The meeting was called to order by President Myles Brand on October
20, 1993, at 3:38 P.M. in room 150 Columbia. The minutes of the June 2,
1993 meeting were approved.
STATE OF THE UNIVERSITY ADDRESS
President Brand delivered the State of the University Address. A synopsis of that address was sent by campus mail to all University of Oregon faculty and staff and is made a permanent part of these minutes.
INTRODUCTION OF NEW FACULTY
President Brand asked the deans to introduce new faculty members. Many deans noted in their introductions that their new colleagues had been the top choices of search committees at the University of Oregon, and at other universities.
Mr. Jerry Finrow, AAA, announced School of Architecture and Allied Arts administrative changes including the creation a new program in Arts Management. He also explained that faculty formerly in the Department of Leisure Studies and Services (which had been a department in the College of Human Development and Performance) were now in a new recreation and tourism program in AAA.
MEMORIALS
Mr. Robert Mazo, Chemistry, read a memorial for Mr. Donald Swinehart, Professor Emeritus of Chemistry. Mr. Swinehart, who retired in 1983 after 37 years of service to the University of Oregon, died on April 19, 1993 in Columbus, Ohio.
Mr. Jack Powers, Romance Languages, read a memorial for Mr. Chandler Beall, Professor Emeritus of Romance Languages and Editor Emeritus of Comparative Literature. Mr. Beall retired in 1971 after 42 years of service to the University of Oregon. He died in Eugene on August 21,
The memorials to Mr. Swinehart and Mr. Beall are a part of these minutes and can be found on pages 2-4. Also a part of these minutes are memorials (pages 5-6) to Ms. Catherine Miller Lauris, Editor Emerita, Department of Publications, and Ms. Josephine Moore, Director Emerita News Bureau, Public Affairs and Development.
Ms. Lauris, who served the University of Oregon from 1940 until her retirement in 1982 died in Eugene, Oregon on September 24, 1993.
Ms. Moore, who retired in 1975 after 31 years of service to the University of Oregon, died m Eugene on September 16, 1993.
SPECIAL PRESENTATION
Mr. John Nicols, History, presented, on behalf of the University Assembly and the faculty at large, a certificate of appreciation and a laurel (Oregon laurel) wreath to Ur.University Archivist, Mr. Keith Richard, who served from 1980-1993 as Secretary of the University Assembly and from 1986 to 1993, as Secretary of the University Senate. As Mr. Nicols made this presentation he noted Mr. Richard's love for the University of Oregon, his integrity, and his knowledge of the history of the University, of the law and of parliamentary procedure.
ANNOUNCEMENTS
President Brand amounted that the 1992-93 Report of the Faculty Personnel Committee will be published in the Assembly minutes. That report appears on pages 7-8 of these minutes.
NEW BUSINESS
Mr. Davison Soper, President of the University Senate, presented the following motion:
"The time of the regular monthly meetings of the University Assembly shall be changed from 3:30 P.M. to 3:00 P.M."
Noting that classes now start on the hour on Wednesdays, Mr. Soper reported that the University Senate had voted to change its meeting time from 3:30 P.M. to 3:00 P.M.
By voice vote, the Assembly approved the motion as presented.
ADJOURNMENT
Before accepting a motion to adjourn, President Brand encouraged members of the Assembly to welcome the University's new faculty immediately upon adjournment at a reception in the Faculty Club. The business of the meeting having concluded, the meeting adjourned at 5:21 P.M.
Nancie Fadeley Acting Secretary
December 17, 1917 - April 19, 1993
Our colleague, Donald F. Swinehart, died on April 19, 1993 in Columbus, Ohio, at the age of 75. He will be sorely missed.
Donald Foucht Swinehart was born on December 17, 1917, in Strasburg, Ohio. He graduated from high school in 1935, and entered Capital University in Columbus, from which he graduated in 1939 with a Bachelor of Science degree in chemistry. He then went on to Ohio State University, where he earned the Ph.D. degree in chemistry in 1943.
After receiving the Ph.D., he worked for the Eastman Kodak Company in Rochester, New York for slightly more than a year. From 1944 through 1946, he worked at Los Alamos, on the Manhattan project. After the war, he decided not to go back to industry, but to seek an academic position. He came to the University of Oregon as Assistant Professor of Chemistry in 1946 was promoted to associate professor in 1953, and to full professor in 1961. He retired in June, 1983 after 37 years of service to the university.
Donald was predeceased by his wife, Ruth Swinehart, and is survived by three sons, Phillip, Mark, and Douglas.
These data give the chronological outline of Don Swinehart's professional life, but do not do justice to the measure of the man.
Donald was always considered to be one of the best teachers in the department. He cultivated the image of the old curmudgeon, much like the fictional Professor Kingsfteld of "The Paper Chase." Most of his students saw through this facade, however. This is exemplified by a letter from a former student, which spoke to his enthusiasm, his didactic ability, his interest in his students, and his willingness to give either "a verbal pat on the back or kick in the pants when such was required."
Donald also loved to work with his hands, to make things for himself. While at Los Alamos, he learned to operate a mass spectrometer, an instrument useful in the analysis of gases among other things. Upon his arrival at Oregon he built one of these instruments for his own laboratory. It was a complicated job, involving electric circuitry and vacuum technology. The device stood in the middle of his laboratory; its looks betrayed its homemade character, but it worked, reliably and well. It served as the primary measuring device for many Ph.D. theses and papers by Donald and his students in his main research field, the chemical kinetics of unimolecular gas phase reactions. After his retirement, he loaded the apparatus on to a rental truck and took it back to Capitol University for the undergraduates there to use.
He visited the university sundial in the quadrangle near the Science Library shortly after Klamath Hall, then called Science II, was built. Similarly, he brought the university carillon back into operation after an outside "expert" said that it could not be done. In the years immediately before this retirement, and continuing thereafter, he took to building grandfather clocks. He would buy a kit, make the clock, sell it, and use the proceeds to buy a new kit. He ground telescope lenses and kept bees. In all of these do-it-yourself projects, doing it was just as important to him as the final result.
A great disappointment in Donald's professional life was that he was unable to interest a commercial publisher in a general chemistry text which he had written. After teaching the honors general chemistry course at the University of Oregon for several years, he distilled his experience into a text. This text was written at a very high level because he taught the subject at a high level in our relatively small honors course. The publisher thought that the market for such a text would be too small to justify publication, and Donald was unwilling to water down his manuscript. So, it remained just that, a manuscript, and not a book. Many of us who had the opportunity to see the manuscript thought this a great shame.
Donald Swinehart's professional career coincided with the growth of the Department of Chemistry from five persons to 25 persons. His participation helped to make that growth possible. We shall remember him as a treasured colleague and a friend.
Robert M. Mazo, Professor Department of Chemistry
Chandler Baker Beall, Professor Emeritus of Romance Languages
and Editor Emeritus of Comparative Literature, died on August 21, 1993,
in Eugene, Oregon, of complications following surgery. He was born in North
Port, Long Island, New York, on October 29, 1901, and received his B.A.
in 1922 from Johns Hopkins, where he took his doctorate in 1930. He joined
the faculty of the University of Oregon in 1929 and taught here until his
retirement in 1971. He played the central role in creating our graduate
program in Comparative Literature and served as its Director from 1964
until he retired. He received the University's Distinguished Service Award
in 1973.
Chandler Beall spent several years in France and Italy before coming to Oregon. His teaching here centered on Dante and on sixteenth and eighteenth-century French literature. On the campus, Dante and Chandler Beall became virtually synonymous and his course was an integral part of a liberal education. Chandler was well known, too, for his public lectures on Dante and modern Italian poets given in the Browsing Room of the Library. He, along with Hoyt Trowbridge, Frederick Combellack and others, initiated in 1952 the literature component of the Sophomore Honors Program, the program that was to become the Honors College. Chandler also served as a visiting professor at Johns Hopkins, Princeton, and the University of California at Berkeley. He spent the academic year 1958-59 in Italy as a Fulbright scholar.
Chandler Beall's most important achievement is the creation of the scholarly journal Comparative Literature, which he edited for more than twenty years. The journal grew out of the effort of a group of members of the Modem Language Association to create an American journal to replace the Revue de Literature comparee, which had been forced to suspend publication during World War u. After several other scholars had failed to persuade their universities to sponsor the new journal Chandler offered to approach the University of Oregon and made a formal proposal to President Newburn in September 1947. President Newbum agreed to finance the journal for a trial period of three years, stipulating that the University of Oregon would retain full ownership and direction and that Chandler Beall would be the Editor. The first issue appeared in the spring of 1949.
Chandler's major scholarly work, his book Le Tasse en France, published in 1942, is in the classic French tradition of "literature comparee," but he never accepted a rigid or narrow definition of comparative literature. He was warmly sympathetic to the New Criticism, disliking what he called "comparison for comparison's sake," which shows that two works are similar but does not lead to a better understanding of either. He was firmly convinced of the importance of style in scholarly writing and devoted much of his time as Editor of Comparative Literature to meticulous copy editing of manuscripts to make them as lucid and attractive as possible.
After his retirement Chandler continued to take an active interest in the journal he had created. He understood that it could not remain unchanged and supported the Editors' attempts to see that its pages remain open to the best contemporary work in the field.
Mr. President, we request that this memorial be made a part of the of final and permanent minutes of this meeting and that copies of the memorial be sent to the immediate family by the Secretary of the Faculty.
Thomas R. Hart Professor Emeritus Comparative Literature Perry J. Powers Professor Emeritus Romance Languages
Catherine Miller Lauris died on Friday, September 24, 1993, after
suffering a stroke, at age 75. She was a civic activist and patron of the
arts for more than four decades.
Lauris was born in Portland, Oregon December 22, 1917 but she was raised in Lane County, with her family first living in the community of Vaughn and then Creswell. She graduated from the University of Oregon in 1940 with Honors in English Literature.
She worked at the University of Oregon from 1940 until her retirement in 1982. In 1940, she was hired as a clerk for the Of office of English Composition and continued through a series of university positions until she was hired by University Publications in 1966. She worked there for more than fifteen years.
She spent several years with UO Books, first as Managing Editor then as Acting Editor from 1966-1972. In July, 1972 she became University Catalog Editor when the responsibility for producing the catalog was transferred from the Editor's Of office to the Of Cce of Publications.
In 1974, she was promoted to Assistant Professor. Until her retirement in 1982, she was responsible for the production of the University's catalog series including the General Catalog, Sumner Session Catalog and Law School Catalog.
Lauris was concerned about improving the content and overall communication value of the publications under her direction. She was a meticulous editor and had an extraordinary love for the English language. Being an advocate of equal rights, she concentrated her efforts in the implementation of editorial decisions that were in the spirit of the University's commitment to affirmative action.
