Wednesday, August 27, 1969
THE MICHIGAN DAILY
Page three'
THE MKHIGAN DAdLY Page Thre&
LSA's Hays:
Changing times
By RON LANDSMAN
Managing Editor
COLLEGE ADMINISTRATORS generally do not consider these
the best of times, and literary college Dean William Hays should
be no exception.
Hays' predecessor, William Haber, got along well by represent-
ing the dominant moderate majority of the faculty. If Haber ever
talked to students, it was cursory and terse. Students represented
no particular interest in the dean's office and were accorded little
recognition.
But since Haber's retirement a year ago and the appointment
of his associate dean as successor, attitudes in the college have
changed drastically. Students are now a much more vocal, if not
forceful, segment of the college, demanding that they be repre-
sented as the faculty traditionally has been.
This change, common in the academic world, has made Hays'
job much more difficult than Haber's, adding a whole new dimen-
sion of potential conflict and confrontation which it is the dean's
job to contain.
The situation is all the more volatile because the academic
structure is in a state of flux. New power relationships between
faculty and students may eventually emerge, re-establishing rela-
tively tranquil practices. In the meantime, though, change is ex-
acting its toll.
The dean has traditionally been the arbiter of intra-faculty
conflicts and the representative of professors to those outside the
faculty. When he turns against the faculty-or even appears to-
he runs the risk of alienating his constituency.
T1E MOST CONTROVERSIAL action taken by Hays in his
thus far brief, but active term in office, was a statement released
last January. shortly before an important special LSA faculty
meeting. The meeting was called because a previous one had been
cut short by students' presence-faculty meetings were then closed
-and there was the imminent danger of a recurrence.
In an "open letter to students" released 10 days before the
meeting, Hays said he supported some student demands, such as
seating elected student representatives on the college curriculum
committee and opening faculty meetings.
Although the statement may have ameliorated the feelings of
some students, it served only to anger the faculty. Professors were
angry with Hays, not so much for what he said, but because he
seemed hypocritical to them.
One history professor, a leader o a potential insurgent move-
ment, said Hays had taken the exact opposite position in previous
closed meetings with the faculty.
Facing the threat of a full scale revolt, Hays broke precedent
by delivering a speech before the meeting was called to order. He
was barred from speaking after that because he chaired the meet-
in1g.
In a carefully designed speech, he undercut faculty opposition
by explaining that his letter represented only his own 'views, and
although he urged academic innovation on the faculty's part, he
reiterated strongly that it was in the faculty's power to determine
academic requirements.
THE SPEECH was a success. The opposition was defused and
the threat of an overturned agenda was ended.
But the incident, and Hays' apparent vacillation regarding
college policy, say much about his performance as dean.
Hays is a cross between the older style of administrator, like
Haber, who ruled his fiefdom with an iron hand, and the new con-
ciliatory brand of administrator, best represented by University
President Robben Fleming.
Hays' position is made all the more difficult by his apparent
lack of a strong philosophical base in either education or institu-
tonal structure. Thus, it seems that Hays tends to talk on both
sides of many issues because all strike him as being equally valid.
And with a slew of contradictory statements concerning a var-
iety of academic issues on his record, Hays' real views-or if not
views, then inclinations-are difficult to discern.
IN LESS TURBULENT TIMES in academia, such an admin-
istrator would have little difficulty in getting along. These, how-
ever, are relatively troubled times for colleges, when strong aca-
demic leadership might be able to solve many problems.
Hays, like Fleming, can mediate and conciliate. But he has not
-at least not so far-shown much determination to lead the col-
lege in new directions and new experiments,
His primary value to the school in this critical period can only
be to smooth the path toward peaceful interaction between the in-
terests of the faculty and the growing demands of students. The
demands will be there, and Hays will be forced to react,
The c
By HENRY GRIX
Editor
Two assistant professors left
the University last spring, but
behind them remains a live con-
troversy which will undoubtedly
be revived in the fall.
The controversy c e n t e r s
around a fundarmental question:
Who should be given almost
guaranteed lifetime assurance of
academic employment a n d
which should be denied this se-
curity? It is sparked by submer-
ged accusations that depart-
mental committees make tenure
decisions -- at least two -- on
political grounds.
