The meeting of the University Assembly was called to order by Acting
President Paul Olum at 1537 on 1 October 1980. There being no corrections,
the minutes of the meeting of 4 June were approved as distributed.
ANNOUNCEMENTS
Acting President Olum stated that during the period reserved for announcements he would appreciate the members of the Assembly to also use the time to ask questions of him.
PAUL BANWELL MEANS MEMORIAL. Mr. Douglas Straton presented a memorial for Professor Paul Means who died March 29, 1980. Professor Means served as a member of the University of Oregon faculty from 1941 until his retirement in 1959. The text of this memorial is included on page 2 of these minutes.
WILLIA.M CHARLES JONES MEMORIAL Mr. Charles T. Duncan presented a memorial for Professor William C. Jones who died August 24, 1980. He served as a member of the University of Oregon faculty from 1951 until his retirement in 1969. The text of this memorial is included in these minutes on page 5.
It was moved that the two memorials be entered in the permanent record of these minutes and that copies be sent to the families. In keeping with tradition of the Assembly, the Chairman asked that the members stand for a moment of silent tribute.
COMMITTEE REPORTS None
UNFINISHED BUSINESS None -
NEW BUSINESS
GROUP REQUIREMENTS. Mrs. Thelma Greenfield gave the following notice of motion: 'On behalf of the University Curriculum Committee, I shall move at the November meeting new proposals for the degree satisfying group requirements to replace the current requirements, in accordance with the faculty legislati-on of December 7, 1979."
GRADING POLICY Mr. John Beebe gave the following notice of motion. "A11 N's and F's will be counted in the GPA as hours attempted and given O points. P's will not be counted in determining GPA "
REPEATING COURSES. Mr. John Beebe gave the following notice of
motion:
"A) If a student takes the same course two or more times all grades will remain on the transcript but only the last grade (of whatever quality) will be used in computing GPA and in counting credits toward graduation. "B) If a student takes two overlapping courses (e.g. MTH 201 and MTH 207) only the last one taken will be counted toward graduation and in the GPA. If this conflicts with the normal student program, exceptions may be granted by the appropriate university committee. "C) Departments will provide lists of overlapping courses to the Registrar's Office. These will be listed in the Time Schedule and only this list will be official. "D) If a course in which a student has received an incomplete is subsequently retaken, the incomplete can be replaced by the later grade on the transcript."
ADJOURNMENT. There being no further business, Acting President
Olum adjourned the meeting at 1556.
Professor Means was born in Orleans, Nebraska, 1894, and died at his home in Eugene on March 29. He graduated from Yale in 1915, a major in political science. After one year at Oberlin Theological Seminary he enlisted in 1916 for non-military service with the YMCA. Those duties called him to India and Mesopotamia (now Iraq) for three years. Back home after the war, he won a Rhodes Scholarship to St. John's College, Oxford, and took his Bachelor of Letters degree there in 1922, presenting a dissertation comparing Hinduism and Christianity. While at Oxford he had studied Sanskrit, and a year later philosophy and psychology, and the German language, at the University of Marburg.
Home again in the United States he taught philosophy at Berea College for a year; psychology for two years at Oberlin, and with his bride, Nathalie, taught and wrote while on the Methodist mission field in Sumatra and Malaysia. Taking leave from his missionary work he completed a Ph.D. at Columbia University in 1935 in the joint doctors program there with Union Theological Seminary followed by further study again at Marburg in those years.
Columbia University granted him a six-month travel fellowship to gather i-nformation for his dissertation on the subject "Protestantism and the Social Crisis in Germany." His experience on this mission reads like a thriller: with interviews with Propaganda Minister Joseph Goebbels and Heinrich Himmler, arousing the suspicions of the Nazi leaders, warned by his friend, Paul Tillich; watched, followed and harassed by the Gestapo, he was finally hounded out of Germany; but with the information he needed.
Back home once again, with the title, The Things That Are Caesar's, his thesis was published and became a Religious Book of the Month Club selection. In it he had leveled his judgment at the church in the Germany of the era with the words, "Wrapped up in its own forms and doctrines of worship ... (it had become) insulated from the social needs of the people "
In 1939, after a further sojourn in mission teaching, he accepted a position in the department of English, and assistant to the president, at the College of Puget Sound. From there Dean James H. Gilbert brought him to the University of Oregon in 1941, where he remained until his retirement in 1959. (Dr. Means had followed J. R. Branton, who had been appointed here in 1939 as the first professor of religious studies fully salaried by the State Board of Higher Education. The department had been previously founded in the year 1934-35).
Paul Means first years here were interrupted again by war service, this time on the staff of Admiral King as an intelligence officer. On returning to the campus in 1945 he plunged into the task of building this department. A new president, Harry K. Newburn, wished to give the department a more significant role in the University and the state, and interest that Paul Means eagerly shared. A special faculty committee working with Dr. Means scheduled a conference on "The Place of Religion in Higher Education." With the help of the Hazen Foundation a special lecturer, Dr. Theodore Meyer Greene, Professor of Philosphy at Princeton University was brought permission writes: "The conference was stunningly successful with brilliant lectures by Dr. Greene, and animated, sometimes highly controversial discussions of religion as a scholarly discipline."
For many years Paul brought to this campus other distinguished scholars of religion. Henry Nelson Wieman of Chicago, John T. McNiell of Union Theological Seminary, Kenneth Scott Latourette of Yale, Paul Tillich of Union and Columbia. From the authority of their scholarship and disciplines, in teaching classes, and addressing conferences, and upon invitation even attempting to define the role of a department of religion, these eminent teachers of religious studies spoke to the whole university.
Paul was not successful in his attempt to get the University to adopt "the Iowa plan" as model for strengthening a department of religion. At Iowa they had instituted a plan whereby the major denominations, Protestant,
"Robert D. Clark: "Tribute to Dr. Paul Means, April 13, 1980.
Catholic and Jewish provided the financial support for their department. But the outcome of his efforts, and the controversy, pretty well settled affirmatively, and again I refer to our source, 'The question of whether or not religion was a scholarly discipline appropriate to public higher education. It prompted Paul to define more sharply his own view of the purposes of his department -- to delimit and control the responsibilities that students and members of the local religious groups wanted to impose upon him. And most importantly, it forced the University itself to underwrite the instructional program and make possible the development" of a strong and independent department.
Just prior to his retirement in 1959, Dr. Means phrased his conception of the department: It is not, he said, ''To coordinate religious activities or to act as religious counselor for students, or to be concerned with any program or propaganda or evangilization. Its "great task'', he said, is to liquidate ignorance, superstition, and illiteracy ... to promote knowledge, to replace intolerance with understanding and to develop an appreciation of religious ideas and values.' Being a religious person, and no doubt with his experience in Hitler's Germany in mind, he finally phrased the purposes of his instruction in religious studies as the effort to gain 'a better understanding of the power of religion over men lives and the destiny of nations."
Growth of his department was slow. Budgetary problems. Winning his way in the matter of confidence among colleagues, and faculty advisors of students, concerning the academic relevance and solidity of his program, was achieved, however, in time. As for his technique and qualities as a teacher, once more I quote our source:
"Had he been a zealot, he no doubt would quickly have attracted a following of partisans and he might have hazarded the very existence of the department. Happily he did not have the gleam of the prophet or the demagogue in his eyes. He was a scholar, quiet in manner, informal, casual, given to exposition, analysis, and anecdote, not to argument. Sometimes he stood, sometimes he sat in a chair facing his small group of students, alternately lecturing to and engaging in dialogue with them. They were surprised at the depth of his scholarship, his intimate knowledge of the sacred texts of other peoples, and of his access to the literature through the original languages ... his first-hand acquaintance with the peoples of Asia....'
Paul served on many faculty committees. He took part in a faculty seminar on the study of Paul Tillich's Systematic Theology chaired by Alburey Castell. Never at that time did the group learn from him that he had known Tillich in Germany and had helped Tillich in his first days at Union Theological Seminary translate his lectures from German into English. He was active in groups concerned with international affairs in the state and community, receiving the 1973 Eugene Mayors Award for International Cooperation.
He proudly reported that the handful of students in 1941 had grown to ninety in spring of 1946, and over two hundred in 1951, and that several of his students had gone on to graduate or professional study in religion.
After retirement for the University in 1959, Dr. Means was interim minister for several Methodist congregations in the Northwest, e.g., at Fossil and Warrenton in Oregon, and in Dakota and Iowa. For extended periods he and Nathalie as a teaching team returned to Malaysia in the adult literacy program. They came home about two and a half years ago, and expected to return to the work out there, but age and illness finally brought to its close this second career for Paul. It had been one -- this team of husband and wife -- in the cause of service to fellow human beings, taking education in its original and most heroic dimension to the Sengoi people of Malaysia, teaching them -- through a program of translation of the Scriptures -- the art of writing and reading their own native tongue.
1969-1977
Douglas Straton Professor of Religious Studies October 1980
Mr. Chairman, I move that this memorial be made a part of the permanent
record of this faculty and that copies be sent to the family of Paul Means.
1900-1980
In his 42 years as an educator -- all but two of them in higher education - William C. Jones contributed directly and significantly to the life of three Pacific Coast institutions -- Whittier College, Willamette University and the University of Oregon -- and indirectly, through various offices held and by virtue of his considerable personal influence in higher education circles, to many others.
Born in Pittsburgh, Pennsylvania, September 17, 1900, he came with his family to California as a youth. He received his baccalaureate degree in 1926 from Whittier, having majored in history and economics. In 1929 he received the M.B.A. degree from the University of Southern California, having taught high school in Pasadena for two years meanwhile, and then joined the faculty of Willamette University, where he served for 12 years as a professor of business and public administration. He married Helen Fe Haworth, a Whittier alumna, in 1926. They had two sons, Gordon and Alfred.
Throughout the Depression years, Bill chipped steadily away toward the goal of a doctoral degree, attending summer sessions as he could manage at universities from Washington to Columbia, and in 1940 was awarded the Ph.D. from the University of Minnesota. The following year he came to the University of Oregon as professor of political science and public administration and head of the political science department.
Four years later, in 1944, Professor Jones returned to his alma mater, Whittier College, as its president. After seven years in that post, during which Whittier's enrollment grew from a war-years-shrunken 345, only 30 of whom were male, to 1350 (500 women and 850 men) Jones was invited back to Eugene in 1951 by President Harry Newburn as dean of administration. Under that title he served the University of Oregon under Presidents Newburn, Wilson, Flemming, Acting Presidents Johnson and Hawk and briefly into the administration of President Clark.
In the course of those 18 years Dean Jones assumed other important roles from time to time. He took a leave of absence in 1953-54 to serve as the organizing director of the Western Interstate Commission on Higher Education, familiarly known as WICHE, with its central offices now in BoUlder, Colorado. He was acting president of the University of Oregon in 1960-61 and earlier (1957-58) had spent a year as acting dean of the School of Business Administration.
Although the emphasis throughout his career was on the side of administration, Bill Jones was also a teacher and a scholar. In his earlier years at Willamette, where he delved deeply into the subject of state administration of taxation in Oregon, he headed an interdisciplinary curriculum in public administration and developed an internship program in government service that was among the first of its kind, if not the first, in the state. Much later, for several years before his retirement in 1969, he conducted a well attended seminar in higher education here at Oregon in which he drew not only upon his own experience but upon that of other teachers and administrators as lecturers and discussion leaders. Illness forced Dean Jones to give Up the final academic assignment of his career, namely a chair appointment as the Earl G. Hunt Distinguished Professor of Government at Emory and Henry College in Virginia.
After that Bill and Helen Fe went back to Whittier, California, where they lived for several years. But the pUll of Oregon was even stronger and the Joneses returned to Eugene, to the delight of their many friends, and took up residence in Patterson Towers, an easy walk from the campus which, after 22 years of service in all, Bill knew so intimately and loved so well. He died on AugUst 24, 1980, a few weeks short of his 80th birthday.
From this rather lengthy yet greatly c-ompressed account of his service and his accomplishments it might appear that Bill Jones devoted the whole of his adult life to higher education. Far from it, he was also widely known and warmly regarded off the campus -- in the Eugene community, throughoUt the state and beyond its borders. He took seriously the duties and obligations of good citizenship and was active in civic affairs wherever he lived. He was also a lifelong lay leader of great strength and influence in his church.