Lauris was a frequent guest lecturer in classes on publishing practices and procedures. She served as secretary (ex officio) to the University Curriculum Committee. In addition, she was selected to serve as secretary of the Presidential Search Committee in 1974.
Lauris had a long history of community service. In 1956, she was elected to the Eugene City Council, where she served for 12 years. She served as an elected member of the Lane Community College Board of Directors for another 12 years. Her last political race was an unsuccessful bid to be Eugene's mayor in 1980.
Lauris was a founding member of the Lane Arboretum Association and of the Friends of Eugene Library. She was a charter member of the Eugene Symphony Association and the Eugene Symphony Guild. She formerly served as an officer of the Lane Economic Development Commission, as a charter appointee on the state Council of Aging, as a member of the state Board of Psychologist Examiners, as a board member of the Oregon Repertory Theater and as president of the Lane Regional Arts Council.
Her work was recognized with public service awards in 1966 from University of Oregon Mothers, in 1967 from the University of Oregon Faculty Wives and in 1985 from the Arts Council. And, she received a distinguished service award in 1984 from the American Civil Liberties Union.
In summary, her work with the University community and the general community demonstrate her concern for contributing to the public good. The University was fortunate to have a person of her concern and dedication.
Lauris' survivors include her son, George, of Philomath; daughter, Mary Lowe, of Redmond; and sisters Jean Cox and Melva Gamet of Eugene, Myra Goehler of Lake Oswego, and Elizabeth Sullivan of Moscow, Idaho. She also had four grandchildren.
Barbara Edwards Associate Vice President Public Affairs and Development
Josephine Stofiel Moore of Eugene died September 16, 1993 of a stroke.
She was 84.
She was born August 27, 1909, in Boise, Idaho. She received her bachelor's degree in journalism from the University of Oregon in 1931. Moore did reporting, advertising and office work for the Eugene Daily News from 1933- 1940.
She started working for the UO News Bureau in 1944 and became its director in 1964. Known as a salty, straight talking, no-nonsense woman she was well liked both by her peers and students.
Moore worked closely with students during her time at the University of Oregon. She had an uncanny ability of selecting bright and ambitious students for her interns. Many have gone on to successful careers contributing to communities across the Northwest. One of her former interns, Douglas White, is now an administrator at Lane Community College. He said of his mentor, "She worked us relentlessly. However, she had a heart of gold and provided a nurturing atmosphere for people to learn."
Moore was promoted to the rank of associate professor in 1970. She retired in 1975 and was granted the title of director emeritus with the rank of professor.
Moore was a member of the Alpha Delta Pi college sorority and served as program chairwoman for the Northwest District of the American Public Relations Association from 19571958.
Interested in Oregon geography she was appointed chairwoman of the Oregon Geographic Names Board on December 3, 1971 and served on the Board until 1978. After her retirement Moore volunteered her time to such projects as editing the Atlas of Oregon text, which was published in 1976.
Moore also was an avid reader and enjoyed crossword puzzles. In fact, during her retirement she wrote many crosswords which were published in Old Oregon. Other hobbies included hiking, gardening and traveling.
She is survived by two daughters, Katherine Moore Burrington of Eugene and Elizabeth Brown of Tacoma; a sister, Gladys Stofiel Todd Cole of Salem; and five grandchildren.
Barbara Edwards Associate Vice President Public Affairs and Development
November 24, 1993
The meeting was called to order by President Myles Brand on November
3, 1993, at 3:02 P.M. in 150 Columbia. He announced that the minutes of
the October 20, 1993 meeting, not having been distributed, would be considered
for approval at the next meeting of the University Assembly.
POSTPONEMENT OF MOTION ON THE CLUSTER REQUIREMENT
After asking if there were any other announcements, President Brand recognized Mr. John Nicols, History, who rose to present the Cluster Requirement motion passed by the University Senate on October 13, 1993.
As Mr. Nicols began to speak, the Parliamentarian, Mr. Charles Wright, Mathematics, raised a point of order noting that the Cluster Requirement story in that morning's Oregon Daily Emerald had indicated the Assembly meeting would convene at 3:30 P.M. Mr. Wright then presented the following motion which was seconded by Mr. Leland Roth, Art History:
"I move that discussion of the Cluster Requirement motion be postponed until 3:30 P.M."
The motion was approved by voice vote with no audible dissents.
NEW BUSINESS
President Brand then moved to New Business, inviting discussion of issues raised during the State of the University Address which he had presented at the Assembly's October 20, 1993 meeting. When no one responded to his invitation, he asked Mr. Wright to bring the Assembly up to date on the work of the Productivity Steering Committee.
Mr. Wright reported that the Steering Committee will be meeting with the Productivity Working Groups which "are coming along, by and large with good will." He emphasized the need for looking at productivity "not so much in terms of inputs, but outputs," opining that it would be necessary to come up with ideas for a lot of small things which can be done, because "no one bright idea will do it."
During the productivity discussion, Provost Norman Wessells described brainstorming underway in response to a request from Chancellor Thomas Bartlett for proposals for innovative projects. Provost Wessells said the University of Oregon appears to be coming up with imaginative ideas relating to the expansion of summer session offerings and to inter institutional cooperation. He gave as examples the possibility of working out joint programs involving the College of Business Administration and Oregon State University; Architecture in the Portland area; and Journalism and the community colleges.
In response to remarks by Ms. Esther Jacobson-Tepfer, Art History, and Mr. Nicols about GTF budget reductions, President Brand acknowledged that they had raised a very important issue, the difficulty of redirecting resources. He advised the Assembly of the importance of realizing that the need to look at productivity and to change is not temporary for this university or for others across the nation. "The threat to the University of Oregon is not that it will have to close its doors," he asserted, "but loss of mission...We are going to have to maintain our quality oriented mission."
Provost Wessells followed up on President Brand's remarks with a report on a teleconference during which other Westem Interstate Compact on Higher Education (WICHE) institutions described struggles with budgetary concerns similar to those facing the University of Oregon.
MOTION ON THE CLUSTER REQUIREMENT
At 3:30 P.M., Mr. Nicols presented the following motion which was passed by the University Senate on October 13, 1993:
Section A of tje current Assembly legislation on general education requirements is amended to read:
"A. Sixteen credits in approved group satisfying courses in each of three areas. Sciences. Social Sciences and Arts and Letters. In each of the three areas. courses must be complete at least two subjects (prefixes). and at least two courses must be completed in one subject (prefix)."
This legislation is to be effective for current University of Oregon students as soon as it is enacted by the Assembly.
Mr. William Strange, English, seconded the motion.
Mr. Nicols explained that the motion originated last year in the Academic Requirements Committee, and had been discussed with representatives from across the University.
Noting that even under the best of conditions, students have had problems completing the cluster requirement, he reported that the Academic Requirements Committee spends 30 to 40 per cent of its time dealing with petitions on clusters. Some of those petitions he called frivolous, but many he reported involve students who have transferred or who .'have not been able to enroll every term." He described as even more difficult those petitions presented by students who claim they have conscientiously sought advising and been miss-advised about what constitutes a cluster.
Opining that in the past the cluster situation, though difficult, had been manageable, he proceeded to describe problems which have been intensified by the conversion to a credit based cluster of eight credits (rather than course based, with three courses).
University Senate President, Mr. Davison Soper, Physics, reported that the Senate's roll call vote on the motion was unanimous. He said the only debate was whether or not departments were aware of the motion, and that discussion indicated they were. He recalled that there was also discussion about the effective date of the legislation.
After Mr. John Beebe, Russian, raised a question relating to the number of courses which could be counted from one department, Mr. James Boren, English, moved the following amendment which was seconded by Ms. Marliss Strange, Academic Advising and Student Services:
No more than three courses in any one subject (prefix! may be counted toward meeting the total 48 hour requirement.
The amendment was adopted by voice vote with no audible dissent.
After receiving a "yes, but not probable" answer to his question as to whether the motion would make it possible to satisfy the requirement by taking courses with only Greek and Latin prefixes, Mr. J.T. Sanders, Religious Studies, moved the following amendment which was seconded by Mr. Beebe:
The word "departments" should be substituted for "subject (prefixes)'
During the discussion on the amendment, Mr. Boren urged a "No" vote, opining that the legislation can not address every probability; President Brand agreed that the motion can't solve all possible problems since "we probably haven't found them all yet;" Ms. Jacobson-Tepfer reminded the Assembly that the University is considering ways to move students through to graduation as quickly as possible; and Mr. Soper stated that the language of the motion was carefully considered as he warned against "messing things up." Mr. Nicols issued a similar warning, noting that the term "department" is an administrative term, not one that describes the curriculum.
The-move to substitute "departmentsî for "subjects (prefixes)" failed by a voice vote.
Commenting on the overall spirit of the discussion, Mr. Wright pointed out that the legislation did not propose a major change.
At one point during the discussion, Mr. Grant Calof, University Senator, raised a question about the effect the proposed legislation would have on graduation requirements in the professional schools.
FINAL ACTION ON THE AMENDED MOTION ON THE CLUSTER REQUIREMENT
After Mr. Soper's call for the question was approved by a voice vote, President Brand called for a vote on the motion as amended by the Assembly. The entire motion, as amended, reads as follows:
Section A of the current assembly legislation on general education requirements is amended to read:
"A. Sixteen credits in approved group satisfying courses in each of three areas' Sciences. Social Sciences and Arts and Letters. In each of the three areas. courses must be completed in at least two subjects (prefixes). and at least two courses must be completed in one subject (prefix)."
This legislation is to be effective for current University of Oregon students as soon as it is enacted by the Assembly.
No more than three courses in any one subject (prefix) may be counted toward meeting the total 48 hour requirement.
The Cluster Requirement motion, as amended, was approved by voice vote.
ADJOURNMENT
The meeting of the Assembly adjourned at 4:59 P.M.
Nancie Fadeley Acting Secretary December 17, 1993
The meeting was called to order by Provost Narman Wessells on December
1, 1993 at 3:05 P.M. in room 150 Columbia After Provost Wessells noted
that there had been a correction in the October 20, 1993 minutes, the minutes
of the October 20, 1993 meeting and of the November 3, 1993 meeting were
approved.
MEMORIALS
Mr. Donald Peting, Architecture, read a memorial for Mr. Stephen Jen-Yao Tang, Professor Emeritus of Architecture. Mr. Tang who retired in 1985 after 17 years of service to the University of Oregon, died on September 13, 1993 in Boston, Massachusetts.
Mr. Kenneth O'Connell, Fine and Applied Arts, read a memorial for Mr. Andrew McDuffie Vincent, Professor Emeritus of Art. Mr. Vincent retired in 1968 after 39 years of service to the University of Oregon. He died in Brookings, Oregon on October 31, 1993.
The memorials to Mr. Tang and Mr. Vincent are a part of these minutes and can be found on pages 3-5.
