CWN UA STUDY

Our discussions to date, though vigorous, have not yet begun to jell. We are shooting a great many arrows into the air. It is not important to know where they will land. But it is important to recognize that, based on our discussions to date, they are certain to land all over the terrain.

I would submit that we need to define a role for ourselves that is different from that of strategic planning by the leadership of the University and its campuses and also that by the Regents. They are of the University; we are not. We are informed lay citizens interested in the social benefits to be derived from our public university. We therefore can set forth a different supportive perspective.

Is there really a difference between them and us?

The American public university was dubbed forty years ago a ”multiversity"; that is, it moves in many directions and does many things. It does creative and original research. It has experts to help the community solve its social, economic and political problems. It entertains the community with intercollegiate athletics. And, oh yes, it teaches students. It has a tenured faculty and a faculty striving for tenure, some of whom will not receive tenure and will have to leave the university. It has faculty who pursue research with passion and commitment. It also has researchers who would prefer to teach but recognize that their academic futures depend on publication in refereed journals; so they spend more of their time attempting to achieve questionable results rather than pursuing their real passion, teaching.

University leadership often finds it necessary to support this great variety of disparate interests. And most of the regents over time are persuaded to do the same, insisting only on professional management of resources.

Our group can proceed without any of those constraints. We are different.

I would submit that our first task is to limit, to simplify and to focus our study for the well being of the University and the people of Alaska.

A public university feels the need to be responsive to the public. Accordingly the university meets with special groups (special interest groups?) to hear their concerns. Businessmen want more economics taught, and may want Ph.D. programs. The medical community wants expansion of programs to educate nurses, dental hygienists and physical therapists. The social service community wants more graduate programs in that discipline. Public school leaders want more teacher training. The high tech community wants more education in information technology. Intercollegiate athletic boosters want the appointment of more assistant coaches. And everybody wants the public university to promote growth and dvelopment of the economy.

That variety of expectations can create a Christmas shopping list that the public university will not be able to finance for half a century, if then, to say nothing of sufficient resources to strengthen the things it currently does. Moreover, the expectation that the university can transform the society and the economy through technocratic planning is at best questionable. What the economy needs are entrepreneurs with capital who believe that wealth can be produced in the local setting, entrepreneurs with commitment, intelligence and passion.

I would submit that the university would achieve more and function better internally with a recommitment to its essential purpose, that of educating students, that of civilizing students who come to higher education these days without a solid grounding in literacy, numeracy, the scientific method and history. Good, solid undergraduate education offered by a faculty committed to that task unencumbered by the usual distractive expectations will make the university a much more valuable resource in our midst. We should not expect the university to solve our social problems or to reorder our society. We should expect the university to educate the men and women who will go forth to bring new value to our economy, our society and our civilization.

In making this focal commitment, we should not intend to prevent the university from pursuit of those many things they currently do and others they would like to do. But a total commitment to the central and vital purpose of higher education will help the university and the state determine what else it can afford.

Guys and gals, we need some clear and focused direction.