IiISIIORICAL
PERSPEq TVE OF FACT'LTY GO\rERNANCE
TIIE I'NI\rERSITY
OT NORTTIERII IOWA
t 96a-t-994
PauI E. Rider
Professor
of Chemistry
ttNI Faculty
chair,
L976-7A
UNI Graduate Faculty
Chair,
a9A5-A7
Introduction
This is intended to serve as a reference
document for the
group of former
wtto are to sit
faculty
leaders
in deteraination
governance
of the directions
in whicb faculty
at the University
particularly
of Northern
fowa rdill
take into the 2l-st century,
in
relatj.on
to the position
of chair of the University
FacuLty.
It
is not exhaustive
and there
is a wealth
of documentation
that
is
available
that provides
a more detailed
description
of the events
governance
that created
the current
and influences
faculty
structure.
governance
Faculty
at the University
of Northern
fohra 9ras a
work in progress
for the first
two decades of existence
of the
latest
iteration
of the institution,
from approxinately
1968 to
19a6. Prior
to becoming UNI , the governance structure
reflected
the practices
of an administration
and faculty
tflat were closely
itere facul-ty
[enbers
intertwined.
l1r;rical
administrators
who had
been selected
for administrative
duty from among the ranks of the
professorate
.
With the advent of university
status
in !967 and its
inplementation
in 1968, that began to change. Outside faculty
and
administrators
were being brought
in to give substance
to the
change that
had taken pIace.
The administrative
structure
took on
a forn more like that of true universities
traditional
with their
collegiate
structures.
Factors
Leading
to
Devel-opment
of
Faculty
Constitution
The transition
of administration
occurred more rapidly
than
that
for the faculty
and its governance
structures.
Durrng the
().969-701, 37 Dembers of the
second year of university
status
(ref.
faculty
the faculty
1) petiti.oned
leadership
to forn a
connittee
to explore the developnent
of a University
Faculty
Constitution.
This carne in response to events of that year in
which the faculty
uet on numerous occasions
to deal with two
najor issues of the 196Os, (1) racial
unrest and (2) the Viet Nam
WarThere had been sit-ins
at the President's
home to protest
discrirnination
agrainst blacks,
This resulted
in the formation
of
the Committee of Five that exarnj-ned the situation
on campus. It
reported
to the faculty
that year j-n several
lonq meetings.
while
such neetings
had b€en the tradition
of the institution
in
previous
tines,
their
suggested the need for
length and intensity
a more structured
organizational
scheme for faculty
deliberation
page 2
numbered approxirnately
and decision
naking.
The faculty
500 and
the attendance
at the rneetings was usualfy
substantial
event was the Kent state Unj.versity
Another controversial
students
protesting
shootingfs on May 4, L97o, involving
the Viet
Guard. The faculty
Nam war and the ohio National
held several
meetings
to deal hrith student
and faculty
shock and disnay
relative
to this
event. Students were gliven the option of not
and this created
further
tension
within
taking
finals,
the
faculty.
met and approved a
on uay !9, I97o, (ref,
L) the faculty
of 12 Bembers to develop a faculty
motion
to create
a coumittee
constitution
under which the facuLty
couLd operate
in an
Danner. This eventually
hras formed and
appropriate
and effective
chaired
from Political
by Willian
Metcalfe
Science.
reported
to the Faculty
Senate on
T'he I'{etcal-fe conaittee
February I, I97t (ref.
2). It had suggested a re-organization
of
a carry-over
t'he Faculty
Senate which nas, at the tiue,
from the
previous
governance structure
of The state college
of fowa.
Discussion
involwed proposed changes in senate size and
problems related
as weLl as perceived
to the
representation
governance
in faculty
involvement
of administrators
sigmificant
and decision
making.
discussion
At a Faculty
neeting on March I, L9?!, further
3). This discussion
took place regarding
facuLty governance (ref.
conment from David Bluhn,
is best characterized
by the following
and Religion:
from Philosophy
tr The day of easy infornal
conmunication
between
is gone. The
staff
instructional
faculty
and administrative
to develop
faculty
and
instructional
should have an opportunity
needs the voice of
express its point of view. The administration
rt
the instructional
faculty.
James flartin
and Provost
Neerly appointed
vice President
addressed the faculty
4)
at a rneeting on November L, !97L (ref.
of procedures
and poli.cies
by
in which he asked for codification
revision
and updatinq
of
operated.
He reguested
which the faculty
(P.
docunent still
in force
the Faculty
Manual, the operational
that
explored
and itrFlemented
a conmittee
this
E- Rider chaired
sought a ltorking
definition
of
revision
and updatinq).
}tartin
rt asked for better
trfaculty,
comnunication
between faculty
and
and requested that he be allorted to attend senate
administrators,
neetings
on a regrrlar basis.
