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Page 23 text:
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Two of the more visible aspects of higher education today are the efforts to transform higher education as a social and educational institution and the efforts to transform individiual colleges and universities. Whether the institution is one of the older and more highly regarded or one of the younger and more struggling, it is highly likely that the institution is assessing its future and deciding what to preserve, what to modify, what to transform, and what to add. Montclair State College shares these concerns with other institutions. The College has been in continuous evolution from its founding, but in two periods- the late twenties and early thirties, and the past few years- reassessment has been focused upon by all. In the present period, reassessment has been a major concern of students, faculty, administration and associated groups since December, 1965 when work began on the liberal arts program. Reassessement has been greatly accelerated since a weekend meeting of faculty and administration at Tuxedo Park in May, 1967. A decision was made there that changes, designed for qualitative improvement and enlarged service, were needed in all principal areas- functions, goals, governance, curricula, instructional learning methods, facilities, resources, student composition, and faculty composition. It has been necessary to evaluate and coordinate change on several levels simultaneously. In order to undertake this complex process, it was vital that a participatory planning structure be created by those who would do the planning. A procedure was invented that created, on a volunteer basis, a role for every person wishing to share in the participatory decision making process about the future of the College. More than one quarter of the students and faculty of the college joined one or more of the planning committees. Through these committees, the Clifton conference, and in other ways, a set of goals was established. Fundamental change has been brought about through massive student and faculty participation and the Montclair State of the future can truly be said to be an emergence from the concepts and beliefs of its students and faculty. New roles have been created for the student, the faculty member, the administrator and related groups. At this writing, planning is well advanced for five undergraduate schools and several graduate schools. The form of governance being devised for these schools is illustrative of the depth of the transformation of the overall move towards a participatory pattern at the College. It seems a sound prediction that each of the schools vinll have a student-faculty legislative body. The dramatic changes in governance patterns and in the role of the student in governance is parallelled by the changes in instructional programs. For instance, more than 25 major undergraduate program changes were made between January 1965 and September 1969 and others are well advanced. New instructional methods are commanding increasing attention ; student composition is changing rapidly; the organizational pattern has been drastically revised. Every facet of the college has undergone significant change in the last 18 months. It should be increasingly exciting to be a student or a professor at Montclair. , , Samuel Pratt
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Page 24 text:
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mi iSM Atrocity looks curiously distorted through the eye of time- But there it reinains - a twisted monument of what was, that can bind us blind to a yesterday. Forget it? Store it in the back pages of the soul? It cannot be done, for the warped remains so in concrete terms. Yet something within us reaches beyond a broken and ugly defeat- into some sort of victory- for a tree grows back, a hundredfold, if given the chance.
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