As a public speaker Bill Jones had few equals. In a tribute to him before the Eugene Rotary Club, of which Bill had long been a dedicated member, his good
friend and colleague of many years, Robert Clark said this: You have felt the moving quality of his eloquence He shook us up when he talked He did it with facts, but he did it too with charm and wit He was a whimsical Welshman with unexpected urns of language and an inexhaustible fund of humorous anecdotes . He always spoke pointedly ''
Indeed there are many who would say that it was as a public speaker, and particularly as a representative and an interpreter of the University of Oregon -- and even more especially in the troubled years of the late 1960s when it took a most persuasive and knowledgeable spokesman to win a friendly ear -- that Bill Jones performed perhaps his greatest service
Be that as it may, William C Jones did serve this University long, often under circumstances of extreme difficulty, and served it always to the best of his abundant and versatile ability His memory will have long life here
Charles T Duncan Professor of Journalism, Emeritus October 1, 1980
Mr. Chairman, I move that this memorial be made a part of the permanent record of this faculty and that copies be sent to the family- of William Jones.
The meeting was called to order by Acting President Paul Olum at
1539 on November 5, 1980 in room 150 Geology. There being no corrections,
the minutes of the meeting of October 1 were approved as distributed.
ANNOUNCEMENTS AND MEMORIALS
A handout concerning the Block Buster Mac Court Barn Sale' was distributed as the members of the Assembly entered the meeting room.
LEAVITT O. WRIGHT MEMORIAL. Mr. Perry Powers presented a memorial for Mr. Leavitt Wright who died July 15, 1980. Mr. Wright served as a member of the University of Oregon faculty from 1926 until his retirement in 1957. The text of this memorial is included on pages 3-4 of these minutes.
H. WILLIAM AXFORD MEMORIAL. Mr. Holway Jones presented a memorial for Mr. H. William Axford who died August 12, 1980. Mr. Axford served as the University's Librarian from 1973 until 1979. The text of this memorial is included in these minutes on pages 5-8.
MIKE JONSTON MEMORIAL. Ms. Lisa Bauman, Vice Chairer of SUAB, presented a memorial for Mr. Mike Johnston, a student member who served in the SUAB. The text of this memorial is included in these minutes on page 9.
Following each presentation it was moved that the memorial be entered into the minutes of the meeting and that copies be sent to the families. The memorials were accepted by a standing vote of the Assembly.
UNFINISHED BUSINESS
Grading Policy Mr. John Beebe presented the following motion: .'All N's and F's will be counted in the GPA as hours attempted and given O points. -P's will not be counted in determining GPA.''
University Senate Secretary Brian Keith reported the results of the Senate vote as 5 in favor and 17 opposed. Mr. Beebe argued that the present system of not counting "N's" as "F's" was a factor in not recognizing students with academic problems until it was too late to rectify the situation through academic counseling. He also felt that the academic standards of the University suffered because of the present system. Opposition to the motion came from those who felt that the present "P-N" allows the students to experiment in class selection outside of their major without the fear of an .'F" appearing on the transcript. Faculty legislation presently allows up to 15 credit hours of "P-N" before "N" counts as "F" and in some cases the academic quality might be placed in jeopardy as some faculty could record a "P" in place of "N" if the "N" was to count as "F."
Mr.Sam Boggs reported the substance of the reasoning behind the University Senate defeat of the motion. After the question was called for, the motion was defeated by viva voce voting.
GROUP REQUIREMENTS. Mrs. Thelma Greenfield presented the following motion: "On behalf of the University Curriculum Committee, I move new proposals for the degree satisfying group requirements to replace the current requirements, in accordance with the faculty legislation of December 7, 1979."
Brian Keith, Secretary of the University Senate, reported that the Senate had voted to postpone consideration of the motion until the University Senate meeting on January 7, 1981. Mrs. Greenfield agreed with the Senate decision and no discussion on the motion occurred.
NEW BUSINESS
PH. D. in Computer Science: Mr. Steve Hedetniemi will present the following motion at the December meeting of the Assembly: "That the faculty recommend to the State Board of Higher Education that the University be authorized to offer a Ph.D. degree in Computer and Information Science."
FUNDS FOR COST OF LIVING INCREASE: Mr. Bayard McConnaughy presented the following notice of motion: "I move that this Assembly recommend to the University Administration that when money is made available for cost of living salary or wage adjustments, the so-called 'across-the-board increases,' the money be distributed as equal raises for all affected personnel rather than as the same percent of each person's current pay."
REDUCTIONS BECAUSE OF FINANCIAL EXIGENCY: Mr. Bayard McConnaughy presented the following notice of motion: "I move that this Assembly recommend to the Administration that whenever economies and retrenchments must be made at the expense of personnel -- this be done by lowering everyone's pay by the same percent, and that nobody be laid off for reasons of financial exigency before everyone has made some sacrifice to prevent the necessity of a layoff."
PRESENT GROUP REQUIREMENTS: On behalf of the University Committee on Curriculum, Mrs. Thelma Greenfield presented the following notice of motion: "In view of the Senate decision to delay consideration of the Curriculum Committee motion fUr new group satisfying courses and clusters, and in view of present foreseen difficulties in implementation, the University Committee on Curriculum moves to extend the current group satisfying requirements until September,
ADJOURNMENT
There being no further business, the meeting adjourned at 1621.
Keith Richard Secretary, University Assembly
1891 - 1980
On July 15, 1980, Leavitt Olds Wright died at the age of 88, bringing to an end a long life and 54 years of association with the University of Oregon.
Leavitt Wright was born on November 21, 1891, in Ciudad Juarez, Mexico, of missionary parents, who, shortly after his birth, moved to Guadalajara. Two focuses of life-long concern were thus present from his beginnings: his love for Mexico and the Spanish language, and his strong commitment to a liberal Protestantism.
Leavitt attended Harvard College, receiving the AB degree in 1914, and went from there to Union Theological Seminary, where he took the BD degree in 1917 and that year was ordained to the ministry of the Congregational Church. Education became his primary concern; he was, I feel sure, convinced that in and through education lay the hope for spiritual revival, especially among Mexicans, and for the reform of American attitudes toward Mexico.
After a year as an instructor in Romance languages at Pomona College, he returned to Guadalajara in 1918. There he served as director of the Colegio International, a church sponsored secondary school for boys. In 1921, because of failing health, he returned to the United States, to Pomona College, and to graduate work at the University of California, Berkeley. At Berkeley he studied under Rudolph Schevill, Elijah C. Hills and S. Grismer Morley, a formidable trio of Hispanists. Leavitt received the AM degree in 1925 and the Ph.D. in 1928. In the meantime he had come to the University of Oregon where he was an assistant professor during the year 1926-27, was, in the latter year, promoted to associate professor and then to full professor in 1930.
Leavitt retired from the University of Oregon in 1957, but was to remain active in teaching for another decade, first as a Visiting Professor at Hamilton College in 1959-60, and then at Claremont Menis College until 1968.
Leavitt Wright had married Marian Howland, herself a daughter of missionaries to Mexico, and their home on Birch Lane was a center of warmth, enthusiasm and encouragement for colleagues and students. After his retirement from teaching, Mr. and Mrs. Wright continued to live in southern California except for the summers, which were spent in their cottage on Woahink Lake.
Extraordinarily vigorous in all his undertakings, Leavitt was an energetic member of the Modern Language Association, of the American Association of Teachers of Spanish and Portuguese, of which, in 1948, he was the national president, and of the Philological Association of the Pacific Coast. He was one of the founders of Sugma Delta Pi, the National Spanish Honorary Society.
His research centered in Spanish/Mexican linguistics, specifically the several functions of the --RA form of the Spanish verb. This work culminated -- in a book, -- M Verb Form in Spanish, published by the University of California Press in 1932. Of equal interest to Professor Wright, and the subject of numerous publications, were the pedagogical problems of teaching Spanish and teaching teachers of Spanish. For many years he directed the training of graduate teaching fellows and cooperated with Abby Adams in training prospective school teachers. In both teachers and students he inspired affection and admiration and long served as a chief counselor to the Spanish teachers of the state.
Leavitt Wright will always be remembered with affection by those who knew him as a Christian gentleman. a devoted teacher. and a stimulating scholar.
- -; Respectfully submitted,
Perry Powers Professor of Romance Languages
1925 - 1980
To Dean H. William Axford belongs the colorful distinction of seeking the controversial idea, wrapping it in a series of challenging questions, and serving it to his colleagues to inspire a "higher order" of library organization, academic scholarship, or simply a better understanding of library problems.
Born in Butte, Montana, April 7, 1925, Bill Axford never outlived his western roots or his love of its history. In the generation whose normal undergraduate years were interrupted by the Second World War, Axford marched off as a T/5 in the U.S. Army, returning to the intellectual foment of Reed College and a baccalaureate degree in history at the University of Washington.
In his late twenties, he was, however, torn between academic pursuits and what he then s-aw as an opportunity to contribute to cooperative economic enterprise and social causes. Turning his back on an academic career, he became assistant manager of a small dairy cooperative in Seattle for almost five years. followed by two years in Albuquerque, New Mexico, as state representative for the National Foundation for Infantile Paralysis. It was during this period that he met his future wife, Lavonne Brady, who had completed her library degree at the University of Denver. In 1956 she accepted her first professional position as a reference librarian at the Albuquerque Public Library.
Bill Axford soon followed suit. In 1958, having earned an M.A. in librarianship from Denver, he immediately was appointed chief librarian for the Denver Post. On October 1, 1960, he was called to be the Assistant Director of Libraries at the University of Denver. Because the Director at this time also had responsibility for an accredited library school, Axford not only bore an extraordinary administrative burden, but also taUght courses in the administration of special libraries, the history of the book, and a seminar of the book in intellectual history. In fact, he foUnd himself so deeply entrenched in administration that he was, for all practical pUrposes, the acting director, a sitUation that was recognized in 1965 when these dual responsibilities were split into two positions and Axford officially became Director of Libraries. He was already showing signs of the innovative thinking that would mark him as an administrator unafraid to question the traditional practices often encrusted upon libraries in an academic environment.
These seven years of seminal administrative experience were broken by scholarly activities that led, in 1963/64, to a Fulbright lectureship at the University of Punjab, West Pakistan, and, in 1969, to the Ph.D. in history from the University of Denver.
For his dissertation, Professor Axtord returned to his mining interests in exploring the business acumen of one Peter McFarlane, famous, among other things, for inventing the Gilpin County Slow Drop Stamp Mill, and head of the mining company that was active in Central City, Colorado, for more than fifty years. Revised as a trade book and published in 1976, Gilpin County Gold provoked one viewer to remark, it may lead (Coloradoans) to wonder why such an accomplished historian is directing a university library in Eugene, Oregon, instead of teaching students and writing history at a university in Colorado. ''
In 1967 Director Axford accepted a challenge that would determine the direction of three important university libraries, including the University of Oregon, during the early stages of ''The New Depression in Higher Education" (a book title by Earl F. Cheit he loved to quote). But it is symptomatic of Axford that he turned .'depression" -- a negative word -- into the more positive "creative management of decline," a phrase he borrowed from Kenneth Boulding, with emphasis on the lead word.
As the new Director-of Libraries for Florida Atlantic Uni-versity he inherited a library demoralized by ''the collapse of a much-heralded and publicized attempt to create the 'only fully automated University Library in the world."' So chaotic had matters become that three and a half years after the new university opened its doors, a majority of the books were either uncatalogued or incompletely cataloged, serials and acquisition records euseless and bills unpaid. The key elements which Axford introduced, such as a unit cost analysis of cataloging and acquisition functions, were elements he would initiate also at Arizona State University and at the University of Oregon.
Having successfully established performance budgeting for the state university library system in Florida (he spent one week oUt of each month in Tallahassee as a consultant to the Vice Chancellor of Academic Affairs), Axford moved to Arizona State University as Director of Libraries on August 1, 1970. Here he again instituted reforms that involved many of the same innovations and quantitative analysis practiced in Boca Raton, except that ASU was five times the size of Florida Atlantic with 27,000 students and a library in excess of a million volumes. By this time Dr. Axford's reputation had also resulted in his election to the presidency of the Library Automation, Research and Consulting Association (LARC) and his participation in a series of institutes on computer applications in libraries.
With the retirement of Dr. Carl Heinz as University Librarian, Dean Axford returned, on July 1, 1973, to the state that nurtured his first intellectual endeavors.