University
Faculty
constitution
presented
a prelininary
forn of the
Williarn
Metcalfe
to the faculty
at a meeting on February 2L, L972
constitution
(ref.
5). Pertinent
issues discussed were the size of the quorum,
the university,
represented
development
of a senate that truly
voting
rights,
had proprietary
the
the areas in which the faculty
and the process by ethich a faculty
definition
of trfaculty,rr
nrosterl
eacb year.
coul-d be identified
Page 3
April,
May and ifune (refs.
6.
In the ensuing months of llarch,
were held at which th.e various
through
1O), facuJ-ty neetinqs
Faculty
consti.tution
!'tere presented,
articLes
of the University
amended, and adopted.
discussed,
included
the size of the
Issues negrotj.ated and settled
quorum, the meubership
for faculty
status
relative
reguirenents
could
and the method by which faculty
to rank and function,
petition
meetings to frave special
faculty
(ref.
tras debated
8) concerned
An imtrrortant
issue that
the
of the University
Faculty.
It was decided
status
of t.he chair
leader,
chosen by the entire
needed an elected
that
the facu]-ty
the ctrair
of the University
Faculty
senate
voting
faculty.
(elected
ttouLd be designated
as the
from the senate menbership)
would
Faculty.
This individual
vice clrair
of the University
facilitate
conducting
the business of the senate, much of which
of the faculty
find its way to the floor
itself.
would eventually
to combine these two offices
into one sincrle
An attempt
position
consj.derable
was made. but was defeated( after
leadership
discussion ) .
9), a speeial meeting was held at
on uay L5, L972 (ref.
being amended. The
was approved after
lrhich the Constitution
Professor
Holtard
was thanked and dismissed.
litetcalfe
Conmittee
v..section
4.1 to make the chair of
Jones roved to apend Article
non-votinq
rnember of the
the uniwersitv
Faculty
an ex officiowith rights
of notion
and debate - This
Faculty
Senate.
University
passed.
notion
10) to approve a
Tbe faculty
net on June 26, L972 (ref.
procedure
as the official
operating
the constitution
to impleuent
accepted
and
of the faculty.
The document rtas formally
docurent
referred
to the
nade retroactive
to June 1, L972. Tl\e procedures
committees
faculty
and faculty
Faculty
l{anual,
officers,
( curriculum,
on co:Mittees
welfare,
comnittee
) as well as the
proeess - The constj-tution
lras to be in fulI
force by
election
1973.
Spring semester,
11), Senate
At the Septenber I!,
L972 senate meeting (ref.
of tno
for the appointnent
Chair Jar0es Bfanford
called
and distribution
of the
one to oversee the printlnq
conmlttees,
new constitution,
and the other to make the senate and its byamendnent of the
with the constitution.
Further
laers compatible
meeting on oct. 2' L972 (ref.
occurred at a faculty
Constitution
the budget cormittee.
12) 'A
regarding
13)
Senate neeting was held on oct. 30, 7972 (ref.
special
conflict
a
an
adninistration-faculty
regarding
to discuss
grrievance
Hiduke that rras handled in a way
fiJ.ed by Professor
powers and prerogatives
were being
the faculty's
that
suggested
This long discussion
rendered
impotent
by the adminj.stration.
relative
to being
touched upon the faculty's
role in a university
exercising
authoritative
as opposed to the faculty
advisory
functions
.
decision-:naking
(ref.
14). Facultv Chair
At a sel]t- 10. 1973 Senate neetind
on the
Ii{. B. spith
requested
that he be alloeted votinct privifeges
them, but was
Senate.
senate chair
Hoerard Jones dranted
ouirk.
based on Art. v. Sec. 4.1.
challenoed
bv Senator charles
ltere qranted.
and
no
rights
upheld
the
challenge
The Senate
page
4
(fron a faculty
cornmittee
Amendments to the Constitution
nyself)
vtere approved at a Jan. 13, L975 neeting
(ref.
including
powers and prerogatives.
some other
15) that dealt erith faculty
were discussed,
the size of the quorum and the
including
matters
Chair.
This was also a meetingr at
for the Faculty
term of office
wfrich concerns on the part of the Board of Regent.s as to the
were dj.scussed.
of the Constitution
legitinacy
Recrent Aporoval
of the
Constitution
lrere made to
During the Spring and Fa1l of 1-975, attenpts
get the state
Board of Regents to approve the constitution.
