THE MICHIGAN DAILY

mmittee

Suggests

Policy,

Structure

Change

(Continued from Page 2)
in dompete contradiction to 1
be educational purposes of theA
nversity. °
B. A Philosophy of Administra-s
tn. Good intentions are not u
nough. Ams do not achieve them-
elves. And in an institution asc
arge and complex as the Univer-o
Iy, workable administrative ar-d
angements are of prime import-a
nce. If badly designed, adminis-t
rative structure can frustrate andr
onfuse. Not only must the struc-t
ure be designed to carry out then
Fniversity's educational aims, bute
Iso it must be constructed in thet
ght. of a clear understanding of
tie ' fuictions of its constituent
arts. The University must have
philosophy of administration no
ss than a philosophy of purpose. 1
Although it is axiomatic that theu
tegents are ultimately respnsible
or all operations of the University,
is the responsibility of students,7
aIculty, and administration to
rork cooperatively for the attain-d
rent of the University's educa-a
ional goals both in the formal in--t
tructional process and beyond.
'he administration must concern
self with the "administrability
f policies and plans, providing for
eriodic evaluation of rules and
rocedures, with flexibility to meet
hanging conditions and special
roblems without loss of stability.
'he faculty has a vital role to playg
n providing the educational thrust L
o the non-academic eperience.s
id, as emphasized repeatedlya
erein, students must be activec
.articipants in the whole process,
Ot merely because it is essential-
fair to allow the "governed" tot
articipate in tie "government,"a
r because student participatione
elps bridge gaps in attitude, agey
nd insight into student needs, buts
specially because opportunitiese
or participation are indispensableA
or individual educational growth.
Although it is important to af-
Irm that administration, students,
nd faculty must cooperate if the
ull product of the nonacademico
pportunities is to be realized, this
troika arrangement" needs to bet
iewed realistically. The threev
omponents may be pulling towardd
he same objective, but neither dos
hey pull the same weight nor do
hey bear equal responsibility. Stu-e
leats are on the campus for a com-
aratively short time, whereasd
aculty and administration are rel-
,tively permanent. Yet the tran-
ient nature of students' stay at
he University and their conse-
uent limited tenure on policy
orming bodies quite understand-
bly imbues some of them with a
[riving sense of urgency to con-
ribute constructively to their alm
nater. 'The dynamics of such con-
'iction-charged creative impa-
lence -should be fully utilized, for
t has in it the ingredients that
nake for progress; but it would be
mwise to grant to it absolute
'eign, for in the .final analysis it
s -the faculty and administration
hat are held accountable by ther
Regents and, by society for the
ducational orientation and educa-
ional yield of the institution.
Contemporary discussions of the
ole of the college or'university in
ts dealings with its students oftene
mploy the phrase "in loco paren-
is." Though taken literally the
>hrase itself is neutral, ordinarilys
ts use is condemnatory, denoting
nfl over-possessive, excessively pa-t
ernalistic, sometimes arbitrary
:oncern with the, social lives oft
;tudents. The committee rejects
he doctrine as thus understood. It
ilso rejects the use of the phrase
lespite the fact that it might as
appropriately refer to a wise parent
-one who is not over-possessive or
arbitrary. The committee does rec-
>gnize that the University, like the
parent, is concerned with growth
nd maturation. But the Univer-
;ity's wide-ranging commitments
o teach and to offer counsel tran-
;cend the parental relationship.
The mutual goal of students, fac-

ilty, and administration is educa-1
;ion. If it be conceded that the
jniversity's educational role is:
.nitary - if, as herein argued, the
extra-curricular experience of a
student should contribute to his
otal maturation - then neither
he University nor the students
can abdicate their responsibilities
o the community and its goals.
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-t

