The University of North Carolina at Asheville Faculty Senate Minutes January 26, 1984 The Faculty Senate met at 3:00 PM in Library 1 on Thursday, January 26, 1984, with Dr. Jeff Rackham presiding. Members Present: Dr. Betts, Dr. Comer, Dr. L. Dorr, Dr. Farzanegan, Dr. Grams, Dr. Greenawalt, Dr. Rackham, Dr. Ruiz, Dr. Shoaf, Dr. Squibb, Dr. Stern, Dr. Walker, Mr. Wengrow and Dr. Williams. Members Absent: Dr. Friedenberg (alternate-excused), Dr. Gillum (excused), and Dr. Howard (excused). Visitors: Dr. Bergemann, Mrs. Cadle, Dr. Coyne, Dr. Cochran, Dr. Henderson, Mrs. James, Mrs. Jones, Dr. Kay, Dr. Remington, and Mrs. Sulock. Dr. Rackham called the meeting to order. The Faculty Senate minutes of December 8, 1983, were approved as distributed. Mr. Wengrow reported on the activity of the group which is meeting in order to determine how the UNCA faculty can pay tribute to Dr. Highsmith on his retirement. Wengrow stated that by February 3 this group would have a clear picture of what resources can be developed and what can be done. The Chairman stated that all the documents approved by the Faculty Senate at their 1983-84 meetings (excluding the December 8, 1983, meeting) have been submitted and approved by the Chancellor. Dr. Rackham introduced Ernest David, Director of Student Retention, to the Faculty Senate. Davis discussed his work with the students at UNCA, the problems these students face, and what can be done to assist them. (See attachment for details.) I. Institutional Development Committee Dr. Comer stated there was nothing to be reported at this time. II. Faculty Welfare Comittee A. Dr. Greenawalt reported that the survey on the EDS Corporation is being analyzed and will be ready for discussion at a later date. B. The committee has received two requests: (1) To look at a retirement planning program; and, (2) To look at the situation of part-time faculty. Page 2 C. Greenawalt stated the committee was still investigating summer school salaries. The questionnaires which were sent to campuses around the state have been coming back so that Dr. Rice has some recommendations to make concerning this issue. D. Dr. Greenawalt brought before the Faculty Senate FWC Document #7, Ruth and Leon Feldman Professorship Fund, from the 1982-83 year. Rackham explained that during the transition period between 1982-83 and 1983-84, this document was never sent to the Chancellor for his approval. It was agreed, but there is no evidence of this in the 1982-83 minutes, that this document was passed by the Faculty Senate at their April 21, 1983, meeting. There was discussion as to how this document should now be handled. Dr. Betts moved and Comer seconded that FWC Document #7 be again approved. Greenawalt had three editorial changes. Under I, change "Feldman bequest" to "Feldman fund," under III, change "awarding the grant" to "bestowing the award," and under Rationale, no. 3, line 2, change "are to make the grant" to "are to make the award." Wengrow brought up the point of the award being given at commencement versus the spring faculty meeting. Dr. Dorr suggested making an announcement at the spring faculty meeting and then the award would be presented at commencement. It was agreed to change the document to read under Roman Numeral III from "bestowing the award" to "announcing the award." There was discussion as to whether part of the money from this fund could be used for the Distinguished Teacher Award. Rackham called the question. The document was approved with the editorial changes. III. Academic Policies Committee A. Dr. Betts moved and Comer seconded that APC Document #5c, Revised Language Arts Concentration for Middle School Certification (6-9), be approved. The document was approved and will become effective immediately upon approval by the Chancellor. B. Dr. Betts moved and Wengrow seconded that APC Document #21, Revision of Developmental Studies Program, be approved. Dr. Walker read the following statement from Dr. Robert Hoyer. "We would like to have this item tabled until the next meeting of the Faculty Senate when members of the Mathematics Department can attend the meeting and speak out against the proposal. Given such an opportunity, we will argue that: Page 3 (i) The proposal addresses none of the IMPORTANT deficiencies of the Developmental Studies program at UNCA. (ii) The proposal presents no convincing argument for changing from our current set-up to the newly recommended one. (iii) The Mathematics Department has no special expertise in Developmental Studies. Nor do we wish to invest our already limited resources in that activity. The Mathematics Department voted 7 to 1 against taking the Developmental Studies courses back into the department; and, contrary to the enthusiasm for these courses expressed in the proposal, the department voted 7 to 1 against giving university credit for the courses. (iv) To require the Mathematics Department to offer and give credit for courses in the face of its overwhelming opposition to those courses is inconsistent with reasonable standards of intellectual integrity and academic autonomy." Walker moved and Stern seconded to table the motion. The motion was defeated by a 6 to 6 vote. Dr. Kay stated he shared the feelings of the negative vote that took place at the Math Department meeting. Dr. Dorr asked how many negative votes there were in the Math Department. Kay said there were 4 negative, 3 abstention, and 1 positive (Kay did not vote). Dorr stated he felt the program would be better if it were not separated from the departments, it needed a well- qualified person in all areas concerned, and it was noted this type person was hard to find. The question was raised about