This
rejecting
the document
effort
cuLminated in the Board officially
at its Decernber, 1975 rneeting.
by the faculty
This decision
was discussed
at a Jan. 12,
1-6). vice President
Uartin
lrrote a letter
1976 meeting (ref.
to
at a meetinq on Feb- 2, !976 (ref the faculty
that was discussed
that this
indicated
that he felt
action made the
17 I. ltartin
rrnull and void,rr and that it could only be
constitution
as a set of rrby-lawsrr for the faculty.
It rras at this
considered
that
the old Faculty
meeting
that ltartin
also indicated
Uanual
source of policy,
and that the
was no longer an official
P.esident's
Policies
and Procedures Uanual bras the official
of Northern
operating
docuDent of the university
Iorta.
resulted
in the Senate voting
This diletrrna eventualLy
to
on its coanittees
and its
functioning
inpose a noratorium
in the
spring of 7976, which was brought to the floor
of the faculty
on
L6, l97o (ref.
17a). Senate Chair Judith
Harrington
February
the dilernna to the f acul-ty,
which qained a grreat dea1
described
This becane a crisis
in confidence
betneen the
of publicity.
and the faculty.
adrinistration
a vote of no eonfidence
Attenpts
nere made to conduct
in the
administration.
This eventua].ly
Kauerick/tttartin
resulted
in a
faculty
evaluation
of both adrinistrators
conducted in ure Fall
of I97A by forner
Faculty Chair Rider and Senate Chair
This natter
was complicated
Ilarrinqton.
by the election
of the
in L976.
to use collective
bargaining
faculty
of the moratoriun
The inrnediate
result
was the formation
of
(upon which I
and four administrators
a committee of four faculty
procedure.
served) to develop a conf lict-resolution
The resultingr
procedures
erere presented to the faculty
at a meeting Uarch L,
197 6 (ref . 18). At a Senate neetinq on llarch L5, 7976 (ref.
19),
l{artin
Uanual be made
Vice President
recommended that the Faculty
vrith the Policies
and Procedures t[anua1 , and that a
compatible
uanual on Policies
nelf document ca1led the rruniversity
and
Proceduresri be formed. Thj.s was never implemented after
the
electionbarqraining
When I assumed the Chair in FalI,
1976, I indicated
at the
neeting on August 30 (ref.
20) that the faculty
first
faculty
bargaining
rdoul-d be deciding
on collective
that year and that we
would need to revise the Constitution.
At a Senate rneeting on
Nov. 8, L976 (ref2L), grievance procedures were discussed and
concern eras expressed by a constitution
revision
conmittee
that
bargaining.
its rrork rras a ntaste of time, due to collective
Page 5
Tfre faculty
met on Teb. 7, L977 (ref . 22) Eo revise the
of the Regents.
to meet some of the objections
constitution
and Procedures
Further
changes &tere made in the Policies
l.{anual
(ref.
and the Senate by-Laws at the ylarclr 25, 1977 Senate neeting
to evaluate
meeting, the decision
President
23). At this
Karoerick
t{arEin was made.
and vi.c.e President
At a Senate Beeting on Uarch 1,3, a978 (ref.
24) and a
on April
3, L978 (ref - 25), f offered
ehangres in
faculty
neeting
governance
structure
to make i1 g6nFatible
with
the faculty
(from extensive
bargaininq
discussions
with ltnited
collective
of some
representatives
disbanding
Faculty
) . This involved
and chanqes in the charges to others.
Discussion
coom-ittees
a].so
the status
of conflict-resolution
involved
.grrievance procedures,
the status of the Faculty
lIanua1 (vis-a-vis
committees,
the PEP
of administrators
and the proposed evaluation
in light
Manual),
bargaininqt,
of collective
of the compositj.on of the Senate rras
soue modification
at a faculty
meeting on l!{arch 3, L980 (ref . 26). At a
discussed
chair Judith
facul.ty
meeting on April
2a, ).98O (ref . 27), Faculty
g'overnance (tbose
an assessnent of faculty
HarringrLon offered
with this
document because
minutes
and her address are included
nood at the tine).
they capture
the prevailing
pertinent
other
developnents
included
cornmittees
that erere
(voting
the definition
of faculty
versus nonforDed to re-defj-ne
etc. ) (refs.. 28 and 29).
votinq,
On ltarch 25, LgAS (ref3O), Eaculty Chair Jerry Stockdale
President
curris
felt
that the
to the senate that
reported
could be amended to be sent to the State Board of
Constitution
The Senate net on Nov. 11, L985
approval.
Regents for fornal
(ref.
to the Constitutj.on
hrith the
31) to consider revisions
to have it sent to the Regents.
intent
At a faculty
neetinq on Feb. 3, 1986 (ref.