Julien Gendell and Thomas
Mayer, assistant professors in
chemistry and sociology who left
after not being promoted and
granted tenure by their depart-
ments, have been the subjects
of review by an ad hoc faculty
group which recommended that
the two men be asked to stay on.
Although Gendell and Mayer
both left anyway, the ad hoc
committee members say they
have just begun to fight. On the
basis of their committee reports,
the professors are arguing that
the tenure procedure is inequi-
table and unfair.
One member, Psychology Prof
Richard Mann, introduced four
resolutions for consideration by
the literary college faculty April
7 asking for revisions in the me-
thod of granting tenure. And
Psychology Prof. Robert Hefner
feels the ad hoc committee
should continue to press their
demands for a review of tenure
decisions until the college and
University administration adopt
a new tenure policy.
Hefner, who heads the group
studying the Gendell case, says
the dispute began in February.
1968. when Gendell was told by
the executive committee of the
chemistry department that he
would be allowed to finish his
sixth year -- 1968-69 - at the
University, but that his appoint-
ment would not be renewed.
Most departments, including
chemistry, consider the position
of an assistant professor after
hie has been here six years. At
that time they can promote him
to a tenured associate professor-
ship, renew his untenured posi-
tion for one year, or decline to
re-appoint him.
The chemistry department
chose not to re-appoint Gendell.
At that time, Gendell asked to
see the committee's report, but
was told the report was confi-
dential. However, Prof. Charles
Overberger, chairman of the
chemistry department, says he
spoke personally with Gendell
and explained why he had not
been re-appointed.
But Gendell later said he was
"dissatisfied" with Overberg's
explanation and wanted to see
the executive committee's re-
port.
According to literary college
guidelines, a faculty member
must take his case back to his
o w n departmental executive
committee and wait for the
committee to reconsider the case
and issue a report.
If the aggrieved person is still
dissatisfied, he may take his
case to Vice President for Aca-
demic Affairs Allan F. Smith.
The guidelines specify, says
Dean William L. Hays of the lit-
erary college, that "no ad hoc
or other faculty body will be
recognized as agents for such a
oming
review, nor as motivators for a
review without the consent and
participation of the affected In-
dividuals.
But Prof. Gendell was unwill-
ing to allow his case to be hand-
led primarily by the department.
"If you leave all tenure deci-
sions to the department, the de-
partment remains in the control
of a small group of prestigious
faculty who look at the depart-
Inent like an exclusive men's
club." He refused to take his
case back to the department's
executive committee.
Gendell, who was active in the
1967 controversy over classified
Defense Department research
conducted at the University,
aired his grievances in a letter
to The Daily on Oct. 23, 1968,
and rumors began circulating
that he had been denied tenure
on political grounds.
Overberger counters that the
decision was made "with maxi-
mum objectivity. Since this is an
objective system, the committee
remains anonymous and the re-
port to the professors' commit-
tee is not published," wrote Ov-
erberger last November.
"I do not know of any situa-
tion treated more fairly and
scrupulously than Prof. Gen-
dell's," Overberger insists.
But the interdisciplinary ad
hoc group composed of four
tenured faculty members began
their own, independent review of
Gendell and concluded last Fe-
bruary "on the basis of the evi-
dence that has become avail-
able to us recently," that Prof.
Gendell was eminently qualified
for promotion to associate pro-
fessor.
The report cited major scien-
tific works of Gendell published
In the Journal of Chemistry and
Physics and the Journal of the
American Chemical Association,
testimony of Prof. Richard
fight:
Control
of
tenure
department of chemistry . . . If
you believe the evaluation pro-
cedures of the department were
such that they were prejudicial
to you, then that must be the
substance of your grievance."
Nonetheless, Hays feels the po-
litical question should have sur-
faced in the Qendell case for a
satisfactory discussion.
But Hays himself expresses
dissatisfaction with the tehure
procedure, and says the college
will "very shortly clarify policy"
on it. Although he said he was
"troubled by the notion of ad
hoc review," he says some of the
questions raised by the group-
such as the amount of outside
service to the University--would
have to be considered more fully
in the future. But he maintains
that "primary review must re-
main with the faculty."
