Southwestern College - Moundbuilder Yearbook (Winfield, KS)

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30 October 1972 Dear People, I really flipped out when I saw the maiden issue of ABRAXAS. For one who gets about half his information about the outside world from Hsiick magazines like ttlntelieotual Digest? ttPsychology Today't and HTimef I really took to the new magazine. And I got the kind of information i as an alumnus of Southwest- ern want to know. Instead of finding out what this months events and athletic iaureis were, i found out what is making the school tick - where the ferment that is so vital to an educational institution is taking place. The things that I remember most about my four years at Southwestern, and where the most sig- nificant learning took place and what has crystallized my subsequent education in theology schooD are those events and ideas that pushed me out onto areas i didn't know about and made me think and feel and grow. When an institution begins to become aware of its own movement and growth and its role in effect- ing Change in society, that excites me. Only under such conditions can a col- lege, or any institution, move out and grow. The kind of change talked about in Number t of ABRAXAS moves in the direction of maximizing human beings by equipping them to maintain their humanity in a time when change inundates us all. by giving them a vision of what might be and the tools to achieve it. l'm looking forward to subsequent issues of ABRAXAS. You say a lot by what you are, as well as by what you say e and the fact that what you are saying and what you are doing are in time with each other and with me makes me feel that just maybe Southwestern College is out there leading, rather than running to catch up with the rest of society. Cordially, WWiJW Rev. Dennis R. Hett former editor SC Collegian. Minister intern, Old West Church, Boston, Ma.

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We may have to send him off our campus, but we can still provide these programs for him so that he is career-oriented and in a career that will be relevant tour years from now, when he enters that career. We can say to him, ttWe can make it possible for you to have that job in forestry: it you want it, and be eligible for employment in that field, by looking far enough ahead to know what the demands will be in that field when he is ready to enter it. For example, it someone wants to get involved in airport management, we want to be able to tell him, and we can, that he can receive the neces- sary training and background by enrolling him at Southwestern, We may have to send him off our campus for a year, but we can bring him back and give him a degree that qualifies him for air- port management or flight training. The two schools in the country that offer courses in airport management are in Johnson county and way out in Liberal, but through co- operative education we can send students to these campuses after a year or two at South- western and then bring them back to finish up. Abraxas: ls Southwestern a leader in this area among, say, the colleges in the Great Plains area? Raines: Southwestern's record speaks for itself, but that record isnlt important now as what we are going to do tomorrow, the next year or after tive years. We want to feel that we are a leader in offering opportunities for young people down the line career-wise, not just by offering a piece of paper that enables them to enter gradu- ate school. They can terminate their studies, it they so desire, and be qualified for employment in an area of their choice. This is the exciting thing about Southwestern today. This is a revolution on our campus. lt's felt in the faculty They're enthused about the possi- bilities. This is whats exciting to talk about with young people. Abraxas: Right! Many people said, both stu- dents and taculty, that the feeling on-campus at the beginning of the year was markedly Changed. People were anxious to start school and see what was going to happen. Raines; This is an obvious change for a very positive good. There's no limit to where we can go it we put our necks on the line. We believe in this strongly; we can be a bigger help to the indie vidual in his life planning than we have been, and to do this we must broaden ourselves. We have to open up cooperative relationships, as can be seen this year in our involvement with St John's, Cowley County Juco, and other junior colleges around the state. Abraxas: Have the student recruiters and the young people now on the staff helped in this effort to show Southwestern's new image? Raines: The best salesmen for any college are the students on campus. If they're enthusiastic and feel that the program is worthwhile and they're growing in that program, theylre great salesmen. They can tell the true story. it is awfully easy for them to misinterpret some of the things that happen on campus. Forvexam- ple, maybe the Chow is bad. This can influence people and, without a broad outlook, they can misread little things like this. But still the student remains as your best salesman, because he's honest. i We've added to the staff two outstanding peo- ple who are examples of this program at South- western: Donna Bean and Rick Johnson, both recent SC graduates. Both of these young peo- ple are setting a new image and are representa- tive of our product at Southwestern The attitude on the part of the staff is to do more and to make more opportunities available than it is to change anything. Our interest is learning and not teach- ing. Let's have a learning process rather than a teaching process. This is the only way to go, to be relevant.

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College Concerns: The Budget in a recent Student Council meeting, some questions were raised concerning budget alloca- tions to the various departments at Southwestern. Upon request, Bill Stephens, athletic director, and Earl Spidel, our business manager and a member of the Budget Committee, presented a breakdown ot the total athletic budget for 1972- 73. The facts and figures they revealed have since generated some student interest and inquiry into the matter of budget-making and spending at 80. , Four members make up the Budget Commit- tee: Dean Barton, Mrs. Schwantes tComptrolleD, Spidel, and Dr. Ruthenberg. At present there are no students or faculty onthe committee, and this tact brought questions trom the members of StuCo. Is it possible for students to work effec- tively together with faculty and administration to determine where our priorities lie? As students of a liberal arts college, should we or should we not expect a steady input of students, whether fresh- men or transfer, from a wide range of interests? May students be enlightened of budget facts, proceed to draw objective conclusions, and finally initiate creditable change, which would better serve students at Southwestern? As a result of lengthy discussions of budget ii Student CounCil ttriggered by a comparison ol the athletic and fine arts budgetst, the matter was forwarded to the College Concerns Commit- tee for research and consideration This commit- tee serves as the ear for student verbalization of DIVISION DEPARTMENT Language English 392 3t Drama Speech Forensics Language Division office Biology Chemistry Math Physics Health 8t P.E. Home Economics Division office Business Economics Education Literature Natural Science 755.5 Social Science STUDENTS questions, gripes, ideas, and suggestions. They have met with the Budget Committee in an effort to voice the responses and reactions of students. The present budget we are operating on was prepared during Orville Strohlls presidency and cannot be changed tor this year. Similarly, according to Spidel, it is unlikely that the budget will undergo any significant Changes in the upcoming year, unless additional funds become available. He added that the possibility of decreasing the budget ot one division in order to increase another is neither feasible or justifiable. Since there are no excess tunds, to increase one area requires a decrease or deletion of another. Budgets are uniquely complicated; ours is no different. The following figures have been extracted from the total 1972-73 budget. In order to accurately and realistically interpret tigures and dollar signs, many things must be consid- ered. The number of students accommodated by or participating in a department, as well as the number of faculty and staff members salaried in a division must be noted when comparing budg- ets between ditterent divisions. The number of students listed represent the number of students Served in Classes in the particular-division. Each student in each class represents a certain unit of cost to the college. These figures show the tota. amount of money allocated to each of the four divisions and varsity athletics, and include faculty salaries and equipment necessary to that divi- sion, COURSE HOURS FACULTY BUDGET PER STUDENT 37.9 10 $110,377 $281.57 44.5 14 $175,804 $232.70 48.5 14 $159,129 $204.01