32) the faculty
the constitution
and, with the support of President
revised
Curris,
it was approved by the State Board of Regents that year.
version,
was
reprinted
in its latest
and has been available
It
to
in that forn since that tine.
faculty
Personal
cotments
tly involvement
above is only a part of
in what is described
involveruents
more extensiwe
I have had through
my 30 years at IJNI
of areas. This has included
curriculurn
in a wide variety
issues,
general education
prograns,
gtraduate
tenure and pronotion
issues,
education,
evaLuation
and re-organization
of minority
educatj"on
proqrans,
progra-ms and space use,
athletic
and recreational
pro!trrams, and many other areas outside
educational
reroedial
of my
extensive
involvements
in my areas of professional
training
and
expertise .
These conmitments express ny confidence
and belief
in UNI as
acadenic university.
it has m.atured into a first-rate
The area of
governance has been particularly
near and dear to my
faculty
that our role as facuLty menbers is to be more
heart.
I believe
than mere rdorkers in an educational
factory.
If lte are not
trho will?
to assume our rightful
responsibilities,
willing
page
6
as a new and young faculty
Tfie I'rushrt of excitement
menber
me the unique opportunity
when I arrived
on campus allowed
to
in the development
of a I'universityt
alnost
become involved
from
the ground up. Iihile
we wbo h?ere brought
ScI had been inpressive,
to university
status
in to help implement the transiti.on
erere
arrived
as wel-1 as the
allowed to join those who had recently
Itold-timersrt
place than it was. It was
to make this a even better
with their
knowledqe of the institution
especially
the oLd-tiners
provided
that
the foundation
and their
wisdorn and insiqht
for the
transition
effortof approximatel-y
500 faculty
members
From an institution
(those 1isted
and 79Oo students
in the catalog)
in 1969 rrhen f
( excluding
arr j-ved, we have qro!{n to 705 faculty
adjuncts ) and
growth (regular
While faculty
taeDbers ) has not
13,500 students.
growth,
kept pace with student
ete have sti1l
naintaj,ned
and
improved the quality
of erhat hte offer.
element in the
In ny prejudicial
view, the roost iraportant
of what Ite do at UNI is
enhancement and improvement
continued
serve as partners
in our
facultv
leadershiB.
Adninistrators
and allegiance.
They are only
effof,ts
and we owe theu our respect
trfirst
of higher education,
among equalst
in the enterprise
that resul-ted i-n the Constitution
in
fiowever. It was that spj-rit
place,
the first
with its proscriptions
for leadershipsubstance and style,
As you ponder changes in leadership
I
j-s useful
and Iti11 be something
hope the historical
information
T aLso stand ready to
that you consider
in your delj"berations.
ways. Like many of you. I am one of those
serve you in useful
trold-tiuersrt.
Perhaps I have sone wisdom that wilL be useful.
suggestions
is always subject
to the
The evolution
of any organization
forces
of change that require
it to clrange in ways to that
a].]-ow
it to meet the dernands placed on it at a given tine.
governance,
l-et the process
If it is tine to change faculty
begin,
If it is time to reand let it be bold and creative.
to re-define
the senate, to form a
confi.qnere the Leadership,
do it Idith knowledge of the past
different
conmittee
structure,
and visions
of the future.
of a rrUniversity
Koob has suggested consideration
President
Senatetr to include
aJ.l components of the institution.
That may be
rrorthy of your consideration.
not be too surprising
to me to see your efforts
ft will
things
are
result
in significant
changes whj.le certain
and keep
roaintained.
I urge you to changte what needs changing,
what seems to work f airly
!,tel-l.
Thanks for bearing with rne through this docunent.
Best
wishes in your efforts
and I etiLl follovt lthat happens with great
interest.
Page7
Table of ParentheticalReferences
FM standsfor Faculty Minutes (or recordsof f'acultymeetings). FSM standsfor Faculty
SenateMinutes (or recordsofsenate nreetings).The minutesreferencedhavebeen filed
by the secretariesofthe faculty and the senateat the time oftheir production and all have
beensupposedto havebeentransmittedto the university archivist. Dates for these
minutes aretypically expressedin the body ol"the documentabove.
l. FM995
2. FM 1016
3. FM r0l8
4. FMrO42
5. FM 1053
6. FM 1055
7. FM1062
8. FM 1063
9. FM 1066
10. FM 1068
t1. FM 1069
12. FM1074
13. FM 1079
14. FM 1104
1 5 .F M 1 1 3 9
1 6 .F M 1 1 6 8
17. FM ll70
l7a.FM 1172
1 8 .F M 1 1 7 3
19. FSM1174
20. FM 1183
21. FSM1193
22. FM1199
23. FSM 1207
24. FSM1224
2s. FM1226
26. F}"'{1265
27. FM1269
28. FMt275
29. FM 1302
30. FSM 1346
3 t . F S M1 3 5 4
32. FMt357
A?PENDIX
p",'i tit""
C hi n i 3 i r y
0epartEeni
FACULTYMINUTES
A p r i l 2 8 , 1 9 60
7269
Topic:
Address Uy ifrair Harrj.ngton
FACULfi GOVERNLT\CE:
An Accountins
(Cornplete address
to these l{iButes)
The meet5.ng was called
Representatj.ve
of
the
to order
g:10
at
Cedar Fa1ls
Record
is
addeaded
by the
chairperson,
Harrington.
was DTesent.