His contributions to the University of Oregon were many. He had a vision of what a librarian should be as a member of the faculty and worked hard to see that the vision was understood by his immediate colleagues as well as by those to whom he reported. He wrote at length on this subject and encouraged faculty development through nine month appointments or, alternatively, three month leaves of absence, by hiring Graduate Teaching Fellows to take up some of the slack when librarians were on leave, and fostered a positive attitude toward sabbatical leaves. He was an uncompromising supporter of full faculty status for librarians, but also contended that the bureaucracy of a typical middle management model was archaic, preferring, in its place, a "circular" organizational model emphasizing individual performance and development. Dr. Axford believed that it was the faculty member's responsibility to exploit it to the best of his or her ability.
He encouraged and strongly supported expansion of the library's instructional program, placing a full-time coordinator in charge and making it possible, within severe budget constraints, for librarians to teach the three credit course on "Use of the Library'. as well as other, more specialized bibliographic classes. He recognized the necessity for on-line searching services to enhance reference capabilities by making it possible to tie-in to three major data base vendors.
He believed in strengthened auxiliary and specialized services within the library. The Instructional Media Center was reorganized and substantial moneys provided for equipment purchases. He found acquisition funds to build what has become the strongest map collection in the Pacific Northwest. His own research in history conditioned him toward acquisition of gifts and manuscripts; not the least of his accomplishments was the recruitment of an outstanding curator to carry on the traditions -of the late Martin Schmitt.
No one should have been surprised that Bill Axford would continue at Oregon what he had so successfully started at Florida Atlantic and Arizona State. His decisions to divide the card catalog and to automate Reserve Book Room record keeping, his partial conversion of the card catalog to microfiche at multiple locations, his insistence on networking through membership in the Center for Research Libraries, and his reorganization of Interlibrary Loan Services are further examples of his concern for placing Oregon in the fore- --front of those research institutions capable of responding quickly to any request from the scholarly community.
Dr. Axford was a national leader in the library world, a fact that may not always have been appreciated by some members of his staff. During his six years as Oregon's Director of Libraries, he served as Vice President and President of the Association of College and Research Libraries, as a member of the American Library Association Council as a member of the governing board of the Center for Research Libraries (the last year of his term as Chairman), and served on the editorial boards of two highly respected journals in librarianship. He also contributed some two dozen papers on various library themes to journals or conference proceedings.
In June, 1979, Dr. Axford submitted his resignation it for personal reasons." Few realized that among those personal reasons" was the fact that he suffered from an incurable form of blood cancer for which he had taken chemotherapy treatments from time to time. He took sabbatical leave during the 1979/80 academic year, using this period to assist Sangamon State University library as its Acting Director. Most of that direction in the second half of the academic year was from a hospital bed. Bill returned to Eugene in July, eager ''to come home'' to western history once again as a member of the Special Collections staff. It was not to be. He died at Sacred Heart Hospital on AugUst 12, 1980.
What Bill Axford left as his legacy to Oregon is, as much as anything, a spirit of optimism and a vision. In a 1976 speech before the Pittsburgh conference on library resource sharing, he said: .'If we as a profession continue to seek among our memories sanctity from change, we will deserve the fate that will be ours. Many of the resources are on hand to move from a very parochial view of the library to one which is ecumenical in nature in the sense of John Donne's words 'that no man is an island.' The only things lacking, it seems to me, are the vision and the will to venture into a liberated future.'' Dr. Axford had that vision and that will.
Holway R. Jones Professor, University Library November 5, 1980
To a few Mike Johnston was only a name, but to the Student University
Affairs Board, Mike was an energetic and aggressive diplomat. Mike was
known by many, for he interacted with all walks of life, and part of that
life was contributed to being a legislator in SUAB.
It was a surprise to hear of his death. He talked little of his illness (leukemia), a-nd his attitude certainly was not a give-away. He was always positive and strong, and very enthusiastic about life. He loved being active, not only physically but mentally. It is difficult to say which he loved most: bicycling or arguing. He was a powerful oralist indeed. These characteristics, along with his desire to work with and for others, led Mike into becoming charier of SUAB. It was unfortunate he was only able to act as charier for two months.
Mike had great hopes for SUAB and had the determination and ambition to see things accomplished. He was a convincing motivator and would have been an effective charier, not only for his ability to organize and direct but for his desire to take an active stance on any issue.
Memories of working with Mike and knowing him as a sincere friend will remain with us, and it is with sorrow that he is no longer a part of the Board pursuing what he loved most involvement.
Respectfully submitted,
Lisa Bauman and 18 co-signing SUAB Members
The meeting was called to order by Acting President Paul Olum at
1540 on December 3, 1980 in room 150 Geology. There being no corrections,
the minutes of the meeting of November 5 were approved as distributed.
ANNOUNCEMENTS
Dr. Olum announced that Richard H. Hersh, presently Associate Dean, Division of Teacher Education, was announced as the Associate Provost for Research and Dean of the Graduate School. He will take office on January 1, 1981.
The election results were announced by President Olum as follows: Interinstitutional Faculty Senate: Katherine Eaton elected for a 3-year term, Larry Pierce elected for a 2-year term, (to fill the vacancy resulting from the resignation of Mr. James Tattersall).
Graduate Council: Carolin Keutzer and John Leahy from the College of Arts and Sciences; Jan Broekhoff and Monte Tubb from the professional schools. Mr. John Orbell will serve on the Council one year, filling the vacancy resulting from the resignation of Mr. Edward Diller.
Certification of Fall 1980 Graduates: Mr. Lewis Ward presented the following motion: "That the faculty of the University of Oregon recommend that the Oregon State Board of Higher Education confer upon the persons whose names are included in the Official Degree List, as compiled and certified by the University Registrar after the close of Fall term, 1980, the degree for which they have completed all requirements."
The motion was approved by voice vote without any negative votes.
Conference on funding for higher education Ns. Katherine Eaton announced that a system wide meeting of faculty and administrators will be held at Oregon State University's Peavy Hall on 6 December commencing at 10:30 a.m. Some state legislators will also be in attendance to discuss the prospects of funding for higher education in the next biennial budget.
Faculty Personnel Committee Report Ms. Phyllis Ford read the report of the FacUlty Personnel Committee for academic year 1979-80. A copy is attached with these minutes, pages 5 and 6.
Report of the Curriculum Committee Mrs. Thelma Greenfield, Chair of the Curriculum Committee, presented the annual report of the committee. A number of editorial changes were made by Mrs. Greenfield. Mrs. Beverly Fagot, Chairman of the University Senate, reported that the Senate favored the adoption of the report by a vote of 29 in favor and one opposed. A motion to adopt and a second to the motion opened the report for discussion by the Assembly. President Olum led the faculty through the report on a page-by-page basis. On page 5 Mr. Aaron Novick stated that the title of Bi 201 should be Molecular Basis of Life and not Chemical Basis of Life. On page 6, Ms.
Wanda Johnson raised a point of information as to the possible cross listing of Bi 490 Animal Behavior with Psy 442 Animal Behavior in the 1980-81 University General Catalog.
Mrs. Beverly Fagot stated that Psy 442 was not offered at present and that Biology would have the only offering of the course next year. Mr. Novick made a special motion that was seconded that the Bi 490 listing would be accepted on a tentative basis dependent upon the dropping of Psy 442 by the Psychology Department. This motion was adopted by voice vote of the Assembly.
When the Assembly reached page 11 a discussion concerning Wr 40 Developmental Composition commenced. The question raised was that the admission standards will require a test in writing skills starting in Fall 1981 and that this course would not be necessary if all incoming freshmen students had to pass this test prior to admission. A counter point was raised that the 5 per cent rule would still admit some stUdents without the writing skills required under normal admission procedures. This group of students and perhaps bothers that do manage to pass the test but fail to show promise in the regular composition courses will need Wr 40. A number of foreign students might also elect to take Wr 40. A motion, with a second, to eliminate Wr 40 was made and the Assembly defeated the motion by voice vote.
Page 13 brought up the question as to the standing of Environmental Studies. The OSSHE has not approved these courses and they cannot be listed until approval is made. The Assembly was told that the adoption of these courses was contingent upon approval by the State Board. As the Assembly reached page 16, III the changes in Ger 411, 413, 414, 415, 416, 418, 431, 432, 433, and 481 having a "G'' and not a t'g'' was questioned. The explanation was that the i'G'' indicated graduate credit courses for majors.
The new designation of courses in Russian as RUSS was explained when page 23 was reached. Henceforth, all courses in Russian would have the letters Russ preceding the number and all other Eastern European languages would have the letters Slav.
On page 25 an editorial change was made when ...AND ALLIED ARTS was removed from the second line on the page. Also, ''C. Introduction to LandscaPe- Planning Analysis'' was missing the letter and number required. This was corrected with the insertion of "Ln 440" in the appropriate position.
Page 27, B through E should read ArtV 251, ArtV 258, ArtV 297, and ArtS 487. In addition III on that page should be changed (A through C) ArtC 496, ArtC 382, and ArtV 383.
Physical Education requested that page 33 be altered by having the number 201 inserted in place of the number 200 in I. A through I. They further requested that all courses listed J through R be deleted. These changes came in the form of a motion, with a second and were approved by voice vote by the Assembly.
In the section on Routine Changes, Mr. John Beebe asked for approval of Slav 101, 102, and 103 being changed to Russ 101, 102, 103. This motion, with a second, was approved by voice vote. It was stated that the College of Arts and Sciences had omitted, through oversight, the changes in the letters of these courses.
Following completion of the examination of the report by the Assembly, the motion, as amended, was put to a vote and was approved.
UNFINISHED BUSINESS
Following a second to the motion, Mrs. Beverly Fagot reported that the Senate has lost its quorum during the vote on this motion and the number of votes (not a legal ballot because of the lack of a quorum) was 23 in favor, one opposed and one abstention. She further reported that the Senate discussion that had taken place revolved around the points that Mr. Hedetniemi would present in his discussion of the motion. Mr. Hedetniemi presented four points in support of his motion: 1) The need for the program was proven by the large market for individuals with this degree and a small percentage of individuals with this degree available; 2) The State Board had reviewed the program last year and stated that a Ph.D. program was a logical addition to the Computer and Information Science program at the University of Oregon; 3) No additional costs were envisioned by the addition of this degree to the program; 4) Duplication was not a factor as the programs at Portland State University and Oregon State University are very different from the proposed University program. The programs, would in fact, be complimentary. A question on library resources to support the program was introduced by Mr. James Boren. Had the Computer Science faculty investigated the area of additional costs to the already strained library budget to see if this new offering would add more stress to the budget? Nobody had checked with the library as it was not listed on the outline of what must be done to establish a new program, Mr. Hedetniemi stated. The Office of the Provost had produced the list which was used by the Computer and Information Science faculty. Mr. C.R.B. Wright questioned the motion when he asked, "How many members of the department had had experience in other Ph.D. programs?" Mr. Hedetniemi was unable to answer this question directly, but did state that he was sure the department did have the necessary experience to direct a Ph.D. program.
The question of library resources was re-introduced and Mr. Stanley Greenfield moved that the Assembly delay action until a statement on library resources and the economic impact on the library could be ascertained through a report from the University Librarian. This motion was seconded and a short discussion of it took place. The motion to delay was defeated by voice vote.
Mr. Ronald Rousseve stated that the Graduate Council had looked over the Ph.D. proposal, discussed it and passed in favor of the motion without any dissent. The motion was put to the Assembly and was passed by voice vote.
POSTPONEMENT OF MOTIONS: Mr. Bayard McConnaughy rose to inform the Chair that he wished to have his two motions postponed until the January 14 meeting of the Assembly as the hour was late. The Chair accepted his information and ruled that the amendments were to be on the agenda at the next meeting of the Assembly.
NEW BUSINESS
Mr. Aaron Novick will present the following motion at the January meeting of the University Assembly: "Be it resolved that the University Assembly of the University of Oregon endorses the resolution, concerning implementation of OMB revised circular A-21, approved by the National Academy of Sciences on April 22,
Be it further resolved that the Assembly requests the administration of the University to work together with other universities to seek modification of the effort reporting regUlations of circular A-21 to achieve meaningful accountability and to eliminate unnecessary interference with the operation of Universities."
See National Academy of Sciences Resolution on page 7 of the appendix of these minutes.
ADJOURNMENT
There being no further business, the meeting adjourned at 1714.
Keith Richard Secretary, University Assembly
Summary of Responsibilities:
The Faculty Personnel Committee is charged by faculty legislation to review all promotion and tenure cases at the University of Oregon each year. It forwards its recommendations on each case to the Office of the Provost. Its eight members are elected at large for two-year terms, four members to be elected each year.
The Faculty Personnel Committee's responsibilities are two-fold: (1) to represent the faculty's continuing interest in preserving and enhancing the academic quality of the University, and (2) to make a fair and impartial evaluation of the record of each individual whose case come before it, such evaluations to be based solely on academic merit (teaching and scholarship) and service, without regard to budgetary or other considerations.
