotion to amend ~Jas
defeated.
6,2
l~n amendm<:mt was of:Eer.ed to add the words
11one of v7hom ahould be
on or a past member of th,:;; Council on Promotions and Cont:tnu5.ng Appointments."
In the discuss:l.on it wur, po:Lntecl out that th:ts Comm:tttee 't-7aG not author:tzed
to evaluate the work of:
:Ln~~:tvidual faculty members or administrat'"·rs but
to deal with methoC:\olc:>gical :tssues:
criteria a·nc1 procedures.
The mot:i.on
was defeated,
·
.... 3 -
G,3
In the course of th~" cH.ocussion consic1erat5.on vJas g:.tven
to th8 manner of nom:tnation anq election of committee members by the
Senate.
The Chairman e:r.:pla:.i.ned that the E~'ecutive Comrnittee "7ould
solicit and present nom:tnations to the Senate and that further nom~
inations from the floor would be poss:tble.
6.4 An amendment was offered specifying that at least two of the
student members would be greduate students.
The amcmdment vJe,c; adopted and
the motion approving reconm1endation IV was then approved vJith little dissent
7.
Approval of recormnendation V \·7as moved,
A.n amendment was offered to
paragraph 1.2 to add 11and of whom 2 shall be graduate stude·n.ts and one of
whom shall be a Senator." The amenc1.ment was approved by a voice vote.
7.1 An e.mendment was offered to make the last sentence of the
E~tplanatory t1ote paragraph .l\.3 of the te~ct.
In the d:lscussion it was
po:l.nted out that although the Council would rece:i.ve complaints or grievances,
:i.t would. deal w5.th general issues and.problems and not v7:Ltb. :Lndiv:i.dual
situat:lorw. It was also noted that while many people thought there should be
a e;e·o.eral tP:'1.evance procedure ava:U.ai:lle to students, it "ras difficult to
formulate one that would be :2a:tr and workable.
Ao an expedient interim, the
Guidelirlcs on Faculty-Student Consultat:l.on had sp<ac:U::i.ed that Departments
and Schools should set up me.ch:Lnel=Y for the hear:i.ne; and :.tnvest:lgat:i.on of
stuci.ertt ::::;r:l.cvance.
The amendment ~vas defeated on a tellGr vote of 22 to 2f,.
7.2 In the d:l.scussion of the recommendation. :tt was po:1.nted out by Senator
Bulger that this was a very important step which the Sr~no.tc should not take
w:Lthout full c.ousidei:ation,
Dc;sp:l.te an appeal by Sene,tor f.lalkever, a quot"'Um
call "1as mad0.,
FLfty-aix Scnato1:s, one less than a quorum were found to be
present.
At 3~·10 the Chairman declared a 10 minute recess.
At 3:20 the Chairman called the Senate :Lnto session aga:!.n with more than
a quorttm present.
Several Senators supported the recommendat:lon.
The previous
question was moved anc~ carried 'liJi thout dissent.
The motion to approve the
recommendation "\i;las adopted by acclamation.
The Senate adjourned at 3:35 p.m.
l:./7 /70
Respectfully submitted,
V:Lrgil B, Zimn1ermann
s~cretary
------
--~-------
~~ S ;nators not present on lvle.rch 25 may obtain cop:i..r.~s of the E~r.ecuti ve
Comm:l.ttee' s r.c:1ort containing the items mentioned above at the O:cfice
of the P:ces:Ldent, AD 243, telephone number l.:-57 -l~r51..~S.
To:
:From:
Re:
s·:rA·n:: UNn/li:l~51JY'i/ O&= MJl\1 YORK AT AlBANY
1400 Washington Avenue, Albany, N.Y. ·12203
University Senate
Executive Committee
Report of Executive Committee:: to Special Meeting of the Senate
of March 25, 1970
The Executive Committee·' the Chairmen of Senate Councils
and a member of the coordinating con1.mittee which organized the Dialogue
met on Monday~ March 23, 1970 to study a compi1ation of the results of
the Dia1ogue 8Vailable at that time. The committee found that many of the
issues and problems raised in the Dialogue are already under consideration
by various Councils and Committees. Several issues have been referred for
action to appropriate Councils and for sorn.e issues special recommendations
have been made.
A memorandum has been sent to aU. Deans and Department
Chairmen :r.equeGting compliance with the CruideJ.ines for Faculty-Student
----- ·· -
--eonsultation-by-the-end-of~J\-pri-1~-191'/-0.---------- ----- ----- ----- -- ----·--·-----·-·
2 •.. Proble:tf:l·S ·concerning adviS(")l'l'lE:mt at both the University College
and upper d:i.vJsion lE)\rcls are being stu.died by the Undergraduate Aeademic
Cotmdl. In a'dditiOli, th:i.s Cound1 is workin.g on procedures for the introduetion
of innovative courses and programr:l.
3. Several suggestions were n:1ade concerning the operations and
coUections in the Library. These were reforrc~d to the Library Council.
4. Problems raised concerning international students have been
referred to the Student A ff:::iir~> CounciL This Council wiU alf::o consider the
coneerns voiced with respect to the role o:f:' security :i.n the University.
518 • 457-3300
Cable Address SUALB
5.
C~ue~:;ti.ons were raised con.eerning Budget and University-
Legislature relationfJ. The Educational :Polidef:J Council has been asked
to develop the information as to where~ b.ow and when decisions on budget
:rnt:rtters are made.
6. ·with respect to questions concerning E:x.peri:rnental ~~nd General
Colleges~ the office of the Vice President for Academic Affairs is atternpting
to im.p:l.ement theGe by the fall of 19'70.
7. Hecomrnendations coneern:i.n.g Graduate Assistant teaching
r;u·e e:x:pected w:i.tl1in a :n:wnth fro:r:n. <H.l ,[!;_, d :Hoc Cornr:nittee on. Or•ierrting and
Training o:f Graduate 'Teaching Assistants Cf:ltabli.shed by the Vice President
for .Academic .Affairs.
8. :Most other isEl'l1.c:.> involved tb.e extent of t3t'l.H1ent participation in
University Governance ut u111ovcls.. These pro'blcm.s ~u"e being referred to
the Univer::d.ty Governance Coro.:rcd.sr:;ion wh:i.ch i.f3 in process of 'being establ:i.shed,
and whose rer:.rponsibility it wn1 be to dcv.if:w r1 new Gtructure for UntverBity
Governcmce.
The Executive Con1.rn.ittee requ.eBts apprc;-v·;:~l o:f thE) .following recommendation:
(i3GG pr.~ge 3)
5. Questions were raised concern:i.n.g Budget and UnJ:versity-
Legislature :r·elations. 'Tb.e Educ<~tional. :F'olides Council has been asked
to dev·elop the i:nformation 8fJ to where~ how and when decisions on budget
r.n.atters are made.
G. With respt:;ct to questions conce:ening IiJxperirnental and General
CoJJ.eges~ the office of the Vi.c:e :!?resident for .t\cadem.ic Affairs is attempting
to ir.o.pJ.ernent these by the f<:11l of 1970.
7. H.ecomrnendations concern:i.n.g Graduate Assistant teaching
cu•e ex:pected vriUri.n a n1ontl'.l. froo.1 n.n .Ad l-Ioc Committee on. Orienting ;;md
'Training of Gradmrt:e 'I'eaching Assi~1t::mt;:; established by the Vice President
for Academic Affairs.
8. Most otb.er issues involved tJ.te extent of ~1tudent participation in
University Governanco ot ·:::1Il levelfl.. These p:t·oblems ar·e being referred to
the "University Govermmce c:o.mmiEH3ion which i.f3 in proceE>S of being established,
[ind whose responsibility it wUl be to devif1e a new structure for UniverfJity
Governance ..
The Executive Committee requ.cstG approv<:11 of the following recornr.o.endation:
(see page 3)
---- -- ---------- --- -- ---- ---- ----------- ---- -----------------------------------------------------------------1
I
I
. I
j
I. The Establishment of a University Governance Commission with the following
distr:Lbu tion of membership.
1 SUNYA Council Member
1 Vice-President
selected by the Council
1 Academic Dean
All selected by the President
1 Department Chairman
2 Non-Academic Professionals
2 Full Professors
- selected by s.u.P.A. Chapter
2 Associate Professors
2 Assistant Professors
1 Instructor of equivalent
Selected by
Executive Committee
3 Graduate Students - selected by G.S.A.
6 Undergraduate Students - selected by Central Council
1 Non-Professional Staff Member - selected by C.S.E.A. Chapter
1 Plant Administration Representat~ve - selected by John Buckhoff
II.
AN INFORMATION CENTER
The Senate recommends to the President that the
11information desk
11 in the
Campus Center be constituted a permanent information center for the
University, authorized to receive, maintain, obtain and release to members
of the University Community information on any matter or subject pertaining
to the activities of the community.
It is also recommended that the
President assign Mr. William E. Seymour--·or another member of his staff
of comparable rank--at or near the Campus Center information desk for some
reasonable period of each school day, on a regular schedule, to receive
c.omplaints and to respond to requests for information not otherwise
conveniently accessible.
III.
FREE TIME FOR MEETINGS AND COMMUNITY DIALOGUE
The 75 minute c.lass periods on Tuesday and Thursday, beginning at 2 p.m.,
scheduled for fall 1970, shall not be used for the sc.heduling of courses
but shall remain free for meetings of the Senate, its Councils, and for
continuing dialogue among membc~rs of the University Community.
---- - - - - - ---------------~
IV,
SPECIAL COMMITTEE ON FACULTY EVALUATION AND PERSONNEL ACTION CRITERIA
;;.~e Senate hereby creates a temporary "Special Committee on Faculty
l"}<:r.~:-1<-:;.;.q::ioq i:fp.d, Term Renewal, Tenure? and Promotion Criteria" consisting
of a.~.fi:aa-i.;r,:ffi.B.-fi~_..a:nd fi.ve students and f:lve faculty members elected by the
Senate.
a.
This Special Committee shall be responsible for reviewing various
methods of evaluating faculty performance (e.g. SECT) arid for
recommending to the Senate the method or methods of faculty evaluation
which it deems most appropriate in this institution.
b.
The Conunittee .shall, in acld:ltion, develop and recommend to the Senate
explicit cr:tteria which shall serve as guidelines to administrators and
faculty - student consultative committees in the formulation of
recommendations and/or decisions relative to the status of faculty
•}
including criteria rega-rding "merit" salary increases, renewal
or non-rEmewal of term appo:Lnt:men.to, the granting of continuing
appointments and promotion in r.·ank.
EXPI.ANATORY NOTE:
The Committee be.l:Leves that the Council on
Promotions and Continuing Appointments is now too burdened with
the review of specific personnel actions to devote the time nE\eded
to review and formulate criteria which are broader in scope and
more precise than existing guidelines.
The Committee should submit
its recommendations to the Senate by its June meeting.
V.
A SENATE COUNCIL FOR EVALUATION AND INNOVATION
A)
The Appendix to the Faculty By··-laws which lists the Councils and
Com:m~.ttees of the Se.nate :i.s amended by adding after the paragraph
dealing wit'h the Council on Educ.ational Policy a new paragraph
reading as follows:
THE COUNCIL ON UNIVERSITY EVAtUA'l'ION AND IMPROVEMENT
l. The Council shall consist of 12 rnembers appointed by the
Executive Committee and shall include;
1.1. Six members of the faculty of whom three shall be Senators;
1.2 Six members of the student body of whom three shall be Senators,
2.
The Council is given the responsibility for:
2.1 Studying and evaluating the performance of the University as
a w'b.ole and of its va:cious components and of reporting its
findings and conclusions to the Senate.
2.2 Identifying such dehwnanizing, anachronistic, and inequitable
policies and practices as may exist and for calling them,
with or without suggesfions respecting corrective measures,
to the attention of responsible a.dndnistrative officials,
other Senate Councils and/or the Senate.
2. 3 Solie:Lting and generating innovative ideas fo·r the improvement
of the University and for its renewal and adaptation to its
changing economic and ::>ocial environment and for bringing
such ideas and suggestioris as merit further consideration to
------------ ------ -- ---- -the-PI'-es-i-den't-~dnd--t:-he.-.SenB.t:':-e-e±t:-he-r-d1-rec-1~joy-o·r-by-refei"-ence---- ----------~
to appropriate Senate Council.
The Senate urges the President to assign, to the extent that budgetary
limits and other obligations perm:q;,'A C.l~\11petent professional employee
of the University to serve as support~ve .~taff to this Council.
_EXPLANII:~'_Q_R.:I_.~O'J~:
All organization::> need a continuing evaluation that
it broader than that implicit :Ln the budget process and a mechanism
for the research and development which is a prerequisite to creative
innovation in a rapidly evolving contest.
Too often these functions
are submerged by day-to-day operatiom1.
This Council should not have
any routine or operative functions.
Neither should it be attached to
any specific administrat:i.ve office.
Rather it should be free to
investigate, to undertake research, to appr'aise any and all aspects
of the university's performance, and t:o explore, develop, and sponsor
innovative ideik'.l-·~·--·Its functions should be regarded as wholly and
-·---ex~cTusrve:rj·~;rv is ory .
March 24, 1.970
Respectfully submitted,
Alfred Finkelstein
DEC IS ION ~MAKING
The ~1hole un:i.versity should be involved in all decision .. making,
and all those involved must be considered,
There has been a breakdo~;m
:tn communication and a lot of passing the buck,
Each department should nominate a member of :i.ts faculty for the
Urd.veristy committee, appointments to which should be more democratic.
GRIEVANCE COMMITTEE
v!hen problems arise from any sector of the University community, they
should not be left to build, go unheard or unheeded,
A Grievance Committee
should be set up ~7ith 50/'o student representation to look i.nto the problems··
research them and be able to get: ac t:!.on on them - whether by their po~;-1er or
through other channels.
DIALOGUE
These are some of the dominant opinions expressed about the D:i.alogue:
More Dialogue like this one g on a regular basis.
More informal dialogue
between faculty and students even 't'li.thout this kind of structure.
Participation ~>Jas limited in the larger groups.
A permanant type of information desk such as ~;,ye had might be set up in
the library.
Some people ~;qere too stubborn and closed minded,
There should be more of this kind of communication in the individual departments.
COMMUNICATION
Time should be set aside to perm::i.t the "free and unlimited 11 commun-
ication among all members of the university period:l.cally.
There could be
one free hour during the week 'livhen there are no classes scheduled as there
"t,7as last year.
Have a polling system so that University~~;ride information and senti··
ment can be readily determined.
Computerized registrat:i.on might be a part
of this system.
All non-personal Universm~y. documents be available to students.
---- --- ----Master-clai-ly calenclar-avatlaJ)le-in several cen.tr<ll-locafions .;;-ea.pes ,---------
phones, ne~-1sprint, TV monitors could be used.
Central information service to coordinate information and facilities
and to aid :i.n desemination of information.
Student•faculty roles to be redefined to facilitate their interaction 3K
on intellectual, emotional and other levels.
P:l.ctures of personnel shouilld be published so they can be more easily known.
FACULTY-STUDENT RELATIONSHIPS
There should be a total departmental review of promotions.
Criteria used for promotion is not desired to be research.
He need both a text or lectures sometimes; ,;qe also need more communication.
We need more cooperation and more contact bet'\iqeen groups.
We need more trust in each other and less distinctior1s bet"tveen groups.
UNIFICATION
We need a unified campus community, and this could possibly be promoted by
having everyone in the commun:l.ty living on campus,
Ther .. Tril tf: 1:mch c:,.;1cer·n about Lt ooing .-1 1,;
~~. t:r• <lSfer credit fr,_,_ .. other
colle;,<,<os to ,l) ny.
,_' e f
lowing policy alter tion was presented ilS
a requireJ chanG~ in the )resent poli y~
l'hat all trai'1sfer students feceiv: full t.'-~tnsfer credit for all
'JOrk done D.t an .:·(:crr.Khted college? .also for '111 li-Jork for ~J~d.cll the
studer1t re;;eiHJd 0 :.c.1d above.,
Heason.
1.
l:fost tr<:usfe
s tu:.1ents lose .;1 t. 1 :;_tst one semester~ s
1~o:r1i: uhen they transfer here.
.C' '3.t me:1ns that r3 is t-·J.k ·.1:"; up
an extra semes t~er ·,r::len tnothcr stude,1t could be adm:l.tted.
2.
The re~•so:. foraccepting nor -'h:l.<lb the student rece:i.ved
aD for is that J
1s passing intis co'leze.
IC it 1s good
enoutsh for• cvorl. done here? · ·hy not .f:'or wo1.•k cLne :in vther colleges.
U•Jiversity should spe.:1.lc out on social 9
econ.omic~ -'J.n:l nJ.or-:tl iDsues.
Relevancy :f.br de .<:u'tments c. n ') . found ln the community.
This could bring
su port f1:-om the co;rll:nuni ty .for tho uni.versi ty.
There is an ove 'VJhelming acr.·eement that there 9ts a lack of funds--funds
needed for :-110re te:1c ters $ bet te:r dep:.n'tments ~ more :.tnJ. :cevis ·d courses?
better :rad.u 1te a·:,sist~tnts.
:Ctmy peo,.>le are c:uit.e upset Lbout . riorities
of spetKling nd there :Ls a lot of 'o-t/:t'eOil'lent:. tlnt the 'rJOney t .. be S;Jent
on sunken g :rdens or -9. fiell huuse could .Je much better spent on a day-
c 'tre center :md O(J othe aroas laolci.ng 1oney.
It has b:,en frequently
pointed out tl:v.tt many of these decisions .:tre not 1r1a:.le here~ but in the
legislature? and by the board of truste-.s.
There is a :;:r·eat deal of concer;1 that the legislature :::ive the university
a large enough budget so that it i.r.u,w function effect J.vely.
Legisbtors
should be stro 1gly encour~t~,ed to part:i.cipate i•1 .f'u.tu:be di.:-:J.logues so that
they may se.,1 and hear first hand the events tnd ideJ.s 9 ::md so that we
may see hoH they make doo:L;i~'ns 7' i'Jany peo le here feel strongly that
the le.gisl:;ttu.re needs direct i.Jforma<~it)(l <0.bou.t our needs? so th·1t they
may make better clecisi'0~t1s"7~.·out s Je 1ding? >iUicies ~ and a.dminist:c<:1tive
.g,ppointments.
This is co (mected rtrith good cchm:nuni tor relations and
faJ.r and accurate nerrs media covera 'e.
A-un:i.:v:ersft7'"0.)Ph7ittee
rt(luld be est.;cblished to :wessure the leq;islatnre
for :uney and
~nd auto·Mmous budr~et controLled solely by the university.
Since there ~e sepnr :t te budrets for ech.1.cation and c ontttuction? the
priority for construction should be to1v:t:rds the extension of th: School
of Criminal Justice rc•.ther than for sunken gardens.
1.
Gr.::td assistants should have a tettcher tratning program before they
are allowed to teach courses.
2.
.i.'rofs rathGr than grad assistants should teach lmver level classes.
).
Grad assistants should not teach unless they have undergone an
evaluation of their teachtng ability and the results have lx:1en
favorable.
rho adm'Lnistrntion should set up a central coordinatin cotmnittee to
handle all :tspects of intern.1ti· .n:•l students~ and all student:., inter-
e:c,ted should g;et in cont<:1ct 'tvith the association.
In reg :.rd to grading of ::\ll fbrms feelings were f?;EF1.era lly neg.,~tive.
Some inJ.icdted that the S-U system t.v s not ad,?quate for measurint;
learning a.n.I for hr:~dua.te,..medic::,l school :d.missi<.:ns •
. he
1Jres~.mt system of p'O.ss .. no credit is ine l'fectu,3.l~ because
it is not a total syste.~o If 1.ve h•:\d t! tot 1 system~ then freer, more
menningful educ.;;.tion ·:.wuld :folloTtJ forp f ... culty could not rely 011 tests
for :::.rw.les as an incentive for students to 'lN'ork.
.:Stude,1ts :Jill l·rork
o,.ll.y i.f t:1e course is p;ood.,
The professor c n r·ela.t.e enthusL:J.sln.
1:Tork out .ut
''~ ':.11 be due tu quality input, not uecause o.f cramming for
n1e:cJ.ningless tes ,,s.
L'he stu lont .:,,lso ~~·ou1J be free.r to shift hi.:; work
loa 1 ;1S he desired.
,Sug,~estions were made that ne~J systems .;f gcajing should be Horked
on r.md L1 lemtmted as soon as possible.
:, ,Jlan was ,'resented to offer sel::'-deterrni;lation by h.0.vin::_ an
optional :;r.dinr~ sysl~em- 11.) pasc;-f il, B) satisf:wtory~ C) o.-.1£ ststemp
D) written evaluatiun, and.'~:) any ne
sys,.e,, that. c n be ·~wrked out.
------------------- ---------SECURI'I'-1
There a,;·r.,· several co• .. laints "'-;?; :inst Security o :ich many students l'.tntS
f culty share.
S'>me ,,re specific, some .:.tre ge'leral.
There is
criticism of the locking u · e::~rly of some buildings during the v.rinter
months.
i'':.my co,;J laints l'L~Vi:1 been woiced against par1dn::: regulations.
One m jor· su:~2;e:,;tion is S' d.tchi:·1·:: to a "firL.t come~ firct served·. bacis--
no specific areas for faculyt ~ residents, or c<Yi .lJ.t,'>rs.
2!.1e desire for
Giuuali.ty in parkin~; rules is rat·,.1er strong.
une of tb.c big;.~est issues
is the role of ;~ scurity.
. largo number of members of l·, e Uni ve:rsi ty
Community believG that t;w , ur :ose of Security is ,'rot· ction~ not enforce-
ment of lews YJhiuh a c··~~ alre.;d 1 under t'ce jurisdiction of other •police·;g
groups.
Other ;:;eople ,'eel tha~; if law enforcement !!nl~ be pursued on
campus~ it is definitely not a res •Onsibility of t1te .,,estcence staff.
~~ lar(:,e area of concern is bout v•lhen~ hou 9 ':l.nd by l•rhom decisions
vrill be maJe to call off cam::)us poli . e?
,Ja.w stu lents a.,··e in f.wor of
decisive stu·~ent re,.,resent;,~t .. o L
,·i SU7i1·estior1 wa.-~ m .de thd.t co'n)lete
veto ,JoFer of a:lministrat.ivn v•' 1 l.mite(f"bsr tt ct•isis COldutittee w~ .. ie up
otf£' ·culyt a:.1d. student~: t;' 'om:ust be consul ts:d for ·. Jer:ision to c ,1+. in
0:':: ~-cam ;US polJC().
.. ma"or concern Has voJ.ced about t>e roles of Ghc·:
r·esidenoe stc1 ,_.(' · r1 l security n: thnt this role must be ,;lEn/·ly clef · .. nod,
pu!)lisbed 9
'nd those people should be instructed as tv :v.lJ.'lt t.h.is means.
ADV!SEMEN_I
The general reaction to advisement both in the University College and
in the upper division, was negative.
The thrust of the dicontent was inad-
equate advi.sement.
Tll.e feeling was that there are not enough advisors~ the
advisors don't advise, and that advisors don't generally work closely with
students,
There respbh~es were directed specifically at such inadequacies
:i.n Un:l.versity College.
One felt that students should be able to select their
own advisors.
There is also dissatisfaction with upper division advisors
and their concern for the people they advise.
LIBRARY
a)
Fl.ave one check out place for all per:i.odicals.
b)
Better system of categorizing periodicals and keeping track of them,
c)
Add more records to collection··- work ·with the Music Department.
d)
Books needed in the area of dialects
e)
Not enough books in the Education Area
f) Keep the Library as a central focus for students and faculty,
g)
Library Council should have S07o student representation, trying to get
a better cross section of the entire Urdvers:i.ty Community needs than
the present Hmited committee allows.