It cannot sensibly be assumedc
that every student who comes tof
Ann Arbor is ready at once to mover
about in the complexly structuredc
society which is the University,
unaided by guidance, counsel, andf
some regulation. But a studenti
changes. At very least he grows4
older, and, if the university is
doing its job, he becomes wiser
and more mature. The design of1
the University's administrative ar-
rangements in student affairs must
take account of this growth. It1
must take account, too, of the het- ,
erogeneity of the student popula-
ion. The student body of the 1960's'
s vasty different from that of1
ears gone by. It is not almost ex-
clusively a group of young under-E
graduates. Almost 10,000 are grad-1
uate and professional students,i
and 1,500 are from. other nations.,
Of the undergraduates, an esti-1
mater 2,000 are 21 or over. Nearly+
7,000 students are married, of1
whom approximately 1,500 are un-;
dergraduates. An estimated 3,000
are 18 or under. In percentages ofc
the student body of 25,000:
Forty per cent are graduate
and professional, 28 per cent
are married, 48 per cent are
21 years old or more, and only
12 per cent are 18 years old,
or less.
Their fields of interest and their
goals in life are widely varied. The
university does not work toward a
single purpose. Criteria of maturity
and growth other than chronologi-
cal ones are hard to find, but it is
obviously unrealistic to ignore this
rich diversity and to create a sys-
tem of administration built on the
assumption that every student
comes to the University as a 1-
year-old youth~ unused to respon-
ibility and that he remains in that
condition until the day he leaves
Ann Arbor sheepskin in hand.
On the basis of these considera-
tions, the committee believes that
in general a substantial degree of
supervision and guidance should be
ffered freshman students, but
that it should ,decline sharply
thereafter; and that in all the en-
vironmental aspects of the stu-
dents' lives, whatever their age or
status, regard must be given to
the educational importance of of-
fering them continually increasing
pportunities for carving out their
destinies.
The University should make it
clear that maturity and a high de-
gree of self-discipline are required
of its students, so that the entering
student and his parents do not
misunderstand the nature of his
opportunities here nor make un-
reasonable demands on the Uni-
versity.
Moreover, the committee believes
that if the philosophy and prin-
ciples which it has set forth are to
be applied consistently in student
affairs the administrative struc-
ture of the office should be one
which has clear lines of responsi-
bility, effective means of commu-
nication between administrative
levels and separate'agencies, op-
portunity for the faculty and stu-
dents to have appropriate voice in
formulating policies, and flexibil-
ity for adaptation to changing cir-
cumstances. The "particular inter-
ests and needs of both men and
women must be accommodated but
without cleavage in administrative
structure and policy determination.
in short, the OSA should have a
unified and coherent structure
which students and faculty can
understand aid which can operate
effectively to achieve the Univer-
sity's aim: that is, "to stimulate in
each student the maximum intel-
lectual growth of which he is
capable and to enable him through
resultant development of character
and abilities to make maximum
contribution to his society."-
An Administrative
Structure
The committee recognizes that
there are several types of adminis-
trative arrangements that might

be devised to serve the ends enun-
ciated in the previous section, and
it disavows special competence as
an architect \ of the obviously
"right" 'structure. But it recom-
mends, nevertheless, for the con-
sideration of the vice-president for
student affairs an organizational,
arrangement which, it believes,
can provide student affairs with
the type of unified, administration
necessary if singleness of philoso-
phy is to prevail.
In brief, final responsibility, and
authority -in the area would rest
with the Vice-President for Stu-
dent Affairs, who would be advised
by an Executive Council composed
of faculty, students, and adminis-
trators. Because of the many other
administrative obligations of the
vice-president, however, the imme-
diate responsibility for operation,
of the GSA would rest on a Dean
of Students and an Associate Dean