To preface he:' renarks on the topic for the day, Faculry
chair outl ined the sequence she intended to follow:
Review of where the faculty fits
the university
Rights of the faculty
Responsibil ities
s1 the faculty
Status of Facul ty Governance
Judith
in the organizational
Governance,
structure
the
of
(A copy of the coEpleEe address is addeuded to these rEr-nutes.
Following rhis
or questions.
presentation,
faculry
nembers were invi.ted
to offer
Don l{iederanders (Teaching) asked if the concept of the conflict
conmittee of 1976 was judged to be positive.
co@enEs
resolution
Chair ltarrington
explained to the group that in February - March, 1976,
forlowing action by che faculty to ceale ar1 facurty corurittee activiti,
there
r".as real concern evident, and a conrnittee of four admini.strators
and four faculty
was named. The comittee,
chaired by president Kanerick, also includ.ed
vice-Presi.dent t"lartin, Deans Roberr l',torin and clifford
Mccollun, and Fr.ofessors
Paul Ride!, Chuck Quirk, John TarI and Harrington.
This group prepared. a
document, whi.ch among other procedures, was designed to help iesorie confl icts
by having each group keep thl other inforned of its del iberiti-ons fron the
beginning.
PauI Rider (Cheuristry) anplified
resolution
this, stating that 3 conflict
consrlttees had been naned and were beginning their work. However,there was not
tine to test the effectiveness of this approach, because the adninistration
innediately
withdrew after the vote for ioltective
bargaj.ning, in Fall, 1976.
Elaine Kalna! (English Language and Literature)
offered that collective
bargai.ning di.d not change the structure of governance; the structure stilj
exists, but there i.s a gulf between the tradi.tional
structure and collective
It
bargaining.
be possible to
then entered a
get together.
the tine to do
It may
is too bad if collecti-ve bargai.ning caused a halt,
She
use collective bargaining to get confL j.ct resolution.
plea for those concerned to stop bej-ng overly polite and to
stonped on by the legislature,
is
Now, after being 1iterally
that.
Harrington agreed thac both the faculty and adni-nj.stration have been extrenely
and although we do need caution,
cautious, to avoid unfair labor practice;
it need not be so extreme.
Ji-n Skaine (Speech) expressed his opinion that the p-ob1en is concem with
process, not principles,
in matters such as hiring
staldards or guidelines
p?actices.
as a decision nakj.ng grouP. The
We need to ?evive the faculty
facutty
can have an i-npact.
Jin Chadney (Sociology, Anthropology 6 Social Work) stated that Skainers words
ring trrre, but there is another factor: power. We seldom use or explore it;
The key to governance is getting and using
the administration
uses it daily.
power nore effectively.
Hanington concuEed with the concern about power, and cited tlro examPLes
lrhen the Senate refused to accept
Hhen the faculty has exerted it influence:
and, nore tecently,
as presented the statenent of nission for the University,
of how decisj.ons are to be urade on tenure for departnent heads
on the principle
and other non-unit
faculty.
M. B- Snj.th (Speech) renarked that the faculty holds a reoarkab ly siEPlistic
DOES have power by noral suasion.
attitude
The faculty
on rhat power is.
can survive r,/ithout
Arr adEinistrator
has even stated that no administration
We should use our porrer.
the acquiescence of the faculty.
Ri-der next comented to Kalnar his hope for ways that sonethi.ng can be worked out,
bargaining to find an
and the need for those ho do not support collective
effective
way to becone involved.
United Faculty needs to try to include
non-members in better qays, because there are Problens; a tTeEendous vacuum exists.
is being brcught to
Augusta Schurrer (Mathemarics) pointed out that naterial
There are pockets of dissent, but no
colsoittees as an accoruplished fact.
As
functioning
as a facutty.
Nothing is done to puLl new facuLty together.
are.
a faculty group we don't know where the pockets of difficulty
They nust coPe with
Harrington said that departnent heads need backing:
adninistrative
decisions such as that nade on the summer school budget, apparenily
without input.
Schurrer added that departnent heads are subject to periodic review, that
line.
they get slamned hard if they haven't toed the (adnini stration)
Harrington continued that other divj-si.ons are rnaki-ng decj-sions affecting
the
acadenic divisionof belts and assertiveness
It rri1l take ruscle, tightening
to create any impact on the decision naking.