UNIVERSI1Y SENATE
a) Wide consensus for SO-SO student-- faculty administration control of Senate
b) All Counc:i.ls and Committees should have students on them, at least one of
the students must be a senator, so student senators have a say and know
what is going on before the regular senate meeting.
c) It shou:ld be noted that certain committee need more student representation
than others.
Graduate Academic Council .. at least S07o graduate student rep.
Undergraduate Academic Council- at least SCf/o under grad. st. rep.
Library Council·· 50% , both student groups.
Othee committmes where student representation is important on a large scale
Grievance Committee
Council on Educational Poli.cy
S-tudent-Affairs _________ _
Promotion and Continuing Appointments
Personnel Policies
Executive Committee
d)
Senate minutes should be printed entirly in the ASP for public knowledge,
e) Information Center be established which '1170Uld have all past minutes,
bills passed or acted apon, and 't~hat is :i.n comm:tttee.
gUESTION ON 50~50
There is a great deal of support for 50-SO participation on all
University-wide dec:.i.s:i.on .. making bodies, including the Student Conduct
Committee,
To facili.tate this process, it has been recommended that
a)
students should participate in a c redited course dealing in
University structure - where authority is lodged, how to channel orders
to bring about change, b)
interpretat:f.on of 11facul ty11 to include admin-
istrators, c)
for the first year, students should not be able to chair
councils or committees t'7ith the possible exception of Tenure.
Committees
should include:
University Senate, Student Conduct~ and related councils
and committees,
Similar participation should eldst on prdlority decisions
concerning:
constructi.on on campus, budget, crisis intervention from
off-campus servtces, curriculum,
:1
'I ,,
r
I!
i)
I
i
I
I
I
NE'H COURSES THAT ARE NEEDED
1. Deal:l11g 't-7ith res:tdence problemo as they ex:i.st 01.1. campus~·black~-v7h:Lte, se;,~:,
d:r.ugs, love should invo!ve resid~:m.~e staff and students in a meaningful dealogue
with credit because we ~n:e dealing ~;q:i.th problems that exist-- we are applying \h
't\lhat 'V7e have learned :i.n the classt'OOPl,
~lt
2,Non"technical course on atmospheric pollution
3.1.\. course in ways of resti:ucturing the University -"'other systems:
CaHfornia,
European,
rn~'V7 possibilities
t1 .• Envtronment'?J. rorum course ~ more interd:.l.sciplinary areas for the student
who can't: submit to the r:i.gid structures of a s:i.ngle subject matter,
5.
C:nnrse in dcal::.ng ~11ith the Un:i.'Jersity structure, how to channel ideas
through the system to get ac Hon.
6, There has been the question as to 't·1hether students will take advar1tage of
any ne't-7 power they might get through our dialogues. It is believed that any
ne·N responsib:i.lides '117hich students get 't\1:1.11 not only improve their educaUon,
but will be an educational opportunity tV'ithiu itself,
Therefore, 1.t was
proposed that students be given credits to,·tards graduation £or involvement
in committees because of the reasons stated:
a.
to insure commitments from students
b.
and because of its academtc value in learning
7.
Forum on election and campaign reforms for campus offices.
S'l'UDENT REPRESENTATmON
These are the major questions and issues which have been raised by
many members of the Universjt c
·
·
1
STUDENTS
· Y ommum.ty J.n regard to student representation.
'
.
d
SHOULD HAVE PARTICIPATION • either advisory or equal vote~
J.n
apartments and university affairs,
2.
Students should have SCWo VOTE in their departments
3.
~~~~ proc~dure~ ~hould be followed in determining ~he percentage. of
lt
H
ents on commJ.ttees and which students would participate?
·•
hot.r do we. get students to feel a responsible committment once they
ave a voJ.ce or vote?
5.
Is tlH"'N' n d·'L1=·:r: ,._ · ~
1
·· ···-
·
· ·· .C\.0.11-.• e :.n stnd<'.nt gwd·if-ir.r.lt:ion to · -1
l · ·
f
t:.~~nc.·.lv11
."~ v ·r··,··· .... , ......... ,.
..,
. .
·· ·····~,·-~'· · · .
JU\.lgc ').:t:r1.ng o· new
6
,.... .. 1 . :··
t ... •::·J l" .... u .•. U'r· t.n, (.1.!.\::-.;c·nt •:.t:.v;b l.'n'~'
•
::~~.~·-.<·::!':'.~. l\t,(L
tr~.,·:nJ ty m'.tst org~'rd::..n the:i.r thoughts bofore anyone will
;.J.s t(;.m L!.1
tl.u~ut,
Procedures:
........
'"~ft~dents interested: in having ~ '".roice in d.epartmental discussions>
I
., •. ,
.
.
pl.lms, goals, evfluations, etei: :Nr::~d for ~re ~eaningful communicati()n
betwen depart,ment faculty an~ stud¢,nts.
Q1.i~tion of f~c:ulty evaluations-
students ~init~,k want a part in 'this-and'lia.ve it mandatory-and hav.(!
~!ll: that is refognized.
Jrepar~e11ts should develop towards the student:
interest-seemingly the student.o~ td<lay, ~nd not the student/university
goals o£ 5 y~ars.l hence •. Open di$cus$io;.t 6pei:J. to all members of department
{perhap$ dialogue-style). Deparanents se~d to perceived as student
(ma.jors)/facultyland. 'nOt necessa.r·i.·lY .. ~.
i. faculty •. Interdepartmental
action stressed: either do away With depar·t.meiltal "boundary linesn or
increase interaction between cepa.totmente.
Or ao away vi.th them completely.
S true ture.!
· I
·
.
.
.
·
·
etas's size major issue. Classes aria too large on undergraduate
I
.
'
.
level-and a great inequality exists between size of graduate classes
·and undeT"gra.duatk elasses. Limiting ela.ss size not well tec~ived obt
of fear of not b~ing able to attend. . Majol' programs do not have enough
variety. Inequality of department size. Gtaduate faculty and separate
undergraduate fa.hulty proposed.
Changing hours of university suggeste<l.
De~rtment.a.l Powkr: .
- .. ,
Dep8.'rt.me~taf-power (student majors·, faculty, graduates) shou~<l be .
absolute. Administration should either be om.itted in decision ms!ting
or have a small kay as students perceive administration as too far
removed from denartment machinations.
Chairman should not have absolute
or unequal powe~l in department. He is seen in advisory role. Constitution
for each deparmrnt suggested defining nwhatn and n~on of department.
Department chairmen in all depar~ents should be chosen by
I
.
fa~ulty of fhe departmant and the majors.
A department chairman
should oversl ee the implementation of progrsms desired by faculty
and students: He should be an errand-boy not a dictator.
Also, t.ha dFpartmest should have a writtell. 7tateacnt of its
objectives fn education and/or research; this statement to
be for_mu.lat1ed. by stu~ents and faculty involved.
,(U~Q.f!P~ .... t:~n:s.l'!~~n~ ;_'6-~§.r~n,.t:
Students sh~uld sit on all dept. meeting~. Suggestion for granting
of academic cred1it for participation of c~ttees. This ~;ould also
·
pro~ide e-;:perie~be in grcup relations. Deparm.ental student associations
need to be stres1sed and rele .. .rs:nt. Students should be 6ble to contact·
I!W.jors by memo on issues. much like chairman does with faculty.
I
•
•
•
•
•
•
~~;;t!t~~~tm.~=
I
.
.
Need for stronger advisement of .courses outside of requirements.
One p~rson in dept. needed to help wi~ learning problems r~ferral problems.
Up~r division majors eh~~ld be used in advising capacity-informally
•
I
.
•
perhaps. Honor Society might be required to tutor.
fu"te~.iJJc D~.~~-~1. P.rp}.l~:
ftf..any people! in the l!&th dept. are rather dissatisf'ie.d.
They .stress.
th-e need for ·lesls theory and more applied l!ath courses and more applied
~ath within theqry courses. They are also unhappy with the· quality of
·teaching.
I
·
·
There was a: great deal of criticism of the school of Education:- mostly
·I
of the undergrad progr~.
The.eritici~ was about the quality of the . ·
~:J.terial, the r~le.vance of the material and the lack of innovation.
.
I
· 'l'h~ list of nsu.ggestions11 proposed by the "second quarter" committee was
discussed at the Dept. meeting.
T"nese included changes in the. overall
progrEW!, specif~e ccurses, and s·tudent teaching. There seemed to he a
~
I
.
.
larg~ aesire fo~ some fo~ of change.
The Dept. olf ~ce Languages received suggestions for changi~g
of i:mplementary programs of study a.f)road and
·--------·--------~-~-.....:;_-·"-··-
··--'--~ -·~··-·-~'-··-··
-~-·---·-··-o:........:... . .:: __ ...........__ ___
~ ______________ __:__ _____ ~____;;.___.:._-.:... ____ -------
expressions olf need for more conversation and speaking
in courses ann less composition ..
Students~ and faculty in many departments complained
about lack of e~wu~h courses or_ la~k of variety of. c;(;nJ_~·ses.:
Ther e>
coe-n-
<-o be a
n-ft~b"' ~11, r-.t:
.. ····- ·=-ed '""'"'D""Y .co .. -
~r1~~ ·-·· -·/·"''
.c_,-
""
.,:)'""
.t!l.:>
~~--
--
.i . .;.v
1-r::~,·-
... .J ... ~
.J..-.~HL~.._
Hz.~ ......
_;_.._..
..L
1.
d .. "'..l\..::..' .. ·:...-.A.'l.'-'.t.·~J...
fa\:'11 ty a·nd
~"'bU-rSeS an--'l
in ;:301M C3SPS
o lack o-1-
·::-n;:;,-'f-:
,":....
..-.::.,;=
~] ---
.... _
-
~-.
·' .-~
._,
"
--
._, -~- ......... -
(c.~.., sed , .... ~-- ,_
·"~O'-trses) ,
Many h&ve felt toe mJ~.l !ressure t~ co_ver R speci_f~~d
amoun~ of .;;at
1
~ria~ and 1 alsG t<·· test la . .ty-_e
amount~; :-::-
mat0~1al at one t1me.
Hisr::z.llaneous com..'Tients and sugg3stions
·- -
- School of Educat1on 1ncomneti tfon with total research
oriented university
~
Art Department isolates itself.
Classics dept needs to w~.ke identity known.
Establish music dept listening rooms, music library.
Environmental Studies Dept shoud be establmshed.
~----- ----- -----------
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I Education,. ~eachi..l"lg, <iua~ity o~ Learning
Controversy bef'tween edueat1on and teaching.
i'1lhy are people educated?
Education seen as means for fitting people into societal and vocational
~lo~s: This ~s se~n as n~rrow vi~:\ 2nd ~oes not!~onsi~er q:es;~ons of
~nd.1.Vldual pex·
1cept~on, personal pJ..c.J.._._osopnyo
Boo"u.ea:r.n:mg-c.c·Ba ... lve
thinking dichdtomy.
Faculty-studclYt. relations:bips seen as too distant
and blocking ]earning.
Equal part.ne:..•s in an educational com;nunity is
concept requesjted--breakdown of f'o:r-mality.
Learning not pGrcsived as
enjoyable.
C9eate climate for learning and protect that climate and
the Universit~ community.
Education takes place inside and outside classroom--must be connected
with life.
S~ress on individual learning and development.
Is learning
accomplished ,ne T/Iay from teacher to student--or in dialogue.
Creation of center of teaching and curriculum innovation with position
similar to redearch setup. Elected person would preside as V.P. Research
does nowo
I
Too much emphasis on degrees, image.
Should refiect society9s needs.
Free, open university needed •
._........._.__. ---------~--·.
~=~~ ------------- -~~-------------- -
--
----·--:-~
...... --
SECT
There was massive support for making SECT mandatory by action of
the University Senk.teo
Many felt that the results should be published
and distributed toj all University members at no cost vdth Student-Tax
money used to fund the operation. There was disagreement on the level
at which SECT should operate; some felt that it should operate at a
complexe University level, while others felt that it should operate at
a departmental lev~lo A question was raised about evaluating the quality
of research and publishingo A suggestion was made to use the results of
SECT in decisions kade on tenure, firing and renewal or non-renewal of
contract.
MUch dibcussion was centered on the time that evaluations
should take place.! Some felt that the evaluation should take place at
the end of the semester, others felt that it should take place at mid-
semester to provid~ some feedback to the teacher.
Some felt that
evaluation should be a continuous process.
A point was raised that,
I
perhaps, teachers phould also evaluate other teacherso Many stated
that not only shou~d the teacher be evaluated but also the material
presented in the cpurse. A major concern was the validity of the
questionnaires usea in the past. Moreover, the point receiving the
most massive suppo~t was to make SECT mandatory.
I
Rewarding Good Teachers
I
It was suggested that:
I
1. Good teacher awards be established;
2o
A teacher~of-the-year award be set up;
3. Rewards should be made publicly and before the community.
The question of student apathy lies at the center of faculty-student
relationships.
S~ dents jUSt don 2t ShOW interest in department affairSo
Faculty just don~~ treat students as individuals. Apathy is a charge
thrown back and f9rtho
Nor do students or faculty l~ow how to deal with
the belief in widespread student and faculty disinterestedness.
TENURE J\.IID PRO:HOTION
There wets massive suppore for doing ar.:ray l'ITi th tenure completely.
Some
felt that tenureldo9s not protect those we want protected~ Some felt
that if tenure is retained the criteria must be clarified; the criteria
should not place I so much emphasis on puhlishing and research.
Many
believed that students must hhave a say in tenure.
One plan prbsented for an alternative to the present policy -vms g
Faculty sho~Id be given the option of choosing one of three criteria
as a basis for p~omohion~ and tenure~
a) teachinglalone, for those whose primary cow~tment is to under-
graduate teaching;
b) research I leading to publication alone, for those vrhose primary
commitment is to the graduate education and research1
c) A combination of the two, for those ·whose ability and interests
lead them to work in both fields.
Faculty choosinglto be evaluated and promoted on teaching alone should
not be penalized or put in an inferior position.
/mother plaljl submitted \XaS the establishing of a committee repre-
senting (1) students, (2) faculty, (3) administr:,tion to oversee the
dismissal of Fachlty based primarily on the Ufublish or Perish" pre-
requisite.
I
A suggestion was made to make available a complete list of per-
sonnel being reviewed for promotion, etc. early each year to the entire
University commurhty so interaction will not take place at the last stage.
A recommend~tion ·r-ras made that alternative positions ,,Tithin the
University should be provided, if the situation calls for 9 for dismissed
faculty ..
Research and Teaching
From all indications, research was discussed many times during the
nDialog Session .. •r
The points brought out included:
1. Research should be optional.
2. There should be part-time teaching and part-time researching--
One semJster for teaching and another semester for researching.
J. Undergr.iduates should get involved with the research of the
teacherJ; the teacher should do research in a related subject
that he lis teaching to the undergraduates.
4. Teachers should teach and researchers should research.
5.
The pro~lem is a departmental problem and should be dealt with
at that llevelo
6.
Teaching and research cannot be separated but teaching should
take a .Priority.
7.
University is the only place for research to be carried out.
8. Profs should stop research for one or two years to devote their
time to teaching and then return to research and teaching.
Publishing and Teaching
Too much emphasis on publishing
It should not ~~ necessary for a Prof to publish and teach.
A young teache~ shouldn°t be made to publish.
Statement from 11Pleasures of Publishing:~:
Publishing and teaching are interrelated.
"IDf the man h~~ nothing to say, or perversely will not say it to
students, th1s can be so.
But if he is really doing his subject,
he will be bo~h publishing and teaching through every mode of
communication lhe uses.
.And it is what he has to say that matters, _
not the mode U!sed to say it.
-------
I
-"------' '--'------~
·- .. -:....~--"-- -·· -~--
CURRICULUM
Quality of teaching - the present situation
Coming mostly .from the Social Sciences, but also largely from other
department~ came co~plaints concerning class size, teaching, and course
content.
Many feel lthat more emphasis should be placed on teaching at the
undergraduate ~KKR~t level. A suggestion that a position of Vice-President
for Teaching be crea!ted '~;vas made.
Introductory courses are vie•ved as
worthless, dull, loJing majors in the crowd, meaningless rote. Faculty is
asked to justify corltent and help explain their educational aspects.
The
structure and the gclals of each course should be periodically re-examined.
Course content seemJ irrelevant to reality.
There is apparently a shortage
of 11good" teachers.
Change-
The general c9nsensus seems to be that the University is too specific
that it should be fl:jeer.
tfuile some support requirements as promoting
\veil-roundedness
· : ·
ore attack them as obstructing
vJell-roundedness and tying people down.
Some advocate dropping a major comple
tely.
Someone suggJsted that a comprehensive examination be given in the
major field before dhe BA or BS, replacing the grading ststem.
The pass-fail
system vJas heavily ciriticized, but some ask that it be optional in each course.
Greater experimentation was called for, including expanding the Experi-
mental College into a free university, though some people wanted to know
what an Experimental College is all about.
More pluralism is needed, as an
alterna~ive to requirements, to relate to the community, to provide doing as
well as learning; and also seminars and independent study in relation to
pluralism.
We need bore interdepartmental courses, even interdepartmental
majors.
A general dollege for independent study should be created, and inde-
pendent study should, in general, be encouraged,
A test should be given such
that, if the student proves competent in the subject, he may be excused form
the appropriate course. It is suggested that the university be reformed as
an entity whose pur se is integrating the student into society.
c.u.R.E.
A proposal that has ~eceived widespread support befpre and during the dialogue
was that of the Comm~ttee for Unidergraduation Requirement Elimination (CURE).
All requirementF except for the major, minor, Physical Education, and
Teacher Education (where applicable) are to become recommendations rather than
requirements.
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For further details see the Sutrn proposal.
It should be st~essed that this r~ceived much support.
EXPERIMENTAL COLLEGE
Overwhelming op~n~on f~om data read is the experimental ¢ learning programs
are needed and desired at SUNYA.
Suggestions to implement this idea include:
A.
Establishment ofl an Experimental College under which all experimental prog
grams (i.e. present experimental-general college programs) would be housed;
B.
The hiring of a professional educational innovator to conceive, devemope
and implement experi~ental learning programs.
§.
Under this lab lei of Experimental (ne'\;7) Learning Program could go ;J..
1.
a central testing service that "tvould allm11 students ot f4f1. pass v7ith
credit courses withobt having to do the in-class work.
This service would also
collect all course ohtlines and syllabi for distribution if deemed necessary;
2. Establishment bf a department of "humanistic" or affective learning and
techniques.
Such a program would concern itself 't1ith techniques of making l.a:ttning
fun and methods of iflcorporating "£eeling11 experiences in daily learning.
~--~~-~~-~~----~~~=~~---·---------~-~~---~~~---~"---~-~-----"·-~-~---~
STATE UN IVE.RS ITY OF NEW YORK
AT ALBANY
OFFICE OF THE PRESIDENT
MEMORANDUM
To:
University Senate
From:
Allan A 0 Kuusisto
ALBANY, N,Y.I2203
The next meeting of the Senate will be held on Monday. April 20
at 3 Po mo in the Assembly Room of the Campus Center.
Agenda
1. Item remaining from Senate Meeting of March 16, 1970.
Resolution presented by Regis Deuel.
2o Consideration of the C. U. R. E. proposal. This is in two parts
to be presented by Stephen Villano.
a. Motion to remove from the table the proposal of the Undergraduate
Academic Council of March 17. 1969.
b. An amendment concerning the implementation of the proposal.
3. Council Reports
4. New Business
AAK/ sla
4/15/70
Allan A 0 Kuusisto
... :
,., ...
STATE UNIVERSITY OF NEW YORK
AT ALBANY
OFFICE: OF THE: PRESIDENT
MEMORANDUM
DKfE:
April 21, 1970
FROM:
Allan A. Kuusisto
-TO:
University Senate
The Senate was unable to complete all the items on the agenda at Monday's
session and a continuation of the meeting will be held on Thursday, April
23, at 3:00 p.m. in the Ballroom of the Campus Center.
Council reports
and new business are the remaining topics for discussion Thursday.
AAK:amp
-.;)!;/- - .:J
l/1fl (JV1 I;'
Allan A. Kuusisto
OFFICE OF THE PRESIDENT
TO:
University Senate
FROM:
Allan A. Kuusisto
STATE:'(JNIVE.RSITY OF NEW YORK
A
/>,L l'lANY
MEMORANDUM
RECE~VED
i)EPARTMtNT o:: iliSTO;;I
ALSA~~~~
'(y:,;:(k'd~,l~Y
Since there was 20 quorum at the Senate meeting on Thursday~ the
continuation session will be held on Monday, April 27 at 3 P.M. in
m
a
1
Lecture Room 6.
The. agenda will consist of Council reports and new
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business which had to be delayed from Monday's meeting.
AAK/glc
4/24/70
Allan A. Kuusisto
SENATE OF THE STATE UNIVERSITY OF NEW YORK AT ALBANY
Minutes of the Meeting
April 20, 1970
The meeting was called to order at 3:15 p.m. in the Assembly Hall.
More
than a quorum was present.
The minutes of the Senate n1eetings of March 16 and
of March 25 were approved without change.
1.
Senator Duell re-introduced the motion carried over from the previous
session calling upon the Executive Committee to prepare and present to
the Senate a statement concerning the scope of the Senate's jurisdiction.
He pointed out that an ad hoc committee had circulated an inquiry to
1150 members of the fac~ty-and staff; that 58% of those polled or 674
had returned the questionnaire and that of those 581 or 86.2% (and an
absolute majority of the faculty) had declared themselves in favor of an
affirmation of a strict construction of the Senate's functions.
1.1 Senator Schwartz moved to amend the motion to ban all "war-related
research11 on the campus.
A point of order was raised that the
grammatical form of the amendment was not appropriate to the form
of the main motion.
The matter was dropped when the mover did not
reframe his motion,
1.2 A motion by Senator Littlefield to postpone indefinitely was approved
by a vote of 31 to 23 with 6 abstentions,
2.
Senator Villano presented the CURE proposal which had been circulated with
the agenda.
He pointed out that only 200 out of roughly 8000 students
benefit from the General and Experimental Colleges and the 3 already-
approved departmental majors.
In a recent student poll 1911 voted in
favor of the CURE proposal with only 119 against.
General opinion, he
reported~ was that the proposal was only a small step and didn't go far
enough.
--- -- ----- ---2 ;-1- -senator Vi-1-lanoJs- motion to-:t'emove-fT~om-the-table-the-"new_S_tatement_ __ _
of the Undergraduate Degree Pattern dated March 17, 1969 and pre-
sented to the Senate by the Undergraduate Academic Council which had
been tabled in the Senate meeting of June 2~ 1969 was approved
unanimously without debate.
2.2 Senator Villano moved to amend the Undergraduate Academic Council's
recommendation by adding the "Impleme.ntation Amendment dated April 20,
1970" with the implementation details to go into the Bulleting. It
was pointed out that the proposal as presented had been considered by
and approved by the Undergraduate Academic Council.
The motion to
amend was approved orally with only a scattering of "no's".
2.3 Senator Villano then moved approval and immediate implementation of
the statement of degree requirements as amended,
The Senate approved
a request that Professor Winkelman be permitted to speak against
the proposal.
Senator Tedeschi also spoke against it saying that
students need to know other fields besides their area of speciali-
zation,
Senator Childs argued that there is no proof that the
existing system satisfies the claimed purpose or that the CURE
-2-
requirements would be any worse. It was further argued that the
concc~pt of the well-rounded individual is obsolete; the focus of
education should be on the process of knowledge rather than on its
content.
In response to a question it was affirmed that School and
Departmental degree programs would not be changed.
Two representa-
tives of the CURE committee were allowed to speak in its behalf.
Various speakers argued in its favor that departments now slight
required courses, that the proposal eliminated compulsion and
encouraged self-direction.
In response to a question Dean Perlmutter
indicated that he did not believe the proposal would have any
harmful effect on faculty recruitment or retention,
2.4 A motion to call the previous question was defeated by a vote of
32 to 15.