of Students, one a man and one .
a woman. Together they would ad-E
minister the matters heretofore
delegated to the Offices of theI
Dean of Men and Dean of'Women
and would eventually take under
their jurisdiction the International
Center and the Office of Religious
Affairs.a
In recommending the substitu-
tion of a Dean of Students and an4
Associate Dean for the traditional
Dean of Men and Dean of Women
the committee wishes to prevent
the cleavage in philosophy and pol-
icy which has heretofore existed.
This cleavage has been symbolized
by the geographic separation of
men's and women's residence halls
and by the existence of the Union
primarily for men and the League
primarily for women rather than
a student union. The committee
believes that the young people who
enroll in the University are pri-
marily students seeking to learn,
seeking to develop not in isolation
as men or women but together as
equals and collaborators. The OSA
therefore, should reflect this uni-
tary view, and the activities and
services offered should be grouped
functionally (housing, discipline,
scholarships and. aid, activities,
etc.) rather than handled under
different policies and direction as
at present in the offices of Dean
of Men and Dean of Women.
The committee recognizes, how-
ever, that the needs of men and
women are sometimes different. It
also recognizes the desirability of
having both men and women. (in
major as well as minor positions)
involved in the administratign of
student affairs. It thus recom-
mends that the Dean of Students
be chosen on the basis of leader-
ship, competence, and educational
perspective without regard for sex
and that the Associate Dean of
necessity be of the opposite sex.
It also recommends that in other
key positions capability rather
than sex should be the major cri-
terion. There should be, however,
both male and .female personnel
available in those offices where the
man-woman distinction might oc-
casionally be significant. .
Functional organization of serv-
ices in the area of student affairs,
the committee believes, could be
achieved in the following manner.
The important area of discipline
would be supervised by an Assis-
tant Dean of Students for Disci-
pline, who would be immediately
responsible for the administration
of 'the University's rule-enforcing,
including its student judiciary sys-
tem, as more fully set forth below.
Under the direct jurisdiction of the
Dean and Associate Dean of Stu-
dents would be an Office of Stu-
dent Activities and Government
and an Office of Scholarships and
Student Aid, both headed by Direc-
tors. Housing likewise would be
under the immediate supervision
of a Director, who, however, would
be guided in policy by an Advisory
Board, including the Dean and As-
vociate Dean of Students, the busi-
ness manager of residence halls,
faculty members, and students (see
below.) Other functional offices
may be established as needed.
As further clarification of the
structure proposed the committee
recommends the following alloca-
tion of responsibilities.
A. Vice-President for
Student Affairs
The Vice-President for Student
Affairs is to have complete admin-
istrative oversight of the following
nine offices: Dean of Students,
Housing; Bureau of Appointments;
Bureau of School Services; Inter-
national Center, Admissions, Reg-
istration and Records, Religious
Affairs, and Student Health Serv-
ice. Under the direction of the
President, he will represent these
offices to the Regents, the several
faculties, the students, the alumni,
and other units of administration.
He will prescribe from time to time
student regulations and rules on
conduct which are not inconsistent
with actions of the Regents or oth-

er governing authorities as desig-
nated by the bylaws of the Re-
gents.
(The University's existing chart
of constituent administrative units
shows the Vice-President for Stu-
dent Affairs to be responsible in
some fashion for six agencies that
are governed by separate boards:
residence halls, International Cen-
ter, Religious Affairs, Union,
League, and student publications.
Because the Regents' bylaws do not
fully and consistently specify the
nature of these responsibilities, the-
committee recommends that re-
gardless of whatever structure is
adopted for student affairs the by-
laws be promptly revised as needed
to relate these agencies to the Vice-
President for Student Affairs. Only
thus can there be a satisfactory
integration of philosophy and ,pol-
icy in the broad area of student
affairs. Specifically, the bylaw re-

sponsibilities of the Board of
Governors of the Residence Halls
should be shifted to a Director of
Housing directly responsible to the
Vice-President for Student Affairs
and the Board of Governors itself
replaced by a board advisory to the
Director of Housing (see below).
Additionally, the committee recom-
mends that the vice-president be
charged with the task of studying
whether any other of these agen-
cies should in the future be more
closely integrated with the Office
of the Dean of Students. In par-
ticular, the committee believes that
studies should now begin with a
view toward eventual transfer of
responsibility for the International
Center and the Office of Religious
Affairs to the Office of the Dean of
Students.)
B. Executive Council for
Student Affairs
The Executive Council for Stu-
dent Affairs is to consist of eleven
members: four faculty, four stu-
dents, and three administrators.
The faculty members are to be ap-
pointed by the University Senate
Advisory Committee on University
Affairs for two year terms, stag-
gered, with maximum service of
six years. The student members
are to be appointed annually by
the Student Government Council.
The administration members are to
be the Vice-President for Student
Affairs, the Dean of Students, and
the Associate Dean of Students. A
faculty member, on vote of the
council, will serve as chairman.
The council is to meet regularly
and often to consider whether the
environmental circumstances pro-
vided by the University are consis-
tent with the University's educa-
tional purposes. It will assist the
Vice-President for Student Affairs
in the formulation of policy with-
in the area of his jurisdiction, as,
illustratively, in the formulation of
personnel policy and in the selec-
tion of major personnel officers,
and in the formulation of rules
governing student conduct outside
the classroom. It will also serve as
a body to receive suggestions and
recommendations and to hear
grievances, thus offering reason-
able hearing opportunities to the
members of the University commu-
nity in nonacademic matters in
which normal channels of hearing
are not available.
It is required to report to the
Regents at least once a year.
(It is not intended that the Ex-
ecutive Council will in any way as-
sume responsibility for or relate
functionally to the present Student
Government Council, structure. It
will be related only to the degree
that the Vice-President for Stu-
dent Affairs may ask for counsel
and advice as he fulfills his role in
relation to Student Government
Council.)
C. Dean of Students
The Dean of Students is to ad-
minister the University's programs
in the area of student affairs. He
will act, as counselor to students
and, as immediate supervisor of
their welfare, conduct, and 'non-
academic activities, will seek to
supplement educationally the aca-
demic program of the University.
He will see to it that the environ-
mental aspects of student life serve
the University's high educational
goals.
He will be directly responsible to
the vice-president for the opera-
tion of the offices of Student Acti-
vities and Organizations, of Schol-
arships and Student Aid, of Dis-
cipline, and of such other offices
as are deemed necessary from time
to time to serve the students. He
will serve as a member of the Ex-
ecutive Council for Student Affairs
and the Residence Halls Advisory
Board.
It is essential that the Dean of
Students have academic insight
and understanding.
D. Associate Dean of Students
The Associate Dean of Students
is to serve as the chief assistant to
the Dean of Students and partici-