Schurrer cited
as presented.
the fact
that nany conrnittees have been asked to agree to docunents
Myra Boots (Comrunicative Disorders)cited
also the incident of the Inter_
institutionat
Mfirnative
Action Connittee's
leport having been changed by
the Presidents, from TTIJNIroust have an affl.rEative
acEion review offlcer'i
to
affirmati.ve action revj.ew officer).'i
"UNI should consider....(an
The chair next called for a sense fTon the gmup of whether or not thi.s kind
of dialogue is productive.
Wideranders stated his belief that collective
bargaining did not give an
offi.ce or effective
voice to the f€.culty as had bten hoped by its proponents,
but has instead .divi-ded and disenfranchised
the facul ty-, and that the- facurty
needs dignity and unity of purpose or it wi.11 slowly d1e.
GTace Ann Hovet (English Language and Literature)
observed that the snall
size of the group present was one indication
of the faculty
opinion of how
productive such a session is.
Mary Lou Mccrew couDtered with a denuner,
advlsing that such a sessj-on can
have a "ripple
effect"
among the faculty,
and that this kind of fonn
is
needed nonthly so we can get behind the issues before they are closed and
sealed.
Meeting adj ourned at 3:58.
These ninutes shall stand approved as published r[rless corrections or protests
are fited wi.th the Secretary of the Senate w"ithin two weeks of this daie,
[,fay 8, 1980.
Joan Diarnond, Secretary pro tert
-3-
FACITLTY GOVERNA.i{CE:Art Acco@riDg
PresenEed by JudiEh F. Earriagton,
Chair, UEiversity
Faculty
EO
UD.j-vers iry
laculEy,
Apr11
28,
1980
I}TTRODUCTTON
At the ADri]- 1976, UD'ivers iEy Faculty
meeting,
tbeu Faculty
Cha1r,
presented
Paul Rirler,
a sull[Irary of facu]-ty
gowemaace at IINI since
the adveat of collective
bargai!.irlg
o1r ol]! caBpus.
It is ti'r!e].y that lre Ee!-iew that sEalus.
Ihis
to revielr
w1th you lrhere the acade8ic
divLs1oE'
scluctule.
afterqooo,
"fits"
iq
I i'-!L]. the! addTess the questj.oos
of lespoD.sib ill.tj.es
wi.thi!
that strtrctrEe;
aqd coo,clude witt! Ey accouatL!.g
goverDance
at Ehi-s tLoe.
flrst
I !.ant
the uuive?slty
aE'd ri.ghts
of
of the status
facul.ty
of
j.rf,to the insrj.rutioD.alWhere do facu].ty
(The organj.zasrructure?
"fiE"
tioaal.
structure
of UNI, as fouod in the lg.Ltglgg
"f1ow chartsrr
ap.d Procedure l'tanuel=, are plesented
by use of owerhead transpareacies.
Cooeut
Eade that af.though
othels
at IINI are a]-so educators,
the focus of tb,l-s
address is o!. the facuLty.)
Three
I.
quesEioEs
Does the
are
is
Ehea posed:
facul.ty
hawe respoes ibilities
!r-j.LhiD. the
University
structure?
A succiBct
statelrent
in respouse
to chis questioB
1s found rrichi!,
the documen.t 'rStateu.ent on Governance of Col!.eges and Universities,"
shJ.ch was
jotutly
d eveLoped by the AAO?, America!
Councj.l oE' Educatiou,
a!.d the
Associatioo
of eowernicg
Boards of Url-iversl'ties
atld Colleges.
I quoEe:
The facu].ty
has priru.ry
respoosibility
for such fn!'daBe!.tal
are:u; as curricuLuE,
subject
oatter
end Dethods of llrstruction,
resealch,
faculty
status,
and those aspects of s tudeu,t 1i.fe
lrhich rel.ate to the educaii.ona]- process.
T1're terro "facul.ty
status'r includes
establishing
staadards for appol.ntoeDt,
re-appointe.eEt,
the graDEiu,g of teaure aad proEotion.
1o quote again:
.. -sctrolars
ia a particular
field
or activi,ty
have the chief
collpeteEce for judgj-ng the lrork of thei.! colleagues;
in such
coapetence it is iEp].icit
that responsibility
exists
for both
adverse and f a't'orable jsdgeaents.
II.
Does the faculty
aE this partlcular
have any righrs
tl.Ee?
-4-
lrithiD
this
particular
structure
lle are we].]. a!,are Ehat we have no stacucory
role in the govenaace
of thls
Yet, a definition
iastitution.
of "right"
includes
the p6rer or prt!-iIege
Eo whj-clr one is justly
entitled.