Thus far, there has been only
scattered evidence that students
are interested in securing a firm
voice in tenure decisions, al-
though there has long been the
feeling that successful research
is over-emphasized at the cost
interest and quality in under-
graduate instruction.
There were a few small dem-
onstrations last spring staged
by Students for a Democratic
Society to protest handling of
the Gendell and Mayer cases.
But most students interested in
reforming the academic power
structure of the University were
busy bending their efforts to-
ward abolishing language and
distribution requirements and
securing a stronger say in basic
departmental curriculum deci-
sions.
But with these other battles
begun, if not won, and with the
recurring nature of the problem
of tenure, students will no doubt
soon attempt to gain stronger
influence over who their pro-
fessors will be.
Students rally on the Diag in support of
assistant professors Mayer and endell
Sands and community leaders.
and impressive student course
evaluations.
The recommendation w a s
signed by 14 professors includ-
ing Philip Converse of the soci-
ology department. Loren Bar-
ritt of the education school and
Arnold Kaufman of the philoso-
phy department.
"Since Gendell has been able
to perform meaningful research
while simultaneously playing a
valuable role both as an out-
standing teacher and as an in-
tellectual in the University com-
munity, it would seem to us
that any department should be
proud to promote him."
Overberger responded simply:
"The documentation presented
to us by your committee did not
change our appraisal . . . I re-
spectfully suggest that our judg-
ment on this question is sound."
Meanwhile, a five-member in-
terdisciplinary committee was
taking the same route in the
Mayer case and came up with a
report which unanimously re-
commended that Mayer be pro-
moted. {
But the sociology department
was not impressed, and Mayer,
a mathematical sociologist who
had a bent on teaching students
a popular course on revolution,
prepared to leave for a new ap-
pointment in Colorado.
The ad hoc groups appealed to
the dean to secure from the
chemistry department a state-
ment concerning Gendell's ap-
pointment and a detailed pub-
lic reaction from the depart-
ment to the ad hoc report.
But Dean Hays returned to
department's-rights principles.
"We have no evidence that you
have asked for a hearing before
the executive committee of the
Black major integrates LSA program
By LAURIE HARRIS
While other schools erupted
in confrontation over the need
for black studies programs last
year, the literary college quiet-
ly -- and quickly -- developed
the new Afro-American Studies
major.
The new interdisciplinary de-
gree program will be offered be-
ginning t h i s fall. Although
black studies is not a separate
department, the program con-
sists of some specially-created
courses along with selected re-
lated classes in regular literary
college departments. S i m i 1a r
programs have been offered for
some time in American and As-
ian studies.
Afro-American studies was
devised by a student-faculty
committee , including m a n y
black members.
The first black studies course,
which Is offered this fall is a
survey treating t h e dominant
trends and personalities - from
the black man's point of view-
in the United States from the
sixteenth century to the pres-
ent.
Two other introductory level
courses will be offered during
the winter term. One will deal
with the essentials of black cul-
tural development in the United
States. The second class w il1
discuss socio - economic prob-
lems of the contemporary black
community, including family.
religion, community organiza-
tion and the influence of white
racism.
In cooperation with Michigan
State University, the program
will also allow students to study
African languages, including
Hausa and Swahili.
Some 20 hours of already ex-
isting advanced-level courses in
several departments have been
integrated into the program.
They involve constitutional his-
tory and civil war of the United
States, the'literature of the Ne-
gro. American music courses
and a course in race and cul-
ture.
Several new courses have been
proposed for black studies, al-
though they have not yet been
formally instituted. These cours-
es include a study in the social
psychology of Afro - American
expression in the arts and an
examination of economic prac-
tices and institutions of black
and white communities, in an
attempt to find alternate solu-
tions to the economic problems
of the black community.
Another proposed c o u r s e
would study the black in Ameri-
can political and legal institu-
tions. This would include ana-
lysis of black power, black cau-
cuses and new politics.
In psychology, a course is pro-
posed to investigate American
racism, with special attention to
segregationist a n d separatist
rationales and to liberalism,
both in the north and south.