The Faculty Personnel Committee also reviews and recommends on all new faculty appointments in which indefinite tenure is to be granted upon appointment.
Work of the Committee:
The 1979-80 Faculty Personnel Committee met nearly each week fall, winter and spring terms for two or more hours per meeting. Each member spent many more hours outside committee meetings reading cases and preparing reports. Each member read every case in advance of the deliberation of the full committee. Committee members shared leading the discussions of the cases and preparing the ensuing reports, with three members leading four cases each, and one member taking responsibility for six cases. Committee members were ineligible to participate in the deliberations of cases of faculty from their own departments. The student members did not lead discussions. However, they did participate in deliberations and their votes, while not official, were tabulated. Some cases were not forwarded to the FPC until May and early June resulting in several weeks of no meetings early in the term and the prolonging of the committee's work until after the end of the term.
In the academic year 1979-80, a total of 38 promotion and/or tenure cases were reviewed by the committee. The cases were made up of 15 from the Professional Schools and 23 from the College of Arts and Sciences. These numbers compared with 36 cases in 1977-78 and 46 cases in 1978-79.
The following is a tabulation of cases by category of recommended action:
For promotion to Professor (already tenured) . . . . . . . . . .14 c~ses For promotion to Associate Professor with indefinite tenure. . .20 cases For promotion to Associate Professor without indefinite tenure . 3 cases ~9P- teou re;only. . . . . . . . . . . . . . . . . . . . . . . . . 1 case
Affirmative recommendations were forwarded to the Provost in 30 of the 38 cases and recommendations to deny or defer promotion were forwarded in 8 cases.
The committee also read the files of candidates for the Dean of the Law School, University Librarian and a position in the College of Business Administration and forwarded recommendations accordingly.
Recommendations and Comment:
As in previous annual reports, the 1979-80 Faculty Personnel Committee invites the attention of faculty and administration to the recommendations of its immediate predecessors, specifically, the report of the ~1976-77 committee, dated May ?3, 1977, and of the 1977-78 committee, dated May 23, 1978 and the 1978-79 committee, dated June 6, 1979. Those recommendations, which are endorsed by the current committee, have for the most part been implemented and are now in operation as integral parts of the overall promotion/tenure process; thus there appears to be no need to repeat them here. The reports containing them are on file and are available to any member of the faculty.
Certain of those recommendations, or parts thereof, however, merit re-statement, both because of their importance and because their nature is such to make it advisable that all parties to the process be continually reminded of them since each case, with few exceptions, constitutes a new experience for the candidate and in some cases for the administrators and is essentially without precedent for the person most directly involved.
Identified by the current committee for re-emphasis are the following
recommendations:
In conclusion, the Faculty Personnel Committee wishes to express
its thanks and appreciation to all who have participated and assisted in
our task. A special note of appreciation is due the staff members of the
Provost's Office for their prompt and efficient service. Without their
ever-cheerful assistance, the fix this committee would be in is more than
we care to contemplate.
respectful lie sUbmitted, Exxon A. Bailey Phyllis Ford, Chairman Perry Powers Clearance W. Stemming Richard A. Schmuck Franklin Stall Donald Van Houghton C. B. R. Wright Judith Pole, Student member Kay Zaninovich, Student member
While supporting the principle of accountability for usage of public
funds, the National Academy of Sciences views with concern the proposed
implementation of OMB revised circular A-21, effective July 1, 1980. Application
of these new regulations to institutions of higher learning would further
constrain the already limited flexibility in research thrust, increase
the administrative burden, reduce morale among teaching and research personnel,
and provide a cumbersome, meaningless documentation in terms of percent-of-effort
for a continuum of scholarly activities. Moreover, because these regulations
would monitor non federally supported academic functions as well, inappropriate
controls might be exercised. We therefore urge reconsideration of regulations
embodied in A-21, and we recommend that the Council of the Academy examine
this situation so as to propose appropriate ways to achieve accountability.
This resolution, which was introduced by member W. G. Ernst, was modified and approved by the membership of the National Academy of Sciences at the annual Business Session on April 22, 1980.
The meeting was called to order by Acting President Paul Olum at
1540 on January 14, 1981 in room 150 Geology. There being no corrections,
the minutes of the meeting of December 3 were approved as distributed.
ANNOUNCEMENTS
Dr. Olum announced that the Emergency Board has approved a request from the University to spend the additional tuition income gained from the enrollment of a near record number of students fall term, 1980. This money is already committed to help overcome some of the serious problems caused by the recent budget cut.
UNFINISHED BUSINESS
Dr. Olum surrendered the chair to Provost Richard Hill at this time and left the podium.
FUNDS FOR COST OF Living. Mr. Bayard McConnaughy read the following motion: "I move that this Assembly recommend to the University Administration that when money is made available for cost of living salary or wage adjustments, the so-called 'across-the-board increases, the money be distributed as equal raises for all affected personnel rather than as the same percent of each person's current pay."
Ms. Beverly Fagot reported that the Senate vote on the motion was: Yes 8, No 29, Abstain 2. ~
Mr. McConnaughy spoke to his motion by explaining its purpose. The motion was to make the distribution of money available for pay increases equal in distribution and not to reward those who already get the most by giving them the larger increase and vice versa for those on the opposite end of the scale. Mr. McConnaughy stated that the motion did not include those funds available for increases given at the time of promotion or for offering increases to the teaching faculty to counter offers made by competing institutions.
Ms. Marilyn Farwell reported the substance of the Senate debate on the motion that the moral prestige of the motion was great, but it was also a handicap in dealing with realities of the professional world. Retirement benefits would be hurt by a sudden decrease in the earning power of those at the top end of the scale and nearing retirement.
Mr. Olum stated that the actual content of the motion presented problems in salary comparison with the other AAU institutions with which we compare ourselves for salary adjustments. In fact the scale is narrowing somewhat as competing institutions are hiring at a higher base on the lower levels and this is forcing the adjustment of the scale at the University. A second area of concern expressed by Mr. Olum was the lack of flexibility allowed by this motion. The administration of the institution must take the motion serioUsly if it were to pass and would look at it as more than a resolution. The strength of the University might suffer if certain adjUstments were not available to the administration in salary distribUtion.
Mr. Peter Swan (Law) gave a short history of the legislative intent in granting funds for salary increa-ses. Among other things the legislature has not shown any intent to create a program of income redistribution and that the dictum "across the board" means to maintain standard of living." Mr. Swan went on to state that a higher paid and longer tenured faculty member might very well have the most expenses to face with university and college expenses of a maturing family. The motion could result in making the university unattractive to potential faculty members and could eventually lead to stagnation of mediocrity.
Mr. Gerald Smith (Biology) spoke in favor of the motion as he pointed out the attraction that the younger faculty members and those preparing to enter various fields of academic teaching would find in a plan based on this motion. The only area affected by this motion woUld be in the cost-of-living increases and not in the merit increases. -~
Mr. Olum pointed out that the division between per cent increases, cost-of living and merit are differences made by the University in funds made available for salary adjustments. The cost-of-living increases come from the legislature through the State Board and are to be made for "fully satisfactory service." In recent years the adjustments made in salaries have been mainly in the area of .cost-of-living increases.
The question was called for. Mr. Hill, upon hearing the voice vote, decided that the NO vote was the strongest, and the motion was defeated. However, a division of the house was called for and voting was done by raising hands. The resUlt: Yes 34, No 46. The motion was defeated.
RESTRICTIONS DUE TO FINANCIAL EXIGENCY Mr. Bayard McConnaughy read the following motion: "I move that this Assembly recommend to the Administration that whenever economies and retrenchments must be made at the expense of personnel -- this be done by lowering everyone's pay by the same percent, and that nobody be laid off for reasons of financial exigency before everyone has made some sacrifice to prevent the necessary layoff."
Ms. Beverly Fagot reported the vote of the Senate as: Yes 1, No 27, Abstain 2.
Mr. McConnaughy stated that he wished to reword the motion before he spoke to the motion as he felt that the Senate misunderstood the intent of the motion. The reworded version of the motion was then read: .'I move that this Assembly recommend to the Administration that if it becomes necessary to declare a state of financial exigency and make deep retrenchments at the expense of personnel - this be done by lowering everyone's pay by the same percent, and that nobody be laid off for reasons of financial exigency before everyone has made a sacrifice to prevent the necessity of sUch layoff. The Chair rUled that this rewording did not constitUte a new motion and thus would remain on the floor for debate. Mr. McConnaughy explained that the creation of a situation involving financial exigency was not at all in line with day-to-day operations of the institution and that a crisis is not the time to make decisions about the future of certain programs within the University. It should be approached as an emergency for all. Decisions made under pressure could be the type that would be regretted at a later date. The social consequences of deep cuts could create a situation of no positions and add to welfare rolls. The benefit of services to the institution would be lost when they are cut. Recovery would be easier if all share the cuts, and reasonable decisions could be made with care at a later date.
Mr. Farwell reported that the Senate did not debate the motion at length, but the main point of the short debate centered on the loss of flexibility for the administration to make decisions when funds are critically low.
Mr. Larry Pierce (Political Science) asked if the classified staff would fall under this motion. Mr. McConnaughy stated that he did not know as they work under a negotiated contract; thus the classified probably would not be included. Mr. Ronald Rousseau (Education), speaking in favor of the motion, felt that the instructional staff of the University supported the p-roposal and queried if the administration would involve the entire faculty in any decisions of reductions in an instance of financial exigency. Recently, he pointed out, the School of Librarianship was terminated; the School of Community Service and Public Affairs was reduced because of financial straits; and this is about as far as we can go in program reduction. Reasonable financial sacrifice should be anticipated in case of financial exigency. Mr. Rousseve concluded in saying that he felt this motion was humanitarian. ~
A question of why the first motion was based on dollar amounts and the second of percentage amounts was answered by Mr. McConnaughy that it reflected a move to take more money from those who have it and afford to lose it. Mr. Richard Noyes (Chemistry) stated that he disapproved of the motion as it removed flexibility, created a situation where action was mandated, and did not allow the administration to make the decisions.
Mr. James Dwyer (Library), speaking in favor of the motion, stated that when bone is exposed, after all the fat and meat has been cut, all~should be willing to sacrifice. Ultimately the answer will be to lobby hard to make sure the budget is what it should be. Collective bargaining will probably be the ultimate answer. Mr. Olum revealed he had stronger objections to this motion that the first by Mr. McConnaughey. This motion would mandate uniform cuts, but decisions had to be made on the strengths of the University. When a period of severe economic restraints presents itself the administration must look at what are truly the real strengths of the institution and how best can these be kept intact. Short term set-backs -for economic reasons are reversible when sufficient funds become available, but long term cuts are not reversible and are of a very serious nature and consequence. The answer might be in short term lay-offs in the case of the former, but in the latter case the quality of the University must be preserved and kept at the highest level. The decisions concerning such actions as lay-offs, program cuts, etc., would only be made after consultation with the Faculty Advisory Council, the Council of Deans and the University Assembly. Input from these groups would be necessary prior to any decisions.
A move to table the motion was made and defeated by a voice vote. Mr. Carl Johansen (Geography) felt that the motion required a philosophical decision and that financial exigency was akin to a maJor phenomenon and was extraordinary. Mr. Glen Love (English) stated that the motion, if it passed, would send a message forth that we would meekly lower our heads to the public and let come what may. The thought of financial exigency was horrible and certainly was not foreseeable in the immediate future. The question was called for, and a voice vote indicated a need for a division of the house. The result of this hand vote was: Yes 27, No 57. The motion was defeated.
CURRICULAR A-21 Mr. Robert Mazo read the following motion "Be it resolved that the University Assembly of the University of Oregon endorses the resolution, concerning implementation of OMB revised circular A-21, approved by the National Academy of Sciences on April 22, 1980.
"Be it further resolved that the Assembly requests the administration of the University to work together with other universities to seek modification of the effort reporting regulations of circular A-21 to achieve meaningful accountability and to eliminate unnecessary interference with the operation of universities."