WhaEever priv-i1ege we e!'j oy results
froE
itre lorlg tradj-tion
that Ehose who are associated
w1th acadeEe, fre.ction
as
partners,
regardless
of particular
ro1es.
This very body, the UEiversity
Faculty,
is a denonstration
of that philosophy
aDd custoE.
So ngch for
lofby
staledeots:
have aay rights
DO the faculty
at Uli:l at this
time?
lfJZ lespoDse
is a
s tron'g YES. Certai.lrly
the preseDce of collective
bargaining
on this
governance.
canpus has altered
Ilor.reeer, there j-s oo thj-ag ilrhereEt
iq the
larr to suggest that Ehe faculty
carl Eo longer conceive,
nurture
or-(yes)their
eveD, assert
vierrs related
to the areas of respoaslbi]-ity
I cl'led
j.s thac the chaED,els of comuni-cation
earlier.
The key differeEce
a6s
differ,
depeo<ll.ng oD. the Eatter.
Ilatters
of curriculum
To prov-ide a concrete
exaEple:
are chaaaeled
aD'y Eodificatioo
as before;
of those routes
has bee!' deli,berated
and
Eolded by the facuLty,
lrith
cus CoEary revl.gr
at appropriate
administrative
Faculty
concenrs about j-nsu.rance, by coa'trast,
leve1s.
are erpressed
to
What is fhe probleE,
the ageat fbr consideration
and acEiontheD.? AIo
j-D. the l{inutes
I beiag
too siEpl-istic.?
Orre aDswer aay be fould
of cbat
years
FacuJ-cy Eeeting
lato
refl-ected
ago, rhich
the Ctrairrs
v-ie!r.
I quote:
The adlLin-is tration.
. -has takeo
its relacj-oD' to the goveroance
to the Urlited Facu1ty...
relate
a qore restlictive
view of
s trucEure,
It prefers
to
Let us Dot jump
to the conclssi.on
Ehe adei.nistration'
that
s prefereace
lras necessarily
a deliberaee
to seal off tradiEloEal.
foros of
effort
goveraaDce.
A1l of us were iD. coofuslon
at that tiEe regarding
rho tr'ay
EaIk to whoo about vhac-whena!'d tlre coqfusioll
has not abaeed:
Furtl.er,
rhe adEidl.s tralj.on's
straEegy is BoE unj,que to this ^-rpus,
Quoti-Dg froa
a!. article
i.o, Septeuber,
l{onthlv,
lrrl.tten'
by a foroer
1975, Atlantic
presideot:
Uliversity
AdD-iais tration
be seeo as lhe
No sonder aany
welcome faculty
have princlpled
Eo face.
I,/hat
your corEplaj.nt
i.q fact,
adDlEistratioo
Eay
is alieoating;
oEher people's
art of eocouraging
al.ienatj-oE.
presidents
and deaus secretly
university
uaioas.
i.ife
is easier if you
and staff
grouods for E.ot deal.iog ',rj.th people face
to be able to say, 'Please refer
a coafort
repleseD.tat ive.
to the appropriate
of s Eudent evaluations,
Relating
Ehis posture to lhe natter
Chair w-ill oeed to asserE Eo our Vice President
that lre do,
responsibillty
have "righE",
a.Dd reason to discuss Eogether
of studelrt evalua.tions,
III.
Wtrat j-5 lhe
current
status
of
-5-
governance?
Lhe !'aculty
indeed,
Ehe coE.leot
I r'i].l atceupE to weave Ey reEarks arouEd
I!. reslonse ro thj-s question,
stated previousLy.
Let us begin at the beginniEg:
the prqpositions
i.l1 you fiad
of the University.
Noehere in that statemene
the mission
basis for all
To educate.
Yet, surely
that is the lmurltien
a phrase;
We may disagree,
about the
sometiBes vigorously,
that is rflriEte!.
of "educatioq";
hon'ever, there Eus c be a comon assrmptj.on
lnterpreratioa
is
regardless
assignoent,
if the institution
of purpose,
of individual
goes about its business
of
aE a1l.
How the iBsti.tution
to fractio!
goveraa8ce strucThe tradl-tional
educatiD,g, is ttre focus of my concera.
to ttre
uneadi-ng co@i-ttees
is a pluop target
f or j okes related
ture
, the
the seeqiog
of co@.lttee
assig@eots,
redr.rrrdaocy of cor@ittee
ted.iossness
As one result,
as but a few examples.
Ehose engaged 1n faculty
effox:-s,
goveraEllce
loay be dhided,
ever-reflarded
or deli.ded,
certaialy
rarely-if
efforts.
for their
vho needs the headache of
lltry bother,
then?
