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December 1997
by Dr. John W. Bardo -- jbardo@wcu.edu
This has been a significant fall semester for WCU. We are working on initiatives that have the potential to move this University to the forefront nationally in our ability to teach and help students learn. The computer issue has had the greatest public impact, and it is indeed important. However, what is even more significant is that faculty members were fully engaged in the decision and a decision was made in relatively short time. Regardless of where you as an individual stand on the merits of the computer question, it is important that we had this type of discussion and that we were able to move to a decision.
We know that in forging the new ground of the computer requirement we will not do everything perfectly. None of us who supported this move believed any differently. Certainly, the eyes of the state are on us, and other institutions will be observing our progress. It is important that we document everything we do, not only for our own instruction but to help others avoid our mistakes and profit from what we do correctly. Clearly, we have positioned ourselves "out front," which is usually where the future is.
As we have begun developing a procedure by which entering students may, if they wish, purchase a computer at the Bookstore, word has circulated on the campus that proceeds from computer sales will be used to fund unrelated projects or activities. This is not true. State law requires that Bookstore profits be used only for student financial aid. This statute, applicable statewide, allows no other use of profits from campus bookstores.
A reporter asked me recently if I thought that the computer issue was the most important item that we were dealing with this year. I told him, "No, quality is the most important issue." Technology is only a tool to assist faculty members in developing the level and type of quality education that you know your students will need as they complete their degrees. The work you are doing with regard to raising standards and expectations, your attendance policies, and your willingness to work with students to help them achieve are critical; technology is a help.
STEPS AHEAD
As we continue to enhance educational quality there are some important "next steps."
Senior-level assessment.
First, there is the issue of assessment of senior-level performance. The basic question regarding this type of assessment is: "How do we know and document that a graduate of this program can write well, read complex material with understanding, orally present effectively, think critically about an issue of the discipline, and use technology and mathematics, as appropriate, to address the issues of the discipline?" The Southern Association of Colleges and Schools requires us to develop and use effective means of assessment. This type of program will satisfy SACS, but more importantly, it will help us document that we are providing a world-class education.
Behavior and community expectations.
Second, there is the question of behavior and community expectations. We call ourselves "a community of scholarship." As a sociologist who has spent some time studying the nature of communities, I would suggest that communities are based on a notion of common relationships among people and they normally have binding forces in the form of shared values, beliefs, and norms. Our mission statement speaks to core values of responsibility, commitment, and integrity as the binding forces for our community. As we continue to develop this University, we need to be sure that we are appropriately acquainting students with the meaning of these core values.
This discussion of values leads to the question of alcohol and drug abuse. Our stand with regard to these issues needs to be very clear, and the University is taking a number of important steps. One of the most important steps we are taking involves making the freshman emphasis hall "alcohol free." This means that possession of alcohol (even in a closed container) in that residence hall is a serious violation of the Code of Student Conduct. Additionally, I have sent a letter to every student and every parent clarifying the University's stance on underage drinking and alcohol abuse and asking for their assistance in addressing the problems. I have sent a letter of thanks and support to our sheriff for his assistance in dealing with these issues. Now, I am asking that you, as faculty members, also assist by helping your students understand where you stand on alcohol and drug abuse. These problems represent a national madness and the madness must stop. Locally, they can only drag the University down, not propel it toward the future.
You also should be aware that students, faculty, and staff have been working diligently on a new relationship agreement with our fraternities and sororities. The final document will go before the Board of Trustees at its next meeting. I believe that a residential campus can benefit from a well-run Greek letter system. But, a poorly run system is a detriment. No one is suggesting that the Greek letter organizations should be eliminated from campus, but we are working to assure that any organization affiliated with the University is an asset and that the organization is true to its own organizing principles and charter. Most leaders in the Interfraternity Council and Panhellenic Council worked very hard on this agreement. There are a few organizations that have not yet "bought in." While this is unfortunate, please do not assume that the actions of the few are representative of the actions of the majority.
General education.
A third area of importance is general education. The faculty committee is making progress in setting the principles by which general education will be re-examined. This review gives us the opportunity to reflect on the nature of a Western education and how we will prepare students for a world with increasing rates of change. This, too, is critical to the educational quality of Western, and I hope that you will take an active part in the discussion.
Freshman transition program.
The fourth area that will affect quality involves the freshman transition program and support for non-declared majors. Under Frank Prochaska's leadership, we are taking a close look at this area. We continue to work to retain all students who are in academic-good standing. (At the same time, we will "stay the course" and not keep students who are unwilling or unable to meet high academic expectations.)
In addition to the strong emphasis on academic achievement, you may have heard that we are beginning the planning for Phase II of Hinds University Center. Phase II will allow the University to expand services to students and address some priorities that could not be handled in the renovation of the current university center. Most of the space in Phase II will be designed to provide for student needs that are not being met by the external community. Please be aware that the current building will remain open during any construction of Phase II. Given how long it takes to plan and construct a building, I would not anticipate that any extension would be open prior to the fall semester of 2000-2001.
Again, I would like to thank all faculty members for their hard work this fall, moving Western to a new level of excellence.
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