Ms. Fagot stated the vote of the Senate as: Yes 29, No 0, Abstain 1. Mr. Mazo spoke to the motion by first reading the resolution from the National Academy of Sciences: "While supporting the principle of accountability for usage of public funds, the National Academy of Sciences views with concern the proposed implementation of OM3 revised circular A-21, effective July 1, 1980/ Application of these new regulations to institutions of higher learning would further constrain the already limited flexibility in research thrust, increase the administrative-burden, reduce morale among teaching and research personnel, and provide a cumbersome, meaningless documentation in terms of percent-of-effort for a continuum of scholarly activities. Moreover, because these regulations would monitor non-federally supported academic functions as well, inappropriate controls might be exercised. We therefore urge reconsideration of regulations embodied in A-21, and we recommend that the Council of the Academy examine this situation so as to propose appropriate ways to achieve accountability." What has happened, Mr. Mazo explained, is an alteration of the rules on reporting the time spent officially working on funded research to one of reporting all time spent in all aspects--funded and University oriented. As the rule now includes all time spent at teaching, other research, and public (Federally funded) research the amount of work necessary to complete the forms has multiplied considerably and is now a burden as well as an extra, as well as unnecessary, expense. Stanford University has judged the extra expense as near $80,000. It is not impossible to state that the total would be well over $250,000. Accountability is necessary when federal funds or any other funds are expended, but this circular goes far beyond a reasonable intrusion into time needed for necessary work.
Joel McClure reported the Senate had favored the motion in its debate.
Mr. Alan Kimball (History) asked why this forum for endorsement of the motion. He stated that he could think of other actions that have been taken when protest was necessary but did not feel that the University Assembly needed to be involved. Mr. Mazo pointed out that the OMB affected all scholarly work at the University when federal funds were involved. The only alternative was to go it alone in protest and not to join with other institutions and groups in making the protest. Mr. Fred Andrews (Math) interjected that the circular was a topic of great interest in the area of mathematics research and that Yale has refused to comply with more forms. Mr. Ivan Niven (Math) pointed out that Circular A-21 includes all grants regardless of discipline of area.
The motion was called for and by voice vote the motion was approved without one dissenting vote.
NEW BUSINESS
Acting President Paul Olum resumed the chair at this time.
Ms. Julie St. Clair, chairperson of SUAB, read the following motion: "I move that this assembly recommend to the University Administration that January 15, the birthday of Martin Luther King, Jr., be acknowledged as a commemorative day at the University of Oregon and that this institution support those who are actively seeking to establish a nationally recognized day in honor of this American who stood for peace, justice and equality for all people."
ADJOURNNENT
There being no further business, the meeting adjourned at 1645.
Keith Richard
The meeting was called to order by Acting President Paul Olum at
1535 on February 4, 1981 in room 150 Geology. There being no corrections,
the minutes of the meeting of January 14, 1981 were approved as distributed.
ANNOUNCEMENTS None
UNFINISHED BUSINESS
Commemorative day in honor of Martin Luther King Jr. Ms. Julie St. Clair, SUAB, read the following motion: 'II move that this assembly recommend to the University administration that January 15, the birthday of Martin Luther King, Jr., be acknowledged as a commemorative day it the University of Oregon and that this institution support those who are actively seeking to establish a nationally recognized day in honor of this American who stood for peace, justice and equality for all people. The motion was seconded.
Ms. Beverly Fagot reported that the Senate vote on the motion was: Yes, 19; No, O; Abstain, 2.
Ms. St. Clair spoke to the motion by stating that the motion, if enacted as a piece of faculty legislation, would not create a holiday and in no way is it intended to force upon the administration that a holiday will be the result of the motion. The motion, she explained, was basically to honor the memory of this American who stood for so much that we in the United States seek in our lives. The intention is also to gather support for those seeking to establish a national day of recognition of Martin Luther King, Jr. How the University will commemorate this day will be the decision of the University Administration.
Ms. Susan Anderson, SUAB, reported that the University Senate did not debate the motion except for the clarification that no holiday was intended. Mr. Ron Rousseve, Education, spoke to the motion. He stated that he had mixed reactions to this motion and read a short excerpt from the Saturday Review (Dec. 1978) on heroes. Following this he stated that he felt that King was a hero to many blacks and non blacks for the life that he had led and had given to the nation for a just cause. He commended Ms. St. Clair and the SUAB for the action of bringing this motion forth, but he felt that he had reservations about the propriety of the motion. It is impractical to set aside a day for all American heroes. All those that now have a holiday or commemorative day were public officials and not private citizens. All racial, ethnic, religious and national groups could find a reason to have a day for a hero,' he stated. This motion, Mr. Rousseve felt, placed the University in a position of endorsing a political or social issue and the University should not advocate special interest social problems. The University, instead, should save itself for threats and not invite outside pressure. This situation could very well create an unwanted precedent. He concluded by saying that the motion should be amended or defeated as it now stands. Mr. Stanley Greenfield, English, moved to have the motion placed on the table. This was seconded. The Chair ruled that this action would, if passed, remove the motion from consideration by the Assembly and a two thirds vote would be needed to pass the motion. A division of the house showed that 34 were opposed to the move to table and 22 were in favor. The motion to place on the table was defeated.
Ms. St. Clair spoke to the motion. This motion is meant to honor a great American-- "a private citizen' --and this nation has already a number of commemorative days from "ground hog day to Columbus, who was not even an American.'' The present-day situation in the United States is explosive with race problems, the Ku Klux Klan rising again and the difficulties over busing, among others, she concluded.
David Wagner (Herbarium, rose to support the motion from a very personal conviction and deep private feelings." He suggested that this commemorative day could be thought of as a "day for equality and justice for all.'' Mr. Rick Paschal, SUAB, felt that "we (the University) should commend people to serve humanity'' and this motion would do this. Another member of the SUAB stated that this motion provided for the commemoration of a .'private citizen who rose up and made an impact on the social and political life of this nation."
Mr. Rousseve stated that he understood the arguments for the motion but repeated that the University cannot politicize itself.
Ms. St. Clair stated that the University had gotten involved before in these issues -- from Vietnam to Nestle chocolate to South African investments.
The question was called for and a division of the house gave the following results: Yes, 31; No; 18. The motion passed.
NEW BUSINESS
ï None
STATE OF THE UNIVERSITY
The Chair informed the Assembly that the February 3rd issue of the Eugene Register-Guard had an article stating that some members of the State Legislature have suggested the Governor's budget be reduced and that no new taxes be included. This, the Chair stated, would be a horror story for the University and Higher Education in Oregon. The energies of the University in the efforts made within the legislature is attempting to make it clear that the past reduction in the budget have been devastating to the institution and that this institution could not endure a further reduction. At present the Provost is putting together a complete budget analysis and meeting with the Deans, individually, to inform them of possible situations that might develop under the Governor's budget proposal. This budget analysis from the Provost will be ready in two or three weeks.
ADJOURNMENT
There being no further business, the meeting adjourned at 1655.
K. Keith Richard Secretary, University Assembly
The meeting was called to order by Acting Vice President and Provost
Richard Hill at 1534 on March 4, 1981 in room 150 Geology. There being
no corrections, the minutes of the meeting of February 4, 1981 were approved
as distributed.
ANNOUNCEMENTS AND MEMORIALS
VIRGINIA JOHNSON WHITFIELD MEMORIAL: Mr. Robert Trotter presented a memorial for Professor Whitfield who died January 1, 1981. Professor Whitfield served as a member of the University of Oregon facUlty from September 1965 until her retirement June 30, 1978. The text of this memorial is attached to these minutes.
UNFINISHED CURRICULUM BUSINESS. Provost Hill read the following statement as the final part of the Curriculum Revisions that were considered in the December 5, 1980 meeting of the Assembly: "When the faculty assembly adopted the permanent report of the curriculum committee on December 3, 1980, approval of Bi490, Animal Behavior, was tentative. Final approval of that course was contingent upon agreement from the Department of Psychology that Psych 442, Animal Behavior, would be dropped from the psychology curriculum. Word of such agreement has now been forwarded from Professor Fagot, Department Head.
"This memorandum should be appended to the permanent report to record that Bi 490 has unqualified approval and that Psych 442 is to be dropped from the University course offerings."
CERTIFICATION OF WINTER TERM GRADUATES: Mr. Lewis Ward presented the following motion: ',That the faculty of the University of Oregon recommends that the Oregon State Board of Higher Education confer upon the persons whose names are included in the official Degree List, as compiled and certified by the University Registrar after the close of Winter term, 1981, the degree for which they have completed all requirements."
As part of the motion, kathleen Dubs read a statement that made possible the conferring of a Bachelors Degree on Clytie Beryl Hall Frink. The full statement detailing this action is as follows:
"At the request of George Wickes (Head, Department of English), and Professors Robert Grudin (English Department Curriculum Committee), Kathleen Dubs (Academic Requirements Committee), Richard Hill and Marshall Wattles (Office of the Provost), and Paul Olum, Acting President, the name of Clytie Beryl Hall Frink has been added to the list of seniors graduating this term. The following details the circumstances leading up to this action.
"Clytie 8eryl Hall entered the University of Oregon as a freshman in 1914. In 1917 she left college to take a full-time position with the Eugene Daily Guard; and thoUgh she was able to return for an additional semester in 1919, she fell short of finishing her degree. From the Fall of 193G to the present, Mrs. Frink has made regUlar and persistent efforts to complete her Bachelor's degree by completing correspondence or extension courses. But a degree analysis done by the Registrar's Office last December (counting an unspecified number of courses for credit towards graduation) informed her that she was 19 hours short of her degree.
''Since English is Mrs. Frink's declared major, her case was brought to the attention of the English Department, which would award 13 further hours of credit on the basis of work completed outside a conventional course of study. Among those who have reviewed her case, including the Academic Requirements Committee, the Provost's Office, and the President, there is unanimous agreement that Mrs. Frink, at the age of 84, be awarded the B.A. as soon as possible. It is our shared conviction that her long and valuable career in writing (which over 60 years on at least four Oregon newspapers, includes not only countless articles but a published book) more than compensates, in humanistic terms, for the relatively small number of credits and residency hours she may still lack, and fully qualifies her for graduation as an exceptional case."
The Assembly approved the certification of Winter Term Graduates without debate.
MEETING AT PORTLAND STATE UNIVERSITY ON VIEWS OF HIGHER EDUCATION. Ms. Katherine Eaton announced that a meeting will take place at Portland State University on Saturday, March 7, 10:00 a.m. to 12:00 noon. This meeting will have members of the Chancellors' staff, director and staff of the Education Coordinating Committee and the leaders of the State Senate and State House of Representatives present to state their views on Higher Education and to answer questions from the aUdience.
UNFINISHED BUSINESS None.
NEW BUSINESS
MATHEMATICS REQUIREMENT: Mrs. Thelma Greenfield on behalf of the Committee on the Curriculum gave the following notice of motion: "To respond to the Administration~s wish for another Faculty Assembly vote on the mathematics requirement for the Bachelor of Science degree (passed November 7, 1979), the committee on the CurriculUm will move that the institution of a mathematics requirement for the B.S. degree be deferred until Fall 1983.''
GROUP-SATISFYING COURSES AND CLUSTERS: Mrs. Thelma Greenfield presented the following notice of motion: ''At the April meeting I shall move on behalf of the clusters, and procedures: 1) to be effective Fall 1982 or 2) if a decision to move to a semester system is made before that time, this proposal to be coordinated with the introduction of semesters."
A full proposal of this motion is attached with these minutes.
STATE OF THE UNIVERSITY
Provost Hill stated that the final budget cuts from the mandated reductions of last summer have been made.
ADJOURNMENT
There being no further business, the meeting adjourned at 1555.
Keith Richard Secretary, University Assembly
1912 - 1981
Virginia and I became friendly colleagUes over twenty years ago while earning a right livelihood together at UCLA. Besides mutual commitment to music, as both a cultural force for good and a vehicle for daily I-Thou dialogue with students and colleagues, we quickly discovered other mutualities, one of them the play of language. I like to think that that pastime Virginia had with many of us was like the brand of ,jellybeans Albert Einstein explained was the reason he liked being so often with the little girl in his neighborhood
Two years after I came here in 1963 as professor of music and dean of the School of Music, I was able to alert my colleagues to Virginia's availability as candidate for a professorial position we had open. h~hen they became acquainted with her during a summer-school sojourn, their enthusiasm matched mine, and we invited her to joi!n the faculty in 1965. Although both she and Don had flourishinq lives in Los Angeles, they~also knew that the Northwest fit their kind of living better, so they came to Oregon. Ever since, our trees and people have been greening from Don~s and Virginia~s care. Some years ago they gave Claire and me a dove tree. It blossomed for the first time last summer and is thriving in front of our house.
