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Page 29 text:
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4 1 cet caw Se FRE 25
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Page 30 text:
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26 1973 Only the seventh year since the establishment of Maryhill, the third since, the initiation of Model Q. The second year of the Night BBA and MBA. programs, and the first year of CAMP. Only seven years away from 1966 | by the calendar, but a million light years away from it by Orfeed As the. | latter “60s matured aged us as a nation, so they likewise retired a Se] Edward’s that can never be again. Some comments of Brother Stephen | Walsh, addressed to the faculty while he was interim president, suggest the) erowing pains felt on this hilltop in its seventh year of adolescence. . | would like to propose for your con- sideration an institutional perspective which has the student as its primary focus. In fact, my first axiom of funda- mental change is that our willingness and ability to assess where students are at and to respond to their needs is a major factor of our present viability. This carries with it the poviso that consulting students’ needs and interests does not mean that we are surrendering our principles, and we must hold students accountable for the responsibility we have granted them. If we feel everything is up for grabs, then it might be that the previously highly structured requirements, rules and regulations were indeed a crutch for our insecurity, rather than a positive delinea- tion of our beliefs. We have developed a program which I truly believe responds to the needs of students. . [f you have studied the academic design Model Q, you are aware that stu- dent needs and interests play a large role in the thrust of our program. Another belief that comes through is that students are affected not by courses, but through contact with teachers. When you recall your Own experience you remember the great teachers, and not course numbers and titles. And among us there are a num- ber of great teachers. To return to my original point: we have a program and we seem to be meeting students’ needs. At least we are not suffering from revolving admissions | plaguing a number of so-called innovative colleges, whereby large numbers of stu dents enter with very high College Board) scores and revolve out after one semester. | I don’t think we’re being different just to be different, but rather that we're making | a difference. The second axiom of fundamental| change is very much related to the first=) our walling 2 and ability to respond to, the needs of society are a major factor for i In this regard the following programs | our present viability. have been defined, developed, and imple mented: the Bilingual—Bicultural Teacher | Education Program; Project Excel; the, Center for Continuing Education; Envi ronics; Criminal Justice; and Environ) mental studies. | An integral part of the design is | entitled The Critical Missions Program. Addressing ourselves to students, the | statement we adopted reads: Now then, what about the real world? a | ately, we believe that you will come to realize that your education is not for you alone. We’re interested in helping you to develop | your capacity to earn a living and make wiser | use of your leisure time, but we are aiming higher than a good job and a good life for yourself alone. We aspire to have you accept. one of the many critical missions facing our society. Therefore we have developed pro
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