how the opposition in the Math Department would effect the program should it go forward as outlined in this document. Mrs. Sulock, who is in favor of the document, replied that she would be the instructor for all the math couses under this program. The question arose about credit being given for these courses and whether the credit policy was permanent. Betts said new material would need to be presented in order for this policy to change. There is data backing the fact that students do better in these courses when credit is given. Greenawalt suggested giving credit for these courses and also increasing the amount of hours required to graduate. Sulock stated that this structure would immediately effect students' morale in that they would realize that in reality they were not getting credit for the courses. Dorr stated he felt there needed to be credit but there should be a limit. Dr. Henderson stated Page 4 that students who take the developmental courses take these courses in addition to the other all-university requirements. Walker moved and Farzanegan seconded to strike the final paragraph under Rationale. After discussion, the motion was defeated. Stern moved and Grams seconded to change the first sentence in the last paragraph under Rationale. The motion was passed. It will read: "Though the Senate does not believe the awarding of credit is ideal, the committee strongly believes that credit toward graduation should not be withdrawn from this program at this time." The document was then approved. The meeting was adjourned at 4:45 PM. Submitted, Paula Wells, Secretary Approved: Dr. Bruce Greenawalt Secretary, Faculty Senate "Progress Toward Black Participation at a Predominantly White Public University" An Overview by Ernest K. Davis, Director Office of Student Retention University of North Carolina at Asheville (704) 258-6439 A Paper Presented at the Faculty Senate University of North Carolina Asheville Asheville, North Carolina 28814 January 26, 1984 Page 1 For decades higher education has skirted the fringes of social ills as they began to grow and fester on the nations college campuses. To be sure, there were scholars who dissected, codified, even viewed with alarm. But rarely did the institution itself play an active role in alleviating the ills. This for the most part, was left to the social agency, to the government welfare programs, and indeed to the socially "different" themselves. Higher education in our society is perceived as an investment in the future. To Black-Americans, education has been the key to better jobs and financial security. When discussing minority students, we often err in the direction of over generalization and consequently deceive ourselves. Black-Americans are diverse. No single description embraces all, or even most minority individuals. And yet, carefully defined generalizations must obviously exist if we are to speak productively about minority retention. My problem today is to distinguish between useful or constructive generalization and empty generalization. We have all heard the rhetoric of the past, in which administrators in institutions of higher education insist that they are making an all-out effort to recruit and retain black students. The challenge of student retention need not be recited here. Let it be said only that we see the structure of our society in delicate balance in our failure to meet the needs of our minority society and students. Here in all its complexities, lies the future strength or weakness of American higher education and civilization. A few years ago college leaders debated whether to stand fast against "open door" policies or accept less qualified students, less welcomed minorities on campus or turn instead to accepting border-line and/or high-risk minorities. This is no longer an issue. We accept the consent decree (Adams vs. Richardson) with all its complexities, its difficult problems and immense costs. Thusly, education and particularly higher education may be the best hope of disadvantaged minorities. We accept the challenge fully aware that the problems at UNCA are not Chapel Hill's: that Elizabeth City may be similar but not identical to the problems of Winston-Salem. Our problems as well as the solutions have their differences and their significant similarities. We feel that an awareness of the problems is the starting point. It is the beginning of the solution. Page 2 Bernard Watson wrote in THE STATE OF BLACK AMERICA, 1982, "The need is not just a matter of lowering or raising standards but to allow enough flexibility and humanity to permeate both the school and public policies that shape them so that students can be viewed as individuals who have the ability and motivation to use their minds constructively and create their own ways. Unfortunately, the types of policies and instructional practices that treat students as automatons or fragmented entities to be parceled out to specialists and remediators are most intensively applied to minority students..." Blacks continue to suffer from negative perceptions of their ability to learn. The Urban League noted in THE STATE OF BLACK AMERICA, 1980, that an entire lexicon of phrases and terms such as "culturally deprived," "deficit model," "psychology of the streets," "welfare dependence," "maternal dominance," and others have been created to justify assertions that learning and excellence were beyond the reach of blacks and that they therefore should be content to accept inferior (facilities) and instruction as "adequate." Blacks enrolled in predominantly white colleges encounter a variety of difficulties, ranging from developmental preparation, learning styles, social