Virginia cared equally for linguistic language, both spoken and written, and for the para-lingual language of clothing, gesture, and tone In everything she did she stood for caring, and helped us do the same. From the first, she held a special place in what some of us call our ''colleaguery," that quintessential part of the genius of a good university. She played a vital role in transmuting bureaucratic necessities all the time into vehicles for humane action. She was a member of, and often chaired, many committees related to both curriculum and the well-being of colleagues and students. Her presence on any committee meant action and results, humanely and elegantly achieved beyond mere impressive efficiency, whi-c-h was clearly her aim. Beyond this, her office in a cul-de-sac of the music building was a place where many of us, colleagUes and students, went often to have her help in turning some inner cul-de-sac into a broad path, throUgh her goodwill and wisdom.
Her gifts, formal training, and experience as a mUsic-maker made themselves clear in her concern for musical values. In a professional world where making music often becomes merely a climb up Mount Everest without an oxygen mask, instead of also a simple celebration of sacred community in play, she did not often make musical sounds among us, but she exuded music in her being. Out of her personal sense of security and her easy giving and taking of affection, she carried on Socratic dialogue with us all, while keeping a fine balance between her professional and personal life.
Her research dealt with values, at the crossroads where music, teachers, and students meet. It combined rigor and imagination in a heady brew that nourishes far beyond mere publication in a learned journal. I.ve often reflected with a bit of awe on how many young people in junior high school have had Virginia Whitfield at the gate to that long passage into adulthood, and how many more will have one of her students there'
In every cultural group in the world, the most vital parts of life, birth, and death, among others, have ceremonies called "rites of passage" to ease the pain and enhance the meaning of those experiences, both for individuals and for the entire group. As classically defined there are three parts to such ceremonies: the preparation; the change itself; often involving separation; and the return into the community transformed. Virginia is returning now, through the gates to larger life. This;iclearly a time of pan-human struggle for cultural rebirth, when one must closely re-examine such words as "security," "community," "loving and liking," and "response-ability." I feel honored and give thanks for being allowed to take part in our celebration of a sense of community, as the released spirit of Virginia Whitfield, that beautiful lady, takes its first steps among us. Thank you.
Robert M. Trotter Professor of Music
This memorial is to be entered into the permanent record of this meeting
and copies are to be sent to the Whitfield family.
The Committee on the Curriculum moves acceptance of the accompanying proposal for group-satisfying courses, clusters, and procedures, 1) to be effective Fall 1982 or 2) if a decision to move to the semester system is made before that time,- to be coordinated with the introduction of semesters.
EXPLANATION Summary of legislation on degree requirements
In December 1979, the University Assembly passed the following groupsatisfying requirements: A. For students in professional schools:
1. General Group Requirement: 12 group-satisfying courses distributed among the three groups (Arts and Letters, Social Science, Science), with no fewer than 3 courses in each group;
2. Cluster Requirement: the 12 courses must include 2 clusters (three related one-term courses) from outside the student~s major department at the time of graduation. B. For students in Arts and Sciences:
1. General Group Requirement: 18 group-satis~fying courses distributed among the 3 groups with 6 in each group;
2. Cluster Requirement: the 18 courses must include 3 clusters (as defined
above and from outside the student's major department at the time of
graduation), 1 cluster from each group.
C. Each additional major in the College of Arts and Sciences will reduce
the student's required number of clusters by one.
History of the motion The new group requirements were origina11y scheduled to be in effect Fall 1981. The Curriculum Committee made every effort to forward a CAS proposal for implementation in time to meet that schedule, but when legislation in Fall 1980 extended the effective date from 1981 to Fall 1982, we restudied the program, held further consultations, and attempted to address numerous complaints. What follows is a revision which, we think, comes cToser to certain guidelines set forth by the CAS. We have tried to redress inequities and offer an alternative more easily monitored and less open to charges of being oversized and amorphous.
Criteria and Guidelines
We have assumed that students benefit from both breadth and depth in
liberal arts courses and from guidance as well as freedom to choose. We
have endeavored to select for clusters courses that present important ideas,
facts, and literatures, and other important cultural expressions, but to
avoid those courses primarily designed for majors.
Our proposal follows the CAS program by including both c~lusters and individual courses, but we have reduced the more than one hundred clusters recommended by the College to slightly over fifty. In our plan, no department in any college has more than three group-satisfying clusters; some have fewer, or none.
Interdisciplinary Groups of Courses.
Many students will want to take interdisciplinary groups of related liberal arts courses, which courses will usually count toward the general group requirement. We are not, however, proposing legislation of any such clusters because we believe that study in coordinated interdisciplanary courses is more appropriately included as part of the broader general group requirement than as part of the in-depth clUster requirement.
Nevertheless, we hope that the development of identified interdisciplinary groupings will continue, and that the opportunities thus created for students will be made known to them through advising, through appropriate notations in the catalogue, and through departmental and program requirements and recommendations.
THE UNIVERSITY COMMITTEE ON THE CURRICULUM
Jack Ewan Davison Soper Catherine Lauris Thelma Greenfield, Chairwoman
A. All group-satisfying courses must be liberal in nature and not
professionally oriented or primarily devoted to performance or skills.
B. "No more than three courses in a single department will be counted as satisfying group requirements" (legislation already adopted by the CAS).
C. Beyond the exclusions listed below, all courses in the College of Arts and Sciences and certain courses, listed in this proposal, from the professional schools will count as group satisfying. Excluded are courses: 1) on the 400 level; 2) of fewer than 3 credit hours; 3) in first year language; 4) satisfying the composition requirement; 5) bearing open-ended, experimental and Search designations (for example, 199).
D. Inclusion of a course in a cluster does not prevent a student from using it as an individual group-satisfying course.
Clusters proposed by Group:
I. Arts and Letters Classics CL 301, 302, 303, 304, 305 (Greek Epic,
Greek Tragedy, Greek Philosophy, Classical Comedy, Latin Literature; any
three)
East Asian Languages CHN 307, 308, 309 (Introduction to Chinese Literature) JPN 301, 302, 303 (Introduction to Japanese Literature) English ENG 104, 105, 106 (Introduction to Literature) 201, 202, 203 (Shakespeare) 394, 395, 396 (Twentieth Century Literature) Comparative Literature None recommended
Germanic Languages and Literatures
GL 250, 251, 252 (in translation: Goethe and His Contemporaries; Mann,
Kafka, a.nd Hesse; Brecht and Modern German Drama)
301, 302, 303 (Masterpieces of German LiteratUre)
SCAN 351, 352, 353 (in translation: Ibsen to Hamsun; August Strindberg
to Ingmar Bergman; Scan. Literature and Society)
Philosophy PHIL 201, 202, 203 (Elementary Ethics, Introduction to Theory of Knowledge, Introduction to Metaphysics) 301, 302, 303 (History of Ancient Philosophy) 304, 305, 306 (History of Modern Philosophy)
Romance Languages
FR 301, 302, 303 (Introduction to French Literature)
ITAL 307, 308, 309 (Survey of Italian Literature)
SPAN 312, 313, 314, 315 (Medieval Literature, Golden Age, Modern Literature,
Spanish American Literature; any three; recommend that 311 be dropped
as a
prequisite)
Russian RUSS 204, 205, 206 (Introduction to Russian Literature) Speech TA 271, 272, 273 (Introduction to Theatre Arts) FS 255, 256, 257 (History of the Motion Picture I, II, III)
Art History ArH 201, 202, 203 (Survey of Visua1 Arts) 204, 205, 206 (History of Western Art) 207, 208, 209 (History of Oriental Art)~
Music .
MUS 201, 202, 203 (Introduction to Music and Its Literature) II. Social Science Anthropology ANTH 107, 108, 109 (Introduction to Archeology, Introduction to Cultural Anthropology, Introduction to Language and Culture) 301, 302, 303 (Society and CUlture--3 kinds of nonadvance cultures) Economics EC 201, 202, 203 (Principles of Economics) Geography GEOG 103, 105, and one of 201-208 (Landscape, Environment and Culture; Urban Environment; geographies of selected areas) History
HST 101, 102, 103 (History of Western Civilization) 201, 202, 203 (History of the United States) 290, 291, 292 (Foundations of East Asian Civilization; China; Past and Present; Japanese Society, Past and Present)
Political Science
PS 201, 203, 340 (American Government, State and Local Government, Introduction to Public Policy) 207, 321, 330 (Introduction to Political Science, Introduction to Political Analysis, Introduction to Political Theory)
Psychology
PSY 201, 214, 215, 216 (Introduction to Psychology, Personality, Developmental Psychology, Social Psychology, any three)
Reliqious Studies R 201, 202, 203 (Great Religions of the World) 311, 312, 313 (The Bible and Ancient Civilization) Sociology
SOC 201, 206, 211 (IntrodUction to Sociology, Introduction to Social Psychology, Social Deviancy and Social Control) 201 and two of 210, 212, 215 (Introduction to Sociology; Communities, Population, Resources; Race, Class, and Ethnic Groups; Social Issues and Social Movements)
(201 is a prerequisite for all courses in this area) Speech RhCm 321, 322, 323 (The Logic of Argument, Persuasion, Group Communication) III. Science Anthropology
AN-TH--101-, 1-02, 103 (Introduction to Physical Anthropology, Introduction to Monkeys and Apes, Introduction to Human Ethnology)
BIO 126, 272, and one of 115, 232 (Principles of Evolution, Introduction to Ecology, Introduction to Animal Behavior, Economic Botany) 102, 103, 104, 222 (Human Reproduction and Development, Human Circulatory System, Biology of Cancer, Human Genetics; any three) 201, 202, 203, 204 (Molecular Bases of Life, Biology of Cells, Plant Biology, Animal Biology; any three)
Chemistry CH 101, 102, 103 (Survey of General, Organic and Biochemistry) 104, 105, 106 (General Chemistry) 204, 205, 206 (General Chemistry with Calculus) ComPuter and Information Science
.
CIS 201, 202, 203 Introduction to Computer Science)
Geography GEOG 301, 302, 303 (Geomorphology, Climatology, Biogeography)
Geology
GEOL 101, 102, 103 (General Geology)
201, 202, 203 (General Geology)
301, 302, 303 (Fossils and the Origin of Life; Fossils, Dinosaurs
and Lower Vertebrates; Fossil Mammals)
Mathematics MATH 201, 202, 203 (Calculus) 207, 208, 209 (Calculus for
the Nonphysical Sciences) Physics PHY 101, 102, 103 (Essentials of Physics)
201, 202, 203 (General Physics) 104, 105, 106 (Descriptive Astronomy) Psychology
PSY 211, 212, 213 (Sensation and Perception; Learning, Thinking and Conditioning;
IntrodUction to Physiological Psychology) Additional Professional School
Degree-Satisfying Courses Music MUS 125, 270, 258 (Structure of Music,
Survey of Jazz, Music in World Culture; not a cluster)
The meeting was called to order by President Paul Olum at 1536 on
April 8, 1981 in room 150 Geology. There being no corrections, the minutes
of the meeting of March 4, 1981 were approved as distributed.
ANNOUNCEMENTS
REMINDER OF THE USE OF U. O. LETTERHEAD BY FACULTY. President Olum addressed tht ~ proper use of the University stationery and postage. When faculty members rel ~resent the University officially in correspondence, the use of the letterhead, et~ , is proper, however, when correspondence is of a personal nature, representin~ ~ other than official University interest or business, the use of the official st~ tionery of the University is improper and constitutes a misuse of state mo ies and should cease.
ASUO SPONSORED RALLY IN SALEM. Mr. Rick Wilkins, ASUO Vice President, announced th; t a student rally in support of funding for the University will be held in Sa lem on April 13, on the steps of the Capitol. Buses will transport the stude~ ~ts wis~hing to attend the rally. All those interested in going should be at Mc} ~rthur Court at 8:30 a.m. on Monday April 13 to catch a ride to Salem.
STATE REPRESENTATIVE WILLIAM GRANNELL, Chairperson of the House Revenue Committee, wi |l meet face to face with faculty members in the EMU on May 1, at 1500. Mrs. Kal herine Eaton, Library, urged faculty members to take advantage of this opportu ity to meet with Representative Grannell and voice concern over University fu ding. I
PRESIDENT PAUL OLUM thanked the University faculty, students and staff for the sut port they have given him and jave him during the period of the search for a net ~ president. He said that at a future meeting he would like to discuss with th~ faculty the future of this institution and its direction. Perhaps this co ld be done at a forum. For now the efforts of all members of the University cor ~munity are important in keeping the move toward quality going and it must be a coordinated effort i!nvolving the faculty, students and administration.