A motion ~·.as made which, after corrections accepted by
the maker, ~vould have specified that at least 39 hours of the
elective courses would be outside the major or second field.
After
some discussion the amendment was defeated without dissent.
The
question was called and carried with only a handful of no votes,
3.
Because of the impending religious holyda.y, it was moved at 5:25 p.m. that
the Senate adjourn untH 3 p.m. on Thursday, April 23.
April 23
At 3:30 p.m. there were only about 30 Senators present.
A
motion was entertained for adjournment to 3 p.m., Monday, April 27 and
carried without dissent.
However, on the 27th there were fewer than
35 Senators present and the Senate was not called into session.
President Kuusisto took the occasion to inform those present that the Board
of Trustees had amended its rules concerning public order on campus to
make them obligatory.
Furthermore each campus is required to establish a
hearing committee consisting of 3 members of the administration (and an
alternate), three faculty members (and an alternate), and three students
(and an alternate).
The students were to be named by the first six, and
the committee would hear all charges against students for breaches of
______
pt.tbli~_o'};'<!¥r on_ <:?_!\l);>Us_. _________________________ ~- _____ ~---
Professor Thorstenson suggested raising at the SUNY Senate the issue of the
Trustee's policies on classified research.
Should, he asked, the Trustees
be requested to announce publicly all exceptions granted?
Senator Droessler
commented that to his knovTledge no exception had been granted and that no
request for such an exception had been forwa:t'ded to the Trustees from this
campus,
The Senators present took the opportunity to discuss the proposals for
graduate programs j,n Philosophy and Italian for the guidance of the
Executive Committee which would be obliged to act upon the:m in view of
the inability of the Senate to muster a quorum.
The discussion turned
on the adequacy of present and prospective library resources. Professor
Reese asserted that the SUNY/A library is now better equipped in Philosophy
than the libraries of 5 or 6 other institutions known to give respectable
PhD's in this Held.
Dean Flinton pointed out that the Italian program
provided a unique opportunity to ppol SUNY/A resources with those of the
Center at Binghamton.
Respectfully submj. t ted?
Virgil B. Zimmennann, Secretary
To:
From:
Subject:
SIAn: lJN:lVIEf!SUTV 0~: Ni:IN YO:RK Al AUANY
'1400 Washington Avemre, Albany, N.Y. '12203
April 15J 1970
M:l~iMOR.A NDUM
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....... ....-.. -
University Senate
Executive Committee
Executive Committee Report
For Information
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The selection of the University Govern;:;nce Commission approved at
the meeting of the Senate of March 25 ~ 1970 is almost complete. When
it is completed the names of the membe.rs of this Com.mission will be
distributed to the University conunun:i.ty.
1
2. Since at this time the ~;l<rte of :::tom.:i.JJ.eet3 :for election to the'Bpecial
1
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Committee on Faculty Evaluation and 'I'ern'l HeneWEil, Tenure and
Promotion CriteriaVI is not fully prepared~ the Executive Committee
I
agreed that in order to expedite the er:Jtablishment and operation of this
!
commiftee--;-t:n-e-elec-·eton.-cn·-ns-r:nerrrm~rs oy-ttre-S-eTrate-wtll.-be-c-onducte-d---------1
by mail ballot.
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has requested Vice Chail"mf.m··l~;lect MEmritz Johnson to appoint a nominating
committee for the purpose of presenting a slate of nominees for the election
of 1970-71 Executive Committee to the new 1970 ··'71. Senate at its organizational
meeting. In this connection the Executive Committee has agreed that the
interpretation of .Article II Section 5 of the By-Laws does not exclude the
the election of student members of the Senate to the Executive Committee.
He ~3pectfully submitted,
Alfred P. Ii'inke1steinJ Ch~d.rman
518 • 457-3300
Cable Address SUAI.B
Members of the University Senate:
Members who are representatives of the Faculty and Staff are
aware of the recent poll conducted by the Ad Hoc Faculty and Staff
Committee on Senatorial Authority. The entire Faculty and Pro~
fessional Staff, totaling 1,150 members, was asked to affirm or
reject the following statements of fact and principle:
THE UNIVERSITY SENATE 1 BY ITS ACTION ON
FEBRUARY 9, 1970, ASSUMED UPON ITSELF THE
ROLE OF A POLITICAL ARM OF THE UNIVERSITY 1
BEYOND THE POWERS DELEGATED TO THE SENATE.
ANY ACTION BY THE SENATE BEYOND THE
GOVERNANCE REQUIREMENTS OF THE UNIVERSITY
CANNOT BE CONSIDERED REPRESENTATIVE OF
THE ENTIRE UNIVERSITY FACULTY,
The affirmations of the principle thus far received represent
an absolute majority of the voting faculty,
86% of the total
returns received affirm the principle. This result constitutes
a clear call for responsive action by the University Senate.
I THEREFORE MOVE THAT THE EXECUTIVE
COMMITTEE PREPARE AND PRESENT TO THE
SENATE FOR ITS CONSIDERATION A STATEMENT
OF AFFIRMATION WITH RESPECT TO ALREADY
EXISTING RULES OF PROCEDURE (ARTICLE I,
SEC , 31 OF THE FACULTY BY-lAWS) WHICH
LIMIT THE SENATE'S JURISDICTION AND ITS
AGENDA-TO-MATTERS -pERTA-!NING-TO-THE ___ _
ACADEMIC GOVERNANCE OF THIS UNIVERSITY.
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State University of New York at Albany
STUDENT AFFAIRS COUNCIL
REPORT TO THE UNIVERSITY SENATE
April 20, 1970
1.
The Student Affairs Council met on March 6, 1970.
The·Committee on
Financial Aids reported the following action:
1.1
The Financial Aids Office shall be authorized to encourage departmt:nts
of the University to advertise studert assistant positions in the
Office of Financial Aids, with the urderstanding that students wil'l
be referrG'd to prospective employers who will make the final decis·'ons
to employ.
·
Rationale:
Student employment opportunities are becoming more sca··ce;
encour&ging better advertising of jobs will hopefully permit stude~ts
needing work better access to employrent.
The size of the Univers·ty
facility makes it difficult for studfnts to find where jobs exist.
1.2
SUNYA students, in their SUNYA emploJment as student assistants, w·ill
be pem i tted to work up to a maximum of 15 hours per week.
Studen·:s.
wishing to deviate from this po.licy nay do so with the approval of
the Errployment Coordinator in the O·'fice of Financial Aids.
Rationcle:
This proposal will insure equitable distribution of jo)
opporttnities and will make general ! tudent employment on campus
consisient with the College Work-Stwy Program.
1.3 The Ofiice of Financial Aids shall I e authorized to mail information
concerr ing the funds management prog· ·am of Education Funds, Inc. b
studenis unable to receive aid throu! h university-administered pro)rams.
The Ofiice of Financial Aids will in~ure that no additional admini ;tra-
tive rEsponsibility will fall to the University as a result of protiding
this service to students.
Ratiomle: This program represents,; service that higher income
familiEs may avail themselves of in :he event other aid is inacces;ible.
1.4 In the event SUNYA is required by l~J to withdraw financial aid, r~
sultin(J in a student's being forced to leave college when such is
not thn intention of the University, the aid will be withheld and the
case w·'ll be described in detail and referred to the U. S. Office ·)f
Educat·on for final interpretation.
Rationule:
Lack of clarity in prese 1t anti-riot legislation makes
it des·irable to ·obtain interpretatioL
A question 11as raised with regard to whic-1 govern·ing body of the Univenity
has the aut! ority to determine the maximu, 1 number of hours per week which
student ass·.stants may work.
Guidelines till be sought on this matter.
,·
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2.
The fol'lowing persons \!Jere approved as members of the Committee on
International Students:
Douglas Cord, Exec. Secretary
lois Greg'g
Rodney Hart
Hi 11 i am 11erri ck
Donald Sma 11
Robert Fairbanks
'@
Ruth Bl i;~ckburn
Grace Morouki an
Robert Burstein
Abdinassir Sheik Abdi
Jorge Restrepo
3.· At the conciusion of the two-day University-wide Dialogue of ~~arch 19
and 20, the Di a.l ogue Committee met and submitted areport to the Execut·i ve
Committee of the University Senate.
The r:xecuti ve Comni ttee met and
invited the ·chairmen of all senate councils to review the report.
As
a result of that meeting the Executive Cor1mi ttee referred four items to
the Student Affairs Council:
3.1
GrievaLces- How should student complaints and .grievances on
academics and othe~ matters be handled?
3. 2 Uni fi cation - It was suggested 'that ~:~reater communication between
faculty and students should tak.e 'place.
Hov'i can \'le .. incorporate
facu'lty ·into residential life?
.
3.3 Intern<tional Student Association
3. 31
:. t was suggested that more att:mti on should be paid to Inter-
national Students.
3.32
·;·he students feel that there should also be more reciprocal
action on the part of the International Student Association to
help American students wishing information on traveling abroad.
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of our campus ·security force.
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The Student Affairs Council referred the issue of unification to the Ccmmittee
on Student ~esidences and the issue of International Student Associaticn to
the Committt~e on International Students.
It was indicated that the issue regarding grievances required further study.
It was pointed out that the improvement of informat·ion services and tre
presence of a university officer in a central location as proposed at the
last Senate meeting might help to solve this problem.
The security question requires discussion with the Vice President for
Management and Planning, \llho has administrative responsibility for security.
4.
The Counci 1 revised Section 4.1 of Student Guidelines upon recommendation
of the Uni v~rsi ty Com11ittee on Student Ccnduct from:
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4. ·
11The J·udi ci al body is established in, a manner which affords all
( con·t' d.·) students rBsi eli ng, in the quadrangle: an o.pportunity to e 1ect
.:
a representative body.
11
TO
11The Judicial body shall be established in a manner P.rescribed by'
the quadrangle constitution.
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5,
The Council revievJed a proposal by Senato1;, Jack Schwartz which called for
standards of a.<;ademi c freedom with regard to freedom of expression,
protection from '(improper disclosure of personal records ,
11 searches and
inspections and the surrender of incriminating evidence about students.
·After a lengthy discussion of the University's legal obligations and
its current practices, the Student Affairs Council passed unanimously
a motion which indicated that current university policy regarding these
matters is appropriate.
Respectfully submitted,
Clifton C. Thorne
Chairman
Armand Baker
Sorre 11 Ches ·in
Jerome Dukes
William Dumbleton ·
Roswell Fairbank
Doris Geiss
Mark Goor
Lois Gregg
-------- ---- -+--------__ ___:_ _____ -----Harry--Ham-i-1-ton--------- -----
Janet Havens
Steven Lobel
Victor Looper
Margaret McKenna
Karl Peterson
Adele Porter
Rudolph Schmidt
STATE UNIVEHSITY OF NEW YORK AT ALBANY
f.?..~?cil..?_l2_Re~-~~_:=:_?.:...!3:.~.E..? . .?:~J:o th~_§_~nate_on the P£~posal to B_an W~~~}at~~
R~~ea:£ch From All Facilities of the University.
The Council held several discussions of the proposal and consulted with
other members of the faculty and student body, including Messrs. H.ei.lly and
Schwartz, the two Senators who brought the proposal to the Senate.
The Council found that the term 11 war- related research 11 i.s subject to
individual interpretation and not acceptable for inclusion in a policy staternent.
It is well know that any new knowledge which comes from research can be used
in a variety of applications, and such use of knowledge is_ usually not predictable
in any detail.
The Council therefore rejected the proposal to ban war-related
research from all £acUities of the University.
Under the current SUNY Trustees 1 policy, research activity throughout
the SUNY system is in the public domain, and public information is available on
the conduct, program and results of all research and research related programs.
The policy statement is as follows:
''RESOLVED that any research or research-related programs con-
ducted by personnel of State University of New York, carried out in
State.-operated universities or colleges or on State University con-
trolled premises shall be unrestricted as to the dissernination pub-
licly of the conduct, progress and results of such research or
research-· related program.s; and, be it fu:rther
RESOLVED that any projects which might be consi.dered justiHable
exceptions to this policy or might require review because of extenu ..
-------------atirrg-£-e:n;t-o-:rss-D:aU-be- suomiftecl-tCJi:l'i.i-s-Boarcl-o£-Trustees-for review
and final decision. (66-258) 11
The Council recommends that the Senate reaffirm the above statement of
the SUNY Trustees as continuing policy for the SUNYA campus.
15 April 1970
Council on Research M.em.bers:
John M. Bird
Richard Clark
Alice Fuchs
Melvin Katz
Kathleen Kenndey
Charles T. 0 1Reilly
John C. Overbeck
Job.n W. Saunders
Richard C. Teevan
Jagadish B. Garg, Vi.ce Chairman
Earl G. Droessler, Chairman
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UNDERGRADUATE .ACAD.E:NU:C COUNCIL
The Undergraduate Acad.emic Council met on April 7 and dis-
cussed several items but there is nothing to submit for action at
this time.
Respectfully submitted,
John Aronson, Chairman
* * * * * * * * * *
COUNCIL ON PROMOTIONS AND CONTINUING .API_)OI.NTMENTS
The Council is continuing to meet as often as possible and is
continuing its work.
ReBpec:tfully submitted,
Charles T. 0' Re:i.lly 1
Chairn'lan
Graduate Academic Council
For the period March 1 - 31, 1970
For inforrn.ation:
The Council held one meeting during this period,
l.
The Council clarified the procedures a departrn.ent should follow if it wished
to utilize the departmental testing option but did not have within its faculty a
person competent in a foreign language in which a student wished to be tested.
It was determined that in cases such as these the department could arrange
to utilize the services of a qualified person outside the department. Simi-
larly, the department could make such arrangem.ents if a qualified person
within the department could but would not serve.
2.
The revised foreign language/research tool requirement which was adopted
February 19, 1970, is given in full below:
I.
The University requirement that each candidate for the Ph. D. demon-
strate a competence in at least one appropriate foreign language is
recinded.
II.
f-'rograrns leading to the Ph. D. require the demonstration through exam.~
ination of a reading knowledge of at least one foreign language and/ or
other appropriate research tools, depending on the program:
A.
Foreign Languages
1,
Foreign language requirements may be met in one of the fol ..
lowing ways: (a) by local exarn.ination constructed, adminis-
tered, and evaluated by the student's major departrnent; (b)
-------- -- --- -15ycompretion of-an appropriate-C!rraduate-f'cho-ol-Foreign-han--------
guage Test of the Educational Testing Service (E.T,S,); (c) by
local examination conducted by the appropriate foreign language
department. The number and nature of these options available
in a particular program is at the discretion of the department.
2.
English may not be used to satisfy a foreign language require-
ment.
3.
With the approval of his major department, a foreign student
may present his native language in meeting a requirement for
@lne foreign language,
4,
Generally there is no limit on the number of times a graduate
student may take a language examination, but individual depart-
ments may at their discretion establish such limits.
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5.
For students who take the E. T .S. examination (available in
French, German, Russian, and Spanish), the passing score is
determined by the department and in all departments may not
be less than 500.
6,
Scores on an E, T. S. test taken prior to admission to a program.
may be applied to the satisfaction of a foreign language require-
ment at the discretion of the department,
7.
The limit of tim.e between the satisfaction of a foreign language
requirement and admission to candidacy for a graduate degree
is at the discretion of the department.
8.
Successful completion of a foreign language requirement will be
recorded on a graduate student's transcript.
Examinations
failed will not be recorded.
B.
Gther Research Tools
Special skill requirements are listed under the program statements
of the individual departments. Responsibility for the evaluation of
a student's competence in such techniques rests with the student's
major department. The department may, however, require the stu-
dent to be examined or otherwise meet standards of accomplishment
in another appropriate department.
III.
Where master 1 s degree programs include a language requirement or a
research tool requirement, the policies above associated with their
evaluation will apply to them also,
---- ---rv~ - -Tn:e-a:bove pott<::i~s-b-e-c-<Jm-e-eJ£-e-cti ve-Jurre---:15,----19'70,-and-apply-ret ro-..--------
actively to all students in graduate programs at this University, at their
option,
3,
The Council approved the following statement as a guide to departments in
defining their "research tool requirem.ents":
Implicit in the Council's de cis ion to broaden the concept of required
research tools to include research tools other than foreign languages is
the conclusion that such requirements in the past have often been retained
largely as a kind of academic appendix to the body of the graduate lea:rnlng
experience. The Council urges each department, therefore, to integrate
the use of the research tools it requires into the ongoing program of the
student. Such an integration will serve to de-emphasize the routine satis~
faction of a research tool requirement and should encourage the use of the
tools meaningfully and appropriately in. course work and sem.inars as a part
of the student's program of study.
4,
The Council requested the Dean of Graduate Studies to:
a.
Inform. the chairmen of all depart:ments with active graduate programs,
or with programs approved to begin in September 1, 1970, of the changes
in the regulations governing foreign language and research tool require~
ments.
b.
Request that these chairmen submit by April 30 the necessary statements
of their departments' requirements for inclusion in the official des-
criptions of these programs.
c.
Make such editorial revisions throughout the next issue of the Graduate
Bulletin as may have been necessitated by the adoption of the revised
regulations governing foreign language and research tool requirements.
5.
The Council admitted two students to candidacy for the D.P. A. , two to can-
didacy for the Ed. D. , and two to candidacy for the Ph, D.
6.
The Council voted to recommend to their respective faculties for the con-
ferral of advanced degrees and certificates one candidate for the Ph. D.
(chemistry), one candidate for the Ed. D. (educational adm.inlstration), and
one candidate for the University Certificate (school psychology).
For Action:
1.
The Council recommends to the Senate a graduate program in philosophy
leading to the Ph. D. for introduction June 15, 1970. A copy of the proposal
has been distributed separately.
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--- -----z~-- The-Courl.cil-recommends to the Senate a graauate program initanan leaatn:g-----~
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to the M.A. for introduction June 15, 1970.
A copy of the proposal has been
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distributed separately.
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4/13/70
Respectfully submitted,
Charles T. C''Reilly,
Chairman
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Members Absent:
Guest Present:
STATE UN:tVE:RS ITY OF NEW YORK AT ALBANY
Library Council
Minutes #7
(19,:J9-70)
Dr. Baum, Miss Cavaleri, Dr. Colby, Dr. Frank, Miss Hastings
Dr. Droessler, Mr. Odoho, Dr. Phillips, Dr. O'Reilly
Mr. Rothman, Dr. Stauffer
Miss Caulfield
A regular meeting of the Library Council was held on Thursday, April 9, 1970,
in Room 124, University Library.
The chairman pro tem, Miss Alice Hastings,
ca,lled the meeting to order at 3:15 p.m.
Lack of a quorum prevented the
transaction of any official business.
The following topics were covered:
A - Library budget formula.
Because of illness Dr. Haniuk wa,s unable to
present the applj.cation of a formula for the allocation of library funds to
departments based on enrollment and size of faculty.
B - University College Library Collection. Following a review of the history
of the coliection by Miss Hastings, the present operation of the UNI collection
was described by its librarian, Miss Monica Caulfield. She explained that the
three functions consisted of:
1. Book selection to provide the collection with the best and most
useful items of interest to students in the first two years of
college in support of courses being taken and term papers to be
written, as well as materials of general interest.
2. Library instruction.
3. Reference desk assistance du·bies for 11 hours per week.
In response to questions Miss Caulfield indicated that the UNI collection is
conceived of in ma,ny different ways:
as a separate area for faculty and
students, as a collection area, as a service area, and as an organization and
s·taff unit.
The question was asked if the UNI material would be just as valuable and more
useful if inte.r.filed with the rest of the library collection. Circulation
da,ta indicates that the UNI collection is used as much or more than any other
part of the University Library collection.
Miss Caulfield indicated her proposal for the future is to change the focus
of the collection to reflect contemporary issues and to maintain such interest
through a revolving collection.
A question was raised as to the effect of a library budget allocation formula
on the budgeting of funds.
There seems to be no basis for applying such a formula to the UNI collection.
Are "classics" missing from the regular shelves because they a.r.e contained
in the UNI collection? This may be true since some Bibliogra,phers select
material with the UNI collection holdings in mind and do not duplicate but
other Bibliographers do duplicate.
One development being undertaken by· the Libra,ry is the establishment of a
"popular" or "recreational" collection consisting of uncataloged paperbacks
to be taken and returned at the readers' pleasure.
As for the future of UNI, Council members suggested that data concerning
undergraduate reactions to the UN! collection be gathered.
C -Dialogue Questions. A series of ~uestions brought up during the University
Dialogue-were reviewed.
on the matter of student representation on the
Council, members expressed themselves as favorable to an j_ncrease in student
representation. Since a quorum was not present, discussion was deferred on
the other matters.
D - Undergraduate Committee Opinion.
Miss Cavaleri and the chairman reviewed
the topics discussed .. by the ad-hocundergraduate committee on the Library
viz:
1. Organization of the law collection and use by students in Cd.minal
Justice.
2. Hiring of two new clerks for re-shelving.
3·
Suh~basement exit survey.
4.
Overdue items.
5.
Copying machines.
6.
Card catalog and lack of cross reference.
7· State Library --need to speed up service.
E - Library Hours.
The Council asked the chairman to inquire of the Vice
Pres id.ent for .A.cad.emic Affairs concernlng the pes i tion of the President 1 s
_______ Cahine't __ on_Libr_ary_Honrs and,____s_tudy___al)ace in the University-'-.------------------+
Respectfully submitted,
Werner Baum
Francine Frank
Tish Cavaleri
Alice Hastings
Frances Colby
Charles O'Reilly
Earl Droessler Allan Rothman
Edoho Edoho
Donald Stauffer
Jv'iUl:'ray Phillips, Chairman
\
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Last spring. a proposal to eliminate the general under•
graduate degree requirements at S'U'NYA was presented to FaC?ulty
S(!)nate, after having.'been reviewed and approved 'by t}le Cuz>ri ...
ou:tum Committee and Undergraduate J..\.cadem1o Couno1l o:f' the Sen ...
ate ii
The p:roposal was tabled, p:r1me.:t'1ly because it lao ked a pla:r.t
of iln:plementat'ion and needed p:roof of significant support 'through•~
out ·the University eommun1·ty.
As mernbe:t•s of CURE. the Committee
for Undergraduate Requirement Elimination, we have undertaken to
supply the implemen·tation plan which was called for, and V~re are
circulating this plan~ along with the or1einal proposal, to
e;ue..ge the degree of support whroh ex-1-sts :ror .. our program.
To f'urtt)e:t? !S4u.eat~. :t;;h,e Vu.~,ers1 t:.v \'fOlll~U~1 ty al'ov.t. our. plan 11.
CYJaE has scheduled. a series of' open hea.rtngs thoughout the U:ni ver ...
s1ty for the week-of April 6 ... 10.
CURE·will also conduct an open
opinion poll on Ap:rll 15, 1. 6P 17 in the Ce.mpus Center Main Lounge
to discern student support for the proposal,
At the April. 20, 1970 meeti~g o:r the ·un1.ver::r1ty Senate the·
issue Of Ul'ldergrad.Uate requ1rero.e'nt elimination Will 'be b:rOU@·ht 'be.,.
fore the members of the Senate.
A.t that time, we will be able to
present University Senate with evidence· of support ·fol" the plan o-f
eliminating general ct'egrEH~ · :t•equirements ~
~le are asking you to
read last year's bill end the plan of implementation and t;o use the
last sheet of this bookl et tor coruments ~
.Please leave· your com-
ments in your department office if you are a. faculty :member or at
the Campus Center Information Desk 1;f you are a student.
If you he .. ve any- questior1s, do not J:1es~ tate to oa.ll us,
Our
names and numbers are on the last pafe•
.
The text of the proposal' and implementation alllf.U1dment follOliTS t
*
i.
