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 bv 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 amended motion bv 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 TEE 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 definitive. 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 bv Mr. Charles Wright. mathematics. and seconded bv Mr. Jack Sanders. religious studies. to make it clear that the ad hoc committee should develop its own principles and not be bound bv 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 change 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 bv 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 to add 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 bv Mr. Jacob Beck. Psychology. to table the motion proposed bv 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.
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 November 11, 1932-April 18, 1994
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, North Dakota on November 11, 1932. He received his bachelor's degree from Jamestown College, a small liberal ans college in North Dakota. He did his doctoral work at the University of North Dakota, where he was awarded an Ed.D. in 1964.
Shortly after matriculating at North 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 stand-alone 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
Nonda Pirtie Stone
July 14, 1922-April 14, 1994
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 sened 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 gamering outside suppon 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 Govemor to the National Board of Govemors, Council for Exceptional Children. She was an 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 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. V. Knute Espeseth Associate Professor Emeritus Co31ege of Education
Luther S. Cressman
October 24, 1897-April 4, 1994
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 sened on the faculty thirty-five years and had dwelt in retirement another thirty-one years. Despite declining health, he remained a keen and forthright obsener 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 senice. After the war, he entered a seminary for the Episcopalian priesthood. Meanwhile, he began graduate studies at Columbia, majoring in sociology under Oghum and Giddings, with collateral studies in anthropology. By 1923, he had eamed his master's, had entered the clergy, and had married Margaret Mead. Two years later, having received the doctorate, he began a travelling 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 i'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 interpretation.
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 administration 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 fonh 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 subdisciplines 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. H
is 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
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