A second psychology course
would offer a comprehensive an-
alysis of factors associated with
inferior experiences of black
students in educational sys-
tems.
Seniors in the program will
be able to set up their own sen-
ior seminars for group discus-
sion or individual research on
specific topics.
Black students would like to
see the Afro-American studies
program expanded and they
have proposed creation of an
Afro-American Studies Center
to coordinate all aspects of black
studies, including research, fac-
ulty recruiting, degree-granting
and financial aid to blacks.
They would also like the aca-
demic program to expand quick-
ly to the graduate level.
Brendon Hudson, a member
of t he Black Student Union,
which formulated the center
proposal, explained t h a t a
"pool" of qualified people must
be built up in the field.
The BSU proposal w a s ac-
cepted by the University in Feb-
ruary, and President RTobben
Fleming has named a committee
to study possible programs.
BSU members favor the cen-
ter idea over creation of a de-
partment of black studies be-
cause they believe an autono-
mous administrative unit would
be more efficient than a depart-
ment in handling the Afro-
American concentration pro-
gram.
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(Continued from Page 1)
tion would convince the fac-
ulty to grant a voice in tenure.
They soon discovered, how-
ever, that participation in the
curriculum committee was get-
ting them nowhere. Both grads
and undergrads, incensed by the
non-reappointment of popular
assistant professor T h o m a s
Mayer, demanded a restructur-
ing of the entire tenure-granm -
ing process.
Students and faculty in so-
ciology ended last year at an
impasse when 15 students at-
tempted to attend a faculty
meeting in April. Sociology fac-
ulty meetings have always been
closed, and the faculty reacted
to the student presence by sim-
ply ending the meeting. No busi-
ness was conducted, although
the students had asked and are
still asking for open meetings.
Open meetings and a few
curriculum changes were the
only net change in the English
department last year. where stu-
dents organized a cautious, con-
servative steering committee.
Perhaps because they knew
the degree of opposition they
would run into, English students
worked slowly, hoping to estab-
lish their credibility as serious
members of the department. The
faculty was just slightly cooper-
ative. When major curriculum
changes were proposed to the
English students did win seat-
ing of three students on both
graduate and undergraduate
curriculum committees, and they
also convinced the faculty to
open their meetings, which was
a major breakthrough for the
English department.
"There was plenty of hesita-
tion and plenty of doubt," ad-
mitted Fraser, who said the fac-
ulty had agreed to open the
meetings on his urgent recom-
mendation.
At the end of last year, Eng-
lish students began to feel the
necessity to press for more vot-
ing rights, especially on tenure.
Tvo steering -committee repre-
sentatives, Frank Crantz and
Ann Munster, explained, "Stu-
dents want to be assured that
their interests will be taken into
account in tenure decisions. As
of right now, there is no sat-
isfactory means for achieving
this."
Political science students ran
their movement for academic
rights in a much more militant
manner, demanding parity deci-
sion-making rights on all facul-
ty units, including the executive
committee.
The situation was, of course,
fairly bad in political science,
For example, there were students
on the undergraduate educa-
tion committee-but they were
grads.
The real crisis came when a
members and ten grads in the
group.
The undergraduates in politi-
cal science blasted the report
and demanded student voting
rights on the executive commit-
tee. They called for a teach-in
and encouraged a boycott of all
political science classes during
the protest.
After the teach-in, the grads
re-interpreted the report and
decided it implied voting repre-
sentation for students would be
granted on the executive com-
mittee. However, no further ac-
tion resulted because finals be-
gan. The political science con-
troversy will probably resume in
the fall.
While political science grew
more active, the history student
movement virtually disbanded
after a strong start. In fact, it
was the initial history forum,
which attracted 150 students,
that started the entire depart-
mental movement.
The History Student Associa-
tion did win creation of a stu-
dent-faculty curriculum com-
mittee, but student members
never pressed their original de-
mand for two co-equal commit-
tees, one on student and one
faculty affairs, which they had
hoped would replace the execu-
tive committee.
Most of these movements
tended, of course, to fade as fi-
1