*
l?rophed by the Undergradu.ate Cur:riou:um Committee Mar 11 17. 1969;,
--~----The- Cu.-rrroulum ConPn1ttee reoonunents that· the undergradu.ate
degree requirements approved by the faculty of th$s University 1n
the 1961. .... 62 academi o year be l'Ti thdrawn aDd that the f oll o~rin
statement become the statement 9f .the. Un! ve.rsi ty deg:r~e re ...
quirementse
·
.
a~~ ~~
..... !9.!', .• J~b.~ .. ~L.21.
.. &~~.9.!3!!.X .. ~.!!= . .
{1) The Bachelor of 1~ts degree requires a minimum of
120 semester hours.
(2) The B.A. degree is the li~ral~arts derree, and
stresses general preparatitm in preference to
speoie.lization.
(J) Of the semester hours in this degree, at lea.st
75% must be in the liberal arts and. sciences"
In addition, the ph,vsica.l education requirement as ap ....
proved by the f~eulty is retained for the next two-
year p0riod, ~nd r·:'!vie •t-d thtrPafter.
..,. .....
··
b. ReQ.Yl~ni~-n.t..~ ... f Q.t_tl1 ~ J2&~ll.§'i.Q~ . .9£._§QJ.~~2.~-~.4.12~ •
m T e BliOhelor of Soie:n.ce ~tegree requires a minimum
or 120 semester ho~s.
(2) The B8S, degree is· the de@'ree permitting special ...
1za.tion a.nd/or stress or: prepara.tion for a speeif'ic
ve.oat1onal c:>'bjec}t1 ve.,
.
, ~
( 3) Of. the semester hours in this degr(tle, at least !)OJV
must be 1n the liberal arts and sciepces.
.
In addition. the Physical Education requ1rement as approved
by the faculty is reata1ned for the next two ... year per.,..·
1od~ and reviewed thereafter ..
'rhe Committee reoommendts further th':'lt this new degree pat~ern
be implemented immediately upon ~pproval b,y the Facul~y .Senate
of this University, c~o that the :tndi vidualmr faculties a.~rarding
the degree may use· the flexi b11j. ty provided· to them, ·
·~· .:.
Il"!PtEMENTATIQN AMENDMENT
April 20, 1970·
Note• Yhis '·s to replace p.:;:tges 71 through·?; of the 1969 ... 70 Under ....
e;raduate aulletin and. S:PPlies to .all unde:r:g~aduates.
J.iequ.irements for the Bachelor 11.s Degree
.
The college ~\We.rd.s tht-) o.ag:ree. of Bache lor of Arts ( B fl.A o f .
or Bachelor. of Science (B~S.) to ·those candidates who have
MMm ~
completed an. approved sequence of courses and study
totaling a minimum. of 120 semester· hours·. and wb.o, by vote
ot the faculty. are cer~1fied as havina fulfilled all degree
:requirernents.
( '11he required semester hours exclude courses
failed. or not completed and the phys;.oal education require-
ment,)
See section of the Bulletin titled uundergraduate
Academic Regulat1tms 10 for specific inforruatj.on concerning
the I·esidenoe requirement; ::md other regulations.
The author ...
1 ty to establish requirements other than those listed belotAr
remains solely 1n the University Senateo
Requi:red of all B.A. Candidates
;
A, A major in one ot the :tollow1nga .
J6 semest~;r ...
. ~~~!!!.!..~~~ Jimerican. Studies. Afro-.Amer1oan
hotu:s
---- - -----s t-ud-1-es-,- -A-nthr oporogy-, Art-, -B1~o!-ogy,-Ec-onom1-cs-,
·-(-m.a::d-mum~~·~·
... ""'
..• ..----. -.----
ENglish, French, GeographYt German, Greek, Histor~·.
Inter-American La11guage and Area s tud.ies, Itali~n.
~atin, Mathematics, Mtisio, Philosophy, Political
ocience, Psycholo~y, Rhetoric and Public Address,
Russian. Sociology, Spanish, Theatre,
1~.~<?.Jl~ ~.!J;
... :\£Un Eng.lish 1 French, German, IUs tory,
Latin, Mathe:Jmat1ofl, Russian, Social St~ld1es, SpanJ.sh~
Speech (general)~
·
. ·
B, A Seo6nd Field sequence
18 semester~
In addition to those subjects l1sted under Major,
hours
Sequences are available in Astronomy and opace 3ciQm~n1mum)
ence, Atmospheric Sciences, Business, Chemistry, CJ11 ...
nese, Compa.rati ve Literature, co~npu·cer So1ent}e, Geology 11
Linguistics, fhysios, Portuguese, Social ~elfaret other
approved sequences, as advised by the cha~rm:an cf the
major department in which the candidate is enr.olled~
C. Spe61ai aequ1rements
~9~~~ ~~
Profes~1onal requirements
1n e ucat1ort.
· ..
22 semester"·
· hours
D~ Free ~lect1ves
(Depending on progra:m$ major, IUld second :field. )
!l'OT.ALJ120 semaste:tr· ..
• hOUl"S"
E~ Physl.eal Education requ1rem.ent
.
Above the re.:uirecl hours of academic study necessary
·for g:.raduati<.m.,
Hequired. of all B.S. Candida:t;es
A. A major 1n one ·or the follow1ngt
Gener~ ~c
.
'
42 semester~
~"'-coilege of Arts .and Sciences • Astronomy ano.
(rnaJdllmum~
Space Science, Atmospheric Science, Biology,
Chemistry, J.!:oonom1cs, Geology, Mf.tthematic~, Phy ...
sics. Science, Se1ence~Med1oal Teohnologyo
Speech :Pathology ·and ,A.ut'l.iOloe;Jr.
'·
·,
~i-.£hslr. Egu_t1,~ifJ91! ,!:;tQ.&gs
.
College of Aits an¢1. SolencesJ Biology~
C.hemistry, Mathematics~ .Phs·.sics~ dcienoe,
Speech P,thology and And.'l.ologyQ
8.
A Second ~ield sequence
.:LE~J:±ft.:t.LL.!J..:P£l.'.~,~: To b·3
d~~tar.nnne<i lt.pon
f3.dvtEAO~'~'J.e:nt ·:~i t!l ca&.1:t"·11:'n Of ··n:::· jor J.S···
psrt·"~/31'\t 4
:.f~~.::"..Q..~r_~a~c1uc.::~tion:
.~.. .:e 11e:.jor .~·nd $eoo:nd.
t'iald ~~:re-c;vl}'bl-;;<7tl .tor t;·"J.OS·3 :najorin .. ·. in
the sc1ences.
~jors in
n~1e1~t1cs ~ust
select .e. r-;equence il'l on·~ of' t .e natu.ral
soieno~s, con11mter ocienc0. or .ausiness.
v.
1ree ele~ti~cs
(.Pepe"'C'lir.;e 0;:1 pro;.:r.a·n, m'E:jor .mncl second.
ft~ld)
~.
~;'1lTS1ce.l .,:;C'luc; t1 m1 Heq1..1iremet1.ts
Above f:' 1 !9
:be-~ui:r.ed hours of a.cademic stud7
',f\ecesse.:ry for 1re.Ci.uatio.n.
.
~
.
.36 semester'"·
hou.rs
( maxlrxn:un)
..
18 se:neste;r •.
dOUr'S
(min:tmuon)
22
iSClllt:tt~te:r···
hou.rs
lt!O se~ater
J)oU.rB
:
'
L11t.~A!l\!t£
tor t'1e ;Jchool of'
,31:\Sl!l~.,ss a.nl:l 4..*'$ Sc'tlool of Nu.rsine..
.
th~ fba:i:'leral u~i 1re.r.1S J tp-wide re·; .. :ul:r,~rTJ''} :.·1 ts ar·e el udn.?o ted as in t.:.t')
vr..hool of .('l:rts .~·nd ... c1enc~:;1.
/;.ll profassiona.l and a.epar.:"im~ntt-ll
pr.;gri-1'11 l""H(Uii'"S'n:mt:.J Br·; to r.~m8.1n 1nt ct.
Th3 folJ.o1;1ri116, fo:rme.rl.y .t':H:!Ulrem.euts • .ls e< rae ;;t·nanded
courr:e dist.r·.toution of !lene.r.ttl Llberol Arts a;.ld tJc.tencer for
thoae s·t;uctents
~"r o ar.e unsure or undecided e.s to a field of'
study*
1.
'·
J.
'-~.
5.
Gnalin:' Cornposi ttol'1
J sen,ester-hoU;."'s
-tff.:t"t v l·i '1:".:3 ra ture, Music, .Philoso::;>hY
9 somestar .. .:tours
·~~!1ree ·sefi'le s te r co~.\r.~·es incl·tldinr:s 011
cour e
t 1'1
L.lt··~ratur•.:11 one course in .. ,.rt or •.. tusic or
Philosophy: .c: l'H .. a. t lerq)t ofl &t\u.:i. tion;,.l courM:'
fr')1l1
,:rc~'laeolo;;v, .1-:..r't, Lit3Ntture,. Music, or
.l inloso phY.
Lit·~· f.:'tur~ courSes u10ludr~ ti1ose
lit·n·e.ture course!-: in a forell)l'l l.3.1'1,UP.;~ not
us··}d to fulfill the forel~n lan;;uage r~e .~ulre ·1ex~t.
l''():re .ttsn 1.~ana'1.l9S,•3
6 semester-hours
0110 ·rear of cd"'r .. need study of 2. foJ:><Ji ::r,n
len-:;ue.~e.
Socte.1··· ci·~ncss
12 se~nester··hours
S:t;r. se•nepter··hou.rr-:: HA any one of' the follow ...
tne;:
A··n~rice.n .Stu(h·e$, A:d::hropt»logv, tco-
no"~lics, Q.eo~-rtl!ph~r, History, :Po:r.itical Sc1ence,
.Ps~c\1'\tl'loA~'Y ~. or ,}t)Ciol ogy; e.nd e.n ad.d1 t.iom:~.l·
six hours fro 1 the remalnina ar~Gs.
Ne.ture.l ~oJC1ences ~.11.1:• • .Mati'~EFI"atics
12 semester-no~trs
kust J.nclu.de on~ lrt:)orator,l course in a ncience
·
a.n.d one courc.n in Hat t3~1'\f.). t1c8 or .i. :;l 2l·J or Csi 20L
CUREs
~teve 3ook1n
457-3044
Verr1on Jryant
45'?-4308
t 1111 ce..n.tor
457-3026
0usa~ ~lberBar 457-47?4
.!tline Lep.h:in . '+5'?-4'/i:)l
i3te_'tLe___J[ill~no __ 4.)'i'- Jol8'--~-----
'
I
- - - - - -
Volto.:lr~, in h.te esraw ent-;lt:l.at\ '~IV!m~U~t!!!;r,.!
~~\,~,
·wl"Ltau~ th~llt3
"ln barbarous time a when. the Franks,
Gcu:~mans, Bre tone, Lombr::r(t:a, and Spa·n~
:i.mh. Mo<>.~s ltn~w nei11har how to reo.d nor
Wl"Lte,
Wt~ inst3.tta·ted sohcH>l.s a.nd. ".l'liv-
r.:~rr.1i:ties. ~lmos·~ entirely eompotHtd ot'
eo·o·l.et~iaR tit's, who, knowit'lg only ·thei:r•
own jt:'l.rg,,n; "tll:-l.u.ght tn:l.s
~tttrgon t;o th!o~e
wl1·o wou.ld leant 1 t.,
Ao£vlem:l.es were ncJt
f'o'u'lded \.tt'l.t:il: lontc !t'T'ter; they have d.es ..
pimed. the foll:Laa of th~t s·ohools, bu. t they
htWEt not ~tlwR.ye dR.red: to oppose tham, be ...
Otituse th€tre a.re follier.., wb.ioh we reJs:peot
.
W}Hn'\1 th~:y ~u·e. attr:,.che.d to r'eapeot:a'bla thin6S•"
W! .. ttn
~·n~ iJ"l.th'1.:1.fSGXta-e of' lVlonait:nrr Voltaire atmE wo~.tld. like to
·tH\:rr~ hl.s m$a1~.m.ge on~ etGp f'1a.t'·bheri
The m·ode:rr.\ u.niwa:rsit:Lea
wttru no~ f~undld. W'l.til long· af·tter ·the a.ota.damias; they haw
d~tlpim~d. tht rollie~S of· the acu.\~emies, schoola arJ.d. u.ni:vers:J.t•
~.~a .of' th~ !J~Ult but hnve rlot· alwr~.ys dared to oppose themp be,...
at.u.mle th~re 0-re folli{:!t\1 whi~. we re.:rpeo-b when they are attached
"t-o
r~·t~~·'Gleett&A'bll..e · th:tnga;
011.1!1' of these suoh follies is the per•
\Hf't\AaiiOtl of·· the Syltl'b'Ql'll Of' gen$.t"~~l 1lltdergr.a.du.s.te degree
r-'<r~A:L rtmfH'\ t;s- ~
.Aotitd.0mioi tlna who adh~re to bt:~th. the tt.i.vory tower" concept
')f' tth.~ \t:n.ltr~~m .tty t~-tlit the "J.noub~'l,tor" doe-trine, hfi'-Vla aaaailed.
r&tlu.trfhd O<'llll"t!Hll
~Ut'\ bi1lt~ Cta\Uh~a of $tiU.oat1onal asphyxia.
Yfl'~t tht!~ hnv·e dt.m.e little to oo.rrGot the situation, prefer ...
f'i~! i-t.\tlt~Mld 'ti\) ml\rin~d~e in. the beli®t tlu\tt it is neoass~.ry
~·t) tn.d\ll't th~ ~v.-:l.l of' f'oro·ed. l.tul.rning ao long as the final
~e~~d fif 1tbeu~m1nt· ~a w~~ll..-.}\0\.tn.dE'td persontt ia t\Ohievtedo
t~ 1 t. truly th.~Yt ·~~~.1k ot ·thQ Utti v&rs i ty to t\$BU.re th.a t eaoh
Ol\li} or :!;tift membtlrs
'4\~11.1. beoomt e+wel'l•round&dt
11'
Is thnt not
a d~ot.~~i~>.m. ·to btl mnd.e 01 ~ve.r·1 lndividtU\l in the uni""rsity
'Nhi\~· h.\l :ita·· in b'h.t proc·~·"s of beoomintt wh~t he is oapa.ble of
.,~<r@mb\f,t?
•
I
w. Donnld Bowles, former Dal~.n of th.e Oolle~~e of Arts
fmd Sciences at Amerlo~n Uh:i.vrersity, ste.tes in an esso.y
en titled !!!l:UE~U):.?>_i..~.J .. ~~
.. t:t:'JS£!~~~~. ,E,!2e.r.:~ .. ~!!q,;!_ pu!bl ished
in M~"..rcht 1969:
" 'l!'he qun.li ties of a liberal l..tltdergrad-
tw.te experience £~re :rA.ther widely acltn.o·n-
ledged.
Educ-a.tion in ·thH bror:td sense
streoses qualities of the person. !o be
su.:re, some f8.cts a.t relatively· .Lnstan·t
comm8.nd o.:re eEH;;oEm.tial ..
Bu·t the h.allmHrk
of a good aollega 1~ its stress on the
enduri•·16 Vf.~lt.tes llf sens.i:'ctv:U:;y,
ndr:~ .. pt~lbil
ity, sel.f':-r-•.wareness, responsibility for
self' an.cl. s·oc'lety,
~.nd its i.nculcH1. tion. in
the a·tLtdent o·r· fl.l'l hab.itun.l an(l positive
attitude toward syutemr:.1.tlc thought.•t
If' n s;v~;te.m of ge.nex•al deg·.ree requ.:i.rernents is not contribu-
t1n!~ to th.t:~se •tendur.ing v.alu.es" of which Bowles writes., and
may Vl:).r:r well be eroding th~..1m, should i;hr.t syFJtem be
perrn::l.tt:ed to liv(~ on?
On~ of the obr-1ervr~.tions made by the commj.tte~ at SUNYA
wh.ioh pu.'bl.i.:Jhed the report. on "~.'": ;l:,m.,!t~~~-~-l..J:t .. gncl~ ... ~~W!.
Edttc-P.t;i :·m" wr.w thnt:
~-... 1100'~
" IJ.'he uni'versi ty must prov-ide the student
with knowledge rel«3vant to his pe:r.sonr-~.1,
pro.f'ens.i.onal rmd social roles co
More
------- ---- ----------------- ----l
.. mpo.r-~::;u-1-t-than-the-knowladge-itse'lf-a~e --------
the hnbd. ts an<l ski11s for .rwquirin.g
new Jcnowledge and co.'.'l:f'ron·ti:ng new
s.:l t11a ti ons .. '"
Ref!ui:red co, . .trses h~:~.we done 11. ttle to sharpen those
whr\bi to n.nd sl<:ills".
The stw.lent who is stru~glin~:r. to
f\tl fill his S'panish requirement is content with masterlng
the lPtest cr·ar.nming techniques so thf-l.t he can p0}1S a cou.rse
which is not onJ.y pere·onally unftUfil.ling, bu.t whlch also
gnaws nway at the amount c:>f ti.me and attention he can devrote
to a. difterent area of study which truly interests hime
'
'
However, of all. of 't~he s}dlls whi..ch required. cou.rses ou.l-
tiV11.te, cramming is among the better Ol'l'~sq
A student is
more li1wly to aut n ch1ss whic!h he is tnking by edic·t
rn.t:her thr·m by choice, since he has En1rol!.ed in·to the course
a.g~.inst J:d.s will :i.n the f.i.ret place.
And, while ·the student·Vs
p'hysi.:~e.l prese.rice may be rerqu.ired in the elass.rO·='m for a. eer-
ta:l.n m-1.mber· of' da,vs hir:: intellec"tu::J.{ interest can rarely,
lf <?Yl~r, be com'l'lr>.nded. ::t.gr.d .. nrJt: his will •.
In b~)th 1ib.e
"N~w Patterns" report and the essa.y b,y
Der~n Bovtl en, th!i'-l .iml)orta:nce o'f free i.nqu:i.ry is repea·tedly
stressed.,
Uh:fl'Jrt1.uw. tely,
·th(~ con tim.ted existence of requ.ired
cou.rr:H .. •s is a th!'ea.t to freed. om of' inquiry ~:tnd cr.ea.tivi ty.,
l·t is rnos t
'll'lftlrt~.ma.te thn.t a, good nu.ral,er o'f studen·ts feel
c·om\;H-?>lled to t~lte their required cm..tr~:a;~s :i.n ·thei.r flrs·t
·tt;No years of college b.ecr.:n.:tse the st1,4.dy patterns which are
dev(~loped then n.re lilcely to 1 inge.:r on,.
To pass re qu.i.red courses which a:re not in his field
of' interest· the student often mus·t read nc>t f.or enjoyment,
but b~:;c::.J.Ltse he is responsible for the m.n.terie.l on an exairt
tih~~t 1.s me1:'l.n1.ngless to him.
Henc·e, an.y love the ~~tud.ent
hr~.s fo:r :re~:tdi .. ng may become mi~3d.irected, not beca1.lse he does
not desire to 1enrn but_,
bec·a.u~H~ the reading whi.ch he wn.a
t:(lld to do hn.s dJ.fjinter~w·ted h:i.m.. · Consequently, the stu.cl'ent' s
:ies .i..:re to learn is being· f.r·;,w trn.ted a.nd he is heine '0whippnd"
to ri .. , W'-"11 .
•' .
• lJ
.... .••
..
It· .ts time,____j\r:Y.'ites Dean Bowles, th<lt we sto:g_'Q-=e..,..d _______ _
the whi.ppin:~::3 e
T!l.e ••whir)pin(;fJ" are cr:trried out, srw 'sor.te educators, to
inst.i.ll :Ln. ~t;ud.ento the benr:'!ftts of disciplined learning,.
' 11 . !t is good to l,.en.rn e. le.ng;u:tge, " the nrg,unent goes, " not
necestntrll,y to be~rJme proficient, bu.t to learn how to lenrn.,"
If' thia ia so, whll'l:teve:r h~,ppenei'l to hi~Rh schools? Does
tb.e a tt.HIJ.e·.n t who hrto s tudiedi lfu:tgu.a.se fe&r tour yearA in high
ieOhool not lcnow what :J. t ie l.:lke to lea.rn a lan1q;tAtJ.ge? If the
t~.nawe·:r ·is no thtUl the purpone of' requ.irirJ.lf collet~e fl.ppl.ioan'be
t·:> :nr.we o. f.'orelgn l.a.neo.~J.ge bacltgr.'ou.nt1 ia Olle:n to aerious
q,tttast.toninB•
If the :r•e·ply is yee, ,'bhen the argu.ment o:f' the
l~trtrnit'l.g "pu.ri9ts" ie n-rn.tod~
To i:tVOid nn.s·wering the q".A.emtim'\ ~\t all many eohoole ·hEtv~
j.n~, t:L tu:ted prot.:rt·o.mPJ
wh~r·t?J tha m·tu.dent otul :f\tlf:tll b19 langu.a,3e
reqtJii"em•Hlt by r:J);Jemd.f.n~ a. summer abroad..
:Btt'b a. s.wnme:r• spent·
:;.bro£td of'iten mec~.ns a. good d.e~:tl. of Jno.ne1 epant there also, ltnd
t:~n.us, it'id.irec1.;l.y,
~~:~uob plEH:tGurabl.e. yet exp&rultivre ways "around''
the l~4.ngu.tt~e requirement d:isc:rim:lnate against the lower 1noom~
~tu.~.ent who o~.nnot M:rfort t(.) attend au.mma1-- eoho,,l or a.ey kind
bt)C:Au~a h~ mu," t work over the BWMtar to ea.rn the money wh.ic.h.
will pu.;y for hie room and board 111. the .ftltll,·
~~1Hl "l.e~trnit'l~~ to l.e4\M'l't ~\X'gl.tmont is not the beat thftt the.
proporuln·to of 'the (~ystem of' requj.l:'emen·ts have to or~·e:r.
The1..xt
t;\O'e ia· the ao.nte.ntiolt tho.t :ri!H1,u1:rea oou.:raee p:rodu.ee "well•
rou.nded.'' atudenta, and "lienr:t.isallnoe :;>eople" m.r-e the :l.d(lal of
th.e lJ.ni.vero.lt;ve
Uttfortunata.ly, ·this position lacks oonaiem
t.enoy.
Wh1 1a :l.·t ao v:J;·ta.l for those people who do not eleot
tc 'be pn,rt o:t. 6\. dapa:rtmental majo:r prorrrun to be well ... rou.nded,
wh:Lle the elite few who
pro.:r·t~.oipt\te in the deptlrtmentfl'i.l ma.~~o:r
~~~-P~'<l!l-'-M_o_._t~n_o_Ol'lt~.mle_to_bt~~ptlcirtlimtw.-?-Does-the-Unt¥e:t!a-i-t;r.__~~~~
not beli~ve th~\t thoMe st,.\detlta enrolled u.ntiel" a dept.lrtm.ontttl.
l~tlOf\rt:nm t~hot.tld be '.reo~1 ving a. wellt ..... :ro,;.nded educe.tion 'I
It'
th• t:~.newer is eMs it l'$hOl.tld be, thllt'h the departmental m~tjor
proo;rfl1!l exit~to t"c)fl t·:·,om·e :l.nd.iv:ldl.l.mle who wish to explor®
th~:Lr d~.lloi pl:tne i;n d·epth,
i;har:~. the"'well-ro·,.utded "'' rhetorio
oolJ.n.r)nC:le..
Ubweve:r,
ru~· ·:oe."'n F$owlea wrj. tes f1l moi:tt of the s tu.d.Emts
·~ . . ..
s~~v~.o·ffHi 'b,y tl. deprr;.rtment are non811\dapn.r·tmetrt•:t1
rnt.t 1iors.•t.·~/~hese ·
mt:t''¢l
th(<~ o·hv1en1.a~ whc1 ~~.r·e affo.r•ded vr;1ry li ttl: a choice of tt~e
tJ!l ttern of od.l.ttH~.tion they o.nn follow..
