Evergreen State College Archives

Accession 1971-07

Administration : Academic V.P. & Provost

Academic Planning Conferences 1970-1971

Series: Audio

08 & 9 February 1970

Recording Timeline Summary

08 February:

09 February 1970 (Audio)

Summary of Academic Planning Conference, February 8 , 1970 (TESKE)

 

Series: Memoranda

THE EVERGREEN STATE COLLEGE

February 17, 1970

M E M O R A N D U M

TO: President McCann
FROM: Office of the Provost, Conference Chairman
SUBJECT: Summary of Academic Planning Conference, February 8 and 9, 1970

This conference summary statement has been prepared as a reference point to which we can turn for guidance as needed on "basic understandings and goals" as we pursue the more specific development of TESC academic program.

CONFERENCE CHAIRMAN - David G. Barry, Vice Provost

CONFERENCE PARTICIPANTS

CONFERENCE CONSULTANT-OBSERVERS

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SUMMARY STATEMENT

The major points which you presented in your introductory remarks are so central to our future academic planning that they have been repeated here for record and distribution. Prospective faculty and students will find them valuable as they participate in later discussions on program development.

Excerpts from Introductory Remarks for Planning Phase II, Charles J. McCann, President, The Evergreen State College, presented to Phase II Academic Planning Conference, February 8, 1970.

This college (TESC) has collected scholars and experts who, insofar as they inquire in their fields of interest, will by their presence here together form a living link between our present society and the past, a source of power with which to help us all meet the future. Students will work as colleagues with faculty and others, and together these people will try (that word is emphasized because it involves all of the college's people in continual change) to create a place whose graduates can as adults be undogmatic citizens and uncomplacently confident individuals in a changing world.

We assume that toward this end the most valuable service Evergreen can offer is to initiate a process of continuing learning by preparing a student with the methods of learning and experimentation, by encouraging independence in pursuit of inquiries that interest and motivate him, and by providing him with counsel and resources to test this knowledge and ability. Put negatively, we do not intend to stamp a "product" with a brand of a particular academic elite nor of a narrowly conceived vocation.

Evergreen's task, then, is to begin a process of continuing learning. We should be pleased if our graduate turns out to be a generalist, or one familiar with one of today's great problems, and satisfied if he's a specialist, even a narrow one. Terms like "breadth and depth requirements" will have no place here, since they assume that the B. A. is, on one hand, the end of all education, or, in a few cases, not even the beginning, but simply a prep school for "real" learning later.

Statements of goals, however, have not defined the college's character so much as a few key specifics of execution. The specifics which characterize Evergreen:

1. Areas of inquiry will be those generally found under the headings of natural sciences, social sciences and humanities, understanding that this includes the idea of study in interdisciplinary problem areas, and that it excludes the strictly vocational.

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2. Particular emphasis must be given to those areas which can take best advantage of the college's location at the seat of state government.

3. Only one college requirement for the B. A. degree: 36 units (each roughly equivalent to the level of reading and writing required for a stringent five-quarter credit), with the understanding that these units represent accomplishments, not accumulations of time,

4. Modes of instruction would probably slant toward seminars for most in the first two years with appropriate weaning, via programmed self—study and tutorials, toward increasing independent work with admixtures of regular classes and large lectures (which would not be "classes"). If fourth-year students aren't doing most of their work independently, we've failed.

5. A student's program would be individual, developed with the advice (and consent) of a faculty advisor. The advice must be informed, close and careful. A student should be able to progress on his own terms and speed. This does not mean "grooving in the grass." Here much depends on the faculty member, who ought not to be hidden behind row upon row of committees who have given prior approval of what's going on and whose face depends on what happens to him. His status at Evergreen ought to be on the line with every approval.

6. It must be possible to generate units by work-study; it's extremely important that we have an effective program. The question has been raised as to whether it can be effective if it's not a requirement. I feel very strongly that the absence of "requirements" is an absolutely basic understanding of the place.

A word on "requirement":

- Situation A - A student has a limited choice of seminars in his first year, he must pick one. I do not consider that a "requirement," since that's all that is available. (Although, even here we must make a route for bright students who can begin independent work immediately.)

- Situation B - A student does not get credit from a professor for a contracted unit because he has been either illiterate or sloppy in his presentation. We need to distinguish standards of performance from "requirements." I would hope that colleagues would not recommend retention for instructors who let illiterate presentations get by.

- Situation C - A student is faced when he begins his program with a series of hurdles to the B. A. degree in the form of particular discrete activities that he must go through. It is this sense of "requirements" that has no place in the Evergreen concept.

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7. The "grades" will be credit/no credit.

8. Each faculty member should be responsible for close to 54 students whose work with that particular faculty member represents a third of the student's load, or 18 students whose work with that faculty member is their whole load (the equivalent of three-unit intensive courses).

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Discussion AND CONCLUSIONS

After preliminary discussion, it was agreed that first priority was to define general parameters on the form of the academic program and to define the professional preparation and interests that would be required in the first faculty group that would be recruited to fulfill the responsibilities of the program. Such definitions were necessary to enable recruitment to begin immediately. Other items on the agenda were set forward for future discussion and settlement.