Also a part of these minutes is a memorial (pages 7) to Mr. William R. Sistrom Emeritus Professor of Biology. Mr. Sistrom retired in 1992 after 29 years of service to the University of Oregon. He died in Eugene, Oregon on September 19, 1993.
ANNOUNCEMENTS
Provost Wessells announced that Mr. John Nicols, Chair of the Faculty Advisory Council (FAC), had asked that faculty be encouraged to complete the faculty governance survey sent out by FAC.
NEW BUSINESS
Provost Wessells recognized Mr. James Boren, Chair of the Undergraduate Education and Policy Coordinating Council (UEPCC), who introduced three motions which had been circulated to all voting members of the Assembly and distributed at the Assembly meeting.
MOTION TO REDUCE CREDITS FOR GRADUATION
The first motion proposed reducing the number of credits required for the Bachelor of Arts, Bachelor of Science, Bachelor of Music and Bachelor of Education from 186 credits to 180 credits. Mr. Boren explained that the proposed reduction corresponded to requirements which have been eliminated, i.e., the Health Education and Physical Education courses formerly required for graduation.
Mr. Davison Soper, President of the University Senate, reported that the Senate had approved the motion by an enormous majority and that the debate centered on whether Architecture degrees should be included. He added that there was also some discussion about costs to students who might be charged out-of-state tuition if the Oregon State Board of Higher Education approves the proposal to limit the number of undergraduate credits students can earn and still pay in-state tuition. When asked about the status of that proposal, Provost Wessells said OSBHE members decided not to vote on it when it was on the Board agenda.
During the discussion on the motion, when told it would be effective immediately upon approval by the Assembly, Mr. Jack Bennett, Academic Advising and Student Services, moved to amend the motion in order to delay implementation until Winter 1994.l
Mr. Bennettls motion to amend was rejected by a voice vote.
The Assembly then approved by voice vote. with no audible dissent. the following motion;
A total of 180 credits with passing grades are required for the Bachelor of Arts, Bachelor of Science, Bachelor of Music, and Bachelor of Education.
MOTION TO MODIFY REGISTRATION AND COURSE CHANGE DEADLINES
Provost Wessells, Mr. Boren and Mr. Soper explained that the second motion originating in the UEPCC and appearing on the day's agenda was a motion that normally would not go to the Assembly for approval, but was before the Assembly so it could correct a Senate mistake.
According to Mr. Boren, the motion was designed to address under enrollment caused by students who drop classes too late for other students to be admitted. The mistake occurred when the Senate amended the original motion to expand the proposed windows of opportunity for late registration and course change deadlines.
Mr. Boren moved to amend the registration and registration and course change legislation approved by the Senate to make time lines consistent. That amendment was approved by the Assembly by voice vote.
The assembly then adopted the registration and course change deadline legislations approved by the Senate and amended by the Assembly. Here is the amended motion as approved by voice vote by the Assembly.
Introductory comment. The different parts of the following motion should enhance the availability of classes for students and also enhance the quality of instruction by stabilizing classes early in the term. The deadline changes are proposed to encourage students to develop their class schedules at the beginning of the term, allow for an opportunity to add course after the drop period, and maximize individual course enrollments.
Introductory Comment: The different parts of the following motion should enhance the availability of classes for students and also enhance the quality of instruction by stabilizing classes early in the term. The deadline changes =are proposed to encourage students to develop= their class schedules at the beginning of the term. allow for an opportunity to add courses after the drop-add. and maximize individual course enrollments.
Course Add The period of time when students can add courses will be the first eight teaching days of an academic term.
Late Registration The period of time when students can register late for courses will be the first teaching day through the eighth teaching day of the academic term.
Course Drop The period of time when students can drop courses without the transcript notation of 'W" will be the first six teaching days of an academic term. No fee will be assessed.
Course Withdrawal They can drop a course with a recorded "W" will be the seventh teaching day through Friday of the seventh week of an academic term. The current drop fee will be assessed.
Grading Option and Variable Credit Changes The period of time when students can make grading option and variable credit changes will be through Friday of the seventh week of an academic term. A change fee will be assessed beginning on the seventh teaching day of an academic term.
MOTION TO AMEND NEW CLUSTER REQUIREMENT RELATIVE TO PROFESSIONAL DEGREES
Mr. Boren then presented a third motion which he described as an amendment to the New Cluster Requirement approved by the Assembly at its November 3, 1993 meeting, an amendment which would expand that requirement to professional degrees. Mr. Soper added that that subject had come up during the Assembly debate but action was deferred because there had not been discussion with the professional schools which would be affected. He reported that the Senate had approved the motion with an overwhelming vote.
Mr. Boren moved:
Introductory comment: The following motion makes a parallel amendment to the October 13 legislation affecting the Bachelor of Arts. Fine Arts and Science degrees.
The current Assembly legislation on General Education Group Requirements relative to the Bachelor of Architecture. Bachelor of Education. Bachelor of Interior Architecture. Bachelor of Landscape Architecture and Bachelor of Music is amended to read as follows:
Twelve credits in approved group satisfying courses in each of three areas. Sciences. Social Sciences and ARTS and Letters. In each of the three areas. Courses must be completed in at least two subjects (prefixes). and in at least two of the three areas at least two courses must be completed in one subject (prefix).
The motion was approved by voice vote with no audible dissents.
ADJOURNMENT
The business of the meeting having concluded, the meeting adjourned at 3:40 PM
Nancie Fadeley Acting Secretary
Dr. Stephen Jen-Yao Tang, Emeritus Professor in Architecture, died
on the 13th day of September 1993 of natural causes in Boston, Massachusetts
at the age of 74. He was born June 1, 1919 in Shanghai, China, the youngest
child in a large family. He attended schools in Shanghai from grade school
through his first year of college at To Tong University. In 1938, at the
age of 19, just before the Japanese/Chinese war erupted making it impossible
for him to go home until years later, Tang left China to further his education
here in the United States. In 1942, he was awarded a B.S. in Architectural
Engineering, with honors, from the University of Illinois in Urbana.
Upon graduation, unable to return to his family, he joined the U. S. Air Force and initially assisted in training Air Force cadets from China at Luke Air Field, Phoenix, Arizona. It was during this time that he met and married Dorothy Tsui, a U.S. Army nurse. Tang returned to the University of Illinois as a member of the military and was awarded an M.S. in Architectural Engineering in June 1944. He then went back to Luke Air Field where he served until the war ended in 1945.
After becoming a registered structural engineer, Tang was employed in Chicago as project architect and/or engineer by three internationally renowned Architect-Engineering firms: Holabird & Root, 1945-4g; C.F. Murphy, 1949-54; and Skidmore, Owings & Merrill, 1954-60. During this fifteen-year period Tang was involved in many design a\ward-winning projects for which the costs totaled about 300 million dollars. A few noted projects were the Hilton Hotel in Los Angeles, 1947; the Prudential Building, Chicago, 1951; the U.S. Air Force Academy, Colorado Springs, 1955; and the United Airlines Office Building, Chicago, 1957. All projects used advanced design concepts that demanded innovative structures and construction procedures.
Desinag to share his experiences from practice and with encouragement from a former professor, he began teaching at the University of Illinois. Having accepted an Associate Professorship in Architecture, he quickly became Professor, and served as a faculty member from 1960-1969. He then served 15 years as Professor of Architecture at the University of Oregon from 1969 until his retirement in 1984. Shortly after returning to China for the first time, he was awarded an honorary Ph.D. from China Academy in Taiwan in 1974. He was also a visiting professor at Tong Ji University of Shanghai from 1982-1985.
Tang was awarded the Plym Prize and was a member of many national and international honorary societies including Gargoyle Society, and the engineering honoraries of Tau Beta Pi and Sigma Tau. He belonged to the International Association for Housing Science and was a founding member of the steering committee for the now very important Technology Conference of the Association of Collegiate Schools of Architecture.
Tang's classes and seminars provided students with a bridge between theoretical principles and practical architectural engineering. He conducted laboratory projects using substitute materials that simulated full scale building systems when tested for their structural behavior. He developed "Tanguage," a teaching methodology for making integrated decisions in construction management. He enjoyed a strong and long-lasting rapport with his students and colleagues. He spent his last years bringing an awareness of Chinese architecture to Boston area grade schools.
He leaves his wife, Dorothy, and sons, Stephen Jr. and Michael, all of Boston; daughter Janet of Colorado Springs and seven grandchildren.
Mr. President, I request that this memorial be made a part of the official and permanent minutes of this meeting and that copies of this memorial be sent to the immediate family by the Secretary of the Faculty.
Donald Peting Associate Dean Architecture and Allied Arts
Northwest painter and teacher, Professor Emeritus Andrew M. Vincent,
died October 31, 1993 in Brookings, Oregon. He was 95 years old. Vincent
may be best known as one of the long time Fine Arts faculty members at
the University of Oregon where he taught for 39 years. He was a very active
artist and was commissioned to paint many murals. He won commissions to
paint murals in post offices and public spaces in Washington and Oregon.
One of his largest was the 11 x 50 foot mural in the Eugene City Council
Chambers in the City Hall building. Another large mural commissioned by
Architect Don Lutes, is now hanging in the lobby of Lawrence Hall at the
University of Oregon.
Vincent was born in Hutchinson, Kansas in 1898 and served in the U.S. Army from 191619 on the Mexican Border and in France. Educated at the Art Institute of Chicago he joined the University of Oregon to teach painting and drawing in 1929. He exhibited his art work throughout the northwest including the Portland Art Museum, Seattle Art Museum, UO Museum of Art and the Henry Gallery at the University of Washington. His paintings were shown at the 1939 World Exposition in San Francisco. His art work was included in a special color edition of the Northwest Review in 1959.
During his 39 years of teaching at the University of Oregon he was a primary force in the development of the Art Department. He was a long time teacher in the Carnegie Summer Sessions and became director of them in 1944-45. He also taught as visiting faculty for a short time at the University of Texas at Austin and the University of Southern California.
Andrew Vincent was dedicated to teaching art to general university students. He always enjoyed teaching non-majors as much as the art majors. One of the students whom he talked about was Oregon Supreme Court Justice Kenneth J. O'Connell who, as a faculty member in the School of Law, had taken a term of painting from Professor Vincent. The retired justice says that he considered Andrew a fine teacher and good friend. Vincent was also known for his strong support of the faculty.
Vincent had a strong interest in making home movies with sound. He filmed his family, his travels, and the many events related to the School of Architecture and Allied Arts. Some of his films were shown in 1989 during the 75th Anniversary of the founding of the School. He helped make possible the awarding of the first MFA degree in film and animation to David Foster in 1957.
Vincent retired in 1968 from teaching at the University. He lived in Eugene for a number of years in the house he designed and built in 1929. He left Eugene in 1985. His last years were spent on the Oregon coast in Brookings where he continued to paint as long as he was able.