pate in policy developient. If the
incumbent Dean of Students is a
woman, the Associate Dean must
be a man, and vice-vorsa. He will
serve as a member of the Executive
Council for Student Affairs and
the Residence Halls Advisory
Board.
Recommendations/
The committee's working papers
include much material concerning
desirable changes in the Univer-
sity's practices in three areas
where discontent seems most ap-
parent, namely, housing, rule-
making and disciplin e, and
counseling. In most instances,
these changes relate to rules and
practices of rather limited con-
cern. Perhaps not significant in-
dividually, they are extremely
important in the aggregate. And
yet, to set them forth here in ex-
tenso would be to lengthen this
document unconscionably. Indeed,

a

it might well defeat the commit-
tee's main purpose, which is to
direct the attention of the Regents

I

and the entire University com-
munity to basic, pervasive consid-
erations of policy and, hopefully,j
to obtain commitment to them.
The committee elects, therefore,
to confine the balance of its re-
port to a statement of generaliza-
tions about these three areas. Its
working papers containing, numer-
ous specific conclusions and sug-
gestions will be made available to
those agencies and persons who
are made responsible for imple-
menting the University's policies
in the area of student affairs.
A. Housing
1) SCOPE OF THE OFFICE OF
HOUSING: Supervised housing,
whatever its character, should be
administered by the Office of
Housing. Unsupervised housing,
even though owned by the Univer-
sity, should continue to be admin-
istered by the Office of -Service
Enterprises, under the Vice-Presi-
dent for Business and Finance.
2) PURPOSES: Educational
purposes must infuse the opera-
tions of the residence halls system.
The Michigan House Plan state-
ment that the system should
supplement in a unique way for-
mal classroom instruction by as-
sisting students to gain maximum
intellectual growth and personal
maturity is as valid today as it
was a quarter of a century ago.
The committee 'recommends that
residence halls policies and prac-
tices in particular and housing
policies in general be made to re-
flect the educational purposes out-
lined in section two.
3) RESIDENCE HALLS ADVI-
SORY BOARD: The Committee
recommends that a Residence
Halls Advisory Board replace the
present Board of Governors of
Residence Halls and that it be
charged with the responsibility for
seeing that the general education-
al purposes in student affairs are
served in the residence halls sys-
tem.
The membership of the board
should be changed, primarily to
increase student representation.
The present board of governors
consists of the Vice-President for
Student Affairs, the deans of men
and women, the Manager of Serv-
ice Enterprises, five members of
the University Senate, and two
students (the presidents of As-
sembly and IQC). The committee
recommends that the new advisory
board be constituted as follows:
The Director of Housing, the Dean
of Students, the Associate Dean of
Students, the Business Manager
of Residence Halls, four members
of the University Senate (appoint-
ed by the Senate Advisory Com-
mittee on University Affairs for
two year terms, staggered, with
maximum service of six years),
and four students (the presidents
of Assembly and IQC and two ad-
ditional students, one man, one
woman, appointed by Assembly
and IQC, respectively.)
4) STAFF: If educational pur-
poses are to be served, the admin-
inistrators must be committed to
the University's educational goals.
Indeed, they should themselves
exemplify the qualities'of intellec-
tual and personal maturity which
the University is encouraging in
its students. In particular, the Di-
rector of Housing should be an
outstanding person with academic
orientation and experience and
demonstrated qualities of leader-
ship., The committee recommends
that the present staff structures
be reviewed and the qualifications,
duties, and compensation be es-
tablished in such fashion as to
attract able people, preferably
those with academic insight and
experience. The administration of
policies and general supervision of
life in the residence halls should
be unequivocally in the hands of
the Director of Housing, with the
role of the business office limited
to providing physical and fiscal
services.
5) VARIETY OF HOUSING AR-
RANGEMENTS: The committee