~rhe "New Pa.t;ter.ns 9\l
~~~~
ttf)pcrt GX!Jl:l.ci.t;l~r r,tlr.·ttea thttt3
" ·In. or.'der to inc:t"eO.f.H) the st~A,d¢mt' a
f'l."~edom t~l'Mi ld~s r£U"J.lfJEI of' cfh:oices we
(the a·o.mmi ttee) agreed. th~?:t we w.onl.d
provide at lenet two or moro pntha
for ~v:-er.·y ma.jor edu.cn.t::ton~.J ..
gor..l~ n
For· ·the ntut ... derpr~,.rtmentnl ma,jor tTt1.H.\ent wh.o wtehoa to ob·tain
n d~lfrt'I\H~ thtn"e
i~l .:ml.y one puth a.nd thr:tt lea.ds th:r·ough a · ·
l~·.b;'!t':1.rlth of .r'~qu1 :rer;1onta.
Whex>e is -the second choice which
w~ta ~?r··e:md.tHMi for e\"(U"Y
~· mt:~~.j or ed:utNJ1.tion~1.1 goal ~~trJ:
If' no seoo:nd
ohoio$ itl pr•oyitlad. f. ox~ thQ. non....,depFtrtmen·ba.:t me.j or s tu.darrt {f.'tnd
. thn:t ~h.oie·~ woul.d. J.ogicu11.) •. ly 'be 011e free of req,tdr.emel'l.t:s) ean
'tru:~.·t
tll.Cit.t~'n bo :tlttex·p:reted to me~tn thnt the f.1.c.hieverru3nt of' a
tl:~l.rt:t"~H~ 'by t't mt~·u.den.t owtsid~l ot" a. depat•tmentn:.l major progTrun
ia· fi{it 1!1.
51mn.;Jor·
e~lu.o·Qt:i..(mnt goal?" And. if this :i.[~ the case
have ;Ne
th~l1. not negat·C#d the goals Qf' the M£;\jority of atu.denta
£~.ttending thir\\ Univ~reity?
'~he inCHH'lS.ir;·f;eno~, j.C1\ olen:.rly a Of.~.se of
Ct(,lt~.ct'..'ti.\)lUI.l plu.rrtlism not be.i.xv~ s.dhered ·to It
'f"e;p\Ort hrn.o s 1:rt.m.gly· rt:Hl\.te.s tod tl'Hlta ·
a pled.ge to
. n The stu.tlen.t r.shouJ.d. hnve the o.ppo:t:•turti ty
to m.ake hie own echtcatiO:rl~tl.l ohotoes wher-
ever pose~iole ........ oli1P~Hl!f'l.ll;r e;6 tlio Ul'lu--=-e=r-... --------
~-rra.du.n:te l~vel. The p:r.i.no1.11le of. ed.uct~.ti.Dn~~,l
pl.,J.r~ll i•"m i.s r.t,nfl.logous to the omtcerl't of.
aoltnu.mer ohoioe in olasaioa.J. eeonomios o ,.
How mfft.ny atud;~nrt ••ooru.lumer\fl" would be wi.lljnls to U~b,u.y''
n~i:en.o~ nnd mn·th oourrH~s wh.ioh. in n•:; w~y '':r'01ll'l.d"' them, 'b\.tt
intrteo.d. int~r·r~re with 'tihGi.r ~ bi.li ty to '"'bu,yttt other
•~oom.'itottttiest 011
In ol!'taniotJ.l e.oonomioa the eortsumer is rt<rt
r~~
to C).l~f some prodt.'I.Ots, if he wi~1h.GS to E~pancl hie
tll(jl.'l~Y' on ertht:n'~ ~
DfH'l.n Dowlen viewtll the el:1.m~.nrl'lt1on of th@ t:V1liom.:L
gene:r~l.l
tHhttH~tl,on :t'(l.lt\'l,;:i.r~mo.n1H'
~.m ~ major ~:,·top toward. r·eV"i1a(Li.zing
um\et'#:,.-nc.\uM;e
oduor~ 'b~Lr.m g
*' W0 etill .r..otu.~.ll.y foro~ FJtM.e1eut~ into
EH~V''ffl'f:l,l CH1l.X'FH\lS in the h.U.i'lll\tl'tl. tie til 11 the
moo.if'tl l!toierLOWB, and the nra1.tt:tra.l ~oienooa,
tinn··ely thrEHil of the greu:ltE!t-lt ol.iohee o·r.
~ll tim0,
Th10 prnotioe hns no ~rediot·
r~.bl® o·'t.'~H'l'bo
'l:he instru(''tOX" in til,
h,~~r~.n'"
it;y OO\d.l:"Se
tnf~.y 'be t\ moru~ter, El.nd the
OOI.\t'a~ he tenohee will be mona·t:t:\ot.ts,
An
1ntrodt.toto:r~:r soonomice oov.:rae ta·,.tght 'b:y
.n. hn:rd .... ohM~s:tng m~\themt~.i:ioa tYI>e will
probmbl.y b\) f'u,nd.v..rna\'rta1ly
illibli:l'~Aleo
Is
fH.stor~· a humr.l.nit~/' or t\ sc>oiF.tl ac·:lenoe,
q~,t:t.'te· rti~nrt from Who teeohes it? Is
m~th~m~ tio.s ~o.1.enae, or io it mora ol. oaaly
r\meootn·ted with progt'A,mt3 in l~.ne,f'\a.agea a11.d
l.in,~.t1&1 tios •?
No
c1t)t~t)t ·fi:r.m, well ·thou.gh'li""'
ou.t 'PO~i:ti emm mol"& often than not will be
nl\1 tu.ally :Lno 'ms i.~ 'bent~
·
Wl,v, t"' el'l, f.orcHJ the ed;uc1en t to tfu.m"'1
'1\Wfi\~ ~
~
tml4~ ~~~
nrw. ~
.. :rou ... h at set o·.
·
mare1..:v ba
· e
ae®ma~~·.~o
~ n tie
H w
--·"J!:
--~
I'
\HH~l 1<1 te . .. ..
~o·r.; ~
5:""7i! t e r-n~r:~ .. v·
' .. 1 e e. l"ffi'Inii i on-··o-r
riq~~men "£:! wi.ll nleo el1minr:ite
et1.ptiv0 El\\dienoea on ce.m:pu.a which cor""
'l'ou~p·b both stu.de.nte t:~nd fao'l.\lty, not to
m~ntion udminigtrations which often,uee
euoh ootXr~H~m to nmanage" enrollment,·
El:Lmin~':tion ot the gekterP-.1 education
rtHtuiremcm.tru will r-tlso ha.ve the 'bene-
ftoial oida effec:'b of calling attenti.on
to profetHJOl"B who t\o. no·~ oommu.nica;t$
ei'f'ectivGd-yL_wi-t-h-EFtiW!len-ta-.,-S,,tr_!_el-y-,-'-w'hm.t-------
il ll,.a~rl?. in ol{1J3B :ta ne impox•tan·t e.m wh~lt
is 1llt.\t'a-in clt~Hn~,
(!l.J~ old triJ.iom that the
e tud~.t\ tr.t hava rev:L ved for c:m.r enjoymerLt."'
ttt :l.i sittni.t:Lo,~.nt thn.t De·tll.n !owlas spam.l.:s of "our"'
e.nj o1m~nt SJirt.l'f.H~ the elimination of d.ea;ree r€1qu.i.rementf!)
wil.l be of bon~fi t to adJnitliratrt1'tore ru'l.d fn,oul 'by aa well
l\1 to mtud.enta o
Frt~.oul ty· mcrnbera will no longer be fo:r·o~d.
·to i.nm'tr~t\Ot di~in:tHn'ea1Htd stu.d~DntA, Th.eir ootttacrt hou.ril will
'be timQ) wtll ... ftpent,
rn~ther thnn d.ru.~ge work.
· A grow.lng number of faculty membe:ra, a.s evidenced by the FlPA
depa.:r·tment's refltt!lfl.l .to mt:\inta.int the speech .requirement last
yonx·,
r~re ti:red of h~ving ·their lowex· .... l.evel courses t\U'l1.ed in· ...
to mook-courAea by "deadwood."' They 1:1.re
tit~t:Jd of. hPNing a
nuraber of l:f. ttle scenes with thoAe studEmts who could not ··keep
up and are d:Lsgu.r1ted with tae.ching pseudo-cou.rtH!S in a• di.s-
cipline they respeoto
The existence of' re9-u.iremen:tia on college campuses has
also led to extra-educatiorml problemso
Clark l{arr, :in The
•••
lrMll'¥:~
Jl.~!.~~ ..... th~ ..... !~~~fl.~, mentions that ~endless rules and
reqtti.rementr;;" a:r(~ a. sou·rc(~ of unrest Hnd his 'theory is au.p ....
J.>orted w1. th. the documr:n ted evlde.nce of the. Hendersol'l Com-
m.1 .. t:~s:tc~n R.epo:c~t en1.;i.tled. 'fha Acnd(l(.lmv in Turmoil .. whi..ch was
•
IIUt!W~M.'-*~~~~~~~1
P't.tbllr:1hed. thi.s p~3.st Febru~.r·;v by 1~he gov·ernmt~nt of 1•he
st~,·te
of' New York? . The report conclH.~ed., e.fter intervi.ewing a good
number of students and f-l.dminist:r·~.tors on over 100 CH~.m-puses in
·Hew York StHte P thr-· t
me1.1.nin~gless and irrelevant ourriouh:un
re.{1Jti:rements, which make r:rtudents feel tha.t they do not col1-
t:rol the:i.r lives, were a oontri'bu.tlng factor to C8.m.pus
dtsordex•s o
A m.vnber of aeho1'>lS have begu.n· to mo".re toward libere.l-
iza::t-:i.on of-d.egree-c-:r(:rquirements,--ct~w.-l?o~~-t-Go1-1-ege-~ecen:tl,y
broadened. th~ off'er~tngo of r(~qu.ired omars~s wh:i.t!h stu.dents
oou.ld ohoo~e f.:t"om..
Stony· Droolt University ht=~.s, within the
pa.at yeH.r, elind.:n.ated i tr.1 lr:mgttage requirem~~nt for under-
grt:1.dtm.t~~s and. has reduced. the requirE;H1 number of c·redi t houx·s
in the Natural Sciences, Soc:1Hl and B.~h~.viorHl Sc·iencea a.nd
Arts and Hn.rnn:ni tie~~ to 6-8 cr.ecli ts in each area. The Univer ...
a:Lty of Rochester req,u.ires thnt its· students comple-te two
oou:raes in two of the followtng groups;
H'\:tmani tier:·l, Socia~ Sciences and f·Tatu.rnl Sciences, along wi·th
demons l;rat.ing p.rof:ioiency in a. foredgr.t. langu.t~ge o
American University has instituted the most sweeping
Clhn.ngee . .,
Ef'fect:bre September 1, 1970, •t the Uhiversi ty
R~cplirement~l ( exC>ept Physical Edu.ef~.tion, abolished September l,
1969) f-l.t Amer:ican Universit;y: a:re el~m:i.nA.tedo
Air least 50% of
the to·tal oot.t.raes fo:t:' the !A degree shall. ba. :t~reely chosen by
the student .in. close oonsul·tatton with his mt>.jor faculty s.dvtJ .....
EH'~:r who shall guide the student il't developing e. liberr-tl
p:ro,l10'!~m.
Te·ach:l.ne; units offering the BA degree may require
no more thrl.n 50% of the 'totP..l courses or credit hours in
1U~.jor nnd mr-~.jo:r ... •related· fields.,
If ·the teaching unit requires
more thl!\n 50~ o'f A. student 9 s coursea in major nnd maj·or .... related
fields, or if the A tudent th:rou:!Sh his selection of courses
exceeds 50% in m~jor o:r 75- in major And mAjor-related fields,
the degree offered to the s tu.o.ent shall 'be a BS or some
oom1~r....rnble dee;ree otY:l.er thnn the B'Ao ~
Over the pFl.Rt few yeH:t'S at AlbFJ.ny, the tide ha.s ·been
flowinG in the direction of :re~1irement eliminRtion.
Two year~
ago, the Hir:~to:ry requ.iremen·t for freshmen wns dropped And. lt:l.at
yea.:r while the rspeech requirement WFls be:ing eliminr-1ted, the
lnlgut;~.ge :requirement was· exporieno ing moder~ te 1 i br::ral:iza ti Ol'l.,
.
In. arear:J othe1.• than ncadernie-s at Albrmy, students hr-wa
b(~on
'
en tr.u.s ted wi.th a greater deg.ree of responst b:tli·ty.
'rhe
--~---- ] .. ibf!)."!J.l.i._~t;t]io_n_o_f dorm visitn.tlon }tc·Jurs and Ltquo:r restricti.ol'l.S
ws.s only on~) exrt.mple.
The pl~.ceme!'l·~ of 22 u.ndergrn.du.a:te
a·t,.:t.de:n.tf-1 on Uni.vers.i ·ty Sen!1. te wa.s ano·ther.
Yet, the tretld must
oon·t.i.m.te
'beo~~.1.tse. ne tht:1 report on !h,.~~t.t....
... l~!i.l~k!.
~Jllt.....~.!.n!..:t:!:L!lL!l~b.;'llli~i!l}Jl pointed out, ttthere is a need
to -provir.le mechr-lnism~1 for :t.•ap.id, s .ignifio::t.nt ehange i.n
atruct~l.res flnd oond t tic>ns wh i.ch :i.nhlbi t commttnicntion,
,..u1.derr.:rtt:lnd1 ng ~nd learning.''
'I
I
---!I
I
T'he repfl:rt goet'3
~=>n to unde.raoora a few ourriotJ.l.a
inndeqttruJ 1 ~~n:
••In pr::.rtion.lt';!.r there 1m n naecl for greH:,.·c-
er flexi.bili ty in ·the eduot~·ttonr~1.l p,...or.HH3S e
Mo.r.·.:~ libe.\.,..(tl dem"ee .req\.:tir•ernenta,
~.n ampha,a ...
is on indepE~nda.nt f:rtu.cfy, less a"tr,lct1.J.:r'inf~
of omu•se ct.nrtent
~1.:nd cl,.,fHl mee·ti.ng pa:tt~~rm
were f,,ll au.~t~eeti(nta for improvirt~~ ·the w~y
in which the l . .tni.varsity mf.Hlta the i.ntliv:id ...
ua.l needs of ita stt:u.\en·ts and facuJ. tyo ~
The atmE proposal meets the neods of the studenta~
faou.l ty and n.dm tnlA ·t:rato:rs nt thi.a insti ·~1.ttim1. wh:.tle
re:l.l'l.f.c)r>c.li.ng the Oi:>ncep·ts of' edu.catJ.t'>Yl.Et.l
vlu.:r~l.l18ra· and
freet\om of :bl.q,u..i.ry ~~
Under the OUHB proposal, 1·3t\ldan ta t:t:re no longer :r•aqu.irad
to ts.ktl th.J:-oea h•"JU.Y."!:J of .E:nglif~h o·ompoa.ition, ni.ne hours of
Hu.rnf-l.ni tier;1, the fo!"eign lHngu.f:tge requ.i.rem.ent, twelve hcm.:r.a
of Sooir-~1 Scierloaa m.nd twelv·e hours of Ma.th· .. Soience.. This
do em not mean however, thnt a stl:t.dent cou.ld not ·take thorHl
oo,J.r.see if ha wished to do so~ As Den.n Bowles wri·tes~
- - - - - - - - - -
" 'l!he :f'reedorn of oh:oice emboC"lietl in thts
prog:rt".tm wo1.a.ld no·t be forced. on Anybod.y.
A :·J tudent Wi1:3hing· to mnj or in r.:~ ootlva;n ....
tionr:.'· .. l :1i8cip1ine (biolos.;y or• economics,
for exr:trnl)la) oould do
r.;~o (I
He could '!'!lao
t~·~lte n ·t:rr.··d.i tionr'l.l mixture o:r c ou.rses more
or le~a ~long the lines of the ~resent
tH.s·tribu.tad generA.l edu.c:H~·t.iom,l. r.equ.ire ....
manta, ~nd he CC>I41d ·tA.ke all o:t' them f'or
OOr.l'PEJn'tionn.1. grade credit if he wanted to
:ry f'o:r fl ~~ .1~!, or were ~fenrf.u.l thAt
na would not do good work witnout their
·
s t.l.mu.lua.
Hi$ d.es ire for t.~dm:hif3ion to a
spenifio gr•r.~<iu.o::,ta school might 1:1.1~30 be :l.n-
t''l..uen·t:l. .,1 in his dee:is:lo:n to tPke c·ou.r~1ae
t'or. rl
pf\s~-:f'A.il or for
·;r·~da.
Bu,:t we r1.re
n'-'>W su.ff1.o:i.ant1.y we···.lthy ns t:l nR:tion, r.tnd.
oar t~J'I~1.tt\entf:l Hre suf.fic:ie:rl·tly ~~w~~re of'
their pe:c(.;om~.l pot(lntia.l for intr~llectu.al
growth,
·thr~ b we mu.st nv·d·te i·t ·possi.bJ.a for
MtudantA to prooeed with their eduo~tion
ef3sem·t:l. 1·1lly ··s they define thei.r own noeda,
noi~ as f~':l.cnh t;y mHl m.dm'inir-3 tratora
daf'.ine the!11fl"'
Afte~ tll 0
OtTl}~ p:r
o•
l'i~
t · t.
•r t
t d
t
"'
'"
:u:.
. o p ~m . 1 .• ·~ pu. · :1.n ;o Eb. : ec , s u e.n. ·a
winhtng to gra.du.o.te wi·th a BA will need to fulfill. ~t 36
c·redi~ hou:r maximum for the1r rno.jor., nn 18~ credit hour
minirm.tm f.:)r thei.r rntnor. a.ncl any prl'.>f~HH'd.onal retluirements
whioh may exi~;t, such Fl.S the 22 hon:rs of edu.cati·)n courses
req1..1.ired of'
t:~.ll
te~.chor-ed1:1.<::nt:i.nn cfl.ncti.d.ntes.
The remain ... ,
de:r of the B;A. st1.tdent 0s obur::H3S can be free electives, m~.tk: ....
inE~ a t()1;,q.l of 1?.0 h·1u.ru necensnry for a BA degree, 75% of
w}d.ch munt be
tt~.ke:n in the Liberal Arts and Soi.enc·ese.
The
only diff'e.ren.ce for. BS e·an.d ida te~1 is th:~·t the i'.r> c.redi t
mf),-x::imum for. the'i...r mt~,jor is 42 hou.rs, f.'l.nd 50% of the BS s·tu.-
dent'a 120 credits muat be derived from the Liberal Arts
an.r:l
:Sc:tence~~...
As lon,t;; afl the phys:ieal edu.o·a:tion reHr.ti.:ra ...
me.nt
r·~irH~.i.:ns a a tr.l te lHw it s .. ,.all. be required of all degree
e·s.ndidl'i.tea tl
The CUHE vropoAal does not efft"~ct dapP.rtmentnl maj'.).r
p:rogl'1oD.ma in R.ny wr;,;y.
If a st\tde:~tt w'.l~fnes to en"aer art tnpe:n-
tdv-e nnd. hr.!l:::lvi.ly str1.wtu.red derpartme:at1:1.1 .nutjor prot,l'l .. am i.n
Or:>m·.l!RX"fttive Worl.1"1 Literatu.re he shou.ld h~?J.ve ·the opportunity
to do so.,
CURE does 11ot wi.sh to de!:1·troy r-tny existing patterns
of (~du.cmti~')n ... -i t merely seeks to create a new one, design€.~d ·
fo:r ·thel 11on-departmentf-l.l major stuclent who ~~
wiRh ·to
tH.ke requ.i.:r•ad cou.rrHH'lo
For the non-departmen~Hl major· stud-
en:t who doas wish to tn.ke tho.se cou.rses which were prfrlf'io,.tsJ.y
--
~~-------------
---- --- -x·~nr,.t.tr('fd-, --crmE -wou.ra--rLJCe -to point out-tn~.t-tne.t: student oan
s·ti.l.l ·t!=!.kt::J the vr:Jry anme oou.:rses-... they may not be requ.ired~
bu.t th.R.t sho• . .tld no·t obat·ruct a stu.dent from taking tham.,
-To -~1';'-fegua:rd ~t.gr.d.nat the ra.mpa.n"t addition of :requ. i:re ....
men.ts by rwb.ool.o r:vtd rlepr.,r·~mexl ts in progr~ms for non-depart-
rnantift.l .:n~.jo:rs~ OURE has provided thnt thl!' pow~rr to esta'bli~lh
reql.tirem<:mt~1 will r.emf:'l.tn ·1-!.ith lihe Unbrersity !1aruttea
-11 ...
It: ia then thE) Senate's obligA·tion ·t.o see to it thn;t a
spaci t:'io school does not H.tt~:tdh to its curriou.ltun A. require ...
ment that had ju.:::lt been elimi:t)r.ted..
The provi.sion of ma.xi.-
·mu.m m~1.jor• cx·(~dit hou:ra {BA ... ·36; :BS ... ·42) as exisltn in the Under-
gra.d.u!~.te AtJ-ao.emi" Du.11.wt:tn, protects n.gairlr-lt the ::1.rbrl trs.ry
attachment of requ.:i.:remen.tr:: by a depar·tment to the programs
ot: :non-d.op!1:.rtmental mf!.j ora~ For example, if depn.rtmen·t; ''X"
hn.d t\\. maj o:r :requirement of 36 hours n.nd dec:i.ded to a.ttf'l.ch to
its :rectu.ired courses six hours of French, the 36:
hC>urs of
o·oursawork in depn.rtme11 t
~xt·s~ di.sc i pl.ine would be ·rEH!t\eed to
30.-
The ctTRE p:roposnl 1:1.:9nl.ies to all und.ere;rP.du.t:1• :;es, in-
c-ludj.ng tsrnd.u:~lting sento:rs, nnd i·t will. tal::e eff't$1ct immed-
:iFttely 1.:rpon. pe.sss.ge by t'he Univ-ersity Senat.e.
F\tll support of the OURE proposal haa been nru1o1m.ced ·
by ·~he~ 1969-70 U\hdergrnduate Cu.rrieulwn Cormni. t·t;ee, Ac:ndemic
Affairs Oomt•lisslon, Central Counc.i.l by a. vote of 21-0-1, and by
£11. 19 aoademio ndv1sors of Univers:i t.v College.,
The issuc::l of'
x•erlu.i.rernent elirtdnPticm has been in the spotl:tght on cnmpus
·
for a little over o11e year,. however HctiV'e .interest in the
:l.r:~Gue w1.~s not r~.ised until the birth of OURE back on October l,
1969~
N'e~;,x•ly every discussion group ·that der1.l t with a.cr:!demi~s
duPing th.e two day Dialogu.e on N.ln.rch 19 r-ln.d. ?.0 endorsed the
concept of requl.:reme:nt eliminB.tion ... And, o.pproxima;tely 200
people pn.cl:;:ed the Assembly Ha.ll on the P.fternool'l of Mn:rch 19
--------------------------
00'-------------:-:-------
'1.10 attend the Dialogue workshop entitled The Cu.re Proposal., •e
When A. poll was t:.:tken ·to discern how the audience fel·t about
't:he pxooponal only one person voted A.gn.tnst i t·--beca.us.e, she
said, it did not go far enough~
The prim1:1.ry cri ticitlln of the CUHE proP.ose.l h!".S been thr-tt
once requirements are eliminAted, st~dents will flock to a
ma.:nber of ·9l)UX'SEH3 in sb'\'h~ ociep~h:rtm:ents (Sociology, Psychology)
rtnd le.•:·.ve., ~n rna..s.ne some 11ndef:l i.lh=J.'I.?~e. co1a·t•ses in fl!a.th or the
~1
1 tmn.nities,
Alth.o1.tgh this protp"bl;y wtll occur to some degree,
it is doubtfi;.l ·th·~t a few course sect .ions will "' explode" and
others "'dry ... up'' o.s cri·tics of OlTRE hr-we stated..