Andrew Vincent is survived by his brother Clinton Vincent in Bellevue, Washington; and his three children, Cynthia Bowers i-n Evergreen, Colorado, Andrew Jr. in Lake Oswego, and Douglas in Redmond, Oregon. There are nine grandchildren and three great-grandchildren.
Mr. President, I request that this memorial be made a part of the of final and permanent minutes of this meeting and that copies of this memorial be sent to the immediate family by the Secretary of the Faculty.
Kenneth O'Connell Professor Fine and Applied Arts
Dr. William R. Sistrom, Professor Emeritus of Biology, died of cancer
September 19, 1993 at his home in Eugene. He is survived by his wife of
41 years (Dorothy), three sons (Chris, Peter, and Michael), a daughter
(Anne), a sister, and four grandchildren.
Biu was born February 15, 1927 in Hollywood, California, and earned his bachelor's degree in biology at Harvard in 1950. His Ph.D. degree was awarded in 1954 at the University of California, Berkeley, under the guidance of the late Dr. Roger Stanier. During 1955-57, he was a post-doctoral fellow at Institut Pasteur in Paris where he worked with Dr. Jacques Monod. In 1958-63, he returned to Harvard as an assistant professor of biology.
It was in 1963 that he joined the Biology faculty of the University of Oregon as an associate professor. He was promoted to professor in 1968. His of final retirement from full time teaching and research was in June, 1992.
Biu's principal research was on aspects of photosynthesis basic to all photosynthetic organisms, and more particularly on photosynthesis in one of the types of organisms most used to study this process, the photosynthetic purple bacteria. These bacteria were used because of their ease of handling, very rapid growth rates, and their great potential for genetic manipulation. He was a pioneer in this field and discovered several properties of this complex process. Together with co-workers he was the first to demonstrate the essential role of carotene pigments in protecting photosynthetic organisms from the otherwise lethal combination of light and oxygen, the demonstration that carotene worked as an anti-oxidant.
In 1966, he received a five-year Career Development Award from the National Institutes of Health which paid his salary for this period. His life's work, comprising about 45 research papers, covered the biochemistry, genetics, and structure of the photosynthetic apparatus, and pigment synthesis in these microorganisms. Bill was also the author of a popular elementary text entitled MICROBIAL LIFE, and was co-editor of a large volume, THE PHOTOSYNTHETIC BACTEERIA, published in 1978.
During his last decade at Oregon, Bill devoted more and more of his time to teaching. The great focus and interest of his career was to help develop, coordinate, and teach in the multi-term CORE course for all biology majors. He will be remembered most by colleagues and innumerable past students for this, arguably his greatest, contribution to the University of Oregon. He really wanted biology majors to understand cell biology and biochemistry. This did not mean a mere memorization of components, compounds, and biochemical reactions, but rather a true understanding of how and why cell metabolism operates as it does under various conditions. A colleague who was part of the team teaching CORE biology with Sistrom in the mid-70s had the following compliment: "The purpose of this letter is to volunteer the opinion that Dr. Sistrom's lectures deserve special praise. He has expressed ideas I have not read or heard elsewhere and that strike me as profound d...I believe that the long-range impact of Dr. Sistrom's teaching on some students will be greater than that of anyone else involved in the CORE. He has certainly influenced my own thinking about physiology."
BiD Sistrom was a modest man, an extremely honest man and scientist. In Biology faculty meetings he was considered the "conscience" of the department. His service on Ph.D. committees (including those of his own students and at least ten of mine) was that of great conscientiousness and interest, and was very much valued by all. Bill Sistrom's approval was just about the greatest hurdle for many Ph.D. students to overcome in his or her graduate career.
He will be greatly missed, but well remembered by members of the Biology faculty and staff, the Institute of Molecular Biology, and by me, his friend and close colleague for 30 years.
Mr. President; I request that this memorial be made a part of the offcial and permanent minutes of this meeting and that copies of the memorial be sent to the immediate family by the Secretary of the Faculty.
Richard Castenholz
Professor Biology January 24, 1994
MINUTES OF THE JANUARY 5, 1994, MEETING OF THE UNIVERSITY ASSEMBLY APPROVAL OF MINUTES
The meeting was called to order by President Myles Brand on January 5, 1994, at 3:05 P.M. in Room 177 Lawrence. The minutes of the December 1, 1993, meeting of the University Assembly were approved.
MEMORIALS
Mr. Gary Martin, Music, read a memorial for Mr. Edward William Kammerer, associate professor of music. Mr. Kammerer died in Eugene on November 12, 1993, after 23 years of service to the University of Oregon.
The memorial to Mr. Kammerer is a part of these minutes and can be found on pages 3-4.
OLD BUSINESS ACTION ON THE REPORT OF THE COMMITTEE ON THE CURRICULUM
President Brand recognized Mr. Davison Soper, president of the University Senate, who described the senate's discussion of the 1994-95 Report of the Committee on the Curriculum to the University of Oregon Faculty, noting that the senate had made significant changes in the committee's recommendations for the Department of English.
Mr. Micheal Dyer, chair of the University Committee on the Curriculum, said the committee, when recommending changes, had aimed toward credit neutrality and had insisted that departments requesting credit increases justify them pedagogically. He expressed concern that some units seem to have listed many more courses than can be taught regularly, and he described the committee's intention to continue to monitor this issue. He reported that the committee was particularly pleased with the clarity and thoroughness of the materials submitted by biology, East Asian languages and literatures, mathematics, and Romance languages, and with the new multicultural courses in the curriculum report.
Before presenting the curricular changes recommended in the curriculum report, Mr. Dyer moved the adoption of the following recommendations from the University Committee on the Curriculum:
The Committee Recommends That the credit range for Experimental Course: [Topic] (410/510) is changed from 1-3R to 1-4R in the following instructional units: Department of Political Science, Department of Theatre Arts, Womenís Studies Program, Department of Military Science.
*permanently numbered courses be offered at least every other year to avoid false advertising and ensure that required courses are readily available to students.
*departments specify which courses are offered alternate years in the UO Bulletin and all advising documents.
*departments consult the Office of Academic Advising and Student Services before advertising chapYes in major or minor undergraduate; requirements--to make sure the departments arenít violating university legislation on majors and minors (e.g. upper-division requirements for the minor).
*the Office of the Registrar send each department. in January. a report listing permanently numbered course: that have not been offered in the past four years. Departmental responses should include corrections. explanations and plans to drop untaught courses in 1995-1996.
*departments take responsibility for anticipating and removing potential obstacles to degree completion that are caused b curricular changes. Departments need to give sound academic advice both in student consultations and in written materials.
*departments be cognizant of Oregon State System of Higher Education common course numbering selected lower division courses, The committee asks the English. geography. and sociology departments to evaluate the relationship between recent course-number changes and relevant OSSHE common course numbers.
*in 4xx/5xx courses. faculty members continue to evaluate graduate students at a higher standard of performance. give increased assignments. or both.
The University Assembly adopted the motion by voice vote with no audible dissent.
Before moving to consideration of the curriculum report, President Brand thanked the members of the Committee on the Curriculum for "their fine and hard work."
Mr. Dyer presented the curriculum report as changed by the First Supplement to the 199495 Preliminary Report. As President Brand asked for approval of the curriculum report for each department, he noted changes proposed in the supplementary report. A few members of the Assembly volunteered comments or requested minor corrections:
*After being assured that ES 419/519 Native American Contemporary Literature and Voices differs from ENG 486/586 because the Ethnic Studies course includes more social sciences and focuses on cultures generally, Mr. Richard Stein, head of the Department of English, suggested that the title was misleading and recommended that the Ethnic Studies Committee be asked to change the course title and description of ES 419/519.
*Ms. Sharon Sherman, director of the Folklore Program, recommended that the subject code for folklore be changed from F*R to FLR and that credits for the two English department core courses in the folklore certificate program (p.93) be adjusted to four credits each.
*Mr. Frank Anderson, head of the Department of Mathematics, asked that MATH 440/540 Matrix Algebra be reinstated because it is still taught during the Summer Session. His request was adopted without dissent.
*Mr. Michael Hibbard, head of the Department of Planning, Public Policy and Management, said there were some omissions in the PPPM section of the curriculum report. He and Mr. Dyer agreed to discuss the reasons for those omissions.
*Ms. Janet Descutner, Department of Dance, asked that the "Majors and minors only" restrictions on new courses listed on page 73 of the curriculum report be dropped. Her request was adopted without dissent.
*Mr. Richard Stein, head of the Department of English, pointed out that, in the supplementary report on page three which refers back to page 92 of the curriculum report, the description of the circumstances and method under which the Department of English is suspending its minor is incorrect.
*Mr. Micheal Dyer introduced a discussion of the University Senate amendments that would change the credits of some English courses from three to four, noting there was no precedent for increasing credits without additional contact hours. He said the committee agreed that this change requested by the Department of English is a good idea but there were questions about implementation.
Mr. Stein, head of the Department of English, explained that the changes were sound pedagogically because they would require students to take more responsibility for their own education. He said the students would do more reading, writing, and consulting with instructors who would be able to handle this increase in conferences because enrollment caps on those courses would be lowered.
University Senate President Soper described the discussion of this issue in the senate, which had voted unanimously, aside from abstentions, to approve the English department's recommendations.
The University Assembly approved the curriculum report as amended by voice vote with no audible dissent
President Brand reminded the members of the University Assembly that corrections must be reported in writing to the chair of the Curriculum Committee by February 16, 1994, in order to be included in the final report
ADJOURNMENT
The business of the meeting having concluded, the meeting adjourned at 4:05 P.M.
Nancie Fadeley Acting Secretary
Edward William Kammerer was born on April 22, 1939, in Corvallis,
Oregon, to Theodore Kammerer and Susie Merchant Kammerer. He was one of
four children: three girls and one boy. Ed went through the public school
system in Conauis, graduating from Corvauis High School in 1957. After
graduation, he enrolled at Oregon State University and later transferred
to the University of Oregon, where he enrolled as a music major.
On July 8, 1960, Ed married Karen Kincade, and four children were born into their family: Stephen, David, Betsy, and Jennifer. Years later, after a divorce, Ed married Alice Burke, an active flutist and teacher here in Eugene. Their wedding took place on June 27, 1992.
In 1961, Ed served in the United States Army by performing with the United States Military Academy Band at West Point. After completing military service, he returned to the University of Oregon, where he completed a bachelor of music degree, and a master of music degree in French horn performance, as well as a performer's certificate on that instrument. He later pursued further graduate studies at North Texas State University.
In his early professional years, Ed was employed by the Bethel School District and the Bend (Oregon) School District. In 1970, he was invited to join the faculty of the School of Music here at the University of Oregon. His primary duty was to teach French horn, although his diverse talents soon led him to many other activities.