recommends that a greater varie-
ty of housng arrangements within
the residence halls system be made
available according to demand and
financial feasibility, as, for exam-
ple, , upperclass houses, freshman
houses, language houses, honors
houses, and four-year houses. The
present geographical separation of
the women's and men's residence
halls is educationally and socially
1 questionable. As soon as possible
this separation should be elimi-
nated, and some residence hallsj
should be made coeducational,
though of, course with adequate
provision for maintaining the pri-
vacy of men and women. The
gains that would result from co-
educational dining and recreation-
al facilities and coeducational
planning on social matters within
units would more than compen-
sate for the cost of conversion.
Dormitories of the future must
provide for small living units, and
existing behemoths like Mary
Markley should be converted if

possible. The students stress the d
need for greater privacy, decryn
the mass living conditions of mostd
of the dormitories, and assert that Y
they quickly outgrow the desiree
for large group living. More apart-c
ment facilities such as those nows
provided by Cambridge Hall are
needed.,
6) CHOICE OF LIVING AC-c
COMMODATIONS: With insignif-g
icant exceptions, all undergradu-
ate women and all freshman meni
now are required to live in Uni-n
versity residence halls. The com-
mittee's studies indicate that thisd
element of compulsion significant-r
ly impedes the achievement of ed-r
ucational goals. When the opera-t
tional changes herein recommend-e
ed take place, many students, per-e
haps most, will wish to remain ins
the residence halls, but the avail-t
ability of choice is educationallya
sound and emotionally important. X
The extent to which students mayr
be given an election whether tot
live in the residence halls is nec-x
essarily limited by fiscal require-
ments. Although any change froma
present policy will have to takeI
place gradually, it should begint
immediately. On these principlesI
the committee is agreed.
On the matter of applying theset
principles, however, the commit-k
tee members are not of one mind.
The members are about evenly di- e
vided between requiring residencet
hall living only during the fresh-f
man year and requiring it not at
all, although one member wouldt
go as far as to require all fresh-I
men and sophomores to reside inf
University housing, leaving only to(
upperclassmen the option of liv-
ing elsewhere. All believe it desir-
able for the great majority of
freshmen to experience at least a
year of residence hall living. One
segment of the committee, believ-
ing that the entering student doesj
not have sufficient information to
make a knowledgeable choice,
would make residence obligatory.
The other segment believes that 1)
compulsion in this matter impairs
the educational climate, 2) evenl
with choice, the great majority ofI
entering students will elect to live
in the residence hall system, and
3) if after full presentation of the
expected benefits of living in the
residence halls the entering stu-
dent with the approval of his par-
ents elects to live elsewhere, the
University has no real cause to
deny him this permission.3
It is important to observe that'
despite this division, the commit-
tee members are unanimous in
recommending that the upper-
class years be made optional as to
residence hall living, and are but
one vote short of unanimous in
recommending that no more than
the freshman year be made com-
pulsory. Further, half the com-
mittee members would make all
residence living voluntary, being
confident that the University will
be able to attract a sufficient
number to make the dormitories
financially solvent.
It should be made explicit that
it is the committee's assumption
that in the case of women stu-
dents under twenty-one years of
age, parental consent would be
prerequisite to the granting of
permission to live in non-Univer-
sity housing.
Authority to permit the term-
ination of residence contracts
should rest with the director of
housing.
B. Rule Making and Rule Enforce-
ment:
1) RULE MAKING: As noted
in the third section above, the
committee recommends that the
Vice-President for Student Af-
fairs, with the advice of the Exec-
utive Council for Student Affairs,
be designated by the Regents asI
the rule-making authority in mat-
ters of student conduct outside
the classroom. Student organiza-

