University of the Pacific School of Dentistry - Chips Yearbook (San Francisco, CA)

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PresldenT's Message DR. ROBERT E BURNS 5 Your sTudy oT denTal hisTory may seem incidenTal To your prolessional preparaTion. BuT such daTes as I839 and l84O carry special meaning in The hisTory oT This counTry as The years when The TirsT denTal school was Tounded, The Tir.sT denTal iournal published and The TirsT naTional denTal organizaTion esTablished. ln ThaT same era, you can poinT wiTh pride To I85I as The Touncling daTe oT The UniversiTy oT The PaciTic and I896, The year your denTal school came inTo being. BUT each oT you has been a parT oT an hisTorical momenT-January 2 I, T965-The day ground was broken aT The corner oT SacramenTo and WebsTer Tor The new School oT DenTisTry building. ln oTher words, hisTory cloes have real meaning when you are one oT Those parTicipaTing in The hisTory-making evenT. lvlore hisTory-making evenTs will come ouT oT The denTal proTession. Your TuTure and The TuTure oT your proTession depends upon iT. Wherever rising expecTaTions are examined, discussed and measured, iT is reasonable To anTicipaTe some oT The mosT signiTicanT accomplishmenTs will conTinue To come Trom graduaTes oT PaciTic's School oT DenTisTry. The P8cS Tra- diTion lives wiThin The UniversiTy oT The PaciTic-a univer'siTy ThaT conTin- ues To make academic hisTory Today. lT is a pioneering TradiTion. WiThin ThaT TradiTion is The opporTuniTy To make The hisTory oT your School oT DenTisTry and ThaT oT The ToTal UniversiTy one oT The greaT epics in higher educaTion. Dr. RoberT E. Burns PresidenT, UniversiTy oT The PaciTic