One is pulled in several directions when trying to describe the excellence of Ed Kammerer's work. He was a University of Oregon professor of French horn for more than 20 years. He also played an active, leading role in jazz at this institution, and he was widely respected as a jazz pianist and jazz teacher. He directed the University Brass Choir. He played in the Faculty Brass Quintet and the Faculty Woodwind Quintet. He was one of our principal teachers of music theory. He served as coordinator of undergraduate studies and as acting associate dean of the school. Outside of the School of Music he perfommed with the Eugene Symphony Orchestra, the Oregon Bach Festival Orchestra, the Cascade Music Festival Orchestra in Bend, the Peter Britt Music Festival in Jacksonvide, and in many other forums. His activities in jazz are equally diverse and impressive. On May 3, 1983, Govemor Victor Atiych appointed Ed Kammerer as Musician Laureate for the State of Oregon. But I would err if I didn't mention two other areas of significant accomplishment.
Ed was very sophisticated in the use of computers. His specialty was in using the microcomputer and MIDI network with synthesizers and MlDI-controlled effects devices. In recitals, for example, he would program the computer with a variety of musical gestures and then program it to respond to sounds he played on the French horn. On stage he would activate the computer, begin the performance of a piece he had composed, and the computer would respond to his sound by selecting and playing back various gestures he had programmed with it. This accompaniment by computer--or, perhaps more accurately, this interaction between French horn and computer--made for an exciting musical experience, and it attracted sufficient attention to elicit an invitation for Ed to perform at the American Horn Society's national convention. That performance in turn caused him to be invited to perform at a subsequent international Horn Society convention in Manchester, England.
Ed was also very talented as an administrator. As undergraduate coordinator he met and advised hundreds of students and prospective students. He met them and-their families easily, and he represented the university in many forums.
Ed Kammerer was diagnosed as having leukemia earlier this year and passed away on Friday, November 12, 1993, here in Eugene. He is survived by his wife, Alice; his sisters: Susan, Lorene, and Teddy; his four children: Stephen, David, Betsy, and Jennifer; and three grandchildren: Kristina, Joseph, and Jonathon. We will sorely miss this friend and colleague, who was taken from m us so unexpectedly.
Mr. President, I request that this memorial be made a part of the official and permanent minutes of this meeting and that copies of this memorial be sent to the immediate family by the Secretary of the Faculty.
Gary Manin Associate Dean School of Music February 22, 1994
APPROVAL OF MINUTES
The meeting was called to order by President Myles Brand on February 2, 1994, at 3:05 in Room 177 Lawrence. The minutes of the January 5, 1994, meeting of the University Assembly were approved.
MEMORIALS
Mr. Richard Davis, economics, read a memorial for Mr. H. Thomas Koplin, professor emeritus of economics. Mr. Koplin died in Eugene on December 16, 1993, after thirty-five years of service to the University of Oregon.
The memorial to Mr. Koplin is a part of these minutes and can be found on page 3.
OLD BUSINESS
President Brand recognized Mr. James Boren, chair of the Undergraduate Education and Policy Coordinating Council, who made a motion to reconsider the vote by which the assembly approved curriculum policy recommendations at its January 5, 1994, meeting.
I hereby move reconsideration of the first motion of the university curriculum committee (that contained on page 3 of the preliminary curriculum report for 1994-5 passed at the January 5. 1994, faculty assembly meeting.
I do not believe the faculty assembly fully understood the implications of these "recommendations'' when they became faculty legislation as the result of a formal vote. The faculty senate. did not discuss them as such but only noted their appearance as part of the curriculum committees report The faculty senate's discussion was focused on the curriculum committee's specifric program and course decisions.
In the interest of a deliberate and informed legislative process. I urge the assembly to vote to reconsider this motion. If such a vote is in the affirmative. I will subsequently move that this motion be referred back to the faculty senate.
It is my expectation that the faculty senate will further refer parts of this motion that Undergraduate Education and Policy Coordinating Council. and perhaps other parts to the Graduate Council. The UEPCC was created by the senate in part to prevent what has inadvertently happened in the passage of this motion: creation of faculty legislation with general policy implications with without antecedent thorough and informed discussion. The oversight functions of the UEPCC in this instance (parallel to the long-established function of the Graduate Council) have been mistakenly ignored. At the very least. a referral to the UEPCC can have the positive effort of refining the language of this motion and clarifying the implications for undergraduate education that will result from the implementation of these recommendations.
The University Assembly approved by voice vote with no audible dissent Mr. Boren's motion to reconsider the vote by which the assembly approved the policy recommendations made by the University Committee on the Curriculum when it presented the preliminary curriculum report for 1994-95.
During the discussion of Mr. Boren's intention to refer the policy recommendations back to the University Senate, Mr. Micheal Dyer, chair of the University Committee on the Curriculum, suggested that Mr. Boren limit his motion to items two through six. Mr. Boren accepted that suggestion.
The University Assembly approved by voice vote with no audible dissent Boren's motion that items two through six of the curriculum policy recommendations that were before the assembly be referred to the University Senate.
In his role as Chair of the University Committee on the Curriculum, Mr. Dyer requested that items 1. 7. and 8 be withdrawn from the floor of the Assembly. There were no objections to Mr. Dyer's request.
Mr. Dyer introduced the third supplement to the 1994-95 preliminary report of the committee on the curriculum to the University of Oregon faculty. He noted changes from the second supplement including sustantive modifications made by the University Senate in the mathematics curriculum for undergraduates in the College of Education's educational studies majors specializing in integrated licensure. He reported that the committee on the curriculum had been at first skeptical of the changes proposed by the College of Education but ended up endorsing them unanimously.
University Senate President Davison Soper explained that the main item in the third supplement is the revised undergraduate program in the College of Education, adding that the Graduate Council had not yet finished its consideration about the curriculum report of the graduate program. He reported that, during the senate discussion, Dean Martin Kaufman said the proposed College of Education programs would be a benefit to the State of Oregon and to the University of Oregon, would not duplicate other programs in the state, and would not drain resources from other University of Oregon schools and colleges; that Mr. Paul Enge]king, chair of the Senate Budget Committee, said the programs would generate more revenues than costs; and that the senate vote to approve the third supplement had been unanimous with some abstentions.
Dean Kaufman gave the rationale for and history of the changes proposed in the third supplementary repon. He told the assembly that they resulted from a charge given him by President Brand and Provost Wessells to renew the College of Education with the aim of making education and social systems work for all and to do so within present resources. Noting that the proposed educational studies major was based upon a market survey that indicated a broadened context for professionally trained educators, Dean Kaufman said the major would offer a bachelor's degree in three specializations: (1) learning systems technology, (2) educational and social systems and (3) integrated licensure.
The University Assembly approved by voice vote with no audible dissent the second and third supplements of the 1994-95 preliminary repon of the committee on the curriculum to the University of Oregon Faculty.
ADJOURNMENT
The business of the meeting having concluded, the meeting adjourned at 4:02 P.M.
Nancie Fadeley Acting Secretary
Professor H. Thomas Koplin died at his home in Eugene on December
16, 1993, after some months of illness with cancer. He was born in Elyria,
Ohio, on May 2, 1923, and received his elementary and secondary school
education in the public schools of that city. The Koplin family owned and
operated a family drug store in Elyria. Tom's contributions to the family
enterprise as a youth were a rich source of anecdotes and illustrations
in his lectures and conversation.
Professor Koplin entered Oberlin College in 1941. His college education was interrupted by army service from 1943 to 1946. He returned to Oberlin and received his B.A. in economics in 1947. His studies with Professor Ben Lewis at Oberlin were important in directing his interests in economics to the areas of industrial organization and public policy. He was a graduate student and teaching fellow in the Department of Economics at Cornell University from 1947 to 1950. Here he continued his study of industrial organization under the direction of Professor Alfred Kahn. He received his Ph.D. from Cornell in 1952.
In 1950 Professor Koplin came with the rank of instructor to the University of Oregon which would be the scene of his professional career. Promotions came in due courseóin 1953 to Assistant professor, in 1959 to associate professor, and in 1965 to professor of economics. The year 1954-55 was spent as a Ford Foundation Fellow at Oxford University. At Oxford he developed his interest in general economic theory.
During the 1950s Professor Koplin's organizational abilities, his conscientious attention to detail, and his dependable work on committees became recognized beyond the confines of his department. In the years 1959-61 he was assistant dean of the College of Liberal ARTS and the first director of the new Clark Honors College. His work was recognized as an important factor in laying the foundations for the success of that college.Professor Koplin never allowed administrative duties to interfere with his responsibilities to his students. He was involved in both the graduate and undergraduate programs in the economics department and took a deep interest in the progress of his students at all levels. He was scrupulous in preparing for his meetings with them, individually and in his classes; he felt it to be important to present his material accurately and systematically and he insisted, in turn, on high standards of student performance. This was appreciated. In 1966 he received the Ersted Award for Distinguished Teaching, a signal honor at the University of Oregon.
Professor Koplin was an active member of the American Economics Association and the Western Economics Association. Early in his career, Professor Koplin's scholarly papers and reviews dealt primarily with public utility regulation and other aspects of the relations between government and business organizations. Later publications showed his growing interest in economic theory, especially that of welfare economics. In 1971 he published his textbook Microeconomic Analysis (Harper and Row). It was well received and many students acquired their education in economics at the intermediate level from this book.
Professor Koplin retired in June of 1985 but continued for a time to teach a seminar in the economics of uncertainty, which was his main research interest in the years before his death. Professor Koplin declined the title "professor emeritus" upon his retirement in 1985 but was persuaded to accept the title in 1988. He kept up his friendships with former graduate students and colleagues, attended concerts, and continued his studies until the last weeks of his life.
Mr. President, I request that this memorial be made a part of the official and permanent minutes of this meeting and that copies of this memorial be sent to the immediate family by the secretary of the faculty.
Richard Davis Professor Emeritus Economics March 24, 1994
APPROVAL OF MINUTES
The meeting was called to order by President Myles Brand on March 2, 1994, at 3:06 P.M. in Room 177 Lawrence. The minutes of the February 2, 1994, meeting of the University Assembly were approved.
OLD BUSINESS
Mr. Paul Engelking, chair of the Assembly Committee on Multicultural Curriculum which had been charged to report to the assembly at its March 1994 meeting, read the ACMC report. That report, which is a permanent part of these minutes, is available electronically on the university's Gopher server in the DuckScoop, Administration, Provost Office folders, and has been distributed by campus mail to all voting members of the University Assembly.
Following the presentation of the report, Mr. Engelking and other ACMC members clarified the report by making the following points as they responded to questions:
*ACMC members assumed that the report called for no new faculty because courses in the multicultural areas are a]ready targeted for growth.