tions and living groups may adopt
additional regulations so long as
these are not inconsistent with
those set by the vice-president.
SGC should continue in its re-
sponsibility for rules applicable
to student organizations. The
committee hopes that in due
course the vice-president will del-
egate to a representative student
agency the authority to make rules
governing student extra-classroom
conduct subject to his veto power,
much after the manner of SGC's
present authority as to rules gov-
erning student organizations.
The committee believes that
some of the University's rules and
regulations are inappropriate to
its educational philosophy, and
that steps should be taken to
minimize the inconsistency be-
tween rules applicable to men and
rules applicable to women and
the inconsistency between the reg-
ulations applicable to students liv-
ing in University housing and
those living outside. Basic rules
for group living are useful and
necessary, especially in the fresh-
man year, but they need contin-
ually to be reformulated with stu-


dent knowledge and help and, i
most important, administered with1
discretion and common sense. Be-
yond the freshman year, the gen-
eral regulations should become in-
creasingly less specific and re-,
strictive.
To lay the foundation for the
reformulation now needed, the
committee recommends that the
general bylaw governing student'
conduct be revised. Section 8.03 as
it now stands lacks clarity and
makes possible the application of
highly subjective standards in in-
dividual cases. The committee
recommends that the revision em-
ploy language that will make clear
the University's commitment to
educational purposes even in the
extra-classroom experience of the
student. It should indicate that
the student has an obligation to
abide by the laws of the commu-
nity and by the duly promulgated
rules of the University. It should
then state that these rules shall
be promulgated by the Vice-Presi-
dent for Student Affairs, with the
advice of the Executive Council,
but it should not otherwise at-
tempt to define legitimate or il-
legitimate conduct.
The committee takes note of
the often heard charge that a
kind of "double jeopardy" is in-
volved when a student is punish-
ed by the civil government and is
then punished by the University
authorities also. Although this is
not, technically, double jeopardy,
the committee suggests that it is
highly desirable to provide that if
an offense against the laws gov-
erning the community results in
the imposition of a penalty against
the offender or results in a dis-
missal of the charges against him,
the University shall not thereafter
impose a penalty on him except
in so far as the nature of the of-
fense bears on his eligibility to
continue in good standing in the
University or in its constituent
organizations.
2) RULE ENFORCEMENT: The
responsibility for imposition of
penalties for violation of rules
governing student extra-classroom
conduct should be lodged in the
system of judiciaries, ultimately
responsible to the Vice-President
for Student Affairs. Administra-
tive assistance should be provid-
ed by the Assistant Dean of Stu-
dents for Discipline. As now re-
quired by section 8.15 of the Re-
gents' bylaws, any action that
would affect the academic stand-
ing of a student should require
the concurrence of the appropri-
ate faculty. The faculties should
continue to exercise responsibility
for academic discipline within
their units.
The committee has found the
maintenance of a student judicii
system generally beneficial to the
Univrsity community and be-
lieves that such a system is an
important implementation of the
University's educational philoso-
phy. To improve the present ju-
dicial system and to adjust its
structure and procedures to the
proposed administrative structure,
the committee recommends sev-
eral revisions which are stated in
the four paragraphs that follow.
It -must be made plain, however,
that the suggested revisions are
for the purpose of enabling the
student to feel secure against ar-
bitrary exercise of disciplinary
power. They are not intended to
impose nor do they in fact im-
pose on the University a legalistic
system of law enforcement and
adjudication.
a) Two faculty-student bodies
should be established to assist in
the judiciary processes: an Ad-
visory Board on Discipline and a
Judiciary Appeal Board. The Ad-
visory Board on Discipline would
advise the Assistant Dean of Stu
dents for Discipline on matters o

