University of Massachusetts Boston - Beacon Yearbook (Boston, MA)

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Interview With The Chancellor Interviewers: Linda Delaney and Leslie Holson Interviewer: Chancellor Broderick, tell me something about your education and your family. 'Where are you now liv- ing? Broderick: I'm living within walking distance of school, about five minutes awa on Appleton Street. We also have a town house on Isabella Street, but itis been in sort of a destroyed condition since September. The two carpenters that have been working for us are almost members of the family and the kids are true to form - they,re still clown- ing around. I: Where did you go to college? B: I did undergraduate work at Princeton and graduate work at Harvard. I taught about a dozen years at Exeter Academy in Exeter, New Hampshire, and from there I went into the Peace Corps, then to Lawrence University in Wis- consin, and from there to here. I: VVhat was your impression of the Peace Corps? Does your experience in the Peace Corps relate at al to your experience as Chancellor? B: Yes. Although there may not be a direct relationship between the Peace Corps and being Chancellor, the Peace Cor s is a tremendous experience, it's invaluable for any profession - for a teacher, an administrator, linebacker in business, a journalist. The Peace Corps is valuable for this job too. I was director in the Peace Corps in Ghana, and I had four constituencies to deal with. The host coun- .try,s government was hostile in its top ranks and friendly in its middle ranks, and the people were extremely friendly. And with our own embassy and the Peace Cor s in Wash- ington, coupled with our volunteers, no two of 'ffiese groups saw the Peace Corps in the same way. It was a fascinating kind of business to get involved in. It parallels here obvi- ously. You have the faculty, the students, you have the legislature in Amherst, all of whom deal with the trustees - let's not leave out the trustees - and all of whom have quite different views of what's going on at U.M.B., as you could guess. I: What is your concept of the urban university? How does the urban university benefit education in the twen- tieth century? Dealing with the twentieth century university involves thinking anew what a university is about, keeping in mind the opulation from which we draw, the society back to whiclh we are sending people, and the interests that are created by a eneration that is much less passive in accept- ing outmoded ideas. Although this applies to any univer- sity, it's simply truer of an urban university because of the source of students and the concentration of urban society. Every university should be rethinking the whole process of education, and not many are. U.M.B. is not enough, and I don't know of any place that is doing it adequately. The cliche on this whole topic is relevance'l, and unfortunately it has picked up the connotation that it has to be immedi- ate. In this sense Shakespeare can't be relevant and james Baldwin cannot be irrelevant. But this is a false concept of what relevance is. The rele- vance of a liberal education has much more to do with the process of self-identity that a student is creating within himself. He therefore needs a body of intellectual experi-