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August 29, 1967 - Image 44

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Publication:
Michigan Daily, 1967-08-29

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THE MICHIGAN DAILY

TUESDAY, AUGUST 29, 1967
Affairs

acuity

Assumes New

By PAT O'DONOHUE
ribers of the Senate Advisory
.ittee on University Affairs
JA), the executive organ of
niversity faculty's Senate As-
y, were quietly hopeful, last
it this time, about the pos-
y of making their organ-
a "a powerful weapon" with-
e University community.
to that point, apathy on
art of a large majority of
y members had made SACUA
vely impotent considering its
ribbon" constituency. But
xciting events of the last
seem to indicate that the
has finally come when fac-
pinion on meaningful issues
e organized in to an effective
ire group to influence Uni-
y decision-making.

SACUA began the year by blast-
ing the University administration
for complying with a subpoena
issued by the House Un-American
Activities Committee (HUAC)
which asked for the membership
lists of three campus organiza-
tions.
The University had been sev-
erely criticized by faculty members
and students for its action and
12 members of the faculty even
went so far as to request that a
special meeting of SACUA be call-
ed to establish a committee to
examine the University's decision
in the HUAC case.
SACUA then formed an ad hoc
committee "to examine the Uni-
versity's response" to the HUAC
subpoena. The committee spent

approximately two months pre-
paring its report and recommen-
dations, which were brought be-
fore the Senate Assembly for a
vote.
Highly Critical
The body approved seven highly
critical proposals pertaining to the
University's action and the pre-
servation of civil liberties on cam-
pus.
The resolutions expressed regret
at the HUAC incident, estblished
a student-faculty civil liberties
board, and recommended proce-
dures designed to guarantee pro-
tection of freedom of association
and dissent at the University.
The theme of student and fac-
ulty participation in University
decision-making dominated many
SACUA decisions this year.

During the "student
movement of last Novem
CUA adopted many of the
demands in asking for ar
ination of the Universit:
sion-making process. The
was followed by Universi
ident Harlan Hatcher'sx
for tri-partite committee
were subsequently accept
Earlier in the year, SA
proved the Knauss Repor
for sweeping changes t
greater student particip
the decision-making proce
University.
Communications Me
In recent action, SACU
at a request from the F
Control of Student Publics
investigate the role of t
in the University commu

Active
power" did establish a committee to study
ber, SA- the functions of all campus com-
student munications media.
re-exam- SACUA was established initially
y's deci- to give members of the faculty a
ir action more active voice in University af-
ty Pres- fairs. It is the nine-member exe-
proposals cutive body of the faculty's Senate
s, which Assembly and controls the agenda
ed. of the various subcommittees it
CUA ap- heads. Only tenured faculty (pro-
t, calling fessors or associate professors)
o ensure may be members, and therefore
ation in vote in the Assembly.
ss at the The Senate Assembly is a 65-
dia member body composed of rep-
A balked resentatives from each of the Uni-
Board in versity's colleges and schools. The
ations to representatives are elected by the
he Daily faculty of their respective divi-
nity, but sions, with the literary college

lesidential College Debuts in East Quad,

'o Move To North Campus Site b

(Continued from Page 1)
literary college in particular.
ypical academic program in the
sidential College can be supple-
nted by the specialized faculty,
raries, and laboratories and the
ole range of curricula to be
ind within the undergraduate
leges of the University.
The student in the college en-
rs a wide choice of fields of con-
itration, since those specialties
t taught on the Residential Col-
e campus may be pursued with-
the literary college.
As for cultural opportunities,
;idence within the greater Ann
bor community means that the
dent may attend concerts, lec-
es, theatre, and art exhibits
rmally found only in metropoli-
n centers. Supplementing extra-
rricular a c t i v i t i e s available
thin the Residential College is
e full repertory of undergradi-
e activities in the University
mmunity-student publications,
rsity athletics, play production,
isical organizations and student
vernment groups.
The University began to actively
idy the Residential College in
62 when a committee under for-
er Vice-President for Academic
fairs Roger Heyns was formed.
te in 1963 the literary college
culty approved by a narrow
argin the committee's report ad-
cating the "principle of the re-
lential college." A faculty plan-
ng committee was set up and by
arch 1964 it had submitted a
nerete proposal for the con-
ruction of the college.
The project, with an opening'

date set for some time in 1965,1
was then passed by the Regents
and sent to the administration
for submission as part of the Uni-
versity's budget requests.c
In October 1964 the faculty4
planning committee revised its
recommended action - and asked1
that the college begin in the fall1
of 1966. The Regents, however, set
the date for the fall of 1967, with
dormitories to be constructed on
North Campus.
But more delays were in store.
Planning the College was a com-
plicated task and involved numer-
ous time-consuming delays.
Dean Burton Thuma, retired
Director of the Residential Col-
lege, said the delay was caused
because, "Planning had reached a
plateau. The architects could not
decide until they knew what was
needed. The planners could not
decide what was needed until they
decided what courses to offer."
This was quite a stumbling block
until a curriculum was finally set.
Differences with the administra-
tion over planning specifics were
settled and the plans were ready
for final action by the Regents.
Historic Meeting
In an historic meeting in April
1966, the Regents approved plans
for the College beginning in tem-
porary quarters in East Quad-
rangle in 1967 and moving to
North Campus in 1969.
But the Regents' approval was
conditional. The story of the Res-
idential College planning has
been one of enthusulasm often
clouded by doubts of support and
lack of guidelines. The condition

