TUCIly of.people. "A professor is a wonderful thing." Under the current UW system, a professor in the middle of the pay sc,ale receives $18,927 for a nine - month academic year, an associate professor-gets $13,925, an assistant professor receives $11,500, and ari instructor is paid $9,504. UW, compared to other universities, particularly in the Big Ten, has been losing ground in the area of faculty pay, and now ranks near the bottom. The new university budget asks for a pay raise and fringe benefit package amounting to 8 percent in the coming fiscal year, and 7 percent the following year; Every time the legislators ride into town to play the big poker game with the university and other state agencies at budget time, they point their purse - protecting pistols at the professors and say things like, "But surely, sir, you can't be serious about wanting this kind of money when you teach only six hours of classes each week." The professors and the university budget people sigh, then break out the-studies which show that a typical faculty,m~lJlber spends his time thus: Teaching, advising ~tudents and preparation time - 24 hours. Attending faculty meetings, preparing budgets, reviewing new programs, etc. - 7 hours. Research and other scholarly activities - 18 hours. Adult education and public service - 5 hours. That's a total of 54 hours. An administrator said: "To say that a professor should be paid only for the time he spends before a class is like saying that a surgeon should be paid only according to the amount of time that he has a scalpel in his hand." Or perhaps that a reporter should be paid only for his typing time, which as far - BILL STOKES as this memo is ~oncemed, has been too long. (Reprinted with permission from the Milwaukee Journal) City • lnCOme tax not equitable • • • (Concluded from page 1) but in East Lansing, three necessary conditions for this do not exist. Those three conditions are: 1 - A high rate of nonresidents deriving their income from the city. But the in East Lansing, Taylor says, nonresidents are primarily MSU students, faculty and staff, who for the most part derive their incomes from and utilize the services of the University rather than the city. ' 2 -- An unequal distribution of incomes - the greater the disparity of income, the greater the redistributive effect of an income tax. But East Keypunch offers good turnaround The Computer Laboratory Keypunching Service (Room 504, Computer Center) is currently able to provide excellent turnaround on keypunching and/or verifying jobs. Information is available by calling 355 - 5005. Lansing is a homogeneous community, Taylor says, with no "poor" sector. 3 - A large and profitable business tax base. But one of East Lansing's major :businesses is apartment ownership, which would benefit from the prop.erty tax reduction while picking up little of the income tax burden because of accelerated deprecia tion. ABOUT 37.5 per cent of MSU's employes are residents of East Lansing, according to a February, 1970 University payroll. These 3,434 persons would have been - taxed 1 percent of their income for East Lansing; all other employes would have been taxed ~ of 1 percent. A -P classification system . . . (Concluded from page 1) (The Personnel Center conducted a job description up ~ dating in November.) * The respondents favored (by a 232 - 92 vote) a review of the A - P classification system. A tqtal of 152 preferred to have the A - P Association and personnel office together make the to have an review, 56 preferred independent outside organization, 30 preferred the personnel office only, and 20 preferred the association only. * Salary ranges were reported to be _ evenly distributed from the bottom to _ the top of A - P levels. The tally showed 102 salaries "near or at the bottom," 128 "near or at the middle," and 91 "near or at the top." * Most respondents have been in their present classifications less than four years, and 124 reported they have been at their current level for a year or less. * The respondents were divided on whether to expand the association's membership. A total of 180 favored accepting "non - A - P, highly skilled' technical employes" into the A ' - P Association, and 139 opposed the idea. The vote was closer on accepting "non - - A - P supervisory employes" into the association: 174 said "yes,", 145 "no." * A majority (173) rejected the idea of a single classification system, and 128 favored it. * Most of the respondents (229) said they are members of the A - P Association. William D. Kenney, president of the association and an assistant director of fmancial aids, said that the survey data will be put on punched cards to allow for further analysis. English lecture Prof. Phillip Harth of the University of Wisconsin will discuss his approach to the study of 18th century English literature in a lecture Thursday at 8 p.m; iil the Green Room of the Union Building. He is the author of "Swift and Anglican Rationalism" and "Contexts of Dryden's Thought." MsU Faculty News, Feb. 2,1971 Presidential Fellows evaluate their roles Carl Taylor a Carl senior Taylor, in multidisciplinary social science, will say that his experience as a Presidential Fenow has been a good one: He has learned about the procedures behind the budget, why it gets cut; he has "been digging how they (people 'at the top') think;" he's seen "the real task of a university pre'sident ... which is a lot think," and tougher working with a faculty Presidential Fellow .has erased his "stereotype of Ph.d's and students." than people But he will also say that he is "down on the program" in some ways. Part of that is the problem of being in the first group of Presidential Fellows in a new program, he says. But it is partly Ron Richards Ronald W. Richards, assistant professor of medica:! education research and development, says he applied for the Presidential Fellowship program for three reasons. thought and he * He brought with him some from his experience administrative department the Fellowship program would provide the kind of information ( "on who does what") that would be particularly valuable to him. . * Pr~fessional interest in developing mstruchonal programs and improving teaching could be enhanced, he thought, ' through knowledge about University resources. * And is he interested in ?pportunities for curricular change and m the president's impact on education. Richard's major involvement as a Fellow has been with the provost, he is working on the says, where he instructional problem of organizing development to assist health science programs. But he has also worked with presidential assistant Elliott G. Ballard in "looking at the politics of a budget." Some time is also spent in drafting correspondence for the president - which has been ~aluable , Richards says, because of the variety of problems and because of the contact with people. He their is "getting a perspective on administrative style." . And he has been "pulling together ideas" for experiments in undergraduate programs. Richards says that while he has been selective in his contacts with those in the central administration (because of his interests), he has found people there to be supportive. The president, he says, has been responsive, open and willing to share ideas. Richards views an administrator's function as leading and maintaining the organization - to