*ACMC members had as their goal integration of the curriculum, and felt the proposal would lead to curriculum integration.
*Ideas in the report were a response to concerns expressed by faculty and students.
At the conclusion of the discussion, Mr. John Orbell, ACMC member, commented on the committee's process. He credited Mr. Engelking for making it "remarkable, one of goodwill, listening, and adjusting," adding that "Paul deserves our gratitude. " The assembly responded with applause.
University Senate President Davison Soper recalled the divisiveness of the multicultural debate of the previous year as he introduced motions thanking ACMC and directing it to draft specific legislation for consideration at the assembly's April meeting. Discussion on Senator Soper's proposals included a move by Mr. Richard Stein, English, to require the University Senate and the Undergraduate Education and Policy Coordinating Council to consider ACMC legislation before it goes to the University Assembly. Mr. Boren, UEPCC chair, indicated that pressures of other work would make it impossible for UEPCC to deal with the legislation in a timely manner. As he referred to the "incredible amount of work" ACMC had put into its report, Provost Norman Wessells supported Ms. Sandra Morgen, sociology, who expressed concern that, if it went to the University Senate, the legislation would not get to the assembly before the close of the academic year.
Mr. Stein's motion to require ACMC to report first to the University Senate failed by a voice vote. the University Assembly adopted the following motion without dissent:
The University Assembly thanks the Assembly Committee on Multicultural Curriculum for its diligent work and directs the committee to draft specific legislation implementing its proposal in time for the legislation to be brought to the assembly at its April meeting.
University Senate President Davison Soper then made another motion which was seconded by Ms. Susan Plass, International Affairs:
Whereas it is important that the report of the Assembly Committee on
Multicultural Curriculum receive widespread and thoughtful consideration
by the members of the assembly before a full debate in the assembly itself
therefore be it resolved (1) that the University assembly encourages academic
departments and student groups to hold meetings to discuss the contents
of the reports; 2) that these groups are encouraged to communicate the
results of their discussions, including an overall assessment of the proposal
and including points in the proposal that meeting with particular approval
or disapproval to Mr. Paul Engleking, chair of the Assembly Committee on
Multicultural Curriculum; 3) that the Assembly Committee on Multicultural
Curriculum conduct, as soon as reasonably possible, a meeting at which
the opinion on the proposal of any member of the University Community may
be heard.
The motion was adopted by voice vote with no audible dissent.
ADJOURNMENT
Before the meeting adjourned, President Brand responded to a request from Ms. Patricia Gwartney-Gibbs, sociology, by announcing that the minutes of the University Senate and the University Assembly will be made available electronically on Gopher.
The business of the meeting having concluded, the meeting adjourned at 4:25 P.M.
Nancie Fadeley Acting Secretary April 25, 1994
APPROVAL OF MINUTES
The meeting was called to order by President Myles Brand on April 6, 1994, at 3:06 P.M. in Room 150 Columbia. The minutes of the March 2, 1994, meeting of the University Assembly were approved as distributed. Before proceeding to the business of the assembly, President Brand announced the death of Professor Emeritus Luther Cressman and described him as a gentleman and a great friend of the university whose discovery of some woven sandals rewrote the prehistory of the Pacific Northwest.
0LD BUSINESS
Mr. Micheal Dyer, chair of the University Committee on the Curriculum, presented his committee's report on a restructured graduate program in the College of Education. The proposed program is designed to lead to a master of science degree in educational policy and management with a specialization in instructional leadership. Mr. Dyer reminded the assembly that consideration of the graduate program segment was delayed because it had been separated out of the College of Education curriculum report and sent to the Graduate Council for review and approval. Senate President Davison Soper reported that the University Senate had had an extended debate about this segment and approved it unanimously.
The University Assembly, with a voice vote and no audible dissent. approved
the College of Education graduate degree segment of the Report of the University
Committe on the Curriculum. Because the final report of 1994-95 curricular
changes was issued February 17,
1994, this proposal will be included in the 1995-96 Report of the Committee
on the Curriculum to the University of Oregon Faculty.
President Brand recognized Mr. Paul Engelking, chair of the Assembly Committee on Multicultural Curriculum, who presented legislation developed by the ACMC.
As he introduced the legislation, Mr. Engelking referred to the ACMC report presented at the March 2, 1994, meeting of the University Assembly, gave a history of the committee, and described its efforts to solicit input. Those efforts included public hearings and meetings with faculty and student groups. He explained that, as it listened to the university community, the committee identified interest in three areas of multicultural study: (1) American Cultures; (2) Identity, Pluralism, and Tolerance; and (3) International Cultures. He said the ACMC's expectation was that this legislative proposal would encourage multiculturalism throughout the curriculum.
During his explanation of the criteria for American cultures courses, Mr. Engleking indicated that the "comparative perspectives" requirement for these courses does not mean equal time must be spent on two different cultures. He said the ACMC used the word "comparative" to mean the experience of one group in interacting with another, the mechanics by which a minority group deals with a majority group.
Mr. Engelking emphasized the ACMC's expectations that the University Committee on the Curriculum would gather as much information as necessary and consult widely when deciding if courses satisfy the multicultural requirement. He added that the curriculum committee should not generally ask departments submitting courses for multicultural approval for long statements describing those courses. He said short statements should be sufficient in most cases.
At their request, Mr. Marshall Sauceda, multicultural affairs, read a statement from leaders of the Asian-Pacific American Student Union, the Black Student Union, the Native American Student Union, and MECHA indicating their "desire not to support or condone" the legislation. The statement explained that their organizations "have no desire to mandate (to majority students) studies that address our respective cultures and histories .... Our heritages are very valuable and it is not in our interests to force a reluctant populace to learn to appreciate them ...."
Mr. Joseph Wade, academic advising and student services and an ACMC member, spoke in support of the legislation. Recalling that the committee had reached "far and wide to solicit comments," he reported that it had worked diligently in its attempt to address the issue of helping students learn to live in a multicultural society, and that "preparing our students to live, work, and contribute to a harmoniously functioning multicultural world is in the best interest of us all."
Student Senator Jesse Bohrer-Clancy spoke in opposition to the legislation, calling it a token effort to impress students. He stated that, rather than offering multicultural courses, the university should incorporate multi-culturalism into every course. He said this integration of the curriculum would take commitment but no new money.
Mr. Engelking commented on the cost estimates done by the ACMC, estimates that were done in terms of classroom seats and that showed the university could accommodate the new requirement with its existing course capacity and slight modifications to existing courses.
Mr. T. Givon, linguistics, urged support for the legislation and complimented the committee for its efforts to take into account different points of view.
Mr. Christopher Phillips, mathematics, read the titles of a number of possible courses and asked if they would satisfy the multicultural requirement. Noting that he had difficulty telling the content of a course from its title and that he had learned more from the course descriptions in the bulletin, Mr. Engelking said many of Mr. Phillips' titles seemed to indicate the courses were multicultural. The decision about whether or not they were, he said, would be made by the University Committee on the Curriculum after it considered their content.
Explaining that his department feared future curriculum committees would require that courses be described in detail, Mr. Richard Stein, head of English, asked the assembly to attach to the motion a note directing curriculum committees, when making decisions about multicultural courses, to be flexible and to require only brief course descriptions. By voice vole. the University Assembly agreed to add to the motion the note presented by Mr. Stein.
Ms. Martha Cotter, English, said she teaches American literature and observed that the ACMC legislation would not stop her or other faculty members from integrating multi-culturalism into courses.
After Ms. Martha Ravits. women's studies. sought assurance that programs could propose multicultural courses, the assembly by unanimous consent amended paragraph four of the motion by inserting ìand programsî after ìDepartmentsî.
Student Senator Grant Calof spoke in opposition to the legislation. He said he would rather see multiculturalism incorporated into every course so that students would not be required to take extra courses.
Citing evidence that requirements encourage curriculum development, Mr. Jack Whalen, sociology and an ACMC member, reported there have been about ten new multicultural courses each year since the University of Oregon adopted its race, gender, non-European-American requirement, adding that he expects the proposed legislation will also stimulate the creation and revision of courses.
Ms. Sandra Morgen, Center for the Study of Women in Society, asked if there was concern because the American cultures category had fewer courses than the other categories. Mr. Engelking said no mechanism had been proposed to balance the number of courses in the three areas.
Mr. Henry Goldstein, economics, asked if many of the multicultural courses would be group satisfying. Mr. Engelking answered "Yes" as he directed attention to a graph in the ACMC report. The graph showed a great amount of overlap.
Mr. Michael Kellman, chemistry, commended the ACMC for its work and asked if the extra requirement would make the University of Oregon less attractive to students. Mr. Engelking said his experience as an adviser, his inspection of the data, and testimony of students indicate that students like multicultural courses and often take more than required.
Mr. John Nicols, history, asked about courses transfer students have taken at other institutions. Mr. Engelking said decision-making about whether or not those courses satisfy the requirement would follow normal procedures: The Office of Admissions usually makes the decision unless it is disputed, in which case the decision is made by the Academic Requirements Committee.
Two students who were not members of the University Assembly requested and were granted permission to speak to the assembly: Andres Montoya, a member of MECHA, said the proposed requirement "will give the university an excuse for not doing what it should be doing for students of color .... it is not going to help my community at all." Don Addison, a member of NASU, reported that he had talked to "a lot of students and they support the legislation."
Student Senator Sarah Johnson said she favored the legislation because the university is a place to get together and discuss issues, and the proposed requirement would encourage that discussion.
Mr. Stuart Thomas, mathematics, asked if the proposal would affect students' ability to graduate on time. President Brand replied, "No, it does not add hours to the graduation requirement.'! Mr. EngeIking added that the ACMC felt that time to graduation would not be affected because of the overlap with group-satisfying Courses.
After being assured that there were no others who wanted to speak, President Brand asked for a show of hands on the following motion which was proposed by the ACMC and amended by the University Assembly:
Students entering the university in fall 1995 or thereafter will complete a minimum of six (6) credits in specifically listed courses spanning two (2) of the following three areas: American Cultures: Identity, pluralism and tolerance, and international cultures.
Students will choose courses from three lists of courses corresponding to these three areas.
Individual courses can be listed in only one of the three categories
Departments and programs will propose courses for these areas to the curriculum committee for review according to these guidelines:
American Cultures: The goal is to focus on race and ethniciticy in the United States by considering racial and ethnic groups from historical and comparative perspectives. Five racial or ethnic groups are identified African-American. Chicano, Native American. Asian-American and European-American. Courses that satisfy the requirement will deal with at least two of these in a comparative manner. They need not deal with discrimination or prejudice specially, although many certainly will.Identity, pluralism, and tolerance: The goal is to gain scholarly insight into the construction of collective identities, the emergence of representative voices from varying social and cultural standpoints and the effects of prejudice, intolerance and discrimination. The identities at issue may include ethnicities as in the American Cultures area as well as classes, genders, religions, sexual orientations, or other groups whose experiences represent a contribution to cultural pluralism. Moreover. courses analyzing the general principles underlying tolerance. or the lack of it. will meet the requirement.
