American Plan benefits upped Faculty and staff policyholders in the American Plan (American Community Mutual Insurance Company) will receive increased benefits at no extra premium cost, effective Nov. 1. The Staff Benefits Division has announced these benefit improvements: * Surgical schedule, from $600 to $1 ,200. *Diagnostic X - ray and laboratory benefit , from $100 to unlimited coverage. *Hospital in - patient consultation, from $20 maximum per confinement to $50 maximum per confinement. *Radiation therapy, from $300 to $600. , *Hospital in - patient medical coverage, from $6 per day for 120 days to $6 per day for 365 days. *Supplementary accident benefit. from $300 to unlimited coverage. Gary J. Posner, staff benefits director said that the upgraded benefits have resulted from knerican's "favorable group experi':'llce" with University subscribers. y~~ noted that the plan will total hospital continue to provide coverage for semi - private servic(. coupled with many unlimited hospital extras for up to 365 days. He emphasized that the benefit increases are automatic, and that no is necessary by current action policyholders. Policy amendments will be sent to all subscribers. Posner also said that an open eilIollment for insurance benefits will be conducted Oct. 26 - Nov. 6. Letters detailing the open enrollment will be mailed to all faculty and staff later this week. Vol. 2,No.4 Oct. 20, 1970 Minority counseling: The war on racism By BEVERLY TWITCHELL Associate Editor, Faculty News Inside the institution there is a fight against institutional racism. Institutiona) racism: "Terminology on tests is a key ,' says Thomas Gunnings, "St udents know the assistant d irector of counseling for minorjty programs. information bu t really don't dig - understand - the jargon of the question being asked." Besides, he says, professors are also grading on grammar, p u nctuation, spelling, sentence structure. how the data are written an d professors don' t " dig the ja rgon' of the students. Particularly of the min ority stu dent, who has, according t o new assistant to the ombudsman Don Ensley, his own form of communication. So part of the new counseling program for minority students is what Gunnings calls psychological preparation for tests. He says counselors deal with anxiety and teach students how to interpret test data, how to move from question to question and how to elimin ate on true - false tests. * * * ALL THROUGH high school. Gunnings says, minority students are told they are not equal. Special programs (Head Start, etc.) are provided for them. Then "aU of a sudden (in coUege) you're equal. Now you've got to compete Support services expanded, page. 3 Counseling Center's Thomas Gunnings (left) and Henry Braddock. a I!laduatp - Photo by Dick Wesley student in psychology. with Grosse Pointe, with no special treatment .. . You can't do that to a human being," Gunnings says. "You've got to make things unequal to make them equa1." "Things unequal" include: - A special program for minority student counseling, with Black and Chicano counselors, some in the Counseling Center, some in Roo~ 32 of the Union, some in residence halls, some in such academic buildings as Bessey Hall and engineering. And with hopes next year for an American Indian counselor. So "students can come and get assistance in any academic way we can help them,',' Gunnings says. ~ A new concept of a "moving counselor," whose responsibilities include being familiar with students' names, room numbers, classifications, grade - point averages, majors and home towns; knowing professors' requirements for each class taken by the students; knowing each student's major requirements; being able to counsel on financial, social and emotional needs, and on balancing class and study schedules. Too many minority students are either underloaded or overloaded with "solid courses" (science , math, languages), Gunnings says. "They don't realize that they have to get adjusted to this megaversity. And once they get behind, it's an uphill fight, and it's bad on them psychologically, especially with the financial and racial problems they're constantly worried about anyway." The counselors are familiar with course requirements, he says, because the students are accustomed to being told twice that a paper is due or a test is (Continued on page 3) Board approves overload pay policy An eight - point statement outlining UniverSity policy on faculty overload pay was adopted Friday by the Board of Trustees. Three items are recent changes in the overload pay policy. To make the policy uniform during the summer, faculty on 10-months' appointment may receive during the summer 30 per cent of their previous year's salary, "plus any overload