For the lar~
nccnhers of freshmen who o.re unsure of vvhnt cour·~es to take,
CURE n··Hl asked the University Colle:~e a.dv1sors to help those
a-tudents to ea1"119fully
select course sections which Hre no·~
al.read:l OV'tn-·cr·owded ..
If the ~::;h.i.ft of st . .t~.en1;s from recp.t:"'ed cou.rses to
d~HJ ired courses i.B ln.r~er thnn eXJH!C tod the:n pe:rho:ps the
U:1..i,.rers'Lty w:ill :fl.nr:.lly respond t;o le{~itlma.te st,.trl(:Hlt
· pr~F:s1.u.~e by offer:l.ng ml):re co1.trr;es which st:.tdent;~ d.n:~ire, ·
rather thRn continuing ·co fJJ.nnel ftlnda into ,.mw-anted (both
by f.!:l.Cu'.l ty n.;':'ld st1ldent;s) Aections \'1
Also, the u.nnecessnry
Ar.p~·~.nd!~r.ing of fund.s on l.:tnV\'t"l.l1 ted req1.tired C01\.l'."'Hes con trr.td Jc ts
the ryniversitier desire to make th~ fullest use of itn reeoarces.
With tho SUT'TY bu.dg13t beLng trbnned f:tgain this ye~~.r,
thf~
UniverDity h~R ~reposed a. ~ore compact scheduling of classes
~u1.d n f1.tller utiliz.at~ion of cln.s$room fr:1cili tie.s f:tvB days
"Per week..
It would be conn.intent~ with. ·the tr;end of wii:H3
man~-1.gemnn t of
o~.:tr
ed.acr::~ tt o.ru:tl
re~-; our•ces if the lJn:i·..rerst ·ty
ti "topped.
wr-~s t i.ng mon8y on c·ot.tr:':'\es wh.1 ch neither s ·tudents 11.or
f~l cu1 ty· des:ir<.;.
Conclusions
.-.... m~'fM ~~-~~
Er!.o Horror .. ion T.1e Ordoa.1 of Ch•;,ns:e, hf:ls dep:i.cted how
f'
~~--~tHt~
......
no
.~me ren.1.1y li.k.ef.l 'the new,
b~T poin::in;r, ou.t how hesltant he
wn.s to 1)i cl-c ~ tri.n(3' berms P.fter he hr.cl been ar:1ed to p1cking
per:•.r-l:
nw Dl,l,ld I be r:tb1e to 1)iCk: f:l tr.ing ber-ms?
EYen t:·vj ChHnge
from -pens to stri.ng bemns hn.d i.n it el~:1ments of fear."
-13-
The su.mmn.rien of several mP.jor ed1.te·A.ti,"Jnal reports
(which are included below) have underscored the fRet that
univertdties cannot be nfrF.Iid to ehr-1nge from ot pens to
string be~ns~, from R grading ey8tem to a pRes-fail system,
or :from a narrow curricullJ.m Pt:r.uct1tre to a more pl.uTr~.list
ic· one.
n In swnmn.ry, cor1fereea grt-tnt:ed th~~.t ler:~r·ni i:lg requ.i:res
;rreat effort on the pflrt of the teacher :::md the lea.rt'ler,
that Atud.r:-nt.~, nnd
te~.cher1:1 etlch ~t.n:•form l.:tnclC:'r t:"'ar-:tricti::ms
.not nsc:e:;H~~' r:tl,y of the Lr :wm choice.
t:~tf:!.t the Sll~?;es ted
ei~formnl nettin~• w~s flymbolic of the d~eire for a more
P·:>Bi t.i..v·e ottitnde tow<>.rd the :formal
ler.t:r·nirH~ fl'tr·w·t·,..,·te,
nnd t':':·'.t f.lS people we mu.~t find thE! :reso•.trceR r::nd means
•,a,;her-ebJi' .indi.v.id,:tr::.l!':l st .. .:.:tll
lev<?l·~ of educr .. ti ·m w.i.ll be
rc·N•;t.rded for being "real people.,..
In C{)nclt.t~ion, we mu~·t
'Lnf:l1;wncB 01.rr· rt:::•tinn::'l.l
~:.nd t't"'te v,::;.l1HH:'I,
g(ml~l, rmd
pri.·J1':'1 t i~J · to 1.:he extent ·thr t people P'lr'?.l.ting les.rnL1g t~.re
not ~10 inti:11id."~ ted thr~t they become cnnd.:t. tioned. a.gn in1~t
chr::.llenging establi.shed. way~J of ·tnJ.inking and of beh~v.i.ng
i.n th'8 educn=~.tional institu.tion nnd in the s•Jciety at large .. "'
"' 1t: is the :recommondn:tion of the Commi.ttee th"Ztt the
cducn.t i.onn.l pro,grn.r:ts of th(i! tm i. VEH"'si ty be delib(-;rn tely
st:ructur·E'd tc1 mnxirnize the nt1.t~'emt's freodc:·:J of r;c~.:tdernic
f:'.cti:.>n ·n·Lth.i!: the '.tni.':e:r~d.t;y.
'I'Je do not e::-:pect yo:;..ng
------nt·· ro-e nt
F.~ -t-o-'cn-ow-'JrlTC-i-(n~--:1-~.r-wrrr.rt-Jn~~.:t-tErrn-.ts-be-st-'f-ur- -tb:em •
&1t eLnce we Rrn enc~~P~in~ the ~tudent to experiment, to
chooAe a~ong n variety of cholcen, we mu~t aleo make it
possiblr) for him to a.l ter his decir: i ')n from time to ti.me,
wi thot..'lt pre ,il..tdice r.:.nd with a minimum 1 oes in ·t.ime ~ mo:tey,
credit or esteGm.
1'he comrn'i ttee n.lso recognizi.';S t.tw.t entering f.renhmen
e onf.r•on: (~d w.i th. n larn;e.r r~~.nge of choices, w.i.J.l req.u:ire even
more i.ntens ~ ve c Y .. n1rel i .. :~'lB ;:t •1d ::'dV:if:.emen"t; "':hm1
i~ pre~~entl.;y·
~Vf\ilableo
Admie~ion~ ~rocedures will have to be revi~wed
rnd revised ~acordingly:
'l'he pntt~rns tr .. nt we ''•r'El
reeor•unE"~Jvli.ng r:1.t this juncture
wtll UJ'ld.oubtedly hn.ye to be mddified. or even f~bnnd.oned ot .EI
lP.ter• dc:l.tr~tl
We are,
tJH~refore:i., ttre.:ing nn r>-.dmi.nir:Jt;r~ti.v·e style
or po1::tu:n~ wh·J.(~h w'Lll ac·comodd.te smoothl;y to mn .• ior social
c:hr.ngen r..nd fn.ci li tf"lte rer.dju.strtH.m:ts of the .i.nterrw.J. r:tructu.rc
of the u.ntvE':Jr:~i..t;y to r:~eet new need.se"
··--W .. Do.n.nld Howl es
nA freedom of choico a.p·9ror<ch
is utterly (lependent ":>n
good profe!··sot~r:: rnd ::;.dminis t:rr-torf-1.
The ~td~:Ji;1if.·tr~;ttors rnuF:t
br~ rwyc':wJ. 0g:icully cnp:'l ble of tr·H~ ttng th~:? fac-.tl ty :·md 8 t~1.de.tts
to ,rr.tLte thei.:c OV'm d.f.lsttnien, r.;ml the la·tter ~~ro·.~ps mu~t 8.ccept
nll o:f the re80;)n:.:ibjJ.i t:!.en o:n. vvhl.ch th..t.s 1-::ind o.f
opt'~n
intellect\.J.n.l r·~ocd.!~t.Y wou.ld
rc~~~t.
·rr~:i.A wo\tld .i.n.dr;od be a new 1t.ind of ·in~1tit'1tion, but I
do· m.Jdn~·tly P.'..tggest th.8.t mern;y old insti tu .. tion:;:;,. or 'the new
ones be:Lnr~ mod. ell ed Pftor tl'l<~ ol\l ( whnt is ~ore pnth s tic
thrm rm u.nd er.ftnrmced 1.mi tati.on. of Hnrv'rtrd Co.1.1 ege ?) flre n.o
lonr;f:J''
!?:.ii·~:'.ble to the
t"\.mf~n ..
Put· n .. n:H.her ·,r.,•ay, lf th<~
collerr,e:':!
d:i.~nnper~.~·,
r~s s .. );';'\8 cr•.itics
~1~.':-;"";P.t:t, i.t V'lill. not
be
bec:'.~.tB ~ they n·.) 1 ~m~~er l.tn,ire
~~ job to do but .becr.11.u~e tr.ey
ht'".ve
forr:1~.ken
the
1job t'ktt:~y were t~nt;nbll.!:3b(~d to d:)~
This
soc.i.ll'~,,. ha~ fr.ll~3n into the t:t:•agic view -thnt the
r.:lt~~ndard
ef;Pl"()d,~;~.c. t ,., of' ()U.r
i.n~. t i t\1. t i r:tn::; of h i.gher 1 ertrn'i. ":1g ls n
~~. t1J.dent wi."\;h a 8'-.:;.crlelors de.gree"
rl1hlfil e.ppr·r.;al!h to the
-:.:o"lde:r'g:rA.dl .. w.te exper·i.el'l(!O
ir~ not on.ly g:ror\;.1l.y in f~:r·ror, it
is ~•1 f:W
·:~'0. r.-h::>. ps n. f:rrm.d. in H r:' tr ir:: t 1."o:gal
~ e r1N~..
Too many
of our im~~titu.'~ionn a.clvertisc:J onEl !H'op·ram · fl.nd
dt~li.ver
r.lnoth~:::.r·.
The fP.ct i~ ·thwt o, . ..tr -prod1.tct Rh.o•.tld bF!
.:h-9.!:.:.~!:.'
modes of ·thought, And simtlr-tr i:n·t8.ngi'ble cmnmoditie~~, if we
i.nnist on ,t~:,ing the lf=l.ngu.age ·or· the mr-trlcet plr.!.ce.
The
nc.::rsonnl rJu.nl:i.ties of ·th•~ edu.cnte:Hl m~1.n c~~.Yl.not be fLC(p.ired
by ingef-ltfng 'the c~n.cr~pDnlr~.ted doses of ''ed1lCflt'Lrm" V'lh:i_ch .now
----t~r p:rcr:nry }JnP ~es f:t.S
t~B~ccnln'lrente expt:or:i:enm:r-;--ThP~·~~--------
ex per·ience . rn~11::t bee orne i.nc:rrenaingly i.nd i viduP l.:i.z.ed if t in a
mess Pociety, it is to le~d to th~ baginninga of nn edac~-
tion for life nnd to ~ hint of the direction in which
wind.om m8.y 1 ie.,.. n·
*
*
The opport,,m'i ty to prr::tctice plurnli8ITl wi 11. be afforded
to mar.~y s tudentr7l when the CTJHE
propo~,:-'1 is en:·".C tnd,
B1.1 t the
propoqal is not the panacea for all of the University's illso
The proposf-\.1. d()e?. not denl •.vi·th tb.0 p ... ss-frdl que::::tion, oven
t'Ltou:~h rer.;td.rements rmd the s-u system e.re relP.ted..
No
'twntiC)n i$ given to hirinr~ rmd firing p~l1.ciee, decision~ of
temJ.Y.'P- or the doc·t!'.ine of ~publish or .pcr':.sh."
The proposnl
doe~ nc t def!.l with t'l-te qaePtion~ l)f whether d.epn.rtmen t!''l
~~hould exist or not, whether lnter-depnr-tmentn.l 'UGjo.rs or
new de:groe:1 will be benefi.c.ird to the tm'i ver:3i ty, or w}"tet';ler
the ~h1iverr:,lty '~h:n.tld ~~i:np·l;y- Offer fe.cilitie:~ f':H' free
public uAe without any impediments to leRr~ing.
RHthc~r th•.:•n
r,>Osi.~lG
!·~.s a Utopian cure· .. Hll for the
pl";)bl<:1r.:~·-~ •.)f t.he Univers.i ty, the C'UHE i:)roposr-1 is ~celdne to
.rectif:l one of t11e cr:i.t;icr..l wrong:~, of the University..
''P.he
par~r-sage of the CURE proposnl is n. "Pi votnl f:ir~: t
G ·tep tow<, rd.
malting the Univernity respom'live to
th~·l people who popult!.te
i"te
STAT[ U!-.!IVH<SITY OF
~~EW YORI< /IT
ALB/II'~Y
AULli,NY, I·IEW YO!'il<
1?/0:3
MEMORANDUM
-·-......... _ .. ..,. ___
., .... _ .......
April 10, 1970
'.ro:
University Senators
FROM:
Charles 'r. O' Re.illy
The attached are copies of new graduate programs in
Italian (MA) and Philosophy (ph.D.) which are recommended to
the Univers:Lty Senate by the Graduate Academie Council for in-
troduction in the 1.970-71 academic year.
They vlill be on the
agenda for action at the ne:g:t meeting of the Senate.
C'l~O/ jg
Attachments
LEADING TO THE MASTER' S DEGHEE
Introduction
~--~--.. --,.
The great contr:i.bu.tion of Italy to western civ:l.lization is a ·well-known
and acknowledged fe.ct.
E:ven the modern concept of liberal edu.cati.on in the
humanities· and the sciences originated in Italy.
The Renai.sElance whleh began
in Italy marked the beginning of the a.ge of research -- go1.ng beyond all
traditional boundaries i.n order to discover· new realms of knowledge and truth,
in accordance with ·the newly procla.imed frf:ledom of the mtnd.
The Renaissance
was the fountainhead of our civilization, so much so that i.t :ts not an e:xag.~
geration to state that we still live by ·the princd.ples :tt dlscov-ered and
declared.
But even in later ages, and 1.n our own t:!.mes, the contributj.on of
Italy, side by side with that of other major wes·tern countries, has been out-
stand:l.ng :l.n many fields, from literature to t;he arts and to historical and
scientific research.
For ~hese, and for o'l;her, more practical reasons that we sha.ll mentton
later, we consider a strong g::r.adu.a.te program of Italian studies fl.t Albany of'
--------'pr;i.ma.:PY-tmpGPtanee-. -I-t-seems-sel-f'~ ev-"ldent-t;ha.t-w'i-t;heut-'l-t-a-ms.,1or-ut'l-i-verE.Fi-ty~----
cannot have a complete program in humanistic st·u.d:i.es,
f~)r the students a.re
dep:ri ved of the opportunity to acqu.ire ·what ,should be an essen.·tial pa.:rt of
their education and training.
'rhe Department ts not requesting that the Ph.D. in Italian also be
instituted at this ·clme.·
We do .consi.der :l.t a strong possi'bi.lity, w:\.thin one
or t't-ro years after the M.A. progra.m has been instituted. If "'e offer a.n M.A.
begi.nning in Fall 1970, we expect to at"t;ract I'tal:lan ma;!ors fx·orn other j nstitu-
ti.ons, who would eventually continue :for the Ph.D.
The ai tuation in graduate Italian stud1.es is such tha·t ·the demand for
Ph.D.'s in this field far e:l<ceeds, the supply.
Also of prime :i.mportance is
the training of Junior College and Community College faculty to whi.eh the
Gradua.te AcadE>..mic Counc:U and the University at large :t s committed.
On the high school level the need is almost as acute.
As a cons!:lquence
of all these needs, we wish to particlpa;te in the training and betterment of
the teaching of' I'talian throughout the State.
In add:i.tion to ·the training of teachers the expa.nded program of graduate
studies in Ital:ian affords Ph.D. candidates. in key departments wHh v:i..tal
courses.
'!'his is particularly true for English and oux· om1 Ph.D.'s in Spanish
and French.
It will particularly be helpful ln strengthening our Ph.D. ln
Roma.nce Languages and Literatures.
In view of the si.gnificance of Italian studies in a well~balanced program
of' htunanities, of their importance for many departments, and in view of the
personal i.nterest of the students of the Department of Romance Languages, it
j.s proposed and requested that the Degree of Masters of Arts :i.n Italian be
instituted.
AppUcants for g:radua.te work in Italian must meet the general requirements
for adm:i.ssion EttS set forth in the catalogue of the Graduate .School.
Applicants
will submit Graduate Record Exam scores and letters .of recollUllenda.tion as part
of their application material.
An undergraduate major or minor i.n Italian, or 1.ts equ:l.ve.lency, is required
for admission into the graduate program.
However, native speakers of the
language will be considered provided they meet all th':':l requirements of admissi.on
J.nto the Graduate School and have had the equlvalent courses in Ute:rature of
the Italian minor at this University.
Na·tive speakers should also present results
of the New York State College Proficiency Examinations.
The Department of Romance Languages and Literatures at SUNYA proposes to
offer the program leading to the master's degree in Italian in collaborat1.on
with the Department of Romance Languages and Literatures of the SUNY at Binghamton.
SUNY at Binghamton currently offers both master's :programs and Ph.D. pro-
grams in Romance Languages with a major in Italian.
The resources of i'ts
graduate faculty in Italian and its library holdings in Italian are fully avail-
able to SUNYA graduate students enrolled in the master's program in Italian.
A student; from Albany will complete a minimum of 12 credit-hours in appropriate
graduate study at SUNY at Binghamton under the inter-instituttonal arrangement.
This collaborative arrangement would permit co'Urses tak.en at SUNY at Binghamt.on
by SUNYA students enrolled in t.he master's program in Italian, and that are
---approved--by--SUN¥A-Ls-Bepa.rtment-of-Romance-I,anguages-and-ht'teratures-, to-be-
nppUed to such students' graduate programs aa rHsic\\f.mce coUl'fles taken at
8U:NYA.
1.
It.alian (21~ credit-hours mini.mum).
Courses as adyised includlng:
ITA 680 - Seminar in Italian (3)
2.
Supporting courses (0-6 credit-hou.rs) courses in academtc fields as adv:i.sed.
3.
Satisfactory completion of a mali or field examination in Italian.
NOTE:
Graduate students may take a portion of their M.A. program at the 4oo
course level.
(N ,B.
Ital:i.an 300 level courses at SUNY A are ..£1£~1
to graduate students).
Students must complete a minimum of 12 credi.t hours in approprtate
gra.dua.te study at SUNY at Binghamton.
I'rALIAN GRADUA'l1E FACULTY AT ALBANY
G'Osta Andersson - Professor, Filosofie Doktor, Stoekholm University
Mario E. Baratti - LecttU•er, Laurea di Dottore, University of Naples
John V. Jt'alconieri ... Professor, Ph.D., University of Michl.ga.n
·Philip Fossa - Assistant Professor, Doctorate in Letter(;!, University of Genoa
Anthony M. Gisolfi - Associate Professor, Ph.D., Columbia University
Giose Rima.nelli - Professor, La.urea i.n Letters, Unlversity of Rane
Augustine Zitelli ·Associate Professor, Ph.D., University of Naples
ITALIAN GRADUATE FACULTY AT BINGHAHTON
Aldo s. Bernardo- Professor, Ph.D., Harvard University
Giovanni Gullace ~ Professor, Ph.D., University of Syracuse
Riga Mignani - Associate Professor, Ph.D., University of Washington
--------------------------------------------~--
Anthony I,. Pellegrini- Professor, Ph.D., Harvard University
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THE LIB~Y .ll. SUNfl!
The University Library is well stocked u.nder It.fitlian
La.ngllage (FC 1001 ... 1977) a.ud under Italian Literature
(PQ 4001.,.5999).
The bo~ks under Italian Lane,ruage include
such basic tools of study as:
Ascoli, G. A,: ,Scr:l.tti s~la g,uestione del,;tlil;, li~ua.
Albert:!., L. B.:
~ ;erima.,5ra.rranaticaj.ella li~ua volSfl-!.£·
Grandaent, c. H.:
From Latin to Italian.
Meyer .. Lubke, w.:
p,r,!llDID8.tica stori.ca j.ella linflua itp.lia?a·
Battaglia, s. :
La tU"amma t ica italian~:!:.
Pulgrrun, E.; The ~onsues of Ita~.
The list' of dictionaries, Italian and Italian-English,
includes not only the works of Battaglia, Ba.retti, Hoare, Hazon,
Melzi, Pa.nzini, Zinga.relli, but works devoted to various Italian
dialects.
The encyclopedias include the excellent
-------. -----------------Encici'o~ed:ta-rta-:Ua.na.
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EJ?,cicl;:>~ed!a. dello ,SJ?etta.colo
Basic tools of scholarship include such works as:
Orientamenti cultura.l.i: }l:ltteratura Italiana. (Ha}·zora.ti)
SPtnloso cumulativ.o (1886-1957):
Biblioteca. Nazi~na.le di i"irem:(~
'·
09 volur:1es)
Prezzo11ni, G.:
l~ex)ertor).~ l3il1U(~'a.fico ,Jella..J~tc.?!..:.~~.-~ .. ~~:..:L;:.!.~
Critica del,la Letter£1-~t_;.U'n ItaHa.na (190~2,:.1;:.~)
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The University Library has the critical >vorks of Benedetto Croce,
F'rancesco De Sanctis, Luigi Russo> Attilio Momigliano, Bonaventura
Zumbini, Francesco Flora, Vittorio Rossi, Natalino Sapegno, Antonio
Belloni, Alessad:ro d' Ancona, G:i.ulio Bertoni, Gi.useppe Toffan:tn,
Mario li'U.bini, Guido Mazzoni, Alfredo Galletti, Karl Vossler, Ernest
Wilkins, Giovanni Gatto and others who have illustrated Itallan
Literature and Modern European Literature i.'rom the 1880's until
today .•
The Library's collectlon of worl~:s on 'Italian Literature,
com.prising both ed.:i.zioni critiche (J...a.terza's Scrittor:i. d'Italia)
---....--..;·--
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and f'ully annotated editions (st,lCh as Letteratu.ra italiana:
Storla
e testi - Ricciardi), concentrates on the great figures basic to
the M.A. program:
Dante (sane 250 volumes), Petrarch, Boccacc:Lo,
Machiavelli, Ariosto, Tasso, Goldoni, Alfieri, Foscolo, Leopardi,
Manzoni, Carducci, D' Annunzio, Pascali, Verga, Pirandello, 'dhile
other figures such as Sacchetti, Alberti, Bembo, Boiardo, Masuccio,
Luigi Pulci, Vasari, Bandello, Castiglione, Cellin:i., A:ret:l.no,
~-------- --mcnelangelo, DampanelJ:a:, GaTfleo, Bruno, ftlaf1no, Meta staB i o,
Vico - are not neglected.
The late 19th and 20th century proclu.ctlon in novels, plays,
essays, poetry, and criticism:
Fognz<~aro, De Marchi., Nievo,
Deled.da, Borgese,
Qjetti, Se:rra, Palazzesch:L, Panzin:t, Pa:plni,
Cecchi, Alvaro, Bacchelli, Betti, Tr:l.lu.ssa, CardarelU, Cassola.,
Moravia, Pratolin:!., Silone, V:l.ttorini are vmll represented.
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Bes:l.des many periodicals dealing in general with Homance
l.t.tnguages and Li teratmes such as:
Revue de 11tt6rature compar~e. Paris.
Revue des langues romanes.
Montpellier.
Romance notes.
Chapel Hill, N. c.
Ranance philology. Berkeley, California
Romania; revue trimestrielle co:nsac:r~e ~ 1' ~tude des langues
et des li tt6ratures rom~mes. Par1.s.
Romania revieiV.
New Yorl\..
Romanische forschungen.
Erlangan.
the Library has a sizable list of periodicals dealing vr:i.th Ita.J..i.an
language and L:tterature and periodicals in Italian dealing vd th
related fields (Art, Cinema, Theatre, Educa.Mon, American stud:i.es,
French Studies):
Archivio Glottologico Italiano. Turin.