International Cultures: The goal is to study world cultures in critical perspective. This would include courses that either treat an international culture in view of the issues raised in the preceding categories. namely race and ethniciticy. pluralism and monoculturalism. and/or prejudice and tolerance. or explicitly describe and analyze a world-view--i.e.. a system of knowledge. feeling. and belief--substantially different from those prevalent in the twentieth-century United States.
The curriculum committee may request supplementary information it deems necessary for review of the proposed courses and. according to the procedures for curriculum changes. will recommend to the faculty courses for listing in each of these categories.
NOTE: The assembly directs future curriculum committees. in evaluating course proposals submitted to satisfy these multicultural requirements. to interpret the language of this legislation inclusively. flexibly. and with reference to brief. general course descriptions rather than lengthy or detailed accounts of proposed contents or methodologies.
The University Assembly approved the amended motion by a show of hands.
ADJOURNMENT
The business of the meeting having concluded, the meeting adjourned at 4:16 P.M.
Nancie Fadeley Acting Secretary May 17, 1994
APPROVAL OF MINUTES
The meeting was called to order by Provost Norman Wessells on May 4, 1994, at 3:05 P.M. in Room 150 Columbia. The minutes of the April 6, 1994, meeting of the University Assembly were approved as distributed.
MEMORIALS
Ms. Janet Moursund, counseling psychology, read a memorial for Mr. Gerald D. Kranzler, professor of counseling psychology. Mr. Kranzler died in Eugene on April 18, 1994, after twenty-seven years of service to the University of Oregon.
Mr. Knute Espeseth, professor emeritus of special education, read a memorial for Ms. Nonda Pirtle Stone, senior instructor emeritus of special education. Ms. Stone died in Eugene on April 14, 1994. She was a member of the University of Oregon faculty for more than twenty years.
Mr. Theodore Stern, professor emeritus of anthropology, read a memorial for Mr. Luther S. Cressman, professor emeritus of anthropology. Mr. Cressman died in Eugene on April 4, 1994. He was a member of the University of Oregon faculty for thirty-five years.
The memorials to Mr. Kranzler, Ms. Stone and Mr. Cressman are a part of these minutes and can be found on pages 3-6.
MOTION TO CONFER DEGREES
Provost Wessells recognized Ms. Jean Stockard, chair of the Academic Requirements Committee, who presented the following motion from the ARC:
The faculty of the University of Oregon recommends that the Oregon State Board of Higher Education confer upon the persons whose names are included in the Office Degree List. as compiled and certified by the University Registrar for the academic year 1993-94 and Summer Session 1994. the degrees for which they have completed all requirements.
The University Assembly approved the motion by voice vote with no dissent.
DISCUSSION OF THE UNIVERSITY'S CAPITAL CAMPAIGN
Mr. Brodie Remington, vice president for public affairs and development, announced that, on October 14, 1994, the University of Oregon will embark on "The Oregon Campaign," the largest fund raising campaign in the history of the university or in the history of the state of Oregon. He said it will be a broad based campaign aimed at raising $120 Million to $150 Million from 140,000 donors. Emphasizing that it is the faculty, not the UO Foundation that determines the university's priorities, he listed the priorities for the campaign, pointing out that they came from the university's strategic plan.
Noting that to be successful the campaign will need advance commitments before the kick off in October, he reported that an encouraging amount of money had already been raised. He told the assembly that the cost of the campaign will be less than the national average for such efforts, and that the Foundation will count only gifts from private (not government) sources, will count pledges only if they are irrevocable, and will not accept assets which are not marketable. He concluded his remarks by inviting suggestions from the members of the assembly for "The Oregon Campaign."
MOTION FROM THE UEPCC
Mr. James Boren, chair of the Undergraduate Education and Policy Coordinating Council, brought from the UEPCC the following motion. He described it as an effort to make the University of Oregon Graduate and Undergraduate Bulletin an accurate reflection of the courses available to students. Senate President Davison Soper reported on the debate in the University Senate on this motion which received unanimous approval from the senators.
Statement of Principle, That the Bulletin be an accurate reflection of the courses actually available to students.
Action Therefore. The faculty requires that all departments. schools. and colleges make every effort to make courses available to students at least every other year..
Process: The Committee on the Curriculum shall review annually the course offerings and will work with deans and departments, schools. and colleges to rectify any problems that may arise,
The University Assembly approved by voice vote the motion from the UEPCC.
MOTION FROM THE FAC
Mr. John Nicols, chair of the Faculty Advisory Council, presented a motion from FAC to establish an ad hoc faculty committee which will be given the task of preparing legislation for reforming faculty governance at the University of Oregon. As he reminded the assembly that President Brand had charged the FAC to examine this issue, Mr. Nicols reported that FAC conducted interviews and a university-wide survey in an effort to determine ways to make faculty governance more attractive to the faculty. He described FAC's faculty governance discussions as varied with members favoring various models at various times.
Ms. Laura Alpert, another member of FAC, presented a discussion model for faculty governance. She and Mr. Nicols emphasized that the model incorporated findings from the university-wide survey which showed support for a strong, representative senate, and was, by reducing ad hoc committees and the membership on university committees, designed to be more considerate of faculty members' time. Ms. Alpert and Mr. Nicols asserted that, even though the model called for an increased number of senators but no increase in the number of student senators, those student senators would have more influence because they would be members of a stronger senate.
Both Ms. Alpert and Mr. Nicols pointed out that the discussion model was presented as a starting point for discussion and was not definative. They noted that the model did not address some issues, like the definition of voting faculty.
The University Assembly adopted by voice vote an amendment moved by Mr. Charles Wright. mathematics. and seconded by Mr. Jack Sanders. religious studies. to make it clear that the ad hoc committee should develop its own principles and not be bound by the principles in the discussion model,
The University Assembly adopted by voice vote an amendment moved by Mr. Jack Sanders religious studies. and seconded by Mr. Jacob Beck. psychology. to charge the ad hoc committee's reporting time from prior to the end of Fall Quarter 1994 to prior to the end of Winter Quarter 1995.
Student Senator Zachary Kelton moved to amend the motion before the assembly. His amendment which was seconded by Student Senator Grant Calof proposed adding two student members to the faculty governance committee. Those student members would be appointed by the ASUO president.
Senate President Davison Soper made a motion. which was seconded by Mr. James Lemert. Journalism to amend that proposed amendment by reducing the number of students from two to one. The amendment to the amendment was adopted by a show of hands. The vote was 35 in favor and 10 opposed.
During the discussion of the motion to add students to the ad hoc committee, Mr. Charles Wright, mathematics, spoke in opposition, questioning if the ASUO president was representative of the students' point of view. He added that recommendations from an all faculty committee would have more credence with faculty. Senator Kelton responded to Mr. Wright by questioning if the fewer than 50 faculty present and voting at the assembly meeting were representative of the faculty.
The amended motion adds a student to the proposed ad hoc committee was adopted by a show of hands. The vote was 28 in favor and 17 opposed.
Mr. T. Givon, linguistics, gave three reasons for opposing the motion before the assembly: 1) It avoided the difficult issue of coming up with a definition of voting faculty. 2) By allowing students on the senate, it was a shrinking of faculty governance responsibility. 3) A vote on the motion could not, because of low assembly attendance, be regarded as representative of the faculty.
Mr. Givon made a motion which was seconded by Mr. Jacob Beck psychology to table the motion proposed by the FAC. The motion to table failed by a voice vote.
By a voice vote. the University Assembly adopted the following motion which had been proposed by the FAC and amended by the assembly:
The Faculty Advisory Council moves that it. in consultation with the President of the University Senate and the University Senate Executive Committee. appoint an ad hoc faculty committee to prepare specific legislation on the reform of the system of faculty governance.
This ad hoc committee shall consist of five members of the voting faculty and one member to be appointed by the ASUO president. One of the members of this committee shall be an officer of administration. Eligibility for membership on this committee shall be that defined in faculty legislation as those eligible for election to the Faculty Advisory Council.
The committee shall make its final recommendations to the University Assembly prior to the end of Winter Quarter 1995.
ADJOURNMENT
Before the meeting adjourned, Mr. Barry Siegel, economics, invited members of the assembly to join the state AAUP and AOF in their annual joint meeting on May 7, 1994, at Oregon State University. The business of the meeting having concluded, the meeting adjourned at 4:47 P.M.
Nancie Fadeley Acting Secretary
Gerald D. Kranzler, professor of counseling psychology, has lost
his long battle with cancer. He died here in Eugene on Monday, April 18,
1994, at the age of 61. He is survived by his mother, Minnie Kranzler;
his wife, Carolyn; his children, John and Katie, and two grandchildren,
Sunaliza and Zachary Gerald.
Jerry was born in Lehr, Nonh Dakota on November 11, 1932. He received his bachelor's degree from Jamestown College, a small liberal arts college in Nonh Dakota. He did his doctoral work at the University of Nonh Dakota, where he was awarded an Ed D. in 1964.
Shortly after matriculating at Nonh Dakota, Jerry married Carolyn Sheets. In the preface of his book, You Can Change How You Feel. Jerry says of Carolyn that she is the person "who encouraged me to write it, and on account of whom I smile a lot."
After teaching for four years at Indiana University, Jerry came to the University of Oregon as an assistant professor of education in 1967. His primary interest at that time was in school counseling, and he helped to shape the university's school counseling offerings into a nationally respected program. He published research on counseling with school children, on school consultation, and on testing and evaluation in the schools.
It was perhaps this latter interest--testing and evaluation--which led to Jerry's increasing involvement in statistics and research methodology. Generations of students will remember his kindness and his humor as he shepherded them through the frightening mazes of their first statistics class, and they still treasure their precious pre-publication copies of his book, Statistics for the Terrified (to be published in the fall of 1994).
Jerry is probably best known, however, for his interest in Rational Emotive Therapy. He became one of the foremost exponents of this approach to counseling, and taught courses in it for more than 20 years. For Jerry, RET was not just a counseling technique; it was a recipe for living. He used the recipe well: he was the epitome of the rational, reasonable man. Problems were for solving, not for moaning over. Life was a series of fascinating experiences, endlessly interesting never "awful" or "terrible." Typical of this attitude was Jerry's answer to a friend who asked, late in Jerry's final illness, "Do you ever ask yourself why this is happening to you?" Jerry's reply: "I generally don't ask questions that don't have answers."