pay for which they would be eligible if carrying a full load. " Past policy prevented 10-month appointees from receiving more than 30 per cent" of their previous year's salary during the summer even if they were doing overload work. The policy also stipulates that administrators (chairmen, directors, deans and administrative - professional staff) receive pay for overload work "related to their professional diSCipline, but not for work related to their administrative position." In the past, the University had to make exceptions in order to pay administrators for off - campus overload service. Another item provides that the rate of pay for overload work "should be standard for each academic rank" and that it should be "based on actual class Retirement pay hikes for some Increased benefits have gone into effect for faculty under the University's non-contributory retirement plan. Effective July 1, persons already retired under the plan received an across - the- board $300 annuai retirement salary increase, provided they selected option I of the plan. Proportionate increases went to those who selected survivor options 2,3 or 4. Maximum annual salary under the plan was increased from $3,000 to $3,300. Details on the benefit changes arc the Staff Benefits from available Division. Only faculty who came to MSU prior to 1958 are likely to be affected by changes in the noncontributory plan. The faculty voted in 1958 to adopt the TIAA .pension plan, and most persons then switched to TIAA participation while retaining credit for their years of service the noncontributory program. under Faculty in 1958 who would have been disadvantaged by changing over to TIAA were remain allowed exclusively under the noncontributory plan. to hours or contact hours, with a built - in factor for preparation." Overload pay for off-campus teaching had been based on an individual's actual salary. Assistant Provost Herman L. King pointed out that a faculty member's regular salary is based on! a variety of factors, not all of whi(:h would be relevant to his ability to teach an off · campus course. He said that the new logical. and more policy manageable, and it will help encourage young faculty to do off-campus teaching. is more * * * OTHER ITEMS in the policy, effective Sept. 1 are: * "Overload pay should be limited to overload work related to instruction and service." * "Overload pay should be available only through continuing education." Scranton Report - The long - awaited fmdings of the President's Commission on Campus Unrest contained a number of references to the role and responsibilities of faculty in this era of campus unrest. Excerpts are on page 4. the Scranton Report - - * Continuing education's scope should expand to include "such programs as Head Start, Upward Bound, Kellogg Farmers, labor and industrial relations training programs, etc." * "Any f ull - time faculty member is eligible for two days per month (16 hours per month) of paid consulting time or overload pay time, regardless of his other duties." Ure); speaks here tonight Nobel Laureate Harold C. Urey will deliver a public lecture tonight (Oct. 20) , at 8 p.m. He will discuss composition of the moon. in Room 108~B of Wells Hall. the origin and Urey, professor at the University of California and recipient of a Nobel Prize in chemistry, is perhaps the world's most noted authority on study of the moon. He is on the campus to address a national conference of planetarium directors. His talk tonight is cosponsored by the Geology Club of the geology department and Abrams Planetarium. He will also present a seminar today at 2:30 p.m. in 322 North Kedzle. MSU Faculty News, Oct. 20, 1970 First PBK scholar here this week Paul L. MacKendrick, professor of classics at the University of Wisconsin, will visit the campus this week for a series of lectures and seminars sponsored by the United Chapters of Phi Beta Kappa. MacKendrick is the first visiting scholar for MSU since the University's Phi Beta Kappa chapter was chartered in 1968. The program was begun in 1956 to enable undergraduates to meet noted scholars in a variety of disciplines. MacKendrick's visit here includes public lectures at 8 p.m. Thursday in 108B Wells Hall and at 8 p.m. Friday in the main gallery of Kresge Art Center. The latter is under the auspices of the Central Michigan Society of the Archaeological Institute of America. He will also meet with students and faculty in the romance languages and humanities department. MacKendrick, a member of the Wisconsin faculty since 1946, spent three years as professor - in - charge of the summer session of the School of Classical Studies at the American Academy in Rome. As a Guggenheim Fellow in 1957-58, he worked in Italy on