Evea 1f we have the righE,
I
I thirk
gg need Eo accept the respooslbi-ll.Ey.
the responsibility?
just
Ey viel':
preseot
trro exao.ples to support
A.
lle have been coosidered
Io the area of c,urriculus.,
to have the princiPle
coopeEent by the Uoiversity
TheE'
and revl.e!'.
responsibj.licy
for developuenr
for exaaple, rrhen a forceful
cutback in fuods is
also have
anDounced for sunmer school,
che faculty
the acadeBic
a respbnsibility
to knolt to vhat extent
diwisions'
leaders vere able to bave a voice iq deterBiniDg
of cuEbacks on Particu]-ar
the effecrs
curricu].ar
such as g-aduate
a'issions,
Programs.
B.
a potenSeaadards for tenure
and p rotrlo t ioa--alvays
Staodards
so nowl
tj.all,y volatile
issue--certai-a1y
wi-th the iadividual
for excellence
ousc originate
discipline.
iac]-ude those cited
These staadards
You Eust
earlier
rmder rhe phrase "faculty
staEus."
de&oudeteroine
for appoiotmeot,
Ehe qualifications
and che 1ike.
strated
scholarships
withi.B its d.efinl.tj-oE
carries
Be alerted
though, that responsibiliEy
rraceouotability.
and sta!.dards ' I a8.
of culriculuq
" In both Eatters
about to ma.ke stalemenEs that oay be vieeted as harsh and Probably unpopular.
hard looks
Io. terds
of curriculun,
aE tides we have shied aitay friom taking
torture
of revj-sing
revisions.
at currlcular
Consj-der lhe extraordinary
faculty
general educalion thesepast
Efforts
of various
study
f er^' years.
groups were repeacedly
of oBe vested interest
roaligned as beiog supportive
or aDoeher.
Iadeed,
tj.on of
@ent of
intelest
Ehe comPoslche action this body took last nonEh to resiructure
entreachthe University
could be viewed as further
Senate cerlainly
to coBcelns of Eutua.lvesfed inEerests,
at che risk oi attending
to the Universlty
as a whole.
't
I
-6-
just
Aod in regards to staadards:
as we find aeple evideBce, rre tLilrk of
decisioas
a'e, the faculty,
are IroE
adqiriistretive
that are uasupportable,
judgoents
may be capricious,
i-murle frou uaking
that at tine
arbitrary,
or
even vindictive.
a decisj.on
Thus L do vj-ew as inportant
guards against
such cooduct.
rerrie!,
systeE
to provide
safe-
you that tro EatLer
I lgaat to reaind
Ilowever,
wj.l.l be oade.
a decisioa
You oay relinquish
goveruurce
is cast as lmrer.raldiag
or treated
wil]- be aade.
rhat
ulti-Eately
the issue,
your respoasibl-llty
because
pun1t1vely;
but those decis j-oD.s
The judgoen.t
of
wil]- be oade.
or yoir!
tb.e qualLty
of
yotr
rese.arch
colleagrres
credentlals
I!. that
regard,
sorae facu].t'y are atteEptiJrg
aE th1s tille
to detea'ElE e how 1t
tbe po].icy
regardi.ng
teEure aud proEo cj-oD. that appears i-a tbe Uni.is that
to and eadorsed by
versi.ty
Earrual is ia a foro other
thao the one presented
senate.
the ltaivers1ty
Also,
iteEs
Selxete rri]-l
the Uaiwe-sity
that should be of loEerest
today
lateard coocers
receive
to you.
for
coasideration
I.
orl loterdiscipliEary
In j-ts report,
the ad hoc comittee
S tudies
states :
The comittee
its
co{@i-c8errc to i1tterdiscj.plinary
cootiaues
sttucture
studies,
aod believes
that aa adE1sistrative
for ao'd an enhauceneu,t of such studies
are both possible
aad necessary.
EoL'ever, at thi.s tiEe it does aot believe
ttrat alr appropriate
clinate
exists
ori this eaopus to
o.ake such a cofiE-itEeE,E realistic.
2.
(co-si-goed
?rofessors
atrd Rider
faculcy)
Macnil]-an
by addj-tioua].
are requesti.ng that there be an invescigatioo
of tbe feasibiliEy
aud raEi.fj,cations
adaissj.oa
Eo IJNI.
of increasiug
scandards
To conclude:
Governance does exist
at U-].[I; and there will
be those
vtro rri.l1 persist
Eust
in atte$pting
to oake it thrive.
I'he faculty
teru1De the extent ot which governaace will- Ehrive.
If you waat to
abrogate your rights
and respous ib ilities,
theE do so kBolriogly.
CAVEA1 ffPTOR
-7-
faculty
de-