Stanford University - Quad Yearbook (Palo Alto, CA)

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No one individual understands the complex inner workings of the university’s governing system better than Eric Hutchinson, academic secretary. In addition to a rigorous teaching schedule as a professor of chemistry. Hutchinson has a three-fold responsibility: he serves as secretary to the Academic: Senate, secretary to the Senate's Steering Committee and secretary to the Senate Committee on Committees. Once appointed to his position by the Board of Trustees. Hutchinson’s primary responsibility is to the academic council, although he is officially a member of the president's staff. I have no single employer.” states Hutchinson. Instead I’m accountable to 1100 faculty members. As secretary to the three academic bodies. Hutchinson prepares agendas and minutes, checks the legality of all information relating to these documents, properly distributes and disseminates all information, and acts as advisor to the chairmen of all the Senate committees on questions pertaining to parliamentary procedure. Hutchinson also serves as official parliamentarian at all Senate meetings. Virtually every issue related to the academic side of the university and presented to the Senate, falls under Hutchinson's careful scrutiny. The accreditation of the SWOPSI and SCIRE programs for the upcoming three year term and the approval of changes in the titling of degrees were a few of the numerous issues confronted by the 53 members of the Senate. From the body of the Senate, six professors are elected to head the steering committee. That chairman in turn appoints a Committee on Committees. and various members on the academic council and ASSU representatives are selected to staff the committees. ’’Three students have the right to sit on the Senate. remarked Hutchinson. The students have a right to speak. They cannot vote, but they do have the right to move certain proposals. This year's representatives are Bill Houk, chairman of the ASSU Senate: Lee Rosenbaum. President of ASSU: and an elected student body representative. I'd say that at fifty per cent of our meetings, one or two — or even all three of the students will comment on various issues. Eric Hutchinsor Academic Secretary 22

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Social commentators and the press often characterize the students of the '70’s as a staid, apathetic, and ruthlessly job-oriented lot when compared to the enlightened and idealistic student activists of the turbulent '60s. James Lyons, dean of student affairs, strongly opposes this popular view. Is it activism or apathy for you to watch one of your fellow students throw a rock through a window and then say nothing about it? What kind of activism is it when the vast, vast majority of the students of the '60s just sat back quietly and took no meaningful action to change the way things were at that time?” There was a lot of busy work in the 60's, a lot of carrying of candles in large rallies back then, but I somehow had the feeling that that was a nice social activity, a fun thing to do. These activities created a sense of community and unity, but perhaps really had little to do with a lot of people hurting and dying across the ocean. Viet Nam and other social issues just gave such activities cause and justification.” In defense of the 70’s student, Lyons commented, “I see people realistically saying. ‘There’s really a limit to what we can do. I had better be involved in this or that activity’ — It may not be as visible as the so-called ‘activism’ of the 60's, but it means that students are attempting to excel in whatever they choose to do. Sure, they’re afraid of unemployment, but I don’t think that’s why students are job-oriented. I think there’s an appetite to do things, a high level of social consciousness. Lyons’ responsibilities as director of student services encompass literally every facet of multi-dimensional student life. An advocate of student-centered interests in university policies and programs. Lyons encourages and trains students for student govern- fames Lyons Dean of Student Affairs ment posts and positions on all University committees. Despite appearances, committees are where most decisions are made, says Lyons. 1975-76 holds new and improved programs in student services and the re-evaluation of old ones: 1) Although still subject to the luck of the draw” in the housing lottery, all students have been guaranteed at least three years of on-campus housing. 2) All in-coming transfer students have been guaranteed housing. 3) Four years ago, Tresidder Union was losing $330,000 a year. In 1976, its budget has been finally stabilized. No longer a drain on the University reserve, Tresidder relies on nearly 9700 people a day using the Union in some way, as compared to the 1000-2000 daily student use of previous years. 4) At no extra cost to the University, a co-op childcare program has been implemented for the first time. 5) Three new row houses have been under way. 6) Exciting new theme houses are in the works — American Studies, German Studies, and Urban Studies are seriously considering new establishments. Minority theme houses have been in a process of reaffirming themselves. 7) Dean Lyons gave the official O.K.” for the Big Game bonfire. Lyons remarked. “We’ve passed lots of laws and adopted lots of policies, but I have a nagging doubt as to whether much has happened as we would like to think in terms of increased understanding between diverse groups.” Steady improvement, as evidenced by the impressive slate of activities and programs implemented in 1976, is undoubtedly a result of the expertise and special perspective on students and student needs which Lyons brings to his overwhelming duties. V -»mut

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 ] Anne S. Miner 1 Affirmative Action Officer Stanford’s Affirmative Action program is instrumental in shaping student's learning experiences, their attitudes towards their fellow men. and their own self-esteem while here at the university, says Affirmative Action Officer Anne Miner. “Affirmative Action’s long-range purpose.” she stated, is to change the nature of this institution by making it culturally diverse and truly free from sexual stereotypes. Stanford’s explicit commitment to overcome institutional racial discrimination and sexism came after Martin Luther King. Jr.’s death in 1968. Originally, the program dealt primarily with problems concerning black white issues, but Affirmative Action has since expanded to include other ethnic groups and questions of sex discrimination which have risen to the awareness of the public. During the 1975-76 academic year, the A.A. staff found that career development did not produce enough minority candidates for new job openings. A search for talented people, with an emphasis on women and minorities, was begun. Ms. Miner strongly contends that minority students profit greatly from having minority adult role-models around them in their educational environment. It’s true. maintains Ms. Miner, that minority women faculty get a very heavy counseling load — which indicates that undergrads do seek them out. However, since they do carry a very strong counseling role. . . these profs may have more counseling to do than their colleagues, and therefore less time to publish. Another benefit of Affirmative Action, less often articulated but equally important, is the value which the traditional upper-middle class, white male student obtains from observing people unlike himself holding traditional professional positions like doctor, lawyer or engineer. A graduate of Radcliffe and Stanford graduate school. Ms. Miner handles programs dealing with hiring, training and promotions — issues that involve over 8000 people on campus, at the university hospital. and at SLAC. She began at Stanford in 1967. working with Stanford alumni. In 1971, work on a study of women in the university caused her to become deeply interested in issues of institutional change concerning discrimination and exclusion of minorities and women, which eventually led to her present position as head of Affirmative Action. A lot of my work is on a very day-to-day basis,” she remarked. There are the constant problems of someone being fired or wanting a job. I continue to have a theoretical interest in those aspects of the problem, but intellectually. Affirmative Action has a certain fascination because you’re trying to keep an institution healthy at the same time you're trying to change it. It's interesting to watch how it can and cannot be done. We’ve got to go on trying to emphasize the direct value of Affirmative Action to Stanford. We'll deal better with a diverse student body with the same diversity of staff.” 23