Roman civilization, and in recent summers he has done research on in Spain, Portugal, Germany and France, the Romans He is a past president of the Classical Association of the Middle West and chairman of the board of directors of the National Humanities Faculty. . Board rejects new commltteee • Faculty bylaw amendments which would have created a University Committee on Faculty Compensation and Academic Budget were rejected by the Board of Trustees last week. Trustee approval for bylaw amendments is not normally r'equired, Provost John Cantlon said in introducing the proposal, but since this proposal involves University administration, "agreement is needed for effect," he said. The proposal called for a new standing faculty committee that would study and make recommendations on budget allocations to "the various academic functions and activities of the University," on the level and structure of faculty salaries, other compensation, and on salary adjustments. The committee would also have assumed some duties of the current faculty affairs committee(which would have been dissolved) regarding faculty personnel policies and grievance procedures. The proposal was defeated (6-2) primarily because of Board concern over releaSing its authority to the committee while maintaining responsibility for any' actions. Trustee Stephen R. Nisbet expressed concern over "continued diminution of the board's authority without release from this board's responsibility." "Groups want to get in on board action without the responsibility," he said. "Little by little the board is giving away its power in many fields." that "the faculty Cantlon replied frequently feels that a combined judgment from a broader spectrum on priorities would be an enhancement." Trustee Clair White called the proposed procedures " ieckless and dangerous." "This is obviously a well-studied effort to have governance and collective bargaining simultaneously," he said. "If you're going to handcuff me into this box, you're going to have to get the money (for the University) too, because I've lost my posture as a representative of the public." *** ALSO DEFEATED (5-3) were bylaw amendments which would have made University Faculty Tenure Committee decisions "involving interpretation of tenure rules and involving deviation from tenure rules" binding on the administration (including the Board) and on the faculty member concerned. in cases Trustee Nisbet again expressed opposition to being bound and to having the Board's authority cut. In other actions, the Board: -Approved a five-year priority list for capital construction. The 26 projects (published elsewhere on this page) include 17 for which the Universtiy is requesting funds during the 1971-72 fiscal year. - -Approved the merger of two departments - food science, and human into the single nutrition and foods - Department of Food Science and Human Nutrition. Jacob A. Hoefer, professor of animal husbandry and associate director of the experiment station, will be acting chairman. -Named Lawrence T. Alexander director of the Learning Service. - Appointed Nolen M. Ellison, associate director of the Center for Urban Affairs, as assistant to the preSident. Dickens lecture Philip Collins, Professor of English at the University of Leicester, will deliver three talks here this week. The first will be Wednesday at 3 p.m. in the Green Room of the Union on "A Tale of Two Novels: 'A Tale of Two Cities' and 'Great Expectations' in Dickens' Career." Wednesday at 8 p.m. in 137 Akers Hall, he will discuss "Wonderful the Flow of Spirits: A Portrait of Dickens as He Struck His Contemporaries.'. Thursday at 8 p.m. in 137 Akers he will present readings from Dickens. Building priorities through 1976 Key: NC - new construction; MRA - major renovations and alternations; P - planning stages. DlDlSI PROJECTS 1/NC Life Science I Gifts and Grants Appropriated Request $6,620,000 $3,600,000 Request Year 1971-72 $400,000 1972 -73 1971-74 1974-75 1975-76 2/MRA Power Plant '65 -- I!nit 3 $650,000 $3,000,000 $3,000,000 $3,000,000 3/MRA Erickson Hall--Air Conditioning $575,000 Wednesday, Oct. 21: 7 p.m . . "Beethoven: Sonatas for Violin and Piano," flIst in a series featuring violinist Paul Zukofsky and pianist Gilbert Kalish. Friday; Oct. 23: 7:30 p.m . . . . "If I Am Elected ... " ... " U.S. Senator Philip Hart and Mrs. Lenore Romney field questions from live studio audience. Sunday, Oct. 25: 4 p.m .... Paul Lodico, Socialist Workers Party candidate for U.S. Senate. 10 p.m .... Gubernatorial opponents William G. Milliken and Sander M. Levin are questioned by the studio audience. 