gather, organize, prod, stimulate the people responsible to him. "There are many ways to do that - some more effective than others." him, he says. The differences in approach interest . To improve instruction, for instance faculty could look at what teaching i~ all about, but they are trained in their disciplines and spend little time on skills, Richards says. The administrative style, however, would be a "question of bringing together resources." Because of the' disciplinary traini:lg of faculty, they are neither ready nor equipped to look at the broader issue of undergraduate education, Richards says. • Dale Work Dale Work, a doctoral candidate in chelnistry. says he has been engaged in pure research with no classes and little his own perspectives, from his own background. says Why become a Presidential Fellow? central that Taylor administration is viewed as a sort of Mount Olympus, and he thought the Fellowship program was "a channel for changing it," and he still thinks so. the "Whenever I get the opportunity to speak my piece, I will," he says, but he is also aware that "if you don't dance to the music, you're not going to be around." . "I can relate to it as a healthy experience," Taylor says, "or I can really question everything I look at." He has been assigned to presidential assistant Nolen Ellison because of his in working with minority interest students. He. says he runs into black freshmen who don't know what to do, so he talks with them, with their instructors. "I see myself again, and I don't wish that on anyone - the problems I had when I first got here." flexibility of He hopes to get into developmental programs in the future. He says he likes the Fellowship the pr0gram - "of being able to roam or so that he can fulfill certain fUVC" correspondence, (answering tasks working with the Presidential Forum television program and still pursue his interest in minority students.) - "I've learned a lot on my own," he • says, such as "how the administration is affected by or related to all branches of University life, the need for interlinking a line of understanding. If you have a complex - 'I'm up here on Mount Olympus, greater than thou:""it's quite defeating to the goal of the University. I get the feeling that some do lean on the crutch of their titles." But he says he did find some people in . the central administration who "dropped all the tit~es ... and said let's just rap." "It'll be interesting to see if I change ... " supervision, so the flexibility in the Fellowship program is not enitrely new to hime. He views the program as a transition between his scientific discipline to the administrative area, since he may become a central administrator. Work is informally assigned to the provost, and has been working on a study of graduate assistant promotion procedures. to Though he has a project, as all the Presidential Fellows do, Work considers it a "low priority activity." What is important, he says, is to get maximum the people and the exposure functioning at the central administration level. . :'~e valu~ in the program, Work says, Just bemg here, taking to people IS about anything I can learn from them." So he has tried to make appointments the with various administrators - budget director, the provost, the admission commission staff director the dean of graduate studies - to ask them what they do and what they think they should be doing. Work critically evaluates his experiences as a Presidential Fellow and has even drawn up his own list of the program's trong and weak points. The strengths, he says, include: The location (the Fellows share an office in ~he Hannah Administration Building, Just down the hall from all of the central administrators); the opportunity to to attend meetings; access confidential information (from some of the persons he's dealt with, he says); the close view of the scope of responsibility of central administration (seeing how many facets of the University operations are legal matters to correspondence); and an opportunity.to view things so he can decide which techniques he "will be certain to include and not include" as ~ future administrator. treated, from The weaknesses (not complaints about the program, he says, but things that have kept him from learning as much as he wanted to) include: Physical isolation from the source of most action; the "failure of others to actively solicit our ideas;" the "ease with which informationally the Fellows are isolated" - that is, Work says, the Fellows are not informed when problems arise so they don't know what they might want to get involved with; and the problem of being in the fIrst group of Fellows when organizationaJ matters have to be ironed out. zero Even though the experience was at times frustrating, Work says, it has also been beneficial, since he started from " knowledge about administrative functions. He says he's learned a lot, but thinks the administration is capable of teaching more. b " f ase 0 Terry Sullivan Terry Sullivan says her evaluation of the Presidential Fellows program will have to wait - "I'm learning more about my own response to a job like this." The other participants see the program as a fellowship, but she views her position as a job "with aspects of an educational experience." She cites the "free rein," the unstructured nature of the Fellowship, a need for "a great deal of self - discipline and self - actualizing." Miss Sullivan has been assigned to Robert Perrin, vice president for university relations, and has been concerned with internal communication. Her main project has been to draft a 50-page booklet aimed a t students which discusses "partly organization, partly decision - making, and clever ways of getting around red tape." But she has also worked with the Campus Opinion Poll Committee, doing staff work, and doing research on student housing options, drafting proposals relating to the admissions commission, and doing staff work regarding a new speakers policy. The Fellowship has a reflective component as well as an active one she says. Fellows' office debates are "~f a more philosophical nature." She cites a "general knowledge - function" - the need to know what is going on at the University in order to function. "I'm distressed at how much administrators rely on the State News for information," she says. the "educational She also mentions the opportunity to view how different faculty personalities react, how blocks or groups interact, theories being and bant.ered about." . While she sees understanding mfluences and committee workings as an important part of the Fellowship's reflective function, Miss Sullivan says that the "only pressure group I've not had a chance to learn about is the faculty," which is, she says, a politically sensitive area, as she learned as a student representative to the Academic Council. When her Fellowship ends in March Miss Sullivan plans to attend graduat~ s~hool at the University of Chicago, aIming for a doctorate in sociology. She says she wants to teach: "I think a good to be a good teacher almost has teach what one to administrator," wants, to understand financing, to know the relations of research. "I see no point in working for an institution I don't understand. "There's so much you can do if you are a good administrator - and that doesn't mean status quo, maintaining an efficient bureaucracy .... " - BEVERLY TWITCHELL