the Regents placed on the college.
was monetary.
Ambitous plans, at one time
costing over $16 million which in-
cluded a library, a dormitory, a
classroom and office building, a
science building and eventually an
gymnasium had to -be trimmed
to meet the $11.8 million figure+
finally agreed upon in July, 1966.
A large segment of this money
will be financed . through self-
liquidating bonds, but over $4 mil-
lion is needed in either private
funds or state appropriations. The
often hostile Michigan Legislature
may provide some support, but
this will be limited at best.
Private Funds
The University's $55 Million De-
velopment Program has raised
only $25,000 for the college at this
date. However solicitations are
continuing in earnest. The Univer-
sity is definitely committed to the
project and College officials are
assured that funds will ultimately
be secured.
Architectural plans were ready
in July and a builder will soon be
chosen. North Campus construc-
tion will begin shortly thereafter
with completion scheduled for Au-
gust, 1969.
The Residential College, under
its new director James Robertson,
associate dean of the literary col-
lege, after careful consideration of
over 1,000 requests for information
has admitted its first 200 students.
The College has also selected its
faculty from among those mem-
bers of literary college with spec-
ial interests in undergraduate edu-
cation. The faculty expects to
broaden their educatonal involve-

ment with the students through
conferences, counseling and infor-
mal exchanges.
The curriculum of the Residen-
tial College consists of 32 courses
to be taken over a four year per-
iod. The courses can be divided
into three categories: core courses,
concentration courses and elec-
tives.
Core Requirements
The Core requirement which ac-
counts for nearly half of the stu-
dents time "combines time-hon-
ored theory with fresh practice."
It assumes that every college
graduate still needs a solid found-
ation in the liberal arts, and that
building this foundation on pre-
scribed courses, the college can
"confer several distinct education-
al benefits at one stroke."
To begin with, language skills
and orientation to methods of
rational inquiry can be built into
these courses. Further, because the
content of these courses will be
fixed for at least a year of two at
a time, advanced courses can be
built on known foundations with-
out gaps or duplications. And last,
they constitute an intellectual ca-
pital shared by all students in the
College, a factor leading to a sense
of close academic community.
English composition will not be
taught as such, but will be the
ongoing concern of the student
and his instructors in all core
courses. Comprehensive examina-
tions at the end of the sophmore
year will encourage the student to
integrate his knowledge of some of
his core courses. Foreign language
competence will be put to active
use as each student is required to

ly 1969
take a reading course taught in
the language he has selected.
Concentration programs may be
constructed in most of the discip-
lines in which concentration is
possible in the literary college.
While the small size of the Resi-
dential College will force the stu-
dent in a few concentrations to
take much of his work on central
campus, small size will also make
possible the development of inter-
disciplinary studies under faculty
guidance.
Free Electives
Every student will have eight or
more course openings reserved for
the pursuit of his free interests.
The variety and wealth of the
overall University course offerings
are available to satisfy these in-
dividual interests.
According to College officials, all
arrangements for rimplementing
curriculum are tenative and in-
deed, "the rule will always be to
encourage freedom and rational
innovation."
The great problem facing the
modern university is growth, an-
onymity and inflexibilty. The
Residential College is an imagin-
ative attempt to respond to these
difficulties.
The Residential College may be
nothing more than a recognition
that human relationships form
important parts of education. If
the combination of residence halls
and classrooms means nothing
more than being able to run up-
stairs from classes to change
clothes, it still may keep multiver-
sities human.

iole i
having the largest representation.
A proposed action before SACUA
is given to the appropriate sub-
committee for study. The subcom-
mittee will consider the problem
and then present a report to
SACUA which will bring it before
the Assembly for a vote.
Ultimate Power
Although ultimate power lies
with the Regents, as one SACUA
explained, "If the resolution is
well documented and the faculty
is behind it, it will usually be ac-
cepted."
Faculty members admit that
while SACUA gives them repre-
sentation and a voice in Univer-
sity decisions, several difficulties
remain.
* Certain policy decisions, such
as admission policies, the prospec-
tive size and growth of a school
are made within the administra-
tive structure of each college and
at the University level as a whole
where the "real action is"
Each college has its own
structure which can create prob-
lems for successful formation of
Iunified University-wide policy.
There is the possibility of
duplication of efforts; the various
schools may pass similar resolu-
tions such as the literary college
and the education school did on
HUAC, or possibly different ones.
In either case, neither has the
weight of a formal faculty state-
ment.
Literary College Faculty
The literary college faculty, in
particular does not confine itself
to the strictly academic side of
University life.
The faculty, enraged over the
HUAC incident, passed a highly
critical resolution which expressed
regret at what they called "the
breakdown in communication and
confidence which has occurred
since HUAC subpoenaed the mem-
bership lists of three student or-
ganizations"
The faculty further charged the
administration with "less respon-
sibility and less fidelity to the
democratic process than the Uni-
versity community had every right
to expect. The resolution was
sent to University President Har-
lan Hatcher and the Regents
Dean William Haber of the lit-
erary college said the attendance
of 720 professors at the meeting
was the largest turnout for any
meeting in memory.
Outpouring of Interest
"I don't remember such an out-
pouring of faculty interest in my
30 years at the University," Haber
explained. He had made similar
comments on many LSA meetings
which took place last year because
faculty members were suddenly
appearing at the regular month-
ly meetings of the literary col-
lege.
Many heated meetings were
concerned with the compiling of
class ranks and withholding of
grades for the Selective Service
System. However, the LSA faculty
defeated a move to withhold
grades.
The University's stand on class
rank is presently under study by a
committee of students, adminis-
trators and faculty members.

o

'

University President Harlan Hatcher after
Addressing the Faculty assembly

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