11 p.m ... . "NET Playhouse" is a 90-minute film documentary tribute to Helen Hayes, fust lady of the American ~heater. ;: I '" . i r JDt t Tuesday, Oct. 20: 11:30 a.m. , .. (AM) "Way~ of Mankind," award - winning radio essaY5 explaining anthropology to the layman. Friday, Oct. 23: 1 p.m . . . . (AM) "Drug Abuse and the Law," a discussion with Jerome Jaffe, Mitchel Ware and Helen Howlis, . . (FM) "Beethoven: The Man Who Freed Music," flIst in a series on Beethoven and his music. Sunday, Oct. 25: 9 p.m. . Monday, Oct. 26: 1 p.m . . . . (AM) U.S. Senate candidates from the Economic Club of Detroit. M§llJ Faculty N~w§ Editor: Gene Rietfors Associate Editor: Beverly Twitchell Editorial Offices: Rooms 323 and 324, Linton Hall, Michigan State University, East Lansing 48823. Phone: 355-2285. Published weekly during the September - June the Department of academic year by Information Services. Second - class postage paid at East Lansing, Mich. 48823. 4/NC Life Science II Gifts and Grants $10,050,000 Request 5/NC I!niversity Clinics--Teaching Hospital and Health Center Gifts and Grants $26,300,000 Request 6/MRA Power Plant '65 -- Alterations 7/MRA Shaw Lane Power Plant 8/p Communication Arts 9/P Performing Arts Center Theatre Music Hall Auditorium $1,450,000 $3,500,000 $3,500,000 $2,000,000 $5,000,000 $5,000,000 $5 , 000 , 000 $340,000 $600,000 $45,000 $1,455,000 $2,000,000 $2,000,000 $110,000 $1,890,000 $3,000,000 $4,000,000 $4,000,000 $13,000,000 10/P Human Ecology--Renovation $14,000 $586,000 $700,000 I1/P Public Safety $10,000 $940,000 12/MRA North Campus Chilled Water System $450,000 . $1,300,000 $950,000 $450,000 l3/P Physics-Astronomy $120,000 $1,530,000 $3,000,000 $4,000,000 $4,000,000 $12,650,000 14/MRA Water Reservoir 15/P Business l6/p So; ence Library 17/P Law School l8/P Social Science 19/P Arts and Letters $700,000 $40,000 $960,000 $1,750,000 $1,750,000 $40,000 $760,000 $1,700,000 $1,700,000 $25,000 $525,000 $1,100,000 $1,100,000 $700,000 $4,500,000 $4,200,000 $2,750,000 $120,000 $880,000 $3,000,000 $4,000,000 $4,000,000 $12,000,000 $65,000 $835,000 $3,500,000 $3,500,000 $7,900,000 20/P Child Development Center $20,000 $530,000 $800,000 $800,000 $2,150,000 21/P Biophysics $45,000 $255,000 $2,000,000 $2,000,000 $4,300,000 22/P Engineering and Computer Center $55,000 $745,000 $2,500,000 $2,500,000 $5,800,000 23/P Greenhouse and Herbarium 24/P Agricultural Science 25/P Agronomy and Soil Science 26/NC Bus Maintenance Garage $35,000 $765,000 $2,200,000 $3,000,000 - $40,000 $3,760,000 $3,800,000 $40,000 $3,760,000 $3,800,000 $780,000 $780,000 $6,989,000 ~21, 911,000 30,150,000 36,975,000 ~30, 520, 000 $126,545,000 SPECIAL Michigan College of Osteopathy (Mortgage Obligation) $105,460 $235,000 $234,540 $575,000 $7,094,460 ~22 ,146,OOO 30,384,540 36,975,000 ~30 , 520' ,000 $127,1 20,000 TOTAL $10,620,000 -6,&20,000 -3,600,000 400,000 $ $9,650,000 $575,000 $18,500,000 -10,050,000 $ 8,450,000 $43,300,000 -26,300,000 $17,000,000 $340,000 $600,000 $5,500,000 New 'package'widens minority support MSU Faculty News, Oct. 20, 1970 Supportive services for minority students are being expanded and organized into a program headed by Lloyd M. Cofer; professor of administration and higher education and special assistant to the vice president for special projects. things - The program is Special Services for Minority Students. Cofer said it will do many initiating programs and coordinating programs either in existence now or planned for the future. sometimes Last spring, Cofer said, "many of us in the administration felt that with the University so large, and with departments interested in doing things for minority students on campus, that services were becoming fragmented. Everybody was doing his own little thing, and it became a - duplication effort." When Equal Opportunity Programs was transferred from the Center for Urban Affairs to the Office of the Vice President for University Relations, Cofer said, "it was time to set our house in order." EOP and CUA had been doing "supportive their things that were not really function," he added. Cofer hopes that the new Special Services for Minority Services Students . will be a model for the entire country and will enable people brought here to continue and graduate. He said that "everything will zero in on the kid. We're here to make sure of the progress of minority students through the University. I think it's criminal to bring them in and drop them." * * * SPECIAL SERVICES include recruiting, admissions, orientation, financial aid, tutoring and counseling. While the program is in an organizational stage, three of the areas have efforts going this year: Recruiting, tutoring and counseling. A special orientation program for • .linority students this summer was run by Charles Thornton with the aid of the Black United Front. Cofer said he hopes this will be