printable versionCouncil minutes
Chair of the Faculty Senate, Eric Roberts, brought the meeting to order at 4:25 p.m., following the meeting of Faculty Senate 38 in the Law School. As is the custom at the Academic Council meetings, the activities of the Senate during the year following the previous Academic Council meeting are reviewed briefly.
Chairman Roberts noted that more than 4,000 degrees had been conferred by the combined actions of Senate 37 and 38, that many memorial resolutions had been heard, and 25 major reports given to the Senate. He emphasized the importance of the report of the Commission on Graduate Education, noting that. "As we proceed and grow with this university we must be ready and willing to accept change. The Commission on Undergraduate Education generated a true transformation in this component of our educational structure. Particularly important in the graduate education commission report is the commitment, a passionate one, to enhancing diversity in our community." He applauded the planned naming of a Vice Provost for Graduate Education, saying that the right person in this position will strengthen the entire system.
Another report of note, heard in executive session by Senate 38, was presented by VPUE John Bravman, who presented Senate 38 with data comparing Stanford with other universities (unnamed) in the report to the Academic Council. In brief, hard data make it clear that Stanford is doing extraordinarily well, finding itself in top ranks in almost all criteria. Roberts and other senators had found this report to be a source of pride and sense of accomplishment.
The Chair sensed that the general atmosphere in the Senate was one of smooth waters and no real controversies. He was pleased that the structure of governance at Stanford has enabled able and communicative administrators, John Hennessy and John Etchemendy in particular, to work easily with the faculty, providing useful exchanges of opinions and a collective, rather than polarized, response. Roberts, who has been a member of the Senate for nine years, and has seen gradual but strong improvement over this period in the quality of the academic programs at Stanford. This has made us a leader among universities.
As for challenges in the future, he pointed out that:
As Stanford becomes the school that defines excellence, we cannot rest upon our laurels
We are perceived as a leader, and we must continue to be one
We must continue to battle the assault upon rationality and evidence-based beliefs. We must "…be ready to offer hope to a world that needs it"
We must seek mechanisms to ease the burdens of time demand upon faculty. "As more is expected," he said, "it is more and more difficult to maintain the highest levels of achievement in research and teaching."
He concluded by offering thanks to all who make the Senate run so effectively, pointing out that this requires the engagement of faculty. He thanked especially the chairs of committees, and the students who are active in campus government. "I have gone to their committees and they attend ours." He offered, again, special thanks to the President and Provost with whom it has been so easy and helpful for the Steering Committee to work.
At this point, President Hennessy took the microphone. A full record of his remarks were published in the April 26th issue of the Stanford Report beginning on page 10. (http://newsservice.stanford.edu/news/2006/april26/hentext-042606).
In brief, he summarized the events of this past year, "…an extraordinary one that has enabled us to plan for the future." Passing the goal set for the CUE by more than $100 million was a particularly gratifying accomplishment. These funds have enabled many more students to participate in Overseas Study Programs, an increase in opportunities for undergraduate research, formation of new athletic scholarships and need-based scholarships, recruitment of new faculty, and investiture of many faculty as Bass Universities Fellows in Undergraduate Education.
He was particularly pleased that beginning next fall, Stanford "…will no longer ask families with an annual income of less than $45,000 a year to contribute to tuition costs, and we will reduce the contributions of middle-income families by approximately one-half. About 1,100 new and continuing undergraduate students are expected to benefit from this policy."
He thanked the generosity of alumni donors for support of specific programs and schools, and those who had worked so hard to present a robust report on the needs in the future for graduate student education. Hennessy emphasized the importance of continuous development of multidisciplinary research.
He was proud to recognize the success of the Stanford Racing Team's robotic car and its solar-powered car!
A Cultured and Useful Citizenry: The Role of Creativity and the Arts in a 21st Century EducationThe President looked to Stanford's history. "From the time of the University's founding, the arts and humanities have played an important role in educating our students and in serving the public. In his last letter to President David Starr Jordan, Leland Stanford wrote: 'The imagination needs to be cultivated and developed to assure success in life. A man will never construct anything he cannot conceive.' He went on to list the many strengths in the arts that Stanford already has possessed:
Edward Muybridge's photographic studies
The development of the music synthesizer
The many musical ensembles at Stanford - St. Lawrence String Quartet, Stanford Chorale, Stanford Symphony, and others
Stegner Fellowships, Lane Lecture series, Stein and Mohr Visiting Writers, Creative Writing Program
Cantor Arts Center
…and many more.