UNFINISHED BUSINESS
MATHEMATICS REQUIREMENT Mrs.-TI ~elma Greenfield, Chairperson of the Committee on the Curriculum, presented a mt ~tion on behalf of the University Administration. Thc motion stated: "The inst itution of a Mathematics Requirement for the B.S. dec ree be deferred until Fall 191 33.i' Mr. John Sherwood, Secretary of the Universit y Senate, gave the vote of th~ ~ Senate as: 19 in favor, 10 opposed and 2 abstc ntions. In speaking to the motion, Mrs. Greenfield explained that the Commit tee did not institute this motion and that it would be preferable for someone frc m the administration to speak~to the motion.
Prc sident Olum called upon Actinl Provost Richard Hill to do this. Mr. Hill exF lained the financial ramifica {ions of the requirement (something that was not dor e when the requirement was le! ~islated in 1979.) He pointed out that some $56 ,000 to $90,000 would be need~ ~d to implement the requirement in the Fall of 19E 1 and that in the Fall of 1982 $74,000 to $150,000 would be required. The fur ds are not available at present to fill the needs of the Mathematics Departmer t to meet the impact this will ultimately have on some seventy per cent of the student body. Mr. Ivan Niven, Mathematics, moved to amend the motion by ins erting the words '~for budgetary reasons'' between the fi~rst and second words of the original motion. Without debate and with the consent of Mrs. Greenfield, thi s amendment was accepted.
The discussion that followed concerned the future of the University. This requi rement was a move toward upyrading the University requirements, and budget con siderations should not be a concern of the University when needed changes are sug gested. The University is attempting to develop the curri-culum and the legislat ure is not supporting it withlthe necessary funding were the feelings expre ssed by Mr. Alan Kimball, History.
The motion was called for, and a~voice vote indicated the need for a division of of the house. The hand vote resulted in: 88 in favor and 36 opposed. The motion pas sed. As amended, the legisla .ion reads: ''That, for budgetary reasons, the ins titution of a Mathematics req irement for the B.S. degree be deferred until Fal 19~33.'i 1
GROUP SATISFYING COURSES AND CLUSTERS. Mrs. Thelma Greenfield read the following motion: "The Group Satisfying Courses, clusters, and procedures: 1) be effective Fall 1982 or, 2) if a decision to move to a semester system is made before that time, to be coordinated with the introduction of semesters." Mr. John Sherwood reported that no actual Senate vote was taken as the Senate lost its quorum.
Mr. George Struble, Parlimentarian for the University Assembly, made a motion of a "special rule of order" which would, if passed by the Assembly, limit debate to the substance of the motion and not allow amendments, referrals, and questions for thirty minutes. This was seconded by Mr. John Sherwood. The motion was put to a vote and passed. Debate with these restrictions commenced. - Mrs. Greenfield gave a historical sketch of the motion and how, currently, various meetings had been held to compromise differences with the College of Arts and Sciences proposal on Group-Satisfying Courses and Clusters. Mrs. Greenfield said that the differences could not be overcome and thus the Committee on the Curriculum created its own proposal. (This proposal was a part of the appendix in the Minutes of the University Assembly distributed on March 9, 1981.)
Mr.; Harve Waff, Geology, stated that the importance of Group-Satisfying Courses and Clusters was to represent continuity of thought over a period of time and that in the proposal now before the Assembly certain conflicts and contradictions are apparent. The proposal, under the letter "C" was the problem area. (Again refer to the proposal of March 9.) Mr. Dan Weil, Geology, felt that a weakness was the lack of options for interdisciplinary clusters. Continuity is possible across area lines and field, and these integrations of fields and areas shoUld be provided for and allowed.
Mr. Robert Harris, Architecture and Allied Arts, supported the proposal and felt that if this does become legislation it should be understood that the professional shools would prefer to see that the courses required be taught by the finest teachers in the departments and be made challenging and interesting. The professional schools support a broadly based education, and this proposal aims at that; but the quality of the courses must be kept high.
Mr. Robert Friedman, Speech, pointed out that the present time schedules, for this academic year, do not have the flexibility to allow a student to complete the proposed requirements. Additional problems were, 1) the lack of willingness by the faculty to expand the times a course was offered, and 2) the limited classroom space for large classes. These problems must be addressed if this proposal is passed.
Mr. Charles R. B. Wright, Mathematics, in opposition to the proposal under debate, felt that some courses could stand alone and meet the requirements. These courses should be marked with a ''+~~ so that the advisors and students would know they are qualified courses. This proposal did bring more structure into the Group-Satisfying area than the anarchy that now exists, but the College of Arts and Science proposal made to the Curriculum Committee was even more structured.
Mr. Fred Munz, Biology, supported the proposal because of the possibility that depth of thought and breadth of experience were possible and that superficiality was the result if content was not limited.
Mr. Harve Waff made a motion to refer the motion back to the University Curriculum Committee. The motion stated: i'To refer the present motion on the floor back to the University Curriculum and College Course Committees who will, as a whole,~ reformulate the proposal as soon as possible. The new proposal will retain principles A, B, and D of the present proposal, but should include a re-evaluation of the following: 1) inclusion of interdepartmental clusters, 2) limitations on individual group satisfying courses, 3) the maximum of three group satisfying clusters per department.~'
A motion to refer requires a two-thirds vote and when the motion was called for the house expressed a desire for referral by a strong voice vote which the President declared was sufficient to meet the required two-thirds. The motion was referred.
NEW BUSINESS
No new business was introduced.
STATE OF THE UNIVERSITY
Vice president Curt Simic addressed the Assembly, briefly outlining the efforts of his office in coordinating the lobbying of the State Legislature in support of the University's funding needs. Over one year ago the first moves were made to organize various friends and alumni of the University in all areas of Oregon to carry the message of the University directly to the legislators from the various districts throughout the state. The most effective method of communication with the legislators is face-to-face with constituents. The long-term efforts have been bringing results and the message is starting to be heard in Salem and some movement, although very slight, is being made in understanding the plight of the University and Higher Education. The University Administration is attempting to make sure that all areas of concern are being covered and that all meetings of importance to the University are being attended by individuals from the University who are versed on our needs and our plight.
ADJOURNMENT
There being no further business, the meeting a-djourned at 1715.
Keith Richard Secretary, University Assembly
The meeting was called to order by President Paul Olum at 1535 on
May 13, 1981 in room 150 Geology. There being no corrections, the minutes
of the meeting of April 8, 1981 were approved as distributed.
President Olum announced the appointment of Robert Berdahl as the new Dean of the College of Arts and Sciences commencing July 1, 1981.
ANNOUNCEMENTS
PAUL SHIRLEY DULL MEMORIAL. Mr,.,Edwin Bing,ham,presented a memorial for Professor PaU1 Dull who died March 23, 1981. Professor Dull served as a member of the University of Oregon faeulty from September 1946 until his retirement JUne 30, 1973. The text of this memorial is attached to these minutes.
CERTIFICATION OE SPRING AND SUMMER 1981 GRADUATES. Mr. Lewis Ward presented the following motion: "That the faculty of the University of Oregon recommend that the Oregon State Board of Higher Education confer upon the persons whose names are included in the Official Degree List, as compiled and certified by the University Registrar after the close of Spring and Summer terms, 1981, the degree for which they have completed all requirements."
The motion was approved without any negative votes.
FACULTY FORUM WITH LANE COUNTY LEGISLATIVE DELEGATION. Mrs. Katherine Eaton announced that the Lane County legislative delegation will meet with the faculty in room 101 of the EMU of Friday May 15, 1981 at 1600.
NEW BUSINESS
Ms. Maradel Gale will present the following motion at the June 3, 1981 meeting of the University Assembly: "I move that the University of Oregon adopt an early-semester calendar to be implemented in the Fall of 1983." See attachment.
ADJOURNMENT
There being no further formal business of the University Assembly, the meeting was adjourned at 1548.
An informal faculty administration forum discussing the state of the University for the 1981-83 budget years took place following the end of the regular meeting of the Assembly.
Keith Richard Secretary, University Assembly
1911 - 1981
Every college or university has a handful of individuals who in essence are its educational system. Over 27 years of service in the sphere of undergraduate teaching Paul Dull was among such a select body at the University of Oregon.
Paul Shirley Dull was born in Hilliard, Washington, 5 March 1911. He graduated from Wenatchee High School in 1928 and went on to Stanford University for a year where he developed an interest in the Far East--its languages, its politics, its culture. He pursued those interest at the University of Washing
ton where he received the B.A. in 1935 and the Ph.P. in Political Science -
in 1940 with a dissertation analyzing the open door policy of the United States.
As one of a small number of Caucasians trained in Japanese studies Dull was commissioned as a second Lieutenant in the United States Marines in June of 1941. He was involved in intensive study of the Japanese language at the University of Hawaii when Pearl Harbor was attacked. He served with the Marines as language officer through World War II and emerged as a Captain in September, 1944.
After two years in the Japan Section of the Office of War Information Paul Dull took a post as Assistant Professor of political science and history at the University of Washington.
When Paul Dull was hired at the rank of assistant professor by the University of Oregon in September, 1946 Dean of Liberal Arts James Gilbert said: 'iWith a name like that he better be good.'~ He was. For a good many years Dull was a member of both the Department of History and the Political Science Department. His courses were double-listed in the catalogue. In 1961 he left the dual role and came over to history.
During his years at the University Paul Dull spread his remarkable energies over a wide arc. His classes regularly tended to fill all available space. He established and nourished an East Asian Studies curriculum. He put in four years on the national six member Social Science Research Council/American Council of Learned Societies Committee for Faculty Awards for Research in Asia . He was in steady demand as a speaker on campus and in the broader community of city and state. One year he made nearly 40 talks outside the classroom. He expressed his opinions with vigor and eloquence without regard for popular currents. In 1961 a student publication called Facets carried a story widely regarded throughout the state as tasteless and obscene. Dull defended the writer (now a staff journalist with the Oregonian) on grounds of freedom of expression. Later in the decade, however, he decried student violence deeming it wasteful and disruptive of the educational process. The point is that he recognized the issues and usually spoke his piece.
professional quarterlies; a chapter on China and Japan in Charles Schleicher's Introduction to International Relations; and three contributions to Occasional.Papers of the Center of Japanese Studies at the University of Michigan, the most important of which is the compilation with M. R. Umemura of a functional index to the Tokyo Trials. Dullis colleague Professor Ralph Falconeri described this last as iithe only index in English--a fantastic work.''
While a member of the University of Oregon Faculty, Paul Dull made his greatest contribution as a teacher. That contribution is difficult to assess. Styles of teaching are many and varied and consensus on what constitutes effective teaching is not readily reached. The record is clear as far as it goes: consistently large enrollments plus two landmarks along the way. In 1951 the Friars, a senior men~s honarary, gave Dull their i'Outstanding Faculty Member'. award. Seven years later, in 1958, Professor Dull was the second recipient of the Ersted Award for Distinguished Teaching. That record is backed by informed testimony. Robert Clark, former President of the University, told the writer that wherever he went over the state he ran into former students of Paul~s. Always they asked ho`.v Dull was doing and wanted to be remembered to him.
What earned Paul Dull the respect and affection of so many students? For one thing, he personalized his approach. His wry and self-deprecatory account of his experiences on the scene of the Pearl Harbor attack gave that locally famous lecture a substantial measure of its appeal. Dull~s annual stinking cheese 1ectUre drew an audience from all corners of the campUs to hear him advise graduating seniors not to settle for the bland middle cheeses when they entered society, but to demand the stinking cheeses that give pUngency and challenge to living. Another techniqUe that Dull Used to good effect was personification. For example, when he discussed Taoism he became a Taoist before their very eyes. Moreover, twin traits of enthusiasm and intensity permitted DU11 to rivet a crowd's attention while he unrolled the panorama of Asian history and culture that he knew so well. Finally, Paul identified with and was readily accessible to students. As he put it repeatedly, "Teaching is my life."
Linked inextricably with his teaching was Paul's personality. He was, in the best sense of the word, a "character." He had eclectic tastes and hobbies. He loved to fish. He came close to glorying in his infirmities, real and imagined. He knew jazz. He enjoyed poker. He collected stamps. He kept his finger on community crime by tuning in on the police band.; He followed sports avidly, particularly baseball. He drove a Sunbeam. In part, it was these catholic, sometimes contradictory qUalities along with his willingness to share his enthUsiasms with those who might be interested that gave him what one admiring student called his "humanness." These and other passions were anchored in a happy home. RUth, his wife, was a talented and understanding companion. With their two daughters, K. C. and LaUri, the DU11S constituted a close-knit family. His was a rich and roUnded life.