expanded next summer. Work in financial aids will include to the adding Blacks and Chicanos financial aids staff. * * * Cofer's first role at MSU was with the Detroit Project, which brought in Black students from Detroit whose high school grade - point averages and college test Minority counseling. • • students not to run from a confrontation, Gunnings says, but not to get caught up in violent confrontation, either. Students are encouraged to talk to someone about the confrontation, particularly someone who may be able to intervene. And, Gunnings says, "we talk in groups of Blacks on how to handle priorities. Some things bother us more than others - but especially those which impede our getting a degree or impede our educational growth." scores were not as high as normal MSU requirements. - Since 1967, six groups totaling about 370 students have been admitted to the University. The project was renamed the Developmental Program last year because of needs among minority students in other Michigan cities. This was accompanied by a new thrust to recruit minority students from across the state and to step up recruitment of Chicanos and American Indians. The most recent group of 147 students was admitted this fall and includes for the time a large number (47) of first ./ .' Chicanos, Cofer said. Supportive services (counseling, advising and financial aid) for these students were always there, Cofer said - but mainly through his own one - man operation. Last year, "when things got so hectic, so large," the Center for Urban Affairs and Equal Opportunity Programs provided tutoring. That service has now returned to the auspices of Cofer and the office of Special Services for Minority Students. The tutoring component, headed by Henry Johnson, includes five offices in residential complexes, staffed by EOP graduate fellows. ,Students can arrange for tutoring services at these offices, Cofer said, and "tutoring hopefully will be supplemented by departments." Abstract report now offered * * * THERE ARE MORE than 2,000 minority students on campus, Gunnings says. Last year minority counselors had contact with 800 students; this year they have already seen more than 400. Gunnings attributes this to the larger staff, the move into residence halls and academic buildings, and good word - of - mouth communication among the minority student community. But he says more \s still needed: - About five more full - time staff personnel; - More male counselors and students (female Black students outnumber male Blacks and "suffer tremendously," Gunnings says); - More financial assistance; to scholarships "from Day One Graduation ;" - A need to eradicate from all minority student records any grade below a 2.0 for the first two years; any student should be allowed to take the class over, Gunnings says, but especially minority students, since the first two years is a time of adjustment. The 1970 edition of the Michigan Statistical Abstract - containing information on the state's people, income, welfare, business and public utilities - is now available to interested researchers and librarians. It contains 569 pages of information, in 15 chapter, with comparative d;ltaon the neighboring states of Ohio, Indiana, Illionis and Wisconsin. Requests for copies should be made to the Division of Research, Graduate School of Business Administration, Berkey HalL - Photo by Dick Wesler Students are also taught to negotiate in groups and not alone. The group may be able to see if a problem does exist, and to act as a buffer if necessary, keeping the involved students calm. Hearings set for this week Some faculty have indicated they plan to appear at the two campus hearings, this week of the Presidential Commission and commission director Ira Polley says he hopes to hear from others interested in making presentations. on Admissions, . The special hearings for faculty and staff will be from 10 a.m. to 12 noon and from 1:30 to 4 p.m. on both Thursday and Friday in the Con Con Room of the International Center. wishing presentations before can contact Polley Hannah (phone: 353 - 5008), schedule the commission in Room 408, Building Administration Those to (Concluded from page 1) approaching. "We may be riding herd on them," Gunnings I'm says, interested in the outcome." "but Counselor - tutors also read papers before they're turned in "to make sure they're solid." And they encourage students not to cut classes. Gunnings tells the students they're not going to change the racism here by not going back to class. "So we urge them to go, to read widely and to argue from a knowledge base, not from a rhetoric base." * * * is "OUR THING involvement," Gunnings says, "but students name the terms." That is, he says, students