Belfagor; rassegna de varia umanitb..
Florence.
Bianco e Nero.
Biologj.a culturale. Rane.
Ca:nmentari; rivista di critica e storia dell'arte. Rome.
Corri.ere della sera. Milan.
Critica; rivista de letteratura, sto:d.a, e filosof'ia.
Naples.
Domus; arc hi tettura, arredamento, arte. r .. lllan.
Fiera, letteraria; settimanale delle lett ere, delle arti e delle
scienze.
Home.
G:i.ornale della libreria.
Qrgano ufficioJ.e dell' as 8oclazioue
Italiana degl:i. ect!.tor:l..
Milan.
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Giornale storico della letteratura italiana. Turin.
Italia che scrive; rassegna per colo:ro che leggono.
Rome.
Italian books and periodicals. English edition of Libri e
riviste d'Italia.
Italian quarterly. Los Angeles> California.
Italian studies. Cambridge, England.
ItaJ.i ca..
Bvanst on, Ill.inoi s •
Lett ere Italiane. Florence.
Medium aevum.
Oxford, England.
Mondo; settimanale politico economico e letterario.
Horne.
Narrati va.
Rome
Nuova antologia; lettere, arti, e scienze.
Rome.
Nueva Rivista Peda«ogica.
Oggi.
Milan.
Qrienta.menti peda.gogici; rivista internationale di sd.enze
dell'educazione.
Rome.
Baragone.
Florence.
___ Peda.gogia_e_V'ita_(_supplement-to-fJcuola-:t.ta.1-L9,na-MeE1e!'-na-)-.-Bresc'ia,~.-----
.,.... -... -
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Ponte; rivista di politica e letteratura. Florence.
Q;uaderni della ''Critica
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Bari.
Rassegna della letteratura Italiana. Florence.
nevue des etudes i talieunes. .Parls •.
Hi.nascimento.
Florence.
Hivista de fil.olog:l.a e di istrmdone classj.ca. Turin.
Rivista di cultura classica e medioevale.
Home.
Hivista di lette:rature moderne e comparate.
Florence.
Sapienza; ~ivista di filosofia e di teologia.
Scuola e Citta.
Scuola e Didattica.
Scuola Italiana Mode~na.
Sipa~io; ~ivista di teat~o. Milan.
Lo Spettato~e Internazionale.
Studi american!; rivista dedicata alle lettere e alle
arti negli Stati Uniti d'Ame~ica.
Rome.
Studi danteschi.
Studi f~ancesi; ~ivista dedicata alla cultu~a e alla
civilta letteraria della Francia.
Turin.
The Lib~a~y subscribes to the daily Carriere ?ella~~~~
of Milan, the te~za pagina of which cov~rs contemporary literary
trends and theatre.
The student's tools for the year's study le<;J.ding to the M.A.
in Italian - texts, works of criticism, and periodicals ~ are in
the University Library.
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SUMMATION
The University Library has some 100 volumes catalogued under
Italian Language (PC 1001-1977) and some 1600 catalogued under Italian Litera-
ture (PQ 4001-5999).
Dr. Steuer, in her report of 10/2'2/69 (copy attached) offers these
further figures:
1)
Close to 1000 volumes are waiting to be catalogued
2)
Beginning with academic year 1966/67 to June
1 69 we
pbrchased 2423 t1tles
3)
New orders since beginning of fiscal year 1969/70 through
end of September 1969 amounted to 851 titles
According to Dr. Steuer's figures~ and allowing for overlapping,
thE3 Unlversi ty Library e-.i.ther has or has purchased or has ordered over
4000 volumes in the fie!d of Italian.
,
Libraries in the immediate area have little in Italian.
The Union
College library has about 500 volumes catalogued under Italian Language and
Literature (Report of Librarian Mr. Hopkins on October 21, 1969).
The New
York State Library has little catalogued under Italian Literature.
They also
have a small collection of books in Italian not catalogued as to subject since
they lack a librarian equipped to do it.
(Report of Reference Librarian, Miss
Smith on October 21, 1969).
Information concerning the size of relevant holdings in other universi-
.ties offering comparable programs is not easily attainable.
I do not know of
colleges offering only the MA in Italian and not the Ph.D.
It is to be noted, however, that in the Boston area theve is the im~
.posing collection of the Havvavd Libravy; and in New Yovk the fine collections
of the New York Public Library, the Paterno Library of Columbia University, and
the Italian Cultural Institute Library.
The Paterno Libvary of Columbia is as complete for the study of late
19th and 20th century Italian Literature as any in the world.
The Italian Cultural Institute Library in New York is stocked with al-
most all books published in Italy on Italian Literature, Italian Culture, and
Italian History during the past 20 years.
These books are available to scho~
lars on interlibrary loan.
(Report of Dr. G. Cardillo, Director of the Ita..,
lian Cultural Institute, at Fordham University, October 18, 1969).
The offering of the MA in Italian would not require any more library
funds than are currently being spent on the acquisition of books in the
field of Italian.
(See attached copy of report of October 22, 1969 from
Dr. G. Steuer, Bibliographer for Romance Languages and Literatures).
If
the current purchase rate continues for the next five years, the library
holdings in Italian should be able to support more than the MA in Italian.
I should estimate that the average $6,000 spent yearly over the
per,iod 1966-69 for an average of 800 volumes a year need not be incr'eased.
'•'
STATE UNIVERSITY OF NEW YORK AT ALBANY
'"""·····~···"-··--·""""'"- ALBANY, NEW YORK 12203
-~-~----.
Dr. Anthony Gisolfi
Romance Language Department
HU 220
Dear Dr. Gisolfi;
Octobet 22, 1969
Beginning with the academic year 1966/67 up to June 1969
we purchased a total of 21+23 titles for which we spent a.pprox-
ima.tely $18, 500.
'rhe average cost per volume is $6.00.
'This figure must
be used cautiously' since many multiple volume sets are j.ncluded.
in the total of titles.
The bibliog;ra.pher has endeavored to assemble a well
balanced. collection covering all periods of It.alian 11terature.
As far as they are a.va.:i.lable all critical editions of the
important Italian wrj. ters and poets are available in the
library.
!he· same policy governed the collecting of secondary
literature.
Here one can detect a slight emphasis on l:L tera.:..
ture about Dante and Petrarca.
One, hundred titles dea.l:Lng with Italian philology and
sixt(':len hundred. monographs and texts are catalogued.
Close
to one thousand titles are waiting to be catalogued.
· The selecting and ordering of Italian books has been
sharply stepped up .since'the beginning of the fiscal year
1969/70 in April.
A total of $lt, 050. has been encumbered :for
851 titles since Ap.ril until the end of September.
Since the department plans a master's program concentrating
on the nineteenth and twentieth centuries, the bibliographer
will have to shift empha.sis and increase purchases in this
--~-~-------~-~~-p-e-r tud .
In the Reference Collection of this library the researcher
wi-11 find an ample collection of Italian dictionaries, the
ENCYCLOPEDIA ITALIANA and. Italian blo-bibliographica.l worl\.p,
the National BJ.bliogra.phy as far as available in print and
ma.ny other Italian works valuable to the scholar--researcher.
I believe it is :fair to state that the resources of the
library are quite ad.equate for the beginning stage of the
program.
If you should need any more information please don't
hesitate to call on me.
Slnce.rely,
.. S\)~;)::~k_,, :J;·:>~~~~~-· ~)'v
Gertrude Steuer
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STATE UNIVERSITY OF NEW YORK. AT BINGHAlv.tTON
t!ARPUR COLLEGE Is tile _undergradullte sc/wol
of Stille University of New York at Blngflamton
Ccntel~ for Medicvalamd
Early Renaissance Studies
DATE:
September 22~ 1969
TO:
Mr. Gullaee
FROM:
A. S. Bernardo
SUBJECT:
REPORT ON ITALIAN LIBRARY HOLDINGS
Binghamton, New Ym·k 13901
In answer to your request for a. brief analysis of o·ur. library holdings in
Italian to forward to Albany for the:Lr. information, I submit the following
whtch is strictly a. personal estimate which, i.f incorrect, would sin on the low
rather than on the high side,
However, on the basis of my recollection of a
similar study at the time we submitted our proposal for a Ph.D. and on the basis
of my havi.ng been in touc.h with acq·uis:ttions since then I can hazard the follow-
lug general assessment:
L
Taken all tog£:~ther I would say that the holdings in the general area of
Italian literature, history, culture and philosophy would total somewhere be-
tween s:t.Jc and eight thousand volumes.
2.
With respect to coverage we are unquestionably stronger :ln the periods
up to the 19th Century than in the subsequent two centuries.
On theother hand
we do possess several editions of the Italian classi.cs :i.ncludlng about all of
the ser:l~~s of the Classi_ili Italiani.
Similarly we also have a number of
secondary source m-aterTaiS--ti1at-a!;e····stronge:r in, t;he earlie.r periods than in the
later ones.
3.
Insofar as our per:l .. odical holdings are concerned we do have most of
the major jO\lX'tu.J.la w:i.th back files.
There are others for which back fi.ler> are
not avaU.able but which ~re arc..o; nmv having searched.
In balance we are weaker
in our pEn:':J .. od:l.cal holdi.ngs than :f.n. our book holdings in ItaHan.
t..
Although our n10dern eollect:tons <n:e not as strong as our med:ieval and
renaissance, I wish to stress that we do possess all of the major modern writers
:l.ncluding the contempor<I:r:J~:?:s.
What we
lr~.ck 1.s the variety o:f: editions of thEdr
works as well as a variety of rJecond'ary source materials on eaeh onE~.
On the
other hand we also have a large number of translations of most of the sign.if:lcant
writf:~rs who have contributed to the post World War II rena:i.ssanc.e of the Italtan
novel <'"spec~ially,
\
I
PROPOSAL FOR A
DOCTORAL PROGRAM
IN PHILOSOPHY
DEPARTMENT OF PHILOSOPHY
STATE UNIVERSITY OF NEW YORK
AT ALBANY
JANUARY 19, 1970
TABLE OF CONTENTS
I. Introductory Statement
II. Programs of Study and Research
Ill. Dissertation
IV.
Technical Requirements
v. Admission Requirements
VI.
Graduate Courses
VII.
Library Holdings
Vlll. Coordination with Other
and/or Future
Programs Present
Appendix A - Philosophy Journal Holdings in the
University Library
Appendix B ... Department of Philosophy Graduate
Faculty Vitae
Appendix C - Extra-Departmental Vitae
1
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s
s
6
6
11
16
... 1 ...
I. Introductoty Statement
A.
In our view, a department of philosophyhas.two major
functions.
One of these is to contribute to the on•
.. going development and traditions of philosophy.
The
second is to utilize the capacities of philosophy to
function as an agent of integration in human knowledge
and action.
1. The first function has been well stated by a com-
mittee of the American Philosophical Association.
According to this committee, the three major a~s
in graduate study in philosophy are, (a) the pre-
paration of teachers of philosophy; (b) the pre-
paration of philosophers .. ·those who will make
otiginal·contributions to philosophy; and (c) the
scholarly inquiry into philosophy.
In accordance
with these aims, the connittee stated that the
person who holds a Ph.D. in philosophy should (1)
be able to teach the usual undergraduate philosophy
courses;. (2) possess specialized knowledge within
at.least onearea of philosophy; (3) demon~trate
an_aptitude·fot' creative WQrk; and (4) show high
scholarly:competence.
We believe-thfit·these recommendations accurately
reflect the thinking of a largemajority of the
members·of the profession and that they constitute
an appropriate general guide for the organization
of a standard Ph.D. program in philosophy.
In
keeping with these aims, our standard program will
require a fi~ general grounding in philosophy plus
specialized knowledge in one area.
Our objective
will be to produce individuals with standards of
excellence in both the teaching of· philosophy and
philosophical research.
2. An initial requisite for a program stressing pro-
blems of integration is a strong standard core of
philosophers emphasizing1 in both historicai~J. and
systematic aspects, the basic areas of (a) episte•
mol9gy and metaphysics, (b) logic, and (c) ethics
and value theory; that is to say, the program sug-
gested in 1 above.
To this solid philosophical
core must be added interdisc~plinary courses plus
scholars with interests and training not only in
philosophy, but also in one or more of the spe-
cialized disciplines outside of philosophy in the
natural sciences, the social sciences and the
humanities.
3.
Thus, the proposed program would have two thoroughly
interrelated parts~-one in standard philosophy, one
interdisciplinary. It will be an objective of both
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portions of the,program not only to provide the
student with a mastery of the field of philosophy,
but also with an appreciation of the relation of
philosophy to other areas. It will be possible to
major either in one of the above named specialized
areas of philosophy or in programs relating philo-
sophy to other disciplines.
B •
Nee~ for ... the ProgralD:
The quest:l.on of need can be answered on a number of
levels.
First, in the realm of human knowledge, it is clear that
unprecedented expansion and development have led to the
establishment of a wide spectrum of very specialized
disciplines creating problems of understanding and com. ..
m\lnication. It is no longer possible for the individual
philosopher (like Aristotle or Leibni.z) to master the
whole of human knowledge and philosophize on the basis
of this accomplishment.
It thus seems that the com•
pelling need in philosophy is for a successor to the
solitary, all-encompassing ind1.vidual ... •namely, a gttr'
some of wh~ will be versed in the traditions of p
o•
sophy itself, others who will be interdisciplinary with
professional knowledge and competency both in philosophy
and in one of the sciences or humanities outside of
philosophy, plus scholars in other fields with both a
knowledge of and an appreciation for the capacity of
philosophy to function in the integrative manner hither•
to mentioned. Only a team or commun:f.ty of this sort,
interpreting the concerns of philosophy and the spe•
cialized fields to each other, and with an interes.t in
the exploration of the interfaces of these fields, can
meet the needs created by the present extension of the
fields of knowledge.
Our department and our program
wt-1-1--move--tn-thts-directton-;;-.------~----------
Second, as a consequence of the above point, depart•
mentalization and specialization within the university
have led to the deterioration of the university as a
community of scholars.
Our program proposes to foster
an increase of signific.ant cmnmunication across the
lines separating the specialized departments of human
knowledge.
It might be said that our program proposes
to help return the "multi-versity" to a y.n!,versity.
Third, within the discipline of philosophy itself, there
are signs, after a long period of self•analysis, of a
renewed concern with the nature of philosophy in the
larger sense and its proper role in the academic and
world communities.,
The program we envisage would en-
courage and participate :i.n these developments.
3 ...
c.
Its Relation to Ot~er Gradu_.!~~.J>..!:98ram!_
In our conception, philosophy by its very nature re-
quires relation, ~plicit or explicit, to the whole
field of human knowledge.
Furthermore, we find in the
university at the present time many faculty members in
various departments with an interest and competence in
philosophical subject matter.
Some of these professors
we have listed in Appendix c.
We likewise find many
courses in various departments containing ~portant
philosophical subject matter.
Some of these are listed
under VIII below.
Here is an important resource both
for the standard and for the interdisc:i.plinary programs.
The interdisciplinary program calls for study both in
philosoph¥. and in an area outside of philosophy. It
asks for 'up to the equivalent of a Master's degree" in
a field outside of philosophy~ It proposes to fulfill
this objective for each interdisciplinary student by
assigning to him an interdisciplinary committee which
will advise him in the selection of courses, examina-
tions and research projects appropriate to his own
career objectives.
In both programs there exists a
potential relation to all other graduate programs in
the university.
II. P.rograms of .. s.t~udx and_li.~£h
A.
t_rogram of Stu,&
The program of study and research requires at least
three academic years of full·t~e study and research,
or the equivalent over a longer period beyond the
baccalaureate, and may typically involve as many as
four years.
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Tne course or-s-tudy orlif~n .. ;h-student-ts-planned-wtth-bts--------~
departmental advisor or interdepartmental committee who
:
take into account the student's previous preparation,
·
his areas of special:i.zati.on, and his professional
objectives.
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In the first year, the student devotes his tLme to
fi.lling in and deepening his knowledge of philo-
sophy.
He .will demonstrate his competence in the
field of logic (Phi 332 or its equivalent).
He may
begin his teaching experience in philosophy with
the Teaching Apprent:f.ceship (Phi 691 or 692), and
will point toward specialtzation and research in
philosophy on .a g·raduate level.
2,
The student's second year is devoted to gaining a
research orientation and refining his area of spe•
cialization.
He will elect the appropriate Advanced
... 4 ..
Seminars (Phi 750 or 751).
At the end of this
year, he normally presents hLmself for the quali-
fying examinations in (a) epistemology and meta-
physics, (b) logic, and (c) ethics and value theory.
B.
Field~ and Specializ~~ion
1. The standard philosophy program includes prepara-
tion in the fields of epistemology and metaphysics,
logic, and ethics and value theory, in both their
historical and systematic aspects.
In addition the
standard program includes a specialization in one
of these fields whi.ch at the same time will be the
dissertation areao
In our conception, taking the history of philosophy
as a fourth area, the four areas of philosophy are
interrelated somewhat in the manner of the faces of
a tetrahedron.
The specialization is one face of
this geometric figure, but one face does not stand
alone; it is supported by the other three.
Spe-
cialized research involves a concentration upon the
problems of the selected face by means of the tools
of analysis provided by the entire figure.
It will
be possible in the standard program to major i~ any
of the four areas through a comprehensive study in-
cluding all fou~.
2.
The interdisciplinary program includes up to one
year of graduate study in a field outside of philo~
sophy in addition to the requirements of the stan•
dard program.
Each interdisciplinary student will
be guided by an advisory interdisciplinary com-
mittee, who will design a program specifically
tailored to the interests, training and career ob-
jectives of the student.
C.
Teaching A22r~ptic~s~~
In addition to thr~e courses per semester or his disser-
tation, a student not otherwise engaged in teaching in
the department may register for a Teaching Apprentice-
ship in which he will gain experience in the following
aspects of teaching:
(a) helping to structure an under-
graduate course in philosophy; (b) preparing and de·
livering a lecture; (c) handling a class discussion;
and (d) participating in the evaluation of student
papers.
His experience in these respects will be first
passive, then active.
Our objective is to provide,
during the years of graduate study, valuable advice and
practice in the teaching of philosophy.
- 5 -
lii.. Dissertation
The doctoral dissertation will be expected to demonstrate a
matQre research competence and contribute in some measure
to human knowledge in the field of philosophy.
Possible
dissertation areas, representing current research competence
of members of the department include historic and systematic
aspects of aesthetics, epistemology, ethics, logic, meta-
physics, philosophy of mind, philosophy of religion. philo·
sophy of science, and value theory.
IV.
I,e~h;n,ical· Reg,tU-;o.f!Plen~-~
A.
Residence Reguirements
$¢
\I.
.·
- ... '
The student is expected to meet the university residence
and full•tUne study requirement.
B.
Departmental Examinations
1, The student in the standard program must pass all
three parts of a General Qualifying Examination
which will consist of both historical and systematic
treatments in the following areas:
!
a~ Ep.istemology and Metaphysics
b
LO ic
c
Et~ics and Value Theory
.
2.
The student in the interdisciplinary program must
pass a General Qualifying Examination covering not
only the three above-mentioned areas but also his
interdisciplinary specialty.
The content of this
examination will be determined by the student's
interdisciplinary committee.
----------------------------------
3. Prior to admission to candidacy, the student must
perform successfully in a Topical Examination over
the area of his dissertation, This will ordin4rilt
consist of an oral discussion of the major works or
issues related to the dissertation area with those
members of the department and/or out.side guests
whose competence is in that area.
4.
The final examination is an oral defense of the dis-
sertation conducted before the dissertation com-
mittee and other appropriate members of the depart•
ment and outside guests.
C.
_banguage Requi!eme11t.
Prior to admission to candidacy, the candidate must have
demonstrated a reading knowledge of two foreign languages.
- 6 ..
I
·I
I
Normally, these languages will be French and German, al-
though any language important for the dissertation area
may be substituted for one of these.
In the case of a
dissertation area involving ancient or medieval philo-
sophy, an appropriate selection of at least two languages
from Greek, Latin, French, and German will be determined
by consultation with the department.
D.
Admission t~ Can~idaci
I
, i
I
A student will be admitted to candidacy for the degree
of Doctor of Philosophy upon:
·
1. Satisfactory completion of course work and prel~i-
nary research study.
2.
Completion of university residence requirements.
3.
Satisfactory completion of the language requirements.
4. Satisfactory completion of the General Qualifying
Examination and the Topical Examination.
v.
Admission Requirements
A.
In addition to the general university requirements for
admission to doctoral study, an applicant's under-
graduate preparation should have included a significant
exposure to philosophical literature and problems.
Normally this requirement will be fulfilled by a bacca-
laureate or Master's degree in philosophy.
Exceptions
will be treated on an individual basis by the Depart-
j:\
ment of Philosophy. Applicants to the interdisciplinary
'!
program will also be considered on a,n individual basis,
il
in terms of their career objectives, interests, training,
.:J
---------and-the-offerings--of-the-Department----o-f-P-hi-losophy-.-------------1~
f!
B.
In addition to the usual transcripts and letters of re...
fl
commendation, as required in the graduate bulletin,
1)
applicants are encoura.ged ...... but not required ..... to provide
1i
either (1) scores on the aptitude test and advanced
test in philosophy of the graduate record examination;
or (2) samples of philosophical work written by the
applicant and verified by his professors. Applicants
to the interdisciplinary program may substitute scores
on graduate record examinations or written material in
their field of specialization.
VI.
Graduate Courses
~.
A.
Philoso2hi. .Cou;rses Ctl~rep~J..I Offered
In the total design, the departmental curriculum is
I
7 ...
intended to be a more or less balanced offering of sys-
tematic and his~orical courses.
The distribution and
content of courses is comparable to those of the Uni·
varsity of Rochester1 Pittsburgh University, University
of California at Berkeley and other major departments
of philosophy.
(Philosophy 332, Symbolic Logic, or its
equivalent is required of all students in the first
semester of work.)
Phi 332 • S~bolic Lo&ig (3i
An examinat .on of tfie princ ples underlying valid de·
ductive inference. Construction of a single system of
sentential and first-order quantificational logic.
Discussion of the structure and properties of formal
systems of logic.
No prerequisite, but Phi 210 is
recoDJDended.
Phi 510 .. Intermediate Smbolie Logic (4}
Study of the structure arid properties of formal systems
of logic.
Includes discussion of consistency, com-
pleteness, decidability, adequacy of truth-functional
connectives, independence of axioms, many-valued logics,
Ch1,1rch's Theorem, GOdel's Completeness Theorem (1930),
LowenheLm-Skolem Theorem.
Phi 512 • Metaphysics (4)
A systematic examination of such philosophical con•
cepts as existence, essence, causality, purpose, value,
mind, freedom, unity. Prerequisite: six hours of
philosophy.
Phi 515 .. Philosoph! of Language (4}
An 'Investigation o~the structure and properties of
language with regard to philosophical issues. Problems
of meaning, reference, analyticity, truth, or onto-
logical coromibnent, will be examined in the context of
--------·--c"Ontemporary-theortes-of-meaning-and-1-ingu-ist-ic-st-rue-------
ture.
Phi 516 - Philosoph! of Mind (4i
This course discusses such proS ems as knowledge of
other minds, the relation between brain and experience,
and the analogy between human problem-solving and com-
putation by automata.
Phi 518 ... Analstic Philosop~ (4)
A study of pro lems and tee
iqu~s of logical and lin·
guistic analysis.
Includes discussion of philosophers
such as Frege, Russell, Carnap, Wittgenstein, Austin,
Ryle, Strawson and Quine.
... 8 ...
Phi 522 .. Theory of· Knowledfe .J..4f
A systematic study of tneor es o knowledge, including
such topics as theories of perception, the character
and value of logical systems, theories of the nature of
truth and of the nature of proof.
