University of Massachusetts Amherst - Index Yearbook (Amherst, MA)

Page 28 text:

f Wanaka! an 0 mm Gregory Aririg of Needham William Atkins of Amherst Alfred Frechette of Brookline Edward King of Winthrop David Knapp of Newton Robert Okin of Lincoln Christopher Alberto of Medford Andrew Knowles of Bolton George Baldwin of Weston Iames Krumsiek of Longmeadow David Beaubien of Sudbury Richard LaVoice of West Springfield Stephen Breyer of Cambridge Paul Marks of Framingham Sylvia Burack of Brookline Ogretta McNeil of Worcester james Crain of Lexington Ruth Morgenthau of Cambridge Nancy Cross of Somerville Kathleen Popko of Westfield Daniel Dennis of Danvers Paul Robsham of Wayland Michael Donlan of West Roxbury Erline Shearer of Dorchester joseph Healey of Belmont Frederick Troy of Boston Frederic Winthrop of Ipswich

Page 27 text:

I came to the campus with a good impression of the overall quality of this University. What I have found in the first few weeks has exceeded even my most opti- mistic expectations. Wherever I have gone, I have found original and productive people involved in stimulating and challenging en- deavors. I have found a strong and dedicated faculty and I have found considerable evidence that most of that faculty possesses in large measure values that I respect most in others and which we need to cultivate also in our students, namely, compassion, commit- ment, and a sense of responsibil- ity. You are better than you think! I have found an involved stu- dent body, which in many ways perhaps does not realize how im- pressive it is. I was delighted to learn from recent studies that ap- proximately three-fourths of our students are satisfied or very satis- fied with their experience at the University, and in most respects regard their academic and other experiences here about as highly as do students in Amherst, Hamp- shire, Mount Holyoke, and Smith Colleges. This response of our stu- dents is of great credit to our fac- ulty, who obviously take their teaching responsibilities seriously. M firt various missions, it is kept great by rewarding excellence and cre- ativity, in a word, merit. I believe these problems, and others, can be confronted constructively and that the University can come to realize its full potential. Before I address the subject of our future directions, I would like to expand briefly on my own view of academic leadership. The qual- ity of any universitydepends most of all on the individuality of each of its members - faculty, staff and students. Yet the university's ultimate success in pushing for- ward the frontiers of knowledge and in contributing to the solution of the problems which confront society also rests on its ability to engage those talented individuals in collective institutional goals and aspirations. This is the para- dox which underlies the dual roles of the academic leader. On the one hand we must attract and nurture individuals of talent and fan the spark of their individuality, on the other, we must bring those indivi- duals to identify with institutional goals and rally them around com- mon purposes. In my view this calls for aca- demic leaders to pay particular at- tention to four matters. First, it is nmsnn+ial +A an-.-.-A +L-.+ +L..-. ITB: I have found the structure of the University to be functional and uncluttered, with relatively little duplication or overlapping en- deavors. You have avoided the ex- treme of a narrow concentration on a few selected areas and the equally troublesome unbounded pursuit of every interest ever known to mankind. I am not yet prepared to be spe- cific in identifying those aspects of the University where improve- ment is desirable. Quite clearly the strains of rapid growth have left some unevenness of quality which will demand attention. There are two points, however, on which I want to be specific be- cause they represent quantitative or perhaps attitudinal differences between this University and the more prestigious Land Grant Uni- versities in the country. These in- stitutions are all characterized by more intensive research and other creative efforts and by more com- prehensive outreach programs. In- quiry is the Wellspring of all the learning that universities must transmit and of the ultimate prac- tical benefits that come from its application. More fully developed outreach programs place the cam- pus in direct contact with virtual- ly every group in the community, impression and tures individuals of talent in all of its endeavors of research, teach- ing, and public service. This re- quires the most careful and consis- tent attention to quality in the re- cruitment, appointment, promo- tion, and reward of faculty and staff. It also requires the identifi- cation of potential leaders and the provision of opportunities for them to develop their skill so that future leadership is assured. Sec- ond, it is essential to create the favorable climate which high quality research, teaching, and public service require. This de- mands the reduction of red tape, the anticipation of developments in new and existing fields, and an absolute insistence on quality per- formance as a requisite for the al- location of resources to indivi- duals as well as units. Third, it requires thoughtful and creative institutional development and al- location of resources. No institu- tion can do everything. It is neces- sary to identify institutional priorities with care, to develop well-understood criteria and pro- cedures for allocating resources, to reduce redundancies and consoli- date activities where savings can be attained. We must develop re- alistic expectations, and reach an incfiflifinviqxrirln nnnnnnmm fl-out and have provided those institu- tions with their enthusiastic sup- porting constituencies. I shall re- turn to these themes a little later. I am in no sense dismayed by whatever problems confront us. To an overwhelming extent they are not unique to this Common- wealth. They represent the prob- lems which confront public higher education nationally. It is true that the level of state support is somewhat inadequate, but our budget is lean, not poor. We need to be more precise in identifying our priorities and supporting them, and shall of course try to do our best to make a persuasive case for increased funding. There is no doubt that inflation has seriously eroded our purchasing power and thus our ability to maintain and build a high quality institution. However, just as critical as the lev- el of support is the manner in which we are hamstrung by tight restrictions on the internal man- agement of funds. This weakens our ability to cope creatively with our problems. I am especially dis- tressed over the serious limita- tions on top salaries. Exceptional performance deserves outstanding rewards. A great university is built by bringing together the highest quality people to accomplish its confession Fourth, our leaders must give at- tention to fund raising. In this area the leader must act as a cata- lyst. The best assurance for con- tinued external support, particu- larly federal support, is a produc- tive faculty, but that faculty must be given the guidance, the assis- tance, and the urging that ,is re- quired to obtain the funds. In my opinion these are the primary du- ties of academic leadership at all levels in the institution, beginning at the department level. I shall certainly give them priority in my role as Chancellor. Now let me turn to the objec- tives to which my leadership will be directed. First, it is essential that we stop thinking about the 1960s and devote our attention to the 1980s and the remainder of this century. I have a feeling that in Amherst, as everywhere in aca- deme, too many people are look- ing backward with nostalgia to the period of rapid growth, rather than forward with expectation to the challenges of the future. At the very least, we must accept the changes in our environment and learn to live within whatever means we can achieve. We must ready ourselves for the new de- mands and demography of the Tqflfle nnri mn lwnvn lif+lp fimn tn

Page 29 text:

v l l 3 -- 'S' s. ... 1- 5, ',. Highlights of the Board actions - 1979-1980 Established new degree programs: Bachelors in Dance, Computer and Information Science and Sports Management Master of Arts in Teaching in Italian Increased limit on out-of-state student undergraduate enrollment from 50!o of the entering class to I50fo. In conjunction with the administration and the Student Government Association, devised and approved a new accounting system for the Student Activities accounts. Established tuition waivers for exceptionally talented students. Established Meserve Memorial Trust Fund, income to be used to help students studying Horticulture, Arboriculture, Forestry, etc. Approved a request for one million plus dollars, to be used to improve fire protection at Amherst. The Trustees devoted a great deal of time to the problem of the facade of the tower library, and the problem of reorganization of public higher education. Approved the establishment of a memorial garden at Amherst to be named in honor of Frank A.Waugh, Professor and Head of the Department of Horticulture at Mass Aggie, 1902-1931, and a pioneer in the field of landscape and architecture.