What is next? He moved on easily to introduce the Stanford Institute for Creativity and the Arts (SICA), established in January, 2006 to serve as the "…hub for the arts initiative. The co-directors will be Jonathan Berger (Music) and Bryan Wolf (Art and Art History)." The president was enthusiastic in saying, "By bringing together scholars, artists and other professionals - within and outside the University - we intend to create an environment for the arts that has no boundaries, that is open and accessible to all." To help implement this the Art and Art History department will be moved from Cummings to the Old Anatomy building. Raising money for a very much needed performing arts center has been daunting, but is proceeding vigorously. "Creativity and the Arts", a new program, will be available to all students. A new Film and Media Studies program in the Department of Art and Art History has been founded, as was a 2-year MFA program in documentary film and video. A campus-wide arts calendar is being developed as are efforts to expand arts activities in the residences. Master classes by artists-in-residence will be increased, as will a campus presence of contemporary artists. Consistent with the broad umbrella of this initiative, arts in the technological programs will be inserted; and example is the Hasso Plattner Institute of Design, headed by David Kelley in Mechanical Engineering. Cross-cultural communication through artistic modes will be initiated by the Arts in a Global Society program to help emphasize the reality that artists have always helped build non-linear, non-verbal bridges between cultures.
President Hennessy was then pleased to welcome, for a panel discussion:
Eavan Boland, the Bella Mabury and Eloise Mabury Knapp Professor in humanities and the Melvin and Bill Lane Professor for the Director of the Creative Writing Program
David Kelley, the Donald W. Whittier Professor in Mechanical Engineering founder and director of the Hasso Plattner Institute of Design
Kris Samuelson, filmmaker and Professor of Communication and, by courtesy, of Art and Art History.
Professor Kelley described how the Design program, initiated in 1958, has moved to study how designers think. They have learned that this process is more instinct-based, more empathic. Design innovation is based on a trio of disciplines: technology (establishing feasibility), business (viability), and human values (usability and desirability). The Plattner Institute will add to analytic thinking, not replace it. Some of the projects have focused on K-12 education, sustainability, health and wellness, and the developing world. It is clear to all involved that multi-disciplinary teaching is really difficult in part because it is a radically different collaboration. But it is exciting because the students love to see the faculty disagree in class. An example is the GSB professor who says, "If you haven't written it down, it does not exist." The H&S professor retorts, "What do you mean it doesn't exist?" Students, meanwhile, wonder: "Who does the grading?" For professors it is an ego trip; each comes in with the full burden of his or her discipline, knowing what others in the program cannot know, so that there is no redundancy in teaching. He described the experience as "super gratifying" for faculty.
Professor Boland, speaking about creative writing, said "We think of ourselves as the promissory note." Creative writing should have a presence within every major, although often it is an invisible one. The Stegner program is an example of this; no degrees are offered. These programs expand the imaginations of students, unlocking creative spirits that enable metaphorical bridges across miles and cultures to be built. It was noted that Creative Writing is one of the most difficult programs for students to get into within the University.
Kris Samuelson presented some video clips produced by students in the Film Studies graduate program. For the MFA in non-fiction film production, one of eleven applicants will be accepted. There currently are 32 majors in the undergraduate program. The curriculum includes art history, a full year of film history, courses in international film, and one film production course… encompassing the entire creative process. She was especially pleased that the film program will join Art and Art History. She emphasized that in the practice of art there is "free space to think". One works alone, but others are nearby to give collegial critique." She pointed out that that the practice of art requires patience and discipline, qualities that are essential for many fields. And, conversely, having a background in history, the classics, a true liberal education, will help in producing art.
Questions and DiscussionThe first question was preceded by the comment that this was a superb initiative. The question was "What took us so long?" President Hennessy artfully dodged that one by answering, " It took an engineer to be President!" The panelists added that it took time to get the appreciation among faculty of how important the other disciplines were, such as having film students come to Creative Writing for help with screenplay writing. In addition, time was needed to look at other programs around the country. Professor Boland said "We are better for it [taking time]. The students who flock to our programs agree." David Kelley felt brave enough to say that "…students used to want to be the next Bill Gates…not any more. They want the life experiences of arts."
Another comment expressed the inherent "inefficiency" in Drama, with the added hope that there is recognition of this and acceptance of it. The panelists agreed, saying that the emphasis is on quality, not just numbers.
Noting that art is a way to find a creative and contemplative pause, a questioner asked whether the Initiative envisioned a way to take that "pause" and turn it back into disciplines that are not primarily artistic, such as electrical or mechanical engineering? The panelists agreed that students who find this sense and quality of "pause" will find that it affects all of their studies.
In response to a question on the potential effect of arts on the Graduate School of Business, the panelists were pleased to point out that the highest number of applicants to Arts programs are from the GSB. They want the experience "…in an extreme way. They need 'slow food.' We can put the artistic experience in the context of stimulating imaginative thinking with creativity…invaluable qualities for anyone going into commerce."
At this point the President thanked the panelists, Senate Chair Eric Roberts, and the audience…and the meeting was adjourned.
Respectfully submitted Edward D. Harris, Jr. Academic Secretary to the University