Phi 526
~ Value Theor1 (4)
A study o'£ tfieorles · o :tfii nature of meaning and rea ...
soning in value discourse.
Analysis of the philosop ca
nterests of representa•
tive writers and thinkers of Latin America.
Phi 538 -
PhilosoE~ of the Social Sciences (42
A systematic study 'QI'pro'Dlemi and tlieories concerning
concepts, methods and presupposit:l.ons of the social
sciences.
Includes a discussion of the relation of
the social sciences to the natural sciences.
Phi 540 .. Philoso,Ehi..}tf Pe.rson ( 4,)
A critical examination ol pniiosophical issues in re-
presentative theories of the person, with attention to
•1
the ontological status of the person.
I
Phi 542 ...
Phenom.!_!!O~...Qgy (~
'I
X criercal seUCfy ot--setecteaw-r-tt:tngs-o-f-thtnkerG-such'-----i
1
1
as Husserl, Heidegger,, Sartre, and Merleau-Ponty.
'I
i
Phi 544 -
Britis~~m£iricism (4)
intetis"'ve "s'Eii<Iy' o selic'b!awrrt'ings of Locke, Berkeley,
Hume, and collateral. thinkers.
Phi 546 - The Continental Rationalists (4l
Ynt'"t~nsive- stuCiy -or··aaiecteo wii"fings- of Descartes,
Spinoza, Leibniz, and. collateral thi.nkers.
Phi 548-
Voluntaris~J~)
A study o'"f Scnopennauer,Ntet:r.sche, Blonde!, Bergson,
and related thinkers.
Phi 550 ~ ~~~to (~ .
An Intenafve stuay of selected works of Plato in English
translation, and a documented appt~ai.sal of their {n ...
fhtence in subsequent a~~~~u• ~
~!
\
- 9 ...
Phi 552 - Aristotle ~4)
Xii"""lntenslve study o ~ selected works of Aristotle in
English translation, and a documented appraisal of
their influence in subsequent ages.
Phi 556 - Prasmatism ~4~
A"'consideratlon of the'p ilosophy of Peirce, James,
Dewey, and Mead, insofar as it forms an organized
philosophical position. A consideration of the effect
of this position invarious areas of philosophy, and
in contemporary culture.
Phi 558 .- Theory of.~rt (4)
..
A stuay of tfi«i! nature and purpose of art with special
attention given to the distinction between art and
craft, aesthetic values, criteria and justification
of aesthetic judgments.
Phi 610 - To ics in the Philoso h of Science 4
May
e repeate
or ere t w en top cs vary.
ome
topics may be: Scientific Explanation and Prediction;
Induction, Probability, and SUnplicity; Theories of
Confirmation and Acceptance; Structure and Properties
·of Scientific Theories; Philosophical Problems of
Space, T~e and Relativity; Contemporary Cosmologies;
Philosophical Issues in Quantum Theory; Philosophical
Problems in the Foundations of Mathematics; Epistemic
Foundations of Psychology.
Phi 612 · .. To]!ics in Metaehisics {4)
Ex~inatlon "ofa major metapfiys!cai problem such as
substance, cause, space, and ttme.
May be repeated for
------ credtt-when-toptcs-vary·-.-----------
stu es n t e
~
o p
osop y o · re igion.
are created on the .basis of special faculty and
interests and include both systematic and his-
torical studies.
Some topics may be:
Nineteenth Cen•
tury Philosophies of Religion; Theories of Myth and
Symbol; Contemporary Confrontations between Theology
and Philosophy of Religion; Eastern and Western Mysti ..
cism; Studies in Contemporary Religious Philosophies
(A. Heschel, M. Buber, R. Kroner, N. Berdyaev, among
others).
I
]
:1
I
I
~----'1
1
- 10 ..
Phi 618 -
Topi~s in Logic (4}
·
May be repeated when topics vary.
Some topics may be:
Foundations of Set Theory (two semester course);
Mathematical LOgic (two s~ester course); Alternative
Systems of Logic; Neo•Fregean Systems of Logic; Philo•
sophy of Logic; Modal Logic and its Philosophical Pre•
suppositions; Philosophical ~plications of Godel's
Incompleteness Proof.
Phi 6Zl .. Topics in Ethics (4)
·
Intensive stuay o£ a particular theory or approach to
ethical analysis.
·
·
Phi 623 - Toeiqs in Aesthetics (4l
!ntensive study of a particular aesthetic theory or a
particular problem development of a theory of aesthetics.
Phi 629 • Advanced S~olic Logic (4) .
Covers ·such topics aBliigher-order.lunctional calculi,
recursive function theory, elementary number theory
andGodel's IncODlpleteness Proof (1931).
Prerequisite:
Phi 510 or permission of the instructor.
Pl:li-s-3o---plltltrsophy-and-Pub-ltc-Affatrs-t4-)
·. ~------
In attempt witt be made to Identily tfie contribution of
technical philosophy to discussions of public affairs
in public Qledia, and to the making of policy decisions.
Individual students will conduct their own search of
the ltterature in such areas of public concern as inter•
national relations, social jurisprudence, educational
policy, and corporate conduct.
·
Phi 690 ·.- Guided Research f3·6~
·
blrected reacting· and deta{~ediscussion of books and
articles in an area of philo~ophy requiring intensive
examination.
Specific.topics may be determined by
- - -
ll -
cons~ltation between the departmental staff and in-
terested graduate, students.
·phi 699- Master's Thesis in Philosophy (6)
-
B.
Proposed New·pourses
Phi 691 and 692 - Teach in~ Ap&rent ice ship in Pqilosophy
·
(no ere it ours)
The theory and practice ot structuring and conducting
courses in philosophy; the preparation and delivery of
up to two lectures; the handling of up to two classroom
discussions; the evaluation of a limited number of
student papers or examinations.
Phi 750 and 751 • Advanced Seminars in Philosophy
Participation in a<fle~lltized research group in one
of the areas of philosophy.
May be repeated for credit.
Prerequisite: · .. Advanc.ed standing in doctoral program
and permission of instructor.
VII.
Library Holdin&s
4
- - -
A.
Present Holdings.in 'Philosophy at SUNY~Albany
The following is a chart of the core holdings in philo-
sophy at SUNY•Albany:
Titles
Volumes
B Collections; Systems,
4,049
6,748
History
BC
Logic
264
440
------ - -
BD Metaphysics
511
852
BH Aesthetics
124
207'
BJ Ethics
517
862
Totals
5,465
9,109
Estimate of unprocessed,
untaped titles and volumes . 3. 605
6 1008
Grand Totals
9,070
·15,117
Remarks
1. The estimate of the unprocessed, untaped titles was
arrived at on the basis of the~percentage of core
12
philosophy books of the total numbers of titles now
taped in the library.
Since 5,465 titles is two
per cent of all the titles now computerized, we
est~ate that there are 3,605 philosophy titles in
the untaped, unprocessed titles now in the library.
2.
The formula used in determinbtg the number of vol•
umes when given the ntunber of titles varies markedly
from university to university.
Binghamton, for in·
stance, estimates that there are between 40 per cent
and 83 per cent more volumes than titles while
Berkeley merely doubles the number of titles to get
the number of volumes.
The fotmula used here is
66 per cent, i.e., the figures here assume that
there are 66 per cent more volumes than titles. The
number of titles has been treated as the firmer base
throughout this report.
ln addition to these core holdings in philosophy, the
library at SUNY-Albany has the following resources in
related areas:
Philosophy of history, law,
education, music, language,
literature, science and
mathematics
BL•BX Religion
BF
Psychology
Total
1,485 titles
8,072 titles
.. ,3 1 521 titles
13,078 titles
The SUNY-Albany library also has extensive periodical
holdings in philosophy. At present, the library cur•
rently receives or has on order 109 journals in philo-
---~--~- -----sophy-a-s-we-1-1-as-14-in-re-1-tgton-. -()£-these-, the-1-ibra-ry'---
has complete or nearly complete sets of 31 journals of
philosophy.
For a complete breakdown of periodical
holdings, see Appendix A to this proposal.
B.
Other R~J~~~f;.l.!b~_!
In addition to the philosophy resources of the SUNY·
Albany library, graduate students here have a number
of other extensive collections available in the area.
The most prominent of these is at the New York State
Library in Albany.
The following is a chart of the
philosophy holdings at the State library:
l
I
:j l
l
,,
... 13 -
Titles
Volumes
B Collections,
H~story
Systems,
2,175
3,625
BC
Logic
165
275
BD Metaphysics
285
475
BH Aesthetics
90
150
BJ Ethics
!.a 800
3,000
-
Totals
4,515
7,525
These figures are estimates arrived at by measuring the
shelf space in the State Library. They include the
State Library's periodical holdings, which are included
·on the shelves with other books. ·
Despite this, however, it is clear that the State
Library with 1,800 titles in the rield of ethics pro-
vides a valuable supplement to SUNY-Albany's collection
of 517 titles in this area.
Also available' are two· inter-library loan arrangements:
1. The New York State Inter-Library Loan Network
(NYSILL).
All requests sent to the New York State
Library for out-of-print books or journal articles
that are no·t _available locally are channeled into
the State Inter-Library Loan Network by teletype.
Unless a book is known to be in a specific library,
requests are referred to member libraries spe-
cializing in the subject of the book.
Philosophy
requests are the responsibility of Columbia
--------University-I.-tbrary-which-has-a-bout-42--,-000-vol-umes-----
in philosophy.
Religion is the responsibility of
Union Theological Seminary.
·
2.
The Capital District Library Council. This area
inter-libra.ry loan arrangement allows students and
faculty at SUNY ... Albany to get books from area
libraries within 48 hours.
The network includes
Union College, Skidmore College, Rensselaer
Polytechnic Institute and Hamilton College..
Of
special interest is Union
1s library which has ex•
tensive holdings of out-of-print books from the
early part of the 20th Century in American philo•
sophy and ethics.
In sum, graduate students and faculty members in philo-
sophy at Albany can obtain either on campus or by inter-
library loan virtually any book needed in research.
~
\
.. 14 ...
C.
Comearison With Other ~ibr.a.ries
Following is a chart comparing the philosophy collec-
tion of books at SUNY-Albany with collections of other
universities offering doctorate degrees in philosophy.
Titles in
Volumes in
Universit;t
~h:f,_losoph!
Philosoph;t
SUNY-Albany
9,070
15,117
University of Washington *
5,668
9,446
University of Rochester *
16,300
27,167
SUNY-Buffalo
13,300
22,100
RPI
3,166
5,277
Pittsburgh University *
13,500
22,500
Berkeley *
20,000
34,000
Washington University *
· (St. Louis, Mo.)
14,500
24,167
(NOTE:
In all cases the information listed above was
furnished by the librarian at the university in ques-
tion.
Since some of the information was received in
terms of .. titles and some in terms of volumes, all data
has bee~ adjusted in accordance with the 66 per cent
rule for computing volumes, i.e., the rule that there
are 66 per cent more volumes than titles. For an
explanation of this rule, see p. 12 above.)
All universities after which an asterisk (*) appears
--have--Ph-.D~programs-in-ph-i-lesophy-t-hat-we~e-rated--
"acceptable plus" or better in the 1966 Cartter sur-
vey of Ph.D. programs in the United States.* Every
university listed offers a Ph.D. program in philosophy
with the exception of SUNY ... Albany.
An examination of the above information shows that the
library at SUNY-Albany has sufficient resources in its
philosophy collection to support a Ph.D. program in
philosophy. Albany's collection trails Pittsburgh and
and SUNY-Buffalo by about 4,000 titles, yet has about
4,000 titles more than the University of Washington
despite the fact that all three of these universities
* Allan M. Cartter, An Assessment of Quality in Graduate
Education, American* Councfi on Eaucat'ron, Wasfiington,
o. c., !966.
I, I
... 15 ...
have firmly established doctoral programs in philosophy
and have been supporting research collections in philo·
sophy for at least seven years.
It is also clear from the above, however, that a vi•
gorous buying program is needed at Albany, if Albany's
philosophy program is to develop into a first-rate
program.
To accomplish this aUn the department has
drawn up the acquisitions program outlined in the
following section.
D.
~tat~e~t.o}F~~penditur~for the Next Five Years
The Philosophy Department est~ates its library needs
over the five years beginning with the 1970-71 fiscal
year at $80,000.
The money wo~ld be distributed as ·
follows:
$40,000 for fiscal 1970-71 which is the year
the department's Ph.D. program would go into effect
with expenditures of $10,000 a year for the following
four years.
The following points are offered by way
of elaboration:
.
1.
3.
During the 1968-69 fiscal year, the SUNY~Albany
Library spent $10,000 on the philosophy collection
and adaed 1,200 titles to its holdings in philo•
sophy.
Although the philosophy budget for the
present fiscal year is less than $10,000, it is
expected that with the acquisition of special col·
lections and the distribution of funds now being
withheld by the library the library will spend
$10,000 on new books this fiscal year as well.
It is thus clear that $10,000 a year on philosophy
is a realistic figure that is continuous with funds
available during years of "les,s than generous"
state budgets.
~----------------------------------~--
The allocation of $40,000 for fiscal 1970-71 is
contingent upon approval of the Philosophy Depart-
ment's application for a Ph.D. program.
Since the
library's resources are not unlLmited, the library
can allocate ex~ra funds for specific programs
.
only if those programs are given priority standing
by the university, and, in this case,. priority
standing is defined by approval of the program for
an advanced degree.
The Philosophy Deparbnent has
consulted with Alice Hastings, the university
librarian on this matter and has been advised
that the $40,000 figure is not an exorbitant allo·
cation if it coincides with the inauguration of a
Ph.D. program.
Based on the fact that $10,000 purchased 1,200
titles during fi.scal. 1'968 .. 69, the Philosophy Depart•
~" 16 '"'
tnent expil!l!ets vi.r.t:ually to elo1e the present gap
between its collection and the collections at
Pittsburgh and SUNY··Buffalo during the fi.rut y·e.1.r
of its doctoral prograan.
Assuming that Pittsburgh
and Buffalo each buy about 1,000 new titles tn
philosophy a year and that the philosophy budget
at Albany is $40~000 for 1970 ... 71, Albany will be
buying about 3, 600 utt:.n·e new books than during that
year.· As a result, it will be possible for Albany
to be at parity with both Pittsburgh and Buffalo
by September,
1971~
4.
The philosophy collection at Albany can be expected
to double over the next five years, givett the above
figures, i .. e., by 1976 the SUNY-Albany library will
have about 18~000 titles in philosophy which is
2,000 titles less than Berkeley's library has at
pt·.~~-~~'l_!: __ o_ ····-- ·----·-----·~····-··· _____ , ...
_
------·-- _ -------- ----------· ----------------------------
...... _ .. _____ , __ _
I
j
'I
-------~
•
!
APPENDIX A
PHILOSOPHY JOURNAL HOLDINGS IN
THE UNIVERSITY LIBRARY
.. l -
A.
The State University of New York at Albany libfJry cur-
rently receives or has on order 123 journals, ':th philosophy
(109) and religion (14), including complete dft, .J,ei.rly com-.
plete sets of back issues of the following Uotit:ftals in
both philosophy and religion are counted as being: in philo-
sophy):
l. American Philosophical Quarterly
2. Antioch Review
3. Australasian Journal of Philosophy
4.
Dialogue
5.
Diogenes
6.
Ethics
7.
Fo~dations of Language
8. ·Hibbert Journal
9.
History and Theory:
Studies in
Philosophy of History
10.
Humanities:
A Journal of the
Institute of Man
11.
Inquiry
Vol. 1 to date
Vol. "l to date
Vol. 1 to date
Vol. l to date
No. 1 to. date ·
Vol. 1 to date;
b~7k _,5 vols.
~~ .·
· . V~ 1.; :,f)! ·.tO date
·voi. 1..;49; 55-61;
62 to date
Vol. 1 to date
Vo.l. · 2 to date
I
II
I
I
I
I
j
1!
I
12.
International Philosophy Quarterly
Vol. 1·5; 7 to
I
date,
I
-- -13 ;---Joumal-of-Ae-s-eneti_c_s-an-d-A:rt---. ----vo-1-~rl-to-date-----t
Criticism
14.
Journal of Philosophy
Vol. 1 to date;
ba.ck 4 vol.s .•
15.
Journal of Symbolic Logic
Vol. 1 to date
16.
Journal of the History of Ideas
Vol. 1 to date
17.
Man and World:
An International
Vol. l to date
Philosophical Review
18.
Medieval Studies
Vol. l to date
19.
Mind
Vol. l-70; 73
to date
- - -- -
- 2 -
20.
No us
Vol. 2 to date
21.
Philosophers' Index
Vol. l to date
22.
Philosophical Quarterly
Vol. l-13; 15
to date
23.
Philosophical Review
Vol. 1 to date
24.
Philosophical Studies
Vol. 2 to date
25.
Philosophy and Rhetoric
Vol.· 1 to date
26.
Philosophy East and West
Vol. 1 to date
27.
Philosophy of Science
Vol. 1 to date
28.
Speculum
Vol. 1 to date
29.
Synthese
Vol. l to date
30. Thought
Vol. l to date
31.
Zygon:
A Journal of Religion and
Vol. 2 to date
Science
B.
Other journals received or on order are indicated on the
following list. If a title. appears without a listing of
volumes, the journal has been ordered.
1. The American Rationalist
2. Analysis
Vol. 8•20, 28
3. Andover Newton Quarterly
Vol. 7 and 8
--4~--.Aqulnas ______
5. . Archives De Philosophie
6. Archiv Fur Geschichte Der Philosophie
7. Aristotelian Society Proceedings
o.s. Vol. l-3
n.s. Vol. 1-9
17-20
22-30
56 to
date
8.
Biblica
9.
Bibliography of Philosophy
Vol. 13 to date
10.
Boston College Studies in Philosophy
I
II
I
.I
I I
I
- 3 ..
1.1.
British Humanities Index
12. British Journal for the Philosophy
of Science
13. British Journal of Aesthetics
14.
Bulletin Signaletique, part 19:
Philosophie, Sciences, Religieuses
15.
Catholic Periodical Index
16.
Darshana International
17.
Deutsche Zeitschrift Fur Philosophie
18. Dialectica: Revue Internati6nale De
Philosophie De La Connaissance
Vol. 7 to date
Vol. 19 to date
Vol. 22 to date
19. ·. Dialogue:
canadian Philosophical Re,ti,ew;",
Revue Canadienne De Philosopht•
20.
Les !tudes Philosophiques
21.
Franciscan Studies
22.
Graduate Review of Philosophy
23"~ ·.
Hary~rd Theological Review
24.
The. Heythrop Journal
25.
The Hutnanist
26.
Index to Religious Periodical
Literature
27.
Iyyun:
A Hebrew Philosophical
Quarterly
28.
Journal of Existentialism
29.
Journal of Religion
30.
Journal o( Religious Thought
31.
Journal of the History of Philosophy
32.
Journal of the Indian Academy of
Philosophy
33.
Journal of Thought
34.
Journal of Value Inquiry
. ~.
,,
Vol. . 26 to date
.\7()1. 9 to date
Vol. 28 to date
Vol. 8 to date
Vol. 47 t.o date
Vol. 6 to date
- 4 ...
35.
Kant Studien:
Philosophische
Zeitschrift Der Kant·Gesselschaft
36.
Laval Theologique Et Philosophique
37.
Logique Et Analyse
38.
Main Currents in Modern Thought:
Journal of the Foundation of
Integrative Education
39.
The Modern Schoolman
40.
The Monist
41.
New Philosophy
42.
The New Scholasticism
43.
New Testament Abstracts
44.
Notre Dame Journal of Formal Logic
45. Objectivist
46.
Pacific Philosophy Forum
47.
The Pakistan Philosophical Journal
48.
La Pensee:
Revue de Rationalisme
Moderne
49.
The Personalist: An International
Review of Philosophy, Religion
and Literature
Vol. 59 to date
Vol. 23 to date
Vol. 45 to date
Vol. 51 to date
Vol. 68 to date
Vol. 42 to date
Vol. 8 to date
Vol. 7 to date
No. 136 to date
Vol. 36 to date
---so .---Phi-losophic-Abst-r-act-s----- ---Vo-1-.-1--to-16
51.
52.
53.
54.
55.
56.
57.
Philosophical Books
The Philosophical Forum
The Philosophical Quarterly (India)
Philosophische Rundscha.u:
Zeitschrift
Fur Philosophische Kritik
Philosophy
Philosophy and Phenomenological
Research
Philosophy Today
Vol. 7 to date
Vol. 1-28; 39
to date
Vol. 19 to date
Vol. 12 to date
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58.
Phronesis: A Journal for Ancient
Philosophy
59.
Proceedings of the American Catholi~
Philosophical Association
60.
Proceedings of the American
Philosophical Society
61.
Ratio
62.
Religious and Theological Abstracts
63.
Repertoire Bibliogra,phique de la
Philosophie
·
64.
The Review of Metaphysics
65.
Review of Religious Research
66.
Revista Brasileira de Filosafia
67.
Revista de Filosafia
68.
Revista de Filosafia
69• Revue De L'Universite D'Ottawa
70.
Revue De Metaphysique Et De Morale
71.
Revue Des Etudes Augustiniennes
72.
Revue Des Sciences Philosophiques
Et Theologiques
73.
Revue D'Esthetique
74.
Revue de Synthese
75.
Revue Internationale De Philosophie
76.
Revue Philosophiq~e De La France
Et De L'Etranger
77.
Revue Philosophique De Louvain
78.
Revue Thomiste
79.
ScriptQ Recenta Edita
BO.
RL
Soundin,s:
A Journal of inter~
discipl~nary Studies
The SfmthEn·n .JmJrnal of Phi loaophy
Vol. 13 to date
Vol. 1 to 28
Vol. 10 to date
Tome XX to date
Vol. 17 to date
Vol. 9 to date
Vol. 37 to date
Tome 18 to date
Vol. 89.to date
Vol. 66 to date
Vol. 68 to date
Vol. 5.l to date
Vnl. 6 to dat~
.. 6 -
82.
Soviet Studies in Philosophy
83.
Studies in Philosophy and Education
84.
Studies in Soviet Thought
85.
Theologie Und Philosophie
86.
Theoria: A Swedish Journal of
Philosophy
87.
The Thomist
88. Traditio:
Studies in Ancient and
Medieval History, Thought and
Religion
89.
Transactions of the Charles s.
90.
91.
92.
Peirce Society
Tulane Studies in Philosophy
Vivarium; A Journal for Medieval
Philosophy and the Intellectual
Life of the Middle Ages
Oie Zeitschrift Fur Philosophische
Forse hung
Vol. 3 to date
Vol. 3 to dat:e
Vol. 7 to date
Vol. 32 to date
Vol. 22 to date
Vol. 4 to date
Vol. 6, 8-11, 13
Vol. 6 to date
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APPENDIX B
DOCTORAL PROGRAM FACULTY
!
ROBERT F. CREEGAN
Professor
Ph.D.
Duke
University
WILLIAM L. REESE
Professor
Ph.D.
Uni.vers ity
of Chicago
JOSIAH B. GOULD
Associate
Ph.D.
Johns Hopkins
Professor
University
WILLIAM H. LEUE
·Associate
Ph.D.
Harvard
Professor
Universi.ty
THOMAS R. MARTLAND
Associate
Ph.D.
Columbia
Professor
University
KENNE'fH STERN
Associate
Ph.D.
Yale
Professor
University
MARTIN DEITSCH
Assistant
Ph.D.
University
Professor
of Michigan
ROBERT K. FULLINWIDER
Assistant
Ph.D.
Purdue
Professor
University
ROBERT M. GARVIN
Assistant
Ph.D.
Columbia
Professor
University
WILL~ V. GRIMES
Assistant
Ph.D.
Universi.ty of
Professor
North Carolina
ROBERT G. MEYERS
Assistant
Ph.D.
SUNY ... Buffalo
Professor
HAROLD MORICK
Assistant
Ph.D.~
Columbia
Professor
University