When paUl DU11 chose early retirement in 1973 at the age of 62, there were some who were certain he would rest on his oars. They did not expect him to finish the book deferred so long Under the press of teaching and public service. They were mistaken. Paul turned his energy and intensity to the task of reading some 250 microfilm reels of handwritten Japanese that hold the history of the naval war in the Pacific dUring World War II as told from the Japanese side. After four years of research and writing DU11~5 narrative appeared as A Battle History of the Imperial Japanese Navy, 1941-1945 pUblished by the United States Naval InstitUte Press in 1977. It was the crowning achievement of a long and dedicated career.
Edwin R. Bingham Professor of History
Mr. Chairma-n, I move that this memorial of paUl DU11 be entered into
the permanent record of this meeting and that copies be sent to the DU11
family.
CALENDAR
1. The University of Oregon should convert its calendar to an "early semester" system, effective fall 1983.
2. The academic year should be composed of two 16-week semesters (15 weeks of instruction and one week of final examinations). Classes will begin on Wednesday. The end of fall semester should occur not later than four days before Christma~s. Thanksgiving vacation will include the Wednesday before Thanksgiving. Spring semester should begin in mid-January. There should be a week-long spring break in the middle of spring semester. The schedule assumes a pre-registration program, with only a minimal time allowed for drops~adds.
3. Dates for a semester calendar beginning in fall 1983 are as follows:
1983-84 1984-85 1985-86
Registration Aug 29-30 Aug 27-28 Aug 27
Fall classes
begin Aug 31 Aug 29 Aug 28
Thanksgiving Nov 23-25 Nov 21-23 Nov 27-29
Finals Dec 14-20 Dec 12-18 Dec 11-17
Vacation Dec 21-Jan 15 Dec 19-Jan 13 Dec 18-Jan 12
Registration Jan 16 Jan 14 Jan 13
Spring classes
begin Jan 17 Jan 15 Jan 14
Spring break Mar 10-18 Mar 9-17 Mar 8-16
Finals May 4-11 May 6-10 May 5-9
This calendar produces an academic year of not fewer than 160 instructional days, which meets the requirements established by the State Board of Higher Education.
FINAL EXAMINATION PERIOD
4. There should be a week scheduled for final examinations as a part of the regular instructional calendar. This week will be a split week, Wednesday through Tuesday.
SUHMER SESSION
5. Summer Session should continue to be an independent session, as it currently is, as opposed to becoming a third full semester. An early Summer Session should begin shortly after spring semester ends, to accomodate regular students. Another session should begin later to accomodate students not on the early semester system.
INTERIM PERIODS
6. The period in late December and early January between semesters should be used as a vacation for students and preparation time for faculty. The possibility of special courses during this period for catch-up preparation for transfer students exists, but several problems have been identified. First, there would likely be little commanality of courses for which catch-up preparation would be needed Adequate notice by the University and planning by students in choosing courses should make such interim courses unnecessary. Finally, there would be no compensatory mechanism for faculty who offered the courses unless they were given on a fee-for-service basis, which would make the caurses exceedingly costly.
At this time, no formal interim session is proposed; should interest warrant it, the possibility for special programming exists.
TRANSFER STUDENTS
In order to minimize difficulties for students transferring to the University of Oregon from institutions not on the semester system, several approaches need to be addressed.
7. Advance notice of the conversion should be given so students can arrange to complete sequences of courses at the institution they attend prior to transferring to the University.
8. Careful articulation of course equivalents between the University and other state institutions must continue to be made.
9. As is now the case with students transferring to the quarter-based University from semester schools, individualized attention regarding course requirements must be given to students transferring from a quarter system school to the semester-based University.
MID-SEMESTER GRADES
10. Faculty should be encouraged to provide on-going evaluation of student performance, particularly in lower-division undergraduate courses. It is not recommended that a formal mid-semester grade report be developed.
SABBATICAL LEAVES
11. The policy approved for the School of Law should be adopted campus-wide: two semesters of leave at half-pay, one semester at fUll pay. Sabbaticals~for twelve-month persons should be continued at eight-month and fourmonth terms.
TEACHING LOADS
_ _
Teaching loads should be discussed in terms of total student contact hours over an academic year. Contact hours are the number of classroom hours per week multiplied by the number of weeks in the academic year. In a conversion from quarters to semesters, the total contact hours can remain constant. This measure is preferable to speaking of the number of courses taught. The Committee recognizes the disparity which cUrrently exists in teaching loads. It is not anticipated that this disparity will necessarily be changed or removed under a semester system.
12. Student contact hours should not radically change in the conversion to a semester system. A faculty member currently teaching six courses over three quarters of 10 weeks each has 180 contact hours (6 X 3 X 10). A semester conversion would yield four semester courses over 15 weeks each or, again, 180 contact hours (4 X 3 X 15). Because of the reduced number of courses under the semester system, in assigning teaching loads, it it important to examine an individual faculty memberis schedule over a twoor three-year period, rather than to isolate one year to determine teaching loads.
Total student credit hour production within a department and across campus should remain the same under semesters as under quarters (1` quarter credits = 1 semester credit).
SALARIES
13. The annual salary rates for faculty will not be changed by the semester system. Pay periods for nine-month salaried faculty will commence on 15 August and go through 15 May. There appears to be no problem with the 600-hour early retirement option when converting to the semester system.
COURSE REVISION GUIDELINES
Conversion to a semester system offers an unequalled opportunity to revise most courses offered at the University. This is viewed by the Committee as a benefit of conversion. While some courses can easily be "repackaged" for the semester system, others, courses and course sequences, may require more extensive redevelopment. As a guide to conversion, the Curriculum Committee would be asked to establish guidelines for departmental use. This Committee has identified several points which it feels would be important in conversion.
14. Revision of courses will be assumed (as opposed to mere "translationi' from quarters to semesters).
15. The standard will be three credit courses; fewer than three credits will be discouraged. Courses which warrant 4 or 5 credits should carry that credit.
16. Conversion presents an opportunity to abolish antiquated or untaught courses.
17. Alternate-year courses should be discouraged, particularly at the lowerdivision level.
18^ The conversion process should be used to seek economies in course offerings by combining courses, both within and between departments. It is felt that the consolidation of some basic courses now taught in several departments (e.g., statistics) would require a snecial faculty committee to oversee the consolidation and strong administration backing to implement it.
19. The Faculty should adopt legislation to enable non-taught courses to be dropped after a designated period of time.
20. Conversion presents an opportunity to re-examine course numbering.
There should be standard course numbers at all levels reserved for special
courses (i.e., the numbers 100-110, 200-210, and so forth might be reserved
for experimental courses, internships, special topics, etc.).
The meeting was called to order by President Paul OlUm at 1535 on
June 3, 1981 in room 150 Geology. There being no corrections, the minutes
of the meeting of May 13, were approved as distributed.
ANNOUNCEMENTS AND REPORTS -
President Olum announced that a special meeting of the faculty will be held on June 10 at 1530 in room 150 Geology. This will be the last opportunity this academic year for the administration and faculty to discuss the budgetary situation for next year. This meeting will be open to a full discussion of the outline and procedures to be implemented to meet the cuts that will be necessary as a result of any cut in the anticipated budget for the University in 1981-82.
The admissions requirement for incoming first year students in the fall of 1982 will be raised .25. This will mean a required 2.75 grade average which is the same as the present requirement for first year out-of-state students. Oregon State University will make the same adjustment in its admissions requirement.
Mr. Ivan Niven, Chair of the Faculty Advisory Council, made a report on the activities of the Council during the past year. The entire report is attached to these minutes.
Mr. Charles R. B. Wright, Chair of the Faculty Personnel Committee, reported on the actions of the F.P.C. during the past year and stated that the Committee will release a formal report on the activities as well as some very strong statements on the method of preparing the personnel files for submission to the F.P.C. The Committee still has under consideration a few personnel cases. The report will be available at a later date.
President Olum expressed his satisfaction in the work of both of these committees and congratulated the members of the committees for having served the University with dedication and a willingness to spend many hours in this service.
UNFINISHED BUSINESS
GROUP SATISFYING REQUIREMENTS: Mr. Harve Waff, Geology9 brought this motion back to the Assembly following the April referral of the original motion to the Jniversity Curriculum Committee and the Curriculum Committee of the College of Arts and Sciences for further work. The entire motion reads: "I. Group satisfying courses or clusters proposed by departments or indiviual faculty must be revised by both the College Course and University Curriculum Committees before submission to the University Assembly as a whole. Proposals to the committees will be accepted and screened once or twice annually and not on a random basis. "II. Guidelines.
A. All group-satisfying courses must be liberal in nature and not professionally oriented or devoted in substantial measure to the performance of skills. In addition, they must be introductory in nature and broadly, as opposed to peripherally, related to the overall concepts and modes of thought encompassed by their discipline. Further, these courses will be offered annually or bi-annually, be numbered at the 100, 200, and 300 levels, and not be designed primarily for majors. All group satisfying courses will be starred with an asterisk in the University catalogue.
"B. No more than three courses in a single department may be counted by a student as satisfying group requirements.
"C. Group Satisfying Clusters.
1. Normally cluster courses will be taught by regular faculty, not by GTF's.
2. Departmental Clusters should be few in number and should introduce
~A;~~'~k'Y 3~.~1~~"kM2'u`. Cc)~4Y£~~~t,36~~ Ms.~ Maradel~`Gale, A & AA, read the following motion: '.The University of Oregon should convert its calendar to an 'early semester, system, effective Fall 1983.~. This motion received a second.
Mr. John Sherwood, Secretary of the University Senate, read the vote on the motion in the Senate: 14 yes, 15 no, and 6 abstentions.
Ms. Gale spoke to the motion by pointing out a number of positive factors that supported the motion and why she was so strongiv in favor of the early semester conversion. Among these factors were: there would be more depth and intense coverage of a subject in 15 weeks; fewer imcompletes would be gi\!en; textbooks are written for the semester system; the cost of purchasing books by the students will be reduced; more continuity in courses would result; administrative costs will be reduced by fewer registrations--impacting the registrar, business office, housing department, admissions and financial aids. An indirect benefit appears to be a higher retention rate in institutions with the semester system, and a better interaction between faculty and students. In direct monetary terms the initial cost savings would be $35 to $40 thousand in computer costs and $17,000 in printing costs. Ms. Gale also made the point that a majority of institutions of higher education have accepted the early semester system and that the qUarter system is to be found in only 25 per cent of the institutions of higher education.
Mr. William Strange, English, reported for the Senate that the Senate vote on the early semester system did not reflect strong support for the motion. He also pointed out that the cost savings were cumUlative and not immediate.
A motion to delete '.early'' from the motion was made and seconded. The Chair accepted this motion with the understanding that the traditional semester system could be brought up later even if the word '.early" were to be retained in the original motion.
Mr. John Sherwood reported that the Senate had voted to delete the word "early" by a vote of 18 yes, 14 no and 4 abstentions The Senate then passed the motion, sans "early" by a vote of 22 yes, 10 no and 3 abstentions.
Mr. Tepfer moved that the amendment to the motion to delete "early" be amended to add ''traditionali' before the word "semester.. in the original motion. This was seconded. Mr. Larry Jones, CSPA, stated that the debate should be between the quarter and semester system. After a brief discussion the motion was called for and defeated be a vote of 118 in favor or adding ''tradtional" while 138 opposed this move.
Debate returned to the motion to delete !'early'' from the original motion. Mr. Robert Sylwester, Education,questioned the impact on Summer Session and the public school teachers attending summer school if the early semester was accepted. Ms. Gale stated that various start-up dates for Summer Session could aleviate this problem and that the teachers would not be preclUded from attending summer school.
Mr. Glen Love, English, asked the Chair if the discussion was not to be cetered on the question to keep or not keep the word "early.. in the motion.
The Chair stated that the motion on the floor concerned only the word ''early'' and that the discussion should be confined to that subject. However, the debate still centered on the overall discussion of the semester system and its disadvantages to summer school attendance and to the quality of the weather in September in Oregon. The motion to delete "early" was called for and was defeated by a vote of 132 yes, and 139 no.
Mr. John Reynolds, A & AA, presented a graph showing that the weather in Oregon during the month of May was less desirable for outdoor activities than the month of August and that the early semester system would cause the losis of one of the most desirable months in the Oregon weather year because the academic year would commence in August.
At this point the Chair, President Olum, turned the podium over to Acting Provost Richard Hill.
The motion was called for and seconded. But the move to call for the motion was defeated by a voice vote.
Mr. William Holser, Geology, stated that h