tell them counselors what they want done. If they come with a residence hall problem, "we talk to them, we don't teach them how to cope with it." If they complain that people look at them funny in stores, or that they're being hassled by the police department, the counselor will intervene, mediate, Gunnings says. "And then we deal with the students." A student sometimes doesn't have valid perceptions, he says, so the counselor checks into a situation before he deals with it. The procedure is the same for a student complaint about a professor: "We're not going to take on a professor unless we know dainn well he's wrong." * * * WORKING WITH professors involves an attempt to establish the concept of two - way accountability. On one hand, Gunnings and his staff "are trying to make tRe professor see how he is perceived by those to whom he is trying to impart knowledge. We're not saying the professor is not competent, but the professor has to understand that in different cultures people learn in different ways." On the other hand, the counselors encourage 'students to "analyze what's going on. If they don't like it, they should recommend to the professor ways of using reference material which speaks to his (the student's) Blackness." * * * COUNSELING IS not all academic. There is financial counseling: "We try to make sure students look at values realistically," Gunnings says, to cut back on spending habits, in terms of apartments or cars, and '.0 take care of basic needs first; to shor for sales. And, since some send money home, "we try to that their make responsibility to their parents is to get through college, not to send money home." them understand And racial counseling: to Co u nselors try teach minority MSU Faculty News, Oct. 20, 1970 The commission on unrest: 'They must pull themselves together' (Editor's Note: The recently released report of the President's Commission on Campus Unrest addresses itself to the universities, students, law enforcement agencies, the government, the President and the American people. Its text contains more than 35,000 words. Here, in brief excerpts, are some of the commission's findings that focus on university facuIty.) MAJOR RECOMMENDATIONS: For the university Every university must improve its capability for responding effectively to disorder. Students, faculty and trustees must support these efforts. Universities must pull themselves together. The university should be an open forum where speakers of every point of view can be heard. The area of permitted speech and conduct should be at 'least as broad as that protected by the First Amendment. The university should promulgate a code making clear the limits of permissible conduct and announce in advance what measures it is willing to employ in response to impermissable conduct. It should strengthen its disciplinary process. It should assess the capabilities of its security force and determine what role. if any , that force should play in responding to disorder. * * * FACULTY MEMBERS who engage in or lead disruptive conduct have no place in the university community. The university, and particularly the faculty, must recognize that the expansion of higher education and the emergence of the new youth culture have changed the makeup and concerns of today's student population. The university should adapt itself to these new conditions. We urge that the university make its teaching programs, degree structure, and transfer and leave policies more flexible and more varied to enhance the quality and voluntariness of university study. We call upon all members of the university to reaffirm that the proper functions of the university are teaching and learning, research and scholarship. An academic community best serves itself, the country and every principle to which it is devoted by concentra ting on these tasks. Academic instititions must be free - free from outside interference, and free from internal intimidation. Far too many people who should know better - both within lHliversity communities and outside them - have forgotten this first principle of academic freedom. The pursuit of knowledge cannot continue without the free exchange of ideas. * * * ... UNIVERSITIES as institutions must remain politically neutral, except in those rare cases in which their own integrity, educational purpose or preservation are at stake. One of the most valid criticisms of many universities is that their faculties have become so involved in outside research that their commitment to teaching seems compromised. We urge universities and faculty members to reduce their outside service commitments. We recognize that alternative sources of unviersity funding will have to be developed to take the place of the