CURRICULAR ORGANIZATION

It was agreed that the faculty would be assigned by the Provost and Council of Deans to plan for, and to serve in inter-disciplinary (or multi-disciplinary) project groups or task forces. The grounds could vary in numbers of both faculty and students. Each faculty person would generally be responsible for giving educational leadership to 18-20 students. The groups would be organized around a limited number of agreed upon central themes which would provide the focus for the planning of educational seminar and discussion groups for interchange between teachers and students. An example for themes familiar on most contemporary campuses organization could be "Crises in Western Civilization". This subject area could call upon leadership from the variety of faculty team expertise available. The groups would utilize as many modes of educational communication as interests and time would allow including independent study, reading, films, tapes, audiotutorial study, LTV, field trips, etc. It was recognized also that subset groups could be formed from within the theme group as time and interests would indicate appropriate. Such subset groups could be formed to pursue acquisition of understanding, special

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It was also recognized that other track options would have to be made available for some students whose level of maturity experience and career interests would enable them to move directly into special areas of knowledge and project work with much individualization of program which could be called "contract' programming. In all cases, it was agreed that advanced work (upper division) in all areas should place as much responsibility on the individual student as possible for fulfillment of his education program.

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MODEL OF BEGINNING PROGRAM FALL 1971

INCOMING STUDENTS, PARENTS AND FACULTY

PERIOD OF ORIENTATION AND COUNSELING

This is to consist of an all campus series of events planned to make students aware of study options available at TESC and to assist them in making individual choices of program to their interests and ultimate goals. The program would consist of general lectures by faculty and visitors, panel discussions on contemporary problems, programs and opportunities as they relate to personal planning of program, special events, concerts, theater, lectures, films, discussion groups, etc. will be the mode.

INDIVIDUAL Counseling AND CHOICE OF PROGRAM

SCHEDULING, AND ASSIGNMENT TO PROGRAM ACTIVITIES

PROJECT AND THEME GROUPS

  

CONTINUING EDUCATION

Each major group to focus

on one inclusive topic.

Sub-groups will be formed in each major group to consist of 20 students and one faculty preceptor or group leader.

Study patterns for each subgroup will focus on 1-20 ratio. Instructional modes will be small group, seminar discussion forms tutorial and individual study contract planning for pursuit of special individualized programs as part of the general project theme.

Subgroups will each be responsible to their major group programs and will contribute to that program as well as to the subgroup. Some will include part-time students.

Part-time students and individual study contracts where special capabilities and interests indicate such scheduling to be appropriate. This could include work- study planning

ONGOING ALL-CAMPUSPROGRAM

This program to consist of a continuing series of events planned in advance to involve both on and off campus resources people, media, special visitors, open to the campus and to the public to deal with topics and programs that are selected and planned to phase with and to give supplement to the project group activities and to the general community.

All PHASES OF PROGRAM WILL REQUIRE CONTINUAL EVALUATION AND Review OF GENERAL PLAN AND OF FUNCTIONAL RELATIONS OF TEACHERS AND STUDENTS. By the nature of program structure, teaching will be under continual review and modificationas program is pursued.

Model

MAJOR GROUP A
5 faculty - 100 students
Crises in Western Civilization

General Chairman

                                   

Subgroup          Subgroups

 A1               A2, A3, A4,etc.

        1 faculty
        20 student

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In reviewing kinds of leadership which should be sought for the first planning faculty group it was agreed that:

1. We should seek men with central

a. areas of demonstrated competence and concern

b. demonstrated concerns and experiences in pursuit of inter (or multi) disciplinary scholarship and teaching, including use of a range of media, and modes;

c. experience in curriculum planning for inter-disciplinary programs, preferably team planning and teaching;

d. demonstrated interest in the rigorous demanding role of teacher with a definite respect and liking for this relationship with students, and counseling.

This first group of faculty should be sought for as group leaders who could integrate and lead planning for a major group or who could serve as sub-group leaders. These. would he the men to design the structure of the first year's program and who would work with us to recruit the next series of faculty to staff that program and present it.

It was agreed that the Deans and the Provost would work together to arrange for contacts and interviews and to present a priority ranked list to the Vice-Presidents for review.

It was agreed that the Provost would appoint faculty pending mutual agreement and negotiations undertaken by the council of Deans. Appointment would require full endorsement by each member of the Council of Deans.

It was not agreed on what status of tenure could be offered nor what final salary ranges were appropriate. This must be settled. It was agreed that whatever tenure may be offered, it would be tenure in the institution with interdisciplinary considerations. The individual would have to be willing to accept assignment for teaching leadership in some appropriate

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areas other than his particular disciplinary competence. It is anticipated that a conference on tenure and its considerations may be held at TESC involving AATJP leadership to shape final policy.

It was agreed that Deans of various divisions wil] review each other's proposed candidates with a view toward selecting a productive group of >inter-disciplinary leaders rather than appointing with any sense of filling divisional quotas. Certain areas of experience may be postponed for recruitment in the Fall of 1971. It was also agreed that it would be better to recruit fewer faculty of proven capability than to merely attempt to "fill" the positions. It was also agreed that part-time and short-term appointments should be considered and proposed.

It was agreed tentative]y that the first student population should have the, following limited distribution with a mix of age and origin:

First time college students                                                                          540
Community college two years                                                                     100
Continuing Education students adult, part-time, individual contracts 160
                                                                                                                         800 FTE

We have yet to determine and agree on how to define full terms of employment for prospective faculty. How can we best state clearly that teaching will be under continual evaluation and review by peers with a view toward improvement of program and that excellence in teaching will be recognized based on such review and evaluation? How can we best state support for continued growth of scholarly interests on the part of individual faculty? How can we assure, that faculty recognize and support the concept of cooperative education and work-study?

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Series: Pack Forest Retreat Video

#1 Opening (Byron Youtz, Charles McCann

Includes Member of the Faculty Al Wiedemann - introducing the Geoduck mascot, and Malcolm Stilson's "Three Deans" presentation, etc.

#3 The Library (Jim Holly)

#5 Public Relations (Dick Nichols)

Includes Nichols' analysis of the newspaper articles about The Evergreen State College

#6 Academics (Provost Dave Barry, Dick Nichols)

 

 

Series: Planning Documents and Dedication Posters