adjustment, intellectual influences, faculty-student relations, curriculum, prejudice and hidden racism. Black retention rates in major universities have been very low. In September, 1980, at The National Black College Day at Washington, D.C., journalist Tony Brown asserted that "seven of ten blacks attending predominantly white colleges do not graduate." Dr. Herbert Reid, former dean of Howard University's Law School, warned that the alleged opportunities at white institutions "may become highly illusary. It may be an opportunity without any reality of success." "What has happened" he explains, "in terms of enrollment of blacks at white institutions has been what they call a 'revolving door syndrome.' They have come in September and they have come out in June. And nobody talks about the number of black graduates from these institutions; they talk about the enrollment figures." One reason administrators avoid discussing black graduate statistics is that they are exposed and embarrassed by them. Reports of low retention and declining enrollment of minority students in post-secondary education have suggested to concerned persons that the initial enthusiasm of post-secondary education for minority students and that of minority students for post-secondary education has waned. We must increase the pool of Black students prepared to enroll in UNCA by: a) developing summer programs to increase Black Page 3 participation in scientific and technical fields. b) improving articulation between 2-year and 4-year colleges. c) providing financial incentives to encourage Black students to continue on from 2-year to 4-year institutions. d) devising better financial aid policies to respond to the needs of Black and low-income students. We can increase retention and lower attrition rates of Black students at all levels by: a) adequately financing academic support services, especially in the first six months to two-years of undergraduate training. b) Increase the number of Black faculty and administrators by: -- assuring representation in policy making positions which carry broader responsibility. -- achieving equity in appointments, promotion, tenure, and salaries. We must encourage latent interest and abilities among disadvantaged students. We must provide opportunities for these individuals to achieve educational, occupational and social mobility to the fullest extent their talent permits. Levels of programs are needed not only for youth with laten potential for the professions, but also for those wwith more modest ability. Not to be overlooked by the liberal arts university are those with limited talent. These needs are too often neglected by the education establishment. Job development, the planning of appropriate field experience for students and intensive community involvement are all necessary ingredients. Many minority college students will attend part time and at irregular hours. For most students, work is as important as in-class instruction. Thus, flexibility in scheduling, ready access of staff and facilities, and a patient assessment of student progress are all needed. The need for student services will rival the need for in-class instruction. Strong counseling and remedial programs will be required. The residential campus, being a home away from home, should take on certain residential aspects. Special attention be given to housing, i.e., faculty should be on or near the campus in order to provide a close contact between student and teacher, in small groups and man-to-man. Page 4 Don't forget the adults. The needs of black adults for re-training and related services are of considerable concern. Needless to say, we are not yet doing the job that needs to be done in higher education. There have been disappointments, false starts, experiments that have fallen short of their goals. This was inevitable considering the task at hand. To be an instrument of social change the University must take on a new dimension in planning its programs. It must invade the educational vacuums where help is needed. It must reach out with expert probing fingers and pull in students to get to the critical source of social ills and educational voids. Admittedly this is not easy, nor is it the exclusive obligation of higher education. But, working with agencies of the city, county, state and federal governments as well as other existing institutions, we must offer services on the spot where they are needed. But as we move into the final years of the twentieth century it is clear that higher education itself must be an instrument of social change. The watchword, if one can be chosen, is stay loose, but hang tight to our educational commitments. Page 5 REFERENCES Brown, T., TONY BROWN'S JOURNAL, October/December, 1983. TARGET DATE, 2000 AD: GOALS FOR ACHIEVING HIGH EDUCATION EQUALITY FOR BLACK AMERICANS. Washington: National Advisory Committee on Black Higher Education and Black Colleges and Universities, 1977. Ploski, H. A. and Williams, J., "Perspectives on Black Education," THE NEGRO ALMANAC: A REFERENCE WORK ON THE AFRO- AMERICAN. New York: John Wiley & Sons, Fourth Edition, 1983. Reichard, D. J. and Hengstler, D. D., "A Comparison of Black and White Student Backgrounds and Perceptions of a Predominantly White Campus Environment: Implications for Institutional Research and Program Development," Greensboro, N.C. Office of Institutional Research, University of North Carolina at Greensboro, 1981. Turner, R., "Cooling Out" THE BLACK COLLEGIAN, November/ December, 1976. Wilms, W. W., "Vocational Education and Social Mobility: A Study of Public and Proprietary School." Graduate School of Education, University of California, Los Angeles, CA, June 1980.