money attached to these outside commitments. Realistically, this will mean more unrestricted government aid to higher education ... RESPONSE TO DISORDERS: The faculty role The administration must accept primary responsibility for the management of the campus in times of crisis. But the best o.f admin~strato:s cannot operate without the support of the university's other major constItuencIes - the students, faculty and trustees. This support often has not bee~ forthcoming.. . . .. The typical faculty ... is less a commumty than a collectIon ?f hIghly individualistic scholars and teachers. Few faculty members are well mformed about most university - wide issues. Fewer still are concerned with the problems faced by administrators , whom they tend to dismiss as mere housekeepers or public relations men. Faculty turnover is high - and those faculty members who remain do not have to live with or answer for the immedate consequences of most Wliversity decisions. Faculty concerns tend to be ideological in nature. Faculty me~ber~ may sympathize with student concerns, or fear the politicization. of the umver~lty, or feel strongly about a particular moral issue. A faculty meetmg called to dlscuss a campus crisis is likely to be heavily attended (unlike most facu~ty meetings), emotionally charged, rhetorically intense and wholly unpredIctable. Such meetings display both the best and the worst qualities of the old-fashioned town meeting: A high sense of concern and a low order of practicality. ~owever: th~t sense of concern must be taken seriously, ff)r no university can con t1l1ue actmg m a way that is not consonant with the widely shared opinions of its faculty ... * * * STUDENTS AND faculty members .. . should be informed about campus issues and should respond to them with the same civility and reasonableness that they are expected to bring to their scholarship. They need not refrain fro~ criticizing what they believe to be bad institutional policies or action~, but theH criticisms should reflect knowledge of the fads and comprehenslOn of the complexities of the issues. Equally they should l)e willing to support and defend those decisions of which they approve. Few students and faculty members recognize the importance of their moral support to an administration attempting to cope with campus ~risis o~ disorder. There are occasions, moreover, when more than moral suppo~t IS requlfed - for example, standing "fire watch" when arson is threatened, or acting as observers or marshals at mass assemblies and demonstrations. Students and faculty should not lend support to those few among them who, for whatever purposes, would subvert and destroy the central values of t~e university . Sometimes these persons, because they are vocal, assume leadershIp roles when in fact they speak for scarcely anyone but themselves ... We must also note that administrators are sometimes subjected to intense p • .ilical pressures which make it difficult, if not impossible, to execute the~r role responsibly _ .. A state institution whose administrators the legislature consl.dered "soft" was the only college of its kind in the state last year not to rec~1Ve an increased appropriation from the legislature. In another state, the legIslature singled out by name in an appropriations bill a "soft" dean as being ineligible to receive any salary. Administrators threatened with intervention of these kinds are scarcely in a position to act reasonably or responsibly. * * * UNIVERSITY REFORM: Its mission In emphasizing the centrality of teachi'ng and research, we have omitted that commitment to "service" often included as a separate university function. "Service" has too often covered activities that are at odds with the central function of the university, and which the university is ill equipped to perform. Teaching and research are themselves the major services higher education renders. More than any other institution in modern society, the university serves the community through its capacity to examine and analyze and to provide each generation with the best skills, understanding and knowledge available. The university at its best is and must be a "service organization," not by attempting to be somelhing other than a university , but rather by fulfilling its own basic mission as well as it can for its own place and time .. _ * * * Faculty service commitments Some professors have extensive outside service and consulting jobs. We believe that professors who are preoccupied with such outside work can have a damaging effect on teaching and scholarship. The conglomerate University may have service - oriented departments but still maintain a community of scholars as one of its divisions. But the entrepreneurial professor