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JOHN J. TOCCHINI Generally, iT is assumed ThaT The deans oT denTal schools are The TrusTees OT denTisTry's TuTure . . . and righTly so. This is The responsibiliTy The dean musT expecT and accepT. The dean musT puT aside his TradiTional leanings and musT devoTe his decisions To The besT inTeresTs oT denTisTry. He TuncTions on several levels. I-lis prime involvemenT is To graduaTe a body oT sTudenTs prepared To serve The healTh needs oT a public and To be equipped wiTh The excellence oT academic and clinical sTudies. T-lowever, To accomplish such aims, he musT search ouT and em- ploy a TaculTy which he hopes can successTuIly accomplish This purpose. I-Ie musT deal wiTh The UniversiTy adminisTraTion and enIisT Their supporT, he musT deal wiTh The adminisTraTive sTaTT oT The College, he musT deal wiTh The curriculum and TaculTy, he musT deal wiTh The sTudenTs, individually and colIecTively. I-le musT TuncTion wiThin The limiTaTions oT The purse sTrings. I-le is a represenTaTive oT The Alumni and musT aid and abeT all social TuncTions. IT all oT you, who have joined in devoTing your proTessional IiTe To The sTudy, educaTion and pracTice oT denTisTry, were To look down over my shoulder as I approach my several problems you would Tind me deeply involved wiTh proposals wiThin an aca- demic enrichmenT plan. You would Tind ThaT we are Taced wiTh The problems oT: A. Enlarging our TaculTy To accommodaTe The sTudenT capaciTy oT The new lmodernly equippedl school build- mg. B. Enriching and revising each deparTmenTal specialTy in clinical Teaching, basic sciences, research and meThod- ology. C. ObTaininq adequaTe Tinancial supporT To achieve ex- cellence Tor These goals. The key To The achievemenT oT This kind oT academic enrich- menT is l:aculTy. FaculTy noT only in The sense oT number, buT more imporTanT, TaculTy in The aspecT oT qualiTy . . . again, noT qualiTy Tor adequacy buT quaIiTy Tor excellence We have no alTernaTive iT we are To bloom inTo our Tull poTenTial oT greaT- ness. Since FaculTy is The key To The achievemenT oT our enrich- menT goal, we are obliged To invesTigaTe The diTTiculTies involved in procuremenT oT such TacuITy personnel. Dean's Message FirsT, as we see iT, we are Taced wiTh a dire shorTage oT The kind OT TaculTy To Till our requiremenTs. Second, when and if The avail- abiliTy oT This kind oT personnel becomes opporTune, we musT be prepared To oTTer salaries adequaTe To The requiremenTs oT such people. The TaculTy member is a quaIiTied clinical educaTor who has gone Through years oT diTTiculT sTudies To earn The docToraTe in denTisTry and has conTinued his sTudies beyond The denTal degree in order To become a Teacher. The common sense economics oT This poinTs To The obvious TacT ThaT as a denTal pracTiTioner he can earn more Than Twice as much income Than he does as a Teacher, which indicaTes The ma- ior diTTicuITy we conTronT in our approach To The problems oT denTal educaTion. IT requires a greaT amounT OT dedicaTion and a calling To remain a scholar and educaTor . . . parTicuIarly in denTisTry. However, we musT make every eTTorT To encourage a new generaTion oT denTisTs inTo The proTession oT denTal educa- Tion. We musT oTTer a promising TuTure and adequaTe rewards Tor men wiTh This calling, oT such TalenT. I'm sure ThaT we are all aware oT The TacT ThaT There are Teachers whose sTore oT knowledge and whose dexTeriTies are mosT saTisTacTory3 how- ever, They are incapable oT communicaTing This To sTudenTs, edu- caTionally. This is a serious shorTcoming. Then There are oTher educaTors who simply Theorize and whose clinical abiIiTies are somewhaT less Than ThaT which should be expecTed oT Them: Their only experiences in denTisTry are limiTed To The classroom, and They have had verv li++Ie personal conTacT or communicaTion wiTh clinical paTienTs. This Too is a serious shorTcoming. Also, There are variaTions on This Theme. For The purpose oT clariTying ThaT which we wanT Trom The Academic EnrichmenT Program we musT Tocus on some oT These shorTcomings and also on The essenTiaI posiTive require- menTs we seek in The enlargemenT and enrichmenT oT our TaculTy aT P. 84 S. IT is clearly essenTial ThaT The educaTors we bring To our school musT have The exceIIenT +aIen+s oT a pracTicing denTisT, The Theories and knowledge oT a scholar, The communicaTive abiIiTy oT a TuTor, The desire Tor inTerreIaTions wiTh all oT The oTher speciaITy deparTmenTs in The school and a common purpose wiTh The philosophy oT The school's aspiraTions. There is no doubT ThaT The TuTure oT denTisTry is dependenT upon The TaculTy oT Today and Tomorrow. As dean and chieT ad- minisTraTor oT P. 8: S., iT is my dedicaTed responsibiliTy To plan our new school in Ihe image oT The concepT oT Tomorrow's denTisTry, else, we cannoT survive. Every way and all means musT be developed To encourage and bring people oT high qualiTica- Tion To The profession oT denTal educaTor. NOT only musT Tunds be made available To aTTracT such TaIenT buT Time musT be made available Tor Them To enrich Their scholarship wiTh conTinuing sTudies. The changing world has Taken sTrides in The lasT decade. We marvel aT The ineviTabiliTy oT Things To come and we are amused aT some oT The obsolescense oT yesTerday. Tomorrow's research, basic sciences, clinical insTrucTions, Theory, educaTionaI mefhadology, eThics, and philosophy, all, as They are relaTed To denTisTry, musT be reevaIuaTed in The IighT oT our changing needs in a changing world. We musT Tind ways To reduce The dispariTy beTween Theory, research and insTrucTion, and The ulTimaTe applicaTion oT The educaTionaI process. This dispariTy can only be minimized by producing TalenTed and capably qualiTied denTal educaTors To Till a TurbulenT vacuum. The TuTure oT denTisTry Tills me wiTh a greaT sense oT pride and opTimism7 I am conTidenT ThaT when our sTrivings have been achieved, all oT us will reap The beneTiTs: The increasing populace oT The world and The denTal proTession.

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Wh0 in hen is SuDerKrOl? I didn'+ wan? To ieach here noways Have you ever seen me do Herbie? The Jock Doc Happiness is flunking a Freshman Jerry's Lab Man