policy. It would be composed of
three faculty members appointed
by the Senate Advisory Commit-
tee on University Affairs for stag-
gered three-year terms, three stu-
dents appointed annually by SGC
the Dean of Students, the Asso-
ciate Dean of Students, and a third
administrative officer (not the As-
sistant Dean of Students for Dis-
cipline) appointed by the Vice-
President for Student Affairs
The Judiciary Appeal Board would
hear appeals brought to it from
the Joint Judiciary Council. It
would be composed of two facul-
ty members, appointed by the Sen-
ate Advisory Committee on Uni-
versity Affairs for staggered two-
year terms, and one student, ap-
pointed annually by SGC.
b) Membership on Women's Ju-
dic and Joint Judic should re-
main substantially unchanged
but not person should be permit-
ted to serve simultaneously on
more than one judicial body
Members of the Joint Judic should
be selected by the Advisory Board
on Discipline.
c) Existing judicial agencies
should be brought together in a
unified system with clear lines of
appeal. Original jurisdiction oven
alleged violations by women stu-
dents should be with the housing
unit judicial system or with Wom-

en's Judic. Decisions rendered b:
the housing unit judicial systeg
could be appealed to Women's Ju
die; all decisions of Women'
Judic could be appealed to Join
Judic and, from there, to the Ju
diciary Appeal Board. Origins
jurisdiction over alleged violation
by men students should be wit:
the quadrangle judiciary syster
or with Joint Judic. Decision
rendered by the quadrangle ju
diciary system could be appeale
'to Joint Judic; all decisions a
Joint Judic could be appealed t
the Joint Appeal Board. Unde
extraordinary circumstances, de
cisions of the Joint Appeal Boar
could be appealed to the vice-pre
ident and, from him, to the Pre
dent acting on behalf of the Re
gents. In cases in which jurisdic
tion is not clear, the Assistar
Dean of Students for Disciplir
should be responsible for decidin
which judicial body shall act. I
addition, the Assistant D e a
should be authorized to bring ce
tain exceptional cases directly I
the Judiciary Appeal Board. Whe
circumstances warrant, the Jud
ciary Appeal Board may grant ar
student the privilege of having h
or her case heard by a speci:
board composed only of persor
of his sex.
d) With the approval of the J
diciary Appeal Board a stude
should be entitled to an 6pe
hearing, and in such a hearr
should be entitled to confront h
accusers, to present witnesses, an
to be represented by counsel of h
choice. The University should a
tempt in good faith to acquai
the students with the standards'
conduct required of them and ti
range of penalties which may 1
imposed for violations.
C.. Counseling:
In 1957-1958 the Counselir
Study Committee of the Unive
sity made an intensive study'
the counseling services of the Un
versity. That committee publishi
a booklet, 'A Guide to the R
sources for Student Counseling a
Advising at the University,'
which it carefully set forth t]
University's philosophy of counse
ing and described in detail t
numerous resources available f
advising the members of the sti
dent, body. It was distributed
University staff members but n
to students. There is no need f
this committee to restate the su
stance of the earlier report. M
attach the booklet and' endor
specifically the excellent 'Gene
Statement' appearing on pag
two through six thereof,
The earlier recommendati
that students need more inform
tion concerning the counseling r
sources of the University is, ho
ever, still an unmet need. If 
are to expect students to take t
initiative to make timely and e
fective use of, available servic
it is then our responsibility
provide them with authoritati
information concerning what ser
ices are available and how th
may be used.
Although it is both necessa
and desirable for academic cou
seling to-remain decentralized a
under the jurisdiction of the r
, spective schools and colleges, ne
ertheless there is a continu:
need to clarify the- relationsl
" between the academic and no
academic counseling services
the University. To meet this ne
a structured administrative cle
ing house for information and pd
I icy is required. Specifically, V
;committee recommends that V
Vice-President for Student 
fairs establish liaison with :
counseling agencies on campus
order to facilitate exchange of I
formation and coordination
operations.
The committee expresses co
f cern about conflicts between cou

f seling and disciplinary responsib
ities, particularly in the resider
halls, an drecommends that t
Vice-President for Student A
fairs, the Director of Housing, a
, the Residence Halls Advisc
Board continue the study of the
d conflicts in the hope of reduci
the confusion and mistrust whi
- they produce.
. Concluding Note
The committee believes that tl
a report enunciates a philosop
t which, if put into practice, v
enable the University to achie
- with distinction its high educ
- tional goals in student affairs. T
- committee expects that, after t
SUniversity community has h
opportunity to discuss these mi
- ters and make suggestions, t
- Vice-President for Student E
, fairs will make specific recomme
- dations to the Regents. It assum
n further, that appropriate byl:
- changes will be made to give .4
d fective implementation to the rf
d ommendations made and adopt
s
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