cannot so easily claim that his outside activities have no effect on his academic role. Naturally, as with the institition, the question is one of degree: Not all outside activities detract from scholarship, and some enhance it. But some scholars are so heavily engaged in outside research that they have become virtually inaccessible to students and colleagues. In students' eyes, they are compromised by their dependence on nonacademic patronage and by their attachment to rewards more tangible than the discovery of truth. But most important, the existence of substantial outside commitments means that faculty members do not give to teaching and research a fair share of time, energy or care . We recommend that universities establish general guidelines governing both the acceptance of outside commitments by the institution ~nd the .outside .activi~ie.s .of individual faculty members. The guidelines should restnct outSIde servIce actIvItIes - whether for government, industry or the local community - that drain energies away from teaching and research. Such guidelines should be sensitive both to the individual rights of faculty members and to the differences between teachers in various disciplines. They should be developed and enforced by committees of faculty members and administrators. * * * Improving higher education ... many students complain that the quality of the teachmg they receIve IS poor. They generally blame excessive outside faculty commitments, university reward systems biased in favor of research and publication, and faculty indifference. . , . We believe that these charges often have a basis in fact. Many universities have developed no systematic way of assessing through consultation with students. Students should be provided with regular means for evaluating courses and the teaching effectiveness of faculty members. Faculty committees should be empowered to act upon information gathered and to make recommendations for improvement. teaching performance As one means of improving the quality of teaching on higher education, we urge reconsideration of the practice of tenure. Tenure has strong justifications because of its role in protecting the academic freedom of senior faculty members. But 1t can also protect practices that detract from the institution's primary functions, that are unjust to students, and that grant faculty members a freedom from accountability that would be unacceptable for any other profession. At all levels of the university, excellence in teaching should be recognized, along with excellence in scholarly work, as a criterion for hiring, salary increases and promotion. In the case of nontenured faculty, clear evaluation procedures emphasizing both teaching and research should be developed, publicized and used. * * * FOR THE SAME reasons, the role of graduate teaching assistants should be reconsidered. The present system of undergraduate education at many universities relies heavily upon graduate students to do much of the teaching. These teaching assistants are necessarily inexperienced, often distracted by the demands of their own degree program, not infrequently unprepared to give even minimally adequate instruction, and in . some cases deeply disillusioned. They often have little choice over whether to be a teaching assistant, and are generally underpaid and overworked. No college or university can do justice either to its undergraduates or to its graduate students as 10ng as it continues t he cunent system of graduate teaching assistantships. We would strongly recommend eliminating the cTA" were it not for the fact the universit ies cannot presently afford to do so. At a minimum however, they can and should take steps to improve the teaching skills and working conditions of these assistants. . . . We . . . recommend tha't faculty members assume much greater the welfare of their university responsibility for self - regulation and for community in the following ways: * (Faculty) should inform themselves about the principles, mechanisms and constraints that are involved in decision - making, rather than simply demand dramatic changes without demonstrating how they can be achieved. * Faculty committees should be established to evaluate and guide the teaching performance of faculty members. * Limitations on the outside service commitments of faculty members should be made explicit and should be enforced by faculty committees. * Faculty members, if they engage in political activities, have an obligation to individuals, not as representatives of their it clear that they act as make institutions. * Faculty members should always insist that students and colleagues exhibit an awareness of the full complexities of controversial issues.