In addition to being a counselor, a scholar, and an educator, Jerry was that rarest of creatures: a well-liked administrator. He served several times as chair of the counseling psychology program, and was named acting associate dean when the program became a standalone division in 1990. As an administrator, Jerry had a knack for making everyone feel that he was on their side. He was unflappable, optimistic, and supportive. Even in the last days of his illness, he wanted to know what was happening on campus, how things were working out, who was saying what to whom. He cared deeply about the program and for the university, but most of all he cared about his people.
When you were around Jerry, you were around laughter. Jerry loved jokes, even jokes on himself. There is a picture posted on the counseling psychology bulletin board of Jerry, bald as an egg, standing at the door of a hair-growth clinic. Jerry loved it. That wonderful explosive laugh, accompanied by raised eyebrows and a look of delighted surprise that people could be this much fun, still seems to linger in the corners of Jerry's office. More than anything else, that laugh is Jerry's legacy. Remembering it will help all of us to keep things in perspective, to remember--as Jerry would surely agree--that life is far too important to be taken seriously.
Mr. President, I request that this memorial be made a part of the official and permanent minutes of this meeting and that copies of this memorial be sent to the immediate family by the secretary of the faculty.
Janet Moursund Associate Professor and Director Counseling Psychology
Dr. Nonda Pirtle Stone, senior instructor emeritus in special education,
died of cancer at her home in Eugene on April 14, 1994. She is survived
by two sons, Robert of Eugene and John of Tucson, Arizona. Her husband,
Gerald Stone, died on December 15, 1982.
Nonda was born July 14, 1922, in Coburg to Glen and Cora Smith Pirtle. She graduated from Eugene High School in 1940 and received her bachelor's degree in elementary education at Oregon College of Education in 1945. Nonda completed a master's degree in special education in 1952, and was awarded her doctorate in special education and general administration in 1972 at the University of Oregon.
Early in her career Nonda taught first grade in the Portland public schools. She subsequently received training in social work at the University of Southern California and spent several years as an American Red Cross social worker at the U.S. Naval Hospital in Seattle Washington.
From 1948 to 1965, Nonda was employed by the Eugene school district as a social worker and later as a school psychologist. She was a specialist in identifying developmentally disabled children and providing counseling for their families.
In 1965, Nonda joined the staff at the University of Oregon where she served as an instructor, senior instructor, and assistant chairperson of the special education department. She also served as a special educator with the university-affiliated Center on Human Development and was Lane County Services Coordinator for the Developmentally Disabled. Nonda facilitated and participated with zest in faculty efforts to develop a sound special education program at the University of Oregon. The program, developed largely through outside support, has become a national exemplar in education, outreach, and research. Nonda was the director of the College of Education Office of Field Experiences from 1982 to 1988 where she continued to display her excellence in garnering outside support of university programs.
Her leadership on campus led to her participation in community organizations involved in the education of the developmentally disabled. Many of those organizations have formally recognized her very real contribution to the welfare of handicapped people. From 1977 to 1980 she was Oregon Governor to the National Board of Governors, Council for Exceptional Children. She was an of officer in the State and National Association for Retarded Citizens.
In 1979, Nonda was the recipient of the Lisl Waechter Award from the Lane Association for Retarded Citizens, and, in 1980, the ARC-Oregon selected her for the Sylvia Mass Capper Memorial Award. In 1988, the Oregon Federation Council for Exceptional Children established the "Nonda Stone Award" to be given annually to teachers, teacher educators, and administrators in the field of special education in Oregon.
Of all her achievements, Nonda was perhaps best known for her leadership in developing the Oregon Troubled Child Conference, later to be known as The Oregon Conference. She was the director of this conference from 1966 to 1988. During this time it grew to be one of the major annual special education conferences in the western United States.
Nonda was known for her pleasant, upbeat personality and her continual willingness to listen to and assist others. She will also be remembered as a quiet and graceful leader whose commitment to quality education for all children was both humbling and enduring. As her colleague for nearly 30 years, I will miss her greatly, as will many others.
Mr. President, I request that this memorial be made a part of the of final and permanent minutes of this meeting and that copies of this memorial be sent to the immediate family by the secretary of the faculty.
V. Knute Espeseth Associate Professor Emeritus College of Education
Luther S. Cressman died on April 4th last, in the home on Potter
Street that he had donated to the university. Ninety-six years of age,
he had served on the faculty thirty-five years and had dwelt in retirement
another thirty-one years. Despite declining health, he remained a keen
and forthright observer of the world about him.
Luther brought with him a rich background. The third of six sons of a country doctor in rural Pennsylvania, he took an undergraduate degree at Pennsylvania State College in the class of 1918, majoring in the classics. At the time of the Armistice, he was training for overseas service. After the war, he entered a seminary for the Episcopalian priesthood. Meanwhile, he began graduate studies at Columbia, majoring in sociology under Ogburn and Giddings, with collateral studies in anthropology. By 1923, he had earned his master's, had entered the clergy, and had married Margaret Mead. Two years later, having received the doctorate, he began a traveling fellowship in Europe, while Margaret commenced her field work in Samoa. From there, matters took a bitter twist: Luther found himself unsuited for the demands of the priesthood and withdrew from the clergy, while Margaret, having met another man, sought a separation. In 1927, while he was teaching at City College of New York, they secured a Mexican divorce.
Recovering, Luther remarried, this time most fortunately, a Scottish woman, Dorothy Cecilia Loch, whom he had met through the British Sociological Society; and they came West together in 1928, he to teach at Washington State Normal School, at Ellensburg. The following year, he was hired at the University of Oregon as professor of Sociology "to direct advanced social research and develop the work in cultural anthropology." He came to a university of three thousand students, and one which was soon locked in the depression. Campus budgeting between and within departments was a struggle over scarce resources, a zero-sum game, in which Luther emerged as an able and resourceful contender, and one with a long memory. At his retirement, a former dean recalled that he could get more mileage out of small grants of funds than any one else he knew.
The chance discovery of an Indian burial and its referral to him launched him upon his archaeological career. Soon, he took up the suggestion to conduct a survey of the petroglyphs--the "rock art''--of Oregon. In 1932, then, he set out in the field in the company of Howard Stafford, a young student of geology. The introduction to eastern Oregon and its geological history opened to Luther the vista of prehistoric man and his migrations against that geological framework. Thus he entered up a large-scale program of excavation, distinctive for its time in that it was directed at solving a problem and that it entailed the collaboration of contingent natural sciences for interpretadon.
Since his research now lay beyond the purview of his department head, the latter recommended that he be authorized to form his own department. Accordingly, in 1935, Luther found himself both chair and sole staff member of the Department of Anthropology. In the same year, he and the adminstration had secured passage of a State Antiquities Act and the establishment of the Oregon State Museum of Anthropology, as official repository of antiquities for the state. The following year the collections of several departments were merged in the Museum of Natural History, with Luther as director. These were all significant undergirdings for the program he was developing.
As Luther set forth claims that the area of southeastern Oregon he was excavating had been occupied for a considerable period, he was in contention with established archaeologists, who maintained that he was dealing with a late backwater of developments that had their origin in the American Southwest. As a sociologist without formal archaeological training, his results were suspect. In the upshot, the development of radiocarbon dating in 1950 confirmed the correctness of his views.
As department chairman, Luther expanded his staff to cover the four major subdiscipline of anthropology--sociocultural, archeology, physical anthropology, and linguistics-=and at the time of his retirement, the department over which he presided was rated among a score of the best in the country. Vital to him was the relationship with his students, in class as in the field. In the conviction that the freshman, equally with the graduate student, deserves access to the senior minds on the staff, he taught an introductory course into his retirement. His was not a parochial view of the world. In the days before our entrance into World War II, he was one of a small group of faculty who instituted our first interdepartmental program in Asian and Pacific Studies. Appointed during the war to chair a committee on dealing with collections of historical items within the state, he made recommendations which led to the establishment of the State Archives.
Many honors came his way--a Festschrift by former students, an award from Pennsylvania State, and two, including the Distinguished Service Award, from this university. Through the years of his retirement, he wrote a comprehensive survey of the prehistory of Western America, as well as his autobiographical A Golden Journey. Memoirs of an Archaeologist. By that time, no one was left who could dispute his right to that designation.
His wife had preceded him in death by seventeen lonely years. He leaves behind a daughter and two grandchildren.
Mr. President, I request that this memorial be made a part of the official and permanent minutes of this meeting and that copies of this memorial be sent to the immediate family by the secretary of the faculty.
Theodore Stern, Professor Emeritus Anthropology
APPROVAL OF MINUTES
The meeting was called to order by President Myles Brand on June 1, 1994, at 3:04 P.M. in Room 150 Columbia. The minutes of the May 4, 1994, meeting of the University Assembly were approved as distributed.
ANNUAL REPORT OF THE FACULTY ADVISORY COUNCIL
Mr. John Nicols, chair of the Faculty Advisory Council, submitted the following report to the University Assembly. Faculty who served on the FAC for the 1993-94 Academic Year are Mr. John Nicols, Chair; Ms. Laura Alpert, Ms. Anne Leavitt, Mr. John Reynolds; Ms. Louise Westling; Ms. Sarah Douglas; Mr. Laird Kirkpatrick; and Ms. Kathleen Nicholson.
During the current academic year the Faculty Advisory Council met at least every other week.
The president made a number of presentations to the council. Among the topics covered were the following:
1. President Brand outlined the administration's position on a number of important issues facing the university in its dealings with the legislature, the governor and the chancellor's office.
2. President Brand also updated the council on a number of internal issues including progress of the BARC/ARC Committee, the fiscal status of the university, progress on productivity, etc.
At the request of the president, the FAC was expressly requested to review the state of faculty governance and to make some suggestions as to how it might be improved.
This task especially consumed about 75 percent of our meeting time. The council consulted with past presidents of the University Senate and with chairs of the Committee on Committees, reviewed the strengths and weaknesses of all elements of faulty governance from the workings of the senate to the definition of the voting faculty. The results of this study took the form of a tentative model for the reform of the system of governance. The model was presented to the University Senate at two sessions and then to the University Assembly at the May meeting. At that time the University Assembly voted to create a committee to write specific legislation for reform. At the moment, the new chair of the FAC, Sarah Douglas, is putting this committee together.
ADJOURNMENT
At 3:09 p.m., there being no further business, the University Assembly adjourned sine die for the 1993-94 Academic Year. Following the meeting, members of the university community attended a farewell reception for President Myles Brand who will be leaving Oregon to assume the presidency of Indiana University.
Nancie Fadeley Acting Secretary End of the minutes for 1993-94
| Web page spun on 30 June 2004 by Peter B Gilkey 202 Deady Hall, Department of Mathematics at the University of Oregon, Eugene OR 97403-1222, U.S.A. Phone 1-541-346-4717 Email:peter.gilkey.cc.67@aya.yale.edu of Deady Spider Enterprises |