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Marketing and University Communication UW-Green Bay, CL 815 2420 Nicolet Drive Green Bay, WI 54311-7001 (920) 465-2626 E-mail: hildebrs@uwgb.edu Last update: 9/27/07 |
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In
the News Archive - Year: Commencement Address 2004 Spring Commencement, University of Wisconsin-Green Bay
When I was asked to address your graduating class a few months ago,
the topic I was assigned was to compare the proposals for higher education
at UWGB in the late 60s and 70s with proposals for higher education at
UWGB in the early 21st century.
At first I was perplexed. How could such an analysis be relevant to
you, the graduates? After reflecting a bit, it became clear. First, it
would help you understand the high quality of your education here at UWGB
— especially when compared to that available at more traditional
institutions. Second, and perhaps more significant, it would help graduates
appreciate the importance of having a dream as the founders had —
of having objectives and a direction that make a human endeavor meaningful
and exciting to those who participate in it or are affected by it.
Our university was created at a time of national crisis. Lyndon Johnson
was president, soon to be followed by Richard Nixon. The crisis of the
nation was reflected in the crises of higher education. Turmoil was the
order of the day on campuses. We were directed to be an innovative university
that would respond to the criticisms and needs of higher education.
The University's academic plan that emerged in the late 60s has three
major themes: the environment, interdisciplinarity, and the communiversity.
A 1970 brochure published by the Chancellor's Office was organized in
these three sections. Environment was defined as biophysical, social and
cultural. Interdisciplinarity was a means of organizing the faculty, a
means of stimulating broad-based research, and a means of adding richness
to student majors and minors. The term communiversity was coined by us
in 1968, and referred to close university-community relations in both
teaching and research.
The 1970-71 catalogue spelled out more of the implications of a university
devoted to environment, interdisciplinarity, and communiversity. With
a devotion to excellence and a spirit of commitment and dedication, a
student could take advantage of the several elements of the plan:
(1) Involvement of students in shaping the nature and content of their
learning, including their majors and minors. In the 35 years of experience with the academic plan, the University
has had many successes and but a few failures — much progress and
little frustration. Overall, the University has been a notable success.
It has retained much of the uniqueness with which it began. Of the three
general themes, the University is especially strong in communiversity.
This has been a special emphasis of Chancellor Shepard and the faculty
in recent years.
UWGB is well-known as an interdisciplinary university. The power of
the faculty remains in interdisciplinary concentrations. Courses involving
several disciplines are common. While the original idea of theme colleges
was not implemented, a spirit of interdisciplinarity is a feature of UWGB.
This is most unusual in higher education.
The University was never intended to be "eco-U" as one journalist proclaimed
early in our history. It was intended that every part of the university
related to the cultural, social and biophysical environments and the problems
associated therewith. We have not approached this theme as thoroughly
as we might, but have done so far more than most other institutions, especially
in regard to social and biophysical environments.
As to the elements of the academic plan, most are reflected in current
practice, even through they could be strengthened. The University is known
for its involvement of students in their own learning, for a close relationship
among the faculty and students, for relevance of education to community,
and for a general problem approach.
There is one glaring failure or frustration in the eyes of the founders,
namely general education. Because there was dissatisfaction with the Liberal
Education Seminars, or LES, the faculty abolished them and replaced them
with a traditional distribution requirement. Gone are the concepts and
purposes of general education on which UWGB was founded.
A second area of some weakness is in regard to other culture experiences.
An emphasis on communiversity and local conditions is appropriate, but
it has far more meaning if there is a comparison with another culture
— within the United States or abroad. International education and
cross-cultural study need to be strengthened.
But for an academic plan to be valid, it must be appropriate for the
conditions of society as they change. Today we are wracked by crises that
are somewhat different from those of the 60s, although there are similarities.
Any list of them would be a long one, but would include the Iraq war and
all of its consequences, the severe concern regarding jobs and employment,
the many problems of human relations, and the limitations and abuse of
natural resources.
As the University addresses these topics, the themes and elements of
the academic plan need never be abolished, but the content of each of
them could be modified. For example, there might be a new expanded concept
for problem-oriented education. There might be additional material to
add to a general education program, such as an emphasis on the ability
to work with others, the ability to work in groups. Social change and
development could concentrate afresh on human relations, and the business
program could emphasize employment practices and job creation.
The original academic plan was thought appropriate for a student body
of 20,000 and a curriculum of many majors was planned. While that number
of students is not in the immediate future, it is time to permit UWGB
to expand its enrollment and the number of its majors. Otherwise, it cannot
adequately serve Northeast Wisconsin. And it can do so and yet be true
to its academic plan.
Thus the dreams of the founders of UWGB can easily be made relevant
to the 21st century. They can be appropriately supplemented by additional
ideas from the current faculty, administration, and student body. The
road to the dreams is a difficult one, and the course is not straight
or without barriers. But there is an institutional dedication to traversing
the road and making UWGB an even better university.
In parallel fashion, it is critical that college graduates are challenged
by the problems we face. Do not be a drifter — or without an objective.
Strive to make this a better world for all those with whom you have contact.
It need not be a university that you help build. Perhaps it will be a
day-care center, a school, a small business, or a charitable service.
If each of us has an institution-building objective and a dream to help
people, and works to achieve these ends, the results can be truly impressive.
Whatever your lifestyle, whatever your job preference, whatever your
family, develop objectives that mesh with a dream. Complete success may
not always be possible, but a strong aim and direction will carry you
far.
Finally, let me hope that each of you will have the opportunity to see
Les Miserables when it comes to the Weidner next year. It you will
not be near Green Bay, try to see it in another performing arts venue.
Les Miz is inspiring for all of us as we seek to follow our dreams.
I especially love the last words of the musical, and I share them with
you as you look ahead to your exciting lives.
Will you join in our crusade?
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